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"content": "\u003cp>In the first pages of \u003ci>\u003ca href=\"http://www.amazon.com/Being-Wrong-Adventures-Margin-Error/dp/0061176052\">Being Wrong\u003c/a>\u003c/i>, Kathryn Schulz writes, “In our collective imagination, error is associated not just with shame and stupidity but also with ignorance, indolence, psychopathology, and moral degeneracy.” This cultural terror of messing up, combined with modern modes of parenting and schooling obsessed with narrow versions of academic and career “success,” are making students more than risk-averse.\u003c/p>\n\u003cp>Books like \u003ci>\u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/09/what-overparenting-looks-like-from-a-stanford-deans-perspective/\">How to Raise an Adult\u003c/a>\u003c/i> and \u003ci>\u003ca href=\"http://www.amazon.com/Teach-Your-Children-Well-Envelopes/dp/0062196847\">Teach Your Children Well\u003c/a>\u003c/i> say kids are coming to college “underconstructed,” at best unsure of who they are and where they fit, at worst anxious and depressed, because their parents have protected them from the uncomfortable and unacceptable state of being wrong. Focused on getting the grades or winning the game and excused from helping out around the house, these children have internalized the pressure, and it’s morphed into a monster that paralyzes kids in their ability to take risks, screw up, find out the consequences and learn from their \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/15/struggle-means-learning-difference-in-eastern-and-western-cultures/\">mistakes\u003c/a>.\u003c/p>\n\u003cp>Parent and educator Jessica Lahey, author of the new book \u003ca href=\"http://www.amazon.com/Gift-Failure-Parents-Children-Succeed/dp/0062299239/ref=sr_1_1?s=books&ie=UTF8&qid=1439224300&sr=1-1&keywords=the+gift+of+failure+jessica+lahey\">\u003ci>The Gift of Failure\u003c/i>\u003c/a>, wants parents (and teachers) to back off. She said it’s time for adults to do the responsible thing and let the children fail. Trying something and failing, she writes, is how children learn and make discoveries about themselves and the world around them. This applies to unloading the dishwasher as well as the science fair. Becoming autonomous gives children pride in themselves and their abilities, and makes them independent thinkers and doers who can cope with the ups and downs of life.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Stop bringing forgotten homework to school, Lahey tells the parents of her students.\u003c/aside>\n\u003cp>But it will be messy, and adults should expect as much. To Lahey’s credit,\u003ci> The Gift of Failure\u003c/i> defiantly rejects the binary choices of either \u003ca href=\"http://www.nytimes.com/2015/06/21/books/review/how-to-raise-an-adult-by-julie-lythcott-haims.html?_r=0\">“triumphant or bumbling adulthood”\u003c/a> as end goals, and sees growing up as a series of peaks and valleys with lots of time to figure things out in between. Instead, she offers practical advice, steeped in the latest research, on how to let kids find their own way as parents and teachers guide them, the key word being \u003ci>guide \u003c/i>-- not instruct, dictate, or enable. Giving kids autonomy may or may not make them a big “success,” but the research supports that it will make kids happier, less anxious and depressed, and more fulfilled to work towards agency in their own lives.\u003c/p>\n\u003cp>Lahey taught middle school for more than a dozen years, and said that in that period of time, she watched as kids went from cautious to take risks to too terrified to even make a move -- write a sentence, for example -- without considering what people might think or how it would affect their grade.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The thing I began to notice was not the fear of an ‘F’, it was the fear of any mistake,” she said. “It’s not that students couldn’t get to a final draft, they couldn’t get even their ideas down. From a teacher’s point of view, that’s a nightmare! If they can’t take a risk, then certainly they aren’t raising their hand with an I-wanna-try-this-idea-out kind of thing.”\u003c/p>\n\u003cp>Many educators already know this, but what to do about it? Educators can play a crucial part in helping kids to get comfortable with failure, which Lahey calls “autonomy-supportive teaching” and goes hand-in-hand with “autonomy-supportive parenting.” She says there are ways educators can encourage parents to let go, and here are a few:\u003c/p>\n\u003cp>\u003cb>Encourage parents to think of raising a child as a long-haul job\u003c/b>\u003c/p>\n\u003cp>Stop bringing forgotten homework to school, Lahey tells the parents of her students. And stop stressing over how your daughter will do on next week’s quiz: instead, focus on what your daughter can learn if she does it all herself, without nagging and pestering and pressure. If she does indeed fail the quiz, she may be forced to ask herself what went wrong, and what she could do better next time. Parenting is a long-haul job, Lahey says, and parents and teachers need to think more about what’s going to make kids happy in the long term. In the case of the quiz, the short-term goal is getting an ‘A,’ but the long-term goal of self-sufficiency eclipses that minor ‘A’ by a long shot.\u003c/p>\n\u003cp>“It’s so freeing!” she said. “You can stop worrying about the stupid details of the moment-to-moment junk, and start focusing on the big things. Just think about where your kid was one year ago today. They’re amazing!” Lahey said she’s not sure if adults just forget, or worry that’s not true. She suspects, though, that parents don’t see the amazing growth in kids because they aren’t given the opportunity to show it very often.\u003c/p>\n\u003cp>\u003cb>Focus on Process Instead of Product \u003c/b>\u003c/p>\n\u003cp>Lahey confesses this is a tricky balance, especially since schools today are inherently -- almost obsessively -- focused on product (and may inadvertently be contributing to parents’ anxieties over academic success). But there are ways to get around that, she says.\u003c/p>\n\u003cp>Adjust expectations (and grades) to make room for real student work. In the book, Lahey asks a kindergarten teacher what her kids can do that their parents don’t think they can. She responds: “Everything!” In autonomy-supportive teaching, work that students plan and orchestrate themselves will look like -- well, like a kid did it. That means no more science projects worthy of their own Nobel. “Teachers need to move their expectations as well. Our lines for where grades should be have creeped up anyway, based on our expectations for what the product should look like. Our expectations have been skewed by the work of the parents.”\u003c/p>\n\u003cp>Lahey knows that teachers love to hear that a parent has decided to make the child more responsible for his own learning: “If you tell your teacher you’re making the move to more autonomy-supportive parenting, and to please hold your child to consequences without letting the kid off the hook? If you ask the teacher to help you through this -- that this is the only way your child is going to learn? Just knowing when a parent is interested in supporting a student’s voice and ability to speak up for themselves: a teacher will kiss you on the lips for that!”\u003c/p>\n\u003cp>[contextly_sidebar id=\"DJ4nI5CFNffHsL1nodUM2J6ruHQWatwL\"]\u003c/p>\n\u003cp>\u003cb>Back away from the parent portal\u003c/b>\u003c/p>\n\u003cp>One of the biggest pitfalls to autonomy-supportive parenting, Lahey says, are the parent portal websites, with access to up-to-the-minute feedback about scores and grades. Lahey and her husband decided to forgo the parent portal for their older child. They handed the password over to their son, telling him he’d need to let them know if he was in academic trouble. Some of her friends were shocked, “as if we were defaulting on our parental duty,” she writes. “I disagree. Checking in on children’s grades is a type of surveillance, which is one of the forms of control and is often mentioned in the research as an enemy of autonomy and intrinsic motivation.”\u003c/p>\n\u003cp>For parents who decide to forego the parent portal (or only check it occasionally), Lahey recommends sending a note to teachers about the decision, explaining that your student is now responsible for her own communication information.\u003c/p>\n\u003cp>\u003cb>Consider the Fear of Failure May Affect More Kids Than You Think\u003c/b>\u003c/p>\n\u003cp>Some educators have called out the rash of overparenting books as only written for a few upper-class parents; some have called The Overstressed American Child\u003ca href=\"http://www.usnews.com/opinion/knowledge-bank/2015/07/31/the-overstressed-american-student-is-a-myth\"> “a myth.”\u003c/a> Many students are well-acquainted with failure, both their own personal shortcomings as well as the systemic failures of their schools and homes. While Lahey openly admits that \u003cem>The Gift of Failure\u003c/em> doesn’t apply to everyone, she cautions that it’s not just the 1% who are terrified of their kids failing: “What I did find out by talking to teachers, is that it’s far more pervasive than we thought,” Lahey said. “We’re talking about a big chunk, a lot of middle class kids are getting the same kind of pressure,” as kids at the top. Many times, she said, the pressure’s even greater if a family doesn’t have the means to pay for college -- especially when it comes to sports and scholarships.\u003c/p>\n\u003cp>\u003cb>Fear of failure destroys the love of learning\u003c/b>\u003c/p>\n\u003cp>In chapter 2, Lahey relates the story of one of her students, capable and intelligent Marianna, who has “sacrificed her natural curiosity and and love of learning at the altar of achievement, and it’s our fault.”\u003c/p>\n\u003cp>\u003ci>We taught her that her potential is tied to her intellect, and her intellect is more important than her character. We taught her to protect her academic and extracurricular perfection at all costs and that it’s better to quit when things get challenging rather than risk marring that perfection.\u003c/i>\u003c/p>\n\u003cp>\u003ci>Above all else, we have taught her to fear failure, and that fear has destroyed her love of learning.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And this is the real shame: fear of failure taints the waters of learning, keeping kids from taking risks. Making failure normal -- even celebrated -- Lahey contends, may be uncomfortable in the short-term, but in the long haul makes for happier, more confident kids.\u003c/p>\n\n",
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"excerpt": "The drive to perfection has made children risk averse for fear of failure. Parents and teachers can work together to give kids more autonomy and opportunities for agency. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the first pages of \u003ci>\u003ca href=\"http://www.amazon.com/Being-Wrong-Adventures-Margin-Error/dp/0061176052\">Being Wrong\u003c/a>\u003c/i>, Kathryn Schulz writes, “In our collective imagination, error is associated not just with shame and stupidity but also with ignorance, indolence, psychopathology, and moral degeneracy.” This cultural terror of messing up, combined with modern modes of parenting and schooling obsessed with narrow versions of academic and career “success,” are making students more than risk-averse.\u003c/p>\n\u003cp>Books like \u003ci>\u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/09/what-overparenting-looks-like-from-a-stanford-deans-perspective/\">How to Raise an Adult\u003c/a>\u003c/i> and \u003ci>\u003ca href=\"http://www.amazon.com/Teach-Your-Children-Well-Envelopes/dp/0062196847\">Teach Your Children Well\u003c/a>\u003c/i> say kids are coming to college “underconstructed,” at best unsure of who they are and where they fit, at worst anxious and depressed, because their parents have protected them from the uncomfortable and unacceptable state of being wrong. Focused on getting the grades or winning the game and excused from helping out around the house, these children have internalized the pressure, and it’s morphed into a monster that paralyzes kids in their ability to take risks, screw up, find out the consequences and learn from their \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/15/struggle-means-learning-difference-in-eastern-and-western-cultures/\">mistakes\u003c/a>.\u003c/p>\n\u003cp>Parent and educator Jessica Lahey, author of the new book \u003ca href=\"http://www.amazon.com/Gift-Failure-Parents-Children-Succeed/dp/0062299239/ref=sr_1_1?s=books&ie=UTF8&qid=1439224300&sr=1-1&keywords=the+gift+of+failure+jessica+lahey\">\u003ci>The Gift of Failure\u003c/i>\u003c/a>, wants parents (and teachers) to back off. She said it’s time for adults to do the responsible thing and let the children fail. Trying something and failing, she writes, is how children learn and make discoveries about themselves and the world around them. This applies to unloading the dishwasher as well as the science fair. Becoming autonomous gives children pride in themselves and their abilities, and makes them independent thinkers and doers who can cope with the ups and downs of life.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Stop bringing forgotten homework to school, Lahey tells the parents of her students.\u003c/aside>\n\u003cp>But it will be messy, and adults should expect as much. To Lahey’s credit,\u003ci> The Gift of Failure\u003c/i> defiantly rejects the binary choices of either \u003ca href=\"http://www.nytimes.com/2015/06/21/books/review/how-to-raise-an-adult-by-julie-lythcott-haims.html?_r=0\">“triumphant or bumbling adulthood”\u003c/a> as end goals, and sees growing up as a series of peaks and valleys with lots of time to figure things out in between. Instead, she offers practical advice, steeped in the latest research, on how to let kids find their own way as parents and teachers guide them, the key word being \u003ci>guide \u003c/i>-- not instruct, dictate, or enable. Giving kids autonomy may or may not make them a big “success,” but the research supports that it will make kids happier, less anxious and depressed, and more fulfilled to work towards agency in their own lives.\u003c/p>\n\u003cp>Lahey taught middle school for more than a dozen years, and said that in that period of time, she watched as kids went from cautious to take risks to too terrified to even make a move -- write a sentence, for example -- without considering what people might think or how it would affect their grade.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The thing I began to notice was not the fear of an ‘F’, it was the fear of any mistake,” she said. “It’s not that students couldn’t get to a final draft, they couldn’t get even their ideas down. From a teacher’s point of view, that’s a nightmare! If they can’t take a risk, then certainly they aren’t raising their hand with an I-wanna-try-this-idea-out kind of thing.”\u003c/p>\n\u003cp>Many educators already know this, but what to do about it? Educators can play a crucial part in helping kids to get comfortable with failure, which Lahey calls “autonomy-supportive teaching” and goes hand-in-hand with “autonomy-supportive parenting.” She says there are ways educators can encourage parents to let go, and here are a few:\u003c/p>\n\u003cp>\u003cb>Encourage parents to think of raising a child as a long-haul job\u003c/b>\u003c/p>\n\u003cp>Stop bringing forgotten homework to school, Lahey tells the parents of her students. And stop stressing over how your daughter will do on next week’s quiz: instead, focus on what your daughter can learn if she does it all herself, without nagging and pestering and pressure. If she does indeed fail the quiz, she may be forced to ask herself what went wrong, and what she could do better next time. Parenting is a long-haul job, Lahey says, and parents and teachers need to think more about what’s going to make kids happy in the long term. In the case of the quiz, the short-term goal is getting an ‘A,’ but the long-term goal of self-sufficiency eclipses that minor ‘A’ by a long shot.\u003c/p>\n\u003cp>“It’s so freeing!” she said. “You can stop worrying about the stupid details of the moment-to-moment junk, and start focusing on the big things. Just think about where your kid was one year ago today. They’re amazing!” Lahey said she’s not sure if adults just forget, or worry that’s not true. She suspects, though, that parents don’t see the amazing growth in kids because they aren’t given the opportunity to show it very often.\u003c/p>\n\u003cp>\u003cb>Focus on Process Instead of Product \u003c/b>\u003c/p>\n\u003cp>Lahey confesses this is a tricky balance, especially since schools today are inherently -- almost obsessively -- focused on product (and may inadvertently be contributing to parents’ anxieties over academic success). But there are ways to get around that, she says.\u003c/p>\n\u003cp>Adjust expectations (and grades) to make room for real student work. In the book, Lahey asks a kindergarten teacher what her kids can do that their parents don’t think they can. She responds: “Everything!” In autonomy-supportive teaching, work that students plan and orchestrate themselves will look like -- well, like a kid did it. That means no more science projects worthy of their own Nobel. “Teachers need to move their expectations as well. Our lines for where grades should be have creeped up anyway, based on our expectations for what the product should look like. Our expectations have been skewed by the work of the parents.”\u003c/p>\n\u003cp>Lahey knows that teachers love to hear that a parent has decided to make the child more responsible for his own learning: “If you tell your teacher you’re making the move to more autonomy-supportive parenting, and to please hold your child to consequences without letting the kid off the hook? If you ask the teacher to help you through this -- that this is the only way your child is going to learn? Just knowing when a parent is interested in supporting a student’s voice and ability to speak up for themselves: a teacher will kiss you on the lips for that!”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cb>Back away from the parent portal\u003c/b>\u003c/p>\n\u003cp>One of the biggest pitfalls to autonomy-supportive parenting, Lahey says, are the parent portal websites, with access to up-to-the-minute feedback about scores and grades. Lahey and her husband decided to forgo the parent portal for their older child. They handed the password over to their son, telling him he’d need to let them know if he was in academic trouble. Some of her friends were shocked, “as if we were defaulting on our parental duty,” she writes. “I disagree. Checking in on children’s grades is a type of surveillance, which is one of the forms of control and is often mentioned in the research as an enemy of autonomy and intrinsic motivation.”\u003c/p>\n\u003cp>For parents who decide to forego the parent portal (or only check it occasionally), Lahey recommends sending a note to teachers about the decision, explaining that your student is now responsible for her own communication information.\u003c/p>\n\u003cp>\u003cb>Consider the Fear of Failure May Affect More Kids Than You Think\u003c/b>\u003c/p>\n\u003cp>Some educators have called out the rash of overparenting books as only written for a few upper-class parents; some have called The Overstressed American Child\u003ca href=\"http://www.usnews.com/opinion/knowledge-bank/2015/07/31/the-overstressed-american-student-is-a-myth\"> “a myth.”\u003c/a> Many students are well-acquainted with failure, both their own personal shortcomings as well as the systemic failures of their schools and homes. While Lahey openly admits that \u003cem>The Gift of Failure\u003c/em> doesn’t apply to everyone, she cautions that it’s not just the 1% who are terrified of their kids failing: “What I did find out by talking to teachers, is that it’s far more pervasive than we thought,” Lahey said. “We’re talking about a big chunk, a lot of middle class kids are getting the same kind of pressure,” as kids at the top. Many times, she said, the pressure’s even greater if a family doesn’t have the means to pay for college -- especially when it comes to sports and scholarships.\u003c/p>\n\u003cp>\u003cb>Fear of failure destroys the love of learning\u003c/b>\u003c/p>\n\u003cp>In chapter 2, Lahey relates the story of one of her students, capable and intelligent Marianna, who has “sacrificed her natural curiosity and and love of learning at the altar of achievement, and it’s our fault.”\u003c/p>\n\u003cp>\u003ci>We taught her that her potential is tied to her intellect, and her intellect is more important than her character. We taught her to protect her academic and extracurricular perfection at all costs and that it’s better to quit when things get challenging rather than risk marring that perfection.\u003c/i>\u003c/p>\n\u003cp>\u003ci>Above all else, we have taught her to fear failure, and that fear has destroyed her love of learning.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And this is the real shame: fear of failure taints the waters of learning, keeping kids from taking risks. Making failure normal -- even celebrated -- Lahey contends, may be uncomfortable in the short-term, but in the long haul makes for happier, more confident kids.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Listening to Teachers: How School Districts Can Adopt Meaningful Change",
"title": "Listening to Teachers: How School Districts Can Adopt Meaningful Change",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Dr. Harry Fensom became the interim superintendent of White Mountains Regional School District in rural New Hampshire at a time when the district was designated failing and morale was low. He had two choices: focus on the symptoms (test scores) or dig a little deeper.\u003c/p>\n\u003cp>In the end he did a bit of both, throwing together some measures to quickly raise test scores and inject some pride back into the district, but also listening to teachers who said there’s more to learning than doing well on standardized tests. That plea prompted White Mountains educators and administrators to implement a \u003ca href=\"http://www.antiochne.edu/acsr/criticalskills/\" target=\"_blank\">Critical Skills Program\u003c/a> that uses collaborative problem-based learning. All teachers and administrators districtwide took the training.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"The average teacher moves into an awkward stage and then doesn’t have time to move through it.\"\u003c/aside>\n\u003cp>“I think it has paid off,” Fensom said. “We do see critical skill strategies being used throughout the district. Our administrators do have a good understanding of them from the trainings.”\u003c/p>\n\u003cp>Administrators took the same course as teachers so they’d not only know what to look for in the classroom, but have a common vocabulary to discuss it.\u003c/p>\n\u003cp>“If we don’t monitor it we shouldn’t require it,” Fensom said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The district collaboratively developed a set of critical skills, habits and dispositions students should have when they graduate from White Mountains. Some of those include critical thinking, collaboration and problem solving skills, along with curiosity, optimism, zest, gratitude, grit, social intelligence and self-reflection. While many districts profess to want those same qualities in students, most still only monitor test scores. Fensom believes that by training administrators along with teachers, the whole culture of the district has changed.\u003c/p>\n\u003cp>“As things become somewhat institutionalized and comfortable with the strategies, there’s an ease that develops, and that’s really when a program takes off,” Fensom said. Five years into the experience, teachers and administrators alike are pushing for more training to address aspects of the approach that have been slower to develop.\u003c/p>\n\u003cp>Rather than using a challenging problem as the vehicle for learning, many educators \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/02/what-project-based-learning-is-and-isnt/\" target=\"_blank\">misunderstood the idea\u003c/a> and were creating an experience that came after the lesson. White Mountains administrators are continually supporting and coaching teachers to define how the challenges connect to standards and the defined learning objectives. Often times that means starting with the desired standards and working backwards to create a challenge question that doesn’t have one answer, but will inspire discussion after students research and analyze and present.\u003c/p>\n\u003cp>“We make assumptions about learning and they’re not always true,” Fensom said. “We talk about problem solving, but we fail to really demonstrate a model for problem solving.” Creating space for authentic problem solving and recognizing when it is happening is another area White Mountains administrators identified for further growth.\u003c/p>\n\u003cp>\u003cstrong>WHAT TO LOOK FOR\u003c/strong>\u003c/p>\n\u003cp>In a training over the summer, administrators worked with problem-based learning coach Maura Hart, from the \u003ca href=\"http://www.antiochne.edu/acsr/\" target=\"_blank\">Antioch Center For School Renewal\u003c/a>, to define what critical thinking and problem solving look like -- the first step to identifying it in the classroom.\u003c/p>\n\u003cp>[contextly_sidebar id=\"ILJQT1I4zOY6ItuoeLBT0YJa1jY0Puhr\"]\u003c/p>\n\u003cp>“They’re struggling with the idea that they are evaluators, while recognizing that coaching happens from a non-evaluative standpoint,” Hart said.\u003c/p>\n\u003cp>The district is committed to building on its approach and knows that teachers will need time to make the transition. Administrators are trying to support teachers to push beyond their comfort zones and take risks. They're also fully aware of teachers' evaluation needs. To walk this line, administrators wanted to identify types of student behavior that would indicate work at the highest levels of \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/22/take-action-verbs-that-define-blooms-taxonomy/\" target=\"_blank\">Bloom’s Taxonomy\u003c/a>.\u003c/p>\n\u003cp>“In looking at what students are doing, it also provides the administrators the ability to collect data on whether students are actually getting to where we want them to be,” Hart said. “It’s evaluative of the program and whether it’s working.”