window.__IS_SSR__=true
window.__INITIAL_STATE__={
"attachmentsReducer": {
"audio_0": {
"type": "attachments",
"id": "audio_0",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background0.jpg"
}
}
},
"audio_1": {
"type": "attachments",
"id": "audio_1",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background1.jpg"
}
}
},
"audio_2": {
"type": "attachments",
"id": "audio_2",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background2.jpg"
}
}
},
"audio_3": {
"type": "attachments",
"id": "audio_3",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background3.jpg"
}
}
},
"audio_4": {
"type": "attachments",
"id": "audio_4",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background4.jpg"
}
}
},
"placeholder": {
"type": "attachments",
"id": "placeholder",
"imgSizes": {
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-768x512.jpg",
"width": 768,
"height": 512,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-lrg": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-med": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"fd-sm": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"xxsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"xsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"small": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"xlarge": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1920x1280.jpg",
"width": 1920,
"height": 1280,
"mimeType": "image/jpeg"
},
"guest-author-32": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 32,
"height": 32,
"mimeType": "image/jpeg"
},
"guest-author-50": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 50,
"height": 50,
"mimeType": "image/jpeg"
},
"guest-author-64": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 64,
"height": 64,
"mimeType": "image/jpeg"
},
"guest-author-96": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 96,
"height": 96,
"mimeType": "image/jpeg"
},
"guest-author-128": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 128,
"height": 128,
"mimeType": "image/jpeg"
},
"detail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 160,
"height": 160,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1.jpg",
"width": 2000,
"height": 1333
}
}
},
"mindshift_32819": {
"type": "attachments",
"id": "mindshift_32819",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "32819",
"found": true
},
"parent": 32595,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/Superhero-400x224.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 224
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/Superhero-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/Superhero.jpg",
"width": 640,
"height": 359
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/Superhero-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/Superhero-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/Superhero-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/Superhero-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/Superhero-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1385487147,
"modified": 1385487147,
"caption": null,
"description": "Superhero kid",
"title": "Superhero",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_32814": {
"type": "attachments",
"id": "mindshift_32814",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "32814",
"found": true
},
"parent": 32318,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM-400x186.png",
"width": 400,
"mimeType": "image/png",
"height": 186
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM-320x149.png",
"width": 320,
"mimeType": "image/png",
"height": 149
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM.png",
"width": 520,
"height": 242
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM-96x96.png",
"width": 96,
"mimeType": "image/png",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM-64x64.png",
"width": 64,
"mimeType": "image/png",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM-75x75.png",
"width": 75,
"mimeType": "image/png",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM-32x32.png",
"width": 32,
"mimeType": "image/png",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM-128x128.png",
"width": 128,
"mimeType": "image/png",
"height": 128
}
},
"publishDate": 1385436592,
"modified": 1385436592,
"caption": null,
"description": null,
"title": "Screen Shot 2013-11-25 at 7.29.08 PM",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_32712": {
"type": "attachments",
"id": "mindshift_32712",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "32712",
"found": true
},
"parent": 31615,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z-400x161.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 161
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z-320x129.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 129
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z.jpg",
"width": 640,
"height": 258
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1384800149,
"modified": 1384800149,
"caption": null,
"description": null,
"title": "3333915724_72f7480cca_z",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_32714": {
"type": "attachments",
"id": "mindshift_32714",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "32714",
"found": true
},
"parent": 32681,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/2872099576_6d354bb62d_z-e1384804912956-400x254.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 254
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/2872099576_6d354bb62d_z-e1384804912956-320x203.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 203
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/2872099576_6d354bb62d_z-e1384804912956-640x372.jpg",
"width": 640,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/2872099576_6d354bb62d_z-e1384804912956.jpg",
"width": 640,
"height": 406
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/2872099576_6d354bb62d_z-e1384804912956-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/2872099576_6d354bb62d_z-e1384804912956-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/2872099576_6d354bb62d_z-e1384804912956-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/2872099576_6d354bb62d_z-e1384804912956-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/2872099576_6d354bb62d_z-e1384804912956-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1384804824,
"modified": 1384804824,
"caption": null,
"description": null,
"title": "2872099576_6d354bb62d_z",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_32511": {
"type": "attachments",
"id": "mindshift_32511",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "32511",
"found": true
},
"parent": 32503,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/3663391435_a9edf49128_z-e1383542890924-400x226.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 226
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/3663391435_a9edf49128_z-e1383542890924-320x181.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 181
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/3663391435_a9edf49128_z-e1383542890924.jpg",
"width": 638,
"height": 360
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/3663391435_a9edf49128_z-e1383542890924-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/3663391435_a9edf49128_z-e1383542890924-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/3663391435_a9edf49128_z-e1383542890924-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/3663391435_a9edf49128_z-e1383542890924-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/3663391435_a9edf49128_z-e1383542890924-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1383542837,
"modified": 1383542837,
"caption": null,
"description": null,
"title": "3663391435_a9edf49128_z",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_32353": {
"type": "attachments",
"id": "mindshift_32353",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "32353",
"found": true
},
"parent": 32208,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/10/Screen-Shot-2013-10-28-at-2.21.30-PM-e1383238445422-400x241.png",
"width": 400,
"mimeType": "image/png",
"height": 241
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/10/Screen-Shot-2013-10-28-at-2.21.30-PM-e1383238445422-320x193.png",
"width": 320,
"mimeType": "image/png",
"height": 193
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/10/Screen-Shot-2013-10-28-at-2.21.30-PM-e1383238445422.png",
"width": 543,
"height": 327
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/10/Screen-Shot-2013-10-28-at-2.21.30-PM-e1383238445422-96x96.png",
"width": 96,
"mimeType": "image/png",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/10/Screen-Shot-2013-10-28-at-2.21.30-PM-e1383238445422-64x64.png",
"width": 64,
"mimeType": "image/png",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/10/Screen-Shot-2013-10-28-at-2.21.30-PM-e1383238445422-75x75.png",
"width": 75,
"mimeType": "image/png",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/10/Screen-Shot-2013-10-28-at-2.21.30-PM-e1383238445422-32x32.png",
"width": 32,
"mimeType": "image/png",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/10/Screen-Shot-2013-10-28-at-2.21.30-PM-e1383238445422-128x128.png",
"width": 128,
"mimeType": "image/png",
"height": 128
}
},
"publishDate": 1382995359,
"modified": 1382995359,
"caption": null,
"description": null,
"title": "Pascal's Pensees",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
}
},
"audioPlayerReducer": {
"postId": "stream_live",
"isPaused": true,
"isPlaying": false,
"pfsActive": false,
"pledgeModalIsOpen": true,
"playerDrawerIsOpen": false,
"liveAudioPlayStartedAt": 0,
"liveAudioPlayContext": ""
},
"authorsReducer": {
"katrinaschwartz": {
"type": "authors",
"id": "234",
"meta": {
"index": "authors_1716337520",
"id": "234",
"found": true
},
"name": "Katrina Schwartz",
"firstName": "Katrina",
"lastName": "Schwartz",
"slug": "katrinaschwartz",
"email": "kschwartz@kqed.org",
"display_author_email": false,
"staff_mastheads": [
"news"
],
"title": "Producer",
"bio": "Katrina Schwartz is a journalist based in San Francisco. She's worked at KPCC public radio in LA and has reported on air and online for KQED since 2010. She covered how teaching and learning is changing for MindShift between 2012 and 2020. She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.",
"avatar": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g",
"twitter": "kschwart",
"bluesky": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "news",
"roles": [
"editor"
]
},
{
"site": "mindshift",
"roles": [
"administrator"
]
},
{
"site": "stateofhealth",
"roles": [
"author"
]
},
{
"site": "science",
"roles": [
"editor"
]
}
],
"headData": {
"title": "Katrina Schwartz | KQED",
"description": "Producer",
"ogImgSrc": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/katrinaschwartz"
},
"anniempaul": {
"type": "authors",
"id": "4355",
"meta": {
"index": "authors_1716337520",
"id": "4355",
"found": true
},
"name": "Annie Murphy Paul",
"firstName": "Annie",
"lastName": "Murphy Paul",
"slug": "anniempaul",
"email": "anniempaul@gmail.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": null,
"avatar": "https://secure.gravatar.com/avatar/060ea758e9b83d478e4e6c8a0466af50?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"author"
]
}
],
"headData": {
"title": "Annie Murphy Paul | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/060ea758e9b83d478e4e6c8a0466af50?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/060ea758e9b83d478e4e6c8a0466af50?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/anniempaul"
},
"hollykorbey": {
"type": "authors",
"id": "4445",
"meta": {
"index": "authors_1716337520",
"id": "4445",
"found": true
},
"name": "Holly Korbey",
"firstName": "Holly",
"lastName": "Korbey",
"slug": "hollykorbey",
"email": "holly@hollykorbey.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "Holly Korbey's work on parenting and education has appeared in The New York Times, The Atlantic, Babble, Brain, Child Magazine, and others. She lives in Nashville with her family. Follow her on Twitter: @HKorbey",
"avatar": "https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"contributor"
]
}
],
"headData": {
"title": "Holly Korbey | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/hollykorbey"
}
},
"pagesReducer": {
"mindshift_category_teaching-strategies": {
"type": "terms",
"id": "mindshift_193",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "193",
"score": 14.402988
},
"featImg": null,
"name": "Teaching Strategies",
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"title": "Teaching Strategies Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 193,
"slug": "teaching-strategies",
"isLoading": false,
"title": "Teaching Strategies",
"pageMeta": {
"site": "mindshift",
"WpPageTemplate": "page-topic-editorial",
"currentPage": 51
},
"blocks": [
{
"blockName": "kqed/company-paragraph",
"content": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn."
},
{
"blockName": "kqed/post-list",
"attrs": {
"layout": "cardArticle2",
"query": "posts/mindshift?category=teaching-strategies",
"seeMore": false,
"paginated": true,
"page": 51
}
},
{
"blockName": "kqed/ad"
}
]
}
},
"pfsSessionReducer": {},
"postsReducer": {
"stream_live": {
"type": "live",
"id": "stream_live",
"audioUrl": "https://streams.kqed.org/kqedradio",
"title": "Live Stream",
"excerpt": "Live Stream information currently unavailable.",
"link": "/radio",
"featImg": "",
"label": {
"name": "KQED Live",
"link": "/"
}
},
"stream_kqedNewscast": {
"type": "posts",
"id": "stream_kqedNewscast",
"audioUrl": "https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1",
"title": "KQED Newscast",
"featImg": "",
"label": {
"name": "88.5 FM",
"link": "/"
}
},
"mindshift_32897": {
"type": "posts",
"id": "mindshift_32897",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "32897",
"score": null,
"sort": [
1386175128000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1386175128,
"format": "aside",
"disqusTitle": "Should Schools Teach Social Media Skills?",
"title": "Should Schools Teach Social Media Skills?",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_32909\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/mkhmarketing/8468788107/sizes/z/in/photolist-dUmKE4-9cfdY8-dCNDST-9x7HDV-8qRDgX-8XvWXL-ec2WUa-9JxFkX-9xaAmy-aKiLeB-dV5Q7M-7Bo8Hb-7kmeU1-aoTUHC-8MeEM3-8MbLYp-8NGKC2-7BjpRa-8MeYCC-8MeW8L-8NGQyP-9EsAeJ-e1LKVj-bA7J6x-e2Ejb8-e2Ejbz-e2KXUy-9JAu9u-e1EPSV-dZxizs-dUnPaB-e1QGUD-dUtnoh-dUnZDe-dUnZaM-8AEGzs-e3tpK2-e3tjUp-e3z2Af-e1GtBw-ak1V9j-c6P5qQ-c3jJAY/http://\">\u003cimg class=\"size-full wp-image-32909\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/8468788107_255777d512_z.jpg\" alt=\"8468788107_255777d512_z\" width=\"640\" height=\"229\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/8468788107_255777d512_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/8468788107_255777d512_z-400x143.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/8468788107_255777d512_z-320x115.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://twitter.com/aarti411\">\u003cstrong>By Aarti Shahani\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Taking selfies at funerals. Tagging pictures of teens drinking alcohol at parties. Kids (and adults for that matter) post a lot of silly stuff online -- and although most of it is chatter, some of what might seem harmless leads to tragic consequences. But is it the job of schools to teach kids the dos and don'ts of social media?\u003c/p>\n\u003cp>At Lincoln High School in San Francisco's Sunset district, counselor Ian Enriquez teaches students three very big words: \"Disinhibition, reputation, anonymity.\"\u003c/p>\n\u003cp>Enriquez is using a \u003ca href=\"http://www.commonsensemedia.org/educators/curriculum\">curriculum created by the non-profit Common Sense Media\u003c/a>, a media watchdog group for parents that also offers resources for teachers. Schools in nearby Santa Clara county have adopted this curriculum into a semester-long course for all middle and high school students. Enriquez, who's doing just a one-day workshop, jokes that despite the title, “It’s not common sense.”\u003c/p>\n\u003cp>\"You want the kids in the homerooms to start thinking about what it means to be disinhibited,\" he says. Disinhibition, for those who might not know, means acting impulsively, without showing due restraint, in a way that’s aggressive or plays up another personality trait. The teenagers get it right away.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Would you say that your friends act differently online than they do in person?” Enriquez asks.\u003c/p>\n\u003cp>“Yeah, and they look different!\" responds sophomore Megan McKay.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“It would be very difficult for schools trying to keep up with Instagram, Facebook, all of the apps that exist out there that are essentially market driven.”\u003c/aside>\n\u003cp>Like many schools throughout the country, Bay Area schools hold workshops on cyberbullying, but don’t have uniform practices for teaching social media etiquette beyond that. While teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/50-reasons-to-invite-facebook-into-your-classroom/\">use platforms like Facebook as a tool to engage students in learning\u003c/a>, ongoing instruction on digital citizenship itself is the exception, not the rule.\u003c/p>\n\u003cp>Enriquez, who counsels students on health, racism, homophobia, and other topics that aren’t purely academic, believes the district should institute a mandatory social media curriculum. Enriquez says cyberbullying and viral rumors have been a problem ever since kids posted on that once-popular site MySpace. “When I started at this high school 10 years ago, almost every school fight I was aware of occurred because of something that happened in the virtual world.”\u003c/p>\n\u003cp>\u003cstrong>NOT A PRIORITY\u003c/strong>\u003c/p>\n\u003cp>Dennis Kelly, president of the \u003ca href=\"http://www.uesf.org\">United Educators of San Francisco\u003c/a>, the local teachers union, says teachers are already drowning in work -- especially now with Common Core. While social media is important, Kelly says, so are other things. “All students should learn to swim, but should it be school’s responsibility to teach them swimming?”\u003c/p>\n\u003cp>Back in the 1980s and '90s, schools introduced sex education into the classroom, in response to the AIDS epidemic.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>But social media is not a scientific, biological reality -- it's a business, and Kelly says it's not the job of public schools to dedicate scarce teaching resources, especially when that business might not be here for long. “It would be very difficult for schools trying to keep up with Instagram, Facebook, all of the apps that exist out there that are essentially market driven.”\u003c/p>\n\u003cp>But others believe that's not necessarily the case. Michelle Finneran Dennedy, the Chief Privacy Officer at McAfee, an Internet security company, says that while apps come and go, social media is here to stay.\u003c/p>\n\u003cp>\"We want PTAs to own this. We would love to see the unions start to train teachers on this,\" she says.\u003c/p>\n\u003cp>Dennedy, who teaches \u003ca href=\"http://www.mcafee.com/us/campaigns/fight_cybercrime/cru/information/safety_curriculum.html\">social media etiquette\u003c/a> through McAfee's program to students around the world, says even when kids love to share, they don't want a permanent digital trail of every phase of their private life. They want to know \"you're allowed to be that rough-and-tumble girl that turns into a prom queen. And I think it's important for us, as the technical world in particular, to allow them to have that human exploration without exploiting it.\"\u003c/p>\n\u003cp>As to the argument that Facebook restricts its platform to kids at least 13 years old and has \u003ca href=\"https://www.facebook.com/notes/facebook-safety/introducing-a-facebook-guide-for-educators-and-community-leaders/625839830770136\">resources for educators\u003c/a> (as do \u003ca href=\"http://help.instagram.com/502946753134317\">Instagram\u003c/a> and \u003ca href=\"http://www.pinterest.com/richhubbard/twitter-resources-for-educators/\">Twitter)\u003c/a>, Dennedy points out younger kids slip in anyway, and the educators who get involved are a self-selecting few. She says schools can play a critical role in teaching online etiquette to students, and can give feedback to companies that are building this new virtual reality.\u003c/p>\n\u003cp>\"I don't think it's easy,\" she says. \"I feel for educators, and I do think it's a public-private partnership.\"\u003c/p>\n\u003cp>\u003cstrong>CROSSING THE LINE\u003c/strong>\u003c/p>\n\u003cp>The students at Lincoln High School don't have a definitive take. Enriquez has them debate a hypothetical situation: Say Matt's parents are fighting and he stays over his buddy Jeff's house. Jeff gets tired of hosting him, so he Tweets or posts on Facebook: “Someone else take Matt? His parents are fighting.\"\u003c/p>\n\u003cp>Junior Eric Lamp says that violates trust. “I would get rid of the post. I don't want people to get hurt,” he says.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>But if you're Matt, you can't get rid of the post. Jeff, the publisher, has to do it.\u003c/p>\n\u003cp>How does that make Lamp feel? He shrugs his shoulders. “I feel kind of helpless. You have no power over your confidential information.\"\u003c/p>\n\u003cp>But Lamp says he's not sure it's serious enough to get a teacher involved.\u003c/p>\n\u003cp>\u003cem>Parents, teachers, students, weigh in: Should schools be responsible for teaching dos and don'ts of social media? Take our poll at KQED’s education blog: Facebook.com/mindshift.kqed\u003c/em>\u003c/p>\n\u003cp> Listen to the full California Report story here:\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ciframe width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/124027162&color=ff6600&auto_play=false&show_artwork=true\">\u003c/iframe>\u003c/p>\n\n",
"disqusIdentifier": "32897 http://blogs.kqed.org/mindshift/?p=32897",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/12/04/should-schools-teach-social-media-skills/",
"stats": {
"hasVideo": false,
"hasChartOrMap": true,
"hasAudio": true,
"hasPolis": false,
"wordCount": 959,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [
"https://w.soundcloud.com/player/"
],
"paragraphCount": 27
},
"modified": 1386617043,
"excerpt": "Taking selfies at funerals. Tagging pictures of teens drinking alcohol at parties. Kids (and adults for that matter) post a lot of silly stuff online -- and although most of it is chatter, some of what might seem harmless leads to tragic consequences. But is it the job of schools to teach kids the dos and don'ts of social media? ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Taking selfies at funerals. Tagging pictures of teens drinking alcohol at parties. Kids (and adults for that matter) post a lot of silly stuff online -- and although most of it is chatter, some of what might seem harmless leads to tragic consequences. But is it the job of schools to teach kids the dos and don'ts of social media? ",
"title": "Should Schools Teach Social Media Skills? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Should Schools Teach Social Media Skills?",
"datePublished": "2013-12-04T08:38:48-08:00",
"dateModified": "2013-12-09T11:24:03-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "should-schools-teach-social-media-skills",
"status": "publish",
"path": "/mindshift/32897/should-schools-teach-social-media-skills",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32909\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/mkhmarketing/8468788107/sizes/z/in/photolist-dUmKE4-9cfdY8-dCNDST-9x7HDV-8qRDgX-8XvWXL-ec2WUa-9JxFkX-9xaAmy-aKiLeB-dV5Q7M-7Bo8Hb-7kmeU1-aoTUHC-8MeEM3-8MbLYp-8NGKC2-7BjpRa-8MeYCC-8MeW8L-8NGQyP-9EsAeJ-e1LKVj-bA7J6x-e2Ejb8-e2Ejbz-e2KXUy-9JAu9u-e1EPSV-dZxizs-dUnPaB-e1QGUD-dUtnoh-dUnZDe-dUnZaM-8AEGzs-e3tpK2-e3tjUp-e3z2Af-e1GtBw-ak1V9j-c6P5qQ-c3jJAY/http://\">\u003cimg class=\"size-full wp-image-32909\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/8468788107_255777d512_z.jpg\" alt=\"8468788107_255777d512_z\" width=\"640\" height=\"229\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/8468788107_255777d512_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/8468788107_255777d512_z-400x143.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/8468788107_255777d512_z-320x115.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://twitter.com/aarti411\">\u003cstrong>By Aarti Shahani\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Taking selfies at funerals. Tagging pictures of teens drinking alcohol at parties. Kids (and adults for that matter) post a lot of silly stuff online -- and although most of it is chatter, some of what might seem harmless leads to tragic consequences. But is it the job of schools to teach kids the dos and don'ts of social media?\u003c/p>\n\u003cp>At Lincoln High School in San Francisco's Sunset district, counselor Ian Enriquez teaches students three very big words: \"Disinhibition, reputation, anonymity.\"\u003c/p>\n\u003cp>Enriquez is using a \u003ca href=\"http://www.commonsensemedia.org/educators/curriculum\">curriculum created by the non-profit Common Sense Media\u003c/a>, a media watchdog group for parents that also offers resources for teachers. Schools in nearby Santa Clara county have adopted this curriculum into a semester-long course for all middle and high school students. Enriquez, who's doing just a one-day workshop, jokes that despite the title, “It’s not common sense.”\u003c/p>\n\u003cp>\"You want the kids in the homerooms to start thinking about what it means to be disinhibited,\" he says. Disinhibition, for those who might not know, means acting impulsively, without showing due restraint, in a way that’s aggressive or plays up another personality trait. The teenagers get it right away.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Would you say that your friends act differently online than they do in person?” Enriquez asks.\u003c/p>\n\u003cp>“Yeah, and they look different!\" responds sophomore Megan McKay.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“It would be very difficult for schools trying to keep up with Instagram, Facebook, all of the apps that exist out there that are essentially market driven.”\u003c/aside>\n\u003cp>Like many schools throughout the country, Bay Area schools hold workshops on cyberbullying, but don’t have uniform practices for teaching social media etiquette beyond that. While teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/50-reasons-to-invite-facebook-into-your-classroom/\">use platforms like Facebook as a tool to engage students in learning\u003c/a>, ongoing instruction on digital citizenship itself is the exception, not the rule.\u003c/p>\n\u003cp>Enriquez, who counsels students on health, racism, homophobia, and other topics that aren’t purely academic, believes the district should institute a mandatory social media curriculum. Enriquez says cyberbullying and viral rumors have been a problem ever since kids posted on that once-popular site MySpace. “When I started at this high school 10 years ago, almost every school fight I was aware of occurred because of something that happened in the virtual world.”\u003c/p>\n\u003cp>\u003cstrong>NOT A PRIORITY\u003c/strong>\u003c/p>\n\u003cp>Dennis Kelly, president of the \u003ca href=\"http://www.uesf.org\">United Educators of San Francisco\u003c/a>, the local teachers union, says teachers are already drowning in work -- especially now with Common Core. While social media is important, Kelly says, so are other things. “All students should learn to swim, but should it be school’s responsibility to teach them swimming?”\u003c/p>\n\u003cp>Back in the 1980s and '90s, schools introduced sex education into the classroom, in response to the AIDS epidemic.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>But social media is not a scientific, biological reality -- it's a business, and Kelly says it's not the job of public schools to dedicate scarce teaching resources, especially when that business might not be here for long. “It would be very difficult for schools trying to keep up with Instagram, Facebook, all of the apps that exist out there that are essentially market driven.”\u003c/p>\n\u003cp>But others believe that's not necessarily the case. Michelle Finneran Dennedy, the Chief Privacy Officer at McAfee, an Internet security company, says that while apps come and go, social media is here to stay.\u003c/p>\n\u003cp>\"We want PTAs to own this. We would love to see the unions start to train teachers on this,\" she says.\u003c/p>\n\u003cp>Dennedy, who teaches \u003ca href=\"http://www.mcafee.com/us/campaigns/fight_cybercrime/cru/information/safety_curriculum.html\">social media etiquette\u003c/a> through McAfee's program to students around the world, says even when kids love to share, they don't want a permanent digital trail of every phase of their private life. They want to know \"you're allowed to be that rough-and-tumble girl that turns into a prom queen. And I think it's important for us, as the technical world in particular, to allow them to have that human exploration without exploiting it.\"\u003c/p>\n\u003cp>As to the argument that Facebook restricts its platform to kids at least 13 years old and has \u003ca href=\"https://www.facebook.com/notes/facebook-safety/introducing-a-facebook-guide-for-educators-and-community-leaders/625839830770136\">resources for educators\u003c/a> (as do \u003ca href=\"http://help.instagram.com/502946753134317\">Instagram\u003c/a> and \u003ca href=\"http://www.pinterest.com/richhubbard/twitter-resources-for-educators/\">Twitter)\u003c/a>, Dennedy points out younger kids slip in anyway, and the educators who get involved are a self-selecting few. She says schools can play a critical role in teaching online etiquette to students, and can give feedback to companies that are building this new virtual reality.\u003c/p>\n\u003cp>\"I don't think it's easy,\" she says. \"I feel for educators, and I do think it's a public-private partnership.\"\u003c/p>\n\u003cp>\u003cstrong>CROSSING THE LINE\u003c/strong>\u003c/p>\n\u003cp>The students at Lincoln High School don't have a definitive take. Enriquez has them debate a hypothetical situation: Say Matt's parents are fighting and he stays over his buddy Jeff's house. Jeff gets tired of hosting him, so he Tweets or posts on Facebook: “Someone else take Matt? His parents are fighting.\"\u003c/p>\n\u003cp>Junior Eric Lamp says that violates trust. “I would get rid of the post. I don't want people to get hurt,” he says.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>But if you're Matt, you can't get rid of the post. Jeff, the publisher, has to do it.\u003c/p>\n\u003cp>How does that make Lamp feel? He shrugs his shoulders. “I feel kind of helpless. You have no power over your confidential information.\"\u003c/p>\n\u003cp>But Lamp says he's not sure it's serious enough to get a teacher involved.\u003c/p>\n\u003cp>\u003cem>Parents, teachers, students, weigh in: Should schools be responsible for teaching dos and don'ts of social media? Take our poll at KQED’s education blog: Facebook.com/mindshift.kqed\u003c/em>\u003c/p>\n\u003cp> Listen to the full California Report story here:\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ciframe width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/124027162&color=ff6600&auto_play=false&show_artwork=true\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/32897/should-schools-teach-social-media-skills",
"authors": [
"4354"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_1040",
"mindshift_30"
],
"label": "mindshift"
},
"mindshift_32595": {
"type": "posts",
"id": "mindshift_32595",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "32595",
"score": null,
"sort": [
1385572319000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1385572319,
"format": "aside",
"disqusTitle": "Dive Into Science With Zombies, Superheroes, and Fairies",
