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She’s intentionally giving them a lot of freedom to play with the program, create cool designs and figure out what the functions do.\u003c/p>\n\u003cp>“I think “y” means, like, going up,” says Juritzy Maldonado. “So to pull it up, I’m going to try to change the number.” She punches in 200 for “y” and watches the image she’s creating shift upward. Another group discovers that if they hit “repeat” multiple times, they can create a parachute-like design that they’ve figured out how to color in various ways. That wasn’t their original plan, but they’re running with it now.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Our goal is not to create more scientists and engineers; it’s to leave doors open for kids.'\u003c/aside>\n\u003cp>“Pretty much everything we were doing is trying one-by-one and seeing what we got, and then we put them all together,” said Guadalupe Pena. She and her partner realize they haven’t used a crucial function to set \"xy\" but they’re not worried. “We still don’t know how to use [it] very well,” Guadalupe admits. “Since we’ve already got everything written down, we can take the risk to make it to see what it does to our parachute.”\u003c/p>\n\u003cp>This blind exploration using Turtle Art is part of a two-week deep dive Kretschmar is doing on the coordinate grid. She says it can be a tricky concept for a lot of kids, and it's more fun for them to uncover the intricacies using Turtle Art. Having the context of their experience with the program makes the math concepts more relevant when the time comes to teach them. She also likes that while kids are exploring they’re working together, helping each other and building a visual reference point.\u003c/p>\n\u003cfigure id=\"attachment_41722\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-41722\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/turtle-art-800x450.jpg\" alt=\"Turtle Art demo\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Turtle Art demo \u003ccite>(Turtle Art)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Turtle Art project, and the concept of “doing” or “making” before any explicit instruction has been given, is part of the school’s attempt to shake up its teaching. \u003ca href=\"https://lighthousecharter.org/\" target=\"_blank\">Lighthouse Community Charter\u003c/a> has to cover the same standard curriculum as district schools, so teachers have to choose carefully the times when they’ll spend a little more time and creativity on a difficult subject.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Student should stumble around a little bit noticing patterns and eventually walk away with some basics, says Aaron Vanderwerff. He’s the \u003ca href=\"http://lighthousecreativitylab.org/\" target=\"_blank\">Creativity Lab\u003c/a> and Science director at Lighthouse. He’s been coaching teachers on how to incorporate “making” into their curriculum when it’s appropriate. He says about 70 percent of the staff ask for help from the Creativity Lab each year.\u003c/p>\n\u003cp>“Core teachers are interested in trying to integrate this,” Vanderwerff said. “The concept of the coaching is that if we help someone with one or two projects, they may do \u003ca href=\"http://lighthousecreativitylab.org/projects-2/your-projects/\" target=\"_blank\">more on their own\u003c/a>.”\u003c/p>\n\u003cp>He runs workshops for teachers designed to give them the experience of learning through making and inquiry, so they understand how the framework can help their students. And it's working. The high school physics teacher had students build a mousetrap car to learn about forces. Fourth-graders studying westward expansion built their own version of the Transcontinental Railroad, including engineering a way to get their trains over the mountains.\u003c/p>\n\u003cp>The school has built a makerspace that high school students use for robotics, a scientific inquiry class and even some art classes. Six years ago, Vanderwerff was the robotics class teacher. His success with a more hands-on, student-driven curriculum inspired the school to expand that work into the Creativity Lab and to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/04/how-to-turn-your-school-into-a-maker-haven/\" target=\"_blank\">incorporate “making”\u003c/a> into all K-12 classes.\u003c/p>\n\u003cfigure id=\"attachment_41723\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41723\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/noise-levels.jpg\" alt=\"A noise-o-meter lets kids know what activity is going on in the Creativity Lab.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A noise-o-meter lets kids know what activity is going on in the Creativity Lab. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We’re seeing that making really helps kids with that STEM (science, technology, engineering and math) piece of things if that’s something they’re excited about,” Vanderwerff said. While Lighthouse has only just recently graduated its first class of seniors, Vanderwerff and his colleagues were concerned as they watched other Oakland high school students attend college, encounter difficult STEM courses and give up.\u003c/p>\n\u003cp>In Lighthouse robotics and making classes, students work on the same project for six months. They naturally encounter obstacles, develop solutions and keep working. The class also gives students some hands-on experience with concepts they’d otherwise only learn about more traditionally. Suddenly, physics has a point, geometry comes alive and computer programming doesn’t seem so boring.\u003c/p>\n\u003cp>“Our goal is not to create more scientists and engineers,” Vanderwerff said. “It’s to leave doors open for kids.” He’s painfully aware that not many schools in the East Oakland neighborhood that Lighthouse Charter serves have makerspaces. The Creativity Lab and infusion of making into the curriculum schoolwide is a larger attempt to even the playing field and provide kids in this low-income urban neighborhood access to creative spaces.\u003c/p>\n\u003cp>“My students in their communities are not exposed to designers and engineers as much,” Vanderwerff said. His students have told him that his robotics class changed their plans for the future, not because he told them they should be an engineer or a computer programmer, but because they experienced the power of designing and making something.\u003c/p>\n\u003cfigure id=\"attachment_41725\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41725\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/making-tools.jpg\" alt=\"Materials to create all sorts of projects are stored creatively in the Creativity Lab at Lighthouse Community Charter.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Materials to create all sorts of projects are stored creatively in the Creativity Lab at Lighthouse Community Charter. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I would much rather push for this kind of curriculum in schools serving low-income communities than in other schools because I think it will help students to gain their own voice, and a lot of the kind of character-building aspects that are intrinsic in this, but also to be exposed to new possibilities for the future,” Vanderwerff said.\u003c/p>\n\u003cp>He’s disappointed that the maker movement isn’t more diverse, but says when he takes his mostly African-American and Latino kids to \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a> each year, they hardly notice. They are on fire with the ideas on display and proud of their accomplishments.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Vanderwerff is working with educators from around the country to promote making and design thinking in the classroom. He runs workshops open to public and private school teachers alike, hoping to spread some of these ideas beyond the likely suspects. The Creativity Lab has lots of \u003ca href=\"http://lighthousecreativitylab.org/projects-2/projects/\" target=\"_blank\">project guides\u003c/a> on its website, along with examples of student work.\u003c/p>\n\n",
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"excerpt": "The makerspace in one inner-city school is helping infuse hands-on learning into all core classes.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Sixth-grade students at Lighthouse Community Charter in Oakland, California, eagerly pull laptops off a cart and settle down with a partner to experiment with \u003ca href=\"http://turtleart.org/\" target=\"_blank\">Turtle Art\u003c/a>, a program meant to \u003ca href=\"https://drive.google.com/file/d/0BxEFcim8OtLXWnVRNUx2TmRUbWM/view\" target=\"_blank\">introduce them to the basics of programming and some math concepts\u003c/a>.\u003c/p>\n\u003cp>Math teacher Laura Kretschmar gave students a rubric with specific goals around collaboration, communication and instructions to use various functions in the program, but not a lot else. She’s intentionally giving them a lot of freedom to play with the program, create cool designs and figure out what the functions do.\u003c/p>\n\u003cp>“I think “y” means, like, going up,” says Juritzy Maldonado. “So to pull it up, I’m going to try to change the number.” She punches in 200 for “y” and watches the image she’s creating shift upward. Another group discovers that if they hit “repeat” multiple times, they can create a parachute-like design that they’ve figured out how to color in various ways. That wasn’t their original plan, but they’re running with it now.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Our goal is not to create more scientists and engineers; it’s to leave doors open for kids.'\u003c/aside>\n\u003cp>“Pretty much everything we were doing is trying one-by-one and seeing what we got, and then we put them all together,” said Guadalupe Pena. She and her partner realize they haven’t used a crucial function to set \"xy\" but they’re not worried. “We still don’t know how to use [it] very well,” Guadalupe admits. “Since we’ve already got everything written down, we can take the risk to make it to see what it does to our parachute.”\u003c/p>\n\u003cp>This blind exploration using Turtle Art is part of a two-week deep dive Kretschmar is doing on the coordinate grid. She says it can be a tricky concept for a lot of kids, and it's more fun for them to uncover the intricacies using Turtle Art. Having the context of their experience with the program makes the math concepts more relevant when the time comes to teach them. She also likes that while kids are exploring they’re working together, helping each other and building a visual reference point.\u003c/p>\n\u003cfigure id=\"attachment_41722\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-41722\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/turtle-art-800x450.jpg\" alt=\"Turtle Art demo\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Turtle Art demo \u003ccite>(Turtle Art)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Turtle Art project, and the concept of “doing” or “making” before any explicit instruction has been given, is part of the school’s attempt to shake up its teaching. \u003ca href=\"https://lighthousecharter.org/\" target=\"_blank\">Lighthouse Community Charter\u003c/a> has to cover the same standard curriculum as district schools, so teachers have to choose carefully the times when they’ll spend a little more time and creativity on a difficult subject.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Student should stumble around a little bit noticing patterns and eventually walk away with some basics, says Aaron Vanderwerff. He’s the \u003ca href=\"http://lighthousecreativitylab.org/\" target=\"_blank\">Creativity Lab\u003c/a> and Science director at Lighthouse. He’s been coaching teachers on how to incorporate “making” into their curriculum when it’s appropriate. He says about 70 percent of the staff ask for help from the Creativity Lab each year.\u003c/p>\n\u003cp>“Core teachers are interested in trying to integrate this,” Vanderwerff said. “The concept of the coaching is that if we help someone with one or two projects, they may do \u003ca href=\"http://lighthousecreativitylab.org/projects-2/your-projects/\" target=\"_blank\">more on their own\u003c/a>.”\u003c/p>\n\u003cp>He runs workshops for teachers designed to give them the experience of learning through making and inquiry, so they understand how the framework can help their students. And it's working. The high school physics teacher had students build a mousetrap car to learn about forces. Fourth-graders studying westward expansion built their own version of the Transcontinental Railroad, including engineering a way to get their trains over the mountains.\u003c/p>\n\u003cp>The school has built a makerspace that high school students use for robotics, a scientific inquiry class and even some art classes. Six years ago, Vanderwerff was the robotics class teacher. His success with a more hands-on, student-driven curriculum inspired the school to expand that work into the Creativity Lab and to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/04/how-to-turn-your-school-into-a-maker-haven/\" target=\"_blank\">incorporate “making”\u003c/a> into all K-12 classes.\u003c/p>\n\u003cfigure id=\"attachment_41723\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41723\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/noise-levels.jpg\" alt=\"A noise-o-meter lets kids know what activity is going on in the Creativity Lab.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A noise-o-meter lets kids know what activity is going on in the Creativity Lab. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We’re seeing that making really helps kids with that STEM (science, technology, engineering and math) piece of things if that’s something they’re excited about,” Vanderwerff said. While Lighthouse has only just recently graduated its first class of seniors, Vanderwerff and his colleagues were concerned as they watched other Oakland high school students attend college, encounter difficult STEM courses and give up.\u003c/p>\n\u003cp>In Lighthouse robotics and making classes, students work on the same project for six months. They naturally encounter obstacles, develop solutions and keep working. The class also gives students some hands-on experience with concepts they’d otherwise only learn about more traditionally. Suddenly, physics has a point, geometry comes alive and computer programming doesn’t seem so boring.\u003c/p>\n\u003cp>“Our goal is not to create more scientists and engineers,” Vanderwerff said. “It’s to leave doors open for kids.” He’s painfully aware that not many schools in the East Oakland neighborhood that Lighthouse Charter serves have makerspaces. The Creativity Lab and infusion of making into the curriculum schoolwide is a larger attempt to even the playing field and provide kids in this low-income urban neighborhood access to creative spaces.\u003c/p>\n\u003cp>“My students in their communities are not exposed to designers and engineers as much,” Vanderwerff said. His students have told him that his robotics class changed their plans for the future, not because he told them they should be an engineer or a computer programmer, but because they experienced the power of designing and making something.\u003c/p>\n\u003cfigure id=\"attachment_41725\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41725\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/making-tools.jpg\" alt=\"Materials to create all sorts of projects are stored creatively in the Creativity Lab at Lighthouse Community Charter.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Materials to create all sorts of projects are stored creatively in the Creativity Lab at Lighthouse Community Charter. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I would much rather push for this kind of curriculum in schools serving low-income communities than in other schools because I think it will help students to gain their own voice, and a lot of the kind of character-building aspects that are intrinsic in this, but also to be exposed to new possibilities for the future,” Vanderwerff said.\u003c/p>\n\u003cp>He’s disappointed that the maker movement isn’t more diverse, but says when he takes his mostly African-American and Latino kids to \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a> each year, they hardly notice. They are on fire with the ideas on display and proud of their accomplishments.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Vanderwerff is working with educators from around the country to promote making and design thinking in the classroom. He runs workshops open to public and private school teachers alike, hoping to spread some of these ideas beyond the likely suspects. The Creativity Lab has lots of \u003ca href=\"http://lighthousecreativitylab.org/projects-2/projects/\" target=\"_blank\">project guides\u003c/a> on its website, along with examples of student work.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "‘Lesson Study’ Technique: What Teachers Can Learn From One Another",
"title": "‘Lesson Study’ Technique: What Teachers Can Learn From One Another",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Jasmine Bankhead needed to figure out a way to improve teaching at her school.\u003c/p>\n\u003cp>It was 2013. She was the new principal of the O’Keeffe School of Excellence, an elementary school on Chicago’s South Side that had been struggling for years. Finally, the school district had taken dramatic action by firing the principal, the staff and all the teachers.\u003c/p>\n\u003cp>That’s when Bankhead was hired. Her job was to turn a failing school into a successful one, with all the same kids, but an entirely new teaching staff that she got to choose.\u003c/p>\n\u003cp>Bankhead had a very clear idea about what kind of teaching she wanted to see at her school. She calls it “inquiry-based” teaching. It’s an approach, \u003ca href=\"http://www.inspiredteaching.org/wp-content/uploads/impact-research-briefs-inquiry-based-teaching.pdf\">supported by research\u003c/a>, that begins by posing questions to students rather than presenting them with facts or knowledge. It’s the opposite of the way she was taught.\u003c/p>\n\u003cp>“My teachers stood in the front and talked,” she says. “And that was it.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To help the teachers at O’Keeffe learn how to do inquiry-based teaching, she gave them training. Lots of training. She set up workshops and sent them to professional development days.\u003c/p>\n\u003cp>But, it wasn’t working. She and her administrative team would visit classrooms, hoping to see all this great inquiry-based teaching. What they saw instead were a lot of teachers standing at the front of the room, talking. The teachers were learning about inquiry-based teaching at the workshops, but they didn’t know how to actually \u003cem>do\u003c/em> it when they got back to their classrooms. So they fell back on what they remembered about how their teachers taught, says Bankhead.\u003c/p>\n\u003cp>This is a common complaint about the traditional approach to teacher professional development in the United States. Teachers go to workshops and professional development days where they might get great new ideas about teaching. But when they get back to their classrooms and try to put those ideas into practice, all kinds of questions come up. And the expert who led the workshop isn’t there to help. Often, there’s no one to turn to for help.\u003c/p>\n\u003cp>Teachers in the United States have been expected to go into their classrooms, shut their doors, and figure things out on their own.\u003c/p>\n\u003cfigure id=\"attachment_42031\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-42031\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/akihiko-takahashi1.jpg\" alt=\"Akihiko Takahashi.\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\">Akihiko Takahashi. \u003ccite>(Emily Hanford)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Bankhead and her administrative team realized the typical American approach wasn’t going to work if they wanted to dramatically change teaching at their school. One of the O’Keeffe assistant principals had recently learned about an approach to professional development called “lesson study” in a class taught by a Japanese professor. They decided to get in touch with the professor, see if he could help them.\u003c/p>\n\u003cp>\u003cstrong>Bringing Lesson Study to Chicago\u003c/strong>\u003c/p>\n\u003cp>Akihiko Takahashi is a professor of math education at DePaul University. Before that, he was an elementary school teacher in Japan. He first came to the United States in the early 1990s looking for all the great approaches to teaching math that he and his colleagues in Japan had learned about from American researchers. When he couldn’t find these approaches being used in classrooms, he soon realized why: There was no lesson study in the United States.\u003c/p>\n\u003cp>Lesson study is a form of professional development Japanese teachers use to help them improve and to incorporate new ideas and methods into their teaching.\u003c/p>\n\u003cp>“If there’s no lesson study,” Takahashi says, “how can teachers learn how to improve instruction?”\u003c/p>\n\u003cfigure id=\"attachment_42024\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-42024\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/Research-Lesson.jpg\" alt=\"Research lesson at a public school in Tokyo, Japan. June 2014. \" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/Research-Lesson.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/Research-Lesson-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/Research-Lesson-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/Research-Lesson-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/Research-Lesson-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/Research-Lesson-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Research lesson at a public school in Tokyo, Japan. June 2014. \u003ccite>(Akihiko Takahashi)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Here’s how lesson study works.\u003c/p>\n\u003cp>A group of teachers comes together and identifies a teaching problem they want to solve. Maybe their students are struggling with adding fractions.