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"content": "\u003cfigure id=\"attachment_33529\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33529\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/3813941041_4af32fbde1_z-e1390324463665.jpg\" alt=\"3813941041_4af32fbde1_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/3813941041_4af32fbde1_z-e1390324463665.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/3813941041_4af32fbde1_z-e1390324463665-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/3813941041_4af32fbde1_z-e1390324463665-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By David Price\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">It might be time we re-thought student engagement. Are we measuring the right things? Are we taking disengagement seriously enough? January is a time for resolutions. Perhaps educators, in 2014, need to resolve to better understand student engagement, challenge the myths around it, and make it a higher priority in their relationships with students.\u003c/p>\n\u003cp>Let’s deal with the issue of the importance of engagement first. A \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1002/berj.3031/abstract\">recent longitudinal study\u003c/a> of Australian students has published conclusions that every government minister for education should heed. Tracking students over a 20-year period, researchers found that the more children felt connected to their school community and felt engaged (rather than bored), the greater their likelihood of achieving a higher educational qualification and going on to a professional or managerial career, over and above their academic attainment or socio-economic background. In other words, an engaged child from a low socio-economic background will have better opportunities in life than a disengaged child from a more privileged background. This is a crucial message for ministers grappling with the inequality gap.\u003c/p>\n\u003cp>But for these findings to translate into actions, we have to re-think what we mean by engagement. For too long we have confused engagement with compliance or, worse still, \"fun.\" This confusion has led to a number of myths distorting how we act, and what we look for, in the classroom.\u003c/p>\n\u003ch3>\u003cstrong>Myth #1: \"I can see when my students are engaged.\"\u003c/strong>\u003c/h3>\n\u003cp>Don’t be so sure. Those who have switched off are often only the visible tip of the disengagement iceberg. The ones below the surface could be \"invisibly disengaged\" -- complying but not engaging. A great empathetic principal once told me of her shock in discovering that one of her best students (in terms of behavior and achievement) had been bored every day in school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“But why didn’t any of your teachers spot this?” she asked.\u003c/p>\n\u003cp>He replied, “I learned how to fall asleep with my eyes open.\"\u003c/p>\n\u003cp>Students are learning to modify their behavior in class so that they appear to be engaged while, in reality, they’ve intellectually checked-out.\u003c/p>\n\u003ch3>Myth #2 : \"They must be engaged -- look at their test scores!\"\u003c/h3>\n\u003cp>In a culture driven by test results, it’s understandable that teachers should assume that students must be engaged when their grades improve. But this culture has given rise to a relatively new phenomenon: the disengaged achiever. I speak from personal experience, being the father of two bright sons who got good high school grades, but they reasoned that the control and direction over their learning that they sought was best achieved by leaving formal education and continuing to learn socially, outside school.\u003c/p>\n\u003ch3>Myth #3 : \"They must be engaged -- they’re having fun.\"\u003c/h3>\n\u003cp>The wise-cracking, charismatic teacher might look great in the movies, but that doesn’t always lead to deep student engagement. Humor is important, of course, but students need intellectual stretch -- shallow engagement isn’t enough. Seymour Papert coined the phrase \"hard fun\" to describe learning activities that absorb and challenge students, because they have rigor, relevance and stretch.\u003c/p>\n\u003cp>So, if we recalibrate what we mean by deeper, more challenging, forms of engagement how do we achieve it? Current research suggests that there’s no single magic ingredient. \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0959475213000327\">Another important study\u003c/a>, published at the end of 2013 by University of Pennsylvania and University of Michigan, indicates that success is likely to be found in combining a number of motivators: agency, choice, purpose and relevance:\u003c/p>\n\u003cp>\"Opportunities for decision making or freedom of action are less important than the extent to which the decision making and action opportunities available reflect personal goals, interests, or values.”\u003c/p>\n\u003cp>The revered Indian philosopher and educator, Sri Aurobindo, knew a thing or two about engagement. His three principles for learning still serve as an important guide in designing engaging learning:\u003c/p>\n\u003cul>\n\u003cli>Nothing can be \"taught\" -- engagement precedes learning, so students need to actively buy in to their learning, in order to bring discretionary activity to the process (that is, above and beyond the required outcomes)\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>The mind must be consulted in its own growth. Activities need to personally matter to students, tapping in to their values and passions.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Work from the near to the far. Make activities relevant to the world students inhabit, but build in intellectual stretch to take them beyond their cognitive \"comfort zone.\"\u003c/li>\n\u003c/ul>\n\u003cp>So, we know engagement can’t be done to students; we are realizing its importance in improving the life-chances of some of our poorer students; we now know it’s a lot more than just compliance.\u003c/p>\n\u003cp>Our challenge, in 2014 is this: Can we become designers of learning, rather than deliverers of worksheets? Can we create opportunities for learning which simultaneously inspire, challenge and deepen students’ innate love of learning?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/DavidPriceOBE\">David Price\u003c/a> is an author, learning futurist and senior associate at the Innovation Unit in London, England. His new book is \u003ca href=\"http://www.amazon.com/OPEN-well-work-learn-future-ebook/dp/B00FLYFS98\">OPEN: How We’ll Work, Live And Learn In The Future\u003c/a> is available on Amazon\u003c/em>.\u003c/p>\n\n",
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"content": "\u003cp>\u003cimg class=\"aligncenter size-large wp-image-33493\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/177537564-640x426.jpg\" alt=\"177537564\" width=\"640\" height=\"426\">\u003c/p>\n\u003cp class=\"dropcap-serif\">On his first day teaching at Coronado Elementary School in Richmond, Calif., students threw rocks at Jean-Gabrielle Larochette, pretending he was a police officer. He spent fifteen minutes of every class calming down a handful of kids in this low-income-neighborhood public school who wouldn’t follow directions or behave.\u003c/p>\n\u003cp>Larochette began practicing meditation and mindfulness to cope with his own stresses of teaching and supporting traumatized kids. He believed the breathing techniques that helped calm his fears might work for his students too, so he founded the \u003ca href=\"http://mindfullifeproject.org/\">Mindful Life Project\u003c/a>.\u003c/p>\n\u003cp>“Before we can teach a kid how to academically excel in school, we need to teach him how to have stillness, pay attention, stay on task, regulate, make good choices,” said Larochette. “We tell kids be quiet, calm yourself down, be still. We tell them all these things they need in the classroom, but we’re not teaching them how to do that.”\u003c/p>\n\u003cp>The project has since grown and is now being incorporated in a group of elementary schools in Richmond, in an attempt to improve academic performance and create a more positive school culture by teaching students mindfulness. Mindfulness is the ability to exist in the present moment and practicing it often looks like meditation. Schools across the country are beginning to use mindfulness as part of an effort to address the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\">social and emotional needs of children\u003c/a>, improving student achievement in the process.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“When we look at low performing schools it's not that these children are unable to learn, it’s that very often they are unavailable to learn.”\u003c/aside>\n\u003cp>“My hour of lost teaching time because of behavior problems went down to about 15 minutes a day --that meant almost a whole other day of teaching,” Larochette said. “I had to figure out what I could do to bring this to the rest of the schools in our area.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Studies of mindfulness programs in schools have found that regular practice -- even just a few minutes per day -- \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/why-teaching-mindfulness-benefits-students-learning/\">improves student self-control\u003c/a> and increases their classroom participation, respect for others, happiness, optimism, and self-acceptance levels. It can help reduce absenteeism and suspensions too. A mindfulness practice helps reduce activity in the amygdala, the brain’s emotional center responsible for fear and stress reactions.\u003c/p>\n\u003cp>“The other thing we know mindfulness does with the brain is it increases the activity in the prefrontal cortex,” said Vicki Zakrzewski, education director at the \u003ca href=\"http://greatergood.berkeley.edu/\">UC Berkeley Greater Good Science Center\u003c/a>, which studies the science behind mindfulness. “This is where we make our decisions, how we plan, our abstract thinking,” she said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"941dc662ef9fe6b986438df15af83c9c\"]\u003c/p>\n\u003cp>Educators at Nystrom Elementary school in Richmond are seeing some of those positive effects in their students. “This year is much better,” said third-grade teacher Glenna Hamilton. “Last year, it was just horrible.” One of Hamilton’s most disruptive students became more respectful and responsible since he began receiving mindfulness training. “If he does something incorrect, instead of being argumentative with me, he really thinks about it and realizes, ‘I didn’t make a good choice,’ and I see him self-correcting,” she said.\u003c/p>\n\u003cp>Nystrom’s school culture has shifted since the student began mindfulness training, said Principal LeDonna Williams. Students now have a common language to use when they want to calm each other down and fewer students are being sent to her office. When a student does act up, Williams will sometimes ask them to practice mindfulness before she addresses the problem. “Then you see the little fists releasing and their temperament coming down and they’re willing to talk to you a little more candidly about what their issues are,” Williams said. “They use it, they really do and it's nice to see that.”\u003c/p>\n\u003cp>\u003cstrong>COPING MECHANISM FOR TRAUMA\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Many students at Nystrom directly know people who have been killed and others experience trauma secondhand from living in a violent neighborhood. In 2013, there were four homicides, 39 armed robberies and 47 assaults with a deadly weapon reported to the police in South Richmond.\u003c/p>\n\u003cp>“There’s a lot of grief and loss,” Williams said. “A lot of students experience violence on a daily basis, either in the home or in the community. And it’s coming out in their school work, in their interactions with other students, the climate of the school, it affects that.”\u003c/p>\n\u003cfigure id=\"attachment_33501\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-33501\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/Mindfulness2-300x175.jpg\" alt=\"Mindfulness\" width=\"300\" height=\"175\">\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Katrina Schwartz\u003c/figcaption>\u003c/figure>\n\u003cp>All the schools the Mindful Life Project works with have seen drops in detentions and referrals, said Larochette. At Nystrom, 18 kids accounted for 82 percent of the suspensions. At the beginning of their mindfulness training those kids were suspended 62 times in the first trimester. After three trimesters of mindfulness practice, that rate had dropped to 20.\u003c/p>\n\u003cp>“When we look at low-performing schools it's not that these children are unable to learn, it’s that very often they are unavailable to learn,” said Madeline Kronenberg, a \u003ca href=\"http://www.wccusd.net/site/default.aspx?PageID=1\">West Contra Costa County\u003c/a> school board member. “They’re not able to focus; they’re so fixated on other things that are going on in their lives that it’s difficult for them to be able to find space for learning. Our job is to educate these kids and the way you educate them is that they need to be available to learn.”\u003c/p>\n\u003cp>At Nystrom, students report using mindfulness in a variety of situations. “When there are older kids, we were playing football and he hit me pretty hard on purpose,” said sixth-grader Tayshawn Newman. “We were going to get into a huge argument, and I just said, 'Forget it.' I took a deep breath and said, 'Forget it.'” Another student reported that the mindfulness training makes him feel calmer and that he uses it when he feels like hitting someone. Another boy said he uses his mindfulness practice when he has trouble falling asleep.\u003c/p>\n\u003caside class=\"left\">\u003cem>\u003cstrong>Hear about individual students' experiences with the Mindful Life Project\u003c/strong>\u003c/em>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/130837096\" params=\"color=ff6600&auto_play=false&show_artwork=true\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003c/aside>\n\u003cp>The mindfulness instructors understand that for many kids the ability to create inward calm is crucial when external quiet is hard to come by.\u003c/p>\n\u003cp>“The idea was to really create a grassroots movement,” said Larochette. “A movement that’s within, that stays within, that solidifies within and then meeting our kids when they get to middle school and high school and sustaining those opportunities and having a mindful life project instead of just mindfulness for eight to 10 weeks or a couple of years.”\u003c/p>\n\u003cp>The project is in the process of finalizing contracts with two of the biggest middle schools in the area. They hope mindfulness will follow elementary school graduates, helping them navigate middle school and eventually high school. Ultimately, Larochette would love to have high school mindfulness students come back to mentor younger students.\u003c/p>\n\u003cp>Check out what the \u003ca href=\"http://mindfullifeproject.org/\" target=\"_blank\">Mindful Life Project\u003c/a> looks like in action.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>[youtube //www.youtube.com/watch?v=2UF4mmTWsnE]\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-large wp-image-33493\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/177537564-640x426.jpg\" alt=\"177537564\" width=\"640\" height=\"426\">\u003c/p>\n\u003cp class=\"dropcap-serif\">On his first day teaching at Coronado Elementary School in Richmond, Calif., students threw rocks at Jean-Gabrielle Larochette, pretending he was a police officer. He spent fifteen minutes of every class calming down a handful of kids in this low-income-neighborhood public school who wouldn’t follow directions or behave.\u003c/p>\n\u003cp>Larochette began practicing meditation and mindfulness to cope with his own stresses of teaching and supporting traumatized kids. He believed the breathing techniques that helped calm his fears might work for his students too, so he founded the \u003ca href=\"http://mindfullifeproject.org/\">Mindful Life Project\u003c/a>.\u003c/p>\n\u003cp>“Before we can teach a kid how to academically excel in school, we need to teach him how to have stillness, pay attention, stay on task, regulate, make good choices,” said Larochette. “We tell kids be quiet, calm yourself down, be still. We tell them all these things they need in the classroom, but we’re not teaching them how to do that.”\u003c/p>\n\u003cp>The project has since grown and is now being incorporated in a group of elementary schools in Richmond, in an attempt to improve academic performance and create a more positive school culture by teaching students mindfulness. Mindfulness is the ability to exist in the present moment and practicing it often looks like meditation. Schools across the country are beginning to use mindfulness as part of an effort to address the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\">social and emotional needs of children\u003c/a>, improving student achievement in the process.