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"disqusTitle": "Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning? ",
"title": "Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning? ",
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"content": "\u003cfigure id=\"attachment_34271\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/inchoherent/5197618882/\">\u003cimg class=\"size-full wp-image-34271\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/sunshine.jpg\" alt=\"sunshine\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As educators across the country continue to examine the best ways of teaching and learning, a new lexicon is beginning to emerge that describes one particular approach -- \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">deeper learning\u003c/a>. The phrase implies a rich learning experience for students that allows them to really dig into a subject and understand it in a way that requires more than just memorizing facts.\u003c/p>\n\u003cp>The elements that make up this approach are not necessarily new -- great teachers have been employing these tactics for years. But now there's a movement to codify the different pieces that define the deeper learning approach, and to spread the knowledge from teacher to teacher, school to school in the form of a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\">Deeper Learning MOOC\u003c/a> (massive open online course), organized by a group of schools, non-profits, and sponsored by the \u003ca href=\"http://www.hewlett.org/programs/education-program/deeper-learning\" target=\"_blank\">Hewlett Foundation.\u003c/a>\u003c/p>\n\u003cp>So what defines deeper learning? This group has identified six competencies: mastering content, critical thinking, effective written and oral communication, collaboration, learning how to learn, and developing academic mindsets.\u003c/p>\n\u003cp>To help put these concepts in perspective, consider the example of a High Tech High sophomore class in San Diego that worked together in groups on a project combining humanities and physics through the lens of the rise and fall of ancient civilizations. Students were responsible for creating a mechanism to explain their theory about why those civilizations failed, drawing on what they’d learned about gears through the course of the project.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What you want to have is a sense of imagination, intuition and inspiration, and those don’t miss-predict based on socio-economic status, race, gender or language ability.\"\u003c/aside>\n\u003cp>“My individual mechanism didn’t work on exhibition day, when the whole school was watching,” said Maya Ervin, a sophomore at\u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\"> High Tech High\u003c/a> during the first online panel of the MOOC. The malfunction didn’t affect her entire grade because her teacher had been watching her collaborate and communicate with her group on the project for weeks and had many data points to assess her understanding of the material.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The great project for education everywhere is to reach all students and to discover that all students are capable of deeper learning,” said Rob Riordan, co-founder of High Tech High in describing the goal of the Deeper Learning MOOC. “The question then becomes, how do we find ways to offer access to all learners and in ways that all can shine.” That means letting students get their hands on materials to build things, giving them a real question or problem that’s worth pursuing and making them feel that they are engaged in authentic, valuable work.\u003c/p>\n\u003cp>“What you want to have is a sense of imagination, intuition and inspiration, and those don’t miss-predict based on socio-economic status, race, gender or language ability,\" said Larry Rosenstock, High Tech High’s other founder. \"Those are natural elements and talents that are all within us, but they’re not drawn upon in schools.” When schools try to draw out these innate human qualities, the social differences between students no longer matter for their achievement. But to achieve that vision of equitable learning, educators must recognize the varied strengths of students, some of which might not be strictly related to academic content.\u003c/p>\n\u003cp>\u003cstrong>CULTIVATING ACADEMIC MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Educators often discuss the difficulty of teaching students who don’t seem to want to learn. Without internal motivation and curiosity, school can feel like a chore to many students. But there are concrete ways to help students develop motivation and other positive academic mindsets.“The key is that we can develop in students that inner drive, that motivation for them to make the most out of those learning experiences,” said Eduardo Briceño, CEO of \u003ca href=\"http://www.mindsetworks.com/\" target=\"_blank\">Mindset Works\u003c/a>, a non-profit started by Stanford Professor Carol Dweck \u003ca href=\"http://www.mindsetworks.com/webnav/whatismindset.aspx\" target=\"_blank\">based on her research\u003c/a>.\u003c/p>\n\u003cp>To develop a positive academic mindset, these are four key beliefs students must hold:\u003c/p>\n\u003cul>\n\u003cli>I can change my intelligence and abilities through effort\u003c/li>\n\u003cli>I can succeed\u003c/li>\n\u003cli>I belong in this learning community\u003c/li>\n\u003cli>This work has value and purpose for me\u003c/li>\n\u003c/ul>\n\u003cp>When those beliefs are present and paired with learning strategies to help with effective self-management, any student can be successful. “We have to be deliberate about creating environments that foster those beliefs and strategies in students so they take ownership of learning,” Briceno said. “There is not one way to create deeper learning, different schools can design themselves in different ways to create deeper learning experiences and outcomes for their students.”\u003c/p>\n\u003cp>\u003cstrong>DEEPER LEARNING AND THE COMMON CORE\u003c/strong>\u003c/p>\n\u003cp>“Teachers consistently tell us the things that hold them back from deeper learning are state tests and college expectations,” said \u003ca href=\"http://www.gse.harvard.edu/directory/faculty/faculty-detail/?fc=78498&flt=m&sub=all\" target=\"_blank\">Jal Mehta\u003c/a>, professor at Harvard Graduate School of Education. Mehta has spent a lot of time visiting schools around the country, documenting deeper learning or its lack. In high school, teachers say there are too many required topics so classes turn into shallow treatments of a wide range of topics, rather than a deep dive on just a few.\u003c/p>\n\u003cp>[contextly_sidebar id=\"0e93f4040107474941fa290cdf0efecd\"]\u003c/p>\n\u003cp>The Common Core State Standards try to take a deeper approach to learning, but Deeper Learning MOOC panelists agreed that whether the standards live up to their expectations depends on implementation. “If you add a few letters to standards you get standardization and standardization is the death knell to innovation,” said Rosenstock. “I think that there’s a lot of ways that you can be accountable and the greatest risk for standards is that they devolve into content standards, instead of process standards.”\u003c/p>\n\u003cp>Panelists agreed that for the most part the Common Core Standards are trying to move in the right direction, but how those standards are assessed can become tricky. “Before we assess, we need to know what we are assessing for,” said Marc Chun, program officer at the Hewlett Foundation. What does effective collaboration look like? What does it really look like to be a critical thinker? These skill are more oriented towards process than content, making them difficult to assess in a standardized way.\u003c/p>\n\u003cp>\u003cstrong>EDUCATORS AND DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>“The relationship between teachers and administrators parallels the relationship between teachers and students,” said Mehta. If administrators hold tightly to hierarchy, teachers are more likely to see themselves as the authority figure in the classroom. Conversely, if there is a respectful partnership between administrators and teachers that approach transfers to the classroom, modeling how teachers can treat students as partners in the learning process.\u003c/p>\n\u003cp>Another important key to success is for educators to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/how-opening-up-classroom-doors-can-push-education-forward/\">move away from siloed disciplines and work together in groups\u003c/a>. Rosenstock said High Tech High teachers rarely work alone. Instead, they look for ways to create projects that cross the boundaries of disciplines, the way real world problems often do.\u003c/p>\n\u003cp>It’s also worth recognizing that deeper learning isn’t happening everywhere and some teachers may have never experienced that kind of learning in their own schooling. In those cases, it might help them to see deeper learning in action in order to understand how they might be able to implement it in their classrooms. “Despite the fact that there’s not that much deeper learning out there, when there is, it’s really powerful,” Mehta said.“The most helpful thing with respect to learning about deeper learning was seeing it and then doing it.”\u003c/p>\n\u003cp>\u003cstrong>GETTING STARTED WITH DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>One easy way to try out deeper learning is to ask students what interests them. Don’t have any curricular goals in mind, just ask them genuinely what they care about. Throw the ideas up on the board and group them, looking for an overarching theme. “As educators you forget to go to students and ask a question,” said Maya Ervin, the High Tech High sophomore. “Sometimes it’s forgotten that the students are the ones that are most affected by deeper learning.”\u003c/p>\n\u003cp>Rob Riordan has tried this method with students of all ages. With one sixth grade class it was clear that all their questions were linked to the end of the world. The class ended up studying asteroids, earthquakes, the Mayan calendar and other apocalyptic events.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The core competencies of deeper learning will transfer beyond school and into the rest of students lives. That makes it imperative that all students acquire them through school and makes any discussions of deeper learning one about equity. “I think that the notion of deeper learning is ultimately a social justice issue,” said Chun. “We need to find ways for everyone to have this otherwise they’ll be left behind with the challenges we’ll face in the world.”\u003c/p>\n\n",
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"description": "Every student has the capacity for rich, meaningful learning experiences. How can educators tap into the motivation that helps drive a love of learning in students? They key might be found in the "deeper learning" movement.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34271\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/inchoherent/5197618882/\">\u003cimg class=\"size-full wp-image-34271\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/sunshine.jpg\" alt=\"sunshine\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As educators across the country continue to examine the best ways of teaching and learning, a new lexicon is beginning to emerge that describes one particular approach -- \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">deeper learning\u003c/a>. The phrase implies a rich learning experience for students that allows them to really dig into a subject and understand it in a way that requires more than just memorizing facts.\u003c/p>\n\u003cp>The elements that make up this approach are not necessarily new -- great teachers have been employing these tactics for years. But now there's a movement to codify the different pieces that define the deeper learning approach, and to spread the knowledge from teacher to teacher, school to school in the form of a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\">Deeper Learning MOOC\u003c/a> (massive open online course), organized by a group of schools, non-profits, and sponsored by the \u003ca href=\"http://www.hewlett.org/programs/education-program/deeper-learning\" target=\"_blank\">Hewlett Foundation.\u003c/a>\u003c/p>\n\u003cp>So what defines deeper learning? This group has identified six competencies: mastering content, critical thinking, effective written and oral communication, collaboration, learning how to learn, and developing academic mindsets.\u003c/p>\n\u003cp>To help put these concepts in perspective, consider the example of a High Tech High sophomore class in San Diego that worked together in groups on a project combining humanities and physics through the lens of the rise and fall of ancient civilizations. Students were responsible for creating a mechanism to explain their theory about why those civilizations failed, drawing on what they’d learned about gears through the course of the project.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What you want to have is a sense of imagination, intuition and inspiration, and those don’t miss-predict based on socio-economic status, race, gender or language ability.\"\u003c/aside>\n\u003cp>“My individual mechanism didn’t work on exhibition day, when the whole school was watching,” said Maya Ervin, a sophomore at\u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\"> High Tech High\u003c/a> during the first online panel of the MOOC. The malfunction didn’t affect her entire grade because her teacher had been watching her collaborate and communicate with her group on the project for weeks and had many data points to assess her understanding of the material.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The great project for education everywhere is to reach all students and to discover that all students are capable of deeper learning,” said Rob Riordan, co-founder of High Tech High in describing the goal of the Deeper Learning MOOC. “The question then becomes, how do we find ways to offer access to all learners and in ways that all can shine.” That means letting students get their hands on materials to build things, giving them a real question or problem that’s worth pursuing and making them feel that they are engaged in authentic, valuable work.\u003c/p>\n\u003cp>“What you want to have is a sense of imagination, intuition and inspiration, and those don’t miss-predict based on socio-economic status, race, gender or language ability,\" said Larry Rosenstock, High Tech High’s other founder. \"Those are natural elements and talents that are all within us, but they’re not drawn upon in schools.” When schools try to draw out these innate human qualities, the social differences between students no longer matter for their achievement. But to achieve that vision of equitable learning, educators must recognize the varied strengths of students, some of which might not be strictly related to academic content.\u003c/p>\n\u003cp>\u003cstrong>CULTIVATING ACADEMIC MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Educators often discuss the difficulty of teaching students who don’t seem to want to learn. Without internal motivation and curiosity, school can feel like a chore to many students. But there are concrete ways to help students develop motivation and other positive academic mindsets.“The key is that we can develop in students that inner drive, that motivation for them to make the most out of those learning experiences,” said Eduardo Briceño, CEO of \u003ca href=\"http://www.mindsetworks.com/\" target=\"_blank\">Mindset Works\u003c/a>, a non-profit started by Stanford Professor Carol Dweck \u003ca href=\"http://www.mindsetworks.com/webnav/whatismindset.aspx\" target=\"_blank\">based on her research\u003c/a>.\u003c/p>\n\u003cp>To develop a positive academic mindset, these are four key beliefs students must hold:\u003c/p>\n\u003cul>\n\u003cli>I can change my intelligence and abilities through effort\u003c/li>\n\u003cli>I can succeed\u003c/li>\n\u003cli>I belong in this learning community\u003c/li>\n\u003cli>This work has value and purpose for me\u003c/li>\n\u003c/ul>\n\u003cp>When those beliefs are present and paired with learning strategies to help with effective self-management, any student can be successful. “We have to be deliberate about creating environments that foster those beliefs and strategies in students so they take ownership of learning,” Briceno said. “There is not one way to create deeper learning, different schools can design themselves in different ways to create deeper learning experiences and outcomes for their students.”\u003c/p>\n\u003cp>\u003cstrong>DEEPER LEARNING AND THE COMMON CORE\u003c/strong>\u003c/p>\n\u003cp>“Teachers consistently tell us the things that hold them back from deeper learning are state tests and college expectations,” said \u003ca href=\"http://www.gse.harvard.edu/directory/faculty/faculty-detail/?fc=78498&flt=m&sub=all\" target=\"_blank\">Jal Mehta\u003c/a>, professor at Harvard Graduate School of Education. Mehta has spent a lot of time visiting schools around the country, documenting deeper learning or its lack. In high school, teachers say there are too many required topics so classes turn into shallow treatments of a wide range of topics, rather than a deep dive on just a few.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The Common Core State Standards try to take a deeper approach to learning, but Deeper Learning MOOC panelists agreed that whether the standards live up to their expectations depends on implementation. “If you add a few letters to standards you get standardization and standardization is the death knell to innovation,” said Rosenstock. “I think that there’s a lot of ways that you can be accountable and the greatest risk for standards is that they devolve into content standards, instead of process standards.”\u003c/p>\n\u003cp>Panelists agreed that for the most part the Common Core Standards are trying to move in the right direction, but how those standards are assessed can become tricky. “Before we assess, we need to know what we are assessing for,” said Marc Chun, program officer at the Hewlett Foundation. What does effective collaboration look like? What does it really look like to be a critical thinker? These skill are more oriented towards process than content, making them difficult to assess in a standardized way.\u003c/p>\n\u003cp>\u003cstrong>EDUCATORS AND DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>“The relationship between teachers and administrators parallels the relationship between teachers and students,” said Mehta. If administrators hold tightly to hierarchy, teachers are more likely to see themselves as the authority figure in the classroom. Conversely, if there is a respectful partnership between administrators and teachers that approach transfers to the classroom, modeling how teachers can treat students as partners in the learning process.\u003c/p>\n\u003cp>Another important key to success is for educators to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/how-opening-up-classroom-doors-can-push-education-forward/\">move away from siloed disciplines and work together in groups\u003c/a>. Rosenstock said High Tech High teachers rarely work alone. Instead, they look for ways to create projects that cross the boundaries of disciplines, the way real world problems often do.