\u003c/p>\n\u003cp>Hart identified some behaviors that indicate a well-run problem-based classroom:\u003c/p>\n\u003cul>\n\u003cli>Student are asking other students questions.\u003c/li>\n\u003cli>Students are brainstorming and identifying tools they can use to achieve their goal.\u003c/li>\n\u003cli>Students are dividing up work based on skill level and strengths, or based on where they want to learn themselves.\u003c/li>\n\u003cli>Student answers are accurate.\u003c/li>\n\u003cli>Students are going into depth on the project the teacher laid out.\u003c/li>\n\u003c/ul>\n\u003cp>Hart says these behaviors, among others, give an observer insight into a child’s \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/07/smart-strategies-that-help-students-learn-how-to-learn/\">metacognition\u003c/a> and demonstrate where that student is on the progression of problem solving and critical thinking skill development.\u003c/p>\n\u003cp>Often times those \u003ca href=\"http://ww2.kqed.org/mindshift/tag/non-cognitive-skills/\">non-cognitive skills\u003c/a> are interstitial, showing up in how students organize themselves to complete the work. It’s not like content, which can be taught, because students build these skills through practice.\u003c/p>\n\u003cp>“When they figure out this stuff, they end up using very important communication and problem-solving skills,” Hart said.\u003c/p>\n\u003cp>Teachers can encourage problem solving and critical thinking by designing learning experiences that address the standards, but are ambiguous and loose enough in structure that kids have to figure out how to accomplish the task on their own. If a child is told exactly what elements to include, who to work with, and how to divide up his time, then he isn’t learning any of the process skills along the way. And, while not every student will successfully complete every challenge, all this work is taking place in a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/06/how-to-create-the-learning-community-project-based-learning-demands/\" target=\"_blank\">safe learning community \u003c/a>that gives students multiple chances to show growth.\u003c/p>\n\u003cp>What should administrators be looking for in the teacher of a collaborative problem-based classroom? Hart said in this kind of environment teachers should never directly answer a question if possible. Instead they can respond to student questions with their own questions, pushing the student to reflect, think deeper or find the information for himself. Observers can also look for how much students are interacting with each other, instead of with the teacher. It’s a continuum from all-eyes-on-teacher, to all students engaging with one another about the problem.\u003c/p>\n\u003cp>\u003cstrong>CHANGE TAKES TIME AND EFFORT\u003c/strong>\u003c/p>\n\u003cp>Educators in White Mountains are excited by the changes they are seeing in their students and the energy for teaching showing up in the classroom. It hasn’t been easy, but the district has shown a long-term commitment to the process that’s slowly yielding results.\u003c/p>\n\u003cp>“Our teachers have done a nice job of getting their feet wet and trying some pieces out,” said Michael Cronin, principal of Whitefield K-8 school. He doesn't expect to see every element in every lesson, but he expects to see them trying out different pieces. A big part of his job is to help teachers set goals for themselves and work with them through the awkward, uncomfortable moments that come with trying something new.\u003c/p>\n\u003cp>Hart applauds White Mountains administrators for their coaching approach to leadership. She draws an analogy to student learning. No teacher would expect a student to hear a lesson one time and then go and perform perfectly on a very high-stakes exam. And yet that’s what a lot of professional development for teachers looks like, unless a teacher has consistent coaching to work through issues as they arise.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“The average teacher moves into an awkward stage and then doesn’t have time to move through it,” Hart said. Just like students, teachers need time to reflect, tinker, modify and try again.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Dr. Harry Fensom became the interim superintendent of White Mountains Regional School District in rural New Hampshire at a time when the district was designated failing and morale was low. He had two choices: focus on the symptoms (test scores) or dig a little deeper.\u003c/p>\n\u003cp>In the end he did a bit of both, throwing together some measures to quickly raise test scores and inject some pride back into the district, but also listening to teachers who said there’s more to learning than doing well on standardized tests. That plea prompted White Mountains educators and administrators to implement a \u003ca href=\"http://www.antiochne.edu/acsr/criticalskills/\" target=\"_blank\">Critical Skills Program\u003c/a> that uses collaborative problem-based learning. All teachers and administrators districtwide took the training.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"The average teacher moves into an awkward stage and then doesn’t have time to move through it.\"\u003c/aside>\n\u003cp>“I think it has paid off,” Fensom said. “We do see critical skill strategies being used throughout the district. Our administrators do have a good understanding of them from the trainings.”\u003c/p>\n\u003cp>Administrators took the same course as teachers so they’d not only know what to look for in the classroom, but have a common vocabulary to discuss it.\u003c/p>\n\u003cp>“If we don’t monitor it we shouldn’t require it,” Fensom said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The district collaboratively developed a set of critical skills, habits and dispositions students should have when they graduate from White Mountains. Some of those include critical thinking, collaboration and problem solving skills, along with curiosity, optimism, zest, gratitude, grit, social intelligence and self-reflection. While many districts profess to want those same qualities in students, most still only monitor test scores. Fensom believes that by training administrators along with teachers, the whole culture of the district has changed.\u003c/p>\n\u003cp>“As things become somewhat institutionalized and comfortable with the strategies, there’s an ease that develops, and that’s really when a program takes off,” Fensom said. Five years into the experience, teachers and administrators alike are pushing for more training to address aspects of the approach that have been slower to develop.\u003c/p>\n\u003cp>Rather than using a challenging problem as the vehicle for learning, many educators \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/02/what-project-based-learning-is-and-isnt/\" target=\"_blank\">misunderstood the idea\u003c/a> and were creating an experience that came after the lesson. White Mountains administrators are continually supporting and coaching teachers to define how the challenges connect to standards and the defined learning objectives. Often times that means starting with the desired standards and working backwards to create a challenge question that doesn’t have one answer, but will inspire discussion after students research and analyze and present.\u003c/p>\n\u003cp>“We make assumptions about learning and they’re not always true,” Fensom said. “We talk about problem solving, but we fail to really demonstrate a model for problem solving.” Creating space for authentic problem solving and recognizing when it is happening is another area White Mountains administrators identified for further growth.\u003c/p>\n\u003cp>\u003cstrong>WHAT TO LOOK FOR\u003c/strong>\u003c/p>\n\u003cp>In a training over the summer, administrators worked with problem-based learning coach Maura Hart, from the \u003ca href=\"http://www.antiochne.edu/acsr/\" target=\"_blank\">Antioch Center For School Renewal\u003c/a>, to define what critical thinking and problem solving look like -- the first step to identifying it in the classroom.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“They’re struggling with the idea that they are evaluators, while recognizing that coaching happens from a non-evaluative standpoint,” Hart said.\u003c/p>\n\u003cp>The district is committed to building on its approach and knows that teachers will need time to make the transition. Administrators are trying to support teachers to push beyond their comfort zones and take risks. They're also fully aware of teachers' evaluation needs. To walk this line, administrators wanted to identify types of student behavior that would indicate work at the highest levels of \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/22/take-action-verbs-that-define-blooms-taxonomy/\" target=\"_blank\">Bloom’s Taxonomy\u003c/a>.\u003c/p>\n\u003cp>“In looking at what students are doing, it also provides the administrators the ability to collect data on whether students are actually getting to where we want them to be,” Hart said. “It’s evaluative of the program and whether it’s working.”\u003c/p>\n\u003cp>Hart identified some behaviors that indicate a well-run problem-based classroom:\u003c/p>\n\u003cul>\n\u003cli>Student are asking other students questions.\u003c/li>\n\u003cli>Students are brainstorming and identifying tools they can use to achieve their goal.\u003c/li>\n\u003cli>Students are dividing up work based on skill level and strengths, or based on where they want to learn themselves.\u003c/li>\n\u003cli>Student answers are accurate.\u003c/li>\n\u003cli>Students are going into depth on the project the teacher laid out.\u003c/li>\n\u003c/ul>\n\u003cp>Hart says these behaviors, among others, give an observer insight into a child’s \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/07/smart-strategies-that-help-students-learn-how-to-learn/\">metacognition\u003c/a> and demonstrate where that student is on the progression of problem solving and critical thinking skill development.\u003c/p>\n\u003cp>Often times those \u003ca href=\"http://ww2.kqed.org/mindshift/tag/non-cognitive-skills/\">non-cognitive skills\u003c/a> are interstitial, showing up in how students organize themselves to complete the work. It’s not like content, which can be taught, because students build these skills through practice.\u003c/p>\n\u003cp>“When they figure out this stuff, they end up using very important communication and problem-solving skills,” Hart said.\u003c/p>\n\u003cp>Teachers can encourage problem solving and critical thinking by designing learning experiences that address the standards, but are ambiguous and loose enough in structure that kids have to figure out how to accomplish the task on their own. If a child is told exactly what elements to include, who to work with, and how to divide up his time, then he isn’t learning any of the process skills along the way. And, while not every student will successfully complete every challenge, all this work is taking place in a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/06/how-to-create-the-learning-community-project-based-learning-demands/\" target=\"_blank\">safe learning community \u003c/a>that gives students multiple chances to show growth.\u003c/p>\n\u003cp>What should administrators be looking for in the teacher of a collaborative problem-based classroom? Hart said in this kind of environment teachers should never directly answer a question if possible. Instead they can respond to student questions with their own questions, pushing the student to reflect, think deeper or find the information for himself. Observers can also look for how much students are interacting with each other, instead of with the teacher. It’s a continuum from all-eyes-on-teacher, to all students engaging with one another about the problem.\u003c/p>\n\u003cp>\u003cstrong>CHANGE TAKES TIME AND EFFORT\u003c/strong>\u003c/p>\n\u003cp>Educators in White Mountains are excited by the changes they are seeing in their students and the energy for teaching showing up in the classroom. It hasn’t been easy, but the district has shown a long-term commitment to the process that’s slowly yielding results.\u003c/p>\n\u003cp>“Our teachers have done a nice job of getting their feet wet and trying some pieces out,” said Michael Cronin, principal of Whitefield K-8 school. He doesn't expect to see every element in every lesson, but he expects to see them trying out different pieces. A big part of his job is to help teachers set goals for themselves and work with them through the awkward, uncomfortable moments that come with trying something new.\u003c/p>\n\u003cp>Hart applauds White Mountains administrators for their coaching approach to leadership. She draws an analogy to student learning. No teacher would expect a student to hear a lesson one time and then go and perform perfectly on a very high-stakes exam. And yet that’s what a lot of professional development for teachers looks like, unless a teacher has consistent coaching to work through issues as they arise.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>When educator Lynn Koresh hears from kids that they want a career doing something with computers, she asks, “To do \u003cem>what\u003c/em> with computers?”\u003c/p>\n\u003cp>Adults often encourage kids to pursue science, technology, engineering and math (STEM) skills, and computing classes are usually a first stop. But Koresh knows it’s the real-world applications of computational thinking and coding language skills that bring such knowledge to life.\u003c/p>\n\u003cp>She reasoned that most middle school students are already playing video games and might respond well to a unit on how to design, create, test and promote video games. Along the way, she's also teaching them about digital citizenship and entrepreneurship.\u003c/p>\n\u003cp>“I wanted to give kids exposure to what it means to have a career using computers,” said Koresh, technology coordinator at Edgewood Campus School in Madison, Wisconsin.\u003c/p>\n\u003cp>She gave students the task of designing a game using \u003ca href=\"https://gamestarmechanic.com/\">Gamestar Mechanic\u003c/a>. It’s a Web tool that helps kids create games. Before any programming begins, students talk about their games, set objectives and start storyboarding on paper. They think about the game’s avatars and how the game mechanics will work. Koresh shared her experience teaching this class at the \u003ca href=\"http://glsconference.org/\">Games Learning Society\u003c/a> conference in Madison.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"JV265pYjEj1rLGOQTUv9AyB68XMwB1kk\"]\u003c/p>\n\u003cp>As students develop their games, they test them on one another throughout the semester. Koresh has found kids often give short and positive feedback, making it challenging to learn enough to improve the game. She says the kids respond this way mostly because they’re concerned for their friends and worry that they’ll get a bad grade, even though that’s not the case.\u003c/p>\n\u003cp>\"You have to get specific enough so they don't say, 'It's good, I liked it.' You have to force them to take a stand.\"\u003c/p>\n\u003cp>To help improve the process, she has reframed the questions around student game critiques in a consumer-oriented way, such as, “Would you pay 99 cents for this app? Would you give it three stars or four stars?”\u003c/p>\n\u003cp>To help them become more critical thinkers, the students read product reviews on blogs and business sites to learn about features that might improve the user experience. In the process, Koresh hopes the kids learn to be selective digital consumers and do research before making purchases or trusting a source.\u003c/p>\n\u003cp>It’s also an opportunity to talk about a person’s digital footprint and the types of comments, images and videos that can come back to haunt someone.\u003c/p>\n\u003cp>“If you put it online, it should be worthy of other students, grandma, everyone seeing it,” said Koresh.\u003c/p>\n\u003cp>Once the games are completed, the middle school students have three seconds to pitch their game to fourth-grade players in the form of a slide on a computer screen. Since time to persuade the audience is limited, much like in real life, game designers have to “sell” their game with one compelling slide. Students have to be selective about which elements of the game to highlight. Creating the slide is also an opportunity to talk about marketing.\u003c/p>\n\u003cp>“It’s great you’ve made something, but how do you get other people to use it?\" Koresh asks her students. They get a good idea about how well their ad has worked based on the number of plays their games receive.\u003c/p>\n\u003cp>As for whether parents object to kids spending more time on video games, she says they have been supportive of STEM activities and pre-coding skills learned in game design. Koresh has found the time students spent on the games, both inside and outside class, has helped them think about coding as an extracurricular activity. Girls who have created games in her class have gone on to enter STEM design competitions.\u003c/p>\n\u003cp>Here are some of the ads Koresh's students created that link to their games:\u003c/p>\n\u003cp>\u003cstrong>Dive, Dive, Dive\u003c/strong>\u003ca href=\"https://gamestarmechanic.com/game/shared/245461/10012f920834f982ef3768547cc47e8e\">\u003cimg class=\"alignnone size-full wp-image-41524\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Koresh-Coin-Collecting.png\" alt=\"Coin Collecting Game Dive Dive Dive\" width=\"1366\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Coin-Collecting.png 1366w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Coin-Collecting-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Coin-Collecting-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Coin-Collecting-1180x663.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Coin-Collecting-960x540.png 960w\" sizes=\"(max-width: 1366px) 100vw, 1366px\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Those Mondays\u003c/strong>\u003cbr>\n\u003ca href=\"https://gamestarmechanic.com/game/shared/248065/26abaa1d9745aeacd566ed9bf15667a0\">\u003cimg class=\"alignnone size-full wp-image-41526\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Koresh-Mondays-game.png\" alt=\"Those Mondays game\" width=\"1366\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Mondays-game.png 1366w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Mondays-game-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Mondays-game-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Mondays-game-1180x663.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Mondays-game-960x540.png 960w\" sizes=\"(max-width: 1366px) 100vw, 1366px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Plague Dusters\u003c/strong>\u003cimg class=\"alignnone size-full wp-image-41529\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Plaque-Dusters.png\" alt=\"Plague Dusters\" width=\"1366\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Plaque-Dusters.png 1366w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Plaque-Dusters-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Plaque-Dusters-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Plaque-Dusters-1180x663.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Plaque-Dusters-960x540.png 960w\" sizes=\"(max-width: 1366px) 100vw, 1366px\">\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When educator Lynn Koresh hears from kids that they want a career doing something with computers, she asks, “To do \u003cem>what\u003c/em> with computers?”\u003c/p>\n\u003cp>Adults often encourage kids to pursue science, technology, engineering and math (STEM) skills, and computing classes are usually a first stop. But Koresh knows it’s the real-world applications of computational thinking and coding language skills that bring such knowledge to life.\u003c/p>\n\u003cp>She reasoned that most middle school students are already playing video games and might respond well to a unit on how to design, create, test and promote video games. Along the way, she's also teaching them about digital citizenship and entrepreneurship.\u003c/p>\n\u003cp>“I wanted to give kids exposure to what it means to have a career using computers,” said Koresh, technology coordinator at Edgewood Campus School in Madison, Wisconsin.\u003c/p>\n\u003cp>She gave students the task of designing a game using \u003ca href=\"https://gamestarmechanic.com/\">Gamestar Mechanic\u003c/a>. It’s a Web tool that helps kids create games. Before any programming begins, students talk about their games, set objectives and start storyboarding on paper. They think about the game’s avatars and how the game mechanics will work. Koresh shared her experience teaching this class at the \u003ca href=\"http://glsconference.org/\">Games Learning Society\u003c/a> conference in Madison.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>As students develop their games, they test them on one another throughout the semester. Koresh has found kids often give short and positive feedback, making it challenging to learn enough to improve the game. She says the kids respond this way mostly because they’re concerned for their friends and worry that they’ll get a bad grade, even though that’s not the case.\u003c/p>\n\u003cp>\"You have to get specific enough so they don't say, 'It's good, I liked it.' You have to force them to take a stand.\"\u003c/p>\n\u003cp>To help improve the process, she has reframed the questions around student game critiques in a consumer-oriented way, such as, “Would you pay 99 cents for this app? Would you give it three stars or four stars?”\u003c/p>\n\u003cp>To help them become more critical thinkers, the students read product reviews on blogs and business sites to learn about features that might improve the user experience. In the process, Koresh hopes the kids learn to be selective digital consumers and do research before making purchases or trusting a source.\u003c/p>\n\u003cp>It’s also an opportunity to talk about a person’s digital footprint and the types of comments, images and videos that can come back to haunt someone.\u003c/p>\n\u003cp>“If you put it online, it should be worthy of other students, grandma, everyone seeing it,” said Koresh.\u003c/p>\n\u003cp>Once the games are completed, the middle school students have three seconds to pitch their game to fourth-grade players in the form of a slide on a computer screen. Since time to persuade the audience is limited, much like in real life, game designers have to “sell” their game with one compelling slide. Students have to be selective about which elements of the game to highlight. Creating the slide is also an opportunity to talk about marketing.\u003c/p>\n\u003cp>“It’s great you’ve made something, but how do you get other people to use it?\" Koresh asks her students. They get a good idea about how well their ad has worked based on the number of plays their games receive.\u003c/p>\n\u003cp>As for whether parents object to kids spending more time on video games, she says they have been supportive of STEM activities and pre-coding skills learned in game design. Koresh has found the time students spent on the games, both inside and outside class, has helped them think about coding as an extracurricular activity. Girls who have created games in her class have gone on to enter STEM design competitions.\u003c/p>\n\u003cp>Here are some of the ads Koresh's students created that link to their games:\u003c/p>\n\u003cp>\u003cstrong>Dive, Dive, Dive\u003c/strong>\u003ca href=\"https://gamestarmechanic.com/game/shared/245461/10012f920834f982ef3768547cc47e8e\">\u003cimg class=\"alignnone size-full wp-image-41524\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Koresh-Coin-Collecting.png\" alt=\"Coin Collecting Game Dive Dive Dive\" width=\"1366\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Coin-Collecting.png 1366w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Coin-Collecting-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Coin-Collecting-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Coin-Collecting-1180x663.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Coin-Collecting-960x540.png 960w\" sizes=\"(max-width: 1366px) 100vw, 1366px\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Those Mondays\u003c/strong>\u003cbr>\n\u003ca href=\"https://gamestarmechanic.com/game/shared/248065/26abaa1d9745aeacd566ed9bf15667a0\">\u003cimg class=\"alignnone size-full wp-image-41526\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Koresh-Mondays-game.png\" alt=\"Those Mondays game\" width=\"1366\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Mondays-game.png 1366w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Mondays-game-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Mondays-game-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Mondays-game-1180x663.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Mondays-game-960x540.png 960w\" sizes=\"(max-width: 1366px) 100vw, 1366px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Plague Dusters\u003c/strong>\u003cimg class=\"alignnone size-full wp-image-41529\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Plaque-Dusters.png\" alt=\"Plague Dusters\" width=\"1366\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Plaque-Dusters.png 1366w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Plaque-Dusters-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Plaque-Dusters-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Plaque-Dusters-1180x663.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Plaque-Dusters-960x540.png 960w\" sizes=\"(max-width: 1366px) 100vw, 1366px\">\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Seeing Struggling Math Learners as 'Sense Makers,' Not 'Mistake Makers'",