"title": "Dive Into Science With Zombies, Superheroes, and Fairies",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_32818\" class=\"wp-caption center\" style=\"max-width: 639px\">\u003cimg class=\"size-full wp-image-32818\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/Superhero2.jpg\" alt=\"Superhero2\" width=\"639\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/Superhero2.jpg 639w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/Superhero2-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/Superhero2-320x150.jpg 320w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Sometimes, being thrown into a new situation with few resources and little knowledge can be the best way to innovate. Educators, especially those who work in smaller rural districts, can sometimes be called on to teach classes without a lot of support or resources. While those moments can be terrifying, it’s also a good time to step back from the anxious swirl of curriculum and standards to think like a kid. What would they love? Zombies, superheroes, and fairies, of course!\u003c/p>\n\u003cp>“It was a great experience for me to realize I could do something that wasn’t in the textbook, something different,” said \u003ca href=\"https://twitter.com/cinnamonrene\">Cinnamon Holsclaw\u003c/a>, a middle school science and English teacher at Red Hills Middle School in Richfield, Utah. Holsclaw was asked to teach 7th grade science on short notice with no curriculum, no money for materials and only a few old computers with a filtering system that let almost nothing through. But she wasn’t tied to any guidelines and had ample freedom to choose how she’d tackle the challenge. She decided to let her students choose.\u003c/p>\n\u003cp>“If students want to study something you know nothing about, go on the journey with them,” Holsclaw said. Her basic premise for the course was to let her students choose topics that interested them and set them to investigate. They worked in small groups of three or four and investigated one issue per quarter. “All it took on my part was a willingness to let go of 100 percent of the control and a willingness to try and find a science tie to the things kids were interested in,” Holsclaw said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If students want to study something you know nothing about, go on the journey with them.”\u003c/aside>\n\u003cp>In the first year, students investigated issues that were both local to Utah and had fairly clear science ties. Her students studied \u003ca href=\"http://science.howstuffworks.com/question73.htm\">sonic booms\u003c/a>, using Skype and email to connect with NASA experts about what they are and how they work. One group of students studied the \u003ca href=\"http://www.youtube.com/watch?v=JjKT0n5bUVE\">Pando Clone\u003c/a>, an aspen grove that is one of the largest living organism on earth. Another group of students studied “\u003ca href=\"http://historytogo.utah.gov/utah_chapters/utah_today/nucleartestingandthedownwinders.html\">downwinders\u003c/a>,” people who live downwind of nuclear test sites, a big issue in Utah. The students interviewed downwinders, studied the history of U.S. nuclear testing and learned the atomic science behind the bombs and the health effects of the tests.\u003c/p>\n\u003cp>“My confidence began to grow that I could teach a serious science class while allowing students the freedom to choose,” Holsclaw said. She realized science is in everything and it wasn’t too hard to find a link from almost any topic to serious scientific inquiry. When she could, Holsclaw tried to steer students towards Utah’s science standards (the state has not adopted the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/new-science-standards-aim-to-relate-concepts-to-students-lives/\">Next Generation Science Standards\u003c/a> yet).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Holsclaw was also up against the challenge of being in a remote location. She lives in a town of 1,500 people with no major universities or research facilities nearby. But she didn’t want her students to miss out on inspirational connections with real scientists. “Through technology we were able to talk to experts in almost any area we needed,” she said. She was amazed at the time and care experts brought to their interactions with students. “Especially when they heard the kids asking the questions and coming up with the questions they were very willing to share their knowledge.”\u003c/p>\n\u003cp>Holsclaw also teaches English so she decided to make her science course interdisciplinary. She had students write formal research papers as they were gathering information, making sure to help them define and avoid plagiarism. Then, students used the information from their papers to build apps about the projects. Finally, Holsclaw asked students to use outlining and prewriting techniques as the basis for making iMovies about their topics, which were then added into the apps they’d made. “I really liked that combination. It was a really nice melding of English and science,” Holsclaw said.\u003c/p>\n\u003cp>The first year of the class was very successful and Holsclaw soon began to think of it as her favorite class. She only had 18 students, which gave her lots of time to work individually with different groups, helping them shape their projects. In the second year, the class became an elective and swelled in size, with many more students who were less naturally motivated.\u003c/p>\n\u003cp>[contextly_sidebar id=\"48b14fe7881b49debc04686ed13b81f8\"]\u003c/p>\n\u003cp>Her new students weren’t interested in traditional science topics, but they were obsessed by zombies. They wouldn’t believe Holsclaw when she told them zombies weren’t real. Rather than shutting them down, Holsclaw began casting about for ways to make zombies relevant to science. In the end, she asked them to investigate whether it’s physiologically possible for the body’s cells to transmit messages that would animate the body, after death.\u003c/p>\n\u003cp>As a bonus, the 7th grade science standards include cellular biology, so the student’s investigation tied in nicely. To help them understand, Holsclaw asked the Salt Lake City medical examiner to visit the school, explain her job and describe what really happens after death. “She takes them through the whole process for death and decay,” said Holsclaw, and finally the students believed that the zombie premise was impossible.\u003c/p>\n\u003cp>“I was not an expert in any of these topics when the students started,” Holsclaw said. But the projects were fun for her because she was learning alongside her students. And she said parents were behind the projects as well. “The kind of parents that let their parents watch Walking Dead don’t even bat an eye at the zombie project,” she said.\u003c/p>\n\u003cp>\u003cstrong>SUPERHEROES SAVE THE DAY\u003c/strong>\u003c/p>\n\u003cp>Another group wanted to do a project related to superheroes. “The students researched genetic mutations in superheroes like Peter Parker, the Incredible Hulk and X-men,” said Holsclaw. They used the background information provided in the comic books to piece together the stories of how each superhero got their powers. \u003cspan style=\"font-size: 13px\">Then they researched real life examples of genetic mutations like goats being genetically mutated to make silk proteins, genetically modified foods and genetic defects and diseases.\u003c/span>\u003c/p>\n\u003cp>“When you add the superhero element to it the kids get really excited about it and start making the connections you want them to make,” Holsclaw said. Students compared their research on real genetics to what was going on in the comic books.\u003c/p>\n\u003cp>One of the hardest to connect, but rewarding projects students wanted to do was one on fairies. “I had a group of kids begging to do fairies and I could not think of a science tie,” Holsclaw said. In the end, she said it was a great opportunity to talk about pseudo-science, how to find reliable sources and the best way to evaluate them. Additionally, the students researched plants that had purportedly magical connections like toadstools, thyme, rue and primrose.\u003c/p>\n\u003cp>“They put the mythical and the real botanical information together to show the history of the plant and what the plant really does,” Holsclaw said. What started out as a fantasy became a great lesson in botany.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Many of the projects Holsclaw’s students wanted to do seemed impossibly difficult to link back to science at first, but with a little creativity she was usually able to find one, often surprising herself at how scientifically relevant many of the topics were. And, since Holsclaw had made her class interdisciplinary, there were plenty of great ways for students to share their findings in interesting and creative ways.\u003c/p>\n\n",
"disqusIdentifier": "32595 http://blogs.kqed.org/mindshift/?p=32595",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/11/27/dive-into-science-with-zombies-superheroes-and-fairies/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1298,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 19
},
"modified": 1385586939,
"excerpt": "Sometimes, being thrown into a new situation with few resources and little knowledge can be the best way to innovate. Educators, especially those who work in smaller rural districts, can sometimes be called on to teach classes without a lot of support or resources. While those moments can be terrifying, it’s also a good time to step back from the anxious swirl of curriculum and standards to think like a kid. What would they love? Zombies, superheroes, and fairies, of course!",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Sometimes, being thrown into a new situation with few resources and little knowledge can be the best way to innovate. Educators, especially those who work in smaller rural districts, can sometimes be called on to teach classes without a lot of support or resources. While those moments can be terrifying, it’s also a good time to step back from the anxious swirl of curriculum and standards to think like a kid. What would they love? Zombies, superheroes, and fairies, of course!",
"title": "Dive Into Science With Zombies, Superheroes, and Fairies | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Dive Into Science With Zombies, Superheroes, and Fairies",
"datePublished": "2013-11-27T09:11:59-08:00",
"dateModified": "2013-11-27T13:15:39-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "dive-into-science-with-zombies-superheroes-and-fairies",
"status": "publish",
"path": "/mindshift/32595/dive-into-science-with-zombies-superheroes-and-fairies",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32818\" class=\"wp-caption center\" style=\"max-width: 639px\">\u003cimg class=\"size-full wp-image-32818\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/Superhero2.jpg\" alt=\"Superhero2\" width=\"639\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/Superhero2.jpg 639w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/Superhero2-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/Superhero2-320x150.jpg 320w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Sometimes, being thrown into a new situation with few resources and little knowledge can be the best way to innovate. Educators, especially those who work in smaller rural districts, can sometimes be called on to teach classes without a lot of support or resources. While those moments can be terrifying, it’s also a good time to step back from the anxious swirl of curriculum and standards to think like a kid. What would they love? Zombies, superheroes, and fairies, of course!\u003c/p>\n\u003cp>“It was a great experience for me to realize I could do something that wasn’t in the textbook, something different,” said \u003ca href=\"https://twitter.com/cinnamonrene\">Cinnamon Holsclaw\u003c/a>, a middle school science and English teacher at Red Hills Middle School in Richfield, Utah. Holsclaw was asked to teach 7th grade science on short notice with no curriculum, no money for materials and only a few old computers with a filtering system that let almost nothing through. But she wasn’t tied to any guidelines and had ample freedom to choose how she’d tackle the challenge. She decided to let her students choose.\u003c/p>\n\u003cp>“If students want to study something you know nothing about, go on the journey with them,” Holsclaw said. Her basic premise for the course was to let her students choose topics that interested them and set them to investigate. They worked in small groups of three or four and investigated one issue per quarter. “All it took on my part was a willingness to let go of 100 percent of the control and a willingness to try and find a science tie to the things kids were interested in,” Holsclaw said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If students want to study something you know nothing about, go on the journey with them.”\u003c/aside>\n\u003cp>In the first year, students investigated issues that were both local to Utah and had fairly clear science ties. Her students studied \u003ca href=\"http://science.howstuffworks.com/question73.htm\">sonic booms\u003c/a>, using Skype and email to connect with NASA experts about what they are and how they work. One group of students studied the \u003ca href=\"http://www.youtube.com/watch?v=JjKT0n5bUVE\">Pando Clone\u003c/a>, an aspen grove that is one of the largest living organism on earth. Another group of students studied “\u003ca href=\"http://historytogo.utah.gov/utah_chapters/utah_today/nucleartestingandthedownwinders.html\">downwinders\u003c/a>,” people who live downwind of nuclear test sites, a big issue in Utah. The students interviewed downwinders, studied the history of U.S. nuclear testing and learned the atomic science behind the bombs and the health effects of the tests.\u003c/p>\n\u003cp>“My confidence began to grow that I could teach a serious science class while allowing students the freedom to choose,” Holsclaw said. She realized science is in everything and it wasn’t too hard to find a link from almost any topic to serious scientific inquiry. When she could, Holsclaw tried to steer students towards Utah’s science standards (the state has not adopted the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/new-science-standards-aim-to-relate-concepts-to-students-lives/\">Next Generation Science Standards\u003c/a> yet).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Holsclaw was also up against the challenge of being in a remote location. She lives in a town of 1,500 people with no major universities or research facilities nearby. But she didn’t want her students to miss out on inspirational connections with real scientists. “Through technology we were able to talk to experts in almost any area we needed,” she said. She was amazed at the time and care experts brought to their interactions with students. “Especially when they heard the kids asking the questions and coming up with the questions they were very willing to share their knowledge.”\u003c/p>\n\u003cp>Holsclaw also teaches English so she decided to make her science course interdisciplinary. She had students write formal research papers as they were gathering information, making sure to help them define and avoid plagiarism. Then, students used the information from their papers to build apps about the projects. Finally, Holsclaw asked students to use outlining and prewriting techniques as the basis for making iMovies about their topics, which were then added into the apps they’d made. “I really liked that combination. It was a really nice melding of English and science,” Holsclaw said.\u003c/p>\n\u003cp>The first year of the class was very successful and Holsclaw soon began to think of it as her favorite class. She only had 18 students, which gave her lots of time to work individually with different groups, helping them shape their projects. In the second year, the class became an elective and swelled in size, with many more students who were less naturally motivated.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Her new students weren’t interested in traditional science topics, but they were obsessed by zombies. They wouldn’t believe Holsclaw when she told them zombies weren’t real. Rather than shutting them down, Holsclaw began casting about for ways to make zombies relevant to science. In the end, she asked them to investigate whether it’s physiologically possible for the body’s cells to transmit messages that would animate the body, after death.\u003c/p>\n\u003cp>As a bonus, the 7th grade science standards include cellular biology, so the student’s investigation tied in nicely. To help them understand, Holsclaw asked the Salt Lake City medical examiner to visit the school, explain her job and describe what really happens after death. “She takes them through the whole process for death and decay,” said Holsclaw, and finally the students believed that the zombie premise was impossible.\u003c/p>\n\u003cp>“I was not an expert in any of these topics when the students started,” Holsclaw said. But the projects were fun for her because she was learning alongside her students. And she said parents were behind the projects as well. “The kind of parents that let their parents watch Walking Dead don’t even bat an eye at the zombie project,” she said.\u003c/p>\n\u003cp>\u003cstrong>SUPERHEROES SAVE THE DAY\u003c/strong>\u003c/p>\n\u003cp>Another group wanted to do a project related to superheroes. “The students researched genetic mutations in superheroes like Peter Parker, the Incredible Hulk and X-men,” said Holsclaw. They used the background information provided in the comic books to piece together the stories of how each superhero got their powers. \u003cspan style=\"font-size: 13px\">Then they researched real life examples of genetic mutations like goats being genetically mutated to make silk proteins, genetically modified foods and genetic defects and diseases.\u003c/span>\u003c/p>\n\u003cp>“When you add the superhero element to it the kids get really excited about it and start making the connections you want them to make,” Holsclaw said. Students compared their research on real genetics to what was going on in the comic books.\u003c/p>\n\u003cp>One of the hardest to connect, but rewarding projects students wanted to do was one on fairies. “I had a group of kids begging to do fairies and I could not think of a science tie,” Holsclaw said. In the end, she said it was a great opportunity to talk about pseudo-science, how to find reliable sources and the best way to evaluate them. Additionally, the students researched plants that had purportedly magical connections like toadstools, thyme, rue and primrose.\u003c/p>\n\u003cp>“They put the mythical and the real botanical information together to show the history of the plant and what the plant really does,” Holsclaw said. What started out as a fantasy became a great lesson in botany.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many of the projects Holsclaw’s students wanted to do seemed impossibly difficult to link back to science at first, but with a little creativity she was usually able to find one, often surprising herself at how scientifically relevant many of the topics were. And, since Holsclaw had made her class interdisciplinary, there were plenty of great ways for students to share their findings in interesting and creative ways.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/32595/dive-into-science-with-zombies-superheroes-and-fairies",
"authors": [
"234"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_1040",
"mindshift_797",
"mindshift_623",
"mindshift_551"
],
"featImg": "mindshift_32819",
"label": "mindshift"
},
"mindshift_32318": {
"type": "posts",
"id": "mindshift_32318",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "32318",
"score": null,
"sort": [
1385487937000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1385487937,
"format": "aside",
"disqusTitle": "How Visual Thinking Improves Writing",
"title": "How Visual Thinking Improves Writing",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_32814\" class=\"wp-caption center\" style=\"max-width: 520px\">\u003cimg class=\"size-full wp-image-32814\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM.png\" alt=\"Screen Shot 2013-11-25 at 7.29.08 PM\" width=\"520\" height=\"242\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM-400x186.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM-320x149.png 320w\" sizes=\"(max-width: 520px) 100vw, 520px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Younger kids typically love to draw and aren't too worried about the outcomes of their artwork -- until they get older. By the time they've learned to read and write, art takes a back burner to academics, primarily because of what most schools prioritize. Over time it becomes harder for kids to think in pictures the way they once did. But what if students were encouraged to think in pictures alongside words?\u003c/p>\n\u003cp>“There’s something about writing that is a link to your brain,” said \u003ca href=\"http://www.marissamoss.com/\">Marissa Moss\u003c/a>, author of the popular children’s book series \u003ca href=\"http://www.marissamoss.com/books.php?series=amelia\">Amelia’s Notebook\u003c/a>. In the books, Moss takes on the persona of a little girl expressing her ideas about the world and people around her. The books are a combination of words and drawings and look free form – as though Amelia sketched them herself.\u003c/p>\n\u003cp>Taking a cue from Moss, teachers from \u003ca href=\"http://oakknoll.mpcsd.org/modules/cms/announce.phtml?sessionid=f5209f8c8981312fcb7a852c762ce48a\">Oak Knoll Elementary School\u003c/a> in Menlo Park, Calif., decided to have their students keep notebooks in a similar style. The notebooks aren’t graded; rather, they're a place of private, free expression. Karen Clancy and Andrea Boatright presented the project at the \u003ca href=\"http://www.innovativelearningconference.org/\">Innovative Learning Conference\u003c/a> hosted by the Nueva School recently.\u003c/p>\n\u003cp>“They’re not used to being given permission to write about whatever they want,” Clancy said. But once her students realized that they really weren’t being graded and that they had freedom of expression, they eventually came to demand time to write.\u003c/p>\n\u003cp>Moss says writing without fear of consequences is key to developing a writer’s voice. “If you're perfect you are guaranteed to not write a thing,” Moss said. “It’s like driving with one foot on the gas and one foot on the break.” She has developed some\u003ca href=\"http://www.marissamoss.com/teacherinfo.php\"> guides\u003c/a> to help teachers coax students into using art and writing in their journals at the same time, as a way of flexing their visual thinking along with literacy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“You have no power when you are a kid, but when you are telling stories you have incredible power. Kids get that.” \u003c/aside>\n\u003cp>She thinks it’s important for students to have a space to express themselves without specific writing assignments or limitations. They write and draw what matters in their own lives and in the process develop their voice, humor, and point of view. They get to play with language and break out of cookie cutter forms of writing like the persuasive essay.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At Oak Knoll, the students love what they call their Lifebook Journals, writing in them daily in addition to other, more formal writing assigned and graded by the teacher. “This will affect their ability to do all the other things they need to know,” said Andrea Boatright, another teacher at Oak Knoll who uses Lifebooks.\u003c/p>\n\u003cp>“You have no power when you are a kid, but when you are telling stories you have incredible power,” Moss said. “Kids get that.” And when they have the space to write and draw some realize they like to write, and by extension read, more than they thought. “It’s so easy to quash people and then they never want to write again,” Moss said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"cd213b82ebaac523aaa94882ed2fb4ae\"]\u003c/p>\n\u003cp>While her students love their journals now, Boatright admits it was a little hard to get even young students to believe they wouldn’t be graded on their writing. So at first, Boatright gave her students “beginner Lifebooks,” just pieces of paper stapled together with construction paper covers. She discussed with the class how to write and draw out their thoughts. She even modeled what the Lifebook could look like. When students were writing in the Lifebooks, so was she. It took her students about a month to settle into the project.\u003c/p>\n\u003cp>Once the students were more comfortable with the idea of free expression, Boatright asked students to pick one thing they’d written and share it with the class, one what she called a “museum day.” After sharing, students were allowed to graduate to a permanent Lifebook -- a composition notebook personalized by the owner.\u003c/p>\n\u003cp>Now, the students write four to five times a week for 45 minutes at a time. Boatright helps prompt kids that get stuck and some kids choose to do comic strips at first, easing into heavier writing later. Other students have worked collaboratively on Lifebook stories.\u003c/p>\n\u003cp>Boatright says her students’ word choice, voice and sentence fluency improved dramatically after starting the Lifebook project. She compared a class that used Lifebooks with another class in the school that otherwise used the same curriculum, but didn’t incorporate Lifebooks. She found that students who kept Lifebooks had an increased motivation to write, something parents noticed as well.\u003c/p>\n\u003cp>“Writing and reading go together,” Moss pointed out. “If you write well, you’ll be more excited about reading.” Often English class focuses on formal skills and formalized assessments. But those assignments often don’t allow students to develop a distinct voice, one of the hardest things to teach, she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
"disqusIdentifier": "32318 http://blogs.kqed.org/mindshift/?p=32318",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/11/26/how-visual-thinking-improves-writing/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 874,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 15
},
"modified": 1385488249,
"excerpt": "Encouraging kids to think in pictures and words can free up their creativity and language skills as they write.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Encouraging kids to think in pictures and words can free up their creativity and language skills as they write.",
"title": "How Visual Thinking Improves Writing | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Visual Thinking Improves Writing",
"datePublished": "2013-11-26T09:45:37-08:00",
"dateModified": "2013-11-26T09:50:49-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-visual-thinking-improves-writing",
"status": "publish",
"path": "/mindshift/32318/how-visual-thinking-improves-writing",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32814\" class=\"wp-caption center\" style=\"max-width: 520px\">\u003cimg class=\"size-full wp-image-32814\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM.png\" alt=\"Screen Shot 2013-11-25 at 7.29.08 PM\" width=\"520\" height=\"242\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM-400x186.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM-320x149.png 320w\" sizes=\"(max-width: 520px) 100vw, 520px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Younger kids typically love to draw and aren't too worried about the outcomes of their artwork -- until they get older. By the time they've learned to read and write, art takes a back burner to academics, primarily because of what most schools prioritize. Over time it becomes harder for kids to think in pictures the way they once did. But what if students were encouraged to think in pictures alongside words?\u003c/p>\n\u003cp>“There’s something about writing that is a link to your brain,” said \u003ca href=\"http://www.marissamoss.com/\">Marissa Moss\u003c/a>, author of the popular children’s book series \u003ca href=\"http://www.marissamoss.com/books.php?series=amelia\">Amelia’s Notebook\u003c/a>. In the books, Moss takes on the persona of a little girl expressing her ideas about the world and people around her. The books are a combination of words and drawings and look free form – as though Amelia sketched them herself.\u003c/p>\n\u003cp>Taking a cue from Moss, teachers from \u003ca href=\"http://oakknoll.mpcsd.org/modules/cms/announce.phtml?sessionid=f5209f8c8981312fcb7a852c762ce48a\">Oak Knoll Elementary School\u003c/a> in Menlo Park, Calif., decided to have their students keep notebooks in a similar style. The notebooks aren’t graded; rather, they're a place of private, free expression. Karen Clancy and Andrea Boatright presented the project at the \u003ca href=\"http://www.innovativelearningconference.org/\">Innovative Learning Conference\u003c/a> hosted by the Nueva School recently.\u003c/p>\n\u003cp>“They’re not used to being given permission to write about whatever they want,” Clancy said. But once her students realized that they really weren’t being graded and that they had freedom of expression, they eventually came to demand time to write.\u003c/p>\n\u003cp>Moss says writing without fear of consequences is key to developing a writer’s voice. “If you're perfect you are guaranteed to not write a thing,” Moss said. “It’s like driving with one foot on the gas and one foot on the break.” She has developed some\u003ca href=\"http://www.marissamoss.com/teacherinfo.php\"> guides\u003c/a> to help teachers coax students into using art and writing in their journals at the same time, as a way of flexing their visual thinking along with literacy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“You have no power when you are a kid, but when you are telling stories you have incredible power. Kids get that.” \u003c/aside>\n\u003cp>She thinks it’s important for students to have a space to express themselves without specific writing assignments or limitations. They write and draw what matters in their own lives and in the process develop their voice, humor, and point of view. They get to play with language and break out of cookie cutter forms of writing like the persuasive essay.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At Oak Knoll, the students love what they call their Lifebook Journals, writing in them daily in addition to other, more formal writing assigned and graded by the teacher. “This will affect their ability to do all the other things they need to know,” said Andrea Boatright, another teacher at Oak Knoll who uses Lifebooks.\u003c/p>\n\u003cp>“You have no power when you are a kid, but when you are telling stories you have incredible power,” Moss said. “Kids get that.” And when they have the space to write and draw some realize they like to write, and by extension read, more than they thought. “It’s so easy to quash people and then they never want to write again,” Moss said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>While her students love their journals now, Boatright admits it was a little hard to get even young students to believe they wouldn’t be graded on their writing. So at first, Boatright gave her students “beginner Lifebooks,” just pieces of paper stapled together with construction paper covers. She discussed with the class how to write and draw out their thoughts. She even modeled what the Lifebook could look like. When students were writing in the Lifebooks, so was she. It took her students about a month to settle into the project.\u003c/p>\n\u003cp>Once the students were more comfortable with the idea of free expression, Boatright asked students to pick one thing they’d written and share it with the class, one what she called a “museum day.” After sharing, students were allowed to graduate to a permanent Lifebook -- a composition notebook personalized by the owner.\u003c/p>\n\u003cp>Now, the students write four to five times a week for 45 minutes at a time. Boatright helps prompt kids that get stuck and some kids choose to do comic strips at first, easing into heavier writing later. Other students have worked collaboratively on Lifebook stories.\u003c/p>\n\u003cp>Boatright says her students’ word choice, voice and sentence fluency improved dramatically after starting the Lifebook project. She compared a class that used Lifebooks with another class in the school that otherwise used the same curriculum, but didn’t incorporate Lifebooks. She found that students who kept Lifebooks had an increased motivation to write, something parents noticed as well.\u003c/p>\n\u003cp>“Writing and reading go together,” Moss pointed out. “If you write well, you’ll be more excited about reading.” Often English class focuses on formal skills and formalized assessments. But those assignments often don’t allow students to develop a distinct voice, one of the hardest things to teach, she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/32318/how-visual-thinking-improves-writing",
"authors": [
"234"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_1036",
"mindshift_862",
"mindshift_1040",
"mindshift_851"
],
"featImg": "mindshift_32814",
"label": "mindshift"
},
"mindshift_32795": {
"type": "posts",
"id": "mindshift_32795",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "32795",
"score": null,
"sort": [
1385399677000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1385399677,
"format": "aside",
"disqusTitle": "How Do We Inspire Young Inventors? ",