\u003c/p>\n\u003cp>Next, the teachers do some research on \u003cem>why\u003c/em> students struggle with adding fractions. They read the latest education literature and look at lessons other teachers have tried. Typically they have an “outside adviser.” This person is usually an expert or researcher who does not work at the school but who’s invited to advise the group and help them with things like identifying articles and studies to read.\u003c/p>\n\u003cp>After they’ve done the research, the teachers design a lesson plan together. The lesson plan is like their hypothesis: If we teach this lesson in this way, we think students will understand fractions better.\u003c/p>\n\u003cp>Then, one of the teachers teaches the lesson to students, and the other teachers in the group observe. Often other teachers in the school will come watch, and sometimes educators from other schools too. It’s called a public research lesson.\u003c/p>\n\u003cp>During the public research lesson, the observers don’t focus on the teacher; they focus on the students. How are the students reacting to the lesson? What are they understanding or misunderstanding? The purpose is to improve the lesson, not to critique the teacher.\u003c/p>\n\u003cp>In the United States, we tend to think that improving education is about improving teachers - recruiting better ones, firing bad ones.\u003c/p>\n\u003cp>But the Japanese think about improving teaching. It’s a very different idea, says James Hiebert, an education researcher at the University of Delaware who has written about lesson study.\u003c/p>\n\u003cp>“Everything we do in the U.S. is focused on the effectiveness of the individual,” Hiebert says. “Is this teacher effective? Not, are the methods they’re using effective, and could they use other methods?”\u003c/p>\n\u003cp>Hiebert says to improve education in the United States, we need to shift from thinking about how to improve \u003cem>teachers\u003c/em> to thinking about how to improve \u003cem>teaching\u003c/em>. Lesson study is one way to do that, he says.\u003c/p>\n\u003cfigure id=\"attachment_42026\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-42026\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/okeefe-1.jpg\" alt=\"Teachers observe children working on a math problem during a public research lesson at the O’Keeffe School of Excellence in Chicago, January 2015. \" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/okeefe-1.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/okeefe-1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/okeefe-1-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/okeefe-1-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/okeefe-1-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/okeefe-1-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Teachers observe children working on a math problem during a public research lesson at the O’Keeffe School of Excellence in Chicago, January 2015. \u003ccite>(Photo: Stephen Smith)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Lesson Study at O’Keeffe\u003c/strong>\u003c/p>\n\u003cp>Akihiko Takahashi now helps run an organization called \u003ca href=\"http://www.lsalliance.org/\">Lesson Study Alliance\u003c/a> that helps American teachers, mostly in Chicago, learn lesson study. One of the schools is O’Keeffe.\u003c/p>\n\u003cp>I visited O’Keeffe in January 2015 to talk with teachers about their experience with lesson study and to see a public research lesson.\u003c/p>\n\u003cp>One of the first things to understand about lesson study is that it’s a long process, kind of the opposite of the one-day workshop American teachers are used to. Teachers come together to identify a problem they want to solve. Then they spend months doing research and planning a lesson.\u003c/p>\n\u003cp>I spent most of my time at O’Keeffe with a group of three teachers who had been working together as part of a lesson study group since the previous summer. Angela Flores and Melissa Warner teach third grade. Wanna Allen teaches fourth grade math and science.\u003c/p>\n\u003cp>When they first came together to identify the teaching problem they wanted to solve, they had several things on their mind. One, they knew the overall goal for the school was for teachers to work on inquiry-based teaching. Two, they were thinking about the Common Core. That’s a set of new education standards that lay out what kids should know and be able to do in each grade. Teachers at O’Keeffe – and across the country – are still figuring out how to teach the standards. Lesson study, they thought, would be a good way to do that.\u003c/p>\n\u003cp>“I’d rather struggle together than struggle by myself,” says Flores. She liked the idea of lesson study right away.\u003c/p>\n\u003cp>Flores, Warner and Allen decided to plan a math lesson that would focus on the third grade Common Core math standards for geometry. They noticed that kids often struggled with understanding how to find the area of a shape. Memorizing the formula “length times width” wasn’t a problem for many of them, but they didn’t seem to understand what the formula meant. If they were asked to find the area of an odd shape – a parallelogram or a few rectangles put together – kids often had no idea where to begin.\u003c/p>\n\u003cp>It took months of planning and consultation to come up with a lesson plan.\u003c/p>\n\u003cp>“It’s a lot of meeting after school,” says Warner.\u003c/p>\n\u003cp>That gets a laugh from her colleagues. They don’t get paid for this extra time. Their principal, Bankhead, does arrange for subs to come in occasionally to free them up for planning. But for the most part, doing lesson study requires teachers to be willing to work at night and on weekends.\u003c/p>\n\u003cp>“The pay is in the results,” says Allen. “You’re getting better as a teacher.”\u003c/p>\n\u003cp>Warner says lesson study has helped her think about teaching in a new way.\u003c/p>\n\u003cp>“It was about me before,” she says. “It was like, these are the things I’m going to teach you, and this is my end result.”\u003c/p>\n\u003cp>She was more focused on whether kids could demonstrate what they’d learned on an assignment or a test. She was less aware of how kids were actually learning.\u003c/p>\n\u003cp>Lesson study helps you “get into new habits as a thinker, and as an instructor,” Warner says. “And I see such a difference in my kids because of it. I feel like in the past, if my kids got an unfamiliar problem, they would just shut down, not know what to do. Now everyone’s creating a solution, and then we’re ready to talk about it.”\u003c/p>\n\u003cp>Lesson study is a welcome change from the old way of doing professional development, Warner says. It’s no longer “you going back to your classroom and stumbling around with an idea.”\u003c/p>\n\u003cp>Now, she says, there’s someone to give you feedback and say, try it this way.\u003c/p>\n\u003cp>“It’s turned my practice around.”\u003c/p>\n\u003cfigure id=\"attachment_42029\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-42029\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/OKeeffe-student.jpg\" alt=\"A student at O’Keeffe trying to figure out the area of the L. \" width=\"800\" height=\"530\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/OKeeffe-student.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/OKeeffe-student-400x265.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student at O’Keeffe trying to figure out the area of the L. \u003ccite>(Stephen Smith)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Results\u003c/strong>\u003c/p>\n\u003cp>Teachers at O’Keeffe haven’t been doing lesson study long enough to know what kind of impact it’s having on student learning. Other schools in Chicago that have been doing lesson study have seen test score growth, but there’s no way to know for sure whether that’s because of lesson study.\u003c/p>\n\u003cp>There is some evidence that lesson study improves teaching. A recent review of research on professional development in the United States looked at 643 studies on approaches to \u003ca href=\"http://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/rel_2014010.pdf\">improving math teaching\u003c/a>. Only two of the approaches were found to have positive effects on students’ math proficiency. One of them was lesson study.\u003c/p>\n\u003cp>Jasmine Bankhead, the principal at O’Keeffe, believes lesson study is working at her school.\u003c/p>\n\u003cp>“I’m seeing much better teaching, and there’s an attitude in the building that we’re all in this together,” she says. “That’s what we needed here. I know that as I plan and budget that I have to make room for this type of collaboration in my school, so that my teachers can continue to grow.”\u003c/p>\n\u003cp>Catherine Lewis, an American researcher who has been helping teachers in the United States learn lesson study for 15 years, says she recently asked one of the teachers she’d been working with, what’s the biggest change with lesson study?\u003c/p>\n\u003cp>She says the teacher told her, “The talk around the water cooler has really changed. We used to hide it when we had a failure. And everybody has failures in teaching. But we used to hide them. And now, we’re perfectly comfortable saying, ‘You know, I don’t have a good way of teaching division with remainders. What do you do? Can I come see it in your classroom?’”\u003c/p>\n\u003cp>It’s hard to know how many teachers in the United States are doing lesson study. There’s no official count. Lewis estimates thousands of teachers are doing it.\u003c/p>\n\u003cp>There’s even a whole state that’s trying it: Florida, which got a \u003ca href=\"http://jte.sagepub.com/content/early/2015/07/07/0022487115593603.abstract\">federal grant\u003c/a> in 2010 to encourage its schools to adopt lesson study.\u003c/p>\n\u003cp>But lesson study can be challenging in American schools. There are practical challenges, like finding time for teachers to plan together and watch each other teach. Japanese teachers have this kind of time built into their work schedule.\u003c/p>\n\u003cp>And there are cultural challenges. The organizing principle behind Japanese lesson study is that the best ideas for improving education come from teachers. It’s a bottom up kind of approach.\u003c/p>\n\u003cp>In the United States, education improvement tends to be top-down.\u003c/p>\n\u003cp>“The American approach has been to write and distribute reform documents and ask teachers to implement those recommendations,” says Hiebert.\u003c/p>\n\u003cp>Lesson study flips the script. It’s one of the reasons so many American teachers who try lesson study like it. But it’s also why lesson study can be a fragile enterprise in the United States. There are plenty of stories about educators who start lesson study, then a new principal comes in with a different idea about how to do things, and lesson study falls apart.\u003c/p>\n\u003cp>Another challenge for lesson study in American schools is the fact that it’s a long and intensive process.\u003c/p>\n\u003cp>“We are so addicted to quick fixes,” says Hiebert. “If it doesn’t fix things in two years, it’s not worth it.”\u003c/p>\n\u003cp>We have this attitude about teachers too, he says. Research shows that teachers in the United States improve the most early in their careers, but after about three to five years in the classroom, they’re about a\u003ca href=\"http://tntp.org/assets/documents/TNTP_FactSheet_TeacherExperience_2012.pdf\">s good as they’re going to get\u003c/a>. If you’re not a great teacher after a few years, you might as well quit or be fired. That’s the thinking in the United States anyway.\u003c/p>\n\u003cp>But in Japan, you’re not considered an expert teacher until you’ve been in the classroom for at least 10 years. The Japanese take teacher learning seriously, Hiebert says. They believe teachers will improve if they work in a system that values improvement.\u003c/p>\n\u003cp>The United States needs that kind of system, he says.\u003c/p>\n\u003cp>“We have an education system that is always reforming, but not always improving.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Emily Hanford is an education correspondent for \u003ca href=\"http://www.americanradioworks.org/\">American RadioWorks\u003c/a>, the national documentary unit of American Public Media. Check out the American RadioWorks website for a more in-depth version of \u003ca href=\"http://www.americanradioworks.org/segments/a-different-approach-to-teacher-learning-lesson-study/\">this article\u003c/a>. You can also read other articles about teacher learning and listen to the accompanying \u003ca href=\"http://www.americanradioworks.org/documentaries/teaching-teachers/\">radio documentary\u003c/a> program. American RadioWorks hosts a weekly education \u003ca href=\"http://www.americanradioworks.org/podcast/\">podcast available here\u003c/a>. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Jasmine Bankhead needed to figure out a way to improve teaching at her school.\u003c/p>\n\u003cp>It was 2013. She was the new principal of the O’Keeffe School of Excellence, an elementary school on Chicago’s South Side that had been struggling for years. Finally, the school district had taken dramatic action by firing the principal, the staff and all the teachers.\u003c/p>\n\u003cp>That’s when Bankhead was hired. Her job was to turn a failing school into a successful one, with all the same kids, but an entirely new teaching staff that she got to choose.\u003c/p>\n\u003cp>Bankhead had a very clear idea about what kind of teaching she wanted to see at her school. She calls it “inquiry-based” teaching. It’s an approach, \u003ca href=\"http://www.inspiredteaching.org/wp-content/uploads/impact-research-briefs-inquiry-based-teaching.pdf\">supported by research\u003c/a>, that begins by posing questions to students rather than presenting them with facts or knowledge. It’s the opposite of the way she was taught.\u003c/p>\n\u003cp>“My teachers stood in the front and talked,” she says. “And that was it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To help the teachers at O’Keeffe learn how to do inquiry-based teaching, she gave them training. Lots of training. She set up workshops and sent them to professional development days.\u003c/p>\n\u003cp>But, it wasn’t working. She and her administrative team would visit classrooms, hoping to see all this great inquiry-based teaching. What they saw instead were a lot of teachers standing at the front of the room, talking. The teachers were learning about inquiry-based teaching at the workshops, but they didn’t know how to actually \u003cem>do\u003c/em> it when they got back to their classrooms. So they fell back on what they remembered about how their teachers taught, says Bankhead.\u003c/p>\n\u003cp>This is a common complaint about the traditional approach to teacher professional development in the United States. Teachers go to workshops and professional development days where they might get great new ideas about teaching. But when they get back to their classrooms and try to put those ideas into practice, all kinds of questions come up. And the expert who led the workshop isn’t there to help. Often, there’s no one to turn to for help.\u003c/p>\n\u003cp>Teachers in the United States have been expected to go into their classrooms, shut their doors, and figure things out on their own.\u003c/p>\n\u003cfigure id=\"attachment_42031\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-42031\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/akihiko-takahashi1.jpg\" alt=\"Akihiko Takahashi.\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\">Akihiko Takahashi. \u003ccite>(Emily Hanford)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Bankhead and her administrative team realized the typical American approach wasn’t going to work if they wanted to dramatically change teaching at their school. One of the O’Keeffe assistant principals had recently learned about an approach to professional development called “lesson study” in a class taught by a Japanese professor. They decided to get in touch with the professor, see if he could help them.\u003c/p>\n\u003cp>\u003cstrong>Bringing Lesson Study to Chicago\u003c/strong>\u003c/p>\n\u003cp>Akihiko Takahashi is a professor of math education at DePaul University. Before that, he was an elementary school teacher in Japan. He first came to the United States in the early 1990s looking for all the great approaches to teaching math that he and his colleagues in Japan had learned about from American researchers. When he couldn’t find these approaches being used in classrooms, he soon realized why: There was no lesson study in the United States.\u003c/p>\n\u003cp>Lesson study is a form of professional development Japanese teachers use to help them improve and to incorporate new ideas and methods into their teaching.\u003c/p>\n\u003cp>“If there’s no lesson study,” Takahashi says, “how can teachers learn how to improve instruction?”\u003c/p>\n\u003cfigure id=\"attachment_42024\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-42024\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/Research-Lesson.jpg\" alt=\"Research lesson at a public school in Tokyo, Japan. June 2014. \" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/Research-Lesson.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/Research-Lesson-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/Research-Lesson-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/Research-Lesson-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/Research-Lesson-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/Research-Lesson-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Research lesson at a public school in Tokyo, Japan. June 2014. \u003ccite>(Akihiko Takahashi)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Here’s how lesson study works.\u003c/p>\n\u003cp>A group of teachers comes together and identifies a teaching problem they want to solve. Maybe their students are struggling with adding fractions.\u003c/p>\n\u003cp>Next, the teachers do some research on \u003cem>why\u003c/em> students struggle with adding fractions. They read the latest education literature and look at lessons other teachers have tried. Typically they have an “outside adviser.” This person is usually an expert or researcher who does not work at the school but who’s invited to advise the group and help them with things like identifying articles and studies to read.\u003c/p>\n\u003cp>After they’ve done the research, the teachers design a lesson plan together. The lesson plan is like their hypothesis: If we teach this lesson in this way, we think students will understand fractions better.\u003c/p>\n\u003cp>Then, one of the teachers teaches the lesson to students, and the other teachers in the group observe. Often other teachers in the school will come watch, and sometimes educators from other schools too. It’s called a public research lesson.\u003c/p>\n\u003cp>During the public research lesson, the observers don’t focus on the teacher; they focus on the students. How are the students reacting to the lesson? What are they understanding or misunderstanding? The purpose is to improve the lesson, not to critique the teacher.\u003c/p>\n\u003cp>In the United States, we tend to think that improving education is about improving teachers - recruiting better ones, firing bad ones.\u003c/p>\n\u003cp>But the Japanese think about improving teaching. It’s a very different idea, says James Hiebert, an education researcher at the University of Delaware who has written about lesson study.\u003c/p>\n\u003cp>“Everything we do in the U.S. is focused on the effectiveness of the individual,” Hiebert says. “Is this teacher effective? Not, are the methods they’re using effective, and could they use other methods?”\u003c/p>\n\u003cp>Hiebert says to improve education in the United States, we need to shift from thinking about how to improve \u003cem>teachers\u003c/em> to thinking about how to improve \u003cem>teaching\u003c/em>. Lesson study is one way to do that, he says.\u003c/p>\n\u003cfigure id=\"attachment_42026\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-42026\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/okeefe-1.jpg\" alt=\"Teachers observe children working on a math problem during a public research lesson at the O’Keeffe School of Excellence in Chicago, January 2015. \" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/okeefe-1.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/okeefe-1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/okeefe-1-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/okeefe-1-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/okeefe-1-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/okeefe-1-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Teachers observe children working on a math problem during a public research lesson at the O’Keeffe School of Excellence in Chicago, January 2015. \u003ccite>(Photo: Stephen Smith)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Lesson Study at O’Keeffe\u003c/strong>\u003c/p>\n\u003cp>Akihiko Takahashi now helps run an organization called \u003ca href=\"http://www.lsalliance.org/\">Lesson Study Alliance\u003c/a> that helps American teachers, mostly in Chicago, learn lesson study. One of the schools is O’Keeffe.\u003c/p>\n\u003cp>I visited O’Keeffe in January 2015 to talk with teachers about their experience with lesson study and to see a public research lesson.\u003c/p>\n\u003cp>One of the first things to understand about lesson study is that it’s a long process, kind of the opposite of the one-day workshop American teachers are used to. Teachers come together to identify a problem they want to solve. Then they spend months doing research and planning a lesson.\u003c/p>\n\u003cp>I spent most of my time at O’Keeffe with a group of three teachers who had been working together as part of a lesson study group since the previous summer. Angela Flores and Melissa Warner teach third grade. Wanna Allen teaches fourth grade math and science.