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“When we look at low performing schools it's not that these children are unable to learn, it’s that very often they are unavailable to learn.”\u003c/aside>\n\u003cp>“My hour of lost teaching time because of behavior problems went down to about 15 minutes a day --that meant almost a whole other day of teaching,” Larochette said. “I had to figure out what I could do to bring this to the rest of the schools in our area.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Studies of mindfulness programs in schools have found that regular practice -- even just a few minutes per day -- \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/why-teaching-mindfulness-benefits-students-learning/\">improves student self-control\u003c/a> and increases their classroom participation, respect for others, happiness, optimism, and self-acceptance levels. It can help reduce absenteeism and suspensions too. A mindfulness practice helps reduce activity in the amygdala, the brain’s emotional center responsible for fear and stress reactions.\u003c/p>\n\u003cp>“The other thing we know mindfulness does with the brain is it increases the activity in the prefrontal cortex,” said Vicki Zakrzewski, education director at the \u003ca href=\"http://greatergood.berkeley.edu/\">UC Berkeley Greater Good Science Center\u003c/a>, which studies the science behind mindfulness. “This is where we make our decisions, how we plan, our abstract thinking,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Educators at Nystrom Elementary school in Richmond are seeing some of those positive effects in their students. “This year is much better,” said third-grade teacher Glenna Hamilton. “Last year, it was just horrible.” One of Hamilton’s most disruptive students became more respectful and responsible since he began receiving mindfulness training. “If he does something incorrect, instead of being argumentative with me, he really thinks about it and realizes, ‘I didn’t make a good choice,’ and I see him self-correcting,” she said.\u003c/p>\n\u003cp>Nystrom’s school culture has shifted since the student began mindfulness training, said Principal LeDonna Williams. Students now have a common language to use when they want to calm each other down and fewer students are being sent to her office. When a student does act up, Williams will sometimes ask them to practice mindfulness before she addresses the problem. “Then you see the little fists releasing and their temperament coming down and they’re willing to talk to you a little more candidly about what their issues are,” Williams said. “They use it, they really do and it's nice to see that.”\u003c/p>\n\u003cp>\u003cstrong>COPING MECHANISM FOR TRAUMA\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Many students at Nystrom directly know people who have been killed and others experience trauma secondhand from living in a violent neighborhood. In 2013, there were four homicides, 39 armed robberies and 47 assaults with a deadly weapon reported to the police in South Richmond.\u003c/p>\n\u003cp>“There’s a lot of grief and loss,” Williams said. “A lot of students experience violence on a daily basis, either in the home or in the community. And it’s coming out in their school work, in their interactions with other students, the climate of the school, it affects that.”\u003c/p>\n\u003cfigure id=\"attachment_33501\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-33501\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/Mindfulness2-300x175.jpg\" alt=\"Mindfulness\" width=\"300\" height=\"175\">\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Katrina Schwartz\u003c/figcaption>\u003c/figure>\n\u003cp>All the schools the Mindful Life Project works with have seen drops in detentions and referrals, said Larochette. At Nystrom, 18 kids accounted for 82 percent of the suspensions. At the beginning of their mindfulness training those kids were suspended 62 times in the first trimester. After three trimesters of mindfulness practice, that rate had dropped to 20.\u003c/p>\n\u003cp>“When we look at low-performing schools it's not that these children are unable to learn, it’s that very often they are unavailable to learn,” said Madeline Kronenberg, a \u003ca href=\"http://www.wccusd.net/site/default.aspx?PageID=1\">West Contra Costa County\u003c/a> school board member. “They’re not able to focus; they’re so fixated on other things that are going on in their lives that it’s difficult for them to be able to find space for learning. Our job is to educate these kids and the way you educate them is that they need to be available to learn.”\u003c/p>\n\u003cp>At Nystrom, students report using mindfulness in a variety of situations. “When there are older kids, we were playing football and he hit me pretty hard on purpose,” said sixth-grader Tayshawn Newman. “We were going to get into a huge argument, and I just said, 'Forget it.' I took a deep breath and said, 'Forget it.'” Another student reported that the mindfulness training makes him feel calmer and that he uses it when he feels like hitting someone. Another boy said he uses his mindfulness practice when he has trouble falling asleep.\u003c/p>\n\u003caside class=\"left\">\u003cem>\u003cstrong>Hear about individual students' experiences with the Mindful Life Project\u003c/strong>\u003c/em>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/130837096&visual=true&color=ff6600&auto_play=false&show_artwork=true'\n title='https://api.soundcloud.com/tracks/130837096'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003c/aside>\n\u003cp>The mindfulness instructors understand that for many kids the ability to create inward calm is crucial when external quiet is hard to come by.\u003c/p>\n\u003cp>“The idea was to really create a grassroots movement,” said Larochette. “A movement that’s within, that stays within, that solidifies within and then meeting our kids when they get to middle school and high school and sustaining those opportunities and having a mindful life project instead of just mindfulness for eight to 10 weeks or a couple of years.”\u003c/p>\n\u003cp>The project is in the process of finalizing contracts with two of the biggest middle schools in the area. They hope mindfulness will follow elementary school graduates, helping them navigate middle school and eventually high school. Ultimately, Larochette would love to have high school mindfulness students come back to mentor younger students.\u003c/p>\n\u003cp>Check out what the \u003ca href=\"http://mindfullifeproject.org/\" target=\"_blank\">Mindful Life Project\u003c/a> looks like in action.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_33429\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33429\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/TED-Ed-clubs.jpg\" alt=\"TED-Ed-clubs\" width=\"640\" height=\"350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/TED-Ed-clubs.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/TED-Ed-clubs-400x219.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/TED-Ed-clubs-320x175.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">TED’s educational arm is launching \u003ca href=\"http://ed.ted.com/clubs\">TED-Ed Clubs\u003c/a>, an effort to support students who research, write and present and record their own ideas in a TED talk format.\u003c/p>\n\u003cp>“The goal is to stimulate and celebrate the best ideas of students around the world,” said TED-Ed Director Logan Smalley. TED-Ed piloted the project with 100 schools, focusing mostly on middle and high school aged students. Most of the pilot schools started with TED-Ed clubs held during lunch or after school, but some teachers incorporated materials into the classroom. TED-Ed also offers free guiding materials for 13 club meetings, taking students through the step-by-step process of creating a TED talk.\u003c/p>\n\u003cp>“It's about sparking the question of what makes a great presentation, both content and how you present,” Smalley said. The program suggests starting with a meeting to talk about what students are passionate about. Each student pursues one idea over the next 13 weeks. In successive weeks students discuss the qualities of a great idea, research their topics, identify good and bad habits in presentations, give feedback to one another and ultimately give a TED-style talk, captured on video.\u003c/p>\n\u003cp>“Each meeting has a specific deliverable in terms of acquiring and thinking about a certain presentation skill,” Smalley said. The goal is to help students get comfortable with presenting their own ideas and taking ownership of something they’re passionate about. In the process they are researching, writing, working together and learn presentation literacy skills.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We are going to be exposed to an incredible amount of uninhibited student creativity.” \u003c/aside>\n\u003cp>\u003cstrong>\u003c/strong>Jennifer Scheffer, a teacher and instructional technology specialist at \u003ca href=\"http://www.burlington.org/departments/schools/burlington_high_school/\">Burlington High School\u003c/a> in Massachusetts, ran a small club of five juniors and seniors who met at lunch. Their talks ranged from self-driving cars to creating energy out of anti-matter. “I found myself a lot of the times not saying much,” said Scheffer. “I’d love to do that in a regular classroom setting, but I think you have to have learners that are coming in with that intrinsic motivation.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“They viewed TED as an opportunity to do research on a topic they were interested in, but weren't being exposed to in the classroom,” Scheffer said. She was impressed with how well students supported one another, even though their topics were vastly different. They asked thoughtful questions of one another and together honed in on the best approach to each idea. They weren't graded on any of the work the produced in the club, but they put in many extra hours perfecting their presentations. “To say they were impressive would be an understatement,” Scheffer said.\u003c/p>\n\u003cp>Scheffer's first group of students were familiar with TED talks and had an active interest in improving their public speaking skills. They were an extroverted group that saw the club as an opportunity for personal growth. Scheffer hopes that if she’s accepted to be part of the official TED-Ed Clubs launch she’ll be able to reach out to a more diverse group of students. She’d like to help shy kids find the confidence to present their ideas and to allow students who aren't as academically motivated find a passion to pursue. She’s also interested in networking with other facilitators and students through private Facebook pages.\u003c/p>\n\u003cp>Connecting students and their ideas to one another is a theme the TED-Ed team would like to pursue. “We want to connect one group and one school with another group at another school to give feedback,” said Smalley. He says the project is exciting because it taps into the creativity of a younger generation and helps bring it to light. “The ideas forming in their minds and their ability to communicate those ideas will literally define our future,” Smalley said.\u003c/p>\n\u003cp>TED-Ed also plans to create a sub-page on the website devoted to student presentation videos. Club facilitators can nominate student videos to be considered for placement. Smalley is also hoping that the new venture will help the organization identify great speakers for the \u003ca href=\"http://www.ted.com/pages/tedyouth\">TEDYouth conference\u003c/a> held once a year. TEDYouth is a one day conference with a focus on topics that might interest youth. A few speakers might be students themselves, but many are researchers, musicians and technologists working on interesting projects. TED live streams the event for free and encourages groups to host regional TEDxYouthDay events in conjunction with the main conference.\u003c/p>\n\u003cp>\"We are going to be exposed to an incredible amount of uninhibited student creativity,” Smalley said. “It typically just happens in the classroom, but this brings down those walls and allows those ideas to oxygenate.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33429\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33429\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/TED-Ed-clubs.jpg\" alt=\"TED-Ed-clubs\" width=\"640\" height=\"350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/TED-Ed-clubs.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/TED-Ed-clubs-400x219.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/TED-Ed-clubs-320x175.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">TED’s educational arm is launching \u003ca href=\"http://ed.ted.com/clubs\">TED-Ed Clubs\u003c/a>, an effort to support students who research, write and present and record their own ideas in a TED talk format.\u003c/p>\n\u003cp>“The goal is to stimulate and celebrate the best ideas of students around the world,” said TED-Ed Director Logan Smalley. TED-Ed piloted the project with 100 schools, focusing mostly on middle and high school aged students. Most of the pilot schools started with TED-Ed clubs held during lunch or after school, but some teachers incorporated materials into the classroom. TED-Ed also offers free guiding materials for 13 club meetings, taking students through the step-by-step process of creating a TED talk.\u003c/p>\n\u003cp>“It's about sparking the question of what makes a great presentation, both content and how you present,” Smalley said. The program suggests starting with a meeting to talk about what students are passionate about. Each student pursues one idea over the next 13 weeks. In successive weeks students discuss the qualities of a great idea, research their topics, identify good and bad habits in presentations, give feedback to one another and ultimately give a TED-style talk, captured on video.\u003c/p>\n\u003cp>“Each meeting has a specific deliverable in terms of acquiring and thinking about a certain presentation skill,” Smalley said. The goal is to help students get comfortable with presenting their own ideas and taking ownership of something they’re passionate about. In the process they are researching, writing, working together and learn presentation literacy skills.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We are going to be exposed to an incredible amount of uninhibited student creativity.” \u003c/aside>\n\u003cp>\u003cstrong>\u003c/strong>Jennifer Scheffer, a teacher and instructional technology specialist at \u003ca href=\"http://www.burlington.org/departments/schools/burlington_high_school/\">Burlington High School\u003c/a> in Massachusetts, ran a small club of five juniors and seniors who met at lunch. Their talks ranged from self-driving cars to creating energy out of anti-matter. “I found myself a lot of the times not saying much,” said Scheffer. “I’d love to do that in a regular classroom setting, but I think you have to have learners that are coming in with that intrinsic motivation.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“They viewed TED as an opportunity to do research on a topic they were interested in, but weren't being exposed to in the classroom,” Scheffer said. She was impressed with how well students supported one another, even though their topics were vastly different. They asked thoughtful questions of one another and together honed in on the best approach to each idea. They weren't graded on any of the work the produced in the club, but they put in many extra hours perfecting their presentations. “To say they were impressive would be an understatement,” Scheffer said.\u003c/p>\n\u003cp>Scheffer's first group of students were familiar with TED talks and had an active interest in improving their public speaking skills. They were an extroverted group that saw the club as an opportunity for personal growth. Scheffer hopes that if she’s accepted to be part of the official TED-Ed Clubs launch she’ll be able to reach out to a more diverse group of students. She’d like to help shy kids find the confidence to present their ideas and to allow students who aren't as academically motivated find a passion to pursue. She’s also interested in networking with other facilitators and students through private Facebook pages.\u003c/p>\n\u003cp>Connecting students and their ideas to one another is a theme the TED-Ed team would like to pursue. “We want to connect one group and one school with another group at another school to give feedback,” said Smalley. He says the project is exciting because it taps into the creativity of a younger generation and helps bring it to light. “The ideas forming in their minds and their ability to communicate those ideas will literally define our future,” Smalley said.\u003c/p>\n\u003cp>TED-Ed also plans to create a sub-page on the website devoted to student presentation videos. Club facilitators can nominate student videos to be considered for placement. Smalley is also hoping that the new venture will help the organization identify great speakers for the \u003ca href=\"http://www.ted.com/pages/tedyouth\">TEDYouth conference\u003c/a> held once a year. TEDYouth is a one day conference with a focus on topics that might interest youth. A few speakers might be students themselves, but many are researchers, musicians and technologists working on interesting projects. TED live streams the event for free and encourages groups to host regional TEDxYouthDay events in conjunction with the main conference.\u003c/p>\n\u003cp>\"We are going to be exposed to an incredible amount of uninhibited student creativity,” Smalley said. “It typically just happens in the classroom, but this brings down those walls and allows those ideas to oxygenate.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How the Heck Do You Implement \"Student Empowerment\"?",
