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"content": "\u003cp>After years of dealing with school bullying through traditional punishments, Carolyne Quintana, the principal of\u003ca href=\"http://www.bronxdalehs.org\"> Bronxdale High School\u003c/a> in New York City, introduced restorative justice approaches at her school because she wanted students to feel trusted and cared for.\u003c/p>\n\u003cp>“It wasn’t just about bullying incidents, it was about the whole school culture,” she said.\u003c/p>\n\u003cp>To build community and handle “instances of harm” among the students, teachers bring the kids together to talk in “restorative circles,” where everyone has an opportunity to listen and be heard. Bronxdale uses circles for most of its group communications, including parent meetings and ninth-grade orientation. The circles are a natural outgrowth of the Socratic method teachers use in class, Quintana said.\u003c/p>\n\u003cp>What’s crucial in building the right culture is the twice-weekly advisory sessions—“the hub for restorative circles,” Quintana said—and the distributed guidance system at Bronxdale, which calls on all adults to look out for the social and emotional well-being of the students.\u003c/p>\n\u003cp>Bronxdale doesn’t track bullying rates, but Quintana said that students are now more conscious of the forms bullying takes, and are more apt to express concern for their peers and to sign agreements with one another. Some students who didn’t like to come to school because of bullying now do, she said. Further, students who misbehave are still held accountable.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Restorative practices don’t get rid of discipline,” Quintana added. Rather, they supplement other discipline, so that kids who are suspended, for example, learn what they did wrong and why it matters. “It’s the restorative practices that will prepare kids for the world beyond high school,” she said.\u003c/p>\n\u003cp>Treating bullying as a hurtful act that violates shared values, rather than as a character defect, encourages kids to understand why their behavior was wrong, and to apologize and make amends, according to James Dillon, a retired school principal and author of \u003ca href=\"http://www.amazon.com/Reframing-Bullying-Prevention-Stronger-Communities/dp/1483365271\">\u003cem>Reframing Bullying Prevention to Build Stronger School Communities\u003c/em>.\u003c/a>\u003c/p>\n\u003cp>“Bullying shouldn’t ever be acceptable, and students should be held accountable—but also learn how and why what they did is wrong, and not just suffer the pain of consequences,” Dillon says.\u003c/p>\n\u003cp>This restorative justice model, where kids are coaxed to accept responsibility, figure out ways to remedy the harm and restore the damaged relationship, helps them learn from their actions and internalize a moral code.\u003c/p>\n\u003cp>“Punishment makes things worse,” said danah boyd, author of \u003cem>It’s Complicated: The Social Lives of Networked Teens.\u003c/em> “Schools have to start from a place of empathy. Why is a student doing something harmful to other students?” she added. Zero-tolerance policies toward student misbehavior have been shown to have the opposite effect of what was intended by their adoption: A \u003ca href=\"https://www.apa.org/pubs/info/reports/zero-tolerance.pdf\">task force\u003c/a> set up by the American Psychological Association to study the issue found that zero-tolerance policies in schools worsened school climates, provoked more student misbehavior and led to higher expulsion and suspension rates for minorities. And no-questions-asked penalties against kids who mistreat their peers stunts the growth of personal conscience; the punished child will instead fixate on his “unfair” penalty rather than the harm he committed.\u003c/p>\n\u003cp>And when it comes to social media, ugly exchanges among kids can feel like a scourge to school administrators. But the customary ways schools have responded, including some variation of assemblies, lectures, and disciplinary action, seem to have had little effect.\u003c/p>\n\u003cp>“The current rules and punishment-based approach that schools are using is not working to address the concerns of bullying in school,” says Nancy Willard, director of Embrace Civility in the Digital Age. “And it certainly will not be effective in addressing hurtful acts via social media, because schools are not making the rules for social media.”\u003c/p>\n\u003cp>What can schools do to reduce bullying among students on school grounds and online?\u003c/p>\n\u003cp>Drawing from social science research and experience in schools, some experts on bullying, learning and social media have fresh ways of thinking about and responding to the problem.\u003c/p>\n\u003cp>\u003cstrong>Build the right culture\u003c/strong>. “It is easier to think that the problem is because of character flaws in a few students or to blame parents for not doing a better job of raising their kids,” says Dillon.\u003c/p>\n\u003cp>In fact, to reduce aggression among kids, school leaders need to start with the climate within the building. Schools with an authoritarian and hierarchical ethos teach kids that obeying rules as decreed by the grown-ups in power is what counts; this only exacerbates jockeying for status among the students, which inspires bullying. A better approach would have school officials and teachers talk with students about what matters and then rally around the collective values and beliefs on which they agree. When adults try to influence rather than control kids, the grown-ups are more likely to be heard. “Real accountability should be toward those commonly held and articulated values of the school community,” Dillon said.\u003c/p>\n\u003cp>\u003cstrong>Encourage influential kids to take the lead in changing the culture.\u003c/strong> In an ambitious yearlong \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/20/how-empowering-influential-kids-can-change-school-culture-for-the-better/\">study\u003c/a> of 24,191 middle school students during 2012 and 2013, social scientists Betsy Levy Paluck, Hana Shepherd and Peter Aronow found that kids with abundant social connections were effective in changing school norms. Anti-bullying messages created and propagated by these influential students reduced conflict in school by a statistically significant margin. Notably, the student body, rather than the teachers, identified the well-connected kids.\u003c/p>\n\u003cp>\u003cstrong>Introduce social and emotional learning for students and teachers. \u003c/strong> “What’s been missing from school is the affective dimension of learning,” says Janice Toben, who heads up the \u003ca href=\"http://www.instituteforsel.org/\">Institute for Social and Emotional Learning\u003c/a> in Menlo Park, California. For 27 years, Toben taught elementary and middle school children how to self-regulate and handle conflict, and now educates teachers on best practices for social and emotional learning.\u003c/p>\n\u003cp>“We challenge teachers to engage in the social and emotional dynamic of their students, because learning \u003cem>is\u003c/em> social and emotional,” she said.\u003c/p>\n\u003cp>Schools could make space for more face-to-face interactions among students, and encourage all teachers to ask reflective questions and focus on students’ personal or social insights. Sharing responses like these builds empathy and develops emotional skills in children; they learn how to construct an emotional vocabulary, communicate honestly and directly, and resist online retaliation.\u003c/p>\n\u003cp>One method she designed is called “Open Session,” where adolescents share their worries and challenges with one another; in return, they receive support and real-life wisdom from their peers, and clarify for themselves the real source of worry. Regular meetings like this, along with mindfulness practices and even improvisation, can give kids the tools to understand themselves better, react less impulsively, and show more compassion for others. Teachers, too, need social and emotional support, Toben adds, and would benefit from Open Sessions with their colleagues. What’s essential to making this kind of learning work? “Time,” Toben said.\u003c/p>\n\u003cp>\u003cstrong>Work with the majority of kids who don’t bully and don’t approve of it. \u003c/strong>Fellow students are well-situated to deflate a bully’s barbs, but few kids intervene when they see abusive behavior directed at their peers. Student witnesses to bullying are more likely to stand up for peers in schools with caring and inclusive climates because bullying violates school norms. But how can school leaders get those kids to step up? First, don’t alienate them with language that seems to blame them for a behavior — bullying —t hat they didn’t commit. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Restorative practices don’t get rid of discipline,” Quintana added. Rather, they supplement other discipline, so that kids who are suspended, for example, learn what they did wrong and why it matters. “It’s the restorative practices that will prepare kids for the world beyond high school,” she said.\u003c/p>\n\u003cp>Treating bullying as a hurtful act that violates shared values, rather than as a character defect, encourages kids to understand why their behavior was wrong, and to apologize and make amends, according to James Dillon, a retired school principal and author of \u003ca href=\"http://www.amazon.com/Reframing-Bullying-Prevention-Stronger-Communities/dp/1483365271\">\u003cem>Reframing Bullying Prevention to Build Stronger School Communities\u003c/em>.\u003c/a>\u003c/p>\n\u003cp>“Bullying shouldn’t ever be acceptable, and students should be held accountable—but also learn how and why what they did is wrong, and not just suffer the pain of consequences,” Dillon says.\u003c/p>\n\u003cp>This restorative justice model, where kids are coaxed to accept responsibility, figure out ways to remedy the harm and restore the damaged relationship, helps them learn from their actions and internalize a moral code.\u003c/p>\n\u003cp>“Punishment makes things worse,” said danah boyd, author of \u003cem>It’s Complicated: The Social Lives of Networked Teens.\u003c/em> “Schools have to start from a place of empathy. Why is a student doing something harmful to other students?” she added. Zero-tolerance policies toward student misbehavior have been shown to have the opposite effect of what was intended by their adoption: A \u003ca href=\"https://www.apa.org/pubs/info/reports/zero-tolerance.pdf\">task force\u003c/a> set up by the American Psychological Association to study the issue found that zero-tolerance policies in schools worsened school climates, provoked more student misbehavior and led to higher expulsion and suspension rates for minorities. And no-questions-asked penalties against kids who mistreat their peers stunts the growth of personal conscience; the punished child will instead fixate on his “unfair” penalty rather than the harm he committed.\u003c/p>\n\u003cp>And when it comes to social media, ugly exchanges among kids can feel like a scourge to school administrators. But the customary ways schools have responded, including some variation of assemblies, lectures, and disciplinary action, seem to have had little effect.\u003c/p>\n\u003cp>“The current rules and punishment-based approach that schools are using is not working to address the concerns of bullying in school,” says Nancy Willard, director of Embrace Civility in the Digital Age. “And it certainly will not be effective in addressing hurtful acts via social media, because schools are not making the rules for social media.”\u003c/p>\n\u003cp>What can schools do to reduce bullying among students on school grounds and online?\u003c/p>\n\u003cp>Drawing from social science research and experience in schools, some experts on bullying, learning and social media have fresh ways of thinking about and responding to the problem.\u003c/p>\n\u003cp>\u003cstrong>Build the right culture\u003c/strong>. “It is easier to think that the problem is because of character flaws in a few students or to blame parents for not doing a better job of raising their kids,” says Dillon.\u003c/p>\n\u003cp>In fact, to reduce aggression among kids, school leaders need to start with the climate within the building. Schools with an authoritarian and hierarchical ethos teach kids that obeying rules as decreed by the grown-ups in power is what counts; this only exacerbates jockeying for status among the students, which inspires bullying. A better approach would have school officials and teachers talk with students about what matters and then rally around the collective values and beliefs on which they agree. When adults try to influence rather than control kids, the grown-ups are more likely to be heard. “Real accountability should be toward those commonly held and articulated values of the school community,” Dillon said.\u003c/p>\n\u003cp>\u003cstrong>Encourage influential kids to take the lead in changing the culture.\u003c/strong> In an ambitious yearlong \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/20/how-empowering-influential-kids-can-change-school-culture-for-the-better/\">study\u003c/a> of 24,191 middle school students during 2012 and 2013, social scientists Betsy Levy Paluck, Hana Shepherd and Peter Aronow found that kids with abundant social connections were effective in changing school norms. Anti-bullying messages created and propagated by these influential students reduced conflict in school by a statistically significant margin. Notably, the student body, rather than the teachers, identified the well-connected kids.\u003c/p>\n\u003cp>\u003cstrong>Introduce social and emotional learning for students and teachers. \u003c/strong> “What’s been missing from school is the affective dimension of learning,” says Janice Toben, who heads up the \u003ca href=\"http://www.instituteforsel.org/\">Institute for Social and Emotional Learning\u003c/a> in Menlo Park, California. For 27 years, Toben taught elementary and middle school children how to self-regulate and handle conflict, and now educates teachers on best practices for social and emotional learning.\u003c/p>\n\u003cp>“We challenge teachers to engage in the social and emotional dynamic of their students, because learning \u003cem>is\u003c/em> social and emotional,” she said.\u003c/p>\n\u003cp>Schools could make space for more face-to-face interactions among students, and encourage all teachers to ask reflective questions and focus on students’ personal or social insights. Sharing responses like these builds empathy and develops emotional skills in children; they learn how to construct an emotional vocabulary, communicate honestly and directly, and resist online retaliation.\u003c/p>\n\u003cp>One method she designed is called “Open Session,” where adolescents share their worries and challenges with one another; in return, they receive support and real-life wisdom from their peers, and clarify for themselves the real source of worry. Regular meetings like this, along with mindfulness practices and even improvisation, can give kids the tools to understand themselves better, react less impulsively, and show more compassion for others. Teachers, too, need social and emotional support, Toben adds, and would benefit from Open Sessions with their colleagues. What’s essential to making this kind of learning work? “Time,” Toben said.\u003c/p>\n\u003cp>\u003cstrong>Work with the majority of kids who don’t bully and don’t approve of it. \u003c/strong>Fellow students are well-situated to deflate a bully’s barbs, but few kids intervene when they see abusive behavior directed at their peers. Student witnesses to bullying are more likely to stand up for peers in schools with caring and inclusive climates because bullying violates school norms. But how can school leaders get those kids to step up? First, don’t alienate them with language that seems to blame them for a behavior — bullying —t hat they didn’t commit. Instead, tell them how important they are in building a stronger school; they are leaders and allies in constructing a better school environment, and should be told so repeatedly. “The most important belief driving positive change and reframing bullying prevention,” Dillon writes, “is that students are the solution to the problem not the cause of it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Ensure that teachers, coaches and school administrators aren’t modeling bullying\u003c/strong>. When kids see adults at school mistreat one another, they can’t help but conclude that such conduct is actually OK, regardless of what they’re told. Of even greater harm is when teachers and coaches oppress the kids they’re instructing; screaming at athletes for making mistakes, for example, or humiliating kids in the classroom, underscores a message that harsh interpersonal behavior is the way of the world.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Math instruction can be the most resistant to changes in pedagogy -- even schools that have had success with project-based learning or inquiry-centered approaches can struggle to teach math in ways that help students understand the rich connections and complexity of the subject. That’s why some educators are excited to see \u003ca href=\"https://www.desmos.com/\" target=\"_blank\">Desmos\u003c/a> -- an ed-tech product best known for offering an online graphing calculator -- adding features that promote inquiry.\u003c/p>\n\u003caside class=\"pullquote alignright\">'This tool is transforming how I'm teaching stuff. It's really hard to use this tool in a traditional boring way.'\u003ccite>Audrey McLaren, math teacher in Quebec, Canada\u003c/cite>\u003c/aside>\n\u003cp>Recently, Desmos has been building out its platform to offer \u003ca href=\"https://teacher.desmos.com/\">customizable lessons\u003c/a>. Led by Chief Academic Officer \u003ca href=\"http://blog.mrmeyer.com/\" target=\"_blank\">Dan Meyer\u003c/a>, a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/19/how-can-we-teach-math-to-encourage-patient-problem-solving/\" target=\"_blank\">former math teacher\u003c/a> who left the classroom to pursue a PhD in math education, Desmos has been using its platform to model how technology could change pedagogy.\u003c/p>\n\u003cp>Desmos tries to harness the social nature of online interactions into meaningful math inquiry. Meyer says students love the internet because it’s a social place to share and create. And, a math classroom at its best is also a place where \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/14/practical-ways-to-develop-students-mathematical-reasoning/\" target=\"_blank\">students are creating hypotheses\u003c/a>, testing their thinking, critiquing each other’s work and discussing how and why mathematical laws work.\u003c/p>\n\u003cp>“Typically, online math platforms have no concept of the student in relationship to other students,” Meyer said in reference to “personalized” programs where students work through a set of problems or concepts “at their own pace,” but do so in a vacuum. Meyer argues this model doesn’t capture what’s powerful about a class full of students.\u003c/p>\n\u003cp>In contrast, Desmos allows teachers to make a series of slides with interactive elements. One slide might have a \u003ca href=\"http://blog.mrmeyer.com/2014/waterline-taking-textbooks-out-of-airplane-mode/\" target=\"_blank\">video of a glass filling with water\u003c/a>, with a question asking students to graph it. When a student submits his graph, a Desmos default function then shows the student three other student answers and asks him to give feedback on the solutions. Teachers can shut off this function, but Desmos intentionally made it a default to encourage discussion.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Our core assumption is that students need to be aware that there are other students in the class, and that refining process is part of every math lesson,” Meyer said. Teachers could also have students create their own glass filling at a specific rate and ask them to graph that. Or, maybe each student submits the problem they devised for other students to work on. Teachers can also display all the solutions, with or without student names, and ask the class to analyze each other’s strategies.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter wp-image-44112 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/water-filling.gif\" alt=\"water filling\" width=\"500\" height=\"283\">\u003c/p>\n\u003cp>Meyer hopes to support teachers as they design lessons that have some common elements of good math instruction: Students are thinking beyond equations, the learning is social, processes are made visible and students get written feedback, often from peers. “Getting numerical or binary right-wrong feedback tends to make the student think about the self,” Meyer said. “Written feedback about the work tends to focus on the work itself.”\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-44116\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/class-cupboard.png\" alt=\"class cupboard\" width=\"500\" height=\"246\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/class-cupboard.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/class-cupboard-400x197.png 400w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003cp>\u003cstrong>HOW ARE TEACHERS USING DESMOS?\u003c/strong>\u003c/p>\n\u003cp>Middle school math teacher Cathy Yenca started using Desmos when her district discovered the graphing calculator tool was going to be integrated on state tests in Texas, where she teaches. Wanting her students to be familiar with the tool, she started experimenting with it in the classroom and it has now become an instructional “necessity.” Yenca works at Hill Country Middle School, a public school in Austin. Her students all have iPads and Yenca is passionate about the power of tech in learning, but she hasn’t liked a lot of what’s out there for math specifically.\u003c/p>\n\u003cp>“When you come across something that’s not just skill, drill, kill, and is kinda rich, it gets your attention,” she said. She uses Desmos because it makes inquiry in math class easy.\u003c/p>\n\u003cp>For example, in one recent lesson with her algebra one students, Yenca was teaching \u003ca href=\"https://teacher.desmos.com/activitybuilder/custom/56c498c491766242063e39ae\" target=\"_blank\">transformations in quadratic functions\u003c/a>. But she didn’t tell students that’s what they were studying. Instead, she set up a task where through exploration they were telling her the lesson by the end of class.\u003c/p>\n\u003cp>“Watching how they change a parameter and that instant feedback of what they just changed and how that impacts a graph, they’re hooked,” Yenca said. “When you have that reaction from middle schoolers around math, that’s a win.” She sees how \u003ca href=\"http://www.mathycathy.com/blog/2016/01/mtbos-week-2-my-favorite/\" target=\"_blank\">peers influence one another’s thinking\u003c/a>, and that even if not every student is on the right track the whole time, they are figuring it out together.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'When you come across something that’s not just skill, drill, kill, and is kinda rich, it gets your attention.'\u003ccite>Cathy Yenca, middle school math teacher\u003c/cite>\u003c/aside>\n\u003cp>Yenca often takes a moment to show the whole class everyone else’s answers. This overlay would typically be what a teacher would use for formative assessment, to check for understanding, but Yenca said, “to me, keeping that for the teacher’s eyes only is a disservice.” She says learning this way requires building a classroom culture that values mistake making, but once that’s in place, so much rich learning comes out of students being able to see the trends in misperceptions. Together they discuss and untangle thinking until they’ve arrived at the math concept.\u003c/p>\n\u003cp>In a lesson with her eighth-graders on shapes in the coordinate plan, Yenca had students \u003ca href=\"https://teacher.desmos.com/activitybuilder/custom/561be64abcdbdd1b06107ef2\" target=\"_blank\">creating reflections and dilations on a Desmos graph\u003c/a>. “Desmos is only going to do what you tell it to do, so if it does something you didn’t expect, you’ve got to figure it out,” Yenca said. Her students manipulate the variables and gradually come to an understanding.\u003c/p>\n\u003cp>Yenca says some of her colleagues think Desmos does too much for students, making graphing too easy. She says if rote graphing is the goal, then yes, Desmos does too much, but wonders if that’s the right goal. “If we are concerned that a graphing tool can graph for our kids, maybe we need to ask more of our kids,” Yenca said.\u003c/p>\n\u003cp>While Desmos is trying to make it easier for math teachers to incorporate these elements into classrooms, the platform doesn’t force the issue. The tool is completely open; teachers shape their own lessons within it, and could easily make something that looks essentially like a worksheet.\u003c/p>\n\u003cp>\u003cb>REDEFINING CLASS\u003c/b>\u003c/p>\n\u003cp>Audrey McLaren teaches at a virtual school in Quebec. Her classes are all completely online, although they happen in real time, with students participating as they would in a brick-and-mortar classroom. Most of McLaren’s students live in rural places and their local schools don’t offer the courses she’s teaching in English.\u003c/p>\n\u003cp>“We’re not in the same physical space as our students,” McLaren said, “so we couldn’t see what they were doing until Desmos activity builder came along.” Now, she can pose a problem to students and then watch as each student tries to solve it. She can look at the class as a whole or zoom in and interact one-on-one with a student. McLaren thinks students are participating more than they would be in a normal class because every student has to do the work and share their thinking, whereas in a typical classroom (where she taught for 20 years) only about 10 percent of students raise their hands and participate in discussions.\u003c/p>\n\u003cp>“I try to design things so that after three to four slides, or questions, I stop everybody and within the online environment we put everything up on the board, classify the findings, and talk about which ones they agree with and why,” McLaren said. She uses the early slides to let students have a discovery period, where they’re playing with a concept, developing hypotheses and looking for patterns. “I want them to get an intuitive sense of what I want them to know; I don’t want to just tell them,” McLaren said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"480\" src=\"https://www.youtube.com/embed/Gze55bRVqUM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>She appreciates how Desmos will put forward a new kind of activity, let teachers play with it, and then open the tool so educators can build something similar. For example, Desmos has a few math “games,” but unlike many games that are basically practice with a prize at the end, the Desmos games make math knowledge central to completing the task.\u003c/p>\n\u003cp>In a \u003ca href=\"https://teacher.desmos.com/polygraph-parabolas\" target=\"_blank\">Polygraph\u003c/a>, for example, a pair of students might be given 16 graphs that all look different, but are all linear functions. One student chooses a graph and her partner has to guess which graph has been chosen by asking “yes” or “no” questions, a bit like the game Battleship. Students have to use math vocabulary and knowledge of terms like slope and y-intercepts to eliminate various graphs and zero-in on the correct choice. “You learn math from playing the game itself,” McLaren said.\u003c/p>\n\u003cp>At first Desmos created these Polygraph lessons around different common curricular topics, but now they’ve opened it up so \u003ca href=\"http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/Blog/Vertical-Value_-Part-2/\" target=\"_blank\">teachers can make their own\u003c/a>. She often uses Desmos in class as a way to explore a concept and then has her students watch a video at home to nail down the concept. But she also uses Desmos to deepen understanding in the middle of a lesson and as formative assessment at the end as well. Since she’s been using the Desmos activity builder for only a few months, McLaren doesn’t have any data to prove that teaching this way is improving math achievement. But anecdotally she’s confident it has increased participation, which should increase understanding, and she’s been impressed at how her students are discussing and writing about math with one another.