\u003c/p>\n\u003cp>When they first came together to identify the teaching problem they wanted to solve, they had several things on their mind. One, they knew the overall goal for the school was for teachers to work on inquiry-based teaching. Two, they were thinking about the Common Core. That’s a set of new education standards that lay out what kids should know and be able to do in each grade. Teachers at O’Keeffe – and across the country – are still figuring out how to teach the standards. Lesson study, they thought, would be a good way to do that.\u003c/p>\n\u003cp>“I’d rather struggle together than struggle by myself,” says Flores. She liked the idea of lesson study right away.\u003c/p>\n\u003cp>Flores, Warner and Allen decided to plan a math lesson that would focus on the third grade Common Core math standards for geometry. They noticed that kids often struggled with understanding how to find the area of a shape. Memorizing the formula “length times width” wasn’t a problem for many of them, but they didn’t seem to understand what the formula meant. If they were asked to find the area of an odd shape – a parallelogram or a few rectangles put together – kids often had no idea where to begin.\u003c/p>\n\u003cp>It took months of planning and consultation to come up with a lesson plan.\u003c/p>\n\u003cp>“It’s a lot of meeting after school,” says Warner.\u003c/p>\n\u003cp>That gets a laugh from her colleagues. They don’t get paid for this extra time. Their principal, Bankhead, does arrange for subs to come in occasionally to free them up for planning. But for the most part, doing lesson study requires teachers to be willing to work at night and on weekends.\u003c/p>\n\u003cp>“The pay is in the results,” says Allen. “You’re getting better as a teacher.”\u003c/p>\n\u003cp>Warner says lesson study has helped her think about teaching in a new way.\u003c/p>\n\u003cp>“It was about me before,” she says. “It was like, these are the things I’m going to teach you, and this is my end result.”\u003c/p>\n\u003cp>She was more focused on whether kids could demonstrate what they’d learned on an assignment or a test. She was less aware of how kids were actually learning.\u003c/p>\n\u003cp>Lesson study helps you “get into new habits as a thinker, and as an instructor,” Warner says. “And I see such a difference in my kids because of it. I feel like in the past, if my kids got an unfamiliar problem, they would just shut down, not know what to do. Now everyone’s creating a solution, and then we’re ready to talk about it.”\u003c/p>\n\u003cp>Lesson study is a welcome change from the old way of doing professional development, Warner says. It’s no longer “you going back to your classroom and stumbling around with an idea.”\u003c/p>\n\u003cp>Now, she says, there’s someone to give you feedback and say, try it this way.\u003c/p>\n\u003cp>“It’s turned my practice around.”\u003c/p>\n\u003cfigure id=\"attachment_42029\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-42029\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/OKeeffe-student.jpg\" alt=\"A student at O’Keeffe trying to figure out the area of the L. \" width=\"800\" height=\"530\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/OKeeffe-student.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/OKeeffe-student-400x265.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student at O’Keeffe trying to figure out the area of the L. \u003ccite>(Stephen Smith)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Results\u003c/strong>\u003c/p>\n\u003cp>Teachers at O’Keeffe haven’t been doing lesson study long enough to know what kind of impact it’s having on student learning. Other schools in Chicago that have been doing lesson study have seen test score growth, but there’s no way to know for sure whether that’s because of lesson study.\u003c/p>\n\u003cp>There is some evidence that lesson study improves teaching. A recent review of research on professional development in the United States looked at 643 studies on approaches to \u003ca href=\"http://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/rel_2014010.pdf\">improving math teaching\u003c/a>. Only two of the approaches were found to have positive effects on students’ math proficiency. One of them was lesson study.\u003c/p>\n\u003cp>Jasmine Bankhead, the principal at O’Keeffe, believes lesson study is working at her school.\u003c/p>\n\u003cp>“I’m seeing much better teaching, and there’s an attitude in the building that we’re all in this together,” she says. “That’s what we needed here. I know that as I plan and budget that I have to make room for this type of collaboration in my school, so that my teachers can continue to grow.”\u003c/p>\n\u003cp>Catherine Lewis, an American researcher who has been helping teachers in the United States learn lesson study for 15 years, says she recently asked one of the teachers she’d been working with, what’s the biggest change with lesson study?\u003c/p>\n\u003cp>She says the teacher told her, “The talk around the water cooler has really changed. We used to hide it when we had a failure. And everybody has failures in teaching. But we used to hide them. And now, we’re perfectly comfortable saying, ‘You know, I don’t have a good way of teaching division with remainders. What do you do? Can I come see it in your classroom?’”\u003c/p>\n\u003cp>It’s hard to know how many teachers in the United States are doing lesson study. There’s no official count. Lewis estimates thousands of teachers are doing it.\u003c/p>\n\u003cp>There’s even a whole state that’s trying it: Florida, which got a \u003ca href=\"http://jte.sagepub.com/content/early/2015/07/07/0022487115593603.abstract\">federal grant\u003c/a> in 2010 to encourage its schools to adopt lesson study.\u003c/p>\n\u003cp>But lesson study can be challenging in American schools. There are practical challenges, like finding time for teachers to plan together and watch each other teach. Japanese teachers have this kind of time built into their work schedule.\u003c/p>\n\u003cp>And there are cultural challenges. The organizing principle behind Japanese lesson study is that the best ideas for improving education come from teachers. It’s a bottom up kind of approach.\u003c/p>\n\u003cp>In the United States, education improvement tends to be top-down.\u003c/p>\n\u003cp>“The American approach has been to write and distribute reform documents and ask teachers to implement those recommendations,” says Hiebert.\u003c/p>\n\u003cp>Lesson study flips the script. It’s one of the reasons so many American teachers who try lesson study like it. But it’s also why lesson study can be a fragile enterprise in the United States. There are plenty of stories about educators who start lesson study, then a new principal comes in with a different idea about how to do things, and lesson study falls apart.\u003c/p>\n\u003cp>Another challenge for lesson study in American schools is the fact that it’s a long and intensive process.\u003c/p>\n\u003cp>“We are so addicted to quick fixes,” says Hiebert. “If it doesn’t fix things in two years, it’s not worth it.”\u003c/p>\n\u003cp>We have this attitude about teachers too, he says. Research shows that teachers in the United States improve the most early in their careers, but after about three to five years in the classroom, they’re about a\u003ca href=\"http://tntp.org/assets/documents/TNTP_FactSheet_TeacherExperience_2012.pdf\">s good as they’re going to get\u003c/a>. If you’re not a great teacher after a few years, you might as well quit or be fired. That’s the thinking in the United States anyway.\u003c/p>\n\u003cp>But in Japan, you’re not considered an expert teacher until you’ve been in the classroom for at least 10 years. The Japanese take teacher learning seriously, Hiebert says. They believe teachers will improve if they work in a system that values improvement.\u003c/p>\n\u003cp>The United States needs that kind of system, he says.\u003c/p>\n\u003cp>“We have an education system that is always reforming, but not always improving.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Emily Hanford is an education correspondent for \u003ca href=\"http://www.americanradioworks.org/\">American RadioWorks\u003c/a>, the national documentary unit of American Public Media. Check out the American RadioWorks website for a more in-depth version of \u003ca href=\"http://www.americanradioworks.org/segments/a-different-approach-to-teacher-learning-lesson-study/\">this article\u003c/a>. You can also read other articles about teacher learning and listen to the accompanying \u003ca href=\"http://www.americanradioworks.org/documentaries/teaching-teachers/\">radio documentary\u003c/a> program. American RadioWorks hosts a weekly education \u003ca href=\"http://www.americanradioworks.org/podcast/\">podcast available here\u003c/a>. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Marcus Robinson comes off as an earnest, competent guy in his explainer videos. He looks like he has a good sense of humor -- he might even be a bit of a joker with his friends -- but he can also clearly get immersed in a project when he’s passionate about it. Robinson is one of several CodeNow student alumni involved in making \u003ca href=\"https://www.youtube.com/channel/UCxwhlGyOIOZnu_TVe5f2MJQ/feed\" target=\"_blank\">introductory coding videos\u003c/a> to help encourage underrepresented groups, like students of color and girls, to give coding a try.\u003c/p>\n\u003cp>“Coding is problem-solving,” Robinson explained. “To work on finding where the errors are and how to fix them is what I love. Even if I’m frustrated with it, I’ll always get back on my feet and make sure that at the end of the day I find the solution.”\u003c/p>\n\u003cp>This approach to coding has become something of a personal mantra for Robinson in all areas of his life, but he doesn’t think he would have had the confidence to make coding videos or see the world the way he does if he hadn’t been exposed to coding in high school through a \u003ca href=\"http://codenow.org/\" target=\"_blank\">CodeNow\u003c/a> workshop.\u003c/p>\n\u003caside class=\"pullquote alignright\">'My confidence had been really low, and this was a whole new world for me.'\u003ccite>Marcus Robinson\u003c/cite>\u003c/aside>\n\u003cp>“Finding my talent allowed me to delve deeper into what goes on in this world, like how computers are built, or how my gaming console is built, or that people are trying to embed chips into people,” Robinson said.\u003c/p>\n\u003cp>Learning to code gave him a lens to explore other things in the world and it has made him more curious. Before participating in CodeNow, Robinson said he didn’t really like learning new things and didn’t have a lot of confidence in himself or his ability to learn. Now he’s at Syracuse University studying software engineering.\u003c/p>\n\u003cp>[ad fullwidth]\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/v3ZnlDnodcg?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“My confidence had been really low, and this was a whole new world for me,” Robinson said.\u003c/p>\n\u003cp>He was intimidated when he first attended the workshop in New York, but soon found he liked coding and was even willing to do more research on his own to hone his skills. Now he wants other kids who look like him and who’ve had a tough time finding motivation in school to learn coding, too. That’s why he agreed to help make the CodeHow videos, even though being on camera made him shy at first.\u003c/p>\n\u003cp>“Every time I go to a training session, or when I’m on camera, I want to make sure that you understand that this is something that is seen as hard. But everything is hard until you learn it and get to practice it,” said Elizabeth Boahen, another student-trainer and current high school senior from New York City.\u003c/p>\n\u003cp>Like Robinson, she found being on camera intimidating at first, but she says it’s important for her peers to see \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/20/how-to-grab-and-keep-girls-interest-in-computer-coding/\" target=\"_blank\">someone like her\u003c/a>, an African-American woman, teaching coding. It’s not a common sight, but she’s clear that when she’s on camera demonstrating a coding concept, making little mistakes, fixing them, moving on, she’s modeling what learning should look like.\u003c/p>\n\u003cp>\u003cstrong>The Videos\u003c/strong>\u003c/p>\n\u003cp>CodeNow, a nonprofit coding education organization founded in 2011, recently launched a YouTube channel of explainer videos starring students like Robinson and Boahen. CodeNow hosts coding workshops in partnership with trainers from tech companies, but so far they have reached youth only in and around big cities like New York and San Francisco. The \"\u003ca href=\"http://codenow.org/blog/2015/08/codehow-learn-to-code-videos-for-students-created-by-codenow-alumni/\" target=\"_blank\">CodeHow\u003c/a>\" videos are meant to extend the reach of the organization’s coding curriculum beyond big cities on the coasts.\u003c/p>\n\u003cp>“We can’t be everywhere, but we want to provide as much value to the learn-to-code community as possible,” said CodeNow founder Ryan Seashore.\u003c/p>\n\u003cp>The videos are short, usually under four minutes, and introduce basic concepts like GitHub and how to access it, variables, conditionals and looping. Seashore said the idea for the videos came from the alumni network because students weren’t finding tutorials online with which they connected. He hopes the format makes the topic feel approachable to curious kids looking to get started, but who don’t necessarily have computer science classes in school or afterschool opportunities to learn.\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/XK0xkgqrkuk?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The videos themselves are a little stiff; the students were given scripts written by CodeNow staff and told to interject their personalities where it made sense. The students make comparisons to their favorite video games, concerts and common young-adult situations.\u003c/p>\n\u003cp>“We workshopped how you would explain [the concepts], what are different analogies and have them put their stamp on it,” Seashore said of the videomaking process.\u003c/p>\n\u003cp>Boahen said it made her feel more relaxed to know she was encouraged to put herself into the videos and helped her see that she can make a positive impact on her peers.\u003c/p>\n\u003cp>\u003cstrong>CodeNow Workshops\u003c/strong>\u003c/p>\n\u003cp>The workshops that Robinson and Boahen attended are much more intense than these explainer videos. Students apply and are accepted based on demonstrated curiosity and interest in coding. They don’t have to be top-shelf students, but Seashore said, “There’s a certain level of investment that students need to have.”\u003c/p>\n\u003cp>The program is focused on communities that aren't well represented in programming, like African-Americans, Latinos and women. They actually attract almost as many girls as they do boys.\u003c/p>\n\u003cp>\"It’s just as important for the boys to be comfortable working with girls as it is for girls to be comfortable working with boys,\" Seashore said.\u003c/p>\n\u003cp>Eighty percent of the students who participate qualify for free and reduced-price lunch at their schools.\u003c/p>\n\u003cp>\u003ca href=\"http://codenow.org/get-involved/\" target=\"_blank\">Volunteers from companies\u003c/a> like Adobe and Bloomberg are the trainers, using a curriculum that CodeNow developed. Many big companies have corporate responsibility programs that encourage volunteering, and this program makes good use of employee skills.\u003c/p>\n\u003cp>It’s important for companies to be part of the solution to the lack of diversity in tech fields, Seashore said. Major tech companies, such as Twitter, Facebook and Google, count African-Americans as roughly \u003ca href=\"http://www.theguardian.com/technology/2015/jul/01/twitter-staff-african-american-diversity\">two percent of the workforce\u003c/a>, despite constituting more than 13 percent of the U.S. population.\u003c/p>\n\u003cp>Students attend for a full weekend, acquainting themselves with the programming language Ruby and progressing to build a high-low game and then on to more advanced topics. The curriculum doesn’t use any block languages, and CodeNow prides itself on the fact that from day one students are programming in real languages.\u003c/p>\n\u003cp>There’s a two-week break when students get homework and practice their skills on \u003ca href=\"https://www.codecademy.com\" target=\"_blank\">Codecademy\u003c/a> before returning for another intensive weekend. By the end, they’ve learned some encryption skills, met real professionals working in the field and have the building blocks to continue learning on their own.\u003c/p>\n\u003cp>“When I finished it, I could see it as something I could actually see myself doing,” Boahen said.\u003c/p>\n\u003cp>She attended the workshop as a freshman in high school and then started a coding club at her school. More than that, she’s learned not to freak out if she doesn’t understand something. “Even outside of the programming world, all the time I think about problems,” Boahen said.\u003c/p>\n\u003cp>In a class about the proliferation of nuclear weapons, she was having trouble understanding why some people object to nuclear power. So she broke the problem down into different parts and thought about how she’d solve a power shortage and what obstacles might get in her way.\u003c/p>\n\u003cp>“I basically broke down history into code,” Boahen said.\u003c/p>\n\u003cp>Because many of the CodeNow participants are minors, the organization doesn’t allow the corporate volunteers to stay in touch with participants, but it does encourage an active alumni network. The organization just piloted summer internships in computer science for several of its alumni and hopes to expand that program.\u003c/p>\n\u003cp>More than that, Seashore says 40 percent of the program’s alumni have gone on to study in a computer science-related field.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“These kids are absolutely brilliant,\" Seashore said. \"They just didn’t have the opportunity.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Marcus Robinson comes off as an earnest, competent guy in his explainer videos. He looks like he has a good sense of humor -- he might even be a bit of a joker with his friends -- but he can also clearly get immersed in a project when he’s passionate about it. Robinson is one of several CodeNow student alumni involved in making \u003ca href=\"https://www.youtube.com/channel/UCxwhlGyOIOZnu_TVe5f2MJQ/feed\" target=\"_blank\">introductory coding videos\u003c/a> to help encourage underrepresented groups, like students of color and girls, to give coding a try.\u003c/p>\n\u003cp>“Coding is problem-solving,” Robinson explained. “To work on finding where the errors are and how to fix them is what I love. Even if I’m frustrated with it, I’ll always get back on my feet and make sure that at the end of the day I find the solution.”\u003c/p>\n\u003cp>This approach to coding has become something of a personal mantra for Robinson in all areas of his life, but he doesn’t think he would have had the confidence to make coding videos or see the world the way he does if he hadn’t been exposed to coding in high school through a \u003ca href=\"http://codenow.org/\" target=\"_blank\">CodeNow\u003c/a> workshop.\u003c/p>\n\u003caside class=\"pullquote alignright\">'My confidence had been really low, and this was a whole new world for me.'\u003ccite>Marcus Robinson\u003c/cite>\u003c/aside>\n\u003cp>“Finding my talent allowed me to delve deeper into what goes on in this world, like how computers are built, or how my gaming console is built, or that people are trying to embed chips into people,” Robinson said.\u003c/p>\n\u003cp>Learning to code gave him a lens to explore other things in the world and it has made him more curious. Before participating in CodeNow, Robinson said he didn’t really like learning new things and didn’t have a lot of confidence in himself or his ability to learn. Now he’s at Syracuse University studying software engineering.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\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/v3ZnlDnodcg?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“My confidence had been really low, and this was a whole new world for me,” Robinson said.\u003c/p>\n\u003cp>He was intimidated when he first attended the workshop in New York, but soon found he liked coding and was even willing to do more research on his own to hone his skills. Now he wants other kids who look like him and who’ve had a tough time finding motivation in school to learn coding, too. That’s why he agreed to help make the CodeHow videos, even though being on camera made him shy at first.\u003c/p>\n\u003cp>“Every time I go to a training session, or when I’m on camera, I want to make sure that you understand that this is something that is seen as hard. But everything is hard until you learn it and get to practice it,” said Elizabeth Boahen, another student-trainer and current high school senior from New York City.\u003c/p>\n\u003cp>Like Robinson, she found being on camera intimidating at first, but she says it’s important for her peers to see \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/20/how-to-grab-and-keep-girls-interest-in-computer-coding/\" target=\"_blank\">someone like her\u003c/a>, an African-American woman, teaching coding. It’s not a common sight, but she’s clear that when she’s on camera demonstrating a coding concept, making little mistakes, fixing them, moving on, she’s modeling what learning should look like.\u003c/p>\n\u003cp>\u003cstrong>The Videos\u003c/strong>\u003c/p>\n\u003cp>CodeNow, a nonprofit coding education organization founded in 2011, recently launched a YouTube channel of explainer videos starring students like Robinson and Boahen. CodeNow hosts coding workshops in partnership with trainers from tech companies, but so far they have reached youth only in and around big cities like New York and San Francisco. The \"\u003ca href=\"http://codenow.org/blog/2015/08/codehow-learn-to-code-videos-for-students-created-by-codenow-alumni/\" target=\"_blank\">CodeHow\u003c/a>\" videos are meant to extend the reach of the organization’s coding curriculum beyond big cities on the coasts.