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"content": "\u003cfigure id=\"attachment_31409\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31409\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Pitt-kid300.jpg\" alt=\"Pitt-kid300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/Pitt-kid300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/Pitt-kid300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/Pitt-kid300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Kathleen Costanza, \u003ca href=\"http://remakelearning.org/blog/2013/08/26/the-maker-movement-finds-its-way-into-pittsburgh-classrooms/\">Remake Learning\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">A school library might not be the most obvious place to find kids building robots. But this year, Miriam Klein, a librarian and English teacher in the Cornell School District outside of Pittsburgh, is planning to use her district’s brand new \u003ca href=\"http://www.hummingbirdkit.com/\">Hummingbird robotics kits\u003c/a> in the classroom to build characters from stories her students read. Using cardboard, pipe cleaners, and whatever else they come up with, along with the equipment in the kit (motors, LED lights, digital sensors), created by C\u003ca href=\"http://remakelearning.org/organization/carnegie-mellon/carnegie-mellon-school-computer-science/robotics-institute/create-lab/\">arnegie Mellon’s CREATE lab\u003c/a>, the kids will bring their characters to life.\u003c/p>\n\u003cp>The infectious enthusiasm Klein and hordes of teachers around the country have for hands-on projects echoes that of the maker movement, a growing network of DIY and making enthusiasts building everything from \u003ca href=\"http://www.washingtonpost.com/lifestyle/style/president-fires-marshmallow-cannon/2012/02/07/gIQA5yqvwQ_gallery.html%23photo=1\">marshmallow cannons\u003c/a> to \u003ca href=\"http://makezine.com/2012/05/18/delorean-hovercraft/\">hovercrafts\u003c/a> in garages, at \u003ca href=\"http://remakelearning.org/blog/2012/09/29/whats-happening-at-world-maker-faire/\">Maker Faires\u003c/a>, and state-of-the-art makeshops. Leveraging kids’ natural inclination to tinker, the maker movement has found its way into classrooms. In Pittsburgh and around the country, educators are encouraging kids to experiment, building \u003ca href=\"http://remakelearning.org/blog/2013/03/04/for-todays-students-creativity-matters/\">imperative skills in STEAM subjects\u003c/a> and spurring lifelong interests that will hopefully one day lead to careers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If they don’t reach the goal the first time, after taking suggestions, they try again. I think that’s a change.”\u003c/aside>\n\u003cp>Further encouraging Klein’s plans for this year is a two-week professional development camp she attended in July, \u003ca href=\"http://remakelearning.org/blog/2013/07/30/game-on-teachers-learn-to-bring-gaming-and-play-into-the-classroom/\">MobileQuest CoLab\u003c/a>, organized by the \u003ca href=\"http://www.instituteofplay.org/\">Institute of Play\u003c/a>. The program taught educators and students the basics of game design. But the games weren’t necessarily played on devices—many were hands-on, puzzle-like games such as tossing a ping-pong ball down a flight of stairs into cups. They then often incorporated an element of technology like a stopwatch or QR code scanner.\u003c/p>\n\u003cp>During MobileQuest, Klein saw students owning their ideas in a way she’d only seen in her creative writing classes. Witnessing that ownership, she says, is what excites her most about the hands-on projects and game design she’s envisioning for her classroom this year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/why-we-need-to-value-spatial-creativity/\">Why We Need to Value Students' Spatial Creativity\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“My idea of hands-on learning is sort of controlled chaos and then learning to accept chaos,” Klein says. Like proponents of the maker movement, she believes that in an environment conducive to hands-on learning a teacher acts as a facilitator rather than instructor, encouraging collaboration and ensuring everyone’s voices are heard.\u003c/p>\n\u003cp>Chris Foster, a Business, Computer and Information Technology teacher at Elizabeth Forward Middle School in Elizabeth, Pennsylvania, is also looking ahead and developing ideas for hands-on learning this year. As part of his school’s new program called the Dream Factory, students will have access to a 3D printer. The students get to experiment with digital and physical materials to create the inventions of their dreams. Foster is planning ways to encourage them to think creatively about what they create, for example by having students wear blindfolds while they hold objects in order to use all their senses in brainstorming possible iterations.