\u003c/p>\n\u003cp>\u003cstrong>TEACHER COMMUNITY\u003c/strong>\u003c/p>\n\u003cp>In Bob Lochel’s Advanced Placement statistics classroom, getting technology to each student is a challenge. Even though he teaches in an affluent suburb of Philadelphia, his students don’t have one-to-one access and booking a computer lab can be a pain. So often Lochel relies on his students’ personal devices for access to Desmos. He’ll ask students to complete a few questions and then, like McLaren and Yenca, he often projects multiple student answers on the board as a jumping-off point for a discussion. Student are critiquing one another’s thinking. “That’s not the kind of thing we were asking before,” Lochel said.\u003c/p>\n\u003cp>One of his favorite parts of using Desmos is the community of math teachers that comes with it. Every educator spoke about the collaborative community of teachers sharing ideas using the \u003ca href=\"https://twitter.com/hashtag/mtbos\" target=\"_blank\">hashtag #MTBoS\u003c/a>. Many of the active educators in this community also write their own blogs, where they track the success and challenges of different lessons. Teachers can upload their lessons to Desmos as well, making it easy to find and use all or part of another teacher’s work for their own purposes. Lochel said often if he’s putting together a lesson and isn’t quite sure if it’s reaching the mark, he’ll put it out to \u003ca href=\"https://exploremtbos.wordpress.com/overview/\" target=\"_blank\">the community \u003c/a>for feedback.\u003c/p>\n\u003cp>Just like developing all good lessons, Lochel said it can be tricky to design a Desmos activity that both allows students to be creative and inspired, but also drives towards the ultimate goal for the class period. He appreciates the virtual community of educators that are helping him refine this skill. Lochel said when a lesson successfully allows students to arrive at their own conclusions, like the one he did on binomial distribution and how it’s linked to normal distribution, students understand in a much deeper way. Instead of telling them the rule, \"this time they discovered the rule,” he said. And the buy-in that creating the rule engendered meant that they could also debunk the rule.\u003c/p>\n\u003cp>Desmos employees like Meyer, for their part, are constantly working with teachers to improve what the platform offers, while balancing a desire to seed good teaching practices. Meyer said while thousands of teacher lessons have been uploaded to Desmos, only a fraction are available through the search tool. Those are the lessons that he and his educator team have hand-polished, reaching out to the original author for permission, and re-releasing. He also looks at a random sample of teacher-created lessons every week and believes the quality has gone up over time.\u003c/p>\n\u003cp>The best part of Desmos for many educators, whether they are using it only for its graphing calculator capabilities or for these more involved, inquiry-based lessons, is that it’s free. That’s possible because Desmos licenses its calculator tool to curriculum and testing companies. The fees from that work fund the curriculum development and training work that Meyer does. He’s hopeful that before too long he and his team, in cooperation with teachers around the globe, will have developed what amounts to an Algebra I curriculum designed entirely out of low-floor, high-ceiling Web-based tasks like the ones described in this article.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I was worried that we couldn’t figure out how to make “good” work in the market, but it’s been nice that we’ve found traction with paying customers,” Meyer said. “Part of that is the product and part of that is that there’s been a sea change in online math education.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Math instruction can be the most resistant to changes in pedagogy -- even schools that have had success with project-based learning or inquiry-centered approaches can struggle to teach math in ways that help students understand the rich connections and complexity of the subject. That’s why some educators are excited to see \u003ca href=\"https://www.desmos.com/\" target=\"_blank\">Desmos\u003c/a> -- an ed-tech product best known for offering an online graphing calculator -- adding features that promote inquiry.\u003c/p>\n\u003caside class=\"pullquote alignright\">'This tool is transforming how I'm teaching stuff. It's really hard to use this tool in a traditional boring way.'\u003ccite>Audrey McLaren, math teacher in Quebec, Canada\u003c/cite>\u003c/aside>\n\u003cp>Recently, Desmos has been building out its platform to offer \u003ca href=\"https://teacher.desmos.com/\">customizable lessons\u003c/a>. Led by Chief Academic Officer \u003ca href=\"http://blog.mrmeyer.com/\" target=\"_blank\">Dan Meyer\u003c/a>, a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/19/how-can-we-teach-math-to-encourage-patient-problem-solving/\" target=\"_blank\">former math teacher\u003c/a> who left the classroom to pursue a PhD in math education, Desmos has been using its platform to model how technology could change pedagogy.\u003c/p>\n\u003cp>Desmos tries to harness the social nature of online interactions into meaningful math inquiry. Meyer says students love the internet because it’s a social place to share and create. And, a math classroom at its best is also a place where \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/14/practical-ways-to-develop-students-mathematical-reasoning/\" target=\"_blank\">students are creating hypotheses\u003c/a>, testing their thinking, critiquing each other’s work and discussing how and why mathematical laws work.\u003c/p>\n\u003cp>“Typically, online math platforms have no concept of the student in relationship to other students,” Meyer said in reference to “personalized” programs where students work through a set of problems or concepts “at their own pace,” but do so in a vacuum. Meyer argues this model doesn’t capture what’s powerful about a class full of students.\u003c/p>\n\u003cp>In contrast, Desmos allows teachers to make a series of slides with interactive elements. One slide might have a \u003ca href=\"http://blog.mrmeyer.com/2014/waterline-taking-textbooks-out-of-airplane-mode/\" target=\"_blank\">video of a glass filling with water\u003c/a>, with a question asking students to graph it. When a student submits his graph, a Desmos default function then shows the student three other student answers and asks him to give feedback on the solutions. Teachers can shut off this function, but Desmos intentionally made it a default to encourage discussion.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Our core assumption is that students need to be aware that there are other students in the class, and that refining process is part of every math lesson,” Meyer said. Teachers could also have students create their own glass filling at a specific rate and ask them to graph that. Or, maybe each student submits the problem they devised for other students to work on. Teachers can also display all the solutions, with or without student names, and ask the class to analyze each other’s strategies.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter wp-image-44112 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/water-filling.gif\" alt=\"water filling\" width=\"500\" height=\"283\">\u003c/p>\n\u003cp>Meyer hopes to support teachers as they design lessons that have some common elements of good math instruction: Students are thinking beyond equations, the learning is social, processes are made visible and students get written feedback, often from peers. “Getting numerical or binary right-wrong feedback tends to make the student think about the self,” Meyer said. “Written feedback about the work tends to focus on the work itself.”\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-44116\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/class-cupboard.png\" alt=\"class cupboard\" width=\"500\" height=\"246\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/class-cupboard.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/class-cupboard-400x197.png 400w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003cp>\u003cstrong>HOW ARE TEACHERS USING DESMOS?\u003c/strong>\u003c/p>\n\u003cp>Middle school math teacher Cathy Yenca started using Desmos when her district discovered the graphing calculator tool was going to be integrated on state tests in Texas, where she teaches. Wanting her students to be familiar with the tool, she started experimenting with it in the classroom and it has now become an instructional “necessity.” Yenca works at Hill Country Middle School, a public school in Austin. Her students all have iPads and Yenca is passionate about the power of tech in learning, but she hasn’t liked a lot of what’s out there for math specifically.\u003c/p>\n\u003cp>“When you come across something that’s not just skill, drill, kill, and is kinda rich, it gets your attention,” she said. She uses Desmos because it makes inquiry in math class easy.\u003c/p>\n\u003cp>For example, in one recent lesson with her algebra one students, Yenca was teaching \u003ca href=\"https://teacher.desmos.com/activitybuilder/custom/56c498c491766242063e39ae\" target=\"_blank\">transformations in quadratic functions\u003c/a>. But she didn’t tell students that’s what they were studying. Instead, she set up a task where through exploration they were telling her the lesson by the end of class.\u003c/p>\n\u003cp>“Watching how they change a parameter and that instant feedback of what they just changed and how that impacts a graph, they’re hooked,” Yenca said. “When you have that reaction from middle schoolers around math, that’s a win.” She sees how \u003ca href=\"http://www.mathycathy.com/blog/2016/01/mtbos-week-2-my-favorite/\" target=\"_blank\">peers influence one another’s thinking\u003c/a>, and that even if not every student is on the right track the whole time, they are figuring it out together.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'When you come across something that’s not just skill, drill, kill, and is kinda rich, it gets your attention.'\u003ccite>Cathy Yenca, middle school math teacher\u003c/cite>\u003c/aside>\n\u003cp>Yenca often takes a moment to show the whole class everyone else’s answers. This overlay would typically be what a teacher would use for formative assessment, to check for understanding, but Yenca said, “to me, keeping that for the teacher’s eyes only is a disservice.” She says learning this way requires building a classroom culture that values mistake making, but once that’s in place, so much rich learning comes out of students being able to see the trends in misperceptions. Together they discuss and untangle thinking until they’ve arrived at the math concept.\u003c/p>\n\u003cp>In a lesson with her eighth-graders on shapes in the coordinate plan, Yenca had students \u003ca href=\"https://teacher.desmos.com/activitybuilder/custom/561be64abcdbdd1b06107ef2\" target=\"_blank\">creating reflections and dilations on a Desmos graph\u003c/a>. “Desmos is only going to do what you tell it to do, so if it does something you didn’t expect, you’ve got to figure it out,” Yenca said. Her students manipulate the variables and gradually come to an understanding.\u003c/p>\n\u003cp>Yenca says some of her colleagues think Desmos does too much for students, making graphing too easy. She says if rote graphing is the goal, then yes, Desmos does too much, but wonders if that’s the right goal. “If we are concerned that a graphing tool can graph for our kids, maybe we need to ask more of our kids,” Yenca said.\u003c/p>\n\u003cp>While Desmos is trying to make it easier for math teachers to incorporate these elements into classrooms, the platform doesn’t force the issue. The tool is completely open; teachers shape their own lessons within it, and could easily make something that looks essentially like a worksheet.\u003c/p>\n\u003cp>\u003cb>REDEFINING CLASS\u003c/b>\u003c/p>\n\u003cp>Audrey McLaren teaches at a virtual school in Quebec. Her classes are all completely online, although they happen in real time, with students participating as they would in a brick-and-mortar classroom. Most of McLaren’s students live in rural places and their local schools don’t offer the courses she’s teaching in English.\u003c/p>\n\u003cp>“We’re not in the same physical space as our students,” McLaren said, “so we couldn’t see what they were doing until Desmos activity builder came along.” Now, she can pose a problem to students and then watch as each student tries to solve it. She can look at the class as a whole or zoom in and interact one-on-one with a student. McLaren thinks students are participating more than they would be in a normal class because every student has to do the work and share their thinking, whereas in a typical classroom (where she taught for 20 years) only about 10 percent of students raise their hands and participate in discussions.\u003c/p>\n\u003cp>“I try to design things so that after three to four slides, or questions, I stop everybody and within the online environment we put everything up on the board, classify the findings, and talk about which ones they agree with and why,” McLaren said. She uses the early slides to let students have a discovery period, where they’re playing with a concept, developing hypotheses and looking for patterns. “I want them to get an intuitive sense of what I want them to know; I don’t want to just tell them,” McLaren said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"480\" src=\"https://www.youtube.com/embed/Gze55bRVqUM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>She appreciates how Desmos will put forward a new kind of activity, let teachers play with it, and then open the tool so educators can build something similar. For example, Desmos has a few math “games,” but unlike many games that are basically practice with a prize at the end, the Desmos games make math knowledge central to completing the task.\u003c/p>\n\u003cp>In a \u003ca href=\"https://teacher.desmos.com/polygraph-parabolas\" target=\"_blank\">Polygraph\u003c/a>, for example, a pair of students might be given 16 graphs that all look different, but are all linear functions. One student chooses a graph and her partner has to guess which graph has been chosen by asking “yes” or “no” questions, a bit like the game Battleship. Students have to use math vocabulary and knowledge of terms like slope and y-intercepts to eliminate various graphs and zero-in on the correct choice. “You learn math from playing the game itself,” McLaren said.\u003c/p>\n\u003cp>At first Desmos created these Polygraph lessons around different common curricular topics, but now they’ve opened it up so \u003ca href=\"http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/Blog/Vertical-Value_-Part-2/\" target=\"_blank\">teachers can make their own\u003c/a>. She often uses Desmos in class as a way to explore a concept and then has her students watch a video at home to nail down the concept. But she also uses Desmos to deepen understanding in the middle of a lesson and as formative assessment at the end as well. Since she’s been using the Desmos activity builder for only a few months, McLaren doesn’t have any data to prove that teaching this way is improving math achievement. But anecdotally she’s confident it has increased participation, which should increase understanding, and she’s been impressed at how her students are discussing and writing about math with one another.\u003c/p>\n\u003cp>\u003cstrong>TEACHER COMMUNITY\u003c/strong>\u003c/p>\n\u003cp>In Bob Lochel’s Advanced Placement statistics classroom, getting technology to each student is a challenge. Even though he teaches in an affluent suburb of Philadelphia, his students don’t have one-to-one access and booking a computer lab can be a pain. So often Lochel relies on his students’ personal devices for access to Desmos. He’ll ask students to complete a few questions and then, like McLaren and Yenca, he often projects multiple student answers on the board as a jumping-off point for a discussion. Student are critiquing one another’s thinking. “That’s not the kind of thing we were asking before,” Lochel said.\u003c/p>\n\u003cp>One of his favorite parts of using Desmos is the community of math teachers that comes with it. Every educator spoke about the collaborative community of teachers sharing ideas using the \u003ca href=\"https://twitter.com/hashtag/mtbos\" target=\"_blank\">hashtag #MTBoS\u003c/a>. Many of the active educators in this community also write their own blogs, where they track the success and challenges of different lessons. Teachers can upload their lessons to Desmos as well, making it easy to find and use all or part of another teacher’s work for their own purposes. Lochel said often if he’s putting together a lesson and isn’t quite sure if it’s reaching the mark, he’ll put it out to \u003ca href=\"https://exploremtbos.wordpress.com/overview/\" target=\"_blank\">the community \u003c/a>for feedback.\u003c/p>\n\u003cp>Just like developing all good lessons, Lochel said it can be tricky to design a Desmos activity that both allows students to be creative and inspired, but also drives towards the ultimate goal for the class period. He appreciates the virtual community of educators that are helping him refine this skill. Lochel said when a lesson successfully allows students to arrive at their own conclusions, like the one he did on binomial distribution and how it’s linked to normal distribution, students understand in a much deeper way. Instead of telling them the rule, \"this time they discovered the rule,” he said. And the buy-in that creating the rule engendered meant that they could also debunk the rule.\u003c/p>\n\u003cp>Desmos employees like Meyer, for their part, are constantly working with teachers to improve what the platform offers, while balancing a desire to seed good teaching practices. Meyer said while thousands of teacher lessons have been uploaded to Desmos, only a fraction are available through the search tool. Those are the lessons that he and his educator team have hand-polished, reaching out to the original author for permission, and re-releasing. He also looks at a random sample of teacher-created lessons every week and believes the quality has gone up over time.\u003c/p>\n\u003cp>The best part of Desmos for many educators, whether they are using it only for its graphing calculator capabilities or for these more involved, inquiry-based lessons, is that it’s free. That’s possible because Desmos licenses its calculator tool to curriculum and testing companies. The fees from that work fund the curriculum development and training work that Meyer does. He’s hopeful that before too long he and his team, in cooperation with teachers around the globe, will have developed what amounts to an Algebra I curriculum designed entirely out of low-floor, high-ceiling Web-based tasks like the ones described in this article.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I was worried that we couldn’t figure out how to make “good” work in the market, but it’s been nice that we’ve found traction with paying customers,” Meyer said. “Part of that is the product and part of that is that there’s been a sea change in online math education.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"p1\">\u003cem>Excerpted from \u003ca href=\"http://www.amazon.com/Navigating-Common-English-Language-Learners/dp/1119023009/ref=asap_bc?ie=UTF8\">Navigating the Common Core with English Language Learners: Developing Higher-Order Thinking Skill\u003c/a>\u003ca href=\"http://www.amazon.com/Navigating-Common-English-Language-Learners/dp/1119023009/ref=asap_bc?ie=UTF8\">s\u003c/a> by Larry Ferlazzo and Katie Hull-Sypnieski, published by Jossey-Bass. This section is from the chapter, \"Creating the Conditions for English Language Learners to Be Successful in the Common Core Standards.\"\u003c/em>\u003c/p>\n\u003cp>Agency is the ability to be proactive in determining one’s life path and not just react to the surrounding circumstances. Agency also recognizes that outside factors provide some limitations, and that people have some ability to influence and determine one’s response to them. Many of our English language learners face particularly large challenges in these outside factors—socioeconomically and linguistically. In addition, since many came to this country with little voice in the decision to do so, it may be an uphill battle to help them feel as though they do have control over what happens to them in life. Those issues make it even more important for teachers to encourage students to see these challenges not as limits to what they can do but, instead, obstacles that can be overcome.\u003c/p>\n\u003cp>And our success in doing so will have a direct effect on our work in the classroom—multiple studies have found that a student’s sense of agency strongly predicts their success in a language-learning context.\u003c/p>\n\u003cp>Here are some strategies we can use in the classroom to assist our students develop a sense of agency:\u003c/p>\n\u003cp>\u003cstrong>Goal-setting and metacognitive reflection\u003c/strong>: Both of these have been discussed at length earlier in this chapter, and both support the agency qualities of “These are my goals, and I can reach them” and “I know myself and what I need to do.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-44588\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Ferlazzo-Common-Core-e1459752641133.jpg\" alt=\"Ferlazzo Common Core\" width=\"250\" height=\"324\">\u003c/p>\n\u003cp>\u003cstrong>Providing encouragement and feedback\u003c/strong>: This is another action that can support student agency. We are not talking about the “You’re so smart! And such a great writer!” kind of encouragement, however. As Carol Dweck has documented in her work on a growth mindset, which we’ll be discussing at length later in this section, it’s important to provide encouragement that supports the idea that “the harder they work, the smarter they get.” That kind of feedback (“This is a great conclusion to your essay—look what happens when you take the time to revise!”) supports looking at problems as obstacles to be overcome instead of having a fixed mindset, which views your present situation as destiny and does not prepare you well for coping when things don’t go your way.\u003c/p>\n\u003cp>\u003cstrong>Self-talk\u003c/strong> is a strategy students can use to encourage themselves. It’s been called a form of \"internal remodeling” and is a way to affect how you see yourself. Research shows that when using this tool, it’s better to use the pronoun \"you” and/or say your name in the third person (“John, you can do this”) instead of the \"I” pronoun, because we have more of a tendency to use “You” for positive messages (“You can do this”) and “I” for negative ones (“Boy, there is no way I can solve this problem”). With ELLs, we find that it is easier just to have them say their names—depending on their language level, explaining that “you” is them talking to themselves can get confusing. A short video of basketball superstar Stephen Curry winning a free-throw shooting contest and telling himself “\u003ca href=\"http://bit.ly/navccss3\">Control your destiny!\u003c/a>” could be a good one to show for demonstrating this point. Teachers, however, should ultimately use their best judgment about their classes—sometimes it might just be easier to have students, especially ELLs, say “I” in their positive self-talk and not worry about “you” or their name in the third person. The Growth Mindset lesson later in this section also includes suggestions for self-talk.\u003c/p>\n\u003cp>\u003cstrong>Contributing to others\u003c/strong> helps students “gain self-confidence and come to see themselves as capable.”\u003c/p>\n\u003cp>Here are two examples:\u003c/p>\n\u003cp>Working as a tutor: An ELL could help a family member at home (we included a form in our last book that we have students use to document their reading to a younger sibling or cousin) or an Intermediate ELL could assist a Beginner. In our combined Beginner and Intermediate class, we periodically prepare Intermediate students to teach a lesson to a Beginner, or just have a Beginner read aloud a simple book to or with them (followed by their writing about why they liked or didn’t like it). Research shows that this kind of interaction benefits both the tutor and the person doing the tutoring.\u003c/p>\n\u003cp>Doing a class community project. Larry wrote in one of his previous books, \u003cem>English Language Learners: Teaching Strategies That Work\u003c/em>, about a lesson in critical pedagogy that led to students in his class organizing a job fair at the school for students and their families with different job-training providers. Another year, when there was public concern about the disease known as SARS, his students developed flyers in English and their home language that provided clear and accurate information about it and distributed them to neighbors.\u003c/p>\n\u003cfigure id=\"attachment_39777\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-39777\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Larry-Ferlazzo-headshot.png\" alt=\"Larry Ferlazzo\" width=\"250\" height=\"349\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/03/Larry-Ferlazzo-headshot.png 371w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Larry-Ferlazzo-headshot-320x447.png 320w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Larry Ferlazzo\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Students teaching others\u003c/strong> develops agency in similar ways to tutoring. Not only does it enhance agency but, as researchers found, “simply telling learners that they would later teach another student changes their mindset enough so that they engage in more effective approaches to learning than did their peers, who simply expected a test.” Using the Jigsaw method, where students are provided different sections from the same text or different elements of a broader topic and then have to present to the entire class, is a particularly good strategy for ELLs because it creates an easy way teachers can differentiate (for example, an easier portion of the text can go to a student with lower-level English skills).\u003c/p>\n\u003cp>\u003cstrong>Providing students choice\u003c/strong> whenever possible increases agency, engagement and motivation. These could be “procedural” choices like where to sit or with whom students want to work in small groups. “Cognitive” choices are another option, which might be choosing which topics to explore in a project-based learning assignment or developing their own ideas for homework assignments. Both are good strategies, though researchers have found the latter to be more effective in promoting longer-lasting student autonomy and agency.\u003c/p>\n\u003cp>\u003cstrong>Enhanced discovery learning\u003c/strong>, such as the inductive method mentioned earlier and used often later in this book, promotes agency by having students construct more of their own understanding instead of giving it to them. A meta-analysis favorably reviewed by Robert Marzano found that a guided and scaffolded discovery process—which may very well include \u003cem>some\u003c/em> direct instruction—is superior to lessons primarily relying on either direct instruction or “unassisted discovery” (in other words, lessons with little or no teacher guidance). This kind of constructivist instructional strategy has been repeatedly found effective for non-ELL and ELL students alike.\u003c/p>\n\u003cfigure id=\"attachment_44586\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-44586 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Katie-2-e1459752124749.jpeg\" alt=\"Katie 2\" width=\"250\" height=\"309\">\u003cfigcaption class=\"wp-caption-text\">Katie Hull-Sypnieski\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Teaching students about their brains\u003c/strong> and how learning a second language helps it grow can reinforce agency. Helping students see that the effort of their learning results in actual growth of their brain is another way for students to see that they do have control of their lives. This strategy builds on the work of Carol Dweck and is described extensively in Larry’s book, \u003cem>Helping Students Motivate Themselves\u003c/em>. We typically teach this lesson at the beginning of the year, and periodically reinforce its points in the subsequent months. Students still talk about it when the school year ends.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://josseybasseducation.com/our-authors/katie-hull-sypnieski/\">Katie Hull-Sypnieski\u003c/a> has been teaching English and ELL/ESL in the Sacramento City Unified School District for the last 15 years. \u003ca href=\"http://larryferlazzo.edublogs.org/\">Larry Ferlazzo\u003c/a> is an award-winning teacher at Luther Burbank High School in Sacramento, California. He writes a popular education blog and a teacher advice column for \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/\">Education Week Teacher\u003c/a>. You can follow him on Twitter at @Larryferlazzo. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>Excerpted from \u003ca href=\"http://www.amazon.com/Navigating-Common-English-Language-Learners/dp/1119023009/ref=asap_bc?ie=UTF8\">Navigating the Common Core with English Language Learners: Developing Higher-Order Thinking Skill\u003c/a>\u003ca href=\"http://www.amazon.com/Navigating-Common-English-Language-Learners/dp/1119023009/ref=asap_bc?ie=UTF8\">s\u003c/a> by Larry Ferlazzo and Katie Hull-Sypnieski, published by Jossey-Bass. This section is from the chapter, \"Creating the Conditions for English Language Learners to Be Successful in the Common Core Standards.\"\u003c/em>\u003c/p>\n\u003cp>Agency is the ability to be proactive in determining one’s life path and not just react to the surrounding circumstances. Agency also recognizes that outside factors provide some limitations, and that people have some ability to influence and determine one’s response to them. Many of our English language learners face particularly large challenges in these outside factors—socioeconomically and linguistically. In addition, since many came to this country with little voice in the decision to do so, it may be an uphill battle to help them feel as though they do have control over what happens to them in life. Those issues make it even more important for teachers to encourage students to see these challenges not as limits to what they can do but, instead, obstacles that can be overcome.\u003c/p>\n\u003cp>And our success in doing so will have a direct effect on our work in the classroom—multiple studies have found that a student’s sense of agency strongly predicts their success in a language-learning context.\u003c/p>\n\u003cp>Here are some strategies we can use in the classroom to assist our students develop a sense of agency:\u003c/p>\n\u003cp>\u003cstrong>Goal-setting and metacognitive reflection\u003c/strong>: Both of these have been discussed at length earlier in this chapter, and both support the agency qualities of “These are my goals, and I can reach them” and “I know myself and what I need to do.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-44588\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Ferlazzo-Common-Core-e1459752641133.jpg\" alt=\"Ferlazzo Common Core\" width=\"250\" height=\"324\">\u003c/p>\n\u003cp>\u003cstrong>Providing encouragement and feedback\u003c/strong>: This is another action that can support student agency. We are not talking about the “You’re so smart! And such a great writer!” kind of encouragement, however. As Carol Dweck has documented in her work on a growth mindset, which we’ll be discussing at length later in this section, it’s important to provide encouragement that supports the idea that “the harder they work, the smarter they get.” That kind of feedback (“This is a great conclusion to your essay—look what happens when you take the time to revise!”) supports looking at problems as obstacles to be overcome instead of having a fixed mindset, which views your present situation as destiny and does not prepare you well for coping when things don’t go your way.\u003c/p>\n\u003cp>\u003cstrong>Self-talk\u003c/strong> is a strategy students can use to encourage themselves. It’s been called a form of \"internal remodeling” and is a way to affect how you see yourself. Research shows that when using this tool, it’s better to use the pronoun \"you” and/or say your name in the third person (“John, you can do this”) instead of the \"I” pronoun, because we have more of a tendency to use “You” for positive messages (“You can do this”) and “I” for negative ones (“Boy, there is no way I can solve this problem”). With ELLs, we find that it is easier just to have them say their names—depending on their language level, explaining that “you” is them talking to themselves can get confusing. A short video of basketball superstar Stephen Curry winning a free-throw shooting contest and telling himself “\u003ca href=\"http://bit.ly/navccss3\">Control your destiny!\u003c/a>” could be a good one to show for demonstrating this point. Teachers, however, should ultimately use their best judgment about their classes—sometimes it might just be easier to have students, especially ELLs, say “I” in their positive self-talk and not worry about “you” or their name in the third person. The Growth Mindset lesson later in this section also includes suggestions for self-talk.\u003c/p>\n\u003cp>\u003cstrong>Contributing to others\u003c/strong> helps students “gain self-confidence and come to see themselves as capable.”\u003c/p>\n\u003cp>Here are two examples:\u003c/p>\n\u003cp>Working as a tutor: An ELL could help a family member at home (we included a form in our last book that we have students use to document their reading to a younger sibling or cousin) or an Intermediate ELL could assist a Beginner. In our combined Beginner and Intermediate class, we periodically prepare Intermediate students to teach a lesson to a Beginner, or just have a Beginner read aloud a simple book to or with them (followed by their writing about why they liked or didn’t like it). Research shows that this kind of interaction benefits both the tutor and the person doing the tutoring.\u003c/p>\n\u003cp>Doing a class community project. Larry wrote in one of his previous books, \u003cem>English Language Learners: Teaching Strategies That Work\u003c/em>, about a lesson in critical pedagogy that led to students in his class organizing a job fair at the school for students and their families with different job-training providers. Another year, when there was public concern about the disease known as SARS, his students developed flyers in English and their home language that provided clear and accurate information about it and distributed them to neighbors.\u003c/p>\n\u003cfigure id=\"attachment_39777\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-39777\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Larry-Ferlazzo-headshot.png\" alt=\"Larry Ferlazzo\" width=\"250\" height=\"349\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/03/Larry-Ferlazzo-headshot.png 371w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Larry-Ferlazzo-headshot-320x447.png 320w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Larry Ferlazzo\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Students teaching others\u003c/strong> develops agency in similar ways to tutoring. Not only does it enhance agency but, as researchers found, “simply telling learners that they would later teach another student changes their mindset enough so that they engage in more effective approaches to learning than did their peers, who simply expected a test.” Using the Jigsaw method, where students are provided different sections from the same text or different elements of a broader topic and then have to present to the entire class, is a particularly good strategy for ELLs because it creates an easy way teachers can differentiate (for example, an easier portion of the text can go to a student with lower-level English skills).\u003c/p>\n\u003cp>\u003cstrong>Providing students choice\u003c/strong> whenever possible increases agency, engagement and motivation. These could be “procedural” choices like where to sit or with whom students want to work in small groups. “Cognitive” choices are another option, which might be choosing which topics to explore in a project-based learning assignment or developing their own ideas for homework assignments. Both are good strategies, though researchers have found the latter to be more effective in promoting longer-lasting student autonomy and agency.\u003c/p>\n\u003cp>\u003cstrong>Enhanced discovery learning\u003c/strong>, such as the inductive method mentioned earlier and used often later in this book, promotes agency by having students construct more of their own understanding instead of giving it to them. A meta-analysis favorably reviewed by Robert Marzano found that a guided and scaffolded discovery process—which may very well include \u003cem>some\u003c/em> direct instruction—is superior to lessons primarily relying on either direct instruction or “unassisted discovery” (in other words, lessons with little or no teacher guidance). This kind of constructivist instructional strategy has been repeatedly found effective for non-ELL and ELL students alike.\u003c/p>\n\u003cfigure id=\"attachment_44586\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-44586 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Katie-2-e1459752124749.jpeg\" alt=\"Katie 2\" width=\"250\" height=\"309\">\u003cfigcaption class=\"wp-caption-text\">Katie Hull-Sypnieski\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Teaching students about their brains\u003c/strong> and how learning a second language helps it grow can reinforce agency. Helping students see that the effort of their learning results in actual growth of their brain is another way for students to see that they do have control of their lives. This strategy builds on the work of Carol Dweck and is described extensively in Larry’s book, \u003cem>Helping Students Motivate Themselves\u003c/em>. We typically teach this lesson at the beginning of the year, and periodically reinforce its points in the subsequent months. Students still talk about it when the school year ends.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://josseybasseducation.com/our-authors/katie-hull-sypnieski/\">Katie Hull-Sypnieski\u003c/a> has been teaching English and ELL/ESL in the Sacramento City Unified School District for the last 15 years. \u003ca href=\"http://larryferlazzo.edublogs.org/\">Larry Ferlazzo\u003c/a> is an award-winning teacher at Luther Burbank High School in Sacramento, California. He writes a popular education blog and a teacher advice column for \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/\">Education Week Teacher\u003c/a>. You can follow him on Twitter at @Larryferlazzo. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Amidst the discussions about content standards, curriculum and teaching strategies, it's easy to lose sight of the big goals behind education, like giving students tools to deepen their quantitative and qualitative understanding of the world. Teaching for understanding has always been a challenge, which is why \u003ca href=\"http://www.pz.harvard.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Harvard’s Project Zero \u003c/a>has been trying to figure out how great teachers do it.\u003c/p>\n\u003cp>Some teachers discuss metacognition with students, but they often simplify the concept by describing only one of its parts -- thinking about thinking. Teachers are trying to get students to slow down and take note of how and why they are thinking and to see thinking as an action they are taking. But two other core components of metacognition often get left out of these discussions -- monitoring thinking and directing thinking. When a student is reading and stops to realize he’s not really understanding the meaning behind the words, that’s monitoring. And most powerfully, directing thinking happens when students can call upon specific thinking strategies to redirect or challenge their own thinking.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We are trying to demystify the process of thinking by making it visible.'\u003c/aside>\n\u003cp>“When we have a rich meta-strategic base for our thinking, that helps us to be more independent learners,” said Project Zero senior research associate \u003ca href=\"http://www.pz.harvard.edu/who-we-are/people/ron-ritchhart\" target=\"_blank\" rel=\"noopener noreferrer\">Ron Ritchhart\u003c/a> at a \u003ca href=\"http://www.learningandthebrain.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Learning and the Brain \u003c/a>conference. “If we don’t have those strategies, if we aren’t aware of them, then we’re waiting for someone else to direct our thinking.”\u003c/p>\n\u003cp>Helping students to “learn how to learn” or in Ritchhart’s terminology, become “meta-strategic thinkers” is crucial for understanding and becoming a life-long learner. To discover how aware students are of their thinking at different ages, Ritchhart has been working with schools to build “cultures of thinking.” His theory is that if educators can make thinking more visible, and help students develop routines around thinking, then their thinking about everything will deepen.\u003c/p>\n\u003cp>His research shows that when fourth graders are asked to develop a concept map about thinking, most of their brainstorming centers around what they think and where they think it. “When students don’t have strategies about thinking, that’s how they respond – what they think and where they think,” Richhart said. Many fifth graders start to include broad categories of thinking on their concept maps like “problem solving” or “understanding.” Those things are associated with thinking, but fifth graders often haven’t quite hit on the process of thinking.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>By sixth grade a few students are starting to include some strategies for thinking in their maps, such as “concentrate” or “don’t get caught up in things that aren’t relevant.” But by ninth grade many students include specific strategies for thinking on their concept maps, including “making connections,” “comparing” and “breaking things down.”\u003c/p>\n\u003caside class=\"left long\">\n\u003ch3>Resources\u003c/h3>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.pz.harvard.edu/sites/default/files/6Principles%20of%20COT_V2.pdf\">Six Key Principles\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.pz.harvard.edu/sites/default/files/Self%20Assessing%20CoT.pdf\">Teacher Self Assessment\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.pz.harvard.edu/sites/default/files/Thinking%20map%20assess%2006_V4.pdf\">Thinking Map\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.pz.harvard.edu/sites/default/files/In%20this%20class%20V3.pdf\">Student Evaluation of Thinking\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Ritchhart studied 400 students at a school focusing on cultivating a \u003ca href=\"http://www.pz.harvard.edu/sites/default/files/10%20Ideas%20to%20Start%20Building%20a%20Culture%20of%20Thinking%20at%20Your%20School.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">culture of thinking\u003c/a>. The study had no control group, but Ritchhart could chart development of metacognition from 4th-11th grades.\u003c/p>\n\u003cp>“Students basically made a two-and-a-half year gain from what would be expected just from teachers trying to create that culture of thinking,” Ritchhart said. He admits that the study isn’t definitive, but to him it’s proof that when teachers focus on these ideas they do see improvement.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/43219548\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>HOW CAN EDUCATORS HELP?\u003c/strong>\u003c/p>\n\u003cp>In a culture of thinking, students recognize that collective and individual thinking is valued, visible and actively promoted as part of the regular day-to-day experience of all group members. This type of culture can exist in any place where learning is part of the experience including school, after school programming or museum programs.\u003c/p>\n\u003cp>To help make these ideas more concrete, Ritchhart and his colleagues have been working to hone in on a short list of “thinking moves” related to understanding. To test whether these moves were really crucial, researchers asked themselves: could a student say she really understood something if she hadn’t engaged in these activities? They believe the important “thinking moves” that \u003ca href=\"http://www.pz.harvard.edu/sites/default/files/Understanding%20map%20circle.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">lead to understanding are\u003c/a>:\u003c/p>\n\u003cul>\n\u003cli>Naming: being able to identify the parts and pieces of a thing\u003c/li>\n\u003cli>Inquiry: questioning should drive the process throughout\u003c/li>\n\u003cli>Looking at different perspectives and viewpoints\u003c/li>\n\u003cli>Reasoning with evidence\u003c/li>\n\u003cli>Making connections to prior knowledge, across subject areas, even into personal lives\u003c/li>\n\u003cli>Uncovering complexity\u003c/li>\n\u003cli>Capture the heart and make firm conclusions\u003c/li>\n\u003cli>Building explanations, interpretations and theories.\u003c/li>\n\u003c/ul>\n\u003cp>These thinking moves all point to the conclusion that learning doesn’t happen through the mere delivery of information. “Learning only occurs when the learner does something with that information,” Ritchhart said. “So as teachers we need to think not only about how we will deliver that content, but also what we will have students do with that content.”\u003c/p>\n\u003cp>One easy way to start asking students to be more metacognitive is to build in reflection time about thinking. Ask students to think about the lesson and identify the kinds of thinking they used throughout. That not only builds vocabulary around thinking, but it often gives kids confidence to name specific thinking strategies they used. Taking this time to reflect also reminds students that they did real work during the lesson.\u003c/p>\n\u003cp>\u003cstrong>THINKING ROUTINES\u003c/strong>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/108000553?color=c75922&title=0&byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>To get at how teachers make thinking visible, Ritchhart studied teachers who were very effective at helping student dive below surface level retention of information into really understanding material as it connects to the rest of their studies and their lives. He noticed none of them taught a lesson on thinking.\u003c/p>\n\u003cp>“They had routines and structures that scaffolded and supported student thinking,” Ritchhart said. This discovery led him and colleagues at Project Zero to develop “thinking routines” that all teachers can use to help students develop the habits of mind that lead to more understanding.\u003c/p>\n\u003cp>One way to develop a culture of thinking is to pick one of the thinking routines Project Zero has designed and use it over and over in a variety of contexts. Rather than trying each routine once, applying one routine in multiple ways will help make thinking in that way habitual. It becomes almost an expectation in a classroom, like other class norms.\u003c/p>\n\u003cp>One example of this that goes beyond the K-12 classroom comes from Harvard Medical School, where instructors were struggling to train students to listen to patients and make strong diagnoses based on the symptoms they heard. As an experiment, the medical school offered an elective module to students, where once a week they would join a fine arts class using the “See, Think, Wonder” thinking routine to observe art. After 10 weeks, all the medical students were assessed on clinical diagnosing and the students who had done “See, Think, Wonder” had improved much more than those who had not participated.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“One of the reasons we call them thinking routines is that through their use it is the thinking that becomes routine,” Ritchhart said. Project Zero is working with teachers around the country to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/08/how-dissecting-a-pencil-can-ignite-curiosity-and-wonderment/\" target=\"_blank\" rel=\"noopener noreferrer\">apply thinking routines\u003c/a> in the classroom and many have reported that after doing the routines in a structured way several times students naturally start using the protocols for everything.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Amidst the discussions about content standards, curriculum and teaching strategies, it's easy to lose sight of the big goals behind education, like giving students tools to deepen their quantitative and qualitative understanding of the world. Teaching for understanding has always been a challenge, which is why \u003ca href=\"http://www.pz.harvard.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Harvard’s Project Zero \u003c/a>has been trying to figure out how great teachers do it.\u003c/p>\n\u003cp>Some teachers discuss metacognition with students, but they often simplify the concept by describing only one of its parts -- thinking about thinking. Teachers are trying to get students to slow down and take note of how and why they are thinking and to see thinking as an action they are taking. But two other core components of metacognition often get left out of these discussions -- monitoring thinking and directing thinking. When a student is reading and stops to realize he’s not really understanding the meaning behind the words, that’s monitoring. And most powerfully, directing thinking happens when students can call upon specific thinking strategies to redirect or challenge their own thinking.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We are trying to demystify the process of thinking by making it visible.'\u003c/aside>\n\u003cp>“When we have a rich meta-strategic base for our thinking, that helps us to be more independent learners,” said Project Zero senior research associate \u003ca href=\"http://www.pz.harvard.edu/who-we-are/people/ron-ritchhart\" target=\"_blank\" rel=\"noopener noreferrer\">Ron Ritchhart\u003c/a> at a \u003ca href=\"http://www.learningandthebrain.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Learning and the Brain \u003c/a>conference. “If we don’t have those strategies, if we aren’t aware of them, then we’re waiting for someone else to direct our thinking.”\u003c/p>\n\u003cp>Helping students to “learn how to learn” or in Ritchhart’s terminology, become “meta-strategic thinkers” is crucial for understanding and becoming a life-long learner. To discover how aware students are of their thinking at different ages, Ritchhart has been working with schools to build “cultures of thinking.” His theory is that if educators can make thinking more visible, and help students develop routines around thinking, then their thinking about everything will deepen.\u003c/p>\n\u003cp>His research shows that when fourth graders are asked to develop a concept map about thinking, most of their brainstorming centers around what they think and where they think it. “When students don’t have strategies about thinking, that’s how they respond – what they think and where they think,” Richhart said. Many fifth graders start to include broad categories of thinking on their concept maps like “problem solving” or “understanding.” Those things are associated with thinking, but fifth graders often haven’t quite hit on the process of thinking.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>By sixth grade a few students are starting to include some strategies for thinking in their maps, such as “concentrate” or “don’t get caught up in things that aren’t relevant.” But by ninth grade many students include specific strategies for thinking on their concept maps, including “making connections,” “comparing” and “breaking things down.”\u003c/p>\n\u003caside class=\"left long\">\n\u003ch3>Resources\u003c/h3>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.pz.harvard.edu/sites/default/files/6Principles%20of%20COT_V2.pdf\">Six Key Principles\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.pz.harvard.edu/sites/default/files/Self%20Assessing%20CoT.pdf\">Teacher Self Assessment\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.pz.harvard.edu/sites/default/files/Thinking%20map%20assess%2006_V4.pdf\">Thinking Map\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.pz.harvard.edu/sites/default/files/In%20this%20class%20V3.pdf\">Student Evaluation of Thinking\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Ritchhart studied 400 students at a school focusing on cultivating a \u003ca href=\"http://www.pz.harvard.edu/sites/default/files/10%20Ideas%20to%20Start%20Building%20a%20Culture%20of%20Thinking%20at%20Your%20School.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">culture of thinking\u003c/a>. The study had no control group, but Ritchhart could chart development of metacognition from 4th-11th grades.\u003c/p>\n\u003cp>“Students basically made a two-and-a-half year gain from what would be expected just from teachers trying to create that culture of thinking,” Ritchhart said. He admits that the study isn’t definitive, but to him it’s proof that when teachers focus on these ideas they do see improvement.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/43219548\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>HOW CAN EDUCATORS HELP?\u003c/strong>\u003c/p>\n\u003cp>In a culture of thinking, students recognize that collective and individual thinking is valued, visible and actively promoted as part of the regular day-to-day experience of all group members. This type of culture can exist in any place where learning is part of the experience including school, after school programming or museum programs.\u003c/p>\n\u003cp>To help make these ideas more concrete, Ritchhart and his colleagues have been working to hone in on a short list of “thinking moves” related to understanding. To test whether these moves were really crucial, researchers asked themselves: could a student say she really understood something if she hadn’t engaged in these activities? They believe the important “thinking moves” that \u003ca href=\"http://www.pz.harvard.edu/sites/default/files/Understanding%20map%20circle.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">lead to understanding are\u003c/a>:\u003c/p>\n\u003cul>\n\u003cli>Naming: being able to identify the parts and pieces of a thing\u003c/li>\n\u003cli>Inquiry: questioning should drive the process throughout\u003c/li>\n\u003cli>Looking at different perspectives and viewpoints\u003c/li>\n\u003cli>Reasoning with evidence\u003c/li>\n\u003cli>Making connections to prior knowledge, across subject areas, even into personal lives\u003c/li>\n\u003cli>Uncovering complexity\u003c/li>\n\u003cli>Capture the heart and make firm conclusions\u003c/li>\n\u003cli>Building explanations, interpretations and theories.\u003c/li>\n\u003c/ul>\n\u003cp>These thinking moves all point to the conclusion that learning doesn’t happen through the mere delivery of information. “Learning only occurs when the learner does something with that information,” Ritchhart said. “So as teachers we need to think not only about how we will deliver that content, but also what we will have students do with that content.”\u003c/p>\n\u003cp>One easy way to start asking students to be more metacognitive is to build in reflection time about thinking. Ask students to think about the lesson and identify the kinds of thinking they used throughout. That not only builds vocabulary around thinking, but it often gives kids confidence to name specific thinking strategies they used. Taking this time to reflect also reminds students that they did real work during the lesson.\u003c/p>\n\u003cp>\u003cstrong>THINKING ROUTINES\u003c/strong>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/108000553?color=c75922&title=0&byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>To get at how teachers make thinking visible, Ritchhart studied teachers who were very effective at helping student dive below surface level retention of information into really understanding material as it connects to the rest of their studies and their lives. He noticed none of them taught a lesson on thinking.\u003c/p>\n\u003cp>“They had routines and structures that scaffolded and supported student thinking,” Ritchhart said. This discovery led him and colleagues at Project Zero to develop “thinking routines” that all teachers can use to help students develop the habits of mind that lead to more understanding.\u003c/p>\n\u003cp>One way to develop a culture of thinking is to pick one of the thinking routines Project Zero has designed and use it over and over in a variety of contexts. Rather than trying each routine once, applying one routine in multiple ways will help make thinking in that way habitual. It becomes almost an expectation in a classroom, like other class norms.\u003c/p>\n\u003cp>One example of this that goes beyond the K-12 classroom comes from Harvard Medical School, where instructors were struggling to train students to listen to patients and make strong diagnoses based on the symptoms they heard. As an experiment, the medical school offered an elective module to students, where once a week they would join a fine arts class using the “See, Think, Wonder” thinking routine to observe art. After 10 weeks, all the medical students were assessed on clinical diagnosing and the students who had done “See, Think, Wonder” had improved much more than those who had not participated.