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"content": "\u003cfigure id=\"attachment_35320\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35320\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/happiness.jpg\" alt=\"Luca Nisalli\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/happiness.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/happiness-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/happiness-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Luca Nisalli\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Happiness isn't often a big topic of conversation in classrooms. Amidst the rush to meet standards, raise test scores, and provide engaging learning experiences, not to mention the daily chaos of students’ lives, many educators don't have much time to bring up issues around students' happiness.\u003c/p>\n\u003cp>But what if students could explore an important life lesson about how to identify and replicate happiness \u003cem>as\u003c/em> they're doing school work? That's the premise behind New Tech Network's \u003ca href=\"http://www.newtechnetwork.org/services/resources/global-happiness-project\">Global Happiness Project\u003c/a>. The driving question behind the project is this: What elements contribute to a happy and healthy society? More than 240 teachers across in 43 states and 11 countries are taking up that challenge.\u003c/p>\n\u003cp>As part of the project, students will discuss what it means to be happy and how happiness manifests in their own lives. Based on their personal definitions of happiness, they’ll develop a survey to give to a wider community in order to gauge the community’s definition of happiness. Students will then analyze the survey results and design a local or global advocacy project to improve happiness in their local community.\u003c/p>\n\u003cp>The project’s structure is fairly simple, and teachers have modified it in lots of creative ways to better fit with their own curriculum.\u003c/p>\n\u003cp>A high school in urban Cleveland has taken a unique approach to the Happiness Project. Led by an ambitious teacher who questions the high-stakes testing culture at a low-income school, she's asking students to look within. And rather than integrating the project into her course, Melissa Svigelj-Smith, who co-teaches an American Studies course combining American History and English II, decided to test out discussions of happiness with her group of students during advisory time, which meets for 45 minutes each day.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"05e724eae14ed31e91efafea24838f79\"]\u003c/p>\n\u003cp>“They all responded that seeing their friends at school made them happy, but school itself was not making them happy,” she said.\u003c/p>\n\u003cp>All students at New Tech West on the western side of Cleveland receive free and reduced price lunch, many are English Language Learners, and the student body is ethnically diverse.\u003c/p>\n\u003cp>“A lot of schools like ours are completely driven towards testing,” said Svigelj-Smith. “It inspired me to integrate some of that happiness and how to be happy and how to take control over your happiness into school.”\u003c/p>\n\u003cp>Svigelj-Smith’s students were constantly asking her why she was smiling, asking her about what she does outside of school. She also felt inspired by teenager \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/hacking-school-one-teenagers-path-to-happiness/\">Logan LaPlante’s Ted Talk\u003c/a> in which he describes schools as places that teach kids how to make a living, not how to live life. “Part of what he defined as success was health and happiness,” Svigelj-Smith said. She wasn’t sure her students knew how to be happy. “It was something I thought might give students a sense of empowerment over their lives,” Svigelj-Smith said.\u003c/p>\n\u003cp>Svigelj-Smith is trying to forcibly change that, asking her advisory students to mentor freshman. “Sometimes just pushing them in a direction that you think will benefit them, even when there’s resistance in the beginning, in the end they’re grateful,” she said. Her students recently did a presentation on how the work with freshman is going and reported a feeling of satisfaction for giving back to someone else successfully.\u003c/p>\n\u003cp>One of the hardest, but most rewarding tasks Svigelj-Smith has been working on this year is helping students to have a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/whats-your-learning-disposition-how-to-foster-students-mindsets/\">growth mindset about their learning\u003c/a>. Growth mindset is a term coined by the Stanford psychologist Carol Dweck, who found students who believe they can improve skills through hard work fair better. Some of Svigelj-Smith’s students with Individual Study Plans (ISPs) had never been told they were smart before. “That was really eye opening for them because they had been told prior that they were in this position and this is where they were going to stay,” Svigelj-Smith said.\u003c/p>\n\u003cp>She’s now trying to relate the idea of happiness to that of growth mindset, encouraging students to think about steps they can take to make themselves happier. She’s pushing them to set happiness goals and to imagine happiness as another mindset they can work towards. It’s a slow process, but Svigelj-Smith is glad it’s a topic that can take some pressure off the many tests 10th graders in Ohio have to take.\u003c/p>\n\u003cp>\u003cb>TAKING IT TO THE STREETS\u003c/b>\u003c/p>\n\u003cp>Sophomore English students in Valerie Hoover’s class at \u003ca href=\"http://rhs.zebras.net/\">Rochester High School\u003c/a> in rural Indiana, are reading the play \u003ca href=\"http://www.thorntonwilder.com/full-length-plays/our-town.html\">Our Town\u003c/a> and weaving elements of the happiness project into their analysis of the characters and setting within their reading. The driving question for Hoover’s class as they explore happiness is a quote from the Thornton Wilder play asked by Emily in the third Act: “Do any human being ever realize life while they live it?--every, every minute.”\u003c/p>\n\u003cp>“I had this in my mind, what I wanted to do in terms of the \u003ci>Our Town\u003c/i> book and that big question of, how do we make every moment feel important,” Hoover said. “I wanted to take that context and move it into the bigger community and how the little things we do everyday affect the community.”\u003c/p>\n\u003cp>To get at the question of what makes the larger community happy, Hoover’s students are researching the history of Rochester’s historic downtown to discover how the past might inform feelings about the present. Students will reach out to businesses owners for permission to post QR codes that will link to interactive descriptions of what used to stand in different local locations. That way community members can access students’ research.\u003c/p>\n\u003cp>Hoover wants to bring the whole project full circle by integrating individual happiness with community happiness. She’s asking her students to design and execute a community service project that will help increase Rochester’s level of happiness. “I’m really anxious to see their reaction to the research of our town and the community service aspect,” Hoover said. “I think they’ll run with it.”\u003c/p>\n\u003cp>Meanwhile the class’s deep dive into what makes people happy is surfacing again as students analyze \u003ci>Our Town\u003c/i>. Students are discussing difficult, philosophical ideas like whether the characters are happy or merely content, if there’s a difference between the two, and does one need one to have the other? “There are all these big open-ended questions that we’re getting into,” Hoover said.\u003c/p>\n\u003cp>In Indiana, all 10th graders have to take an end-of-year assessment that determines if they graduate high school, so there’s a lot of attention on writing skills, understanding how questions are phrased on that test, and completing tasks on time. Hoover described it not as teaching to the test, but an overall awareness that it’s there. She said the\u003ci> Our Town\u003c/i> happiness project has been a great way to get students practicing their analytical and writing skills.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35320\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35320\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/happiness.jpg\" alt=\"Luca Nisalli\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/happiness.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/happiness-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/happiness-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Luca Nisalli\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Happiness isn't often a big topic of conversation in classrooms. Amidst the rush to meet standards, raise test scores, and provide engaging learning experiences, not to mention the daily chaos of students’ lives, many educators don't have much time to bring up issues around students' happiness.\u003c/p>\n\u003cp>But what if students could explore an important life lesson about how to identify and replicate happiness \u003cem>as\u003c/em> they're doing school work? That's the premise behind New Tech Network's \u003ca href=\"http://www.newtechnetwork.org/services/resources/global-happiness-project\">Global Happiness Project\u003c/a>. The driving question behind the project is this: What elements contribute to a happy and healthy society? More than 240 teachers across in 43 states and 11 countries are taking up that challenge.\u003c/p>\n\u003cp>As part of the project, students will discuss what it means to be happy and how happiness manifests in their own lives. Based on their personal definitions of happiness, they’ll develop a survey to give to a wider community in order to gauge the community’s definition of happiness. Students will then analyze the survey results and design a local or global advocacy project to improve happiness in their local community.\u003c/p>\n\u003cp>The project’s structure is fairly simple, and teachers have modified it in lots of creative ways to better fit with their own curriculum.\u003c/p>\n\u003cp>A high school in urban Cleveland has taken a unique approach to the Happiness Project. Led by an ambitious teacher who questions the high-stakes testing culture at a low-income school, she's asking students to look within. And rather than integrating the project into her course, Melissa Svigelj-Smith, who co-teaches an American Studies course combining American History and English II, decided to test out discussions of happiness with her group of students during advisory time, which meets for 45 minutes each day.\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>“They all responded that seeing their friends at school made them happy, but school itself was not making them happy,” she said.\u003c/p>\n\u003cp>All students at New Tech West on the western side of Cleveland receive free and reduced price lunch, many are English Language Learners, and the student body is ethnically diverse.\u003c/p>\n\u003cp>“A lot of schools like ours are completely driven towards testing,” said Svigelj-Smith. “It inspired me to integrate some of that happiness and how to be happy and how to take control over your happiness into school.”\u003c/p>\n\u003cp>Svigelj-Smith’s students were constantly asking her why she was smiling, asking her about what she does outside of school. She also felt inspired by teenager \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/hacking-school-one-teenagers-path-to-happiness/\">Logan LaPlante’s Ted Talk\u003c/a> in which he describes schools as places that teach kids how to make a living, not how to live life. “Part of what he defined as success was health and happiness,” Svigelj-Smith said. She wasn’t sure her students knew how to be happy. “It was something I thought might give students a sense of empowerment over their lives,” Svigelj-Smith said.\u003c/p>\n\u003cp>Svigelj-Smith is trying to forcibly change that, asking her advisory students to mentor freshman. “Sometimes just pushing them in a direction that you think will benefit them, even when there’s resistance in the beginning, in the end they’re grateful,” she said. Her students recently did a presentation on how the work with freshman is going and reported a feeling of satisfaction for giving back to someone else successfully.\u003c/p>\n\u003cp>One of the hardest, but most rewarding tasks Svigelj-Smith has been working on this year is helping students to have a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/whats-your-learning-disposition-how-to-foster-students-mindsets/\">growth mindset about their learning\u003c/a>. Growth mindset is a term coined by the Stanford psychologist Carol Dweck, who found students who believe they can improve skills through hard work fair better. Some of Svigelj-Smith’s students with Individual Study Plans (ISPs) had never been told they were smart before. “That was really eye opening for them because they had been told prior that they were in this position and this is where they were going to stay,” Svigelj-Smith said.\u003c/p>\n\u003cp>She’s now trying to relate the idea of happiness to that of growth mindset, encouraging students to think about steps they can take to make themselves happier. She’s pushing them to set happiness goals and to imagine happiness as another mindset they can work towards. It’s a slow process, but Svigelj-Smith is glad it’s a topic that can take some pressure off the many tests 10th graders in Ohio have to take.\u003c/p>\n\u003cp>\u003cb>TAKING IT TO THE STREETS\u003c/b>\u003c/p>\n\u003cp>Sophomore English students in Valerie Hoover’s class at \u003ca href=\"http://rhs.zebras.net/\">Rochester High School\u003c/a> in rural Indiana, are reading the play \u003ca href=\"http://www.thorntonwilder.com/full-length-plays/our-town.html\">Our Town\u003c/a> and weaving elements of the happiness project into their analysis of the characters and setting within their reading. The driving question for Hoover’s class as they explore happiness is a quote from the Thornton Wilder play asked by Emily in the third Act: “Do any human being ever realize life while they live it?--every, every minute.”\u003c/p>\n\u003cp>“I had this in my mind, what I wanted to do in terms of the \u003ci>Our Town\u003c/i> book and that big question of, how do we make every moment feel important,” Hoover said. “I wanted to take that context and move it into the bigger community and how the little things we do everyday affect the community.”\u003c/p>\n\u003cp>To get at the question of what makes the larger community happy, Hoover’s students are researching the history of Rochester’s historic downtown to discover how the past might inform feelings about the present. Students will reach out to businesses owners for permission to post QR codes that will link to interactive descriptions of what used to stand in different local locations. That way community members can access students’ research.\u003c/p>\n\u003cp>Hoover wants to bring the whole project full circle by integrating individual happiness with community happiness. She’s asking her students to design and execute a community service project that will help increase Rochester’s level of happiness. “I’m really anxious to see their reaction to the research of our town and the community service aspect,” Hoover said. “I think they’ll run with it.”\u003c/p>\n\u003cp>Meanwhile the class’s deep dive into what makes people happy is surfacing again as students analyze \u003ci>Our Town\u003c/i>. Students are discussing difficult, philosophical ideas like whether the characters are happy or merely content, if there’s a difference between the two, and does one need one to have the other? “There are all these big open-ended questions that we’re getting into,” Hoover said.\u003c/p>\n\u003cp>In Indiana, all 10th graders have to take an end-of-year assessment that determines if they graduate high school, so there’s a lot of attention on writing skills, understanding how questions are phrased on that test, and completing tasks on time. Hoover described it not as teaching to the test, but an overall awareness that it’s there. She said the\u003ci> Our Town\u003c/i> happiness project has been a great way to get students practicing their analytical and writing skills.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_35238\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35238\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/space1-e1398279037576.jpg\" alt=\"space1\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/space1-e1398279037576.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/space1-e1398279037576-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/space1-e1398279037576-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Christina Farr\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">It took just a few weeks for a group of Boston-based teenagers to develop an affordable prosthetic hand for children. These teens took a brief hiatus from school to enroll in \u003ca href=\"https://cambridge.nuvustudio.com/discover\" target=\"_blank\">NuVu Studio\u003c/a>, a project-based learning program in Cambridge, Mass. that pairs students with real-world projects.\u003c/p>\n\u003cp>On their first day at NuVu, students were split into groups of 10, assigned a mentor (typically a doctoral student) and a theme, like “the future of global warming” or “balloon mapping.” In the most recent health-themed studio, one of these teams mocked up the prosthetic hand, after conducting interviews with patients, the families of amputees, physicians, and engineers in the Boston area. The students ultimately hacked MakerBot's original files to make their design on a 3D printer.\u003c/p>\n\u003cp>NuVu is the brainchild of Saeed Arida, a former PhD student from MIT who believes that young people should be taught to solve real-world problems, like using new materials to design higher-quality prosthetics.\u003c/p>\n\u003cp>\"Studios are not subjects in the traditional sense, as they involve finding a solution for a very real human problem,\" said Arida. \"What students do here is a very different kind of educational experience.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here's How NuVu describes the program:\u003c/p>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">NuVu is a full-time magnet innovation center for middle and high school students. NuVu’s pedagogy is based on the architectural Studio model and geared around multi-disciplinary, collaborative projects. We basically teach students how to navigate the messiness of the creative process, from inception to completion.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>No Courses:\u003c/strong> Instead, we have studios. Around 12 kids work closely with their 2 coaches on solving big (and small) open-ended problems.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>No Subjects:\u003c/strong> Instead, everything is fused together. Students find themselves moving between a studio that requires them to design a telepresence robot to another that requires them to re-imagine Boston with a cable car system.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>No Classrooms\u003c/strong>: Instead, we have an open space that changes all the time to adapt to the needs of every studio.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>No One-Hour Schedule:\u003c/strong> Instead, students spend two weeks from 9-3 solving one problem.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>No Grades:\u003c/strong> Instead, we have portfolios that document students' design decisions and show their final products.\u003c/p>\n\u003c/div>\n\u003cp>But can anyone visualize this happening in today's public schools? Project-based learning programs like NuVu are not particularly common throughout the U.S., with notable exceptions like \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/how-do-we-create-rich-learning-opportunities-for-all-students/\" target=\"_blank\">High Tech High\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/what-it-takes-to-become-a-project-based-school/\" target=\"_blank\">New Tech Network\u003c/a>. Most K-12 classrooms in America are fairly new to project-based learning, or don’t offer it at all. Typically speaking, only the most elite schools in the wealthiest neighborhoods can afford to experiment with PBL.\u003c/p>\n\u003cp>NuVu got its start by partnering with Beaver County Day School in Brookline, Mass., an elite independent school attended by the sons and daughters of Harvard and MIT graduates, which is positioning itself as digitally-savvy and progressive institution. Notably, it was the first U.S. school to make it a requirement for students to take computer programming lessons.\u003c/p>\n\u003cp>NuVu's program doesn't come cheap. It costs $8,000 per student per trimester. The company offers scholarships, and to Arida's credit, he's looking for ways to involve students from public schools in the area by forging partnerships with neighboring public schools to make NuVu available as an elective.\u003c/p>\n\u003cp>But for most entrepreneurs, selling schools (particularly budget-strapped public schools) on incorporating PBL programs into their core curriculum is an ongoing challenge.\u003c/p>\n\u003cp>“We haven’t seen many of these project-based learning programs scale rapidly,\" said Michael Staton, an investor at education-focused venture firm Learn Capital. \"Partnering with schools is fine if you can figure out how to do that efficiently,\" Staton added. \"But most entrepreneurs have no idea.