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"content": "\u003cp>\u003cimg class=\"aligncenter size-large wp-image-33409\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/185840498-640x425.jpg\" alt=\"185840498\" width=\"640\" height=\"425\">\u003c/p>\n\u003cp>\u003cem>The following is an excerpt from Marsha Ratzel's new book \u003ca href=\"http://shop.plpnetwork.com/highgear/\">In High Gear: My Shift Toward a Student-Driven, Inquiry Based Science Classroom\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Most classrooms follow a prescribed formula. Teachers plan and lay out what is going to be learned. Students come into class and have the responsibility of switching themselves into “ready” mode, waiting for the teacher to instruct and guide them in the day’s tasks. There is very little student ownership in this process.\u003c/p>\n\u003cdiv dir=\"ltr\">\n\u003cp>Surely there were parts of the learning process where the control could be shifted to the students – where I could hand them responsibility and freedom and give them a voice in what they would learn. Although it would be impractical for me to think they could run a classroom as well as a veteran teacher, I hoped I could guide them as they took control of the questions they would pursue.\u003c/p>\n\u003cp>Knowing that handing students most of the responsibility for learning without preparation was not a realistic first step, I designed “skill-builders” to transition the classroom. I used layers of traditional teaching/learning experiences and experiences where the process was open-ended but had a clearly defined endpoint. This built skills in both my own teaching practice and in my students’ learning practice. I tested things for effectiveness and they developed the new personal skills to stay on course as their control of their own learning increased. Notably, experiencing small obstacles helped to develop students’ coping ability—an important skill for open-ended, open-process activities.\u003c/p>\n\u003cp>What would my classroom look like and how would it sound? So often, I thought, articles and blogs chatter about the idea of student empowerment but offer little in the way of practical strategies. I suspect the reason I failed to find these strategies for shifting the classroom is that the paths to perfecting this blend of student/teacher cooperation are so variable that it would be difficult to reduce it down to a “how to” explanation. Even now I struggle to describe it well.\u003c/p>\n\u003cp>After some searching and thinking, I determined that it was one of those things I would know when I saw it. For me, student empowerment looked like kiddos investing more time in their work and showing more energy for learning. I would see a new cycle of learning begin to develop. In my blog, I wrote about what this looked like outside of the classroom:\u003c/p>\n\u003cp>\u003cem>Why are students so busy learning things at home? They are huge into video games, basketball, clothing and so many other things. They are doing what Sheryl Nussbaum-Beach calls passion based learning. I've always wondered how a student can remember the umpteenth level of the most recent video game. They can map every twist and turn of how to get to the \"nth\" location and they will know everything they need to have in order to magically open the door. So why can't students remember their math facts? There's a huge gap between what I want them to learn and what they want to learn. Duh.\u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"size-thumbnail wp-image-33413 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/Screen-Shot-2014-01-13-at-9.54.49-AM-140x140.png\" alt=\"High Gear\" width=\"140\" height=\"140\">Although I had an idea for where I wanted to take my students, I was disheartened because I didn’t know how to structure the class so they wanted to learn. Even while taking Sheryl’s online class and hearing all about passion-based learning, I felt dumb for not understanding how to implement “student empowerment.” Never before had I wanted to do something for my students and not been able to figure it out. I was stuck. Stuck because I couldn’t see how to meet the obligations of my job, teach the curriculum, and also provide students with this chance.\u003c/p>\n\u003cp>Fortunately, Sheryl realized I was stumped and helped guide me to my “ah-ha” moment. She used an entire class period to show us how to plan for the transition. Here’s what I learned in that class meeting that changed things for me.\u003c/p>\n\u003cul>\n\u003cli>First make sure to meet the school curriculum guides. Although that may take a bit of moving things around and not doing them as you’ve always done them before, it proved to be do-able. We listed out all the required curriculum topics, objectives and targets. Immediately I felt better knowing that what I was required to teach would get covered.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Next we looked for places to condense teaching the required curriculum in order to make time at the end of the unit. This “extra” time really isn’t extra. It’s the time you recapture by not doing things that don’t really need to be done to learn the concepts. Maybe it’s repeated teachings that aren’t needed. You pare off small things that can give you a couple of “extra days” later in the unit.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Then design the student-owned learning phase. Here students pick their topical study, keeping in mind what will be possible within those “extra days.”\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>During the “extra days,” students have the freedom to pick the way in which they want to go about learning and/or the topic that interests them. In addition to the topical learning, students learn things that didn’t fit in before—such as managing their own time, researching their choices, or exploring questions that are tangentially related to the unit’s topic but excite interest.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>Marsha Ratzel is a National Board-certified science and math teacher in the Blue Valley (KS) School District and a popular blogger (\u003ca href=\"http://teachingtechie.typepad.com/\">Reflections of a Techie\u003c/a>)\u003c/em>.\u003c/p>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-large wp-image-33409\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/185840498-640x425.jpg\" alt=\"185840498\" width=\"640\" height=\"425\">\u003c/p>\n\u003cp>\u003cem>The following is an excerpt from Marsha Ratzel's new book \u003ca href=\"http://shop.plpnetwork.com/highgear/\">In High Gear: My Shift Toward a Student-Driven, Inquiry Based Science Classroom\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Most classrooms follow a prescribed formula. Teachers plan and lay out what is going to be learned. Students come into class and have the responsibility of switching themselves into “ready” mode, waiting for the teacher to instruct and guide them in the day’s tasks. There is very little student ownership in this process.\u003c/p>\n\u003cdiv dir=\"ltr\">\n\u003cp>Surely there were parts of the learning process where the control could be shifted to the students – where I could hand them responsibility and freedom and give them a voice in what they would learn. Although it would be impractical for me to think they could run a classroom as well as a veteran teacher, I hoped I could guide them as they took control of the questions they would pursue.\u003c/p>\n\u003cp>Knowing that handing students most of the responsibility for learning without preparation was not a realistic first step, I designed “skill-builders” to transition the classroom. I used layers of traditional teaching/learning experiences and experiences where the process was open-ended but had a clearly defined endpoint. This built skills in both my own teaching practice and in my students’ learning practice. I tested things for effectiveness and they developed the new personal skills to stay on course as their control of their own learning increased. Notably, experiencing small obstacles helped to develop students’ coping ability—an important skill for open-ended, open-process activities.\u003c/p>\n\u003cp>What would my classroom look like and how would it sound? So often, I thought, articles and blogs chatter about the idea of student empowerment but offer little in the way of practical strategies. I suspect the reason I failed to find these strategies for shifting the classroom is that the paths to perfecting this blend of student/teacher cooperation are so variable that it would be difficult to reduce it down to a “how to” explanation. Even now I struggle to describe it well.\u003c/p>\n\u003cp>After some searching and thinking, I determined that it was one of those things I would know when I saw it. For me, student empowerment looked like kiddos investing more time in their work and showing more energy for learning. I would see a new cycle of learning begin to develop. In my blog, I wrote about what this looked like outside of the classroom:\u003c/p>\n\u003cp>\u003cem>Why are students so busy learning things at home? They are huge into video games, basketball, clothing and so many other things. They are doing what Sheryl Nussbaum-Beach calls passion based learning. I've always wondered how a student can remember the umpteenth level of the most recent video game. They can map every twist and turn of how to get to the \"nth\" location and they will know everything they need to have in order to magically open the door. So why can't students remember their math facts? There's a huge gap between what I want them to learn and what they want to learn. Duh.\u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"size-thumbnail wp-image-33413 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/Screen-Shot-2014-01-13-at-9.54.49-AM-140x140.png\" alt=\"High Gear\" width=\"140\" height=\"140\">Although I had an idea for where I wanted to take my students, I was disheartened because I didn’t know how to structure the class so they wanted to learn. Even while taking Sheryl’s online class and hearing all about passion-based learning, I felt dumb for not understanding how to implement “student empowerment.” Never before had I wanted to do something for my students and not been able to figure it out. I was stuck. Stuck because I couldn’t see how to meet the obligations of my job, teach the curriculum, and also provide students with this chance.\u003c/p>\n\u003cp>Fortunately, Sheryl realized I was stumped and helped guide me to my “ah-ha” moment. She used an entire class period to show us how to plan for the transition. Here’s what I learned in that class meeting that changed things for me.\u003c/p>\n\u003cul>\n\u003cli>First make sure to meet the school curriculum guides. Although that may take a bit of moving things around and not doing them as you’ve always done them before, it proved to be do-able. We listed out all the required curriculum topics, objectives and targets. Immediately I felt better knowing that what I was required to teach would get covered.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Next we looked for places to condense teaching the required curriculum in order to make time at the end of the unit. This “extra” time really isn’t extra. It’s the time you recapture by not doing things that don’t really need to be done to learn the concepts. Maybe it’s repeated teachings that aren’t needed. You pare off small things that can give you a couple of “extra days” later in the unit.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Then design the student-owned learning phase. 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"content": "\u003cfigure id=\"attachment_33343\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33343\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/10_11.15_newtech_0434-e1389288278209.jpg\" alt=\"DNA\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/10_11.15_newtech_0434-e1389288278209.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/10_11.15_newtech_0434-e1389288278209-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/10_11.15_newtech_0434-e1389288278209-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Matt Levinson\u003c/strong>\u003c/p>\n\u003cp class=\"dropcaserif\">As schools look for innovative ways to bring in STEM learning, here's a possible road map for how to galvanize a school community.\u003c/p>\n\u003cp>\u003cstrong>1.\u003c/strong> Organize a teacher research and development team to dig deep into STEM learning by having these teachers read widely on the topic, visit local businesses and industries engaged in STEM work to interview real-world practitioners to find out what students need to be successful in these fields. This group can be comprised of 6 to 8 people and can act as the steering group for beginning an exploration of STEM learning in a school community.\u003c/p>\n\u003cp>\u003cstrong>2. \u003c/strong> Have the team lead several faculty meeting times to have teachers engage in the conversation around STEM, and to explore and develop STEM-related learning experiences in classrooms. This creates a safe space for learning and experimentation and provides a feedback loop for teachers as they try to understand the components of STEM lesson and unit design.\u003c/p>\n\u003cp>\u003cstrong>3.\u003c/strong> Invite parents into the conversation by organizing parent focus groups around STEM careers. Find out among the parent body who works in a STEM field and mine their knowledge and expertise to identify the key core competencies essential for success in a STEM career.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>4.\u003c/strong> Conduct curriculum reviews of science and math departments and take a close look at the \u003ca href=\"http://www.nextgenscience.org/\">Next Generation Science Standards\u003c/a> to see where there are opportunities to incorporate STEM into the already existing curriculum. Overlay the NGSS standards on top of the existing curriculum and ask the hard questions about what is essential for STEM learning.\u003c/p>\n\u003cp>\u003cstrong>5.\u003c/strong> Have teachers visit other local schools to engage in conversations with other science and math teachers to figure out how best to begin to make inroads in STEM.\u003c/p>\n\u003cp>\u003cstrong>6.\u003c/strong> Bring an outside STEM expert to cast a lens on the existing science and math programs. It is always helpful to have an outsider's eyes on the internal workings of a school so that the school can learn more about itself and how to grow.\u003c/p>\n\u003cp>\u003cstrong>7.\u003c/strong> Invite guest scientists in to the school to conduct experiments with students and to talk about what it is like to work in a STEM field.\u003c/p>\n\u003cp>\u003cstrong>8. \u003c/strong> Through tools like Skype, have local scientists take students on a virtual tour of a laboratory and walk students through the stages of experimentation.\u003c/p>\n\u003cp>\u003cstrong>9. \u003c/strong> Begin to explore co-curricular opportunities to experiment with STEM, such as organizing clubs such as \u003ca href=\"http://thetechchallenge.thetech.org/\">Tech Challenge\u003c/a>, \u003ca href=\"http://www.firstlegoleague.org/\">First Lego League Robotics\u003c/a>, \u003ca href=\"http://www.python.org/\">Python programming\u003c/a>, \u003ca href=\"https://minecraft.net/\">Minecraft\u003c/a>, \u003ca href=\"http://www.fpspi.org/\">Futures Problem Solving\u003c/a>, \u003ca href=\"http://www.destinationimagination.org/\">Destination Imagination\u003c/a> or \u003ca href=\"http://www.odysseyofthemind.com/\">Odyssey of the Mind \u003c/a>to get kids excited about innovation, creativity, and STEM.\u003c/p>\n\u003cp>\u003cstrong>10.\u003c/strong> Have fun with STEM! The best part about STEM is that it is hands-on and exciting. Schools can lean into STEM and organize STEM fairs for the community to display and engage in projects and experiments. The key message for schools to send to its students and families is that schools are laboratories for learning.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/apbuse/8748144960/sizes/z/in/photolist-ek3wHw-bQgCYi-6tjjRP-52u6Xs-6kDF4j-6kzxRP-6kzw4X-6kDJU3-6kzs8D-6kzrpM-6kDGWQ-6kzyy8-6kDGpC-6kDAjS-6kDEpd-6kDCvb-6kztwZ-eirRgv-ekoMdG-4pcnAg-hC87x-4NonqL-cgXKrU-cgXL6j-5J7Jj5-6tdTDb-9j9iJ4-fpgra-9naa2e-HwBe-c5qref-PyrEu-PyrEN-e5Jsi-6ryQsW-8V1Hhn-6P4MXn-4jUaqB-p7a46-6P4MYn-7L9och-hjWuGP-7mNRg1-6SMGjb-5SMm2w-3HFmP8-3HFmyP-612yQa-4BSyEY-biWrdv-6TAMh5/\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/8748144960_fa6c6ac136_z-e1389032809452.jpg\" alt=\"8748144960_fa6c6ac136_z\" width=\"640\" height=\"360\" class=\"size-full wp-image-33303\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/8748144960_fa6c6ac136_z-e1389032809452.