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"content": "\u003cp>Jigsaw activities are not a new innovation in education. Teachers have been using the strategy for years because it blends independent work with the power of group work to extend learning. John Hattie even found that it was one of the only activities in his model that helped students \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/14/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea/\" target=\"_blank\" rel=\"noopener noreferrer\">acquire and consolidate both surface and deep knowledge\u003c/a>.\u003c/p>\n\u003cp>Kyle Halle-Erby, a 12th grade English teacher at \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/23/why-group-work-could-be-the-key-to-english-learner-success/\" target=\"_blank\" rel=\"noopener noreferrer\">San Francisco International High School\u003c/a> likes the jigsaw activity because it helps his English language learning students feel comfortable participating in literature discussions. He'll often do a jigsaw activity before a literature discussion to help students playing different facilitating roles prepare together before joining a group where they will be the only person with that role.\u003c/p>\n\u003cp>\"Our classrooms are always heterogeneous and we foster as much collaboration as possible,\" Halle-Erby said in a \u003ca href=\"https://www.teachingchannel.org/videos/fostering-heterogeneous-collaboration-sfusd\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching Channel video \u003c/a>about his strategies. \"The idea is that students will develop their English skills most effectively if they're participating in complex tasks as a group where the common language is English.\" His class is focused on developing specific skills around textual analysis and discussion that students will need in college.\u003c/p>\n\u003cp>\"I think that discussion makes reading and reading comprehension visible in a way that otherwise it can feel very invisible. And so asking students to produce language about what they've read is a really important evaluation and assessment tool that I use,\" Halle-Erby said. He has students record their conversations on their phones so he can listen later for the type of language he's been encouraging all year.\u003c/p>\n\u003cp>[vimeo 205967855 w=640 h=360]\u003c/p>\n\u003cp>\u003ca href=\"https://vimeo.com/205967855\">Literature Circles: Fostering Heterogenous Collaboration\u003c/a> from \u003ca href=\"https://vimeo.com/user11426713\">Teaching Channel\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>\u003cstrong>\u003ca href=\"https://www.kqed.org/mindshift/transcript-be-the-change-you-want-to-see\">Transcript\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>When \u003ca href=\"https://twitter.com/Catlin_Tucker?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\" rel=\"noopener noreferrer\">Catlin Tucker\u003c/a> pulled into the Windsor High parking lot for a staff professional development day at the end of Christmas break she was feeling less than inspired. She’d started to think that no matter what she tried in her traditional high school English classroom she wasn’t really preparing kids for the world they’d find in college and beyond. And she wasn’t optimistic that the jam-packed schedule of workshops would make her feel any better. But to her surprise, the talk delivered by the keynote speaker, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/18/how-can-schools-prioritize-for-the-best-ways-kids-learn/\" target=\"_blank\" rel=\"noopener noreferrer\">Will Richardson\u003c/a>, spoke to everything she’d been feeling.\u003c/p>\n\u003cp>“He just spoke to me, to everything that concerns me about education and the way we’re shuttling kids through classes and losing so many of them, and how we have to reimagine learning for kids of this generation,” Tucker said. It was the validation she needed to top wishing things could be different, and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/19/be-the-change-you-want-to-see-by-shifting-traditional-high-school/\" target=\"_blank\" rel=\"noopener noreferrer\">start making big changes in her own teaching\u003c/a>.\u003c/p>\n\u003cp>“I walked out of that keynote and right into my principal’s office and I was like, ‘I want to do something different,'” Tucker said. The principal, Marc Elin, didn’t shut her down; instead he let her explore the idea. When Tucker approached \u003ca href=\"https://twitter.com/MarikaNeto\" target=\"_blank\" rel=\"noopener noreferrer\">Marika Neto\u003c/a>, a rookie teacher who was already proving herself to be restless with the traditional model, a partnership was born.\u003c/p>\n\u003cfigure id=\"attachment_49320\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-49320 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-1020x1020.jpg\" alt=\"\" width=\"640\" height=\"640\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-1180x1180.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-960x960.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-240x240.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-375x375.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-520x520.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-50x50.jpg 50w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-150x150.jpg 150w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika.jpg 1852w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Catlin Tucker (left) and Marika Neto. \u003ccite>(Courtesy Catlin Tucker)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Tucker and Neto created a program in which they share sixty students, a mix of freshman and sophomores, every other day. The interdisciplinary program blends science, English and technology learning standards into projects, and students are given more choice and independence over how and what they learn. Tucker and Neto hoped that by redesigning the classroom experience they could shift what students value about learning. Instead of being focused on grades and points, they’re pushing students to see the value in self-reflection, self-assessment, and creative thinking.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Listen to Episode Three of the MindShift Podcast to get a feel for this alternative classroom model, and to hear from the students, teachers, and parents who were willing to give learning this new way a try. Shifting long-held expectations of what school looks like hasn’t been easy, but Tucker and Neto say it’s been incredibly rewarding.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Listen on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/be-the-change-you-want-to-see/id1078765985?i=1000392728380\">Apple Podcasts\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://play.google.com/music/m/Dmfwavnuxbn5kui2gcskdqkldky?t=Be_The_Change_You_Want_To_See-MindShift_Podcast\">Google Play\u003c/a>\u003c/strong>, \u003ca href=\"https://one.npr.org/i/553695980:553695982\">\u003cstrong>NPR One\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/1uTvgpLuGRkCgqD6xojicQ\">Spotify\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://www.stitcher.com/s?eid=51603295&autoplay=1\">Stitcher\u003c/a>\u003c/strong> or wherever you get your podcasts.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003ca href=\"https://www.kqed.org/mindshift/transcript-be-the-change-you-want-to-see\">Transcript\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>When \u003ca href=\"https://twitter.com/Catlin_Tucker?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\" rel=\"noopener noreferrer\">Catlin Tucker\u003c/a> pulled into the Windsor High parking lot for a staff professional development day at the end of Christmas break she was feeling less than inspired. She’d started to think that no matter what she tried in her traditional high school English classroom she wasn’t really preparing kids for the world they’d find in college and beyond. And she wasn’t optimistic that the jam-packed schedule of workshops would make her feel any better. But to her surprise, the talk delivered by the keynote speaker, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/18/how-can-schools-prioritize-for-the-best-ways-kids-learn/\" target=\"_blank\" rel=\"noopener noreferrer\">Will Richardson\u003c/a>, spoke to everything she’d been feeling.\u003c/p>\n\u003cp>“He just spoke to me, to everything that concerns me about education and the way we’re shuttling kids through classes and losing so many of them, and how we have to reimagine learning for kids of this generation,” Tucker said. It was the validation she needed to top wishing things could be different, and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/19/be-the-change-you-want-to-see-by-shifting-traditional-high-school/\" target=\"_blank\" rel=\"noopener noreferrer\">start making big changes in her own teaching\u003c/a>.\u003c/p>\n\u003cp>“I walked out of that keynote and right into my principal’s office and I was like, ‘I want to do something different,'” Tucker said. The principal, Marc Elin, didn’t shut her down; instead he let her explore the idea. When Tucker approached \u003ca href=\"https://twitter.com/MarikaNeto\" target=\"_blank\" rel=\"noopener noreferrer\">Marika Neto\u003c/a>, a rookie teacher who was already proving herself to be restless with the traditional model, a partnership was born.\u003c/p>\n\u003cfigure id=\"attachment_49320\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-49320 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-1020x1020.jpg\" alt=\"\" width=\"640\" height=\"640\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-1180x1180.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-960x960.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-240x240.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-375x375.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-520x520.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-50x50.jpg 50w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-150x150.jpg 150w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika.jpg 1852w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Catlin Tucker (left) and Marika Neto. \u003ccite>(Courtesy Catlin Tucker)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Tucker and Neto created a program in which they share sixty students, a mix of freshman and sophomores, every other day. The interdisciplinary program blends science, English and technology learning standards into projects, and students are given more choice and independence over how and what they learn. Tucker and Neto hoped that by redesigning the classroom experience they could shift what students value about learning. Instead of being focused on grades and points, they’re pushing students to see the value in self-reflection, self-assessment, and creative thinking.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Listen to Episode Three of the MindShift Podcast to get a feel for this alternative classroom model, and to hear from the students, teachers, and parents who were willing to give learning this new way a try. Shifting long-held expectations of what school looks like hasn’t been easy, but Tucker and Neto say it’s been incredibly rewarding.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Listen on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/be-the-change-you-want-to-see/id1078765985?i=1000392728380\">Apple Podcasts\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://play.google.com/music/m/Dmfwavnuxbn5kui2gcskdqkldky?t=Be_The_Change_You_Want_To_See-MindShift_Podcast\">Google Play\u003c/a>\u003c/strong>, \u003ca href=\"https://one.npr.org/i/553695980:553695982\">\u003cstrong>NPR One\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/1uTvgpLuGRkCgqD6xojicQ\">Spotify\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://www.stitcher.com/s?eid=51603295&autoplay=1\">Stitcher\u003c/a>\u003c/strong> or wherever you get your podcasts.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>This kindergarten classroom at Lafayette Elementary in San Francisco has both native English speakers and students who are still learning English. As teacher Elizabeth Iwaszewicz works to help her students understand the difference between fact and opinion she makes sure that students have multiple opportunities to talk with a \"rug partner\" so they can practice skills like listening and paraphrasing. Iwaszewicz has intentionally paired students so that English learners speak at least once with native English speakers.\u003c/p>\n\u003cp>\"Having an academic conversation in kindergarten is very challenging, but breaking it down, they're able to do it. And that's very rewarding,\" Iwaszewicz said. Watch these little ones explain why they think different statements are fact or opinion in this \u003ca href=\"https://www.teachingchannel.org/videos/teaching-facts-sfusd\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching Channel video\u003c/a> focused on how teachers in San Francisco support English language learners.\u003c/p>\n\u003cp>[vimeo 194076215 w=640 h=360]\u003c/p>\n\u003cp>\u003ca href=\"https://vimeo.com/194076215\">Just the Facts, A Social Studies Lesson\u003c/a> from \u003ca href=\"https://vimeo.com/user11426713\">Teaching Channel\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"disqusTitle": "How the Google Suite Can Enhance Open-Ended Math Exploration",
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"content": "\u003cp>Stanford education professor Jo Boaler’s message about teaching math in visual ways that don’t emphasize one right procedure has become a rallying cry for many math educators ready for a seismic shift in how American schools teach mathematics. But \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\" target=\"_blank\" rel=\"noopener noreferrer\">her ideas\u003c/a> also challenge much of what has been done in classrooms for decades, including the ways that current teachers and parents learned themselves. \u003ca href=\"http://alicekeeler.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Alice Keeler\u003c/a> is one of the converted, despite the fact she taught math traditionally for many years.\u003c/p>\n\u003cp>“I was a math teacher, and I’ll be honest,\" Keeler said, \"I didn’t teach it to be creative.\" She always felt pressure to move more quickly through the curriculum. Every day brought a new topic, whether or not students had deeply understood what came before. When Keeler read Boaler’s book, \u003cem>\u003ca href=\"https://www.goodreads.com/book/show/26067736-mathematical-mindsets\" target=\"_blank\" rel=\"noopener noreferrer\">Mathematical Mindsets\u003c/a>\u003c/em>, she saw herself as a young student in much of what Boaler described. With tears in her eyes, she told a group of educators at the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE)\u003c/a> that since fourth grade she secretly thought she was dumb because she couldn’t pass timed math tests. Boaler’s message that fast is not the same thing as smart was liberating to her as a person and as a math teacher.\u003c/p>\n\u003cp>“When we work on a math problem, any type of problem, there are five different pathways in the brain that light up and are working,” Boaler said by video call at the same presentation. “Two of them are visual.” She argues that much of traditional math teaching focuses on numerical representations, teachers demonstrating procedures, and memorization, when it would be more effective to try to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/21/what-neuroscience-can-tell-us-about-making-fractions-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">strengthen connections between the various parts of the brain\u003c/a> needed when working on math.\u003c/p>\n\u003cp>“That comes about by showing information in different ways,” Boaler said. Representations of math problems using words, images and numbers each use different parts of the brain, so the concept gets hardwired in a neural network drawing on multiple brain faculties instead of one numerical pathway.\u003c/p>\n\u003cp>“The least likely way of helping kids have those brain connections is having kids sit and listen to lectures,” Boaler said. That doesn’t mean all math classes need to be project-based or that direct instruction is always bad, but when lecture is the default classroom mode, it doesn’t require students to use their brains to make sense of the new ideas.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Boaler’s website \u003ca href=\"https://www.youcubed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">YouCubed\u003c/a> has many \u003ca href=\"https://www.youcubed.org/tasks/\" target=\"_blank\" rel=\"noopener noreferrer\">activities\u003c/a> to help teachers learn to open up the exploration of math from one of closed questions with a right and wrong answer, to one where \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/05/five-ways-to-shift-teaching-practice-so-students-feel-less-math-anxious/\" target=\"_blank\" rel=\"noopener noreferrer\">different ways of seeing and articulating math \u003c/a>are valued. When teachers ask students to explain why their thinking makes sense, students are forced to articulate their thought process, how it compares and contrasts to ideas peers have shared, and in doing so may help the teacher identify any \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/18/getting-inside-students-minds-why-misconceptions-are-so-powerful/\" target=\"_blank\" rel=\"noopener noreferrer\">misconceptions\u003c/a>.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/129139086?title=0&byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>A simple example of opening up math in this way starts with a closed question: Divide one by two-thirds. But rather than asking students to apply a rule, ask students to come up with a visual proof. “What happens is the kids have these amazing discussions with different visual proofs, and it’s such a great way of taking a very closed question and opening it up,” Boaler said.\u003c/p>\n\u003cp>As a math teacher Alice Keeler loves the ideas on YouCubed and readily admits most of them can be done without technology. However, Keeler sees many ways that technology could enhance the visual and collaboration elements of the work, so she has adapted several YouCubed activities for the Google Suite. While Keeler spent 14 years in the classroom, she now has her own consulting business and teaches at California State University Fresno. She also co-wrote \u003ca href=\"http://alicekeeler.com/google-classroom/\">two books on using Google Classroom\u003c/a> with Libbi Miller: \u003cem>50 Things You Can Do with Google Classroom\u003c/em> and \u003cem>50 Things To Go Further With Google Classroom.\u003c/em>\u003c/p>\n\u003cp>“It’s not about being digital and it’s not about being paperless,” Keeler said. “That doesn’t make learning better. But collaboration does.” She likes doing open-ended math activities in Google Slides because each student can play with visual representations, give feedback to peers, and receive ongoing feedback from the teacher. She usually makes blank slides and gives editing power to students.\u003c/p>\n\u003cp>“I ask each student to add their own slides explaining how they did it, how they visualized it, and we’re all doing it together in the Google Slides,” Keeler said. She’s found that when students can see how a peer visualized the problem, they then reflect on different approaches. She also values her ability to comment in real time with students because it becomes a conversation, not a static comment on returned work that the student may or may not look at again.\u003c/p>\n\u003cp>“I can have conversations with them around the ideas and help them to develop their thinking rather than just marking things right and wrong,” Keeler said. A math teacher who isn’t using G-Suite in class could also have these kinds of formative conversations by circling the room and talking with students working in groups, but Keeler likes using the technology because she can easily see how each individual is thinking about the problem. And students can interact with one another’s ideas, even when they aren’t physically in her class.\u003c/p>\n\u003cfigure id=\"attachment_49164\" class=\"wp-caption alignnone\" style=\"max-width: 754px\">\u003cimg class=\"wp-image-49164 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/how-close-to-100.jpg\" alt='An adaptation of the <a href=\"https://www.youcubed.org/tasks/how-close-to-100/\">\"How Close to 100\"</a> YouCubed activity that can be done in Google Sheets. (<a href=\"http://alicekeeler.com/\">Alice Keeler</a>' width=\"754\" height=\"424\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100.jpg 754w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-520x292.jpg 520w\" sizes=\"(max-width: 754px) 100vw, 754px\">\u003cfigcaption class=\"wp-caption-text\">An adaptation of the \u003ca href=\"https://www.youcubed.org/tasks/how-close-to-100/\">\"How Close to 100\"\u003c/a> YouCubed activity that can be done in Google Sheets. (\u003ca href=\"http://alicekeeler.com/\">Alice Keeler)\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>Keeler often tells students not to delete mistakes from the slides, instead telling them to duplicate the slide and keep working. That way she can see the progression of their thinking. This also helps students to see how far they’ve come.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.youcubed.org/tasks/the-four-4s/\" target=\"_blank\" rel=\"noopener noreferrer\">popular YouCubed problem \u003c/a>asks students to take exactly four 4s and use any combination of operations to come up with the numbers 1-20. Keeler often \u003ca href=\"http://www.alicekeeler.com/four4s\" target=\"_blank\" rel=\"noopener noreferrer\">does this in Google Slides\u003c/a>, where each slide is a place for students to show how they combined four 4s to get “1” and then on the next slide the work for “2,” etc.\u003c/p>\n\u003cp>She likes working in Google Slides because students can add media or even do work on paper and upload an image. This gives different types of learners options. Students with disabilities or who benefit from speech-to-text help can also participate using \u003ca href=\"https://chrome.google.com/webstore/detail/equatio-math-made-digital/hjngolefdpdnooamgdldlkjgmdcmcjnc?hl=en-US\" target=\"_blank\" rel=\"noopener noreferrer\">EquatIO\u003c/a>, a Chrome add-on that has voice typing capabilities, as well as handwriting recognition. EquatIO used to be g(Math), and now also makes it possible to use math symbols in slides and other Google apps.\u003c/p>\n\u003cfigure id=\"attachment_49170\" class=\"wp-caption alignnone\" style=\"max-width: 753px\">\u003cimg class=\"size-full wp-image-49170\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/pixelart-math-1.jpg\" alt=\"\" width=\"753\" height=\"421\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1.jpg 753w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-160x89.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-240x134.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-375x210.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-520x291.jpg 520w\" sizes=\"(max-width: 753px) 100vw, 753px\">\u003cfigcaption class=\"wp-caption-text\">Alice Keeler adapted a YouCubed activity, asking students to visualize the math using pixel art. \u003ccite>(\u003ca href=\"http://alicekeeler.com/2016/07/17/modeling-division-brownies-joboaler/\">Alice Keeler\u003c/a> )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another popular YouCubed activity asks students to visualize division by divvying up a pan of brownies equally among friends. Keeler does this activity in \u003ca href=\"http://alicekeeler.com/2016/07/17/modeling-division-brownies-joboaler/\" target=\"_blank\" rel=\"noopener noreferrer\">a spreadsheet\u003c/a>, and often asks students to create their own brownie pans -- their own problems -- in the next tab. “It allows them to experiment and play,” she said.\u003c/p>\n\u003cp>Keeler has become something of an \u003ca href=\"http://alicekeeler.com/2016/02/10/teaching-math-with-google-googlemath/\" target=\"_blank\" rel=\"noopener noreferrer\">evangelist for technology in math classrooms\u003c/a>, learning how to set up conditional statements and even simple code in Google Sheets to aid her purposes (she also shares these ideas regularly on \u003ca href=\"http://@alicekeeler\" target=\"_blank\" rel=\"noopener noreferrer\">Twitter\u003c/a>, including activity templates). Over time her teaching evolved and by the time she left the K-12 classroom she had upended some of the practices she once considered fundamental, like assigning \u003ca href=\"https://ww2.kqed.org/mindshift/2012/11/16/parents-wonder-why-so-much-homework/\" target=\"_blank\" rel=\"noopener noreferrer\">homework\u003c/a>.\u003c/p>\n\u003cp>One of the most controversial ideas in math education revolves around \u003ca href=\"https://ww2.kqed.org/mindshift/2013/02/22/can-repetitive-exercises-actually-feed-the-creative-process/\" target=\"_blank\" rel=\"noopener noreferrer\">how, when and how much students should practice\u003c/a>. Many teachers believe it is important for students to do homework so they can practice new concepts learned in class. Boaler agrees that practice is important, but doesn’t think that requires doing the same type of rote problem over and over. Boaler explained this to her daughter’s teacher and was pleasantly surprised at how she used the feedback. After their discussion, the teacher started giving students four problems to practice the calculations and then asked them to represent the concept some other way. They could write a story, make a drawing or come up with something else. The key was showing their knowledge in different ways.