\u003c/p>\n\u003cp>It’s also worth recognizing that deeper learning isn’t happening everywhere and some teachers may have never experienced that kind of learning in their own schooling. In those cases, it might help them to see deeper learning in action in order to understand how they might be able to implement it in their classrooms. “Despite the fact that there’s not that much deeper learning out there, when there is, it’s really powerful,” Mehta said.“The most helpful thing with respect to learning about deeper learning was seeing it and then doing it.”\u003c/p>\n\u003cp>\u003cstrong>GETTING STARTED WITH DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>One easy way to try out deeper learning is to ask students what interests them. Don’t have any curricular goals in mind, just ask them genuinely what they care about. Throw the ideas up on the board and group them, looking for an overarching theme. “As educators you forget to go to students and ask a question,” said Maya Ervin, the High Tech High sophomore. “Sometimes it’s forgotten that the students are the ones that are most affected by deeper learning.”\u003c/p>\n\u003cp>Rob Riordan has tried this method with students of all ages. With one sixth grade class it was clear that all their questions were linked to the end of the world. The class ended up studying asteroids, earthquakes, the Mayan calendar and other apocalyptic events.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The core competencies of deeper learning will transfer beyond school and into the rest of students lives. That makes it imperative that all students acquire them through school and makes any discussions of deeper learning one about equity. “I think that the notion of deeper learning is ultimately a social justice issue,” said Chun. “We need to find ways for everyone to have this otherwise they’ll be left behind with the challenges we’ll face in the world.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_34206\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/cristic/359572657/sizes/l/\">\u003cimg class=\"size-medium wp-image-34206\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/359572657_89c53cca6e_b-e1393260279978-300x204.jpg\" alt=\"359572657_89c53cca6e_b\" width=\"300\" height=\"204\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“Let them eat cake,” said Marie Antoinette. Should teachers, parents, and managers say of the learners in their charge, “Let them struggle”?\u003c/p>\n\u003cp>Allowing learners to struggle will actually help them learn better, according to research on “productive failure” conducted by Manu Kapur, a researcher at the Learning Sciences Lab at the National Institute of Education of Singapore. Kapur’s investigations find that while the model adopted by many teachers and employers when introducing others to new knowledge—providing lots of structure and guidance early on, until the students or workers show that they can do it on their own—makes intuitive sense, it’s not the best way to promote learning. Rather, it’s better to let neophytes wrestle with the material on their own for a while, refraining from giving them any assistance at the start.\u003c/p>\n\u003cp>In a recent \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/10508406.2011.591717?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=faef8ce879-Brilliant_Report_16_1_2012&utm_medium=email&utm_term=0_9c734401c1-faef8ce879-299116541&#.Uw7UvF42zdG\" target=\"_blank\"> study\u003c/a> published in the \u003cem>Journal of the Learning Sciences\u003c/em>, Kapur and a co-author, Katerine Bielaczyc, applied the principle of productive failure to mathematical problem solving in three schools in Singapore. With one group of students, the teacher provided intensive “scaffolding”—instructional support—and feedback. With the teacher’s help, these pupils were able to find the answers to their set of problems.\u003c/p>\n\u003cp>Meanwhile, a second group was directed to solve the same problems by collaborating with one another, absent any prompts from their instructor. These students weren’t able to complete the problems correctly. But in the course of trying to do so, they generated a lot of ideas about the nature of the problems and about what potential solutions would look like. And when the two groups were tested on what they’d learned, the second group “significantly outperformed” the first.\u003c/p>\n\u003cp>[contextly_sidebar id=\"68dcc25855a385776b253a99ecccdce8\"]\u003c/p>\n\u003cp>The struggles of the second group have what Kapur calls a “hidden efficacy”: they lead people to understand the deep structure of problems, not simply their correct solutions. When these students encounter a new problem of the same type on a test, they’re able to transfer the knowledge they’ve gathered more effectively than those who were the passive recipients of someone else’s expertise.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the real world, problems rarely come neatly packaged, so being able to discern their deep structure is key. But, Kapur notes, none of us like to fail, no matter how often Silicon Valley entrepreneurs praise the salutary effects of an idea that flops or a start-up that crashes and burns. So, he says, we need to “design for productive failure” by intentionally managing the \u003cem>way\u003c/em> learners fail.\u003c/p>\n\u003cp>Kapur has identified three conditions that promote a beneficial struggle. First, choose problems to work on that “challenge but do not frustrate.” Second, provide learners with opportunities to explain and elaborate on what they’re doing. Third, give learners the chance to compare and contrast good and bad solutions to the problems.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By allowing learners to experience the discomfort of struggle first, and the triumph of understanding second, we can ensure that they have their cake and eat it, too\u003c/p>\n\n",
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"content": "\u003cfigure id=\"attachment_34085\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/martinaphotography/7136690401/sizes/z/in/photolist-bSDpqe-a6zoRR-bncE6P-6SMGjb-e6dn31-bVnhoQ-9Jw4ZA-71zicX-dagN5H-dagNR3-bD5aMT-c886y-9FiN7j-5Ftg7X-a5woDo-a73tKx-fJT58R-86Eb4r-9yZRV9-59cRtV-6oM5Jb-c5FhD-zh64Y-c5FhC-PR87d-c8ddD-9EhXBV-7pHe3J-c8ddx-ajZ87X-5SBvdW-9jLaoN-diRUs4/\">\u003cimg class=\"size-full wp-image-34085\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/7136690401_86c17e324f_z-e1392337923320.jpg\" alt=\"7136690401_86c17e324f_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/7136690401_86c17e324f_z-e1392337923320.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/7136690401_86c17e324f_z-e1392337923320-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/7136690401_86c17e324f_z-e1392337923320-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Martinak15\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\n\u003c/p>\u003cp class=\"dropcap-serif\">The teenage years are a tumultuous time, with about 11 percent developing depression by age 18. Lack of sleep may increase teenagers' risk of depression, two studies say.\u003c/p>\n\u003cp>Teenagers who don't get enough sleep are four times as likely to develop \u003ca href=\"http://www.nimh.nih.gov/health/publications/depression-in-children-and-adolescents/index.shtml\">major depressive disorder\u003c/a> as their peers who sleep more, according to researchers at the University of Texas Health Science Center in Houston. They tracked the habits of more than 4,000 adolescents over a year.\u003c/p>\n\u003cp>And already depressed teens were four times as likely to lose sleep. \"That's a pretty strong reciprocal relationship,\" says behavioral scientist \u003ca href=\"http://experts.scival.com/uthealthhouston/expert.asp?n=ROBERT+E+ROBERTS&u_id=105086\">Robert Roberts\u003c/a>, the study's lead author.\u003c/p>\n\u003cp>The trend remained even after the researchers adjusted the data to account for demographic differences. The findings were \u003ca href=\"https://mail.npr.org/owa/redir.aspx?C=pRsof5FeP0a_SMJTAewIO5ZVajfI9tAIb8FZYJG2R05Cl9SGAvYqz0vQ0OlnGeald9Tx4NLPFLI.&URL=http%3a%2f%2fwww.journalsleep.org%2fViewAbstract.aspx%3fpid%3d29307\" target=\"_blank\">published\u003c/a> last week in the journal \u003cem>Sleep\u003c/em>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It's all the more reason that parents should try to monitor how much their kids are sleeping, Roberts tells Shots. \"Kids should go to bed at a regular time. They should wake up at a regular time. They should have a dark room if possible — that means no TV, no games, no phones.\"\u003c/p>\n\u003cp>A lot of adolescents just aren't getting as much sleep at they should. The Centers for Disease Control and Prevention \u003ca href=\"https://mail.npr.org/owa/redir.aspx?C=pRsof5FeP0a_SMJTAewIO5ZVajfI9tAIb8FZYJG2R05Cl9SGAvYqz0vQ0OlnGeald9Tx4NLPFLI.&URL=http%3a%2f%2fwww.cdc.gov%2fsleep%2fabout_sleep%2fhow_much_sleep.htm\" target=\"_blank\">recommends\u003c/a> nine to 10 hours, but \u003ca href=\"https://mail.npr.org/owa/redir.aspx?C=pRsof5FeP0a_SMJTAewIO5ZVajfI9tAIb8FZYJG2R05Cl9SGAvYqz0vQ0OlnGeald9Tx4NLPFLI.&URL=http%3a%2f%2fwww.cdc.gov%2fmmwr%2fpdf%2fss%2fss5905.pdf\" target=\"_blank\">70 percent\u003c/a> of high schoolers don't meet that requirement\u003c/p>\n\u003cp>In a second study, researchers in Sweden found that lack of sleep and excessive media use were associated with mental health problems in teens.\u003c/p>\n\u003cp>The researchers from Karolinska Institutet in Stockholm collected data from over 12,000 European adolescents. They were looking for behaviors that were most associated with depression and suicide in teens.\u003c/p>\n\u003cp>It came as no surprise that teens who misused drugs and skipped school were more likely to have depression, says \u003ca href=\"https://mail.npr.org/owa/redir.aspx?C=pRsof5FeP0a_SMJTAewIO5ZVajfI9tAIb8FZYJG2R05Cl9SGAvYqz0vQ0OlnGeald9Tx4NLPFLI.&URL=http%3a%2f%2fki.se%2fki%2fjsp%2fpolopoly.jsp%3fd%3d8922%26l%3den\" target=\"_blank\">Danuta Wasserman\u003c/a>, one of the study's authors and the director of Karolinska 's \u003ca href=\"https://mail.npr.org/owa/redir.aspx?C=pRsof5FeP0a_SMJTAewIO5ZVajfI9tAIb8FZYJG2R05Cl9SGAvYqz0vQ0OlnGeald9Tx4NLPFLI.&URL=http%3a%2f%2fki.se%2fki%2fjsp%2fpolopoly.jsp%3fl%3den%26d%3d13243\" target=\"_blank\">National Centre for Suicide Research and Prevention\u003c/a>.\u003c/p>\n\u003cp>But the teens who engaged in risky behaviors weren't the only ones who showed depressive symptoms. Depression and suicidal thoughts were just as common among kids who didn't sleep and exercise enough, and who spent a lot of time on the Internet. Both groups were over three times as likely to have depression as the rest of their peers.\u003c/p>\n\u003cp>Wasserman says she and her colleagues decided to call the latter the \"invisible risk\" group, because most parents and teachers didn't realize that the kids in that group were hurting. The study was \u003ca href=\"http://www.wpanet.org/uploads/Publications/WPA_Journals/World_Psychiatry/Past_Issues/English/World%20Psychiatry_February%202014.pdf\">published\u003c/a> Monday in the Journal \u003cem>Word Psychiatry\u003c/em>.\u003c/p>\n\u003cp>[contextly_sidebar id=\"121f1c0ca28a5d29a733c04829fda85d\"]\u003c/p>\n\u003cp>Wasserman says more research needs to be done before we can know how Internet use affects depression, and how depressed kids are likely to use the Internet. It could be a way to avoid social interaction, but it could also be a place where kids seek out help, she says.\u003c/p>\n\u003cp>But Wasserman says that she wasn't surprised that teens in this invisible risk group weren't getting enough sleep.\u003c/p>\n\u003cp>There's plenty of evidence on the link between sleep problems and depression in teenagers and adults. But teens are especially susceptible to loosing sleep. During puberty, circadian rhythms change, and teens want to sleep and wake up later, Roberts says.\u003c/p>\n\u003cp>At the same time, in high school homework gets harder, kids start to take on part time jobs, and their social lives amp up.\u003c/p>\n\u003cp>\"When you throw in all the video games and iPods and all the phones,\" Roberts says, sleep starts to become less of a priority.\u003c/p>\n\u003cp>Early school start times don't help, he says. Parents all over the country are petitioning for legislation that would move \u003ca href=\"http://www.npr.org/blogs/health/2013/12/02/247314202/parents-of-sleep-deprived-teens-push-for-later-school-start-times\">high school start times\u003c/a> later.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"[Sleep deprivation] is a highly prevalent public health problem,\" Roberts says. If parents and teachers are able to pick up early on that teenagers aren't sleeping enough, they might be able to help before things get worse.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR.\u003c/div>\n\n",
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"excerpt": "Lack of sleep contributes to depression in teenagers, two studies find. Lack of exercise and lots of time online don't help, either. The solution, researchers say, is for parents to make sure their children are getting a good nine to 10 hours of sleep a night, even in high school.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34085\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/martinaphotography/7136690401/sizes/z/in/photolist-bSDpqe-a6zoRR-bncE6P-6SMGjb-e6dn31-bVnhoQ-9Jw4ZA-71zicX-dagN5H-dagNR3-bD5aMT-c886y-9FiN7j-5Ftg7X-a5woDo-a73tKx-fJT58R-86Eb4r-9yZRV9-59cRtV-6oM5Jb-c5FhD-zh64Y-c5FhC-PR87d-c8ddD-9EhXBV-7pHe3J-c8ddx-ajZ87X-5SBvdW-9jLaoN-diRUs4/\">\u003cimg class=\"size-full wp-image-34085\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/7136690401_86c17e324f_z-e1392337923320.jpg\" alt=\"7136690401_86c17e324f_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/7136690401_86c17e324f_z-e1392337923320.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/7136690401_86c17e324f_z-e1392337923320-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/7136690401_86c17e324f_z-e1392337923320-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Martinak15\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\n\u003c/p>\u003cp class=\"dropcap-serif\">The teenage years are a tumultuous time, with about 11 percent developing depression by age 18. Lack of sleep may increase teenagers' risk of depression, two studies say.\u003c/p>\n\u003cp>Teenagers who don't get enough sleep are four times as likely to develop \u003ca href=\"http://www.nimh.nih.gov/health/publications/depression-in-children-and-adolescents/index.shtml\">major depressive disorder\u003c/a> as their peers who sleep more, according to researchers at the University of Texas Health Science Center in Houston. They tracked the habits of more than 4,000 adolescents over a year.\u003c/p>\n\u003cp>And already depressed teens were four times as likely to lose sleep. \"That's a pretty strong reciprocal relationship,\" says behavioral scientist \u003ca href=\"http://experts.scival.com/uthealthhouston/expert.asp?n=ROBERT+E+ROBERTS&u_id=105086\">Robert Roberts\u003c/a>, the study's lead author.\u003c/p>\n\u003cp>The trend remained even after the researchers adjusted the data to account for demographic differences. The findings were \u003ca href=\"https://mail.npr.org/owa/redir.aspx?C=pRsof5FeP0a_SMJTAewIO5ZVajfI9tAIb8FZYJG2R05Cl9SGAvYqz0vQ0OlnGeald9Tx4NLPFLI.&URL=http%3a%2f%2fwww.journalsleep.org%2fViewAbstract.aspx%3fpid%3d29307\" target=\"_blank\">published\u003c/a> last week in the journal \u003cem>Sleep\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It's all the more reason that parents should try to monitor how much their kids are sleeping, Roberts tells Shots. \"Kids should go to bed at a regular time. They should wake up at a regular time. They should have a dark room if possible — that means no TV, no games, no phones.\"\u003c/p>\n\u003cp>A lot of adolescents just aren't getting as much sleep at they should. The Centers for Disease Control and Prevention \u003ca href=\"https://mail.npr.org/owa/redir.aspx?C=pRsof5FeP0a_SMJTAewIO5ZVajfI9tAIb8FZYJG2R05Cl9SGAvYqz0vQ0OlnGeald9Tx4NLPFLI.&URL=http%3a%2f%2fwww.cdc.gov%2fsleep%2fabout_sleep%2fhow_much_sleep.htm\" target=\"_blank\">recommends\u003c/a> nine to 10 hours, but \u003ca href=\"https://mail.npr.org/owa/redir.aspx?C=pRsof5FeP0a_SMJTAewIO5ZVajfI9tAIb8FZYJG2R05Cl9SGAvYqz0vQ0OlnGeald9Tx4NLPFLI.&URL=http%3a%2f%2fwww.cdc.gov%2fmmwr%2fpdf%2fss%2fss5905.pdf\" target=\"_blank\">70 percent\u003c/a> of high schoolers don't meet that requirement\u003c/p>\n\u003cp>In a second study, researchers in Sweden found that lack of sleep and excessive media use were associated with mental health problems in teens.\u003c/p>\n\u003cp>The researchers from Karolinska Institutet in Stockholm collected data from over 12,000 European adolescents. They were looking for behaviors that were most associated with depression and suicide in teens.\u003c/p>\n\u003cp>It came as no surprise that teens who misused drugs and skipped school were more likely to have depression, says \u003ca href=\"https://mail.npr.org/owa/redir.aspx?C=pRsof5FeP0a_SMJTAewIO5ZVajfI9tAIb8FZYJG2R05Cl9SGAvYqz0vQ0OlnGeald9Tx4NLPFLI.&URL=http%3a%2f%2fki.se%2fki%2fjsp%2fpolopoly.jsp%3fd%3d8922%26l%3den\" target=\"_blank\">Danuta Wasserman\u003c/a>, one of the study's authors and the director of Karolinska 's \u003ca href=\"https://mail.npr.org/owa/redir.aspx?C=pRsof5FeP0a_SMJTAewIO5ZVajfI9tAIb8FZYJG2R05Cl9SGAvYqz0vQ0OlnGeald9Tx4NLPFLI.&URL=http%3a%2f%2fki.se%2fki%2fjsp%2fpolopoly.jsp%3fl%3den%26d%3d13243\" target=\"_blank\">National Centre for Suicide Research and Prevention\u003c/a>.\u003c/p>\n\u003cp>But the teens who engaged in risky behaviors weren't the only ones who showed depressive symptoms. Depression and suicidal thoughts were just as common among kids who didn't sleep and exercise enough, and who spent a lot of time on the Internet. Both groups were over three times as likely to have depression as the rest of their peers.\u003c/p>\n\u003cp>Wasserman says she and her colleagues decided to call the latter the \"invisible risk\" group, because most parents and teachers didn't realize that the kids in that group were hurting. The study was \u003ca href=\"http://www.wpanet.org/uploads/Publications/WPA_Journals/World_Psychiatry/Past_Issues/English/World%20Psychiatry_February%202014.pdf\">published\u003c/a> Monday in the Journal \u003cem>Word Psychiatry\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Wasserman says more research needs to be done before we can know how Internet use affects depression, and how depressed kids are likely to use the Internet. It could be a way to avoid social interaction, but it could also be a place where kids seek out help, she says.\u003c/p>\n\u003cp>But Wasserman says that she wasn't surprised that teens in this invisible risk group weren't getting enough sleep.\u003c/p>\n\u003cp>There's plenty of evidence on the link between sleep problems and depression in teenagers and adults. But teens are especially susceptible to loosing sleep. During puberty, circadian rhythms change, and teens want to sleep and wake up later, Roberts says.\u003c/p>\n\u003cp>At the same time, in high school homework gets harder, kids start to take on part time jobs, and their social lives amp up.\u003c/p>\n\u003cp>\"When you throw in all the video games and iPods and all the phones,\" Roberts says, sleep starts to become less of a priority.\u003c/p>\n\u003cp>Early school start times don't help, he says. Parents all over the country are petitioning for legislation that would move \u003ca href=\"http://www.npr.org/blogs/health/2013/12/02/247314202/parents-of-sleep-deprived-teens-push-for-later-school-start-times\">high school start times\u003c/a> later.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"[Sleep deprivation] is a highly prevalent public health problem,\" Roberts says. If parents and teachers are able to pick up early on that teenagers aren't sleeping enough, they might be able to help before things get worse.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR.\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Is Kindergarten Too Young to Test?",