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"content": "\u003cp>In discussions of progressive and constructivist teaching practices, math is often the odd subject out. Teachers and schools that are capable of creating real-world, contextualized, project-based learning activities in every other area of school often struggle to do the same for mathematics, even as prospective employers and universities put more emphasis on its importance.\u003c/p>\n\u003cp>This struggle may come from a fundamental misunderstanding about the discipline and how it should be taught.\u003c/p>\n\u003cp>That’s the stance David Wees has arrived at after more than 20 years of teaching at many different kinds of schools all over the world. It has taken a long time, but Wees has stopped labeling student work with the word “mistake” and has started paying attention to \u003ca href=\"http://davidwees.com/content/fractions-are-hard/\" target=\"_blank\">what he can learn about how students are thinking\u003c/a>, based on the work (right or wrong) they produce.\u003c/p>\n\u003cp>“I want to know the ways that they are thinking rather than the ways they are making mistakes,” said Wees, who now works as a formative assessment specialist in mathematics for New Visions for Public Schools, an organization supporting public school teachers in New York City. “My interpretation that they’re making a mistake is a judgment and usually ends my thinking about what they are doing.”\u003c/p>\n\u003cp>In that situation, it’s extremely tempting to tell the student where he or she went “wrong” and move on. But what does the student learn in that scenario? Not much, beyond how to memorize computational formulas, said Wees.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It was clear to me that the mistakes in some cases were a function of the mathematics and the way kids think about the math rather than whether the kid is rich or poor.'\u003ccite>David Wees, Formative Assessment Specialist, New Visions for Public Schools\u003c/cite>\u003c/aside>\n\u003cp>“My goal is for them to become the truthmakers,” Wees said. “I'm trying to build a mathematical community where something is true when everyone agrees it’s true.” To do that, he asks students to talk through mathematical ideas, struggle with them and give one another feedback. “A major goal of math classrooms should be to develop people who look for evidence and try to prove that things are true or not true,” Wees said. “You can do that at any age”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Fundamentally, Wees wants to increase the amount of thinking “at the edge of their knowledge” that students do. “There’s lots of evidence that what we think about is what we know later,\" he said. \"I want to increase the amount of thinking going on in math class.”\u003c/p>\n\u003cp>Wees points out that while practice is important, students are repeating an action with which they are at least a little familiar.\u003c/p>\n\u003cp>He wants students to struggle in the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/21/whats-the-sweet-spot-of-difficulty-for-learning/\" target=\"_blank\">zone of proximal development, where they don’t quite understand\u003c/a> yet but aren't frustrated. When working in New York public schools, Wees found if he gave students problems to solve that allowed for different points of entry, all students could struggle together. One student might be more advanced than another, but if each could access some element of the problem, they discussed it together and either relearned core concepts or were exposed to more advanced ones.\u003c/p>\n\u003cp>For example, Wees asked his students to solve the \u003ca href=\"http://mathforum.org/isaac/problems/bridges1.html\" target=\"_blank\">Seven Bridges of Konigsberg problem\u003c/a>. It goes like this: A river flows through the middle of Konigsberg, forming an island in the middle and then separating into two branches. The citizens of Konigsberg have built seven bridges to get from place to place. The people wondered if they could walk around the city in such a way that they would cross each bridge once and only once.\u003c/p>\n\u003cfigure id=\"attachment_40544\" class=\"wp-caption alignleft\" style=\"max-width: 388px\">\u003ca href=\"http://mathforum.org/isaac/problems/bridges1.html\">\u003cimg class=\"wp-image-40544 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/05/Konigsberg.jpg\" alt=\"Konigsberg\" width=\"388\" height=\"145\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Visualization of the Seven Bridges of Konigsberg problem. \u003ccite>(\u003ca href=\"http://mathforum.org/isaac/problems/bridges1.html\">Math Forum\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The kids understood the problem and virtually all attacked it,” Wees said. “Some kids worked on it for weeks.” Wees posted it in the hallway and at one point almost all the ninth-graders were working on the problem. Students got tired of carefully drawing the bridges, river and city over and over, so they naturally began to abstract the map into something that looked like a graph.\u003c/p>\n\u003cp>No student solved the problem -- in fact, the mathematician Leonhard Euler proved it was impossible. Wees showed his students \u003ca href=\"http://mathforum.org/isaac/problems/bridges2.html\" target=\"_blank\">Euler’s proof\u003c/a>, and pointed out how similar their graphing was to his. Wees said kids were a little mad when they discovered there was no answer, but they enjoyed the experience and along the way realized that learning is about the process.\u003c/p>\n\u003cp>“Over time I tended to embed projects of various kinds because at the time I was thinking I needed to get them interested,” Wees said. “They weren’t interested directly in the mathematics itself because they’d experienced so much failure, so I was trying to get them excited.”\u003c/p>\n\u003cp>Slowly throughout his career, Wees began to see that projects could be more than just excitement builders -- they could be the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/03/math-and-inquiry-the-importance-of-letting-students-stumble/\" target=\"_blank\">vehicle for teaching content\u003c/a> and the assessment. And the range of mathematical ideas was much broader than he thought if he used his imagination.\u003c/p>\n\u003cp>“The range of mathematical ideas the kids struggled with were pretty wide,” Wees said. After working in inner-city schools, Canadian schools and international schools for expat kids in London and Bangkok, Wees has come to the conclusion that all kids make the same kinds of mistakes.\u003c/p>\n\u003cp>“It was clear to me that the mistakes in some cases were a function of the mathematics and the way kids think about the math, rather than whether the kid is rich or poor,” he said.\u003c/p>\n\u003cp>\u003cstrong>MATHEMATICIAN'S LAMENT\u003c/strong>\u003c/p>\n\u003cp>Over the course of his career, through trial and error, Wees came to see what Paul Lockhart describes in his essay, \u003ca href=\"https://www.maa.org/external_archive/devlin/LockhartsLament.pdf\" target=\"_blank\">\"The Mathematician's Lament\"\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>By concentrating on what, and leaving out why, mathematics is reduced to an empty shell. The art is not in the “truth” but in the explanation, the argument. It is the argument itself which gives the truth its context, and determines what is really being said and meant. Mathematics is the art of explanation. If you deny students the opportunity to engage in this activity— to pose their own problems, make their own conjectures and discoveries, to be wrong, to be creatively frustrated, to have an inspiration, and to cobble together their own explanations and proofs— you deny them mathematics itself. So no, I’m not complaining about the presence of facts and formulas in our mathematics classes, I’m complaining about the lack of mathematics in our mathematics classes.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>KIDS ASK THREE KINDS OF QUESTIONS\u003c/strong>\u003c/p>\n\u003cp>When doing his master's in education technology and the pedagogy around it, Wees learned to categorize the three kinds of questions students ask and changed his teaching practice entirely. Kids ask questions: 1) to find out if they did the problem right; 2) because the teacher is standing near them and they can, and; 3) occasionally they ask “I wonder what if” questions, which show they are thinking about the math. Wees took to not answering the first two kinds of questions and encouraging the third.\u003c/p>\n\u003cp>[contextly_sidebar id=\"yU0gXwEGAsJohzmDj3ytcFIES2pvNZLG\"]\u003c/p>\n\u003cp>“I went from really trying to answer questions and support them in that way, to really trying to think of questions that would support them to learn it themselves,” Wees said. He found himself often asking the same question, whether a student had gotten the problem right or wrong. He’d ask them to explain their answer or how they could check to see if they were right or wrong.\u003c/p>\n\u003cp>“I became better at having a poker face so I wasn’t communicating whether they were right or wrong,” Wees laughed. When students asked questions because he was nearby, he deferred them to their peers, who often explained the math quite well.\u003c/p>\n\u003cp>\u003cstrong>THE TIME FACTOR\u003c/strong>\u003c/p>\n\u003cp>Many math teachers will say a community of learners like Wees describes is a fairytale classroom with no time constraints and no standards to cover. They say their jobs depend on covering all the topics on the test and helping students correct their errors, not taking days to uncover the thinking behind that error. Wees acknowledges the limitations that many math teachers struggle with, but points out the way most people teach math now doesn’t work, so it could be considered a waste of time anyway.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'There's lots of evidence that what we think about is what we know later. I want to increase the amount of thinking going on in math class.'\u003c/aside>\n\u003cp>“Whatever time people are putting in to teach mathematics is kind of wasted in many cases,” Wees said. “Are [students] learning anything that they can transfer, that they can use in other contexts? If they’re not doing these things, then I don’t know what they’ve learned.”\u003c/p>\n\u003cp>He points out students often did very well on the New York Regents test when teachers focused on teaching specific kinds of problems, but whether kids learned the full range of mathematics possible that year is another thing entirely.\u003c/p>\n\u003cp>Beyond time limitations, a broader problem is that many math teachers know only one way to solve the problems they teach. Even professional development often focuses on breadth instead of depth, with the result that many teachers carry the same fundamental gaps in math understanding as their students.\u003c/p>\n\u003cp>“We have generations of math-phobia,” said Laura Thomas, director of the \u003ca href=\"http://www.antiochne.edu/acsr/\" target=\"_blank\">Antioch Center for School Renewal\u003c/a>. “A lot of teachers who teach math are second- and third-generation math-phobic, so our system is really calculation-based as opposed to applying in context.”\u003c/p>\n\u003cp>Thomas said it takes a person with deep understanding of both math and project-based pedagogy and coaching to effectively lead students through what is often a very messy process requiring students to use problem-solving skills to figure out solutions, rather than being told what skills to apply.\u003c/p>\n\u003cp>Wees is frustrated at how linear math learning has become. “The standards are a list of things the kids are supposed to do, not a list of things you have to teach,” Wees said.\u003c/p>\n\u003cp>In other words, many standards can be embedded in a problem so that students are exposed to lots of ideas in different ways. When teachers focus on clusters of standards as opposed to individual ones, “that kid who doesn't get one idea on Thursday is going to get 10 or 12 other ways of looking at the idea in the unit,” Wees said.\u003c/p>\n\u003cp>For example, a teacher might give students this math problem: “I’m traveling 50 mph. How far will I have driven in 10 minutes?” This problem does not confuse students. They know what they are being asked and in discussing it they could hit many standards -- multiplication, number lines, writing down possible solutions to think it through and fractions, to name a few.\u003c/p>\n\u003cp>“The kids get exposed to all of the standards every day in different ways,” Wees said. And more importantly, they’re having to think through the standards every day, leading to a deeper level of learning.\u003c/p>\n\u003cp>“You really have to understand math is a range of ideas and not individual standards,” Wees said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>When teachers are comfortable teaching in this more complex style, they are able to offer the multiple points of entry that allow for differentiation to take place -- but in community, not isolation. If students are segmented out to learn only with the students \"at their level,” some students will be in danger of never moving past fractions.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In discussions of progressive and constructivist teaching practices, math is often the odd subject out. Teachers and schools that are capable of creating real-world, contextualized, project-based learning activities in every other area of school often struggle to do the same for mathematics, even as prospective employers and universities put more emphasis on its importance.\u003c/p>\n\u003cp>This struggle may come from a fundamental misunderstanding about the discipline and how it should be taught.\u003c/p>\n\u003cp>That’s the stance David Wees has arrived at after more than 20 years of teaching at many different kinds of schools all over the world. It has taken a long time, but Wees has stopped labeling student work with the word “mistake” and has started paying attention to \u003ca href=\"http://davidwees.com/content/fractions-are-hard/\" target=\"_blank\">what he can learn about how students are thinking\u003c/a>, based on the work (right or wrong) they produce.\u003c/p>\n\u003cp>“I want to know the ways that they are thinking rather than the ways they are making mistakes,” said Wees, who now works as a formative assessment specialist in mathematics for New Visions for Public Schools, an organization supporting public school teachers in New York City. “My interpretation that they’re making a mistake is a judgment and usually ends my thinking about what they are doing.”\u003c/p>\n\u003cp>In that situation, it’s extremely tempting to tell the student where he or she went “wrong” and move on. But what does the student learn in that scenario? Not much, beyond how to memorize computational formulas, said Wees.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It was clear to me that the mistakes in some cases were a function of the mathematics and the way kids think about the math rather than whether the kid is rich or poor.'\u003ccite>David Wees, Formative Assessment Specialist, New Visions for Public Schools\u003c/cite>\u003c/aside>\n\u003cp>“My goal is for them to become the truthmakers,” Wees said. “I'm trying to build a mathematical community where something is true when everyone agrees it’s true.” To do that, he asks students to talk through mathematical ideas, struggle with them and give one another feedback. “A major goal of math classrooms should be to develop people who look for evidence and try to prove that things are true or not true,” Wees said. “You can do that at any age”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Fundamentally, Wees wants to increase the amount of thinking “at the edge of their knowledge” that students do. “There’s lots of evidence that what we think about is what we know later,\" he said. \"I want to increase the amount of thinking going on in math class.”\u003c/p>\n\u003cp>Wees points out that while practice is important, students are repeating an action with which they are at least a little familiar.\u003c/p>\n\u003cp>He wants students to struggle in the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/21/whats-the-sweet-spot-of-difficulty-for-learning/\" target=\"_blank\">zone of proximal development, where they don’t quite understand\u003c/a> yet but aren't frustrated. When working in New York public schools, Wees found if he gave students problems to solve that allowed for different points of entry, all students could struggle together. One student might be more advanced than another, but if each could access some element of the problem, they discussed it together and either relearned core concepts or were exposed to more advanced ones.\u003c/p>\n\u003cp>For example, Wees asked his students to solve the \u003ca href=\"http://mathforum.org/isaac/problems/bridges1.html\" target=\"_blank\">Seven Bridges of Konigsberg problem\u003c/a>. It goes like this: A river flows through the middle of Konigsberg, forming an island in the middle and then separating into two branches. The citizens of Konigsberg have built seven bridges to get from place to place. The people wondered if they could walk around the city in such a way that they would cross each bridge once and only once.\u003c/p>\n\u003cfigure id=\"attachment_40544\" class=\"wp-caption alignleft\" style=\"max-width: 388px\">\u003ca href=\"http://mathforum.org/isaac/problems/bridges1.html\">\u003cimg class=\"wp-image-40544 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/05/Konigsberg.jpg\" alt=\"Konigsberg\" width=\"388\" height=\"145\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Visualization of the Seven Bridges of Konigsberg problem. \u003ccite>(\u003ca href=\"http://mathforum.org/isaac/problems/bridges1.html\">Math Forum\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The kids understood the problem and virtually all attacked it,” Wees said. “Some kids worked on it for weeks.” Wees posted it in the hallway and at one point almost all the ninth-graders were working on the problem. Students got tired of carefully drawing the bridges, river and city over and over, so they naturally began to abstract the map into something that looked like a graph.\u003c/p>\n\u003cp>No student solved the problem -- in fact, the mathematician Leonhard Euler proved it was impossible. Wees showed his students \u003ca href=\"http://mathforum.org/isaac/problems/bridges2.html\" target=\"_blank\">Euler’s proof\u003c/a>, and pointed out how similar their graphing was to his. Wees said kids were a little mad when they discovered there was no answer, but they enjoyed the experience and along the way realized that learning is about the process.\u003c/p>\n\u003cp>“Over time I tended to embed projects of various kinds because at the time I was thinking I needed to get them interested,” Wees said. “They weren’t interested directly in the mathematics itself because they’d experienced so much failure, so I was trying to get them excited.”\u003c/p>\n\u003cp>Slowly throughout his career, Wees began to see that projects could be more than just excitement builders -- they could be the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/03/math-and-inquiry-the-importance-of-letting-students-stumble/\" target=\"_blank\">vehicle for teaching content\u003c/a> and the assessment. And the range of mathematical ideas was much broader than he thought if he used his imagination.\u003c/p>\n\u003cp>“The range of mathematical ideas the kids struggled with were pretty wide,” Wees said. After working in inner-city schools, Canadian schools and international schools for expat kids in London and Bangkok, Wees has come to the conclusion that all kids make the same kinds of mistakes.\u003c/p>\n\u003cp>“It was clear to me that the mistakes in some cases were a function of the mathematics and the way kids think about the math, rather than whether the kid is rich or poor,” he said.\u003c/p>\n\u003cp>\u003cstrong>MATHEMATICIAN'S LAMENT\u003c/strong>\u003c/p>\n\u003cp>Over the course of his career, through trial and error, Wees came to see what Paul Lockhart describes in his essay, \u003ca href=\"https://www.maa.org/external_archive/devlin/LockhartsLament.pdf\" target=\"_blank\">\"The Mathematician's Lament\"\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>By concentrating on what, and leaving out why, mathematics is reduced to an empty shell. The art is not in the “truth” but in the explanation, the argument. It is the argument itself which gives the truth its context, and determines what is really being said and meant. Mathematics is the art of explanation. If you deny students the opportunity to engage in this activity— to pose their own problems, make their own conjectures and discoveries, to be wrong, to be creatively frustrated, to have an inspiration, and to cobble together their own explanations and proofs— you deny them mathematics itself. So no, I’m not complaining about the presence of facts and formulas in our mathematics classes, I’m complaining about the lack of mathematics in our mathematics classes.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>KIDS ASK THREE KINDS OF QUESTIONS\u003c/strong>\u003c/p>\n\u003cp>When doing his master's in education technology and the pedagogy around it, Wees learned to categorize the three kinds of questions students ask and changed his teaching practice entirely. Kids ask questions: 1) to find out if they did the problem right; 2) because the teacher is standing near them and they can, and; 3) occasionally they ask “I wonder what if” questions, which show they are thinking about the math. Wees took to not answering the first two kinds of questions and encouraging the third.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“I went from really trying to answer questions and support them in that way, to really trying to think of questions that would support them to learn it themselves,” Wees said. He found himself often asking the same question, whether a student had gotten the problem right or wrong. He’d ask them to explain their answer or how they could check to see if they were right or wrong.\u003c/p>\n\u003cp>“I became better at having a poker face so I wasn’t communicating whether they were right or wrong,” Wees laughed. When students asked questions because he was nearby, he deferred them to their peers, who often explained the math quite well.\u003c/p>\n\u003cp>\u003cstrong>THE TIME FACTOR\u003c/strong>\u003c/p>\n\u003cp>Many math teachers will say a community of learners like Wees describes is a fairytale classroom with no time constraints and no standards to cover. They say their jobs depend on covering all the topics on the test and helping students correct their errors, not taking days to uncover the thinking behind that error. Wees acknowledges the limitations that many math teachers struggle with, but points out the way most people teach math now doesn’t work, so it could be considered a waste of time anyway.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'There's lots of evidence that what we think about is what we know later. I want to increase the amount of thinking going on in math class.'\u003c/aside>\n\u003cp>“Whatever time people are putting in to teach mathematics is kind of wasted in many cases,” Wees said. “Are [students] learning anything that they can transfer, that they can use in other contexts? If they’re not doing these things, then I don’t know what they’ve learned.”\u003c/p>\n\u003cp>He points out students often did very well on the New York Regents test when teachers focused on teaching specific kinds of problems, but whether kids learned the full range of mathematics possible that year is another thing entirely.\u003c/p>\n\u003cp>Beyond time limitations, a broader problem is that many math teachers know only one way to solve the problems they teach. Even professional development often focuses on breadth instead of depth, with the result that many teachers carry the same fundamental gaps in math understanding as their students.\u003c/p>\n\u003cp>“We have generations of math-phobia,” said Laura Thomas, director of the \u003ca href=\"http://www.antiochne.edu/acsr/\" target=\"_blank\">Antioch Center for School Renewal\u003c/a>. “A lot of teachers who teach math are second- and third-generation math-phobic, so our system is really calculation-based as opposed to applying in context.”\u003c/p>\n\u003cp>Thomas said it takes a person with deep understanding of both math and project-based pedagogy and coaching to effectively lead students through what is often a very messy process requiring students to use problem-solving skills to figure out solutions, rather than being told what skills to apply.\u003c/p>\n\u003cp>Wees is frustrated at how linear math learning has become. “The standards are a list of things the kids are supposed to do, not a list of things you have to teach,” Wees said.\u003c/p>\n\u003cp>In other words, many standards can be embedded in a problem so that students are exposed to lots of ideas in different ways. When teachers focus on clusters of standards as opposed to individual ones, “that kid who doesn't get one idea on Thursday is going to get 10 or 12 other ways of looking at the idea in the unit,” Wees said.\u003c/p>\n\u003cp>For example, a teacher might give students this math problem: “I’m traveling 50 mph. How far will I have driven in 10 minutes?” This problem does not confuse students. They know what they are being asked and in discussing it they could hit many standards -- multiplication, number lines, writing down possible solutions to think it through and fractions, to name a few.\u003c/p>\n\u003cp>“The kids get exposed to all of the standards every day in different ways,” Wees said. And more importantly, they’re having to think through the standards every day, leading to a deeper level of learning.\u003c/p>\n\u003cp>“You really have to understand math is a range of ideas and not individual standards,” Wees said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When teachers are comfortable teaching in this more complex style, they are able to offer the multiple points of entry that allow for differentiation to take place -- but in community, not isolation. If students are segmented out to learn only with the students \"at their level,” some students will be in danger of never moving past fractions.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Taking the First Steps Towards Teaching With Video Games",