"title": "How Do We Inspire Young Inventors? ",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_32802\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32802\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/7566329228_4d5377458b_z-e1385399548948.jpg\" alt=\"7566329228_4d5377458b_z\" width=\"640\" height=\"363\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/7566329228_4d5377458b_z-e1385399548948.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/7566329228_4d5377458b_z-e1385399548948-400x227.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/7566329228_4d5377458b_z-e1385399548948-320x182.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In New Haven, Connecticut, where I live with my husband and two sons, we are lucky to have nearby the \u003ca href=\"http://www.eliwhitney.org/\">Eli Whitney Museum\u003c/a>. This place is the opposite of a please don't touch repository of fine art. It's an \"experimental learning workshop\" where kids engage in an essential but increasingly rare activity: they make stuff. Right now, looking around my living room, I can see lots of the stuff made there by my older son: a model ship that can move around in water with the aid of a battery-powered motor he put together; a \"camera obscura\" that can project a real-world scene onto a wall in a darkened room; a wooden pinball game he designed himself. (You can view an archive of Eli Whitney Museum projects \u003ca href=\"http://www.eliwhitney.org/workshop/archived-projects-and-programs/archived-project-designs\">here\u003c/a>.)\u003c/p>\n\u003cp>The people who run Eli Whitney call these hands-on projects \"experiments.\" As they put it: \"Experiments are a way of learning things. They require self-guided trial and error, active exploration, and testing by all the senses. Experiments begin with important questions, questions that make you think or that inspire you to create.\" This process of exploring, testing and finding out is vital to children's intellectual and psychological development—but opportunities to engage in it are fewer than they once were. “My friends and I grew up playing around in the garage, fixing our cars,” says Frank Keil, a Yale University psychologist who is in his early 60's. “Today kids are sealed in a silicon bubble. They don’t know how anything works.”\u003c/p>\n\u003caside class=\"pullquote alignright\">“We scour the country looking for young builders and inventors. They’re getting harder and harder to find.”\u003c/aside>\n\u003cp>Many others have noticed this phenomenon. Engineering professors report that students now enter college without the kind of hands-on expertise they once unfailingly possessed. At the Massachusetts Institute of Technology, “we scour the country looking for young builders and inventors,” says Kim Vandiver, dean for undergraduate research. “They’re getting harder and harder to find.” MIT now offers classes and extracurricular activities devoted to taking things apart and putting them together, an effort to teach students the skills their fathers and grandfathers learned curbside on weekend afternoons.\u003c/p>\n\u003cp>Why should this matter? Some would argue that the digital age has rendered such technical know-how obsolete. Our omnipresent devices work the way we want them to (well, most of the time), with no skill required beyond pushing a button. What’s to be gained by knowing how they work?\u003c/p>\n\u003cp>[contextly_sidebar id=\"435a7c12bab87499ab55bd48b0c583b3\"]\u003c/p>\n\u003cp>Actually, a lot. Research in the science of learning shows that hands-on building projects help young people conceptualize ideas and understand issues in greater depth. In an \u003ca href=\"http://www.ingentaconnect.com/content/intjee/ijee/2009/00000025/00000001/art00022\">experiment\u003c/a> described in the International Journal of Engineering Education in 2009, for example, one group of eighth-graders was taught about water resources in the traditional way: classroom lectures, handouts and worksheets. Meanwhile, a group of their classmates explored the same subject by designing and constructing a water purification device. The students in the second group learned the material better: they knew more about the importance of clean drinking water and how it is produced, and they engaged in deeper and more complex thinking in response to open-ended questions on water resources and water quality.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If we want more young people to choose a profession in one of the group of crucial fields known as STEM—science, technology, engineering and math—we ought to start cultivating these interests and skills early. But the way to do so may not be the kind of highly structured and directed instruction that we usually associate with these subjects. Instead, some educators have begun taking seriously an activity often dismissed as a waste of time: tinkering. Tinkering is the polar opposite of the test-driven, results-oriented approach of No Child Left Behind: it involves a loose process of trying things out, seeing what happens, reflecting and evaluating, and trying again.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Tinkering is the way that real science happens, in all its messy glory,\" says Sylvia Martinez, co-author of the new book \u003ca href=\"http://www.inventtolearn.com/about-the-book/\">Invent To Learn: Making, Tinkering, and Engineering in the Classroom\u003c/a>. Martinez is one of the leaders of the \"makers' movement,\" a nationwide effort to help kids discover the value of getting their hands dirty and their minds engaged. The next generation of scientists—and artists, and inventors, and entrepreneurs—may depend on it.\u003c/p>\n\n",
"disqusIdentifier": "32795 http://blogs.kqed.org/mindshift/?p=32795",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/11/25/how-do-we-inspire-young-inventors/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 751,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 9
},
"modified": 1385399677,
"excerpt": "Research in the science of learning shows that hands-on building projects help young people conceptualize ideas and understand issues in greater depth. If we want more young people to choose a profession in one of the group of crucial fields known as STEM, we ought to start cultivating these interests and skills early.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Research in the science of learning shows that hands-on building projects help young people conceptualize ideas and understand issues in greater depth. If we want more young people to choose a profession in one of the group of crucial fields known as STEM, we ought to start cultivating these interests and skills early.",
"title": "How Do We Inspire Young Inventors? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Do We Inspire Young Inventors? ",
"datePublished": "2013-11-25T09:14:37-08:00",
"dateModified": "2013-11-25T09:14:37-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-do-we-inspire-young-inventors",
"status": "publish",
"path": "/mindshift/32795/how-do-we-inspire-young-inventors",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32802\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32802\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/7566329228_4d5377458b_z-e1385399548948.jpg\" alt=\"7566329228_4d5377458b_z\" width=\"640\" height=\"363\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/7566329228_4d5377458b_z-e1385399548948.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/7566329228_4d5377458b_z-e1385399548948-400x227.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/7566329228_4d5377458b_z-e1385399548948-320x182.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In New Haven, Connecticut, where I live with my husband and two sons, we are lucky to have nearby the \u003ca href=\"http://www.eliwhitney.org/\">Eli Whitney Museum\u003c/a>. This place is the opposite of a please don't touch repository of fine art. It's an \"experimental learning workshop\" where kids engage in an essential but increasingly rare activity: they make stuff. Right now, looking around my living room, I can see lots of the stuff made there by my older son: a model ship that can move around in water with the aid of a battery-powered motor he put together; a \"camera obscura\" that can project a real-world scene onto a wall in a darkened room; a wooden pinball game he designed himself. (You can view an archive of Eli Whitney Museum projects \u003ca href=\"http://www.eliwhitney.org/workshop/archived-projects-and-programs/archived-project-designs\">here\u003c/a>.)\u003c/p>\n\u003cp>The people who run Eli Whitney call these hands-on projects \"experiments.\" As they put it: \"Experiments are a way of learning things. They require self-guided trial and error, active exploration, and testing by all the senses. Experiments begin with important questions, questions that make you think or that inspire you to create.\" This process of exploring, testing and finding out is vital to children's intellectual and psychological development—but opportunities to engage in it are fewer than they once were. “My friends and I grew up playing around in the garage, fixing our cars,” says Frank Keil, a Yale University psychologist who is in his early 60's. “Today kids are sealed in a silicon bubble. They don’t know how anything works.”\u003c/p>\n\u003caside class=\"pullquote alignright\">“We scour the country looking for young builders and inventors. They’re getting harder and harder to find.”\u003c/aside>\n\u003cp>Many others have noticed this phenomenon. Engineering professors report that students now enter college without the kind of hands-on expertise they once unfailingly possessed. At the Massachusetts Institute of Technology, “we scour the country looking for young builders and inventors,” says Kim Vandiver, dean for undergraduate research. “They’re getting harder and harder to find.” MIT now offers classes and extracurricular activities devoted to taking things apart and putting them together, an effort to teach students the skills their fathers and grandfathers learned curbside on weekend afternoons.\u003c/p>\n\u003cp>Why should this matter? Some would argue that the digital age has rendered such technical know-how obsolete. Our omnipresent devices work the way we want them to (well, most of the time), with no skill required beyond pushing a button. What’s to be gained by knowing how they work?\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Actually, a lot. Research in the science of learning shows that hands-on building projects help young people conceptualize ideas and understand issues in greater depth. In an \u003ca href=\"http://www.ingentaconnect.com/content/intjee/ijee/2009/00000025/00000001/art00022\">experiment\u003c/a> described in the International Journal of Engineering Education in 2009, for example, one group of eighth-graders was taught about water resources in the traditional way: classroom lectures, handouts and worksheets. Meanwhile, a group of their classmates explored the same subject by designing and constructing a water purification device. The students in the second group learned the material better: they knew more about the importance of clean drinking water and how it is produced, and they engaged in deeper and more complex thinking in response to open-ended questions on water resources and water quality.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If we want more young people to choose a profession in one of the group of crucial fields known as STEM—science, technology, engineering and math—we ought to start cultivating these interests and skills early. But the way to do so may not be the kind of highly structured and directed instruction that we usually associate with these subjects. Instead, some educators have begun taking seriously an activity often dismissed as a waste of time: tinkering. Tinkering is the polar opposite of the test-driven, results-oriented approach of No Child Left Behind: it involves a loose process of trying things out, seeing what happens, reflecting and evaluating, and trying again.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Tinkering is the way that real science happens, in all its messy glory,\" says Sylvia Martinez, co-author of the new book \u003ca href=\"http://www.inventtolearn.com/about-the-book/\">Invent To Learn: Making, Tinkering, and Engineering in the Classroom\u003c/a>. Martinez is one of the leaders of the \"makers' movement,\" a nationwide effort to help kids discover the value of getting their hands dirty and their minds engaged. The next generation of scientists—and artists, and inventors, and entrepreneurs—may depend on it.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/32795/how-do-we-inspire-young-inventors",
"authors": [
"4355"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_1040",
"mindshift_975"
],
"label": "mindshift"
},
"mindshift_32583": {
"type": "posts",
"id": "mindshift_32583",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "32583",
"score": null,
"sort": [
1384963211000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1384963211,
"format": "aside",
"disqusTitle": "How Does 'Lord of the Flies' Fit Into Common Core?",
"title": "How Does 'Lord of the Flies' Fit Into Common Core?",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_32748\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32748\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/4409427873_c710b0ecc6_z-e1384822427930.jpg\" alt=\"4409427873_c710b0ecc6_z\" width=\"640\" height=\"315\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/4409427873_c710b0ecc6_z-e1384822427930.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/4409427873_c710b0ecc6_z-e1384822427930-400x197.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/4409427873_c710b0ecc6_z-e1384822427930-320x158.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In a recent \u003ca href=\"http://www.newrepublic.com/article/115393/common-core-standards-make-mockery-novels-complexity\">New Republic essay\u003c/a> on the new Common Core reading standards, University of Iowa English professor Blaine Greteman complained that the Common Core’s method of deciding text complexity -- the \u003ca href=\"http://www.lexile.com/\">Lexile score\u003c/a> -- is making a mockery of learning to read by assigning books a “complexity score” between 0-1600, based \u003ca href=\"http://www.lexile.com/about-lexile/lexile-overview/\">mostly on vocabulary words and sentence length\u003c/a>.\u003c/p>\n\u003cp>Under this new standard of judging a book, said Greteman, \u003cem>Huckleberry Finn\u003c/em> becomes too easy for high schoolers, and Raymond Carver’s \u003cem>Cathedral\u003c/em> scores in about the same range as \u003cem>Curious George Gets a Medal\u003c/em>. “Few would oppose giving teachers better tools to challenge students, but this approach seems badly flawed,” Greteman wrote. “Lexile scoring is the intellectual equivalent of a thermometer: perfect for cooking turkeys, but not for encouraging moral growth.”\u003c/p>\n\u003cp dir=\"ltr\">According to the Common Core English Language Arts Standards website, however, the Lexile isn’t the \u003cem>only\u003c/em> measure of reading difficulty; the standard for measuring text complexity is \u003ca href=\"http://www.corestandards.org/ELA-Literacy/standard-10-range-quality-complexity/measuring-text-complexity-three-factors\">measured in three ways\u003c/a>: the quantitative evaluation (the Lexile score), the quantitative (levels of meaning, structure, and clarity), and “matching reader to text and task” (motivation, knowledge and experiences). In this way, defining text complexity for students is actually a little more complex than just assigning it a score: for example, Toni Morrison’s \u003cem>Beloved\u003c/em> (score: 870L) may fall in the fifth-grade-range for its word choice and syntax, but the subject matter makes it a poor choice for 11-year-olds.\u003c/p>\n\u003cp dir=\"ltr\">\n\u003caside class=\"pullquote alignleft\">\"If you’ve never read archaic text, or language that’s 150 years old, when you get to college, and someone hands you \u003cem>The Faerie Queene\u003c/em>, you’re dead.”\u003c/aside>\n\u003c/p>\n\u003cp dir=\"ltr\">But many \u003ca href=\"http://www.theatlantic.com/education/archive/2013/10/teachers-are-supposed-to-assign-harder-books-but-they-arent-doing-it-yet/280760/\">teachers have yet to begin assigning\u003c/a> harder, Common Core-approved books, and the reasons why are unclear. According to a recent \u003ca href=\"http://www.edexcellence.net/publications/common-core-in-the-schools\">Thomas B. Fordham Institute report\u003c/a>, a survey of teachers shows that, while many are aware of Common Core’s requirement for assigning harder books, few have yet to implement the changes because they are more focused on reading skills. “An astonishing 73 percent of elementary school teachers and 56 percent of middle school teachers place greater emphasis on reading skills than the text,” researchers wrote, “high school teachers are more divided, with roughly equal portions prioritizing either skills or texts.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp dir=\"ltr\">Reading skills do matter, said \u003cem>Teach Like a Champion\u003c/em>’s Doug Lemov, but so do the books teachers choose to read. Lemov said he’s “passionate” about the details of text complexity and selection, and thinks educators and leaders should come together and spend more time building and managing a canon of appropriately complex books for students to read. “The fact that we mostly don’t manage text selection, or provide guidance on or think much about what complexity means, suggests that we don’t think what texts we choose matters all that much, whether we want to admit that to ourselves or not,” he said.\u003c/p>\n\u003cp dir=\"ltr\">Lemov sees the Lexile as part of a necessary step toward getting educators to teach harder texts -- even if the way books are measured is flawed and incomplete. “You know that old saying about accountants?” said Lemov. “They’d rather be exactly wrong than generally right.” Lemov said that measuring books by vocabulary and sentence length doesn’t account for all the ways that texts can be challenging for students, and suggested a more holistic look at how educators and leaders choose and assign books under the new standards - what he calls \u003ca href=\"http://teachlikeachampion.com/blog/on-text-complexity-and-reading-part-1-the-five-plagues-of-the-developing-reader/\">The Five Plagues of the Developing Reader\u003c/a>. His list of textual qualities to consider goes above and beyond vocabulary and sentences, and includes archaic language, non-linear time sequences, unreliable or complex narrators, figurative or symbolic text, and resistant text, which makes the reader work to uncover its meaning.\u003c/p>\n\u003cp>To give an example of the gap between a Lexile score and the Five Plagues approach, Lemov took a few of his favorite middle school books to teach, and plotted them on a graph alongside the target Lexile range according to the \u003ca href=\"http://www.corestandards.org/assets/Appendix_B.pdf\">Common Core exemplar books \u003c/a>for middle school. “The circles represent the Common Core sweet spot,” for each grade, he said.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-32742\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/Screen-Shot-2013-11-18-at-4.11.29-PM-640x445.png\" alt=\"Screen Shot 2013-11-18 at 4.11.29 PM\" width=\"543\" height=\"377\">\u003c/p>\n\u003cp dir=\"ltr\">(\u003cem>Graph above is from Lemov’s forthcoming book, as of yet untitled, along with Erica Woolay and Colleen Driggs.\u003c/em>)\u003c/p>\n\u003cp dir=\"ltr\">“It’s not just that some of our favorite books don’t measure up on the Lexile scale,” Lemov wrote in an accompanying \u003ca href=\"http://teachlikeachampion.com/blog/on-text-complexity-and-reading-part-1-the-five-plagues-of-the-developing-reader/\">blog post\u003c/a>, “but that often those very same books are the ones we think are eminently rigorous. And they sometimes scored lower than ones we think of as less rigorous.”\u003c/p>\n\u003cp dir=\"ltr\">For example, two favorites, \u003cem>Lord of the Flies\u003c/em> (770L) and \u003cem>The Outsiders\u003c/em> (750L), are textual cousins according to Lexile, and both come in lower than the target complexity for grades seven and eight. But Lemov said anyone who has read \u003cem>Lord of the Flies\u003c/em> knows that’s not true. “\u003cem>Lord of the Flies\u003c/em> is hard, and significantly harder [than \u003cem>The Outsiders\u003c/em>], significantly more complex,” said Lemov. “Anyone who has read that book knows how hard it is. It has archaic language, it’s full of allusions to different worlds, they use British English.”\u003c/p>\n\u003cp>Lemov appears to view the Lexile scores for student texts as a small part of a much larger conversation teachers need to be having about the books they teach and why. And he and his team of teacher-researchers encourage educators and school leaders to intentionally manage text selection to ensure they’re maximizing the different kinds of complexity, making sure kids get exposed to all the different ways books can be challenging.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“It’s too important to let it happen by accident,” he said. “Our argument is, you have to systematically expose kids [to different kinds of text]. If you’ve never read archaic text, or language that’s 150 years old, when you get to college, and someone hands you \u003cem>The Faerie Queene\u003c/em>, you’re dead.”\u003c/p>\n\n",
"disqusIdentifier": "32583 http://blogs.kqed.org/mindshift/?p=32583",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/11/20/where-does-lord-of-the-flies-fit-into-common-core/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1038,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 7
},
"modified": 1385140804,
"excerpt": "Many teachers have yet to begin assigning harder, Common Core-approved books. According to a recent Thomas B. Fordham Institute report, a survey of teachers shows that, while many are aware of Common Core’s requirement for assigning harder books, few have yet to implement the changes because they are more focused on reading skills. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Many teachers have yet to begin assigning harder, Common Core-approved books. According to a recent Thomas B. Fordham Institute report, a survey of teachers shows that, while many are aware of Common Core’s requirement for assigning harder books, few have yet to implement the changes because they are more focused on reading skills. ",
"title": "How Does 'Lord of the Flies' Fit Into Common Core? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Does 'Lord of the Flies' Fit Into Common Core?",
"datePublished": "2013-11-20T08:00:11-08:00",
"dateModified": "2013-11-22T09:20:04-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "where-does-lord-of-the-flies-fit-into-common-core",
"status": "publish",
"path": "/mindshift/32583/where-does-lord-of-the-flies-fit-into-common-core",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32748\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32748\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/4409427873_c710b0ecc6_z-e1384822427930.jpg\" alt=\"4409427873_c710b0ecc6_z\" width=\"640\" height=\"315\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/4409427873_c710b0ecc6_z-e1384822427930.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/4409427873_c710b0ecc6_z-e1384822427930-400x197.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/4409427873_c710b0ecc6_z-e1384822427930-320x158.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In a recent \u003ca href=\"http://www.newrepublic.com/article/115393/common-core-standards-make-mockery-novels-complexity\">New Republic essay\u003c/a> on the new Common Core reading standards, University of Iowa English professor Blaine Greteman complained that the Common Core’s method of deciding text complexity -- the \u003ca href=\"http://www.lexile.com/\">Lexile score\u003c/a> -- is making a mockery of learning to read by assigning books a “complexity score” between 0-1600, based \u003ca href=\"http://www.lexile.com/about-lexile/lexile-overview/\">mostly on vocabulary words and sentence length\u003c/a>.\u003c/p>\n\u003cp>Under this new standard of judging a book, said Greteman, \u003cem>Huckleberry Finn\u003c/em> becomes too easy for high schoolers, and Raymond Carver’s \u003cem>Cathedral\u003c/em> scores in about the same range as \u003cem>Curious George Gets a Medal\u003c/em>. “Few would oppose giving teachers better tools to challenge students, but this approach seems badly flawed,” Greteman wrote. “Lexile scoring is the intellectual equivalent of a thermometer: perfect for cooking turkeys, but not for encouraging moral growth.”\u003c/p>\n\u003cp dir=\"ltr\">According to the Common Core English Language Arts Standards website, however, the Lexile isn’t the \u003cem>only\u003c/em> measure of reading difficulty; the standard for measuring text complexity is \u003ca href=\"http://www.corestandards.org/ELA-Literacy/standard-10-range-quality-complexity/measuring-text-complexity-three-factors\">measured in three ways\u003c/a>: the quantitative evaluation (the Lexile score), the quantitative (levels of meaning, structure, and clarity), and “matching reader to text and task” (motivation, knowledge and experiences). In this way, defining text complexity for students is actually a little more complex than just assigning it a score: for example, Toni Morrison’s \u003cem>Beloved\u003c/em> (score: 870L) may fall in the fifth-grade-range for its word choice and syntax, but the subject matter makes it a poor choice for 11-year-olds.\u003c/p>\n\u003cp dir=\"ltr\">\n\u003caside class=\"pullquote alignleft\">\"If you’ve never read archaic text, or language that’s 150 years old, when you get to college, and someone hands you \u003cem>The Faerie Queene\u003c/em>, you’re dead.”\u003c/aside>\n\u003c/p>\n\u003cp dir=\"ltr\">But many \u003ca href=\"http://www.theatlantic.com/education/archive/2013/10/teachers-are-supposed-to-assign-harder-books-but-they-arent-doing-it-yet/280760/\">teachers have yet to begin assigning\u003c/a> harder, Common Core-approved books, and the reasons why are unclear. According to a recent \u003ca href=\"http://www.edexcellence.net/publications/common-core-in-the-schools\">Thomas B. Fordham Institute report\u003c/a>, a survey of teachers shows that, while many are aware of Common Core’s requirement for assigning harder books, few have yet to implement the changes because they are more focused on reading skills. “An astonishing 73 percent of elementary school teachers and 56 percent of middle school teachers place greater emphasis on reading skills than the text,” researchers wrote, “high school teachers are more divided, with roughly equal portions prioritizing either skills or texts.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">Reading skills do matter, said \u003cem>Teach Like a Champion\u003c/em>’s Doug Lemov, but so do the books teachers choose to read. Lemov said he’s “passionate” about the details of text complexity and selection, and thinks educators and leaders should come together and spend more time building and managing a canon of appropriately complex books for students to read. “The fact that we mostly don’t manage text selection, or provide guidance on or think much about what complexity means, suggests that we don’t think what texts we choose matters all that much, whether we want to admit that to ourselves or not,” he said.\u003c/p>\n\u003cp dir=\"ltr\">Lemov sees the Lexile as part of a necessary step toward getting educators to teach harder texts -- even if the way books are measured is flawed and incomplete. “You know that old saying about accountants?” said Lemov. “They’d rather be exactly wrong than generally right.” Lemov said that measuring books by vocabulary and sentence length doesn’t account for all the ways that texts can be challenging for students, and suggested a more holistic look at how educators and leaders choose and assign books under the new standards - what he calls \u003ca href=\"http://teachlikeachampion.com/blog/on-text-complexity-and-reading-part-1-the-five-plagues-of-the-developing-reader/\">The Five Plagues of the Developing Reader\u003c/a>. His list of textual qualities to consider goes above and beyond vocabulary and sentences, and includes archaic language, non-linear time sequences, unreliable or complex narrators, figurative or symbolic text, and resistant text, which makes the reader work to uncover its meaning.\u003c/p>\n\u003cp>To give an example of the gap between a Lexile score and the Five Plagues approach, Lemov took a few of his favorite middle school books to teach, and plotted them on a graph alongside the target Lexile range according to the \u003ca href=\"http://www.corestandards.org/assets/Appendix_B.pdf\">Common Core exemplar books \u003c/a>for middle school. “The circles represent the Common Core sweet spot,” for each grade, he said.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-32742\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/Screen-Shot-2013-11-18-at-4.11.29-PM-640x445.png\" alt=\"Screen Shot 2013-11-18 at 4.11.29 PM\" width=\"543\" height=\"377\">\u003c/p>\n\u003cp dir=\"ltr\">(\u003cem>Graph above is from Lemov’s forthcoming book, as of yet untitled, along with Erica Woolay and Colleen Driggs.\u003c/em>)\u003c/p>\n\u003cp dir=\"ltr\">“It’s not just that some of our favorite books don’t measure up on the Lexile scale,” Lemov wrote in an accompanying \u003ca href=\"http://teachlikeachampion.com/blog/on-text-complexity-and-reading-part-1-the-five-plagues-of-the-developing-reader/\">blog post\u003c/a>, “but that often those very same books are the ones we think are eminently rigorous. And they sometimes scored lower than ones we think of as less rigorous.”\u003c/p>\n\u003cp dir=\"ltr\">For example, two favorites, \u003cem>Lord of the Flies\u003c/em> (770L) and \u003cem>The Outsiders\u003c/em> (750L), are textual cousins according to Lexile, and both come in lower than the target complexity for grades seven and eight. But Lemov said anyone who has read \u003cem>Lord of the Flies\u003c/em> knows that’s not true. “\u003cem>Lord of the Flies\u003c/em> is hard, and significantly harder [than \u003cem>The Outsiders\u003c/em>], significantly more complex,” said Lemov. “Anyone who has read that book knows how hard it is. It has archaic language, it’s full of allusions to different worlds, they use British English.”\u003c/p>\n\u003cp>Lemov appears to view the Lexile scores for student texts as a small part of a much larger conversation teachers need to be having about the books they teach and why. And he and his team of teacher-researchers encourage educators and school leaders to intentionally manage text selection to ensure they’re maximizing the different kinds of complexity, making sure kids get exposed to all the different ways books can be challenging.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“It’s too important to let it happen by accident,” he said. “Our argument is, you have to systematically expose kids [to different kinds of text]. If you’ve never read archaic text, or language that’s 150 years old, when you get to college, and someone hands you \u003cem>The Faerie Queene\u003c/em>, you’re dead.”\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/32583/where-does-lord-of-the-flies-fit-into-common-core",
"authors": [
"4445"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_1004",
"mindshift_20584"
],
"label": "mindshift"
},
"mindshift_31615": {
"type": "posts",
"id": "mindshift_31615",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "31615",
"score": null,
"sort": [
1384799664000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1384799664,
"format": "aside",
"disqusTitle": "Choice Equals Power: How to Motivate Students to Learn",