\u003c/p>\n\u003cp>Many elementary school educators are willing to consider that homework is not necessary for the young learners they teach, but far fewer high school teachers agree. Keeler taught Algebra and AP Statistics when she was in the classroom. She found that “the only kids who did the homework were the ones who didn’t need to,” so she stopped assigning homework. “It didn’t make a lick of difference” in terms of achievement, she said, but kids started enjoying class more. When she eliminated homework, Keeler found she had much more positive relationships with students and parents, a benefit that far outweighed what she called the “marginal gains of more rote practice.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Ultimately both Keeler and Boaler hope that by making math a subject that’s about \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/18/what-can-we-learn-from-countries-that-effectively-teach-math/\" target=\"_blank\" rel=\"noopener noreferrer\">ideas, discussion, differing viewpoints \u003c/a>and visual representations, students will learn they can not only do math, but excel at it. Too many students don’t feel that way now, which is why teachers are beginning to see the need for a new approach.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Stanford education professor Jo Boaler’s message about teaching math in visual ways that don’t emphasize one right procedure has become a rallying cry for many math educators ready for a seismic shift in how American schools teach mathematics. But \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\" target=\"_blank\" rel=\"noopener noreferrer\">her ideas\u003c/a> also challenge much of what has been done in classrooms for decades, including the ways that current teachers and parents learned themselves. \u003ca href=\"http://alicekeeler.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Alice Keeler\u003c/a> is one of the converted, despite the fact she taught math traditionally for many years.\u003c/p>\n\u003cp>“I was a math teacher, and I’ll be honest,\" Keeler said, \"I didn’t teach it to be creative.\" She always felt pressure to move more quickly through the curriculum. Every day brought a new topic, whether or not students had deeply understood what came before. When Keeler read Boaler’s book, \u003cem>\u003ca href=\"https://www.goodreads.com/book/show/26067736-mathematical-mindsets\" target=\"_blank\" rel=\"noopener noreferrer\">Mathematical Mindsets\u003c/a>\u003c/em>, she saw herself as a young student in much of what Boaler described. With tears in her eyes, she told a group of educators at the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE)\u003c/a> that since fourth grade she secretly thought she was dumb because she couldn’t pass timed math tests. Boaler’s message that fast is not the same thing as smart was liberating to her as a person and as a math teacher.\u003c/p>\n\u003cp>“When we work on a math problem, any type of problem, there are five different pathways in the brain that light up and are working,” Boaler said by video call at the same presentation. “Two of them are visual.” She argues that much of traditional math teaching focuses on numerical representations, teachers demonstrating procedures, and memorization, when it would be more effective to try to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/21/what-neuroscience-can-tell-us-about-making-fractions-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">strengthen connections between the various parts of the brain\u003c/a> needed when working on math.\u003c/p>\n\u003cp>“That comes about by showing information in different ways,” Boaler said. Representations of math problems using words, images and numbers each use different parts of the brain, so the concept gets hardwired in a neural network drawing on multiple brain faculties instead of one numerical pathway.\u003c/p>\n\u003cp>“The least likely way of helping kids have those brain connections is having kids sit and listen to lectures,” Boaler said. That doesn’t mean all math classes need to be project-based or that direct instruction is always bad, but when lecture is the default classroom mode, it doesn’t require students to use their brains to make sense of the new ideas.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Boaler’s website \u003ca href=\"https://www.youcubed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">YouCubed\u003c/a> has many \u003ca href=\"https://www.youcubed.org/tasks/\" target=\"_blank\" rel=\"noopener noreferrer\">activities\u003c/a> to help teachers learn to open up the exploration of math from one of closed questions with a right and wrong answer, to one where \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/05/five-ways-to-shift-teaching-practice-so-students-feel-less-math-anxious/\" target=\"_blank\" rel=\"noopener noreferrer\">different ways of seeing and articulating math \u003c/a>are valued. When teachers ask students to explain why their thinking makes sense, students are forced to articulate their thought process, how it compares and contrasts to ideas peers have shared, and in doing so may help the teacher identify any \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/18/getting-inside-students-minds-why-misconceptions-are-so-powerful/\" target=\"_blank\" rel=\"noopener noreferrer\">misconceptions\u003c/a>.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/129139086?title=0&byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>A simple example of opening up math in this way starts with a closed question: Divide one by two-thirds. But rather than asking students to apply a rule, ask students to come up with a visual proof. “What happens is the kids have these amazing discussions with different visual proofs, and it’s such a great way of taking a very closed question and opening it up,” Boaler said.\u003c/p>\n\u003cp>As a math teacher Alice Keeler loves the ideas on YouCubed and readily admits most of them can be done without technology. However, Keeler sees many ways that technology could enhance the visual and collaboration elements of the work, so she has adapted several YouCubed activities for the Google Suite. While Keeler spent 14 years in the classroom, she now has her own consulting business and teaches at California State University Fresno. She also co-wrote \u003ca href=\"http://alicekeeler.com/google-classroom/\">two books on using Google Classroom\u003c/a> with Libbi Miller: \u003cem>50 Things You Can Do with Google Classroom\u003c/em> and \u003cem>50 Things To Go Further With Google Classroom.\u003c/em>\u003c/p>\n\u003cp>“It’s not about being digital and it’s not about being paperless,” Keeler said. “That doesn’t make learning better. But collaboration does.” She likes doing open-ended math activities in Google Slides because each student can play with visual representations, give feedback to peers, and receive ongoing feedback from the teacher. She usually makes blank slides and gives editing power to students.\u003c/p>\n\u003cp>“I ask each student to add their own slides explaining how they did it, how they visualized it, and we’re all doing it together in the Google Slides,” Keeler said. She’s found that when students can see how a peer visualized the problem, they then reflect on different approaches. She also values her ability to comment in real time with students because it becomes a conversation, not a static comment on returned work that the student may or may not look at again.\u003c/p>\n\u003cp>“I can have conversations with them around the ideas and help them to develop their thinking rather than just marking things right and wrong,” Keeler said. A math teacher who isn’t using G-Suite in class could also have these kinds of formative conversations by circling the room and talking with students working in groups, but Keeler likes using the technology because she can easily see how each individual is thinking about the problem. And students can interact with one another’s ideas, even when they aren’t physically in her class.\u003c/p>\n\u003cfigure id=\"attachment_49164\" class=\"wp-caption alignnone\" style=\"max-width: 754px\">\u003cimg class=\"wp-image-49164 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/how-close-to-100.jpg\" alt='An adaptation of the <a href=\"https://www.youcubed.org/tasks/how-close-to-100/\">\"How Close to 100\"</a> YouCubed activity that can be done in Google Sheets. (<a href=\"http://alicekeeler.com/\">Alice Keeler</a>' width=\"754\" height=\"424\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100.jpg 754w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-520x292.jpg 520w\" sizes=\"(max-width: 754px) 100vw, 754px\">\u003cfigcaption class=\"wp-caption-text\">An adaptation of the \u003ca href=\"https://www.youcubed.org/tasks/how-close-to-100/\">\"How Close to 100\"\u003c/a> YouCubed activity that can be done in Google Sheets. (\u003ca href=\"http://alicekeeler.com/\">Alice Keeler)\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>Keeler often tells students not to delete mistakes from the slides, instead telling them to duplicate the slide and keep working. That way she can see the progression of their thinking. This also helps students to see how far they’ve come.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.youcubed.org/tasks/the-four-4s/\" target=\"_blank\" rel=\"noopener noreferrer\">popular YouCubed problem \u003c/a>asks students to take exactly four 4s and use any combination of operations to come up with the numbers 1-20. Keeler often \u003ca href=\"http://www.alicekeeler.com/four4s\" target=\"_blank\" rel=\"noopener noreferrer\">does this in Google Slides\u003c/a>, where each slide is a place for students to show how they combined four 4s to get “1” and then on the next slide the work for “2,” etc.\u003c/p>\n\u003cp>She likes working in Google Slides because students can add media or even do work on paper and upload an image. This gives different types of learners options. Students with disabilities or who benefit from speech-to-text help can also participate using \u003ca href=\"https://chrome.google.com/webstore/detail/equatio-math-made-digital/hjngolefdpdnooamgdldlkjgmdcmcjnc?hl=en-US\" target=\"_blank\" rel=\"noopener noreferrer\">EquatIO\u003c/a>, a Chrome add-on that has voice typing capabilities, as well as handwriting recognition. EquatIO used to be g(Math), and now also makes it possible to use math symbols in slides and other Google apps.\u003c/p>\n\u003cfigure id=\"attachment_49170\" class=\"wp-caption alignnone\" style=\"max-width: 753px\">\u003cimg class=\"size-full wp-image-49170\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/pixelart-math-1.jpg\" alt=\"\" width=\"753\" height=\"421\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1.jpg 753w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-160x89.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-240x134.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-375x210.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-520x291.jpg 520w\" sizes=\"(max-width: 753px) 100vw, 753px\">\u003cfigcaption class=\"wp-caption-text\">Alice Keeler adapted a YouCubed activity, asking students to visualize the math using pixel art. \u003ccite>(\u003ca href=\"http://alicekeeler.com/2016/07/17/modeling-division-brownies-joboaler/\">Alice Keeler\u003c/a> )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another popular YouCubed activity asks students to visualize division by divvying up a pan of brownies equally among friends. Keeler does this activity in \u003ca href=\"http://alicekeeler.com/2016/07/17/modeling-division-brownies-joboaler/\" target=\"_blank\" rel=\"noopener noreferrer\">a spreadsheet\u003c/a>, and often asks students to create their own brownie pans -- their own problems -- in the next tab. “It allows them to experiment and play,” she said.\u003c/p>\n\u003cp>Keeler has become something of an \u003ca href=\"http://alicekeeler.com/2016/02/10/teaching-math-with-google-googlemath/\" target=\"_blank\" rel=\"noopener noreferrer\">evangelist for technology in math classrooms\u003c/a>, learning how to set up conditional statements and even simple code in Google Sheets to aid her purposes (she also shares these ideas regularly on \u003ca href=\"http://@alicekeeler\" target=\"_blank\" rel=\"noopener noreferrer\">Twitter\u003c/a>, including activity templates). Over time her teaching evolved and by the time she left the K-12 classroom she had upended some of the practices she once considered fundamental, like assigning \u003ca href=\"https://ww2.kqed.org/mindshift/2012/11/16/parents-wonder-why-so-much-homework/\" target=\"_blank\" rel=\"noopener noreferrer\">homework\u003c/a>.\u003c/p>\n\u003cp>One of the most controversial ideas in math education revolves around \u003ca href=\"https://ww2.kqed.org/mindshift/2013/02/22/can-repetitive-exercises-actually-feed-the-creative-process/\" target=\"_blank\" rel=\"noopener noreferrer\">how, when and how much students should practice\u003c/a>. Many teachers believe it is important for students to do homework so they can practice new concepts learned in class. Boaler agrees that practice is important, but doesn’t think that requires doing the same type of rote problem over and over. Boaler explained this to her daughter’s teacher and was pleasantly surprised at how she used the feedback. After their discussion, the teacher started giving students four problems to practice the calculations and then asked them to represent the concept some other way. They could write a story, make a drawing or come up with something else. The key was showing their knowledge in different ways.\u003c/p>\n\u003cp>Many elementary school educators are willing to consider that homework is not necessary for the young learners they teach, but far fewer high school teachers agree. Keeler taught Algebra and AP Statistics when she was in the classroom. She found that “the only kids who did the homework were the ones who didn’t need to,” so she stopped assigning homework. “It didn’t make a lick of difference” in terms of achievement, she said, but kids started enjoying class more. When she eliminated homework, Keeler found she had much more positive relationships with students and parents, a benefit that far outweighed what she called the “marginal gains of more rote practice.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ultimately both Keeler and Boaler hope that by making math a subject that’s about \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/18/what-can-we-learn-from-countries-that-effectively-teach-math/\" target=\"_blank\" rel=\"noopener noreferrer\">ideas, discussion, differing viewpoints \u003c/a>and visual representations, students will learn they can not only do math, but excel at it. Too many students don’t feel that way now, which is why teachers are beginning to see the need for a new approach.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "A Literacy-Based Strategy to Help Teachers Integrate Science Skills",
"title": "A Literacy-Based Strategy to Help Teachers Integrate Science Skills",
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"content": "\u003cp>Many elementary school teachers love to teach reading and writing, but are less comfortable with science and math. It’s not a hard and fast truth, of course, but learning to read is a big focus of the early school years, so it makes sense that teachers who gravitate toward elementary school like \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/03/four-strategies-that-promote-a-growth-mindset-in-struggling-readers/\" target=\"_blank\" rel=\"noopener noreferrer\">teaching literacy\u003c/a>. But it’s also important to expose kids to science early and get them excited about the practices that define scientific inquiry. And literature may be the perfect starting point. Stories are full of tension, conflict and dilemmas that make wonderful departure points for engineering projects that weave subjects together.\u003c/p>\n\u003cp>Researchers at \u003ca href=\"http://ceeo.tufts.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Tufts Center for Engineering Education and Outreach\u003c/a> partnered with teachers to design a program they call \u003ca href=\"http://www.novelengineering.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Novel Engineering\u003c/a>, which plays on the literary strengths of elementary school teachers to help them explore hands-on science-oriented activities in their classrooms. Teachers pick a book with tension in it to read, but stop halfway to ask students to generate a list of problems the character is facing. Then students split off into pairs to design, prototype, test and iterate on solutions to their chosen problem.\u003c/p>\n\u003caside class=\"pullquote alignright\">'They went through three or four different designs to find something that worked well.'\u003ccite>Martin Daignault, Fourth-grade teacher, Massachusetts\u003c/cite>\u003c/aside>\n\u003cp>Martin Daignault’s fourth-grade class at Winthrop School in Massachusetts tried Novel Engineering in one of the first weeks of class with Kate DiCamillo’s book, \u003cem>\u003ca href=\"http://www.katedicamillo.com/books/tiger.html\" target=\"_blank\" rel=\"noopener noreferrer\">The Tiger Rising\u003c/a>\u003c/em>. The story revolves around a boy who finds a caged tiger in the woods near his house. When the class stopped to identify problems, one boy noted that he wanted to give the tiger more freedom, but he also realized that if the tiger were free it would not only endanger the community, but that very freedom would also put the tiger at risk. During the design and engineering time, he built a leash system for the tiger.\u003c/p>\n\u003cfigure id=\"attachment_48512\" class=\"wp-caption alignleft\" style=\"max-width: 320px\">\u003cimg class=\"wp-image-48512\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/Martin-e1498261521571-1020x1360.jpeg\" alt=\"\" width=\"320\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Students test mouth parts they designed for creatures adapted to the salt marsh wetland near their town. The activity was based on the book \"What If You Had Animal Teeth?\" \u003ccite>(Courtesy Martin Daignault)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Later, when the class finished the story, it turned out this student had correctly predicted what would happen to the tiger a hundred pages before it did. “I think he felt tremendous pride,” Daignault said of the student, who happened to have difficulty reading. All Daignault knew about the student at this point in the year was that he had an Individual Education Program (IEP) and struggled with reading, but after this activity he saw what a deep thinker the kid was, too. That helped set them on a positive course for the rest of the year.\u003c/p>\n\u003cp>Brainstorming a list of problems in the book helped all students to read the text more deeply and got them excited to try to solve the issues they generated themselves. “Every person in the room had different takes on the big important parts of a story,” Daignault said, and the activity set a tone of exploration, deep reading and hands-on play for the rest of the year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We all agreed it was time well spent,” Daignault said of the team of fourth-grade teachers who have been working together to use Novel Engineering to deepen and extend their experience with practices in the Next Generation Science Standards (NGSS). There’s no extra time in the school year, so the week that Alicia Thomas, Gretchen Marinopoulos, Katie Norris, Robbyn Wile and Daignault spent with their classes reading, discussing, brainstorming, designing, problem-solving, testing and designing again was precious.\u003c/p>\n\u003cp>Designing a program that wouldn’t be an add-on to what teachers are already doing, but that would offer opportunities for them to experiment with interdisciplinary learning, was a goal for the Tufts staff designing Novel Engineering. Originally intended for third through fifth grade, staff now work with K-8 teachers and don’t see why it can’t work with high school as well.\u003c/p>\n\u003cp>“We really wanted to make sure it was flexible and it was based on books teachers were already using in the classroom,” said Elissa Milto, the program manager and a former classroom teacher. She understands teachers aren’t looking for a whole new curriculum, but that they do appreciate ideas that can be flexibly used within their existing standards.\u003c/p>\n\u003cfigure id=\"attachment_48515\" class=\"wp-caption alignright\" style=\"max-width: 320px\">\u003cimg class=\"wp-image-48515\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/martin2-1020x1360.jpeg\" alt=\"\" width=\"320\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-1180x1573.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-960x1280.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-240x320.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-375x500.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-520x693.jpeg 520w\" sizes=\"(max-width: 320px) 100vw, 320px\">\u003cfigcaption class=\"wp-caption-text\">Students in Daignault's class designed multiple versions of their adapted mouths before testing them out in the wild. \u003ccite>(Courtesy Martin Daignault)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s really focused on the students’ ideas rather than the teacher coming up with the problem they’re going to solve,” Milto said. This part is crucial because it not only requires students to read and understand the book deeply, but it builds their interest and motivation for the project. Teachers also encourage students to look to the text to guide their design choices so that they make something the specific characters would use.\u003c/p>\n\u003cp>In \u003cem>\u003ca href=\"http://www.judyblume.com/books/fudge/tales.php\" target=\"_blank\" rel=\"noopener noreferrer\">Tales of a Fourth Grade Nothing\u003c/a>\u003c/em>, for example, Peter’s younger brother, Fudge, is always annoying him. At one point the 3-year-old messes with Peter’s turtle, but their Mom says Peter can’t lock the door to his room. Students might see keeping the turtle safe from Fudge as the problem, but they have to develop a system to do so without keeping the little boy out. In one class Milto observed, the students designed a pulley system that could raise and lower the turtle out of Fudge’s reach.\u003c/p>\n\u003cp>Novel Engineering is meant to be accessible to any classroom, regardless of materials, so often students are only building prototypes of their solutions, not life-size pulleys. However, Milto stresses that the solutions should be functional, not representational, and there should be a way to test if the prototype works. So, for example, does the cardboard and rope contraption hold the weight of a turtle?\u003c/p>\n\u003cp>“We don’t want it to be a craft project,” Milto said. The goal is to use literature as a way for teachers and students to get their feet wet with engineering cycles and concepts, as well as to offer authentic entry points to discussions of required science content. In one classroom Milto worked in, a group of students realized packing foam floated. That led to a whole class discussion of buoyancy and things that float or sink.\u003c/p>\n\u003cp>“The open-endedness is more scary to teachers than the engineering part,” Milto said.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=MHXGvv1sXkI\u003c/p>\n\u003cp>She has observed that when teachers are less comfortable with a subject, they naturally tend to try to control the activities around it more. So when students pick the problem they work on and the materials they use -- and not every student is working on the same problem or using the same materials -- it can be a little scary at first.\u003c/p>\n\u003cp>“They really have to let themselves be open to their kids and the kids' ideas,” she said. “They don’t need to be responsible for everything.” Her team tries to help ease teachers into that mindset by having them do their own design challenge in professional development. When they experience the process they are often more open to leading it themselves.\u003c/p>\n\u003cp>\u003cstrong>PITFALLS TO WATCH OUT FOR\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Kids are used to looking for a right answer\u003c/strong>\u003c/p>\n\u003cp>While kids often love the freedom of Novel Engineering when they get the hang of it, there’s also a learning curve. Milto recommends that teachers start with a picture book so that they can go through the process quickly once as a group. Often student designs aren’t very functional at first, so picking one problem to work on as a group gives the opportunity to model critiquing a first iteration, problem-solving through any issues, and easing students into an activity that may feel strange to them at first. It also gives teachers a chance to practice facilitation before setting students loose on their own projects.\u003c/p>\n\u003cp>\u003cstrong>2. A mid-design share out is very important\u003c/strong>\u003c/p>\n\u003cp>While it’s easy to focus on the final presentation, incorporating a chance for students to get feedback from peers on their designs is often the most important part of the experience. Sometimes kids commit to an idea early and have a hard time changing direction without a moment to hear and reflect on feedback. And often it’s this mid-design check-in that spurs the most authentic and creative problem-solving.\u003c/p>\n\u003cp>\u003cstrong>3. Choose the right book\u003c/strong>\u003c/p>\n\u003cp>Since the goal of the project is to integrate literary and scientific thinking, the books that work best have concrete problems. Science fiction or fantasy doesn’t work well because the solutions shouldn’t involve magic.