"title": "Is Kindergarten Too Young to Test?",
"headTitle": "ASSESSMENT | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_33908\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33908\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/179122718-e1391795805308.jpg\" alt=\"179122718\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/179122718-e1391795805308.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/179122718-e1391795805308-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/179122718-e1391795805308-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In light of recent headlines around standardized testing for kindergarteners \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/02/06/a-really-scary-headline-about-kindergarteners/\">in Oregon \u003c/a>and \u003ca href=\"http://www.nydailynews.com/new-york/education/kindergarten-tough-multiple-choice-tests-article-1.1481197\">New York\u003c/a>, the growing voice of opposition against bubble tests is gaining steam.\u003c/p>\n\u003cp>According to the \u003ca href=\"http://www.nydailynews.com/new-york/education/kindergarten-tough-multiple-choice-tests-article-1.1481197\">New York Daily News\u003c/a>, multiple-choice questions and bubble answer sheets left New York's four- and five-year-old students feeling “bewildered,” and some in tears. In one Washington Heights school, the standardized tests were cancelled for kindergarteners after \u003ca href=\"http://www.nydailynews.com/new-york/uptown/parents-opt-city-test-article-1.1492127\">80 percent of parents decided to opt out\u003c/a>.\u003c/p>\n\u003cp dir=\"ltr\">“My feeling about testing kids as young as four is it’s inhumane,” said PTA co-chairwoman Dao Tran \u003ca href=\"http://www.nydailynews.com/new-york/uptown/parents-opt-city-test-article-1.1492127\">in the New York Daily News article.\u003c/a> “I can only see it causing stress.”\u003c/p>\n\u003cp dir=\"ltr\">Taking multiple-choice tests based on scripted, highly academic curriculum is not only developmentally inappropriate for four, five, and six-year-olds, Randi Weingarten and Nancy Carlsson-Paige have protested in a recent \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/11/17/reject-common-core-tests-in-grades-k-2-weingarten-carlsson-paige/\">Washington Post op-ed,\u003c/a> it defies common sense. “The standardized assessments being administered to first-graders and even kindergartners in New York and elsewhere have put this issue in sharp relief,” they wrote. “What is being required of young children is unreasonable, inappropriate and developmentally unsound.”\u003c/p>\n\u003cp dir=\"ltr\">\n\u003caside class=\"pullquote alignleft\">\"It’s irrelevant to how children learn, how they \u003cem>should\u003c/em> be learning, and how you should be understanding their learning in the context of development.\" \u003c/aside>\n\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp dir=\"ltr\">Professor Carlsson-Paige, author of \u003ca href=\"http://www.amazon.com/Taking-Back-Childhood-Confident-Compassionate/dp/0452290090\">Taking Back Childhood: A Proven Roadmap for Raising Confident, Creative, Compassionate Kids\u003c/a>, said the assessments don't take into account the way young brains are designed to learn. “Young children have a really thrilling and complex way of learning, they’ve been learning since the day they were born,” she said. “We know from decades of research that young children learn actively, fully engaging their bodies and all their senses.”\u003c/p>\n\u003cp dir=\"ltr\">For kindergarten and early grades, she said, a restricted and didactic curriculum inhibits these natural impulses, and leaves little time for how young children learn best: through hands-on experimentation and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/the-importance-of-free-play-for-learning/\">play\u003c/a>.\u003c/p>\n\u003cp dir=\"ltr\">Even the National Association for the Education of Young Children, which supports the Common Core, \u003ca href=\"http://www.naeyc.org/files/naeyc/11_CommonCore1_2A_rv2.pdf\">issued a statement\u003c/a> of concern regarding how both instruction and assessment will be implemented: “Especially critical is maintaining methods of instruction that include a range of approaches—including the use of play as well as both small- and large-group instruction—that are considered to be developmentally appropriate for young children,” they wrote. “Likewise, approaches to assessing young children and the appropriate use of assessment data will increasingly become concerns as the Common Core moves from design to implementation.”\u003c/p>\n\u003cp dir=\"ltr\">[contextly_sidebar id=\"f1823808b1c1e7e1439dc1aa69df6a57\"]\u003c/p>\n\u003cp dir=\"ltr\">Of course, it’s important for educators to assess children, Carlsson-Paige said, and understand what they know. But assessment for the youngest should look nothing like a bubble test. “I think in the best world, if we had highly educated and informed teachers, they’d be able to observe children, correct their work, and analyze their work,” she said. “They’d have discussion groups with other teachers, they’d note progressions in children’s behavior.” These kinds of assessments, created by the teachers, inform the teacher of what the child needs, and ways they could promote more learning.\u003c/p>\n\u003cp dir=\"ltr\">But the assessments in New York in particular aren’t meant to understand what the children know, said Carlsson-Paige: They’re meant to grade the teachers. “These tests are going to be used to evaluate the school and the teachers, they’re not tests being given or designed by teachers,” she said. “A high-stakes test tied to evaluation -- you can’t do that without creating a scary school environment, where teachers are forced to implement these standards.”\u003c/p>\n\u003cp dir=\"ltr\">For now, Carlsson-Paige said plainly that the only thing parents and teachers can do to stem the tide is resist the standards set for the very youngest children, and refuse the tests, as the Washington Heights parents were able to do. “I think that opting out is a really good step, but parents should get together -- people should get together and do it in groups,” she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">Bubble tests for kindergarteners may meet short-term goals, but are actually undermining long-term goals. “Even if your short-term goals look good, you’re going to get high test scores if you drill kids all day long,” she said. “But it’s irrelevant to how children learn, how they \u003cem>should\u003c/em> be learning, and how you should be understanding their learning in the context of development. It’s not taking into account that young children learn in completely different ways.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33908\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33908\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/179122718-e1391795805308.jpg\" alt=\"179122718\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/179122718-e1391795805308.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/179122718-e1391795805308-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/179122718-e1391795805308-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In light of recent headlines around standardized testing for kindergarteners \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/02/06/a-really-scary-headline-about-kindergarteners/\">in Oregon \u003c/a>and \u003ca href=\"http://www.nydailynews.com/new-york/education/kindergarten-tough-multiple-choice-tests-article-1.1481197\">New York\u003c/a>, the growing voice of opposition against bubble tests is gaining steam.\u003c/p>\n\u003cp>According to the \u003ca href=\"http://www.nydailynews.com/new-york/education/kindergarten-tough-multiple-choice-tests-article-1.1481197\">New York Daily News\u003c/a>, multiple-choice questions and bubble answer sheets left New York's four- and five-year-old students feeling “bewildered,” and some in tears. In one Washington Heights school, the standardized tests were cancelled for kindergarteners after \u003ca href=\"http://www.nydailynews.com/new-york/uptown/parents-opt-city-test-article-1.1492127\">80 percent of parents decided to opt out\u003c/a>.\u003c/p>\n\u003cp dir=\"ltr\">“My feeling about testing kids as young as four is it’s inhumane,” said PTA co-chairwoman Dao Tran \u003ca href=\"http://www.nydailynews.com/new-york/uptown/parents-opt-city-test-article-1.1492127\">in the New York Daily News article.\u003c/a> “I can only see it causing stress.”\u003c/p>\n\u003cp dir=\"ltr\">Taking multiple-choice tests based on scripted, highly academic curriculum is not only developmentally inappropriate for four, five, and six-year-olds, Randi Weingarten and Nancy Carlsson-Paige have protested in a recent \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/11/17/reject-common-core-tests-in-grades-k-2-weingarten-carlsson-paige/\">Washington Post op-ed,\u003c/a> it defies common sense. “The standardized assessments being administered to first-graders and even kindergartners in New York and elsewhere have put this issue in sharp relief,” they wrote. “What is being required of young children is unreasonable, inappropriate and developmentally unsound.”\u003c/p>\n\u003cp dir=\"ltr\">\n\u003caside class=\"pullquote alignleft\">\"It’s irrelevant to how children learn, how they \u003cem>should\u003c/em> be learning, and how you should be understanding their learning in the context of development.\" \u003c/aside>\n\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">Professor Carlsson-Paige, author of \u003ca href=\"http://www.amazon.com/Taking-Back-Childhood-Confident-Compassionate/dp/0452290090\">Taking Back Childhood: A Proven Roadmap for Raising Confident, Creative, Compassionate Kids\u003c/a>, said the assessments don't take into account the way young brains are designed to learn. “Young children have a really thrilling and complex way of learning, they’ve been learning since the day they were born,” she said. “We know from decades of research that young children learn actively, fully engaging their bodies and all their senses.”\u003c/p>\n\u003cp dir=\"ltr\">For kindergarten and early grades, she said, a restricted and didactic curriculum inhibits these natural impulses, and leaves little time for how young children learn best: through hands-on experimentation and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/the-importance-of-free-play-for-learning/\">play\u003c/a>.\u003c/p>\n\u003cp dir=\"ltr\">Even the National Association for the Education of Young Children, which supports the Common Core, \u003ca href=\"http://www.naeyc.org/files/naeyc/11_CommonCore1_2A_rv2.pdf\">issued a statement\u003c/a> of concern regarding how both instruction and assessment will be implemented: “Especially critical is maintaining methods of instruction that include a range of approaches—including the use of play as well as both small- and large-group instruction—that are considered to be developmentally appropriate for young children,” they wrote. “Likewise, approaches to assessing young children and the appropriate use of assessment data will increasingly become concerns as the Common Core moves from design to implementation.”\u003c/p>\n\u003cp dir=\"ltr\">\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">Of course, it’s important for educators to assess children, Carlsson-Paige said, and understand what they know. But assessment for the youngest should look nothing like a bubble test. “I think in the best world, if we had highly educated and informed teachers, they’d be able to observe children, correct their work, and analyze their work,” she said. “They’d have discussion groups with other teachers, they’d note progressions in children’s behavior.” These kinds of assessments, created by the teachers, inform the teacher of what the child needs, and ways they could promote more learning.\u003c/p>\n\u003cp dir=\"ltr\">But the assessments in New York in particular aren’t meant to understand what the children know, said Carlsson-Paige: They’re meant to grade the teachers. “These tests are going to be used to evaluate the school and the teachers, they’re not tests being given or designed by teachers,” she said. “A high-stakes test tied to evaluation -- you can’t do that without creating a scary school environment, where teachers are forced to implement these standards.”\u003c/p>\n\u003cp dir=\"ltr\">For now, Carlsson-Paige said plainly that the only thing parents and teachers can do to stem the tide is resist the standards set for the very youngest children, and refuse the tests, as the Washington Heights parents were able to do. “I think that opting out is a really good step, but parents should get together -- people should get together and do it in groups,” she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">Bubble tests for kindergarteners may meet short-term goals, but are actually undermining long-term goals. “Even if your short-term goals look good, you’re going to get high test scores if you drill kids all day long,” she said. “But it’s irrelevant to how children learn, how they \u003cem>should\u003c/em> be learning, and how you should be understanding their learning in the context of development. It’s not taking into account that young children learn in completely different ways.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Rich Resources for Celebrating Black History Month ",
"title": "Rich Resources for Celebrating Black History Month ",
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"content": "\u003cfigure id=\"attachment_33861\" class=\"wp-caption center\" style=\"max-width: 598px\">\u003cimg class=\"size-full wp-image-33861\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/PBSLearningMedia.png\" alt=\"PBSLearningMedia\" width=\"598\" height=\"336\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/PBSLearningMedia.png 598w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/PBSLearningMedia-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/PBSLearningMedia-320x180.png 320w\" sizes=\"(max-width: 598px) 100vw, 598px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In recognition of Black History Month, \u003ca href=\"http://www.pbslearningmedia.org\">PBS LearningMedia\u003c/a> offers a rich collection of multi-media resources, lesson plans and student guides that can complement educators' teaching tools.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/the-african-americans-many-rivers-to-cross/\" target=\"_blank\">\u003cstrong>The African Americans: Many Rivers to Cross\u003c/strong>\u003c/a>\u003cbr>\nUsing video clips, this collection of lesson plans address a wide range of themes of the African-American experience from 1500 to the present. Noted Harvard scholar Henry Louis Gates, Jr. recounts the full trajectory of African-American history in his groundbreaking series \u003cem>The African Americans: Many Rivers to Cross\u003c/em>. The series explores the evolution of the African-American people, as well as the multiplicity of cultural institutions, political strategies, and religious and social perspectives they developed — forging their own history, culture and society against unimaginable odds. Collection highlights include \u003ca href=\"http://ca.pbslearningmedia.org/resource/mr13.socst.us.afamquotations/african-american-quotation-posters/\">quotation posters\u003c/a> and \u003ca href=\"http://ca.pbslearningmedia.org/resource/mr13-socst-us-lpcourage/it-takes-courage-to-be-weak/\">lesson plans\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/frriders/\" target=\"_blank\">\u003cstrong> Freedom Riders\u003c/strong>\u003c/a>\u003cbr>\nStudents learn about a courageous band of civil rights activists called Freedom Riders who in 1961 challenged segregation in the American South. The video segments document the events and accomplishments of the Freedom Rides, and introduce students to the real human stories of those who helped change history. Collection highlights include \u003ca href=\"http://ca.pbslearningmedia.org/resource/fr11.soc.civil.tactics.frgoals/freedom-riders-challenge-segregation/\">newsreel footage and archival photos\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/fyr/\" target=\"_blank\">\u003cstrong> Finding Your Roots\u003c/strong>\u003c/a>\u003cbr>\nThis collection contains media-rich resources on a range of topics including colonialism, immigration, migration, the history of jazz, the American civil rights movement, and slavery. The basic drive to discover who we are and where we come from is at the core of the 10-part PBS series \u003cem>Finding Your Roots\u003c/em>. The series explores major historical events through the ancestries of prominent Americans. Collection highlights include \u003ca href=\"http://ca.pbslearningmedia.org/resource/fyr12.socst.us.const.lpfrblck/free-but-not-free-life-of-free-blacks-before-the-civil-war/\">media-rich hands on lessons\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/marchonwashington/\" target=\"_blank\">\u003cstrong>The March on Washington\u003c/strong>\u003c/a>\u003cbr>\nLast year marked the 50th anniversary of the March on Washington for Jobs and Freedom and was commemorated by teachers and students across the country and around the world. These resources help students appreciate the significance of this event – and its role in the larger Civil Rights Movement using this collection of digital content. Collection highlights include \u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.mow1/excerpts-from-the-march-on-washington-part-1/\">audio recording\u003c/a> and \u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.mowfly/march-on-washington-flyers/\">flyers\u003c/a> from the event with \u003ca href=\"http://ca.pbslearningmedia.org/resource/9c6ebc8d-c391-4541-8151-76e86b9d30e0/9c6ebc8d-c391-4541-8151-76e86b9d30e0/\">lesson plans\u003c/a> and \u003ca href=\"http://ca.pbslearningmedia.org/resource/146fb36f-7870-44d8-b1c5-362184f716d6/50th-anniversary-of-the-march-on-washington-lesson-plan-a-time-for-change/\">interactive timeline\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/jcr10/\" target=\"_blank\">\u003cstrong> The Rise and Fall of Jim Crow\u003c/strong>\u003c/a>\u003cbr>\nThe landmark four-part series \u003cem>The Rise and Fall of Jim Crow\u003c/em> explores segregation from the end of the civil war to the dawn of the modern civil rights movement. It was a brutal and oppressive era in American history, but during this time, large numbers of African-Americans and a corps of influential black leaders bravely fought against the status quo, amazingly acquiring for African-Americans the opportunities of education, business, land ownership, and a true spirit of community. Collection highlights include a \u003ca href=\"http://ca.pbslearningmedia.org/resource/bf10.socst.us.prog.lpgeocrow/the-geography-of-jim-crow/\">geography\u003c/a> lesson plan.