"title": "Choice Equals Power: How to Motivate Students to Learn",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_32712\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32712\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/3333915724_72f7480cca_z.jpg\" alt=\"3333915724_72f7480cca_z\" width=\"640\" height=\"258\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z-400x161.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z-320x129.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“Everyone is interested in something, it just may not be the thing we want them to be interested in,” said Larry Ferlazzo, an English and Social Studies teacher at Luther Burbank High School in Sacramento, California in a recent conversation with \u003ca href=\"http://www.stevehargadon.com/\">Steve Hargadon\u003c/a> on the \u003ca href=\"http://www.futureofeducation.com/\">Future of Education\u003c/a>. Ferlazzo exemplifies the hardworking public school teacher balancing the demands of high stakes testing with everything else he wants his students to learn. He’s spent a lot of time researching the science of learning and has written several books, the most recent called \u003cem>Self-Driven Learning: Teaching Strategies for Student Motivation\u003c/em>.\u003c/p>\n\u003cp>“One of the key elements of helping students develop more intrinsic motivation is developing relationships, knowing what students are genuinely interested in and being able to connect with that,” Ferlazzo said. He had a student with a long history of academic under-performance. When Ferlazzo asked the class to write a persuasive essay about the most challenging natural disaster in history, the student refused. But when Ferlazzo told him he could write persuasively on why the Raiders are the best football team, he got to work. His success on the assignment inspired him to write another persuasive essay for extra credit and to proudly show his mom his work.\u003c/p>\n\u003cp>“Unfortunately, often times in our schools, the standardization of both testing and lessons do not leave time for trying to help students develop that inner capacity,” Ferlazzo said. “It’s more let’s get through the chapters, whether it’s connected to students’ lives and their vision, or not.” Ferlazzo kept his eye on the goal of writing persuasively and was able to show flexibility that gave the student space to learn on his own terms.\u003c/p>\n\u003cp>\u003cstrong>GIVING STUDENTS GENUINE CHOICE\u003c/strong>\u003c/p>\n\u003cp>Ferlazzo’s school is Title I; all the students qualify for free and reduced lunch. Some of his students don’t know where they will be sleeping each night and life outside of school can feel out of control to many of them. Ferlazzo recognizes the external challenges his students face, but still tries to give them authentic choices within the classroom to help them develop intrinsic motivation to learn.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"a329dba49f2515fc078577340a6752e3\"]\u003c/p>\n\u003cp>“Clearly the more power students have, the better, assuming they are in a position to use it and they have good judgment when they use it,” Ferlazzo said. He’s a realist and is interested in solutions that work in the world as it exists today, not how they might work in a fantasy school that doesn’t exist yet. In his class, some easy ways to give students genuine choice include discussing the seating chart, allowing them to help decide how misbehavior should be punished or inviting input on the cafeteria menu.\u003c/p>\n\u003cp>“For a lot of our students, having them just involved in deciding what kind of homework to get is a good first step for developing a sense of power,” Ferlazzo said. And when they are given that opportunity to make the learning experience their own they care more. Ferlazzo challenges his students to think about why learning to read and write is important in their lives as they envision it. His students keep “life skills notebooks” to think through how what they learn in school connects to their experience of life.\u003c/p>\n\u003cp>\u003cstrong>DO NO HARM TEST PREP\u003c/strong>\u003c/p>\n\u003cp>Any public school teacher will say that tests loom large in the classroom. No Child Left Behind tied school funding to test scores in math and English Language Arts, subjects that have increasingly dominated classroom time. Preparing students for tests that matter for their advancement and future success is important, but Ferlazzo points to studies showing prolonged focus on test prep produces a short term bump in scores accompanied by a long term deterioration in achievement. Ferlazzo finds that approach unethical and a disservice to his students.\u003c/p>\n\u003cp>He still does test prep, but for only a handful of classes. Instead, he focuses on giving his students strategies to deal with high stakes, high stress situations in the future. “The reality of it is these are high stakes for all of us, and students can develop skills or knowledge about how to be focused in high stakes situations that they can apply to job interviews in the future and other high stakes situations,” Ferlazzo said.\u003c/p>\n\u003cp>Ten minutes before the test, Ferlazzo has his students write about a successful ancestor because research shows recalling a personal success can help increase motivation. He also has students talk to one another about something that interests them because it activates the brain, helping them to be a little more “on.” He also advocates that his students take the tests in a familiar place, somewhere comfortable. His students take the exam in the English classroom with him as their proctor.\u003c/p>\n\u003cp>\u003cstrong>THE REAL PERSONALIZED LEARNING\u003c/strong>\u003c/p>\n\u003cp>Helping students to think about how they learn and to assess themselves is the Ferlazzo's big goal. “We want students to be able to see it in their self-interest to be thinking about their thinking when we’re not around, when they’re not even going to get graded on their meta-cognition and awareness,” he said. If students can do that, they will not only be more motivated, but they will have a deeper skill to take with them beyond the classroom.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This version of personalized learning is quite different from the data-driven computer-based learning dominating education conversations today. Ferlazzo is all for data, but he doesn’t think tech-based data collectors are assessing some of the most critical data points. He’s thinking about the quality of student questions, whether they are relating topics to other things they’ve learned, and if they can effectively help a peer learn. Helping students to identify personal learning styles, tricks to improve research and studying and an awareness of how he or she learners, is much more personalized than any data report spit out by a computer.\u003c/p>\n\n",
"disqusIdentifier": "31615 http://blogs.kqed.org/mindshift/?p=31615",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/11/18/how-to-help-students-develop-the-motivation-to-learn/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1026,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 16
},
"modified": 1385427831,
"excerpt": "Public school teacher Larry Ferlazzo shares ideas and tips about how to balance curriculum needs, test prep and the bigger goal of helping students develop the motivation to learn for themselves.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Public school teacher Larry Ferlazzo shares ideas and tips about how to balance curriculum needs, test prep and the bigger goal of helping students develop the motivation to learn for themselves.",
"title": "Choice Equals Power: How to Motivate Students to Learn | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Choice Equals Power: How to Motivate Students to Learn",
"datePublished": "2013-11-18T10:34:24-08:00",
"dateModified": "2013-11-25T17:03:51-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-to-help-students-develop-the-motivation-to-learn",
"status": "publish",
"path": "/mindshift/31615/how-to-help-students-develop-the-motivation-to-learn",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32712\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32712\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/3333915724_72f7480cca_z.jpg\" alt=\"3333915724_72f7480cca_z\" width=\"640\" height=\"258\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z-400x161.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z-320x129.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“Everyone is interested in something, it just may not be the thing we want them to be interested in,” said Larry Ferlazzo, an English and Social Studies teacher at Luther Burbank High School in Sacramento, California in a recent conversation with \u003ca href=\"http://www.stevehargadon.com/\">Steve Hargadon\u003c/a> on the \u003ca href=\"http://www.futureofeducation.com/\">Future of Education\u003c/a>. Ferlazzo exemplifies the hardworking public school teacher balancing the demands of high stakes testing with everything else he wants his students to learn. He’s spent a lot of time researching the science of learning and has written several books, the most recent called \u003cem>Self-Driven Learning: Teaching Strategies for Student Motivation\u003c/em>.\u003c/p>\n\u003cp>“One of the key elements of helping students develop more intrinsic motivation is developing relationships, knowing what students are genuinely interested in and being able to connect with that,” Ferlazzo said. He had a student with a long history of academic under-performance. When Ferlazzo asked the class to write a persuasive essay about the most challenging natural disaster in history, the student refused. But when Ferlazzo told him he could write persuasively on why the Raiders are the best football team, he got to work. His success on the assignment inspired him to write another persuasive essay for extra credit and to proudly show his mom his work.\u003c/p>\n\u003cp>“Unfortunately, often times in our schools, the standardization of both testing and lessons do not leave time for trying to help students develop that inner capacity,” Ferlazzo said. “It’s more let’s get through the chapters, whether it’s connected to students’ lives and their vision, or not.” Ferlazzo kept his eye on the goal of writing persuasively and was able to show flexibility that gave the student space to learn on his own terms.\u003c/p>\n\u003cp>\u003cstrong>GIVING STUDENTS GENUINE CHOICE\u003c/strong>\u003c/p>\n\u003cp>Ferlazzo’s school is Title I; all the students qualify for free and reduced lunch. Some of his students don’t know where they will be sleeping each night and life outside of school can feel out of control to many of them. Ferlazzo recognizes the external challenges his students face, but still tries to give them authentic choices within the classroom to help them develop intrinsic motivation to learn.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Clearly the more power students have, the better, assuming they are in a position to use it and they have good judgment when they use it,” Ferlazzo said. He’s a realist and is interested in solutions that work in the world as it exists today, not how they might work in a fantasy school that doesn’t exist yet. In his class, some easy ways to give students genuine choice include discussing the seating chart, allowing them to help decide how misbehavior should be punished or inviting input on the cafeteria menu.\u003c/p>\n\u003cp>“For a lot of our students, having them just involved in deciding what kind of homework to get is a good first step for developing a sense of power,” Ferlazzo said. And when they are given that opportunity to make the learning experience their own they care more. Ferlazzo challenges his students to think about why learning to read and write is important in their lives as they envision it. His students keep “life skills notebooks” to think through how what they learn in school connects to their experience of life.\u003c/p>\n\u003cp>\u003cstrong>DO NO HARM TEST PREP\u003c/strong>\u003c/p>\n\u003cp>Any public school teacher will say that tests loom large in the classroom. No Child Left Behind tied school funding to test scores in math and English Language Arts, subjects that have increasingly dominated classroom time. Preparing students for tests that matter for their advancement and future success is important, but Ferlazzo points to studies showing prolonged focus on test prep produces a short term bump in scores accompanied by a long term deterioration in achievement. Ferlazzo finds that approach unethical and a disservice to his students.\u003c/p>\n\u003cp>He still does test prep, but for only a handful of classes. Instead, he focuses on giving his students strategies to deal with high stakes, high stress situations in the future. “The reality of it is these are high stakes for all of us, and students can develop skills or knowledge about how to be focused in high stakes situations that they can apply to job interviews in the future and other high stakes situations,” Ferlazzo said.\u003c/p>\n\u003cp>Ten minutes before the test, Ferlazzo has his students write about a successful ancestor because research shows recalling a personal success can help increase motivation. He also has students talk to one another about something that interests them because it activates the brain, helping them to be a little more “on.” He also advocates that his students take the tests in a familiar place, somewhere comfortable. His students take the exam in the English classroom with him as their proctor.\u003c/p>\n\u003cp>\u003cstrong>THE REAL PERSONALIZED LEARNING\u003c/strong>\u003c/p>\n\u003cp>Helping students to think about how they learn and to assess themselves is the Ferlazzo's big goal. “We want students to be able to see it in their self-interest to be thinking about their thinking when we’re not around, when they’re not even going to get graded on their meta-cognition and awareness,” he said. If students can do that, they will not only be more motivated, but they will have a deeper skill to take with them beyond the classroom.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This version of personalized learning is quite different from the data-driven computer-based learning dominating education conversations today. Ferlazzo is all for data, but he doesn’t think tech-based data collectors are assessing some of the most critical data points. He’s thinking about the quality of student questions, whether they are relating topics to other things they’ve learned, and if they can effectively help a peer learn. Helping students to identify personal learning styles, tricks to improve research and studying and an awareness of how he or she learners, is much more personalized than any data report spit out by a computer.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/31615/how-to-help-students-develop-the-motivation-to-learn",
"authors": [
"234"
],
"categories": [
"mindshift_20827",
"mindshift_193"
],
"tags": [
"mindshift_797",
"mindshift_623",
"mindshift_20557"
],
"featImg": "mindshift_32712",
"label": "mindshift"
},
"mindshift_32681": {
"type": "posts",
"id": "mindshift_32681",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "32681",
"score": null,
"sort": [
1384469803000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1384469803,
"format": "aside",
"disqusTitle": "Why Academic Teaching Doesn't Help Kids Excel In Life",
"title": "Why Academic Teaching Doesn't Help Kids Excel In Life",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/2872099576_6d354bb62d_z-e1384804912956.jpg\" alt=\"2872099576_6d354bb62d_z\" width=\"640\" height=\"406\" class=\"size-full wp-image-32714\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/2872099576_6d354bb62d_z-e1384804912956.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/2872099576_6d354bb62d_z-e1384804912956-400x254.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/2872099576_6d354bb62d_z-e1384804912956-320x203.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>\u003cstrong>By Shelley Wright\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Academics. Most of our current school system revolves around it, and yet, I think it falls miserably short of what our kids need. To be honest, I think our academic system of education is highly overrated, at best. At worst, it destroys a number of our kids.\u003c/p>\n\u003cp>Hear me out. I’m not saying that our kids shouldn’t learn to read, or do math, or develop other valuable skills. But too often, the focus of our kids’ school day is Content with a capital C, with little connection to why it matters. Instead of learning together, many of our students spend hours filling in worksheets or copying down lecture notes that they could google in 30 seconds.\u003c/p>\n\u003cp>Too often the lectures they listen to are boring and irrelevant to their lives. And from my experience, most of this content is simply memorized, spewed out for an exam and then quickly forgotten. But beyond this, there’s often only one right answer, which frequently cultivates in our students a fear of failure.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>SCHOOLS VALUE HOOP JUMPING\u003c/strong>\u003c/p>\n\u003cp>For the most part, kids who we consider “academic” tend to be good hoop jumpers. They’ve figured out the system and can navigate their way through the predictable demands of the system. But they are seldom truly engaged. Rarely are they transformed by their learning. They’re going through the motions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">I've come to realize that being “academic” doesn't tell you much about yourself. \u003c/aside>\n\u003cp>Research shows that some of the least engaged students are the highest achievers. Think about that. They do well because they know how to “do school.” Is this really the best we have to offer them?\u003cbr>\nWhat if you’re not “academic”? Most of these kids pass through too many years of their young lives feeling like they don’t measure up. Feeling stupid. And for some, it radically alters their trajectory of their adult lives. Unfortunately, too many students have to recover from school once they graduate. Is this really what we want for them?\u003c/p>\n\u003cp>\u003cstrong>I USED TO TEACH THIS WAY\u003c/strong>\u003c/p>\n\u003cp>In all honesty, I have to admit that I used to believe in this academics-oriented system. For too many years my students sat in straight rows. I asked the questions. I had the answers. I controlled the learning.\u003c/p>\n\u003cp>The truth is I did this because it’s what I knew. It’s how I’d been trained. It’s what I saw replicated in universities and in other teachers’ classrooms. I sincerely believed that good grades mattered.\u003c/p>\n\u003cp>I’m an English teacher, and I subscribed wholeheartedly to the belief that the pinnacle of success in English was the ability to write “the essay.” But I’ve \u003ca href=\"http://plpnetwork.com/2012/06/22/blogging-persuasive-essay/\">radically changed my position\u003c/a>. I’ve come to believe that the traditional essay is one of the most useless things we teach our students.\u003c/p>\n\u003cp>Recently, I’ve started to ask people I know, “Do you ever write an essay?” I’ve never had one person say yes. I wonder how many teachers, except those who are taking university classes (or writing an opinion piece like this), ever write true essays. If I may be so bold, I wonder how many English teachers frequently write essays.\u003c/p>\n\u003cp>I’m not saying our kids shouldn’t be able to write. On the contrary, I think our students should be able to argue gracefully and persuade powerfully. They also need to know what they believe and why. I simply think the essay is a medium that has outlived its usefulness, at least in high school.\u003c/p>\n\u003cp>\u003cstrong>ACADEMICS FOR THE ACADEMICIANS\u003c/strong>\u003c/p>\n\u003cp>I’ve come to realize that being “academic” doesn’t tell you much about yourself. It tells you you’re good at school, which is fine if you plan to spend your life in academia, but very few of our students do. It doesn’t indicate whether or not you’ll be successful in your marriage, raising your kids, managing your money, or giving back to your community. All things that matter much more than being good at school.\u003c/p>\n\u003cp>School should be a place where kids can discover what they love. They should be able to ask the questions that matter to them and pursue the answers. They should discover what they are passionate about, what truly sets their hearts and souls on fire. They should discover they can make a difference now. Above all, they should leave school knowing what they are good at.\u003c/p>\n\u003cp>Today, I think most kids graduate only knowing if they’re good at school or not. Often our students have many talents; they just don’t fit in our current curriculum because their talents are likely not considered “real knowledge.” And what is that? In the Biology curriculum that I’ve taught for the past several years, one of the objectives that my students need to know is earthworm reproduction. Really? Out of all the things we could be teaching a 17-year-old about biology, someone (a whole panel of someones, we can guess) decided earthworm reproduction was essential?\u003c/p>\n\u003cp>\u003cstrong>OUR STUDENTS LOSE THEIR CURIOSITY\u003c/strong>\u003c/p>\n\u003cp>We are born curious. Babies explore their environments to learn; they do it naturally without being told. Three-year-olds constantly, at times annoyingly, ask, “why?” And yet, by the time my students arrive in Grade 10, they have all but lost their curiosity. Consequently, when I get a new class of students, we start by unlearning.\u003c/p>\n\u003cp>We begin by imagining what school could be, instead of what they’ve known for 10 years. Only then can we move into the work that will help them become lifelong learners who truly enjoy the search for answers, rather than the mark at the top of their exam.\u003c/p>\n\u003cp>Recently I’ve been reading Amanda Lang’s \u003cem>\u003ca href=\"http://www.amazon.com/The-Power-Why-Questions-Success-ebook/dp/B00851M4I2\">The Power of Why\u003c/a>\u003c/em>. In it she states:\u003c/p>\n\u003cblockquote>\u003cp>\"Curious kids learn how to learn, and how to enjoy it – and that, more than any specific body of knowledge, is what they will need to have in the future. The world is changing so rapidly that by the time a student graduates from university, everything he or she learned may already be headed toward obsolescence. The main thing that students need to know is not what to think but how to think in order to face new challenges and solve new problems.\" (p.14)\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>LEARNING HOW TO LEARN AND FAIL AND LEARN SOME MORE\u003c/strong>\u003c/p>\n\u003cp>Our school system doesn’t need to create kids who are good at school. Instead, we need to create an environment that engages learners, fosters creativity, and puts responsibility for learning where it belongs – with our students.\u003c/p>\n\u003cp>Instead of rote learning, teachers need to use content to teach skills. We need to build environments that allow our students to get messy and build things. Places where students learn how to learn, and know how they learn best. Where students engage in significant research, and learn how to identify credible resources amidst a plethora of information that, at times, may seem overwhelming.\u003c/p>\n\u003cp>Furthermore, our students need to be able to problem-solve, innovate and fail over and over again. Throughout all of this, our kids should be collaborating with each other, as well as virtually with students across the globe. They need to be able to communicate powerfully using the mediums of print, photography and video.\u003c/p>\n\u003cp>\u003cstrong>THREE QUESTIONS TO GUIDE STUDENT-DRIVEN LEARNING\u003c/strong>\u003c/p>\n\u003cp>As I’ve worked with my students, we’ve come to realize they need to be able to answer three questions, regardless of what we’re researching:\u003c/p>\n\u003cul>\n\u003cli>What are you going to learn?\u003c/li>\n\u003cli>How are you going to learn it?\u003c/li>\n\u003cli>How are you going to show me you’re learning?\u003c/li>\n\u003c/ul>\n\u003cp>How they get to this last question is often their decision. And what they come up with never fails to surprise me.\u003c/p>\n\u003cp>My classroom hasn’t always looked like this. But over the past three years we’ve shifted to a constructivist pedagogy that has transformed not only my thinking, but my students as well. Now we learn in an inquiry, PBL, tech-embedded classroom.\u003c/p>\n\u003cp>The journey at times has been painful and messy, but well worth the work. The biggest lesson I’ve learned is that my students will often exceed my expectations, if only they’re given the chance.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This post originally appeared on the \u003ca href=\"http://plpnetwork.com/2013/11/07/obsession-academic-teaching-preparing-kids-life/\">Powerful Learning Practice\u003c/a> blog.\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "32681 http://blogs.kqed.org/mindshift/?p=32681",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/11/14/why-academic-teaching-doesnt-help-kids-excel-in-life/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1455,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 34
},
"modified": 1409781621,
"excerpt": "Teacher Shelley Wright explains why a school system that revolves around academics fails to teach kids what they really need to know. Students have many talents; they just don’t fit into set current curriculae because their talents are likely not considered \"real knowledge.\"",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Teacher Shelley Wright explains why a school system that revolves around academics fails to teach kids what they really need to know. Students have many talents; they just don’t fit into set current curriculae because their talents are likely not considered "real knowledge."",
"title": "Why Academic Teaching Doesn't Help Kids Excel In Life | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Why Academic Teaching Doesn't Help Kids Excel In Life",
"datePublished": "2013-11-14T14:56:43-08:00",
"dateModified": "2014-09-03T15:00:21-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "why-academic-teaching-doesnt-help-kids-excel-in-life",
"status": "publish",
"path": "/mindshift/32681/why-academic-teaching-doesnt-help-kids-excel-in-life",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/2872099576_6d354bb62d_z-e1384804912956.jpg\" alt=\"2872099576_6d354bb62d_z\" width=\"640\" height=\"406\" class=\"size-full wp-image-32714\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/2872099576_6d354bb62d_z-e1384804912956.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/2872099576_6d354bb62d_z-e1384804912956-400x254.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/2872099576_6d354bb62d_z-e1384804912956-320x203.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>\u003cstrong>By Shelley Wright\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Academics. Most of our current school system revolves around it, and yet, I think it falls miserably short of what our kids need. To be honest, I think our academic system of education is highly overrated, at best. At worst, it destroys a number of our kids.\u003c/p>\n\u003cp>Hear me out. I’m not saying that our kids shouldn’t learn to read, or do math, or develop other valuable skills. But too often, the focus of our kids’ school day is Content with a capital C, with little connection to why it matters. Instead of learning together, many of our students spend hours filling in worksheets or copying down lecture notes that they could google in 30 seconds.\u003c/p>\n\u003cp>Too often the lectures they listen to are boring and irrelevant to their lives. And from my experience, most of this content is simply memorized, spewed out for an exam and then quickly forgotten. But beyond this, there’s often only one right answer, which frequently cultivates in our students a fear of failure.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>SCHOOLS VALUE HOOP JUMPING\u003c/strong>\u003c/p>\n\u003cp>For the most part, kids who we consider “academic” tend to be good hoop jumpers. They’ve figured out the system and can navigate their way through the predictable demands of the system. But they are seldom truly engaged. Rarely are they transformed by their learning. They’re going through the motions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">I've come to realize that being “academic” doesn't tell you much about yourself. \u003c/aside>\n\u003cp>Research shows that some of the least engaged students are the highest achievers. Think about that. They do well because they know how to “do school.” Is this really the best we have to offer them?\u003cbr>\nWhat if you’re not “academic”? Most of these kids pass through too many years of their young lives feeling like they don’t measure up. Feeling stupid. And for some, it radically alters their trajectory of their adult lives. Unfortunately, too many students have to recover from school once they graduate. Is this really what we want for them?\u003c/p>\n\u003cp>\u003cstrong>I USED TO TEACH THIS WAY\u003c/strong>\u003c/p>\n\u003cp>In all honesty, I have to admit that I used to believe in this academics-oriented system. For too many years my students sat in straight rows. I asked the questions. I had the answers. I controlled the learning.\u003c/p>\n\u003cp>The truth is I did this because it’s what I knew. It’s how I’d been trained. It’s what I saw replicated in universities and in other teachers’ classrooms. I sincerely believed that good grades mattered.\u003c/p>\n\u003cp>I’m an English teacher, and I subscribed wholeheartedly to the belief that the pinnacle of success in English was the ability to write “the essay.” But I’ve \u003ca href=\"http://plpnetwork.com/2012/06/22/blogging-persuasive-essay/\">radically changed my position\u003c/a>. I’ve come to believe that the traditional essay is one of the most useless things we teach our students.\u003c/p>\n\u003cp>Recently, I’ve started to ask people I know, “Do you ever write an essay?” I’ve never had one person say yes. I wonder how many teachers, except those who are taking university classes (or writing an opinion piece like this), ever write true essays. If I may be so bold, I wonder how many English teachers frequently write essays.\u003c/p>\n\u003cp>I’m not saying our kids shouldn’t be able to write. On the contrary, I think our students should be able to argue gracefully and persuade powerfully. They also need to know what they believe and why. I simply think the essay is a medium that has outlived its usefulness, at least in high school.\u003c/p>\n\u003cp>\u003cstrong>ACADEMICS FOR THE ACADEMICIANS\u003c/strong>\u003c/p>\n\u003cp>I’ve come to realize that being “academic” doesn’t tell you much about yourself. It tells you you’re good at school, which is fine if you plan to spend your life in academia, but very few of our students do. It doesn’t indicate whether or not you’ll be successful in your marriage, raising your kids, managing your money, or giving back to your community. All things that matter much more than being good at school.\u003c/p>\n\u003cp>School should be a place where kids can discover what they love. They should be able to ask the questions that matter to them and pursue the answers. They should discover what they are passionate about, what truly sets their hearts and souls on fire. They should discover they can make a difference now. Above all, they should leave school knowing what they are good at.\u003c/p>\n\u003cp>Today, I think most kids graduate only knowing if they’re good at school or not. Often our students have many talents; they just don’t fit in our current curriculum because their talents are likely not considered “real knowledge.” And what is that? In the Biology curriculum that I’ve taught for the past several years, one of the objectives that my students need to know is earthworm reproduction. Really? Out of all the things we could be teaching a 17-year-old about biology, someone (a whole panel of someones, we can guess) decided earthworm reproduction was essential?\u003c/p>\n\u003cp>\u003cstrong>OUR STUDENTS LOSE THEIR CURIOSITY\u003c/strong>\u003c/p>\n\u003cp>We are born curious. Babies explore their environments to learn; they do it naturally without being told. Three-year-olds constantly, at times annoyingly, ask, “why?” And yet, by the time my students arrive in Grade 10, they have all but lost their curiosity. Consequently, when I get a new class of students, we start by unlearning.\u003c/p>\n\u003cp>We begin by imagining what school could be, instead of what they’ve known for 10 years. Only then can we move into the work that will help them become lifelong learners who truly enjoy the search for answers, rather than the mark at the top of their exam.\u003c/p>\n\u003cp>Recently I’ve been reading Amanda Lang’s \u003cem>\u003ca href=\"http://www.amazon.com/The-Power-Why-Questions-Success-ebook/dp/B00851M4I2\">The Power of Why\u003c/a>\u003c/em>. In it she states:\u003c/p>\n\u003cblockquote>\u003cp>\"Curious kids learn how to learn, and how to enjoy it – and that, more than any specific body of knowledge, is what they will need to have in the future. The world is changing so rapidly that by the time a student graduates from university, everything he or she learned may already be headed toward obsolescence. The main thing that students need to know is not what to think but how to think in order to face new challenges and solve new problems.\" (p.14)\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>LEARNING HOW TO LEARN AND FAIL AND LEARN SOME MORE\u003c/strong>\u003c/p>\n\u003cp>Our school system doesn’t need to create kids who are good at school. Instead, we need to create an environment that engages learners, fosters creativity, and puts responsibility for learning where it belongs – with our students.\u003c/p>\n\u003cp>Instead of rote learning, teachers need to use content to teach skills. We need to build environments that allow our students to get messy and build things. Places where students learn how to learn, and know how they learn best. Where students engage in significant research, and learn how to identify credible resources amidst a plethora of information that, at times, may seem overwhelming.\u003c/p>\n\u003cp>Furthermore, our students need to be able to problem-solve, innovate and fail over and over again. Throughout all of this, our kids should be collaborating with each other, as well as virtually with students across the globe. They need to be able to communicate powerfully using the mediums of print, photography and video.\u003c/p>\n\u003cp>\u003cstrong>THREE QUESTIONS TO GUIDE STUDENT-DRIVEN LEARNING\u003c/strong>\u003c/p>\n\u003cp>As I’ve worked with my students, we’ve come to realize they need to be able to answer three questions, regardless of what we’re researching:\u003c/p>\n\u003cul>\n\u003cli>What are you going to learn?\u003c/li>\n\u003cli>How are you going to learn it?\u003c/li>\n\u003cli>How are you going to show me you’re learning?\u003c/li>\n\u003c/ul>\n\u003cp>How they get to this last question is often their decision. And what they come up with never fails to surprise me.\u003c/p>\n\u003cp>My classroom hasn’t always looked like this. But over the past three years we’ve shifted to a constructivist pedagogy that has transformed not only my thinking, but my students as well. Now we learn in an inquiry, PBL, tech-embedded classroom.\u003c/p>\n\u003cp>The journey at times has been painful and messy, but well worth the work. The biggest lesson I’ve learned is that my students will often exceed my expectations, if only they’re given the chance.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on the \u003ca href=\"http://plpnetwork.com/2013/11/07/obsession-academic-teaching-preparing-kids-life/\">Powerful Learning Practice\u003c/a> blog.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/32681/why-academic-teaching-doesnt-help-kids-excel-in-life",