\u003c/p>\n\u003cp>Daignault’s team used the Novel Engineering approach with an \u003ca href=\"http://www.goodreads.com/book/show/28933778-extreme-weather\" target=\"_blank\" rel=\"noopener noreferrer\">I Survived book on extreme weather\u003c/a> to introduce the topic. One group was trying to find a solution for an uncle in the story who was caught in the storm, cut off from help. The group decided to design a bunker that could be quickly assembled when a storm came on quickly. They decided a tarp rolled over a ditch would do the trick. But when they tested how it would hold up in a tornado by blowing a fan over the top, the students realized the tarp wouldn’t hold its position. That’ when they designed stakes to secure it.\u003c/p>\n\u003cp>“They went through three or four different designs to find something that worked well,” Daignault said. Along the way they took notes on what worked, what needed changing and how they planned to redesign the bunker. They also drew diagrams that they used to guide their work. Daignault was impressed with how students stuck with the project even when they hit difficulties, and while the learning about weather didn’t go very deep in this project, it gave students prior knowledge for later learning.\u003c/p>\n\u003cp>“It really was better than something we might have come up with that would have been more contrived,” Daignault said. He’s already scheming up ways he might use the practice to integrate social studies, but also recognizes that it’s a first step for his team as they try to develop their science teaching.\u003c/p>\n\u003cp>Ultimately he’d like science to be all about kids thinking for themselves, making sense of topics, and he doesn’t think Novel Engineering goes deep enough. But, he said many people on his team weren’t comfortable with design principles or science concepts before starting the project, and afterward they are more prepared to dig deeper. He thinks a workshop model like the one his school uses for reading and writing might work. It’s something he and his team are exploring now.\u003c/p>\n\u003cp>One of the hardest parts for students is often working together. But helping them find ways to be collaborative, to compromise on ideas, and to learn from one another is also a valuable skill set and one that Daignault recognizes. But he and his colleagues are having a harder time documenting what progress looks like on those “process skills.” Milto suggested that one way to emphasize these skills is through reflection at the end. Students could write about the experience of working in a group, what was hard, what worked and what they might do differently next time.\u003c/p>\n\u003cp>One group of fourth-grade girls she worked with spent so much time planning their design that when they went to build it they didn’t have much time or many materials to use. She came back the following year and that same group of girls were able to have a clear conversation about where their process went wrong before. On their second try they set strict time limits on each stage of the project so they’d keep moving along.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We’re finding that students are able to do a lot more than we give them credit for,” Milto said. She often coaches teachers to step back and let students take charge, only stepping in if they see students are so frustrated that they aren't moving forward. But rather than helping them solve the problem, she suggests questioning students to help get them unstuck. Once they have a new avenue of thought to pursue, they can keep working and continue to build their learning autonomy.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Many elementary school teachers love to teach reading and writing, but are less comfortable with science and math. It’s not a hard and fast truth, of course, but learning to read is a big focus of the early school years, so it makes sense that teachers who gravitate toward elementary school like \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/03/four-strategies-that-promote-a-growth-mindset-in-struggling-readers/\" target=\"_blank\" rel=\"noopener noreferrer\">teaching literacy\u003c/a>. But it’s also important to expose kids to science early and get them excited about the practices that define scientific inquiry. And literature may be the perfect starting point. Stories are full of tension, conflict and dilemmas that make wonderful departure points for engineering projects that weave subjects together.\u003c/p>\n\u003cp>Researchers at \u003ca href=\"http://ceeo.tufts.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Tufts Center for Engineering Education and Outreach\u003c/a> partnered with teachers to design a program they call \u003ca href=\"http://www.novelengineering.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Novel Engineering\u003c/a>, which plays on the literary strengths of elementary school teachers to help them explore hands-on science-oriented activities in their classrooms. Teachers pick a book with tension in it to read, but stop halfway to ask students to generate a list of problems the character is facing. Then students split off into pairs to design, prototype, test and iterate on solutions to their chosen problem.\u003c/p>\n\u003caside class=\"pullquote alignright\">'They went through three or four different designs to find something that worked well.'\u003ccite>Martin Daignault, Fourth-grade teacher, Massachusetts\u003c/cite>\u003c/aside>\n\u003cp>Martin Daignault’s fourth-grade class at Winthrop School in Massachusetts tried Novel Engineering in one of the first weeks of class with Kate DiCamillo’s book, \u003cem>\u003ca href=\"http://www.katedicamillo.com/books/tiger.html\" target=\"_blank\" rel=\"noopener noreferrer\">The Tiger Rising\u003c/a>\u003c/em>. The story revolves around a boy who finds a caged tiger in the woods near his house. When the class stopped to identify problems, one boy noted that he wanted to give the tiger more freedom, but he also realized that if the tiger were free it would not only endanger the community, but that very freedom would also put the tiger at risk. During the design and engineering time, he built a leash system for the tiger.\u003c/p>\n\u003cfigure id=\"attachment_48512\" class=\"wp-caption alignleft\" style=\"max-width: 320px\">\u003cimg class=\"wp-image-48512\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/Martin-e1498261521571-1020x1360.jpeg\" alt=\"\" width=\"320\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Students test mouth parts they designed for creatures adapted to the salt marsh wetland near their town. The activity was based on the book \"What If You Had Animal Teeth?\" \u003ccite>(Courtesy Martin Daignault)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Later, when the class finished the story, it turned out this student had correctly predicted what would happen to the tiger a hundred pages before it did. “I think he felt tremendous pride,” Daignault said of the student, who happened to have difficulty reading. All Daignault knew about the student at this point in the year was that he had an Individual Education Program (IEP) and struggled with reading, but after this activity he saw what a deep thinker the kid was, too. That helped set them on a positive course for the rest of the year.\u003c/p>\n\u003cp>Brainstorming a list of problems in the book helped all students to read the text more deeply and got them excited to try to solve the issues they generated themselves. “Every person in the room had different takes on the big important parts of a story,” Daignault said, and the activity set a tone of exploration, deep reading and hands-on play for the rest of the year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We all agreed it was time well spent,” Daignault said of the team of fourth-grade teachers who have been working together to use Novel Engineering to deepen and extend their experience with practices in the Next Generation Science Standards (NGSS). There’s no extra time in the school year, so the week that Alicia Thomas, Gretchen Marinopoulos, Katie Norris, Robbyn Wile and Daignault spent with their classes reading, discussing, brainstorming, designing, problem-solving, testing and designing again was precious.\u003c/p>\n\u003cp>Designing a program that wouldn’t be an add-on to what teachers are already doing, but that would offer opportunities for them to experiment with interdisciplinary learning, was a goal for the Tufts staff designing Novel Engineering. Originally intended for third through fifth grade, staff now work with K-8 teachers and don’t see why it can’t work with high school as well.\u003c/p>\n\u003cp>“We really wanted to make sure it was flexible and it was based on books teachers were already using in the classroom,” said Elissa Milto, the program manager and a former classroom teacher. She understands teachers aren’t looking for a whole new curriculum, but that they do appreciate ideas that can be flexibly used within their existing standards.\u003c/p>\n\u003cfigure id=\"attachment_48515\" class=\"wp-caption alignright\" style=\"max-width: 320px\">\u003cimg class=\"wp-image-48515\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/martin2-1020x1360.jpeg\" alt=\"\" width=\"320\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-1180x1573.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-960x1280.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-240x320.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-375x500.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-520x693.jpeg 520w\" sizes=\"(max-width: 320px) 100vw, 320px\">\u003cfigcaption class=\"wp-caption-text\">Students in Daignault's class designed multiple versions of their adapted mouths before testing them out in the wild. \u003ccite>(Courtesy Martin Daignault)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s really focused on the students’ ideas rather than the teacher coming up with the problem they’re going to solve,” Milto said. This part is crucial because it not only requires students to read and understand the book deeply, but it builds their interest and motivation for the project. Teachers also encourage students to look to the text to guide their design choices so that they make something the specific characters would use.\u003c/p>\n\u003cp>In \u003cem>\u003ca href=\"http://www.judyblume.com/books/fudge/tales.php\" target=\"_blank\" rel=\"noopener noreferrer\">Tales of a Fourth Grade Nothing\u003c/a>\u003c/em>, for example, Peter’s younger brother, Fudge, is always annoying him. At one point the 3-year-old messes with Peter’s turtle, but their Mom says Peter can’t lock the door to his room. Students might see keeping the turtle safe from Fudge as the problem, but they have to develop a system to do so without keeping the little boy out. In one class Milto observed, the students designed a pulley system that could raise and lower the turtle out of Fudge’s reach.\u003c/p>\n\u003cp>Novel Engineering is meant to be accessible to any classroom, regardless of materials, so often students are only building prototypes of their solutions, not life-size pulleys. However, Milto stresses that the solutions should be functional, not representational, and there should be a way to test if the prototype works. So, for example, does the cardboard and rope contraption hold the weight of a turtle?\u003c/p>\n\u003cp>“We don’t want it to be a craft project,” Milto said. The goal is to use literature as a way for teachers and students to get their feet wet with engineering cycles and concepts, as well as to offer authentic entry points to discussions of required science content. In one classroom Milto worked in, a group of students realized packing foam floated. That led to a whole class discussion of buoyancy and things that float or sink.\u003c/p>\n\u003cp>“The open-endedness is more scary to teachers than the engineering part,” Milto said.\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/MHXGvv1sXkI'\n title='//www.youtube.com/embed/MHXGvv1sXkI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>She has observed that when teachers are less comfortable with a subject, they naturally tend to try to control the activities around it more. So when students pick the problem they work on and the materials they use -- and not every student is working on the same problem or using the same materials -- it can be a little scary at first.\u003c/p>\n\u003cp>“They really have to let themselves be open to their kids and the kids' ideas,” she said. “They don’t need to be responsible for everything.” Her team tries to help ease teachers into that mindset by having them do their own design challenge in professional development. When they experience the process they are often more open to leading it themselves.\u003c/p>\n\u003cp>\u003cstrong>PITFALLS TO WATCH OUT FOR\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Kids are used to looking for a right answer\u003c/strong>\u003c/p>\n\u003cp>While kids often love the freedom of Novel Engineering when they get the hang of it, there’s also a learning curve. Milto recommends that teachers start with a picture book so that they can go through the process quickly once as a group. Often student designs aren’t very functional at first, so picking one problem to work on as a group gives the opportunity to model critiquing a first iteration, problem-solving through any issues, and easing students into an activity that may feel strange to them at first. It also gives teachers a chance to practice facilitation before setting students loose on their own projects.\u003c/p>\n\u003cp>\u003cstrong>2. A mid-design share out is very important\u003c/strong>\u003c/p>\n\u003cp>While it’s easy to focus on the final presentation, incorporating a chance for students to get feedback from peers on their designs is often the most important part of the experience. Sometimes kids commit to an idea early and have a hard time changing direction without a moment to hear and reflect on feedback. And often it’s this mid-design check-in that spurs the most authentic and creative problem-solving.\u003c/p>\n\u003cp>\u003cstrong>3. Choose the right book\u003c/strong>\u003c/p>\n\u003cp>Since the goal of the project is to integrate literary and scientific thinking, the books that work best have concrete problems. Science fiction or fantasy doesn’t work well because the solutions shouldn’t involve magic.\u003c/p>\n\u003cp>Daignault’s team used the Novel Engineering approach with an \u003ca href=\"http://www.goodreads.com/book/show/28933778-extreme-weather\" target=\"_blank\" rel=\"noopener noreferrer\">I Survived book on extreme weather\u003c/a> to introduce the topic. One group was trying to find a solution for an uncle in the story who was caught in the storm, cut off from help. The group decided to design a bunker that could be quickly assembled when a storm came on quickly. They decided a tarp rolled over a ditch would do the trick. But when they tested how it would hold up in a tornado by blowing a fan over the top, the students realized the tarp wouldn’t hold its position. That’ when they designed stakes to secure it.\u003c/p>\n\u003cp>“They went through three or four different designs to find something that worked well,” Daignault said. Along the way they took notes on what worked, what needed changing and how they planned to redesign the bunker. They also drew diagrams that they used to guide their work. Daignault was impressed with how students stuck with the project even when they hit difficulties, and while the learning about weather didn’t go very deep in this project, it gave students prior knowledge for later learning.\u003c/p>\n\u003cp>“It really was better than something we might have come up with that would have been more contrived,” Daignault said. He’s already scheming up ways he might use the practice to integrate social studies, but also recognizes that it’s a first step for his team as they try to develop their science teaching.\u003c/p>\n\u003cp>Ultimately he’d like science to be all about kids thinking for themselves, making sense of topics, and he doesn’t think Novel Engineering goes deep enough. But, he said many people on his team weren’t comfortable with design principles or science concepts before starting the project, and afterward they are more prepared to dig deeper. He thinks a workshop model like the one his school uses for reading and writing might work. It’s something he and his team are exploring now.\u003c/p>\n\u003cp>One of the hardest parts for students is often working together. But helping them find ways to be collaborative, to compromise on ideas, and to learn from one another is also a valuable skill set and one that Daignault recognizes. But he and his colleagues are having a harder time documenting what progress looks like on those “process skills.” Milto suggested that one way to emphasize these skills is through reflection at the end. Students could write about the experience of working in a group, what was hard, what worked and what they might do differently next time.\u003c/p>\n\u003cp>One group of fourth-grade girls she worked with spent so much time planning their design that when they went to build it they didn’t have much time or many materials to use. She came back the following year and that same group of girls were able to have a clear conversation about where their process went wrong before. On their second try they set strict time limits on each stage of the project so they’d keep moving along.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We’re finding that students are able to do a lot more than we give them credit for,” Milto said. She often coaches teachers to step back and let students take charge, only stepping in if they see students are so frustrated that they aren't moving forward. But rather than helping them solve the problem, she suggests questioning students to help get them unstuck. Once they have a new avenue of thought to pursue, they can keep working and continue to build their learning autonomy.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A lot of parents are worried about helping their children get ahead in a world that feels increasingly competitive, demanding, and high-stakes. That anxiety can take many shapes including \u003ca href=\"https://ww2.kqed.org/mindshift/2015/06/09/what-overparenting-looks-like-from-a-stanford-deans-perspective/\" target=\"_blank\" rel=\"noopener noreferrer\">overparenting\u003c/a>, \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/29/can-free-play-prevent-depression-and-anxiety-in-kids/\" target=\"_blank\" rel=\"noopener noreferrer\">over-scheduling\u003c/a>, and constantly looking for that special opportunity that will give a child the competitive edge. But while parents are fretting about what they can do to help their kids academically and socially, it's easy to forget about the emotional health that is a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/01/02/why-emotional-learning-may-be-as-important-as-the-abcs/\" target=\"_blank\" rel=\"noopener noreferrer\">foundation for success\u003c/a> in life. Discussions of \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\" rel=\"noopener noreferrer\">growth mindset\u003c/a> and \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/14/how-to-develop-mindsets-for-compassion-and-caring-in-students/\" target=\"_blank\" rel=\"noopener noreferrer\">resiliency\u003c/a> have become more common in recent years, but how can parents foster a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/08/talking-about-failure-what-parents-can-do-to-motivate-kids-in-school/\" target=\"_blank\" rel=\"noopener noreferrer\">healthy view of struggle\u003c/a> in their kids?\u003c/p>\n\u003cp>Organizational psychologist \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/14/what-kind-of-group-work-encourages-the-most-original-thinking/\" target=\"_blank\" rel=\"noopener noreferrer\">Adam Grant\u003c/a> says protecting kids from struggle may be counterproductive. He shared one tactic he uses with his own children with \u003ca href=\"https://www.theatlantic.com/video/index/536442/raising-children-in-the-participation-trophy-era/\" target=\"_blank\" rel=\"noopener noreferrer\">The Atlantic\u003c/a> at the Aspen Ideas Festival. It's not hard to do; he asks his kids for help when he faces a setback. He not only gets good advice from his kids, but he can reflect that wisdom back to them when they struggle. And, by putting his mistakes out in the open, he's \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\" rel=\"noopener noreferrer\">normalizing the experience of struggle\u003c/a>.\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/n9slDgJioS0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A lot of parents are worried about helping their children get ahead in a world that feels increasingly competitive, demanding, and high-stakes. That anxiety can take many shapes including \u003ca href=\"https://ww2.kqed.org/mindshift/2015/06/09/what-overparenting-looks-like-from-a-stanford-deans-perspective/\" target=\"_blank\" rel=\"noopener noreferrer\">overparenting\u003c/a>, \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/29/can-free-play-prevent-depression-and-anxiety-in-kids/\" target=\"_blank\" rel=\"noopener noreferrer\">over-scheduling\u003c/a>, and constantly looking for that special opportunity that will give a child the competitive edge. But while parents are fretting about what they can do to help their kids academically and socially, it's easy to forget about the emotional health that is a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/01/02/why-emotional-learning-may-be-as-important-as-the-abcs/\" target=\"_blank\" rel=\"noopener noreferrer\">foundation for success\u003c/a> in life. Discussions of \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\" rel=\"noopener noreferrer\">growth mindset\u003c/a> and \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/14/how-to-develop-mindsets-for-compassion-and-caring-in-students/\" target=\"_blank\" rel=\"noopener noreferrer\">resiliency\u003c/a> have become more common in recent years, but how can parents foster a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/08/talking-about-failure-what-parents-can-do-to-motivate-kids-in-school/\" target=\"_blank\" rel=\"noopener noreferrer\">healthy view of struggle\u003c/a> in their kids?\u003c/p>\n\u003cp>Organizational psychologist \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/14/what-kind-of-group-work-encourages-the-most-original-thinking/\" target=\"_blank\" rel=\"noopener noreferrer\">Adam Grant\u003c/a> says protecting kids from struggle may be counterproductive. He shared one tactic he uses with his own children with \u003ca href=\"https://www.theatlantic.com/video/index/536442/raising-children-in-the-participation-trophy-era/\" target=\"_blank\" rel=\"noopener noreferrer\">The Atlantic\u003c/a> at the Aspen Ideas Festival. It's not hard to do; he asks his kids for help when he faces a setback. He not only gets good advice from his kids, but he can reflect that wisdom back to them when they struggle. And, by putting his mistakes out in the open, he's \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\" rel=\"noopener noreferrer\">normalizing the experience of struggle\u003c/a>.\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/n9slDgJioS0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cstrong>By Beth Holland\u003c/strong>\u003c/p>\n\u003cp>As digital devices become more common in classrooms, teachers and students are discovering that what worked in the analog world may not be as effective in the digital one. Nowhere is this more clear than with note taking, a long-standing and important practice in most classrooms. For this reason, few empirical studies may be more detrimental to encouraging the use of technology in education than Mueller and Oppenheimer’s (2014) \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/0956797614524581?journalCode=pssa\" target=\"_blank\" rel=\"noopener noreferrer\">\"The Pen is Mightier than the Keyboard\"\u003c/a> as well as Carter, Greenberg and Walker’s (2016) \u003ca href=\"https://aefpweb.org/sites/default/files/webform/41/CarterGreenbergWalker_AEFP.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\"Effect of Computer Usage on Academic Performance.\" \u003c/a>\u003c/p>\n\u003cp>Both studies claim that students in lecture-style courses perform worse on assessments \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/18/taking-notes-is-the-pen-still-mightier-than-the-keyboard/\" target=\"_blank\" rel=\"noopener noreferrer\">when allowed to use devices for note taking\u003c/a>. When note taking serves as the primary use of technology in the classroom, these studies become a harbinger for technology opposition. University professors have used these data as a rallying cry to ban laptops in their classes, and K-12 teachers have cited these studies in arguments against 1:1 programs in schools. However, none of these studies question the teaching methods used in the classes themselves or whether teachers are recognizing the power of digital devices for students to create, share, connect and discover information.\u003c/p>\n\u003cp>The researchers behind these studies acknowledge that the act of note taking can be beneficial to student learning when used to summarize, synthesize, or draw conclusions; they also argue that it is not helpful when used to capture content verbatim -- a practice that often happens when typing on a laptop. While both of these studies make wide generalizations about the detrimental impact of technology on education, neither offers any recommendations, such as those presented below, to help students take advantage of all the ways their devices could actually improve their ability to organize, make connections and synthesize information.