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/8748144960_fa6c6ac136_z-e1389032809452-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/8748144960_fa6c6ac136_z-e1389032809452-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Assessment is both a cornerstone of measuring learning and a point of contention between educators and policymakers. Most educators agree that learning must be evaluated to track student progress, but many also resent that high stakes testing determines public school funding, teacher salaries and children's futures. While many educators want to see more authentic forms of assessment become the standard in public education, decades of policies and practices reinforce the current system.\u003c/p>\n\u003cp>“When we innovate in schools, we need to do so with care,” said \u003ca href=\"http://www.bernardbull.com/\">Bernard Bull\u003c/a>, assistant vice president of academics and education professor at Concordia University, in a \u003ca href=\"http://www.globaleducationconference.com/\">Global Education Conference\u003c/a> presentation. Bull calls assessment one of the “load bearing” walls in education, a long-standing practice and belief system that can’t be removed or changed easily. Any innovations to assessment must be done carefully, and whatever replaces the current system must be well thought out.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"I've learned a lot about the importance of having lots of low stakes formative assessment in the early part of a class.\"\u003c/aside>\n\u003cp>Bull’s primary research focuses on innovative teaching practices around the world. Initially, he tried to steer clear of assessment, but soon realized changing education without touching assessment would be nearly impossible. “I realized it was often one of the barriers that got in the way of innovation, so I’ve spent a great deal of time understanding how it works,” Bull said.\u003c/p>\n\u003cp>Most education systems use a version of a numerical scale or percentage system to rate students. In the U.S., that number often converts into a letter grade, A-F, but Bull points out that individual schools define letter grades differently. And he points out that the criteria that determine grades could have unintended consequences for students' ability to achieve the highest grade.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“There are a number of things that influence the grades that one gets, and it’s not always what we think it is,” Bull said. For example, many classes in the U.S. assign a grade by tallying up cumulative points on all tests, quizzes, assignments, and projects throughout the semester. But quizzes given early in the course tend to benefit those students who come into the class with prior knowledge of the subject. If a student has a mother who's a chemist, for example, or a father who's a history buff might perform better on early assessments because she’s familiar with the material.\u003c/p>\n\u003cp>Even if two students finish the course with the same level of understanding, the student without prior knowledge won’t likely achieve the top grade because low scores on early quizzes would have penalized her. Without realizing it, educators could be biasing the class towards a few students with the sequencing of summative assessments.\u003c/p>\n\u003cp>[contextly_sidebar id=\"df195c4110769de5503dea4703552f06\"]\u003c/p>\n\u003cp>\u003cstrong>VALUE OF FORMATIVE ASSESSMENTS\u003c/strong>\u003c/p>\n\u003cp>The presence or absence of formative assessment also has a big influence on grades. “By formative feedback, I’m referring to low stakes feedback that has little to no affect on the final grade in the class,” Bull said. He’s describing important incremental feedback a teacher gives students about how they're meeting class expectations, allowing students to adjust study habits to improve performance. “If a course lacks formative feedback, that’s often a strong drawback,” Bull said.\u003c/p>\n\u003cp>Bull says another good way to tell if a grade gives valuable information about student learning is if the test has a high “inter-rater reliability” score. “If the exam is set up so that one teacher grades and gets a high score and another teacher gets a low score, then it has low inter-rater reliability,” Bull said. When that happens, it indicates that the test isn’t objectively assessing the learning goals.\u003c/p>\n\u003cp>Bull has developed a syllabus test to help teachers analyze their own teaching plans to prevent inadvertent grading traps. Study a syllabus and ask: what is the best grade one could earn without knowing much? And, what is the worst possible grade one could earn while knowing a great deal? “In many courses it’s possible for a person to know a great deal and get a very low score and in other classes its possible for students to know very little and earn a very high score,” Bull said. In those cases, the assessments aren’t truly testing how much students learned in the class.\u003c/p>\n\u003cp>“I’ve learned a lot about the importance of having lots of low stakes formative assessment in the early part of a class,” Bull said. He also admits his personal bias is towards creating a “culture of learning” instead of a “culture of earning.” In other words, he’d like to see assessments that reward students for genuinely desiring to learn something that will benefit them in their lives, not just earning a grade so they can get out of school.\u003c/p>\n\u003cp>Creating that kind of culture isn’t easy, but Bull continually goes back to formative assessment as the key. “I find that formative assessment tends to be the most important aspect of a learning assessment plan,” he said. “It has the most impact on a student’s learning.” With formative assessment, students and teachers can continually make small adjustments. This type of low-stakes assessment also makes it easier for teachers and students to become partners in learning, giving students ownership over their success and asking them to show responsibility for improvement.\u003c/p>\n\u003cp>There are several movements taking shape in schools around the world that try to move away from summative assessments linked to a grade, instead giving more substantial feedback to students. One is the standards-based method, which details core competencies that a student should have learned by the end of the course, scoring each individually. In the U.S. this is often called \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/report-federal-rules-impede-competency-based-learning/\">mastery-based learning\u003c/a> and some argue that the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/common-core/\">Common Core State Standards\u003c/a> are based on this model, while others dispute that claim. A standards-based system should identify a student’s strengths and weaknesses, Bull said.\u003c/p>\n\u003cp>Another model more common internationally than in the U.S is is the grade-less report card, where words like \"outstanding\" or “needs improvement” are used in place of letter or number grades.\u003c/p>\n\u003cp>A still less common form of assessment are \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/beyond-the-transcript-digital-portfolios-paint-a-complete-picture/\">digital or paper portfolios\u003c/a> that display a collection of student work. “It’s a very reflective process,” said Bull. It works best if students analyze their own body of work to determine what artifact best demonstrates what they’ve learned. Describing why the artifact meets the standard helps them identify their own learning gaps.\u003c/p>\n\u003cp>A few schools are experimenting with a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/lessons-learned-how-a-progressive-new-school-evolves/\">narrative report card\u003c/a>, where the teacher gives written assessments of students’ strengths and limitations. Some colleges primarily use this method, but in K-12 education it is often limited to independent schools where smaller class sizes make it more feasible.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“When I look at all of these possibilities it reinforces in my mind that the traditional grading system that I see dominating the United States needs to be set aside or at least bolstered by some of these practices to promote a rich culture of learning,” Bull said. Right now, assessment is something done to students, rather than a participatory part of education.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/apbuse/8748144960/sizes/z/in/photolist-ek3wHw-bQgCYi-6tjjRP-52u6Xs-6kDF4j-6kzxRP-6kzw4X-6kDJU3-6kzs8D-6kzrpM-6kDGWQ-6kzyy8-6kDGpC-6kDAjS-6kDEpd-6kDCvb-6kztwZ-eirRgv-ekoMdG-4pcnAg-hC87x-4NonqL-cgXKrU-cgXL6j-5J7Jj5-6tdTDb-9j9iJ4-fpgra-9naa2e-HwBe-c5qref-PyrEu-PyrEN-e5Jsi-6ryQsW-8V1Hhn-6P4MXn-4jUaqB-p7a46-6P4MYn-7L9och-hjWuGP-7mNRg1-6SMGjb-5SMm2w-3HFmP8-3HFmyP-612yQa-4BSyEY-biWrdv-6TAMh5/\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/8748144960_fa6c6ac136_z-e1389032809452.jpg\" alt=\"8748144960_fa6c6ac136_z\" width=\"640\" height=\"360\" class=\"size-full wp-image-33303\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/8748144960_fa6c6ac136_z-e1389032809452.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/8748144960_fa6c6ac136_z-e1389032809452-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/8748144960_fa6c6ac136_z-e1389032809452-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Assessment is both a cornerstone of measuring learning and a point of contention between educators and policymakers. Most educators agree that learning must be evaluated to track student progress, but many also resent that high stakes testing determines public school funding, teacher salaries and children's futures. While many educators want to see more authentic forms of assessment become the standard in public education, decades of policies and practices reinforce the current system.\u003c/p>\n\u003cp>“When we innovate in schools, we need to do so with care,” said \u003ca href=\"http://www.bernardbull.com/\">Bernard Bull\u003c/a>, assistant vice president of academics and education professor at Concordia University, in a \u003ca href=\"http://www.globaleducationconference.com/\">Global Education Conference\u003c/a> presentation. Bull calls assessment one of the “load bearing” walls in education, a long-standing practice and belief system that can’t be removed or changed easily. Any innovations to assessment must be done carefully, and whatever replaces the current system must be well thought out.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"I've learned a lot about the importance of having lots of low stakes formative assessment in the early part of a class.\"\u003c/aside>\n\u003cp>Bull’s primary research focuses on innovative teaching practices around the world. Initially, he tried to steer clear of assessment, but soon realized changing education without touching assessment would be nearly impossible. “I realized it was often one of the barriers that got in the way of innovation, so I’ve spent a great deal of time understanding how it works,” Bull said.\u003c/p>\n\u003cp>Most education systems use a version of a numerical scale or percentage system to rate students. In the U.S., that number often converts into a letter grade, A-F, but Bull points out that individual schools define letter grades differently. And he points out that the criteria that determine grades could have unintended consequences for students' ability to achieve the highest grade.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“There are a number of things that influence the grades that one gets, and it’s not always what we think it is,” Bull said. For example, many classes in the U.S. assign a grade by tallying up cumulative points on all tests, quizzes, assignments, and projects throughout the semester. But quizzes given early in the course tend to benefit those students who come into the class with prior knowledge of the subject. If a student has a mother who's a chemist, for example, or a father who's a history buff might perform better on early assessments because she’s familiar with the material.\u003c/p>\n\u003cp>Even if two students finish the course with the same level of understanding, the student without prior knowledge won’t likely achieve the top grade because low scores on early quizzes would have penalized her. Without realizing it, educators could be biasing the class towards a few students with the sequencing of summative assessments.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>VALUE OF FORMATIVE ASSESSMENTS\u003c/strong>\u003c/p>\n\u003cp>The presence or absence of formative assessment also has a big influence on grades. “By formative feedback, I’m referring to low stakes feedback that has little to no affect on the final grade in the class,” Bull said. He’s describing important incremental feedback a teacher gives students about how they're meeting class expectations, allowing students to adjust study habits to improve performance. “If a course lacks formative feedback, that’s often a strong drawback,” Bull said.\u003c/p>\n\u003cp>Bull says another good way to tell if a grade gives valuable information about student learning is if the test has a high “inter-rater reliability” score. “If the exam is set up so that one teacher grades and gets a high score and another teacher gets a low score, then it has low inter-rater reliability,” Bull said. When that happens, it indicates that the test isn’t objectively assessing the learning goals.\u003c/p>\n\u003cp>Bull has developed a syllabus test to help teachers analyze their own teaching plans to prevent inadvertent grading traps. Study a syllabus and ask: what is the best grade one could earn without knowing much? And, what is the worst possible grade one could earn while knowing a great deal? “In many courses it’s possible for a person to know a great deal and get a very low score and in other classes its possible for students to know very little and earn a very high score,” Bull said. In those cases, the assessments aren’t truly testing how much students learned in the class.\u003c/p>\n\u003cp>“I’ve learned a lot about the importance of having lots of low stakes formative assessment in the early part of a class,” Bull said. He also admits his personal bias is towards creating a “culture of learning” instead of a “culture of earning.” In other words, he’d like to see assessments that reward students for genuinely desiring to learn something that will benefit them in their lives, not just earning a grade so they can get out of school.\u003c/p>\n\u003cp>Creating that kind of culture isn’t easy, but Bull continually goes back to formative assessment as the key. “I find that formative assessment tends to be the most important aspect of a learning assessment plan,” he said. “It has the most impact on a student’s learning.” With formative assessment, students and teachers can continually make small adjustments. This type of low-stakes assessment also makes it easier for teachers and students to become partners in learning, giving students ownership over their success and asking them to show responsibility for improvement.\u003c/p>\n\u003cp>There are several movements taking shape in schools around the world that try to move away from summative assessments linked to a grade, instead giving more substantial feedback to students. One is the standards-based method, which details core competencies that a student should have learned by the end of the course, scoring each individually. In the U.S. this is often called \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/report-federal-rules-impede-competency-based-learning/\">mastery-based learning\u003c/a> and some argue that the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/common-core/\">Common Core State Standards\u003c/a> are based on this model, while others dispute that claim. A standards-based system should identify a student’s strengths and weaknesses, Bull said.\u003c/p>\n\u003cp>Another model more common internationally than in the U.S is is the grade-less report card, where words like \"outstanding\" or “needs improvement” are used in place of letter or number grades.\u003c/p>\n\u003cp>A still less common form of assessment are \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/beyond-the-transcript-digital-portfolios-paint-a-complete-picture/\">digital or paper portfolios\u003c/a> that display a collection of student work. “It’s a very reflective process,” said Bull. It works best if students analyze their own body of work to determine what artifact best demonstrates what they’ve learned. Describing why the artifact meets the standard helps them identify their own learning gaps.\u003c/p>\n\u003cp>A few schools are experimenting with a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/lessons-learned-how-a-progressive-new-school-evolves/\">narrative report card\u003c/a>, where the teacher gives written assessments of students’ strengths and limitations. Some colleges primarily use this method, but in K-12 education it is often limited to independent schools where smaller class sizes make it more feasible.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“When I look at all of these possibilities it reinforces in my mind that the traditional grading system that I see dominating the United States needs to be set aside or at least bolstered by some of these practices to promote a rich culture of learning,” Bull said. Right now, assessment is something done to students, rather than a participatory part of education.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Tablets for Fifth Graders? Teachers Try Different Tactics",