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“One of the reasons we call them thinking routines is that through their use it is the thinking that becomes routine,” Ritchhart said. Project Zero is working with teachers around the country to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/08/how-dissecting-a-pencil-can-ignite-curiosity-and-wonderment/\" target=\"_blank\" rel=\"noopener noreferrer\">apply thinking routines\u003c/a> in the classroom and many have reported that after doing the routines in a structured way several times students naturally start using the protocols for everything.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>It was lunch time at Marysville School in Southeast Portland when the \u003ca href=\"http://www.oregonlive.com/news/index.ssf/2009/11/fire_rips_through_marysville_e.html\" target=\"_blank\">fire broke out\u003c/a>. Teachers quickly herded their students out of the building to the sports field behind the school as the old colonial-style building burned. The fire that traumatized students and staff alike was in 2009, when Lana Penley was in her second year as principal. The 460 students and 50 staff members of the K-8 school relocated to a vacant school building in another part of Portland, displaced from their school site for three years as the district rebuilt the Marysville building.\u003c/p>\n\u003cp>“We were already a school that struggled, and then adding [the fire] on top of it, we really thought we needed to find a social and emotional curriculum that connects to the heart to overcome our trauma,” Penley explained. When the school reopened, Penley and her staff started using the \u003ca href=\"http://thehawnfoundation.org/mindup/\" target=\"_blank\">MindUP\u003c/a> curriculum, developed by the Hawn Foundation (founded by the actress Goldie Hawn), to try to address underlying trauma both from the fire and from the daily poverty that many students face.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We've seen this huge shift in the overall tone and civility of the school culture.'\u003c/aside>\n\u003cp>At first they implemented the program using a counselor, rotating between classes, teaching the 15-lesson sequence that starts with explaining to students how their brains work and what’s happening when they are stressed, scared or angry. The program then moves into mindful breathing exercises, meant to help students feel present in their bodies. There’s a section on choosing to approach the world with optimism and discussions of mindfulness in all the senses: seeing, listening and eating. Towards the end of the sequence the lessons expand outward, asking students how they can contribute to the community, how they can be better citizens. Students practice doing random acts of kindness and reflect on how that makes them feel. Gratitude becomes a daily practice.\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/wfsPdFNQA10?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The program is a blend of neuroscience, social and emotional tenets like empathy and perspective taking, and mindfulness, a practice which many schools have already started exploring. Several programs teach mindfulness in schools, including \u003ca href=\"http://www.mindfulschools.org\">Mindful Schools\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>After implementing the MindUP program at Marysville, Penley saw the difference. “We’ve seen this huge shift in the overall tone and civility of the school culture,” she said.\u003c/p>\n\u003cp>Penley and her staff soon realized that when the counselor taught the class, students were getting the benefit, but teachers weren’t. Soon teachers started coming to Penley, asking to teach the class themselves, as part of their regular classes.\u003c/p>\n\u003cp>“After our first year we began to think about how we could bring this to the overall health of the school,” Penley said. As a staff they decided to teach the MindUP lessons concurrently, at the same time every week, so there would be a sense of synergy. “Everyone is in a classroom except the custodian and secretary,” Penley said. “Imagine all of us hearing about gratitude and asking ourselves how we can integrate it throughout everything we do.”\u003c/p>\n\u003cfigure id=\"attachment_44448\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-44448\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/Marysville-class-vertical-800x1067.jpg\" alt=\"A Marysville class doing three minutes of mindfulness.\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-400x533.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-1440x1920.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-960x1280.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A Marysville class doing three minutes of mindfulness. \u003ccite>(Lana Penley/Marysville School)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Penley says the real shifts in school culture came when they started implementing the program school-wide. Teachers now start class in the morning with a few breaths to help students feel present. The middle school has breathing exercises after passing periods. Penley described how kindergarteners used to come into their classroom for free breakfast while their teacher was already directing them to look at what she’d written on the board. Students were having a hard time learning that way because they didn’t feel settled or safe.\u003c/p>\n\u003cp>Now, teachers greet kids at the door and play soft music with the lights down; they talk about the practices the whole school is working on at that moment. In this low key environment, the teacher is taking roll and checking in on students.\u003c/p>\n\u003cp>Gradually the practices in the MindUP program became part of how the school operates. “These are the ways we treat each other and that happens all the time throughout the day,” Penley said. The switch to thinking about every interaction and learning moment in the school day as one of mindfulness has dramatically changed the tone of the school, according to Penley. She says discipline referrals have dropped and students are using their mindful seeing practice in classes like English, art and science to make better observations. An eighth grader recently noted that he’d been watching the presidential debates and that the candidates weren’t doing a good job of listening to one another’s perspectives.\u003c/p>\n\u003cp>And this more human approach hasn’t stopped at the classroom door. Teachers get a “brain break” at the start of staff meetings in recognition that they’re coming from a hectic teaching day and need a moment to ground themselves in the present before starting another task. The staff also practice whatever skill they’ll be teaching through MindUP with one another before rolling it out into the classroom.\u003c/p>\n\u003cp>“Our teachers are happier, which is really important, and we have a ton of people applying to our school now because they’re interested in mindfulness,” Penley said. Before they started the MindUP program, Marysville, like many other Title 1 schools serving a diverse population of learners, struggled to attract teachers. Now, Penley said she has 100 applicants for every open position, which also allows her to hire teachers who are in line with their vision.\u003c/p>\n\u003cp>On a teacher survey administered in the 2013-2014 school year 95 percent of the adults in the building said they were satisfied or extremely satisfied working at Marysville. And all of the adults reported that teaching MindUP has carried over into their personal lives and extends into the classroom throughout content areas.\u003c/p>\n\u003cp>Despite the success of the program, it hasn’t been all smooth sailing. Some teachers initially pushed back with the inevitable “initiative fatigue” that plagues many schools. But Penley said she kept them engaged in conversations about what made them uncomfortable and how they could work through those issues. “Once you are on the ground and realize that what it’s teaching are just basic human practices, we’ve seen that even our most resistant teachers have come a long way with it,” Penley said.\u003c/p>\n\u003cp>Penley said the program has also helped her personally. “It’s helped me find the joy in my job,” she said. “Being a principal is a really hard job. A lot of principals don’t like their jobs.” She’s learned to be more present in each meeting and to think of her main job as being a listener. She used to rush about trying to solve every problem, but now she tries to stay focused and present in each moment, giving her staff her full attention. It’s helped her remember why she loves working in education and being around kids.\u003c/p>\n\u003cp>“It really is a shift in the heart,” Penley said. “It’s a way of being. Instead of compliance, we call it moving more towards compassion. It’s going to shift the feel of the school.”\u003c/p>\n\u003cp>\u003cstrong>RESEARCH BEHIND THE PROGRAM\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>University of British Columbia professor Kimberly Schonert-Reichl, who was one of several researchers consulted on the \u003ca href=\"http://thehawnfoundation.org/about-us/team/\">development of MindUP\u003c/a>, conducted a \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4323355/\" target=\"_blank\">randomized controlled trial\u003c/a> on fourth and fifth graders participating in the program in Vancouver public schools. \u003ca href=\"http://thehawnfoundation.org/wp-content/uploads/2012/12/KSR-MSL_Mindfulness_2010-copy.pdf\" target=\"_blank\">Students reported many positive benefits \u003c/a>of the program: 82 percent of children reported having a more positive outlook, 81 percent learned to make themselves happy, and 58 percent of children tried to help others more often.\u003c/p>\n\u003cp>Schonert-Reichl also tested children’s saliva for cortisol levels and found those who participated in the program had healthier levels. Peers also rated students in the program as more prosocial. Schonert-Reichl says teachers in British Columbia were involved in developing the curriculum based on evidence-based neuroscience and psychology principles, which helped ensure the lessons were hitting home for educators.\u003c/p>\n\u003cp>“When the MindUP program was developed it was an iterative process between researchers and teachers,” Schonert-Reichl said. Teachers would teach a lesson, give feedback and help the researchers improve on the program.\u003c/p>\n\u003cfigure id=\"attachment_44450\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-44450\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/marysville-kid-vertical-800x1067.jpg\" alt=\"Marysville student practice mindfulness\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-400x533.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-1440x1920.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-960x1280.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Marysville student practice mindfulness \u003ccite>(Lana Penley/Marysville School)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When teachers see it they’re like, oh yeah I can do this,” she said. “It wasn’t something foreign because it had been developed by teachers.” The program also came out in 2005, just after British Columbia had included social and emotional learning as a part of the curriculum. Schonert-Reichl said the high level recognition that these skills are valuable made it much easier for schools to get access to training money and to implement with fidelity.\u003c/p>\n\u003cp>In Vancouver there is a district-level person who coordinates trainings and materials, supports teachers in classrooms, and connects them to one another. “Instead of it just being this outside person who drops in and does the professional development and leaves with no follow-up, you have this core district support,” Schonert-Reichl said.\u003c/p>\n\u003cp>\u003cstrong>A TRAINER'S EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>Jonathan Weresch became a MindUP trainer after seeing the results in his own classroom. He taught students with learning differences and disordered behaviors, who were especially hard to teach after lunch.\u003c/p>\n\u003cp>Weresch said it took about six weeks for his students to get on board with the program and there were plenty of times they tested his patience as they got used to it. In the beginning when he’d ask them to focus their attention on their breathing with their eyes closed there would be a lot of silly noises. But he modeled patience and continued to teach them about what these exercises were doing for the brain, and in time students stopped joking around. Although he’s a \u003ca href=\"http://www.vancouversun.com/life+lessons+beliefs+music+culture+vancouver+aboriginal+school/11739127/story.html?__lsa=162b-26fe\" target=\"_blank\">principal now\u003c/a>, he still does MindUP trainings on the side because he believes in it.\u003c/p>\n\u003cp>As a trainer, Weresch answers a lot of questions from teachers who are either having problems getting results or who don’t see how three minutes of focused breathing three times a day can make such a big difference. Weresch explains that it’s like any other skill.\u003c/p>\n\u003cp>”First we have to practice things deliberately, and then what happens -- just like learning to play the piano or something like that -- we practice and then with enough practice it becomes a habit. And the habits become character traits after a while.”\u003c/p>\n\u003cp>The most common complaint he hears from teachers (who are choosing MindUP as their professional development) is that they don’t have time for an extra program, the curriculum is already too big and hard to cover. Weresch sympathizes with that argument, but tells them that in his own experience the time spent on the front end tremendously improved the quality of learning throughout the day. He also points to research indicating that \u003ca href=\"http://www.wondergrovelearn.com/wp-content/uploads/2014/02/The_impact_of_-enhancing_students_social_and_emotional_learning.pdf\" target=\"_blank\">social and emotional learning improves academic achievement\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It was lunch time at Marysville School in Southeast Portland when the \u003ca href=\"http://www.oregonlive.com/news/index.ssf/2009/11/fire_rips_through_marysville_e.html\" target=\"_blank\">fire broke out\u003c/a>. Teachers quickly herded their students out of the building to the sports field behind the school as the old colonial-style building burned. The fire that traumatized students and staff alike was in 2009, when Lana Penley was in her second year as principal. The 460 students and 50 staff members of the K-8 school relocated to a vacant school building in another part of Portland, displaced from their school site for three years as the district rebuilt the Marysville building.\u003c/p>\n\u003cp>“We were already a school that struggled, and then adding [the fire] on top of it, we really thought we needed to find a social and emotional curriculum that connects to the heart to overcome our trauma,” Penley explained. When the school reopened, Penley and her staff started using the \u003ca href=\"http://thehawnfoundation.org/mindup/\" target=\"_blank\">MindUP\u003c/a> curriculum, developed by the Hawn Foundation (founded by the actress Goldie Hawn), to try to address underlying trauma both from the fire and from the daily poverty that many students face.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We've seen this huge shift in the overall tone and civility of the school culture.'\u003c/aside>\n\u003cp>At first they implemented the program using a counselor, rotating between classes, teaching the 15-lesson sequence that starts with explaining to students how their brains work and what’s happening when they are stressed, scared or angry. The program then moves into mindful breathing exercises, meant to help students feel present in their bodies. There’s a section on choosing to approach the world with optimism and discussions of mindfulness in all the senses: seeing, listening and eating. Towards the end of the sequence the lessons expand outward, asking students how they can contribute to the community, how they can be better citizens. Students practice doing random acts of kindness and reflect on how that makes them feel. Gratitude becomes a daily practice.\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/wfsPdFNQA10?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The program is a blend of neuroscience, social and emotional tenets like empathy and perspective taking, and mindfulness, a practice which many schools have already started exploring. Several programs teach mindfulness in schools, including \u003ca href=\"http://www.mindfulschools.org\">Mindful Schools\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>After implementing the MindUP program at Marysville, Penley saw the difference. “We’ve seen this huge shift in the overall tone and civility of the school culture,” she said.\u003c/p>\n\u003cp>Penley and her staff soon realized that when the counselor taught the class, students were getting the benefit, but teachers weren’t. Soon teachers started coming to Penley, asking to teach the class themselves, as part of their regular classes.\u003c/p>\n\u003cp>“After our first year we began to think about how we could bring this to the overall health of the school,” Penley said. As a staff they decided to teach the MindUP lessons concurrently, at the same time every week, so there would be a sense of synergy. “Everyone is in a classroom except the custodian and secretary,” Penley said. “Imagine all of us hearing about gratitude and asking ourselves how we can integrate it throughout everything we do.”\u003c/p>\n\u003cfigure id=\"attachment_44448\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-44448\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/Marysville-class-vertical-800x1067.jpg\" alt=\"A Marysville class doing three minutes of mindfulness.\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-400x533.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-1440x1920.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-960x1280.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A Marysville class doing three minutes of mindfulness. \u003ccite>(Lana Penley/Marysville School)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Penley says the real shifts in school culture came when they started implementing the program school-wide. Teachers now start class in the morning with a few breaths to help students feel present. The middle school has breathing exercises after passing periods. Penley described how kindergarteners used to come into their classroom for free breakfast while their teacher was already directing them to look at what she’d written on the board. Students were having a hard time learning that way because they didn’t feel settled or safe.\u003c/p>\n\u003cp>Now, teachers greet kids at the door and play soft music with the lights down; they talk about the practices the whole school is working on at that moment. In this low key environment, the teacher is taking roll and checking in on students.\u003c/p>\n\u003cp>Gradually the practices in the MindUP program became part of how the school operates. “These are the ways we treat each other and that happens all the time throughout the day,” Penley said. The switch to thinking about every interaction and learning moment in the school day as one of mindfulness has dramatically changed the tone of the school, according to Penley. She says discipline referrals have dropped and students are using their mindful seeing practice in classes like English, art and science to make better observations. An eighth grader recently noted that he’d been watching the presidential debates and that the candidates weren’t doing a good job of listening to one another’s perspectives.\u003c/p>\n\u003cp>And this more human approach hasn’t stopped at the classroom door. Teachers get a “brain break” at the start of staff meetings in recognition that they’re coming from a hectic teaching day and need a moment to ground themselves in the present before starting another task. The staff also practice whatever skill they’ll be teaching through MindUP with one another before rolling it out into the classroom.\u003c/p>\n\u003cp>“Our teachers are happier, which is really important, and we have a ton of people applying to our school now because they’re interested in mindfulness,” Penley said. Before they started the MindUP program, Marysville, like many other Title 1 schools serving a diverse population of learners, struggled to attract teachers. Now, Penley said she has 100 applicants for every open position, which also allows her to hire teachers who are in line with their vision.\u003c/p>\n\u003cp>On a teacher survey administered in the 2013-2014 school year 95 percent of the adults in the building said they were satisfied or extremely satisfied working at Marysville. And all of the adults reported that teaching MindUP has carried over into their personal lives and extends into the classroom throughout content areas.\u003c/p>\n\u003cp>Despite the success of the program, it hasn’t been all smooth sailing. Some teachers initially pushed back with the inevitable “initiative fatigue” that plagues many schools. But Penley said she kept them engaged in conversations about what made them uncomfortable and how they could work through those issues. “Once you are on the ground and realize that what it’s teaching are just basic human practices, we’ve seen that even our most resistant teachers have come a long way with it,” Penley said.\u003c/p>\n\u003cp>Penley said the program has also helped her personally. “It’s helped me find the joy in my job,” she said. “Being a principal is a really hard job. A lot of principals don’t like their jobs.” She’s learned to be more present in each meeting and to think of her main job as being a listener. She used to rush about trying to solve every problem, but now she tries to stay focused and present in each moment, giving her staff her full attention. It’s helped her remember why she loves working in education and being around kids.\u003c/p>\n\u003cp>“It really is a shift in the heart,” Penley said. “It’s a way of being. Instead of compliance, we call it moving more towards compassion. It’s going to shift the feel of the school.”\u003c/p>\n\u003cp>\u003cstrong>RESEARCH BEHIND THE PROGRAM\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>University of British Columbia professor Kimberly Schonert-Reichl, who was one of several researchers consulted on the \u003ca href=\"http://thehawnfoundation.org/about-us/team/\">development of MindUP\u003c/a>, conducted a \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4323355/\" target=\"_blank\">randomized controlled trial\u003c/a> on fourth and fifth graders participating in the program in Vancouver public schools. \u003ca href=\"http://thehawnfoundation.org/wp-content/uploads/2012/12/KSR-MSL_Mindfulness_2010-copy.pdf\" target=\"_blank\">Students reported many positive benefits \u003c/a>of the program: 82 percent of children reported having a more positive outlook, 81 percent learned to make themselves happy, and 58 percent of children tried to help others more often.\u003c/p>\n\u003cp>Schonert-Reichl also tested children’s saliva for cortisol levels and found those who participated in the program had healthier levels. Peers also rated students in the program as more prosocial. Schonert-Reichl says teachers in British Columbia were involved in developing the curriculum based on evidence-based neuroscience and psychology principles, which helped ensure the lessons were hitting home for educators.\u003c/p>\n\u003cp>“When the MindUP program was developed it was an iterative process between researchers and teachers,” Schonert-Reichl said. Teachers would teach a lesson, give feedback and help the researchers improve on the program.\u003c/p>\n\u003cfigure id=\"attachment_44450\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-44450\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/marysville-kid-vertical-800x1067.jpg\" alt=\"Marysville student practice mindfulness\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-400x533.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-1440x1920.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-960x1280.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Marysville student practice mindfulness \u003ccite>(Lana Penley/Marysville School)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When teachers see it they’re like, oh yeah I can do this,” she said. “It wasn’t something foreign because it had been developed by teachers.” The program also came out in 2005, just after British Columbia had included social and emotional learning as a part of the curriculum. Schonert-Reichl said the high level recognition that these skills are valuable made it much easier for schools to get access to training money and to implement with fidelity.\u003c/p>\n\u003cp>In Vancouver there is a district-level person who coordinates trainings and materials, supports teachers in classrooms, and connects them to one another. “Instead of it just being this outside person who drops in and does the professional development and leaves with no follow-up, you have this core district support,” Schonert-Reichl said.\u003c/p>\n\u003cp>\u003cstrong>A TRAINER'S EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>Jonathan Weresch became a MindUP trainer after seeing the results in his own classroom. He taught students with learning differences and disordered behaviors, who were especially hard to teach after lunch.\u003c/p>\n\u003cp>Weresch said it took about six weeks for his students to get on board with the program and there were plenty of times they tested his patience as they got used to it. In the beginning when he’d ask them to focus their attention on their breathing with their eyes closed there would be a lot of silly noises. But he modeled patience and continued to teach them about what these exercises were doing for the brain, and in time students stopped joking around. Although he’s a \u003ca href=\"http://www.vancouversun.com/life+lessons+beliefs+music+culture+vancouver+aboriginal+school/11739127/story.html?__lsa=162b-26fe\" target=\"_blank\">principal now\u003c/a>, he still does MindUP trainings on the side because he believes in it.\u003c/p>\n\u003cp>As a trainer, Weresch answers a lot of questions from teachers who are either having problems getting results or who don’t see how three minutes of focused breathing three times a day can make such a big difference. Weresch explains that it’s like any other skill.\u003c/p>\n\u003cp>”First we have to practice things deliberately, and then what happens -- just like learning to play the piano or something like that -- we practice and then with enough practice it becomes a habit. And the habits become character traits after a while.”\u003c/p>\n\u003cp>The most common complaint he hears from teachers (who are choosing MindUP as their professional development) is that they don’t have time for an extra program, the curriculum is already too big and hard to cover. Weresch sympathizes with that argument, but tells them that in his own experience the time spent on the front end tremendously improved the quality of learning throughout the day. He also points to research indicating that \u003ca href=\"http://www.wondergrovelearn.com/wp-content/uploads/2014/02/The_impact_of_-enhancing_students_social_and_emotional_learning.pdf\" target=\"_blank\">social and emotional learning improves academic achievement\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"https://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> (SLA)English Language Arts teacher Joshua Block decided to take the independence he and his colleagues have been \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/29/students-tell-all-what-its-like-to-be-trusted-partners-in-learning/\" target=\"_blank\">cultivating in their students\u003c/a> since freshman year to a new level.\u003c/p>\n\u003cp>SLA students have many opportunities throughout their four years to choose how and what they investigate in their classes, and by senior year they are adept at choosing their own essay topics, meeting deadlines, staying focused while working online and coming up with creative projects that matter to them personally. But when a group of seniors at the Philadelphia school were given even more independence over their own learning, it was a challenge.