\u003c/p>\n\u003cp>\u003cstrong>Digital Organization and Content Curation\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Organization is a critical academic skill and one that many students struggle with in both the physical and digital worlds. Parents and teachers already help students get organized and now need to extend that to the digital world. Given the influx of technology in their academic lives, students need to develop an effective organizational system for their digital notes, projects and thinking.\u003c/p>\n\u003cp>Much like students understand the concept of binders, notebooks and notes in the physical world, they need a similar system in the digital one. Whether working with dividers and subjects in a tool like \u003ca href=\"http://gingerlabs.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Notability\u003c/a> or sections and pages in \u003ca href=\"https://www.onenote.com/\" target=\"_blank\" rel=\"noopener noreferrer\">OneNote\u003c/a>, students need to build vocabulary to support how they house their learning. All note taking tools search typed content, and many also search handwriting, so students can not only find information quickly, but they can also focus on making connections to previous ideas instead of wondering where they put their notes. These familiar paradigms allow students to digitize existing organizational processes, but then add powerful capabilities such as searching and tagging.\u003c/p>\n\u003cp>Through thoughtful tagging, students can easily search across their notes, regardless of where they might be digitally organized. Traditionally, students and teachers may think of tags like keywords. Students in a history course might tag content by event (e.g. Civil War or Treaty of Versailles). And yet, content could also be tagged with study strategies, overarching themes or essential questions debated in class. When teachers build this type of critical thinking into note taking instruction, they can help students to engage more deeply with their notes. Tagging this way not only helps students stay organized, but it could also help them to examine trends across courses or even semesters.\u003c/p>\n\u003cp>As a doctoral student, I use OneNote. First, I create a new digital notebook each year. Inside that, I add sections for each term as well as my different courses. Finally, my notes get organized into individual pages within the sections. When I can recall the precise location where I put a particular set of notes, I navigate directly to that page. However, on the numerous occasions when an author, vocabulary term or concept seems familiar but I cannot recall the precise moment when I took notes, then the search function becomes critical.\u003c/p>\n\u003cp>Since I can search across sections and notebooks to quickly access content, I have more time and mental capacity to connect seemingly disparate pieces of content and engage in a deeper synthesis of ideas. This is exactly the type of thinking that Mueller and Oppenheimer advocated for in their paper, \"The Pen is Mightier than the Keyboard.\" However, they argued that this was the main benefit of taking notes by hand instead of recognizing it as a strategy regardless of device.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nMultimodal Notes\u003c/strong>\u003c/p>\n\u003cp>One of the ways digital notes differ dramatically from paper notes lies in the ability to capture information in multiple forms. With most tools (Notability, OneNote, Evernote, etc.), students can not only capture typed and handwritten notes but also incorporate photos, audio and even video. These versatile capabilities allow students to customize their note taking process to meet their learning needs. Consider these possibilities:\u003c/p>\n\u003cul>\n\u003cli>Students may take notes on paper, add photos of those papers into a digital notebook, synthesize their thinking with audio or written notes, and then tag their digital notes for later retrieval.\u003c/li>\n\u003cli>Students might use audio syncing -- a feature that records audio and then digitally syncs it with whatever the student writes or types -- to capture the context of the class discussion or lecture. When reviewing their notes, students could click or tap on their notes and then jump directly to that point in the audio recording.\u003c/li>\n\u003cli>Teachers might provide students with their presentation slides or other note taking guides as PDF files. Now, students can focus on taking notes — using any modality — for synthesis, elaboration, reflection or analysis rather than in an attempt to capture content verbatim.\u003c/li>\n\u003c/ul>\n\u003cp>In 1949, neuropsychologist \u003ca href=\"http://can-acn.org/donald-olding-hebb\" target=\"_blank\" rel=\"noopener noreferrer\">Donald Hebb\u003c/a> famously wrote, “Neurons that fire together wire together.” When scaffolded for students, digital note taking has the power to transcend the traditional definition of what has been typically considered “notes.” By encouraging students to focus their note taking on building deeper connections instead of just capturing content verbatim, then they create a more integrated neural network around the ideas. With the right support from teachers, digital note taking can be so much more than just capturing a lesson. It can encourage students to actively engage in the note taking process and also reflect on their own development as learners. They might even tag their notes as such!\u003c/p>\n\u003cp>\u003cstrong>Concept Mapping\u003c/strong>\u003c/p>\n\u003cp>According to Johns Hopkins professor \u003ca href=\"http://scienceoflearning.jhu.edu/about-us/our-experts/dr-mariale-hardiman\" target=\"_blank\" rel=\"noopener noreferrer\">Mariale Hardiman\u003c/a>, concept mapping helps students to build deeper connections, more easily recognize links between content elements, and increase their conceptual understanding of the topic. She compares providing a concept map to students with using the picture on the box of a jigsaw puzzle -- it’s the “big picture” for how seemingly disconnected pieces of information fit together. Teachers can offer concept maps at the beginning of a unit as a way to frame the learning, but students can also make their own concept maps to visualize connections across content areas through \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/15/making-learning-visible-doodling-helps-memories-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">diagrams or sketch notes\u003c/a>.\u003c/p>\n\u003cp>One of the powerful components of digital note taking is that the pages never end, and a full page isn’t an artificial barrier to limit thinking. Students can work on an infinitely expanding canvas to include as much information as they need. For example, concept mapping tools such as \u003ca href=\"https://coggle.it/\" target=\"_blank\" rel=\"noopener noreferrer\">Coggle\u003c/a> or \u003ca href=\"https://padlet.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Padlet\u003c/a> allow students to create networks of ideas using text, links, images and even video without ever running out of room.\u003c/p>\n\u003cp>An ever-expanding canvas removes all physical constraints on students’ thinking and connecting ideas. To illustrate this concept, \u003ca href=\"http://www.askmsq.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Sabba Quidwai\u003c/a>, former director of innovative learning for the physician assistant program at USC's medical school and now K-12 development executive at Apple, shared the image below from an anatomy student. The student constructed a concept map in Notability using sketches, screen shots and handwriting to illustrate key points about the circulatory system.\u003c/p>\n\u003cfigure id=\"attachment_48903\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48903\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/conceptmap-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A medical student's digital concept map for anatomy class. \u003ccite>(Courtesy of Sabba Quidwai )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Visible Thinking Routines\u003c/strong>\u003c/p>\n\u003cp>Finally, students of all ages struggle to make connections to the content as they read and write, regardless of the note taking medium. Whether asking an elementary school student to pick out the main idea in a passage or a high school student to synthesize across multiple sources, all students need scaffolding for their thinking and reflection. \u003ca href=\"http://www.visiblethinkingpz.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Visible Thinking routines\u003c/a>, sets of questions designed by researchers at Harvard’s Project Zero, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/31/when-kids-have-structure-for-thinking-better-learning-emerges/\" target=\"_blank\" rel=\"noopener noreferrer\">encourage thinking\u003c/a> and support student inquiry.\u003c/p>\n\u003cp>Consider the potential of using \u003ca href=\"http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03c_Core_routines/SeeThinkWonder/SeeThinkWonder_Routine.html\" target=\"_blank\" rel=\"noopener noreferrer\">See-Think-Wonder\u003c/a>, one of those routines, to focus notes about a reading or a presentation. Instead of directing students to “take notes,” teachers could suggest that they create three columns on a page, or nodes on a concept map, and then take note of what they see, what they think, and what they wonder. Not only does this guide their note taking but it also encourages them to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/08/how-dissecting-a-pencil-can-ignite-curiosity-and-wonderment/\" target=\"_blank\" rel=\"noopener noreferrer\">ask questions about the content\u003c/a> as they record it.\u003c/p>\n\u003cp>Similarly, students might use another routine, \u003ca href=\"http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03d_UnderstandingRoutines/ConnectExtendChallenge/ConnectExtend_Routine.html\" target=\"_blank\" rel=\"noopener noreferrer\">Connect-Extend-Challenge\u003c/a>, to summarize notes at the end of the day and reflect on their learning. This thinking routine asks students to connect new content to prior knowledge, acknowledge what has extended or pushed their thinking in a new direction, and then address what they still find challenging or confusing. Whether completed on paper and then added to a digital notebook as a photo, or constructed completely digitally, visible thinking routines provide concrete strategies to help students engage with the information they are capturing.\u003c/p>\n\u003cp>Too often, educators project their own note taking habits onto their students, applying paper-based strategies to digital tools. With that mindset, it becomes far too easy for short-sighted studies to confirm previously held biases against technology. However, as students progress in an increasingly digital and connected world, one challenge for educators will be to view digital note taking as a unique, necessary and completely different skill set to be taught.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>If teachers recognize the power of digital tools, and their responsibility to help students learn to use them, then digital note taking isn’t just “one more thing to do.” Instead, it becomes an important skill that could help students to engage with ideas, synthesize concepts and build the critical thinking skills that they will need to be successful learners in the future.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Beth Holland\u003c/strong>\u003c/p>\n\u003cp>As digital devices become more common in classrooms, teachers and students are discovering that what worked in the analog world may not be as effective in the digital one. Nowhere is this more clear than with note taking, a long-standing and important practice in most classrooms. For this reason, few empirical studies may be more detrimental to encouraging the use of technology in education than Mueller and Oppenheimer’s (2014) \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/0956797614524581?journalCode=pssa\" target=\"_blank\" rel=\"noopener noreferrer\">\"The Pen is Mightier than the Keyboard\"\u003c/a> as well as Carter, Greenberg and Walker’s (2016) \u003ca href=\"https://aefpweb.org/sites/default/files/webform/41/CarterGreenbergWalker_AEFP.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\"Effect of Computer Usage on Academic Performance.\" \u003c/a>\u003c/p>\n\u003cp>Both studies claim that students in lecture-style courses perform worse on assessments \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/18/taking-notes-is-the-pen-still-mightier-than-the-keyboard/\" target=\"_blank\" rel=\"noopener noreferrer\">when allowed to use devices for note taking\u003c/a>. When note taking serves as the primary use of technology in the classroom, these studies become a harbinger for technology opposition. University professors have used these data as a rallying cry to ban laptops in their classes, and K-12 teachers have cited these studies in arguments against 1:1 programs in schools. However, none of these studies question the teaching methods used in the classes themselves or whether teachers are recognizing the power of digital devices for students to create, share, connect and discover information.\u003c/p>\n\u003cp>The researchers behind these studies acknowledge that the act of note taking can be beneficial to student learning when used to summarize, synthesize, or draw conclusions; they also argue that it is not helpful when used to capture content verbatim -- a practice that often happens when typing on a laptop. While both of these studies make wide generalizations about the detrimental impact of technology on education, neither offers any recommendations, such as those presented below, to help students take advantage of all the ways their devices could actually improve their ability to organize, make connections and synthesize information.\u003c/p>\n\u003cp>\u003cstrong>Digital Organization and Content Curation\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Organization is a critical academic skill and one that many students struggle with in both the physical and digital worlds. Parents and teachers already help students get organized and now need to extend that to the digital world. Given the influx of technology in their academic lives, students need to develop an effective organizational system for their digital notes, projects and thinking.\u003c/p>\n\u003cp>Much like students understand the concept of binders, notebooks and notes in the physical world, they need a similar system in the digital one. Whether working with dividers and subjects in a tool like \u003ca href=\"http://gingerlabs.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Notability\u003c/a> or sections and pages in \u003ca href=\"https://www.onenote.com/\" target=\"_blank\" rel=\"noopener noreferrer\">OneNote\u003c/a>, students need to build vocabulary to support how they house their learning. All note taking tools search typed content, and many also search handwriting, so students can not only find information quickly, but they can also focus on making connections to previous ideas instead of wondering where they put their notes. These familiar paradigms allow students to digitize existing organizational processes, but then add powerful capabilities such as searching and tagging.\u003c/p>\n\u003cp>Through thoughtful tagging, students can easily search across their notes, regardless of where they might be digitally organized. Traditionally, students and teachers may think of tags like keywords. Students in a history course might tag content by event (e.g. Civil War or Treaty of Versailles). And yet, content could also be tagged with study strategies, overarching themes or essential questions debated in class. When teachers build this type of critical thinking into note taking instruction, they can help students to engage more deeply with their notes. Tagging this way not only helps students stay organized, but it could also help them to examine trends across courses or even semesters.\u003c/p>\n\u003cp>As a doctoral student, I use OneNote. First, I create a new digital notebook each year. Inside that, I add sections for each term as well as my different courses. Finally, my notes get organized into individual pages within the sections. When I can recall the precise location where I put a particular set of notes, I navigate directly to that page. However, on the numerous occasions when an author, vocabulary term or concept seems familiar but I cannot recall the precise moment when I took notes, then the search function becomes critical.\u003c/p>\n\u003cp>Since I can search across sections and notebooks to quickly access content, I have more time and mental capacity to connect seemingly disparate pieces of content and engage in a deeper synthesis of ideas. This is exactly the type of thinking that Mueller and Oppenheimer advocated for in their paper, \"The Pen is Mightier than the Keyboard.\" However, they argued that this was the main benefit of taking notes by hand instead of recognizing it as a strategy regardless of device.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nMultimodal Notes\u003c/strong>\u003c/p>\n\u003cp>One of the ways digital notes differ dramatically from paper notes lies in the ability to capture information in multiple forms. With most tools (Notability, OneNote, Evernote, etc.), students can not only capture typed and handwritten notes but also incorporate photos, audio and even video. These versatile capabilities allow students to customize their note taking process to meet their learning needs. Consider these possibilities:\u003c/p>\n\u003cul>\n\u003cli>Students may take notes on paper, add photos of those papers into a digital notebook, synthesize their thinking with audio or written notes, and then tag their digital notes for later retrieval.\u003c/li>\n\u003cli>Students might use audio syncing -- a feature that records audio and then digitally syncs it with whatever the student writes or types -- to capture the context of the class discussion or lecture. When reviewing their notes, students could click or tap on their notes and then jump directly to that point in the audio recording.\u003c/li>\n\u003cli>Teachers might provide students with their presentation slides or other note taking guides as PDF files. Now, students can focus on taking notes — using any modality — for synthesis, elaboration, reflection or analysis rather than in an attempt to capture content verbatim.\u003c/li>\n\u003c/ul>\n\u003cp>In 1949, neuropsychologist \u003ca href=\"http://can-acn.org/donald-olding-hebb\" target=\"_blank\" rel=\"noopener noreferrer\">Donald Hebb\u003c/a> famously wrote, “Neurons that fire together wire together.” When scaffolded for students, digital note taking has the power to transcend the traditional definition of what has been typically considered “notes.” By encouraging students to focus their note taking on building deeper connections instead of just capturing content verbatim, then they create a more integrated neural network around the ideas. With the right support from teachers, digital note taking can be so much more than just capturing a lesson. It can encourage students to actively engage in the note taking process and also reflect on their own development as learners. They might even tag their notes as such!\u003c/p>\n\u003cp>\u003cstrong>Concept Mapping\u003c/strong>\u003c/p>\n\u003cp>According to Johns Hopkins professor \u003ca href=\"http://scienceoflearning.jhu.edu/about-us/our-experts/dr-mariale-hardiman\" target=\"_blank\" rel=\"noopener noreferrer\">Mariale Hardiman\u003c/a>, concept mapping helps students to build deeper connections, more easily recognize links between content elements, and increase their conceptual understanding of the topic. She compares providing a concept map to students with using the picture on the box of a jigsaw puzzle -- it’s the “big picture” for how seemingly disconnected pieces of information fit together. Teachers can offer concept maps at the beginning of a unit as a way to frame the learning, but students can also make their own concept maps to visualize connections across content areas through \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/15/making-learning-visible-doodling-helps-memories-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">diagrams or sketch notes\u003c/a>.\u003c/p>\n\u003cp>One of the powerful components of digital note taking is that the pages never end, and a full page isn’t an artificial barrier to limit thinking. Students can work on an infinitely expanding canvas to include as much information as they need. For example, concept mapping tools such as \u003ca href=\"https://coggle.it/\" target=\"_blank\" rel=\"noopener noreferrer\">Coggle\u003c/a> or \u003ca href=\"https://padlet.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Padlet\u003c/a> allow students to create networks of ideas using text, links, images and even video without ever running out of room.\u003c/p>\n\u003cp>An ever-expanding canvas removes all physical constraints on students’ thinking and connecting ideas. To illustrate this concept, \u003ca href=\"http://www.askmsq.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Sabba Quidwai\u003c/a>, former director of innovative learning for the physician assistant program at USC's medical school and now K-12 development executive at Apple, shared the image below from an anatomy student. The student constructed a concept map in Notability using sketches, screen shots and handwriting to illustrate key points about the circulatory system.\u003c/p>\n\u003cfigure id=\"attachment_48903\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48903\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/conceptmap-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A medical student's digital concept map for anatomy class. \u003ccite>(Courtesy of Sabba Quidwai )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Visible Thinking Routines\u003c/strong>\u003c/p>\n\u003cp>Finally, students of all ages struggle to make connections to the content as they read and write, regardless of the note taking medium. Whether asking an elementary school student to pick out the main idea in a passage or a high school student to synthesize across multiple sources, all students need scaffolding for their thinking and reflection. \u003ca href=\"http://www.visiblethinkingpz.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Visible Thinking routines\u003c/a>, sets of questions designed by researchers at Harvard’s Project Zero, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/31/when-kids-have-structure-for-thinking-better-learning-emerges/\" target=\"_blank\" rel=\"noopener noreferrer\">encourage thinking\u003c/a> and support student inquiry.\u003c/p>\n\u003cp>Consider the potential of using \u003ca href=\"http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03c_Core_routines/SeeThinkWonder/SeeThinkWonder_Routine.html\" target=\"_blank\" rel=\"noopener noreferrer\">See-Think-Wonder\u003c/a>, one of those routines, to focus notes about a reading or a presentation. Instead of directing students to “take notes,” teachers could suggest that they create three columns on a page, or nodes on a concept map, and then take note of what they see, what they think, and what they wonder. Not only does this guide their note taking but it also encourages them to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/08/how-dissecting-a-pencil-can-ignite-curiosity-and-wonderment/\" target=\"_blank\" rel=\"noopener noreferrer\">ask questions about the content\u003c/a> as they record it.\u003c/p>\n\u003cp>Similarly, students might use another routine, \u003ca href=\"http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03d_UnderstandingRoutines/ConnectExtendChallenge/ConnectExtend_Routine.html\" target=\"_blank\" rel=\"noopener noreferrer\">Connect-Extend-Challenge\u003c/a>, to summarize notes at the end of the day and reflect on their learning. This thinking routine asks students to connect new content to prior knowledge, acknowledge what has extended or pushed their thinking in a new direction, and then address what they still find challenging or confusing. Whether completed on paper and then added to a digital notebook as a photo, or constructed completely digitally, visible thinking routines provide concrete strategies to help students engage with the information they are capturing.\u003c/p>\n\u003cp>Too often, educators project their own note taking habits onto their students, applying paper-based strategies to digital tools. With that mindset, it becomes far too easy for short-sighted studies to confirm previously held biases against technology. However, as students progress in an increasingly digital and connected world, one challenge for educators will be to view digital note taking as a unique, necessary and completely different skill set to be taught.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If teachers recognize the power of digital tools, and their responsibility to help students learn to use them, then digital note taking isn’t just “one more thing to do.” Instead, it becomes an important skill that could help students to engage with ideas, synthesize concepts and build the critical thinking skills that they will need to be successful learners in the future.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Libraries Can Turn Stories Into Maker Projects",