\"\u003c/p>\n\u003cp>The crux of the problem, according to Staton, is that most schools are sticking to core subjects and the bell system, which doesn't leave much time for exploratory projects. Outside of school, most students can only access project-based programs online and in their own time. The best known services are \u003ca href=\"http://diy.org\" target=\"_blank\">DIY.org\u003c/a>, an instructional guide for budding makers, and the various project-based learn-to-code courses from \u003ca href=\"http://www.code.org\" target=\"_blank\">Code.org\u003c/a>, \u003ca href=\"https://generalassemb.ly/\" target=\"_blank\">General Assembly\u003c/a>, and \u003ca href=\"https://www.khanacademy.org/\" target=\"_blank\">Khan Academy\u003c/a>. But most high schoolers would tell you that they're already overwhelmed with juggling college admissions, after-school, clubs, volunteering and homework. Good luck adding another project to their plate.\u003c/p>\n\u003ch3>The Tide Is Turning\u003c/h3>\n\u003cp>To make PBL more mainstream, the change may need to come from within. There's a movement afoot to make project-based learning an integral part of every child’s education. Organizations like \u003ca href=\"www.p21.org/%E2%80%8E\" target=\"_blank\">P21\u003c/a> (Partnership for 21st Century Skills) and \u003ca href=\"https://www.buckinstitute.org/%E2%80%8E\" target=\"_blank\">Buck Institute\u003c/a> are helping to bridge the gap between entrepreneurs, businesses, teachers and state superintendents. P21 partners with representatives in 18 states, including Arizona, California, and Massachusetts, and provides teachers with tools and resources for project-based learning. In addition, the Bill and Melinda Gates Foundation habitually provides funding to PBL schools, particularly those that foster digital skills. These organizations' aim is bring PBL programs into classrooms, rather than expecting students to participate in their free time.\u003c/p>\n\u003cp>[contextly_sidebar id=\"e89b45862a810cde7c1e719b00f38e53\"]\u003c/p>\n\u003cp>Schools don't need to follow NuVu's model to the tee. In fact, this approach may seem radical, as students do not receive grades or formal examinations and the learning doesn't happen in physical classrooms. But teachers can take inspiration from NuVu and the various interactive online courses. For instance, Muscatine High School in Iowa has found success with its \u003ca href=\"http://www.g-squared.info/\" target=\"_blank\">G2 Global Generation Exponential Learning\u003c/a> initiative. High schoolers learn math and engineering in classrooms and by making water purification systems, or building statistical models for new bus routes. Younger students at middle school research trash statistics, and participate in oral history projects.\u003c/p>\n\u003cp>Arida hopes that NuVu's program will pave the way for ed-tech entrepreneurs to launch similar ventures in other states.\u003c/p>\n\u003cp>\"We're presenting a different way to think about education, he said. \"Students are empowered to be creative, and actually execute on their ideas. Isn't that the lesson we should be teaching our kids?\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Christina Farr is a San Francisco-based journalist covering health technology. She previously wrote for Venture Beat, The Bay Citizen and SFGate.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35238\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35238\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/space1-e1398279037576.jpg\" alt=\"space1\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/space1-e1398279037576.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/space1-e1398279037576-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/space1-e1398279037576-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Christina Farr\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">It took just a few weeks for a group of Boston-based teenagers to develop an affordable prosthetic hand for children. These teens took a brief hiatus from school to enroll in \u003ca href=\"https://cambridge.nuvustudio.com/discover\" target=\"_blank\">NuVu Studio\u003c/a>, a project-based learning program in Cambridge, Mass. that pairs students with real-world projects.\u003c/p>\n\u003cp>On their first day at NuVu, students were split into groups of 10, assigned a mentor (typically a doctoral student) and a theme, like “the future of global warming” or “balloon mapping.” In the most recent health-themed studio, one of these teams mocked up the prosthetic hand, after conducting interviews with patients, the families of amputees, physicians, and engineers in the Boston area. The students ultimately hacked MakerBot's original files to make their design on a 3D printer.\u003c/p>\n\u003cp>NuVu is the brainchild of Saeed Arida, a former PhD student from MIT who believes that young people should be taught to solve real-world problems, like using new materials to design higher-quality prosthetics.\u003c/p>\n\u003cp>\"Studios are not subjects in the traditional sense, as they involve finding a solution for a very real human problem,\" said Arida. \"What students do here is a very different kind of educational experience.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here's How NuVu describes the program:\u003c/p>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">NuVu is a full-time magnet innovation center for middle and high school students. NuVu’s pedagogy is based on the architectural Studio model and geared around multi-disciplinary, collaborative projects. We basically teach students how to navigate the messiness of the creative process, from inception to completion.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>No Courses:\u003c/strong> Instead, we have studios. Around 12 kids work closely with their 2 coaches on solving big (and small) open-ended problems.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>No Subjects:\u003c/strong> Instead, everything is fused together. Students find themselves moving between a studio that requires them to design a telepresence robot to another that requires them to re-imagine Boston with a cable car system.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>No Classrooms\u003c/strong>: Instead, we have an open space that changes all the time to adapt to the needs of every studio.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>No One-Hour Schedule:\u003c/strong> Instead, students spend two weeks from 9-3 solving one problem.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>No Grades:\u003c/strong> Instead, we have portfolios that document students' design decisions and show their final products.\u003c/p>\n\u003c/div>\n\u003cp>But can anyone visualize this happening in today's public schools? Project-based learning programs like NuVu are not particularly common throughout the U.S., with notable exceptions like \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/how-do-we-create-rich-learning-opportunities-for-all-students/\" target=\"_blank\">High Tech High\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/what-it-takes-to-become-a-project-based-school/\" target=\"_blank\">New Tech Network\u003c/a>. Most K-12 classrooms in America are fairly new to project-based learning, or don’t offer it at all. Typically speaking, only the most elite schools in the wealthiest neighborhoods can afford to experiment with PBL.\u003c/p>\n\u003cp>NuVu got its start by partnering with Beaver County Day School in Brookline, Mass., an elite independent school attended by the sons and daughters of Harvard and MIT graduates, which is positioning itself as digitally-savvy and progressive institution. Notably, it was the first U.S. school to make it a requirement for students to take computer programming lessons.\u003c/p>\n\u003cp>NuVu's program doesn't come cheap. It costs $8,000 per student per trimester. The company offers scholarships, and to Arida's credit, he's looking for ways to involve students from public schools in the area by forging partnerships with neighboring public schools to make NuVu available as an elective.\u003c/p>\n\u003cp>But for most entrepreneurs, selling schools (particularly budget-strapped public schools) on incorporating PBL programs into their core curriculum is an ongoing challenge.\u003c/p>\n\u003cp>“We haven’t seen many of these project-based learning programs scale rapidly,\" said Michael Staton, an investor at education-focused venture firm Learn Capital. \"Partnering with schools is fine if you can figure out how to do that efficiently,\" Staton added. \"But most entrepreneurs have no idea.\"\u003c/p>\n\u003cp>The crux of the problem, according to Staton, is that most schools are sticking to core subjects and the bell system, which doesn't leave much time for exploratory projects. Outside of school, most students can only access project-based programs online and in their own time. The best known services are \u003ca href=\"http://diy.org\" target=\"_blank\">DIY.org\u003c/a>, an instructional guide for budding makers, and the various project-based learn-to-code courses from \u003ca href=\"http://www.code.org\" target=\"_blank\">Code.org\u003c/a>, \u003ca href=\"https://generalassemb.ly/\" target=\"_blank\">General Assembly\u003c/a>, and \u003ca href=\"https://www.khanacademy.org/\" target=\"_blank\">Khan Academy\u003c/a>. But most high schoolers would tell you that they're already overwhelmed with juggling college admissions, after-school, clubs, volunteering and homework. Good luck adding another project to their plate.\u003c/p>\n\u003ch3>The Tide Is Turning\u003c/h3>\n\u003cp>To make PBL more mainstream, the change may need to come from within. There's a movement afoot to make project-based learning an integral part of every child’s education. Organizations like \u003ca href=\"www.p21.org/%E2%80%8E\" target=\"_blank\">P21\u003c/a> (Partnership for 21st Century Skills) and \u003ca href=\"https://www.buckinstitute.org/%E2%80%8E\" target=\"_blank\">Buck Institute\u003c/a> are helping to bridge the gap between entrepreneurs, businesses, teachers and state superintendents. P21 partners with representatives in 18 states, including Arizona, California, and Massachusetts, and provides teachers with tools and resources for project-based learning. In addition, the Bill and Melinda Gates Foundation habitually provides funding to PBL schools, particularly those that foster digital skills. These organizations' aim is bring PBL programs into classrooms, rather than expecting students to participate in their free time.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Schools don't need to follow NuVu's model to the tee. In fact, this approach may seem radical, as students do not receive grades or formal examinations and the learning doesn't happen in physical classrooms. But teachers can take inspiration from NuVu and the various interactive online courses. For instance, Muscatine High School in Iowa has found success with its \u003ca href=\"http://www.g-squared.info/\" target=\"_blank\">G2 Global Generation Exponential Learning\u003c/a> initiative. High schoolers learn math and engineering in classrooms and by making water purification systems, or building statistical models for new bus routes. Younger students at middle school research trash statistics, and participate in oral history projects.\u003c/p>\n\u003cp>Arida hopes that NuVu's program will pave the way for ed-tech entrepreneurs to launch similar ventures in other states.\u003c/p>\n\u003cp>\"We're presenting a different way to think about education, he said. \"Students are empowered to be creative, and actually execute on their ideas. Isn't that the lesson we should be teaching our kids?\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Christina Farr is a San Francisco-based journalist covering health technology. She previously wrote for Venture Beat, The Bay Citizen and SFGate.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Tapping Into the Potential of Games and Uninhibited Play for Learning",
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"headTitle": "The MindShift Guide to Digital Games and Learning | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_35195\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35195\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/78376979-e1398124877109.jpg\" alt=\"78376979\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/78376979-e1398124877109.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/78376979-e1398124877109-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/78376979-e1398124877109-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">\" credit=\"Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 1 of the \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Game-Based Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap\">By now, you’ve probably heard the buzzwords: “game-based learning” and “gamification” are pervading headlines in education coverage. Video games have always been popular with kids, but now increasingly, educators are trying to leverage the interactive power of video games for learning. Why? It turns out games are actually really good teachers.\u003c/p>\n\u003cp dir=\"ltr\">Think about the compounding way in which Angry Birds teaches the rules, one baby step at a time, one superpower after another. Video games teach players the skills needed to overcome particular kinds of challenges; then they require a demonstration of mastery in order to move onto the next level. Players may get three or four chances to show their ability to execute the new skill. If they fail, it’s back to the prior level. If they succeed, it’s on to the next.\u003c/p>\n\u003cp dir=\"ltr\">\u003cimg class=\"size-thumbnail wp-image-35200 alignright\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">Think about popular games, old and new: Pac-Man, Mario Brothers, Space Invaders, Minecraft. Even very small kids can learn to play really complex games. Kids play for hours until they master the game, until they discover the patterns. They talk about it with their friends. They share tips. They share tricks. They learn together.\u003c/p>\n\u003cp dir=\"ltr\">All games facilitate some kind of learning. Even games that are not meant to be educational teach kids something -- even if it's just the rules of the game. The learning is so effective that it deserves our attention. Educational psychologists study it. Sociologists study it. Neuroscientists study it. They're all trying to figure out what makes the great games work. In some cases, researchers are attempting to isolate and identify the attributes of video games that stimulate engagement and perseverance. It is this kind of research that has led to the “gamification” trend.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp dir=\"ltr\">Gamification is popular in advertising, human resources, coffee shop loyalty programs, ongoing fast food promotions. Think of McDonald’s Monopoly game as an early example of intentional gamification. In general, gamification attempts to superimpose the stimulating motivational aspects of the game world onto the life world.\u003c/p>\n\u003cp>Across the country, teachers are using gamification in their classrooms every day. They gamify learning by replacing grades with levels and merit badges. Rather than simply delivering lectures and then testing for retention, gamification manifests when teachers create project-based units where completion, or the demonstration of mastery, is what allows the student to move on.\u003c/p>\n\u003cp dir=\"ltr\">\n\u003caside class=\"pullquote alignleft\">When learning is structured like a game, students intuitively understand the cumulative nature of learning. They're motivated to master a compounding sequence of skills.\u003c/aside>\n\u003c/p>\n\u003cp dir=\"ltr\">Perhaps students receive badges recognizing the successful completion of each assignment. Maybe future learning units are imagined like sequential game worlds--a certain number of badges are required to \"open each portal.\" The portal is the next lesson or the next learning module. When learning is structured this way, students intuitively understand the cumulative nature of learning. They're motivated to master a compounding sequence of skills.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>TAPPING INTO THE NATURAL INSTINCT TO LEARN\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">Any teacher can implement a \"gamified\" approach fairly easily -- you don’t need tablets or laptop computers. It's a matter of reframing traditional assignments as inquiry-based individual or group projects. It's also a matter of employing a more mastery-based assessment strategy that’s grounded in \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/moving-towards-inquiry-how-to-reinvent-project-based-learning/\" target=\"_blank\">project-based learning \u003c/a>and understanding the motivational benefits of a more game-like structure. Done well, gamifying the classroom encourages students to be motivated by the excitement of moving on to new challenges. Gaming emotions like “Fiero” become a commonplace part of the learning experience. Fiero is the rush of excitement that gamers experience when they overcome challenges. In \u003ca href=\"http://www.amazon.com/Reality-Broken-Games-Better-Change/dp/0143120611/ref=sr_1_1?s=books&ie=UTF8&qid=1356197215&sr=1-1&keywords=reality+is+broken\">Reality is Broken, \u003c/a>a popular book that suggests ways to bring the wisdom of the game-world into the real-word, Jane McGonigal writes:\u003c/p>\n\u003cp dir=\"ltr\" style=\"padding-left: 30px\">Fiero, according to researchers at the Center for Interdisciplinary Brain Science Research at Stanford, is the emotion that first created the desire to leave the cave and conquer the world. It’s a craving for challenges that we can overcome, battles we can win, and dangers we can vanquish.\u003c/p>\n\u003cp dir=\"ltr\" style=\"padding-left: 30px\">Scientist have recently documented that fiero is one of the most powerful neurochemical highs we can experience. It involves three different structures of the reward circuitry of the brain, including the mesocorticolimbic center, which is most typically associated with reward and addiction. Fiero is a rush unlike any other rush, and the more challenging the obstacle we overcome, the more intense the fiero.\u003c/p>\n\u003cp dir=\"ltr\">Obviously, when researchers stick their microscopes in people’s brains they don’t find neuro-receptors with the word “fiero” scribbled on them like tiny calligraphy on a minuscule grain of rice. But the word “fiero” was chosen by researchers for a reason -- to signify a particular neurochemical phenomena. Why that word?\u003c/p>\n\u003cp dir=\"ltr\">The Italian word “fiero” comes from the same Latin root as our English word “fierce.” This is not only because the particular kind of pride that fiero describes makes us feel like an aggressive alpha predator at the top of the virtual food chain. Fiero also has to do with feeling of wildness. The Latin root “fiera” is also the origin of the English word “feral,” which means untamed or undomesticated.\u003c/p>\n\u003cp dir=\"ltr\">The feeling of fiero, then, is less about pride and more about being your untamed self. Fiero is about the way you feel when you are liberated from restrictions and constraints and enabled to just be uninhibited, to play free. Gamers want those little rushes of fiero because, in a way, it's the opposite of feeling self-conscious, of feeling like they need to conform. It neurochemically reminds them that they have the ability to respond in an unrestrained way to the immediate circumstances of the world around them.\u003c/p>\n\u003cp dir=\"ltr\">In the classroom, fiero makes students see that they're empowered players in their own education. They're released into the exciting adventure that learning can be. Without the intrinsic motivating power of fiero, however, gamification becomes nothing more than semantic spin: a language game in which a letter-based grade system is replaced by a points-based reward system. In these cases, gamification does little to address the shortcomings of a system that relies on high-stakes testing.\u003c/p>\n\u003cp dir=\"ltr\">Be wary of gamifying your classroom in a way that disempowers students through extrinsic rewards. Remember, it is not the gold stars, points, or smiley faces that motivate gamers (nor students). Stars, points, and badges are simply symbolic representations marking a task well-done. All teachers, however, can attempt to harness the motivational power of fiero.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>GAME-BASED LEARNING VS. GAMIFICATION\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">Game-based learning is another great way to empower your students to engage with intellectual problems. They get to experience the fiero rush that comes with knowing that they successfully overcame a challenge. That’s right: game-based learning is different from gamification. Gamification is about making a non-game into a game. Game-based learning usually refers to using actual digital video games as a classroom tool (although, traditional non electronic role playing and board games work exactly the same way, but perhaps not so efficiently), and there's a slew of video games, digital apps, and adaptive software platforms that can be used for instruction. Some are great, while others are not so helpful.