"title": "Tablets for Fifth Graders? Teachers Try Different Tactics",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_32913\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660040845/sizes/l/\">\u003cimg class=\"size-full wp-image-32913\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/ipad300.jpg\" alt=\"ipad300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/ipad300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/ipad300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/ipad300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Schools across the country are increasingly starting to use mobile devices like tablets and smartphones as classroom tools. But some educators are still skeptical that devices will distract students as much or more than they enhance the learning environment. Because it's still fairly new, there have been few quantitative studies, but \u003ca href=\"http://www.tomorrow.org/\">Project Tomorrow\u003c/a> and \u003ca href=\"http://www.kajeet.com/4u/education/index.html\">Kajeet for Education\u003c/a> recently completed a study of mobile learning among 136 fifth graders at \u003ca href=\"http://falconer.schoolfusion.us/\">Falconer Elementary School\u003c/a>, a Chicago public school where 94 percent of students receive free and reduced lunch. The \u003ca href=\"http://www.kajeet.com/4u/education/MLM-form.html\">Making Learning Mobile Project study\u003c/a> documents how four different fifth-grade teachers and their students used the tablets they were given both in class and at home once the school day was over.\u003c/p>\n\u003cp>The study finds that students used the tablets for more activities than even they expected. Though only 56 percent of students said they envisioned using the tablet for internet research before the study, that number turned out to be 93 percent after the study was completed. Only six percent of students thought they might use the tablet to create videos, when in fact 39 percent completed video projects. Other common uses included project work, educational games, homework, checking grades, communicating with teachers and classmates, receiving reminders, and organizing schoolwork.\u003c/p>\n\u003cp>[contextly_sidebar id=\"d70f8c943f4a89ae01ebc6169f669687\"]\u003c/p>\n\u003cp>Access to the internet at home improved greatly when students were allowed to bring a device home to investigate topics of their own interest. The Falconer students had significantly less access to high speed internet than a national average of their peers. While 54 percent of students in third-through-fifth grades nationwide report having access to high speed internet, only 39 percent of the fifth-grade Falconer students said they had access. Thirteen percent of students said their only access to the internet was at school.\u003c/p>\n\u003cp>The one-to-one experiment also appears to have made an impact on how families valued the internet. At the end of the school year, 53 percent of fifth grade Falconer students reported having access to high speed internet, up from 39 percent. “While it was not studied as part of this evaluation, it may be hypothesized that the students’ access to the Internet through their tablets when at home encouraged or prompted their parents to invest in high-speed connectivity to serve the entire family,” the report stated.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The students took full advantage of that access. Kajeet software on the devices tracked the websites students visited and when they were accessed and reported the following: “Three-quarters of the device requests for access to learning or academic websites occurred between 3 pm and 9 pm.\" The Chicago Public Schools district had requested that the devices be disabled after 9pm. The tracking software also found that students used the internet to further research topics that had been discussed in class once they got home. That doesn’t mean they didn’t also research their favorite celebrities and sports stars, but there’s clear evidence that mobile access extended the learning day.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-32917\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/teacher-table.jpg\" alt=\"teacher-table\" width=\"577\" height=\"178\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/teacher-table.jpg 577w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/teacher-table-400x123.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/teacher-table-320x99.jpg 320w\" sizes=\"(max-width: 577px) 100vw, 577px\">\u003c/p>\n\u003cp>Another common fear about mobile learning is that students won’t behave properly online or they will steal and damage devices. In this study of fifth graders none of those worst-case scenarios came true. Students took a digital citizenship course before taking the tablets home and 84 percent of students reported they were better digital citizens after the year with tablets than before.\u003c/p>\n\u003cp>\u003cstrong>TEACHERS' TECHNIQUES\u003c/strong>\u003c/p>\n\u003cp>How teachers chose to integrate the devices had impacts on learning, too. All four teachers in the study were excited about integrating tablets into instruction, but some were less confident with what strategies would work. As is common with a new classroom support, one teacher used the device for limited activities to test it out. She focused on educational games, calendar keeping, and grade checking. “Her limited usage of the devices is representative of how most elementary teachers approach the integration of new technology, by focusing on a few activities in a limited setting,” the report said.\u003c/p>\n\u003cp>Another teacher tried lots of different teaching tactics with the tablet, offering students a diverse array of activities. She assigned videos, used class polling apps, asked students to take notes on the devices, used educational games, checked grades, and used the calendar functions. The report notes that while it's understandable that teachers are cautious about jumping in too quickly with a new piece of technology, taking advantage of the tablet’s wide array of feature, functions, and applications provides a “more meaningful environment for student impact, both in terms of classroom activities as well as extending learning beyond the school day.”\u003c/p>\n\u003cp>“Students in the classes where the teachers were able to more deeply integrate the devices into instruction had a slightly stronger or different set of values associated with the device usage than students in classes where the integration was still limited,” the report said. Some students saw the device as mainly useful for internet research or as a self-organizational tool and didn't test its creative tools.\u003c/p>\n\u003cp>Another finding from the report is that teachers can’t be expected to immediately know how to achieve integration with mobile devices. They need professional development to understand how to formulate effective lessons and the time to experiment and discover value in the devices.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“To fully capitalize on the benefits of the mobile devices, teachers must redesign in many circumstances their lessons and instructional strategies,” the report said. “This is hard work that requires time and administrative support.” Part of that redesign process needs to center around clarifying instructional goals and defining how the technology helps teachers better reach them.\u003c/p>\n\n",
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"excerpt": "A new study shows allowing fifth graders to use tablets at home and in class has potential to give them more learning opportunities.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32913\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660040845/sizes/l/\">\u003cimg class=\"size-full wp-image-32913\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/ipad300.jpg\" alt=\"ipad300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/ipad300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/ipad300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/ipad300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Schools across the country are increasingly starting to use mobile devices like tablets and smartphones as classroom tools. But some educators are still skeptical that devices will distract students as much or more than they enhance the learning environment. Because it's still fairly new, there have been few quantitative studies, but \u003ca href=\"http://www.tomorrow.org/\">Project Tomorrow\u003c/a> and \u003ca href=\"http://www.kajeet.com/4u/education/index.html\">Kajeet for Education\u003c/a> recently completed a study of mobile learning among 136 fifth graders at \u003ca href=\"http://falconer.schoolfusion.us/\">Falconer Elementary School\u003c/a>, a Chicago public school where 94 percent of students receive free and reduced lunch. The \u003ca href=\"http://www.kajeet.com/4u/education/MLM-form.html\">Making Learning Mobile Project study\u003c/a> documents how four different fifth-grade teachers and their students used the tablets they were given both in class and at home once the school day was over.\u003c/p>\n\u003cp>The study finds that students used the tablets for more activities than even they expected. Though only 56 percent of students said they envisioned using the tablet for internet research before the study, that number turned out to be 93 percent after the study was completed. Only six percent of students thought they might use the tablet to create videos, when in fact 39 percent completed video projects. Other common uses included project work, educational games, homework, checking grades, communicating with teachers and classmates, receiving reminders, and organizing schoolwork.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Access to the internet at home improved greatly when students were allowed to bring a device home to investigate topics of their own interest. The Falconer students had significantly less access to high speed internet than a national average of their peers. While 54 percent of students in third-through-fifth grades nationwide report having access to high speed internet, only 39 percent of the fifth-grade Falconer students said they had access. Thirteen percent of students said their only access to the internet was at school.\u003c/p>\n\u003cp>The one-to-one experiment also appears to have made an impact on how families valued the internet. At the end of the school year, 53 percent of fifth grade Falconer students reported having access to high speed internet, up from 39 percent. “While it was not studied as part of this evaluation, it may be hypothesized that the students’ access to the Internet through their tablets when at home encouraged or prompted their parents to invest in high-speed connectivity to serve the entire family,” the report stated.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The students took full advantage of that access. Kajeet software on the devices tracked the websites students visited and when they were accessed and reported the following: “Three-quarters of the device requests for access to learning or academic websites occurred between 3 pm and 9 pm.\" The Chicago Public Schools district had requested that the devices be disabled after 9pm. The tracking software also found that students used the internet to further research topics that had been discussed in class once they got home. That doesn’t mean they didn’t also research their favorite celebrities and sports stars, but there’s clear evidence that mobile access extended the learning day.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-32917\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/teacher-table.jpg\" alt=\"teacher-table\" width=\"577\" height=\"178\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/teacher-table.jpg 577w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/teacher-table-400x123.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/teacher-table-320x99.jpg 320w\" sizes=\"(max-width: 577px) 100vw, 577px\">\u003c/p>\n\u003cp>Another common fear about mobile learning is that students won’t behave properly online or they will steal and damage devices. In this study of fifth graders none of those worst-case scenarios came true. Students took a digital citizenship course before taking the tablets home and 84 percent of students reported they were better digital citizens after the year with tablets than before.\u003c/p>\n\u003cp>\u003cstrong>TEACHERS' TECHNIQUES\u003c/strong>\u003c/p>\n\u003cp>How teachers chose to integrate the devices had impacts on learning, too. All four teachers in the study were excited about integrating tablets into instruction, but some were less confident with what strategies would work. As is common with a new classroom support, one teacher used the device for limited activities to test it out. She focused on educational games, calendar keeping, and grade checking. “Her limited usage of the devices is representative of how most elementary teachers approach the integration of new technology, by focusing on a few activities in a limited setting,” the report said.\u003c/p>\n\u003cp>Another teacher tried lots of different teaching tactics with the tablet, offering students a diverse array of activities. She assigned videos, used class polling apps, asked students to take notes on the devices, used educational games, checked grades, and used the calendar functions. The report notes that while it's understandable that teachers are cautious about jumping in too quickly with a new piece of technology, taking advantage of the tablet’s wide array of feature, functions, and applications provides a “more meaningful environment for student impact, both in terms of classroom activities as well as extending learning beyond the school day.”\u003c/p>\n\u003cp>“Students in the classes where the teachers were able to more deeply integrate the devices into instruction had a slightly stronger or different set of values associated with the device usage than students in classes where the integration was still limited,” the report said. Some students saw the device as mainly useful for internet research or as a self-organizational tool and didn't test its creative tools.\u003c/p>\n\u003cp>Another finding from the report is that teachers can’t be expected to immediately know how to achieve integration with mobile devices. They need professional development to understand how to formulate effective lessons and the time to experiment and discover value in the devices.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“To fully capitalize on the benefits of the mobile devices, teachers must redesign in many circumstances their lessons and instructional strategies,” the report said. “This is hard work that requires time and administrative support.” Part of that redesign process needs to center around clarifying instructional goals and defining how the technology helps teachers better reach them.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_33102\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-33102\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/photo6_wide-8b69872de7bff65e5cfc1f7a661e4aca2b173743-s40-c85-640x359.jpg\" alt=\"Hands-on science activities like making bubble mitts at the Mission Science Workshop teach students about things like surface tension.\" width=\"640\" height=\"359\">\u003cfigcaption class=\"wp-caption-text\">Hands-on science activities like making bubble mitts at the Mission Science Workshop teach students about things like surface tension.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Eric Westervelt\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Are American kids\u003cstrong> \u003c/strong>being adequately prepared in the sciences to compete in a highly competitive, global high-tech workforce? A majority of American parents say no, \u003ca href=\"http://media.npr.org/documents/2013/dec/rwjf_npr_harvard_edpoll.pdf\" target=\"_blank\">according to a poll by NPR\u003c/a>, the Robert Wood Johnson Foundation and the Harvard School of Public Health.\u003c/p>\n\u003cp>Nearly one-quarter of all parents said their child's school today doesn't put enough emphasis on science curricula. And 30 percent of parents with children in kindergarten up through fifth grade say there's too little emphasis on science. \u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\"We want to see these kids get excited about science and math. We're lagging!