\u003c/p>\n\u003cp>“We can’t be everywhere, but we want to provide as much value to the learn-to-code community as possible,” said CodeNow founder Ryan Seashore.\u003c/p>\n\u003cp>The videos are short, usually under four minutes, and introduce basic concepts like GitHub and how to access it, variables, conditionals and looping. Seashore said the idea for the videos came from the alumni network because students weren’t finding tutorials online with which they connected. He hopes the format makes the topic feel approachable to curious kids looking to get started, but who don’t necessarily have computer science classes in school or afterschool opportunities to learn.\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/XK0xkgqrkuk?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The videos themselves are a little stiff; the students were given scripts written by CodeNow staff and told to interject their personalities where it made sense. The students make comparisons to their favorite video games, concerts and common young-adult situations.\u003c/p>\n\u003cp>“We workshopped how you would explain [the concepts], what are different analogies and have them put their stamp on it,” Seashore said of the videomaking process.\u003c/p>\n\u003cp>Boahen said it made her feel more relaxed to know she was encouraged to put herself into the videos and helped her see that she can make a positive impact on her peers.\u003c/p>\n\u003cp>\u003cstrong>CodeNow Workshops\u003c/strong>\u003c/p>\n\u003cp>The workshops that Robinson and Boahen attended are much more intense than these explainer videos. Students apply and are accepted based on demonstrated curiosity and interest in coding. They don’t have to be top-shelf students, but Seashore said, “There’s a certain level of investment that students need to have.”\u003c/p>\n\u003cp>The program is focused on communities that aren't well represented in programming, like African-Americans, Latinos and women. They actually attract almost as many girls as they do boys.\u003c/p>\n\u003cp>\"It’s just as important for the boys to be comfortable working with girls as it is for girls to be comfortable working with boys,\" Seashore said.\u003c/p>\n\u003cp>Eighty percent of the students who participate qualify for free and reduced-price lunch at their schools.\u003c/p>\n\u003cp>\u003ca href=\"http://codenow.org/get-involved/\" target=\"_blank\">Volunteers from companies\u003c/a> like Adobe and Bloomberg are the trainers, using a curriculum that CodeNow developed. Many big companies have corporate responsibility programs that encourage volunteering, and this program makes good use of employee skills.\u003c/p>\n\u003cp>It’s important for companies to be part of the solution to the lack of diversity in tech fields, Seashore said. Major tech companies, such as Twitter, Facebook and Google, count African-Americans as roughly \u003ca href=\"http://www.theguardian.com/technology/2015/jul/01/twitter-staff-african-american-diversity\">two percent of the workforce\u003c/a>, despite constituting more than 13 percent of the U.S. population.\u003c/p>\n\u003cp>Students attend for a full weekend, acquainting themselves with the programming language Ruby and progressing to build a high-low game and then on to more advanced topics. The curriculum doesn’t use any block languages, and CodeNow prides itself on the fact that from day one students are programming in real languages.\u003c/p>\n\u003cp>There’s a two-week break when students get homework and practice their skills on \u003ca href=\"https://www.codecademy.com\" target=\"_blank\">Codecademy\u003c/a> before returning for another intensive weekend. By the end, they’ve learned some encryption skills, met real professionals working in the field and have the building blocks to continue learning on their own.\u003c/p>\n\u003cp>“When I finished it, I could see it as something I could actually see myself doing,” Boahen said.\u003c/p>\n\u003cp>She attended the workshop as a freshman in high school and then started a coding club at her school. More than that, she’s learned not to freak out if she doesn’t understand something. “Even outside of the programming world, all the time I think about problems,” Boahen said.\u003c/p>\n\u003cp>In a class about the proliferation of nuclear weapons, she was having trouble understanding why some people object to nuclear power. So she broke the problem down into different parts and thought about how she’d solve a power shortage and what obstacles might get in her way.\u003c/p>\n\u003cp>“I basically broke down history into code,” Boahen said.\u003c/p>\n\u003cp>Because many of the CodeNow participants are minors, the organization doesn’t allow the corporate volunteers to stay in touch with participants, but it does encourage an active alumni network. The organization just piloted summer internships in computer science for several of its alumni and hopes to expand that program.\u003c/p>\n\u003cp>More than that, Seashore says 40 percent of the program’s alumni have gone on to study in a computer science-related field.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Teachers who are interested in shifting their classrooms often don’t know where to start. It can be overwhelming, frightening, and even discouraging, especially when no one else around you seems to think the system is broken.\u003c/p>\n\u003cp>A question I’m asked often is, “Where should a teacher begin?” Should teachers just let students go or is there a process to good student-centered inquiry? I’ve reflected on this a fair amount, and I think small strategic steps are the key. I think letting students “go” without any structure will likely create failure, especially if students haven’t spent much time collaborating. Skills need to be modeled.\u003c/p>\n\u003caside class=\"pullquote alignright\">Sometimes you may not understand why certain things aren’t working. Ask your students. I’m often surprised by how much they know and how adept they are at articulating what they need.\u003c/aside>\n\u003cp>Many teachers have likely engaged in some type of inquiry or project-based learning, but with frustrating or dismal results. I hear things like, “students weren’t on task,” “one student bossed most of the kids around,” “the end product wasn’t very good,” and many more. I’ve had these same experiences. What I’ve come to realize when I see these “behaviors” for lack of a better term, it’s likely telling me students are missing skills, or a structure to help them through the learning process. It’s my job to ask kids questions to find out what’s really going on.\u003c/p>\n\u003cp>When I start with a new group of students, the design is tight. Choice is given, but I often pick the topic and options for student voice. I model skills like collaboration, thinking out loud about my learning, and explicating integrating tech and why it’s being used. I also add particular group activities that help kids develop these skills, and use rubrics, like those found on the \u003ca href=\"https://bie.org/\" target=\"_blank\">Buck Institute for Education\u003c/a> website, to help them assess their own ability to collaborate, etc.\u003c/p>\n\u003cp>I’ve also discovered I need to teach the difference between collaboration and cooperation. Most students have been taught to cooperate. “Play nice in the sandbox.” Collaboration is an entirely different thing. Many adults don’t know how to collaborate well.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>1. START WITH ONE UNIT\u003c/strong>\u003c/p>\n\u003cp>Start with creating one inquiry unit in one subject. You can jump in and change everything at once like I did, but that’s slightly crazy. Instead, if you design one unit in one subject, at the end of each day, or week, you can analyze what worked and what didn’t. While teaching doesn’t always leave a lot of time for luxuries like reflection, it really is the key to figuring out inquiry learning, and as the teacher, it’s one of your most important roles.\u003c/p>\n\u003cp>Sometimes you may not understand why certain things aren’t working. Ask your students. I’m often surprised by how much they know and how adept they are at articulating what they need.\u003cbr>\nTwo of the best resources I’ve found for creating an inquiry classroom are \u003ca href=\"http://comminfo.rutgers.edu/~kuhlthau/information_search_process.htm\" target=\"_blank\">Carol Kuhlthau’s work\u003c/a> and \u003ca href=\"http://education.alberta.ca/media/313361/focusoninquiry.pdf\" target=\"_blank\">Alberta Learning’s Guide to Inquiry Learning\u003c/a>.\u003c/p>\n\u003cp>If you don’t know how to create an inquiry classroom, ask me. I’m happy to help. You can begin by posting comments here. If you need resources, I can probably point you to some. Over the past year, I’ve had the opportunity to email, Skype and, if distance allows, have teachers, administrators and superintendents visit my classroom to see what we do.\u003c/p>\n\u003cp>\u003cstrong>2. TALK ABOUT LEARNING\u003c/strong>\u003c/p>\n\u003cp>Talk to your students about their learning — a lot. Especially in the beginning, I talk to my students about why my classroom is structured differently than every other class in our school. I show them \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/27/sir-ken-robinson-changes-the-paradigm/\" target=\"_blank\">Ken Robinson’s talk\u003c/a> about how the 20th century school system doesn’t really prepare students anymore. I also show them Chris Lehmann’s TEDx talk emphasizing \u003ca href=\"https://www.youtube.com/watch?v=tS2IPfWZQM4\" target=\"_blank\">how education is broken \u003c/a>and Karl Fisch’s \u003ca href=\"https://www.youtube.com/watch?v=cL9Wu2kWwSY\" target=\"_blank\">Did You Know?\u003c/a>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/tS2IPfWZQM4?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>I tell my students that essentially I’m preparing them for jobs that don’t currently exist, that will use technology which hasn’t been invented yet, to fix problems we’re not currently aware of. They get the point. It’s about developing skills and habits of learning, and we use content to do that.\u003c/p>\n\u003cp>But I also talk to my students about stuff like how their brain works, and how neural connections need to be made. That often, in order for students to learn something new, it needs to be attached to things they already know. Just before the recent break, during the last week of school, we talked about cognitive dissonance and Vygotsky’s \u003ca href=\"https://en.wikipedia.org/wiki/Zone_of_proximal_development\" target=\"_blank\">zone of proximal development\u003c/a>. They like to know there’s a reason for the way they feel when they don’t “get it.” And they like to know that everyone’s zone of development is different. In fact, they were amazed to find out everyone’s brain is different.\u003c/p>\n\u003cp>And, yes, I use the big words. I simply explain what they mean. I don’t use them to sound smart. I use them because it makes my students feel smart; most of our society doesn’t treat our students like they’re capable of understanding or doing much. I do.\u003c/p>\n\u003cp>\u003cstrong>3. MAKE TECH WORK FOR YOU\u003c/strong>\u003c/p>\n\u003cp>Embed technology in ways that are authentic to the learning process. The first tools that I teach my students are Google Docs, Diigo or Delicious to bookmark their research, and Symbaloo to house their tools.\u003c/p>\n\u003cp>Experience has taught me that the first day I introduce a class to Google Docs, we will get nothing done. To them, it’s the most amazing thing ever. They usually spend most of the class typing back and forth to each other in the doc. No big deal. However, eventually, my students open Google Docs without me telling them to. I have students who literally use them for every lab, essay, and assignment. And the ability for a group to work on and edit the same document at the same time, more than makes up for the initial class we lose.\u003c/p>\n\u003cp>The social media tools we used to show our learning in our \u003ca href=\"http://plpnetwork.com/2011/11/30/life-in-a-inquiry-driven-technology-embedded-connected-classroom-english/\" target=\"_blank\">slavery unit\u003c/a> seemed like the most natural and logical tools to use. As a learning community, we want our learning to extend beyond the four walls of our classroom. So we have a discussion, or likely multiple discussions, about what that should look like. We also want our projects to have “real world” implications. What’s more real world than advocacy against modern-day slavery using social media?\u003c/p>\n\u003cp>Essentially these are the two criteria we use to assess the product we’re going to create. How do we extend our learning beyond our classroom — and how can what we do here make a difference to the real world? Our tool selection is guided by the answers to these questions.\u003c/p>\n\u003cp>\u003cstrong>4. EXPECT TO HIT THE WALL\u003c/strong>\u003c/p>\n\u003cp>Remember that inquiry learning is an emotional process. Each stage of learning has specific emotions attached to it, and at some point, you and your students will likely hit the wall. That’s normal.\u003c/p>\n\u003cp>I’ve found that we need to talk more as an inquiry class. My role is to be well aware of how my students are doing emotionally, especially when we’re dealing with a weighty, overwhelming topic like slavery. While this may not matter much in a traditional classroom, it can completely blow apart a community learning through inquiry.\u003c/p>\n\u003cp>I won’t promise you that any of this will be easy. It’s not. You’ll likely have days when you wonder why you ever started it. But trust me, it’s worth it.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This article originally appeared on Shelley Wright's blog \u003ca href=\"https://shelleywright.wordpress.com/\" target=\"_blank\">Wright's Room\u003c/a> where she explores her experiences in the classroom and ruminations on the future of learning. Wright teaches high school in Moose Jaw, Saskatchewan.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers who are interested in shifting their classrooms often don’t know where to start. It can be overwhelming, frightening, and even discouraging, especially when no one else around you seems to think the system is broken.\u003c/p>\n\u003cp>A question I’m asked often is, “Where should a teacher begin?” Should teachers just let students go or is there a process to good student-centered inquiry? I’ve reflected on this a fair amount, and I think small strategic steps are the key. I think letting students “go” without any structure will likely create failure, especially if students haven’t spent much time collaborating. Skills need to be modeled.\u003c/p>\n\u003caside class=\"pullquote alignright\">Sometimes you may not understand why certain things aren’t working. Ask your students. I’m often surprised by how much they know and how adept they are at articulating what they need.\u003c/aside>\n\u003cp>Many teachers have likely engaged in some type of inquiry or project-based learning, but with frustrating or dismal results. I hear things like, “students weren’t on task,” “one student bossed most of the kids around,” “the end product wasn’t very good,” and many more. I’ve had these same experiences. What I’ve come to realize when I see these “behaviors” for lack of a better term, it’s likely telling me students are missing skills, or a structure to help them through the learning process. It’s my job to ask kids questions to find out what’s really going on.\u003c/p>\n\u003cp>When I start with a new group of students, the design is tight. Choice is given, but I often pick the topic and options for student voice. I model skills like collaboration, thinking out loud about my learning, and explicating integrating tech and why it’s being used. I also add particular group activities that help kids develop these skills, and use rubrics, like those found on the \u003ca href=\"https://bie.org/\" target=\"_blank\">Buck Institute for Education\u003c/a> website, to help them assess their own ability to collaborate, etc.\u003c/p>\n\u003cp>I’ve also discovered I need to teach the difference between collaboration and cooperation. Most students have been taught to cooperate. “Play nice in the sandbox.” Collaboration is an entirely different thing. Many adults don’t know how to collaborate well.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>1. START WITH ONE UNIT\u003c/strong>\u003c/p>\n\u003cp>Start with creating one inquiry unit in one subject. You can jump in and change everything at once like I did, but that’s slightly crazy. Instead, if you design one unit in one subject, at the end of each day, or week, you can analyze what worked and what didn’t. While teaching doesn’t always leave a lot of time for luxuries like reflection, it really is the key to figuring out inquiry learning, and as the teacher, it’s one of your most important roles.\u003c/p>\n\u003cp>Sometimes you may not understand why certain things aren’t working. Ask your students. I’m often surprised by how much they know and how adept they are at articulating what they need.\u003cbr>\nTwo of the best resources I’ve found for creating an inquiry classroom are \u003ca href=\"http://comminfo.rutgers.edu/~kuhlthau/information_search_process.htm\" target=\"_blank\">Carol Kuhlthau’s work\u003c/a> and \u003ca href=\"http://education.alberta.ca/media/313361/focusoninquiry.pdf\" target=\"_blank\">Alberta Learning’s Guide to Inquiry Learning\u003c/a>.\u003c/p>\n\u003cp>If you don’t know how to create an inquiry classroom, ask me. I’m happy to help. You can begin by posting comments here. If you need resources, I can probably point you to some. Over the past year, I’ve had the opportunity to email, Skype and, if distance allows, have teachers, administrators and superintendents visit my classroom to see what we do.\u003c/p>\n\u003cp>\u003cstrong>2. TALK ABOUT LEARNING\u003c/strong>\u003c/p>\n\u003cp>Talk to your students about their learning — a lot. Especially in the beginning, I talk to my students about why my classroom is structured differently than every other class in our school. I show them \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/27/sir-ken-robinson-changes-the-paradigm/\" target=\"_blank\">Ken Robinson’s talk\u003c/a> about how the 20th century school system doesn’t really prepare students anymore. I also show them Chris Lehmann’s TEDx talk emphasizing \u003ca href=\"https://www.youtube.com/watch?v=tS2IPfWZQM4\" target=\"_blank\">how education is broken \u003c/a>and Karl Fisch’s \u003ca href=\"https://www.youtube.com/watch?v=cL9Wu2kWwSY\" target=\"_blank\">Did You Know?\u003c/a>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/tS2IPfWZQM4?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>I tell my students that essentially I’m preparing them for jobs that don’t currently exist, that will use technology which hasn’t been invented yet, to fix problems we’re not currently aware of. They get the point. It’s about developing skills and habits of learning, and we use content to do that.\u003c/p>\n\u003cp>But I also talk to my students about stuff like how their brain works, and how neural connections need to be made. That often, in order for students to learn something new, it needs to be attached to things they already know. Just before the recent break, during the last week of school, we talked about cognitive dissonance and Vygotsky’s \u003ca href=\"https://en.wikipedia.org/wiki/Zone_of_proximal_development\" target=\"_blank\">zone of proximal development\u003c/a>. They like to know there’s a reason for the way they feel when they don’t “get it.” And they like to know that everyone’s zone of development is different. In fact, they were amazed to find out everyone’s brain is different.\u003c/p>\n\u003cp>And, yes, I use the big words. I simply explain what they mean. I don’t use them to sound smart. I use them because it makes my students feel smart; most of our society doesn’t treat our students like they’re capable of understanding or doing much. I do.\u003c/p>\n\u003cp>\u003cstrong>3. MAKE TECH WORK FOR YOU\u003c/strong>\u003c/p>\n\u003cp>Embed technology in ways that are authentic to the learning process. The first tools that I teach my students are Google Docs, Diigo or Delicious to bookmark their research, and Symbaloo to house their tools.\u003c/p>\n\u003cp>Experience has taught me that the first day I introduce a class to Google Docs, we will get nothing done. To them, it’s the most amazing thing ever. They usually spend most of the class typing back and forth to each other in the doc. No big deal. However, eventually, my students open Google Docs without me telling them to. I have students who literally use them for every lab, essay, and assignment. And the ability for a group to work on and edit the same document at the same time, more than makes up for the initial class we lose.\u003c/p>\n\u003cp>The social media tools we used to show our learning in our \u003ca href=\"http://plpnetwork.com/2011/11/30/life-in-a-inquiry-driven-technology-embedded-connected-classroom-english/\" target=\"_blank\">slavery unit\u003c/a> seemed like the most natural and logical tools to use. As a learning community, we want our learning to extend beyond the four walls of our classroom. So we have a discussion, or likely multiple discussions, about what that should look like. We also want our projects to have “real world” implications. What’s more real world than advocacy against modern-day slavery using social media?\u003c/p>\n\u003cp>Essentially these are the two criteria we use to assess the product we’re going to create. How do we extend our learning beyond our classroom — and how can what we do here make a difference to the real world? Our tool selection is guided by the answers to these questions.\u003c/p>\n\u003cp>\u003cstrong>4. EXPECT TO HIT THE WALL\u003c/strong>\u003c/p>\n\u003cp>Remember that inquiry learning is an emotional process. Each stage of learning has specific emotions attached to it, and at some point, you and your students will likely hit the wall. That’s normal.