\u003c/p>\n\u003cp dir=\"ltr\">[contextly_sidebar id=\"9a20200cf99c6e41e97e64e31b6300f5\"]\u003c/p>\n\u003cp>Each time we reframe class content in order to clarify something, we're reaching for a tool. Every time we try a different activity with the hope that this approach will deepen our students’ understanding, we're using a new tool. Teachers can never have too many tools in their tool boxes. Tools enable flexibility and great teaching requires being adaptable.\u003c/p>\n\u003cp dir=\"ltr\">This blog series is an in-depth guide to game-based teaching tools. It's about making it easy for you to adopt games for teaching. It's not that we want you to replace what you’re already doing with video games. Instead, we want you to supplement and compliment your already successful strategies with another potentially powerful tool.\u003c/p>\n\u003cp dir=\"ltr\">Over the next few weeks and months, we’ll explain the key ideas in game-based learning. We’ll discuss pedagogy, implementation, and assessment. We’ll summarize the research and provide suggestions for practical use. We’ll talk about the pros and cons of game-based learning. We’ll offer you a guide for adding games to your classroom.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003cbr>\n\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35195\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35195\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/78376979-e1398124877109.jpg\" alt=\"78376979\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/78376979-e1398124877109.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/78376979-e1398124877109-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/78376979-e1398124877109-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">\" credit=\"Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 1 of the \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Game-Based Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap\">By now, you’ve probably heard the buzzwords: “game-based learning” and “gamification” are pervading headlines in education coverage. Video games have always been popular with kids, but now increasingly, educators are trying to leverage the interactive power of video games for learning. Why? It turns out games are actually really good teachers.\u003c/p>\n\u003cp dir=\"ltr\">Think about the compounding way in which Angry Birds teaches the rules, one baby step at a time, one superpower after another. Video games teach players the skills needed to overcome particular kinds of challenges; then they require a demonstration of mastery in order to move onto the next level. Players may get three or four chances to show their ability to execute the new skill. If they fail, it’s back to the prior level. If they succeed, it’s on to the next.\u003c/p>\n\u003cp dir=\"ltr\">\u003cimg class=\"size-thumbnail wp-image-35200 alignright\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">Think about popular games, old and new: Pac-Man, Mario Brothers, Space Invaders, Minecraft. Even very small kids can learn to play really complex games. Kids play for hours until they master the game, until they discover the patterns. They talk about it with their friends. They share tips. They share tricks. They learn together.\u003c/p>\n\u003cp dir=\"ltr\">All games facilitate some kind of learning. Even games that are not meant to be educational teach kids something -- even if it's just the rules of the game. The learning is so effective that it deserves our attention. Educational psychologists study it. Sociologists study it. Neuroscientists study it. They're all trying to figure out what makes the great games work. In some cases, researchers are attempting to isolate and identify the attributes of video games that stimulate engagement and perseverance. It is this kind of research that has led to the “gamification” trend.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">Gamification is popular in advertising, human resources, coffee shop loyalty programs, ongoing fast food promotions. Think of McDonald’s Monopoly game as an early example of intentional gamification. In general, gamification attempts to superimpose the stimulating motivational aspects of the game world onto the life world.\u003c/p>\n\u003cp>Across the country, teachers are using gamification in their classrooms every day. They gamify learning by replacing grades with levels and merit badges. Rather than simply delivering lectures and then testing for retention, gamification manifests when teachers create project-based units where completion, or the demonstration of mastery, is what allows the student to move on.\u003c/p>\n\u003cp dir=\"ltr\">\n\u003caside class=\"pullquote alignleft\">When learning is structured like a game, students intuitively understand the cumulative nature of learning. They're motivated to master a compounding sequence of skills.\u003c/aside>\n\u003c/p>\n\u003cp dir=\"ltr\">Perhaps students receive badges recognizing the successful completion of each assignment. Maybe future learning units are imagined like sequential game worlds--a certain number of badges are required to \"open each portal.\" The portal is the next lesson or the next learning module. When learning is structured this way, students intuitively understand the cumulative nature of learning. They're motivated to master a compounding sequence of skills.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>TAPPING INTO THE NATURAL INSTINCT TO LEARN\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">Any teacher can implement a \"gamified\" approach fairly easily -- you don’t need tablets or laptop computers. It's a matter of reframing traditional assignments as inquiry-based individual or group projects. It's also a matter of employing a more mastery-based assessment strategy that’s grounded in \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/moving-towards-inquiry-how-to-reinvent-project-based-learning/\" target=\"_blank\">project-based learning \u003c/a>and understanding the motivational benefits of a more game-like structure. Done well, gamifying the classroom encourages students to be motivated by the excitement of moving on to new challenges. Gaming emotions like “Fiero” become a commonplace part of the learning experience. Fiero is the rush of excitement that gamers experience when they overcome challenges. In \u003ca href=\"http://www.amazon.com/Reality-Broken-Games-Better-Change/dp/0143120611/ref=sr_1_1?s=books&ie=UTF8&qid=1356197215&sr=1-1&keywords=reality+is+broken\">Reality is Broken, \u003c/a>a popular book that suggests ways to bring the wisdom of the game-world into the real-word, Jane McGonigal writes:\u003c/p>\n\u003cp dir=\"ltr\" style=\"padding-left: 30px\">Fiero, according to researchers at the Center for Interdisciplinary Brain Science Research at Stanford, is the emotion that first created the desire to leave the cave and conquer the world. It’s a craving for challenges that we can overcome, battles we can win, and dangers we can vanquish.\u003c/p>\n\u003cp dir=\"ltr\" style=\"padding-left: 30px\">Scientist have recently documented that fiero is one of the most powerful neurochemical highs we can experience. It involves three different structures of the reward circuitry of the brain, including the mesocorticolimbic center, which is most typically associated with reward and addiction. Fiero is a rush unlike any other rush, and the more challenging the obstacle we overcome, the more intense the fiero.\u003c/p>\n\u003cp dir=\"ltr\">Obviously, when researchers stick their microscopes in people’s brains they don’t find neuro-receptors with the word “fiero” scribbled on them like tiny calligraphy on a minuscule grain of rice. But the word “fiero” was chosen by researchers for a reason -- to signify a particular neurochemical phenomena. Why that word?\u003c/p>\n\u003cp dir=\"ltr\">The Italian word “fiero” comes from the same Latin root as our English word “fierce.” This is not only because the particular kind of pride that fiero describes makes us feel like an aggressive alpha predator at the top of the virtual food chain. Fiero also has to do with feeling of wildness. The Latin root “fiera” is also the origin of the English word “feral,” which means untamed or undomesticated.\u003c/p>\n\u003cp dir=\"ltr\">The feeling of fiero, then, is less about pride and more about being your untamed self. Fiero is about the way you feel when you are liberated from restrictions and constraints and enabled to just be uninhibited, to play free. Gamers want those little rushes of fiero because, in a way, it's the opposite of feeling self-conscious, of feeling like they need to conform. It neurochemically reminds them that they have the ability to respond in an unrestrained way to the immediate circumstances of the world around them.\u003c/p>\n\u003cp dir=\"ltr\">In the classroom, fiero makes students see that they're empowered players in their own education. They're released into the exciting adventure that learning can be. Without the intrinsic motivating power of fiero, however, gamification becomes nothing more than semantic spin: a language game in which a letter-based grade system is replaced by a points-based reward system. In these cases, gamification does little to address the shortcomings of a system that relies on high-stakes testing.\u003c/p>\n\u003cp dir=\"ltr\">Be wary of gamifying your classroom in a way that disempowers students through extrinsic rewards. Remember, it is not the gold stars, points, or smiley faces that motivate gamers (nor students). Stars, points, and badges are simply symbolic representations marking a task well-done. All teachers, however, can attempt to harness the motivational power of fiero.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>GAME-BASED LEARNING VS. GAMIFICATION\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">Game-based learning is another great way to empower your students to engage with intellectual problems. They get to experience the fiero rush that comes with knowing that they successfully overcame a challenge. That’s right: game-based learning is different from gamification. Gamification is about making a non-game into a game. Game-based learning usually refers to using actual digital video games as a classroom tool (although, traditional non electronic role playing and board games work exactly the same way, but perhaps not so efficiently), and there's a slew of video games, digital apps, and adaptive software platforms that can be used for instruction. Some are great, while others are not so helpful.\u003c/p>\n\u003cp dir=\"ltr\">\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Each time we reframe class content in order to clarify something, we're reaching for a tool. Every time we try a different activity with the hope that this approach will deepen our students’ understanding, we're using a new tool. Teachers can never have too many tools in their tool boxes. Tools enable flexibility and great teaching requires being adaptable.\u003c/p>\n\u003cp dir=\"ltr\">This blog series is an in-depth guide to game-based teaching tools. It's about making it easy for you to adopt games for teaching. It's not that we want you to replace what you’re already doing with video games. Instead, we want you to supplement and compliment your already successful strategies with another potentially powerful tool.\u003c/p>\n\u003cp dir=\"ltr\">Over the next few weeks and months, we’ll explain the key ideas in game-based learning. We’ll discuss pedagogy, implementation, and assessment. We’ll summarize the research and provide suggestions for practical use. We’ll talk about the pros and cons of game-based learning. We’ll offer you a guide for adding games to your classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003cbr>\n\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_35153\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35153\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/5350633605_3088f877b6_z-e1398095831568.jpg\" alt=\"5350633605_3088f877b6_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/5350633605_3088f877b6_z-e1398095831568.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/5350633605_3088f877b6_z-e1398095831568-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/5350633605_3088f877b6_z-e1398095831568-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Physically acting out a written text—as an actor would walk himself through the gestures and emotions of a soliloquy during rehearsal—is an effective way to \u003ca href=\"http://anniemurphypaul.com/2014/01/how-to-use-your-memory-the-way-actors-do/\" target=\"_blank\">commit that text to memory\u003c/a>. For adults, this process of enactment imbues abstract words with concrete meaning, fixing them more firmly in our minds.\u003c/p>\n\u003cp>For children, acting out words on the page can also yield benefits. Especially for beginning readers, physically moving objects or one’s own body can provide a crucial bridge between real-life people, things, and actions, and the printed words meant to represent them. Fluent readers take this correspondence for granted, but many children find it difficult to grasp.\u003c/p>\n\u003cp>In everyday life, after all, the words “dog” or “cup” are usually encountered when there’s an actual dog or cup around. But inside the pages of a book, words must be understood in the absence of such real-world “referents.” The research of Arthur Glenberg, a professor of psychology at Arizona State University, has demonstrated that when children are given the opportunity to act out a written text, their reading comprehension can actually \u003cem>double\u003c/em>.\u003c/p>\n\u003cp>In \u003ca href=\"http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=2004-18154-002\" target=\"_blank\">one\u003c/a> of his studies, Glenberg asked first- and second-graders to read stories about life on a farm. The children were also given farm-related toys, such as a miniature barn, tractor and cow. Half of the kids were directed to simply read the stories a second time. The other half were instructed to use the toys to act out what they were reading.\u003c/p>\n\u003cp>After reading the sentence “The farmer drove the tractor to the barn,” for example, the child would move the toy tractor over to the toy barn. Youngsters who acted out the sentences were better able to make inferences about the text, and they later remembered much more about the stories than those who merely reread them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In other \u003ca href=\"http://www.edweek.org/media/improvingreading-36read.pdf\" target=\"_blank\">studies\u003c/a>, Glenberg has found that the acting-out technique can help children solve word problems in math, too: elementary-school mathematics students who act out the text in word problems are more accurate in their calculations and more likely to reach the right answer. (In one such investigation, for example, students were asked to act out a zookeeper’s distribution of food to his animals while figuring out how many fish the hippos and alligators need.)\u003c/p>\n\u003cp>In these experiments, it seems that enacting the “story” told within the math problem helps students identify the information important for its solution: enacting made them 35 percent less likely to be distracted by irrelevant numbers or other details included in the problem.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Eventually, fluent readers become capable of “enacting” these scenarios in their heads (our brains appear always to be \u003ca href=\"http://anniemurphypaul.com/2014/04/what-happens-in-our-brains-as-we-read/\" target=\"_blank\">drawing on our experiences of bodily sensations and movements \u003c/a>as we read, creating mental simulations of the stories on the page). But while they’re still learning, less adept readers can benefit from seeing and feeling those printed words come to life under their hands.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35153\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35153\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/5350633605_3088f877b6_z-e1398095831568.jpg\" alt=\"5350633605_3088f877b6_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/5350633605_3088f877b6_z-e1398095831568.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/5350633605_3088f877b6_z-e1398095831568-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/5350633605_3088f877b6_z-e1398095831568-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Physically acting out a written text—as an actor would walk himself through the gestures and emotions of a soliloquy during rehearsal—is an effective way to \u003ca href=\"http://anniemurphypaul.com/2014/01/how-to-use-your-memory-the-way-actors-do/\" target=\"_blank\">commit that text to memory\u003c/a>. For adults, this process of enactment imbues abstract words with concrete meaning, fixing them more firmly in our minds.\u003c/p>\n\u003cp>For children, acting out words on the page can also yield benefits. Especially for beginning readers, physically moving objects or one’s own body can provide a crucial bridge between real-life people, things, and actions, and the printed words meant to represent them. Fluent readers take this correspondence for granted, but many children find it difficult to grasp.\u003c/p>\n\u003cp>In everyday life, after all, the words “dog” or “cup” are usually encountered when there’s an actual dog or cup around. But inside the pages of a book, words must be understood in the absence of such real-world “referents.” The research of Arthur Glenberg, a professor of psychology at Arizona State University, has demonstrated that when children are given the opportunity to act out a written text, their reading comprehension can actually \u003cem>double\u003c/em>.\u003c/p>\n\u003cp>In \u003ca href=\"http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=2004-18154-002\" target=\"_blank\">one\u003c/a> of his studies, Glenberg asked first- and second-graders to read stories about life on a farm. The children were also given farm-related toys, such as a miniature barn, tractor and cow. Half of the kids were directed to simply read the stories a second time. The other half were instructed to use the toys to act out what they were reading.\u003c/p>\n\u003cp>After reading the sentence “The farmer drove the tractor to the barn,” for example, the child would move the toy tractor over to the toy barn. Youngsters who acted out the sentences were better able to make inferences about the text, and they later remembered much more about the stories than those who merely reread them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In other \u003ca href=\"http://www.edweek.org/media/improvingreading-36read.pdf\" target=\"_blank\">studies\u003c/a>, Glenberg has found that the acting-out technique can help children solve word problems in math, too: elementary-school mathematics students who act out the text in word problems are more accurate in their calculations and more likely to reach the right answer. (In one such investigation, for example, students were asked to act out a zookeeper’s distribution of food to his animals while figuring out how many fish the hippos and alligators need.)\u003c/p>\n\u003cp>In these experiments, it seems that enacting the “story” told within the math problem helps students identify the information important for its solution: enacting made them 35 percent less likely to be distracted by irrelevant numbers or other details included in the problem.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Eventually, fluent readers become capable of “enacting” these scenarios in their heads (our brains appear always to be \u003ca href=\"http://anniemurphypaul.com/2014/04/what-happens-in-our-brains-as-we-read/\" target=\"_blank\">drawing on our experiences of bodily sensations and movements \u003c/a>as we read, creating mental simulations of the stories on the page). But while they’re still learning, less adept readers can benefit from seeing and feeling those printed words come to life under their hands.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Types of E-Books Are Best for Young Readers?",
"title": "What Types of E-Books Are Best for Young Readers?",