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/civil/\" target=\"_blank\">\u003cstrong>Civil Rights\u003c/strong>\u003c/a>\u003cbr>\nIn 1954, the Supreme Court’s landmark ruling in Brown v. Board of Education declared segregated schools unconstitutional and sparked a decade of groundbreaking civil rights activism and legislation. Using archival news footage, primary sources, and interview segments filmed for \u003cem>Eyes on the Prize\u003c/em>, this collection captures the voices, images, and events of the Civil Rights movement and the ongoing struggle for \u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.lp_whsup/understanding-white-supremacy/\">racial equality\u003c/a> in America.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/sup/\" target=\"_blank\">\u003cstrong> The Supreme Court: Civil Rights & Civil Liberties\u003c/strong>\u003c/a>\u003cbr>\nThese resources from the award-winning PBS series \u003cem>The Supreme Court\u003c/em> chart the Court’s unique evolution through archival footage, graphic techniques and interviews with legal historians and experts. Together, they help unfold complex legal concepts and \u003ca href=\"http://ca.pbslearningmedia.org/resource/bf09.socst.us.const.lpprotect14/the-meaning-of-the-fourteenth-amendment/\">key Constitutional issues\u003c/a>. Explore the personalities and beliefs of individual Supreme Court justices as well as the dynamic social and political forces that have and continue to shape legal precedent in the United States. Collection highlights include lesson plans exploring key \u003ca href=\"http://ca.pbslearningmedia.org/collection/sup/?topic_id=532\">court cases\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33861\" class=\"wp-caption center\" style=\"max-width: 598px\">\u003cimg class=\"size-full wp-image-33861\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/PBSLearningMedia.png\" alt=\"PBSLearningMedia\" width=\"598\" height=\"336\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/PBSLearningMedia.png 598w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/PBSLearningMedia-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/PBSLearningMedia-320x180.png 320w\" sizes=\"(max-width: 598px) 100vw, 598px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In recognition of Black History Month, \u003ca href=\"http://www.pbslearningmedia.org\">PBS LearningMedia\u003c/a> offers a rich collection of multi-media resources, lesson plans and student guides that can complement educators' teaching tools.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/the-african-americans-many-rivers-to-cross/\" target=\"_blank\">\u003cstrong>The African Americans: Many Rivers to Cross\u003c/strong>\u003c/a>\u003cbr>\nUsing video clips, this collection of lesson plans address a wide range of themes of the African-American experience from 1500 to the present. Noted Harvard scholar Henry Louis Gates, Jr. recounts the full trajectory of African-American history in his groundbreaking series \u003cem>The African Americans: Many Rivers to Cross\u003c/em>. The series explores the evolution of the African-American people, as well as the multiplicity of cultural institutions, political strategies, and religious and social perspectives they developed — forging their own history, culture and society against unimaginable odds. Collection highlights include \u003ca href=\"http://ca.pbslearningmedia.org/resource/mr13.socst.us.afamquotations/african-american-quotation-posters/\">quotation posters\u003c/a> and \u003ca href=\"http://ca.pbslearningmedia.org/resource/mr13-socst-us-lpcourage/it-takes-courage-to-be-weak/\">lesson plans\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/frriders/\" target=\"_blank\">\u003cstrong> Freedom Riders\u003c/strong>\u003c/a>\u003cbr>\nStudents learn about a courageous band of civil rights activists called Freedom Riders who in 1961 challenged segregation in the American South. The video segments document the events and accomplishments of the Freedom Rides, and introduce students to the real human stories of those who helped change history. Collection highlights include \u003ca href=\"http://ca.pbslearningmedia.org/resource/fr11.soc.civil.tactics.frgoals/freedom-riders-challenge-segregation/\">newsreel footage and archival photos\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/fyr/\" target=\"_blank\">\u003cstrong> Finding Your Roots\u003c/strong>\u003c/a>\u003cbr>\nThis collection contains media-rich resources on a range of topics including colonialism, immigration, migration, the history of jazz, the American civil rights movement, and slavery. The basic drive to discover who we are and where we come from is at the core of the 10-part PBS series \u003cem>Finding Your Roots\u003c/em>. The series explores major historical events through the ancestries of prominent Americans. Collection highlights include \u003ca href=\"http://ca.pbslearningmedia.org/resource/fyr12.socst.us.const.lpfrblck/free-but-not-free-life-of-free-blacks-before-the-civil-war/\">media-rich hands on lessons\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/marchonwashington/\" target=\"_blank\">\u003cstrong>The March on Washington\u003c/strong>\u003c/a>\u003cbr>\nLast year marked the 50th anniversary of the March on Washington for Jobs and Freedom and was commemorated by teachers and students across the country and around the world. These resources help students appreciate the significance of this event – and its role in the larger Civil Rights Movement using this collection of digital content. Collection highlights include \u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.mow1/excerpts-from-the-march-on-washington-part-1/\">audio recording\u003c/a> and \u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.mowfly/march-on-washington-flyers/\">flyers\u003c/a> from the event with \u003ca href=\"http://ca.pbslearningmedia.org/resource/9c6ebc8d-c391-4541-8151-76e86b9d30e0/9c6ebc8d-c391-4541-8151-76e86b9d30e0/\">lesson plans\u003c/a> and \u003ca href=\"http://ca.pbslearningmedia.org/resource/146fb36f-7870-44d8-b1c5-362184f716d6/50th-anniversary-of-the-march-on-washington-lesson-plan-a-time-for-change/\">interactive timeline\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/jcr10/\" target=\"_blank\">\u003cstrong> The Rise and Fall of Jim Crow\u003c/strong>\u003c/a>\u003cbr>\nThe landmark four-part series \u003cem>The Rise and Fall of Jim Crow\u003c/em> explores segregation from the end of the civil war to the dawn of the modern civil rights movement. It was a brutal and oppressive era in American history, but during this time, large numbers of African-Americans and a corps of influential black leaders bravely fought against the status quo, amazingly acquiring for African-Americans the opportunities of education, business, land ownership, and a true spirit of community. Collection highlights include a \u003ca href=\"http://ca.pbslearningmedia.org/resource/bf10.socst.us.prog.lpgeocrow/the-geography-of-jim-crow/\">geography\u003c/a> lesson plan.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/civil/\" target=\"_blank\">\u003cstrong>Civil Rights\u003c/strong>\u003c/a>\u003cbr>\nIn 1954, the Supreme Court’s landmark ruling in Brown v. Board of Education declared segregated schools unconstitutional and sparked a decade of groundbreaking civil rights activism and legislation. Using archival news footage, primary sources, and interview segments filmed for \u003cem>Eyes on the Prize\u003c/em>, this collection captures the voices, images, and events of the Civil Rights movement and the ongoing struggle for \u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.lp_whsup/understanding-white-supremacy/\">racial equality\u003c/a> in America.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/sup/\" target=\"_blank\">\u003cstrong> The Supreme Court: Civil Rights & Civil Liberties\u003c/strong>\u003c/a>\u003cbr>\nThese resources from the award-winning PBS series \u003cem>The Supreme Court\u003c/em> chart the Court’s unique evolution through archival footage, graphic techniques and interviews with legal historians and experts. Together, they help unfold complex legal concepts and \u003ca href=\"http://ca.pbslearningmedia.org/resource/bf09.socst.us.const.lpprotect14/the-meaning-of-the-fourteenth-amendment/\">key Constitutional issues\u003c/a>. Explore the personalities and beliefs of individual Supreme Court justices as well as the dynamic social and political forces that have and continue to shape legal precedent in the United States. Collection highlights include lesson plans exploring key \u003ca href=\"http://ca.pbslearningmedia.org/collection/sup/?topic_id=532\">court cases\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Wish List: Piecing Together an Ideal School From the Ground Up",
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"content": "\u003cp>\u003ca href=\"http://brooklyncompass.org/\">\u003cimg class=\"aligncenter size-large wp-image-33820\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/town-2-640x399.jpg\" alt=\"town-2\" width=\"640\" height=\"399\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">It started as an effort to shine a spotlight on creative schools and teaching practices all over the country and became the inspiration for a new school. Three teachers, Michelle Healy, Brooke Peters and Todd Sutler, started out on a year-long journey they called \u003ca href=\"http://www.odysseyinitiative.org/about/#topofpage\" target=\"_blank\">The Odyssey Initiative\u003c/a> to visit a list of schools they’d put together based on recommendations from education professors, journalists, and other teachers.\u003c/p>\n\u003cp>“It stemmed from the idea of giving the public a window into what the daily life of a teacher was like -- and that our schools aren’t necessarily failing,” said Michelle Healy, co-founder of \u003ca href=\"http://brooklyncompass.org/\" target=\"_blank\">Compass Charter School\u003c/a>. “There are a lot of special amazing schools in our system that we could learn from.” Last school year, they traveled across the country documenting noteworthy teaching practices at district public schools, charter, private and parochial schools.\u003c/p>\n\u003cp>The trip inspired the three teachers to launch Compass in Brooklyn, New York, set to open with two kindergarten classrooms and two first grades in the fall of 2014. When it has reached its full capacity, the school will have roughly 250 K-5 students. “We saw how the best practices we were witnessing could inform a really transformative school model,” Healy said.\u003c/p>\n\u003cp>Here's what they learned.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>1. INQUIRY WORKS AT ALL AGES\u003c/strong>\u003c/p>\n\u003cp>Brooke Peters taught kindergarten before embarking on this project, and has experience using the interests and passions of the youngest learners to drive learning. “It comes down to trusting kids,\" she said. \"We need to create wider boundaries of what we expect from young kids.” That often means getting out into the community and letting kindergarteners ask questions about the world around them. \"We need to create an environment that allows for a little more room and a little more exploration,” Peters said.\u003c/p>\n\u003cp>That process is easier when teachers know their students well. “The adults in the building will be getting to know the students really well,” Healy said. “Not just academically, but as people. It’s important that the kids be known and all these things can be brought into the classroom.” Using this information, teachers can develop relevant project-based learning experiences that drive student inquiry through their own curiosity about the world around them. “It’s centered towards each individual learner,” Healy said. “The teachers in a progressive classroom are viewed as facilitators who know their learners well and can tailor instruction to each student who comes their way and to each level as well.”\u003c/p>\n\u003cp>\u003cstrong>2. INTEGRATED CURRICULUM IS POWERFUL \u003c/strong>\u003c/p>\n\u003cp>A visit to \u003ca href=\"http://iaa.bsd.schoolfusion.us/modules/cms/announce.phtml?sessionid=9e425c3a95ee142f9267ec2a69bae8d1\" target=\"_blank\">H.O. Wheeler\u003c/a>, a public magnet school in Burlington, Vermont, convinced the team that integrating art and sustainability themes will add depth to the curriculum. At Wheeler, an art teacher and a subject teacher work together to develop lessons that access traditional classroom content in more creative ways. Healy described a science lesson they witnessed on leaf categorization; students created their own replicas and categorized those in addition to the ones they’d found outside.\u003c/p>\n\u003cp>“It gave them a more powerful experience and a bigger venue for communicating their thinking,” Healy said. “It was a powerful example of why the arts should be integrated into the curriculum on a regular basis.”\u003c/p>\n\u003cp>\u003cstrong>3. MULTIPLE ASSESSMENTS GIVE A FULL PICTURE\u003c/strong>\u003c/p>\n\u003cp>Standardized tests are a reality, at least for the foreseeable future, and there are schools across the country, including well-known examples like Science Leadership Academy, that strike a balance between providing the exploration-based education that inspires teachers and learners, as well as preparing kids for the tests.\u003c/p>\n\u003cp>“There needs to be balance struck between these two models because the stakes are so high,” Healy said. Instead of teaching to the test, she described treating the test as a genre of education whose pitfalls and structure can be analyzed. “We need to be real that we need to prepare our kids and have them look at this test and negotiate it kind of in the way they’d look at a fiction text or a biography,” she said.\u003c/p>\n\u003cp>While acknowledging that the state tests will be important for students’ future, the co-founders saw that multiple modes of assessment, including interviewing families and keeping portfolios of student work, help round out the academic picture. “We can’t ignore [the tests], but at the same time there are lots of different ways for us to look at if they are doing well,” said Peters.\u003c/p>\n\u003cp>\u003cstrong>4. BUILT IN PROFESSIONAL DEVELOPMENT SUSTAINS TEACHERS\u003c/strong>\u003c/p>\n\u003cp>Almost every school doing innovative and exciting things has built-in time for teachers to work together, reflect on their practice and develop new ideas. Planning and prep time can be considered part of keeping schools sustainable because they prevent teacher burnout and help keep teachers satisfied. One model for professional development used by many Odyssey Initiative schools is an early release day. Students get out early one day a week, allowing teachers to meet in grade-level groups, teach one another and have adequate time to plan projects and lessons.\u003c/p>\n\u003cp>“We don’t feel like it’s very sustainable to ask our teachers to work for their whole weekends or late into the night on grading,” Healy said. She acknowledges that teachers always have too much to do, but school leaders should try to minimize that.\u003c/p>\n\u003cp>\u003cstrong>5. OPEN-ENDED TECHNOLOGY USE\u003c/strong>\u003c/p>\n\u003cp>\"Our stance on technology is that it’s purposeful, open-ended, and developmentally appropriate,\" Healy said. She cited \u003ca href=\"http://www.aap.org/en-us/about-the-aap/aap-press-room/Pages/Managing-Media-We-Need-a-Plan.aspx\" target=\"_blank\">studies by pediatric doctors\u003c/a> warning parents to limit screen time for all children and eliminate it for children under two entirely.\u003c/p>\n\u003cp>\"It’s important that young kids have ways to document their own work,” Peters added. She’s seen that done with cheap flip cameras, as well as iPads. But the two teachers expect technology to be treated as an extension of the inquiry based process. “We don’t want our students to be limited by our thinking,” Peters said. “As much as we are open-ended in our thinking we are still a product of our lives. It’s about allowing the possibilities to happen.”\u003c/p>\n\u003cp>One thing the two teachers are adamant they won’t be using are closed-system games or software often dubbed “drill and kill” programs. They saw instances of technology used in open-ended exercises, like at \u003ca href=\"http://www.sidwell.edu/\" target=\"_blank\">Sidwell Friends School\u003c/a> in Washington, D.C. , where they sat in on a fourth grade math class. Students used tools like Educreations or ShowMe to write out their work on tablets with a stylus, explaining their thinking at the same time. “It was really pushing on that understanding and comprehension of the subject,” Healy said.\u003c/p>\n\u003cp>\u003cstrong>6. LEARNING SHOULD BE GROUNDED IN PLACE\u003c/strong>\u003c/p>\n\u003cp>When the Odyssey Initiative visited \u003ca href=\"http://aceleadership.org/\" target=\"_blank\">ACE Leadership high school\u003c/a> in New Mexico, they found a great example of how grounding a school in its physical location can enhance learning. The school focuses all its teaching through the lens of architecture, construction and engineering, offering a hands-on learning model. Many students at ACE dropped out of other high schools, but were happy in this experiential school model. The school partners with community members for almost all its projects, which are often based on solving real-world problems. For example, when Healy and Peters visited, the students were designing a bridge for U.S Fish and Wildlife Service taking into account a hatchery located nearby. Students studied the affect their bridge would have on the hatchery and made proposals to Fish and Wildlife officials. Based on their favorable impression of the students' work, the officials asked students to design the informational kiosks found in the adjacent park.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Visiting ACE helped crystallize what Sutler, Healy and Peters already knew as long time teachers -- every school is different and reflects the broader community. Although the three educators are opening a school in an already crowded education landscape, they don't intend to grow. \"We're not looking to be a network; we’re not looking to open 100 locations across the city,\" Healy said. “We don’t think that’s a sustainable model for providing schools that are grounded in the communities they’re in.” Instead, Compass hopes to use the surrounding community for the kids benefit, grounding them in place.