\" says\u003cstrong> \u003c/strong>Elizabeth Hall, one poll respondent and a mother of two who lives in California's sprawling central valley north of Fresno.\u003c/p>\n\u003cp>Hall says her state has created a culture of testing that has resulted in high rates of teacher burnout and low expectations. Her community, she laments, has made peace with academic mediocrity in the sciences.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>'It's Just Another Class'\u003c/strong>\u003c/p>\n\u003cp>One of Hall's daughters, a high school sophomore, is so frustrated and underwhelmed by her district's biology and chemistry classes that she is reconsidering her once-strong desire to train for a medical career.\u003c/p>\n\u003cp>\"There's no enthusiasm from the teachers. There's no love of science. There's no showing these young people that science is important in their lives. It's just another class,\" Elizabeth Hall says.\u003c/p>\n\u003cp>Her daughter, 15-year-old Grace Hall, says there are solutions, in her view: Help show her how science is relevant to her life and future job prospects, she says, and go deeper into how students arrive at answers.\u003c/p>\n\u003cp>\"Right now, [in] chemistry it seems like, why are we learning this?\" Grace says. It would be a better learning experience, she says, \"if we were almost forced to really \u003cem>understand\u003c/em> instead of just memorizing things ... and [went] more in-depth in knowing why the answer is that answer.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There's no love of science. There's no showing these young people that science is important in their lives. It's just another class.\"\u003c/aside>\n\u003cp>State and federal statistics show that at least one-third of all students entering higher education programs today need some kind of remedial or developmental course work. That fact underscores a worry about a widening science-skills gap that is shared by many parents and educators and some in business and academia.\u003c/p>\n\u003cp>International tests show that American students just aren't measuring up, especially in math and science. The recent Program for International Student Assessment (PISA) study shows that the \u003ca href=\"http://www.npr.org/2013/12/03/248320179/pisa-tests-results-in-u-s-are-sobering\" target=\"_blank\">U.S. ranks 28th globally in science\u003c/a>.\u003c/p>\n\u003cp>\"Making room for science, that is a big problem,\" says Mary Colson, an eighth-grade Earth science teacher in Moorhead, Minn. \"In the elementary schools now, the push is often for reading and math minutes. And science and social studies often get left out because there is just not enough time,\" she says. \"That's unfortunate, because often kids can't help themselves but be curious about the natural world.\"\u003c/p>\n\u003cp>\u003cstrong>Getting Kids Psyched For Science\u003c/strong>\u003c/p>\n\u003cp>On a recent afternoon in San Francisco, 9-year-olds from Paul Revere Elementary in the Bernal Heights neighborhood are captivated by a large Van de Graaff electrostatic generator — and the prospect of gently zapping a reporter. They implore me to put the metal part of my microphone on the machine — all in the name of science, of course.\u003c/p>\n\u003cp>It's semi-controlled chaos here, but that's the point. This is free-form explore time at the Mission Science Workshop in San Francisco. The program works with low-income and underserved public elementary schools to get kids excited about science. The program does it by mixing lots of hands-on learning with specific experiments that teachers can continue back in their own classrooms. \u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>[contextly_sidebar id=\"cd1888c1549aacb69dc49d22a3c90b7b\"]\u003c/p>\n\u003cp>There are a lot of live reptiles, whole animal skeletons and a handful of project stations throughout the room, a large former high school auto shop-turned science lair. Think mad scientist meets Willy Wonka, with limited impulse controls. Fourth-graders Matthew Rivera and Jamal Damon gently tussle over two pythons while teacher Sarah-Jayne Reilly stands by. \u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\"I grew up in Ireland and really didn't do science until I was much older,\" Reilly says. \"And when I came here the first time, my mind was like, 'Wow! I just love the way the children are learning to think.' '\u003c/p>\n\u003cp>\"We always tell them, 'Don't just believe me, try it for yourself, test it for yourself. It's OK to be wrong. It's OK to say what you're thinking,' \" she says.\u003c/p>\n\u003cp>For teacher Sam Haynor, the science workshop is about using imaginative experimentation to spark learning, and to counter the idea that science is a set of known facts that students should sit back quietly and receive from on high.\u003c/p>\n\u003cp>\"The idea of this place is really to say that it's constructive — that you have to build, you have to try,\" Haynor says. \"You have to experiment and fail and learn again. And that science really is just a quest to learn the truth.\"\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>For example, he explains, maybe it's easier for some kids to learn about math and science by helping to make something that serves a real-world function, like a circuit.\u003c/p>\n\u003cp>\u003cstrong>Making Time 'For Students To Explore'\u003c/strong>\u003c/p>\n\u003cp>It's not all free-form exploration. After the pandemonium subsides, students semi-calmly work to build terrariums as they explore the life cycle of plants.\u003c/p>\n\u003cp>\"When they explore, they're excited. They find things they are interested in,\" says Paul Revere Elementary teacher Jessica Huang, who takes her classes to the workshop regularly. \"They want to go back to school and check out books about things that they've explored.\u003c/p>\n\u003cp>\"So I see it as a way of really opening their eyes to things that they didn't know that they would even be interested in,\" she adds.\u003c/p>\n\u003cp>It's perhaps the kind of elementary school science program that many parents in NPR's education poll say is missing in their own communities.\u003c/p>\n\u003cp>Minnesota teacher Mary Colson has helped write a new set of national science standards called \u003ca href=\"http://www.nextgenscience.org\" target=\"_blank\">Next Generation Science Standards\u003c/a>. The standards emphasize getting kids engaged in practicing science, she says, and getting more students to think like scientists.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\"Reduce the amount of information, reduce the number of facts that we ask kids to cram into their heads, so that there is time in the school day for students to explore, to try things out and then ... go back and revisit their ideas,\" she says. \"So, the shift in vision by [Next Generation] would put kids in more active charge of their learning.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That's a chaotic kind of classroom to manage, but it's key, Colson says, to getting more students out of the science boredom rut and saying, \"This is real. It makes sense. It's interesting.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2013 \u003ca href=\"http://www.npr.org\">NPR\u003c/a>.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=To+Make+Science+Real%2C+Kids+Want+More+Fun&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33102\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-33102\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/photo6_wide-8b69872de7bff65e5cfc1f7a661e4aca2b173743-s40-c85-640x359.jpg\" alt=\"Hands-on science activities like making bubble mitts at the Mission Science Workshop teach students about things like surface tension.\" width=\"640\" height=\"359\">\u003cfigcaption class=\"wp-caption-text\">Hands-on science activities like making bubble mitts at the Mission Science Workshop teach students about things like surface tension.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Eric Westervelt\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Are American kids\u003cstrong> \u003c/strong>being adequately prepared in the sciences to compete in a highly competitive, global high-tech workforce? A majority of American parents say no, \u003ca href=\"http://media.npr.org/documents/2013/dec/rwjf_npr_harvard_edpoll.pdf\" target=\"_blank\">according to a poll by NPR\u003c/a>, the Robert Wood Johnson Foundation and the Harvard School of Public Health.\u003c/p>\n\u003cp>Nearly one-quarter of all parents said their child's school today doesn't put enough emphasis on science curricula. And 30 percent of parents with children in kindergarten up through fifth grade say there's too little emphasis on science. \u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\"We want to see these kids get excited about science and math. We're lagging!\" says\u003cstrong> \u003c/strong>Elizabeth Hall, one poll respondent and a mother of two who lives in California's sprawling central valley north of Fresno.\u003c/p>\n\u003cp>Hall says her state has created a culture of testing that has resulted in high rates of teacher burnout and low expectations. Her community, she laments, has made peace with academic mediocrity in the sciences.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>'It's Just Another Class'\u003c/strong>\u003c/p>\n\u003cp>One of Hall's daughters, a high school sophomore, is so frustrated and underwhelmed by her district's biology and chemistry classes that she is reconsidering her once-strong desire to train for a medical career.\u003c/p>\n\u003cp>\"There's no enthusiasm from the teachers. There's no love of science. There's no showing these young people that science is important in their lives. It's just another class,\" Elizabeth Hall says.\u003c/p>\n\u003cp>Her daughter, 15-year-old Grace Hall, says there are solutions, in her view: Help show her how science is relevant to her life and future job prospects, she says, and go deeper into how students arrive at answers.\u003c/p>\n\u003cp>\"Right now, [in] chemistry it seems like, why are we learning this?\" Grace says. It would be a better learning experience, she says, \"if we were almost forced to really \u003cem>understand\u003c/em> instead of just memorizing things ... and [went] more in-depth in knowing why the answer is that answer.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There's no love of science. There's no showing these young people that science is important in their lives. It's just another class.\"\u003c/aside>\n\u003cp>State and federal statistics show that at least one-third of all students entering higher education programs today need some kind of remedial or developmental course work. That fact underscores a worry about a widening science-skills gap that is shared by many parents and educators and some in business and academia.\u003c/p>\n\u003cp>International tests show that American students just aren't measuring up, especially in math and science. The recent Program for International Student Assessment (PISA) study shows that the \u003ca href=\"http://www.npr.org/2013/12/03/248320179/pisa-tests-results-in-u-s-are-sobering\" target=\"_blank\">U.S. ranks 28th globally in science\u003c/a>.\u003c/p>\n\u003cp>\"Making room for science, that is a big problem,\" says Mary Colson, an eighth-grade Earth science teacher in Moorhead, Minn. \"In the elementary schools now, the push is often for reading and math minutes. And science and social studies often get left out because there is just not enough time,\" she says. \"That's unfortunate, because often kids can't help themselves but be curious about the natural world.\"\u003c/p>\n\u003cp>\u003cstrong>Getting Kids Psyched For Science\u003c/strong>\u003c/p>\n\u003cp>On a recent afternoon in San Francisco, 9-year-olds from Paul Revere Elementary in the Bernal Heights neighborhood are captivated by a large Van de Graaff electrostatic generator — and the prospect of gently zapping a reporter. They implore me to put the metal part of my microphone on the machine — all in the name of science, of course.\u003c/p>\n\u003cp>It's semi-controlled chaos here, but that's the point. This is free-form explore time at the Mission Science Workshop in San Francisco. The program works with low-income and underserved public elementary schools to get kids excited about science. The program does it by mixing lots of hands-on learning with specific experiments that teachers can continue back in their own classrooms. \u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>There are a lot of live reptiles, whole animal skeletons and a handful of project stations throughout the room, a large former high school auto shop-turned science lair. Think mad scientist meets Willy Wonka, with limited impulse controls. Fourth-graders Matthew Rivera and Jamal Damon gently tussle over two pythons while teacher Sarah-Jayne Reilly stands by. \u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\"I grew up in Ireland and really didn't do science until I was much older,\" Reilly says. \"And when I came here the first time, my mind was like, 'Wow! I just love the way the children are learning to think.' '\u003c/p>\n\u003cp>\"We always tell them, 'Don't just believe me, try it for yourself, test it for yourself. It's OK to be wrong. It's OK to say what you're thinking,' \" she says.\u003c/p>\n\u003cp>For teacher Sam Haynor, the science workshop is about using imaginative experimentation to spark learning, and to counter the idea that science is a set of known facts that students should sit back quietly and receive from on high.\u003c/p>\n\u003cp>\"The idea of this place is really to say that it's constructive — that you have to build, you have to try,\" Haynor says. \"You have to experiment and fail and learn again. And that science really is just a quest to learn the truth.\"\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>For example, he explains, maybe it's easier for some kids to learn about math and science by helping to make something that serves a real-world function, like a circuit.\u003c/p>\n\u003cp>\u003cstrong>Making Time 'For Students To Explore'\u003c/strong>\u003c/p>\n\u003cp>It's not all free-form exploration. After the pandemonium subsides, students semi-calmly work to build terrariums as they explore the life cycle of plants.\u003c/p>\n\u003cp>\"When they explore, they're excited. They find things they are interested in,\" says Paul Revere Elementary teacher Jessica Huang, who takes her classes to the workshop regularly. \"They want to go back to school and check out books about things that they've explored.\u003c/p>\n\u003cp>\"So I see it as a way of really opening their eyes to things that they didn't know that they would even be interested in,\" she adds.\u003c/p>\n\u003cp>It's perhaps the kind of elementary school science program that many parents in NPR's education poll say is missing in their own communities.\u003c/p>\n\u003cp>Minnesota teacher Mary Colson has helped write a new set of national science standards called \u003ca href=\"http://www.nextgenscience.org\" target=\"_blank\">Next Generation Science Standards\u003c/a>. The standards emphasize getting kids engaged in practicing science, she says, and getting more students to think like scientists.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\"Reduce the amount of information, reduce the number of facts that we ask kids to cram into their heads, so that there is time in the school day for students to explore, to try things out and then ... go back and revisit their ideas,\" she says. \"So, the shift in vision by [Next Generation] would put kids in more active charge of their learning.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That's a chaotic kind of classroom to manage, but it's key, Colson says, to getting more students out of the science boredom rut and saying, \"This is real. It makes sense. It's interesting.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2013 \u003ca href=\"http://www.npr.org\">NPR\u003c/a>.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=To+Make+Science+Real%2C+Kids+Want+More+Fun&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_33004\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/aidanmorgan/5838791344/sizes/z/in/photolist-9TXkfh-8QM8wK-93xEBU-5EZShn-bCVVj9-2thTn6-fCRMh8-sMTLo-5onR5e-792A6r-77AjGT-fD9jbf-fCRM3P-fD9ku5-fD9jym-fD9k6A-fD1iTc-fCRLnv-fD1jgB-fD1jsa-fD9kpm-fCRL4x-fCRKWR-fCRLFk-fCRKKR-fD9keQ-fCRLTi-fD1iPV-fCRLAB-fCRKu4-fD9iZj-fD1jbv-fCRKzX-bEUGwr-brZNYG-bEUHnB-brZQc7-brZN6L-bEUFjk-brZPjo-bEUEpk-brZMcG-hNZny6-8LxkL5-dRvwoo-dRpY4R-dRvwsJ-dRvwYu-dRvwUA-dRpXLg-dRpXg8/\">\u003cimg class=\"size-full wp-image-33004\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/5838791344_ca774878ed_z-e1386638192117.jpg\" alt=\"5838791344_ca774878ed_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/5838791344_ca774878ed_z-e1386638192117.