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"content": "\u003cfigure id=\"attachment_35009\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35009\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/photo-e1397493186490.jpg\" alt=\"photo\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/photo-e1397493186490.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/photo-e1397493186490-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/photo-e1397493186490-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Could e-books actually get in the way of reading?\u003c/p>\n\u003cp>That was the question explored in research \u003ca href=\"http://tinyurl.com/kq86xck\">presented\u003c/a> last week by Heather Ruetschlin Schugar, an associate professor at West Chester University, and her spouse Jordan T. Schugar, an instructor at the same institution. Speaking at the annual conference of the American Educational Research Association in Philadelphia, the Schugars reported the results of a study in which they asked middle school students to read either traditional printed books, or e-books on iPads. The students’ reading comprehension, the researchers found, was higher when they read conventional books. In a second study looking at students’ use of e-books created with Apple’s iBooks Author software, the Schugars discovered that the young readers often skipped over the text altogether, engaging instead with the books’ interactive visual features.\u003c/p>\n\u003cp>While their findings are suggestive—especially for parents and teachers who have questioned the value of e-books—they are preliminary, and based on small samples of students. More substance can be found in the Schugars’ previous work: for example, a \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1002/trtr.1168/abstract\">paper\u003c/a> they published last year with colleague Carol A. Smith in the journal \u003cem>The Reading Teacher\u003c/em>. In this study, the authors observed teachers and teachers-in-training as they used interactive e-books with children in kindergarten through sixth grade. (The e-books they examined are mobile apps, downloadable from online stores like iTunes.)\u003c/p>\n\u003cp>While young readers find these digital products very appealing, their multitude of features may diffuse children’s attention, interfering with their comprehension of the text, Smith and the Schugars found. It seems that the very “richness” of the multimedia environment that e-books provide—touted as their advantage over printed books—may actually overwhelm kids’ limited working memory, leading them to lose the thread of the narrative or to process the meaning of the story less deeply.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Parents and teachers should look for e-books that enhance and extend interactions with the text, rather than those that offer only distractions.\u003c/aside>\n\u003cp>This is especially true of what the authors call some e-books’ “gimmicks and distractions.” In the book \u003cem>Sir Charlie Stinky Socks and the Really Big Adventure\u003c/em>, for example, kids can touch “wiggly woos” to make the creatures emit noise and move around the screen. In another e-book, \u003cem>Rocket Learns to Read\u003c/em>, a bird flutters and sounds play continuously in the background.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Such unnecessary flourishes can interrupt the fluency of children’s reading and cause their comprehension to fragment, the authors found. They can also lead children to spend less time reading overall: One study cited by Smith and the Schugars reported that children spent 43% of their e-book engagement time playing games embedded in the e-books, rather than reading the text.\u003c/p>\n\u003cp>By contrast, the authors observe, some e-books offer multimedia features that actually enhance comprehension. In \u003cem>Miss Spider’s Tea Party\u003c/em>, for example, children hear the sound of Miss Spider drinking as they read the words “Miss Spider sipped her tea.” In another e-book, \u003cem>Wild About Books, \u003c/em>sounds of laughter ring out as the reader encounters the line “Hyenas shared jokes with the red-bellied snakes.”\u003cem>\u003c/em>\u003c/p>\n\u003cp>The quality of e-books for children varies wildly, the authors note: “Because the app market allows for the distribution of materials without the rigorous review process that is typical of traditional children’s book publishing, more caution is necessary for choosing high-quality texts.” They advise parents and teachers to look for e-books that enhance and extend interactions with the text, rather than those that offer only distractions; that promote interactions that are relatively brief rather than time-consuming; that provide supports for making text-based inferences or understanding difficult vocabulary; and that locate interactions on the same page as the text display, rather than on a separate screen. (E-books recommended by the authors are listed below.)\u003c/p>\n\u003cp>Once the e-books are selected, parents and teachers must also help children use the e-books effectively, write Smith and the Schugars. This can include familiarizing children with the basics of the device. Although adults may assume that their little “digital natives” will figure the gadgets out themselves, the researchers have found that children often do need adult guidance in operating e-readers. Parents and teachers should also assist children in transferring what they know about print reading to e-reading. Kids may not automatically apply reading skills they’ve learned on traditional books to e-books—and these skills, such as identifying the main idea and setting aside unimportant details, are especially crucial when reading e-books, because of the profusion of distractions they provide.\u003c/p>\n\u003cp>Lastly, adults should ensure that children are not over-using e-book features like the electronic dictionary or the “read to me” option. Young readers can often benefit from looking up the definition of a word with a click, but doing it too often will disrupt reading fluidity and therefore comprehension. Even without accessing the dictionary, children are able to glean the meaning of many words from context. Likewise, the read-to-me feature can be useful in decoding a difficult word, but when used too frequently it discourages kids from sounding out words on their own.\u003c/p>\n\u003cp>Research shows that children often read e-books “with minimal adult involvement,” Smith and the Schugars note. While we may assume that interactive e-books can entertain children all by themselves, it turns out that such products require more input from us than books on paper do.\u003c/p>\n\u003cp>\u003cstrong>Recommended E-Books\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>For beginning readers\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Blue Hat, Green Hat\u003c/em>, by Sandra Boynton\u003c/p>\n\u003cp>\u003cem>Go Clifford, Go!,\u003c/em> by Norman Bridwell\u003c/p>\n\u003cp>\u003cem>Meet Biscuit\u003c/em>, by Alyssa Capucilli\u003cbr>\n\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003cem>Nickelby Swift, Kitten Catastrophe\u003c/em>, by Ben Hecht\u003c/p>\n\u003cp>\u003cem>Miss Spider’s Tea Party\u003c/em>, by David Kirk\u003c/p>\n\u003cp>\u003cem>A Fine Musician\u003c/em>, by Lucy Thomson\u003c/p>\n\u003cp>\u003cstrong>For fluent readers\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Slice of Bread Goes to the Beach\u003c/em>, by Glenn Melenhorst\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003cem>Who Would Win? Killer Whale vs. Great White Shark\u003c/em>, by Jerry Pallotta\u003c/p>\n\u003cp>\u003cem>Wild About Books\u003c/em>, by Judy Sierra\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>The Artifacts\u003c/em>, by Lynley Stace and Dan Hare\u003c/p>\n\n",
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"excerpt": "Could e-books actually get in the way of reading? In a study looking at students’ use of e-books created with Apple’s iBooks Author software, the Schugars discovered that the young readers often skipped over the text altogether, engaging instead with the books’ interactive visual features.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35009\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35009\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/photo-e1397493186490.jpg\" alt=\"photo\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/photo-e1397493186490.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/photo-e1397493186490-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/photo-e1397493186490-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Could e-books actually get in the way of reading?\u003c/p>\n\u003cp>That was the question explored in research \u003ca href=\"http://tinyurl.com/kq86xck\">presented\u003c/a> last week by Heather Ruetschlin Schugar, an associate professor at West Chester University, and her spouse Jordan T. Schugar, an instructor at the same institution. Speaking at the annual conference of the American Educational Research Association in Philadelphia, the Schugars reported the results of a study in which they asked middle school students to read either traditional printed books, or e-books on iPads. The students’ reading comprehension, the researchers found, was higher when they read conventional books. In a second study looking at students’ use of e-books created with Apple’s iBooks Author software, the Schugars discovered that the young readers often skipped over the text altogether, engaging instead with the books’ interactive visual features.\u003c/p>\n\u003cp>While their findings are suggestive—especially for parents and teachers who have questioned the value of e-books—they are preliminary, and based on small samples of students. More substance can be found in the Schugars’ previous work: for example, a \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1002/trtr.1168/abstract\">paper\u003c/a> they published last year with colleague Carol A. Smith in the journal \u003cem>The Reading Teacher\u003c/em>. In this study, the authors observed teachers and teachers-in-training as they used interactive e-books with children in kindergarten through sixth grade. (The e-books they examined are mobile apps, downloadable from online stores like iTunes.)\u003c/p>\n\u003cp>While young readers find these digital products very appealing, their multitude of features may diffuse children’s attention, interfering with their comprehension of the text, Smith and the Schugars found. It seems that the very “richness” of the multimedia environment that e-books provide—touted as their advantage over printed books—may actually overwhelm kids’ limited working memory, leading them to lose the thread of the narrative or to process the meaning of the story less deeply.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Parents and teachers should look for e-books that enhance and extend interactions with the text, rather than those that offer only distractions.\u003c/aside>\n\u003cp>This is especially true of what the authors call some e-books’ “gimmicks and distractions.” In the book \u003cem>Sir Charlie Stinky Socks and the Really Big Adventure\u003c/em>, for example, kids can touch “wiggly woos” to make the creatures emit noise and move around the screen. In another e-book, \u003cem>Rocket Learns to Read\u003c/em>, a bird flutters and sounds play continuously in the background.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Such unnecessary flourishes can interrupt the fluency of children’s reading and cause their comprehension to fragment, the authors found. They can also lead children to spend less time reading overall: One study cited by Smith and the Schugars reported that children spent 43% of their e-book engagement time playing games embedded in the e-books, rather than reading the text.\u003c/p>\n\u003cp>By contrast, the authors observe, some e-books offer multimedia features that actually enhance comprehension. In \u003cem>Miss Spider’s Tea Party\u003c/em>, for example, children hear the sound of Miss Spider drinking as they read the words “Miss Spider sipped her tea.” In another e-book, \u003cem>Wild About Books, \u003c/em>sounds of laughter ring out as the reader encounters the line “Hyenas shared jokes with the red-bellied snakes.”\u003cem>\u003c/em>\u003c/p>\n\u003cp>The quality of e-books for children varies wildly, the authors note: “Because the app market allows for the distribution of materials without the rigorous review process that is typical of traditional children’s book publishing, more caution is necessary for choosing high-quality texts.” They advise parents and teachers to look for e-books that enhance and extend interactions with the text, rather than those that offer only distractions; that promote interactions that are relatively brief rather than time-consuming; that provide supports for making text-based inferences or understanding difficult vocabulary; and that locate interactions on the same page as the text display, rather than on a separate screen. (E-books recommended by the authors are listed below.)\u003c/p>\n\u003cp>Once the e-books are selected, parents and teachers must also help children use the e-books effectively, write Smith and the Schugars. This can include familiarizing children with the basics of the device. Although adults may assume that their little “digital natives” will figure the gadgets out themselves, the researchers have found that children often do need adult guidance in operating e-readers. Parents and teachers should also assist children in transferring what they know about print reading to e-reading. Kids may not automatically apply reading skills they’ve learned on traditional books to e-books—and these skills, such as identifying the main idea and setting aside unimportant details, are especially crucial when reading e-books, because of the profusion of distractions they provide.\u003c/p>\n\u003cp>Lastly, adults should ensure that children are not over-using e-book features like the electronic dictionary or the “read to me” option. Young readers can often benefit from looking up the definition of a word with a click, but doing it too often will disrupt reading fluidity and therefore comprehension. Even without accessing the dictionary, children are able to glean the meaning of many words from context. Likewise, the read-to-me feature can be useful in decoding a difficult word, but when used too frequently it discourages kids from sounding out words on their own.\u003c/p>\n\u003cp>Research shows that children often read e-books “with minimal adult involvement,” Smith and the Schugars note. While we may assume that interactive e-books can entertain children all by themselves, it turns out that such products require more input from us than books on paper do.\u003c/p>\n\u003cp>\u003cstrong>Recommended E-Books\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>For beginning readers\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Blue Hat, Green Hat\u003c/em>, by Sandra Boynton\u003c/p>\n\u003cp>\u003cem>Go Clifford, Go!,\u003c/em> by Norman Bridwell\u003c/p>\n\u003cp>\u003cem>Meet Biscuit\u003c/em>, by Alyssa Capucilli\u003cbr>\n\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003cem>Nickelby Swift, Kitten Catastrophe\u003c/em>, by Ben Hecht\u003c/p>\n\u003cp>\u003cem>Miss Spider’s Tea Party\u003c/em>, by David Kirk\u003c/p>\n\u003cp>\u003cem>A Fine Musician\u003c/em>, by Lucy Thomson\u003c/p>\n\u003cp>\u003cstrong>For fluent readers\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Slice of Bread Goes to the Beach\u003c/em>, by Glenn Melenhorst\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003cem>Who Would Win? Killer Whale vs. Great White Shark\u003c/em>, by Jerry Pallotta\u003c/p>\n\u003cp>\u003cem>Wild About Books\u003c/em>, by Judy Sierra\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>The Artifacts\u003c/em>, by Lynley Stace and Dan Hare\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Schools Use Student Data to Find Signs of Trouble, Help Struggling Kids",
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"content": "\u003cfigure id=\"attachment_34972\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/data_school_edit-b4b3e7f29185f0fa08f9ec6af65fefe78cede41f-e1397085655940.jpg\">\u003cimg class=\"size-large wp-image-34972\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/data_school_edit-b4b3e7f29185f0fa08f9ec6af65fefe78cede41f-e1397085655940-640x406.jpg\" alt=\"Student Mack Godbee and mentor Natasha Santana-Viera go over Godbee's report card. Godbee's performance has improved since a data monitoring program identified him as a dropout risk.\" width=\"640\" height=\"406\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student Mack Godbee and mentor Natasha Santana-Viera go over Godbee's report card. Godbee's performance has improved since a data monitoring program identified him as a dropout risk.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Sammy Mack\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">At Miami Carol City Senior High in Florida, a handful of teachers, administrators and coaches are gathered around a heavy wooden table in a conference room dubbed the \"War Room,\" looking through packets of information about several students.\u003c/p>\n\u003cp>There are others at the table, too: analysts from the group Talent Development Secondary, which monitors student data; City Year, a nonprofit that provides mentors; and Communities in Schools, which connects kids with health care and social services.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The point of all this isn't to collect data. It's to change what's happening for individual kids.\"\u003c/aside>\n\u003cp>It's a lot of cooks in the kitchen, but they're all here to help students who are just starting to show signs of trouble.\u003c/p>\n\u003cp>The process works like this: analyst Jennifer Savino gathers information on attendance, behavior and performance in math and English. Then, based on some \u003ca href=\"http://diplomasnow.org/research/\" target=\"_blank\">dropout risk studies\u003c/a> from Johns Hopkins University, she flags kids who are on a downward trend. Those names show up on PowerPoint slides at these weekly War Room meetings.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Today, there are three kids on the list. A projector beams one student's image on a screen, accompanied by a spreadsheet of his grades so far this year. His most recent report card shows a lot more D's and F's than in the first part of the year.\u003c/p>\n\u003cp>\"He came to me last week and he said, 'I'm hungry. I haven't had anything to eat all day,' \" says one teacher. \"I had a bag of chips and I gave them to him.\"\u003c/p>\n\u003cp>\"If that happens again ... we keep snacks in the office,\" offers another.\u003c/p>\n\u003cp>A third person points out something not everyone knows about this student: Turns out, he's spent more than a week this semester living in a car.\u003c/p>\n\u003cp>The team then discusses some potential options, like strategies for helping the student manage his time and putting him in touch with homeless services. A sports coach volunteers to coordinate everything.\u003c/p>\n\u003cp>This kind of interaction between different school departments didn't happen before.\u003c/p>\n\u003cp>\"If we don't get to the core of the problem, we can't teach them,\" says\u003cstrong> \u003c/strong>Tracy Troy, who teaches math and special education.\u003c/p>\n\u003cp>\u003cstrong>USING DATA TO CREATE EARLY WARNING SYSTEM\u003c/strong>\u003c/p>\n\u003cp>When these meetings were first introduced three years ago, Troy, who has been on staff at Carol City for 14 years, was apprehensive about getting involved with students' problems outside her classroom.\u003c/p>\n\u003cp>\"Not that I don't care, but I care too much,\" she says. \"And sometimes, it weighs on you. Because those are your children while you're here.\"\u003c/p>\n\u003cp>Now, she says, the War Room meetings help her help the kids.\u003c/p>\n\u003cfigure id=\"attachment_34978\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/Godbee-goals.jpg\">\u003cimg class=\"size-medium wp-image-34978\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/Godbee-goals-300x168.jpg\" alt=\"Godbee has begun setting goals for each quarter, part of a strategic plan to help keep him on track at school.\" width=\"300\" height=\"168\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Godbee has begun setting goals for each quarter, part of a strategic plan to help keep him on track at school.\u003c/figcaption>\u003c/figure>\n\u003cp>The program, called Diplomas Now, identifies 150 to 200 students a year at Carol City. It costs about $600 per student annually to run.\u003c/p>\n\u003cp>Last school year, one-third of students flagged for missing school got back on track to graduation. Two-thirds of the students who were having behavioral problems made a turnaround.\u003c/p>\n\u003cp>\"The point of all this isn't to collect data. It's to change what's happening for individual kids,\" says Paige Kowalski, a state policy director for the Data Quality Campaign, a group that advocates for better use of all that student information the states collect.\u003c/p>\n\u003cp>Kowalski says about 20 states have developed early warning systems like the one here at Carol City. Schools, she says, can learn a lot from the medical field, in particular.\u003c/p>\n\u003cp>\"[They] don't just put out reports saying, 'The hospital lost all these patients and saved these people,' \" she says. \"They actually look at it and say, 'What can we do better?' \"\u003c/p>\n\u003cp>\u003cstrong>FINDING KIDS WHO MIGHT GET MISSED\u003c/strong>\u003c/p>\n\u003cp>Earlier this year, Mack Godbee, a soft-spoken Carol City High 10th-grader, was the subject of a War Room meeting. The first quarter of the school year, Godbee's report card was littered with D's and F's.\u003c/p>\n\u003cp>Today, it's report card time again, and Godbee is going over his most recent grades with his mentor, Natasha Santana-Viera. Now, there are more C's and B's, and he got an A in English.\u003c/p>\n\u003cp>Godbee says his life would be very different if he had not participated in the Diplomas Now program. \"No lie — I think I would have ended up dead,\" he says.\u003c/p>\n\u003cp>That's because\u003cstrong> \u003c/strong>he was spending a lot of time on the street. When his dad left home, he explains, he wanted to show his mom that they didn't need him. So Godbee started selling drugs. He was 6.\u003c/p>\n\u003cp>By the time he got to high school, Godbee says, he was affiliated with a gang. He skipped classes, didn't study and was angry all the time.\u003c/p>\n\u003cp>That might have been easy for teachers and administrators to miss. But earlier this school year, after looking at Godbee's data, Santana-Viera sat him down and asked, \"Are you OK?\"\u003c/p>\n\u003cp>\"I sat right there and thought about it. Like, am I \u003cem>really\u003c/em> OK?\" Godbee recalls.\u003c/p>\n\u003cp>And for the first time in his life, he said no.