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://brooklyncompass.org/\">\u003cimg class=\"aligncenter size-large wp-image-33820\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/town-2-640x399.jpg\" alt=\"town-2\" width=\"640\" height=\"399\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">It started as an effort to shine a spotlight on creative schools and teaching practices all over the country and became the inspiration for a new school. Three teachers, Michelle Healy, Brooke Peters and Todd Sutler, started out on a year-long journey they called \u003ca href=\"http://www.odysseyinitiative.org/about/#topofpage\" target=\"_blank\">The Odyssey Initiative\u003c/a> to visit a list of schools they’d put together based on recommendations from education professors, journalists, and other teachers.\u003c/p>\n\u003cp>“It stemmed from the idea of giving the public a window into what the daily life of a teacher was like -- and that our schools aren’t necessarily failing,” said Michelle Healy, co-founder of \u003ca href=\"http://brooklyncompass.org/\" target=\"_blank\">Compass Charter School\u003c/a>. “There are a lot of special amazing schools in our system that we could learn from.” Last school year, they traveled across the country documenting noteworthy teaching practices at district public schools, charter, private and parochial schools.\u003c/p>\n\u003cp>The trip inspired the three teachers to launch Compass in Brooklyn, New York, set to open with two kindergarten classrooms and two first grades in the fall of 2014. When it has reached its full capacity, the school will have roughly 250 K-5 students. “We saw how the best practices we were witnessing could inform a really transformative school model,” Healy said.\u003c/p>\n\u003cp>Here's what they learned.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>1. INQUIRY WORKS AT ALL AGES\u003c/strong>\u003c/p>\n\u003cp>Brooke Peters taught kindergarten before embarking on this project, and has experience using the interests and passions of the youngest learners to drive learning. “It comes down to trusting kids,\" she said. \"We need to create wider boundaries of what we expect from young kids.” That often means getting out into the community and letting kindergarteners ask questions about the world around them. \"We need to create an environment that allows for a little more room and a little more exploration,” Peters said.\u003c/p>\n\u003cp>That process is easier when teachers know their students well. “The adults in the building will be getting to know the students really well,” Healy said. “Not just academically, but as people. It’s important that the kids be known and all these things can be brought into the classroom.” Using this information, teachers can develop relevant project-based learning experiences that drive student inquiry through their own curiosity about the world around them. “It’s centered towards each individual learner,” Healy said. “The teachers in a progressive classroom are viewed as facilitators who know their learners well and can tailor instruction to each student who comes their way and to each level as well.”\u003c/p>\n\u003cp>\u003cstrong>2. INTEGRATED CURRICULUM IS POWERFUL \u003c/strong>\u003c/p>\n\u003cp>A visit to \u003ca href=\"http://iaa.bsd.schoolfusion.us/modules/cms/announce.phtml?sessionid=9e425c3a95ee142f9267ec2a69bae8d1\" target=\"_blank\">H.O. Wheeler\u003c/a>, a public magnet school in Burlington, Vermont, convinced the team that integrating art and sustainability themes will add depth to the curriculum. At Wheeler, an art teacher and a subject teacher work together to develop lessons that access traditional classroom content in more creative ways. Healy described a science lesson they witnessed on leaf categorization; students created their own replicas and categorized those in addition to the ones they’d found outside.\u003c/p>\n\u003cp>“It gave them a more powerful experience and a bigger venue for communicating their thinking,” Healy said. “It was a powerful example of why the arts should be integrated into the curriculum on a regular basis.”\u003c/p>\n\u003cp>\u003cstrong>3. MULTIPLE ASSESSMENTS GIVE A FULL PICTURE\u003c/strong>\u003c/p>\n\u003cp>Standardized tests are a reality, at least for the foreseeable future, and there are schools across the country, including well-known examples like Science Leadership Academy, that strike a balance between providing the exploration-based education that inspires teachers and learners, as well as preparing kids for the tests.\u003c/p>\n\u003cp>“There needs to be balance struck between these two models because the stakes are so high,” Healy said. Instead of teaching to the test, she described treating the test as a genre of education whose pitfalls and structure can be analyzed. “We need to be real that we need to prepare our kids and have them look at this test and negotiate it kind of in the way they’d look at a fiction text or a biography,” she said.\u003c/p>\n\u003cp>While acknowledging that the state tests will be important for students’ future, the co-founders saw that multiple modes of assessment, including interviewing families and keeping portfolios of student work, help round out the academic picture. “We can’t ignore [the tests], but at the same time there are lots of different ways for us to look at if they are doing well,” said Peters.\u003c/p>\n\u003cp>\u003cstrong>4. BUILT IN PROFESSIONAL DEVELOPMENT SUSTAINS TEACHERS\u003c/strong>\u003c/p>\n\u003cp>Almost every school doing innovative and exciting things has built-in time for teachers to work together, reflect on their practice and develop new ideas. Planning and prep time can be considered part of keeping schools sustainable because they prevent teacher burnout and help keep teachers satisfied. One model for professional development used by many Odyssey Initiative schools is an early release day. Students get out early one day a week, allowing teachers to meet in grade-level groups, teach one another and have adequate time to plan projects and lessons.\u003c/p>\n\u003cp>“We don’t feel like it’s very sustainable to ask our teachers to work for their whole weekends or late into the night on grading,” Healy said. She acknowledges that teachers always have too much to do, but school leaders should try to minimize that.\u003c/p>\n\u003cp>\u003cstrong>5. OPEN-ENDED TECHNOLOGY USE\u003c/strong>\u003c/p>\n\u003cp>\"Our stance on technology is that it’s purposeful, open-ended, and developmentally appropriate,\" Healy said. She cited \u003ca href=\"http://www.aap.org/en-us/about-the-aap/aap-press-room/Pages/Managing-Media-We-Need-a-Plan.aspx\" target=\"_blank\">studies by pediatric doctors\u003c/a> warning parents to limit screen time for all children and eliminate it for children under two entirely.\u003c/p>\n\u003cp>\"It’s important that young kids have ways to document their own work,” Peters added. She’s seen that done with cheap flip cameras, as well as iPads. But the two teachers expect technology to be treated as an extension of the inquiry based process. “We don’t want our students to be limited by our thinking,” Peters said. “As much as we are open-ended in our thinking we are still a product of our lives. It’s about allowing the possibilities to happen.”\u003c/p>\n\u003cp>One thing the two teachers are adamant they won’t be using are closed-system games or software often dubbed “drill and kill” programs. They saw instances of technology used in open-ended exercises, like at \u003ca href=\"http://www.sidwell.edu/\" target=\"_blank\">Sidwell Friends School\u003c/a> in Washington, D.C. , where they sat in on a fourth grade math class. Students used tools like Educreations or ShowMe to write out their work on tablets with a stylus, explaining their thinking at the same time. “It was really pushing on that understanding and comprehension of the subject,” Healy said.\u003c/p>\n\u003cp>\u003cstrong>6. LEARNING SHOULD BE GROUNDED IN PLACE\u003c/strong>\u003c/p>\n\u003cp>When the Odyssey Initiative visited \u003ca href=\"http://aceleadership.org/\" target=\"_blank\">ACE Leadership high school\u003c/a> in New Mexico, they found a great example of how grounding a school in its physical location can enhance learning. The school focuses all its teaching through the lens of architecture, construction and engineering, offering a hands-on learning model. Many students at ACE dropped out of other high schools, but were happy in this experiential school model. The school partners with community members for almost all its projects, which are often based on solving real-world problems. For example, when Healy and Peters visited, the students were designing a bridge for U.S Fish and Wildlife Service taking into account a hatchery located nearby. Students studied the affect their bridge would have on the hatchery and made proposals to Fish and Wildlife officials. Based on their favorable impression of the students' work, the officials asked students to design the informational kiosks found in the adjacent park.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Visiting ACE helped crystallize what Sutler, Healy and Peters already knew as long time teachers -- every school is different and reflects the broader community. Although the three educators are opening a school in an already crowded education landscape, they don't intend to grow. \"We're not looking to be a network; we’re not looking to open 100 locations across the city,\" Healy said. “We don’t think that’s a sustainable model for providing schools that are grounded in the communities they’re in.” Instead, Compass hopes to use the surrounding community for the kids benefit, grounding them in place.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_33782\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/johnjack/4316999059/sizes/o/\">\u003cimg class=\"size-medium wp-image-33782\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/4316999059_31efd183b5_o-300x304.gif\" alt=\"4316999059_31efd183b5_o\" width=\"300\" height=\"304\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Do you remember the scene in the movie \u003cem>Rainman\u003c/em> in which Dustin Hoffman, playing Ray, an autistic savant, instantaneously counts the number of toothpicks spilled on a restaurant floor by a waitress? “Two hundred forty-six total,” Ray intones. His brother, Charlie (played by Tom Cruise), asks the waitress how many toothpicks were in the box she’d just opened. “Two hundred and fifty,” she answers. Charlie smiles at Ray. “Pretty close,” he says. Then the flabbergasted waitress adds: “There’s four left in the box.”\u003c/p>\n\u003cp>The rest of us can’t estimate with anything close to Ray’s exactitude. But a new \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/24462713\">study\u003c/a> suggests that by playing games that involve quickly guessing how many items are in a group of objects, children can help themselves become better at traditional math problems.\u003c/p>\n\u003cp>“We wanted to know whether thinking intuitively about numbers, such as approximating and comparing sets without counting, helps in actually doing math,” said University of Illinois psychology professor Daniel Hyde in a \u003ca href=\"http://news.illinois.edu/news/14/0129intuitive_numbers_DanielHyde.html\">report\u003c/a> on the the UI website. The UI article continues:\u003c/p>\n\u003cp>“Hyde and his coauthors report that practicing this kind of simple, instinctive numerical exercise can improve children’s ability to solve math problems. The researchers asked first-graders to practice tasks that required them to approximate, or roughly evaluate the number of objects in a set without counting them. Other children did tasks such as comparing the brightness of two objects or adding the lengths of lines.\u003c/p>\n\u003cp>[contextly_sidebar id=\"caf5899e63512ad7b0ea0e116ff4867d\"]\u003c/p>\n\u003cp>Children who practiced evaluating the number of objects performed better on arithmetic tests immediately afterward than did their counterparts who evaluated other qualities of objects, Hyde said. ‘These results showed that brief practice with tasks requiring children to guess or intuit the number of objects actually improved their arithmetic test performance,’ he said.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Other research has shown that children who are better at intuitive number tasks also have higher math grades and perform better on math tests—but Hyde’s study first to provide a \u003cem>causal\u003c/em> link. Their research shows that practice on intuitive number tasks actually causes better math performance in children. Hyde describes the improvements the researchers saw:\u003c/p>\n\u003cp>“‘On easier problems, those who practiced engaging what we call their “intuitive sense of number” performed roughly 25 percent faster than children practicing a control task,’ Hyde said. ‘For more difficult problems, children engaging their intuitive sense of number scored roughly 15 percentage points higher than those practicing a control task. If this were a real quiz in school, these children would have scored about a letter grade and a half higher than those in the control conditions.’”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This seems like an easy way to engage children in thinking about numbers—just ask kids to estimate how many items are in a pile of paperclips, pennies—or toothpicks.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33782\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/johnjack/4316999059/sizes/o/\">\u003cimg class=\"size-medium wp-image-33782\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/4316999059_31efd183b5_o-300x304.gif\" alt=\"4316999059_31efd183b5_o\" width=\"300\" height=\"304\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Do you remember the scene in the movie \u003cem>Rainman\u003c/em> in which Dustin Hoffman, playing Ray, an autistic savant, instantaneously counts the number of toothpicks spilled on a restaurant floor by a waitress? “Two hundred forty-six total,” Ray intones. His brother, Charlie (played by Tom Cruise), asks the waitress how many toothpicks were in the box she’d just opened. “Two hundred and fifty,” she answers. Charlie smiles at Ray. “Pretty close,” he says. Then the flabbergasted waitress adds: “There’s four left in the box.”\u003c/p>\n\u003cp>The rest of us can’t estimate with anything close to Ray’s exactitude. But a new \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/24462713\">study\u003c/a> suggests that by playing games that involve quickly guessing how many items are in a group of objects, children can help themselves become better at traditional math problems.\u003c/p>\n\u003cp>“We wanted to know whether thinking intuitively about numbers, such as approximating and comparing sets without counting, helps in actually doing math,” said University of Illinois psychology professor Daniel Hyde in a \u003ca href=\"http://news.illinois.edu/news/14/0129intuitive_numbers_DanielHyde.html\">report\u003c/a> on the the UI website. The UI article continues:\u003c/p>\n\u003cp>“Hyde and his coauthors report that practicing this kind of simple, instinctive numerical exercise can improve children’s ability to solve math problems. The researchers asked first-graders to practice tasks that required them to approximate, or roughly evaluate the number of objects in a set without counting them. Other children did tasks such as comparing the brightness of two objects or adding the lengths of lines.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Children who practiced evaluating the number of objects performed better on arithmetic tests immediately afterward than did their counterparts who evaluated other qualities of objects, Hyde said. ‘These results showed that brief practice with tasks requiring children to guess or intuit the number of objects actually improved their arithmetic test performance,’ he said.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Other research has shown that children who are better at intuitive number tasks also have higher math grades and perform better on math tests—but Hyde’s study first to provide a \u003cem>causal\u003c/em> link. Their research shows that practice on intuitive number tasks actually causes better math performance in children. Hyde describes the improvements the researchers saw:\u003c/p>\n\u003cp>“‘On easier problems, those who practiced engaging what we call their “intuitive sense of number” performed roughly 25 percent faster than children practicing a control task,’ Hyde said. ‘For more difficult problems, children engaging their intuitive sense of number scored roughly 15 percentage points higher than those practicing a control task. If this were a real quiz in school, these children would have scored about a letter grade and a half higher than those in the control conditions.’”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This seems like an easy way to engage children in thinking about numbers—just ask kids to estimate how many items are in a pile of paperclips, pennies—or toothpicks.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Math and Inquiry: The Importance of Letting Students Stumble",