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/5838791344_ca774878ed_z-e1386638192117-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/5838791344_ca774878ed_z-e1386638192117-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Music education, it seems, is just plain good for you. In addition to recent research that suggests music training \u003ca href=\"http://www.sciencedaily.com/releases/2009/03/090316075843.htm\">improves literacy\u003c/a>, \u003ca href=\"http://www.sciencedaily.com/releases/2013/11/131112163216.htm\">increases brain function\u003c/a>, and leaves a \u003ca href=\"http://www.sciencedaily.com/releases/2012/08/120821212626.htm\">lasting mark on the adult brain\u003c/a>, a recent\u003ca href=\"http://www.tandfonline.com/doi/pdf/10.1080/14613808.2013.829428%20\"> study\u003c/a> out of Finland featured in the journal Music Education Research found that, even when controlled for gender, school music lessons for four hours a week, over time, left students feeling good about all aspects of school.\u003c/p>\n\u003cp>Researchers Päivi-Sisko Eerola and Tuomas Eerola looked at Finnish public schools that offered “extended music education,” in which students had to test in by singing and showing reasonable music skills. According to the study, students who were in the extended music classes after three years of participation (grades 3 through 6) were happier with all aspects of school than those who took a standard music class (they did not indicate how often the regular music class met).\u003c/p>\n\u003cp>“The results suggest that studying music does provide measurable social benefits. In the comprehensive school, pupils in the classes with extended music education were generally more satisfied with school life than pupils in the classes with a normal music education curriculum,” the researchers wrote.\u003c/p>\n\u003cp>The Eerolas point out that Finnish students had high test scores but low satisfaction scores, and school leaders responded by bringing in more \"voluntary classes\" like art and music to help students engage. Here in the U.S., many schools already recognize music classes as a priority for a variety of social and academic benefits, but hurdles like time and money keep schools from offering even elementary school students dedicated music class more than two times per week.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It would be wise for leaders in our educational systems to ... adopt teaching strategies of the best music programs to teaching of the core subjects.”\u003c/aside>\n\u003cp>Some schools, however, are choosing to make music education a priority, finding creative ways to stretch both time and money to make daily music a reality. At the W.B. Travis Vanguard/Academy for the Talented and Gifted in Dallas, Texas, orchestra director Ken Hurst said that principal Mari Smith decided to make music a priority for students when the middle school opened 10 years ago. For students who choose instrumental music as an elective, classes are offered five days a week.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Hurst said that while most Texas schools secure a music budget from the state, music teachers still find they have to supplement: “Although most music directors resort to getting funding through fundraisers, PTA, grants, etcetera, almost all schools have some budget to provide for a music program,” he said.\u003c/p>\n\u003cp>In another creative move to reach more students, Hurst also teaches introductory music to fourth-graders at a local elementary school, and provides assistance to the orchestra director at Booker T. Washington High School for the Performing and Visual Arts.\u003c/p>\n\u003cp>Teaching at several schools and going out to get the extra funding in order to provide daily music education shows Hurst how important music is for the students. He cited a recent survey in \u003ca href=\"http://www.tmea.org/resources/southwestern-musician\">Southwestern Musician\u003c/a> showing Texas All State Band, Choir and Orchestra participants scored significantly higher on standardized tests, and were also ranked among the highest in their graduating classes.\u003c/p>\n\u003cp>“These music courses are electives, and not all students are required to take them,” Hurst said. “However, the fact that many students take music courses in band, choir, and orchestra would indicate that these students are enjoying that experience. I believe that most of them realize that the study of music enriches their lives in ways that nothing else can.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"21377a50cbe4acd2b5a41a5aaf0d90c0\"]\u003c/p>\n\u003cp>Hurst said he’d heard about the Finnish study from a colleague. “I'm very interested in and intrigued by studies and research into the ways that music influences our lives intellectually and emotionally,” he said. “I think it would be wise for leaders in our educational systems to attempt to better understand the potential benefits of the study of music and to take that a step even further, adopt teaching strategies of the best music programs to teaching of the core subjects.”\u003c/p>\n\u003cp>At John Swett Elementary in Martinez, Calif., principal Adam Welcome said he’s grateful to have a credentialed music teacher, and three solid hours of music per week for every student. Welcome is committed to building John Swett’s music program, and that has meant getting creative -- both in finances and in scheduling.\u003c/p>\n\u003cp>In order to squeeze in enough time for both music and physical education, said Welcome, they have done something a bit out of the ordinary by combining the two. The result is a kind of dance class with instruments that the kids love. “In order to reach first through fifth grade -- five hundred kids and one music teacher -- on a weekly basis, on Wednesdays we do PE (dance) and music together,” he said. The combination class takes place in the cafeteria, and the curriculum includes both ballroom and country dancing. “Our music teacher uses tons of drums and equipment for music and dancing. I came from a different district, and I’ve never seen a program like this before,” he added. “It’s pretty unique.”\u003c/p>\n\u003cp>Welcome said the school has also integrated their 1:1 laptop program into music class, where kids are writing beats and rhythms as well as creating podcasts and recordings. And to help get their new band program off the ground, the school used Donors Choose and secured a $35,000 grant for instruments.\u003c/p>\n\u003cp>For Welcome, squeezing in as much music as possible is a top priority at John Swett, since much of modern schooling has to fall in line with standardized testing and what he calls “fill-in-the-blank.” Welcome said he is aiming to educate the whole child, and that definitely includes music.\u003c/p>\n\u003cp>“There is a very small population of my kids who get an instrument other than the radio,” he said. “Kids may not be exposed to it [music education] otherwise.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Many schools recognize music classes as a priority for a variety of social and academic benefits, but hurdles like time and money keep schools from offering even elementary school students dedicated music class more than two times per week. Here's how some schools are finding creative was to make it happen.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33004\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/aidanmorgan/5838791344/sizes/z/in/photolist-9TXkfh-8QM8wK-93xEBU-5EZShn-bCVVj9-2thTn6-fCRMh8-sMTLo-5onR5e-792A6r-77AjGT-fD9jbf-fCRM3P-fD9ku5-fD9jym-fD9k6A-fD1iTc-fCRLnv-fD1jgB-fD1jsa-fD9kpm-fCRL4x-fCRKWR-fCRLFk-fCRKKR-fD9keQ-fCRLTi-fD1iPV-fCRLAB-fCRKu4-fD9iZj-fD1jbv-fCRKzX-bEUGwr-brZNYG-bEUHnB-brZQc7-brZN6L-bEUFjk-brZPjo-bEUEpk-brZMcG-hNZny6-8LxkL5-dRvwoo-dRpY4R-dRvwsJ-dRvwYu-dRvwUA-dRpXLg-dRpXg8/\">\u003cimg class=\"size-full wp-image-33004\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/5838791344_ca774878ed_z-e1386638192117.jpg\" alt=\"5838791344_ca774878ed_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/5838791344_ca774878ed_z-e1386638192117.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/5838791344_ca774878ed_z-e1386638192117-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/5838791344_ca774878ed_z-e1386638192117-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Music education, it seems, is just plain good for you. In addition to recent research that suggests music training \u003ca href=\"http://www.sciencedaily.com/releases/2009/03/090316075843.htm\">improves literacy\u003c/a>, \u003ca href=\"http://www.sciencedaily.com/releases/2013/11/131112163216.htm\">increases brain function\u003c/a>, and leaves a \u003ca href=\"http://www.sciencedaily.com/releases/2012/08/120821212626.htm\">lasting mark on the adult brain\u003c/a>, a recent\u003ca href=\"http://www.tandfonline.com/doi/pdf/10.1080/14613808.2013.829428%20\"> study\u003c/a> out of Finland featured in the journal Music Education Research found that, even when controlled for gender, school music lessons for four hours a week, over time, left students feeling good about all aspects of school.\u003c/p>\n\u003cp>Researchers Päivi-Sisko Eerola and Tuomas Eerola looked at Finnish public schools that offered “extended music education,” in which students had to test in by singing and showing reasonable music skills. According to the study, students who were in the extended music classes after three years of participation (grades 3 through 6) were happier with all aspects of school than those who took a standard music class (they did not indicate how often the regular music class met).\u003c/p>\n\u003cp>“The results suggest that studying music does provide measurable social benefits. In the comprehensive school, pupils in the classes with extended music education were generally more satisfied with school life than pupils in the classes with a normal music education curriculum,” the researchers wrote.\u003c/p>\n\u003cp>The Eerolas point out that Finnish students had high test scores but low satisfaction scores, and school leaders responded by bringing in more \"voluntary classes\" like art and music to help students engage. Here in the U.S., many schools already recognize music classes as a priority for a variety of social and academic benefits, but hurdles like time and money keep schools from offering even elementary school students dedicated music class more than two times per week.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It would be wise for leaders in our educational systems to ... adopt teaching strategies of the best music programs to teaching of the core subjects.”\u003c/aside>\n\u003cp>Some schools, however, are choosing to make music education a priority, finding creative ways to stretch both time and money to make daily music a reality. At the W.B. Travis Vanguard/Academy for the Talented and Gifted in Dallas, Texas, orchestra director Ken Hurst said that principal Mari Smith decided to make music a priority for students when the middle school opened 10 years ago. For students who choose instrumental music as an elective, classes are offered five days a week.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Hurst said that while most Texas schools secure a music budget from the state, music teachers still find they have to supplement: “Although most music directors resort to getting funding through fundraisers, PTA, grants, etcetera, almost all schools have some budget to provide for a music program,” he said.\u003c/p>\n\u003cp>In another creative move to reach more students, Hurst also teaches introductory music to fourth-graders at a local elementary school, and provides assistance to the orchestra director at Booker T. Washington High School for the Performing and Visual Arts.\u003c/p>\n\u003cp>Teaching at several schools and going out to get the extra funding in order to provide daily music education shows Hurst how important music is for the students. He cited a recent survey in \u003ca href=\"http://www.tmea.org/resources/southwestern-musician\">Southwestern Musician\u003c/a> showing Texas All State Band, Choir and Orchestra participants scored significantly higher on standardized tests, and were also ranked among the highest in their graduating classes.\u003c/p>\n\u003cp>“These music courses are electives, and not all students are required to take them,” Hurst said. “However, the fact that many students take music courses in band, choir, and orchestra would indicate that these students are enjoying that experience. I believe that most of them realize that the study of music enriches their lives in ways that nothing else can.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Hurst said he’d heard about the Finnish study from a colleague. “I'm very interested in and intrigued by studies and research into the ways that music influences our lives intellectually and emotionally,” he said. “I think it would be wise for leaders in our educational systems to attempt to better understand the potential benefits of the study of music and to take that a step even further, adopt teaching strategies of the best music programs to teaching of the core subjects.”\u003c/p>\n\u003cp>At John Swett Elementary in Martinez, Calif., principal Adam Welcome said he’s grateful to have a credentialed music teacher, and three solid hours of music per week for every student. Welcome is committed to building John Swett’s music program, and that has meant getting creative -- both in finances and in scheduling.\u003c/p>\n\u003cp>In order to squeeze in enough time for both music and physical education, said Welcome, they have done something a bit out of the ordinary by combining the two. The result is a kind of dance class with instruments that the kids love. “In order to reach first through fifth grade -- five hundred kids and one music teacher -- on a weekly basis, on Wednesdays we do PE (dance) and music together,” he said. The combination class takes place in the cafeteria, and the curriculum includes both ballroom and country dancing. “Our music teacher uses tons of drums and equipment for music and dancing. I came from a different district, and I’ve never seen a program like this before,” he added. “It’s pretty unique.”\u003c/p>\n\u003cp>Welcome said the school has also integrated their 1:1 laptop program into music class, where kids are writing beats and rhythms as well as creating podcasts and recordings. And to help get their new band program off the ground, the school used Donors Choose and secured a $35,000 grant for instruments.\u003c/p>\n\u003cp>For Welcome, squeezing in as much music as possible is a top priority at John Swett, since much of modern schooling has to fall in line with standardized testing and what he calls “fill-in-the-blank.” Welcome said he is aiming to educate the whole child, and that definitely includes music.\u003c/p>\n\u003cp>“There is a very small population of my kids who get an instrument other than the radio,” he said. “Kids may not be exposed to it [music education] otherwise.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_32774\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/yourdon/3088582622/sizes/l/in/photolist-5GVN1w-5RoVsN-5RMojM-6duKSR-6oWF4t-6sQKz2-6JbmQP-6VqmCS-fVL8gP-dG65cG-8bVTKt-9nUk8p-apnzxa-fgADYS-8E715f-cLwVqG-9QqJVp-bUFKh8-9erv2f-8v7Qhe-91pMRT-9czgNd-9bPwdn-9bSthh-8TmcBo-9bPspa-9bSsiW-8Tmapf-9kViF2-8Pud4h-8ozUiw-8Pomnt-8Pq3AD-bT81VB-9c1SW2-dPmysg-aNJGna-atmVGb-atjgXg-atmVHS-atmVJU-atjh22-atmVD1-atmVyE-atmVEL-atjh56-dihhor-8SQWdz-cv2q4m-9vsgzR-eFguLD/\">\u003cimg class=\"size-full wp-image-32774\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/interests300.jpg\" alt=\"interests300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/interests300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/interests300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/interests300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\" credit=\"Ed Yourdon/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Education researchers are beginning to validate what many teachers have long known -- connecting learning to student interests helps the information stick. This seems to work particularly well with math, a subject many students say they dislike because they can’t see its relevance to their lives.\u003c/p>\n\u003cp>“When I started spending time in classrooms I realized the math wasn't being applied to the students’ world in a meaningful way,” said Candace Walkington, assistant professor in the department of teaching and learning at Southern Methodist University. She conducted a \u003ca href=\"http://www.smu.edu/~/media/Site/Simmons/Research/RME/docs/CW/ICLS_Submission_2012_Final.ashx?la=en\" target=\"_blank\">year-long study\u003c/a> on 141 ninth graders at a Pennsylvania high school to see whether tailoring questions to individual student interests could help students learn difficult and often abstract algebra concepts.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We picked out the students who seemed to be struggling the most in Algebra I and we found that for this sub-group of students personalization was more effective.”\u003c/aside>\n\u003cp>Researchers studied a classroom using \u003ca href=\"http://mathseries.carnegielearning.com/\">Carnegie Learning \u003c/a>software called Cognitive Tutor, a program that has been studied frequently. In the study, half of the students chose one of several categories that interested them -- things like music, movies, sports, social media -- and were given an algebra curriculum based on those topics. The other half received no interest-based personalization. All the problems had the same underlying structure and were meant to teach the same concept.