\u003c/p>\n\u003cp>Even with his improvements this year, Godbee doesn't want to be the person he is now. \"I want to be a different person. I want to be that kid that makes straight A's and B's on his report card,\" he says. \"Be in school every day on time. Be on that honor roll list. Go on field trips.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Godbee has a lot to work on, but according to the data, he's on an upward trend.\u003c/p>\n\u003cdiv class=\"fullattribution\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34972\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/data_school_edit-b4b3e7f29185f0fa08f9ec6af65fefe78cede41f-e1397085655940.jpg\">\u003cimg class=\"size-large wp-image-34972\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/data_school_edit-b4b3e7f29185f0fa08f9ec6af65fefe78cede41f-e1397085655940-640x406.jpg\" alt=\"Student Mack Godbee and mentor Natasha Santana-Viera go over Godbee's report card. Godbee's performance has improved since a data monitoring program identified him as a dropout risk.\" width=\"640\" height=\"406\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student Mack Godbee and mentor Natasha Santana-Viera go over Godbee's report card. Godbee's performance has improved since a data monitoring program identified him as a dropout risk.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Sammy Mack\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">At Miami Carol City Senior High in Florida, a handful of teachers, administrators and coaches are gathered around a heavy wooden table in a conference room dubbed the \"War Room,\" looking through packets of information about several students.\u003c/p>\n\u003cp>There are others at the table, too: analysts from the group Talent Development Secondary, which monitors student data; City Year, a nonprofit that provides mentors; and Communities in Schools, which connects kids with health care and social services.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The point of all this isn't to collect data. It's to change what's happening for individual kids.\"\u003c/aside>\n\u003cp>It's a lot of cooks in the kitchen, but they're all here to help students who are just starting to show signs of trouble.\u003c/p>\n\u003cp>The process works like this: analyst Jennifer Savino gathers information on attendance, behavior and performance in math and English. Then, based on some \u003ca href=\"http://diplomasnow.org/research/\" target=\"_blank\">dropout risk studies\u003c/a> from Johns Hopkins University, she flags kids who are on a downward trend. Those names show up on PowerPoint slides at these weekly War Room meetings.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Today, there are three kids on the list. A projector beams one student's image on a screen, accompanied by a spreadsheet of his grades so far this year. His most recent report card shows a lot more D's and F's than in the first part of the year.\u003c/p>\n\u003cp>\"He came to me last week and he said, 'I'm hungry. I haven't had anything to eat all day,' \" says one teacher. \"I had a bag of chips and I gave them to him.\"\u003c/p>\n\u003cp>\"If that happens again ... we keep snacks in the office,\" offers another.\u003c/p>\n\u003cp>A third person points out something not everyone knows about this student: Turns out, he's spent more than a week this semester living in a car.\u003c/p>\n\u003cp>The team then discusses some potential options, like strategies for helping the student manage his time and putting him in touch with homeless services. A sports coach volunteers to coordinate everything.\u003c/p>\n\u003cp>This kind of interaction between different school departments didn't happen before.\u003c/p>\n\u003cp>\"If we don't get to the core of the problem, we can't teach them,\" says\u003cstrong> \u003c/strong>Tracy Troy, who teaches math and special education.\u003c/p>\n\u003cp>\u003cstrong>USING DATA TO CREATE EARLY WARNING SYSTEM\u003c/strong>\u003c/p>\n\u003cp>When these meetings were first introduced three years ago, Troy, who has been on staff at Carol City for 14 years, was apprehensive about getting involved with students' problems outside her classroom.\u003c/p>\n\u003cp>\"Not that I don't care, but I care too much,\" she says. \"And sometimes, it weighs on you. Because those are your children while you're here.\"\u003c/p>\n\u003cp>Now, she says, the War Room meetings help her help the kids.\u003c/p>\n\u003cfigure id=\"attachment_34978\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/Godbee-goals.jpg\">\u003cimg class=\"size-medium wp-image-34978\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/Godbee-goals-300x168.jpg\" alt=\"Godbee has begun setting goals for each quarter, part of a strategic plan to help keep him on track at school.\" width=\"300\" height=\"168\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Godbee has begun setting goals for each quarter, part of a strategic plan to help keep him on track at school.\u003c/figcaption>\u003c/figure>\n\u003cp>The program, called Diplomas Now, identifies 150 to 200 students a year at Carol City. It costs about $600 per student annually to run.\u003c/p>\n\u003cp>Last school year, one-third of students flagged for missing school got back on track to graduation. Two-thirds of the students who were having behavioral problems made a turnaround.\u003c/p>\n\u003cp>\"The point of all this isn't to collect data. It's to change what's happening for individual kids,\" says Paige Kowalski, a state policy director for the Data Quality Campaign, a group that advocates for better use of all that student information the states collect.\u003c/p>\n\u003cp>Kowalski says about 20 states have developed early warning systems like the one here at Carol City. Schools, she says, can learn a lot from the medical field, in particular.\u003c/p>\n\u003cp>\"[They] don't just put out reports saying, 'The hospital lost all these patients and saved these people,' \" she says. \"They actually look at it and say, 'What can we do better?' \"\u003c/p>\n\u003cp>\u003cstrong>FINDING KIDS WHO MIGHT GET MISSED\u003c/strong>\u003c/p>\n\u003cp>Earlier this year, Mack Godbee, a soft-spoken Carol City High 10th-grader, was the subject of a War Room meeting. The first quarter of the school year, Godbee's report card was littered with D's and F's.\u003c/p>\n\u003cp>Today, it's report card time again, and Godbee is going over his most recent grades with his mentor, Natasha Santana-Viera. Now, there are more C's and B's, and he got an A in English.\u003c/p>\n\u003cp>Godbee says his life would be very different if he had not participated in the Diplomas Now program. \"No lie — I think I would have ended up dead,\" he says.\u003c/p>\n\u003cp>That's because\u003cstrong> \u003c/strong>he was spending a lot of time on the street. When his dad left home, he explains, he wanted to show his mom that they didn't need him. So Godbee started selling drugs. He was 6.\u003c/p>\n\u003cp>By the time he got to high school, Godbee says, he was affiliated with a gang. He skipped classes, didn't study and was angry all the time.\u003c/p>\n\u003cp>That might have been easy for teachers and administrators to miss. But earlier this school year, after looking at Godbee's data, Santana-Viera sat him down and asked, \"Are you OK?\"\u003c/p>\n\u003cp>\"I sat right there and thought about it. Like, am I \u003cem>really\u003c/em> OK?\" Godbee recalls.\u003c/p>\n\u003cp>And for the first time in his life, he said no.\u003c/p>\n\u003cp>Even with his improvements this year, Godbee doesn't want to be the person he is now. \"I want to be a different person. I want to be that kid that makes straight A's and B's on his report card,\" he says. \"Be in school every day on time. Be on that honor roll list. Go on field trips.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Godbee has a lot to work on, but according to the data, he's on an upward trend.\u003c/p>\n\u003cdiv class=\"fullattribution\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "22 Interactive Lessons to Bring Earth Day to Life",
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"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_34909\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/earthday.jpg\">\u003cimg class=\"size-full wp-image-34909\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/earthday.jpg\" alt=\"earthday\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/earthday.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/earthday-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/earthday-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Almetria Vaba\u003c/strong>\u003c/p>\n\u003cp>Planning for Earth Day 2014 is well underway around the world. Bring environmental issues to your classroom with resources from \u003ca href=\"http://ca.pbslearningmedia.org/\" target=\"_blank\">PBS LearningMedia\u003c/a>. Highlights include an animated video from Loop Scoop using orange juice consumption to teach about biodegradation, a lesson tracking waste in neighborhoods from America Revealed, and a QUEST video transporting viewers to the beginning of the environmental movement.\u003c/p>\n\u003cp>\u003cem>PBS LearningMedia allows 3 resource views before it will ask you to create a free account to gain full access.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>1. \u003ca href=\"http://ca.pbslearningmedia.org/resource/kqedq11.sci.earthdayspecial/earth-day-tv-special-where-weve-been-where-were-headed/\" target=\"_blank\">Earth Day Special: Where We’ve Been, Where We’re Headed \u003c/a>| Video | Grades 6-13 +\u003c/strong>\u003cbr>\nIn this video from QUEST produced by KQED, learn how the amazing accomplishments of a few Bay Area activists have shaped how we live, work, learn, and play in a more environmentally responsible way. Explore how young California students are becoming the next generation of environmental stewards and what new challenges are being faced today by the environment and the people who protect it.\u003c/p>\n\u003cp>\u003cstrong>2. \u003ca href=\"http://ca.pbslearningmedia.org/resource/6421a409-022d-4834-885e-e747f0a1db42/6421a409-022d-4834-885e-e747f0a1db42/\" target=\"_blank\">Running on Grease, Driving to Algae\u003c/a> | Video | Grades 5-12\u003c/strong>\u003cbr>\nBiofuel is becoming a viable resource for our future and New Mexico is becoming a front runner in research and development with much focus now on algae as an alternative fuel source. The Santa Fe Brewing Company has jumped on board by converting their delivery truck to bio-diesel and running it on recycled grease from restaurants.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>3. \u003ca href=\"http://ca.pbslearningmedia.org/resource/kqedq11.sci.plasticinthepacific/plastic-in-the-pacific/\" target=\"_blank\">Plastic in the Pacific\u003c/a> | Video | Grades 6-13+\u003c/strong>\u003cbr>\nIn this QUEST video produced by KQED, students examine the problem with the “Great Pacific Garbage Patch.” Only about seven percent of the plastic used in the United States is recycled. Much of the rest ends up in landfills, or worse, oceans.\u003c/p>\n\u003cp>\u003cstrong>4. \u003ca href=\"http://ca.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.climatechange/climate-change/\" target=\"_blank\">Climate Change\u003c/a> | Video | Grades 6- 12\u003c/strong>\u003cbr>\nWeather is notoriously unpredictable. From one moment to the next, any of dozens of atmospheric variables can change to create a new weather event. In contrast, climate descriptions, which identify average and normal temperatures and precipitation levels, tend to be perceived as stable, at least over time scales that humans can easily relate to. However, that hasn’t always been the case. This video segment adapted from NOVA describes climate data that suggest the Earth has undergone dramatic climate shifts in relatively short spans of time.\u003c/p>\n\u003cp>\u003cstrong>5. \u003ca href=\"http://ca.pbslearningmedia.org/resource/ean08.sci.life.eco.unpredictability/an-unpredictable-environment/\" target=\"_blank\">An Unpredictable Environment\u003c/a> | Video | Grades 6-13+\u003c/strong>\u003cbr>\nIn this video segment adapted from the International Institute for Sustainable Development, Alaska Native peoples describe the importance of observing regular changes in the land and the weather. A female Inuit elder explains how it was traditionally the task of the women and girls to forecast the weather for hunting trips. Recent changes in climate have increased the uncertainty of using the traditional knowledge of Alaska Native science to predict the weather and associated animal behaviors, and this is having an impact on the subsistence lifestyle.\u003c/p>\n\u003cp>\u003cstrong>6. \u003ca href=\"http://ca.pbslearningmedia.org/collection/earth-system-science/\" target=\"_blank\">Earth Systems Science Collection\u003c/a>\u003c/strong>\u003cbr>\nNOVA’s Earth system science collection highlights important Earth processes normally invisible to the human eye. The standards-based media resources below expose the intricate web of forces that sustain life on Earth, allowing educators to explore the astonishing beauty and complexity of our dynamic planet with their students.\u003c/p>\n\u003cp>\u003cstrong>7. \u003ca href=\"http://ca.pbslearningmedia.org/resource/930d15c4-5137-46f3-a9d8-39b8cd8d27f9/930d15c4-5137-46f3-a9d8-39b8cd8d27f9/\" target=\"_blank\">Waste Deep\u003c/a> | Video | Grades 7-13+\u003c/strong>\u003cbr>\nEnhance health, science, and environmental studies curriculum with this video which features a landfill in South Jersey and examines the state of food waste in America today. Then, use the accompanying lesson plan, “Making Mountains Out of Landfills: Telling a Visual Story of Waste,” to prepare students to visually track and document different kinds of trash in their community\u003c/p>\n\u003cp>\u003cstrong>8. \u003ca href=\"http://ca.pbslearningmedia.org/resource/tdc02.sci.life.eco.duckweed/duckweed/\" target=\"_blank\">Duckweed\u003c/a> | Images | Grades 9-12\u003c/strong>\u003cbr>\nThese images illustrate the above-surface of the water and under-surface anatomy of duckweed (Lemna spp.) as well as the typical environment in which these fast-growing plants — the smallest flowering plants in the world — are found.\u003c/p>\n\u003cp>\u003cstrong>9. \u003ca href=\"http://ca.pbslearningmedia.org/resource/2b3235d3-7c2c-461d-89ff-57d5dddc7d68/2b3235d3-7c2c-461d-89ff-57d5dddc7d68/\" target=\"_blank\">Food Miles\u003c/a> | Video | Grades 9-12\u003c/strong>\u003cbr>\nIn this segment of “e2: Food” writer Michael Pollan explores the affect of agriculture on climate change. He says it takes ten calories of fossil fuel energy to grow one calorie of food energy. There are many things about the industrial food system that are unsustainable. Author James McWilliams says the increased focus on food can lead to an increase in environmental awareness. Nerve gases created during World War 2 led to the invention of many pesticides. The rise of organics has also increased in recent years.\u003c/p>\n\u003cp>\u003cstrong>10. \u003ca href=\"http://ca.pbslearningmedia.org/resource/biot09.sci.engin.systems.ethanol/ethanol-biofuel/\" target=\"_blank\">Ethanol Biofuel\u003c/a> | Video | Grades 6-12\u003c/strong>\u003cbr>\nThis video segment adapted from NOVA examines ethanol, a cleaner-burning fuel alternative to gasoline, and the efforts to produce it more efficiently. Today, most ethanol in the United States is made from corn kernels. But converting corn into ethanol requires lots of energy as well as corn, which might otherwise be used to feed people and livestock. The video features research efforts to use less valuable plant matter, called cellulosic biomass, and microorganisms that may be able to accomplish the conversion from plant matter to fuel in a single step.\u003c/p>\n\u003cp>\u003cstrong>11. \u003ca href=\"http://ca.pbslearningmedia.org/resource/kqedcl11.sci.ess.disappearingplants/disappearing-plants/\" target=\"_blank\">Disappearing Plants\u003c/a> | Video and Lesson Plan | Grades 4-8\u003c/strong>\u003cbr>\nIn this video slideshow and accompanying lesson from Clue into Climate, produced by KQED, students will learn that a slight change in average temperature in an area can result in different vegetation patterns. Students will also discover that climate models project widespread loss of habitat for about two-thirds of California’s plants, and that plants’ ability to withstand a rise in average temperatures is limited.\u003c/p>\n\u003cp>\u003cstrong>12. \u003ca href=\"http://ca.pbslearningmedia.org/resource/kqedcl11.sci.ess.energysources/energy-sources/\" target=\"_blank\">Energy Sources\u003c/a> | Multi-Media | Grades 4-12\u003c/strong>\u003cbr>\nWith this video, diagram, and accompanying lesson from Clue into Climate, produced by KQED, students learn how using renewable energy sources to create electricity helps reduce fossil fuel consumption. Students also investigate which form of renewable energy has the potential to have the largest impact on climate change.\u003c/p>\n\u003cp>\u003cstrong>13. \u003ca href=\"http://ca.pbslearningmedia.org/resource/4c13ee6c-2ed1-4ab3-bef6-4a1acaebb348/4c13ee6c-2ed1-4ab3-bef6-4a1acaebb348/\" target=\"_blank\">A Sick Planet\u003c/a> | Video | Grades K-12\u003c/strong>\u003cbr>\nUse this video to help students understand how rapid climate change is threatening Earth’s ecosystem and recognize the impact of individual action in making a difference.\u003c/p>\n\u003cp>\u003cstrong>14. \u003ca href=\"http://ca.pbslearningmedia.org/resource/tdc02.sci.life.oate.lp_changeenviron/effects-of-environmental-change/\" target=\"_blank\">Effects of Environmental Change\u003c/a> | Lesson Plan | Grades 3-5\u003c/strong>\u003cbr>\nWith this lesson and accompanying media students investigate what might happen to plants and animals if their environment changes. Student will understand the interrelationship between organisms and their environment; that when environmental conditions change, some plants and animals survive and reproduce, while others die or move to new locations; observe ways in which changes in environmental conditions affect the organisms living in that environment.\u003c/p>\n\u003cp>\u003cstrong>15. \u003ca href=\"http://ca.pbslearningmedia.org/collection/nat/\" target=\"_blank\">Nature Collection\u003c/a> | Grades 4-12\u003c/strong>\u003cbr>\nThis collection of science videos and media-enhanced lesson plans draws upon the powerful documentaries of public television’s award-winning natural history series, Nature. The video segments have been carefully selected to engage students with key curriculum concepts. The lesson plans incorporate hands-on activities, online resources, and video to interactively and creatively address topics and standards in Life Science/Living Environment and Earth Science.\u003c/p>\n\u003cp>\u003cstrong>16. \u003ca href=\"http://ca.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.compost/compost-office/\" target=\"_blank\">Compost Office\u003c/a> | Interactive Game | Grades 5-8\u003c/strong>\u003cbr>\nYard and food wastes make up nearly one-third of the waste stream in the United States, most of which gets put in landfills or incinerated. This interactive activity from Keep America Beautiful, Inc. details what composting is and the roles that soil microbes, oxygen, and moisture play in this process. A game challenges users to start and maintain their own virtual compost pile.\u003c/p>\n\u003cp>\u003cstrong>17. \u003ca href=\"http://ca.pbslearningmedia.org/resource/8e27734c-61fe-43fa-97ea-baccdf644b71/recycling/\" target=\"_blank\">Recycling\u003c/a> | Multi-Media | Grades 6-13+\u003c/strong>\u003cbr>\nWith these audio clips from QUEST produced by KQED, explore the importance of recycling, and learn about recycling initiatives and processes.\u003c/p>\n\u003cp>\u003cstrong>18. \u003ca href=\"http://ca.pbslearningmedia.org/resource/nasa11.sci.life.eco.uttc3/adopting-sustainable-food-practices/\" target=\"_blank\">Adopting Sustainable Food Practices\u003c/a> | Video | Grades 6-12\u003c/strong>\u003cbr>\nThis video segment adapted from United Tribes Technical College looks at how the traditional subsistence practices of indigenous people were once sustainable, unlike today’s lifestyles. Most foods are now produced and transported using methods that can damage the environment and contribute to climate change.\u003c/p>\n\u003cp>\u003cstrong>19. \u003ca href=\"http://ca.pbslearningmedia.org/resource/nasa11.sci.life.eco.uttc1/healing-mother-earth-for-future-generations/\" target=\"_blank\">Healing Mother Earth for Future Generations\u003c/a> | Video | Grades 3-12\u003c/strong>\u003cbr>\nIn this video segment adapted from United Tribes Technical College, listen as Native Americans share their concerns about climate change. See photographs from the past and hear one woman describe how tribal people were the first environmentalists. In addition, learn how people are noticing that they are losing sacred plants and are concerned for the future. Finally, hear about the importance of education to help future generations live in harmony with Mother Earth.\u003c/p>\n\u003cp>\u003cstrong>20. \u003ca href=\"http://ca.pbslearningmedia.org/resource/0ca37505-4867-4670-86b9-f45820148f9b/0ca37505-4867-4670-86b9-f45820148f9b/\" target=\"_blank\">Turning Waste Into a Natural Resource\u003c/a> | Video | Grades 7-13+\u003c/strong>\u003cbr>\nJohannes Lehmann sees ‘biochar’ — the substance that’s created when biomass is charred, rather than burned — as a way to improve local agricultural productivity and simultaneously preserve nearby ecosystem services and biodiversity.