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"content": "\u003cp>Educators at Nordahl Grieg Upper Secondary, a public high school in Norway, are taking a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/21/literature-ethics-physics-its-all-in-video-games-at-this-norwegian-school/\" target=\"_blank\">unique approach to teaching\u003c/a> that treats video games as just another classroom tool.\u003c/p>\n\u003cp>If teachers use books, music, videos and websites as resources for teaching, video games should also be included on that list, according to Nordahl Grieg teacher Tobias Staaby. He and his colleagues, including Aleksander Husøy, have been demonstrating the uses of video games to educators by inviting them to a workshop at the school each semester.\u003c/p>\n\u003cp>Staaby says it helps to take a look at who plays games. According to the Entertainment Software Association, which represents the video game industry, the average age of a video game player in the U.S. is \u003ca href=\"http://www.theesa.com/wp-content/uploads/2015/04/ESA-Essential-Facts-2015.pdf\">35 years old\u003c/a>, which can be closer to the age of a teacher than a student.\u003c/p>\n\u003cp>Staaby and Husøy were at the Games Learning Society \u003ca href=\"http://www.glsconference.org/\">conference\u003c/a> in Wisconsin earlier this month to talk about how they use video games in the classroom. When they host their workshops for teachers, they start off with these steps:\u003c/p>\n\u003cp>\u003cstrong>Show That It Works\u003c/strong>\u003cbr>\nWhen educators observe classrooms that use video games for learning, they can see the discussions that unfold and the lessons learned through the platform. In digital games like \"\u003ca href=\"https://www.telltalegames.com/walkingdead/\">The Walking Dead\u003c/a>,\" players have to make choices, explain their decisions and experience the results of their selections. Controlling outcomes, such as a character's path and responses, makes a video game a different and more immersive experience than traditional books or movies in which the content is fixed.\u003c/p>\n\u003cfigure id=\"attachment_41397\" class=\"wp-caption alignnone\" style=\"max-width: 1280px\">\u003cimg class=\"wp-image-41397 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Walking-Dead.jpg\" alt=\"A screengrab of The Walking Dead game by TellTale Games. The player has to decide how to respond to a group of strangers. \" width=\"1280\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/Walking-Dead.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Walking-Dead-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Walking-Dead-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Walking-Dead-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Walking-Dead-960x540.jpg 960w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003cfigcaption class=\"wp-caption-text\">A screengrab of 'The Walking Dead' game by TellTale Games. In this scene, the player has to decide how to respond to a group of strangers.\u003c/figcaption>\u003c/figure>\n\u003cp>Attending a Nordahl Grieg workshop to learn about video games in the classroom is one option, but there may be a teacher nearby who is using games. For educators with specific content areas and needs, there are game reviews written by educators on \u003ca href=\"http://www.gamindex.org\">Gamindex\u003c/a> and Common Sense \u003ca href=\"https://www.graphite.org/\">Graphite\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Play!\u003c/strong>\u003cbr>\nIn the workshop, educators can start playing games to see how they work. Staaby and Husøy start them off with \"\u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/16/gone-home-a-video-game-as-a-tool-for-teaching-critical-thinking/\">Gone Home\u003c/a>,\" \"\u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/21/literature-ethics-physics-its-all-in-video-games-at-this-norwegian-school/\">The Walking Dead\u003c/a>\" and \"\u003ca href=\"https://www.youtube.com/watch?v=pH_tYB_Ntlg\">This War of Mine\u003c/a>.\"\u003c/p>\n\u003cp>\u003cstrong>Create\u003c/strong>\u003cbr>\nAfter trying out the games, educators look for ways to create lessons. Staaby, Husøy and their colleagues share and develop ideas during the workshop, but encourage anyone interested in using video games in the classroom to take ownership over how they will use them.\u003c/p>\n\u003cp>“It’s important to experience autonomy and be in control of whatever you’re doing,” said Staaby. “We say it’s important for students to be motivated and be in control of their learning situation, but that applies to teachers as well.”\u003c/p>\n\u003cp>And while there are out-of-the-box lesson plans, Staaby encourages educators to adapt lessons to their own classrooms. He says to think of a lesson plan as a recipe that can be adjusted for the ingredients you have available and that will meet the dietary needs of your students.\u003c/p>\n\u003cp>[contextly_sidebar id=\"tiJlDvUtqYfLOcWfvsbr6WaFcYMGWLjd\"]\u003c/p>\n\u003cp>\u003cstrong>Rethink Learning Goals\u003c/strong>\u003cbr>\nIn some cases, the learning that takes place when using games isn’t immediately obvious. Many of the workshop video games at Nordahl Grieg were not designed to be educational and don’t come with specified learning goals, but creative educators identified benefits for students anyway.\u003c/p>\n\u003cp>Staaby likens this approach to what teachers already do with films, books or videos that weren’t created with students in mind but can spark lessons, even if those sources are not packaged as educational content. He refers to an observation Husøy made about the bias many educators feel against video games as a learning tool.\u003c/p>\n\u003cp>“It’s weird the assumption that games have to have this stamp of approval,\" said Staaby. \"If it’s the EDU version, it’s OK. But we don’t have EDU versions of classical literature or music or movies.”\u003c/p>\n\u003cp>\u003cstrong>Don’t Be Afraid to Fail\u003c/strong>\u003cbr>\nGames allow players multiple attempts at accomplishing any goal, a good model for educators to use in their own approach to teaching with video games. Often teachers feel they need to be technically savvy with the game before using it as a teaching tool, but games are the perfect opportunity for teachers to share responsibility for learning with students. Trusting students in this way gives them learning autonomy, builds relationships and lets them be the experts, a great way to learn.\u003c/p>\n\u003cp>“The teacher’s job is not to be a good game player. You are supposed to be an enabler and catalyst for learning,\" Staaby said.\u003c/p>\n\u003cp>Check out what learning is like at Nordahl Grieg Upper Secondary:\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=d0DjI4u8OEg\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Educators at Nordahl Grieg Upper Secondary, a public high school in Norway, are taking a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/21/literature-ethics-physics-its-all-in-video-games-at-this-norwegian-school/\" target=\"_blank\">unique approach to teaching\u003c/a> that treats video games as just another classroom tool.\u003c/p>\n\u003cp>If teachers use books, music, videos and websites as resources for teaching, video games should also be included on that list, according to Nordahl Grieg teacher Tobias Staaby. He and his colleagues, including Aleksander Husøy, have been demonstrating the uses of video games to educators by inviting them to a workshop at the school each semester.\u003c/p>\n\u003cp>Staaby says it helps to take a look at who plays games. According to the Entertainment Software Association, which represents the video game industry, the average age of a video game player in the U.S. is \u003ca href=\"http://www.theesa.com/wp-content/uploads/2015/04/ESA-Essential-Facts-2015.pdf\">35 years old\u003c/a>, which can be closer to the age of a teacher than a student.\u003c/p>\n\u003cp>Staaby and Husøy were at the Games Learning Society \u003ca href=\"http://www.glsconference.org/\">conference\u003c/a> in Wisconsin earlier this month to talk about how they use video games in the classroom. When they host their workshops for teachers, they start off with these steps:\u003c/p>\n\u003cp>\u003cstrong>Show That It Works\u003c/strong>\u003cbr>\nWhen educators observe classrooms that use video games for learning, they can see the discussions that unfold and the lessons learned through the platform. In digital games like \"\u003ca href=\"https://www.telltalegames.com/walkingdead/\">The Walking Dead\u003c/a>,\" players have to make choices, explain their decisions and experience the results of their selections. Controlling outcomes, such as a character's path and responses, makes a video game a different and more immersive experience than traditional books or movies in which the content is fixed.\u003c/p>\n\u003cfigure id=\"attachment_41397\" class=\"wp-caption alignnone\" style=\"max-width: 1280px\">\u003cimg class=\"wp-image-41397 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Walking-Dead.jpg\" alt=\"A screengrab of The Walking Dead game by TellTale Games. The player has to decide how to respond to a group of strangers. \" width=\"1280\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/Walking-Dead.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Walking-Dead-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Walking-Dead-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Walking-Dead-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Walking-Dead-960x540.jpg 960w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003cfigcaption class=\"wp-caption-text\">A screengrab of 'The Walking Dead' game by TellTale Games. In this scene, the player has to decide how to respond to a group of strangers.\u003c/figcaption>\u003c/figure>\n\u003cp>Attending a Nordahl Grieg workshop to learn about video games in the classroom is one option, but there may be a teacher nearby who is using games. For educators with specific content areas and needs, there are game reviews written by educators on \u003ca href=\"http://www.gamindex.org\">Gamindex\u003c/a> and Common Sense \u003ca href=\"https://www.graphite.org/\">Graphite\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Play!\u003c/strong>\u003cbr>\nIn the workshop, educators can start playing games to see how they work. Staaby and Husøy start them off with \"\u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/16/gone-home-a-video-game-as-a-tool-for-teaching-critical-thinking/\">Gone Home\u003c/a>,\" \"\u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/21/literature-ethics-physics-its-all-in-video-games-at-this-norwegian-school/\">The Walking Dead\u003c/a>\" and \"\u003ca href=\"https://www.youtube.com/watch?v=pH_tYB_Ntlg\">This War of Mine\u003c/a>.\"\u003c/p>\n\u003cp>\u003cstrong>Create\u003c/strong>\u003cbr>\nAfter trying out the games, educators look for ways to create lessons. Staaby, Husøy and their colleagues share and develop ideas during the workshop, but encourage anyone interested in using video games in the classroom to take ownership over how they will use them.\u003c/p>\n\u003cp>“It’s important to experience autonomy and be in control of whatever you’re doing,” said Staaby. “We say it’s important for students to be motivated and be in control of their learning situation, but that applies to teachers as well.”\u003c/p>\n\u003cp>And while there are out-of-the-box lesson plans, Staaby encourages educators to adapt lessons to their own classrooms. He says to think of a lesson plan as a recipe that can be adjusted for the ingredients you have available and that will meet the dietary needs of your students.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Rethink Learning Goals\u003c/strong>\u003cbr>\nIn some cases, the learning that takes place when using games isn’t immediately obvious. Many of the workshop video games at Nordahl Grieg were not designed to be educational and don’t come with specified learning goals, but creative educators identified benefits for students anyway.\u003c/p>\n\u003cp>Staaby likens this approach to what teachers already do with films, books or videos that weren’t created with students in mind but can spark lessons, even if those sources are not packaged as educational content. He refers to an observation Husøy made about the bias many educators feel against video games as a learning tool.\u003c/p>\n\u003cp>“It’s weird the assumption that games have to have this stamp of approval,\" said Staaby. \"If it’s the EDU version, it’s OK. But we don’t have EDU versions of classical literature or music or movies.”\u003c/p>\n\u003cp>\u003cstrong>Don’t Be Afraid to Fail\u003c/strong>\u003cbr>\nGames allow players multiple attempts at accomplishing any goal, a good model for educators to use in their own approach to teaching with video games. Often teachers feel they need to be technically savvy with the game before using it as a teaching tool, but games are the perfect opportunity for teachers to share responsibility for learning with students. Trusting students in this way gives them learning autonomy, builds relationships and lets them be the experts, a great way to learn.\u003c/p>\n\u003cp>“The teacher’s job is not to be a good game player. You are supposed to be an enabler and catalyst for learning,\" Staaby said.\u003c/p>\n\u003cp>Check out what learning is like at Nordahl Grieg Upper Secondary:\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/d0DjI4u8OEg'\n title='//www.youtube.com/embed/d0DjI4u8OEg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Teens Show Off Engineering Mettle With Pasta Bridge Competition",
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"headTitle": "MindShift | KQED News",
"content": "\u003cp>Imagine having to build a bridge — a strong bridge — out of nothing but epoxy and spaghetti.\u003c/p>\n\u003cp>Yeah, hard. Just ask one of the 160 high schoolers who recently finished \u003ca href=\"http://engineering.jhu.edu/ei/\">Engineering Innovation\u003c/a>, a rigorous, monthlong summer camp run by Johns Hopkins University in Baltimore and a handful of other cities. They didn't just have to imagine it; they had to do it.\u003c/p>\n\u003cp>Students come from all over the world to get what is, for many, their first real taste of engineering in the classroom. The idea behind the program is simple: Give students a chance to explore complex ideas using remarkably simple tools.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"They've heard of engineering, but in high school they know almost nothing.\"\u003c/aside>\n\u003cp>Example: Measure the distance between two spires on the Hopkins campus using nothing but a few measuring sticks, string and tape.\u003c/p>\n\u003cp>Students also have to design a mousetrap out of nothing but paper, glue and rubber bands.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But the grand finale — the last big test for students — is the spaghetti bridge.\u003c/p>\n\u003cp>\u003cstrong>The Shatter\u003c/strong>\u003c/p>\n\u003cp>\"I'm so scared right now,\" says Bidyut Mani, 16, playfully cringing as his team begins adding weight to their bridge.\u003c/p>\n\u003cp>It's the last day of camp, and Bidyut's team, Penne For Your Thoughts?, sits onstage in a campus auditorium surrounded by classmates and parents. Bidyut's on edge because students here are graded, and those who finish the month with at least a B-average earn three Johns Hopkins engineering credits.\u003c/p>\n\u003cp>[contextly_sidebar id=\"FMa19v2pAPxj1wQLDqah9QS68WutDquk\"]\u003c/p>\n\u003cp>When Bidyut's bridge — named Bridget, naturally — easily holds the minimum 6.5 pounds, he and his teammates cheer as if they've just won the competition. But for them, it's only beginning. Every team is expected to keep adding weight until this happens ...\u003c/p>\n\u003cp>\u003cstrong>The Rules\u003c/strong>\u003c/p>\n\u003cp>Bridges can weigh no more than half a pound and have to be made of spaghetti or other solid, cylindrical pastas — like capellini or vermicelli.\u003c/p>\n\u003cp>No ziti, people.\u003c/p>\n\u003cp>Too tall (over 10 inches) and points will be deducted. Ditto a bridge's weight. Anything over that half-pound and judges impose a stiff penalty.\u003c/p>\n\u003cp>Onstage, teams set their bridges over a 20-inch gap, hang a chain from the middle and begin ever-so-gently attaching weights.\u003c/p>\n\u003cp>You can tell how well a bridge is built not just by the weight it holds, but by how it breaks. A weaker bridge will quickly bend, then collapse. A strong bridge will hold firm until it shatters, making this amazing sound:\u003c/p>\n\u003cp>Why the Mission: Impastable?\u003c/p>\n\u003cp>\"They've heard of engineering, but in high school they know almost nothing,\" says retired professor Michael Karweit. He designed the camp's curriculum, hoping to give promising high schoolers with an interest in engineering a chance to \"get dirty, so to speak.\"\u003c/p>\n\u003cfigure id=\"attachment_41420\" class=\"wp-caption aligncenter\" style=\"max-width: 3000px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/spaghetti-diptych_custom-2e1ddf2e44fd1d98d0e1d1284c8bb6c2f78920a0.jpg\">\u003cimg class=\"size-full wp-image-41420\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/spaghetti-diptych_custom-2e1ddf2e44fd1d98d0e1d1284c8bb6c2f78920a0.jpg\" alt=\"High school students in the Johns Hopkins University summer program, Engineering Innovation, compete in an annual spaghetti bridge-building competition. Above: The A'hunna Key-Lows push their bridge to the limit. Below: The Key-Lows' winning bridge shatters — but only after holding 53 pounds.\" width=\"3000\" height=\"4022\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/spaghetti-diptych_custom-2e1ddf2e44fd1d98d0e1d1284c8bb6c2f78920a0.jpg 3000w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/spaghetti-diptych_custom-2e1ddf2e44fd1d98d0e1d1284c8bb6c2f78920a0-400x536.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/spaghetti-diptych_custom-2e1ddf2e44fd1d98d0e1d1284c8bb6c2f78920a0-800x1073.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/spaghetti-diptych_custom-2e1ddf2e44fd1d98d0e1d1284c8bb6c2f78920a0-1440x1931.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/spaghetti-diptych_custom-2e1ddf2e44fd1d98d0e1d1284c8bb6c2f78920a0-1180x1582.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/spaghetti-diptych_custom-2e1ddf2e44fd1d98d0e1d1284c8bb6c2f78920a0-960x1287.jpg 960w\" sizes=\"(max-width: 3000px) 100vw, 3000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">High school students in the Johns Hopkins University summer program, Engineering Innovation, compete in an annual spaghetti bridge-building competition. \u003cstrong>Above:\u003c/strong> The A'hunna Key-Lows push their bridge to the limit. \u003cstrong>Below:\u003c/strong> The Key-Lows' winning bridge shatters — but only after holding 53 pounds. \u003ccite>(Lydia Thompson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And that's exactly what campers were doing the day before the competition, in the last frantic minutes of the allotted bridge-building time.\u003c/p>\n\u003cp>\"We're barely 1 gram under weight,\" says Bidyut, feeling more relaxed after a trip to the scale.\u003c/p>\n\u003cp>Across the workroom, Amelia Hawley, 17, wears bright green goggles. She's been sanding extra epoxy off her bridge. But it, too, came in underweight, so her team is debating some late add-ons to strengthen it. With one problem:\u003c/p>\n\u003cp>\"The epoxy takes 24 hours to dry and cure,\" Amelia says. \"And so we only have \u003cem>not\u003c/em> 24 hours before the actual competition.\"\u003c/p>\n\u003cp>Despite the deadline, everyone seems to be having fun, tweaking their bridges and their team names. Turns out, teens love their pasta puns:\u003c/p>\n\u003cp>Before revealing who won, a few pasta bridge-building basics:\u003c/p>\n\u003cp>First: The engineering equivalent of a safe bet, in this case, was the half wagon wheel. It's strong, with all of its supports focused on the center of the bridge where the weights were hung. Keep in mind, this is a terrible design for an actual bridge that will need to support weight equally across its length.\u003c/p>\n\u003cp>Second rule of bridge club: Triangles = strength.\u003c/p>\n\u003cp>Third: Some crafty students glued spaghetti strands together into hollow tubes — for the sections of bridge that would be compressed by the added weight. Because strength, in that case, comes from diameter not solidity, and keeping the tubes hollow saved weight that teams could use elsewhere.\u003c/p>\n\u003cp>So, whose pasta masterwork ultimately won the day?\u003c/p>\n\u003cp>Mani's Penne For Your Thoughts? did well, holding 15 pounds. While Hawley's team — Foxy Epoxy — tied for third place with a whopping 26 pounds.\u003c/p>\n\u003cp>But the winner, from Team A'hunna Key-Lows (A Hundred Kilos, get it?), held a mind-bending (but not bridge-bending) 53 pounds.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Spaghetti and teenagers ... it's amazing what they can do under pressure.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teaching+Students+To+Use+Their+Noodles&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"excerpt": "A summer program at Johns Hopkins University puts high schoolers' ingenuity to the test — building bridges out of nothing but spaghetti and glue.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Imagine having to build a bridge — a strong bridge — out of nothing but epoxy and spaghetti.\u003c/p>\n\u003cp>Yeah, hard. Just ask one of the 160 high schoolers who recently finished \u003ca href=\"http://engineering.jhu.edu/ei/\">Engineering Innovation\u003c/a>, a rigorous, monthlong summer camp run by Johns Hopkins University in Baltimore and a handful of other cities. They didn't just have to imagine it; they had to do it.\u003c/p>\n\u003cp>Students come from all over the world to get what is, for many, their first real taste of engineering in the classroom. The idea behind the program is simple: Give students a chance to explore complex ideas using remarkably simple tools.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"They've heard of engineering, but in high school they know almost nothing.\"\u003c/aside>\n\u003cp>Example: Measure the distance between two spires on the Hopkins campus using nothing but a few measuring sticks, string and tape.\u003c/p>\n\u003cp>Students also have to design a mousetrap out of nothing but paper, glue and rubber bands.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the grand finale — the last big test for students — is the spaghetti bridge.\u003c/p>\n\u003cp>\u003cstrong>The Shatter\u003c/strong>\u003c/p>\n\u003cp>\"I'm so scared right now,\" says Bidyut Mani, 16, playfully cringing as his team begins adding weight to their bridge.\u003c/p>\n\u003cp>It's the last day of camp, and Bidyut's team, Penne For Your Thoughts?, sits onstage in a campus auditorium surrounded by classmates and parents. Bidyut's on edge because students here are graded, and those who finish the month with at least a B-average earn three Johns Hopkins engineering credits.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>When Bidyut's bridge — named Bridget, naturally — easily holds the minimum 6.5 pounds, he and his teammates cheer as if they've just won the competition. But for them, it's only beginning. Every team is expected to keep adding weight until this happens ...\u003c/p>\n\u003cp>\u003cstrong>The Rules\u003c/strong>\u003c/p>\n\u003cp>Bridges can weigh no more than half a pound and have to be made of spaghetti or other solid, cylindrical pastas — like capellini or vermicelli.\u003c/p>\n\u003cp>No ziti, people.\u003c/p>\n\u003cp>Too tall (over 10 inches) and points will be deducted. Ditto a bridge's weight. Anything over that half-pound and judges impose a stiff penalty.\u003c/p>\n\u003cp>Onstage, teams set their bridges over a 20-inch gap, hang a chain from the middle and begin ever-so-gently attaching weights.\u003c/p>\n\u003cp>You can tell how well a bridge is built not just by the weight it holds, but by how it breaks. A weaker bridge will quickly bend, then collapse. A strong bridge will hold firm until it shatters, making this amazing sound:\u003c/p>\n\u003cp>Why the Mission: Impastable?\u003c/p>\n\u003cp>\"They've heard of engineering, but in high school they know almost nothing,\" says retired professor Michael Karweit. He designed the camp's curriculum, hoping to give promising high schoolers with an interest in engineering a chance to \"get dirty, so to speak.\"\u003c/p>\n\u003cfigure id=\"attachment_41420\" class=\"wp-caption aligncenter\" style=\"max-width: 3000px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/spaghetti-diptych_custom-2e1ddf2e44fd1d98d0e1d1284c8bb6c2f78920a0.jpg\">\u003cimg class=\"size-full wp-image-41420\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/spaghetti-diptych_custom-2e1ddf2e44fd1d98d0e1d1284c8bb6c2f78920a0.jpg\" alt=\"High school students in the Johns Hopkins University summer program, Engineering Innovation, compete in an annual spaghetti bridge-building competition. Above: The A'hunna Key-Lows push their bridge to the limit. Below: The Key-Lows' winning bridge shatters — but only after holding 53 pounds.\" width=\"3000\" height=\"4022\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/spaghetti-diptych_custom-2e1ddf2e44fd1d98d0e1d1284c8bb6c2f78920a0.jpg 3000w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/spaghetti-diptych_custom-2e1ddf2e44fd1d98d0e1d1284c8bb6c2f78920a0-400x536.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/spaghetti-diptych_custom-2e1ddf2e44fd1d98d0e1d1284c8bb6c2f78920a0-800x1073.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/spaghetti-diptych_custom-2e1ddf2e44fd1d98d0e1d1284c8bb6c2f78920a0-1440x1931.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/spaghetti-diptych_custom-2e1ddf2e44fd1d98d0e1d1284c8bb6c2f78920a0-1180x1582.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/spaghetti-diptych_custom-2e1ddf2e44fd1d98d0e1d1284c8bb6c2f78920a0-960x1287.jpg 960w\" sizes=\"(max-width: 3000px) 100vw, 3000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">High school students in the Johns Hopkins University summer program, Engineering Innovation, compete in an annual spaghetti bridge-building competition. \u003cstrong>Above:\u003c/strong> The A'hunna Key-Lows push their bridge to the limit. \u003cstrong>Below:\u003c/strong> The Key-Lows' winning bridge shatters — but only after holding 53 pounds. \u003ccite>(Lydia Thompson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And that's exactly what campers were doing the day before the competition, in the last frantic minutes of the allotted bridge-building time.\u003c/p>\n\u003cp>\"We're barely 1 gram under weight,\" says Bidyut, feeling more relaxed after a trip to the scale.\u003c/p>\n\u003cp>Across the workroom, Amelia Hawley, 17, wears bright green goggles. She's been sanding extra epoxy off her bridge. But it, too, came in underweight, so her team is debating some late add-ons to strengthen it. With one problem:\u003c/p>\n\u003cp>\"The epoxy takes 24 hours to dry and cure,\" Amelia says. \"And so we only have \u003cem>not\u003c/em> 24 hours before the actual competition.\"\u003c/p>\n\u003cp>Despite the deadline, everyone seems to be having fun, tweaking their bridges and their team names. Turns out, teens love their pasta puns:\u003c/p>\n\u003cp>Before revealing who won, a few pasta bridge-building basics:\u003c/p>\n\u003cp>First: The engineering equivalent of a safe bet, in this case, was the half wagon wheel. It's strong, with all of its supports focused on the center of the bridge where the weights were hung. Keep in mind, this is a terrible design for an actual bridge that will need to support weight equally across its length.\u003c/p>\n\u003cp>Second rule of bridge club: Triangles = strength.\u003c/p>\n\u003cp>Third: Some crafty students glued spaghetti strands together into hollow tubes — for the sections of bridge that would be compressed by the added weight. Because strength, in that case, comes from diameter not solidity, and keeping the tubes hollow saved weight that teams could use elsewhere.\u003c/p>\n\u003cp>So, whose pasta masterwork ultimately won the day?\u003c/p>\n\u003cp>Mani's Penne For Your Thoughts? did well, holding 15 pounds. While Hawley's team — Foxy Epoxy — tied for third place with a whopping 26 pounds.\u003c/p>\n\u003cp>But the winner, from Team A'hunna Key-Lows (A Hundred Kilos, get it?), held a mind-bending (but not bridge-bending) 53 pounds.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Spaghetti and teenagers ... it's amazing what they can do under pressure.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teaching+Students+To+Use+Their+Noodles&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Busting Stereotypes: A Homeschool-Public School Partnership That Works",