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"I'm not surprised when kids do extraordinary things.. I'm surprised when adults are surprised at kids doing extraordinary things.\"\u003c/aside>\n\u003cp>“If they don’t reach the goal the first time, after taking suggestions, they try again. I think that’s a change,” Foster says of the difference he’s seen between project-based learning and more traditional pedagogy. He’s seen students dread revising assignments, but an environment and culture embracing hands-on learning and making alters the meaning of “revisions” altogether. “If you build this kind of atmosphere and environment in a class from the very beginning, I think students are more apt to take suggestions from their classmates and teachers and go back to create a better product.”\u003c/p>\n\u003cp>As maker-expert and educator Gary Stager explains in his new book with co-author Sylvia Libow Martinez, “\u003ca href=\"http://www.inventtolearn.com/\">Invent to Learn: Making, Tinkering, and Engineering in the Classroom\u003c/a>,” learning through making and inventing isn’t new. But its use is gaining renewed emphasis among educators, fueled by the tools and technology we can now put into kids’ hands.\u003c/p>\n\u003cp>Stager and Libow Martinez call these technologies—specifically fabrication, computing and computer science—“game changers.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/before-reading-or-watching-videos-students-should-first-experiment/\">Before Reading or Watching Videos, Students Should Experiment\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“The excitement about these new technologies will reanimate the best traditions of progressive education in classrooms, of learning by doing, of working on meaningful projects, of developing agency and becoming lost in the flow of something you care about,” Stager writes.\u003c/p>\n\u003cp>He points to a student in Australia who wrote a computer program that drew complex, geometric shapes and then sporadically teleported them into a black hole. Letting students follow their own interests and creative urges encourages them to be self-directed, Stager says, and prepares them for an outside world where problems are not multiple choice.\u003c/p>\n\u003cp>“At the core, I think the goal of teachers and schooling in general is to prepare kids to solve problems that teachers and the curriculum never even anticipated,” Stager says.\u003c/p>\n\u003cp>“[Making] is intrinsic, whereas a lot of traditional, formal school is motivated by extrinsic measures, such as grades,” Dale Dougherty, founder of \u003ca href=\"http://makezine.com/\">MAKE Magazine\u003c/a>, says in the short documentary “\u003ca href=\"http://www.wearemakers.org/\">We Are Makers\u003c/a>.” “Shifting that control from the teacher or the expert to the participant to the non-expert, the student, that’s the real big difference here.”\u003c/p>\n\u003cp>\u003ciframe src=\"//player.vimeo.com/video/66162292\" width=\"500\" height=\"281\">\u003c/iframe>\u003c/p>\n\u003cp>Teachers and makers have seen firsthand how kids develop agency by making. Now, researchers are heading out into makerspaces and classrooms to delve into how and why making fosters this kind of agency and excitement.\u003c/p>\n\u003cp>With support from the National Science Foundation, Erica Halverson, an education professor at the University of Wisconsin-Madison, is embarking on \u003ca href=\"http://cehd.gmu.edu/news/stories/makerspaces01\">a study\u003c/a> of environments that foster creativity and learning. The goal is to understand the difference, if there is any, between the culture of makerspaces and the act of making. What exactly fosters learning? Is the making itself enough to drive learning, or does the culture of a makerspace impart a sense of agency in kids, empowering them to explore and tinker? What Halverson and her team find will have implications for how to further move making into classrooms.\u003c/p>\n\u003cp>To answer their questions, Halverson’s team is using the \u003ca href=\"https://pittsburghkids.org/exhibits/makeshop\">Makeshop\u003c/a> at the Children’s Museum of Pittsburgh as their laboratory. The Makeshop includes woodworking tools, circuitry, sewing materials, and animation tools, plus experts who can help kids and their families out with projects.