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"content": "\u003cp>In recent years, libraries have broadened their scope of offerings to the local community to involve more making activities like\u003ca href=\"https://ww2.kqed.org/mindshift/2014/11/20/how-libraries-are-advancing-and-inspiring-communities/\"> 3-D printing and sewing\u003c/a>. Some libraries even have a facilitator for maker projects.\u003c/p>\n\u003cp>At Millvale Community Library in Pennsylvania, maker program coordinator Nora Peters saw an opportunity to better connect the activities of the maker space with the library's mission to promote literacy. So, she set out to build a bridge between making and reading by creating maker activities for children's books.\u003c/p>\n\u003cp>Peters creates project instructions that tie into the theme of a children’s book. She prints the instructions on a 5 x 7 sticker that affixes to the front of the book. Because Millvale serves a lower-income community, she also keeps materials low-tech.\u003c/p>\n\u003cfigure id=\"attachment_48868\" class=\"wp-caption alignnone\" style=\"max-width: 1248px\">\u003cimg class=\"size-full wp-image-48868\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Peters-1.jpg\" alt=\"\" width=\"1248\" height=\"2144\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1.jpg 1248w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-160x275.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-800x1374.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-768x1319.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-1020x1752.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-1180x2027.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-960x1649.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-240x412.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-375x644.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-520x893.jpg 520w\" sizes=\"(max-width: 1248px) 100vw, 1248px\">\u003cfigcaption class=\"wp-caption-text\">Nora Peters developed low-cost maker project instructions based on books (in this example, \"Snow White and the 77 Dwarfs\"). The instructions come with the book and materials are relevant to the needs of the community. \u003ccite>(Courtesy of Nora Peters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For example, in the book “Wemberly Worried” by Kevin Henkes, Peters developed and attached instructions on how to make a Guatemalan worry doll. The story is about dealing with childhood anxiety, and it is believed that the very act of constructing a worry doll can alleviate anxiety, said Peters.\u003c/p>\n\u003cp>For the book “I’m New Here” by A. S. O'Brien about the immigrant experience, Peters put instructions to create a “comfort object” to make someone feel welcome in a space. But the instructions were flexible enough that kids could use a variety of materials, from fabric to just cardboard and tape.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Peters said she always tries to elevate the idea of “book-based craft” by finding a way to make each project less cookie-cutter. Projects are meant to be in the hands of the reader, not a facilitator, so they differ from the typical prompts children might find at the end of books. Her goal is “to make a visible connection between the value of hands-on learning and the value of introducing literacy at a young age and how those two can support each other.”\u003c/p>\n\u003cp>She’s mostly using children’s books, but Peters wants the instructions to work for people of any age. To make sure pre-teens are not put off by using children’s books, Peters was careful with her language. For instance, instead of printing “go ask your parents,” instructions state, “find these materials.”\u003c/p>\n\u003cp>In the past couple of months, Peters has completed 15 of these book-based maker projects and has received positive feedback from parents and patrons. As she has taken the idea around to teacher conferences, including the annual \u003ca href=\"http://makered.org/maker-educator-convening-2017/\">Maker Ed Convening\u003c/a>, she was surprised to find that many teachers had never heard of such a project.\u003c/p>\n\u003cfigure id=\"attachment_48872\" class=\"wp-caption alignnone\" style=\"max-width: 834px\">\u003cimg class=\"wp-image-48872 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Peters-4.jpg\" alt=\"\" width=\"834\" height=\"1050\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4.jpg 834w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-160x201.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-800x1007.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-768x967.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-240x302.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-375x472.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-520x655.jpg 520w\" sizes=\"(max-width: 834px) 100vw, 834px\">\u003cfigcaption class=\"wp-caption-text\">A maker project pasted inside the book \"Little Roja Riding Hood\" by Susan Middleton Elya. \u003ccite>(Courtesy of Nora Peters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>MAKING IT AFFORDABLE\u003c/strong>\u003c/p>\n\u003cp>Libraries with a limited budget can feel left behind because the maker movement usually centers on newer technologies, but librarians have been doing this work all along, said Cindy Wall, a librarian at Southington Library in Connecticut, where maker projects start with reading.\u003c/p>\n\u003cp>For instance, for preschool-age students, a program called “You’ve Got Mail” ties into the book “Please Write Back,” about an alligator who writes to his grandmother. Kids receive postcards to decorate, and mail out. Wall’s husband, a postal worker, visits to answer questions and collect the postcards.\u003c/p>\n\u003cp>In another program, elementary school students make abstract art that they then compare to machine-made art. The students start by reading a book about abstract artist Wassily Kandinsky. The library uses a machine called the “water color bot” to make abstract art, and then the children compare their art to what the machine produces.\u003c/p>\n\u003cfigure id=\"attachment_48874\" class=\"wp-caption alignnone\" style=\"max-width: 820px\">\u003cimg class=\"size-full wp-image-48874\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Southington.jpg\" alt=\"\" width=\"820\" height=\"695\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington.jpg 820w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-160x136.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-800x678.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-768x651.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-240x203.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-375x318.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-520x441.jpg 520w\" sizes=\"(max-width: 820px) 100vw, 820px\">\u003cfigcaption class=\"wp-caption-text\">A watercolor bot creates abstract art at Southington Library. \u003ccite>(Courtesy of Cindy Wall and Lynn Pawloski)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The common denominator in any of these programs is a book or reading assignment -- the base from which the project builds.\u003c/p>\n\u003cp>Wall and her colleague, Lynn Pawloski, compiled their series of programs into a book called\u003ca href=\"https://www.amazon.com/Maker-Literacy-Approach-Programming-Libraries/dp/1440843805\"> “Maker Literacy: A New Approach to Literacy Programming for Libraries.”\u003c/a>\u003c/p>\n\u003cp>Even if libraries can’t afford high-tech toys, “You can still create maker programming with whatever you have,” said Wall.\u003c/p>\n\u003cp>Echoing what Wall has found, Peters said teachers and librarians do these projects in some form all the time, but they can also use a maker activity as an opportunity to enhance comprehension and build literacy skills. It’s empowering to pull something deeper from a seemingly simple book, she added.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By the end of summer, Peters is hoping to expand their collection of maker books to some young adults and to even put some simple instructions in adult nonfiction to show how to use an adult how-to manual with kids.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In recent years, libraries have broadened their scope of offerings to the local community to involve more making activities like\u003ca href=\"https://ww2.kqed.org/mindshift/2014/11/20/how-libraries-are-advancing-and-inspiring-communities/\"> 3-D printing and sewing\u003c/a>. Some libraries even have a facilitator for maker projects.\u003c/p>\n\u003cp>At Millvale Community Library in Pennsylvania, maker program coordinator Nora Peters saw an opportunity to better connect the activities of the maker space with the library's mission to promote literacy. So, she set out to build a bridge between making and reading by creating maker activities for children's books.\u003c/p>\n\u003cp>Peters creates project instructions that tie into the theme of a children’s book. She prints the instructions on a 5 x 7 sticker that affixes to the front of the book. Because Millvale serves a lower-income community, she also keeps materials low-tech.\u003c/p>\n\u003cfigure id=\"attachment_48868\" class=\"wp-caption alignnone\" style=\"max-width: 1248px\">\u003cimg class=\"size-full wp-image-48868\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Peters-1.jpg\" alt=\"\" width=\"1248\" height=\"2144\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1.jpg 1248w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-160x275.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-800x1374.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-768x1319.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-1020x1752.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-1180x2027.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-960x1649.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-240x412.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-375x644.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-520x893.jpg 520w\" sizes=\"(max-width: 1248px) 100vw, 1248px\">\u003cfigcaption class=\"wp-caption-text\">Nora Peters developed low-cost maker project instructions based on books (in this example, \"Snow White and the 77 Dwarfs\"). The instructions come with the book and materials are relevant to the needs of the community. \u003ccite>(Courtesy of Nora Peters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For example, in the book “Wemberly Worried” by Kevin Henkes, Peters developed and attached instructions on how to make a Guatemalan worry doll. The story is about dealing with childhood anxiety, and it is believed that the very act of constructing a worry doll can alleviate anxiety, said Peters.\u003c/p>\n\u003cp>For the book “I’m New Here” by A. S. O'Brien about the immigrant experience, Peters put instructions to create a “comfort object” to make someone feel welcome in a space. But the instructions were flexible enough that kids could use a variety of materials, from fabric to just cardboard and tape.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Peters said she always tries to elevate the idea of “book-based craft” by finding a way to make each project less cookie-cutter. Projects are meant to be in the hands of the reader, not a facilitator, so they differ from the typical prompts children might find at the end of books. Her goal is “to make a visible connection between the value of hands-on learning and the value of introducing literacy at a young age and how those two can support each other.”\u003c/p>\n\u003cp>She’s mostly using children’s books, but Peters wants the instructions to work for people of any age. To make sure pre-teens are not put off by using children’s books, Peters was careful with her language. For instance, instead of printing “go ask your parents,” instructions state, “find these materials.”\u003c/p>\n\u003cp>In the past couple of months, Peters has completed 15 of these book-based maker projects and has received positive feedback from parents and patrons. As she has taken the idea around to teacher conferences, including the annual \u003ca href=\"http://makered.org/maker-educator-convening-2017/\">Maker Ed Convening\u003c/a>, she was surprised to find that many teachers had never heard of such a project.\u003c/p>\n\u003cfigure id=\"attachment_48872\" class=\"wp-caption alignnone\" style=\"max-width: 834px\">\u003cimg class=\"wp-image-48872 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Peters-4.jpg\" alt=\"\" width=\"834\" height=\"1050\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4.jpg 834w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-160x201.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-800x1007.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-768x967.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-240x302.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-375x472.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-520x655.jpg 520w\" sizes=\"(max-width: 834px) 100vw, 834px\">\u003cfigcaption class=\"wp-caption-text\">A maker project pasted inside the book \"Little Roja Riding Hood\" by Susan Middleton Elya. \u003ccite>(Courtesy of Nora Peters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>MAKING IT AFFORDABLE\u003c/strong>\u003c/p>\n\u003cp>Libraries with a limited budget can feel left behind because the maker movement usually centers on newer technologies, but librarians have been doing this work all along, said Cindy Wall, a librarian at Southington Library in Connecticut, where maker projects start with reading.\u003c/p>\n\u003cp>For instance, for preschool-age students, a program called “You’ve Got Mail” ties into the book “Please Write Back,” about an alligator who writes to his grandmother. Kids receive postcards to decorate, and mail out. Wall’s husband, a postal worker, visits to answer questions and collect the postcards.\u003c/p>\n\u003cp>In another program, elementary school students make abstract art that they then compare to machine-made art. The students start by reading a book about abstract artist Wassily Kandinsky. The library uses a machine called the “water color bot” to make abstract art, and then the children compare their art to what the machine produces.\u003c/p>\n\u003cfigure id=\"attachment_48874\" class=\"wp-caption alignnone\" style=\"max-width: 820px\">\u003cimg class=\"size-full wp-image-48874\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Southington.jpg\" alt=\"\" width=\"820\" height=\"695\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington.jpg 820w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-160x136.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-800x678.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-768x651.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-240x203.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-375x318.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-520x441.jpg 520w\" sizes=\"(max-width: 820px) 100vw, 820px\">\u003cfigcaption class=\"wp-caption-text\">A watercolor bot creates abstract art at Southington Library. \u003ccite>(Courtesy of Cindy Wall and Lynn Pawloski)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The common denominator in any of these programs is a book or reading assignment -- the base from which the project builds.\u003c/p>\n\u003cp>Wall and her colleague, Lynn Pawloski, compiled their series of programs into a book called\u003ca href=\"https://www.amazon.com/Maker-Literacy-Approach-Programming-Libraries/dp/1440843805\"> “Maker Literacy: A New Approach to Literacy Programming for Libraries.”\u003c/a>\u003c/p>\n\u003cp>Even if libraries can’t afford high-tech toys, “You can still create maker programming with whatever you have,” said Wall.\u003c/p>\n\u003cp>Echoing what Wall has found, Peters said teachers and librarians do these projects in some form all the time, but they can also use a maker activity as an opportunity to enhance comprehension and build literacy skills. It’s empowering to pull something deeper from a seemingly simple book, she added.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By the end of summer, Peters is hoping to expand their collection of maker books to some young adults and to even put some simple instructions in adult nonfiction to show how to use an adult how-to manual with kids.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>In Jr Arimboanga's ninth-grade classroom, students learn about critical consciousness: how to read the word, but also the \u003cem>world\u003c/em>. It's a concept popularized by a Brazilian educational theorist named Paulo Freire in his book, \u003cem>Pedagogy of the Oppressed\u003c/em>.\u003c/p>\n\u003cp>The class is ethnic studies. It's part of an effort by San Francisco educators like Arimboanga to teach courses centered on the perspectives of historically marginalized groups. Just last year, California passed a law mandating a model ethnic studies curriculum.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Kids react when the curriculum isn't speaking to their experiences or to the things that really matter to them. They just get bored and they either intellectually drop out or physically drop out.'\u003ccite>Christine Sleeter, California State University professor\u003c/cite>\u003c/aside>\n\u003cp>Sometimes called multicultural education or culturally responsive teaching (though there are subtle differences among the three), ethnic studies has been expanding on the west coast and in pockets across the country. San Francisco's curriculum is \"designed to give high school students an introduction to the experiences of ethnic communities that are rarely represented in textbooks,\" according to \u003ca href=\"http://www.sfusdhumanities.org/ethnic-studies.html\" target=\"_blank\" rel=\"noopener noreferrer\">the school district's website\u003c/a>.\u003c/p>\n\u003cp>Teachers of ethnic studies argue that these courses give students a pathway to break the cycles of poverty, violence, and incarceration that so many communities of color face.\u003c/p>\n\u003cp>\"Ethnic studies works,\" says Artnelson Concordia, a veteran teacher who is helping to develop the San Francisco curriculum. He wants students to see that \"all of their experiences can be connected to larger issues.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"So by the end of the school year, they're seeing themselves as makers of history,\" Concordia says.\u003c/p>\n\u003cp>\u003cstrong>Movements and Counter-Movements\u003c/strong>\u003c/p>\n\u003cp>Ethnic studies has \"gained momentum, frankly, with the election of Donald Trump,\" says Ravi Perry, president of the National Association for Ethnic Studies. This summer, Oregon set a timetable for the adoption of K-12 ethnic studies standards. Efforts to introduce statewide legislation \u003ca href=\"http://cjonline.com/news/education/2017-06-13/ethnic-studies-program-introduced-state-education-board\">are also ongoing in Kansas\u003c/a> and starting this year, Indiana high schools will be required to offer ethnic and racial studies as an elective course. States with large indigenous populations — like Montana and Alaska — have already written standards for culturally responsive teaching.\u003c/p>\n\u003cp>\"We have an obligation to ensure their heritage is aptly reflected in how we talk about America,\" Perry says. \"This is not about promoting an individual agenda. It's about understanding the importance of community solidarity.\"\u003c/p>\n\u003cp>Other movements are concentrated at the district level. Seattle has passed a resolution, based on \u003ca href=\"http://www.seattletimes.com/education-lab/seattle-public-schools-responds-to-naacps-ethnic-studies-proposal-with-one-of-its-own/\" target=\"_blank\" rel=\"noopener noreferrer\">recommendations from the NAACP\u003c/a>. Students in Providence, R.I., have successfully lobbied for a pilot of the ethnic studies curriculum. Albuquerque, N.M., has launched ethnic studies courses in all of its high schools.\u003c/p>\n\u003cp>Though the start of the ethnic studies movement can be traced to the early 1900s, it really kicked off in the 1960s at colleges and universities. In the past decade, the growth has accelerated in K-12 schools, partly in response to an Arizona law that banned the curriculum.\u003c/p>\n\u003cp>There, Republican lawmakers were specifically targeting a Mexican-American studies program at Tucson High School — \u003ca href=\"https://www.usnews.com/education/best-high-schools/arizona/districts/tucson-unified-district/tucson-magnet-high-school-1123\" target=\"_blank\" rel=\"noopener noreferrer\">where minority enrollment is 88 percent\u003c/a>. The Republicans who wrote the legislation, Tom Horne and John Huppenthal, claimed the classes were stoking racial tensions and \"radicalizing students.\" They pointed to the course materials — among them, Freire's \u003cem>Pedagogy of the Oppressed \u003c/em>and Rodolfo Acuña's \u003cem>Occupied America \u003c/em>— as well as the class decor, which included a poster of Che Guevara.\u003c/p>\n\u003cp>In 2010, Horne and Huppenthal passed HB 2281, prohibiting classes and materials that \"promote the overthrow of the U.S. government,\" \"resentment toward a race or class or people,\" or \"ethnic solidarity.\" (This happened soon after the passage of SB 1070, which gave local police the authority to question a person's citizenship.)\u003c/p>\n\u003cp>There were other ethnic studies courses in Tucson that were not touched by the bill, Huppenthal says. He mentions African-American studies, for one. But the teachers of Mexican-American studies classes at Tucson High, Huppenthal says, were \"indoctrinating students.\"\u003c/p>\n\u003cp>\"They were doing a very simplistic application of Karl Marx's dictum: All of history is the struggle between the 'oppressor' and the 'oppressed,' \" Huppenthal says. \"And they were going to identify whites as oppressors and Hispanics as the oppressed.\"\u003c/p>\n\u003cp>\u003cstrong>Myths and Truths\u003c/strong>\u003c/p>\n\u003cp>\"One of the things you would hear was that our classes were hateful. That we were teaching resentment,\" says Curtis Acosta, who piloted one of the Mexican-American studies classes that sparked the controversy in Arizona. \"That's exactly the antithesis of what you would see.\"\u003c/p>\n\u003cp>Acosta taught for 18 years in Tucson Unified School District. On a typical day in his Chicano literature class, Acosta says, you'd find students sitting at tables \"doing really controversial things like reading and writing well.\"\u003c/p>\n\u003cp>Each morning, his class would begin with an affirmation, a Mayan precept called In Lak Ech, which translates to \"You are another me.\" Students would recite in Spanish and English part of the poem by Luís Valdez:\u003c/p>\n\u003cp>\u003cem>Tú eres mi otro yo. You are my other me. Si te hago daño a ti, If I do harm to you, Me hago daño a mi mismo. I do harm to myself. Si te amo y respeto, If I love and respect you, Me amo y respeto yo. I love and respect myself.\u003c/em>\u003c/p>\n\u003cp>\"Students were sharing and taking risks and that didn't happen by accident,\" Acosta says. \"It was real intentional.\"\u003c/p>\n\u003cp>Alexei Marquez can attest to that. She was in Acosta's class the first year it was offered. Up until then, she had been a dutiful, if disengaged, student. \"I learned from an early age to play the game as it was,\" Marquez says.\u003c/p>\n\u003cp>When she took Acosta's class, it was the first time she'd connected to literature on a personal level. She fell in love with \u003cem>The Devil's Highway\u003c/em> by Luís Alberto Urrea. \"I can't even tell you what I read in AP English,\" Marquez says.\u003c/p>\n\u003cp>She is starting her PhD in Educational Leadership and Policy at the University of Arizona. And she is not a lone success story. While 48 percent of Latino students were dropping out of high school, \u003ca href=\"http://www.pbs.org/independentlens/films/precious-knowledge/\" target=\"_blank\" rel=\"noopener noreferrer\">100 percent of those students enrolled in Mexican-American studies classes at Tucson High were graduating\u003c/a>, and 85 percent were going on to college.\u003c/p>\n\u003cp>\u003cstrong>Impact\u003c/strong>\u003c/p>\n\u003cp>\"The research says, plainly, that this stuff works,\" explains Christine Sleeter, a California State University professor and ethnic studies expert. In 2010, the National Education Association asked her \u003ca href=\"http://www.nea.org/assets/docs/NBI-2010-3-value-of-ethnic-studies.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">to review the academic and social impact of ethnic studies.\u003c/a>\u003c/p>\n\u003cp>A few things happen when students take courses that connect with their lived experience, Sleeter says. Engagement increases, as do literacy skills, overall achievement and attitudes toward learning.\u003c/p>\n\u003cp>\"As students of color proceed through the school system, research finds that the overwhelming dominance of Euro-American perspectives leads many such students to disengage from academic learning,\" Sleeter writes in the NEA report. \"Ethnic studies curricula exist in part because students of color have demanded an education that is relevant, meaningful, and affirming of their identities.\"\u003c/p>\n\u003cp>Something else happens in these classes: students develop \"a sense of agency,\" Sleeter writes. So they aren't just learning about history, they're engaging with it and shaping it — \u003cem>reading the word and the world\u003c/em>.\u003c/p>\n\u003cp>\u003ca href=\"http://inid.gse.uci.edu/files/2011/03/DeePenner2016AERJThe-causaleffectsofculturalrelevance.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Stanford study finds similar outcomes\u003c/a> — particularly for high school students at risk of dropping out. Taking a course which examines \"the roles of race, nationality and culture on identity and experience\" improved not only academic performance, but also attendance.\u003c/p>\n\u003cp>\"Kids react when the curriculum isn't speaking to their experiences or to the things that really matter to them,\" Sleeter says. \"They just get bored and they either intellectually drop out or physically drop out.\"\u003c/p>\n\u003cp>\u003cstrong>Waiting on a Verdict\u003c/strong>\u003c/p>\n\u003cp>A federal judge will rule any day now on whether GOP state officials violated students' constitutional rights \u003ca href=\"http://www.huffingtonpost.com/entry/ruling-arizona-mexican-american-studies_us_5988f877e4b0449ed504e5ff\" target=\"_blank\" rel=\"noopener noreferrer\">when they all but abolished Tucson High's Mexican-American studies program\u003c/a>.