"title": "Busting Stereotypes: A Homeschool-Public School Partnership That Works",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>The homeschool community has, in many ways, existed parallel to the traditional school system -- both present but each distrusting of the other.\u003c/p>\n\u003cp>It's not uncommon to find professional educators who look down on homeschooling as a way of circumventing learning standards, seeing it as a path chosen mostly by families wanting to include religion in their children’s education. Meanwhile, many homeschool families can’t see how an institutional setting like a school could value and nurture the specific qualities and passions that make their children unique.\u003c/p>\n\u003cp>The appeal of home schooling has grown over the past decade -- between 2003 and 2012, the percentage of students who are homeschooled grew from\u003ca href=\"http://nces.ed.gov/programs/digest/d13/tables/dt13_206.10.asp\"> 2.2 percent of the student population to 3.4\u003c/a> percent, according to the U.S. Department of Education. Several school districts in Michigan have taken note of this trend and are participating in homeschool partnerships that are building bridges between the two communities and changing public school instruction along the way.\u003c/p>\n\u003cp>While only a handful of districts in the state have taken the leap, those who have are using the \u003ca href=\"https://www.michigan.gov/mde/0,4615,7-140-6530_6605-22360--,00.html\" target=\"_blank\">education laws\u003c/a> creatively to enroll homeschooled kids as part-time students, bringing more funding into the school district. The funding can be used for classes the homeschool community requests and to bolster training and programming for teachers and kids throughout the district.\u003c/p>\n\u003cp>\u003cstrong>FINANCIAL INCENTIVE\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Michigan has a \u003ca href=\"http://www.michigan.gov/mde/0,1607,7-140-6530_30334-106922--,00.html\" target=\"_blank\">Schools of Choice program\u003c/a>, which means families can choose where to send their children based on the programs offered, not only on where they live. School districts are competing to attract students, and the state funds that come with them. While many homeschool families aren’t interested in enrolling their children in public school full time, they see the benefit of taking a few classes if that means they have more access to funds to pay for instruction of their choice.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We bring a lot of money into the districts and they use the money to run our programs and have some left over.'\u003c/aside>\n\u003cp>\u003ca href=\"http://www.homeoftheshamrocks.org/\" target=\"_blank\">Berrien Springs\u003c/a> was one of the first districts to form a \u003ca href=\"http://www.berrienspringspartnership.com/\" target=\"_blank\">partnership with the homeschoolers\u003c/a> in the area. Homeschoolers don’t have to register with the state, making it hard to track how many families choose this option, but their part-time participation in Berrien Springs meant additional funds for the district.\u003c/p>\n\u003cp>“We bring a lot of money into the districts and they use the money to run our programs and have some left over,” said Cindy Fadel, a homeschool mom who helped launch partnerships around the state and coordinates one for \u003ca href=\"http://www.gulllakecs.org/site/default.aspx?PageID=1\" target=\"_blank\">Gull Lakes Community Schools\u003c/a>.\u003c/p>\n\u003cp>It’s expensive for homeschooling families to provide the music lessons, tutors and other opportunities they’d like their children to access. Getting help from the public schools -- which their tax money supports -- gave homeschooling families a tremendous lift and helped them overcome their distrust of the public system.\u003c/p>\n\u003cp>Based on age, most homeschool kids would be in K-8 grades in regular school. Elementary school is cheaper to operate and most can do so on state funds with some left over, said recently retired Berrien Springs Superintendent Jim Bermingham, who started the partnership.\u003c/p>\n\u003cp>In many districts those savings are pumped into secondary instruction, which is more expensive to provide. But with the extra money coming in from part-time homeschool students, Berrien Springs was able to fund high-level teacher training, summer programming for all students, a Project Lead the Way STEM program and other opportunities that the traditional public school kids and the homeschool kids could both access.\u003c/p>\n\u003cp>[contextly_sidebar id=\"QzARS6gwlEYnrXX9BTct4ZKrKbVpubNI\"]\u003c/p>\n\u003cp>What started as a financial incentive for both sides has resulted in a program that has broken down stereotypes, built trust and helped change ingrained notions of how instruction and learning can look both in and outside the system.\u003c/p>\n\u003cp>\u003cstrong>MORE CHOICE\u003c/strong>\u003c/p>\n\u003cp>Bermingham has no doubts that the partnership with homeschool families helped change his district for the better. “We became much more married to project-based instruction, to offering different learning opportunities to kids and parents based on what they want,” he said.\u003c/p>\n\u003cp>After the professional educators in his district got over their stereotypes about homeschool parents, they started learning from the student-directed, personally tailored, hands-on approach favored by homeschoolers.\u003c/p>\n\u003cp>“After they get a chance to see what reality is, then all of a sudden they are supportive of the concept that parents have a right to choose the method under which their kids will be educated,” Bermingham said.\u003c/p>\n\u003cp>Berrien Springs has found that offering choices both in coursework and type of instruction has given them a competitive edge. The district applied for and received a \u003ca href=\"https://www.michigan.gov/documents/mde/5-O-B_SeatTimeWaivers_329678_7.pdf\" target=\"_blank\">seat-time waiver\u003c/a> from the state, which allows 25 percent of its students to be educated using alternative methods that aren’t necessarily in the school building. Now the district has project-based learning programs, blended learning, traditional instruction, virtual school and this partnership with homeschoolers.\u003c/p>\n\u003cp>“We basically offer it all and let the parents determine, based on what they know of their child, the method of delivery,” Bermingham said. He also credits the homeschool community for bringing other innovations to the district, like a robotics club. The homeschoolers were asking for a \u003ca href=\"http://www.berrienspringspartnership.com/robotics.html\" target=\"_blank\">robotics class\u003c/a>, which they got, but a public school educator also got involved and together they formed a robotics club. Programs like this one provide great opportunities for the full-time public school students and the part-timers to get to know one another.\u003c/p>\n\u003cp>“There’s a suspicion of public school educators towards homeschool parents and children, but it goes the other way, too,” Bermingham said. “Once you develop trust and demonstrate the program is good for homeschool kids, then they keep coming.” In fact, after six years of the partnership, Berrien Springs now has about 600 homeschoolers participating.\u003c/p>\n\u003cp>“There’s a lot the public school has that we can use and there’s a lot we have that they can use,” Fadel said. “But you can’t push it together, you just have to co-mingle.”\u003c/p>\n\u003cp>Part of the law is that the alternative classes put together for the homeschoolers must be available to the full-time public school students, too. That provision has allowed parents and students interested in looking outside the traditional box to take advantage of the \u003ca href=\"http://www.berrienspringspartnership.com/what-is-dual-enrollment.html\" target=\"_blank\">dual enrollment\u003c/a> and early college programs that are central to many homeschool families’ curriculum.\u003c/p>\n\u003cp>But despite that freedom, Fadel says that of the 90 students she has helped enroll in early-college programs in Gull Lake, only five are traditional public school students. “It’s slow, partly because public school people are used to doing the same thing year after year, and they don’t know they have these opportunities,” said Kathy Joyce, another homeschool mom who has been \u003ca href=\"http://www.hshub.org/\" target=\"_blank\">instrumental in launching these partnerships\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>IT TAKES A SPECIFIC KIND OF LEADER\u003c/strong>\u003c/p>\n\u003cp>“You’ve got to have a superintendent who's willing to take the heat,” Fadel said. Most of the districts running homeschool partnerships are also interested in other innovations. These leaders often look at the law creatively and find ways to do the things they think will work best for kids.\u003c/p>\n\u003cp>“What I tried to create was some niche markets that would in essence give us the ability to entice different groups of parents and students to come to our district,” Bermingham said.\u003c/p>\n\u003cp>He’s a self-proclaimed “fixer” of troubled districts and has experience in both charter schools and traditional public schools. He lives by three principles: 1) don’t be a victim and do only the things the state clearly lays out; 2) be entrepreneurial, and; 3) be open-minded to the general dissatisfaction people feel toward the public schools.\u003c/p>\n\u003cp>“Too many districts are too concerned about what’s best for adults instead of what’s best for kids,” Bermingham said. He believes more districts don’t pursue ideas like the partnership or virtual school because leaders don’t want to battle the unions. The teachers of the alternative programs and of the virtual classes are not in the union, which can be a sticking point.\u003c/p>\n\u003cp>Bermingham instituted the partnership as a pilot, which gave him three years to experiment before he needed the union to sign off. By the end of the pilot, the union were on board because its members could see the extra money positively affecting everyone with very few drawbacks.\u003c/p>\n\u003cp>Bermingham attributes another part of his success to the fact that he worked with the state auditors from the beginning to make sure they agreed that Berrien Springs was in compliance with the law. This was an important step since district partnerships in other parts of the state have had more trouble with their auditors, who often want to shut these kinds of programs down.\u003c/p>\n\u003cp>And over time, choice has become part of the culture of the district. The stereotypes about homeschoolers are mostly gone, too.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“These are really good dedicated parents and intelligent kids who are getting a good education,” Bermingham said. “It’s just different.”\u003c/p>\n\n",
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"excerpt": "A partnership between homeschoolers and the public system in Michigan is enriching education for both groups.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The homeschool community has, in many ways, existed parallel to the traditional school system -- both present but each distrusting of the other.\u003c/p>\n\u003cp>It's not uncommon to find professional educators who look down on homeschooling as a way of circumventing learning standards, seeing it as a path chosen mostly by families wanting to include religion in their children’s education. Meanwhile, many homeschool families can’t see how an institutional setting like a school could value and nurture the specific qualities and passions that make their children unique.\u003c/p>\n\u003cp>The appeal of home schooling has grown over the past decade -- between 2003 and 2012, the percentage of students who are homeschooled grew from\u003ca href=\"http://nces.ed.gov/programs/digest/d13/tables/dt13_206.10.asp\"> 2.2 percent of the student population to 3.4\u003c/a> percent, according to the U.S. Department of Education. Several school districts in Michigan have taken note of this trend and are participating in homeschool partnerships that are building bridges between the two communities and changing public school instruction along the way.\u003c/p>\n\u003cp>While only a handful of districts in the state have taken the leap, those who have are using the \u003ca href=\"https://www.michigan.gov/mde/0,4615,7-140-6530_6605-22360--,00.html\" target=\"_blank\">education laws\u003c/a> creatively to enroll homeschooled kids as part-time students, bringing more funding into the school district. The funding can be used for classes the homeschool community requests and to bolster training and programming for teachers and kids throughout the district.\u003c/p>\n\u003cp>\u003cstrong>FINANCIAL INCENTIVE\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Michigan has a \u003ca href=\"http://www.michigan.gov/mde/0,1607,7-140-6530_30334-106922--,00.html\" target=\"_blank\">Schools of Choice program\u003c/a>, which means families can choose where to send their children based on the programs offered, not only on where they live. School districts are competing to attract students, and the state funds that come with them. While many homeschool families aren’t interested in enrolling their children in public school full time, they see the benefit of taking a few classes if that means they have more access to funds to pay for instruction of their choice.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We bring a lot of money into the districts and they use the money to run our programs and have some left over.'\u003c/aside>\n\u003cp>\u003ca href=\"http://www.homeoftheshamrocks.org/\" target=\"_blank\">Berrien Springs\u003c/a> was one of the first districts to form a \u003ca href=\"http://www.berrienspringspartnership.com/\" target=\"_blank\">partnership with the homeschoolers\u003c/a> in the area. Homeschoolers don’t have to register with the state, making it hard to track how many families choose this option, but their part-time participation in Berrien Springs meant additional funds for the district.\u003c/p>\n\u003cp>“We bring a lot of money into the districts and they use the money to run our programs and have some left over,” said Cindy Fadel, a homeschool mom who helped launch partnerships around the state and coordinates one for \u003ca href=\"http://www.gulllakecs.org/site/default.aspx?PageID=1\" target=\"_blank\">Gull Lakes Community Schools\u003c/a>.\u003c/p>\n\u003cp>It’s expensive for homeschooling families to provide the music lessons, tutors and other opportunities they’d like their children to access. Getting help from the public schools -- which their tax money supports -- gave homeschooling families a tremendous lift and helped them overcome their distrust of the public system.\u003c/p>\n\u003cp>Based on age, most homeschool kids would be in K-8 grades in regular school. Elementary school is cheaper to operate and most can do so on state funds with some left over, said recently retired Berrien Springs Superintendent Jim Bermingham, who started the partnership.\u003c/p>\n\u003cp>In many districts those savings are pumped into secondary instruction, which is more expensive to provide. But with the extra money coming in from part-time homeschool students, Berrien Springs was able to fund high-level teacher training, summer programming for all students, a Project Lead the Way STEM program and other opportunities that the traditional public school kids and the homeschool kids could both access.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>What started as a financial incentive for both sides has resulted in a program that has broken down stereotypes, built trust and helped change ingrained notions of how instruction and learning can look both in and outside the system.\u003c/p>\n\u003cp>\u003cstrong>MORE CHOICE\u003c/strong>\u003c/p>\n\u003cp>Bermingham has no doubts that the partnership with homeschool families helped change his district for the better. “We became much more married to project-based instruction, to offering different learning opportunities to kids and parents based on what they want,” he said.\u003c/p>\n\u003cp>After the professional educators in his district got over their stereotypes about homeschool parents, they started learning from the student-directed, personally tailored, hands-on approach favored by homeschoolers.\u003c/p>\n\u003cp>“After they get a chance to see what reality is, then all of a sudden they are supportive of the concept that parents have a right to choose the method under which their kids will be educated,” Bermingham said.\u003c/p>\n\u003cp>Berrien Springs has found that offering choices both in coursework and type of instruction has given them a competitive edge. The district applied for and received a \u003ca href=\"https://www.michigan.gov/documents/mde/5-O-B_SeatTimeWaivers_329678_7.pdf\" target=\"_blank\">seat-time waiver\u003c/a> from the state, which allows 25 percent of its students to be educated using alternative methods that aren’t necessarily in the school building. Now the district has project-based learning programs, blended learning, traditional instruction, virtual school and this partnership with homeschoolers.\u003c/p>\n\u003cp>“We basically offer it all and let the parents determine, based on what they know of their child, the method of delivery,” Bermingham said. He also credits the homeschool community for bringing other innovations to the district, like a robotics club. The homeschoolers were asking for a \u003ca href=\"http://www.berrienspringspartnership.com/robotics.html\" target=\"_blank\">robotics class\u003c/a>, which they got, but a public school educator also got involved and together they formed a robotics club. Programs like this one provide great opportunities for the full-time public school students and the part-timers to get to know one another.\u003c/p>\n\u003cp>“There’s a suspicion of public school educators towards homeschool parents and children, but it goes the other way, too,” Bermingham said. “Once you develop trust and demonstrate the program is good for homeschool kids, then they keep coming.” In fact, after six years of the partnership, Berrien Springs now has about 600 homeschoolers participating.\u003c/p>\n\u003cp>“There’s a lot the public school has that we can use and there’s a lot we have that they can use,” Fadel said. “But you can’t push it together, you just have to co-mingle.”\u003c/p>\n\u003cp>Part of the law is that the alternative classes put together for the homeschoolers must be available to the full-time public school students, too. That provision has allowed parents and students interested in looking outside the traditional box to take advantage of the \u003ca href=\"http://www.berrienspringspartnership.com/what-is-dual-enrollment.html\" target=\"_blank\">dual enrollment\u003c/a> and early college programs that are central to many homeschool families’ curriculum.\u003c/p>\n\u003cp>But despite that freedom, Fadel says that of the 90 students she has helped enroll in early-college programs in Gull Lake, only five are traditional public school students. “It’s slow, partly because public school people are used to doing the same thing year after year, and they don’t know they have these opportunities,” said Kathy Joyce, another homeschool mom who has been \u003ca href=\"http://www.hshub.org/\" target=\"_blank\">instrumental in launching these partnerships\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>IT TAKES A SPECIFIC KIND OF LEADER\u003c/strong>\u003c/p>\n\u003cp>“You’ve got to have a superintendent who's willing to take the heat,” Fadel said. Most of the districts running homeschool partnerships are also interested in other innovations. These leaders often look at the law creatively and find ways to do the things they think will work best for kids.\u003c/p>\n\u003cp>“What I tried to create was some niche markets that would in essence give us the ability to entice different groups of parents and students to come to our district,” Bermingham said.\u003c/p>\n\u003cp>He’s a self-proclaimed “fixer” of troubled districts and has experience in both charter schools and traditional public schools. He lives by three principles: 1) don’t be a victim and do only the things the state clearly lays out; 2) be entrepreneurial, and; 3) be open-minded to the general dissatisfaction people feel toward the public schools.\u003c/p>\n\u003cp>“Too many districts are too concerned about what’s best for adults instead of what’s best for kids,” Bermingham said. He believes more districts don’t pursue ideas like the partnership or virtual school because leaders don’t want to battle the unions. The teachers of the alternative programs and of the virtual classes are not in the union, which can be a sticking point.\u003c/p>\n\u003cp>Bermingham instituted the partnership as a pilot, which gave him three years to experiment before he needed the union to sign off. By the end of the pilot, the union were on board because its members could see the extra money positively affecting everyone with very few drawbacks.\u003c/p>\n\u003cp>Bermingham attributes another part of his success to the fact that he worked with the state auditors from the beginning to make sure they agreed that Berrien Springs was in compliance with the law. This was an important step since district partnerships in other parts of the state have had more trouble with their auditors, who often want to shut these kinds of programs down.\u003c/p>\n\u003cp>And over time, choice has become part of the culture of the district. The stereotypes about homeschoolers are mostly gone, too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Five Clever Ideas to Spark Independent Reading by Kids",
"title": "Five Clever Ideas to Spark Independent Reading by Kids",