"authors": [
"4354"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_256",
"mindshift_626"
],
"featImg": "mindshift_32714",
"label": "mindshift"
},
"mindshift_32440": {
"type": "posts",
"id": "mindshift_32440",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "32440",
"score": null,
"sort": [
1383840019000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1383840019,
"format": "aside",
"disqusTitle": "How to Get the Most Out of a Parent-Teacher Conference",
"title": "How to Get the Most Out of a Parent-Teacher Conference",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_32495\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/namoscato/8297366194/sizes/z/in/photolist-dDdaTQ-aLYETg-aexA3E-6r26iv-f9swWe-f9shxn-f9s8SD-f9sCJ2-f9s5UP-f9Gq1s-f9sFBZ-5GZczY-5RZ9jg-o3rfh-7Vit22-9cjSvz-9cjSiH-9RQvyN-68jpVn-6pkPUh-5RC9W1-6ccRnL-aLYAp8-egnPHK-d8FR4S-87C7sj-9A9AEt-8NgveQ-836dx3-87zFcM-8NdXee-8Nh6pG-8Ndr5k-8HnW9r-8NgG1E-9bFEs8-8NgDJq-8NdrWz-8Ndz4n-8Ngva3-8Nh5ry-8Nh6kj-8Nh3Hh-8Ng89w-8Nh4EU-8NdX2B-8NdX7i-8Ng8cQ-8Nh32m-8Ndz8r-aibH1u/\">\u003cimg class=\"size-full wp-image-32495\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/8297366194_1beb55a4c9_z-e1383353570784.jpg\" alt=\"8297366194_1beb55a4c9_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/8297366194_1beb55a4c9_z-e1383353570784.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/8297366194_1beb55a4c9_z-e1383353570784-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/8297366194_1beb55a4c9_z-e1383353570784-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Over the next few weeks, parents and teachers will sit across from each other in tiny chairs and discuss a child’s progress in a parent-teacher conference. And though parents and teachers alike may experience the anxiety of expectations, conferences represent one of the most enduring and important home-school communication mechanisms used to discuss a child’s growth and progress, according to senior research analyst Heidi Matiyow Rosenberg of the Harvard Family Research Project.\u003c/p>\n\u003cp>That’s why the Harvard Family Research Project created the \u003ca href=\"http://www.hfrp.org/var/hfrp/storage/fckeditor/File/Parent-Teacher-ConferenceTipSheet-100610.pdf\">Parent-Teacher Conference Tip Sheets\u003c/a> for administrators, teachers and families alike, in order to help encourage what Rosenberg called “the shared responsibility” of student learning. “We wanted to help parents understand their value as partners—with teachers—in promoting their children’s learning and not think their role in conferences was just to listen and passively receive information,” she said. “We wanted to empower them to come prepared with questions about their child’s performance and know that the information they held about their child’s skills, interests, and activities outside of school was of value as well.”\u003c/p>\n\u003cp>Rosenberg said that the Tip Sheets, which were created in 2010, are currently being updated to broaden the definition of family engagement to include all the contexts in which children can learn, including home and school, but also after-school programs and even community organizations like museums or libraries. In the revised tips, teachers will be encouraged to help navigate choices as well as provide access to more learning outside the classroom.\u003c/p>\n\u003cp>“We are revising the Parent–Teacher Conference Tip Sheets to stress the importance of using conferences to talk about ‘whole child’ skills, interests, and growth,” she said. “Not just focusing on information related to academic performance. This includes discussing soft skills such as teamwork, critical thinking ability, and other non-academic signs of strength.”\u003c/p>\n\u003cp dir=\"ltr\">\n\u003caside class=\"pullquote alignleft\">“Not just focusing on information related to academic performance. This includes discussing soft skills such as teamwork, critical thinking ability, and other non-academic signs of strength.”\u003c/aside>\u003c/p>\n\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp dir=\"ltr\">Much of the work the Harvard Family Research Group has done on the Tip Sheets, as well as its \u003ca href=\"http://www.hfrp.org/publications-resources/browse-our-publications/tips-for-administrators-teachers-and-families-how-to-share-data-effectively\">Tips for Administrators, Teachers, and Parents: How to Share Data Effectively\u003c/a>, stems from a 2003 book by Harvard education professor Sara Lawrence-Lightfoot called \u003ca href=\"http://www.amazon.com/The-Essential-Conversation-Parents-Teachers/dp/0345475801\">The Essential Conversation: What Parents and Teachers Can Learn from Each Other\u003c/a>. In the book, Lawrence-Lightfoot discovers through interviewing parents and teachers that both carry baggage from their own classroom experiences into their child’s parent-teacher conference, sometimes making the conference anxious, or even confrontational. She terms it the \"Ghost in the classroom.\"\u003c/p>\n\u003cp>In addition, Lawrence-Lightfoot acknowledges that many teachers don’t receive any special training in school on how to communicate effectively with parents. Rosenberg backs this up, saying that even if teachers do receive some training, it’s often superficial. “We have tried to address this knowledge gap,” said Rosenberg. “Among other efforts, creating resources for teacher educators to use in helping preservice teachers understand how to engage and communicate with families. Our book,\u003ca href=\"http://www.hfrp.org/hfrp-news/news-announcements/preparing-educators-to-engage-families-case-studies-using-an-ecological-systems-framework-third-edition\"> Preparing Educators to Engage Families\u003c/a>, includes a series of case studies using a framework that recognizes that children learn across multiple contexts—at home, in school, and in the broader community.”\u003c/p>\n\u003cp dir=\"ltr\">Lawrence-Lightfoot contends in the book that she believes children should be present at parent-teacher conferences -- after all, she argues, they’re the only ones who know completely what’s going on both at home and at school. “Children can be wonderful authorities, very wise, very honest, very candid, very insightful about what their experience is,” Lawrence-Lightfoot said during a \u003ca href=\"http://www.pbs.org/newshour/bb/entertainment/july-dec03/parent_10-15.html\">PBS NewsHour piece\u003c/a>. “And that's a valuable perspective to have in a parent/teacher conference.”\u003c/p>\n\u003cp dir=\"ltr\">But parents and teachers may not always agree. Plattsville, New York, parent Chris Wolff, himself a university-level teacher, isn’t sure that including his fourth-grade daughter in the conference would always render better outcomes. Wolff said that they discuss the conferences with his daughter both before and after, but worries that she may not be ready for an adult conversation about her. “I think I would like to demystify the process of education a bit for her, but I also think that some criticism might be beyond her contextual understanding and may be taken wrong by children. For example, ‘Why doesn't my teacher like me?’ We usually do find ways to discuss our conferences with her afterwards.”\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>Best Practices from the Harvard Family Research Group\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>1. Talk and listen.\u003c/strong> Educators can make sure that the conference is a two-way conversation by sharing what the student is doing in class, and then giving families a chance to share students’ interests and skills outside of school.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>2. Start with the positive.\u003c/strong> Families appreciate hearing something good. Especially with students who are struggling academically or behaviorally, teachers can begin with what students are doing well, even if it’s not related to academics.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>3. Make the information actionable.\u003c/strong> Providing concrete information and actionable steps ensures that the conference moves beyond the classroom walls. Suggestions for what can be done at home, referrals to after-school programs, and tips for families all help make parents partners, but also create an “enhanced network” of learning supports, increasing the likelihood that students will succeed.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
"disqusIdentifier": "32440 http://blogs.kqed.org/mindshift/?p=32440",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/11/07/how-to-get-the-most-out-of-a-parent-teacher-conference/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 930,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 6
},
"modified": 1383841226,
"excerpt": "Over the next few weeks, parents and teachers will sit across from each other in tiny chairs and discuss a child’s progress in a parent-teacher conference. And though parents and teachers alike may experience the anxiety of expectations, conferences represent one of the most enduring and important home-school communication mechanisms used to discuss a child’s growth and progress.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Over the next few weeks, parents and teachers will sit across from each other in tiny chairs and discuss a child’s progress in a parent-teacher conference. And though parents and teachers alike may experience the anxiety of expectations, conferences represent one of the most enduring and important home-school communication mechanisms used to discuss a child’s growth and progress.",
"title": "How to Get the Most Out of a Parent-Teacher Conference | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How to Get the Most Out of a Parent-Teacher Conference",
"datePublished": "2013-11-07T08:00:19-08:00",
"dateModified": "2013-11-07T08:20:26-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-to-get-the-most-out-of-a-parent-teacher-conference",
"status": "publish",
"path": "/mindshift/32440/how-to-get-the-most-out-of-a-parent-teacher-conference",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32495\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/namoscato/8297366194/sizes/z/in/photolist-dDdaTQ-aLYETg-aexA3E-6r26iv-f9swWe-f9shxn-f9s8SD-f9sCJ2-f9s5UP-f9Gq1s-f9sFBZ-5GZczY-5RZ9jg-o3rfh-7Vit22-9cjSvz-9cjSiH-9RQvyN-68jpVn-6pkPUh-5RC9W1-6ccRnL-aLYAp8-egnPHK-d8FR4S-87C7sj-9A9AEt-8NgveQ-836dx3-87zFcM-8NdXee-8Nh6pG-8Ndr5k-8HnW9r-8NgG1E-9bFEs8-8NgDJq-8NdrWz-8Ndz4n-8Ngva3-8Nh5ry-8Nh6kj-8Nh3Hh-8Ng89w-8Nh4EU-8NdX2B-8NdX7i-8Ng8cQ-8Nh32m-8Ndz8r-aibH1u/\">\u003cimg class=\"size-full wp-image-32495\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/8297366194_1beb55a4c9_z-e1383353570784.jpg\" alt=\"8297366194_1beb55a4c9_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/8297366194_1beb55a4c9_z-e1383353570784.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/8297366194_1beb55a4c9_z-e1383353570784-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/8297366194_1beb55a4c9_z-e1383353570784-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Over the next few weeks, parents and teachers will sit across from each other in tiny chairs and discuss a child’s progress in a parent-teacher conference. And though parents and teachers alike may experience the anxiety of expectations, conferences represent one of the most enduring and important home-school communication mechanisms used to discuss a child’s growth and progress, according to senior research analyst Heidi Matiyow Rosenberg of the Harvard Family Research Project.\u003c/p>\n\u003cp>That’s why the Harvard Family Research Project created the \u003ca href=\"http://www.hfrp.org/var/hfrp/storage/fckeditor/File/Parent-Teacher-ConferenceTipSheet-100610.pdf\">Parent-Teacher Conference Tip Sheets\u003c/a> for administrators, teachers and families alike, in order to help encourage what Rosenberg called “the shared responsibility” of student learning. “We wanted to help parents understand their value as partners—with teachers—in promoting their children’s learning and not think their role in conferences was just to listen and passively receive information,” she said. “We wanted to empower them to come prepared with questions about their child’s performance and know that the information they held about their child’s skills, interests, and activities outside of school was of value as well.”\u003c/p>\n\u003cp>Rosenberg said that the Tip Sheets, which were created in 2010, are currently being updated to broaden the definition of family engagement to include all the contexts in which children can learn, including home and school, but also after-school programs and even community organizations like museums or libraries. In the revised tips, teachers will be encouraged to help navigate choices as well as provide access to more learning outside the classroom.\u003c/p>\n\u003cp>“We are revising the Parent–Teacher Conference Tip Sheets to stress the importance of using conferences to talk about ‘whole child’ skills, interests, and growth,” she said. “Not just focusing on information related to academic performance. This includes discussing soft skills such as teamwork, critical thinking ability, and other non-academic signs of strength.”\u003c/p>\n\u003cp dir=\"ltr\">\n\u003caside class=\"pullquote alignleft\">“Not just focusing on information related to academic performance. This includes discussing soft skills such as teamwork, critical thinking ability, and other non-academic signs of strength.”\u003c/aside>\u003c/p>\n\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">Much of the work the Harvard Family Research Group has done on the Tip Sheets, as well as its \u003ca href=\"http://www.hfrp.org/publications-resources/browse-our-publications/tips-for-administrators-teachers-and-families-how-to-share-data-effectively\">Tips for Administrators, Teachers, and Parents: How to Share Data Effectively\u003c/a>, stems from a 2003 book by Harvard education professor Sara Lawrence-Lightfoot called \u003ca href=\"http://www.amazon.com/The-Essential-Conversation-Parents-Teachers/dp/0345475801\">The Essential Conversation: What Parents and Teachers Can Learn from Each Other\u003c/a>. In the book, Lawrence-Lightfoot discovers through interviewing parents and teachers that both carry baggage from their own classroom experiences into their child’s parent-teacher conference, sometimes making the conference anxious, or even confrontational. She terms it the \"Ghost in the classroom.\"\u003c/p>\n\u003cp>In addition, Lawrence-Lightfoot acknowledges that many teachers don’t receive any special training in school on how to communicate effectively with parents. Rosenberg backs this up, saying that even if teachers do receive some training, it’s often superficial. “We have tried to address this knowledge gap,” said Rosenberg. “Among other efforts, creating resources for teacher educators to use in helping preservice teachers understand how to engage and communicate with families. Our book,\u003ca href=\"http://www.hfrp.org/hfrp-news/news-announcements/preparing-educators-to-engage-families-case-studies-using-an-ecological-systems-framework-third-edition\"> Preparing Educators to Engage Families\u003c/a>, includes a series of case studies using a framework that recognizes that children learn across multiple contexts—at home, in school, and in the broader community.”\u003c/p>\n\u003cp dir=\"ltr\">Lawrence-Lightfoot contends in the book that she believes children should be present at parent-teacher conferences -- after all, she argues, they’re the only ones who know completely what’s going on both at home and at school. “Children can be wonderful authorities, very wise, very honest, very candid, very insightful about what their experience is,” Lawrence-Lightfoot said during a \u003ca href=\"http://www.pbs.org/newshour/bb/entertainment/july-dec03/parent_10-15.html\">PBS NewsHour piece\u003c/a>. “And that's a valuable perspective to have in a parent/teacher conference.”\u003c/p>\n\u003cp dir=\"ltr\">But parents and teachers may not always agree. Plattsville, New York, parent Chris Wolff, himself a university-level teacher, isn’t sure that including his fourth-grade daughter in the conference would always render better outcomes. Wolff said that they discuss the conferences with his daughter both before and after, but worries that she may not be ready for an adult conversation about her. “I think I would like to demystify the process of education a bit for her, but I also think that some criticism might be beyond her contextual understanding and may be taken wrong by children. For example, ‘Why doesn't my teacher like me?’ We usually do find ways to discuss our conferences with her afterwards.”\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>Best Practices from the Harvard Family Research Group\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>1. Talk and listen.\u003c/strong> Educators can make sure that the conference is a two-way conversation by sharing what the student is doing in class, and then giving families a chance to share students’ interests and skills outside of school.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>2. Start with the positive.\u003c/strong> Families appreciate hearing something good. Especially with students who are struggling academically or behaviorally, teachers can begin with what students are doing well, even if it’s not related to academics.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>3. Make the information actionable.\u003c/strong> Providing concrete information and actionable steps ensures that the conference moves beyond the classroom walls. Suggestions for what can be done at home, referrals to after-school programs, and tips for families all help make parents partners, but also create an “enhanced network” of learning supports, increasing the likelihood that students will succeed.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/32440/how-to-get-the-most-out-of-a-parent-teacher-conference",
"authors": [
"4445"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_1040",
"mindshift_231"
],
"label": "mindshift"
},
"mindshift_32503": {
"type": "posts",
"id": "mindshift_32503",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "32503",
"score": null,
"sort": [
1383580833000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1383580833,
"format": "aside",
"disqusTitle": "How the Power of Interest Drives Learning",
"title": "How the Power of Interest Drives Learning",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/3663391435_a9edf49128_z-e1383542890924.jpg\" alt=\"3663391435_a9edf49128_z\" width=\"638\" height=\"360\" class=\"size-full wp-image-32511\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/3663391435_a9edf49128_z-e1383542890924.jpg 638w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/3663391435_a9edf49128_z-e1383542890924-400x226.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/3663391435_a9edf49128_z-e1383542890924-320x181.jpg 320w\" sizes=\"(max-width: 638px) 100vw, 638px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">In recent years researchers have begun to build a science of interest, investigating what interest is, how interest develops, what makes things interesting, and how we can cultivate interest in ourselves and others. They are finding that interest can help us think more clearly, understand more deeply, and remember more accurately. Interest has the power to transform struggling performers, and to lift high achievers to a new plane.\u003c/p>\n\u003cp>So what \u003cem>is\u003c/em> interest? Interest is a psychological state of engagement, experienced in the moment, and also a predisposition to engage repeatedly with particular ideas, events, or objects over time. Why do we have it? Paul Silvia of the University of North Carolina speculates that interest acts as an “approach urge” that pushes back against the “avoid urges” that would keep us in the realm of the safe and familiar. Interest pulls us toward the new, the edgy, the exotic. As Silvia puts it, interest “diversifies experience.” But interest also \u003cem>focuses\u003c/em> experience. In a world too full of information, interests usefully narrow our choices: they lead us to pay attention to \u003cem>this\u003c/em> and not to \u003cem>that\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>What Interest Can Do For Us\u003c/strong>\u003c/p>\n\u003cp>Interest is at once a cognitive state and an affective state, what Silvia calls a “knowledge emotion.” The feelings that characterize interest are overwhelmingly positive: a sense of being energized and invigorated, captivated and enthralled. As for its effects on cognition: interest effectively turbocharges our thinking. When we're interested in what we're learning, we pay closer attention; we process the information more efficiently; we employ more effective learning strategies, such as engaging in critical thinking, making connections between old and new knowledge, and attending to deep structure instead of surface features. When we're interested in a task, we work harder and persist longer, bringing more of our self-regulatory skills into play.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Interests powerfully influence our academic and professional choices. A seven-year-long study by Judith Harackiewicz of the University of Wisconsin and her colleagues found that college students’ interest in an introductory psychology course taken their freshman year predicted how likely they were to enroll in additional psychology classes and to major in the subject. Interest predicted such outcomes even more accurately than students’ grades in that initial course. In general, writes Harackiewicz, “research has found that interest is a more powerful predictor of future choices than prior achievement or demographic variables.”\u003c/p>\n\u003cp>In fact, scientists have shown that passionate interests can even allow people to overcome academic difficulties or perceptual disabilities. One study found that students who scored poorly on achievement tests but had well-developed interests in reading or mathematics were more likely to engage with the meaning of textual passages or math problems than were peers with high scores but no such interests. Another study, of prominent academics and Nobel Laureates who struggled with dyslexia, found that they were able to persist in their efforts to read because they were motivated to explore an early and ardent interest.\u003c/p>\n\u003cp>\u003cstrong>How To Promote Interest\u003c/strong>\u003c/p>\n\u003cp>So what can parents, teachers and leaders do to promote interest? The great educator John Dewey wrote that interest operates by a process of “catch” and “hold”—first the individual’s interest must be captured, and then it must be maintained. The approach required to \u003cem>catch\u003c/em> a person's interest is different from the one that’s necessary to \u003cem>hold\u003c/em> a person’s interest: catching is all about seizing the attention and stimulating the imagination. Parents and educators can do this by exposing students to a wide variety of topics. It is true that different people find different things interesting—one reason to provide learners with a range of subject matter, in the hope that something will resonate.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Research has found that interest is a more powerful predictor of future choices than prior achievement or demographic variables.”\u003c/aside>\n\u003cp>But it is also the case that interesting things generally share a number of characteristics. The research of Paul Silvia suggests that to be interesting, material must be \u003cem>novel\u003c/em>, \u003cem>complex\u003c/em>, and \u003cem>comprehensible\u003c/em>. That means introducing ourselves or others to things we haven’t encountered before (or novel aspects of familiar things), and calibrating their complexity so that these things are neither too hard nor too easy to understand. Understandability is crucial: as Silvia writes, new and complex things are interesting “provided that people feel able to comprehend them and master the challenges that they pose.”\u003c/p>\n\u003cp>Research shows, for example, that an inscrutable poem is judged as more interesting when readers are given a hint that allows them to make sense of what it’s about. Abstract art, too, is considered to be more interesting when the paintings are given titles that help viewers understand what the artists may have had in mind as they painted. Viewers become even more interested in such paintings when they are given biographical information about the artist and background about the historical context in which it was created.\u003c/p>\n\u003cp>\u003cstrong>Starting A Virtuous Cycle\u003c/strong>\u003c/p>\n\u003cp>What counts as novel, complex, and comprehensible, of course, depends on the age and ability of the individual. One way that parents and educators can ensure that things are both complex and comprehensible is to make sure that students have sufficient background knowledge to stimulate interest and avoid confusion. The more we know about a domain, the more interesting it gets. Silvia suggests that one reason that growing knowledge leads to growing interest is that new information increases the likelihood of \u003cem>conflict\u003c/em>—of coming across a fact or idea that doesn’t fit with what we know already. We feel motivated to resolve this conflict, and we do so by learning more. A virtuous cycle is thus initiated: more learning leads to more questions, which in turn leads to more learning. Parents and educators can encourage the development of students’ interests by actively eliciting these queries, what researchers call “curiosity questions.”\u003c/p>\n\u003cp>If curiosity doesn’t seem to be emerging on its own, there are ways to coax it out, as George Loewenstein, a professor of economics and psychology at Carnegie Mellon University, wrote in a classic paper, “The \u003ca href=\"http://www.cmu.edu/dietrich/sds/docs/loewenstein/PsychofCuriosity.pdf\">Psychology of Curiosity\u003c/a>.” Curiosity arises, Loewenstein wrote, “when attention becomes focused on a gap in one’s knowledge. Such information gaps produce the feeling of deprivation labeled curiosity. The curious individual is motivated to obtain the missing information to reduce or eliminate the feeling of deprivation.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/\">For Students, Why the Question Is More Important Than the Answer\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The simplest way to open an information gap is to start with the question. Cognitive scientist Daniel Willingham notes that teachers and parents are often “so eager to get to the answer that we do not devote sufficient time to developing the question.” Yet it’s the question that stimulates curiosity; being told an answer quells curiosity before it can even get going. Instead of starting with the answer, begin by posing a genuinely interesting question—one that opens an information gap.\u003c/p>\n\u003cp>Parents and educators can also promote the development of kids’ interests by demonstrating their own passion for particular subjects. A study of 257 professional musicians, for example, found that most important characteristics of the musicians’ first teachers (and, of course, parents are often kids’ first teachers) was the ability to communicate well—to be friendly, chatty, and encouraging—and the ability to pass on their own love of music, through modeling and playing well. Try sharing your own personal interests with young people through casual conversations, hands-on demonstrations, and special trips.\u003c/p>\n\u003cp>\u003cstrong>Keeping Interest Alive\u003c/strong>\u003c/p>\n\u003cp>If catching people's interest is about seizing attention and providing stimulation, holding it is about finding deeper meaning and purpose in the exercise of interest. Caution is required here, however. Research has found that infusing a subject with meaning by stressing its future utility can produce the opposite of its intended effect. In one study, for example, Judith Harackiewicz and her coauthor informed students that math would be important in their adult lives. The intervention actually \u003cem>undermined\u003c/em> interest in math among students who did not consider themselves skilled in the subject, making such students feel threatened and leading them to withdraw.\u003c/p>\n\u003cp>Harackiewicz and other researchers have found more success when they encourage students to generate their own connections and discover for themselves the relevance of academic subject matter to their lives. In a 2010 study, for example, Harackiewicz and her colleagues had college students engage in a writing exercise in which they were asked to think about the how math (and in an accompanying experiment, psychology) might play a role in their lives. In the math-related intervention, for example, participants were first taught a mathematical procedure and then asked to write a short enin, one to three paragraphs in length, briefly describing the potential relevance of the technique to their own lives, or to the lives of college students in general.\u003c/p>\n\u003cp>Completing this exercise led subjects to become more interested in the subjects they wrote about, an effect that was strongest among those participants who initially reported that they did not do well and did not feel competent in math or psychology. Harackiewicz calls this a “value intervention,” because it helps students see the value of what they’re learning. As employed by parents, this doesn’t have to be a formal exercise; it can be something you do in casual conversations. When you ask, on the car ride home or around the dinner table, “What did you learn about in school today?”, you can follow up with a question like “How do you think people might use that knowledge in their jobs?” or “What could that skill help you do?”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Parents, educators and managers can also promote the development of individuals’ interests by supporting their feelings of competence and self-efficacy, helping them to sustain their attention and motivation when they encounter challenging or confusing material. Weaker learners may need more of this assistance to find and maintain their interests, while stronger learners can be pushed in the direction of increasing autonomy and self-direction. The goal in each case is to cultivate interests that provide us with lasting intellectual stimulation and fulfillment, interests that we pursue over a lifetime with vigor and zest.\u003c/p>\n\n",
"disqusIdentifier": "32503 http://blogs.kqed.org/mindshift/?p=32503",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/11/04/how-the-power-of-interest-drives-learning/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1755,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 22
},
"modified": 1383543022,
"excerpt": "Research shows that interests powerfully influence our academic and professional choices. When we're interested in a task, we work harder and persist longer, bringing more of our self-regulatory skills into play.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Research shows that interests powerfully influence our academic and professional choices. When we're interested in a task, we work harder and persist longer, bringing more of our self-regulatory skills into play.",
"title": "How the Power of Interest Drives Learning | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How the Power of Interest Drives Learning",
"datePublished": "2013-11-04T08:00:33-08:00",
"dateModified": "2013-11-03T21:30:22-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-the-power-of-interest-drives-learning",
"status": "publish",