\u003c/p>\n\u003cp>For the main players, this trial has stirred up a lot of old emotions.\u003c/p>\n\u003cp>Huppenthal has held steady, maintaining that ethnic studies racializes the classroom. \"To teach kids that they're victims and they can't get ahead in life because somebody's holding them down, I think it's a mistake,\" he says.\u003c/p>\n\u003cp>But that argument — that the world is a meritocracy, free of systemic racism and colonialism — is detrimental to students of color, according to \u003ca href=\"https://www.theatlantic.com/education/archive/2017/07/internalizing-the-myth-of-meritocracy/535035/\" target=\"_blank\" rel=\"noopener noreferrer\">a new study in the \u003cem>Child Development\u003c/em> journal\u003c/a>.\u003c/p>\n\u003cp>Acosta, who lost his class to the ban, has been helping other districts integrate ethnic studies into their schools. No matter what happens, he says, the legacy of Tucson's Mexican-American studies program remains.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"As emotional as this has been, what's really fascinating and affirming is that ethnic studies is now something seen,\" Acosta says. \"And can be used to resuscitate hope.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Ethnic+Studies%3A+A+Movement+Born+Of+A+Ban&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In Jr Arimboanga's ninth-grade classroom, students learn about critical consciousness: how to read the word, but also the \u003cem>world\u003c/em>. It's a concept popularized by a Brazilian educational theorist named Paulo Freire in his book, \u003cem>Pedagogy of the Oppressed\u003c/em>.\u003c/p>\n\u003cp>The class is ethnic studies. It's part of an effort by San Francisco educators like Arimboanga to teach courses centered on the perspectives of historically marginalized groups. Just last year, California passed a law mandating a model ethnic studies curriculum.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Kids react when the curriculum isn't speaking to their experiences or to the things that really matter to them. They just get bored and they either intellectually drop out or physically drop out.'\u003ccite>Christine Sleeter, California State University professor\u003c/cite>\u003c/aside>\n\u003cp>Sometimes called multicultural education or culturally responsive teaching (though there are subtle differences among the three), ethnic studies has been expanding on the west coast and in pockets across the country. San Francisco's curriculum is \"designed to give high school students an introduction to the experiences of ethnic communities that are rarely represented in textbooks,\" according to \u003ca href=\"http://www.sfusdhumanities.org/ethnic-studies.html\" target=\"_blank\" rel=\"noopener noreferrer\">the school district's website\u003c/a>.\u003c/p>\n\u003cp>Teachers of ethnic studies argue that these courses give students a pathway to break the cycles of poverty, violence, and incarceration that so many communities of color face.\u003c/p>\n\u003cp>\"Ethnic studies works,\" says Artnelson Concordia, a veteran teacher who is helping to develop the San Francisco curriculum. He wants students to see that \"all of their experiences can be connected to larger issues.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"So by the end of the school year, they're seeing themselves as makers of history,\" Concordia says.\u003c/p>\n\u003cp>\u003cstrong>Movements and Counter-Movements\u003c/strong>\u003c/p>\n\u003cp>Ethnic studies has \"gained momentum, frankly, with the election of Donald Trump,\" says Ravi Perry, president of the National Association for Ethnic Studies. This summer, Oregon set a timetable for the adoption of K-12 ethnic studies standards. Efforts to introduce statewide legislation \u003ca href=\"http://cjonline.com/news/education/2017-06-13/ethnic-studies-program-introduced-state-education-board\">are also ongoing in Kansas\u003c/a> and starting this year, Indiana high schools will be required to offer ethnic and racial studies as an elective course. States with large indigenous populations — like Montana and Alaska — have already written standards for culturally responsive teaching.\u003c/p>\n\u003cp>\"We have an obligation to ensure their heritage is aptly reflected in how we talk about America,\" Perry says. \"This is not about promoting an individual agenda. It's about understanding the importance of community solidarity.\"\u003c/p>\n\u003cp>Other movements are concentrated at the district level. Seattle has passed a resolution, based on \u003ca href=\"http://www.seattletimes.com/education-lab/seattle-public-schools-responds-to-naacps-ethnic-studies-proposal-with-one-of-its-own/\" target=\"_blank\" rel=\"noopener noreferrer\">recommendations from the NAACP\u003c/a>. Students in Providence, R.I., have successfully lobbied for a pilot of the ethnic studies curriculum. Albuquerque, N.M., has launched ethnic studies courses in all of its high schools.\u003c/p>\n\u003cp>Though the start of the ethnic studies movement can be traced to the early 1900s, it really kicked off in the 1960s at colleges and universities. In the past decade, the growth has accelerated in K-12 schools, partly in response to an Arizona law that banned the curriculum.\u003c/p>\n\u003cp>There, Republican lawmakers were specifically targeting a Mexican-American studies program at Tucson High School — \u003ca href=\"https://www.usnews.com/education/best-high-schools/arizona/districts/tucson-unified-district/tucson-magnet-high-school-1123\" target=\"_blank\" rel=\"noopener noreferrer\">where minority enrollment is 88 percent\u003c/a>. The Republicans who wrote the legislation, Tom Horne and John Huppenthal, claimed the classes were stoking racial tensions and \"radicalizing students.\" They pointed to the course materials — among them, Freire's \u003cem>Pedagogy of the Oppressed \u003c/em>and Rodolfo Acuña's \u003cem>Occupied America \u003c/em>— as well as the class decor, which included a poster of Che Guevara.\u003c/p>\n\u003cp>In 2010, Horne and Huppenthal passed HB 2281, prohibiting classes and materials that \"promote the overthrow of the U.S. government,\" \"resentment toward a race or class or people,\" or \"ethnic solidarity.\" (This happened soon after the passage of SB 1070, which gave local police the authority to question a person's citizenship.)\u003c/p>\n\u003cp>There were other ethnic studies courses in Tucson that were not touched by the bill, Huppenthal says. He mentions African-American studies, for one. But the teachers of Mexican-American studies classes at Tucson High, Huppenthal says, were \"indoctrinating students.\"\u003c/p>\n\u003cp>\"They were doing a very simplistic application of Karl Marx's dictum: All of history is the struggle between the 'oppressor' and the 'oppressed,' \" Huppenthal says. \"And they were going to identify whites as oppressors and Hispanics as the oppressed.\"\u003c/p>\n\u003cp>\u003cstrong>Myths and Truths\u003c/strong>\u003c/p>\n\u003cp>\"One of the things you would hear was that our classes were hateful. That we were teaching resentment,\" says Curtis Acosta, who piloted one of the Mexican-American studies classes that sparked the controversy in Arizona. \"That's exactly the antithesis of what you would see.\"\u003c/p>\n\u003cp>Acosta taught for 18 years in Tucson Unified School District. On a typical day in his Chicano literature class, Acosta says, you'd find students sitting at tables \"doing really controversial things like reading and writing well.\"\u003c/p>\n\u003cp>Each morning, his class would begin with an affirmation, a Mayan precept called In Lak Ech, which translates to \"You are another me.\" Students would recite in Spanish and English part of the poem by Luís Valdez:\u003c/p>\n\u003cp>\u003cem>Tú eres mi otro yo. You are my other me. Si te hago daño a ti, If I do harm to you, Me hago daño a mi mismo. I do harm to myself. Si te amo y respeto, If I love and respect you, Me amo y respeto yo. I love and respect myself.\u003c/em>\u003c/p>\n\u003cp>\"Students were sharing and taking risks and that didn't happen by accident,\" Acosta says. \"It was real intentional.\"\u003c/p>\n\u003cp>Alexei Marquez can attest to that. She was in Acosta's class the first year it was offered. Up until then, she had been a dutiful, if disengaged, student. \"I learned from an early age to play the game as it was,\" Marquez says.\u003c/p>\n\u003cp>When she took Acosta's class, it was the first time she'd connected to literature on a personal level. She fell in love with \u003cem>The Devil's Highway\u003c/em> by Luís Alberto Urrea. \"I can't even tell you what I read in AP English,\" Marquez says.\u003c/p>\n\u003cp>She is starting her PhD in Educational Leadership and Policy at the University of Arizona. And she is not a lone success story. While 48 percent of Latino students were dropping out of high school, \u003ca href=\"http://www.pbs.org/independentlens/films/precious-knowledge/\" target=\"_blank\" rel=\"noopener noreferrer\">100 percent of those students enrolled in Mexican-American studies classes at Tucson High were graduating\u003c/a>, and 85 percent were going on to college.\u003c/p>\n\u003cp>\u003cstrong>Impact\u003c/strong>\u003c/p>\n\u003cp>\"The research says, plainly, that this stuff works,\" explains Christine Sleeter, a California State University professor and ethnic studies expert. In 2010, the National Education Association asked her \u003ca href=\"http://www.nea.org/assets/docs/NBI-2010-3-value-of-ethnic-studies.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">to review the academic and social impact of ethnic studies.\u003c/a>\u003c/p>\n\u003cp>A few things happen when students take courses that connect with their lived experience, Sleeter says. Engagement increases, as do literacy skills, overall achievement and attitudes toward learning.\u003c/p>\n\u003cp>\"As students of color proceed through the school system, research finds that the overwhelming dominance of Euro-American perspectives leads many such students to disengage from academic learning,\" Sleeter writes in the NEA report. \"Ethnic studies curricula exist in part because students of color have demanded an education that is relevant, meaningful, and affirming of their identities.\"\u003c/p>\n\u003cp>Something else happens in these classes: students develop \"a sense of agency,\" Sleeter writes. So they aren't just learning about history, they're engaging with it and shaping it — \u003cem>reading the word and the world\u003c/em>.\u003c/p>\n\u003cp>\u003ca href=\"http://inid.gse.uci.edu/files/2011/03/DeePenner2016AERJThe-causaleffectsofculturalrelevance.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Stanford study finds similar outcomes\u003c/a> — particularly for high school students at risk of dropping out. Taking a course which examines \"the roles of race, nationality and culture on identity and experience\" improved not only academic performance, but also attendance.\u003c/p>\n\u003cp>\"Kids react when the curriculum isn't speaking to their experiences or to the things that really matter to them,\" Sleeter says. \"They just get bored and they either intellectually drop out or physically drop out.\"\u003c/p>\n\u003cp>\u003cstrong>Waiting on a Verdict\u003c/strong>\u003c/p>\n\u003cp>A federal judge will rule any day now on whether GOP state officials violated students' constitutional rights \u003ca href=\"http://www.huffingtonpost.com/entry/ruling-arizona-mexican-american-studies_us_5988f877e4b0449ed504e5ff\" target=\"_blank\" rel=\"noopener noreferrer\">when they all but abolished Tucson High's Mexican-American studies program\u003c/a>.\u003c/p>\n\u003cp>For the main players, this trial has stirred up a lot of old emotions.\u003c/p>\n\u003cp>Huppenthal has held steady, maintaining that ethnic studies racializes the classroom. \"To teach kids that they're victims and they can't get ahead in life because somebody's holding them down, I think it's a mistake,\" he says.\u003c/p>\n\u003cp>But that argument — that the world is a meritocracy, free of systemic racism and colonialism — is detrimental to students of color, according to \u003ca href=\"https://www.theatlantic.com/education/archive/2017/07/internalizing-the-myth-of-meritocracy/535035/\" target=\"_blank\" rel=\"noopener noreferrer\">a new study in the \u003cem>Child Development\u003c/em> journal\u003c/a>.\u003c/p>\n\u003cp>Acosta, who lost his class to the ban, has been helping other districts integrate ethnic studies into their schools. No matter what happens, he says, the legacy of Tucson's Mexican-American studies program remains.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"As emotional as this has been, what's really fascinating and affirming is that ethnic studies is now something seen,\" Acosta says. \"And can be used to resuscitate hope.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Ethnic+Studies%3A+A+Movement+Born+Of+A+Ban&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Lots of factors affect whether and what students learn in school, but most often that conversation gets boiled down into a single letter grade, a symbol of everything a student knows or doesn’t know. Because grades are often required, and easy to understand, they have become the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/13/the-emotional-weight-of-being-graded-for-better-or-worse/\" target=\"_blank\" rel=\"noopener noreferrer\">focus for many parents, teachers and students\u003c/a>. The problem is that grades are often \u003ca href=\"https://medium.com/teachers-going-gradeless/the-5-best-reasons-for-going-gradeless-e6577c44d5b1\" target=\"_blank\" rel=\"noopener noreferrer\">subjective, arbitrary and can be demotivating\u003c/a> to students. They are also gatekeepers for advanced classes and college admissions, so grades can’t be ignored. This complicated dynamic means that grading policies are at the center of discussions around how to change teaching and learning.\u003c/p>\n\u003cp>Kirby Engelman was a typical high school student at New Trier High School outside Chicago. Her first two years there she did fine academically, but she was going through the motions, doing what she thought she was so supposed to do. She felt lost among the thousands of students thronging the hallways of New Trier, which has over 4,000 students. When her mother encouraged her to apply to the \u003ca href=\"http://www.newtrier.k12.il.us/igss/\" target=\"_blank\" rel=\"noopener noreferrer\">Integrated Global Studies School (IGSS)\u003c/a>, a smaller program within this public high school, she did so on a whim, drawn more to the smaller learning community than to the alternative teaching style it offered.\u003c/p>\n\u003cp>“It felt totally different,” Engelman said. “It opened my mind to education as something more of, rather than learning content, you were learning how to learn. It opened my mind to my potential as well as the potential of humans and the world.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Students are presenting their first semester passion projects to each other. \u003ca href=\"https://twitter.com/hashtag/SelfDiectedLearning?src=hash\">#SelfDiectedLearning\u003c/a> \u003ca href=\"https://twitter.com/hashtag/No?src=hash\">#No\u003c/a> MultipleChoiceFinal \u003ca href=\"https://t.co/UDhu6PJJks\">pic.twitter.com/UDhu6PJJks\u003c/a>\u003c/p>\n\u003cp>— IGSS (@IGSSers) \u003ca href=\"https://twitter.com/IGSSers/status/819260024019189760\">January 11, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The program, which has operated at New Trier since 2009, came about when teachers and parents at this high-achieving school realized that while students were “succeeding” by traditional measures like test scores and college-admission rates, something was missing. Teachers wanted to help students develop intrinsic motivation. And they believed grades were at the root of the problem.\u003c/p>\n\u003cp>“We were going to try to create a school that was driven by student interests, not grades, that was interdisciplinary and was built on experiential learning,” said Colby Vargas, a senior English teacher and one of the founders of IGSS. “Those are all counter to the school culture in many ways.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The school board approved the IGSS program on the condition that students could choose to have the narrative assessments teachers give to students translated into more traditional letter grades at the end of each semester. Students apply to the program during sophomore year for participation junior and senior year. English, history, science and art are taught through interdisciplinary projects three hours a day. While teachers plan broad thematic units, student choice is a hallmark of the program and teachers offer a lot of personalized attention. IGSS is meant to be small, so there are only 40 students at each grade level. A team of three teachers works collaboratively to weave an interdisciplinary experience for each class.\u003c/p>\n\u003cp>“There are lots of kids who just cruise through and never get fired up about anything. That’s who we are really built for,” Vargas said. Rather than covering specific content, teachers develop broad themes and let students dive deeply into aspects of the topic that interest them, guiding them to think deeply, research in directions they haven’t thought about and improve their writing.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Is Otherness a fundamental category of human thought? \u003ca href=\"https://twitter.com/hashtag/essentialquestions?src=hash\">#essentialquestions\u003c/a> \u003ca href=\"https://twitter.com/hashtag/igssOutside?src=hash\">#igssOutside\u003c/a> \u003ca href=\"https://twitter.com/hashtag/deBeauvoir?src=hash\">#deBeauvoir\u003c/a> \u003ca href=\"https://t.co/wUOkRFMcnm\">pic.twitter.com/wUOkRFMcnm\u003c/a>\u003c/p>\n\u003cp>— IGSS (@IGSSers) \u003ca href=\"https://twitter.com/IGSSers/status/823608641966272514\">January 23, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>This style of learning came as a huge relief to Nora Grubb, who graduated from the IGSS program and went on to attend Skidmore College. “I felt really disenchanted in my early years in high school because I was around competitive people but not in the way I would have imagined,” Grubb said. “They weren’t competitive with themselves. They were competitive with other people and they weren’t interested in widening their scope.”\u003c/p>\n\u003cp>She said freshman and sophomore years she did a lot of schoolwork, but never felt intellectually challenged. She loved that the teachers in IGSS were interested in her as a person, not just as a number passing through. “It tapped into the curiosity I had about myself and the world around me, and the teachers were incredibly encouraging of that and wanted to have conversations about that.”\u003c/p>\n\u003cp>Teachers keep detailed notes about how students are progressing, including written feedback given directly to them on their work, but nothing is graded on a 100-point scale and no letter grades are given. The idea is to learn from conversations and feedback to continue \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/10/how-students-critiquing-one-anothers-work-raises-the-quality-bar/\" target=\"_blank\" rel=\"noopener noreferrer\">making the work better\u003c/a>. Despite the gradeless world IGSS teachers have tried to create, some students do opt for grade translation, often because they worry colleges won’t recognize the work they’ve done without it.\u003c/p>\n\u003cp>“We have a dirty little moment where all the qualitative stuff becomes just a grade,” Vargas said. “And then it becomes just as arbitrary as any other grade in that moment,” added Lindsay Arado, a history teacher in the program.\u003c/p>\n\u003cp>When they started the program, Vargas and Arado wanted IGSS to be about \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/19/be-the-change-you-want-to-see-by-shifting-traditional-high-school/\" target=\"_blank\" rel=\"noopener noreferrer\">joyful learning without the pressure of grades\u003c/a>. They knew that the thousand little decisions a teacher makes about rewarding or withholding points are arbitrary and that grades most often serve as a compliance tool, a way to force students to do their work. They didn’t see that system as ultimately serving the greater goal of creating passionate learners who know themselves deeply, who can direct themselves, \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/\" target=\"_blank\" rel=\"noopener noreferrer\">take criticism\u003c/a>, and who are always pushing to improve.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Peer editing, even under a table, is so valuable for our students. \u003ca href=\"https://twitter.com/hashtag/peereditingfort?src=hash\">#peereditingfort\u003c/a> \u003ca href=\"https://t.co/GBXqElng9Y\">pic.twitter.com/GBXqElng9Y\u003c/a>\u003c/p>\n\u003cp>— IGSS (@IGSSers) \u003ca href=\"https://twitter.com/IGSSers/status/816747603459182592\">January 4, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>But the school board and parents were uncomfortable with the idea of a gradeless learning community; they thought it would hurt students’ chances for admission to the top colleges. That’s why grade translation is an option. Still, many students ultimately prefer not to get grades. And, now that the program has a track record of getting students into excellent colleges, parents and school leaders have become more accepting of the structure.\u003c/p>\n\u003cp>“It wasn’t necessarily the teachers who dominated the classroom,” Engelman said. “It was more we are here together; I will learn from you and you can learn from me.” Now an urban studies major at Brown University, Engelman says she sees that type of intellectual exchange in her college classes, but hadn’t experienced it at New Trier until she entered IGSS.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Rather than just learning information and learning specific facts, we were learning how to learn and that felt a lot more meaningful.'\u003ccite>Kirby Engelman, IGSS alumna\u003c/cite>\u003c/aside>\n\u003cp>Engelman admits she was hesitant to give up the traditional model at first. It was all she knew. So her first semester of junior year she opted for grade translation. “Grades or no grades you get a written narrative about every assignment and how you are as a student, which showed me how unnecessary grades were,” she said. She also found the system \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/22/how-teachers-can-motivate-students-of-any-age/\" target=\"_blank\" rel=\"noopener noreferrer\">more motivating\u003c/a>. “Rather than just learning information and learning specific facts, we were learning how to learn and that felt a lot more meaningful.”\u003c/p>\n\u003cp>All juniors at New Trier, whether participating in IGSS or not, are required to write a massive research paper. In IGSS, students get to choose their topic and the year is largely structured around a deep dive into an area of passion. Engelman chose to research Colony Collapse Disorder, assembling a community of experts from professors to professional beekeepers and USDA officials in a community who shared a passion for honeybees. She knew nothing about honeybees going into the project.\u003c/p>\n\u003cp>“Looking back I don’t know how I had the guts as a 17-year-old to do this, but I just decided I had the authority to email anyone I wanted,” Engelman said. And for the most part, all these experts wrote back to her. She then continued to extend her passion for honeybees by convincing her parents to let her keep bees in the backyard and making a film about the experience for her senior capstone project. She also wrote an elementary school curriculum on Colony Collapse Disorder and the important role honeybees play in ecosystems, which she taught at several nearby schools.\u003c/p>\n\u003cp>Engelman didn’t take a traditional path after high school. She first went to the Savannah College of Art and Design because she liked working with her hands. She enjoyed her time there and did well, but she missed the deep intellectual thought she’d experienced as part of IGSS so she transferred to Brown. Her mom credits the IGSS program for her admittance there.\u003c/p>\n\u003cp>“My transcript, instead of being a single piece of paper, is this honking written explanation of everything I ever did as a student,” Engelman said. “I think that’s a lot more telling to universities than a letter grade.” Despite what might seem like a wandering path, Engelman says she’s never doubted her ability to succeed.\u003c/p>\n\u003cp>“I do think that, I don’t know why or how, but I do think that the IGSS program makes you willing to try new things and makes you see the potential in yourself,” Engelman said. She says friends from the program feel similarly capable and their approach tends to be, “let’s do this thing called life even if it’s not going perfectly.”\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES OF TEACHING IN IGSS\u003c/strong>\u003c/p>\n\u003cp>Teachers in IGSS have the challenging job of keeping student interests at the center of learning while creating loose plans to hit on the skills they want students to learn. They admitted it’s challenging to design learning experiences that are flexible enough for students to find exciting entry points to the work, while offering enough structure to support deep exploration. Most students, no matter how bright, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/25/the-benefits-and-challenges-of-student-designed-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">struggle to completely self-direct\u003c/a> without guidance, especially after years of being told exactly how to do well.