\u003c/p>\n\u003cp>I’ve found that we need to talk more as an inquiry class. My role is to be well aware of how my students are doing emotionally, especially when we’re dealing with a weighty, overwhelming topic like slavery. While this may not matter much in a traditional classroom, it can completely blow apart a community learning through inquiry.\u003c/p>\n\u003cp>I won’t promise you that any of this will be easy. It’s not. You’ll likely have days when you wonder why you ever started it. But trust me, it’s worth it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This article originally appeared on Shelley Wright's blog \u003ca href=\"https://shelleywright.wordpress.com/\" target=\"_blank\">Wright's Room\u003c/a> where she explores her experiences in the classroom and ruminations on the future of learning. Wright teaches high school in Moose Jaw, Saskatchewan.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>It's hard to be connected to the education field today and not have heard about Carol Dweck's research on \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset\u003c/a>. The Stanford psychologist has spent her career researching how \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\">adult messages impact the way kids think about their abilities\u003c/a>. Working to teach a growth mindset has now become popular in schools, with teachers across the country working to praise students' process, not their product and to celebrate productive failure. Still, as with any education theory that catches on like wildfire, there are those who believe changing student mindsets isn't the panacea it has been made out to be.\u003c/p>\n\u003cp>\u003ca href=\"http://www.alfiekohn.org/\" target=\"_blank\">Alfie Kohn\u003c/a>, a well-known critic of the education system, writes in a \u003ca href=\"http://www.salon.com/2015/08/16/the_education_fad_thats_hurting_our_kids_what_you_need_to_know_about_growth_mindset_theory_and_the_harmful_lessons_it_imparts/\" target=\"_blank\">Salon article\u003c/a> that the focus on mindsets is masking deeper structural problems in schools that must be attended to first. Kohn writes:\u003c/p>\n\u003cblockquote>\u003cp>\"The problem with sweeping, generic claims about the power of attitudes or beliefs isn’t just a risk of overstating the benefits but also a tendency to divert attention from the nature of the tasks themselves: How valuable are they, and who gets to decide whether they must be done?\"\u003c/p>\u003c/blockquote>\n\u003cp>Kohn also worries that focusing on how teachers praise students ignores that fact that any kind of verbal praise is a form of manipulation. He'd rather see schools work to provide compelling learning experiences that engage students and promote an intrinsic desire to learn. And he worries that focusing so much on performance will undermine intellectual engagement completely. Later in his article he writes:\u003c/p>\n\u003cblockquote>\u003cp>\"I'm not suggesting we go back to promoting an innate, fixed, “entity” theory of intelligence and talent, which, as Dweck points out, can leave people feeling helpless and inclined to give up. But the real alternative to that isn’t a different attitude about oneself; it’s a willingness to go beyond individual attitudes, to realize that no mindset is a magic elixir that can dissolve the toxicity of structural arrangements. Until those arrangements have been changed, mindset will get you only so far. And too much focus on mindset discourages us from making such changes.\"\u003c/p>\u003c/blockquote>\n\u003cp>Read the rest of the post at \u003ca href=\"http://www.salon.com/2015/08/16/the_education_fad_thats_hurting_our_kids_what_you_need_to_know_about_growth_mindset_theory_and_the_harmful_lessons_it_imparts/\">Salon.com\u003c/a>.\u003cbr>\nhttp://www.salon.com/2015/08/16/the_education_fad_thats_hurting_our_kids_what_you_need_to_know_about_growth_mindset_theory_and_the_harmful_lessons_it_imparts/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's hard to be connected to the education field today and not have heard about Carol Dweck's research on \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset\u003c/a>. The Stanford psychologist has spent her career researching how \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\">adult messages impact the way kids think about their abilities\u003c/a>. Working to teach a growth mindset has now become popular in schools, with teachers across the country working to praise students' process, not their product and to celebrate productive failure. Still, as with any education theory that catches on like wildfire, there are those who believe changing student mindsets isn't the panacea it has been made out to be.\u003c/p>\n\u003cp>\u003ca href=\"http://www.alfiekohn.org/\" target=\"_blank\">Alfie Kohn\u003c/a>, a well-known critic of the education system, writes in a \u003ca href=\"http://www.salon.com/2015/08/16/the_education_fad_thats_hurting_our_kids_what_you_need_to_know_about_growth_mindset_theory_and_the_harmful_lessons_it_imparts/\" target=\"_blank\">Salon article\u003c/a> that the focus on mindsets is masking deeper structural problems in schools that must be attended to first. Kohn writes:\u003c/p>\n\u003cblockquote>\u003cp>\"The problem with sweeping, generic claims about the power of attitudes or beliefs isn’t just a risk of overstating the benefits but also a tendency to divert attention from the nature of the tasks themselves: How valuable are they, and who gets to decide whether they must be done?\"\u003c/p>\u003c/blockquote>\n\u003cp>Kohn also worries that focusing on how teachers praise students ignores that fact that any kind of verbal praise is a form of manipulation. He'd rather see schools work to provide compelling learning experiences that engage students and promote an intrinsic desire to learn. And he worries that focusing so much on performance will undermine intellectual engagement completely. Later in his article he writes:\u003c/p>\n\u003cblockquote>\u003cp>\"I'm not suggesting we go back to promoting an innate, fixed, “entity” theory of intelligence and talent, which, as Dweck points out, can leave people feeling helpless and inclined to give up. But the real alternative to that isn’t a different attitude about oneself; it’s a willingness to go beyond individual attitudes, to realize that no mindset is a magic elixir that can dissolve the toxicity of structural arrangements. Until those arrangements have been changed, mindset will get you only so far. And too much focus on mindset discourages us from making such changes.\"\u003c/p>\u003c/blockquote>\n\u003cp>Read the rest of the post at \u003ca href=\"http://www.salon.com/2015/08/16/the_education_fad_thats_hurting_our_kids_what_you_need_to_know_about_growth_mindset_theory_and_the_harmful_lessons_it_imparts/\">Salon.com\u003c/a>.\u003cbr>\nhttp://www.salon.com/2015/08/16/the_education_fad_thats_hurting_our_kids_what_you_need_to_know_about_growth_mindset_theory_and_the_harmful_lessons_it_imparts/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Several years ago, few people who knew Hannah Noblewolf would have thought that she would turn out to be an outgoing, articulate, self-assured young woman who has successfully completed her first year at her top-choice college.\u003c/p>\n\u003cp>For years, she struggled with social anxiety, depression and, as a result, school. She had always been bright -- she even skipped fourth grade -- but her intellectual acuity, paired with being younger than her classmates, made her school life deeply unpleasant. Noblewolf comes from a highly educated, upper-middle-class family where academic success was not up for discussion. Neither she nor her parents would ever have believed that dropping out of school would be what was best for her.\u003c/p>\n\u003cp>“I couldn’t get out of bed,” Noblewolf said of her junior year in high school. “I made it to school for a full day maybe twice every two weeks.”\u003c/p>\n\u003cp>Skipping fourth grade because of her academic prowess had put Noblewolf in a toxic social situation. She was bullied for being smart and admits she would intentionally fail advanced placement tests so her classmates wouldn’t make fun of her. By the time she was halfway through high school she had developed Tourette Syndrome and obsessive compulsive disorder. She was extremely unhappy. Then she found \u003ca href=\"http://northstarteens.org/about/how-it-works/\" target=\"_blank\">North Star\u003c/a>, an alternative learning center in Massachusetts that lets teens direct their own learning.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Choosing not to go to school is a big deal; it’s terrifying.'\u003c/aside>\n\u003cp>“My parents were really nervous; they thought I was ruining my future,” Noblewolf said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>North Star is one of several learning centers around the country that don’t mandate any curriculum and lets teens pick and choose how to spend their time. Each student has an individual mentor and, once a year, each kid gives a presentation on something she’s been working on. But that’s pretty much where the requirements stop. The program doesn’t give out diplomas, so if a student wants to go on to college, which many do, he or she takes the GED and can use a portfolio to demonstrate learning to colleges.\u003c/p>\n\u003cfigure id=\"attachment_41549\" class=\"wp-caption aligncenter\" style=\"max-width: 1065px\">\u003cimg class=\"wp-image-41549 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/photography.jpg\" alt=\"North Star teens in a photography class.\" width=\"1065\" height=\"710\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography.jpg 1065w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-960x640.jpg 960w\" sizes=\"(max-width: 1065px) 100vw, 1065px\">\u003cfigcaption class=\"wp-caption-text\">North Star teens in a photography class. \u003ccite>(Mauricio Abascal/Courtesy North Star)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For Noblewolf, this freedom reignited her academic self. Far from doing nothing with her days (a common fear when discussing free choice for high school students), she dove into classes on everything from French to drama.\u003c/p>\n\u003cp>“My time was occupied in a way I was comfortable with, but at the same time, I had more time to explore my interests,” she said.\u003c/p>\n\u003cp>She spent more time outside, her relationship with her family improved and she started taking community college classes. She became interested with linguistics and wrote a long research paper on language roots and etymology. No formal paper was required, but she got excited about what she was discovering.\u003c/p>\n\u003cp>Noblewolf isn’t the only one with a story like this. \u003ca href=\"http://northstarteens.org/about/testimonials/\" target=\"_blank\">Teens like her across the country\u003c/a> are struggling to get through school, unaware that there are other options, believing that school is a shared but hated experience that everyone must get through until their real lives can start. Of course, there are also teens who love school and thrive there. Other kids don’t get much out of school academically, but enjoy the social interactions, sports and the feeling of being a “normal kid.”\u003c/p>\n\u003cp>But how many, like Noblewolf, are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/22/how-schools-can-help-nurture-students-mental-health/\" target=\"_blank\">suffering through at the expense of their mental health\u003c/a>?\u003c/p>\n\u003cp>“Choosing not to go to school is a big deal; it’s terrifying,” said Ken Danford, executive director of North Star. “Something like North Star helps them embrace it.”\u003c/p>\n\u003cp>Danford started the center almost 20 years ago after a short career as a public middle school teacher. The history he taught just didn’t seem important next to the apparent unhappiness of the students he saw. So he quit and started North Star. He sees it as the helping hand that some parents need to choose a different path from traditional school.\u003c/p>\n\u003cp>“Everyone wants their kids to succeed in school; everyone is trying to make it work,” Danford said.\u003c/p>\n\u003cp>Often it takes years for parents and their kids to give up on the system, and along the way there can be a lot of blame and pain. Families worry that kids can’t learn without school telling them to. New students often worry that when given freedom, they will do nothing, learn nothing. Danford says that almost never happens.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I feel like school can work for people, but it's not a universal fit. There's this mold, and whether you fit or not they're going to try to push you through it.'\u003c/aside>\n\u003cp>It is common, however, for a kid who has been in traditional school for most of his life to show up and do very little for a month or two. He might play video games or sit on his own, refusing to join in activities. That’s fine with Danford. Taking “no” as a legitimate answer from a student is a big part of letting kids take ownership over their own lives. Eventually, though, most kids get bored with playing video games and decide to join something.\u003c/p>\n\u003cp>“The real work is adult relationships with kids,” Danford said. Each North Star teen has a mentor who checks in weekly and helps think through the things he or she wants to achieve. “What’s really happening is that we’re helping kids reorient themselves to the world, to learning in general as a practice, and we’re reorienting them towards adults that are cool, interesting people,” he said.\u003c/p>\n\u003cp>Mentors help kids think of internships or outside resources they might tap for further learning or suggest existing classes or tutorials being offered. North Star operates on a sliding scale membership fee based on need. Some families pay $7,500 for a full membership, meaning their child attends every day. Other kids mix North Star with homeschooling and pay only a partial membership. Danford says they've never turned a kid away who couldn't pay.\u003c/p>\n\u003cfigure id=\"attachment_41550\" class=\"wp-caption aligncenter\" style=\"max-width: 1129px\">\u003cimg class=\"size-full wp-image-41550\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/northstar.jpg\" alt=\"North Star teens work on a project in the common area.\" width=\"1129\" height=\"753\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar.jpg 1129w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-960x640.jpg 960w\" sizes=\"(max-width: 1129px) 100vw, 1129px\">\u003cfigcaption class=\"wp-caption-text\">North Star teens work on a project in the common area. \u003ccite>(Mauricio Abascal/Courtesy North Star)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>North Star is not for everyone. Plenty of students have left, deciding they wanted a more “normal” school experience. Others can’t take advantage of what the center offers because they are so distrustful of adults that the mentoring relationship never takes off, according to Danford.\u003c/p>\n\u003cp>“I’m describing a kid who has become so distrustful of adults at school that they can’t get over it and they can’t adjust to the possibility that we want to treat them differently than every other adult has,” Danford said.\u003c/p>\n\u003cp>Below, Jonah Meyer speaks about how and why he acted out in traditional school. He also discusses his path at North Star and his discovery of chemistry as a passion to pursue into college. There's a moment around 9:20 when he describes realizing he could \"do school\" under the right conditions.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/122923022?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Danford’s own two children went to traditional public schools, despite having parents who would have been more than happy to embrace an alternative route. “Even though they like going to school, they don’t see learning as valuable or meaningful,” Danford said. “They like going to school because everyone is there.” He’s willing to let them make that choice for themselves, but thinks they’ve learned a lot more at summer camp than they have in school.\u003c/p>\n\u003cp>“I feel like school can work for people, but it’s not a universal fit,” Noblewolf said. “There’s this mold, and whether you fit or not they’re going to try to push you through it.”\u003c/p>\n\u003cp>In the video below, hear from Ramon Elinevsky, who was among the first members of North Star (then called Pathfinder) when it began in 1996. Now an adult finishing his Ph.D., Elinevsky reflects on his choice to leave school after eighth grade to pursue self-directed learning. Recorded at North Star's Celebration of Self-Directed Learning in April 2011.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/56493224?byline=0&portrait=0\" width=\"640\" height=\"480\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Teens at North Star and other alternative learning centers speak insightfully about how reflection is a bigger part of their learning experience when they choose what to pursue.\u003c/p>\n\u003cp>“A big problem of mine was that high school was seven hours a day, class after class after class, and you have no say in it,” said Sara Webber, a teen now attending the \u003ca href=\"http://princetonlearningcooperative.org/\" target=\"_blank\">Princeton Learning Cooperative\u003c/a>, another center in the \u003ca href=\"http://northstarteens.org/about/a-flagship-for-the-movement/\" target=\"_blank\">Liberated Learners network\u003c/a>.\u003c/p>\n\u003cp>Sara found that in traditional school, her learning didn’t reflect her grade. She learned a lot in some classes where she didn’t do the work and got poor grades, but often had good grades in classes where she hadn’t learned much, which made her doubt the system. She, like Noblewolf, was suffering from social anxiety and was often missing most of her classes while she tried to calm down in the nurse’s office. She’s much happier at Princeton Learning Cooperative.\u003c/p>\n\u003cp>At the cooperative, Sara took an evolutionary biology class that rekindled a middle school interest in marine biology and was able to meet two prominent biologists at Princeton University. She’s discovered a passion for sustainability and started a recycling program that takes almost any waste, from plastic baggies to granola bar wrappers. She’s reading \"Harry Potter\" in French and writing a 30-page paper rhetorically analyzing Chimamanda Ngozi Adichie’s TED talk, \u003ca href=\"https://www.youtube.com/watch?v=hg3umXU_qWc\" target=\"_blank\">“We Should All Be Feminists.”\u003c/a>\u003c/p>\n\u003cp>All these passions are documented and collected in a learning portfolio, similar to what homeschoolers do. Students can use these artifacts to demonstrate work they have done to prospective employers and college admissions officers. And many of these learners have gone on to college if that’s what they wanted. To Danford, allowing teens to start figuring out early on who they are and what makes them tick is the most important thing a center like North Star offers.\u003c/p>\n\u003cp>[ad floatright]\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/Eq1rXdDWXrM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n",