"path": "/mindshift/32503/how-the-power-of-interest-drives-learning",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/3663391435_a9edf49128_z-e1383542890924.jpg\" alt=\"3663391435_a9edf49128_z\" width=\"638\" height=\"360\" class=\"size-full wp-image-32511\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/3663391435_a9edf49128_z-e1383542890924.jpg 638w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/3663391435_a9edf49128_z-e1383542890924-400x226.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/3663391435_a9edf49128_z-e1383542890924-320x181.jpg 320w\" sizes=\"(max-width: 638px) 100vw, 638px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">In recent years researchers have begun to build a science of interest, investigating what interest is, how interest develops, what makes things interesting, and how we can cultivate interest in ourselves and others. They are finding that interest can help us think more clearly, understand more deeply, and remember more accurately. Interest has the power to transform struggling performers, and to lift high achievers to a new plane.\u003c/p>\n\u003cp>So what \u003cem>is\u003c/em> interest? Interest is a psychological state of engagement, experienced in the moment, and also a predisposition to engage repeatedly with particular ideas, events, or objects over time. Why do we have it? Paul Silvia of the University of North Carolina speculates that interest acts as an “approach urge” that pushes back against the “avoid urges” that would keep us in the realm of the safe and familiar. Interest pulls us toward the new, the edgy, the exotic. As Silvia puts it, interest “diversifies experience.” But interest also \u003cem>focuses\u003c/em> experience. In a world too full of information, interests usefully narrow our choices: they lead us to pay attention to \u003cem>this\u003c/em> and not to \u003cem>that\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>What Interest Can Do For Us\u003c/strong>\u003c/p>\n\u003cp>Interest is at once a cognitive state and an affective state, what Silvia calls a “knowledge emotion.” The feelings that characterize interest are overwhelmingly positive: a sense of being energized and invigorated, captivated and enthralled. As for its effects on cognition: interest effectively turbocharges our thinking. When we're interested in what we're learning, we pay closer attention; we process the information more efficiently; we employ more effective learning strategies, such as engaging in critical thinking, making connections between old and new knowledge, and attending to deep structure instead of surface features. When we're interested in a task, we work harder and persist longer, bringing more of our self-regulatory skills into play.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Interests powerfully influence our academic and professional choices. A seven-year-long study by Judith Harackiewicz of the University of Wisconsin and her colleagues found that college students’ interest in an introductory psychology course taken their freshman year predicted how likely they were to enroll in additional psychology classes and to major in the subject. Interest predicted such outcomes even more accurately than students’ grades in that initial course. In general, writes Harackiewicz, “research has found that interest is a more powerful predictor of future choices than prior achievement or demographic variables.”\u003c/p>\n\u003cp>In fact, scientists have shown that passionate interests can even allow people to overcome academic difficulties or perceptual disabilities. One study found that students who scored poorly on achievement tests but had well-developed interests in reading or mathematics were more likely to engage with the meaning of textual passages or math problems than were peers with high scores but no such interests. Another study, of prominent academics and Nobel Laureates who struggled with dyslexia, found that they were able to persist in their efforts to read because they were motivated to explore an early and ardent interest.\u003c/p>\n\u003cp>\u003cstrong>How To Promote Interest\u003c/strong>\u003c/p>\n\u003cp>So what can parents, teachers and leaders do to promote interest? The great educator John Dewey wrote that interest operates by a process of “catch” and “hold”—first the individual’s interest must be captured, and then it must be maintained. The approach required to \u003cem>catch\u003c/em> a person's interest is different from the one that’s necessary to \u003cem>hold\u003c/em> a person’s interest: catching is all about seizing the attention and stimulating the imagination. Parents and educators can do this by exposing students to a wide variety of topics. It is true that different people find different things interesting—one reason to provide learners with a range of subject matter, in the hope that something will resonate.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Research has found that interest is a more powerful predictor of future choices than prior achievement or demographic variables.”\u003c/aside>\n\u003cp>But it is also the case that interesting things generally share a number of characteristics. The research of Paul Silvia suggests that to be interesting, material must be \u003cem>novel\u003c/em>, \u003cem>complex\u003c/em>, and \u003cem>comprehensible\u003c/em>. That means introducing ourselves or others to things we haven’t encountered before (or novel aspects of familiar things), and calibrating their complexity so that these things are neither too hard nor too easy to understand. Understandability is crucial: as Silvia writes, new and complex things are interesting “provided that people feel able to comprehend them and master the challenges that they pose.”\u003c/p>\n\u003cp>Research shows, for example, that an inscrutable poem is judged as more interesting when readers are given a hint that allows them to make sense of what it’s about. Abstract art, too, is considered to be more interesting when the paintings are given titles that help viewers understand what the artists may have had in mind as they painted. Viewers become even more interested in such paintings when they are given biographical information about the artist and background about the historical context in which it was created.\u003c/p>\n\u003cp>\u003cstrong>Starting A Virtuous Cycle\u003c/strong>\u003c/p>\n\u003cp>What counts as novel, complex, and comprehensible, of course, depends on the age and ability of the individual. One way that parents and educators can ensure that things are both complex and comprehensible is to make sure that students have sufficient background knowledge to stimulate interest and avoid confusion. The more we know about a domain, the more interesting it gets. Silvia suggests that one reason that growing knowledge leads to growing interest is that new information increases the likelihood of \u003cem>conflict\u003c/em>—of coming across a fact or idea that doesn’t fit with what we know already. We feel motivated to resolve this conflict, and we do so by learning more. A virtuous cycle is thus initiated: more learning leads to more questions, which in turn leads to more learning. Parents and educators can encourage the development of students’ interests by actively eliciting these queries, what researchers call “curiosity questions.”\u003c/p>\n\u003cp>If curiosity doesn’t seem to be emerging on its own, there are ways to coax it out, as George Loewenstein, a professor of economics and psychology at Carnegie Mellon University, wrote in a classic paper, “The \u003ca href=\"http://www.cmu.edu/dietrich/sds/docs/loewenstein/PsychofCuriosity.pdf\">Psychology of Curiosity\u003c/a>.” Curiosity arises, Loewenstein wrote, “when attention becomes focused on a gap in one’s knowledge. Such information gaps produce the feeling of deprivation labeled curiosity. The curious individual is motivated to obtain the missing information to reduce or eliminate the feeling of deprivation.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/\">For Students, Why the Question Is More Important Than the Answer\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The simplest way to open an information gap is to start with the question. Cognitive scientist Daniel Willingham notes that teachers and parents are often “so eager to get to the answer that we do not devote sufficient time to developing the question.” Yet it’s the question that stimulates curiosity; being told an answer quells curiosity before it can even get going. Instead of starting with the answer, begin by posing a genuinely interesting question—one that opens an information gap.\u003c/p>\n\u003cp>Parents and educators can also promote the development of kids’ interests by demonstrating their own passion for particular subjects. A study of 257 professional musicians, for example, found that most important characteristics of the musicians’ first teachers (and, of course, parents are often kids’ first teachers) was the ability to communicate well—to be friendly, chatty, and encouraging—and the ability to pass on their own love of music, through modeling and playing well. Try sharing your own personal interests with young people through casual conversations, hands-on demonstrations, and special trips.\u003c/p>\n\u003cp>\u003cstrong>Keeping Interest Alive\u003c/strong>\u003c/p>\n\u003cp>If catching people's interest is about seizing attention and providing stimulation, holding it is about finding deeper meaning and purpose in the exercise of interest. Caution is required here, however. Research has found that infusing a subject with meaning by stressing its future utility can produce the opposite of its intended effect. In one study, for example, Judith Harackiewicz and her coauthor informed students that math would be important in their adult lives. The intervention actually \u003cem>undermined\u003c/em> interest in math among students who did not consider themselves skilled in the subject, making such students feel threatened and leading them to withdraw.\u003c/p>\n\u003cp>Harackiewicz and other researchers have found more success when they encourage students to generate their own connections and discover for themselves the relevance of academic subject matter to their lives. In a 2010 study, for example, Harackiewicz and her colleagues had college students engage in a writing exercise in which they were asked to think about the how math (and in an accompanying experiment, psychology) might play a role in their lives. In the math-related intervention, for example, participants were first taught a mathematical procedure and then asked to write a short enin, one to three paragraphs in length, briefly describing the potential relevance of the technique to their own lives, or to the lives of college students in general.\u003c/p>\n\u003cp>Completing this exercise led subjects to become more interested in the subjects they wrote about, an effect that was strongest among those participants who initially reported that they did not do well and did not feel competent in math or psychology. Harackiewicz calls this a “value intervention,” because it helps students see the value of what they’re learning. As employed by parents, this doesn’t have to be a formal exercise; it can be something you do in casual conversations. When you ask, on the car ride home or around the dinner table, “What did you learn about in school today?”, you can follow up with a question like “How do you think people might use that knowledge in their jobs?” or “What could that skill help you do?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Parents, educators and managers can also promote the development of individuals’ interests by supporting their feelings of competence and self-efficacy, helping them to sustain their attention and motivation when they encounter challenging or confusing material. Weaker learners may need more of this assistance to find and maintain their interests, while stronger learners can be pushed in the direction of increasing autonomy and self-direction. The goal in each case is to cultivate interests that provide us with lasting intellectual stimulation and fulfillment, interests that we pursue over a lifetime with vigor and zest.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/32503/how-the-power-of-interest-drives-learning",
"authors": [
"4355"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_1040"
],
"featImg": "mindshift_32511",
"label": "mindshift"
},
"mindshift_32208": {
"type": "posts",
"id": "mindshift_32208",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "32208",
"score": null,
"sort": [
1383228054000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1383228054,
"format": "aside",
"disqusTitle": "Imagery: A Key to Understanding Math",
"title": "Imagery: A Key to Understanding Math",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_32353\" class=\"wp-caption center\" style=\"max-width: 543px\">\u003cimg class=\"size-full wp-image-32353\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/Screen-Shot-2013-10-28-at-2.21.30-PM-e1383238445422.png\" alt=\"Pascal's Pensees\" width=\"543\" height=\"327\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/Screen-Shot-2013-10-28-at-2.21.30-PM-e1383238445422.png 543w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/Screen-Shot-2013-10-28-at-2.21.30-PM-e1383238445422-400x241.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/Screen-Shot-2013-10-28-at-2.21.30-PM-e1383238445422-320x193.png 320w\" sizes=\"(max-width: 543px) 100vw, 543px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">How can teachers help students \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/finding-the-beauty-in-math/\">find the beauty in math\u003c/a>? There may be roadblocks already set up in math education -- students’ disposition toward \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-to-deal-with-kids-math-anxiety/\">math anxiety\u003c/a>, and pressure to cover material quickly. Or maybe it has something to do with the \u003ca href=\"http://www.aps.org/publications/apsnews/200711/backpage.cfm\">curse of knowledge\u003c/a> -- the gap between what experts know and non-experts don’t.\u003c/p>\n\u003cp dir=\"ltr\">It’s easy for math professors to see the beauty in math, said New York University neuroscientist Pascal Wallisch, because they already have an obvious connection with it. “They perhaps had the luck to enjoy a positive math experience in school,” he said. “Or, frankly, from a cognitive neuroscience perspective, there is little doubt in my mind that they have quite a bit of a different brain than the average person who is trying to unlock the wonders of math, or just learn some math in order to get by.”\u003c/p>\n\u003cp dir=\"ltr\">Wallisch said that as both a brain scientist and someone for whom math did not come easily, the key to mathematical beauty (and understanding) is visuals. “As primates, we are mostly visual creatures. A good amount of the cortex in primates (upwards of 30%) is dedicated to visual processing in one way or the other. Put differently, things that look interesting or appealing are bound to attract curiosity,” he said. Looking at a picture (or a movie or video) is the same thing as looking at an equation. But while it represents the same information, one method is inherently more appealing to our brains than the other.\u003c/p>\n\u003cp>According to Wallisch, mathematical imagery is what students are missing, and what causes confusion. He used the example of reading the words “Statue of Liberty,” and how it evokes an immediate image in the mind. But if a person couldn’t read, or had never heard of the Statue of Liberty, they would visualize only letters and words, not Lady Liberty holding her torch -- and the same goes for math novices. Since they have no experience, the mix of mathematical symbols on the page don’t mean much. “Mathematicians see equations by imagery built by long-term practice manipulating them,” he said. “The trick is to use software to visualize the equations so that those who don’t have the practice (or the unusual brain) can see the same.”\u003c/p>\n\u003cp dir=\"ltr\">\n\u003caside class=\"pullquote alignleft\">\"Mathematics is a way to read the world of nature and technology around us. If a teacher can convey this, the entire world becomes an exciting textbook.”\u003c/aside>\n\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp dir=\"ltr\">Wallisch began creating moving \u003ca href=\"http://pensees.pascallisch.net/?page_id=1305\">mathematical images for himself\u003c/a> using technical computing environment \u003ca href=\"http://www.mathworks.com/products/matlab/\">Matlab\u003c/a>, and said that, although he uses it for high-level research computations, high school students can just as easily build visual mathematical models with some guidance. By creating images of equations and playing with the variables, Wallisch now sees what all the fuss is about. He wrote in a blog post: “Personally, I’m betting on aesthetics, with Kant: ‘Beautiful is that which is appealing without interest.’ As we can’t presume interest, aesthetics can serve as an important bridge(head).”\u003c/p>\n\u003cp dir=\"ltr\">California College of the Arts math professor Michael S. Schneider agreed that imagery is the best way to show students the beauty of math. He has been helping students connect mathematics to visual imagery for nearly forty years, and wrote the book \u003cem>\u003ca href=\"http://www.amazon.com/Beginners-Guide-Constructing-Universe-Mathematical/dp/0060926716\">A Beginner’s Guide to Constructing the Universe: Mathematical Archetypes of Nature, Art and Science\u003c/a>\u003c/em> to show humans are surrounded with mathematical imagery -- including right outside, in nature.\u003c/p>\n\u003cp style=\"text-align: center\" dir=\"ltr\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-to-deal-with-kids-math-anxiety/\">How to Deal With Kids' Math Anxiety\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">“As a youngster I wasn’t particularly outstanding in math,” he said. “But at 16 I became earnestly interested in the variety of shapes nature produced and wanted to understand why regular shapes keep recurring in nature. I remember pondering the same hexagonal shape found in the beehive, quartz crystal and metal hexnuts. I could understand how a crystal grew mechanically in this precise geometry by accumulating atoms, but how did bees know how to produce the pattern which holds more weight of honey than, say, a checkerboard pattern? I wasn’t comfortable with the ‘trial and error’ explanation, and even if it was in their DNA, how did that knowledge of superior design get there?” Then, he said, he wanted to know more about logarithmic spirals - “in the bathtub, swirling leaves, tornadoes, hurricanes, solar systems, galaxies.” Schneider said he had good math teachers, but these topics were never covered in school; books he looked up on the subjects covered them one at a time, but never altogether in the same place.\u003c/p>\n\u003cp>Schneider said he became obsessed with understanding the language and shapes of “nature’s geometric alphabet”: circles, spheres, triangles, squares, and more -- the shapes that surround us every day if we simply take the time to notice them. “A circle represents the number one,” he said. “Most people can feel why a circle represents unity, its wholeness, completeness. A circle holds more inside it than any other shape having the same perimeter. So it’s practical to know that round pizzas hold more toppings than squares or rectangles having the same length of crust.”\u003c/p>\n\u003cp>Armed with this set of nature’s images and symbols, Schneider found that numbers and shapes have personalities, each playing different roles in the cosmos. “The universe becomes a book and then a great play with great actors in great parts telling great stories,” he said. “Mathematics is a way to read the world of nature and technology around us. If a teacher can convey this, the entire world becomes an exciting textbook.”\u003c/p>\n\u003cp dir=\"ltr\">Schneider admits that today’s math teachers are strapped for time and resources to really explore the beautiful part of math, partly due to the way textbooks are constructed, and the pressure to cover material quickly. He believes that for students to see the beauty in math, teachers need more time and freedom. “I think that math education gets too abstract too quickly without first providing a sense-based foundation,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But appreciating the beauty in mathematics could start by just having students look around them. “The universe may be a mystery, but it’s not a secret,” he said.\u003c/p>\n\n",
"disqusIdentifier": "32208 http://blogs.kqed.org/mindshift/?p=32208",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/10/31/imagery-a-key-to-understanding-math/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1079,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 6
},
"modified": 1383322166,
"excerpt": "According to math educators, mathematical imagery is what students are missing, and what causes confusion. \"Mathematics is a way to read the world of nature and technology around us. If a teacher can convey this, the entire world becomes an exciting textbook.”",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "According to math educators, mathematical imagery is what students are missing, and what causes confusion. "Mathematics is a way to read the world of nature and technology around us. If a teacher can convey this, the entire world becomes an exciting textbook.”",
"title": "Imagery: A Key to Understanding Math | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Imagery: A Key to Understanding Math",
"datePublished": "2013-10-31T07:00:54-07:00",
"dateModified": "2013-11-01T09:09:26-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "imagery-a-key-to-understanding-math",
"status": "publish",
"path": "/mindshift/32208/imagery-a-key-to-understanding-math",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32353\" class=\"wp-caption center\" style=\"max-width: 543px\">\u003cimg class=\"size-full wp-image-32353\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/Screen-Shot-2013-10-28-at-2.21.30-PM-e1383238445422.png\" alt=\"Pascal's Pensees\" width=\"543\" height=\"327\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/Screen-Shot-2013-10-28-at-2.21.30-PM-e1383238445422.png 543w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/Screen-Shot-2013-10-28-at-2.21.30-PM-e1383238445422-400x241.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/Screen-Shot-2013-10-28-at-2.21.30-PM-e1383238445422-320x193.png 320w\" sizes=\"(max-width: 543px) 100vw, 543px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">How can teachers help students \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/finding-the-beauty-in-math/\">find the beauty in math\u003c/a>? There may be roadblocks already set up in math education -- students’ disposition toward \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-to-deal-with-kids-math-anxiety/\">math anxiety\u003c/a>, and pressure to cover material quickly. Or maybe it has something to do with the \u003ca href=\"http://www.aps.org/publications/apsnews/200711/backpage.cfm\">curse of knowledge\u003c/a> -- the gap between what experts know and non-experts don’t.\u003c/p>\n\u003cp dir=\"ltr\">It’s easy for math professors to see the beauty in math, said New York University neuroscientist Pascal Wallisch, because they already have an obvious connection with it. “They perhaps had the luck to enjoy a positive math experience in school,” he said. “Or, frankly, from a cognitive neuroscience perspective, there is little doubt in my mind that they have quite a bit of a different brain than the average person who is trying to unlock the wonders of math, or just learn some math in order to get by.”\u003c/p>\n\u003cp dir=\"ltr\">Wallisch said that as both a brain scientist and someone for whom math did not come easily, the key to mathematical beauty (and understanding) is visuals. “As primates, we are mostly visual creatures. A good amount of the cortex in primates (upwards of 30%) is dedicated to visual processing in one way or the other. Put differently, things that look interesting or appealing are bound to attract curiosity,” he said. Looking at a picture (or a movie or video) is the same thing as looking at an equation. But while it represents the same information, one method is inherently more appealing to our brains than the other.\u003c/p>\n\u003cp>According to Wallisch, mathematical imagery is what students are missing, and what causes confusion. He used the example of reading the words “Statue of Liberty,” and how it evokes an immediate image in the mind. But if a person couldn’t read, or had never heard of the Statue of Liberty, they would visualize only letters and words, not Lady Liberty holding her torch -- and the same goes for math novices. Since they have no experience, the mix of mathematical symbols on the page don’t mean much. “Mathematicians see equations by imagery built by long-term practice manipulating them,” he said. “The trick is to use software to visualize the equations so that those who don’t have the practice (or the unusual brain) can see the same.”\u003c/p>\n\u003cp dir=\"ltr\">\n\u003caside class=\"pullquote alignleft\">\"Mathematics is a way to read the world of nature and technology around us. If a teacher can convey this, the entire world becomes an exciting textbook.”\u003c/aside>\n\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">Wallisch began creating moving \u003ca href=\"http://pensees.pascallisch.net/?page_id=1305\">mathematical images for himself\u003c/a> using technical computing environment \u003ca href=\"http://www.mathworks.com/products/matlab/\">Matlab\u003c/a>, and said that, although he uses it for high-level research computations, high school students can just as easily build visual mathematical models with some guidance. By creating images of equations and playing with the variables, Wallisch now sees what all the fuss is about. He wrote in a blog post: “Personally, I’m betting on aesthetics, with Kant: ‘Beautiful is that which is appealing without interest.’ As we can’t presume interest, aesthetics can serve as an important bridge(head).”\u003c/p>\n\u003cp dir=\"ltr\">California College of the Arts math professor Michael S. Schneider agreed that imagery is the best way to show students the beauty of math. He has been helping students connect mathematics to visual imagery for nearly forty years, and wrote the book \u003cem>\u003ca href=\"http://www.amazon.com/Beginners-Guide-Constructing-Universe-Mathematical/dp/0060926716\">A Beginner’s Guide to Constructing the Universe: Mathematical Archetypes of Nature, Art and Science\u003c/a>\u003c/em> to show humans are surrounded with mathematical imagery -- including right outside, in nature.\u003c/p>\n\u003cp style=\"text-align: center\" dir=\"ltr\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-to-deal-with-kids-math-anxiety/\">How to Deal With Kids' Math Anxiety\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">“As a youngster I wasn’t particularly outstanding in math,” he said. “But at 16 I became earnestly interested in the variety of shapes nature produced and wanted to understand why regular shapes keep recurring in nature. I remember pondering the same hexagonal shape found in the beehive, quartz crystal and metal hexnuts. I could understand how a crystal grew mechanically in this precise geometry by accumulating atoms, but how did bees know how to produce the pattern which holds more weight of honey than, say, a checkerboard pattern? I wasn’t comfortable with the ‘trial and error’ explanation, and even if it was in their DNA, how did that knowledge of superior design get there?” Then, he said, he wanted to know more about logarithmic spirals - “in the bathtub, swirling leaves, tornadoes, hurricanes, solar systems, galaxies.” Schneider said he had good math teachers, but these topics were never covered in school; books he looked up on the subjects covered them one at a time, but never altogether in the same place.\u003c/p>\n\u003cp>Schneider said he became obsessed with understanding the language and shapes of “nature’s geometric alphabet”: circles, spheres, triangles, squares, and more -- the shapes that surround us every day if we simply take the time to notice them. “A circle represents the number one,” he said. “Most people can feel why a circle represents unity, its wholeness, completeness. A circle holds more inside it than any other shape having the same perimeter. So it’s practical to know that round pizzas hold more toppings than squares or rectangles having the same length of crust.”\u003c/p>\n\u003cp>Armed with this set of nature’s images and symbols, Schneider found that numbers and shapes have personalities, each playing different roles in the cosmos. “The universe becomes a book and then a great play with great actors in great parts telling great stories,” he said. “Mathematics is a way to read the world of nature and technology around us. If a teacher can convey this, the entire world becomes an exciting textbook.”\u003c/p>\n\u003cp dir=\"ltr\">Schneider admits that today’s math teachers are strapped for time and resources to really explore the beautiful part of math, partly due to the way textbooks are constructed, and the pressure to cover material quickly. He believes that for students to see the beauty in math, teachers need more time and freedom. “I think that math education gets too abstract too quickly without first providing a sense-based foundation,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But appreciating the beauty in mathematics could start by just having students look around them. “The universe may be a mystery, but it’s not a secret,” he said.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/32208/imagery-a-key-to-understanding-math",
"authors": [
"4445"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_1040",
"mindshift_392"
],
"featImg": "mindshift_32353",
"label": "mindshift"
},
"mindshift_32338": {
"type": "posts",
"id": "mindshift_32338",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "32338",
"score": null,
"sort": [
1383055228000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1383055228,
"format": "aside",
"disqusTitle": "Ready to Learn? The Key Is Listening With Intention ",
"title": "Ready to Learn? The Key Is Listening With Intention ",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_32345\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/wwworks/8081866307/sizes/z/in/photolist-djaFhx-7NCbqY-fm2CKt-5LTdXx-4FMSk-fUCwSF-72kZJo-a7ofHQ-7Za1Bg-8MLkg-bqCBEg-5ACfb6-8T3Hzn-cRpQcA-98HKz-djaFet-e3RwjX-9KY7rx-atQEAm-7yZwfM-7yXPYm-85UK7p-2ANCgi-2ANKQF-84QSeo-9uGwHN-5EZ5vk-cnHVSd-2zKN19-4wDr3B-axtohs-upsSh-8PDUBW-7Nyd36-cu1VmW-7vs12t-pg3xr-9acyQz-dY8s7n-6dAcM4-7vsu2S-bRsu1e-6JH9yq-dDK9E9-dDK9Hd-6kBkDk-b8wg5i-4TmSQH-4Ft69o-M7tDk-a5EXBJ/\">\u003cimg class=\"size-full wp-image-32345\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/8081866307_ab175f549c_z-e1382989896265.jpg\" alt=\"8081866307_ab175f549c_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/8081866307_ab175f549c_z-e1382989896265.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/8081866307_ab175f549c_z-e1382989896265-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/8081866307_ab175f549c_z-e1382989896265-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap\">Listening and observing can be passive activities—in one ear and out the other, as our mothers used to say. Or they can be rich, active, intense experiences that lead to serious learning. The difference lies in our intention: the purpose and awareness with which we approach the occasion. Here's how to make sure your intentions are good.\u003c/p>\n\u003cp>Research on how we learn a second language demonstrates that effective listening involves more than simply hearing the words that float past our ears. Rather, it’s an active process of interpreting information and making meaning. Studies of skilled language learners have identified specific listening strategies that lead to superior comprehension. What’s more, research has shown that learners who deliberately adopt these strategies become better listeners.\u003c/p>\n\u003cp>In 2010, for example, University of Ottawa researcher Larry Vandergrift published his \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=e3b6487818&e=c73b114bbb\">study\u003c/a> of 106 undergraduates who were learning French as a second language. Half of the students were taught in a conventional fashion, listening to and practicing texts spoken aloud. The other half, possessing the same initial skill level and taught by the same teacher, were given explicit instruction on how to listen. In the journal \u003cem>Language Learning\u003c/em>, Vandergrift reported the results: The second group “significantly outperformed” the first one on a test of comprehension. The improvement was especially pronounced among the less-fluent French speakers in the group.\u003c/p>\n\u003cp>So what are these listening strategies?\u003c/p>\n\u003cp>• Skilled learners go into a listening session with a sense of what they want to get out of it. They set a goal for their listening, and they generate predictions about what the speaker will say. Before the talking begins, they mentally review what they already know about the subject, and form an intention to “listen out for” what’s important or relevant.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>• Once they begin listening, these learners maintain their focus; if their attention wanders, they bring it back to the words being spoken. They don’t allow themselves to be thrown off by confusing or unfamiliar details. Instead, they take note of what they don’t understand and make inferences about what those things might mean, based on other clues available to them: their previous knowledge of the subject, the context of the talk, the identity of the speaker, and so on. They’re “listening for gist,” and not getting caught up in fine-grained analysis.\u003c/p>\n\u003cp>• All the while, skilled learners are evaluating what they’re hearing and their own understanding of it. They’re checking their inferences to see if they’re correct, and identifying the questions they still have so they can pursue the answers later.\u003c/p>\n\u003cp>Such strategies are all about metacognition, or thinking about thinking, and they yield a variety of benefits. Research indicates that learners who engage in metacogniton are better at processing and storing new information, better at finding the best ways to practice and better at reinforcing what they have learned. In a 2006 \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=00a9d576c9&e=c73b114bbb\">study\u003c/a> by researchers from Singapore, Chinese speakers who were learning English as a second language reported increased motivation and confidence after they were taught metacognitive strategies.\u003c/p>\n\u003ch4>Observing With Intention\u003c/h4>\n\u003cp>You’ve heard it before, and it’s true: We learn by doing. But we also learn by watching. Whether it’s a salsa teacher running through a dance sequence, a tennis coach demonstrating proper serving technique or a science professor conducting a dissection in front of the class, observing an expert at work is an opportunity to hone our own skills.\u003c/p>\n\u003cp>This is especially true in the case of motor movements, and research in neuroscience is beginning to show why: when we watch someone else’s motions, the parts of the brain that direct our own physical movements are activated. Observation accelerates the learning process because our brains are able to map others’ actions onto our own mental representations, making them more detailed and more accurate. Using brain scans, scientists are figuring out how this process works—and how we can make the most of what we see.\u003c/p>\n\u003cp>Scott Grafton, a professor of psychology at the University of California, Santa Barbara, has employed studies of dancers to investigate the operation of what he calls the “action observation network,” a circuit in the brain that is stimulated whenever we observe a movement, imagine performing it or actually engage in it ourselves. In a \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=f14eda1882&e=c73b114bbb\">study\u003c/a> published in the journal Cerebral Cortex in 2009, Grafton and his co-authors asked participants to rehearse a dance sequence set to a music video.\u003c/p>\n\u003cp>For five days they practiced the routine; on each day they also watched a different dance sequence without trying it out for themselves. The subjects’ brains were scanned using functional magnetic resonance imaging (fMRI) before and after the five-day period.\u003c/p>\n\u003cp>The second round of scans revealed that the dancers’ action observation networks showed similar patterns of activation as they watched both videos—the one with a dance sequence they had practiced, and the one with a dance sequence they had simply watched. “Human motor skills can be acquired by observation without the benefit of immediate physical practice,” Grafton and his colleagues concluded.\u003c/p>\n\u003cp>We derive the most benefit from observation when we have in mind the conscious intention to carry out the action ourselves. In a 2006 \u003ca href=\"http://anniemurphypaul.us2.list-manage1.com/track/click?u=bc04df008d4705e4e77c2eb35&id=9ab1c910a5&e=c73b114bbb\">study\u003c/a> published in the \u003cem>Journal of Neuroscience\u003c/em>, psychologist Scott Frey of the University of Oregon scanned the brains of participants as they watched videos of someone putting together and taking apart a toy made of several parts. One group of subjects simply watched the demonstration; another group was aware that they would be asked to reproduce the actions they viewed on the video.\u003c/p>\n\u003cp>Although members of both groups were lying completely still inside an fMRI machine, the brains of the second group showed activation in a region involved in motor learning.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Simply knowing that we will be expected to carry out the motions we observe seems to prime the brain to learn better.\u003c/p>\n\n",