\u003c/p>\n\u003cp>“We often describe the planning as building the plane as we fly it,” said Mac Guy, a junior English teacher in IGSS. “But there’s something terrifying about that.” It can be stressful and overwhelming to go into a three-hour teaching session without feeling on top of the plan. “At the same time, every year coming into IGSS it’s going to be something new that’s interesting and it’s really going to challenge me to be creative,” he said. In many ways that challenge is also what makes the program such a stimulating teaching experience.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Brainstorming predictions for \u003ca href=\"https://twitter.com/Isabelwilkerson\">@Isabelwilkerson\u003c/a>‘s \u003ca href=\"https://twitter.com/hashtag/thewarmthofothersuns?src=hash\">#thewarmthofothersuns\u003c/a> at \u003ca href=\"https://twitter.com/NewTrier203\">@NewTrier203\u003c/a> \u003ca href=\"https://t.co/OBYHC4tzqt\">pic.twitter.com/OBYHC4tzqt\u003c/a>\u003c/p>\n\u003cp>— IGSS (@IGSSers) \u003ca href=\"https://twitter.com/IGSSers/status/799327819591393280\">November 17, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>These teachers believe deeply that they are creating a valuable educational experience for students, but it was hard for them to let go of their previous mindsets as well. Vargas said at the outset they made a commitment not to assign any busywork. “That’s been really good for me and powerful and impactful,” but it has also challenged him to think about why he felt history should be taught in a certain order or feature certain characters.\u003c/p>\n\u003cp>“I had trouble letting go of that narrative,” Vargas said. “It made me realize that a lot of my teaching throughout my career has been draped around the story of history.” He’s fought to make everything he teaches feel authentic and connected to students, but he still misses the familiar narrative he used to teach.\u003c/p>\n\u003cp>This program has also forced teachers to collaborate and communicate much more than they did when they taught 40-minute class periods on their own. And perhaps one of the hardest things to overcome is students’ learned behaviors around schoolwork. Halfway through the year students are still asking about points and whether they will lose credit if a writing assignment is too short. While that frustrates the teachers, they understand how deeply ingrained the grading system has become for American students. And, “We’re asking some of our kids to not get grades for some of their best work,” Guy acknowledges.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The tyranny of grading is nothing new, but grades are partly why old ways of teaching and learning can feel impossible to ditch. That’s why some \u003ca href=\"https://www.facebook.com/groups/277181926058422/\" target=\"_blank\" rel=\"noopener noreferrer\">teachers are organizing\u003c/a> around \u003ca href=\"https://medium.com/teachers-going-gradeless/teachers-going-gradeless-50d621c14cad\" target=\"_blank\" rel=\"noopener noreferrer\">“going gradeless”\u003c/a> as a way of structurally changing what is valued in classrooms.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Lots of factors affect whether and what students learn in school, but most often that conversation gets boiled down into a single letter grade, a symbol of everything a student knows or doesn’t know. Because grades are often required, and easy to understand, they have become the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/13/the-emotional-weight-of-being-graded-for-better-or-worse/\" target=\"_blank\" rel=\"noopener noreferrer\">focus for many parents, teachers and students\u003c/a>. The problem is that grades are often \u003ca href=\"https://medium.com/teachers-going-gradeless/the-5-best-reasons-for-going-gradeless-e6577c44d5b1\" target=\"_blank\" rel=\"noopener noreferrer\">subjective, arbitrary and can be demotivating\u003c/a> to students. They are also gatekeepers for advanced classes and college admissions, so grades can’t be ignored. This complicated dynamic means that grading policies are at the center of discussions around how to change teaching and learning.\u003c/p>\n\u003cp>Kirby Engelman was a typical high school student at New Trier High School outside Chicago. Her first two years there she did fine academically, but she was going through the motions, doing what she thought she was so supposed to do. She felt lost among the thousands of students thronging the hallways of New Trier, which has over 4,000 students. When her mother encouraged her to apply to the \u003ca href=\"http://www.newtrier.k12.il.us/igss/\" target=\"_blank\" rel=\"noopener noreferrer\">Integrated Global Studies School (IGSS)\u003c/a>, a smaller program within this public high school, she did so on a whim, drawn more to the smaller learning community than to the alternative teaching style it offered.\u003c/p>\n\u003cp>“It felt totally different,” Engelman said. “It opened my mind to education as something more of, rather than learning content, you were learning how to learn. It opened my mind to my potential as well as the potential of humans and the world.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Students are presenting their first semester passion projects to each other. \u003ca href=\"https://twitter.com/hashtag/SelfDiectedLearning?src=hash\">#SelfDiectedLearning\u003c/a> \u003ca href=\"https://twitter.com/hashtag/No?src=hash\">#No\u003c/a> MultipleChoiceFinal \u003ca href=\"https://t.co/UDhu6PJJks\">pic.twitter.com/UDhu6PJJks\u003c/a>\u003c/p>\n\u003cp>— IGSS (@IGSSers) \u003ca href=\"https://twitter.com/IGSSers/status/819260024019189760\">January 11, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The program, which has operated at New Trier since 2009, came about when teachers and parents at this high-achieving school realized that while students were “succeeding” by traditional measures like test scores and college-admission rates, something was missing. Teachers wanted to help students develop intrinsic motivation. And they believed grades were at the root of the problem.\u003c/p>\n\u003cp>“We were going to try to create a school that was driven by student interests, not grades, that was interdisciplinary and was built on experiential learning,” said Colby Vargas, a senior English teacher and one of the founders of IGSS. “Those are all counter to the school culture in many ways.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The school board approved the IGSS program on the condition that students could choose to have the narrative assessments teachers give to students translated into more traditional letter grades at the end of each semester. Students apply to the program during sophomore year for participation junior and senior year. English, history, science and art are taught through interdisciplinary projects three hours a day. While teachers plan broad thematic units, student choice is a hallmark of the program and teachers offer a lot of personalized attention. IGSS is meant to be small, so there are only 40 students at each grade level. A team of three teachers works collaboratively to weave an interdisciplinary experience for each class.\u003c/p>\n\u003cp>“There are lots of kids who just cruise through and never get fired up about anything. That’s who we are really built for,” Vargas said. Rather than covering specific content, teachers develop broad themes and let students dive deeply into aspects of the topic that interest them, guiding them to think deeply, research in directions they haven’t thought about and improve their writing.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Is Otherness a fundamental category of human thought? \u003ca href=\"https://twitter.com/hashtag/essentialquestions?src=hash\">#essentialquestions\u003c/a> \u003ca href=\"https://twitter.com/hashtag/igssOutside?src=hash\">#igssOutside\u003c/a> \u003ca href=\"https://twitter.com/hashtag/deBeauvoir?src=hash\">#deBeauvoir\u003c/a> \u003ca href=\"https://t.co/wUOkRFMcnm\">pic.twitter.com/wUOkRFMcnm\u003c/a>\u003c/p>\n\u003cp>— IGSS (@IGSSers) \u003ca href=\"https://twitter.com/IGSSers/status/823608641966272514\">January 23, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>This style of learning came as a huge relief to Nora Grubb, who graduated from the IGSS program and went on to attend Skidmore College. “I felt really disenchanted in my early years in high school because I was around competitive people but not in the way I would have imagined,” Grubb said. “They weren’t competitive with themselves. They were competitive with other people and they weren’t interested in widening their scope.”\u003c/p>\n\u003cp>She said freshman and sophomore years she did a lot of schoolwork, but never felt intellectually challenged. She loved that the teachers in IGSS were interested in her as a person, not just as a number passing through. “It tapped into the curiosity I had about myself and the world around me, and the teachers were incredibly encouraging of that and wanted to have conversations about that.”\u003c/p>\n\u003cp>Teachers keep detailed notes about how students are progressing, including written feedback given directly to them on their work, but nothing is graded on a 100-point scale and no letter grades are given. The idea is to learn from conversations and feedback to continue \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/10/how-students-critiquing-one-anothers-work-raises-the-quality-bar/\" target=\"_blank\" rel=\"noopener noreferrer\">making the work better\u003c/a>. Despite the gradeless world IGSS teachers have tried to create, some students do opt for grade translation, often because they worry colleges won’t recognize the work they’ve done without it.\u003c/p>\n\u003cp>“We have a dirty little moment where all the qualitative stuff becomes just a grade,” Vargas said. “And then it becomes just as arbitrary as any other grade in that moment,” added Lindsay Arado, a history teacher in the program.\u003c/p>\n\u003cp>When they started the program, Vargas and Arado wanted IGSS to be about \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/19/be-the-change-you-want-to-see-by-shifting-traditional-high-school/\" target=\"_blank\" rel=\"noopener noreferrer\">joyful learning without the pressure of grades\u003c/a>. They knew that the thousand little decisions a teacher makes about rewarding or withholding points are arbitrary and that grades most often serve as a compliance tool, a way to force students to do their work. They didn’t see that system as ultimately serving the greater goal of creating passionate learners who know themselves deeply, who can direct themselves, \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/\" target=\"_blank\" rel=\"noopener noreferrer\">take criticism\u003c/a>, and who are always pushing to improve.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Peer editing, even under a table, is so valuable for our students. \u003ca href=\"https://twitter.com/hashtag/peereditingfort?src=hash\">#peereditingfort\u003c/a> \u003ca href=\"https://t.co/GBXqElng9Y\">pic.twitter.com/GBXqElng9Y\u003c/a>\u003c/p>\n\u003cp>— IGSS (@IGSSers) \u003ca href=\"https://twitter.com/IGSSers/status/816747603459182592\">January 4, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>But the school board and parents were uncomfortable with the idea of a gradeless learning community; they thought it would hurt students’ chances for admission to the top colleges. That’s why grade translation is an option. Still, many students ultimately prefer not to get grades. And, now that the program has a track record of getting students into excellent colleges, parents and school leaders have become more accepting of the structure.\u003c/p>\n\u003cp>“It wasn’t necessarily the teachers who dominated the classroom,” Engelman said. “It was more we are here together; I will learn from you and you can learn from me.” Now an urban studies major at Brown University, Engelman says she sees that type of intellectual exchange in her college classes, but hadn’t experienced it at New Trier until she entered IGSS.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Rather than just learning information and learning specific facts, we were learning how to learn and that felt a lot more meaningful.'\u003ccite>Kirby Engelman, IGSS alumna\u003c/cite>\u003c/aside>\n\u003cp>Engelman admits she was hesitant to give up the traditional model at first. It was all she knew. So her first semester of junior year she opted for grade translation. “Grades or no grades you get a written narrative about every assignment and how you are as a student, which showed me how unnecessary grades were,” she said. She also found the system \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/22/how-teachers-can-motivate-students-of-any-age/\" target=\"_blank\" rel=\"noopener noreferrer\">more motivating\u003c/a>. “Rather than just learning information and learning specific facts, we were learning how to learn and that felt a lot more meaningful.”\u003c/p>\n\u003cp>All juniors at New Trier, whether participating in IGSS or not, are required to write a massive research paper. In IGSS, students get to choose their topic and the year is largely structured around a deep dive into an area of passion. Engelman chose to research Colony Collapse Disorder, assembling a community of experts from professors to professional beekeepers and USDA officials in a community who shared a passion for honeybees. She knew nothing about honeybees going into the project.\u003c/p>\n\u003cp>“Looking back I don’t know how I had the guts as a 17-year-old to do this, but I just decided I had the authority to email anyone I wanted,” Engelman said. And for the most part, all these experts wrote back to her. She then continued to extend her passion for honeybees by convincing her parents to let her keep bees in the backyard and making a film about the experience for her senior capstone project. She also wrote an elementary school curriculum on Colony Collapse Disorder and the important role honeybees play in ecosystems, which she taught at several nearby schools.\u003c/p>\n\u003cp>Engelman didn’t take a traditional path after high school. She first went to the Savannah College of Art and Design because she liked working with her hands. She enjoyed her time there and did well, but she missed the deep intellectual thought she’d experienced as part of IGSS so she transferred to Brown. Her mom credits the IGSS program for her admittance there.\u003c/p>\n\u003cp>“My transcript, instead of being a single piece of paper, is this honking written explanation of everything I ever did as a student,” Engelman said. “I think that’s a lot more telling to universities than a letter grade.” Despite what might seem like a wandering path, Engelman says she’s never doubted her ability to succeed.\u003c/p>\n\u003cp>“I do think that, I don’t know why or how, but I do think that the IGSS program makes you willing to try new things and makes you see the potential in yourself,” Engelman said. She says friends from the program feel similarly capable and their approach tends to be, “let’s do this thing called life even if it’s not going perfectly.”\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES OF TEACHING IN IGSS\u003c/strong>\u003c/p>\n\u003cp>Teachers in IGSS have the challenging job of keeping student interests at the center of learning while creating loose plans to hit on the skills they want students to learn. They admitted it’s challenging to design learning experiences that are flexible enough for students to find exciting entry points to the work, while offering enough structure to support deep exploration. Most students, no matter how bright, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/25/the-benefits-and-challenges-of-student-designed-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">struggle to completely self-direct\u003c/a> without guidance, especially after years of being told exactly how to do well.\u003c/p>\n\u003cp>“We often describe the planning as building the plane as we fly it,” said Mac Guy, a junior English teacher in IGSS. “But there’s something terrifying about that.” It can be stressful and overwhelming to go into a three-hour teaching session without feeling on top of the plan. “At the same time, every year coming into IGSS it’s going to be something new that’s interesting and it’s really going to challenge me to be creative,” he said. In many ways that challenge is also what makes the program such a stimulating teaching experience.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Brainstorming predictions for \u003ca href=\"https://twitter.com/Isabelwilkerson\">@Isabelwilkerson\u003c/a>‘s \u003ca href=\"https://twitter.com/hashtag/thewarmthofothersuns?src=hash\">#thewarmthofothersuns\u003c/a> at \u003ca href=\"https://twitter.com/NewTrier203\">@NewTrier203\u003c/a> \u003ca href=\"https://t.co/OBYHC4tzqt\">pic.twitter.com/OBYHC4tzqt\u003c/a>\u003c/p>\n\u003cp>— IGSS (@IGSSers) \u003ca href=\"https://twitter.com/IGSSers/status/799327819591393280\">November 17, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>These teachers believe deeply that they are creating a valuable educational experience for students, but it was hard for them to let go of their previous mindsets as well. Vargas said at the outset they made a commitment not to assign any busywork. “That’s been really good for me and powerful and impactful,” but it has also challenged him to think about why he felt history should be taught in a certain order or feature certain characters.\u003c/p>\n\u003cp>“I had trouble letting go of that narrative,” Vargas said. “It made me realize that a lot of my teaching throughout my career has been draped around the story of history.” He’s fought to make everything he teaches feel authentic and connected to students, but he still misses the familiar narrative he used to teach.\u003c/p>\n\u003cp>This program has also forced teachers to collaborate and communicate much more than they did when they taught 40-minute class periods on their own. And perhaps one of the hardest things to overcome is students’ learned behaviors around schoolwork. Halfway through the year students are still asking about points and whether they will lose credit if a writing assignment is too short. While that frustrates the teachers, they understand how deeply ingrained the grading system has become for American students. And, “We’re asking some of our kids to not get grades for some of their best work,” Guy acknowledges.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The tyranny of grading is nothing new, but grades are partly why old ways of teaching and learning can feel impossible to ditch. That’s why some \u003ca href=\"https://www.facebook.com/groups/277181926058422/\" target=\"_blank\" rel=\"noopener noreferrer\">teachers are organizing\u003c/a> around \u003ca href=\"https://medium.com/teachers-going-gradeless/teachers-going-gradeless-50d621c14cad\" target=\"_blank\" rel=\"noopener noreferrer\">“going gradeless”\u003c/a> as a way of structurally changing what is valued in classrooms.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>Devin Walsh is a kindergarten to first-grade “looping” teacher at Oak Grove Primary School in Hattiesburg, Mississippi. \u003c/em>\u003c/p>\n\u003cp>Promoting good oral language and communication skills is perhaps the most important thing parents, caregivers and educators can do to prepare children to enter kindergarten.\u003c/p>\n\u003cp>Having just completed my 17th year of teaching at Oak Grove Primary School in Hattiesburg, Mississippi, with over 800 students in kindergarten and first grade, I see children daily who have been exposed to models of good oral language.\u003c/p>\n\u003cp>Sadly, I also see many who have not had these models and enter kindergarten at a disadvantage.\u003c/p>\n\u003cp>Just like any other skill, learning to talk requires frequent practice. That’s why it’s essential that family members and others who interact with a child on a daily basis do all that is possible to encourage oral language. These everyday moments spent with your child are valuable opportunities for increasing these skills.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>By age 3, a child with typically developing language skills should be comfortable verbally answering common questions and shouldn’t be accustomed to communicating only with a head nod or gesture.\u003c/p>\n\u003cp>Since children learn oral language by following the model of adults they hear speaking around them, they will often repeat incorrect grammar or mispronounced words. That is why it’s important to reinforce good speaking habits by setting an example with the use of expression, vocabulary and correct grammar.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.handyhandouts.com/viewHandout.aspx?hh_number=120\">\u003cem>Promoting Oral Language Development in Young Children\u003c/em>\u003c/a>, Audrey Prince details several strategies.\u003c/p>\n\u003cp>First, she stresses the importance of talking to the child. There are many ways to initiate a conversation. The easiest is to ask questions about the activities of the day.\u003c/p>\n\u003cp>Parents, caregivers and educators need to to ask questions that require more than just a one-word answer, to give children the opportunity to respond with a phrase or group of phrases. They can expand the conversations by asking children to elaborate on answers. Talking to children not only develops conversation skills, it also teaches important vocabulary that can be used in daily life. Second, Prince emphasizes the importance of getting close and showing children that adults are truly listening by responding to what was said.\u003c/p>\n\u003cp>Being in close proximity to the children is beneficial so they can see facial expressions and establish eye contact. If children see adults reacting and showing interest in what was said, they will be more likely to continue communicating in this way.\u003c/p>\n\u003cp>Oral language involves more than just speaking. As a “looping” teacher who stays with the same group of students for two school years, kindergarten and first grade, I have seen firsthand how much children learn and grow in oral language development during the beginning of their educational journey. Listening comprehension, vocabulary and phonological knowledge are essential components in this development.\u003c/p>\n\u003cp>Listening skills can be improved over time by providing children with lots of opportunities to practice. It is important that adults model good listening, ensure they have children’s attention, lower their voices, speak slowly and be very clear in what is being communicated.\u003c/p>\n\u003cp>The more words a child has in his vocabulary, the more he is able to comprehend what he is reading or hearing. Children begin hearing and understanding words long before they actually verbalize them. Exposure to a variety of words and helping children understand what they mean can play a vital role in vocabulary growth.\u003c/p>\n\u003cp>Phonological awareness can be developed by reading books, teaching rhymes, poems and songs, doing activities that help build sound skills, practicing the alphabet by pointing out letters and talking about sounds or using technology that emphasizes the development of phonemic and phonological awareness.\u003c/p>\n\u003cp>Educational apps available for smart phones and tablets such as \u003ca href=\"http://www.readingrockets.org/content/ispy-phonics\">iSpy Phonics\u003c/a> can help children learn about the connection between written and spoken language.*\u003c/p>\n\u003cp>Preschool children who have speech or language disorders may have difficulty learning to read and write when they enter school.\u003c/p>\n\u003cp>Other physical and medical conditions, developmental disorders, poverty, lack of literacy in the home environment and language or literacy disabilities in a child’s family history can also be contributing factors.\u003c/p>\n\u003cp>If a child continues using baby talk past an appropriate age, lacks interest in nursery rhymes or shared book reading, has difficulty understanding simple directions or has difficulty learning or remembering names of letters, he may be at risk.\u003c/p>\n\u003cp>Speech-language pathologists can play an important role in helping to identify these children and provide intervention.\u003c/p>\n\u003cp>Although early intervention is beneficial, it is important to remember that children develop at different rates, and even older children with these and other impairments can gain skills needed to read and write. Parents and other professionals who interact with the child can work to fill in the gaps for those who have missed these earlier opportunities.\u003c/p>\n\u003cp>Laying a firm foundation for literacy through early language skills is a cause that I have become passionate about over the years as I have pursued National Board certification and looked for ways to improve my craft.\u003c/p>\n\u003cp>Parents and educators who help children develop oral language skills can ensure they will achieve success in school and beyond.\u003c/p>\n\u003cp>\u003cem>Devin Walsh is a kindergarten to first-grade “looping” \u003c/em>\u003cem>teacher at Oak Grove Primary School in Hattiesburg, Mississippi. She recently completed a biennial loop with a group of first graders and joins a group of incoming kindergarteners this fall, which also marks her 18th year of teaching.\u003c/em>\u003c/p>\n\u003cp>\u003cem>*Coming soon: More from Walsh about language apps that work.