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"content": "\u003cp>There are so many concepts, skills and standards to be covered in any given school day, week or year that it can be easy to forget about one simple activity that promotes autonomy and starts students down a path of lifelong learning -- independent reading.\u003c/p>\n\u003cp>Kids are increasingly immersed in their digital devices, leading some adults to worry that reading for pleasure is in danger of disappearing. But creative school librarians are proving there are plenty of great ways to get kids excited about reading on their own.\u003c/p>\n\u003cp>“Reading is so social,” said \u003ca href=\"http://mluhtala.blogspot.com/\" target=\"_blank\">Michelle Luhtala\u003c/a>, librarian at New Caanan High School in Connecticut during an \u003ca href=\"http://edweb.net\" target=\"_blank\">edWeb webinar\u003c/a>. “The strongest reading programs have rules that you have to talk about what you’re reading.”\u003c/p>\n\u003cp>Luhtala is implementing plenty of innovative ideas to get kids reading in her school, but she also asked colleagues around the country to weigh in on great ideas to promote independent reading at every grade level.\u003c/p>\n\u003cp>\u003cstrong>1. Reading Clubs For Teachers\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Book clubs are nothing new, and some especially motivated teachers even participate in these kinds of discussions with Professional Learning Networks to push their practice forward. But many teachers have so much going on that book clubs slide to the back of the priority list, especially if they are expected to read kids books.\u003c/p>\n\u003cp>Tamara Cox knew time was her hurdle when she launched a book club for \u003ca href=\"http://www.anderson1.k12.sc.us/site/default.aspx?PageID=1\" target=\"_blank\">Anderson School District One \u003c/a>teachers in South Carolina. She lobbied the district to give continuing education units for participation, justifying her argument by linking a new tech tool to every book the group discussed.\u003c/p>\n\u003cp>With that incentive, a huge number of teachers wanted to participate in the program, so Cox broke them up into groups based on the age group they taught. Every month they read a book from a different genre or theme, casting a wide net with their choices.\u003c/p>\n\u003cp>“They were really adventurous; they opened it up to everything,” Luhtala said. Students were excited to see their teachers seriously discussing the graphic novels, manga and horror books that they might have chosen for themselves.\u003c/p>\n\u003cp>“What a great way to get your teachers to model reading for their students,” Luhtala said of the program. And, it had the added benefit of giving teachers and students common books to discuss. This might seem like a waste of time, but Cox found the program legitimized the kinds of books students love, introduced teachers to fun literature they might never have made time for, and sparked great conversations between the two groups.\u003c/p>\n\u003cp>“If you are confused about where to start, pick something that will surprise your teachers and jazzes your kids,” Luhtala recommended.\u003c/p>\n\u003cp>Along the way, Cox paired tech tools like Tellagami, iMovie, Puppet Pals, Venn Diagram, Trading Cards, Visual Poet and Chatter Pix (everyone’s favorite) with each genre. She encouraged kids to make book trailers for each title on the reading list, which involved students in the project, let them show their excitement about books and helped teachers understand how the various tech tools could be used in the classroom.\u003c/p>\n\u003cp>Crucially, Cox took a lot of feedback from teachers after the first teacher reading club. She’s working to tailor the experience even more to the needs of the classroom. The whole experience also helped build collaboration between teachers and their school librarian.\u003c/p>\n\u003cp>\u003cstrong>2. Genre-fy the Library\u003c/strong>\u003c/p>\n\u003cp>When \u003ca href=\"http://www.thelibraryfanatic.com/p/about.html\" target=\"_blank\">Sherry Gick\u003c/a> became the library and instructional technology specialist at \u003ca href=\"http://www.rcsd.k12.in.us/\" target=\"_blank\">Rossville Consolidated Schools\u003c/a> in Indiana, she was troubled that ever-younger students would tell her they hated reading. That promoted her big goal: make the district a place where independent reading thrived. After six years as a librarian, even substitute teachers tell her they notice how clear it is that kids love to read.\u003c/p>\n\u003cp>Gick worked to make the library a more student-centered place by moving the books into genre sections. This could be a librarian’s worst nightmare, but she let the kids help her decide which genres to use and where different books fit, emphasizing there was no right or wrong answer. Gick ended up classifying books into 10 genres: sports, history, realism, fantasy, supernatural, suspense (horror), mystery, classical, adventure and science fiction.\u003c/p>\n\u003cp>“The fact that she involved the kids in the discussion brings up that culture of reading,” Luhtala said. “They feel like they have ownership of this.” The middle school students did most of the classifying, which had the added benefit of emphasizing some Common Core standards like reading for information, scanning for the big idea and, of course, classifying. Many books fit in multiple genres, but since students got to decide, the library reflects their thinking.\u003c/p>\n\u003cp>When kids visit the library, Gick doesn’t ask them what they like to read. Instead, she asks them what movies, TV shows or video games they like in order to get them interacting with her in some way.\u003c/p>\n\u003cp>“Then you can steer them toward one section where they feel comfortable, so they have a space they can go,” Luhtala said. And often authors write books that fit into multiple genres. If a student discovers Rick Riordan through his famous \"Percy Jackson and the Olympians\" series, she may also read some of Riordan’s mysteries and discover a new genre.\u003c/p>\n\u003cp>Genre-fying the library meant that Gick had to split the Dewey system of ordering books. Rather than putting autobiographies of sports greats in one section and fiction about sports in another, she combined them. Taking this approach made location the highest priority and meant that she didn’t have to change all the spine labels.\u003c/p>\n\u003cp>Gick also worked with classroom teachers to bring K-8 classes into the library, where they got to choose their own books and read silently. High school classes did something similar, depending on the teacher. Gick makes sure the kids have lots of choices in terms of content, but also in format. She’s got paper books and ebooks, offers ways for kids to discuss books online and in person, and stays away from book quizzes.\u003c/p>\n\u003cp>All the librarians emphasized that conversations about books keep reading social, relevant and fun. For many students, personal interactions are becoming less common as life becomes more digitally focused.\u003c/p>\n\u003cp>“What’s being lost is the skill of conversation,” Luhtala said. “If we can use books to reintroduce that skill into our kids’ lives, that’s super powerful.”\u003c/p>\n\u003cp>\u003cstrong>3. Somewhat Virtual Book Clubs\u003c/strong>\u003c/p>\n\u003cp>Many librarians or English teachers have tried to start student book clubs to encourage independent reading and have seen them fall flat because of too little interest. Librarians across the country teamed up to make a more robust club that meets in person at individual schools and then online with peers across the country using Google Hangouts. They have a Goodreads page and Twitter hashtag (#SWVBC), calling themselves the \u003ca href=\"https://www.facebook.com/SomewhatVirtualBookClub\" target=\"_blank\">Somewhat Virtual Book Club\u003c/a>.\u003c/p>\n\u003cp>“It helps you to know what you believe in and maybe even question your own opinions about what’s happening in the world,” said Rosemary, a rising sophomore at New Caanan High School. She likes connecting with students on the other side of the country and discovering they’ve read the same Tumblr post she has or have really different ideas about a book they both read.\u003c/p>\n\u003cp>Other librarians and teachers are using the virtual world to connect students to the authors of books. The class will tweet at an author or invite her to Skype into the class for a few minutes. These real-world interactions can help reading feel more exciting for students.\u003c/p>\n\u003cp>\u003cstrong>4. Contests\u003c/strong>\u003c/p>\n\u003cp>In \u003ca href=\"http://www.pthsd.k12.nj.us/\" target=\"_blank\">Parsippany-Troy Hills\u003c/a>, New Jersey, \u003ca href=\"http://www.elissamalespina.com/\" target=\"_blank\">Elissa Malespina\u003c/a> has found a little friendly competition with a silly reward can go a long way to getting students reading. At the elementary level, she sets a goal for number of books each child should read. And when students reach the goal, a pre-determined silly-something happens: The principal might shave his head, or dye his hair red for a day, or participate in a dunk tank.\u003c/p>\n\u003cp>Meanwhile, at \u003ca href=\"http://www.whps.org/page.cfm?p=2309\" target=\"_blank\">Sedgwick Middle School\u003c/a> in Connecticut, Shannon McNeice has her students participating in \u003ca href=\"http://www.kidslitquiz.com/\" target=\"_blank\">Book Trivia Battles\u003c/a> at the local public library. Preparing for the battles means reading lots and lots of books. McNeice has found other ways to make reading social, too, launching an Instagram campaign called “What Are You Reading?” that has been fairly successful.\u003c/p>\n\u003cp>\u003cstrong>5. Book-A-Day Program\u003c/strong>\u003c/p>\n\u003cp>At \u003ca href=\"http://sanisloes.seattleschools.org/\" target=\"_blank\">Sanislo Elementary\u003c/a> in Seattle, Washington parent volunteers have started a book-a-day program where each student gets to borrow a new book every night. The books are tracked, and about 90 percent come back each day.\u003c/p>\n\u003cp>“It starts these conversations in the classroom,” Luhtala said. “Every day they’re having this rich dialogue about the book they got that day.”\u003c/p>\n\u003cp>All of these ideas get kids excited about reading, talking about what they’ve read, and developing the habit of reading. It’s an easy way to give students choice and broaden their horizons as standards require more specific kinds of reading in class. Many librarians have found that getting kids hooked on a series is a great way to extend reading into the summer, too.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Ultimately, cultivating independent readers must be about helping students find the joy in reading. That requires lots of choice, little judgment, many formats in which to read and lots of online, analog and face-to-face opportunities to share thoughts about the book.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There are so many concepts, skills and standards to be covered in any given school day, week or year that it can be easy to forget about one simple activity that promotes autonomy and starts students down a path of lifelong learning -- independent reading.\u003c/p>\n\u003cp>Kids are increasingly immersed in their digital devices, leading some adults to worry that reading for pleasure is in danger of disappearing. But creative school librarians are proving there are plenty of great ways to get kids excited about reading on their own.\u003c/p>\n\u003cp>“Reading is so social,” said \u003ca href=\"http://mluhtala.blogspot.com/\" target=\"_blank\">Michelle Luhtala\u003c/a>, librarian at New Caanan High School in Connecticut during an \u003ca href=\"http://edweb.net\" target=\"_blank\">edWeb webinar\u003c/a>. “The strongest reading programs have rules that you have to talk about what you’re reading.”\u003c/p>\n\u003cp>Luhtala is implementing plenty of innovative ideas to get kids reading in her school, but she also asked colleagues around the country to weigh in on great ideas to promote independent reading at every grade level.\u003c/p>\n\u003cp>\u003cstrong>1. Reading Clubs For Teachers\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Book clubs are nothing new, and some especially motivated teachers even participate in these kinds of discussions with Professional Learning Networks to push their practice forward. But many teachers have so much going on that book clubs slide to the back of the priority list, especially if they are expected to read kids books.\u003c/p>\n\u003cp>Tamara Cox knew time was her hurdle when she launched a book club for \u003ca href=\"http://www.anderson1.k12.sc.us/site/default.aspx?PageID=1\" target=\"_blank\">Anderson School District One \u003c/a>teachers in South Carolina. She lobbied the district to give continuing education units for participation, justifying her argument by linking a new tech tool to every book the group discussed.\u003c/p>\n\u003cp>With that incentive, a huge number of teachers wanted to participate in the program, so Cox broke them up into groups based on the age group they taught. Every month they read a book from a different genre or theme, casting a wide net with their choices.\u003c/p>\n\u003cp>“They were really adventurous; they opened it up to everything,” Luhtala said. Students were excited to see their teachers seriously discussing the graphic novels, manga and horror books that they might have chosen for themselves.\u003c/p>\n\u003cp>“What a great way to get your teachers to model reading for their students,” Luhtala said of the program. And, it had the added benefit of giving teachers and students common books to discuss. This might seem like a waste of time, but Cox found the program legitimized the kinds of books students love, introduced teachers to fun literature they might never have made time for, and sparked great conversations between the two groups.\u003c/p>\n\u003cp>“If you are confused about where to start, pick something that will surprise your teachers and jazzes your kids,” Luhtala recommended.\u003c/p>\n\u003cp>Along the way, Cox paired tech tools like Tellagami, iMovie, Puppet Pals, Venn Diagram, Trading Cards, Visual Poet and Chatter Pix (everyone’s favorite) with each genre. She encouraged kids to make book trailers for each title on the reading list, which involved students in the project, let them show their excitement about books and helped teachers understand how the various tech tools could be used in the classroom.\u003c/p>\n\u003cp>Crucially, Cox took a lot of feedback from teachers after the first teacher reading club. She’s working to tailor the experience even more to the needs of the classroom. The whole experience also helped build collaboration between teachers and their school librarian.\u003c/p>\n\u003cp>\u003cstrong>2. Genre-fy the Library\u003c/strong>\u003c/p>\n\u003cp>When \u003ca href=\"http://www.thelibraryfanatic.com/p/about.html\" target=\"_blank\">Sherry Gick\u003c/a> became the library and instructional technology specialist at \u003ca href=\"http://www.rcsd.k12.in.us/\" target=\"_blank\">Rossville Consolidated Schools\u003c/a> in Indiana, she was troubled that ever-younger students would tell her they hated reading. That promoted her big goal: make the district a place where independent reading thrived. After six years as a librarian, even substitute teachers tell her they notice how clear it is that kids love to read.\u003c/p>\n\u003cp>Gick worked to make the library a more student-centered place by moving the books into genre sections. This could be a librarian’s worst nightmare, but she let the kids help her decide which genres to use and where different books fit, emphasizing there was no right or wrong answer. Gick ended up classifying books into 10 genres: sports, history, realism, fantasy, supernatural, suspense (horror), mystery, classical, adventure and science fiction.\u003c/p>\n\u003cp>“The fact that she involved the kids in the discussion brings up that culture of reading,” Luhtala said. “They feel like they have ownership of this.” The middle school students did most of the classifying, which had the added benefit of emphasizing some Common Core standards like reading for information, scanning for the big idea and, of course, classifying. Many books fit in multiple genres, but since students got to decide, the library reflects their thinking.\u003c/p>\n\u003cp>When kids visit the library, Gick doesn’t ask them what they like to read. Instead, she asks them what movies, TV shows or video games they like in order to get them interacting with her in some way.\u003c/p>\n\u003cp>“Then you can steer them toward one section where they feel comfortable, so they have a space they can go,” Luhtala said. And often authors write books that fit into multiple genres. If a student discovers Rick Riordan through his famous \"Percy Jackson and the Olympians\" series, she may also read some of Riordan’s mysteries and discover a new genre.\u003c/p>\n\u003cp>Genre-fying the library meant that Gick had to split the Dewey system of ordering books. Rather than putting autobiographies of sports greats in one section and fiction about sports in another, she combined them. Taking this approach made location the highest priority and meant that she didn’t have to change all the spine labels.\u003c/p>\n\u003cp>Gick also worked with classroom teachers to bring K-8 classes into the library, where they got to choose their own books and read silently. High school classes did something similar, depending on the teacher. Gick makes sure the kids have lots of choices in terms of content, but also in format. She’s got paper books and ebooks, offers ways for kids to discuss books online and in person, and stays away from book quizzes.\u003c/p>\n\u003cp>All the librarians emphasized that conversations about books keep reading social, relevant and fun. For many students, personal interactions are becoming less common as life becomes more digitally focused.\u003c/p>\n\u003cp>“What’s being lost is the skill of conversation,” Luhtala said. “If we can use books to reintroduce that skill into our kids’ lives, that’s super powerful.”\u003c/p>\n\u003cp>\u003cstrong>3. Somewhat Virtual Book Clubs\u003c/strong>\u003c/p>\n\u003cp>Many librarians or English teachers have tried to start student book clubs to encourage independent reading and have seen them fall flat because of too little interest. Librarians across the country teamed up to make a more robust club that meets in person at individual schools and then online with peers across the country using Google Hangouts. They have a Goodreads page and Twitter hashtag (#SWVBC), calling themselves the \u003ca href=\"https://www.facebook.com/SomewhatVirtualBookClub\" target=\"_blank\">Somewhat Virtual Book Club\u003c/a>.\u003c/p>\n\u003cp>“It helps you to know what you believe in and maybe even question your own opinions about what’s happening in the world,” said Rosemary, a rising sophomore at New Caanan High School. She likes connecting with students on the other side of the country and discovering they’ve read the same Tumblr post she has or have really different ideas about a book they both read.\u003c/p>\n\u003cp>Other librarians and teachers are using the virtual world to connect students to the authors of books. The class will tweet at an author or invite her to Skype into the class for a few minutes. These real-world interactions can help reading feel more exciting for students.\u003c/p>\n\u003cp>\u003cstrong>4. Contests\u003c/strong>\u003c/p>\n\u003cp>In \u003ca href=\"http://www.pthsd.k12.nj.us/\" target=\"_blank\">Parsippany-Troy Hills\u003c/a>, New Jersey, \u003ca href=\"http://www.elissamalespina.com/\" target=\"_blank\">Elissa Malespina\u003c/a> has found a little friendly competition with a silly reward can go a long way to getting students reading. At the elementary level, she sets a goal for number of books each child should read. And when students reach the goal, a pre-determined silly-something happens: The principal might shave his head, or dye his hair red for a day, or participate in a dunk tank.\u003c/p>\n\u003cp>Meanwhile, at \u003ca href=\"http://www.whps.org/page.cfm?p=2309\" target=\"_blank\">Sedgwick Middle School\u003c/a> in Connecticut, Shannon McNeice has her students participating in \u003ca href=\"http://www.kidslitquiz.com/\" target=\"_blank\">Book Trivia Battles\u003c/a> at the local public library. Preparing for the battles means reading lots and lots of books. McNeice has found other ways to make reading social, too, launching an Instagram campaign called “What Are You Reading?” that has been fairly successful.\u003c/p>\n\u003cp>\u003cstrong>5. Book-A-Day Program\u003c/strong>\u003c/p>\n\u003cp>At \u003ca href=\"http://sanisloes.seattleschools.org/\" target=\"_blank\">Sanislo Elementary\u003c/a> in Seattle, Washington parent volunteers have started a book-a-day program where each student gets to borrow a new book every night. The books are tracked, and about 90 percent come back each day.\u003c/p>\n\u003cp>“It starts these conversations in the classroom,” Luhtala said. “Every day they’re having this rich dialogue about the book they got that day.”\u003c/p>\n\u003cp>All of these ideas get kids excited about reading, talking about what they’ve read, and developing the habit of reading. It’s an easy way to give students choice and broaden their horizons as standards require more specific kinds of reading in class. Many librarians have found that getting kids hooked on a series is a great way to extend reading into the summer, too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How Teaching With Symmetry Improves Math Understanding",
"title": "How Teaching With Symmetry Improves Math Understanding",
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"content": "\u003cp>There's a part of the brain that enables us to perceive magnitude -- we can compare loudness when hearing different tones or compare the number of dots in a group at a glance. Neuroscientists have identified this region responsible for perceptual comparison (the \u003ca href=\"https://en.wikipedia.org/wiki/Intraparietal_sulcus\" target=\"_blank\">intraparietal sulcus\u003c/a>) as linked to symbolic comparisons, including integers in math. That discovery led scientists to realize that symmetry plays a big role in how humans compare integers.\u003c/p>\n\u003caside class=\"pullquote alignright\">'On these problems where you have to learn new things, suddenly you see that symmetry stuff showing up and it's basically because kids had a much better structure to organize new ideas and new information.'\u003ccite>Dan Schwartz, Director of Stanford AAALab\u003c/cite>\u003c/aside>\n\u003cp>Building on this background research, Stanford education researchers tested a teaching strategy explicitly focused on using symmetry to teach integers to fourth-graders. They wanted to see if recruiting the visual symmetry parts of the brain would improve students’ facility and understanding of the concept. \u003ca href=\"http://aaalab.stanford.edu/wp-content/uploads/2015/05/Tsang2015LearningToSeeLessThanNothing.pdf\" target=\"_blank\">Their findings\u003c/a>, published in \"Cognition and Instruction\" in May, indicate that teaching with symmetry could have a big impact not just on students’ understanding of integers, but also on more advanced concepts that go well beyond the scope of instruction as well.\u003c/p>\n\u003cp>“Finding a fundamental discovery in neuroscience about how the brain is processing these numbers led us to realize the instruction needs to change,” said Daniel Schwartz, director of Stanford’s \u003ca href=\"http://aaalab.stanford.edu/\" target=\"_blank\">AAALab\u003c/a> and one of the authors of the study.\u003c/p>\n\u003cp>When people are asked to find the distance between a negative integer and a positive integer oriented in a blank space, they are able to do so much more quickly when the numbers are spaced around zero. For example, people can more quickly calculate the difference between -2 and 3 than they can -5 and 3. Furthermore, an fMRI scan of the brain while this calculation is taking place reveals that visual symmetry is in play.\u003c/p>\n\u003cfigure id=\"attachment_41239\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/BlocksRig-002.jpg\">\u003cimg class=\"wp-image-41239 size-thumbnail\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/BlocksRig-002-400x225.jpg\" alt=\"Researchers from Stanford's AAALab built a manipulative to emphasize symmetry and tested it on 4th graders.\" width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/BlocksRig-002-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/BlocksRig-002-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/BlocksRig-002-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/BlocksRig-002-1400x788.jpg 1400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/BlocksRig-002-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/BlocksRig-002-960x540.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Researchers from Stanford's AAALab built a manipulative to emphasize symmetry and tested it on fourth-graders. \u003ccite>(Courtesy of Jessica Tsang)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In math instruction “nobody had been focusing on the significance of zero, which is the reflection point,” Schwartz said. There are two common instructional methods used to teach integers in current curricula: the first uses distances on a number line, asking students to jump forward and backward between integers. The other uses the idea of cancellation, where students are taught that positive and negative numbers represent opposite quantities that cancel each other out.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The AAALab researchers split students into three groups and used these two accepted instructional models to teach integers to two of the groups. The third group used a custom-built manipulative that bends at zero so students could visually see the symmetry. All the groups played with hands-on manipulatives for a while to get the hang of the idea and then practiced problems using the condition they had been taught on computer games to increase their facility. Schwartz called this practice time “increasing the dosage.” At the end, researchers gave them all the same test.\u003c/p>\n\u003cp>[contextly_sidebar id=\"0WGscchUQTkXn2ClRWJuo8zQNzsK35gD\"]\u003c/p>\n\u003cp>Students in all three conditions performed well on the straightforward symbolic problems on the test, the core of the material that had been taught. Schwartz said that’s good because it shows that all the instruction given was good, and variables like poor teaching did not influence the results.\u003c/p>\n\u003cp>“The difference showed up on bigger problems, harder problems, where you really had to start organizing the numbers in your head,” Schwartz said. “You couldn’t just do fact retrieval.”\u003c/p>\n\u003cp>For example, one question asked: In a Tug of War game, the red team has five people and the blue team has three people. The blue team thought that was unfair, so they added four more players to their team. How many players does the red team now need to make the teams even? Another question asked about negative and positive fractions. Even without understanding fractions, students correctly found the mirrored version.\u003c/p>\n\u003cp>“On these problems where you have to learn new things, suddenly you see that symmetry stuff showing up and it’s basically because kids had a much better structure to organize new ideas and new information,” Schwartz explained.\u003c/p>\n\u003cp>\u003ca href=\"http://aaalab.stanford.edu/wp-content/uploads/2015/05/Tsang2015LearningToSeeLessThanNothing.pdf\">\u003cimg class=\"alignright size-full wp-image-41224\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Screen-shot-2015-07-17-at-1.39.18-PM.png\" alt=\"Screen shot 2015-07-17 at 1.39.18 PM\" width=\"515\" height=\"249\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-17-at-1.39.18-PM.png 515w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-17-at-1.39.18-PM-400x193.png 400w\" sizes=\"(max-width: 515px) 100vw, 515px\">\u003c/a>\u003c/p>\n\u003cp>And, even better in his mind, the test included a few questions that would be hard to solve using the symmetry method the test group learned. As Schwartz hoped, the students who were using the symmetry methods struggled with those problems. He said that’s good because it proves that the intervention improved their knowledge in a specific way, not just generally. The prowess the symmetry condition students showed on more difficult tasks and even pre-algebraic tasks was not a halo effect.\u003c/p>\n\u003cp>“It really showed [the intervention] improved them on many things we really care about and made them worse at something that we don’t care about,” Schwartz said.\u003c/p>\n\u003cp>The study points to a clear instructional method that could improve student learning not just on simple integer problems, but on many other concepts using symmetry. \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/26/why-kids-need-to-move-touch-and-experience-to-learn/\" target=\"_blank\">Students often struggle with the idea of equivalence\u003c/a>, but recruiting symmetry could provide the structure they need to grasp this concept that is so central to algebra.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The next step will be for someone to go out and build manipulatives that bend at 0, like the ones Schwartz’s lab fashioned for this experiment. He thinks it’s possible a computer program could simulate this idea as well, but it would need to make sure the student’s eyes were following the hands and focusing on the point of inflection.