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"excerpt": "A network of learning centers is helping families make the difficult decision to remove a struggling child from school in favor of a radically different, self-directed type of education.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Several years ago, few people who knew Hannah Noblewolf would have thought that she would turn out to be an outgoing, articulate, self-assured young woman who has successfully completed her first year at her top-choice college.\u003c/p>\n\u003cp>For years, she struggled with social anxiety, depression and, as a result, school. She had always been bright -- she even skipped fourth grade -- but her intellectual acuity, paired with being younger than her classmates, made her school life deeply unpleasant. Noblewolf comes from a highly educated, upper-middle-class family where academic success was not up for discussion. Neither she nor her parents would ever have believed that dropping out of school would be what was best for her.\u003c/p>\n\u003cp>“I couldn’t get out of bed,” Noblewolf said of her junior year in high school. “I made it to school for a full day maybe twice every two weeks.”\u003c/p>\n\u003cp>Skipping fourth grade because of her academic prowess had put Noblewolf in a toxic social situation. She was bullied for being smart and admits she would intentionally fail advanced placement tests so her classmates wouldn’t make fun of her. By the time she was halfway through high school she had developed Tourette Syndrome and obsessive compulsive disorder. She was extremely unhappy. Then she found \u003ca href=\"http://northstarteens.org/about/how-it-works/\" target=\"_blank\">North Star\u003c/a>, an alternative learning center in Massachusetts that lets teens direct their own learning.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Choosing not to go to school is a big deal; it’s terrifying.'\u003c/aside>\n\u003cp>“My parents were really nervous; they thought I was ruining my future,” Noblewolf said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>North Star is one of several learning centers around the country that don’t mandate any curriculum and lets teens pick and choose how to spend their time. Each student has an individual mentor and, once a year, each kid gives a presentation on something she’s been working on. But that’s pretty much where the requirements stop. The program doesn’t give out diplomas, so if a student wants to go on to college, which many do, he or she takes the GED and can use a portfolio to demonstrate learning to colleges.\u003c/p>\n\u003cfigure id=\"attachment_41549\" class=\"wp-caption aligncenter\" style=\"max-width: 1065px\">\u003cimg class=\"wp-image-41549 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/photography.jpg\" alt=\"North Star teens in a photography class.\" width=\"1065\" height=\"710\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography.jpg 1065w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-960x640.jpg 960w\" sizes=\"(max-width: 1065px) 100vw, 1065px\">\u003cfigcaption class=\"wp-caption-text\">North Star teens in a photography class. \u003ccite>(Mauricio Abascal/Courtesy North Star)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For Noblewolf, this freedom reignited her academic self. Far from doing nothing with her days (a common fear when discussing free choice for high school students), she dove into classes on everything from French to drama.\u003c/p>\n\u003cp>“My time was occupied in a way I was comfortable with, but at the same time, I had more time to explore my interests,” she said.\u003c/p>\n\u003cp>She spent more time outside, her relationship with her family improved and she started taking community college classes. She became interested with linguistics and wrote a long research paper on language roots and etymology. No formal paper was required, but she got excited about what she was discovering.\u003c/p>\n\u003cp>Noblewolf isn’t the only one with a story like this. \u003ca href=\"http://northstarteens.org/about/testimonials/\" target=\"_blank\">Teens like her across the country\u003c/a> are struggling to get through school, unaware that there are other options, believing that school is a shared but hated experience that everyone must get through until their real lives can start. Of course, there are also teens who love school and thrive there. Other kids don’t get much out of school academically, but enjoy the social interactions, sports and the feeling of being a “normal kid.”\u003c/p>\n\u003cp>But how many, like Noblewolf, are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/22/how-schools-can-help-nurture-students-mental-health/\" target=\"_blank\">suffering through at the expense of their mental health\u003c/a>?\u003c/p>\n\u003cp>“Choosing not to go to school is a big deal; it’s terrifying,” said Ken Danford, executive director of North Star. “Something like North Star helps them embrace it.”\u003c/p>\n\u003cp>Danford started the center almost 20 years ago after a short career as a public middle school teacher. The history he taught just didn’t seem important next to the apparent unhappiness of the students he saw. So he quit and started North Star. He sees it as the helping hand that some parents need to choose a different path from traditional school.\u003c/p>\n\u003cp>“Everyone wants their kids to succeed in school; everyone is trying to make it work,” Danford said.\u003c/p>\n\u003cp>Often it takes years for parents and their kids to give up on the system, and along the way there can be a lot of blame and pain. Families worry that kids can’t learn without school telling them to. New students often worry that when given freedom, they will do nothing, learn nothing. Danford says that almost never happens.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I feel like school can work for people, but it's not a universal fit. There's this mold, and whether you fit or not they're going to try to push you through it.'\u003c/aside>\n\u003cp>It is common, however, for a kid who has been in traditional school for most of his life to show up and do very little for a month or two. He might play video games or sit on his own, refusing to join in activities. That’s fine with Danford. Taking “no” as a legitimate answer from a student is a big part of letting kids take ownership over their own lives. Eventually, though, most kids get bored with playing video games and decide to join something.\u003c/p>\n\u003cp>“The real work is adult relationships with kids,” Danford said. Each North Star teen has a mentor who checks in weekly and helps think through the things he or she wants to achieve. “What’s really happening is that we’re helping kids reorient themselves to the world, to learning in general as a practice, and we’re reorienting them towards adults that are cool, interesting people,” he said.\u003c/p>\n\u003cp>Mentors help kids think of internships or outside resources they might tap for further learning or suggest existing classes or tutorials being offered. North Star operates on a sliding scale membership fee based on need. Some families pay $7,500 for a full membership, meaning their child attends every day. Other kids mix North Star with homeschooling and pay only a partial membership. Danford says they've never turned a kid away who couldn't pay.\u003c/p>\n\u003cfigure id=\"attachment_41550\" class=\"wp-caption aligncenter\" style=\"max-width: 1129px\">\u003cimg class=\"size-full wp-image-41550\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/northstar.jpg\" alt=\"North Star teens work on a project in the common area.\" width=\"1129\" height=\"753\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar.jpg 1129w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-960x640.jpg 960w\" sizes=\"(max-width: 1129px) 100vw, 1129px\">\u003cfigcaption class=\"wp-caption-text\">North Star teens work on a project in the common area. \u003ccite>(Mauricio Abascal/Courtesy North Star)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>North Star is not for everyone. Plenty of students have left, deciding they wanted a more “normal” school experience. Others can’t take advantage of what the center offers because they are so distrustful of adults that the mentoring relationship never takes off, according to Danford.\u003c/p>\n\u003cp>“I’m describing a kid who has become so distrustful of adults at school that they can’t get over it and they can’t adjust to the possibility that we want to treat them differently than every other adult has,” Danford said.\u003c/p>\n\u003cp>Below, Jonah Meyer speaks about how and why he acted out in traditional school. He also discusses his path at North Star and his discovery of chemistry as a passion to pursue into college. There's a moment around 9:20 when he describes realizing he could \"do school\" under the right conditions.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/122923022?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Danford’s own two children went to traditional public schools, despite having parents who would have been more than happy to embrace an alternative route. “Even though they like going to school, they don’t see learning as valuable or meaningful,” Danford said. “They like going to school because everyone is there.” He’s willing to let them make that choice for themselves, but thinks they’ve learned a lot more at summer camp than they have in school.\u003c/p>\n\u003cp>“I feel like school can work for people, but it’s not a universal fit,” Noblewolf said. “There’s this mold, and whether you fit or not they’re going to try to push you through it.”\u003c/p>\n\u003cp>In the video below, hear from Ramon Elinevsky, who was among the first members of North Star (then called Pathfinder) when it began in 1996. Now an adult finishing his Ph.D., Elinevsky reflects on his choice to leave school after eighth grade to pursue self-directed learning. Recorded at North Star's Celebration of Self-Directed Learning in April 2011.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/56493224?byline=0&portrait=0\" width=\"640\" height=\"480\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Teens at North Star and other alternative learning centers speak insightfully about how reflection is a bigger part of their learning experience when they choose what to pursue.\u003c/p>\n\u003cp>“A big problem of mine was that high school was seven hours a day, class after class after class, and you have no say in it,” said Sara Webber, a teen now attending the \u003ca href=\"http://princetonlearningcooperative.org/\" target=\"_blank\">Princeton Learning Cooperative\u003c/a>, another center in the \u003ca href=\"http://northstarteens.org/about/a-flagship-for-the-movement/\" target=\"_blank\">Liberated Learners network\u003c/a>.\u003c/p>\n\u003cp>Sara found that in traditional school, her learning didn’t reflect her grade. She learned a lot in some classes where she didn’t do the work and got poor grades, but often had good grades in classes where she hadn’t learned much, which made her doubt the system. She, like Noblewolf, was suffering from social anxiety and was often missing most of her classes while she tried to calm down in the nurse’s office. She’s much happier at Princeton Learning Cooperative.\u003c/p>\n\u003cp>At the cooperative, Sara took an evolutionary biology class that rekindled a middle school interest in marine biology and was able to meet two prominent biologists at Princeton University. She’s discovered a passion for sustainability and started a recycling program that takes almost any waste, from plastic baggies to granola bar wrappers. She’s reading \"Harry Potter\" in French and writing a 30-page paper rhetorically analyzing Chimamanda Ngozi Adichie’s TED talk, \u003ca href=\"https://www.youtube.com/watch?v=hg3umXU_qWc\" target=\"_blank\">“We Should All Be Feminists.”\u003c/a>\u003c/p>\n\u003cp>All these passions are documented and collected in a learning portfolio, similar to what homeschoolers do. Students can use these artifacts to demonstrate work they have done to prospective employers and college admissions officers. And many of these learners have gone on to college if that’s what they wanted. To Danford, allowing teens to start figuring out early on who they are and what makes them tick is the most important thing a center like North Star offers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Math proficiency is a subject of a lot of anxiety for school leaders, parents and even national leaders. Employers and educators alike know that math skills are crucial to many of the science, technology and engineering jobs expected to be ever more important in the future, but students' math comprehension continues to stagnate.\u003c/p>\n\u003cp>In his \u003ca href=\"http://www.ted.com/talks/conrad_wolfram_teaching_kids_real_math_with_computers?language=en#t-231531\" target=\"_blank\">TED Talk\u003c/a>, mathematician Conrad Wolfram argues much of this angst is about how well students can compute by hand, not how well they understand math. He breaks math down into four steps:\u003c/p>\n\u003cp>1. Pose the right question about an issue\u003cbr>\n2. Change that real world scenario into a math formulation\u003cbr>\n3. Compute\u003cbr>\n4. Take the math formulation and turn it back into a real world scenario to verify it\u003c/p>\n\u003cp>Math as we teach it now, he argues, is mostly about step 3 - computation, the one part of the whole process that can be automated. However, Wolfram would like to see more attention paid to the other three crucial steps, which he says play a much larger role in enhancing both \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/02/relevant-math-for-student-lives-creating-context-with-social-justice-issues/\" target=\"_blank\">practical\u003c/a> and conceptual understandings of math. He'd like to see students demonstrate understanding of the process and procedures of math through computer coding instead of computation. In this talk, he takes on some of the most common arguments for the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/24/why-is-it-so-hard-to-change-how-we-teach-math/\" target=\"_blank\">current way of teaching math\u003c/a>, including the fear that computers will \"dumb down\" students' understanding of mathematics.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://embed-ssl.ted.com/talks/conrad_wolfram_teaching_kids_real_math_with_computers.html\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Math proficiency is a subject of a lot of anxiety for school leaders, parents and even national leaders. Employers and educators alike know that math skills are crucial to many of the science, technology and engineering jobs expected to be ever more important in the future, but students' math comprehension continues to stagnate.\u003c/p>\n\u003cp>In his \u003ca href=\"http://www.ted.com/talks/conrad_wolfram_teaching_kids_real_math_with_computers?language=en#t-231531\" target=\"_blank\">TED Talk\u003c/a>, mathematician Conrad Wolfram argues much of this angst is about how well students can compute by hand, not how well they understand math. He breaks math down into four steps:\u003c/p>\n\u003cp>1. Pose the right question about an issue\u003cbr>\n2. Change that real world scenario into a math formulation\u003cbr>\n3. Compute\u003cbr>\n4. Take the math formulation and turn it back into a real world scenario to verify it\u003c/p>\n\u003cp>Math as we teach it now, he argues, is mostly about step 3 - computation, the one part of the whole process that can be automated. However, Wolfram would like to see more attention paid to the other three crucial steps, which he says play a much larger role in enhancing both \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/02/relevant-math-for-student-lives-creating-context-with-social-justice-issues/\" target=\"_blank\">practical\u003c/a> and conceptual understandings of math. He'd like to see students demonstrate understanding of the process and procedures of math through computer coding instead of computation. In this talk, he takes on some of the most common arguments for the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/24/why-is-it-so-hard-to-change-how-we-teach-math/\" target=\"_blank\">current way of teaching math\u003c/a>, including the fear that computers will \"dumb down\" students' understanding of mathematics.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://embed-ssl.ted.com/talks/conrad_wolfram_teaching_kids_real_math_with_computers.html\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp class=\"p2\">\u003cem>The excerpt below is from \"\u003ca href=\"http://www.amazon.com/Hacking-Education-School-Learning-Series-ebook/dp/B012OZCREU/ref=pd_sim_351_3?ie=UTF8&refRID=0EYFD5NRW1840VT2C8MR\">Hacking Education: 10 Quick Fixes For Every School\u003c/a>,\" by Mark Barnes and Jennifer Gonzalez. The following is from the chapter entitled, \"Hack 10: The 360 Spreadsheet.\"\u003c/em>\u003c/p>\n\u003cp class=\"p2\">\u003cstrong>Collect a Different Kind of Student Data\u003c/strong>\u003c/p>\n\u003cp class=\"p5\">\u003cspan class=\"s2\">F\u003c/span>or at least a decade now, the driving force behind education reform has been data. We talk about collecting data, analyzing data, and making data-driven decisions. All of this data can certainly be useful, helping us notice patterns we might not have seen without aggregating our numbers in some way, looking for gaps and dips and spikes, allowing us to figure out where we are strong and where we need help. In terms of certain academic behaviors, we can quantify student learning to some extent and improve our practice as a result.\u003c/p>\n\u003cp class=\"p8\">And yet, we know this is not enough. We know our students bring with them so many other kinds of data. So many other factors contribute to academic success: the atmosphere in their homes, the demands of their out-of-school school schedule, the physical concerns that distract them, the passions and obsessions that consume them. These things are much harder to measure, so we don’t even try, focusing instead on the things we can convert to numbers.\u003c/p>\n\u003cp class=\"p8\">In the spring of 2015, Denver elementary teacher Kyle Schwartz asked her students to complete this sentence in writing: “I wish my teacher knew . . . ” The student responses were so unexpected, so moving, Schwartz shared some of them online, igniting a movement that went viral within hours. Teachers everywhere asked their students the same question, learning in late spring things that had troubled their kids all year:\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p9\">“I wish my teacher knew how much I miss my Dad because he got deported to Mexico when I was 3 years old and I haven’t seen him in 6 years.”\u003cbr>\n“I wish my teacher knew that I’ve been having trouble balancing\u003cbr>\nmy homework and sports lately.”\u003cbr>\n“I wish my teacher knew I don’t have pencils at home.”\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p8\">The overwhelming response to this idea illustrates a significant gap in the data we collect on our students. Despite our efforts to carefully examine student performance and choose instructional interventions that best meet their needs, the truth is, we need to be collecting, organizing, and analyzing more robust data on our students—facts about their home lives, their likes and dislikes, their learning preferences—the things that really matter.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p7\">\u003cstrong>THE HACK: COLLECT DATA ON THE WHOLE CHILD\u003c/strong>\u003c/p>\n\u003cp class=\"p8\">Most teachers make an effort to get to know their students, and many regularly distribute surveys at the start of each school year to speed up that process. The problem is, most teachers read these surveys once, then file them away. Sure, they might have every intention of returning to the surveys and reviewing them later, but far too often, that time never comes. We rely on our day-to-day interactions for relationship building, and although we get to know some students quite well this way, others just fade into the background.\u003c/p>\n\u003cp class=\"p8\">A 360 Spreadsheet is a place for teachers to store and access the “other” data we collect on our students, giving us a more complete, 360-degree view of each student. It’s a single chart that organizes it all and lets us see, at a glance, things we might otherwise forget. Many teachers already keep track of students’ birthdays. Think of this as a birthday chart on steroids. Figure 10-1 is just one possible version of a 360 Spreadsheet:\u003c/p>\n\u003cp class=\"p8\">\u003cimg class=\"alignnone size-full wp-image-41763\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Figure-10-1.png\" alt=\"Figure 10-1\" width=\"1178\" height=\"591\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Figure-10-1.png 1178w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Figure-10-1-400x201.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Figure-10-1-800x401.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Figure-10-1-960x482.png 960w\" sizes=\"(max-width: 1178px) 100vw, 1178px\">\u003c/p>\n\u003cp class=\"p8\">Because the 360 Spreadsheet is a single document, teachers can access it much more easily than they could a whole folder of surveys. Having the information formatted this way also makes it immediately clear which students a teacher needs to get to know better.\u003c/p>\n\u003cp class=\"p8\">The chart in Figure 10-1 sorts student information into the following suggested categories:\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Passions:\u003c/strong> What is the student really into? Keeping track of things like hobbies, collections, and other hard-to categorize obsessions will help you connect with your students. This information will boost your ability to help students select books for independent reading, choose topics for writing or research projects, or even better understand math or history concepts by placing them in the context of things they are just crazy about.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Family:\u003c/strong> The home environment plays a major role in how well a student performs academically. This category can include information about whether a student lives in one home or travels between the homes of two parents.\u003c/p>\n\u003cp class=\"p8\">It might ask about the number of people who live in the household. It can also include other family-related facts, like whether anyone at home is dealing with an illness, is currently incarcerated, has special needs, travels frequently, or has a noteworthy profession or skill set (Mom is a circus performer? Probably worth noting.)\u003c/p>\n\u003cp class=\"p8\">\u003cimg class=\"alignright size-thumbnail wp-image-41767\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Hacking-Education-kindle_1000-px-tall-400x600.jpeg\" alt=\"Hacking-Education-kindle_1000-px-tall\" width=\"400\" height=\"600\">\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Activities:\u003c/strong> This category will help you better understand what outside activities fill up a student’s schedule when they are not in school. Are they on a sports team? Do they have a part-time job? Will they be busier on certain days of the week or at certain times of the year? Not only will this information give you a more complete picture of who your students are, it will build your awareness of the other demands placed on their time.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Academics:\u003c/strong> Here’s where you can put things a standardized test won’t tell you about a student’s academic needs and preferences: If a student struggles with handwriting, expresses a strong desire to work alone, has a strong interest in a particular subject area, or lights up during certain types of activities, record this information; it will help you individualize instruction later.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Food & Drink:\u003c/strong> No, you are not a caterer. But why not keep a list of each child’s favorite candy or snack? While you’re at it, record food allergies on this chart as well—the information is probably in the school paperwork already; might as well add it here.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Physical:\u003c/strong> Along with conditions that are already listed on students’ official paperwork, this category can include others that are not, but are still important, like needing to use the restroom frequently or the tendency to get cold easily.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Skills:\u003c/strong> Our students bring with them talents and skills we may not even be aware of if we don’t ask, so when you find these things out, include them in your chart. Has a student been taking violin lessons for years? Add that. Do they know a lot about dairy farming? Origami? Photography? Put it all in there. Not only will knowing about these skills further develop your knowledge of the student, they may also come in handy when you need help or information about an area where you lack expertise.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Other:\u003c/strong> This seems like it could be a throw-away category, but making room for miscellaneous information is a good idea. Things like sensitivities to loud noises, religious practices, or random facts about student histories (e.g., “Lived in China”) should also be recorded, even if they don’t necessarily fit into any broad category. Although these categories offer vital information, they are just suggestions.