\u003c/p>\n\u003cp>Block wanted seniors to have more than \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/10/how-inquiry-can-enable-students-to-become-modern-day-de-tocquevilles/\" target=\"_blank\">freedom within a set of constraints\u003c/a> (the usual SLA teaching style) -- he wanted them to try \u003ca href=\"http://mrjblock.com/2016/02/03/design-your-own-learning-final-products/\" target=\"_blank\">designing their own learning\u003c/a>. Students had complete freedom to pursue topics they were passionate about, but they also had to motivate themselves without the firm deadlines and rubrics that had become standard to them. Block was mindful that if he threw students in without a lifeline, they would struggle.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It was really about what they got done, and the quality of work, and did they respond to our feedback about the plan.'\u003c/aside>\n\u003cp>The first quarter of this one-semester class looked more like a “traditional” SLA class. Students read the same book, chose themes within the reading that mattered to them and wrote thesis papers. But in the second quarter, Block told his students they could work on whatever they wanted, including making radio pieces, planning and teaching a middle school lesson, writing papers or anything else. And they could pursue any area of interest that they were passionate about, as long as they kept making progress toward agreed-upon goals. Because everyone was working on different projects and at different paces, the main way students knew they were on task was through weekly meetings about their productivity, which resulted in a “productivity grade.”\u003c/p>\n\u003cp>“It was really about what they got done, and the quality of work, and did they respond to our feedback about the plan,” Block said. The point was that students should be making progress on their work, and if they finished one thing, they should begin something else that caught their interest.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“A real challenge is how to figure out the gradebook for something like this because suddenly I’m not putting in the same grade for everyone,” Block said. He admitted it \u003ca href=\"http://mrjblock.com/2015/10/18/my-great-letting-go/\" target=\"_blank\">took effort to let go\u003c/a> of the idea that he’d be entering the same number of points for each student.\u003c/p>\n\u003cp>The foray into self-designed learning was an experiment for both Block and his students, but it yielded some helpful results and feedback from students.\u003c/p>\n\u003cp>\u003cstrong>STUDENT REACTIONS\u003c/strong>\u003c/p>\n\u003cp>A common reaction from students to this experiment was that, without concrete deadlines, it was hard to motivate themselves. Students expressed excitement around the ideas they were exploring, but often found themselves stagnating somewhere between idea conception and execution.\u003c/p>\n\u003cp>“When we hit a wall or a lull, we didn’t really know what to do,” said senior Aaron Block (no relation to his teacher). “There were times when we were really on it and we were really productive, and then there were some classes where we hit a wall and that didn’t happen.”\u003c/p>\n\u003cp>Block worked with four other students to produce a \u003ca href=\"https://www.scienceleadership.org/blog/gentrification_radio_piece-2\" target=\"_blank\">radio piece about gentrification \u003c/a>in the Point Breeze neighborhood of Philadelphia. The students interviewed residents about their experiences of change in the neighborhood, pairing those personal viewpoints with research on gentrification. Block felt that being forced to be self-motivated made the work go slower.\u003c/p>\n\u003cp>“But on the other hand, we also have this high-quality tangible thing that we’re leaving the class with, and I think that’s worth it,” Block said. In his reflection at the end of the class, Block said he was more proud of the radio piece he worked on than any other project during the semester. His groupmates agreed, adding that because the radio project took a long time, they were all juggling other assignments while working on it. During the second quarter the whole class read \"The Namesake,\" and many class periods were devoted to discussion, cutting into time for the group to work together.\u003c/p>\n\u003cp>“The freedom. of course, in theory is good, and it forces us to be adults about the work that we’re doing. But on the other hand it would have been nice to have had a little more structure and not be so free-floaty,” said student Anna Sugrue.\u003c/p>\n\u003cp>Several students had no problem motivating themselves, but universally these were students who had hit upon a subject that had become all-consuming to them. Imani Weeks, Joie Nearn and Sydne Hopkins-Baker chose to research “colorism,” a very personally motivating issue to these three African-American women.\u003c/p>\n\u003cp>They found the topic after reading “On the Run: Fugitive Life in An American City,” by Alice Goffman about police interactions with African-American men in a Philadelphia neighborhood. The book got the three young women talking about other issues that face the black community, and they became incensed by something that has affected all three of them: a sense within the black community that lighter skin is more beautiful.\u003c/p>\n\u003cp>The three students interviewed more than 15 classmates and teachers about the subject and made a documentary \u003ca href=\"http://lovecoloredgirls.weebly.com/the-project.html\" target=\"_blank\">video\u003c/a> and \u003ca href=\"http://lovecoloredgirls.weebly.com/\" target=\"_blank\">website\u003c/a> to showcase their findings. They wrote personal reflections about the research they had done, and even when the project was finished, all three still felt fired up.\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/gaPyW5DuzSU?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“It made me very upset to hear some people’s views,” Nearn said. “In a way, I think some people are brainwashed.” These three students, along with two boys who worked on a radio story about skateboarding, were so passionate about their projects that they liked working on them, and felt no difficulty motivating themselves to work without deadlines. Their passion fueled them, which seems to be a hallmark of the most rewarding self-designed learning experiences.\u003c/p>\n\u003cp>Even students who wished there had been more structure recognized the value of learning how to motivate themselves, including coming up with strategies to set personal deadlines. “I hated [design your own learning] at first and part of me still does,” said student Kara Rosenberg. “But I think it’s challenging, which is why I do like it.”\u003c/p>\n\u003cp>Rosenberg partnered with another student who had attended the same middle school to design a lesson around gender stereotyping. Together they went back to their middle school and presented the lesson to a group of sixth-graders. Rosenberg loved the experience, partly because it gave her some perspective on how much she has grown and matured since middle school, and partly because the lesson hit home.\u003c/p>\n\u003cp>“I had a girl talking about how she loves to go camping with her dad and they go all the time, but when it’s just her and him he will tell her she has to do the dishes because it’s her job, and that’s what women have to do,” Rosenberg said. The girl was hurt by her father’s words, but didn’t really know why. Other students also shared personal stories and seemed glad to have a framework to name why those experiences had unsettled them.\u003c/p>\n\u003cp>Researching, planning and delivering the lesson took only a few weeks, so Rosenberg also worked on a radio story and wrote a thesis paper. Most students seemed comfortable with the idea that when they had finished a project, they would naturally move onto another one. And, surprisingly, very few students expressed concern about how the class was graded.\u003c/p>\n\u003cp>“I don’t think it’s fair to compare someone to someone else,” Rosenberg said. She thinks it’s important that there be a standard for quality work, but thinks it is totally appropriate for each student to be judged “on their own scale.” Many students expressed this sentiment, aware that some classmates were more verbal, while other excelled at writing, but that each had valuable thoughts to offer.\u003c/p>\n\u003cp>Several students said creative projects were actually harder than more traditional assignments, like analyzing literature and writing papers. “I feel like creative projects might be a little harder because there’s more to do,” said Jada Terrell. “With thesis papers you’re thinking of a thesis, writing a draft, getting peer reviews and then writing your final draft, and that could be the end of it.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Her \u003ca href=\"http://scienceleadership.org/blog/hip_hop-s_influence\" target=\"_blank\">radio story\u003c/a>, on the other hand, has required extensive research, interviewing, transcribing, script writing and revision, time in the WHYY studios and recording. The payoff is the chance to have her work aired on public radio, recognition all the radio groups hoped to achieve.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> (SLA)English Language Arts teacher Joshua Block decided to take the independence he and his colleagues have been \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/29/students-tell-all-what-its-like-to-be-trusted-partners-in-learning/\" target=\"_blank\">cultivating in their students\u003c/a> since freshman year to a new level.\u003c/p>\n\u003cp>SLA students have many opportunities throughout their four years to choose how and what they investigate in their classes, and by senior year they are adept at choosing their own essay topics, meeting deadlines, staying focused while working online and coming up with creative projects that matter to them personally. But when a group of seniors at the Philadelphia school were given even more independence over their own learning, it was a challenge.\u003c/p>\n\u003cp>Block wanted seniors to have more than \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/10/how-inquiry-can-enable-students-to-become-modern-day-de-tocquevilles/\" target=\"_blank\">freedom within a set of constraints\u003c/a> (the usual SLA teaching style) -- he wanted them to try \u003ca href=\"http://mrjblock.com/2016/02/03/design-your-own-learning-final-products/\" target=\"_blank\">designing their own learning\u003c/a>. Students had complete freedom to pursue topics they were passionate about, but they also had to motivate themselves without the firm deadlines and rubrics that had become standard to them. Block was mindful that if he threw students in without a lifeline, they would struggle.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It was really about what they got done, and the quality of work, and did they respond to our feedback about the plan.'\u003c/aside>\n\u003cp>The first quarter of this one-semester class looked more like a “traditional” SLA class. Students read the same book, chose themes within the reading that mattered to them and wrote thesis papers. But in the second quarter, Block told his students they could work on whatever they wanted, including making radio pieces, planning and teaching a middle school lesson, writing papers or anything else. And they could pursue any area of interest that they were passionate about, as long as they kept making progress toward agreed-upon goals. Because everyone was working on different projects and at different paces, the main way students knew they were on task was through weekly meetings about their productivity, which resulted in a “productivity grade.”\u003c/p>\n\u003cp>“It was really about what they got done, and the quality of work, and did they respond to our feedback about the plan,” Block said. The point was that students should be making progress on their work, and if they finished one thing, they should begin something else that caught their interest.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“A real challenge is how to figure out the gradebook for something like this because suddenly I’m not putting in the same grade for everyone,” Block said. He admitted it \u003ca href=\"http://mrjblock.com/2015/10/18/my-great-letting-go/\" target=\"_blank\">took effort to let go\u003c/a> of the idea that he’d be entering the same number of points for each student.\u003c/p>\n\u003cp>The foray into self-designed learning was an experiment for both Block and his students, but it yielded some helpful results and feedback from students.\u003c/p>\n\u003cp>\u003cstrong>STUDENT REACTIONS\u003c/strong>\u003c/p>\n\u003cp>A common reaction from students to this experiment was that, without concrete deadlines, it was hard to motivate themselves. Students expressed excitement around the ideas they were exploring, but often found themselves stagnating somewhere between idea conception and execution.\u003c/p>\n\u003cp>“When we hit a wall or a lull, we didn’t really know what to do,” said senior Aaron Block (no relation to his teacher). “There were times when we were really on it and we were really productive, and then there were some classes where we hit a wall and that didn’t happen.”\u003c/p>\n\u003cp>Block worked with four other students to produce a \u003ca href=\"https://www.scienceleadership.org/blog/gentrification_radio_piece-2\" target=\"_blank\">radio piece about gentrification \u003c/a>in the Point Breeze neighborhood of Philadelphia. The students interviewed residents about their experiences of change in the neighborhood, pairing those personal viewpoints with research on gentrification. Block felt that being forced to be self-motivated made the work go slower.\u003c/p>\n\u003cp>“But on the other hand, we also have this high-quality tangible thing that we’re leaving the class with, and I think that’s worth it,” Block said. In his reflection at the end of the class, Block said he was more proud of the radio piece he worked on than any other project during the semester. His groupmates agreed, adding that because the radio project took a long time, they were all juggling other assignments while working on it. During the second quarter the whole class read \"The Namesake,\" and many class periods were devoted to discussion, cutting into time for the group to work together.\u003c/p>\n\u003cp>“The freedom. of course, in theory is good, and it forces us to be adults about the work that we’re doing. But on the other hand it would have been nice to have had a little more structure and not be so free-floaty,” said student Anna Sugrue.\u003c/p>\n\u003cp>Several students had no problem motivating themselves, but universally these were students who had hit upon a subject that had become all-consuming to them. Imani Weeks, Joie Nearn and Sydne Hopkins-Baker chose to research “colorism,” a very personally motivating issue to these three African-American women.\u003c/p>\n\u003cp>They found the topic after reading “On the Run: Fugitive Life in An American City,” by Alice Goffman about police interactions with African-American men in a Philadelphia neighborhood. The book got the three young women talking about other issues that face the black community, and they became incensed by something that has affected all three of them: a sense within the black community that lighter skin is more beautiful.\u003c/p>\n\u003cp>The three students interviewed more than 15 classmates and teachers about the subject and made a documentary \u003ca href=\"http://lovecoloredgirls.weebly.com/the-project.html\" target=\"_blank\">video\u003c/a> and \u003ca href=\"http://lovecoloredgirls.weebly.com/\" target=\"_blank\">website\u003c/a> to showcase their findings. They wrote personal reflections about the research they had done, and even when the project was finished, all three still felt fired up.\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/gaPyW5DuzSU?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“It made me very upset to hear some people’s views,” Nearn said. “In a way, I think some people are brainwashed.” These three students, along with two boys who worked on a radio story about skateboarding, were so passionate about their projects that they liked working on them, and felt no difficulty motivating themselves to work without deadlines. Their passion fueled them, which seems to be a hallmark of the most rewarding self-designed learning experiences.\u003c/p>\n\u003cp>Even students who wished there had been more structure recognized the value of learning how to motivate themselves, including coming up with strategies to set personal deadlines. “I hated [design your own learning] at first and part of me still does,” said student Kara Rosenberg. “But I think it’s challenging, which is why I do like it.”\u003c/p>\n\u003cp>Rosenberg partnered with another student who had attended the same middle school to design a lesson around gender stereotyping. Together they went back to their middle school and presented the lesson to a group of sixth-graders. Rosenberg loved the experience, partly because it gave her some perspective on how much she has grown and matured since middle school, and partly because the lesson hit home.\u003c/p>\n\u003cp>“I had a girl talking about how she loves to go camping with her dad and they go all the time, but when it’s just her and him he will tell her she has to do the dishes because it’s her job, and that’s what women have to do,” Rosenberg said. The girl was hurt by her father’s words, but didn’t really know why. Other students also shared personal stories and seemed glad to have a framework to name why those experiences had unsettled them.\u003c/p>\n\u003cp>Researching, planning and delivering the lesson took only a few weeks, so Rosenberg also worked on a radio story and wrote a thesis paper. Most students seemed comfortable with the idea that when they had finished a project, they would naturally move onto another one. And, surprisingly, very few students expressed concern about how the class was graded.\u003c/p>\n\u003cp>“I don’t think it’s fair to compare someone to someone else,” Rosenberg said. She thinks it’s important that there be a standard for quality work, but thinks it is totally appropriate for each student to be judged “on their own scale.” Many students expressed this sentiment, aware that some classmates were more verbal, while other excelled at writing, but that each had valuable thoughts to offer.\u003c/p>\n\u003cp>Several students said creative projects were actually harder than more traditional assignments, like analyzing literature and writing papers. “I feel like creative projects might be a little harder because there’s more to do,” said Jada Terrell. “With thesis papers you’re thinking of a thesis, writing a draft, getting peer reviews and then writing your final draft, and that could be the end of it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Her \u003ca href=\"http://scienceleadership.org/blog/hip_hop-s_influence\" target=\"_blank\">radio story\u003c/a>, on the other hand, has required extensive research, interviewing, transcribing, script writing and revision, time in the WHYY studios and recording. The payoff is the chance to have her work aired on public radio, recognition all the radio groups hoped to achieve.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The \u003ca href=\"https://www.washingtonpost.com/news/answer-sheet/wp/2014/04/30/maryland-educator-named-2014-national-teacher-of-the-year/\" target=\"_blank\">2014 National Teacher of the Year\u003c/a>, Sean McComb, works at a pretty average-looking high school. \u003ca href=\"http://patapscohs.bcps.org/\" target=\"_blank\">Patapsco High School and Center for the Arts\u003c/a> isn't a school with extra funding or special dispensation to try something totally different.\u003c/p>\n\u003cp>Students sit at desks, they rotate through periods and, in many ways, the school hasn't revolutionized what it looks like to attend school. But, even within this traditional-looking environment, McComb is continually trying new things in his classroom. This year he's challenging himself to do a better job of letting students follow their own unique learning path by tailoring how he teaches to the individual.\u003c/p>\n\u003cp>In this \u003ca href=\"https://www.teachingchannel.org/videos/personalize-feedback-for-students\" target=\"_blank\">Teaching Channel video\u003c/a>, McComb leads a class period where he's trying to give individual students feedback as they work and not only after they've turned in their assignments. He demonstrates how he tries to hold back from giving them the answers, instead guiding them with questions, making sure they are aware of and are using resources, and crucially allowing them the time and space to think through what he's asking and arrive at a solution on their own.\u003c/p>\n\u003cp>McComb is doing a lot in this lesson. He's helping a few students work on a specific skill they lack; he's checking in on students working independently; he's conferencing with students who are having individual problems; and he's trying not to just give students the language that will improve their writing. McComb calls this practice a structure that's flexible and allows for short cycles of work that give him an opportunity to address problems and give real-time feedback. He's hoping this new approach to writing feedback will not only improve his students' work, but will also help them to become more independent learners.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe style=\"float: left; margin: 0pt 16px 10px 0;\" src=\"https://player.vimeo.com/video/157994651\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teachers often focus on the feedback they give students and can even feel frustrated when students ignore carefully written comments on returned work. Less common is taking the time to get feedback from students on how they experience a teacher. As a way of fostering transparency, strong relationships and student voice, McComb asks his students for specific feedback about how he's serving them as a teacher. To help students feel safe, he has asked student leaders to discuss with their peers and bring the information back to him.\u003c/p>\n\u003cp>\"This strategy calls on me as the adult to have the courage to be vulnerable,\" McComb says in \u003ca href=\"https://www.teachingchannel.org/videos/feedback-from-students\" target=\"_blank\">the video\u003c/a>. He also hopes giving students the opportunity to address their frustrations makes them feel that he cares about them and that together they are in a partnership for success. McComb notes he can't change how students feel, but he can change how he reacts to their feedback. He plans to gather student feedback this way quarterly, rotating student leaders each time, and incorporate it into his work.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe style=\"float: left; margin: 0pt 16px 10px 0;\" src=\"https://player.vimeo.com/video/157997288\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"https://www.washingtonpost.com/news/answer-sheet/wp/2014/04/30/maryland-educator-named-2014-national-teacher-of-the-year/\" target=\"_blank\">2014 National Teacher of the Year\u003c/a>, Sean McComb, works at a pretty average-looking high school. \u003ca href=\"http://patapscohs.bcps.org/\" target=\"_blank\">Patapsco High School and Center for the Arts\u003c/a> isn't a school with extra funding or special dispensation to try something totally different.\u003c/p>\n\u003cp>Students sit at desks, they rotate through periods and, in many ways, the school hasn't revolutionized what it looks like to attend school. But, even within this traditional-looking environment, McComb is continually trying new things in his classroom. This year he's challenging himself to do a better job of letting students follow their own unique learning path by tailoring how he teaches to the individual.\u003c/p>\n\u003cp>In this \u003ca href=\"https://www.teachingchannel.org/videos/personalize-feedback-for-students\" target=\"_blank\">Teaching Channel video\u003c/a>, McComb leads a class period where he's trying to give individual students feedback as they work and not only after they've turned in their assignments. He demonstrates how he tries to hold back from giving them the answers, instead guiding them with questions, making sure they are aware of and are using resources, and crucially allowing them the time and space to think through what he's asking and arrive at a solution on their own.\u003c/p>\n\u003cp>McComb is doing a lot in this lesson. He's helping a few students work on a specific skill they lack; he's checking in on students working independently; he's conferencing with students who are having individual problems; and he's trying not to just give students the language that will improve their writing. McComb calls this practice a structure that's flexible and allows for short cycles of work that give him an opportunity to address problems and give real-time feedback. He's hoping this new approach to writing feedback will not only improve his students' work, but will also help them to become more independent learners.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe style=\"float: left; margin: 0pt 16px 10px 0;\" src=\"https://player.vimeo.com/video/157994651\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>There’s a growing consensus among students, parents, teachers and education leaders that the current education system isn’t appropriately preparing young people for the future. Many districts are looking toward technology to patch the disconnect, but several \u003ca href=\"http://www.oecd.org/education/new-approach-needed-to-deliver-on-technologys-potential-in-schools.htm\" target=\"_blank\">recent reports\u003c/a> indicate that technology alone cannot fix the ailing system.\u003c/p>\n\u003cp>High-quality teachers are essential to learning environments that consider each student as a unique, individual learner, but very few schools have good systems in place to support teachers learning together and sharing their expertise.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I've seen teachers support each other to develop the agency, confidence and skills in a very short time to do some remarkable things.'\u003ccite>Barnett Berry\u003c/cite>\u003c/aside>\n\u003cp>Given the need for change felt by many involved in education, there may be a unique opening right now to invest in teacher leadership as a way forward. Founder and CEO of the Center for Teaching Quality, \u003ca href=\"http://www.teachingquality.org/about/barnett-berry\" target=\"_blank\">Barnett Berry\u003c/a>, recently published a \u003ca href=\"http://www.teachingquality.org/deeperlearning\" target=\"_blank\">report\u003c/a> summarizing 30 years of research on best practices to empower teachers to lead and improve practice. He says three shifts in policy and leadership culture may help move these efforts forward:\u003c/p>\n\u003col>\n\u003cli>New types of assessment are gaining ground. Several states are piloting performance-based assessments to replace standardized testing.\u003c/li>\n\u003cli>Exemplars in the business community are now promoting flat organizational structures, where employees work in smaller teams and have more voice and power over how they work.\u003c/li>\n\u003cli>Teachers are more networked than ever before, providing a unique opportunity to share and spread good teaching practice.\u003c/li>\n\u003c/ol>\n\u003cp>“I’ve been around for a long time and I’ve seen teachers support each other to develop the agency, confidence and skills in a very short time to do some remarkable things,” Berry said. The most clear examples of teacher leadership transforming schools come from dozens of teacher-powered schools around the country, where teachers are both in the classroom and making \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/05/what-if-teachers-were-charged-with-setting-school-direction/\" target=\"_blank\">crucial decisions about curriculum, leadership roles and discipline\u003c/a>.\u003c/p>\n\u003cp>“A lot of teachers and principals are exhausted because so much is mandated from afar,” Berry said. Many times those same educators still try and do what they believe is right for students and communities in addition to what's required by all the mandates, a recipe for burnout. While the hybrid roles that teachers play at \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/20/what-a-teacher-powered-school-looks-like/\" target=\"_blank\">teacher-powered schools\u003c/a> may seem like a lot of work, they give teachers the power to decide what programs, textbooks, software, etc., should or should not be used in order to make space for the community’s vision. And when teachers decide together on the vision and strategy to reach all students, they are often more invested and excited by the \u003ca href=\"http://ww2.kqed.org/mindshift/2016/02/29/tapping-teachers-intrinsic-motivation-to-develop-school-improvements/\" target=\"_blank\">change they are creating from within\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In his report, \u003ca href=\"http://www.teachingquality.org/deeperlearning\" target=\"_blank\">“Teacher Leadership and Deeper Learning for All Students,”\u003c/a> Berry profiles a public high school in Los Angeles serving a high-needs population. With very few resources, but a dedicated staff of teacher-leaders, \u003ca href=\"http://www.sjhumanitas.org/\" target=\"_blank\">Social Justice Humanitas Academy\u003c/a> (SJHA), shows that deep, rigorous learning can take place in all communities and with all kinds of learners. The report quotes a student who noted a palpable difference between SJHA and middle school:\u003c/p>\n\u003cblockquote>\u003cp>“At first when I came here I was a little thrown off by the amount of respect I received. . . . I wasn’t just treated as a student, I was treated as a person. In middle school it was always like, ‘You’re the student, I’m the teacher. I have more power over you.’ And here it’s not like that. And I feel like that’s what makes students grow. It’s transformational. . . . you grow to respect other people.”\u003c/p>\u003c/blockquote>\n\u003cp>Teachers at SJHA serve as advisers to the same group of high school students throughout their four years at the school. They also mentor several more students who have been identified as needing extra support. Classes are not taught in silos, but rather teachers collaborate on interdisciplinary approaches so students can see connections between things they learn. The high school offers fewer courses, but they are more aligned with one another, and staff have time to effectively collaborate. And learning at SJHA is personalized, not with adaptive software, but by checking in with students every five weeks, looking at a variety of data sources, and determining what supports each student will need to continue growing as a learner.\u003c/p>\n\u003cp>If all of these commitments sound like a lot, they are. Teachers at SJHA work very hard to meet their students’ needs and are stretched thin, much like teachers in more traditional contexts. The difference is that those same teachers worked to develop the strategy to support students and are committed to its continued success. They chose their principal, who also teaches a few classes a week. They aren’t using textbooks they hate or following curriculum because someone else told them to; they made those decisions together. And by having that agency and ability to be flexible and change the plan to meet different learners, teachers are also showing students what it means to lead.\u003c/p>\n\u003cp>The school has also achieved some amazing results by traditional measures. Their graduation rate is 94 percent and students go on to attend some of California’s top universities. Discipline issues are nearly nonexistent, with a .2 percent suspension rate last year. And, perhaps most importantly, 93 percent of students say they feel safe at school, despite gang violence in the surrounding area.\u003c/p>\n\u003cp>\u003cstrong>HOW DO WE DEVELOP TEACHER-LEADERS?\u003c/strong>\u003c/p>\n\u003cp>There is a lot of great research on what works in educational practice. However, the U.S. school systems overall haven't been good at implementing those best practices because, in many cases, they try to layer on top of existing and failed systems. Authentic collaboration is rarely found in U.S. schools -- according to Berry, 50 percent of teachers say they’ve never even seen another colleague teach.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-44297\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/7conditions.jpg\" alt=\"7conditions\" width=\"960\" height=\"560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/7conditions.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/7conditions-400x233.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/7conditions-800x467.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/7conditions-768x448.jpg 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/p>\n\u003cp>Consequently, some of the best available examples of how to improve teacher quality and promote teacher leadership lie in models offered by other high-performing places, like \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/13/whats-so-great-about-schools-in-finland/\" target=\"_blank\">Finland\u003c/a> and Singapore. While quite different from one another, they both give teachers much more time to collaborate and have systemized practices for teachers to observe, discuss and improve one another’s teaching through activities like\u003ca href=\"http://ww2.kqed.org/mindshift/2016/03/10/lesson-study-theres-an-app-for-that/\" target=\"_blank\"> Lesson Study\u003c/a>.\u003c/p>\n\u003cp>“Teachers, like every other human being, are products of their past,” Berry said. No matter how good professional learning is, it’s got to be really good when it comes to helping teachers make transformational changes to their practice, because before that they were students in a system that taught them very differently.”\u003c/p>\n\u003cp>Overcoming a tendency to fall back on what’s familiar in the classroom is particularly hard when there are so few U.S. examples of teacher-led deep, rich learning. Berry cites research showing that even in some of the most successful schools using these strategies, a deficit of inspirational models makes the work feel daunting.\u003c/p>\n\u003cp>To promote teacher leadership, Berry writes that seven qualities must be in place.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>A vision and strategy for teacher leadership\u003c/strong>, “with stated goals and clear images of tasks to be done, must be in place,” Berry writes. Teachers must feel part of creating this vision in order to buy in.\u003c/li>\n\u003cli>\u003cstrong>A supportive administration\u003c/strong>. “Principals must be willing to share power with teachers and must have the skills to cultivate them as leaders,” Berry writes. He points out that most educational leadership programs focus on supervising teachers, not supporting them as leaders.\u003c/li>\n\u003cli>\u003cstrong>There need to be appropriate human and fiscal resources\u003c/strong>. Additionally, the personnel within schools need to think more flexibly about how to allot the dollars that do exist. SJHA receives $6,000 per pupil, but uses those resources differently from most public high schools. “Top-performing nations invest more of their education personnel funds in teachers (as opposed to administrators and supervisors), which means that more classroom experts can have opportunities to lead without leaving the classroom,” Berry writes.\u003c/li>\n\u003cli>\u003cstrong>Work structures that enable authentic collaboration\u003c/strong> are crucial. While more resources help on this point, there are creative ways to stretch limited dollars.\u003c/li>\n\u003cli>\u003cstrong>Supportive social norms and working relationships\u003c/strong> are key to teacher leadership. This requires a commitment to all students and respect for different areas of expertise. “All too often, policymakers develop incentives to motivate teachers and administrators,” Berry writes. “Instead, policies and programs should be in place to value teachers spreading their expertise to one another, allowing teaching to be exercised as a team sport.”\u003c/li>\n\u003cli>\u003cstrong>Organizational politics must allow for blurred lines\u003c/strong> between roles. Teachers can only take on leadership roles at the expense of principals and district-level administrators. This also requires teacher unions to act more as “professional guilds” and for districts to follow the example of some for-profit businesses that are flattening bureaucracies.\u003c/li>\n\u003cli>\u003cspan style=\"line-height: 1.5\">\u003cstrong>The school and system must be oriented toward risk-taking and inquiry.\u003c/strong> Just as students need hands-on applied learning rooted in inquiry, so, too, do teachers need powerful driving questions to push their work forward. “School systems must be able to interrogate themselves about the extent to which they create opportunities for teachers to learn and lead in ways that spread teaching expertise and improve student outcomes,” writes Berry.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>“We’re still climbing a very big hill and we’re pushing a boulder up this very big hill,” Berry said. His organization’s strategy is to highlight exemplars of strong teacher leadership, like Social Justice Humanitas Academy, and the strong student outcomes that collaborative teacher-led schools can produce.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>He hopes that when teachers and leaders around the country see these models, they’ll be better able to envision different ways of operating that help professionalize teaching and give educators opportunities to inquire into what works in teaching practice.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There’s a growing consensus among students, parents, teachers and education leaders that the current education system isn’t appropriately preparing young people for the future. Many districts are looking toward technology to patch the disconnect, but several \u003ca href=\"http://www.oecd.org/education/new-approach-needed-to-deliver-on-technologys-potential-in-schools.htm\" target=\"_blank\">recent reports\u003c/a> indicate that technology alone cannot fix the ailing system.\u003c/p>\n\u003cp>High-quality teachers are essential to learning environments that consider each student as a unique, individual learner, but very few schools have good systems in place to support teachers learning together and sharing their expertise.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I've seen teachers support each other to develop the agency, confidence and skills in a very short time to do some remarkable things.'\u003ccite>Barnett Berry\u003c/cite>\u003c/aside>\n\u003cp>Given the need for change felt by many involved in education, there may be a unique opening right now to invest in teacher leadership as a way forward. Founder and CEO of the Center for Teaching Quality, \u003ca href=\"http://www.teachingquality.org/about/barnett-berry\" target=\"_blank\">Barnett Berry\u003c/a>, recently published a \u003ca href=\"http://www.teachingquality.org/deeperlearning\" target=\"_blank\">report\u003c/a> summarizing 30 years of research on best practices to empower teachers to lead and improve practice. He says three shifts in policy and leadership culture may help move these efforts forward:\u003c/p>\n\u003col>\n\u003cli>New types of assessment are gaining ground. Several states are piloting performance-based assessments to replace standardized testing.\u003c/li>\n\u003cli>Exemplars in the business community are now promoting flat organizational structures, where employees work in smaller teams and have more voice and power over how they work.\u003c/li>\n\u003cli>Teachers are more networked than ever before, providing a unique opportunity to share and spread good teaching practice.\u003c/li>\n\u003c/ol>\n\u003cp>“I’ve been around for a long time and I’ve seen teachers support each other to develop the agency, confidence and skills in a very short time to do some remarkable things,” Berry said. The most clear examples of teacher leadership transforming schools come from dozens of teacher-powered schools around the country, where teachers are both in the classroom and making \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/05/what-if-teachers-were-charged-with-setting-school-direction/\" target=\"_blank\">crucial decisions about curriculum, leadership roles and discipline\u003c/a>.\u003c/p>\n\u003cp>“A lot of teachers and principals are exhausted because so much is mandated from afar,” Berry said. Many times those same educators still try and do what they believe is right for students and communities in addition to what's required by all the mandates, a recipe for burnout. While the hybrid roles that teachers play at \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/20/what-a-teacher-powered-school-looks-like/\" target=\"_blank\">teacher-powered schools\u003c/a> may seem like a lot of work, they give teachers the power to decide what programs, textbooks, software, etc., should or should not be used in order to make space for the community’s vision. And when teachers decide together on the vision and strategy to reach all students, they are often more invested and excited by the \u003ca href=\"http://ww2.kqed.org/mindshift/2016/02/29/tapping-teachers-intrinsic-motivation-to-develop-school-improvements/\" target=\"_blank\">change they are creating from within\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In his report, \u003ca href=\"http://www.teachingquality.org/deeperlearning\" target=\"_blank\">“Teacher Leadership and Deeper Learning for All Students,”\u003c/a> Berry profiles a public high school in Los Angeles serving a high-needs population. With very few resources, but a dedicated staff of teacher-leaders, \u003ca href=\"http://www.sjhumanitas.org/\" target=\"_blank\">Social Justice Humanitas Academy\u003c/a> (SJHA), shows that deep, rigorous learning can take place in all communities and with all kinds of learners. The report quotes a student who noted a palpable difference between SJHA and middle school:\u003c/p>\n\u003cblockquote>\u003cp>“At first when I came here I was a little thrown off by the amount of respect I received. . . . I wasn’t just treated as a student, I was treated as a person. In middle school it was always like, ‘You’re the student, I’m the teacher. I have more power over you.’ And here it’s not like that. And I feel like that’s what makes students grow. It’s transformational. . . . you grow to respect other people.”\u003c/p>\u003c/blockquote>\n\u003cp>Teachers at SJHA serve as advisers to the same group of high school students throughout their four years at the school. They also mentor several more students who have been identified as needing extra support. Classes are not taught in silos, but rather teachers collaborate on interdisciplinary approaches so students can see connections between things they learn. The high school offers fewer courses, but they are more aligned with one another, and staff have time to effectively collaborate. And learning at SJHA is personalized, not with adaptive software, but by checking in with students every five weeks, looking at a variety of data sources, and determining what supports each student will need to continue growing as a learner.\u003c/p>\n\u003cp>If all of these commitments sound like a lot, they are. Teachers at SJHA work very hard to meet their students’ needs and are stretched thin, much like teachers in more traditional contexts. The difference is that those same teachers worked to develop the strategy to support students and are committed to its continued success. They chose their principal, who also teaches a few classes a week. They aren’t using textbooks they hate or following curriculum because someone else told them to; they made those decisions together. And by having that agency and ability to be flexible and change the plan to meet different learners, teachers are also showing students what it means to lead.\u003c/p>\n\u003cp>The school has also achieved some amazing results by traditional measures. Their graduation rate is 94 percent and students go on to attend some of California’s top universities. Discipline issues are nearly nonexistent, with a .2 percent suspension rate last year. And, perhaps most importantly, 93 percent of students say they feel safe at school, despite gang violence in the surrounding area.\u003c/p>\n\u003cp>\u003cstrong>HOW DO WE DEVELOP TEACHER-LEADERS?\u003c/strong>\u003c/p>\n\u003cp>There is a lot of great research on what works in educational practice. However, the U.S. school systems overall haven't been good at implementing those best practices because, in many cases, they try to layer on top of existing and failed systems. Authentic collaboration is rarely found in U.S. schools -- according to Berry, 50 percent of teachers say they’ve never even seen another colleague teach.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-44297\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/7conditions.jpg\" alt=\"7conditions\" width=\"960\" height=\"560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/7conditions.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/7conditions-400x233.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/7conditions-800x467.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/7conditions-768x448.jpg 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/p>\n\u003cp>Consequently, some of the best available examples of how to improve teacher quality and promote teacher leadership lie in models offered by other high-performing places, like \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/13/whats-so-great-about-schools-in-finland/\" target=\"_blank\">Finland\u003c/a> and Singapore. While quite different from one another, they both give teachers much more time to collaborate and have systemized practices for teachers to observe, discuss and improve one another’s teaching through activities like\u003ca href=\"http://ww2.kqed.org/mindshift/2016/03/10/lesson-study-theres-an-app-for-that/\" target=\"_blank\"> Lesson Study\u003c/a>.\u003c/p>\n\u003cp>“Teachers, like every other human being, are products of their past,” Berry said. No matter how good professional learning is, it’s got to be really good when it comes to helping teachers make transformational changes to their practice, because before that they were students in a system that taught them very differently.”\u003c/p>\n\u003cp>Overcoming a tendency to fall back on what’s familiar in the classroom is particularly hard when there are so few U.S. examples of teacher-led deep, rich learning. Berry cites research showing that even in some of the most successful schools using these strategies, a deficit of inspirational models makes the work feel daunting.\u003c/p>\n\u003cp>To promote teacher leadership, Berry writes that seven qualities must be in place.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>A vision and strategy for teacher leadership\u003c/strong>, “with stated goals and clear images of tasks to be done, must be in place,” Berry writes. Teachers must feel part of creating this vision in order to buy in.\u003c/li>\n\u003cli>\u003cstrong>A supportive administration\u003c/strong>. “Principals must be willing to share power with teachers and must have the skills to cultivate them as leaders,” Berry writes. He points out that most educational leadership programs focus on supervising teachers, not supporting them as leaders.\u003c/li>\n\u003cli>\u003cstrong>There need to be appropriate human and fiscal resources\u003c/strong>. Additionally, the personnel within schools need to think more flexibly about how to allot the dollars that do exist. SJHA receives $6,000 per pupil, but uses those resources differently from most public high schools. “Top-performing nations invest more of their education personnel funds in teachers (as opposed to administrators and supervisors), which means that more classroom experts can have opportunities to lead without leaving the classroom,” Berry writes.\u003c/li>\n\u003cli>\u003cstrong>Work structures that enable authentic collaboration\u003c/strong> are crucial. While more resources help on this point, there are creative ways to stretch limited dollars.\u003c/li>\n\u003cli>\u003cstrong>Supportive social norms and working relationships\u003c/strong> are key to teacher leadership. This requires a commitment to all students and respect for different areas of expertise. “All too often, policymakers develop incentives to motivate teachers and administrators,” Berry writes. “Instead, policies and programs should be in place to value teachers spreading their expertise to one another, allowing teaching to be exercised as a team sport.”\u003c/li>\n\u003cli>\u003cstrong>Organizational politics must allow for blurred lines\u003c/strong> between roles. Teachers can only take on leadership roles at the expense of principals and district-level administrators. This also requires teacher unions to act more as “professional guilds” and for districts to follow the example of some for-profit businesses that are flattening bureaucracies.\u003c/li>\n\u003cli>\u003cspan style=\"line-height: 1.5\">\u003cstrong>The school and system must be oriented toward risk-taking and inquiry.\u003c/strong> Just as students need hands-on applied learning rooted in inquiry, so, too, do teachers need powerful driving questions to push their work forward. “School systems must be able to interrogate themselves about the extent to which they create opportunities for teachers to learn and lead in ways that spread teaching expertise and improve student outcomes,” writes Berry.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>“We’re still climbing a very big hill and we’re pushing a boulder up this very big hill,” Berry said. His organization’s strategy is to highlight exemplars of strong teacher leadership, like Social Justice Humanitas Academy, and the strong student outcomes that collaborative teacher-led schools can produce.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>He hopes that when teachers and leaders around the country see these models, they’ll be better able to envision different ways of operating that help professionalize teaching and give educators opportunities to inquire into what works in teaching practice.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Lesson Study? There's an App for That",
"title": "Lesson Study? There's an App for That",
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"content": "\u003cp>One of the standards for mathematical practice in the Common Core is to \"\u003ca href=\"http://www.corestandards.org/Math/Practice/MP3/\" target=\"_blank\">construct viable arguments and critique the reasoning of others.\u003c/a>” That’s a tall order for students used to sitting quietly in a math classroom passively receiving instruction. Knowing that improving the quality of math discussion in their classrooms won’t be easy, educators are applying the \"lesson study\" technique to improve their craft.\u003c/p>\n\u003cp>During a \"research lesson,\" only one teacher will deliver instruction, but other teachers in the lesson study group will be present to observe how students react, what sorts of solutions they come up with, and how they interact with one another. This is very different from many classroom observations that focus primarily on how the teacher delivers the lesson.\u003c/p>\n\u003cp>In a research lesson, the observers helped develop the instruction ahead of time, and are gathering data that can give them insights into how well the lesson worked so they can discuss it later. “The key to having a good discussion is to have good data about how the lesson impacts the student,” said Tom McDougal, one of the main advocates behind the \u003ca href=\"http://www.lsalliance.org/\">Lesson Study Alliance\u003c/a>, a non-profit working to promote lesson study practice. “To get that data you have to be watching the students, not the teacher.”\u003c/p>\n\u003cp>During the planning phase, the lesson study group is thinking about all the small steps that might enable them to teach a little differently. For example, when it comes to discussing math arguments and critiquing one another, teachers know kids are often afraid to put their ideas forward. So one way to structure the lesson could be to ask students to put their solutions on a whiteboard. That makes their thinking visible, but they may feel less vulnerable. And there are bound to be differences in problem solving when all those ideas are out there, a good jumping-off point to critique one another’s thinking.\u003c/p>\n\u003cp>As the group of lesson study teachers are thinking through the research lesson, they’re asking themselves: Will the lesson they’ve designed together elicit the kinds of errors they hope to see? Will it make students curious? In what order should the ideas be presented? How are they going to make sure the student ideas are visible to everyone in the class? It sounds like minutia, but these details could be the difference between the lesson going well or poorly. These teachers are trying to look into the future and predict how the lesson will go.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It gives you a chance to really think through all the details and address all the problems, and you do it with the moral and intellectual support of your colleagues and it's not evaluative.'\u003ccite>Tom McDougal, Co-Founder Study Lesson Alliance\u003c/cite>\u003c/aside>\n\u003cp>To help them take accurate, helpful notes that can be discussed later, teachers are using an app called \u003ca href=\"http://www.lsalliance.org/lessonnote-classroom-practice-app/\" target=\"_blank\">Lesson Note\u003c/a>, developed by the \u003ca href=\"http://www.lsalliance.org/\" target=\"_blank\">Lesson Study Alliance\u003c/a> in Chicago. Proponents of lesson study have found that many teachers new to the method don’t know what to look for when observing a classroom and they tend to sit in the back and focus on the teacher.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The iPad app presents an observer with a seating chart of the classroom, with the option to add names of students. Sitting at the sides of the rooms, or intermingled with the students themselves, observers can use the app to select a student when he or she says something in class, and write a note. The same can be done when the teacher speaks, and a timer immediately starts when a note is opened to help give an overall sense of how much class time is spent on the teacher talking and how much spent on students talking. The notes are also time-stamped, “so you could actually say at such and such a time this student was still confused,” McDougal explained.\u003c/p>\n\u003cfigure id=\"attachment_44167\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-44167\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/LessonNote_timeline_screenshot-400x533.jpg\" alt=\"The color coded bar along the right margin indicates when and how much time was spent on whole class instruction (orange), individual work (green), and group work (blue).\" width=\"400\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonNote_timeline_screenshot-400x533.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonNote_timeline_screenshot.jpg 768w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">The color-coded bar along the right margin indicates when and how much time was spent on whole class instruction (orange), individual work (green), and group work (blue). \u003ccite>(Tom McDougal/Lesson Study Alliance)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The app also allows observers to note when a state change happens in class. They can choose between whole class, individual time, group work or other.\u003c/p>\n\u003cp>“You can look at the distribution both in terms of how much time is whole class versus individual versus group, and when that time is occurring,” McDougal said. In more traditional instruction, the teacher often lectures for the first half of class and then lets students work in groups or individually for the second half.\u003c/p>\n\u003cp>A different model would be a quick five-minute introduction to the task, 10 minutes of group work and then a whole class discussion about the work. “At the end of it you can see a timeline of what the lesson looked like in terms of how the lesson was distributed,” McDougal said. Many educators are recognizing that the best learning happens when students themselves are grappling with problems, and are seeking ways to shift class time toward that type of inquiry. The Lesson Note app helps make class time distribution very obvious.\u003c/p>\n\u003cp>Additionally, observers can take photos of student work and upload them to a note. For example, an observer might snap a photo of wrong work, or an interesting way of approaching the work, before it is erased to show where a student was at that moment in class. Or, observers might take notes about how student A helped student B with a specific concept. The notes are more useful after the lesson if they are very specific.\u003c/p>\n\u003cp>“We think that it helps promote better post-lesson discussions. That’s certainly our goal,” McDougal said.\u003c/p>\n\u003cp>When he observes a lesson he’ll often take 90-100 notes, flagging the most important ones along the way. After the lesson, all the observers and the teacher get together to look through the student data they collected and analyze how well the lesson went. They think about what could be done differently in a future lesson to better meet the specific goal they are working on, like improving the quality of discussion that kids are having.