\u003c/p>\n\u003cp>\u003cstrong>21. \u003ca href=\"http://ca.pbslearningmedia.org/resource/lpsc10.sci.life.oj/orange-juice/\" target=\"_blank\">Orange Juice\u003c/a> | Video | Grades 1-4\u003c/strong>\u003cbr>\nIn this animated video from LOOP SCOOPS, a boy named Ben is asked whether fresh squeezed orange juice or bottled juice is better for the environment. After initially choosing bottled juice, Ben learns the story behind it: oranges are grown in Florida and trucked to a plant in Kansas where they are squeezed, pasteurized, and filtered. The juice is bottled at another plant and then finally shipped to stores. The bottles, if not recycled, pile up in landfills. Ben then learns about the simpler life cycle of fresh squeezed orange juice, and recognizes that it generates less waste.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>22. \u003ca href=\"http://ca.pbslearningmedia.org/resource/f6341f76-e155-4320-897f-2efe9a04481c/f6341f76-e155-4320-897f-2efe9a04481c/\" target=\"_blank\">The Dirt on Dirt\u003c/a> | Video | Grades Pre K-1\u003c/strong>\u003cbr>\nUsing this resource group, students learn about what materials make up dirt. Sid and his friends discover that dirt is really important to the Earth because it helps things grow, and it’s also filled with tiny rocks, pieces of leaves, and even living things like bugs and worms! The resource group includes eight video segments, including a live action segment, as well as an associated activity.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34909\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/earthday.jpg\">\u003cimg class=\"size-full wp-image-34909\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/earthday.jpg\" alt=\"earthday\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/earthday.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/earthday-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/earthday-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Almetria Vaba\u003c/strong>\u003c/p>\n\u003cp>Planning for Earth Day 2014 is well underway around the world. Bring environmental issues to your classroom with resources from \u003ca href=\"http://ca.pbslearningmedia.org/\" target=\"_blank\">PBS LearningMedia\u003c/a>. Highlights include an animated video from Loop Scoop using orange juice consumption to teach about biodegradation, a lesson tracking waste in neighborhoods from America Revealed, and a QUEST video transporting viewers to the beginning of the environmental movement.\u003c/p>\n\u003cp>\u003cem>PBS LearningMedia allows 3 resource views before it will ask you to create a free account to gain full access.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>1. \u003ca href=\"http://ca.pbslearningmedia.org/resource/kqedq11.sci.earthdayspecial/earth-day-tv-special-where-weve-been-where-were-headed/\" target=\"_blank\">Earth Day Special: Where We’ve Been, Where We’re Headed \u003c/a>| Video | Grades 6-13 +\u003c/strong>\u003cbr>\nIn this video from QUEST produced by KQED, learn how the amazing accomplishments of a few Bay Area activists have shaped how we live, work, learn, and play in a more environmentally responsible way. Explore how young California students are becoming the next generation of environmental stewards and what new challenges are being faced today by the environment and the people who protect it.\u003c/p>\n\u003cp>\u003cstrong>2. \u003ca href=\"http://ca.pbslearningmedia.org/resource/6421a409-022d-4834-885e-e747f0a1db42/6421a409-022d-4834-885e-e747f0a1db42/\" target=\"_blank\">Running on Grease, Driving to Algae\u003c/a> | Video | Grades 5-12\u003c/strong>\u003cbr>\nBiofuel is becoming a viable resource for our future and New Mexico is becoming a front runner in research and development with much focus now on algae as an alternative fuel source. The Santa Fe Brewing Company has jumped on board by converting their delivery truck to bio-diesel and running it on recycled grease from restaurants.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>3. \u003ca href=\"http://ca.pbslearningmedia.org/resource/kqedq11.sci.plasticinthepacific/plastic-in-the-pacific/\" target=\"_blank\">Plastic in the Pacific\u003c/a> | Video | Grades 6-13+\u003c/strong>\u003cbr>\nIn this QUEST video produced by KQED, students examine the problem with the “Great Pacific Garbage Patch.” Only about seven percent of the plastic used in the United States is recycled. Much of the rest ends up in landfills, or worse, oceans.\u003c/p>\n\u003cp>\u003cstrong>4. \u003ca href=\"http://ca.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.climatechange/climate-change/\" target=\"_blank\">Climate Change\u003c/a> | Video | Grades 6- 12\u003c/strong>\u003cbr>\nWeather is notoriously unpredictable. From one moment to the next, any of dozens of atmospheric variables can change to create a new weather event. In contrast, climate descriptions, which identify average and normal temperatures and precipitation levels, tend to be perceived as stable, at least over time scales that humans can easily relate to. However, that hasn’t always been the case. This video segment adapted from NOVA describes climate data that suggest the Earth has undergone dramatic climate shifts in relatively short spans of time.\u003c/p>\n\u003cp>\u003cstrong>5. \u003ca href=\"http://ca.pbslearningmedia.org/resource/ean08.sci.life.eco.unpredictability/an-unpredictable-environment/\" target=\"_blank\">An Unpredictable Environment\u003c/a> | Video | Grades 6-13+\u003c/strong>\u003cbr>\nIn this video segment adapted from the International Institute for Sustainable Development, Alaska Native peoples describe the importance of observing regular changes in the land and the weather. A female Inuit elder explains how it was traditionally the task of the women and girls to forecast the weather for hunting trips. Recent changes in climate have increased the uncertainty of using the traditional knowledge of Alaska Native science to predict the weather and associated animal behaviors, and this is having an impact on the subsistence lifestyle.\u003c/p>\n\u003cp>\u003cstrong>6. \u003ca href=\"http://ca.pbslearningmedia.org/collection/earth-system-science/\" target=\"_blank\">Earth Systems Science Collection\u003c/a>\u003c/strong>\u003cbr>\nNOVA’s Earth system science collection highlights important Earth processes normally invisible to the human eye. The standards-based media resources below expose the intricate web of forces that sustain life on Earth, allowing educators to explore the astonishing beauty and complexity of our dynamic planet with their students.\u003c/p>\n\u003cp>\u003cstrong>7. \u003ca href=\"http://ca.pbslearningmedia.org/resource/930d15c4-5137-46f3-a9d8-39b8cd8d27f9/930d15c4-5137-46f3-a9d8-39b8cd8d27f9/\" target=\"_blank\">Waste Deep\u003c/a> | Video | Grades 7-13+\u003c/strong>\u003cbr>\nEnhance health, science, and environmental studies curriculum with this video which features a landfill in South Jersey and examines the state of food waste in America today. Then, use the accompanying lesson plan, “Making Mountains Out of Landfills: Telling a Visual Story of Waste,” to prepare students to visually track and document different kinds of trash in their community\u003c/p>\n\u003cp>\u003cstrong>8. \u003ca href=\"http://ca.pbslearningmedia.org/resource/tdc02.sci.life.eco.duckweed/duckweed/\" target=\"_blank\">Duckweed\u003c/a> | Images | Grades 9-12\u003c/strong>\u003cbr>\nThese images illustrate the above-surface of the water and under-surface anatomy of duckweed (Lemna spp.) as well as the typical environment in which these fast-growing plants — the smallest flowering plants in the world — are found.\u003c/p>\n\u003cp>\u003cstrong>9. \u003ca href=\"http://ca.pbslearningmedia.org/resource/2b3235d3-7c2c-461d-89ff-57d5dddc7d68/2b3235d3-7c2c-461d-89ff-57d5dddc7d68/\" target=\"_blank\">Food Miles\u003c/a> | Video | Grades 9-12\u003c/strong>\u003cbr>\nIn this segment of “e2: Food” writer Michael Pollan explores the affect of agriculture on climate change. He says it takes ten calories of fossil fuel energy to grow one calorie of food energy. There are many things about the industrial food system that are unsustainable. Author James McWilliams says the increased focus on food can lead to an increase in environmental awareness. Nerve gases created during World War 2 led to the invention of many pesticides. The rise of organics has also increased in recent years.\u003c/p>\n\u003cp>\u003cstrong>10. \u003ca href=\"http://ca.pbslearningmedia.org/resource/biot09.sci.engin.systems.ethanol/ethanol-biofuel/\" target=\"_blank\">Ethanol Biofuel\u003c/a> | Video | Grades 6-12\u003c/strong>\u003cbr>\nThis video segment adapted from NOVA examines ethanol, a cleaner-burning fuel alternative to gasoline, and the efforts to produce it more efficiently. Today, most ethanol in the United States is made from corn kernels. But converting corn into ethanol requires lots of energy as well as corn, which might otherwise be used to feed people and livestock. The video features research efforts to use less valuable plant matter, called cellulosic biomass, and microorganisms that may be able to accomplish the conversion from plant matter to fuel in a single step.\u003c/p>\n\u003cp>\u003cstrong>11. \u003ca href=\"http://ca.pbslearningmedia.org/resource/kqedcl11.sci.ess.disappearingplants/disappearing-plants/\" target=\"_blank\">Disappearing Plants\u003c/a> | Video and Lesson Plan | Grades 4-8\u003c/strong>\u003cbr>\nIn this video slideshow and accompanying lesson from Clue into Climate, produced by KQED, students will learn that a slight change in average temperature in an area can result in different vegetation patterns. Students will also discover that climate models project widespread loss of habitat for about two-thirds of California’s plants, and that plants’ ability to withstand a rise in average temperatures is limited.\u003c/p>\n\u003cp>\u003cstrong>12. \u003ca href=\"http://ca.pbslearningmedia.org/resource/kqedcl11.sci.ess.energysources/energy-sources/\" target=\"_blank\">Energy Sources\u003c/a> | Multi-Media | Grades 4-12\u003c/strong>\u003cbr>\nWith this video, diagram, and accompanying lesson from Clue into Climate, produced by KQED, students learn how using renewable energy sources to create electricity helps reduce fossil fuel consumption. Students also investigate which form of renewable energy has the potential to have the largest impact on climate change.\u003c/p>\n\u003cp>\u003cstrong>13. \u003ca href=\"http://ca.pbslearningmedia.org/resource/4c13ee6c-2ed1-4ab3-bef6-4a1acaebb348/4c13ee6c-2ed1-4ab3-bef6-4a1acaebb348/\" target=\"_blank\">A Sick Planet\u003c/a> | Video | Grades K-12\u003c/strong>\u003cbr>\nUse this video to help students understand how rapid climate change is threatening Earth’s ecosystem and recognize the impact of individual action in making a difference.\u003c/p>\n\u003cp>\u003cstrong>14. \u003ca href=\"http://ca.pbslearningmedia.org/resource/tdc02.sci.life.oate.lp_changeenviron/effects-of-environmental-change/\" target=\"_blank\">Effects of Environmental Change\u003c/a> | Lesson Plan | Grades 3-5\u003c/strong>\u003cbr>\nWith this lesson and accompanying media students investigate what might happen to plants and animals if their environment changes. Student will understand the interrelationship between organisms and their environment; that when environmental conditions change, some plants and animals survive and reproduce, while others die or move to new locations; observe ways in which changes in environmental conditions affect the organisms living in that environment.\u003c/p>\n\u003cp>\u003cstrong>15. \u003ca href=\"http://ca.pbslearningmedia.org/collection/nat/\" target=\"_blank\">Nature Collection\u003c/a> | Grades 4-12\u003c/strong>\u003cbr>\nThis collection of science videos and media-enhanced lesson plans draws upon the powerful documentaries of public television’s award-winning natural history series, Nature. The video segments have been carefully selected to engage students with key curriculum concepts. The lesson plans incorporate hands-on activities, online resources, and video to interactively and creatively address topics and standards in Life Science/Living Environment and Earth Science.\u003c/p>\n\u003cp>\u003cstrong>16. \u003ca href=\"http://ca.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.compost/compost-office/\" target=\"_blank\">Compost Office\u003c/a> | Interactive Game | Grades 5-8\u003c/strong>\u003cbr>\nYard and food wastes make up nearly one-third of the waste stream in the United States, most of which gets put in landfills or incinerated. This interactive activity from Keep America Beautiful, Inc. details what composting is and the roles that soil microbes, oxygen, and moisture play in this process. A game challenges users to start and maintain their own virtual compost pile.\u003c/p>\n\u003cp>\u003cstrong>17. \u003ca href=\"http://ca.pbslearningmedia.org/resource/8e27734c-61fe-43fa-97ea-baccdf644b71/recycling/\" target=\"_blank\">Recycling\u003c/a> | Multi-Media | Grades 6-13+\u003c/strong>\u003cbr>\nWith these audio clips from QUEST produced by KQED, explore the importance of recycling, and learn about recycling initiatives and processes.\u003c/p>\n\u003cp>\u003cstrong>18. \u003ca href=\"http://ca.pbslearningmedia.org/resource/nasa11.sci.life.eco.uttc3/adopting-sustainable-food-practices/\" target=\"_blank\">Adopting Sustainable Food Practices\u003c/a> | Video | Grades 6-12\u003c/strong>\u003cbr>\nThis video segment adapted from United Tribes Technical College looks at how the traditional subsistence practices of indigenous people were once sustainable, unlike today’s lifestyles. Most foods are now produced and transported using methods that can damage the environment and contribute to climate change.\u003c/p>\n\u003cp>\u003cstrong>19. \u003ca href=\"http://ca.pbslearningmedia.org/resource/nasa11.sci.life.eco.uttc1/healing-mother-earth-for-future-generations/\" target=\"_blank\">Healing Mother Earth for Future Generations\u003c/a> | Video | Grades 3-12\u003c/strong>\u003cbr>\nIn this video segment adapted from United Tribes Technical College, listen as Native Americans share their concerns about climate change. See photographs from the past and hear one woman describe how tribal people were the first environmentalists. In addition, learn how people are noticing that they are losing sacred plants and are concerned for the future. Finally, hear about the importance of education to help future generations live in harmony with Mother Earth.\u003c/p>\n\u003cp>\u003cstrong>20. \u003ca href=\"http://ca.pbslearningmedia.org/resource/0ca37505-4867-4670-86b9-f45820148f9b/0ca37505-4867-4670-86b9-f45820148f9b/\" target=\"_blank\">Turning Waste Into a Natural Resource\u003c/a> | Video | Grades 7-13+\u003c/strong>\u003cbr>\nJohannes Lehmann sees ‘biochar’ — the substance that’s created when biomass is charred, rather than burned — as a way to improve local agricultural productivity and simultaneously preserve nearby ecosystem services and biodiversity.\u003c/p>\n\u003cp>\u003cstrong>21. \u003ca href=\"http://ca.pbslearningmedia.org/resource/lpsc10.sci.life.oj/orange-juice/\" target=\"_blank\">Orange Juice\u003c/a> | Video | Grades 1-4\u003c/strong>\u003cbr>\nIn this animated video from LOOP SCOOPS, a boy named Ben is asked whether fresh squeezed orange juice or bottled juice is better for the environment. After initially choosing bottled juice, Ben learns the story behind it: oranges are grown in Florida and trucked to a plant in Kansas where they are squeezed, pasteurized, and filtered. The juice is bottled at another plant and then finally shipped to stores. The bottles, if not recycled, pile up in landfills. Ben then learns about the simpler life cycle of fresh squeezed orange juice, and recognizes that it generates less waste.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Facing Race Issues In the Classroom: How To Connect With Students",
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"content": "\u003cfigure id=\"attachment_34902\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34902\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/124819998-e1396575985273.jpg\" alt=\"124819998\" width=\"640\" height=\"426\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/124819998-e1396575985273.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/124819998-e1396575985273-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/124819998-e1396575985273-320x213.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap\">Chapel Hill-Carrboro City Schools noticed a troubling trend, one that's \u003ca href=\"http://nces.ed.gov/nationsreportcard/pubs/studies/2011459.aspx\" target=\"_blank\">common across the country\u003c/a>. Although \u003ca href=\"http://www.chccs.k12.nc.us/\" target=\"_blank\">the district\u003c/a>’s overall performance on standardized tests and other achievement measurements are high, when the data is broken down by race and ethnicity, students of color are being left behind. In the \u003ca href=\"http://www.ncreportcards.org/src/distDetails.jsp?Page=2&pLEACode=681&pYear=2012-2013&pDataType=1\" target=\"_blank\">2012-2013 school year\u003c/a>, more than 83 percent of the white high school students in the district passed the end of year tests, but just about 48 percent of the Hispanic students did and only 28 percent of the African-American students passed.\u003c/p>\n\u003cp> The district decided to address the problem using a personal approach. Starting in fourth grade all the way through senior year of high school, students are \u003ca href=\"https://sites.google.com/a/chccs.k12.nc.us/brma/\" target=\"_blank\">paired with a mentor\u003c/a>, someone in the community who spends time with them and exposes them to diverse cultural activities, like going to the museum or sporting events, with the goal of nurturing untapped potential in students by giving them someone to rely on outside of their school, family, and friends.\u003c/p>\n\u003cp>Apart from the mentoring, another big part of the program is creating \u003ca href=\"http://extension.oregonstate.edu/metro4h/sites/default/files/cultural__responsiveness__racial_identity__and_academic__success-_a_review__of_literature.pdf\" target=\"_blank\">more culturally sensitive classrooms\u003c/a>. But rather than taking the top-down approach, the students themselves have had a big hand in creating a set of guidelines based on \u003ca href=\"http://www.sagepub.com/eis/Villegas.pdf\" target=\"_blank\">researched-based strategies\u003c/a> and using their own experiences to distill the research down into the six most important components.\u003c/p>\n\u003cp>The process of creating the guidelines, called the Student Six, has brought up issues that neither students nor teachers had ever addressed before -- at least not in school. And the act of allowing students to take ownership of the process gave them a better understanding of their teachers' perspective.\u003c/p>\n\u003cp>“I didn’t know that [teachers] felt so uncomfortable talking about it until we started doing this,” said Alexa Parvey, a junior at Chapel Hill High School and one of the Student Six facilitators. “It helped me understand that teachers aren’t doing it because they don’t want to include you, they just don’t know,” she said. Now that she and other student facilitators spend a lot of their free time training teachers about race sensitivity, she feels like it's her job to help educate her teachers even when they aren't asking for it. But she also understands that most of her teachers are well-intentioned but lost when it comes to talking about race.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The teachers treat us like we’re peers and we respect that.”\u003c/aside>\n\u003cp>“It’s necessary to talk about race because most of the time race takes the backseat to everything,” said Jotham White, another Chapel Hill junior and student facilitator. “Once they know that we need to talk about race, we can help students build a positive race identity.” The students described how uncomfortable they feel when teachers ignore blatantly disrespectful comments from other students or when it’s clear that their teachers don’t trust them. Volunteering as Student Six facilitators has helped students understand where teachers are coming from and has strengthened relationships with many of them so they can check in beyond the seminar.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“All of this has helped me have a better communication with my teachers,” said Jazmin Rosales, a junior at Chapel Hill. “I happen to be the only Hispanic girl and it has helped me to achieve more than I usually achieve.” Since she started taking a leadership role and advocating for herself in discussions about race, Rosales has vastly improved her academic performance.\u003c/p>\n\u003cp>“The teachers treat us like we’re peers and we respect that,” said Simon Lee, a junior at Chapel Hill. “They ask us what we can do better and if they don’t ask us we give a suggestion.” Lee observed his old middle school teacher as he tried to implement the tips learned at the Student Six training. It was amazing to watch younger students respond more positively to the teacher and know that they were being set on a better path, Lee said.\u003c/p>\n\u003cp>All the students stressed that it can be tough to give teachers feedback. They try not to criticize and never approach teachers in the middle of class. Instead, they give suggestions after class, alerting teachers to how the structure of a project or an assignment disadvantages some students over others. It’s a constant process, but the students feel good knowing that their teachers want to improve in an area that is so uncomfortable for them to discuss.