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"content": "\u003cdiv id=\"attachment_33742\" class=\"module image center mceTemp\" style=\"width: 640px\">\u003c/div>\n\u003cfigure id=\"attachment_33742\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/SLA-math-360.jpg\">\u003cimg class=\"size-full wp-image-33742\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/SLA-math-360.jpg\" alt=\"A Science Leadership Academy sophomore puts the finishing touches on a geometry project during her lunch period.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/SLA-math-360.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/SLA-math-360-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/SLA-math-360-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A Science Leadership Academy sophomore puts the finishing touches on a geometry project during her lunch period.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For subjects like math and foreign language, which are traditionally taught in a linear and highly structured context, using more open-ended \u003ca href=\"http://ww2.kqed.org/mindshift/tag/inquiry-learning/\" target=\"_blank\">inquiry-based models\u003c/a> can be challenging. Teachers of these subjects may find it hard to break out of linear teaching style because the assumption is that students can’t move to more complicated skills before mastering basic ones. But inquiry learning is based on the premise that, with a little bit of structure and guidance, teachers can support students to ask questions that lead them to learn those same important skills -- in ways that are meaningful to them.\u003c/p>\n\u003cp>This model, however, can be especially hard to follow in public school classrooms tied to pre-set curricula. Class time, class size, assessments, resources, student buy-in, administrative pressures, and students' learned helplessness are just a few of the reasons why it can be challenging to create learning experiences that are deep, authentic, and driven by inquiry, according to participants at \u003ca href=\"http://educonphilly.org/\" target=\"_blank\">EduCon 2.6\u003c/a> hosted by \u003ca href=\"http://www.scienceleadership.org/\" target=\"_blank\">Science Leadership Academy (SLA)\u003c/a>, a public high school in Philadelphia recently.\u003c/p>\n\u003cp>Science Leadership Academy, which has an established track record as an inquiry-based school, has just opened a second campus in Philadelphia called the \u003ca href=\"http://slabeeber.org/\" target=\"_blank\">Beeber school\u003c/a>, whose teachers are still adapting to the inquiry model. With one freshmen class and a new crop of teachers still adjusting to project-based and inquiry driven approaches to learning, the school is a good model for learning how these complex ideas flesh out.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"As much as we can say it's okay for students to fail within the class, if they don’t pass the test at the end of the year, it’s suddenly not okay.\"\u003c/aside>\n\u003cp>“You have to spend a lot of time and a lot of energy supporting kids to unlearn how they’ve been taught to learn for the majority of their lives,” said Marina Isakowitz, a ninth-grade math teacher at Beeber. Students at both SLA campuses come from public middle schools across the city and enter with varying levels of proficiency and very little experience with inquiry learning.\u003c/p>\n\u003cp>Isakowitz starts the year by asking lots of low-stakes, but complex questions as a way of scaffolding a new kind of learning for her students. Gradually, she says, they realize that this math class isn't going to be like others they've been in and they begin to understand and appreciate the freedom they've been given. It’s about providing just enough structure that the class holds together, but not so much that teachers are telling students what to do and how to do it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Watching students struggle with how to ask good questions and discover answers can be hard. “I, as the teacher say, 'I’m going to let you bruise yourself, and that’s going to be hard to watch, but I’m not going to step in and help,'” Isakowitz said. That can feel like she’s not doing her job, she said, but she knows it's an important part of getting them to take ownership of their learning.\u003c/p>\n\u003cp>“It’s so terrifying as a teacher when you have this notion of what looks right, and they’re not doing it right and I’m failing as a teacher because of that,” Isakowitz said. She’s had to learn to hang back and watch what develops. She’s also had to challenge her own ideas about math education, including the notion that students must learn one skill in order to move onto the next one.\u003c/p>\n\u003cp>[contextly_sidebar id=\"c8fa7cb09f91b16054b27f17cd80548e\"]\u003c/p>\n\u003cp>\"How much of this hierarchy comes from the idea that they need to know A in order to do B,\" Isakowitz said. She’s constantly asking herself, “How can I let them explore something and let them learn the skills along the way?” For example, Isakowitz designed a project based on students' complaints over the unbearably high temperatures at the school in the summer. They are working to come up with a solution to a problem they are physically invested in by researching air conditioning systems, figuring out how many units their school would need based on its size and layout, and calculating costs. In the process, students are learning about things like systems of equations and slope.\u003c/p>\n\u003cp>“Sometimes that means letting them go down a dead end -- that I know is a dead end -- because they just need to figure it out,” Isakowitz said. Within the framework of research and discovery she is building in different ideas and units that the state requires ninth graders to learn. Even with the best of intentions, there are times when the class has to cover a topic that will be on the test but it doesn’t fit into a project. In those cases, Isakowitz tries to be honest about why the learning style has changed.\u003c/p>\n\u003cfigure id=\"attachment_33745\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/SLA-engineering.jpg\">\u003cimg class=\"size-medium wp-image-33745\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/SLA-engineering-300x434.jpg\" alt=\"An SLA senior explains how he got interested in robotics during his senior engineering seminar.\" width=\"300\" height=\"434\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">An SLA senior explains how he got interested in robotics during his senior engineering seminar.\u003c/figcaption>\u003c/figure>\n\u003cp>“As much as we can say it's okay for students to fail within the class, if they don’t pass the test at the end of the year it’s suddenly not okay,” one teacher said in response to the discussion. That mixed message is a challenge to many teachers who understand that learning from mistakes is an important part of a good education.\u003c/p>\n\u003cp>Isakowitz faces that challenge every year when her students have to take a test that determines if they graduate. “I’m wagering my students' ability to graduate high school on this teaching practice,” she said.\u003c/p>\n\u003cp>Using a project-based inquiry approach to learning math is not easier, but kids are learning the material in ways that are relevant to them. Consequently, there are some topics that Isakowitz knows she won’t be able to cover. She’s hoping that her students have learned the topics she covered deeply well enough to make up for any gaps in knowledge on the state tests.\u003c/p>\n\u003cp>“Parents are having a hard time watching their kids struggle,” another teacher participant said. “Especially kids who were successful learning the other way.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Teaching a topic like math without the traditional sequencing can be hard for everyone in the community to understand and requires tolerance for failure. The payoff is when, for example, a student becomes a senior and chooses mechanical engineering as an elective because he loves solving problems and has been learning to do it all through high school.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_33742\" class=\"module image center mceTemp\" style=\"width: 640px\">\u003c/div>\n\u003cfigure id=\"attachment_33742\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/SLA-math-360.jpg\">\u003cimg class=\"size-full wp-image-33742\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/SLA-math-360.jpg\" alt=\"A Science Leadership Academy sophomore puts the finishing touches on a geometry project during her lunch period.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/SLA-math-360.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/SLA-math-360-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/SLA-math-360-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A Science Leadership Academy sophomore puts the finishing touches on a geometry project during her lunch period.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For subjects like math and foreign language, which are traditionally taught in a linear and highly structured context, using more open-ended \u003ca href=\"http://ww2.kqed.org/mindshift/tag/inquiry-learning/\" target=\"_blank\">inquiry-based models\u003c/a> can be challenging. Teachers of these subjects may find it hard to break out of linear teaching style because the assumption is that students can’t move to more complicated skills before mastering basic ones. But inquiry learning is based on the premise that, with a little bit of structure and guidance, teachers can support students to ask questions that lead them to learn those same important skills -- in ways that are meaningful to them.\u003c/p>\n\u003cp>This model, however, can be especially hard to follow in public school classrooms tied to pre-set curricula. Class time, class size, assessments, resources, student buy-in, administrative pressures, and students' learned helplessness are just a few of the reasons why it can be challenging to create learning experiences that are deep, authentic, and driven by inquiry, according to participants at \u003ca href=\"http://educonphilly.org/\" target=\"_blank\">EduCon 2.6\u003c/a> hosted by \u003ca href=\"http://www.scienceleadership.org/\" target=\"_blank\">Science Leadership Academy (SLA)\u003c/a>, a public high school in Philadelphia recently.\u003c/p>\n\u003cp>Science Leadership Academy, which has an established track record as an inquiry-based school, has just opened a second campus in Philadelphia called the \u003ca href=\"http://slabeeber.org/\" target=\"_blank\">Beeber school\u003c/a>, whose teachers are still adapting to the inquiry model. With one freshmen class and a new crop of teachers still adjusting to project-based and inquiry driven approaches to learning, the school is a good model for learning how these complex ideas flesh out.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"As much as we can say it's okay for students to fail within the class, if they don’t pass the test at the end of the year, it’s suddenly not okay.\"\u003c/aside>\n\u003cp>“You have to spend a lot of time and a lot of energy supporting kids to unlearn how they’ve been taught to learn for the majority of their lives,” said Marina Isakowitz, a ninth-grade math teacher at Beeber. Students at both SLA campuses come from public middle schools across the city and enter with varying levels of proficiency and very little experience with inquiry learning.\u003c/p>\n\u003cp>Isakowitz starts the year by asking lots of low-stakes, but complex questions as a way of scaffolding a new kind of learning for her students. Gradually, she says, they realize that this math class isn't going to be like others they've been in and they begin to understand and appreciate the freedom they've been given. It’s about providing just enough structure that the class holds together, but not so much that teachers are telling students what to do and how to do it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Watching students struggle with how to ask good questions and discover answers can be hard. “I, as the teacher say, 'I’m going to let you bruise yourself, and that’s going to be hard to watch, but I’m not going to step in and help,'” Isakowitz said. That can feel like she’s not doing her job, she said, but she knows it's an important part of getting them to take ownership of their learning.\u003c/p>\n\u003cp>“It’s so terrifying as a teacher when you have this notion of what looks right, and they’re not doing it right and I’m failing as a teacher because of that,” Isakowitz said. She’s had to learn to hang back and watch what develops. She’s also had to challenge her own ideas about math education, including the notion that students must learn one skill in order to move onto the next one.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"How much of this hierarchy comes from the idea that they need to know A in order to do B,\" Isakowitz said. She’s constantly asking herself, “How can I let them explore something and let them learn the skills along the way?” For example, Isakowitz designed a project based on students' complaints over the unbearably high temperatures at the school in the summer. They are working to come up with a solution to a problem they are physically invested in by researching air conditioning systems, figuring out how many units their school would need based on its size and layout, and calculating costs. In the process, students are learning about things like systems of equations and slope.\u003c/p>\n\u003cp>“Sometimes that means letting them go down a dead end -- that I know is a dead end -- because they just need to figure it out,” Isakowitz said. Within the framework of research and discovery she is building in different ideas and units that the state requires ninth graders to learn. Even with the best of intentions, there are times when the class has to cover a topic that will be on the test but it doesn’t fit into a project. In those cases, Isakowitz tries to be honest about why the learning style has changed.\u003c/p>\n\u003cfigure id=\"attachment_33745\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/SLA-engineering.jpg\">\u003cimg class=\"size-medium wp-image-33745\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/SLA-engineering-300x434.jpg\" alt=\"An SLA senior explains how he got interested in robotics during his senior engineering seminar.\" width=\"300\" height=\"434\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">An SLA senior explains how he got interested in robotics during his senior engineering seminar.\u003c/figcaption>\u003c/figure>\n\u003cp>“As much as we can say it's okay for students to fail within the class, if they don’t pass the test at the end of the year it’s suddenly not okay,” one teacher said in response to the discussion. That mixed message is a challenge to many teachers who understand that learning from mistakes is an important part of a good education.\u003c/p>\n\u003cp>Isakowitz faces that challenge every year when her students have to take a test that determines if they graduate. “I’m wagering my students' ability to graduate high school on this teaching practice,” she said.\u003c/p>\n\u003cp>Using a project-based inquiry approach to learning math is not easier, but kids are learning the material in ways that are relevant to them. Consequently, there are some topics that Isakowitz knows she won’t be able to cover. She’s hoping that her students have learned the topics she covered deeply well enough to make up for any gaps in knowledge on the state tests.\u003c/p>\n\u003cp>“Parents are having a hard time watching their kids struggle,” another teacher participant said. “Especially kids who were successful learning the other way.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teaching a topic like math without the traditional sequencing can be hard for everyone in the community to understand and requires tolerance for failure. The payoff is when, for example, a student becomes a senior and chooses mechanical engineering as an elective because he loves solving problems and has been learning to do it all through high school.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why Some Teachers May Question 'New' Education Trends",
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"content": "\u003cfigure id=\"attachment_33682\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33682\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/175901524-e1390934138645.jpg\" alt=\"175901524\" width=\"640\" height=\"420\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/175901524-e1390934138645.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/175901524-e1390934138645-400x263.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/175901524-e1390934138645-320x210.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Often frustration with the public education system is directed at teachers, even when they are following the standards and guidelines set out by the government. Everyone from politicians, to non-profits to parents tell teachers how to do their jobs better. So it’s no surprise that when the federal state education officials or school superintendents announce a new initiative that not all teachers are ready to jump on the new trend. Education has a long history of reform, each succeeded by another, and teachers have learned to pick and choose carefully where to put their energies.\u003c/p>\n\u003cp>“There is such a gap between policy talk and what happens on the ground,” said \u003ca href=\"http://larrycuban.wordpress.com/\">Larry Cuban\u003c/a>, professor emeritus of education at Stanford University and a former high school social studies teacher and district superintendent. Cuban, a respected voice in the education community, says it can take a long time for new policies to actually get implemented in classrooms, and as schools are gearing up, new policies often come in to replace the ones being implemented. It’s a frustrating cycle for teachers and often leads them to follow their own best judgement about what works in the classroom and ignore the winds of change that can shift so quickly.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There are so many things that are given to us that are either time wasters or disrespectful to teachers.\"\u003c/aside>\n\u003cp>“They have history on their side,” Cuban said. He’s not surprised that teachers are reticent to immediately accept new trends in learning, especially if that trend is coming around for the second or third time. Take \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">project-based learning,\u003c/a> for example. It has become the catch phrase \u003cem>du jour,\u003c/em> especially with the arrival of Common Core State Standards, but the concept isn't new and many schools have been quietly practicing project-based learning since the time of John Dewey and Maria Montessori.\u003c/p>\n\u003cp>“It’s never disappeared,” Cuban said. Schools that were committed to a project-based learning approach continued to use it and made sure that their students also did well on state-mandated assessments. The practice has a history well over a century long -- it didn't arise just because new Common Core State Standards are now requiring similar skills, he says.\u003c/p>\n\u003cp>Even with other \"new\" teaching practices and ideas, “among teachers there are early adopters, so some teachers buy into it very quickly, and then when administrators pull back or funding dries up they're stuck,” Cuban said. To avoid that kind of disillusionment many teachers have decided the best policy is to keep their heads down and continue to do what works -- using trial and error to figure out how to reach kids, sticking to the textbook, and focusing on building strong relationships with students.\u003c/p>\n\u003ch3>\u003cstrong>THE ROLE OF TECH\u003c/strong>\u003c/h3>\n\u003cp>Technology is another hot button. Cuban points out that education has a long history of expecting new technologies to “revolutionize” the classroom. Thomas Edison believed the instructional film would replace the textbook, and radio was supposed to change how teachers taught. None of the previous technological inventions have fundamentally changed the purpose of school, he argues.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Similarly, computers have been in schools since the 1980s, but were rarely used. Now that the price point has come down and tech devices have become a ubiquitous part of society, there’s a push for that same change in education. But Cuban is skeptical that this new round of excitement about technology is any different from those that came before. He points out that technology is an expensive investment and an ongoing expense as devices quickly become obsolete. “When dollars get short, administrators bristle at that,” he said. If education funding gets cut, as it often does, he predicts the technology dollars will dry up and that trend will go the way of so many others.\u003c/p>\n\u003cp>But perhaps even more importantly, the transformative potential of technology has not yet taken hold. \"In comparing [mid-1980s] and now ... high-tech champions (and vendors as well) expected that teachers using these devices with students would shift from teacher-centered practices to student-centered ones. Comparing then and now, that shift has not occurred,\" Cuban \u003ca href=\"http://larrycuban.wordpress.com/\">writes on his blog\u003c/a>.\u003c/p>\n\u003cp>For Carrie Oretsky, a 40-year veteran public elementary teacher in Oakland, Calif., technology is \"here to stay\" -- but she's unsure to what end.