"disqusIdentifier": "32338 http://blogs.kqed.org/mindshift/?p=32338",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/10/29/ready-to-learn-the-key-is-listening-with-intention/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1016,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 17
},
"modified": 1382991942,
"excerpt": "Listening and observing can be passive activities—in one ear and out the other, as our mothers used to say. Or they can be rich, active, intense experiences that lead to serious learning. The difference lies in our intention: the purpose and awareness with which we approach the occasion. Here's how to make sure your intentions are good.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Listening and observing can be passive activities—in one ear and out the other, as our mothers used to say. Or they can be rich, active, intense experiences that lead to serious learning. The difference lies in our intention: the purpose and awareness with which we approach the occasion. Here's how to make sure your intentions are good.",
"title": "Ready to Learn? The Key Is Listening With Intention | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Ready to Learn? The Key Is Listening With Intention ",
"datePublished": "2013-10-29T07:00:28-07:00",
"dateModified": "2013-10-28T13:25:42-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "ready-to-learn-the-key-is-listening-with-intention",
"status": "publish",
"path": "/mindshift/32338/ready-to-learn-the-key-is-listening-with-intention",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32345\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/wwworks/8081866307/sizes/z/in/photolist-djaFhx-7NCbqY-fm2CKt-5LTdXx-4FMSk-fUCwSF-72kZJo-a7ofHQ-7Za1Bg-8MLkg-bqCBEg-5ACfb6-8T3Hzn-cRpQcA-98HKz-djaFet-e3RwjX-9KY7rx-atQEAm-7yZwfM-7yXPYm-85UK7p-2ANCgi-2ANKQF-84QSeo-9uGwHN-5EZ5vk-cnHVSd-2zKN19-4wDr3B-axtohs-upsSh-8PDUBW-7Nyd36-cu1VmW-7vs12t-pg3xr-9acyQz-dY8s7n-6dAcM4-7vsu2S-bRsu1e-6JH9yq-dDK9E9-dDK9Hd-6kBkDk-b8wg5i-4TmSQH-4Ft69o-M7tDk-a5EXBJ/\">\u003cimg class=\"size-full wp-image-32345\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/8081866307_ab175f549c_z-e1382989896265.jpg\" alt=\"8081866307_ab175f549c_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/8081866307_ab175f549c_z-e1382989896265.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/8081866307_ab175f549c_z-e1382989896265-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/8081866307_ab175f549c_z-e1382989896265-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap\">Listening and observing can be passive activities—in one ear and out the other, as our mothers used to say. Or they can be rich, active, intense experiences that lead to serious learning. The difference lies in our intention: the purpose and awareness with which we approach the occasion. Here's how to make sure your intentions are good.\u003c/p>\n\u003cp>Research on how we learn a second language demonstrates that effective listening involves more than simply hearing the words that float past our ears. Rather, it’s an active process of interpreting information and making meaning. Studies of skilled language learners have identified specific listening strategies that lead to superior comprehension. What’s more, research has shown that learners who deliberately adopt these strategies become better listeners.\u003c/p>\n\u003cp>In 2010, for example, University of Ottawa researcher Larry Vandergrift published his \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=e3b6487818&e=c73b114bbb\">study\u003c/a> of 106 undergraduates who were learning French as a second language. Half of the students were taught in a conventional fashion, listening to and practicing texts spoken aloud. The other half, possessing the same initial skill level and taught by the same teacher, were given explicit instruction on how to listen. In the journal \u003cem>Language Learning\u003c/em>, Vandergrift reported the results: The second group “significantly outperformed” the first one on a test of comprehension. The improvement was especially pronounced among the less-fluent French speakers in the group.\u003c/p>\n\u003cp>So what are these listening strategies?\u003c/p>\n\u003cp>• Skilled learners go into a listening session with a sense of what they want to get out of it. They set a goal for their listening, and they generate predictions about what the speaker will say. Before the talking begins, they mentally review what they already know about the subject, and form an intention to “listen out for” what’s important or relevant.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>• Once they begin listening, these learners maintain their focus; if their attention wanders, they bring it back to the words being spoken. They don’t allow themselves to be thrown off by confusing or unfamiliar details. Instead, they take note of what they don’t understand and make inferences about what those things might mean, based on other clues available to them: their previous knowledge of the subject, the context of the talk, the identity of the speaker, and so on. They’re “listening for gist,” and not getting caught up in fine-grained analysis.\u003c/p>\n\u003cp>• All the while, skilled learners are evaluating what they’re hearing and their own understanding of it. They’re checking their inferences to see if they’re correct, and identifying the questions they still have so they can pursue the answers later.\u003c/p>\n\u003cp>Such strategies are all about metacognition, or thinking about thinking, and they yield a variety of benefits. Research indicates that learners who engage in metacogniton are better at processing and storing new information, better at finding the best ways to practice and better at reinforcing what they have learned. In a 2006 \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=00a9d576c9&e=c73b114bbb\">study\u003c/a> by researchers from Singapore, Chinese speakers who were learning English as a second language reported increased motivation and confidence after they were taught metacognitive strategies.\u003c/p>\n\u003ch4>Observing With Intention\u003c/h4>\n\u003cp>You’ve heard it before, and it’s true: We learn by doing. But we also learn by watching. Whether it’s a salsa teacher running through a dance sequence, a tennis coach demonstrating proper serving technique or a science professor conducting a dissection in front of the class, observing an expert at work is an opportunity to hone our own skills.\u003c/p>\n\u003cp>This is especially true in the case of motor movements, and research in neuroscience is beginning to show why: when we watch someone else’s motions, the parts of the brain that direct our own physical movements are activated. Observation accelerates the learning process because our brains are able to map others’ actions onto our own mental representations, making them more detailed and more accurate. Using brain scans, scientists are figuring out how this process works—and how we can make the most of what we see.\u003c/p>\n\u003cp>Scott Grafton, a professor of psychology at the University of California, Santa Barbara, has employed studies of dancers to investigate the operation of what he calls the “action observation network,” a circuit in the brain that is stimulated whenever we observe a movement, imagine performing it or actually engage in it ourselves. In a \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=f14eda1882&e=c73b114bbb\">study\u003c/a> published in the journal Cerebral Cortex in 2009, Grafton and his co-authors asked participants to rehearse a dance sequence set to a music video.\u003c/p>\n\u003cp>For five days they practiced the routine; on each day they also watched a different dance sequence without trying it out for themselves. The subjects’ brains were scanned using functional magnetic resonance imaging (fMRI) before and after the five-day period.\u003c/p>\n\u003cp>The second round of scans revealed that the dancers’ action observation networks showed similar patterns of activation as they watched both videos—the one with a dance sequence they had practiced, and the one with a dance sequence they had simply watched. “Human motor skills can be acquired by observation without the benefit of immediate physical practice,” Grafton and his colleagues concluded.\u003c/p>\n\u003cp>We derive the most benefit from observation when we have in mind the conscious intention to carry out the action ourselves. In a 2006 \u003ca href=\"http://anniemurphypaul.us2.list-manage1.com/track/click?u=bc04df008d4705e4e77c2eb35&id=9ab1c910a5&e=c73b114bbb\">study\u003c/a> published in the \u003cem>Journal of Neuroscience\u003c/em>, psychologist Scott Frey of the University of Oregon scanned the brains of participants as they watched videos of someone putting together and taking apart a toy made of several parts. One group of subjects simply watched the demonstration; another group was aware that they would be asked to reproduce the actions they viewed on the video.\u003c/p>\n\u003cp>Although members of both groups were lying completely still inside an fMRI machine, the brains of the second group showed activation in a region involved in motor learning.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Simply knowing that we will be expected to carry out the motions we observe seems to prime the brain to learn better.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/32338/ready-to-learn-the-key-is-listening-with-intention",
"authors": [
"4355"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_1040"
],
"label": "mindshift"
},
"mindshift_32223": {
"type": "posts",
"id": "mindshift_32223",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "32223",
"score": null,
"sort": [
1382372421000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1382372421,
"format": "aside",
"disqusTitle": "Why Kids Take On Adults' Math Anxiety",
"title": "Why Kids Take On Adults' Math Anxiety",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_32233\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/fcstpauligab/6981478478/sizes/z/in/photolist-bCVUjA-bRQCmn-bCVVj9-72C75C-6jdZCG-81fZ4u-5Mq3Pa-4Ywf1z-3vJNsa-5DUEmC-dUXA2t-624N9B-88biBa-b3VNWi-fmW4gq-dm5GDu-bhFBv4-88biBR-88euwL-eUqMU7/\">\u003cimg class=\"size-full wp-image-32233\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/6981478478_1e8eb6b296_z-e1382372257433.jpg\" alt=\"6981478478_1e8eb6b296_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/6981478478_1e8eb6b296_z-e1382372257433.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/6981478478_1e8eb6b296_z-e1382372257433-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/6981478478_1e8eb6b296_z-e1382372257433-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">We know a lot about how relationships can enhance learning. We learn better \u003ca href=\"http://anniemurphypaul.us2.list-manage1.com/track/click?u=bc04df008d4705e4e77c2eb35&id=dae92800e1&e=c73b114bbb\">when\u003c/a> we \"apprentice\" ourselves to someone more knowledgeable, for example; \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=7e21587056&e=c73b114bbb\">when\u003c/a> we ourselves teach others; and \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=3ecc0b7e6d&e=c73b114bbb\">when\u003c/a> we discuss and debate with our peers.\u003c/p>\n\u003cp>But there are also times when relationships \u003cem>suppress\u003c/em> learning. This is the case when parents and teachers—figures of towering importance in the world of children—pass on negative views about particular academic subjects. This passing-on is not deliberate, of course. No parent or teacher would wish to impart feelings of anxiety or aversion regarding learning. And yet that’s often just what happens, according to Elizabeth Gunderson, a researcher at the University of Chicago.\u003c/p>\n\u003cp>Gunderson and her colleagues recently published an \u003ca href=\"http://anniemurphypaul.us2.list-manage1.com/track/click?u=bc04df008d4705e4e77c2eb35&id=9601da1e21&e=c73b114bbb\">article\u003c/a> in the journal \u003cem>Sex Roles\u003c/em> that examined the “adult-to-child transmission” of attitudes about learning—in particular, how mothers’ unease with mathematics may be passed down to their daughters. Parents’ “own personal feelings about math are likely to influence the messages they convey about math to their children,” Gunderson notes—and kids will readily recognize if these feelings are negative. Becoming aware of our anxiety is the first step toward stopping such transmission in its tracks.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The more anxious teachers were about math, the more likely the girls in their classes were to endorse negative stereotypes about females’ math ability.\u003c/aside>\n\u003cp>Previous studies have looked at how parents’ stereotypes (“boys are better at math, and girls are better at reading”) and expectations (for example, holding sons’ academic performance to a higher standard than daughters’) affect their children’s orientation toward learning. Gunderson takes a different tack, suggesting that parents may influence their offspring’s attitudes in two more subtle ways: through their own anxiety, and through their own belief that abilities are fixed and can’t be improved (expressed in commonly-heard comments like “I’ve never been good at science,” and “I can’t do math to save my life”).\u003c/p>\n\u003cp style=\"text-align: left\">Research \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=838e55c516&e=c73b114bbb\">shows\u003c/a> that school-aged children are especially apt to emulate the attitudes and behaviors of the same-sex parent—a source of concern if we want to improve girls’ still-lagging performance in traditionally male-dominated fields like science and mathematics. If mom hates math, a young girl may reason, it’s O.K. for me to dislike it too.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">Girls and Math: Busting the Stereotype\u003cstrong>]\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Teachers aren’t immune to negative feelings about learning, either. In fact, studies \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=5d384e4f46&e=c73b114bbb\">show\u003c/a> that undergraduates who study elementary education have the highest math anxiety of any college major. Instructors who are uncomfortable with mathematics feel less capable teaching the subject, research indicates, and are less motivated to try new and innovative teaching strategies. A \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=05adc67f65&e=c73b114bbb\">study\u003c/a> by cognitive psychologist Sian Beilock, published in the \u003cem>Proceedings of the National Academies of Science\u003c/em> in 2010, demonstrates how teachers’ unease with math can influence the students in their classrooms.\u003c/p>\n\u003cp>Beilock and her coauthors evaluated 52 boys and 65 girls enrolled in first and second grade and taught by 17 different teachers. At the beginning of the school year, there was no connection between the students’ math ability and their teachers’ math anxiety. By the end of the year, however, a dismaying relationship had emerged: the more anxious teachers were about math, the more likely the girls in their classes were to endorse negative stereotypes about females’ math ability, and the more poorly these girls did on a test of math achievement.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Adults who want to avoid passing on pessimistic attitudes about learning can do more than simply watch their language (no more “I’m hopeless at math” when the dinner check arrives at the table). They can jump into the subject they once feared with both feet, using their children’s education as an opportunity to brush up on their own basic skills. Learn along with your kids, and you may find that math and science, or writing and spelling, are not so scary. And let kids know that it’s always possible to change and improve our abilities—you being a prime example.\u003c/p>\n\n",
"disqusIdentifier": "32223 http://blogs.kqed.org/mindshift/?p=32223",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/10/21/why-kids-take-on-adults-math-anxiety/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 713,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 8
},
"modified": 1382372421,
"excerpt": "What happens when parents and teachers—figures of towering importance in the world of children—pass on negative views about particular academic subjects?",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "What happens when parents and teachers—figures of towering importance in the world of children—pass on negative views about particular academic subjects?",
"title": "Why Kids Take On Adults' Math Anxiety | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Why Kids Take On Adults' Math Anxiety",
"datePublished": "2013-10-21T09:20:21-07:00",
"dateModified": "2013-10-21T09:20:21-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "why-kids-take-on-adults-math-anxiety",
"status": "publish",
"path": "/mindshift/32223/why-kids-take-on-adults-math-anxiety",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32233\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/fcstpauligab/6981478478/sizes/z/in/photolist-bCVUjA-bRQCmn-bCVVj9-72C75C-6jdZCG-81fZ4u-5Mq3Pa-4Ywf1z-3vJNsa-5DUEmC-dUXA2t-624N9B-88biBa-b3VNWi-fmW4gq-dm5GDu-bhFBv4-88biBR-88euwL-eUqMU7/\">\u003cimg class=\"size-full wp-image-32233\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/6981478478_1e8eb6b296_z-e1382372257433.jpg\" alt=\"6981478478_1e8eb6b296_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/6981478478_1e8eb6b296_z-e1382372257433.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/6981478478_1e8eb6b296_z-e1382372257433-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/6981478478_1e8eb6b296_z-e1382372257433-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">We know a lot about how relationships can enhance learning. We learn better \u003ca href=\"http://anniemurphypaul.us2.list-manage1.com/track/click?u=bc04df008d4705e4e77c2eb35&id=dae92800e1&e=c73b114bbb\">when\u003c/a> we \"apprentice\" ourselves to someone more knowledgeable, for example; \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=7e21587056&e=c73b114bbb\">when\u003c/a> we ourselves teach others; and \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=3ecc0b7e6d&e=c73b114bbb\">when\u003c/a> we discuss and debate with our peers.\u003c/p>\n\u003cp>But there are also times when relationships \u003cem>suppress\u003c/em> learning. This is the case when parents and teachers—figures of towering importance in the world of children—pass on negative views about particular academic subjects. This passing-on is not deliberate, of course. No parent or teacher would wish to impart feelings of anxiety or aversion regarding learning. And yet that’s often just what happens, according to Elizabeth Gunderson, a researcher at the University of Chicago.\u003c/p>\n\u003cp>Gunderson and her colleagues recently published an \u003ca href=\"http://anniemurphypaul.us2.list-manage1.com/track/click?u=bc04df008d4705e4e77c2eb35&id=9601da1e21&e=c73b114bbb\">article\u003c/a> in the journal \u003cem>Sex Roles\u003c/em> that examined the “adult-to-child transmission” of attitudes about learning—in particular, how mothers’ unease with mathematics may be passed down to their daughters. Parents’ “own personal feelings about math are likely to influence the messages they convey about math to their children,” Gunderson notes—and kids will readily recognize if these feelings are negative. Becoming aware of our anxiety is the first step toward stopping such transmission in its tracks.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The more anxious teachers were about math, the more likely the girls in their classes were to endorse negative stereotypes about females’ math ability.\u003c/aside>\n\u003cp>Previous studies have looked at how parents’ stereotypes (“boys are better at math, and girls are better at reading”) and expectations (for example, holding sons’ academic performance to a higher standard than daughters’) affect their children’s orientation toward learning. Gunderson takes a different tack, suggesting that parents may influence their offspring’s attitudes in two more subtle ways: through their own anxiety, and through their own belief that abilities are fixed and can’t be improved (expressed in commonly-heard comments like “I’ve never been good at science,” and “I can’t do math to save my life”).\u003c/p>\n\u003cp style=\"text-align: left\">Research \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=838e55c516&e=c73b114bbb\">shows\u003c/a> that school-aged children are especially apt to emulate the attitudes and behaviors of the same-sex parent—a source of concern if we want to improve girls’ still-lagging performance in traditionally male-dominated fields like science and mathematics. If mom hates math, a young girl may reason, it’s O.K. for me to dislike it too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">Girls and Math: Busting the Stereotype\u003cstrong>]\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Teachers aren’t immune to negative feelings about learning, either. In fact, studies \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=5d384e4f46&e=c73b114bbb\">show\u003c/a> that undergraduates who study elementary education have the highest math anxiety of any college major. Instructors who are uncomfortable with mathematics feel less capable teaching the subject, research indicates, and are less motivated to try new and innovative teaching strategies. A \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=05adc67f65&e=c73b114bbb\">study\u003c/a> by cognitive psychologist Sian Beilock, published in the \u003cem>Proceedings of the National Academies of Science\u003c/em> in 2010, demonstrates how teachers’ unease with math can influence the students in their classrooms.\u003c/p>\n\u003cp>Beilock and her coauthors evaluated 52 boys and 65 girls enrolled in first and second grade and taught by 17 different teachers. At the beginning of the school year, there was no connection between the students’ math ability and their teachers’ math anxiety. By the end of the year, however, a dismaying relationship had emerged: the more anxious teachers were about math, the more likely the girls in their classes were to endorse negative stereotypes about females’ math ability, and the more poorly these girls did on a test of math achievement.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Adults who want to avoid passing on pessimistic attitudes about learning can do more than simply watch their language (no more “I’m hopeless at math” when the dinner check arrives at the table). They can jump into the subject they once feared with both feet, using their children’s education as an opportunity to brush up on their own basic skills. Learn along with your kids, and you may find that math and science, or writing and spelling, are not so scary. And let kids know that it’s always possible to change and improve our abilities—you being a prime example.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/32223/why-kids-take-on-adults-math-anxiety",
"authors": [
"4355"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_1040",
"mindshift_392"
],
"label": "mindshift"
}
},
"podcastsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"podcasts": {}
},
"radioProgramsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"radioPrograms": {}
},
"radioSearchSegmentsReducer": {},
"programsReducer": {
"all-things-considered": {
"id": "all-things-considered",
"title": "All Things Considered",
"info": "Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.",
"airtime": "MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/all-things-considered/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/all-things-considered"
},
"american-suburb-podcast": {
"id": "american-suburb-podcast",
"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg",
"officialWebsiteLink": "/news/series/american-suburb-podcast",
"meta": {
"site": "news",
"source": "kqed",
"order": 19
},
"link": "/news/series/american-suburb-podcast/",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/RBrW",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328",
"tuneIn": "https://tunein.com/radio/American-Suburb-p1086805/",
"rss": "https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"
}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Bay Curious",
"officialWebsiteLink": "/news/series/baycurious",
"meta": {
"site": "news",
"source": "kqed",
"order": 3
},
"link": "/podcasts/baycurious",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/bay-curious/id1172473406",
"npr": "https://www.npr.org/podcasts/500557090/bay-curious",
"rss": "https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast",
"amazon": "https://music.amazon.com/podcasts/9a90d476-aa04-455d-9a4c-0871ed6216d4/bay-curious",
"stitcher": "https://www.stitcher.com/podcast/kqed/bay-curious",
"spotify": "https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"
}
},
"bbc-world-service": {
"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",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
"site": "news",
"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"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",
"imageAlt": "KQED The California Report",
"officialWebsiteLink": "/californiareport",
"meta": {
"site": "news",
"source": "kqed",
"order": 8
},
"link": "/californiareport",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-the-california-report/id79681292",
"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
"npr": "https://www.npr.org/podcasts/432285393/the-california-report",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-the-california-report-podcast-8838",
"rss": "https://ww2.kqed.org/news/tag/tcram/feed/podcast"
}
},
"californiareportmagazine": {
"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",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report Magazine",
"officialWebsiteLink": "/californiareportmagazine",
"meta": {
"site": "news",
"source": "kqed",
"order": 10
},
"link": "/californiareportmagazine",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-california-report-magazine/id1314750545",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
"npr": "https://www.npr.org/podcasts/564733126/the-california-report-magazine",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-california-report-magazine",
"rss": "https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"
}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"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",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
"tagline": "Your irreverent guide to the trends redefining our world",
"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/02/CAT_2_Tile-scaled.jpg",
"imageAlt": "KQED Close All Tabs",
"officialWebsiteLink": "/podcasts/closealltabs",
"meta": {
"site": "news",
"source": "kqed",
"order": 1
},
"link": "/podcasts/closealltabs",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/close-all-tabs/id214663465",
"rss": "https://feeds.megaphone.fm/KQINC6993880386",
"amazon": "https://music.amazon.com/podcasts/92d9d4ac-67a3-4eed-b10a-fb45d45b1ef2/close-all-tabs",
"spotify": "https://open.spotify.com/show/6LAJFHnGK1pYXYzv6SIol6?si=deb0cae19813417c"
}
},
"code-switch-life-kit": {
"id": "code-switch-life-kit",
"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 />",
"airtime": "SUN 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/code-switch-life-kit",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
"spotify": "https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV",
"rss": "https://feeds.npr.org/510312/podcast.xml"
}
},
"commonwealth-club": {
"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
"tuneIn": "https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"
}
},
"forum": {
"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",
"officialWebsiteLink": "/forum",
"meta": {
"site": "news",
"source": "kqed",
"order": 9
},
"link": "/forum",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
"npr": "https://www.npr.org/podcasts/432307980/forum",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast",
"rss": "https://feeds.megaphone.fm/KQINC9557381633"
}
},
"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",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"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.",
"airtime": "MON-FRI 7pm-8pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/fresh-air/",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/fresh-air",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Fresh-Air-p17/",
"rss": "https://feeds.npr.org/381444908/podcast.xml"
}
},
"here-and-now": {
"id": "here-and-now",
"title": "Here & Now",
"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.",
"airtime": "MON-THU 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://www.wbur.org/hereandnow",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/here-and-now",
"subsdcribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661",
"tuneIn": "https://tunein.com/radio/Here--Now-p211/",
"rss": "https://feeds.npr.org/510051/podcast.xml"
}
},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/hidden-brain/id1028908750?mt=2",
"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"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.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
"tuneIn": "https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/",
"rss": "https://feeds.npr.org/510313/podcast.xml"
}
},
"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",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
"site": "news",
"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/hyphenaci%C3%B3n/id1191591838",