\u003c/p>\n\u003cp>Half of these strategies apply to all students, not just those of color. Students want to feel that their teachers know who they are individually and care about them. While that would be the ideal for all students, it is a crucial foundation for building relationships strong enough to create safe discussions around difficult topics like race. The six strategies work together and are weakened individually when taken piecemeal.\u003c/p>\n\u003cp>\u003cstrong>STUDENT SIX TIPS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Be visible.\u003c/strong> Make sure every student feels welcome and part of the class. The simplest examples of this are greeting each student when he or she comes into class and knowing everyone's names. Small signs that teachers know and are interested in students go a long way to forming trust.\u003c/p>\n\u003cp>\u003cstrong>2. Create a safe space.\u003c/strong> The way a room is arranged and a teacher’s physical proximity to students can make a difference when trying to reduce the vulnerability students feel. If teachers stay behind their desks, they inadvertently signal they want space between themselves and students. Teachers who walk around the room and check in on student progress, create a more equal and focused space. “I can get a kid to focus better just by placing myself near them,” said Teresa Brunner, academic support specialist at Chapel Hill-Carrboro City Schools. Research shows that humans are more engaged when they are within eight feet of the person talking to them. That’s why being asked to sit up front isn’t just a punishment, it’s a strategy.\u003c/p>\n\u003cp>\u003cstrong>3. Connect to students' lives\u003c/strong>. Give students a reason to care about what they're learning by connecting it to situations and concepts that are relevant to their lives. For example, in English class, teachers can assign current event articles on subjects students care about or that affect them. Math teachers can make strides just by making sure the problems deal with quantities and situations kids understand. Learning could be even more relevant to kids' lives, but starting with a basic connection is a good way for students to feel teachers cares about their lives.\u003c/p>\n\u003cp>\u003cstrong>4. Connect to students' culture.\u003c/strong> Make positive connections with student culture through class assignments. For example, one teacher in the Carrboro district created an ancestor project around the traditions of Day of the Dead. The class studied the Mexican holiday, but also talked about the ways various cultures connect with ancestors.\u003c/p>\n\u003cp>[contextly_sidebar id=\"a8da385d80c467eab31898b906e485cc\"]\u003c/p>\n\u003cp>Conversely, cultural differences can make for classroom clashes if teachers aren’t aware. One teacher sent a student to the principal’s office for being disrespectful because he answered a rhetorical question. The student didn’t understand why he was being disciplined because his culture doesn’t have rhetorical questions; he’d been taught to answer teachers. “Often times what is a discipline problem is really a disconnect in culture between the teacher and the student, even if they look like each other,” Brunner said. Sometimes it takes a little more time to sort those differences out.\u003c/p>\n\u003cp>“We may not be able to prevent everything, but we can control how we react to things,” Brunner said. If a student isn’t usually a troublemaker, take the extra time to find out why he’s suddenly acting out of turn. “Talk to the kids, watch patterns, read so you better understand,” Brunner said. The key thing is to open up dialogues and listen to what students say.\u003c/p>\n\u003cp>\u003cstrong>5. Address race and racial dynamics in the classroom.\u003c/strong> This is one of the most uncomfortable steps for many educators who either don’t know what to do when a racially-charged incident occurs in class or don’t want to see racist themselves by calling out a student’s race. But by ignoring a fundamental part of student identity, teachers can inadvertently misstep and damage student trust. A common example is calling on students of color to represent their entire race in a discussion where few others minorities are represented.\u003c/p>\n\u003cp>“Don’t have a false conversation,” Brunner said, but do address race every time it comes up. One teacher overheard black students in her class calling one another the “n” word. Instead of sending them out of class or ignoring their comments, she held a seminar discussing the history of the word, how it connects to a history of slavery, which students happened to be studying in their history class. Race was brought front and center, connected to the curriculum and not allowed to pass unnoticed.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>6. Connect to students' future selves.\u003c/strong> Teachers need to recognize that all their students have dreams about what their futures will look like. Too often, the implicit message in school is that white students have bright futures with many career paths to follow, but students of color aren’t likely to go anywhere. “We recognize that kids have hopes and dreams and goals for themselves and we can help them to see how to get there,” Brunner said. Students and their families have a lot to offer schools and that should be celebrated. Too often curriculum implies that only white Americans made important discoveries and positively impacted the outcome of the country. With a little more research and attention to race in the classroom, teachers can easily highlight the many people of color who have made scientific discoveries, are brilliant mathematicians or have added to our collective literary history.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34902\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34902\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/124819998-e1396575985273.jpg\" alt=\"124819998\" width=\"640\" height=\"426\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/124819998-e1396575985273.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/124819998-e1396575985273-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/124819998-e1396575985273-320x213.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap\">Chapel Hill-Carrboro City Schools noticed a troubling trend, one that's \u003ca href=\"http://nces.ed.gov/nationsreportcard/pubs/studies/2011459.aspx\" target=\"_blank\">common across the country\u003c/a>. Although \u003ca href=\"http://www.chccs.k12.nc.us/\" target=\"_blank\">the district\u003c/a>’s overall performance on standardized tests and other achievement measurements are high, when the data is broken down by race and ethnicity, students of color are being left behind. In the \u003ca href=\"http://www.ncreportcards.org/src/distDetails.jsp?Page=2&pLEACode=681&pYear=2012-2013&pDataType=1\" target=\"_blank\">2012-2013 school year\u003c/a>, more than 83 percent of the white high school students in the district passed the end of year tests, but just about 48 percent of the Hispanic students did and only 28 percent of the African-American students passed.\u003c/p>\n\u003cp> The district decided to address the problem using a personal approach. Starting in fourth grade all the way through senior year of high school, students are \u003ca href=\"https://sites.google.com/a/chccs.k12.nc.us/brma/\" target=\"_blank\">paired with a mentor\u003c/a>, someone in the community who spends time with them and exposes them to diverse cultural activities, like going to the museum or sporting events, with the goal of nurturing untapped potential in students by giving them someone to rely on outside of their school, family, and friends.\u003c/p>\n\u003cp>Apart from the mentoring, another big part of the program is creating \u003ca href=\"http://extension.oregonstate.edu/metro4h/sites/default/files/cultural__responsiveness__racial_identity__and_academic__success-_a_review__of_literature.pdf\" target=\"_blank\">more culturally sensitive classrooms\u003c/a>. But rather than taking the top-down approach, the students themselves have had a big hand in creating a set of guidelines based on \u003ca href=\"http://www.sagepub.com/eis/Villegas.pdf\" target=\"_blank\">researched-based strategies\u003c/a> and using their own experiences to distill the research down into the six most important components.\u003c/p>\n\u003cp>The process of creating the guidelines, called the Student Six, has brought up issues that neither students nor teachers had ever addressed before -- at least not in school. And the act of allowing students to take ownership of the process gave them a better understanding of their teachers' perspective.\u003c/p>\n\u003cp>“I didn’t know that [teachers] felt so uncomfortable talking about it until we started doing this,” said Alexa Parvey, a junior at Chapel Hill High School and one of the Student Six facilitators. “It helped me understand that teachers aren’t doing it because they don’t want to include you, they just don’t know,” she said. Now that she and other student facilitators spend a lot of their free time training teachers about race sensitivity, she feels like it's her job to help educate her teachers even when they aren't asking for it. But she also understands that most of her teachers are well-intentioned but lost when it comes to talking about race.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The teachers treat us like we’re peers and we respect that.”\u003c/aside>\n\u003cp>“It’s necessary to talk about race because most of the time race takes the backseat to everything,” said Jotham White, another Chapel Hill junior and student facilitator. “Once they know that we need to talk about race, we can help students build a positive race identity.” The students described how uncomfortable they feel when teachers ignore blatantly disrespectful comments from other students or when it’s clear that their teachers don’t trust them. Volunteering as Student Six facilitators has helped students understand where teachers are coming from and has strengthened relationships with many of them so they can check in beyond the seminar.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“All of this has helped me have a better communication with my teachers,” said Jazmin Rosales, a junior at Chapel Hill. “I happen to be the only Hispanic girl and it has helped me to achieve more than I usually achieve.” Since she started taking a leadership role and advocating for herself in discussions about race, Rosales has vastly improved her academic performance.\u003c/p>\n\u003cp>“The teachers treat us like we’re peers and we respect that,” said Simon Lee, a junior at Chapel Hill. “They ask us what we can do better and if they don’t ask us we give a suggestion.” Lee observed his old middle school teacher as he tried to implement the tips learned at the Student Six training. It was amazing to watch younger students respond more positively to the teacher and know that they were being set on a better path, Lee said.\u003c/p>\n\u003cp>All the students stressed that it can be tough to give teachers feedback. They try not to criticize and never approach teachers in the middle of class. Instead, they give suggestions after class, alerting teachers to how the structure of a project or an assignment disadvantages some students over others. It’s a constant process, but the students feel good knowing that their teachers want to improve in an area that is so uncomfortable for them to discuss.\u003c/p>\n\u003cp>Half of these strategies apply to all students, not just those of color. Students want to feel that their teachers know who they are individually and care about them. While that would be the ideal for all students, it is a crucial foundation for building relationships strong enough to create safe discussions around difficult topics like race. The six strategies work together and are weakened individually when taken piecemeal.\u003c/p>\n\u003cp>\u003cstrong>STUDENT SIX TIPS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Be visible.\u003c/strong> Make sure every student feels welcome and part of the class. The simplest examples of this are greeting each student when he or she comes into class and knowing everyone's names. Small signs that teachers know and are interested in students go a long way to forming trust.\u003c/p>\n\u003cp>\u003cstrong>2. Create a safe space.\u003c/strong> The way a room is arranged and a teacher’s physical proximity to students can make a difference when trying to reduce the vulnerability students feel. If teachers stay behind their desks, they inadvertently signal they want space between themselves and students. Teachers who walk around the room and check in on student progress, create a more equal and focused space. “I can get a kid to focus better just by placing myself near them,” said Teresa Brunner, academic support specialist at Chapel Hill-Carrboro City Schools. Research shows that humans are more engaged when they are within eight feet of the person talking to them. That’s why being asked to sit up front isn’t just a punishment, it’s a strategy.\u003c/p>\n\u003cp>\u003cstrong>3. Connect to students' lives\u003c/strong>. Give students a reason to care about what they're learning by connecting it to situations and concepts that are relevant to their lives. For example, in English class, teachers can assign current event articles on subjects students care about or that affect them. Math teachers can make strides just by making sure the problems deal with quantities and situations kids understand. Learning could be even more relevant to kids' lives, but starting with a basic connection is a good way for students to feel teachers cares about their lives.\u003c/p>\n\u003cp>\u003cstrong>4. Connect to students' culture.\u003c/strong> Make positive connections with student culture through class assignments. For example, one teacher in the Carrboro district created an ancestor project around the traditions of Day of the Dead. The class studied the Mexican holiday, but also talked about the ways various cultures connect with ancestors.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Conversely, cultural differences can make for classroom clashes if teachers aren’t aware. One teacher sent a student to the principal’s office for being disrespectful because he answered a rhetorical question. The student didn’t understand why he was being disciplined because his culture doesn’t have rhetorical questions; he’d been taught to answer teachers. “Often times what is a discipline problem is really a disconnect in culture between the teacher and the student, even if they look like each other,” Brunner said. Sometimes it takes a little more time to sort those differences out.\u003c/p>\n\u003cp>“We may not be able to prevent everything, but we can control how we react to things,” Brunner said. If a student isn’t usually a troublemaker, take the extra time to find out why he’s suddenly acting out of turn. “Talk to the kids, watch patterns, read so you better understand,” Brunner said. The key thing is to open up dialogues and listen to what students say.\u003c/p>\n\u003cp>\u003cstrong>5. Address race and racial dynamics in the classroom.\u003c/strong> This is one of the most uncomfortable steps for many educators who either don’t know what to do when a racially-charged incident occurs in class or don’t want to see racist themselves by calling out a student’s race. But by ignoring a fundamental part of student identity, teachers can inadvertently misstep and damage student trust. A common example is calling on students of color to represent their entire race in a discussion where few others minorities are represented.\u003c/p>\n\u003cp>“Don’t have a false conversation,” Brunner said, but do address race every time it comes up. One teacher overheard black students in her class calling one another the “n” word. Instead of sending them out of class or ignoring their comments, she held a seminar discussing the history of the word, how it connects to a history of slavery, which students happened to be studying in their history class. Race was brought front and center, connected to the curriculum and not allowed to pass unnoticed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>6. Connect to students' future selves.\u003c/strong> Teachers need to recognize that all their students have dreams about what their futures will look like. Too often, the implicit message in school is that white students have bright futures with many career paths to follow, but students of color aren’t likely to go anywhere. “We recognize that kids have hopes and dreams and goals for themselves and we can help them to see how to get there,” Brunner said. Students and their families have a lot to offer schools and that should be celebrated. Too often curriculum implies that only white Americans made important discoveries and positively impacted the outcome of the country. With a little more research and attention to race in the classroom, teachers can easily highlight the many people of color who have made scientific discoveries, are brilliant mathematicians or have added to our collective literary history.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_34884\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.digitalpromise.org/content/uploads/Presentations1-2_merged.jpg\">\u003cimg class=\"size-full wp-image-34884\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/Screen-Shot-2014-04-03-at-12.26.07-PM-e1396553263791.png\" alt=\"Digital Promise\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/Screen-Shot-2014-04-03-at-12.26.07-PM-e1396553263791.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/Screen-Shot-2014-04-03-at-12.26.07-PM-e1396553263791-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/Screen-Shot-2014-04-03-at-12.26.07-PM-e1396553263791-320x180.png 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>An infographic can hardly contain enough space to tackle the big, hairy challenges of American education. But the non-profit, \u003ca href=\"http://www.digitalpromise.org/\" target=\"_blank\">Digital Promise, \u003c/a>has tried to identify some of the biggest challenges -- and ideas for solutions -- identified by the 46 schools in their \u003ca href=\"http://www.digitalpromise.org/initiatives/league-of-innovative-schools/\" target=\"_blank\">League of Innovative Schools\u003c/a> that are trying new techniques. They address issues like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\" target=\"_blank\">competency-based learning\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/new-online-teacher-training-program-joins-mooc-madness/\" target=\"_blank\">personalized professional development\u003c/a>, as well as \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/alan-november-how-teachers-and-tech-can-let-students-take-control/\" target=\"_blank\">students' ownership of their learning\u003c/a>.\u003c/p>\n\u003cp>Click on the image above to see \u003ca href=\"http://www.digitalpromise.org/content/uploads/Presentations1-2_merged.jpg\" target=\"_blank\">all seven challenges\u003c/a> and their solutions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34884\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.digitalpromise.org/content/uploads/Presentations1-2_merged.jpg\">\u003cimg class=\"size-full wp-image-34884\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/Screen-Shot-2014-04-03-at-12.26.07-PM-e1396553263791.png\" alt=\"Digital Promise\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/Screen-Shot-2014-04-03-at-12.26.07-PM-e1396553263791.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/Screen-Shot-2014-04-03-at-12.26.07-PM-e1396553263791-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/Screen-Shot-2014-04-03-at-12.26.07-PM-e1396553263791-320x180.png 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>An infographic can hardly contain enough space to tackle the big, hairy challenges of American education. But the non-profit, \u003ca href=\"http://www.digitalpromise.org/\" target=\"_blank\">Digital Promise, \u003c/a>has tried to identify some of the biggest challenges -- and ideas for solutions -- identified by the 46 schools in their \u003ca href=\"http://www.digitalpromise.org/initiatives/league-of-innovative-schools/\" target=\"_blank\">League of Innovative Schools\u003c/a> that are trying new techniques. They address issues like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\" target=\"_blank\">competency-based learning\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/new-online-teacher-training-program-joins-mooc-madness/\" target=\"_blank\">personalized professional development\u003c/a>, as well as \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/alan-november-how-teachers-and-tech-can-let-students-take-control/\" target=\"_blank\">students' ownership of their learning\u003c/a>.\u003c/p>\n\u003cp>Click on the image above to see \u003ca href=\"http://www.digitalpromise.org/content/uploads/Presentations1-2_merged.jpg\" target=\"_blank\">all seven challenges\u003c/a> and their solutions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Can Schools Be Held Accountable Without Standardized Tests?",