\u003c/p>\n\u003cp>In a school dedicated to lesson study, teachers from other classes might also observe. While teachers at a grade level might be involved in workshopping a lesson in this intensive way only twice a year, they would observe other grade levels working on the same mathematical practice at various points throughout the year. In this way, the whole school moves toward improving instruction on one thorny problem.\u003c/p>\n\u003cfigure id=\"attachment_44202\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-44202\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/LessonStudy3-1440x810.jpg\" alt=\"Several teachers observe one lesson, taking notes on Lesson Note or paper if they are newer to the process.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonStudy3-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonStudy3-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonStudy3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonStudy3-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonStudy3-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonStudy3-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Several teachers observe one lesson, taking notes on Lesson Note or paper if they are newer to the process. \u003ccite>(Peggy Baker/Lesson Study Alliance)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Lesson Study Alliance developed this app as a tool to improve the quality of observations and discussions they are having with a group of Chicago schools engaged in this practice regularly. In an effort to boil down the essential components of the process, McDougal and Dr. Akihiko Takahashi have developed the \u003ca href=\"http://www.lsalliance.org/clr-a-powerful-form-of-lesson-study/\" target=\"_blank\">Collaborative Lesson Research\u003c/a> (CLR) which explores how lesson study could be implemented in an American context. Other educators have tried to use lesson study, but have implemented it unevenly to varied results. CLR is an attempt to map out the most important elements that should be part of any program like this.\u003c/p>\n\u003cp>McDougal said he feels the Lesson Note app meets his nonprofit’s mission to improve teaching. That’s why the base level app is available for free. But at the request of administrators around the country, McDougal asked the developers to add a Web-based product that costs $150 per license and allows observers to upload the data to a server or the cloud, aggregate it in one place and make printouts. The app is not available for Android devices because the nonprofit did not have the funds.\u003c/p>\n\u003cp>If a teacher were using this Web-based feature, he or she could also look back at all the data taken throughout the year and search for one student’s name. Then all the notes over time would pop up, helping provide a sense of that student’s development.\u003c/p>\n\u003cp>Lesson study is a specific way of collaboratively working to improve teaching practice and is not meant to evaluate teachers. But even districts that aren’t explicitly engaged in lesson study are finding the Lesson Note app useful for their work.\u003c/p>\n\u003cp>Coaches for a consortium of schools in Humboldt County, California, are using Lesson Note to deepen the feedback they give to teachers. Several schools in the area are part of a partnership to integrate STEM into the curriculum. They received a grant to develop teaching materials, receive extra training and release time to collaborate with colleagues. These districts have opted to do most of their professional development through coaching.\u003c/p>\n\u003cp>“When the teacher invites the coach in, the idea is this is a new STEM-integrated lesson and they want to get feedback from the coach,” said Michael Kauffmann, director of \u003ca href=\"https://fesd-ca.schoolloop.com/hisi\" target=\"_blank\">Project HISI\u003c/a> and a math and science intervention specialist. He and other coaches are using Lesson Note to facilitate their observations and make it easier to show the teacher his or her patterns in a post-lesson discussion.\u003c/p>\n\u003cp>“You can map out during the class period how much time was spent on lecture, how much time was spent on student-to-student interaction, which in many ways is the direction Common Core is going,” Kauffmann said.\u003c/p>\n\u003cp>He likes having the interaction data in front of him when he’s conferencing with a teacher post-lesson because often the teacher won’t realize how long he or she spent lecturing. And, Kauffmann has even helped design and teach follow-up lessons based on the misconceptions he documented with the app while walking around the classroom.\u003c/p>\n\u003cp>In Chicago, a few teachers are even using the app as part of daily data collection. Third-grade teacher Gustavo Soto wrote in an email: “As groups are working I go around and take notes on the app which I can later use for assessing student work and student engagement.” Soto’s school, Daniel Boone Elementary School, is part of the Lesson Note Alliance, and Soto says he mostly uses the app when he’s participating in research lessons as an observer.\u003c/p>\n\u003cp>\u003cstrong>WHY DO LESSON STUDY?\u003c/strong>\u003c/p>\n\u003cp>“When I learned about lesson study I was like, oh, this is so much better than what I’ve been doing,” McDougal said. He was a longtime high school math teacher and then a K-8 math coach, but now he’s devoted himself to lesson study. He remembers going to traditional professional development sessions where ideas were presented, and he was expected to go back to his classroom and immediately implement them.\u003c/p>\n\u003cp>“My own experience as a teacher is that when I go back to do it, the forces aligned to keep me doing what I’m doing are pretty significant,” McDougal said. Time, the textbook and student expectations all make it much easier to continue all the same path. “It’s really really hard to change instruction by that model,” McDougal said. “The evidence is that teachers are still teaching much the way they taught 100 years ago.”\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/JMiRIRro86E\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Lesson study, on the other hand, feels hopeful and doable to him. He believes this model could change teaching for the better -- much like Japan has done since the 1960s -- but only if U.S. schools are willing to drop the traditional professional development model and try something new.\u003c/p>\n\u003cp>“It gives you a chance to really think through all the details and address all the problems you are trying to address,” McDougal said. “And you do it with the moral and intellectual support of your colleagues and it’s not evaluative.” The focus is on designing better lessons, which changes the whole dynamic of the endeavor and makes teachers much more open to the experience.\u003c/p>\n\u003cp>McDougal said very few people in the US are trained in this method, which is a large barrier to the method spreading. Only \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/14/lesson-study-technique-what-teachers-can-learn-from-one-another/\" target=\"_blank\">four to five schools in Chicago participate\u003c/a>, and everyone benefits from the experience of Takahashi, a DePaul University math education professor and an expert on the technique. In a formal research lesson, a “knowledgeable other” helps the group navigate the process. McDougal says the number of people who could act as “knowledgeable others” is small.\u003c/p>\n\u003cp>“There’s really only a handful of people in the US who know lesson study and know content and know teaching, and are really good at analyzing the lesson and giving remarks at the end of the lesson,” McDougal said. But a transformation is not impossible.\u003c/p>\n\u003cp>In the 1960s, Japanese elementary education was very teacher-centered and rote. But over the past few decades the system has changed completely through lesson study, which ironically was imported from the US Now, all aspects of Japanese elementary school teaching (even PE and lunchtime monitors) use this method to continually improve their practice. The Japanese system is set up to support that work, paying teachers for the time they spend collaborating.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Despite the barriers, McDougal is working to spread this idea to more schools and teachers. The Lesson Study Alliance holds public research lessons on the weekends when teachers from the area can come and observe the process. And, while he knows one exposure isn’t enough to give teachers and administrators all the skills they need to implement lesson study well, he hopes it opens their eyes to a new way of collaborating that could actually change math instruction to focus on problem-solving, a goal the US has claimed is a priority since the 1980s.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>One of the standards for mathematical practice in the Common Core is to \"\u003ca href=\"http://www.corestandards.org/Math/Practice/MP3/\" target=\"_blank\">construct viable arguments and critique the reasoning of others.\u003c/a>” That’s a tall order for students used to sitting quietly in a math classroom passively receiving instruction. Knowing that improving the quality of math discussion in their classrooms won’t be easy, educators are applying the \"lesson study\" technique to improve their craft.\u003c/p>\n\u003cp>During a \"research lesson,\" only one teacher will deliver instruction, but other teachers in the lesson study group will be present to observe how students react, what sorts of solutions they come up with, and how they interact with one another. This is very different from many classroom observations that focus primarily on how the teacher delivers the lesson.\u003c/p>\n\u003cp>In a research lesson, the observers helped develop the instruction ahead of time, and are gathering data that can give them insights into how well the lesson worked so they can discuss it later. “The key to having a good discussion is to have good data about how the lesson impacts the student,” said Tom McDougal, one of the main advocates behind the \u003ca href=\"http://www.lsalliance.org/\">Lesson Study Alliance\u003c/a>, a non-profit working to promote lesson study practice. “To get that data you have to be watching the students, not the teacher.”\u003c/p>\n\u003cp>During the planning phase, the lesson study group is thinking about all the small steps that might enable them to teach a little differently. For example, when it comes to discussing math arguments and critiquing one another, teachers know kids are often afraid to put their ideas forward. So one way to structure the lesson could be to ask students to put their solutions on a whiteboard. That makes their thinking visible, but they may feel less vulnerable. And there are bound to be differences in problem solving when all those ideas are out there, a good jumping-off point to critique one another’s thinking.\u003c/p>\n\u003cp>As the group of lesson study teachers are thinking through the research lesson, they’re asking themselves: Will the lesson they’ve designed together elicit the kinds of errors they hope to see? Will it make students curious? In what order should the ideas be presented? How are they going to make sure the student ideas are visible to everyone in the class? It sounds like minutia, but these details could be the difference between the lesson going well or poorly. These teachers are trying to look into the future and predict how the lesson will go.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It gives you a chance to really think through all the details and address all the problems, and you do it with the moral and intellectual support of your colleagues and it's not evaluative.'\u003ccite>Tom McDougal, Co-Founder Study Lesson Alliance\u003c/cite>\u003c/aside>\n\u003cp>To help them take accurate, helpful notes that can be discussed later, teachers are using an app called \u003ca href=\"http://www.lsalliance.org/lessonnote-classroom-practice-app/\" target=\"_blank\">Lesson Note\u003c/a>, developed by the \u003ca href=\"http://www.lsalliance.org/\" target=\"_blank\">Lesson Study Alliance\u003c/a> in Chicago. Proponents of lesson study have found that many teachers new to the method don’t know what to look for when observing a classroom and they tend to sit in the back and focus on the teacher.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The iPad app presents an observer with a seating chart of the classroom, with the option to add names of students. Sitting at the sides of the rooms, or intermingled with the students themselves, observers can use the app to select a student when he or she says something in class, and write a note. The same can be done when the teacher speaks, and a timer immediately starts when a note is opened to help give an overall sense of how much class time is spent on the teacher talking and how much spent on students talking. The notes are also time-stamped, “so you could actually say at such and such a time this student was still confused,” McDougal explained.\u003c/p>\n\u003cfigure id=\"attachment_44167\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-44167\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/LessonNote_timeline_screenshot-400x533.jpg\" alt=\"The color coded bar along the right margin indicates when and how much time was spent on whole class instruction (orange), individual work (green), and group work (blue).\" width=\"400\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonNote_timeline_screenshot-400x533.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonNote_timeline_screenshot.jpg 768w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">The color-coded bar along the right margin indicates when and how much time was spent on whole class instruction (orange), individual work (green), and group work (blue). \u003ccite>(Tom McDougal/Lesson Study Alliance)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The app also allows observers to note when a state change happens in class. They can choose between whole class, individual time, group work or other.\u003c/p>\n\u003cp>“You can look at the distribution both in terms of how much time is whole class versus individual versus group, and when that time is occurring,” McDougal said. In more traditional instruction, the teacher often lectures for the first half of class and then lets students work in groups or individually for the second half.\u003c/p>\n\u003cp>A different model would be a quick five-minute introduction to the task, 10 minutes of group work and then a whole class discussion about the work. “At the end of it you can see a timeline of what the lesson looked like in terms of how the lesson was distributed,” McDougal said. Many educators are recognizing that the best learning happens when students themselves are grappling with problems, and are seeking ways to shift class time toward that type of inquiry. The Lesson Note app helps make class time distribution very obvious.\u003c/p>\n\u003cp>Additionally, observers can take photos of student work and upload them to a note. For example, an observer might snap a photo of wrong work, or an interesting way of approaching the work, before it is erased to show where a student was at that moment in class. Or, observers might take notes about how student A helped student B with a specific concept. The notes are more useful after the lesson if they are very specific.\u003c/p>\n\u003cp>“We think that it helps promote better post-lesson discussions. That’s certainly our goal,” McDougal said.\u003c/p>\n\u003cp>When he observes a lesson he’ll often take 90-100 notes, flagging the most important ones along the way. After the lesson, all the observers and the teacher get together to look through the student data they collected and analyze how well the lesson went. They think about what could be done differently in a future lesson to better meet the specific goal they are working on, like improving the quality of discussion that kids are having.\u003c/p>\n\u003cp>In a school dedicated to lesson study, teachers from other classes might also observe. While teachers at a grade level might be involved in workshopping a lesson in this intensive way only twice a year, they would observe other grade levels working on the same mathematical practice at various points throughout the year. In this way, the whole school moves toward improving instruction on one thorny problem.\u003c/p>\n\u003cfigure id=\"attachment_44202\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-44202\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/LessonStudy3-1440x810.jpg\" alt=\"Several teachers observe one lesson, taking notes on Lesson Note or paper if they are newer to the process.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonStudy3-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonStudy3-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonStudy3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonStudy3-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonStudy3-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonStudy3-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Several teachers observe one lesson, taking notes on Lesson Note or paper if they are newer to the process. \u003ccite>(Peggy Baker/Lesson Study Alliance)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Lesson Study Alliance developed this app as a tool to improve the quality of observations and discussions they are having with a group of Chicago schools engaged in this practice regularly. In an effort to boil down the essential components of the process, McDougal and Dr. Akihiko Takahashi have developed the \u003ca href=\"http://www.lsalliance.org/clr-a-powerful-form-of-lesson-study/\" target=\"_blank\">Collaborative Lesson Research\u003c/a> (CLR) which explores how lesson study could be implemented in an American context. Other educators have tried to use lesson study, but have implemented it unevenly to varied results. CLR is an attempt to map out the most important elements that should be part of any program like this.\u003c/p>\n\u003cp>McDougal said he feels the Lesson Note app meets his nonprofit’s mission to improve teaching. That’s why the base level app is available for free. But at the request of administrators around the country, McDougal asked the developers to add a Web-based product that costs $150 per license and allows observers to upload the data to a server or the cloud, aggregate it in one place and make printouts. The app is not available for Android devices because the nonprofit did not have the funds.\u003c/p>\n\u003cp>If a teacher were using this Web-based feature, he or she could also look back at all the data taken throughout the year and search for one student’s name. Then all the notes over time would pop up, helping provide a sense of that student’s development.\u003c/p>\n\u003cp>Lesson study is a specific way of collaboratively working to improve teaching practice and is not meant to evaluate teachers. But even districts that aren’t explicitly engaged in lesson study are finding the Lesson Note app useful for their work.\u003c/p>\n\u003cp>Coaches for a consortium of schools in Humboldt County, California, are using Lesson Note to deepen the feedback they give to teachers. Several schools in the area are part of a partnership to integrate STEM into the curriculum. They received a grant to develop teaching materials, receive extra training and release time to collaborate with colleagues. These districts have opted to do most of their professional development through coaching.\u003c/p>\n\u003cp>“When the teacher invites the coach in, the idea is this is a new STEM-integrated lesson and they want to get feedback from the coach,” said Michael Kauffmann, director of \u003ca href=\"https://fesd-ca.schoolloop.com/hisi\" target=\"_blank\">Project HISI\u003c/a> and a math and science intervention specialist. He and other coaches are using Lesson Note to facilitate their observations and make it easier to show the teacher his or her patterns in a post-lesson discussion.\u003c/p>\n\u003cp>“You can map out during the class period how much time was spent on lecture, how much time was spent on student-to-student interaction, which in many ways is the direction Common Core is going,” Kauffmann said.\u003c/p>\n\u003cp>He likes having the interaction data in front of him when he’s conferencing with a teacher post-lesson because often the teacher won’t realize how long he or she spent lecturing. And, Kauffmann has even helped design and teach follow-up lessons based on the misconceptions he documented with the app while walking around the classroom.\u003c/p>\n\u003cp>In Chicago, a few teachers are even using the app as part of daily data collection. Third-grade teacher Gustavo Soto wrote in an email: “As groups are working I go around and take notes on the app which I can later use for assessing student work and student engagement.” Soto’s school, Daniel Boone Elementary School, is part of the Lesson Note Alliance, and Soto says he mostly uses the app when he’s participating in research lessons as an observer.\u003c/p>\n\u003cp>\u003cstrong>WHY DO LESSON STUDY?\u003c/strong>\u003c/p>\n\u003cp>“When I learned about lesson study I was like, oh, this is so much better than what I’ve been doing,” McDougal said. He was a longtime high school math teacher and then a K-8 math coach, but now he’s devoted himself to lesson study. He remembers going to traditional professional development sessions where ideas were presented, and he was expected to go back to his classroom and immediately implement them.\u003c/p>\n\u003cp>“My own experience as a teacher is that when I go back to do it, the forces aligned to keep me doing what I’m doing are pretty significant,” McDougal said. Time, the textbook and student expectations all make it much easier to continue all the same path. “It’s really really hard to change instruction by that model,” McDougal said. “The evidence is that teachers are still teaching much the way they taught 100 years ago.”\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/JMiRIRro86E\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Lesson study, on the other hand, feels hopeful and doable to him. He believes this model could change teaching for the better -- much like Japan has done since the 1960s -- but only if U.S. schools are willing to drop the traditional professional development model and try something new.\u003c/p>\n\u003cp>“It gives you a chance to really think through all the details and address all the problems you are trying to address,” McDougal said. “And you do it with the moral and intellectual support of your colleagues and it’s not evaluative.” The focus is on designing better lessons, which changes the whole dynamic of the endeavor and makes teachers much more open to the experience.\u003c/p>\n\u003cp>McDougal said very few people in the US are trained in this method, which is a large barrier to the method spreading. Only \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/14/lesson-study-technique-what-teachers-can-learn-from-one-another/\" target=\"_blank\">four to five schools in Chicago participate\u003c/a>, and everyone benefits from the experience of Takahashi, a DePaul University math education professor and an expert on the technique. In a formal research lesson, a “knowledgeable other” helps the group navigate the process. McDougal says the number of people who could act as “knowledgeable others” is small.\u003c/p>\n\u003cp>“There’s really only a handful of people in the US who know lesson study and know content and know teaching, and are really good at analyzing the lesson and giving remarks at the end of the lesson,” McDougal said. But a transformation is not impossible.\u003c/p>\n\u003cp>In the 1960s, Japanese elementary education was very teacher-centered and rote. But over the past few decades the system has changed completely through lesson study, which ironically was imported from the US Now, all aspects of Japanese elementary school teaching (even PE and lunchtime monitors) use this method to continually improve their practice. The Japanese system is set up to support that work, paying teachers for the time they spend collaborating.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Despite the barriers, McDougal is working to spread this idea to more schools and teachers. The Lesson Study Alliance holds public research lessons on the weekends when teachers from the area can come and observe the process. And, while he knows one exposure isn’t enough to give teachers and administrators all the skills they need to implement lesson study well, he hopes it opens their eyes to a new way of collaborating that could actually change math instruction to focus on problem-solving, a goal the US has claimed is a priority since the 1980s.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://www.stmarys-ca.edu/faculty-experts/find-faculty-by-name-expertise/kathy-perez-edd\" target=\"_blank\" rel=\"noopener\">Kathy Perez\u003c/a> has decades of experience as a classroom educator, with training in special education and teaching English language learners. She also has a dynamic style. Sitting through her workshop presentation was like being a student in her classroom. She presents on how to make the classroom engaging and motivating to all students, even the most reluctant learners, while modeling for her audience exactly how she would do it. The experience is a bit jarring because it’s so different from the lectures that dominate big education conferences, but it’s also refreshing and way more fun.\u003c/p>\n\u003cp>Perez says when students are engaged, predicting answers, talking with one another and sharing with the class in ways that follow safe routines and practices, they not only achieve more but they also act out less. And everyone, including the teacher, has more fun.\u003c/p>\n\u003cp>“If we don’t have their attention, what’s the point?” Perez asked an audience at a \u003ca href=\"http://www.learningandthebrain.com/\" target=\"_blank\" rel=\"noopener\">Learning and the Brain conference \u003c/a>on mindsets.\u003c/p>\n\u003cp>She’s a big proponent of brain breaks and getting kids moving around frequently during the day. She reminded educators that most kids’ attention spans are about as long in minutes as their age. So a third-grader can concentrate for about eight minutes before losing interest. It’s a teacher’s job to make sure there are lots of quick, effective brain breaks built into the lesson to give children a moment to recalibrate. Perez says teachers must be prepared for a diverse cross section of learners with a large toolkit of strategies for teaching in multiple modalities, with many entry points to participation and content.\u003c/p>\n\u003cp>\u003cstrong>PEREZ’ BRAIN-BASED STRATEGIES\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>1. Don't Be Boring\u003cbr>\n\u003c/strong>“In our engaging classrooms, we have to have a set of procedures and routines,” Perez said. But they don’t have to be boring. She often has students come in and look at a list of adjectives on the board, many of which stretch her students’ vocabularies. She asks them to greet two other students and use one of the adjectives to describe how they are feeling today. The activity gets them up, moving and ready to learn, plus they’ve used a new vocabulary word in relation to themselves, checking in with their community along the way.\u003c/p>\n\u003cp>\u003cstrong>2. Vote\u003c/strong>\u003cbr>\nActivate students’ brains with a quick round of voting. Perez often puts three learning goals for the day up on the board and asks students to vote for the one they think is most important. All three goals are good ones and there’s no wrong answer. “The reluctant learners get to look around the room and see who else thinks just like them,” Perez said. This quick activity helps create curiosity among students about what each of them is thinking.\u003c/p>\n\u003cp>\u003cstrong>3. Set Goals\u003c/strong>\u003cbr>\nPerez is also a proponent of both teacher and students setting personal learning goals every day that are achievable, believable and measurable. “Part of reaching that goal is publicizing that goal,” Perez said. Making goal-setting a regular and visible part of one's teaching practice models it for students. But it’s very important to leave time for students to revisit the goal they set at the end of the day, Perez said. That opportunity to reflect will help them see and value what they did during the day, as well as where they may have fallen short of the goal.