\u003c/p>\n\u003cfigure id=\"attachment_41251\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41251\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/manipulatives.jpeg\" alt=\"Researchers from Stanford's AAALab built a manipulative to emphasize symmetry and tested it on 4th graders.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/manipulatives.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/manipulatives-400x225.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/manipulatives-800x450.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/manipulatives-1440x810.jpeg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/manipulatives-1400x788.jpeg 1400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/manipulatives-1180x664.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/manipulatives-960x540.jpeg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Researchers from Stanford's AAALab built a manipulative to emphasize symmetry and tested it on 4th graders. \u003ccite>(Courtesy of Jessica Tsang)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There's a part of the brain that enables us to perceive magnitude -- we can compare loudness when hearing different tones or compare the number of dots in a group at a glance. Neuroscientists have identified this region responsible for perceptual comparison (the \u003ca href=\"https://en.wikipedia.org/wiki/Intraparietal_sulcus\" target=\"_blank\">intraparietal sulcus\u003c/a>) as linked to symbolic comparisons, including integers in math. That discovery led scientists to realize that symmetry plays a big role in how humans compare integers.\u003c/p>\n\u003caside class=\"pullquote alignright\">'On these problems where you have to learn new things, suddenly you see that symmetry stuff showing up and it's basically because kids had a much better structure to organize new ideas and new information.'\u003ccite>Dan Schwartz, Director of Stanford AAALab\u003c/cite>\u003c/aside>\n\u003cp>Building on this background research, Stanford education researchers tested a teaching strategy explicitly focused on using symmetry to teach integers to fourth-graders. They wanted to see if recruiting the visual symmetry parts of the brain would improve students’ facility and understanding of the concept. \u003ca href=\"http://aaalab.stanford.edu/wp-content/uploads/2015/05/Tsang2015LearningToSeeLessThanNothing.pdf\" target=\"_blank\">Their findings\u003c/a>, published in \"Cognition and Instruction\" in May, indicate that teaching with symmetry could have a big impact not just on students’ understanding of integers, but also on more advanced concepts that go well beyond the scope of instruction as well.\u003c/p>\n\u003cp>“Finding a fundamental discovery in neuroscience about how the brain is processing these numbers led us to realize the instruction needs to change,” said Daniel Schwartz, director of Stanford’s \u003ca href=\"http://aaalab.stanford.edu/\" target=\"_blank\">AAALab\u003c/a> and one of the authors of the study.\u003c/p>\n\u003cp>When people are asked to find the distance between a negative integer and a positive integer oriented in a blank space, they are able to do so much more quickly when the numbers are spaced around zero. For example, people can more quickly calculate the difference between -2 and 3 than they can -5 and 3. Furthermore, an fMRI scan of the brain while this calculation is taking place reveals that visual symmetry is in play.\u003c/p>\n\u003cfigure id=\"attachment_41239\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/BlocksRig-002.jpg\">\u003cimg class=\"wp-image-41239 size-thumbnail\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/BlocksRig-002-400x225.jpg\" alt=\"Researchers from Stanford's AAALab built a manipulative to emphasize symmetry and tested it on 4th graders.\" width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/BlocksRig-002-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/BlocksRig-002-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/BlocksRig-002-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/BlocksRig-002-1400x788.jpg 1400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/BlocksRig-002-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/BlocksRig-002-960x540.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Researchers from Stanford's AAALab built a manipulative to emphasize symmetry and tested it on fourth-graders. \u003ccite>(Courtesy of Jessica Tsang)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In math instruction “nobody had been focusing on the significance of zero, which is the reflection point,” Schwartz said. There are two common instructional methods used to teach integers in current curricula: the first uses distances on a number line, asking students to jump forward and backward between integers. The other uses the idea of cancellation, where students are taught that positive and negative numbers represent opposite quantities that cancel each other out.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The AAALab researchers split students into three groups and used these two accepted instructional models to teach integers to two of the groups. The third group used a custom-built manipulative that bends at zero so students could visually see the symmetry. All the groups played with hands-on manipulatives for a while to get the hang of the idea and then practiced problems using the condition they had been taught on computer games to increase their facility. Schwartz called this practice time “increasing the dosage.” At the end, researchers gave them all the same test.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Students in all three conditions performed well on the straightforward symbolic problems on the test, the core of the material that had been taught. Schwartz said that’s good because it shows that all the instruction given was good, and variables like poor teaching did not influence the results.\u003c/p>\n\u003cp>“The difference showed up on bigger problems, harder problems, where you really had to start organizing the numbers in your head,” Schwartz said. “You couldn’t just do fact retrieval.”\u003c/p>\n\u003cp>For example, one question asked: In a Tug of War game, the red team has five people and the blue team has three people. The blue team thought that was unfair, so they added four more players to their team. How many players does the red team now need to make the teams even? Another question asked about negative and positive fractions. Even without understanding fractions, students correctly found the mirrored version.\u003c/p>\n\u003cp>“On these problems where you have to learn new things, suddenly you see that symmetry stuff showing up and it’s basically because kids had a much better structure to organize new ideas and new information,” Schwartz explained.\u003c/p>\n\u003cp>\u003ca href=\"http://aaalab.stanford.edu/wp-content/uploads/2015/05/Tsang2015LearningToSeeLessThanNothing.pdf\">\u003cimg class=\"alignright size-full wp-image-41224\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Screen-shot-2015-07-17-at-1.39.18-PM.png\" alt=\"Screen shot 2015-07-17 at 1.39.18 PM\" width=\"515\" height=\"249\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-17-at-1.39.18-PM.png 515w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-17-at-1.39.18-PM-400x193.png 400w\" sizes=\"(max-width: 515px) 100vw, 515px\">\u003c/a>\u003c/p>\n\u003cp>And, even better in his mind, the test included a few questions that would be hard to solve using the symmetry method the test group learned. As Schwartz hoped, the students who were using the symmetry methods struggled with those problems. He said that’s good because it proves that the intervention improved their knowledge in a specific way, not just generally. The prowess the symmetry condition students showed on more difficult tasks and even pre-algebraic tasks was not a halo effect.\u003c/p>\n\u003cp>“It really showed [the intervention] improved them on many things we really care about and made them worse at something that we don’t care about,” Schwartz said.\u003c/p>\n\u003cp>The study points to a clear instructional method that could improve student learning not just on simple integer problems, but on many other concepts using symmetry. \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/26/why-kids-need-to-move-touch-and-experience-to-learn/\" target=\"_blank\">Students often struggle with the idea of equivalence\u003c/a>, but recruiting symmetry could provide the structure they need to grasp this concept that is so central to algebra.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The next step will be for someone to go out and build manipulatives that bend at 0, like the ones Schwartz’s lab fashioned for this experiment. He thinks it’s possible a computer program could simulate this idea as well, but it would need to make sure the student’s eyes were following the hands and focusing on the point of inflection.\u003c/p>\n\u003cfigure id=\"attachment_41251\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41251\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/manipulatives.jpeg\" alt=\"Researchers from Stanford's AAALab built a manipulative to emphasize symmetry and tested it on 4th graders.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/manipulatives.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/manipulatives-400x225.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/manipulatives-800x450.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/manipulatives-1440x810.jpeg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/manipulatives-1400x788.jpeg 1400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/manipulatives-1180x664.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/manipulatives-960x540.jpeg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Researchers from Stanford's AAALab built a manipulative to emphasize symmetry and tested it on 4th graders. \u003ccite>(Courtesy of Jessica Tsang)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Many freshmen coming into one of Nashville’s top public high schools are competent and fluent readers, but have a hard time reading deeply, making ninth grade a challenging year.\u003c/p>\n\u003cp>In general, English teacher Emily Moore said, nearly all of the freshmen she teaches at Hume-Fogg Academic High School -- a magnet school in downtown Nashville a few blocks from Music City’s famed honky-tonks -- have no experience in text analysis.\u003c/p>\n\u003cp>“They’re all great readers,” she said, noting that nearly 90 percent are reading at grade level. “But I have a hard time getting them to engage with the text, read for understanding and deeper meaning. I have a hard time getting them to read and think and write critically about fiction and nonfiction alike.”\u003c/p>\n\u003cp>Because of the advanced academics at Hume-Fogg, Moore and the team of English teachers have created standards that go above and beyond end-of-course exams and Common Core standards, and instead prepare them to take AP English in their junior and senior years.\u003c/p>\n\u003cp>Their English standards are broken down into categories: analysis of fiction; analysis of nonfiction; writing and essay writing in general, covering almost exclusively analytical writing (a big shift from middle school); vocabulary acquisition (a schoolwide program); and universal concepts in reading composition, using major texts of the English canon.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“No matter your major -- accounting, business, marketing, history, you name it -- making connections between what you’ve read in the past, current events and what you’re reading for class is essential.”\u003c/aside>\n\u003cp>While the team of teachers planned for text complexity to increase each year of high school, Moore said some backtracking is needed at the start of freshman year because many arrive in ninth grade unequipped -- not for the \u003ci>amount\u003c/i> of work, but for the specific kind of work that text analysis entails.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“In middle school, their English homework typically consisted of 10-15 minutes of reading before they fell asleep,” Moore said. “Now we’re asking them to treat a piece of reading as homework -- annotate the text, make connections, take notes. It’s a foreign concept to many.”\u003c/p>\n\u003cp>She said for many students who have always been fluent readers, slowing down is their main obstacle: “We deal with this objection from students: ‘I like to read, why can’t I just read?' But it’s just one of those skills -- even as adults, we miss so much because we’re going too fast.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"sRp08GxEQq3J7gFrlPVSmLufqc1HbZ5W\"]\u003c/p>\n\u003cp>She said the struggle for students to think and write critically about what they’ve read branches out into two categories: students who are not as good at reading as they think they are, and basic comprehension is lacking (many times, Moore said, this student even reads a lot of young adult books in middle school, which were enjoyable but probably too easy); and students who are able to read and think at a more complex level, but don’t take time to slow down and do a thorough job.\u003c/p>\n\u003cp>The second type has probably been successful at school up to this point, reading text and answering multiple-choice questions like those featured on most standardized tests. But Moore said that in order to prepare for college, students need to be able to do more.\u003c/p>\n\u003cp>Text analysis -- along with its close cousin, writing -- is a foundation of the college-prep track, and an essential skill to college success. Yet a majority of high school students are unprepared: 38 percent of \u003ca href=\"http://www.nationsreportcard.gov/reading_math_g12_2013/#/\">twelfth graders\u003c/a> and 36 percent of \u003ca href=\"http://www.nationsreportcard.gov/reading_math_2013/#/gains-percentiles\">eighth graders \u003c/a>scored proficient or above in reading according to the 2013 National Assessment of Educational Progress report. Nearly one in four students who attend a four-year college take at least \u003ca href=\"http://nces.ed.gov/pubs2013/2013013.pdf\">one remedial course\u003c/a> (for community colleges, the numbers are much higher).\u003c/p>\n\u003cp>Those who work with college students see the need for better reading skills in high school students. “They aren’t as generally prepared as they were when I first began teaching as a grad student a mere 10 years ago,” said Christopher Wolff, associate professor of anthropology at SUNY Plattsburgh, who teaches freshmen in his human evolution general education course. “We have to pick up the slack more, especially in their writing skills and critical thinking skills.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Several teachers interviewed for this story, including Wolff, remarked that they believe testing culture is at least partly responsible for the decline. Yet critical reading and writing will be used in college no matter what students study, and is essential to being successful. “No matter your major -- accounting, business, marketing, history, you name it -- making connections between what you’ve read in the past, current events and what you’re reading for class is essential,\" Moore said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“In middle school, their English homework typically consisted of 10-15 minutes of reading before they fell asleep,” Moore said. “Now we’re asking them to treat a piece of reading as homework -- annotate the text, make connections, take notes. It’s a foreign concept to many.”\u003c/p>\n\u003cp>She said for many students who have always been fluent readers, slowing down is their main obstacle: “We deal with this objection from students: ‘I like to read, why can’t I just read?' But it’s just one of those skills -- even as adults, we miss so much because we’re going too fast.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>She said the struggle for students to think and write critically about what they’ve read branches out into two categories: students who are not as good at reading as they think they are, and basic comprehension is lacking (many times, Moore said, this student even reads a lot of young adult books in middle school, which were enjoyable but probably too easy); and students who are able to read and think at a more complex level, but don’t take time to slow down and do a thorough job.\u003c/p>\n\u003cp>The second type has probably been successful at school up to this point, reading text and answering multiple-choice questions like those featured on most standardized tests. But Moore said that in order to prepare for college, students need to be able to do more.\u003c/p>\n\u003cp>Text analysis -- along with its close cousin, writing -- is a foundation of the college-prep track, and an essential skill to college success. Yet a majority of high school students are unprepared: 38 percent of \u003ca href=\"http://www.nationsreportcard.gov/reading_math_g12_2013/#/\">twelfth graders\u003c/a> and 36 percent of \u003ca href=\"http://www.nationsreportcard.gov/reading_math_2013/#/gains-percentiles\">eighth graders \u003c/a>scored proficient or above in reading according to the 2013 National Assessment of Educational Progress report. Nearly one in four students who attend a four-year college take at least \u003ca href=\"http://nces.ed.gov/pubs2013/2013013.pdf\">one remedial course\u003c/a> (for community colleges, the numbers are much higher).\u003c/p>\n\u003cp>Those who work with college students see the need for better reading skills in high school students. “They aren’t as generally prepared as they were when I first began teaching as a grad student a mere 10 years ago,” said Christopher Wolff, associate professor of anthropology at SUNY Plattsburgh, who teaches freshmen in his human evolution general education course. “We have to pick up the slack more, especially in their writing skills and critical thinking skills.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Several teachers interviewed for this story, including Wolff, remarked that they believe testing culture is at least partly responsible for the decline. Yet critical reading and writing will be used in college no matter what students study, and is essential to being successful. “No matter your major -- accounting, business, marketing, history, you name it -- making connections between what you’ve read in the past, current events and what you’re reading for class is essential,\" Moore said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Shelley Paul and Jill Gough had heard that doodling while taking notes could help improve memory and concept retention, but as instructional coaches they were reluctant to bring the idea to teachers without trying it out themselves first.\u003c/p>\n\u003cp>To give it a fair shot, Paul tried sketching all her notes from a two-day conference. By the end, her drawings had improved and she was convinced the approach could work for kids, too.\u003c/p>\n\u003cp>“It causes you to listen at a different level,” said Jill Gough, director of teaching and learning at \u003ca href=\"http://www.trinityatl.org/about_trinity/index.aspx\" target=\"_blank\">Trinity Schools\u003c/a>. Doodling has long been seen as a sign that students aren't paying attention. But it may be time to give doodling an image makeover.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I sat through two 45-minute lectures in high school social studies and not only was I super focused because I was doodling, I could also basically give the lecture afterwards.'\u003ccite>Shelley Paul, Director of learning design at Woodward Academy\u003c/cite>\u003c/aside>\n\u003cp>Paul and Gough began introducing the idea to teachers at their school slowly. A group would meet before school and listen to a TED talk, trying to sketch the big ideas. They would then share their drawings with one another and talk about why and how they represented ideas. Understanding that it’s important to model risk-taking for both teachers and students, Paul next tried taking sketchnotes in high school-level classes.\u003c/p>\n\u003cp>“I sat through two 45-minute lectures in high school social studies and not only was I super focused because I was doodling, I could also basically give the lecture afterwards,” said Paul, who is director of learning design at \u003ca href=\"http://www.woodward.edu/index.aspx\" target=\"_blank\">Woodward Academy\u003c/a>. “And if I look at the doodle again today for three to four minutes, I can basically remember it all again.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These experiences convinced Paul and Gough that something powerful happens when auditory learning is transposed into images. It didn’t take much to excite students about the idea.\u003c/p>\n\u003cp>“It really is amazing how much, with just a tiny bit of introduction, most kids will take to it,” Paul said.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignleft size-full wp-image-45053\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>\u003c/p>\n\u003cp>Teachers were more skeptical at first, but the approach and its results slowly won many of them over. A fifth-grade science teacher at Trinity was convinced when a student left his understanding of how magnets work on her desk -- a sheet of paper covered in drawings.\u003c/p>\n\u003cp>“What they can produce is beautiful and it makes them better listeners,” Gough said.\u003c/p>\n\u003cp>The practice also makes student learning visible and provides a valuable formative assessment tool. If a student sketches an interesting side note in the lesson, but misses the big themes, that will show up in her drawing. And when students share their drawings with one another, they have the chance to fill in the gaps in their knowledge, and drawings, while discussing the key ideas. Going over the drawings also solidifies the information for students.\u003c/p>\n\u003cp>“We’re using the collective brain to deepen all of our learning,” Paul said.\u003c/p>\n\u003cp>\u003cstrong>BASED IN NEUROSCIENCE\u003c/strong>\u003c/p>\n\u003cp>While doodling has often been seen as frivolous at best and distracting at worst, the idea of sketchnoting has grounding in neuroscience research about how to improve memory. When ideas and related concepts can be encapsulated in an image, the brain remembers the information associated with that image. \u003ca href=\"http://thankyoubrain.blogspot.com/\" target=\"_blank\">William Klemm\u003c/a>, a professor of neuroscience at Texas A&M University, says the process is akin to a zip file.\u003c/p>\n\u003cp>“This is a way to get your working memory to carry more,” Klemm said at a \u003ca href=\"http://www.learningandthebrain.com/\" target=\"_blank\">Learning and the Brain conference\u003c/a> in San Francisco.\u003c/p>\n\u003cfigure id=\"attachment_39945\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Antony-Julius_Caesar-3.jpg\">\u003cimg class=\"wp-image-39945 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-1440x1070.jpg\" alt=\"A ninth-grader's doodle of a discussion about Mark Antony's rhetorical strategies in Act 3 of 'Julius Caesar.'(Courtesy of Shelley Paul)\" width=\"640\" height=\"476\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-1440x1070.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-400x297.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-800x595.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-1180x877.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-768x571.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-320x238.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A ninth-grader's doodle of a discussion about Mark Antony's rhetorical strategies in Act 3 of 'Julius Caesar.'(Courtesy of Shelley Paul)\u003c/figcaption>\u003c/figure>\n\u003cp>Klemm advocates thinking in images and stringing them together into what he calls “story chains,” to vastly improve how much students can remember. Sketching notes makes these story chains visible and tangible.\u003c/p>\n\u003cp>“Teachers were amazed at the depth and diversity of what the kids produce, even the first time we tried this,” Paul said.\u003c/p>\n\u003cp>Gough and Paul were originally inspired by \u003ca href=\"http://www.ted.com/talks/sunni_brown?language=en\" target=\"_blank\">Sunni Brown’s TED Talk\u003c/a>, in which she tries to convince listeners that drawing plays a central role in learning. Later the two educators took Brown’s webinar, which helped give them useful tricks and, most importantly, the license to mess up, share their failures and keep practicing.\u003c/p>\n\u003cp>[ted id=1230]\u003c/p>\n\u003cp>And, while students take copious notes, they may not be retaining much of what they write down. When a student doodles, on the other hand, he is synthesizing the information, making choices about what’s important and encoding the memory in a new way.\u003c/p>\n\u003cp>“If we draw or sketch, that’s activating the visual pathway, so we’re using our audio senses to take in information. But our output is visual, so there isn’t that traffic jam,” Gough said.\u003c/p>\n\u003cp>It can be hard to sketchnote in real time and keep up with the flow of a lectures. But even that isn’t all bad. “Even the things you cut get attached to the things you did choose because you can take yourself back to that choice,” Paul said. The two educators have also experimented with using little sketches as ways to take notes in the margins of books.\u003c/p>\n\u003cp>\u003cstrong>DOODLING IN THE DIGITAL AGE\u003c/strong>\u003c/p>\n\u003cp>It may seem like doodling will become a thing of the past as schools increasingly move towards digital textbooks and notetaking. But Gough and Paul say there are always ways to adapt the practice and new affordances that technology can offer. Since many public school students can’t write in their paper textbooks anyway, perhaps they can sketch when they take notes virtually. Sketching with a stylus on a tablet, for example, could also offer some interesting new avenues for color and design that pen and paper don’t.\u003c/p>\n\u003cp>More than anything, Paul and Gough want to offer multiple entry points for students to access learning. While doodling works for some kids, it might not for others and that’s fine. What’s most important is that teachers allow for variation in learning styles, even when it is unfamiliar to them.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/functions-of-skin-life-sci-grade-7-lauren1-e1436963762566.jpg\">\u003cimg class=\"alignnone size-full wp-image-41149\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/functions-of-skin-life-sci-grade-7-lauren1-e1436963762566.jpg\" alt=\"functions-of-skin-life-sci-grade-7-lauren\" width=\"1920\" height=\"1456\">\u003c/a>\u003c/p>\n\u003cp>“If we are going to model lifelong learning for and with children and our colleagues, sometimes we have to be uncomfortable and try it,” Gough said.\u003c/p>\n\u003cp>Sketchnoting has become an important learning tool for these two educators, but they say it was just as important to practice public risk-taking.\u003c/p>\n\u003cp>Both women tweeted out their sketches from the very beginning -- a scary thing to do when the first pictures were mostly stick figures running off the page, but one that immediately helped generate support from other doodlers. Now Paul and Gough regularly share both their own drawings and their students’ work and growth.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n",