\u003c/p>\n\u003cp class=\"p8\">Teachers can and should collect whatever information is most relevant to them, information that will help you connect to your students as whole people and build strong relationships with them.\u003cbr>\n.....\u003c/p>\n\u003cp class=\"p7\">[contextly_sidebar id=\"OAoaT8cxP9sPeYaEaHIzh36Qb3EyVBUy\"]\u003c/p>\n\u003cp class=\"p7\">\u003cstrong>THE HACK IN ACTION\u003c/strong>\u003c/p>\n\u003cp class=\"p8\">Lisa Tremonte, a special education teacher at Apshawa Elementary School in West Milford, New Jersey, began using a 360 Spreadsheet in the fall of 2014. After giving students a survey, she entered their responses into the chart, then stored the spreadsheet in the front of her planning binder, which made it accessible at all times and enabled her to add to it over the school year as she learned more about her students. “In a quick glance,” she says, “I can access a wealth of information that really matters about my students. I use it to talk to my students about their lives outside of school when we’re saying hello or during lunch and snack time.”\u003c/p>\n\u003cp class=\"p8\">Although the spreadsheet does serve an academic purpose, offering ideas when students struggle to come up with topics for writing assignments, its greater value is that it makes students feel seen. “It enables me to ask students direct questions about the sports they play, teams they love, their pets, siblings, and passions,” Tremonte says. “When I do, the look on their faces says it all. They know that I listen to them, care about them, and think their lives are important. The chart has given me the tools I need to ensure that each child feels loved, safe, and at home in my classroom every day.”\u003c/p>\n\u003cp class=\"p8\">Although education has no silver bullets, building strong relationships with our students comes pretty close. It cuts back on classroom management problems, motivates students to work harder, helps us more effectively differentiate instruction, and generally makes school a better place to be for everyone. The easier you can make it to build those relationships, the more they will pay off for you and your students.\u003c/p>\n\u003cp class=\"p8\">\u003cimg class=\"alignright size-full wp-image-41775\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Barnes-e1440571253707.jpg\" alt=\"Mark Barnes\" width=\"150\" height=\"160\">\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003cb>Mark Barnes\u003c/b> is a veteran teacher, author, speaker and creator of the \u003ca href=\"http://www.hacklearningseries.com/\">Hack Learning Series\u003c/a> for teachers and the Hack Learning mobile app. He is the author of six education books, including \"\u003ca href=\"http://www.amazon.com/Role-Reversal-Achieving-Uncommonly-Student-Centered/dp/1416615067\">Role Reversal\u003c/a>.\" His book, \"\u003ca href=\"http://www.amazon.com/Assessment-3-0-Throw-Inspire-Learning/dp/1483373886\">Assessment 3.0\u003c/a>,\" encourages teachers to eliminate traditional grades and build an ongoing conversation about learning. He is the publisher of the \u003ca href=\"http://www.brilliant-insane.com/\">\u003cspan class=\"s1\">Brilliant or Insane\u003c/span>\u003c/a> blog and can be found on Twitter at \u003ca href=\"https://twitter.com/markbarnes19\">\u003cspan class=\"s1\">@markbarnes19\u003c/span>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"p1\">\u003cimg class=\"alignright size-full wp-image-41774\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/JGonzalez-e1440571205596.jpg\" alt=\"Jennifer Gonzalez\" width=\"150\" height=\"177\">\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p3\">\u003cem>\u003cstrong>Jennifer Gonzalez\u003c/strong> is a National Board Certified Teacher with more than 10 years of classroom experience. She has taught English language arts to middle school students and teaching methodology to pre-service teachers at the college level. On her website, \u003ca href=\"http://www.cultofpedagogy.com/\">\u003cspan class=\"s1\">Cult of Pedagogy\u003c/span>\u003c/a>, she devotes herself full-time to helping teachers do their work better. Her first book, \"\u003ca href=\"http://www.teachersguidetotech.com/\">\u003cspan class=\"s1\">The Teacher's Guide to Tech\u003c/span>\u003c/a>,\" was published in March. Follow her on Twitter \u003ca href=\"https://twitter.com/cultofpedagogy\">\u003cspan class=\"s1\">@cultofpedagogy\u003c/span>\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"excerpt": "By gathering personal interests of students and keeping details handy, educators can use that info to seed ideas for meaningful assignments, connect with students and offer encouragement. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p2\">\u003cem>The excerpt below is from \"\u003ca href=\"http://www.amazon.com/Hacking-Education-School-Learning-Series-ebook/dp/B012OZCREU/ref=pd_sim_351_3?ie=UTF8&refRID=0EYFD5NRW1840VT2C8MR\">Hacking Education: 10 Quick Fixes For Every School\u003c/a>,\" by Mark Barnes and Jennifer Gonzalez. The following is from the chapter entitled, \"Hack 10: The 360 Spreadsheet.\"\u003c/em>\u003c/p>\n\u003cp class=\"p2\">\u003cstrong>Collect a Different Kind of Student Data\u003c/strong>\u003c/p>\n\u003cp class=\"p5\">\u003cspan class=\"s2\">F\u003c/span>or at least a decade now, the driving force behind education reform has been data. We talk about collecting data, analyzing data, and making data-driven decisions. All of this data can certainly be useful, helping us notice patterns we might not have seen without aggregating our numbers in some way, looking for gaps and dips and spikes, allowing us to figure out where we are strong and where we need help. In terms of certain academic behaviors, we can quantify student learning to some extent and improve our practice as a result.\u003c/p>\n\u003cp class=\"p8\">And yet, we know this is not enough. We know our students bring with them so many other kinds of data. So many other factors contribute to academic success: the atmosphere in their homes, the demands of their out-of-school school schedule, the physical concerns that distract them, the passions and obsessions that consume them. These things are much harder to measure, so we don’t even try, focusing instead on the things we can convert to numbers.\u003c/p>\n\u003cp class=\"p8\">In the spring of 2015, Denver elementary teacher Kyle Schwartz asked her students to complete this sentence in writing: “I wish my teacher knew . . . ” The student responses were so unexpected, so moving, Schwartz shared some of them online, igniting a movement that went viral within hours. Teachers everywhere asked their students the same question, learning in late spring things that had troubled their kids all year:\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p9\">“I wish my teacher knew how much I miss my Dad because he got deported to Mexico when I was 3 years old and I haven’t seen him in 6 years.”\u003cbr>\n“I wish my teacher knew that I’ve been having trouble balancing\u003cbr>\nmy homework and sports lately.”\u003cbr>\n“I wish my teacher knew I don’t have pencils at home.”\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p8\">The overwhelming response to this idea illustrates a significant gap in the data we collect on our students. Despite our efforts to carefully examine student performance and choose instructional interventions that best meet their needs, the truth is, we need to be collecting, organizing, and analyzing more robust data on our students—facts about their home lives, their likes and dislikes, their learning preferences—the things that really matter.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003cstrong>THE HACK: COLLECT DATA ON THE WHOLE CHILD\u003c/strong>\u003c/p>\n\u003cp class=\"p8\">Most teachers make an effort to get to know their students, and many regularly distribute surveys at the start of each school year to speed up that process. The problem is, most teachers read these surveys once, then file them away. Sure, they might have every intention of returning to the surveys and reviewing them later, but far too often, that time never comes. We rely on our day-to-day interactions for relationship building, and although we get to know some students quite well this way, others just fade into the background.\u003c/p>\n\u003cp class=\"p8\">A 360 Spreadsheet is a place for teachers to store and access the “other” data we collect on our students, giving us a more complete, 360-degree view of each student. It’s a single chart that organizes it all and lets us see, at a glance, things we might otherwise forget. Many teachers already keep track of students’ birthdays. Think of this as a birthday chart on steroids. Figure 10-1 is just one possible version of a 360 Spreadsheet:\u003c/p>\n\u003cp class=\"p8\">\u003cimg class=\"alignnone size-full wp-image-41763\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Figure-10-1.png\" alt=\"Figure 10-1\" width=\"1178\" height=\"591\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Figure-10-1.png 1178w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Figure-10-1-400x201.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Figure-10-1-800x401.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Figure-10-1-960x482.png 960w\" sizes=\"(max-width: 1178px) 100vw, 1178px\">\u003c/p>\n\u003cp class=\"p8\">Because the 360 Spreadsheet is a single document, teachers can access it much more easily than they could a whole folder of surveys. Having the information formatted this way also makes it immediately clear which students a teacher needs to get to know better.\u003c/p>\n\u003cp class=\"p8\">The chart in Figure 10-1 sorts student information into the following suggested categories:\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Passions:\u003c/strong> What is the student really into? Keeping track of things like hobbies, collections, and other hard-to categorize obsessions will help you connect with your students. This information will boost your ability to help students select books for independent reading, choose topics for writing or research projects, or even better understand math or history concepts by placing them in the context of things they are just crazy about.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Family:\u003c/strong> The home environment plays a major role in how well a student performs academically. This category can include information about whether a student lives in one home or travels between the homes of two parents.\u003c/p>\n\u003cp class=\"p8\">It might ask about the number of people who live in the household. It can also include other family-related facts, like whether anyone at home is dealing with an illness, is currently incarcerated, has special needs, travels frequently, or has a noteworthy profession or skill set (Mom is a circus performer? Probably worth noting.)\u003c/p>\n\u003cp class=\"p8\">\u003cimg class=\"alignright size-thumbnail wp-image-41767\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Hacking-Education-kindle_1000-px-tall-400x600.jpeg\" alt=\"Hacking-Education-kindle_1000-px-tall\" width=\"400\" height=\"600\">\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Activities:\u003c/strong> This category will help you better understand what outside activities fill up a student’s schedule when they are not in school. Are they on a sports team? Do they have a part-time job? Will they be busier on certain days of the week or at certain times of the year? Not only will this information give you a more complete picture of who your students are, it will build your awareness of the other demands placed on their time.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Academics:\u003c/strong> Here’s where you can put things a standardized test won’t tell you about a student’s academic needs and preferences: If a student struggles with handwriting, expresses a strong desire to work alone, has a strong interest in a particular subject area, or lights up during certain types of activities, record this information; it will help you individualize instruction later.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Food & Drink:\u003c/strong> No, you are not a caterer. But why not keep a list of each child’s favorite candy or snack? While you’re at it, record food allergies on this chart as well—the information is probably in the school paperwork already; might as well add it here.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Physical:\u003c/strong> Along with conditions that are already listed on students’ official paperwork, this category can include others that are not, but are still important, like needing to use the restroom frequently or the tendency to get cold easily.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Skills:\u003c/strong> Our students bring with them talents and skills we may not even be aware of if we don’t ask, so when you find these things out, include them in your chart. Has a student been taking violin lessons for years? Add that. Do they know a lot about dairy farming? Origami? Photography? Put it all in there. Not only will knowing about these skills further develop your knowledge of the student, they may also come in handy when you need help or information about an area where you lack expertise.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Other:\u003c/strong> This seems like it could be a throw-away category, but making room for miscellaneous information is a good idea. Things like sensitivities to loud noises, religious practices, or random facts about student histories (e.g., “Lived in China”) should also be recorded, even if they don’t necessarily fit into any broad category. Although these categories offer vital information, they are just suggestions.\u003c/p>\n\u003cp class=\"p8\">Teachers can and should collect whatever information is most relevant to them, information that will help you connect to your students as whole people and build strong relationships with them.\u003cbr>\n.....\u003c/p>\n\u003cp class=\"p7\">\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003cstrong>THE HACK IN ACTION\u003c/strong>\u003c/p>\n\u003cp class=\"p8\">Lisa Tremonte, a special education teacher at Apshawa Elementary School in West Milford, New Jersey, began using a 360 Spreadsheet in the fall of 2014. After giving students a survey, she entered their responses into the chart, then stored the spreadsheet in the front of her planning binder, which made it accessible at all times and enabled her to add to it over the school year as she learned more about her students. “In a quick glance,” she says, “I can access a wealth of information that really matters about my students. I use it to talk to my students about their lives outside of school when we’re saying hello or during lunch and snack time.”\u003c/p>\n\u003cp class=\"p8\">Although the spreadsheet does serve an academic purpose, offering ideas when students struggle to come up with topics for writing assignments, its greater value is that it makes students feel seen. “It enables me to ask students direct questions about the sports they play, teams they love, their pets, siblings, and passions,” Tremonte says. “When I do, the look on their faces says it all. They know that I listen to them, care about them, and think their lives are important. The chart has given me the tools I need to ensure that each child feels loved, safe, and at home in my classroom every day.”\u003c/p>\n\u003cp class=\"p8\">Although education has no silver bullets, building strong relationships with our students comes pretty close. It cuts back on classroom management problems, motivates students to work harder, helps us more effectively differentiate instruction, and generally makes school a better place to be for everyone. The easier you can make it to build those relationships, the more they will pay off for you and your students.\u003c/p>\n\u003cp class=\"p8\">\u003cimg class=\"alignright size-full wp-image-41775\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Barnes-e1440571253707.jpg\" alt=\"Mark Barnes\" width=\"150\" height=\"160\">\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003cb>Mark Barnes\u003c/b> is a veteran teacher, author, speaker and creator of the \u003ca href=\"http://www.hacklearningseries.com/\">Hack Learning Series\u003c/a> for teachers and the Hack Learning mobile app. He is the author of six education books, including \"\u003ca href=\"http://www.amazon.com/Role-Reversal-Achieving-Uncommonly-Student-Centered/dp/1416615067\">Role Reversal\u003c/a>.\" His book, \"\u003ca href=\"http://www.amazon.com/Assessment-3-0-Throw-Inspire-Learning/dp/1483373886\">Assessment 3.0\u003c/a>,\" encourages teachers to eliminate traditional grades and build an ongoing conversation about learning. He is the publisher of the \u003ca href=\"http://www.brilliant-insane.com/\">\u003cspan class=\"s1\">Brilliant or Insane\u003c/span>\u003c/a> blog and can be found on Twitter at \u003ca href=\"https://twitter.com/markbarnes19\">\u003cspan class=\"s1\">@markbarnes19\u003c/span>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"p1\">\u003cimg class=\"alignright size-full wp-image-41774\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/JGonzalez-e1440571205596.jpg\" alt=\"Jennifer Gonzalez\" width=\"150\" height=\"177\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p3\">\u003cem>\u003cstrong>Jennifer Gonzalez\u003c/strong> is a National Board Certified Teacher with more than 10 years of classroom experience. She has taught English language arts to middle school students and teaching methodology to pre-service teachers at the college level. On her website, \u003ca href=\"http://www.cultofpedagogy.com/\">\u003cspan class=\"s1\">Cult of Pedagogy\u003c/span>\u003c/a>, she devotes herself full-time to helping teachers do their work better. Her first book, \"\u003ca href=\"http://www.teachersguidetotech.com/\">\u003cspan class=\"s1\">The Teacher's Guide to Tech\u003c/span>\u003c/a>,\" was published in March. Follow her on Twitter \u003ca href=\"https://twitter.com/cultofpedagogy\">\u003cspan class=\"s1\">@cultofpedagogy\u003c/span>\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Harvard education specialist Tony Wagner has been advocating that we reinvent the education system to promote innovation for years. He's clear that content should no longer be at the center of school. Instead, he says a teacher's main job should be to help students \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\">develop key skills necessary for when they leave school\u003c/a>. He contends there are seven essential things young people need to be successful lifelong learners:\u003c/p>\n\u003col>\n\u003cli>Formulate good questions\u003c/li>\n\u003cli>Communicate in groups and lead by influence\u003c/li>\n\u003cli>Be agile and adaptable\u003c/li>\n\u003cli>Take initiative and be entrepreneurial\u003c/li>\n\u003cli>Effective written and oral communication skills\u003c/li>\n\u003cli>Know how to access and analyze information\u003c/li>\n\u003cli>Be creative and imaginative\u003c/li>\n\u003c/ol>\n\u003cp>Wagner worries that unless the U.S. starts focusing on cultivating these skills, the nation will no longer produce innovative people who drive job growth. He interviewed dozens of innovative young people and asked them about their experiences in school. One third of those he interviewed couldn't name one teacher who had impacted them. The other two thirds named teachers, who upon further investigation, were outliers in their schools. Their teaching styles and approaches were at odds with the dominant school culture.\u003c/p>\n\u003cp>Wagner found that all of these tremendously influential teachers ran classrooms that emphasized interdisciplinary learning, real team collaboration, risk taking, creating learning as opposed to consuming knowledge, and cultivated intrinsic motivation in students. These teachers made room for playful exploration and student passions in the classroom, helping their students to develop the purpose that drives them. He co-authored \"\u003ca href=\"http://www.amazon.com/Most-Likely-Succeed-Preparing-Innovation/dp/1501104314\">Most Likely to Succeed: Preparing Our Kids for the Innovation Era\u003c/a>\" with Tony Dintersmith.\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/hvDjh4l-VHo?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Harvard education specialist Tony Wagner has been advocating that we reinvent the education system to promote innovation for years. He's clear that content should no longer be at the center of school. Instead, he says a teacher's main job should be to help students \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\">develop key skills necessary for when they leave school\u003c/a>. He contends there are seven essential things young people need to be successful lifelong learners:\u003c/p>\n\u003col>\n\u003cli>Formulate good questions\u003c/li>\n\u003cli>Communicate in groups and lead by influence\u003c/li>\n\u003cli>Be agile and adaptable\u003c/li>\n\u003cli>Take initiative and be entrepreneurial\u003c/li>\n\u003cli>Effective written and oral communication skills\u003c/li>\n\u003cli>Know how to access and analyze information\u003c/li>\n\u003cli>Be creative and imaginative\u003c/li>\n\u003c/ol>\n\u003cp>Wagner worries that unless the U.S. starts focusing on cultivating these skills, the nation will no longer produce innovative people who drive job growth. He interviewed dozens of innovative young people and asked them about their experiences in school. One third of those he interviewed couldn't name one teacher who had impacted them. The other two thirds named teachers, who upon further investigation, were outliers in their schools. Their teaching styles and approaches were at odds with the dominant school culture.