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003ca href=\"http://hechingerreport.us2.list-manage2.com/subscribe?u=66c306eebb323868c3ce353c1&id=a4f3e0748b\">\u003cu>our newsletter\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Devin Walsh is a kindergarten to first-grade “looping” teacher at Oak Grove Primary School in Hattiesburg, Mississippi. \u003c/em>\u003c/p>\n\u003cp>Promoting good oral language and communication skills is perhaps the most important thing parents, caregivers and educators can do to prepare children to enter kindergarten.\u003c/p>\n\u003cp>Having just completed my 17th year of teaching at Oak Grove Primary School in Hattiesburg, Mississippi, with over 800 students in kindergarten and first grade, I see children daily who have been exposed to models of good oral language.\u003c/p>\n\u003cp>Sadly, I also see many who have not had these models and enter kindergarten at a disadvantage.\u003c/p>\n\u003cp>Just like any other skill, learning to talk requires frequent practice. That’s why it’s essential that family members and others who interact with a child on a daily basis do all that is possible to encourage oral language. These everyday moments spent with your child are valuable opportunities for increasing these skills.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>By age 3, a child with typically developing language skills should be comfortable verbally answering common questions and shouldn’t be accustomed to communicating only with a head nod or gesture.\u003c/p>\n\u003cp>Since children learn oral language by following the model of adults they hear speaking around them, they will often repeat incorrect grammar or mispronounced words. That is why it’s important to reinforce good speaking habits by setting an example with the use of expression, vocabulary and correct grammar.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.handyhandouts.com/viewHandout.aspx?hh_number=120\">\u003cem>Promoting Oral Language Development in Young Children\u003c/em>\u003c/a>, Audrey Prince details several strategies.\u003c/p>\n\u003cp>First, she stresses the importance of talking to the child. There are many ways to initiate a conversation. The easiest is to ask questions about the activities of the day.\u003c/p>\n\u003cp>Parents, caregivers and educators need to to ask questions that require more than just a one-word answer, to give children the opportunity to respond with a phrase or group of phrases. They can expand the conversations by asking children to elaborate on answers. Talking to children not only develops conversation skills, it also teaches important vocabulary that can be used in daily life. Second, Prince emphasizes the importance of getting close and showing children that adults are truly listening by responding to what was said.\u003c/p>\n\u003cp>Being in close proximity to the children is beneficial so they can see facial expressions and establish eye contact. If children see adults reacting and showing interest in what was said, they will be more likely to continue communicating in this way.\u003c/p>\n\u003cp>Oral language involves more than just speaking. As a “looping” teacher who stays with the same group of students for two school years, kindergarten and first grade, I have seen firsthand how much children learn and grow in oral language development during the beginning of their educational journey. Listening comprehension, vocabulary and phonological knowledge are essential components in this development.\u003c/p>\n\u003cp>Listening skills can be improved over time by providing children with lots of opportunities to practice. It is important that adults model good listening, ensure they have children’s attention, lower their voices, speak slowly and be very clear in what is being communicated.\u003c/p>\n\u003cp>The more words a child has in his vocabulary, the more he is able to comprehend what he is reading or hearing. Children begin hearing and understanding words long before they actually verbalize them. Exposure to a variety of words and helping children understand what they mean can play a vital role in vocabulary growth.\u003c/p>\n\u003cp>Phonological awareness can be developed by reading books, teaching rhymes, poems and songs, doing activities that help build sound skills, practicing the alphabet by pointing out letters and talking about sounds or using technology that emphasizes the development of phonemic and phonological awareness.\u003c/p>\n\u003cp>Educational apps available for smart phones and tablets such as \u003ca href=\"http://www.readingrockets.org/content/ispy-phonics\">iSpy Phonics\u003c/a> can help children learn about the connection between written and spoken language.*\u003c/p>\n\u003cp>Preschool children who have speech or language disorders may have difficulty learning to read and write when they enter school.\u003c/p>\n\u003cp>Other physical and medical conditions, developmental disorders, poverty, lack of literacy in the home environment and language or literacy disabilities in a child’s family history can also be contributing factors.\u003c/p>\n\u003cp>If a child continues using baby talk past an appropriate age, lacks interest in nursery rhymes or shared book reading, has difficulty understanding simple directions or has difficulty learning or remembering names of letters, he may be at risk.\u003c/p>\n\u003cp>Speech-language pathologists can play an important role in helping to identify these children and provide intervention.\u003c/p>\n\u003cp>Although early intervention is beneficial, it is important to remember that children develop at different rates, and even older children with these and other impairments can gain skills needed to read and write. Parents and other professionals who interact with the child can work to fill in the gaps for those who have missed these earlier opportunities.\u003c/p>\n\u003cp>Laying a firm foundation for literacy through early language skills is a cause that I have become passionate about over the years as I have pursued National Board certification and looked for ways to improve my craft.\u003c/p>\n\u003cp>Parents and educators who help children develop oral language skills can ensure they will achieve success in school and beyond.\u003c/p>\n\u003cp>\u003cem>Devin Walsh is a kindergarten to first-grade “looping” \u003c/em>\u003cem>teacher at Oak Grove Primary School in Hattiesburg, Mississippi. She recently completed a biennial loop with a group of first graders and joins a group of incoming kindergarteners this fall, which also marks her 18th year of teaching.\u003c/em>\u003c/p>\n\u003cp>\u003cem>*Coming soon: More from Walsh about language apps that work.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003ca href=\"http://hechingerreport.us2.list-manage2.com/subscribe?u=66c306eebb323868c3ce353c1&id=a4f3e0748b\">\u003cu>our newsletter\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Several years ago, former fourth-grade teacher Tracy Johnston Zager took an informal survey of two groups of people to find out how they feel about math: mathematicians and teachers who teach math. She discovered that while mathematicians used words like “beauty” and “wonder” to describe math, teachers recalled “dread” and “fear.” These words aligned with what Zager had observed in her job mentoring student teachers who expressed similar reservations about math. Teachers’ sentiment toward math is noteworthy because research has shown that \u003ca href=\"https://ww2.kqed.org/mindshift/2013/10/21/why-kids-take-on-adults-math-anxiety/\">adults can transfer anxiety to kids\u003c/a>.\u003c/p>\n\u003cp>As teachers try to improve how they teach math by applying numeracy, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/02/how-one-school-changed-its-math-culture-starting-with-teachers/\">inquiry-based learning\u003c/a>, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/19/how-productive-failure-for-students-can-help-lessons-stick/\">productive failure\u003c/a> and \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/23/how-a-strengths-based-approach-to-math-redefines-who-is-smart/\">complex instruction\u003c/a>, the idea of how to become better math teachers is gaining a wider audience. But Zager writes in her book, “We moved right into a new way to teach math, without addressing teachers’ personal histories with and understanding of mathematics.”\u003c/p>\n\u003cp>Zager traveled around the country observing and interviewing outstanding math teachers, and recently published a comprehensive book that invites teachers to reconsider how they think about and teach mathematics. In \u003ca href=\"https://www.stenhouse.com/content/becoming-math-teacher-you-wish-youd-had\">\u003cem>Becoming the Math Teacher You Wish You’d Had: Ideas and Strategies from Vibrant Classrooms\u003c/em>\u003c/a>, Zager strives to motivate teachers to replace the procedural and uninventive methods of ordinary math instruction with approaches that celebrate pure mathematics, with all its creativity, intuition and risk-taking.\u003c/p>\n\u003cp>And what is it true mathematicians do that the teachers should try to emulate? Mathematicians take risks, make mistakes, demand precision, rise to challenges, ask questions, connect ideas, use intuition, reason and prove—habits of mind that can be taught and learned in math classes. Zager introduces us to several exemplary teachers who find a way to do that, offering readers practical techniques to build the kind of classroom that embraces true mathematics. Zager’s book is divided into 13 chapters, each of which explores a different characteristic of a mathematical mind, and then follows up with stories of teachers who work to instill these qualities in their students.\u003c/p>\n\u003cp>“These teachers aren’t superheroes who were just born this way,” Zager cautions. Rather, they are mere mortals, all working with different populations of kids, who have honed their practice over the years through professional development, coaching and teacher inquiry. What unites them is a common desire to be more effective at their work.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://vimeo.com/129522026\u003c/p>\n\u003cp>One such teacher, Debbie Nichols, teaches first- and second-graders in a rural New England town. She wants her students to ask questions so she consciously finds ways to draw out her students to put their questions at the center of the class. One way she does this is by inviting students to work together to come up with questions, as she did in a class about shapes. “I would like to hear some of your questions so that we can figure out what we want to investigate!” she told her class. The students’ numerous questions were profound in their simplicity; they wondered, for example, “Are shapes the same all around the world?” and “Are shapes fragile?”\u003c/p>\n\u003cp>Nichols then asked students to select the four questions that would help them learn best, and continued to provide guidance and instruction as they probed deeper. Recognizing that students’ understanding of shapes was too limited to answer the questions they posed, she provided students with geometric materials like blocks and tiles to help them make sense of shapes. Midway through the unit, and then at the end, Nichols asked students again to think what new questions they might have. This focus on student questions, Zager writes, ignites their curiosity and spirit of inquiry, which are essential features of mathematical thinking.\u003c/p>\n\u003cp>Another teacher, Jen Clerkin Muhammad, encourages her fourth-grade students to make connections between various concepts. Among other reasons, connecting one idea to another builds on what’s already understood, establishes links between apparently unrelated subjects, and helps students apply mathematics to the real world. Muhammad recognizes that seeing problems solved in multiple ways promotes deeper understanding, and expects students to explore many representations of the same problem. In one class, for example, Muhammad asked students to draw a picture of a multiplication problem—if Darlene picked four apples, and Juan picked four times as many, how many does Juan have?-- and then to walk around and examine others’ representations. “Where do you see the four times as many in this representation?” Muhammad asked her students. Seeing varied perspectives on the same problem enhances student understanding of the essential concept and builds new connections.\u003c/p>\n\u003cp>Shawn Towle, who teaches eighth grade in suburban Portland, prods his students to debate their ideas. Such verbal give-and-take is inherent in mathematical discovery, and Towle challenges his students to take positions and then defend them. In one project, Towle gave students a math problem involving a spinning game and asked them to consider whether the problem is fair or unfair, and why. He then divided the class into like-minded groups and asked each group to clarify their reasoning. Students moved back and forth between groups, and then debated each other one-on-one. This student engagement in mathematical disputes, defending and then abandoning or sticking to their reasoning, resembles the way many high-level mathematical discoveries are made: through a blend of solitary work, collaboration and disagreement.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Dz7NsJOpB38\u003c/p>\n\u003cp>In some ways, these classes represent what Zager wishes she had in school.\u003c/p>\n\u003cp>Zager had her own experience in middle school when she felt humiliated in her algebra class for questioning the possible outcomes of a math sequence. In her book, she surmises that her teacher responded in a closed-off manner because he was emulating how he had been taught. In Zager’s case, though, the experience didn’t deter her from math, but encouraged her to find the root of that reaction and the anxious feelings she saw in the teachers she mentored.\u003c/p>\n\u003cp>Many teachers suffer from the same math anxiety and general discomfort with the subject as their students. Thus, changing the way they think about and teach math won’t come quickly or without work. “It requires cognitive and emotional work to relearn and have a better way to teach mathematics,” Zager said. But just like their students, teachers benefit when they approach their own work with a \u003ca href=\"https://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset\u003c/a>.\u003c/p>\n\u003cp>Teachers like Shawn Towle should inspire others who want to shake up the way they teach mathematics but who feel reluctant or afraid, Zager said. Having taught using traditional methods for 14 years, Towle took part in professional development that opened his eyes to new pedagogical tools, which he then shared with colleagues. He piloted a program called Connected Mathematics Project, and went on from there to find more ways of returning creativity and wonder to his math classes.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“He’s a single teacher who has had a positive impact on countless teachers and students in his school,” Zager said. “He gives me such hope.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Several years ago, former fourth-grade teacher Tracy Johnston Zager took an informal survey of two groups of people to find out how they feel about math: mathematicians and teachers who teach math. She discovered that while mathematicians used words like “beauty” and “wonder” to describe math, teachers recalled “dread” and “fear.” These words aligned with what Zager had observed in her job mentoring student teachers who expressed similar reservations about math. Teachers’ sentiment toward math is noteworthy because research has shown that \u003ca href=\"https://ww2.kqed.org/mindshift/2013/10/21/why-kids-take-on-adults-math-anxiety/\">adults can transfer anxiety to kids\u003c/a>.\u003c/p>\n\u003cp>As teachers try to improve how they teach math by applying numeracy, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/02/how-one-school-changed-its-math-culture-starting-with-teachers/\">inquiry-based learning\u003c/a>, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/19/how-productive-failure-for-students-can-help-lessons-stick/\">productive failure\u003c/a> and \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/23/how-a-strengths-based-approach-to-math-redefines-who-is-smart/\">complex instruction\u003c/a>, the idea of how to become better math teachers is gaining a wider audience. But Zager writes in her book, “We moved right into a new way to teach math, without addressing teachers’ personal histories with and understanding of mathematics.”\u003c/p>\n\u003cp>Zager traveled around the country observing and interviewing outstanding math teachers, and recently published a comprehensive book that invites teachers to reconsider how they think about and teach mathematics. In \u003ca href=\"https://www.stenhouse.com/content/becoming-math-teacher-you-wish-youd-had\">\u003cem>Becoming the Math Teacher You Wish You’d Had: Ideas and Strategies from Vibrant Classrooms\u003c/em>\u003c/a>, Zager strives to motivate teachers to replace the procedural and uninventive methods of ordinary math instruction with approaches that celebrate pure mathematics, with all its creativity, intuition and risk-taking.\u003c/p>\n\u003cp>And what is it true mathematicians do that the teachers should try to emulate? Mathematicians take risks, make mistakes, demand precision, rise to challenges, ask questions, connect ideas, use intuition, reason and prove—habits of mind that can be taught and learned in math classes. Zager introduces us to several exemplary teachers who find a way to do that, offering readers practical techniques to build the kind of classroom that embraces true mathematics. Zager’s book is divided into 13 chapters, each of which explores a different characteristic of a mathematical mind, and then follows up with stories of teachers who work to instill these qualities in their students.\u003c/p>\n\u003cp>“These teachers aren’t superheroes who were just born this way,” Zager cautions. Rather, they are mere mortals, all working with different populations of kids, who have honed their practice over the years through professional development, coaching and teacher inquiry. What unites them is a common desire to be more effective at their work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>One such teacher, Debbie Nichols, teaches first- and second-graders in a rural New England town. She wants her students to ask questions so she consciously finds ways to draw out her students to put their questions at the center of the class. One way she does this is by inviting students to work together to come up with questions, as she did in a class about shapes. “I would like to hear some of your questions so that we can figure out what we want to investigate!” she told her class. The students’ numerous questions were profound in their simplicity; they wondered, for example, “Are shapes the same all around the world?” and “Are shapes fragile?”\u003c/p>\n\u003cp>Nichols then asked students to select the four questions that would help them learn best, and continued to provide guidance and instruction as they probed deeper. Recognizing that students’ understanding of shapes was too limited to answer the questions they posed, she provided students with geometric materials like blocks and tiles to help them make sense of shapes. Midway through the unit, and then at the end, Nichols asked students again to think what new questions they might have. This focus on student questions, Zager writes, ignites their curiosity and spirit of inquiry, which are essential features of mathematical thinking.\u003c/p>\n\u003cp>Another teacher, Jen Clerkin Muhammad, encourages her fourth-grade students to make connections between various concepts. Among other reasons, connecting one idea to another builds on what’s already understood, establishes links between apparently unrelated subjects, and helps students apply mathematics to the real world. Muhammad recognizes that seeing problems solved in multiple ways promotes deeper understanding, and expects students to explore many representations of the same problem. In one class, for example, Muhammad asked students to draw a picture of a multiplication problem—if Darlene picked four apples, and Juan picked four times as many, how many does Juan have?-- and then to walk around and examine others’ representations. “Where do you see the four times as many in this representation?” Muhammad asked her students. Seeing varied perspectives on the same problem enhances student understanding of the essential concept and builds new connections.\u003c/p>\n\u003cp>Shawn Towle, who teaches eighth grade in suburban Portland, prods his students to debate their ideas. Such verbal give-and-take is inherent in mathematical discovery, and Towle challenges his students to take positions and then defend them. In one project, Towle gave students a math problem involving a spinning game and asked them to consider whether the problem is fair or unfair, and why. He then divided the class into like-minded groups and asked each group to clarify their reasoning. Students moved back and forth between groups, and then debated each other one-on-one. This student engagement in mathematical disputes, defending and then abandoning or sticking to their reasoning, resembles the way many high-level mathematical discoveries are made: through a blend of solitary work, collaboration and disagreement.\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/Dz7NsJOpB38'\n title='//www.youtube.com/embed/Dz7NsJOpB38'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>In some ways, these classes represent what Zager wishes she had in school.\u003c/p>\n\u003cp>Zager had her own experience in middle school when she felt humiliated in her algebra class for questioning the possible outcomes of a math sequence. In her book, she surmises that her teacher responded in a closed-off manner because he was emulating how he had been taught. In Zager’s case, though, the experience didn’t deter her from math, but encouraged her to find the root of that reaction and the anxious feelings she saw in the teachers she mentored.\u003c/p>\n\u003cp>Many teachers suffer from the same math anxiety and general discomfort with the subject as their students. Thus, changing the way they think about and teach math won’t come quickly or without work. “It requires cognitive and emotional work to relearn and have a better way to teach mathematics,” Zager said. But just like their students, teachers benefit when they approach their own work with a \u003ca href=\"https://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset\u003c/a>.\u003c/p>\n\u003cp>Teachers like Shawn Towle should inspire others who want to shake up the way they teach mathematics but who feel reluctant or afraid, Zager said. 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"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/news/series/baycurious",
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"source": "kqed",
"order": 3
},
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}
},
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"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": {
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"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
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"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",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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}
},
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"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",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"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": {
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"source": "kqed",
"order": 1
},
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"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 />",
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"meta": {
"site": "radio",
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},
"link": "/radio/program/code-switch-life-kit",
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},
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"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",
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"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",
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},
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"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",
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"meta": {
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"source": "kqed",
"order": 9
},
"link": "/forum",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
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"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",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"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.",
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},
"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.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"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",
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"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",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"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",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"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",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"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",
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"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)",
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"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": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"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",
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