\u003c/p>\n\u003cp>Walkington found that students who had received interest-based personalization mastered concepts faster. What's more, in order to ensure that learning was robust, retained over time, and would accelerate future learning, she also looked at student performance in a later unit that had no interest-based personalization for any of the students. “Students that had previously received personalization, even though it was gone, were doing better on these more difficult problems as well,” said Walkington.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/nine-tenets-of-passion-based-learning/\">Nine Tenents of Passion Based Learning\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>She also found that struggling students improved the most when their interests were taken into account. “We picked out the students who seemed to be struggling the most in Algebra I and we found that for this sub-group of students that were way behind the personalization was more effective,” Walkington said. Specifically, the study tested students’ ability to turn story problems into algebraic equations -- what’s called algebraic expression writing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“That’s one of the most challenging skills to teach students because it’s a very abstract skill,” Walkington said. She hypothesizes that the abstract nature of the concepts actually allowed students to more easily generalize and apply the same knowledge to a wide variety of situations and to more difficult problems in later units.\u003c/p>\n\u003cp>Walkington is working to expand her study to all the ninth graders in a school district of 9,000 students. “The bigger, you make it the harder it is to tap into the interests of students,” Walkington said. But she’s confident that there are some general-interest categories that many students share, like sports and movies.\u003c/p>\n\u003cp>\u003cstrong>WITHOUT TECHNOLOGY\u003c/strong>\u003c/p>\n\u003cp>But can this tactic help a teacher with a class of 30 students that doesn’t use this particular math software? Teachers in the studied school asked this question, so Walkington developed a \u003ca href=\"http://www.cwalkington.com/MT_Article.pdf\" target=\"_blank\">practical guide\u003c/a> for them to use. She chose to conduct the study using the Carnegie blended learning curriculum because it was easy to layer on the interest-based personalization to the existing program. It also provided her with a wealth of data about how students approached the problems. That said, a teacher could use interest-driven questions without any math software.\u003c/p>\n\u003cp>From her guide:\u003c/p>\n\u003cblockquote>\n\u003cdiv dir=\"ltr\">\u003cstrong>Two Examples of Personalization\u003c/strong>\u003c/div>\n\u003cdiv dir=\"ltr\">Personalization can be accomplished on simple mathematics story problems. For example, a typical algebra problem might read: “A particular assembly line in an automobile company plant can produce thirteen cars every hour.” Based on this scenario, students might be asked to write an expression or solve for how many cars are produced after certain numbers of hours. Below are some examples of how this problem could be personalized:\u003c/div>\n\u003cdiv dir=\"ltr\">\u003c/div>\n\u003cdiv dir=\"ltr\">\u003c/div>\n\u003cdiv dir=\"ltr\">\u003cstrong>Shopping\u003c/strong>\u003cem>\u003cstrong>: \u003c/strong>\u003c/em>The website of your favorite clothing store, Hot Topic, sells thirteen superhero t-shirts every hour.\u003c/div>\n\u003cdiv dir=\"ltr\">\u003cstrong>Computers\u003c/strong>: A recent video blog you posted about your life on YouTube gets thirteen hits every hour.\u003c/div>\n\u003cdiv dir=\"ltr\">\u003cstrong>Food: \u003c/strong>Your favorite restaurant \"Steak 'n Shake\" sells thirteen caramel pretzel shakes every hour.\u003c/div>\n\u003cdiv dir=\"ltr\">\u003cstrong>Music: \u003c/strong>Pandora Internet radio plays thirteen of your favorite pop songs every hour.\u003c/div>\n\u003cdiv dir=\"ltr\">\u003cstrong>Cell Phones: \u003c/strong>On your new iPhone 5 you send your best friend thirteen texts every hour.\u003c/div>\n\u003cdiv dir=\"ltr\">\u003c/div>\n\u003cdiv dir=\"ltr\">While these problems involve relatively simple modifications, our research has shown that this type of personalization is effective for improving student learning.\u003c/div>\n\u003c/blockquote>\n\u003cp> \u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/how-the-power-of-interest-drives-learning/\">How the Power of Interest Drives Learning\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Helping students see algebra in their daily lives is one way to apply this technique. In the same way, video games have point systems that allow players to level up after they've won a certain number of points. Students understand these systems intimately, but aren’t often asked to think about them through the lens of algebra. Similarly, students have a sense of how often they text and how their texting habits compare to others, but they aren’t often asked to express that relationship in an equation. Helping students to see the math in their own lives could get them thinking differently.\u003c/p>\n\u003cp>Another way teachers can personalize algebra would be to ask questions that are likely to appeal to student interests. Walkington found that students find story problems that deal with social issues of communicating with family and friends accessible. Concepts of work and business were less accessible, as were problems that dealt with physics concepts like motion, time, and space. Problems based on home references like pets were more interesting to students and garnered better results. Using these broad guidelines, teachers can try to write questions that appeal to more students.\u003c/p>\n\u003cp>Walkington has also experimented with having students personalize their own math instruction, writing, sharing and solving story problems in small groups. She’s found that even students with relatively little math knowledge can create complex story problems and express them with algebra if there's interest in the topic. This is a great way to have students construct their own knowledge while applying it to their passions.\u003c/p>\n\u003cp>A great time to use this tactic is when introducing an abstract idea or foundational topic in algebra. That’s when educators will see the most benefit of grounding the topic in student interests, Walkington said. It’s important to elicit student interest in the math concepts, however, and not just the question’s topic. This intervention could work well with struggling students too.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We have to layer the algebra onto those relationships that already exist,” Walkington said. “And that’s not an obvious thing because it doesn’t look anything like algebra at first. It just looks like a relationship.” She’s confident from her own experience of learning to love math that when students see its applicability to things they care about, they learn more easily and deeply.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32774\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/yourdon/3088582622/sizes/l/in/photolist-5GVN1w-5RoVsN-5RMojM-6duKSR-6oWF4t-6sQKz2-6JbmQP-6VqmCS-fVL8gP-dG65cG-8bVTKt-9nUk8p-apnzxa-fgADYS-8E715f-cLwVqG-9QqJVp-bUFKh8-9erv2f-8v7Qhe-91pMRT-9czgNd-9bPwdn-9bSthh-8TmcBo-9bPspa-9bSsiW-8Tmapf-9kViF2-8Pud4h-8ozUiw-8Pomnt-8Pq3AD-bT81VB-9c1SW2-dPmysg-aNJGna-atmVGb-atjgXg-atmVHS-atmVJU-atjh22-atmVD1-atmVyE-atmVEL-atjh56-dihhor-8SQWdz-cv2q4m-9vsgzR-eFguLD/\">\u003cimg class=\"size-full wp-image-32774\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/interests300.jpg\" alt=\"interests300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/interests300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/interests300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/interests300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\" credit=\"Ed Yourdon/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Education researchers are beginning to validate what many teachers have long known -- connecting learning to student interests helps the information stick. This seems to work particularly well with math, a subject many students say they dislike because they can’t see its relevance to their lives.\u003c/p>\n\u003cp>“When I started spending time in classrooms I realized the math wasn't being applied to the students’ world in a meaningful way,” said Candace Walkington, assistant professor in the department of teaching and learning at Southern Methodist University. She conducted a \u003ca href=\"http://www.smu.edu/~/media/Site/Simmons/Research/RME/docs/CW/ICLS_Submission_2012_Final.ashx?la=en\" target=\"_blank\">year-long study\u003c/a> on 141 ninth graders at a Pennsylvania high school to see whether tailoring questions to individual student interests could help students learn difficult and often abstract algebra concepts.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We picked out the students who seemed to be struggling the most in Algebra I and we found that for this sub-group of students personalization was more effective.”\u003c/aside>\n\u003cp>Researchers studied a classroom using \u003ca href=\"http://mathseries.carnegielearning.com/\">Carnegie Learning \u003c/a>software called Cognitive Tutor, a program that has been studied frequently. In the study, half of the students chose one of several categories that interested them -- things like music, movies, sports, social media -- and were given an algebra curriculum based on those topics. The other half received no interest-based personalization. All the problems had the same underlying structure and were meant to teach the same concept.\u003c/p>\n\u003cp>Walkington found that students who had received interest-based personalization mastered concepts faster. What's more, in order to ensure that learning was robust, retained over time, and would accelerate future learning, she also looked at student performance in a later unit that had no interest-based personalization for any of the students. “Students that had previously received personalization, even though it was gone, were doing better on these more difficult problems as well,” said Walkington.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/nine-tenets-of-passion-based-learning/\">Nine Tenents of Passion Based Learning\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>She also found that struggling students improved the most when their interests were taken into account. “We picked out the students who seemed to be struggling the most in Algebra I and we found that for this sub-group of students that were way behind the personalization was more effective,” Walkington said. Specifically, the study tested students’ ability to turn story problems into algebraic equations -- what’s called algebraic expression writing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“That’s one of the most challenging skills to teach students because it’s a very abstract skill,” Walkington said. She hypothesizes that the abstract nature of the concepts actually allowed students to more easily generalize and apply the same knowledge to a wide variety of situations and to more difficult problems in later units.\u003c/p>\n\u003cp>Walkington is working to expand her study to all the ninth graders in a school district of 9,000 students. “The bigger, you make it the harder it is to tap into the interests of students,” Walkington said. But she’s confident that there are some general-interest categories that many students share, like sports and movies.\u003c/p>\n\u003cp>\u003cstrong>WITHOUT TECHNOLOGY\u003c/strong>\u003c/p>\n\u003cp>But can this tactic help a teacher with a class of 30 students that doesn’t use this particular math software? Teachers in the studied school asked this question, so Walkington developed a \u003ca href=\"http://www.cwalkington.com/MT_Article.pdf\" target=\"_blank\">practical guide\u003c/a> for them to use. She chose to conduct the study using the Carnegie blended learning curriculum because it was easy to layer on the interest-based personalization to the existing program. It also provided her with a wealth of data about how students approached the problems. That said, a teacher could use interest-driven questions without any math software.\u003c/p>\n\u003cp>From her guide:\u003c/p>\n\u003cblockquote>\n\u003cdiv dir=\"ltr\">\u003cstrong>Two Examples of Personalization\u003c/strong>\u003c/div>\n\u003cdiv dir=\"ltr\">Personalization can be accomplished on simple mathematics story problems. For example, a typical algebra problem might read: “A particular assembly line in an automobile company plant can produce thirteen cars every hour.” Based on this scenario, students might be asked to write an expression or solve for how many cars are produced after certain numbers of hours. Below are some examples of how this problem could be personalized:\u003c/div>\n\u003cdiv dir=\"ltr\">\u003c/div>\n\u003cdiv dir=\"ltr\">\u003c/div>\n\u003cdiv dir=\"ltr\">\u003cstrong>Shopping\u003c/strong>\u003cem>\u003cstrong>: \u003c/strong>\u003c/em>The website of your favorite clothing store, Hot Topic, sells thirteen superhero t-shirts every hour.\u003c/div>\n\u003cdiv dir=\"ltr\">\u003cstrong>Computers\u003c/strong>: A recent video blog you posted about your life on YouTube gets thirteen hits every hour.\u003c/div>\n\u003cdiv dir=\"ltr\">\u003cstrong>Food: \u003c/strong>Your favorite restaurant \"Steak 'n Shake\" sells thirteen caramel pretzel shakes every hour.\u003c/div>\n\u003cdiv dir=\"ltr\">\u003cstrong>Music: \u003c/strong>Pandora Internet radio plays thirteen of your favorite pop songs every hour.\u003c/div>\n\u003cdiv dir=\"ltr\">\u003cstrong>Cell Phones: \u003c/strong>On your new iPhone 5 you send your best friend thirteen texts every hour.\u003c/div>\n\u003cdiv dir=\"ltr\">\u003c/div>\n\u003cdiv dir=\"ltr\">While these problems involve relatively simple modifications, our research has shown that this type of personalization is effective for improving student learning.\u003c/div>\n\u003c/blockquote>\n\u003cp> \u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/how-the-power-of-interest-drives-learning/\">How the Power of Interest Drives Learning\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Helping students see algebra in their daily lives is one way to apply this technique. In the same way, video games have point systems that allow players to level up after they've won a certain number of points. Students understand these systems intimately, but aren’t often asked to think about them through the lens of algebra. Similarly, students have a sense of how often they text and how their texting habits compare to others, but they aren’t often asked to express that relationship in an equation. Helping students to see the math in their own lives could get them thinking differently.\u003c/p>\n\u003cp>Another way teachers can personalize algebra would be to ask questions that are likely to appeal to student interests. Walkington found that students find story problems that deal with social issues of communicating with family and friends accessible. Concepts of work and business were less accessible, as were problems that dealt with physics concepts like motion, time, and space. Problems based on home references like pets were more interesting to students and garnered better results. Using these broad guidelines, teachers can try to write questions that appeal to more students.\u003c/p>\n\u003cp>Walkington has also experimented with having students personalize their own math instruction, writing, sharing and solving story problems in small groups. She’s found that even students with relatively little math knowledge can create complex story problems and express them with algebra if there's interest in the topic. This is a great way to have students construct their own knowledge while applying it to their passions.\u003c/p>\n\u003cp>A great time to use this tactic is when introducing an abstract idea or foundational topic in algebra. That’s when educators will see the most benefit of grounding the topic in student interests, Walkington said. It’s important to elicit student interest in the math concepts, however, and not just the question’s topic. 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}
},
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"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
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"meta": {
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},
"link": "/radio/program/bbc-world-service",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
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},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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}
},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
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"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
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