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"content": "\u003cdiv id=\"attachment_29498\" class=\"module image center mceTemp\" style=\"width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/test-taking.jpg\">\u003cimg class=\"size-full wp-image-29498\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/test-taking.jpg\" alt=\"test-taking\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/test-taking.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/test-taking-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/test-taking-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Renata Ganoza\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The focus on scoring well on standardized tests has wedged educators into a difficult spot. Teachers are concerned that a poor showing on the tests will jeopardize school funding, or even their jobs, and often feel they have to suspend everything else in order to focus on test prep. Putting so much energy into one assessment -- one that doesn’t give teachers and students any granular, actionable information -- takes resources, time, and energy away from other kinds of rich learning experiences.\u003c/p>\n\u003cp>One school district is trying to change the game completely, and could possibly serve as a model for other districts. \u003ca href=\"https://www.dcsdk12.org/\" target=\"_blank\">Douglas County School District\u003c/a> outside Denver is hoping to prove to the state education department that the alternative assessments it has developed convey just as much useful information about students' progress as the standardized tests.\u003c/p>\n\u003cp>District officials helped write and introduce\u003ca href=\"http://www.statebillinfo.com/bills/bills/14/1202_01.pdf\" target=\"_blank\"> legislation at the state level\u003c/a> to create a waiver system for schools that regularly perform well on state standardized tests. If districts can produce a body of evidence proving they are meeting the expectations of the state for student learning, they could self-report progress. The state would check in to make sure schools are continuing to perform well by testing students once in elementary school, once in middle school and once in high school. The Colorado bill hasn’t passed, but legislators commissioned a study to investigate the topic further.\u003c/p>\n\u003cp>[contextly_sidebar id=\"729b07007b3d43db92cccaaa348e7d1e\"]\u003c/p>\n\u003cp>“Comparability now is more valuable to us in society than performance rigor and having the diversity of opportunities for students to demonstrate their learning,” said Syna Morgan, chief system performance officer for Douglas County Schools. The government wants one number to represent each students’ learning so it can compare across schools and states, easily identifying schools that lag behind or perform well.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While many agree that schools should be accountable for student learning, reducing the measurement down to one score, once a year doesn’t help, Morgan said. The school ends up learning that, on the whole, it got better at reading, but nothing about individual skills like fluency of reading, higher order thinking skills, or the ability to tell the difference between fiction and non-fiction. To get that kind of granular feedback, Douglas County has turned to performance-based assessments.\u003c/p>\n\u003cp>Douglas County started developing its own\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\" target=\"_blank\"> performance assessments\u003c/a> in 2011 to try and measure the kind of thinking and doing students would need for the real world. Teachers now require students to demonstrate knowledge and skills they’ve learned so that they can pinpoint the specific elements of a nuanced learning goal and be able to tell how a student is doing.\u003c/p>\n\u003cp>“If you have a set of criteria and you have a clear delineation of what the learning outcomes need to be, then you could measure them in very different ways,” Morgan said. There’s no need to standardize if each student can prove he or she knows the information and can perform the skills.\u003c/p>\n\u003cp>“Our schools are caught in a tough spot because they still have all these mandates that are tied to standardized tests, and yet they really value the feedback they're getting when students are doing these kinds of performance tasks,” Morgan said. Right now, teachers in the district are working towards two sets of assessments. They are preparing students for state tests while simultaneously using their own assessments, even though it requires more work for teachers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Our schools are caught in a tough spot because they still have all these mandates that are tied to standardized tests, and yet they really value the feedback they're getting when students are doing these kinds of performance tasks.”\u003c/aside>\n\u003cp>“One of the issues is how much time is taken from instructional time when a school is in test mode,” Morgan said. In Colorado students are tested in five areas: reading, writing, math, social studies, and science. Time spent on taking tests adds up to multiple days per student -- and because they're spread out, it takes weeks of prepping and the energy of the whole staff.\u003c/p>\n\u003cp>“We’re very committed to trying to sway the conversation because I feel like it’s Groundhog’s Day,” Morgan said. While she finds the Common Core State Standards promising as an outline of the skills students should learn, she worries that if the implementation boils down to focus on how schools do on the assessments, then all the effort will end up looking a lot like the last 14 years of high-stakes testing.\u003c/p>\n\u003cp>One big push against the waiver bill Douglas County is proposing is that it excludes lower-performing schools. It’s inequitable to allow high performing schools to opt out of state testing and yet require the schools that might benefit the most from alternative teaching practices to remain beholden to a test that doesn’t provide teachers any information about how to improve or where students lack knowledge.\u003c/p>\n\u003cp>“We’re holding all schools accountable to systems designed to police struggling schools,” Morgan said. But many of the country’s struggling schools haven’t improved under the current testing regime. Instead, she’d like them to be included in the waiver program if they can show growth in performance.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As the district experiments with performance based assessments, it's finding it an easy transition in elementary school, but much harder in the older grades. “The poor middle school and high school students have already been acclimated to this way of thinking, so to give them a performance test is agony,” Morgan said. Those “remedial thinking skills” are what Douglas County hopes to prevent for the next group of students.\u003c/p>\n\n",
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"excerpt": "A Colorado school district is trying to prove to the state that its performance-based assessments of student learning work better than state standardized tests.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_29498\" class=\"module image center mceTemp\" style=\"width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/test-taking.jpg\">\u003cimg class=\"size-full wp-image-29498\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/test-taking.jpg\" alt=\"test-taking\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/test-taking.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/test-taking-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/test-taking-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Renata Ganoza\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The focus on scoring well on standardized tests has wedged educators into a difficult spot. Teachers are concerned that a poor showing on the tests will jeopardize school funding, or even their jobs, and often feel they have to suspend everything else in order to focus on test prep. Putting so much energy into one assessment -- one that doesn’t give teachers and students any granular, actionable information -- takes resources, time, and energy away from other kinds of rich learning experiences.\u003c/p>\n\u003cp>One school district is trying to change the game completely, and could possibly serve as a model for other districts. \u003ca href=\"https://www.dcsdk12.org/\" target=\"_blank\">Douglas County School District\u003c/a> outside Denver is hoping to prove to the state education department that the alternative assessments it has developed convey just as much useful information about students' progress as the standardized tests.\u003c/p>\n\u003cp>District officials helped write and introduce\u003ca href=\"http://www.statebillinfo.com/bills/bills/14/1202_01.pdf\" target=\"_blank\"> legislation at the state level\u003c/a> to create a waiver system for schools that regularly perform well on state standardized tests. If districts can produce a body of evidence proving they are meeting the expectations of the state for student learning, they could self-report progress. The state would check in to make sure schools are continuing to perform well by testing students once in elementary school, once in middle school and once in high school. The Colorado bill hasn’t passed, but legislators commissioned a study to investigate the topic further.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Comparability now is more valuable to us in society than performance rigor and having the diversity of opportunities for students to demonstrate their learning,” said Syna Morgan, chief system performance officer for Douglas County Schools. The government wants one number to represent each students’ learning so it can compare across schools and states, easily identifying schools that lag behind or perform well.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While many agree that schools should be accountable for student learning, reducing the measurement down to one score, once a year doesn’t help, Morgan said. The school ends up learning that, on the whole, it got better at reading, but nothing about individual skills like fluency of reading, higher order thinking skills, or the ability to tell the difference between fiction and non-fiction. To get that kind of granular feedback, Douglas County has turned to performance-based assessments.\u003c/p>\n\u003cp>Douglas County started developing its own\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\" target=\"_blank\"> performance assessments\u003c/a> in 2011 to try and measure the kind of thinking and doing students would need for the real world. Teachers now require students to demonstrate knowledge and skills they’ve learned so that they can pinpoint the specific elements of a nuanced learning goal and be able to tell how a student is doing.\u003c/p>\n\u003cp>“If you have a set of criteria and you have a clear delineation of what the learning outcomes need to be, then you could measure them in very different ways,” Morgan said. There’s no need to standardize if each student can prove he or she knows the information and can perform the skills.\u003c/p>\n\u003cp>“Our schools are caught in a tough spot because they still have all these mandates that are tied to standardized tests, and yet they really value the feedback they're getting when students are doing these kinds of performance tasks,” Morgan said. Right now, teachers in the district are working towards two sets of assessments. They are preparing students for state tests while simultaneously using their own assessments, even though it requires more work for teachers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Our schools are caught in a tough spot because they still have all these mandates that are tied to standardized tests, and yet they really value the feedback they're getting when students are doing these kinds of performance tasks.”\u003c/aside>\n\u003cp>“One of the issues is how much time is taken from instructional time when a school is in test mode,” Morgan said. In Colorado students are tested in five areas: reading, writing, math, social studies, and science. Time spent on taking tests adds up to multiple days per student -- and because they're spread out, it takes weeks of prepping and the energy of the whole staff.\u003c/p>\n\u003cp>“We’re very committed to trying to sway the conversation because I feel like it’s Groundhog’s Day,” Morgan said. While she finds the Common Core State Standards promising as an outline of the skills students should learn, she worries that if the implementation boils down to focus on how schools do on the assessments, then all the effort will end up looking a lot like the last 14 years of high-stakes testing.\u003c/p>\n\u003cp>One big push against the waiver bill Douglas County is proposing is that it excludes lower-performing schools. It’s inequitable to allow high performing schools to opt out of state testing and yet require the schools that might benefit the most from alternative teaching practices to remain beholden to a test that doesn’t provide teachers any information about how to improve or where students lack knowledge.\u003c/p>\n\u003cp>“We’re holding all schools accountable to systems designed to police struggling schools,” Morgan said. But many of the country’s struggling schools haven’t improved under the current testing regime. Instead, she’d like them to be included in the waiver program if they can show growth in performance.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As the district experiments with performance based assessments, it's finding it an easy transition in elementary school, but much harder in the older grades. “The poor middle school and high school students have already been acclimated to this way of thinking, so to give them a performance test is agony,” Morgan said. Those “remedial thinking skills” are what Douglas County hopes to prevent for the next group of students.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg class=\"aligncenter size-large wp-image-34745\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/istock_000027757063small_wide-357d334b800ca50d2ddafbb576744e7cb1a0f723-640x360.jpg\" alt=\"Loops And Swirls: You might have the best cursive handwriting in the land, but your kids probably don't. Does learning to write in cursive help kids' brains grow?\" width=\"640\" height=\"360\">\u003cstrong>By Cory Turner\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap\">Across the country, many school districts \u003ca href=\"http://www.wbez.org/news/indiana-bill-would-require-teaching-cursive-writing-104793\" target=\"_blank\">dropped cursive from their curricula\u003c/a> years ago. The new Common Core State Standards now being implemented in most states never mention the word \"cursive.\" Given longhand's waning popularity, lawmakers in \u003ca href=\"http://www.usatoday.com/story/news/nation/2014/03/10/tennessee-cursive-penmanship-bill-vote/6260613/\" target=\"_blank\">several states, including Tennessee\u003c/a>, are now trying to legislate a cursive comeback.\u003c/p>\n\u003cp>The arguments in favor of cursive usually revolve around heritage or tradition. Some parents want their children to be able to read a letter from Grandma as well as our nation's founding documents. Some cursive supporters also invoke science, arguing that learning cursive helps young brains grow more than learning basic printing does.\u003c/p>\n\u003cp>Professor Amy Bastian, a motor neuroscientist at the Kennedy Krieger Institute at Johns Hopkins University in Baltimore, has dedicated her career to studying how the brain talks to the body. \"The more variety of things you do in the fine motor domain, the more variety of hand movements you make, will improve your dexterity,\" Bastian says.\u003c/p>\n\u003cp>That may sound like a ringing endorsement for cursive handwriting, but when asked if cursive writing is better for a child's development than printing, Bastian makes it clear: She doesn't know. Cursive is good, she insists, but it's not certain that it's better or more important for a child's development than printing.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It really doesn't matter if it's manuscript or cursive. It is kind of silly, in a way, that you have state legislatures getting all tied up in this.\"\u003c/aside>\n\u003cp>Steve Graham, who studies children's writing and teaches education at Arizona State University, believes that the current cursive debate misses the problem.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"It really doesn't matter if it's manuscript or cursive,\" Graham says. \"It is kind of silly, in a way, that you have state legislatures getting all tied up in this.\"\u003c/p>\n\u003cp>All of the researchers NPR spoke with agree that cursive is good, but none would argue that it is better or more important than printing. The evidence just isn't there. As long as children are writing in school, it doesn't really matter if the letters curl and connect. So, problem solved. Or is it?\u003c/p>\n\u003cp>\"Imagine a world without handwriting,\" bellows a deep-voiced narrator. \"It's not as far-fetched as it sounds.\"\u003c/p>\n\u003cp>So begins a promotional video for a conference geared toward researchers and educators held a few years ago, called \"Handwriting in the 21st Century?\"\u003c/p>\n\u003cp>The question mark at the end of the title says it all. The premise of the gathering, according to the video: \"Handwriting instruction is in danger of becoming increasingly marginalized.\"\u003c/p>\n\u003cp>If the claim is to be believed, that's a bad thing. And lots of reading specialists and academics believe it. It turns out, the real fear among those who study kids and handwriting is not that our schools will stop teaching cursive; it's what Steve Graham of ASU has noticed in recent years: \"We don't see much writing going on at all across the school day,\" Graham says.\u003c/p>\n\u003cp>What are kids doing instead?\u003c/p>\n\u003cp>[contextly_sidebar id=\"6e1a2bee9009b2ecf8719502f01eb289\"]\u003c/p>\n\u003cp>\"Filling in blanks on worksheets,\" Graham says. \"One-sentence responses to questions, maybe in a short response summarizing information.\"\u003c/p>\n\u003cp>In other words, not enough good old-fashioned composition and too much choosing among (A) This, (B) That or (C) All of the above. Some of those fighting to keep cursive in schools argue that computers are the enemy. Instead of writing, kids are typing on the keyboard, they say. But there are two problems with that argument.\u003c/p>\n\u003cp>First, many researchers say that learning to type is a good thing. And second: \"Schools are not teaching keyboarding,\" says Virginia Berninger, a professor of educational psychology at the University of Washington.\u003c/p>\n\u003cp>Berninger is a big champion of both handwriting and typing. She's worried that they have been nudged to the side by crowded state standards.\u003c/p>\n\u003cp>\"In the 21st century, you teach kids to be multilingual by hand,\" Berninger says.\u003c/p>\n\u003cp>The new Common Core State Standards place considerable emphasis on the importance of composition, which suggests students may be doing more writing as states implement the core. But that means that right now the pressure is on teachers, administrators and textbook writers to make sure students get the time and instruction they need to become fluent writers.\u003c/p>\n\u003cp>\"If we expect kids to develop mastery in anything and develop fluency in anything, they have to be doing it on a regular basis,\" says Scott Beers, who teaches education at Seattle Pacific University.\u003c/p>\n\u003cp>That's true not just in kindergarten or first grade, but in grade after grade. Focus on handwriting early and often, experts say, print or cursive or both. Then, as kids' brains develop, gently lay the groundwork for typing.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It's not either-or. It's choice (C) All of the above. The good kind.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Does+The+Fight+For+A+Cursive+Comeback+Miss+The+Point%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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},
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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},
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
},
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},
"link": "https://www.cityarts.net",
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"order": 1
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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}
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"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"id": "fresh-air",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
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"source": "NPR"
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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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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"jerrybrown": {
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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. ",
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"order": 18
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
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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",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
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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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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
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"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>",
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