"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
"youtube": "https://www.youtube.com/c/kqedarts",
"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"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",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
"site": "news",
"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
"subscribe": {
"npr": "https://www.npr.org/podcasts/790253322/the-political-mind-of-jerry-brown",
"apple": "https://itunes.apple.com/us/podcast/id1492194549",
"rss": "https://ww2.kqed.org/news/series/jerrybrown/feed/podcast/",
"tuneIn": "http://tun.in/pjGcK",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-political-mind-of-jerry-brown",
"spotify": "https://open.spotify.com/show/54C1dmuyFyKMFttY6X2j6r?si=K8SgRCoISNK6ZbjpXrX5-w",
"amazon": "https://music.amazon.com/podcasts/44420f75-3b0e-4301-ab3b-16da6b09e543/the-political-mind-of-jerry-brown"
}
},
"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/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Latino-USA-p621/",
"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",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/APM-Marketplace-p88/",
"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"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)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"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": {
"site": "news",
"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"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",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"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/",
"meta": {
"site": "news",
"source": "npr"
},
"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",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
"npr": "https://rpb3r.app.goo.gl/onourwatch",
"spotify": "https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x",
"tuneIn": "https://tunein.com/radio/On-Our-Watch-p1436229/",
"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
"site": "radio",
"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
}
},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/political-breakdown/id1327641087",
"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
"stitcher": "https://www.stitcher.com/podcast/kqed/political-breakdown",
"spotify": "https://open.spotify.com/show/07RVyIjIdk2WDuVehvBMoN",
"rss": "https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"
}
},
"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
"site": "news",
"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/possible/id1677184070",
"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
}
},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pri.org/programs/the-world",
"meta": {
"site": "news",
"source": "PRI"
},
"link": "/radio/program/pri-the-world",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pris-the-world-latest-edition/id278196007?mt=2",
"tuneIn": "https://tunein.com/podcasts/News--Politics-Podcasts/PRIs-The-World-p24/",
"rss": "http://feeds.feedburner.com/pri/theworld"
}
},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
"airtime": "SUN 12am-1am, SAT 2pm-3pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/radiolab1400.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/radiolab/",
"meta": {
"site": "science",
"source": "WNYC"
},
"link": "/radio/program/radiolab",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/radiolab/id152249110?mt=2",
"tuneIn": "https://tunein.com/radio/RadioLab-p68032/",
"rss": "https://feeds.wnyc.org/radiolab"
}
},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/reveal",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/reveal/id886009669",
"tuneIn": "https://tunein.com/radio/Reveal-p679597/",
"rss": "http://feeds.revealradio.org/revealpodcast"
}
},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Rightnowish-Podcast-Tile-500x500-1.jpg",
"imageAlt": "KQED Rightnowish with Pendarvis Harshaw",
"officialWebsiteLink": "/podcasts/rightnowish",
"meta": {
"site": "arts",
"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
"subscribe": {
"npr": "https://www.npr.org/podcasts/721590300/rightnowish",
"rss": "https://ww2.kqed.org/arts/programs/rightnowish/feed/podcast",
"apple": "https://podcasts.apple.com/us/podcast/rightnowish/id1482187648",
"stitcher": "https://www.stitcher.com/podcast/kqed/rightnowish",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMxMjU5MTY3NDc4",
"spotify": "https://open.spotify.com/show/7kEJuafTzTVan7B78ttz1I"
}
},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
"airtime": "FRI 11am-1pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/science-friday",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/science-friday",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=73329284&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Science-Friday-p394/",
"rss": "http://feeds.wnyc.org/science-friday"
}
},
"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
"airtime": "SAT 1pm-2pm, 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/05/Snap-Judgment-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Snap Judgment",
"officialWebsiteLink": "https://snapjudgment.org",
"meta": {
"site": "arts",
"source": "kqed",
"order": 4
},
"link": "https://snapjudgment.org",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/snap-judgment/id283657561",
"npr": "https://www.npr.org/podcasts/449018144/snap-judgment",
"stitcher": "https://www.pandora.com/podcast/snap-judgment/PC:241?source=stitcher-sunset",
"spotify": "https://open.spotify.com/show/3Cct7ZWmxHNAtLgBTqjC5v",
"rss": "https://snap.feed.snapjudgment.org/"
}
},
"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Sold-Out-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Sold Out: Rethinking Housing in America",
"officialWebsiteLink": "/podcasts/soldout",
"meta": {
"site": "news",
"source": "kqed",
"order": 13
},
"link": "/podcasts/soldout",
"subscribe": {
"npr": "https://www.npr.org/podcasts/911586047/s-o-l-d-o-u-t-a-new-future-for-housing",
"apple": "https://podcasts.apple.com/us/podcast/introducing-sold-out-rethinking-housing-in-america/id1531354937",
"rss": "https://feeds.megaphone.fm/soldout",
"spotify": "https://open.spotify.com/show/38dTBSk2ISFoPiyYNoKn1X",
"stitcher": "https://www.stitcher.com/podcast/kqed/sold-out-rethinking-housing-in-america",
"tunein": "https://tunein.com/radio/SOLD-OUT-Rethinking-Housing-in-America-p1365871/"
}
},
"spooked": {
"id": "spooked",
"title": "Spooked",
"tagline": "True-life supernatural stories",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/10/Spooked-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Spooked",
"officialWebsiteLink": "https://spookedpodcast.org/",
"meta": {
"site": "news",
"source": "kqed",
"order": 7
},
"link": "https://spookedpodcast.org/",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/spooked/id1279361017",
"npr": "https://www.npr.org/podcasts/549547848/snap-judgment-presents-spooked",
"spotify": "https://open.spotify.com/show/76571Rfl3m7PLJQZKQIGCT",
"rss": "https://feeds.simplecast.com/TBotaapn"
}
},
"tech-nation": {
"id": "tech-nation",
"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
"airtime": "FRI 10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Tech-Nation-Radio-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://technation.podomatic.com/",
"meta": {
"site": "science",
"source": "Tech Nation Media"
},
"link": "/radio/program/tech-nation",
"subscribe": {
"rss": "https://technation.podomatic.com/rss2.xml"
}
},
"ted-radio-hour": {
"id": "ted-radio-hour",
"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
"airtime": "SUN 3pm-4pm, SAT 10pm-11pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/tedRadioHour.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/ted-radio-hour/?showDate=2018-06-22",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/ted-radio-hour",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/8vsS",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=523121474&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/TED-Radio-Hour-p418021/",
"rss": "https://feeds.npr.org/510298/podcast.xml"
}
},
"thebay": {
"id": "thebay",
"title": "The Bay",
"tagline": "Local news to keep you rooted",
"info": "Host Devin Katayama walks you through the biggest story of the day with reporters and newsmakers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Bay-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Bay",
"officialWebsiteLink": "/podcasts/thebay",
"meta": {
"site": "radio",
"source": "kqed",
"order": 2
},
"link": "/podcasts/thebay",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-bay/id1350043452",
"amazon": "https://music.amazon.com/podcasts/d800ea4c-7a2c-42f2-b861-edaf78a5db0b/the-bay",
"npr": "https://www.npr.org/podcasts/586725995/the-bay",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-bay",
"spotify": "https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ",
"rss": "https://feeds.megaphone.fm/KQINC8259786327"
}
},
"thelatest": {
"id": "thelatest",
"title": "The Latest",
"tagline": "Trusted local news in real time",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/05/The-Latest-2025-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Latest",
"officialWebsiteLink": "/thelatest",
"meta": {
"site": "news",
"source": "kqed",
"order": 6
},
"link": "/thelatest",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-latest-from-kqed/id1197721799",
"npr": "https://www.npr.org/podcasts/1257949365/the-latest-from-k-q-e-d",
"spotify": "https://open.spotify.com/show/5KIIXMgM9GTi5AepwOYvIZ?si=bd3053fec7244dba",
"rss": "https://feeds.megaphone.fm/KQINC9137121918"
}
},
"theleap": {
"id": "theleap",
"title": "The Leap",
"tagline": "What if you closed your eyes, and jumped?",
"info": "Stories about people making dramatic, risky changes, told by award-winning public radio reporter Judy Campbell.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Leap-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Leap",
"officialWebsiteLink": "/podcasts/theleap",
"meta": {
"site": "news",
"source": "kqed",
"order": 17
},
"link": "/podcasts/theleap",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-leap/id1046668171",
"npr": "https://www.npr.org/podcasts/447248267/the-leap",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-leap",
"spotify": "https://open.spotify.com/show/3sSlVHHzU0ytLwuGs1SD1U",
"rss": "https://ww2.kqed.org/news/programs/the-leap/feed/podcast"
}
},
"the-moth-radio-hour": {
"id": "the-moth-radio-hour",
"title": "The Moth Radio Hour",
"info": "Since its launch in 1997, The Moth has presented thousands of true stories, told live and without notes, to standing-room-only crowds worldwide. Moth storytellers stand alone, under a spotlight, with only a microphone and a roomful of strangers. The storyteller and the audience embark on a high-wire act of shared experience which is both terrifying and exhilarating. Since 2008, The Moth podcast has featured many of our favorite stories told live on Moth stages around the country. For information on all of our programs and live events, visit themoth.org.",
"airtime": "SAT 8pm-9pm and SUN 11am-12pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/theMoth.jpg",
"officialWebsiteLink": "https://themoth.org/",
"meta": {
"site": "arts",
"source": "prx"
},
"link": "/radio/program/the-moth-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/the-moth-podcast/id275699983?mt=2",
"tuneIn": "https://tunein.com/radio/The-Moth-p273888/",
"rss": "http://feeds.themoth.org/themothpodcast"
}
},
"the-new-yorker-radio-hour": {
"id": "the-new-yorker-radio-hour",
"title": "The New Yorker Radio Hour",
"info": "The New Yorker Radio Hour is a weekly program presented by the magazine's editor, David Remnick, and produced by WNYC Studios and The New Yorker. Each episode features a diverse mix of interviews, profiles, storytelling, and an occasional burst of humor inspired by the magazine, and shaped by its writers, artists, and editors. This isn't a radio version of a magazine, but something all its own, reflecting the rich possibilities of audio storytelling and conversation. Theme music for the show was composed and performed by Merrill Garbus of tUnE-YArDs.",
"airtime": "SAT 10am-11am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-New-Yorker-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/tnyradiohour",
"meta": {
"site": "arts",
"source": "WNYC"
},
"link": "/radio/program/the-new-yorker-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/id1050430296",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/New-Yorker-Radio-Hour-p803804/",
"rss": "https://feeds.feedburner.com/newyorkerradiohour"
}
},
"the-sam-sanders-show": {
"id": "the-sam-sanders-show",
"title": "The Sam Sanders Show",
"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
"airtime": "FRI 12-1pm AND SAT 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/11/The-Sam-Sanders-Show-Podcast-Tile-400x400-1.jpg",
"officialWebsiteLink": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"meta": {
"site": "arts",
"source": "KCRW"
},
"link": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"subscribe": {
"rss": "https://feed.cdnstream1.com/zjb/feed/download/ac/28/59/ac28594c-e1d0-4231-8728-61865cdc80e8.xml"
}
},
"the-splendid-table": {
"id": "the-splendid-table",
"title": "The Splendid Table",
"info": "\u003cem>The Splendid Table\u003c/em> hosts our nation's conversations about cooking, sustainability and food culture.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Splendid-Table-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.splendidtable.org/",
"airtime": "SUN 10-11 pm",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/the-splendid-table"
},
"this-american-life": {
"id": "this-american-life",
"title": "This American Life",
"info": "This American Life is a weekly public radio show, heard by 2.2 million people on more than 500 stations. Another 2.5 million people download the weekly podcast. It is hosted by Ira Glass, produced in collaboration with Chicago Public Media, delivered to stations by PRX The Public Radio Exchange, and has won all of the major broadcasting awards.",
"airtime": "SAT 12pm-1pm, 7pm-8pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/thisAmericanLife.png",
"officialWebsiteLink": "https://www.thisamericanlife.org/",
"meta": {
"site": "news",
"source": "wbez"
},
"link": "/radio/program/this-american-life",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201671138&at=11l79Y&ct=nprdirectory",
"rss": "https://www.thisamericanlife.org/podcast/rss.xml"
}
},
"tinydeskradio": {
"id": "tinydeskradio",
"title": "Tiny Desk Radio",
"info": "We're bringing the best of Tiny Desk to the airwaves, only on public radio.",
"airtime": "SUN 8pm and SAT 9pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/04/300x300-For-Member-Station-Logo-Tiny-Desk-Radio-@2x.png",
"officialWebsiteLink": "https://www.npr.org/series/g-s1-52030/tiny-desk-radio",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/tinydeskradio",
"subscribe": {
"rss": "https://feeds.npr.org/g-s1-52030/rss.xml"
}
},
"wait-wait-dont-tell-me": {
"id": "wait-wait-dont-tell-me",
"title": "Wait Wait... Don't Tell Me!",
"info": "Peter Sagal and Bill Kurtis host the weekly NPR News quiz show alongside some of the best and brightest news and entertainment personalities.",
"airtime": "SUN 10am-11am, SAT 11am-12pm, SAT 6pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Wait-Wait-Podcast-Tile-300x300-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/wait-wait-dont-tell-me/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/wait-wait-dont-tell-me",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/Xogv",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=121493804&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Wait-Wait-Dont-Tell-Me-p46/",
"rss": "https://feeds.npr.org/344098539/podcast.xml"
}
},
"weekend-edition-saturday": {
"id": "weekend-edition-saturday",
"title": "Weekend Edition Saturday",
"info": "Weekend Edition Saturday wraps up the week's news and offers a mix of analysis and features on a wide range of topics, including arts, sports, entertainment, and human interest stories. The two-hour program is hosted by NPR's Peabody Award-winning Scott Simon.",
"airtime": "SAT 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-saturday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-saturday"
},
"weekend-edition-sunday": {
"id": "weekend-edition-sunday",
"title": "Weekend Edition Sunday",
"info": "Weekend Edition Sunday features interviews with newsmakers, artists, scientists, politicians, musicians, writers, theologians and historians. The program has covered news events from Nelson Mandela's 1990 release from a South African prison to the capture of Saddam Hussein.",
"airtime": "SUN 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-sunday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-sunday"
}
},
"racesReducer": {},
"racesGenElectionReducer": {},
"racesGenElection2026Reducer": {},
"radioSchedulesReducer": {},
"listsReducer": {
"posts/mindshift?category=teaching-strategies": {
"isFetching": false,
"latestQuery": {
"from": 600,
"size": 12
},
"vitalsOnly": false,
"totalRequested": 12,
"isLoading": false,
"isLoadingMore": true,
"total": {
"value": 1187,
"relation": "eq"
},
"items": [
"mindshift_32897",
"mindshift_32595",
"mindshift_32318",
"mindshift_32795",
"mindshift_32583",
"mindshift_31615",
"mindshift_32681",
"mindshift_32440",
"mindshift_32503",
"mindshift_32208",
"mindshift_32338",
"mindshift_32223"
],
"complete": true
}
},
"recallGuideReducer": {
"intros": {},
"policy": {},
"candidates": {}
},
"savedArticleReducer": {
"articles": [],
"status": {}
},
"newslettersReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"newsletters": {},
"isSubscribing": false,
"isUnsubscribing": false,
"subscribedNewsletters": {}
},
"termsReducer": {
"about": {
"name": "About",
"type": "terms",
"id": "about",
"slug": "about",
"link": "/about",
"taxonomy": "site"
},
"arts": {
"name": "Arts & Culture",
"grouping": [
"arts",
"pop",
"trulyca"
],
"description": "KQED Arts provides daily in-depth coverage of the Bay Area's music, art, film, performing arts, literature and arts news, as well as cultural commentary and criticism.",
"type": "terms",
"id": "arts",
"slug": "arts",
"link": "/arts",
"taxonomy": "site"
},
"artschool": {
"name": "Art School",
"parent": "arts",
"type": "terms",
"id": "artschool",
"slug": "artschool",
"link": "/artschool",
"taxonomy": "site"
},
"bayareabites": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "bayareabites",
"slug": "bayareabites",
"link": "/food",
"taxonomy": "site"
},
"bayareahiphop": {
"name": "Bay Area Hiphop",
"type": "terms",
"id": "bayareahiphop",
"slug": "bayareahiphop",
"link": "/bayareahiphop",
"taxonomy": "site"
},
"campaign21": {
"name": "Campaign 21",
"type": "terms",
"id": "campaign21",
"slug": "campaign21",
"link": "/campaign21",
"taxonomy": "site"
},
"careers": {
"name": "Careers",
"type": "terms",
"id": "careers",
"slug": "careers",
"link": "/careers",
"taxonomy": "site"
},
"checkplease": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "checkplease",
"slug": "checkplease",
"link": "/food",
"taxonomy": "site"
},
"education": {
"name": "Education",
"grouping": [
"education"
],
"type": "terms",
"id": "education",
"slug": "education",
"link": "/education",
"taxonomy": "site"
},
"elections": {
"name": "Elections",
"type": "terms",
"id": "elections",
"slug": "elections",
"link": "/elections",
"taxonomy": "site"
},
"events": {
"name": "Events",
"type": "terms",
"id": "events",
"slug": "events",
"link": "/events",
"taxonomy": "site"
},
"event": {
"name": "Event",
"alias": "events",
"type": "terms",
"id": "event",
"slug": "event",
"link": "/event",
"taxonomy": "site"
},
"filmschoolshorts": {
"name": "Film School Shorts",
"type": "terms",
"id": "filmschoolshorts",
"slug": "filmschoolshorts",
"link": "/filmschoolshorts",
"taxonomy": "site"
},
"food": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"type": "terms",
"id": "food",
"slug": "food",
"link": "/food",
"taxonomy": "site"
},
"forum": {
"name": "Forum",
"relatedContentQuery": "posts/forum?",
"parent": "news",
"type": "terms",
"id": "forum",
"slug": "forum",
"link": "/forum",
"taxonomy": "site"
},
"futureofyou": {
"name": "Future of You",
"grouping": [
"science",
"futureofyou"
],
"parent": "science",
"type": "terms",
"id": "futureofyou",
"slug": "futureofyou",
"link": "/futureofyou",
"taxonomy": "site"
},
"jpepinheart": {
"name": "KQED food",
"relatedContentQuery": "posts/food,bayareabites,checkplease",
"parent": "food",
"type": "terms",
"id": "jpepinheart",
"slug": "jpepinheart",
"link": "/food",
"taxonomy": "site"
},
"liveblog": {
"name": "Live Blog",
"type": "terms",
"id": "liveblog",
"slug": "liveblog",
"link": "/liveblog",
"taxonomy": "site"
},
"livetv": {
"name": "Live TV",
"parent": "tv",
"type": "terms",
"id": "livetv",
"slug": "livetv",
"link": "/livetv",
"taxonomy": "site"
},
"lowdown": {
"name": "The Lowdown",
"relatedContentQuery": "posts/lowdown?",
"parent": "news",
"type": "terms",
"id": "lowdown",
"slug": "lowdown",
"link": "/lowdown",
"taxonomy": "site"
},
"mindshift": {
"name": "Mindshift",
"parent": "news",
"description": "MindShift explores the future of education by highlighting the innovative – and sometimes counterintuitive – ways educators and parents are helping all children succeed.",
"type": "terms",
"id": "mindshift",
"slug": "mindshift",
"link": "/mindshift",
"taxonomy": "site"
},
"news": {
"name": "News",
"grouping": [
"news",
"forum"
],
"type": "terms",
"id": "news",
"slug": "news",
"link": "/news",
"taxonomy": "site"
},
"newsletters": {
"name": "newsletters",
"type": "terms",
"id": "newsletters",
"slug": "newsletters",
"link": "/newsletters",
"taxonomy": "site"
},
"perspectives": {
"name": "Perspectives",
"parent": "radio",
"type": "terms",
"id": "perspectives",
"slug": "perspectives",
"link": "/perspectives",
"taxonomy": "site"
},
"podcasts": {
"name": "Podcasts",
"type": "terms",
"id": "podcasts",
"slug": "podcasts",
"link": "/podcasts",
"taxonomy": "site"
},
"pop": {
"name": "Pop",
"parent": "arts",
"type": "terms",
"id": "pop",
"slug": "pop",
"link": "/pop",
"taxonomy": "site"
},
"pressroom": {
"name": "Pressroom",
"type": "terms",
"id": "pressroom",
"slug": "pressroom",
"link": "/pressroom",
"taxonomy": "site"
},
"quest": {
"name": "Quest",
"parent": "science",
"type": "terms",
"id": "quest",
"slug": "quest",
"link": "/quest",
"taxonomy": "site"
},
"radio": {
"name": "Radio",
"grouping": [
"forum",
"perspectives"
],
"description": "Listen to KQED Public Radio – home of Forum and The California Report – on 88.5 FM in San Francisco, 89.3 FM in Sacramento, 88.3 FM in Santa Rosa and 88.1 FM in Martinez.",
"type": "terms",
"id": "radio",
"slug": "radio",
"link": "/radio",
"taxonomy": "site"
},
"root": {
"name": "KQED",
"image": "https://ww2.kqed.org/app/uploads/2020/02/KQED-OG-Image@1x.png",
"imageWidth": 1200,
"imageHeight": 630,
"headData": {
"title": "KQED | News, Radio, Podcasts, TV | Public Media for Northern California",
"description": "KQED provides public radio, television, and independent reporting on issues that matter to the Bay Area. We’re the NPR and PBS member station for Northern California."
},
"type": "terms",
"id": "root",
"slug": "root",
"link": "/root",
"taxonomy": "site"
},
"science": {
"name": "Science",
"grouping": [
"science",
"futureofyou"
],
"description": "KQED Science brings you award-winning science and environment coverage from the Bay Area and beyond.",
"type": "terms",
"id": "science",
"slug": "science",
"link": "/science",
"taxonomy": "site"
},
"stateofhealth": {
"name": "State of Health",
"parent": "science",
"type": "terms",
"id": "stateofhealth",
"slug": "stateofhealth",
"link": "/stateofhealth",
"taxonomy": "site"
},
"support": {
"name": "Support",
"type": "terms",
"id": "support",
"slug": "support",
"link": "/support",
"taxonomy": "site"
},
"thedolist": {
"name": "The Do List",
"parent": "arts",
"type": "terms",
"id": "thedolist",
"slug": "thedolist",
"link": "/thedolist",
"taxonomy": "site"
},
"trulyca": {
"name": "Truly CA",
"grouping": [
"arts",
"pop",
"trulyca"
],
"parent": "arts",
"type": "terms",
"id": "trulyca",
"slug": "trulyca",
"link": "/trulyca",
"taxonomy": "site"
},
"tv": {
"name": "TV",
"type": "terms",
"id": "tv",
"slug": "tv",
"link": "/tv",
"taxonomy": "site"
},
"voterguide": {
"name": "Voter Guide",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "voterguide",
"slug": "voterguide",
"link": "/voterguide",
"taxonomy": "site"
},
"guiaelectoral": {
"name": "Guia Electoral",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "guiaelectoral",
"slug": "guiaelectoral",
"link": "/guiaelectoral",
"taxonomy": "site"
},
"mindshift_category_teaching-strategies": {
"isLoading": true
},
"mindshift_193": {
"type": "terms",
"id": "mindshift_193",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "193",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Teaching Strategies",
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"title": "Teaching Strategies Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 193,
"slug": "teaching-strategies",
"isLoading": false,
"link": "/mindshift/category/teaching-strategies"
},
"mindshift_1040": {
"type": "terms",
"id": "mindshift_1040",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1040",
"found": true
},
"relationships": {},
"featImg": null,
"name": "full-image",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "full-image Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1045,
"slug": "full-image",
"isLoading": false,
"link": "/mindshift/tag/full-image"
},
"mindshift_30": {
"type": "terms",
"id": "mindshift_30",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "30",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Social Media",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Social Media Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 30,
"slug": "social-media",
"isLoading": false,
"link": "/mindshift/tag/social-media"
},
"mindshift_797": {
"type": "terms",
"id": "mindshift_797",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "797",
"found": true
},
"relationships": {},
"featImg": null,
"name": "inquiry learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "inquiry learning Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 800,
"slug": "inquiry-learning",
"isLoading": false,
"link": "/mindshift/tag/inquiry-learning"
},
"mindshift_623": {
"type": "terms",
"id": "mindshift_623",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "623",
"found": true
},
"relationships": {},
"featImg": null,
"name": "passion-based learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "passion-based learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 626,
"slug": "passion-based-learning",
"isLoading": false,
"link": "/mindshift/tag/passion-based-learning"
},
"mindshift_551": {
"type": "terms",
"id": "mindshift_551",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "551",
"found": true
},
"relationships": {},
"featImg": null,
"name": "science",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "science Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 554,
"slug": "science",
"isLoading": false,
"link": "/mindshift/tag/science"
},
"mindshift_1036": {
"type": "terms",
"id": "mindshift_1036",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1036",
"found": true
},
"relationships": {},
"featImg": null,
"name": "art",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "art Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1041,
"slug": "art",
"isLoading": false,
"link": "/mindshift/tag/art"
},
"mindshift_862": {
"type": "terms",
"id": "mindshift_862",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "862",
"found": true
},
"relationships": {},
"featImg": null,
"name": "creativity",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "creativity Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 865,
"slug": "creativity",
"isLoading": false,
"link": "/mindshift/tag/creativity"
},
"mindshift_851": {
"type": "terms",
"id": "mindshift_851",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "851",
"found": true
},
"relationships": {},
"featImg": null,
"name": "writing",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "writing Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 854,
"slug": "writing",
"isLoading": false,
"link": "/mindshift/tag/writing"
},
"mindshift_975": {
"type": "terms",
"id": "mindshift_975",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "975",
"found": true
},
"relationships": {},
"featImg": null,
"name": "tinkering",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "tinkering Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 980,
"slug": "tinkering",
"isLoading": false,
"link": "/mindshift/tag/tinkering"
},
"mindshift_1004": {
"type": "terms",
"id": "mindshift_1004",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1004",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Common Core State Standards",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Common Core State Standards Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1009,
"slug": "common-core",
"isLoading": false,
"link": "/mindshift/tag/common-core"
},
"mindshift_20584": {
"type": "terms",
"id": "mindshift_20584",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20584",
"found": true
},
"relationships": {},
"featImg": null,
"name": "text complexity",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "text complexity Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19861,
"slug": "text-complexity",
"isLoading": false,
"link": "/mindshift/tag/text-complexity"
},
"mindshift_20827": {
"type": "terms",
"id": "mindshift_20827",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20827",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Motivation",
"description": null,
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Motivation Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20105,
"slug": "motivation",
"isLoading": false,
"link": "/mindshift/category/motivation"
},
"mindshift_20557": {
"type": "terms",
"id": "mindshift_20557",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20557",
"found": true
},
"relationships": {},
"featImg": null,
"name": "student motivation",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "student motivation Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19834,
"slug": "student-motivation",
"isLoading": false,
"link": "/mindshift/tag/student-motivation"
},
"mindshift_256": {
"type": "terms",
"id": "mindshift_256",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "256",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Project Based Learning",
"description": "Educators use Project Based Learning to allow students to make projects as they learn certain subjects.",
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Educators use Project Based Learning to allow students to make projects as they learn certain subjects.",
"title": "Project Based Learning Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 256,
"slug": "project-based-learning",
"isLoading": false,
"link": "/mindshift/tag/project-based-learning"
},
"mindshift_626": {
"type": "terms",
"id": "mindshift_626",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "626",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Shelley Wright",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Shelley Wright Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 629,
"slug": "shelley-wright",
"isLoading": false,
"link": "/mindshift/tag/shelley-wright"
},
"mindshift_231": {
"type": "terms",
"id": "mindshift_231",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "231",
"found": true
},
"relationships": {},
"featImg": null,
"name": "parent communication",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "parent communication Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 231,
"slug": "parent-communication",
"isLoading": false,
"link": "/mindshift/tag/parent-communication"
},
"mindshift_392": {
"type": "terms",
"id": "mindshift_392",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "392",
"found": true
},
"relationships": {},
"featImg": null,
"name": "math",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "math Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 393,
"slug": "math",
"isLoading": false,
"link": "/mindshift/tag/math"
}
},
"userPermissionsReducer": {
"wpLoggedIn": false
},
"eventsReducer": {},
"fssReducer": {},
"tvDailyScheduleReducer": {},
"tvWeeklyScheduleReducer": {},
"tvPrimetimeScheduleReducer": {},
"tvMonthlyScheduleReducer": {},
"userAccountReducer": {
"user": {
"email": null,
"emailStatus": "EMAIL_UNVALIDATED",
"loggedStatus": "LOGGED_OUT",
"loggingChecked": false,
"articles": [],
"firstName": null,
"lastName": null,
"phoneNumber": null,
"fetchingMembership": false,
"membershipError": false,
"memberships": [
{
"id": null,
"startDate": null,
"firstName": null,
"lastName": null,
"familyNumber": null,
"memberNumber": null,
"memberSince": null,
"expirationDate": null,
"pfsEligible": false,
"isSustaining": false,
"membershipLevel": "Prospect",
"membershipStatus": "Non Member",
"lastGiftDate": null,
"renewalDate": null,
"lastDonationAmount": null
}
]
},
"authModal": {
"isOpen": false,
"view": "LANDING_VIEW"
},
"error": null
},
"youthMediaReducer": {},
"checkPleaseReducer": {
"filterData": {
"region": {
"key": "Restaurant Region",
"filters": [
"Any Region"
]
},
"cuisine": {
"key": "Restaurant Cuisine",
"filters": [
"Any Cuisine"
]
}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
}
}