\u003c/p>\n\u003cp>“This generation of kids is so much more hooked into it,” she says. But she doesn’t think tech would have made its way into Oakland’s public schools so quickly if it weren’t for the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/in-the-rush-to-buy-new-tech-for-common-core-what-happens-to-the-big-picture/\">testing requirements under new Common Core assessments\u003c/a>. “If we were just asking for the technology for any other reason, like to improve curriculum or books, we would never find the money for that,” Oretsky said. She’s seen co-workers use technology in exciting ways, but for her personally, it would take so long to feel comfortable with technology that she’s better off sticking with what she does well.\u003c/p>\n\u003cp>“The messiness of learning, which is so vital for the brain to make sense of it, might get lost,” said Oretsky. She worries that too much emphasis on technology in the classroom will deprive it of the unique social interactions that have made school special for so long. “There are so many amazing things that a teacher can do with kids in a classroom,” Oretsky said. “Negotiating, sitting down and figuring out a problem -- I don’t know how that happens on a computer.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\"[Reformers] have a vision of instruction, where the teacher plays a coach kind of role, a facilitator role, but in a lot of schools, given standards-based assessment, that is impossible.\"\u003c/aside>\n\u003cp>\u003cstrong>TEACHERS AT THE TABLE\u003c/strong>\u003c/p>\n\u003cp>Oretsky, who constantly reads about new ideas and challenges herself to think of better teaching practices, has seen her fair share of top-down education mandates in her many years of teaching. Not all the ideas imposed on teachers were bad ones, she said, but none have lasted very long. “Every time Oakland got a new superintendent we’d have a whole new approach to something,” she said. “Every time it happens we just cringe. There are so many things that are given to us that are either time wasters or disrespectful to teachers.” She says there’s something “icky” about having mandates come down from on high without any teacher input.\u003c/p>\n\u003cp>“That’s one of the problems with people leaving the classroom; they forget how totally difficult it is when you bring it to the kids,” Oretsky said. She knows. She spent one year splitting time between the classroom and work for the district. Even in the half time she wasn’t teaching she’d forget just how challenging it was to work in the classroom.\u003c/p>\n\u003cp>Larry Cuban agrees that dictating to teachers isn’t the way to get them on board with a new educational initiatives. “One idea that I’ve championed over time is to get teachers involved before the new thing,” Cuban said. “Teachers need a chance to say how this is going to work in classrooms.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"d2dfd7bbdccc0a13107853e863a1eae6\"]\u003c/p>\n\u003cp>For her part, there are a couple of clear things Oretsky would recommend schools do to improve teaching and learning. She’d like to see more project-based learning in public school classrooms, where students have real choice about the direction of their learning. The rhetoric of student-driven learning is popular right now, but \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/can-student-driven-learning-happen-under-common-core/\">teachers worried about meeting standards\u003c/a> often aren’t willing to spend the time project-based learning requires if they aren’t sure their students will ultimately perform well on the tests. Cuban says reformers who champion student-driven learning aren’t being practical about real classrooms. “They have a vision of instruction, where the teacher plays a coach kind of role, a facilitator role, but in a lot of schools, given standards-based assessment, that is impossible,” Cuban said.\u003c/p>\n\u003cp>Oretsky also wishes public education could develop authentic assessments of student learning. The current assessments aren’t just once or twice a semester; Oretsky says there are benchmark tests every few weeks. And each time they roll around, her classroom plans have to stop while the kids take tests. Some educators have hope that Common Core aligned assessments will provide a more authentic experience, but Cuban thinks the new tests will be more of the same.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If we stop asking, Does this make sense, we’ve lost what its all about.\"\u003c/aside>\n\u003cp>Oretsky remembers a program in Oakland public schools called Subject Matter Projects: administrators hired subs, allowing teachers to collaborate with each other and university professors and develop innovative workshops and projects on specific subjects. She says that type of collaboration was exciting and effective. Teachers were willing to put their own time into developing these projects and learned a lot from each other about teaching that could be used back in the classroom. Predictably that program was stripped away after a few years. Oretsky wishes there was time for real collaboration between teachers -- not the 20 minutes she gets now.\u003c/p>\n\u003cp>Lastly, Oretsky says she’d make sure that\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\"> social and emotional learning is built into every curriculum\u003c/a>. When No Child Left Behind was first instituted more than 10 years ago, the focus on those soft skills was completely eliminated. “Teachers realized within a month that they had to bring that back because kids didn’t even know how to work together,” Oretsky said.\u003c/p>\n\u003cp>Oretsky says she’s getting ready to retire (though she's been saying that for a few years now).“I really feel like a frog that has been put into a pot of nice warm water and they raised the temperature and pretty soon it's boiling, but you don’t really notice it,” she said. Time, money and respect for teachers have slowly been stripped away from education and it's left many committed teachers wondering why they’ve stayed so long.\u003c/p>\n\u003cp>“I love change, it’s very exciting to me,” said Oretsky. But she doesn’t intend to change her classroom into something worse than what she’s already doing. “If we stop asking, Does this make sense, we’ve lost what its all about,” she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Many teachers are tired of cycles of education reform that come with new trendy ideas about how they should do their job. What does all the hype look like from the perspective of teachers?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33682\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33682\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/175901524-e1390934138645.jpg\" alt=\"175901524\" width=\"640\" height=\"420\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/175901524-e1390934138645.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/175901524-e1390934138645-400x263.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/175901524-e1390934138645-320x210.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Often frustration with the public education system is directed at teachers, even when they are following the standards and guidelines set out by the government. Everyone from politicians, to non-profits to parents tell teachers how to do their jobs better. So it’s no surprise that when the federal state education officials or school superintendents announce a new initiative that not all teachers are ready to jump on the new trend. Education has a long history of reform, each succeeded by another, and teachers have learned to pick and choose carefully where to put their energies.\u003c/p>\n\u003cp>“There is such a gap between policy talk and what happens on the ground,” said \u003ca href=\"http://larrycuban.wordpress.com/\">Larry Cuban\u003c/a>, professor emeritus of education at Stanford University and a former high school social studies teacher and district superintendent. Cuban, a respected voice in the education community, says it can take a long time for new policies to actually get implemented in classrooms, and as schools are gearing up, new policies often come in to replace the ones being implemented. It’s a frustrating cycle for teachers and often leads them to follow their own best judgement about what works in the classroom and ignore the winds of change that can shift so quickly.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There are so many things that are given to us that are either time wasters or disrespectful to teachers.\"\u003c/aside>\n\u003cp>“They have history on their side,” Cuban said. He’s not surprised that teachers are reticent to immediately accept new trends in learning, especially if that trend is coming around for the second or third time. Take \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">project-based learning,\u003c/a> for example. It has become the catch phrase \u003cem>du jour,\u003c/em> especially with the arrival of Common Core State Standards, but the concept isn't new and many schools have been quietly practicing project-based learning since the time of John Dewey and Maria Montessori.\u003c/p>\n\u003cp>“It’s never disappeared,” Cuban said. Schools that were committed to a project-based learning approach continued to use it and made sure that their students also did well on state-mandated assessments. The practice has a history well over a century long -- it didn't arise just because new Common Core State Standards are now requiring similar skills, he says.\u003c/p>\n\u003cp>Even with other \"new\" teaching practices and ideas, “among teachers there are early adopters, so some teachers buy into it very quickly, and then when administrators pull back or funding dries up they're stuck,” Cuban said. To avoid that kind of disillusionment many teachers have decided the best policy is to keep their heads down and continue to do what works -- using trial and error to figure out how to reach kids, sticking to the textbook, and focusing on building strong relationships with students.\u003c/p>\n\u003ch3>\u003cstrong>THE ROLE OF TECH\u003c/strong>\u003c/h3>\n\u003cp>Technology is another hot button. Cuban points out that education has a long history of expecting new technologies to “revolutionize” the classroom. Thomas Edison believed the instructional film would replace the textbook, and radio was supposed to change how teachers taught. None of the previous technological inventions have fundamentally changed the purpose of school, he argues.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Similarly, computers have been in schools since the 1980s, but were rarely used. Now that the price point has come down and tech devices have become a ubiquitous part of society, there’s a push for that same change in education. But Cuban is skeptical that this new round of excitement about technology is any different from those that came before. He points out that technology is an expensive investment and an ongoing expense as devices quickly become obsolete. “When dollars get short, administrators bristle at that,” he said. If education funding gets cut, as it often does, he predicts the technology dollars will dry up and that trend will go the way of so many others.\u003c/p>\n\u003cp>But perhaps even more importantly, the transformative potential of technology has not yet taken hold. \"In comparing [mid-1980s] and now ... high-tech champions (and vendors as well) expected that teachers using these devices with students would shift from teacher-centered practices to student-centered ones. Comparing then and now, that shift has not occurred,\" Cuban \u003ca href=\"http://larrycuban.wordpress.com/\">writes on his blog\u003c/a>.\u003c/p>\n\u003cp>For Carrie Oretsky, a 40-year veteran public elementary teacher in Oakland, Calif., technology is \"here to stay\" -- but she's unsure to what end.\u003c/p>\n\u003cp>“This generation of kids is so much more hooked into it,” she says. But she doesn’t think tech would have made its way into Oakland’s public schools so quickly if it weren’t for the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/in-the-rush-to-buy-new-tech-for-common-core-what-happens-to-the-big-picture/\">testing requirements under new Common Core assessments\u003c/a>. “If we were just asking for the technology for any other reason, like to improve curriculum or books, we would never find the money for that,” Oretsky said. She’s seen co-workers use technology in exciting ways, but for her personally, it would take so long to feel comfortable with technology that she’s better off sticking with what she does well.\u003c/p>\n\u003cp>“The messiness of learning, which is so vital for the brain to make sense of it, might get lost,” said Oretsky. She worries that too much emphasis on technology in the classroom will deprive it of the unique social interactions that have made school special for so long. “There are so many amazing things that a teacher can do with kids in a classroom,” Oretsky said. “Negotiating, sitting down and figuring out a problem -- I don’t know how that happens on a computer.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\"[Reformers] have a vision of instruction, where the teacher plays a coach kind of role, a facilitator role, but in a lot of schools, given standards-based assessment, that is impossible.\"\u003c/aside>\n\u003cp>\u003cstrong>TEACHERS AT THE TABLE\u003c/strong>\u003c/p>\n\u003cp>Oretsky, who constantly reads about new ideas and challenges herself to think of better teaching practices, has seen her fair share of top-down education mandates in her many years of teaching. Not all the ideas imposed on teachers were bad ones, she said, but none have lasted very long. “Every time Oakland got a new superintendent we’d have a whole new approach to something,” she said. “Every time it happens we just cringe. There are so many things that are given to us that are either time wasters or disrespectful to teachers.” She says there’s something “icky” about having mandates come down from on high without any teacher input.\u003c/p>\n\u003cp>“That’s one of the problems with people leaving the classroom; they forget how totally difficult it is when you bring it to the kids,” Oretsky said. She knows. She spent one year splitting time between the classroom and work for the district. Even in the half time she wasn’t teaching she’d forget just how challenging it was to work in the classroom.\u003c/p>\n\u003cp>Larry Cuban agrees that dictating to teachers isn’t the way to get them on board with a new educational initiatives. “One idea that I’ve championed over time is to get teachers involved before the new thing,” Cuban said. “Teachers need a chance to say how this is going to work in classrooms.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>For her part, there are a couple of clear things Oretsky would recommend schools do to improve teaching and learning. She’d like to see more project-based learning in public school classrooms, where students have real choice about the direction of their learning. The rhetoric of student-driven learning is popular right now, but \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/can-student-driven-learning-happen-under-common-core/\">teachers worried about meeting standards\u003c/a> often aren’t willing to spend the time project-based learning requires if they aren’t sure their students will ultimately perform well on the tests. Cuban says reformers who champion student-driven learning aren’t being practical about real classrooms. “They have a vision of instruction, where the teacher plays a coach kind of role, a facilitator role, but in a lot of schools, given standards-based assessment, that is impossible,” Cuban said.\u003c/p>\n\u003cp>Oretsky also wishes public education could develop authentic assessments of student learning. The current assessments aren’t just once or twice a semester; Oretsky says there are benchmark tests every few weeks. And each time they roll around, her classroom plans have to stop while the kids take tests. Some educators have hope that Common Core aligned assessments will provide a more authentic experience, but Cuban thinks the new tests will be more of the same.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If we stop asking, Does this make sense, we’ve lost what its all about.\"\u003c/aside>\n\u003cp>Oretsky remembers a program in Oakland public schools called Subject Matter Projects: administrators hired subs, allowing teachers to collaborate with each other and university professors and develop innovative workshops and projects on specific subjects. She says that type of collaboration was exciting and effective. Teachers were willing to put their own time into developing these projects and learned a lot from each other about teaching that could be used back in the classroom. Predictably that program was stripped away after a few years. Oretsky wishes there was time for real collaboration between teachers -- not the 20 minutes she gets now.\u003c/p>\n\u003cp>Lastly, Oretsky says she’d make sure that\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\"> social and emotional learning is built into every curriculum\u003c/a>. When No Child Left Behind was first instituted more than 10 years ago, the focus on those soft skills was completely eliminated. “Teachers realized within a month that they had to bring that back because kids didn’t even know how to work together,” Oretsky said.\u003c/p>\n\u003cp>Oretsky says she’s getting ready to retire (though she's been saying that for a few years now).“I really feel like a frog that has been put into a pot of nice warm water and they raised the temperature and pretty soon it's boiling, but you don’t really notice it,” she said. Time, money and respect for teachers have slowly been stripped away from education and it's left many committed teachers wondering why they’ve stayed so long.\u003c/p>\n\u003cp>“I love change, it’s very exciting to me,” said Oretsky. But she doesn’t intend to change her classroom into something worse than what she’s already doing. “If we stop asking, Does this make sense, we’ve lost what its all about,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>There's growing backlash to Common Core, and conservatives and liberals increasingly are voicing similar concerns: that the standards take a one-size-fits-all approach, create a de facto national curriculum, put too much emphasis on standardized tests and undermine teacher autonomy.\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://media.npr.org/chrome/news/nprlogo_138x46.gif\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.npr.org/2014/01/28/267488648/backlash-grows-against-common-core-education-standards\" target=\"_blank\">Backlash Grows Against Common core Education Standards\u003c/a>Supporters of the new education standards adopted by 45 states called the Common Core say those standards will hold American students to much higher expectations and move away from the bubble test culture that critics say too often pushes teachers to focus on test prep.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.npr.org%2F2014%2F01%2F28%2F267488648%2Fbacklash-grows-against-common-core-education-standards\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.npr.org\" target=\"_blank\">Npr\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There's growing backlash to Common Core, and conservatives and liberals increasingly are voicing similar concerns: that the standards take a one-size-fits-all approach, create a de facto national curriculum, put too much emphasis on standardized tests and undermine teacher autonomy.\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://media.npr.org/chrome/news/nprlogo_138x46.gif\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.npr.org/2014/01/28/267488648/backlash-grows-against-common-core-education-standards\" target=\"_blank\">Backlash Grows Against Common core Education Standards\u003c/a>Supporters of the new education standards adopted by 45 states called the Common Core say those standards will hold American students to much higher expectations and move away from the bubble test culture that critics say too often pushes teachers to focus on test prep.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.npr.org%2F2014%2F01%2F28%2F267488648%2Fbacklash-grows-against-common-core-education-standards\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.npr.org\" target=\"_blank\">Npr\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Is It Plagiarism or Collaboration?",