\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">\u003cstrong>4. Form Groups\u003c/strong>\u003cbr>\nPerez constantly asks her students (in this case a group of educators) to break off to share with one another, brainstorm or collaborate, and she always sets a time limit for the conversation, like 72 seconds. “In my classroom I use bizarre time limits and then they think I’m actually watching the clock and they get to it,” Perez said. She finds this promotes more time on task than a generic five-minute time limit, which students know is just as likely to stretch into eight minutes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">\u003cstrong>5. Quick Writes\u003c/strong>\u003cbr>\nOften Perez will throw out a question and ask students to quickly brainstorm on paper as many answers as they can. Then she’ll do a “popcorn share” where students stand up whenever they want and throw out an idea. This could be an alternative to something like “round-robin reading,” which can put reluctant learners in the hot seat. In this case, Perez sets her students up for success by giving them time to brainstorm first -- the answers are right in front of them. This strategy has the added value of forcing students to listen closely to their peers, since they don’t know who will pop up next.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">\u003cstrong>6. Focus on the ABCs: Acceptance, Belonging and Community\u003cbr>\n\u003c/strong>\"Without this set of ABCs, traditional ABCs will not be as successful,” Perez said. She’s aware of the rush to cover content in many schools and classrooms, but says teaching is not about what is covered today, it’s about what is uncovered in students. “Don’t be so standards-driven that you forget the needs of your students,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">\u003cstrong>7. Continually change the “state” of the classroom\u003cbr>\n\u003c/strong>These are changes in who is providing the information, who is doing the talking. Perez likes to say for every 10 minutes of content, teachers need to give students two minutes of “chew time.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">\u003cstrong>8. Empathize\u003c/strong>\u003cbr>\nKeep in mind the students’ perspective and listen when they explain what they need to learn. Take Ned’s Great Eight to heart.\u003c/span>\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/p_BskcXTqpM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>NED’s GREAT EIGHT\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>I feel OK\u003c/li>\n\u003cli>It matters\u003c/li>\n\u003cli>It’s active\u003c/li>\n\u003cli>It stretches me\u003c/li>\n\u003cli>I have a coach\u003c/li>\n\u003cli>I have to use it\u003c/li>\n\u003cli>I think back on it\u003c/li>\n\u003cli>I plan my next steps\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>9. Do a BRAIN checklist\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Build a safe environment\u003c/li>\n\u003cli>Recognize diversity in the classroom\u003c/li>\n\u003cli>Assessment must be formative, authentic and ongoing\u003c/li>\n\u003cli>Instructional strategies should be a palette of opportunities\u003c/li>\n\u003cli>New models\u003c/li>\n\u003c/ul>\n\u003cp>“We’ve got to be growing and open to new ideas,” Perez said. “That’s why teaching is such an adventure. Each day you walk into the classroom, you never know what you’re going to get.”\u003c/p>\n\u003cp>\u003cstrong>10. Simplify\u003c/strong>\u003cbr>\nPerez suggests framing every lesson in a similar format, but executing it differently each time. First activate the learners by making them curious and developing a need-to-know. Then, let them dig into the content in an exploratory phase that takes them deeply into rich content. Last, help scaffold students’ broader understanding by helping them integrate it with what they already know. Some metacognitive questions that can get them thinking this way include: What part of the lesson did you like the best? What part was the most difficult for you? Why do you think that was? What do you think you can do today to help yourself stay focused?\u003c/p>\n\u003cp>“If we don’t give our kids time to reflect, to connect, to marinate on the information, they’re going to regurgitate what’s right there in front of them without even thinking,” Perez said. Reflection and rehearsal of what was learned is crucial to move information from \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/09/how-memory-focus-and-good-teaching-can-work-together-to-help-kids-learn/\" target=\"_blank\" rel=\"noopener\">working memory into long-term memory\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>11. Chunk Information \u003c/strong>\u003cbr>\nMake information more easily digestible for students. “We need to be more purposeful in our delivery of information,” Perez said. Too often teachers deliver an entire lesson without letting students move or discuss once. Kids will give up if they are overloaded with facts, and chunking provides a way to pause and let students think over what they’ve learned. Breaks to assimilate information are crucial for mastery.\u003c/p>\n\u003cp>“Lesson mastery means students have mastered the content when they do something substantive with the content beyond echoing it,” Perez said.\u003c/p>\n\u003cp>\u003cstrong>12. Props\u003c/strong>\u003cbr>\nPerez keeps a box of props for when she’s teaching. She often throws something to a child when it’s his turn to talk so he has something to focus on. She says this works particularly well for kids with attention problems, as well as for the tactile learners.\u003c/p>\n\u003cp>\u003cstrong>13. Breaks\u003c/strong>\u003cbr>\nShort video clips can be a great brain break. A great clip can be interpreted in multiple ways. “You’re fostering divergent thinking,” Perez said.\u003c/p>\n\u003cp>\u003cstrong>14. Post-Its\u003c/strong>\u003cbr>\nPost-It note discussions are a good way to get all students involved without making anyone uncomfortable by putting them on the spot. Ask an open-ended question. It could be an activator at the beginning, a marinator in the middle, or even a summarizer to test for understanding at the end of a lesson. Students jot down their answers to the prompt on Post-Its. English Language learners or special needs students could write just one word or draw something. Then students share in pairs. “Even the most reticent learner is OK sharing one-on-one.” Perez said. Post all the responses on a graffiti board and pull out some trends.\u003c/p>\n\u003cp>\u003cstrong>15. Make Snowballs\u003c/strong>\u003cbr>\nThe Snowball brain break is one of Perez’ favorite ways to summarize learning at the end of a lesson (and should be done when students are on their way to recess or at the end of the day). Students write answers to a prompt on a piece of paper. On the count of three, they throw their “snowball” randomly up and away (but not at anyone). Then everyone grabs a snowball that landed near them.“It’s a way you can purposefully pause, have them reflect and make connections,” Perez said. She uses it in all subjects, sometimes asking students to write three new vocabulary words they learned, or three successes they had in that lesson, or three questions. “Students love it and it’s inclusionary because it’s anonymous,” Perez said. Students also get to see one another’s thinking in this activity.\u003c/p>\n\u003cp>\u003cstrong>16. Guessing Games\u003c/strong>\u003cbr>\nWhen slightly boring content must be covered, create a need-to-know in students by having them predict the answers. Students are more likely to be invested in the answers when they are revealed after students themselves have had a chance to debate and predict.*\u003c/p>\n\u003cp>This strategy among others is meant to get students to manipulate and think about the information themselves. “If the teacher does all the interacting with the material, the teacher’s brain, not the students’ brains, will grow,” Perez said. That’s why Perez advocates that teachers have a large toolkit of approaches to get students thinking, speaking, writing, touching, building, listening and, most importantly, doing something with the content.\u003c/p>\n\u003cp>\u003cstrong>17. Balanced Inquiry\u003c/strong>\u003cbr>\nLectures do have a time and a place, but they are far more effective when they are interactive. Perez likes \u003ca href=\"http://www.ascd.org/Publications/Books/Overview/The-Interactive-Lecture.aspx\" target=\"_blank\" rel=\"noopener\">Harvey Silver’s guide for an effective lecture\u003c/a>: connect new knowledge to existing knowledge, organize the materials into chunks, dual code the information so it’s stored in multiple places and exercise the brain.\u003c/p>\n\u003cp>“It’s a matter of balance to keep the engagement alive,” Perez said. She doesn’t advocate that teachers always have students teach one another just because it has a high retention and transfer rate; doing all of one thing is never effective. Instead, she says, it’s about a balanced use of all the inquiry approaches.\u003c/p>\n\u003cp>\u003cstrong>18.\u003c/strong> \u003cstrong>Mind-streaming\u003c/strong>\u003cbr>\nMind-streaming is another fun brain break activity that also gives students a chance to recall what they’ve learned and teach one another. Have students randomly pair up and then each person teaches the other the most important things they’ve learned in that lesson. Each person will remember different things, and when there is overlap that will reinforce the concept. It’s simple, effective and doesn’t require any teacher preparation because students are teaching one another.\u003c/p>\n\u003cp>\u003cstrong>19. Be Interactive\u003c/strong>\u003cbr>\nPerez begs educators to always try to make tasks engaging and interactive by giving students enough knowledge, giving them the language to express it, giving them an authentic reason for the interaction they’re engaged in, prime them with interesting questions, establish a community of learners that support each other, and give students a clear understanding of the task. If these elements are part of every class, she says, all students can be successful.\u003c/p>\n\u003cp>\u003cstrong>20. HOPE\u003c/strong>\u003cbr>\nThe last tip Perez offered educators is to have HOPE, an acronym she uses for Have Only Positive Expectations.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*A previous version of this story included information Kathy Perez shared in her conference presentation about the Learning Pyramid and rates of retention using various teaching methods which \u003ca href=\"https://www.washingtonpost.com/news/answer-sheet/wp/2013/03/06/why-the-learning-pyramid-is-wrong/\" target=\"_blank\" rel=\"noopener\">are in incorrect\u003c/a>. We regret the error.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.stmarys-ca.edu/faculty-experts/find-faculty-by-name-expertise/kathy-perez-edd\" target=\"_blank\" rel=\"noopener\">Kathy Perez\u003c/a> has decades of experience as a classroom educator, with training in special education and teaching English language learners. She also has a dynamic style. Sitting through her workshop presentation was like being a student in her classroom. She presents on how to make the classroom engaging and motivating to all students, even the most reluctant learners, while modeling for her audience exactly how she would do it. The experience is a bit jarring because it’s so different from the lectures that dominate big education conferences, but it’s also refreshing and way more fun.\u003c/p>\n\u003cp>Perez says when students are engaged, predicting answers, talking with one another and sharing with the class in ways that follow safe routines and practices, they not only achieve more but they also act out less. And everyone, including the teacher, has more fun.\u003c/p>\n\u003cp>“If we don’t have their attention, what’s the point?” Perez asked an audience at a \u003ca href=\"http://www.learningandthebrain.com/\" target=\"_blank\" rel=\"noopener\">Learning and the Brain conference \u003c/a>on mindsets.\u003c/p>\n\u003cp>She’s a big proponent of brain breaks and getting kids moving around frequently during the day. She reminded educators that most kids’ attention spans are about as long in minutes as their age. So a third-grader can concentrate for about eight minutes before losing interest. It’s a teacher’s job to make sure there are lots of quick, effective brain breaks built into the lesson to give children a moment to recalibrate. Perez says teachers must be prepared for a diverse cross section of learners with a large toolkit of strategies for teaching in multiple modalities, with many entry points to participation and content.\u003c/p>\n\u003cp>\u003cstrong>PEREZ’ BRAIN-BASED STRATEGIES\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>1. Don't Be Boring\u003cbr>\n\u003c/strong>“In our engaging classrooms, we have to have a set of procedures and routines,” Perez said. But they don’t have to be boring. She often has students come in and look at a list of adjectives on the board, many of which stretch her students’ vocabularies. She asks them to greet two other students and use one of the adjectives to describe how they are feeling today. The activity gets them up, moving and ready to learn, plus they’ve used a new vocabulary word in relation to themselves, checking in with their community along the way.\u003c/p>\n\u003cp>\u003cstrong>2. Vote\u003c/strong>\u003cbr>\nActivate students’ brains with a quick round of voting. Perez often puts three learning goals for the day up on the board and asks students to vote for the one they think is most important. All three goals are good ones and there’s no wrong answer. “The reluctant learners get to look around the room and see who else thinks just like them,” Perez said. This quick activity helps create curiosity among students about what each of them is thinking.\u003c/p>\n\u003cp>\u003cstrong>3. Set Goals\u003c/strong>\u003cbr>\nPerez is also a proponent of both teacher and students setting personal learning goals every day that are achievable, believable and measurable. “Part of reaching that goal is publicizing that goal,” Perez said. Making goal-setting a regular and visible part of one's teaching practice models it for students. But it’s very important to leave time for students to revisit the goal they set at the end of the day, Perez said. That opportunity to reflect will help them see and value what they did during the day, as well as where they may have fallen short of the goal.\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">\u003cstrong>4. Form Groups\u003c/strong>\u003cbr>\nPerez constantly asks her students (in this case a group of educators) to break off to share with one another, brainstorm or collaborate, and she always sets a time limit for the conversation, like 72 seconds. “In my classroom I use bizarre time limits and then they think I’m actually watching the clock and they get to it,” Perez said. She finds this promotes more time on task than a generic five-minute time limit, which students know is just as likely to stretch into eight minutes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">\u003cstrong>5. Quick Writes\u003c/strong>\u003cbr>\nOften Perez will throw out a question and ask students to quickly brainstorm on paper as many answers as they can. Then she’ll do a “popcorn share” where students stand up whenever they want and throw out an idea. This could be an alternative to something like “round-robin reading,” which can put reluctant learners in the hot seat. In this case, Perez sets her students up for success by giving them time to brainstorm first -- the answers are right in front of them. This strategy has the added value of forcing students to listen closely to their peers, since they don’t know who will pop up next.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">\u003cstrong>6. Focus on the ABCs: Acceptance, Belonging and Community\u003cbr>\n\u003c/strong>\"Without this set of ABCs, traditional ABCs will not be as successful,” Perez said. She’s aware of the rush to cover content in many schools and classrooms, but says teaching is not about what is covered today, it’s about what is uncovered in students. “Don’t be so standards-driven that you forget the needs of your students,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">\u003cstrong>7. Continually change the “state” of the classroom\u003cbr>\n\u003c/strong>These are changes in who is providing the information, who is doing the talking. Perez likes to say for every 10 minutes of content, teachers need to give students two minutes of “chew time.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">\u003cstrong>8. Empathize\u003c/strong>\u003cbr>\nKeep in mind the students’ perspective and listen when they explain what they need to learn. Take Ned’s Great Eight to heart.\u003c/span>\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/p_BskcXTqpM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>NED’s GREAT EIGHT\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>I feel OK\u003c/li>\n\u003cli>It matters\u003c/li>\n\u003cli>It’s active\u003c/li>\n\u003cli>It stretches me\u003c/li>\n\u003cli>I have a coach\u003c/li>\n\u003cli>I have to use it\u003c/li>\n\u003cli>I think back on it\u003c/li>\n\u003cli>I plan my next steps\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>9. Do a BRAIN checklist\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Build a safe environment\u003c/li>\n\u003cli>Recognize diversity in the classroom\u003c/li>\n\u003cli>Assessment must be formative, authentic and ongoing\u003c/li>\n\u003cli>Instructional strategies should be a palette of opportunities\u003c/li>\n\u003cli>New models\u003c/li>\n\u003c/ul>\n\u003cp>“We’ve got to be growing and open to new ideas,” Perez said. “That’s why teaching is such an adventure. Each day you walk into the classroom, you never know what you’re going to get.”\u003c/p>\n\u003cp>\u003cstrong>10. Simplify\u003c/strong>\u003cbr>\nPerez suggests framing every lesson in a similar format, but executing it differently each time. First activate the learners by making them curious and developing a need-to-know. Then, let them dig into the content in an exploratory phase that takes them deeply into rich content. Last, help scaffold students’ broader understanding by helping them integrate it with what they already know. Some metacognitive questions that can get them thinking this way include: What part of the lesson did you like the best? What part was the most difficult for you? Why do you think that was? What do you think you can do today to help yourself stay focused?\u003c/p>\n\u003cp>“If we don’t give our kids time to reflect, to connect, to marinate on the information, they’re going to regurgitate what’s right there in front of them without even thinking,” Perez said. Reflection and rehearsal of what was learned is crucial to move information from \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/09/how-memory-focus-and-good-teaching-can-work-together-to-help-kids-learn/\" target=\"_blank\" rel=\"noopener\">working memory into long-term memory\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>11. Chunk Information \u003c/strong>\u003cbr>\nMake information more easily digestible for students. “We need to be more purposeful in our delivery of information,” Perez said. Too often teachers deliver an entire lesson without letting students move or discuss once. Kids will give up if they are overloaded with facts, and chunking provides a way to pause and let students think over what they’ve learned. Breaks to assimilate information are crucial for mastery.\u003c/p>\n\u003cp>“Lesson mastery means students have mastered the content when they do something substantive with the content beyond echoing it,” Perez said.\u003c/p>\n\u003cp>\u003cstrong>12. Props\u003c/strong>\u003cbr>\nPerez keeps a box of props for when she’s teaching. She often throws something to a child when it’s his turn to talk so he has something to focus on. She says this works particularly well for kids with attention problems, as well as for the tactile learners.\u003c/p>\n\u003cp>\u003cstrong>13. Breaks\u003c/strong>\u003cbr>\nShort video clips can be a great brain break. A great clip can be interpreted in multiple ways. “You’re fostering divergent thinking,” Perez said.\u003c/p>\n\u003cp>\u003cstrong>14. Post-Its\u003c/strong>\u003cbr>\nPost-It note discussions are a good way to get all students involved without making anyone uncomfortable by putting them on the spot. Ask an open-ended question. It could be an activator at the beginning, a marinator in the middle, or even a summarizer to test for understanding at the end of a lesson. Students jot down their answers to the prompt on Post-Its. English Language learners or special needs students could write just one word or draw something. Then students share in pairs. “Even the most reticent learner is OK sharing one-on-one.” Perez said. Post all the responses on a graffiti board and pull out some trends.\u003c/p>\n\u003cp>\u003cstrong>15. Make Snowballs\u003c/strong>\u003cbr>\nThe Snowball brain break is one of Perez’ favorite ways to summarize learning at the end of a lesson (and should be done when students are on their way to recess or at the end of the day). Students write answers to a prompt on a piece of paper. On the count of three, they throw their “snowball” randomly up and away (but not at anyone). Then everyone grabs a snowball that landed near them.“It’s a way you can purposefully pause, have them reflect and make connections,” Perez said. She uses it in all subjects, sometimes asking students to write three new vocabulary words they learned, or three successes they had in that lesson, or three questions. “Students love it and it’s inclusionary because it’s anonymous,” Perez said. Students also get to see one another’s thinking in this activity.\u003c/p>\n\u003cp>\u003cstrong>16. Guessing Games\u003c/strong>\u003cbr>\nWhen slightly boring content must be covered, create a need-to-know in students by having them predict the answers. Students are more likely to be invested in the answers when they are revealed after students themselves have had a chance to debate and predict.*\u003c/p>\n\u003cp>This strategy among others is meant to get students to manipulate and think about the information themselves. “If the teacher does all the interacting with the material, the teacher’s brain, not the students’ brains, will grow,” Perez said. That’s why Perez advocates that teachers have a large toolkit of approaches to get students thinking, speaking, writing, touching, building, listening and, most importantly, doing something with the content.\u003c/p>\n\u003cp>\u003cstrong>17. Balanced Inquiry\u003c/strong>\u003cbr>\nLectures do have a time and a place, but they are far more effective when they are interactive. Perez likes \u003ca href=\"http://www.ascd.org/Publications/Books/Overview/The-Interactive-Lecture.aspx\" target=\"_blank\" rel=\"noopener\">Harvey Silver’s guide for an effective lecture\u003c/a>: connect new knowledge to existing knowledge, organize the materials into chunks, dual code the information so it’s stored in multiple places and exercise the brain.\u003c/p>\n\u003cp>“It’s a matter of balance to keep the engagement alive,” Perez said. She doesn’t advocate that teachers always have students teach one another just because it has a high retention and transfer rate; doing all of one thing is never effective. Instead, she says, it’s about a balanced use of all the inquiry approaches.\u003c/p>\n\u003cp>\u003cstrong>18.\u003c/strong> \u003cstrong>Mind-streaming\u003c/strong>\u003cbr>\nMind-streaming is another fun brain break activity that also gives students a chance to recall what they’ve learned and teach one another. Have students randomly pair up and then each person teaches the other the most important things they’ve learned in that lesson. Each person will remember different things, and when there is overlap that will reinforce the concept. It’s simple, effective and doesn’t require any teacher preparation because students are teaching one another.\u003c/p>\n\u003cp>\u003cstrong>19. Be Interactive\u003c/strong>\u003cbr>\nPerez begs educators to always try to make tasks engaging and interactive by giving students enough knowledge, giving them the language to express it, giving them an authentic reason for the interaction they’re engaged in, prime them with interesting questions, establish a community of learners that support each other, and give students a clear understanding of the task. If these elements are part of every class, she says, all students can be successful.\u003c/p>\n\u003cp>\u003cstrong>20. HOPE\u003c/strong>\u003cbr>\nThe last tip Perez offered educators is to have HOPE, an acronym she uses for Have Only Positive Expectations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>In just a few years, art education has gone from the easiest thing to cut in a school budget to an increasingly utilized teaching technique to increase student engagement and deepen understanding. Arts organizations with an education mission are teaming up with classroom teachers to develop lessons that use drama, music, visual art and dance to help students understand concepts that can be abstract and complex.\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/UP7nwl_g6sU?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.washingtonpost.com/local/education/teachers-are-using-theater-and-dance-to-teach-math--and-its-working/2016/02/22/61f8dc0c-d68b-11e5-b195-2e29a4e13425_story.html\" target=\"_blank\">Washington Post article\u003c/a>, Moriah Balingit details one such program in Fairfax County, VA. Grade level teachers said they learned a lot from the trained arts-integration specialists and have tried to incorporate some of the strategies on their own as well. Balingit writes that an external evaluation of the program found it to be success at improving achievement as well:\u003c/p>\n\u003cblockquote>\u003cp>\"Researcher Mengli Song said the students in the program did not necessarily learn additional math content but they did demonstrate a better grasp of the material. And the effect was comparable to other early-childhood interventions. 'It’s not a huge effect, but it’s a non-trivial, notable effect,' Song said.\"\u003c/p>\u003c/blockquote>\n\u003cp>https://www.washingtonpost.com/local/education/teachers-are-using-theater-and-dance-to-teach-math--and-its-working/2016/02/22/61f8dc0c-d68b-11e5-b195-2e29a4e13425_story.html\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"order": 10
},
"link": "/californiareportmagazine",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
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"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",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"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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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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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.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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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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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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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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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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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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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
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"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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},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"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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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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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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"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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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": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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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"
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},
"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": {
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"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",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"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/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
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"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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