\u003c/p>\n\u003cp>Wagner found that all of these tremendously influential teachers ran classrooms that emphasized interdisciplinary learning, real team collaboration, risk taking, creating learning as opposed to consuming knowledge, and cultivated intrinsic motivation in students. These teachers made room for playful exploration and student passions in the classroom, helping their students to develop the purpose that drives them. He co-authored \"\u003ca href=\"http://www.amazon.com/Most-Likely-Succeed-Preparing-Innovation/dp/1501104314\">Most Likely to Succeed: Preparing Our Kids for the Innovation Era\u003c/a>\" with Tony Dintersmith.\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/hvDjh4l-VHo?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Carol Dweck's \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/16/new-research-students-benefit-from-learning-that-intelligence-is-not-fixed/\" target=\"_blank\">research on growth mindset\u003c/a> has become essential knowledge in education circles. The Stanford psychologist found that children who understand that their brains are malleable and can change when working through challenging problems can do better in school. Now, many school districts are attempting to teach growth mindset to their students. At the core of this practice is the idea of \"productive failure\" (a concept \u003ca href=\"http://www.manukapur.com/\" target=\"_blank\">Dr. Manu Kapur\u003c/a> has been studying for over a decade)* and giving students the \u003ca href=\"https://www.mindsetkit.org/growth-mindset/celebrate-mistakes/give-work-encourages-mistakes-see-action\" target=\"_blank\">time and space to work through difficult problems\u003c/a>. Another key idea is to \u003ca href=\"https://www.mindsetkit.org/growth-mindset/praise-process-not-person/praising-process-see-action\" target=\"_blank\">praise the process\u003c/a> and effort a child puts in, not the final product.\u003c/p>\n\u003cp>These mindset changes are easy to describe and dictate, but more challenging to implement. To help both teachers and parents, \u003ca href=\"https://www.perts.net/about\" target=\"_blank\">Stanford's PERTS Center\u003c/a> has teamed up with the Teaching Channel to produce videos that demonstrate process praise and productive struggle. PERTS has developed \u003ca href=\"https://www.mindsetkit.org/\" target=\"_blank\">a toolkit\u003c/a> to support the adults in children's lives who are struggling to change their practice.\u003c/p>\n\u003cp>[contextly_sidebar id=\"cQKpZUE8Ga3k3ey2y5fH3lMIRO9KcVjD\"]\u003c/p>\n\u003cp>In the video below on classroom struggle, second grade teacher Maricela Montoy-Wilson repeatedly asks her students to justify their thinking using reasoning and evidence. She encourages students to critique one another's thinking and ask for specific kinds of help. She highlights that problems can be solved in different ways and normalizes struggle in her classroom so students don't feel bad if they don't understand.\u003c/p>\n\u003cp>\"Everyone is going to feel stuck,\" Montoy-Wilson said. \"Everyone is going to feel challenged by it. So they can get excited and think about the strategies they can implement to tackle the problem.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Look out for the moment near the end of the video when Montoy-Wilson checks in with a group of students who haven't even been able to solve the first problem. She asks them how they feel and they respond \"good\" because \"we're working hard.\" She calls attention to the struggling group in front of the whole classroom, prompting one boy to say, \"We were happy because we were growing our brains.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"//www.youtube.com/embed/voa0F2C_hjY?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*A previous version of this article neglected to mention the scholarship of Dr. Manu Kapur who is an authority on the concept and design theory of productive failure. We regret the omission.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Carol Dweck's \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/16/new-research-students-benefit-from-learning-that-intelligence-is-not-fixed/\" target=\"_blank\">research on growth mindset\u003c/a> has become essential knowledge in education circles. The Stanford psychologist found that children who understand that their brains are malleable and can change when working through challenging problems can do better in school. Now, many school districts are attempting to teach growth mindset to their students. At the core of this practice is the idea of \"productive failure\" (a concept \u003ca href=\"http://www.manukapur.com/\" target=\"_blank\">Dr. Manu Kapur\u003c/a> has been studying for over a decade)* and giving students the \u003ca href=\"https://www.mindsetkit.org/growth-mindset/celebrate-mistakes/give-work-encourages-mistakes-see-action\" target=\"_blank\">time and space to work through difficult problems\u003c/a>. Another key idea is to \u003ca href=\"https://www.mindsetkit.org/growth-mindset/praise-process-not-person/praising-process-see-action\" target=\"_blank\">praise the process\u003c/a> and effort a child puts in, not the final product.\u003c/p>\n\u003cp>These mindset changes are easy to describe and dictate, but more challenging to implement. To help both teachers and parents, \u003ca href=\"https://www.perts.net/about\" target=\"_blank\">Stanford's PERTS Center\u003c/a> has teamed up with the Teaching Channel to produce videos that demonstrate process praise and productive struggle. PERTS has developed \u003ca href=\"https://www.mindsetkit.org/\" target=\"_blank\">a toolkit\u003c/a> to support the adults in children's lives who are struggling to change their practice.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>In the video below on classroom struggle, second grade teacher Maricela Montoy-Wilson repeatedly asks her students to justify their thinking using reasoning and evidence. She encourages students to critique one another's thinking and ask for specific kinds of help. She highlights that problems can be solved in different ways and normalizes struggle in her classroom so students don't feel bad if they don't understand.\u003c/p>\n\u003cp>\"Everyone is going to feel stuck,\" Montoy-Wilson said. \"Everyone is going to feel challenged by it. So they can get excited and think about the strategies they can implement to tackle the problem.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>The beginning of the school year is a time to set the tone for a student’s learning experience, including what teachers expect from students and families. But that first week of school is also the time to teach valuable learning skills that will be used throughout the year. \u003ca href=\"http://novemberlearning.com/\">Alan November\u003c/a>, a former teacher turned lecturer, consultant and author, challenged teachers to rethink how they start the school year by outlining skills that are crucial to students to learn in the first five days of school. He shared his vision at the International Society for Technology in Education \u003ca href=\"https://www.isteconference.org/2015/\">conference\u003c/a> in Philadelphia.\u003c/p>\n\u003cp>\u003cstrong>1. Learn How to Ask the Right Questions\u003c/strong>\u003c/p>\n\u003cp>Questions are at the heart of learning, but some questions create a narrow lens while others widen the field of inquiry. November displayed “\u003ca href=\"http://www.fno.org/nov97/toolkit.html\">A Questioning Toolkit\u003c/a>” developed by Jamie McKenzie that explains the many types of questions. McKenzie uses the toolkit with students as young as kindergarten to help stretch young minds think beyond the ‘right’ answer in all their learning. Varieties of questions include probing, subsidiary, organizing, divergent, sorting, etc.\u003c/p>\n\u003cp>\u003ca href=\"http://www.fno.org/nov97/toolkit.html\">\u003cimg class=\"alignnone size-full wp-image-41158\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Questioning-Toolkit.png\" alt=\"Questioning Toolkit\" width=\"845\" height=\"313\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/Questioning-Toolkit.png 845w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Questioning-Toolkit-400x148.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Questioning-Toolkit-800x296.png 800w\" sizes=\"(max-width: 845px) 100vw, 845px\">\u003c/a>\u003c/p>\n\u003cp>“I’m pretty confident that during the entire year, some kids might only ask the same questions over and over again,\" November said. \"They don’t have the repertoire of \u003cem>all\u003c/em> these questions.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>2. Know How to Get Answers\u003c/strong>\u003c/p>\n\u003cp>Search engine results are determined by several factors, including user location and search history. But to dig deeper and find better answers, students need training on how to do advanced searches. This means becoming skilled at using search operators, understanding sources and thinking carefully about search terms. Everyone assumes they know how to use Google with confidence, but knowing how to search for specific information well takes practice. On the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/21/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/\">first day of school\u003c/a>, November said he would teach students how to properly query documents, images, music, maps, etc.\u003c/p>\n\u003cp>\"I have this sinking feeling that we’ve never taught them to design good queries in Google,\" he said. \"We didn’t build a rigorous creative curriculum in teaching children the algorithm and coding you need to understand how to use it and the creative imagination that kicks in to understand perspective from another place where you do not live.”\u003c/p>\n\u003cp>Knowing how to find information on other platforms is also important. For example, asking questions on Twitter using a hashtag or mentioning experts could yield far more interesting results than a general search engine query.\u003c/p>\n\u003cp>“A lot of students do not understand how to use Twitter for school,\" he said. \"They’ve never been taught to follow the best minds in the world in the subject they’re taking. They’ve never been taught to ask a question on Twitter because that’s a different kind of question than Google.”\u003c/p>\n\u003cp>\u003cstrong>3. Learn About Work Created by Other Students\u003c/strong>\u003c/p>\n\u003cp>Digital tools allow students to have access to all kinds of work created by others. When students realize someone their own age created something amazing, it inspires them to do the same. November pointed to the work of fourth graders who are reimagining the classic California school project of recreating the state's Spanish missions. Some students are doing the project in Minecraft, expressing their creativity through the digital media that excites them. November urged educators to show students a broad sampling of work.\u003c/p>\n\u003cp>“We’re going to show them a range of medium with work by children so they understand during the whole year there are choices of media to use in order to express themselves and what they’ve learned,” he said.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=G-9M4I1HRt8\u003c/p>\n\u003cp>There are other Minecraft California mission videos, but here’s one that demonstrates the building process at 8:00:\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=R7SatupLTqs\u003c/p>\n\u003cp>Knowing what other students are doing is important, November said, because “student work is sometimes more motivating than an assignment the teacher gives.”\u003c/p>\n\u003cp>\u003cstrong>4. Know How to Work with People Around the World\u003c/strong>\u003c/p>\n\u003cp>November shared the work of \u003ca href=\"http://kathycassidy.com/\">Kathy Cassidy\u003c/a>, a first grade teacher in Moose Jaw, Saskatchewan, Canada. She uses a \u003ca href=\"http://mscassidysclass.edublogs.org/\">blog\u003c/a> and Twitter to help her students communicate and learn with other classrooms around the world. Under the Twitter handle \u003ca href=\"https://twitter.com/mscassidysclass\">@MsCassidysClass\u003c/a>, her students are sharing their work with a global audience, such as this sample of one of four LEGO experiments.\u003c/p>\n\u003cp>https://twitter.com/mscassidysclass/status/613444628021297152\u003c/p>\n\u003cp>The students also reached out to global peers in Milan, Italy to learn math and play games using the hashtag #guessmynumber.\u003c/p>\n\u003cp>https://twitter.com/MsDiaz1stGrade/status/422644942058422272\u003c/p>\n\u003cp>Through the exchanges, young students are learning about other cultures and one another. November said teachers haven't tapped the full potential of digital tools like Twitter to help students connect globally in part because of concerns over creating safe learning environments.\u003c/p>\n\u003cp>\"Eventually, we need to get past this,\" said November. \"We need to realize that when they’re young is the time to teach them the ethics and moral high ground of using something like Twitter.”\u003c/p>\n\u003cp>\u003cstrong>5. Self-Reflect Upon Their Work\u003c/strong>\u003c/p>\n\u003cp>Traditionally teachers are in charge of assessing student performance. But what would happen if the student were to evaluate her own work? What if self-reflection became a skill as important as reading?\u003c/p>\n\u003cp>November cited John Hattie's work analyzing the effect of \u003ca href=\"http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/\">138 influences on student achievement\u003c/a>. Homework, class size, gender and motivation are some of the influencers on the list. But according to Hattie’s findings, the ability to “self-report grades” has the greatest effect on student achievement.\u003c/p>\n\u003cp>Even as educators are turning to technology to offer ever more granular data on children's learning, November maintains teaching them to assess their own performance is more useful. Students could grade themselves, providing evidence to support conclusions and comparing the grades against the findings of the teacher.\u003c/p>\n\u003cp>After all, November said, kids won't be in school forever and when they are in college or at their first job, the ability to self-assess will be invaluable.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Using the first five days of school to teach learning skills that will be used throughout the course is a great way to start the new school year.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The beginning of the school year is a time to set the tone for a student’s learning experience, including what teachers expect from students and families. But that first week of school is also the time to teach valuable learning skills that will be used throughout the year. \u003ca href=\"http://novemberlearning.com/\">Alan November\u003c/a>, a former teacher turned lecturer, consultant and author, challenged teachers to rethink how they start the school year by outlining skills that are crucial to students to learn in the first five days of school. He shared his vision at the International Society for Technology in Education \u003ca href=\"https://www.isteconference.org/2015/\">conference\u003c/a> in Philadelphia.\u003c/p>\n\u003cp>\u003cstrong>1. Learn How to Ask the Right Questions\u003c/strong>\u003c/p>\n\u003cp>Questions are at the heart of learning, but some questions create a narrow lens while others widen the field of inquiry. November displayed “\u003ca href=\"http://www.fno.org/nov97/toolkit.html\">A Questioning Toolkit\u003c/a>” developed by Jamie McKenzie that explains the many types of questions. McKenzie uses the toolkit with students as young as kindergarten to help stretch young minds think beyond the ‘right’ answer in all their learning. Varieties of questions include probing, subsidiary, organizing, divergent, sorting, etc.\u003c/p>\n\u003cp>\u003ca href=\"http://www.fno.org/nov97/toolkit.html\">\u003cimg class=\"alignnone size-full wp-image-41158\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Questioning-Toolkit.png\" alt=\"Questioning Toolkit\" width=\"845\" height=\"313\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/Questioning-Toolkit.png 845w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Questioning-Toolkit-400x148.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Questioning-Toolkit-800x296.png 800w\" sizes=\"(max-width: 845px) 100vw, 845px\">\u003c/a>\u003c/p>\n\u003cp>“I’m pretty confident that during the entire year, some kids might only ask the same questions over and over again,\" November said. \"They don’t have the repertoire of \u003cem>all\u003c/em> these questions.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>2. Know How to Get Answers\u003c/strong>\u003c/p>\n\u003cp>Search engine results are determined by several factors, including user location and search history. But to dig deeper and find better answers, students need training on how to do advanced searches. This means becoming skilled at using search operators, understanding sources and thinking carefully about search terms. Everyone assumes they know how to use Google with confidence, but knowing how to search for specific information well takes practice. On the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/21/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/\">first day of school\u003c/a>, November said he would teach students how to properly query documents, images, music, maps, etc.\u003c/p>\n\u003cp>\"I have this sinking feeling that we’ve never taught them to design good queries in Google,\" he said. \"We didn’t build a rigorous creative curriculum in teaching children the algorithm and coding you need to understand how to use it and the creative imagination that kicks in to understand perspective from another place where you do not live.”\u003c/p>\n\u003cp>Knowing how to find information on other platforms is also important. For example, asking questions on Twitter using a hashtag or mentioning experts could yield far more interesting results than a general search engine query.\u003c/p>\n\u003cp>“A lot of students do not understand how to use Twitter for school,\" he said. \"They’ve never been taught to follow the best minds in the world in the subject they’re taking. They’ve never been taught to ask a question on Twitter because that’s a different kind of question than Google.”\u003c/p>\n\u003cp>\u003cstrong>3. Learn About Work Created by Other Students\u003c/strong>\u003c/p>\n\u003cp>Digital tools allow students to have access to all kinds of work created by others. When students realize someone their own age created something amazing, it inspires them to do the same. November pointed to the work of fourth graders who are reimagining the classic California school project of recreating the state's Spanish missions. Some students are doing the project in Minecraft, expressing their creativity through the digital media that excites them. November urged educators to show students a broad sampling of work.\u003c/p>\n\u003cp>“We’re going to show them a range of medium with work by children so they understand during the whole year there are choices of media to use in order to express themselves and what they’ve learned,” he said.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/G-9M4I1HRt8'\n title='//www.youtube.com/embed/G-9M4I1HRt8'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>There are other Minecraft California mission videos, but here’s one that demonstrates the building process at 8:00:\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/R7SatupLTqs'\n title='//www.youtube.com/embed/R7SatupLTqs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Knowing what other students are doing is important, November said, because “student work is sometimes more motivating than an assignment the teacher gives.”\u003c/p>\n\u003cp>\u003cstrong>4. Know How to Work with People Around the World\u003c/strong>\u003c/p>\n\u003cp>November shared the work of \u003ca href=\"http://kathycassidy.com/\">Kathy Cassidy\u003c/a>, a first grade teacher in Moose Jaw, Saskatchewan, Canada. She uses a \u003ca href=\"http://mscassidysclass.edublogs.org/\">blog\u003c/a> and Twitter to help her students communicate and learn with other classrooms around the world. Under the Twitter handle \u003ca href=\"https://twitter.com/mscassidysclass\">@MsCassidysClass\u003c/a>, her students are sharing their work with a global audience, such as this sample of one of four LEGO experiments.\u003c/p>\u003c/p>\u003c/div>",
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"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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"order": 9
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"id": "fresh-air",
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"airtime": "SUN 7:30pm-8pm",
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"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. ",
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"order": 15
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"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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"order": 18
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"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",
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"source": "American Public Media"
},
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"masters-of-scale": {
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"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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},
"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",
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"meta": {
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"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",
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"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.",
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"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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"order": 11
},
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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",
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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
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"order": 14
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
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