"title": "Is It Plagiarism or Collaboration?",
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"content": "\u003cfigure id=\"attachment_33573\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/mattcornock/8812245178/sizes/z/\">\u003cimg class=\"size-full wp-image-33573\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/8812245178_5cf413c934_z-e1390453341731.jpg\" alt=\"8812245178_5cf413c934_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/8812245178_5cf413c934_z-e1390453341731.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/8812245178_5cf413c934_z-e1390453341731-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/8812245178_5cf413c934_z-e1390453341731-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Jennifer Carey\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">It’s an open secret in the education community. As we go about integrating technology into our schools, we are increasing the risk and potential for plagiarism in our tradition-minded classrooms.\u003c/p>\n\u003cp>In fact, \u003ca href=\"http://www.nbcnews.com/technology/teachers-say-plagiarism-informality-are-byproducts-digital-influence-writing-6C10658019\">a recent PEW research study found\u003c/a> that while educators find technology beneficial in teaching writing skills, they feel it has also led to a direct increase in rates of plagiarism and infringement of intellectual property rights. In my \u003ca href=\"http://plpnetwork.com/2013/10/08/google-drive-leave-tire-marks-lesson-plans/\">recent article about using Google Drive\u003c/a> as a system for students to write and submit work, many of the readers who commented expressed their concern that students would use such a tool to “peek” at their peers’ work and perhaps use it for “inspiration.”\u003c/p>\n\u003cp>These concerns lead us to an interesting discussion about collaboration and plagiarism in the classroom. It's true that tools such as \u003ca href=\"http://en.wikipedia.org/wiki/Blog\">blogging\u003c/a>, \u003ca href=\"http://en.wikipedia.org/wiki/Social_media\">social media\u003c/a>, \u003ca href=\"http://indianajen.com/2013/09/16/google-drive-a-better-method/\">Google Drive\u003c/a>, and \u003ca href=\"http://indianajen.com/2013/03/11/using-dropbox-in-the-classroom/\">DropBox\u003c/a> (among others) allow for faster and easier communication and collaboration – skill sets that many educators and business leaders have identified as valuable and important today. But when does collaboration cross the line into plagiarism, out in the digital frontier of education?\u003c/p>\n\u003cp>In the balance, does plagiarism make these tools more problematic than they are useful?\u003c/p>\n\u003ch3>\u003cstrong>An Interesting Dilemma\u003c/strong>\u003c/h3>\n\u003cp>We want students to do “group work,” to collaborate, and to discuss. However, we have very specific realms in which we want this to happen: the group assignment, the in-class discussion, studying for exams, etc. At the same time, many of us want to put up barriers and halt any collaboration at other times (during assessments, for example). When collaboration takes place during assessment, we deem it \u003ca href=\"http://www.plagiarism.org/\">plagiarism\u003c/a> or cheating, and technology is often identified as the instrument that tempts students into such behavior.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This leads to a broader and more provocative question. Should we ever stymie collaboration among our students? We live in a collaborative world. It is rare in a job, let alone life, that individuals work in complete isolation – with lack of assistance or contributions from anyone else. Perhaps as educators, it’s time to reassess how we want students to work.\u003c/p>\n\u003cp>Instead of fighting a losing battle (as my grandmother would put it – “You can’t nail jello to a wall!”) by trying to ban any type of interaction with students online, what if we incorporated collaboration into our lessons \u003cem>and\u003c/em> our assessments?\u003c/p>\n\u003ch3>\u003cstrong>Transforming “Cheating” Into Collaboration? \u003c/strong>\u003c/h3>\n\u003cp>While students should not be copying and pasting somebody else’s content, at the same time it’s engaging and fruitful for them to be able to discuss assignments and enlist assistance from their peers across the board. For example, students who are working on a research essay on topics that they've chosen, can share their work with their peers, looking for feedback, input, or guidance. This is not cheating, rather it is collaboration. It should be open and above board – transparent – but this is exactly how they should grow as learners.\u003c/p>\n\u003cp>[contextly_sidebar id=\"daf70ec57b640ac31ea741bc8d492313\"]\u003c/p>\n\u003cp>Using tools like Google Drive, students can more easily collaborate across distances and with conflicting schedules. Better yet, teacher can see their collaborative efforts using the “revision history” function of Google Drive (Go to File → See Revision History), and can track not only quality, but quantity. (See the post on \u003ca href=\"http://indianajen.com/2013/10/20/google-docs-research-how-to/\" target=\"_blank\">Google Docs and research\u003c/a>.)\u003c/p>\n\u003cp>We have all heard students complain that a member of the group has “contributed nothing.” Now, there's a method to verify. While student A may have contributed fewer comments or changes, those contributions may have been especially meaningful and balanced. Likewise, if student B has never logged into the system, the teacher knows this well before the project is complete and can follow up and discuss with that student the necessities of participation.\u003c/p>\n\u003ch3>\u003cstrong>But What About the Test?\u003c/strong>\u003c/h3>\n\u003cp>Outside of project work or written papers, we still have the formal quiz and test assessment. Many of us are \u003cem>required\u003c/em> to do testing in our classes (in the form of mid-terms or finals). This does not mean that the anti-collaboration walls must go up.\u003c/p>\n\u003cp>Now, we ask students not to discuss test questions or we guard them in the fear that those questions will leak out via cellphone snapshots — or that a student might Google the answer. Perhaps it’s time to reassess how we write our exams. If you can Google the answer, how good is the question?\u003c/p>\n\u003cp>Do we want students to simply memorize and regurgitate information? Is this the type of learning that we value in the 21st century? Or do we want them to think, assess, reason, and verbalize (vocally or in written form) their processes and ideas? I would argue that the latter is better not only in assessment but in overall skills.\u003c/p>\n\u003cp>A student may produce an entirely wrong answer, but if how they got there was through logic, reasonable assumption, educated guessing (not just plain old “guessing”) – and they were effective in communicating that process – then there is evidence of learning that I can take into account. I’m not left to figure out what they DID know from a T/F or multi-choice “wrong” answer.\u003c/p>\n\u003cp>Perhaps instead of focusing our concerns on technology as a wonderful aid to plagiarizers, we should focus on its ability to foster creativity and collaboration, and then ask ourselves (we are the clever adults here) how we can incorporate those elements into our formalized assessments.\u003c/p>\n\u003cp>Unfortunately, yes, there will always be those students who want to cut corners, find the easy way, and cheat to get out of having to do the hard work. (See my post on \u003ca href=\"http://indianajen.com/2013/05/16/reblogged-from-edudemic-combating-plagiarism-on-the-digital-frontier/\" target=\"_blank\">combating plagiarism\u003c/a>.) But a significant majority of students are inherently inquisitive: they want to learn and do better by engaging and thinking, not memorizing and fact checking. It’s up to us to appeal to that inquisitiveness.\u003c/p>\n\u003cp>The reality is that rote memorization is largely becoming obsolete and not a reflection of the needs we have in our citizens or our workforce. Instead, we need to get busy fostering creative and developmental skills that will allow them to achieve through their skills as collaborators and creative makers and shapers of information and ideas.\u003c/p>\n\u003cp>This is the power of the new technologies that are populating the digital frontier of education.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/TeacherJenCarey\">Jennifer Carey\u003c/a> is Director of Academic Technology at the \u003ca href=\"http://www.ransomeverglades.org\">Ransom Everglades School \u003c/a> in Coconut Grove, Florida. This post originally appeared on\u003ca href=\"http://plpnetwork.com/2013/12/16/plagiarism-vs-collaboration-educations-digital-frontier/\"> Powerful Learning Blog\u003c/a>.\u003cbr>\n\u003c/em>\u003c/p>\n\n",
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"description": "It’s an open secret in the education community. As we go about integrating technology into our schools, we are increasing the risk and potential for plagiarism in our tradition-minded classrooms. In the balance, does plagiarism make these tools more problematic than they are useful?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33573\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/mattcornock/8812245178/sizes/z/\">\u003cimg class=\"size-full wp-image-33573\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/8812245178_5cf413c934_z-e1390453341731.jpg\" alt=\"8812245178_5cf413c934_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/8812245178_5cf413c934_z-e1390453341731.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/8812245178_5cf413c934_z-e1390453341731-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/8812245178_5cf413c934_z-e1390453341731-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Jennifer Carey\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">It’s an open secret in the education community. As we go about integrating technology into our schools, we are increasing the risk and potential for plagiarism in our tradition-minded classrooms.\u003c/p>\n\u003cp>In fact, \u003ca href=\"http://www.nbcnews.com/technology/teachers-say-plagiarism-informality-are-byproducts-digital-influence-writing-6C10658019\">a recent PEW research study found\u003c/a> that while educators find technology beneficial in teaching writing skills, they feel it has also led to a direct increase in rates of plagiarism and infringement of intellectual property rights. In my \u003ca href=\"http://plpnetwork.com/2013/10/08/google-drive-leave-tire-marks-lesson-plans/\">recent article about using Google Drive\u003c/a> as a system for students to write and submit work, many of the readers who commented expressed their concern that students would use such a tool to “peek” at their peers’ work and perhaps use it for “inspiration.”\u003c/p>\n\u003cp>These concerns lead us to an interesting discussion about collaboration and plagiarism in the classroom. It's true that tools such as \u003ca href=\"http://en.wikipedia.org/wiki/Blog\">blogging\u003c/a>, \u003ca href=\"http://en.wikipedia.org/wiki/Social_media\">social media\u003c/a>, \u003ca href=\"http://indianajen.com/2013/09/16/google-drive-a-better-method/\">Google Drive\u003c/a>, and \u003ca href=\"http://indianajen.com/2013/03/11/using-dropbox-in-the-classroom/\">DropBox\u003c/a> (among others) allow for faster and easier communication and collaboration – skill sets that many educators and business leaders have identified as valuable and important today. But when does collaboration cross the line into plagiarism, out in the digital frontier of education?\u003c/p>\n\u003cp>In the balance, does plagiarism make these tools more problematic than they are useful?\u003c/p>\n\u003ch3>\u003cstrong>An Interesting Dilemma\u003c/strong>\u003c/h3>\n\u003cp>We want students to do “group work,” to collaborate, and to discuss. However, we have very specific realms in which we want this to happen: the group assignment, the in-class discussion, studying for exams, etc. At the same time, many of us want to put up barriers and halt any collaboration at other times (during assessments, for example). When collaboration takes place during assessment, we deem it \u003ca href=\"http://www.plagiarism.org/\">plagiarism\u003c/a> or cheating, and technology is often identified as the instrument that tempts students into such behavior.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This leads to a broader and more provocative question. Should we ever stymie collaboration among our students? We live in a collaborative world. It is rare in a job, let alone life, that individuals work in complete isolation – with lack of assistance or contributions from anyone else. Perhaps as educators, it’s time to reassess how we want students to work.\u003c/p>\n\u003cp>Instead of fighting a losing battle (as my grandmother would put it – “You can’t nail jello to a wall!”) by trying to ban any type of interaction with students online, what if we incorporated collaboration into our lessons \u003cem>and\u003c/em> our assessments?\u003c/p>\n\u003ch3>\u003cstrong>Transforming “Cheating” Into Collaboration? \u003c/strong>\u003c/h3>\n\u003cp>While students should not be copying and pasting somebody else’s content, at the same time it’s engaging and fruitful for them to be able to discuss assignments and enlist assistance from their peers across the board. For example, students who are working on a research essay on topics that they've chosen, can share their work with their peers, looking for feedback, input, or guidance. This is not cheating, rather it is collaboration. It should be open and above board – transparent – but this is exactly how they should grow as learners.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Using tools like Google Drive, students can more easily collaborate across distances and with conflicting schedules. Better yet, teacher can see their collaborative efforts using the “revision history” function of Google Drive (Go to File → See Revision History), and can track not only quality, but quantity. (See the post on \u003ca href=\"http://indianajen.com/2013/10/20/google-docs-research-how-to/\" target=\"_blank\">Google Docs and research\u003c/a>.)\u003c/p>\n\u003cp>We have all heard students complain that a member of the group has “contributed nothing.” Now, there's a method to verify. While student A may have contributed fewer comments or changes, those contributions may have been especially meaningful and balanced. Likewise, if student B has never logged into the system, the teacher knows this well before the project is complete and can follow up and discuss with that student the necessities of participation.\u003c/p>\n\u003ch3>\u003cstrong>But What About the Test?\u003c/strong>\u003c/h3>\n\u003cp>Outside of project work or written papers, we still have the formal quiz and test assessment. Many of us are \u003cem>required\u003c/em> to do testing in our classes (in the form of mid-terms or finals). This does not mean that the anti-collaboration walls must go up.\u003c/p>\n\u003cp>Now, we ask students not to discuss test questions or we guard them in the fear that those questions will leak out via cellphone snapshots — or that a student might Google the answer. Perhaps it’s time to reassess how we write our exams. If you can Google the answer, how good is the question?\u003c/p>\n\u003cp>Do we want students to simply memorize and regurgitate information? Is this the type of learning that we value in the 21st century? Or do we want them to think, assess, reason, and verbalize (vocally or in written form) their processes and ideas? I would argue that the latter is better not only in assessment but in overall skills.\u003c/p>\n\u003cp>A student may produce an entirely wrong answer, but if how they got there was through logic, reasonable assumption, educated guessing (not just plain old “guessing”) – and they were effective in communicating that process – then there is evidence of learning that I can take into account. I’m not left to figure out what they DID know from a T/F or multi-choice “wrong” answer.\u003c/p>\n\u003cp>Perhaps instead of focusing our concerns on technology as a wonderful aid to plagiarizers, we should focus on its ability to foster creativity and collaboration, and then ask ourselves (we are the clever adults here) how we can incorporate those elements into our formalized assessments.\u003c/p>\n\u003cp>Unfortunately, yes, there will always be those students who want to cut corners, find the easy way, and cheat to get out of having to do the hard work. (See my post on \u003ca href=\"http://indianajen.com/2013/05/16/reblogged-from-edudemic-combating-plagiarism-on-the-digital-frontier/\" target=\"_blank\">combating plagiarism\u003c/a>.) But a significant majority of students are inherently inquisitive: they want to learn and do better by engaging and thinking, not memorizing and fact checking. It’s up to us to appeal to that inquisitiveness.\u003c/p>\n\u003cp>The reality is that rote memorization is largely becoming obsolete and not a reflection of the needs we have in our citizens or our workforce. Instead, we need to get busy fostering creative and developmental skills that will allow them to achieve through their skills as collaborators and creative makers and shapers of information and ideas.\u003c/p>\n\u003cp>This is the power of the new technologies that are populating the digital frontier of education.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/TeacherJenCarey\">Jennifer Carey\u003c/a> is Director of Academic Technology at the \u003ca href=\"http://www.ransomeverglades.org\">Ransom Everglades School \u003c/a> in Coconut Grove, Florida. This post originally appeared on\u003ca href=\"http://plpnetwork.com/2013/12/16/plagiarism-vs-collaboration-educations-digital-frontier/\"> Powerful Learning Blog\u003c/a>.\u003cbr>\n\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"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.",
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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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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"radiolab": {
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
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