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"excerpt": "Schools are teaching sketchnoting as an innovative way to help students synthesize information that's important. Doodlers are making connections from what they hear to what they draw. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Shelley Paul and Jill Gough had heard that doodling while taking notes could help improve memory and concept retention, but as instructional coaches they were reluctant to bring the idea to teachers without trying it out themselves first.\u003c/p>\n\u003cp>To give it a fair shot, Paul tried sketching all her notes from a two-day conference. By the end, her drawings had improved and she was convinced the approach could work for kids, too.\u003c/p>\n\u003cp>“It causes you to listen at a different level,” said Jill Gough, director of teaching and learning at \u003ca href=\"http://www.trinityatl.org/about_trinity/index.aspx\" target=\"_blank\">Trinity Schools\u003c/a>. Doodling has long been seen as a sign that students aren't paying attention. But it may be time to give doodling an image makeover.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I sat through two 45-minute lectures in high school social studies and not only was I super focused because I was doodling, I could also basically give the lecture afterwards.'\u003ccite>Shelley Paul, Director of learning design at Woodward Academy\u003c/cite>\u003c/aside>\n\u003cp>Paul and Gough began introducing the idea to teachers at their school slowly. A group would meet before school and listen to a TED talk, trying to sketch the big ideas. They would then share their drawings with one another and talk about why and how they represented ideas. Understanding that it’s important to model risk-taking for both teachers and students, Paul next tried taking sketchnotes in high school-level classes.\u003c/p>\n\u003cp>“I sat through two 45-minute lectures in high school social studies and not only was I super focused because I was doodling, I could also basically give the lecture afterwards,” said Paul, who is director of learning design at \u003ca href=\"http://www.woodward.edu/index.aspx\" target=\"_blank\">Woodward Academy\u003c/a>. “And if I look at the doodle again today for three to four minutes, I can basically remember it all again.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These experiences convinced Paul and Gough that something powerful happens when auditory learning is transposed into images. It didn’t take much to excite students about the idea.\u003c/p>\n\u003cp>“It really is amazing how much, with just a tiny bit of introduction, most kids will take to it,” Paul said.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignleft size-full wp-image-45053\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>\u003c/p>\n\u003cp>Teachers were more skeptical at first, but the approach and its results slowly won many of them over. A fifth-grade science teacher at Trinity was convinced when a student left his understanding of how magnets work on her desk -- a sheet of paper covered in drawings.\u003c/p>\n\u003cp>“What they can produce is beautiful and it makes them better listeners,” Gough said.\u003c/p>\n\u003cp>The practice also makes student learning visible and provides a valuable formative assessment tool. If a student sketches an interesting side note in the lesson, but misses the big themes, that will show up in her drawing. And when students share their drawings with one another, they have the chance to fill in the gaps in their knowledge, and drawings, while discussing the key ideas. Going over the drawings also solidifies the information for students.\u003c/p>\n\u003cp>“We’re using the collective brain to deepen all of our learning,” Paul said.\u003c/p>\n\u003cp>\u003cstrong>BASED IN NEUROSCIENCE\u003c/strong>\u003c/p>\n\u003cp>While doodling has often been seen as frivolous at best and distracting at worst, the idea of sketchnoting has grounding in neuroscience research about how to improve memory. When ideas and related concepts can be encapsulated in an image, the brain remembers the information associated with that image. \u003ca href=\"http://thankyoubrain.blogspot.com/\" target=\"_blank\">William Klemm\u003c/a>, a professor of neuroscience at Texas A&M University, says the process is akin to a zip file.\u003c/p>\n\u003cp>“This is a way to get your working memory to carry more,” Klemm said at a \u003ca href=\"http://www.learningandthebrain.com/\" target=\"_blank\">Learning and the Brain conference\u003c/a> in San Francisco.\u003c/p>\n\u003cfigure id=\"attachment_39945\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Antony-Julius_Caesar-3.jpg\">\u003cimg class=\"wp-image-39945 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-1440x1070.jpg\" alt=\"A ninth-grader's doodle of a discussion about Mark Antony's rhetorical strategies in Act 3 of 'Julius Caesar.'(Courtesy of Shelley Paul)\" width=\"640\" height=\"476\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-1440x1070.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-400x297.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-800x595.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-1180x877.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-768x571.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-320x238.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A ninth-grader's doodle of a discussion about Mark Antony's rhetorical strategies in Act 3 of 'Julius Caesar.'(Courtesy of Shelley Paul)\u003c/figcaption>\u003c/figure>\n\u003cp>Klemm advocates thinking in images and stringing them together into what he calls “story chains,” to vastly improve how much students can remember. Sketching notes makes these story chains visible and tangible.\u003c/p>\n\u003cp>“Teachers were amazed at the depth and diversity of what the kids produce, even the first time we tried this,” Paul said.\u003c/p>\n\u003cp>Gough and Paul were originally inspired by \u003ca href=\"http://www.ted.com/talks/sunni_brown?language=en\" target=\"_blank\">Sunni Brown’s TED Talk\u003c/a>, in which she tries to convince listeners that drawing plays a central role in learning. Later the two educators took Brown’s webinar, which helped give them useful tricks and, most importantly, the license to mess up, share their failures and keep practicing.\u003c/p>\n\u003cp>[ted id=1230]\u003c/p>\n\u003cp>And, while students take copious notes, they may not be retaining much of what they write down. When a student doodles, on the other hand, he is synthesizing the information, making choices about what’s important and encoding the memory in a new way.\u003c/p>\n\u003cp>“If we draw or sketch, that’s activating the visual pathway, so we’re using our audio senses to take in information. But our output is visual, so there isn’t that traffic jam,” Gough said.\u003c/p>\n\u003cp>It can be hard to sketchnote in real time and keep up with the flow of a lectures. But even that isn’t all bad. “Even the things you cut get attached to the things you did choose because you can take yourself back to that choice,” Paul said. The two educators have also experimented with using little sketches as ways to take notes in the margins of books.\u003c/p>\n\u003cp>\u003cstrong>DOODLING IN THE DIGITAL AGE\u003c/strong>\u003c/p>\n\u003cp>It may seem like doodling will become a thing of the past as schools increasingly move towards digital textbooks and notetaking. But Gough and Paul say there are always ways to adapt the practice and new affordances that technology can offer. Since many public school students can’t write in their paper textbooks anyway, perhaps they can sketch when they take notes virtually. Sketching with a stylus on a tablet, for example, could also offer some interesting new avenues for color and design that pen and paper don’t.\u003c/p>\n\u003cp>More than anything, Paul and Gough want to offer multiple entry points for students to access learning. While doodling works for some kids, it might not for others and that’s fine. What’s most important is that teachers allow for variation in learning styles, even when it is unfamiliar to them.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/functions-of-skin-life-sci-grade-7-lauren1-e1436963762566.jpg\">\u003cimg class=\"alignnone size-full wp-image-41149\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/functions-of-skin-life-sci-grade-7-lauren1-e1436963762566.jpg\" alt=\"functions-of-skin-life-sci-grade-7-lauren\" width=\"1920\" height=\"1456\">\u003c/a>\u003c/p>\n\u003cp>“If we are going to model lifelong learning for and with children and our colleagues, sometimes we have to be uncomfortable and try it,” Gough said.\u003c/p>\n\u003cp>Sketchnoting has become an important learning tool for these two educators, but they say it was just as important to practice public risk-taking.\u003c/p>\n\u003cp>Both women tweeted out their sketches from the very beginning -- a scary thing to do when the first pictures were mostly stick figures running off the page, but one that immediately helped generate support from other doodlers. Now Paul and Gough regularly share both their own drawings and their students’ work and growth.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "The Key to Boosting English Learners' Language Skills? Challenging Content",
"title": "The Key to Boosting English Learners' Language Skills? Challenging Content",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>The English language learner population in the United States is growing quickly, posing a challenge for cash-strapped schools struggling to balance the diverse needs of learners. And while technology is becoming a more ubiquitous part of the school experience, it hasn’t always been used effectively to improve the language skills of English learners. A new curriculum using both online modules and teacher-led instruction developed by \u003ca href=\"https://www.middleburyinteractive.com/\" target=\"_blank\">Middlebury Interactive Languages\u003c/a> in partnership with \u003ca href=\"http://www.hartfordschools.org/\" target=\"_blank\">Hartford Public Schools\u003c/a> is showing promise as an engaging way for students working on their English skills to also access challenging content.\u003c/p>\n\u003cp>Middlebury Interactive Languages is known for its online world languages program, but the partnership with Hartford marks the company’s entry into developing a blended-learning program meant for students learning English. Middlebury used research showing that English language learners need to develop academic English to succeed in school, as well as motivation to learn a new language through challenging and interesting work. To that end, the ESL curriculum uses content from science, math, social studies and English language arts curriculum as the basis for building up language skills.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"None of the curricular components are watered down; we were able to take grade-level appropriate content and scaffold it so they can access it.\"\u003ccite>Monica Quinones, Hartford Public Schools director of English Language Learner Services\u003c/cite>\u003c/aside>\n\u003cp>“The whole process and developing these courses has been extremely collaborative with the real users,” said Aline Germain-Rutherford, chief academic officer for Middlebury Interactive Languages. “We take [the teacher and student] feedback and integrate that into our design.” For example, the Middlebury designers had little understanding of how much language a level one ELL student has. After looking at an initial prototype, Hartford educators came back to the company explaining areas that needed more background, context and clues to scaffold a student's understanding of texts.\u003c/p>\n\u003cp>Hartford educators have been pleased with the progress their 4th-8th grade students are making using the blended learning curriculum and with the collaboration generally. They are currently piloting the program in the eight schools with the highest population of English language learners. “The curriculum is not static,” said Mary-Beth Russo, a Hartford ELL coach about the program's flexibility. “It’s online, but you can take parts of it and build out, and it’s theme based.”\u003c/p>\n\u003cp>Before, Hartford used a typical model that included both helping English learners within their subject area classes and pulling them out to work on language specifically. If a class was reading \u003cem>The House on Mango Street\u003c/em>, the ELL teacher might try to front-load important vocabulary with students so they would have some idea of what was going on in the book, but often limited language skills still kept those students from participating in discussions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"vIvRpmNk8Nlb3210Hu6GtU4bJjGfYjn8\"]\u003c/p>\n\u003cp>In comparison, the Middlebury blended curriculum is grouped by overarching themes and subthemes. Each subtheme follows a predictable progression of modules that focus on vocabulary, reading, writing, listening and speaking. Students are working towards completing a project in each module. Since the curriculum is meant to be used as a supplement to in-person instruction, ESL teachers can build off the modules however they see fit, adding elements the connect explicitly back to curriculum in other classes or differentiating for individual students as they see fit.\u003c/p>\n\u003cp>\u003cstrong>RIGOROUS CONTENT\u003c/strong>\u003c/p>\n\u003cp>“None of the curricular components are watered down,” said Monica Quinones, director of English Language Learners Support Services for Hartford Public Schools. “That’s something we were very adamant about. We were able to take grade-level appropriate content and scaffold it so they can access it.”\u003c/p>\n\u003cp>That’s a big leap for a group of students who are often thought to be less smart because they don’t understand English as well. A big part of helping those students access their content coursework is to help them develop the academic English they will be expected to use throughout their school careers.\u003c/p>\n\u003cp>“A piece that’s really different is the rigor of the content,” Russo said. “We worked hard to align it to the Common Core.” For example, in sixth grade, Common Core State Standards recommend reading work by Frederick Douglass. Helping a student who only knows a few words of English understand this difficult text requires lots of supports.\u003c/p>\n\u003cp>The program does this by helping the learner deconstruct the text. Difficult words have pop-up boxes with visual, audio and written definitions. Activities are built in to help learners identify key words that signal an idea is being introduced or an example given. They work on identifying word roots, common prefixes and suffixes that give clues about whether the word is a noun or a verb and families of words.\u003c/p>\n\u003cp>The activities also use the well-worn practice of modeling by offering students examples of the written or oral statement they have been asked to produce. “We expect that at first the learner will model his sentence on the model,” Germain-Rutherford said. “And bit by bit, he will become more independent.”\u003c/p>\n\u003cp>Quinones and Russo said Hartford ESL teachers were wary of the pilot at first, believing the content would be too challenging for very new English speakers. “Now those teachers are coming back and saying they can’t believe the quality of work their students are producing,” Russo said.\u003c/p>\n\u003cp>\u003cstrong>GOOD INITIAL RESULTS\u003c/strong>\u003c/p>\n\u003cp>While Hartford won’t have real data for several more years, Russo and Quinones say students in the pilot courses are accelerating their reading, writing and speaking skills more quickly than those not in the course. They’ve shown improvement on benchmark tests and seem more engaged in their work. Teachers are reporting better attendance and, interestingly, more engagement from parents.\u003c/p>\n\u003cp>A big part of the curriculum is recognizing that students come with a culture and a set of skills from their first language that they can use to learn English. Rather than suppressing the first language, the curriculum celebrates it. “Research really shows that the more you help the students develop a multicultural and multilingual identity….the more students are engaged and motivated,” Germain-Rutherford said. The projects included in each module always connect back to the student’s culture. Students are encouraged to talk about who they are and where they come from in English. This celebration has in turn made parents feel more welcome at school.\u003c/p>\n\u003cp>“[Students are] so invested in learning,” Quinones said. “The discussions they have amongst each other, even if they aren’t in agreement, these are things we haven’t seen before.” Students even feel empowered to give direct feedback on the program to Middlebury. One student wrote to the Middlebury Interactive Languages CEO, Jane Swift, with some recommendations about the user interface and a complaint that his country’s flag wasn’t represented on the site.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Districts have to know what the program is and understand that there’s no silver bullet that’s going to answer everybody’s needs to grow ELLs overnight,” Russo said. But, after 28 years as an ELL teacher and coach, she says the Middlebury program is the best technology tool she’s seen. It’s flexible enough for teachers to incorporate their own lessons, provides a predictable path for students and engages them in high level work. Russo says it takes five to seven years for a child to acquire language, but she’s hoping in a few years time, the bet her district made on Middlebury will pay off.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The English language learner population in the United States is growing quickly, posing a challenge for cash-strapped schools struggling to balance the diverse needs of learners. And while technology is becoming a more ubiquitous part of the school experience, it hasn’t always been used effectively to improve the language skills of English learners. A new curriculum using both online modules and teacher-led instruction developed by \u003ca href=\"https://www.middleburyinteractive.com/\" target=\"_blank\">Middlebury Interactive Languages\u003c/a> in partnership with \u003ca href=\"http://www.hartfordschools.org/\" target=\"_blank\">Hartford Public Schools\u003c/a> is showing promise as an engaging way for students working on their English skills to also access challenging content.\u003c/p>\n\u003cp>Middlebury Interactive Languages is known for its online world languages program, but the partnership with Hartford marks the company’s entry into developing a blended-learning program meant for students learning English. Middlebury used research showing that English language learners need to develop academic English to succeed in school, as well as motivation to learn a new language through challenging and interesting work. To that end, the ESL curriculum uses content from science, math, social studies and English language arts curriculum as the basis for building up language skills.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"None of the curricular components are watered down; we were able to take grade-level appropriate content and scaffold it so they can access it.\"\u003ccite>Monica Quinones, Hartford Public Schools director of English Language Learner Services\u003c/cite>\u003c/aside>\n\u003cp>“The whole process and developing these courses has been extremely collaborative with the real users,” said Aline Germain-Rutherford, chief academic officer for Middlebury Interactive Languages. “We take [the teacher and student] feedback and integrate that into our design.” For example, the Middlebury designers had little understanding of how much language a level one ELL student has. After looking at an initial prototype, Hartford educators came back to the company explaining areas that needed more background, context and clues to scaffold a student's understanding of texts.\u003c/p>\n\u003cp>Hartford educators have been pleased with the progress their 4th-8th grade students are making using the blended learning curriculum and with the collaboration generally. They are currently piloting the program in the eight schools with the highest population of English language learners. “The curriculum is not static,” said Mary-Beth Russo, a Hartford ELL coach about the program's flexibility. “It’s online, but you can take parts of it and build out, and it’s theme based.”\u003c/p>\n\u003cp>Before, Hartford used a typical model that included both helping English learners within their subject area classes and pulling them out to work on language specifically. If a class was reading \u003cem>The House on Mango Street\u003c/em>, the ELL teacher might try to front-load important vocabulary with students so they would have some idea of what was going on in the book, but often limited language skills still kept those students from participating in discussions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>In comparison, the Middlebury blended curriculum is grouped by overarching themes and subthemes. Each subtheme follows a predictable progression of modules that focus on vocabulary, reading, writing, listening and speaking. Students are working towards completing a project in each module. Since the curriculum is meant to be used as a supplement to in-person instruction, ESL teachers can build off the modules however they see fit, adding elements the connect explicitly back to curriculum in other classes or differentiating for individual students as they see fit.\u003c/p>\n\u003cp>\u003cstrong>RIGOROUS CONTENT\u003c/strong>\u003c/p>\n\u003cp>“None of the curricular components are watered down,” said Monica Quinones, director of English Language Learners Support Services for Hartford Public Schools. “That’s something we were very adamant about. We were able to take grade-level appropriate content and scaffold it so they can access it.”\u003c/p>\n\u003cp>That’s a big leap for a group of students who are often thought to be less smart because they don’t understand English as well. A big part of helping those students access their content coursework is to help them develop the academic English they will be expected to use throughout their school careers.\u003c/p>\n\u003cp>“A piece that’s really different is the rigor of the content,” Russo said. “We worked hard to align it to the Common Core.” For example, in sixth grade, Common Core State Standards recommend reading work by Frederick Douglass. Helping a student who only knows a few words of English understand this difficult text requires lots of supports.\u003c/p>\n\u003cp>The program does this by helping the learner deconstruct the text. Difficult words have pop-up boxes with visual, audio and written definitions. Activities are built in to help learners identify key words that signal an idea is being introduced or an example given. They work on identifying word roots, common prefixes and suffixes that give clues about whether the word is a noun or a verb and families of words.\u003c/p>\n\u003cp>The activities also use the well-worn practice of modeling by offering students examples of the written or oral statement they have been asked to produce. “We expect that at first the learner will model his sentence on the model,” Germain-Rutherford said. “And bit by bit, he will become more independent.”\u003c/p>\n\u003cp>Quinones and Russo said Hartford ESL teachers were wary of the pilot at first, believing the content would be too challenging for very new English speakers. “Now those teachers are coming back and saying they can’t believe the quality of work their students are producing,” Russo said.\u003c/p>\n\u003cp>\u003cstrong>GOOD INITIAL RESULTS\u003c/strong>\u003c/p>\n\u003cp>While Hartford won’t have real data for several more years, Russo and Quinones say students in the pilot courses are accelerating their reading, writing and speaking skills more quickly than those not in the course. They’ve shown improvement on benchmark tests and seem more engaged in their work. Teachers are reporting better attendance and, interestingly, more engagement from parents.\u003c/p>\n\u003cp>A big part of the curriculum is recognizing that students come with a culture and a set of skills from their first language that they can use to learn English. Rather than suppressing the first language, the curriculum celebrates it. “Research really shows that the more you help the students develop a multicultural and multilingual identity….the more students are engaged and motivated,” Germain-Rutherford said. The projects included in each module always connect back to the student’s culture. Students are encouraged to talk about who they are and where they come from in English. This celebration has in turn made parents feel more welcome at school.\u003c/p>\n\u003cp>“[Students are] so invested in learning,” Quinones said. “The discussions they have amongst each other, even if they aren’t in agreement, these are things we haven’t seen before.” Students even feel empowered to give direct feedback on the program to Middlebury. One student wrote to the Middlebury Interactive Languages CEO, Jane Swift, with some recommendations about the user interface and a complaint that his country’s flag wasn’t represented on the site.\u003c/p>\n\u003cp>\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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