\u003c/p>\n\u003cp>“More than any other children’s museum, they’re committed to the maker culture as a part of their mission,” Halverson said. “I didn’t know much about children’s museums before I started this project, but \u003ca href=\"http://remakelearning.org/blog/2013/04/30/qa-jane-werner-on-reimagining-childrens-museums-and-the-future-of-learning/\">[Museum Director] Jane Werner is the queen of children’s museums\u003c/a>. She’s forward-thinking and has invested so much time in the development of Makeshop as something distinct from the typical arts/crafts space in their museum—it’s an amazing place.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/want-to-start-a-makerspace-at-school-tips-to-get-started/\">Want to Start a Maker Space at School? Tips to Get Started\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Kylie Peppler, an assistant professor of learning sciences at Indiana University, Bloomington, and the head of the \u003ca href=\"http://m2l.indiana.edu/\">Make to Learn Initiative\u003c/a>, is developing a white paper on making and its guiding learning theories.\u003c/p>\n\u003cp>Peppler said making is so exciting because “the act of construction externalizes what kids know, and allows them to reflect on the designing and action. The externalizing of your ideas is really productive for learning and connecting with other people.”\u003c/p>\n\u003cp>The interests hands-on learning sparks are sometimes a beeline to a career.\u003c/p>\n\u003cp>Peppler points out that “Ninety percent of the time you talk to an engineer, the experience of making a boat in eighth grade was what sparked their interest in engineering.”\u003c/p>\n\u003cp>“We as educators try to make our lectures engaging, but when we allow people to make something, it’s completely transformative. You don’t have to fight for kids’ attention when making,” Peppler said.\u003c/p>\n\u003cp>Stager echoed Peppler’s belief that making is intrinsically motivating for kids. He recalled a group of three 10-year-old girls who, after Stager charged their fifth grade class with the challenge, came back two days later with a computer program they wrote that drew any fraction as pieces of a circle.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I’m not surprised when kids do extraordinary things,” Stager said. “I’m surprised when adults are surprised at kids doing extraordinary things.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31409\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31409\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Pitt-kid300.jpg\" alt=\"Pitt-kid300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/Pitt-kid300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/Pitt-kid300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/Pitt-kid300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Kathleen Costanza, \u003ca href=\"http://remakelearning.org/blog/2013/08/26/the-maker-movement-finds-its-way-into-pittsburgh-classrooms/\">Remake Learning\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">A school library might not be the most obvious place to find kids building robots. But this year, Miriam Klein, a librarian and English teacher in the Cornell School District outside of Pittsburgh, is planning to use her district’s brand new \u003ca href=\"http://www.hummingbirdkit.com/\">Hummingbird robotics kits\u003c/a> in the classroom to build characters from stories her students read. Using cardboard, pipe cleaners, and whatever else they come up with, along with the equipment in the kit (motors, LED lights, digital sensors), created by C\u003ca href=\"http://remakelearning.org/organization/carnegie-mellon/carnegie-mellon-school-computer-science/robotics-institute/create-lab/\">arnegie Mellon’s CREATE lab\u003c/a>, the kids will bring their characters to life.\u003c/p>\n\u003cp>The infectious enthusiasm Klein and hordes of teachers around the country have for hands-on projects echoes that of the maker movement, a growing network of DIY and making enthusiasts building everything from \u003ca href=\"http://www.washingtonpost.com/lifestyle/style/president-fires-marshmallow-cannon/2012/02/07/gIQA5yqvwQ_gallery.html%23photo=1\">marshmallow cannons\u003c/a> to \u003ca href=\"http://makezine.com/2012/05/18/delorean-hovercraft/\">hovercrafts\u003c/a> in garages, at \u003ca href=\"http://remakelearning.org/blog/2012/09/29/whats-happening-at-world-maker-faire/\">Maker Faires\u003c/a>, and state-of-the-art makeshops. Leveraging kids’ natural inclination to tinker, the maker movement has found its way into classrooms. In Pittsburgh and around the country, educators are encouraging kids to experiment, building \u003ca href=\"http://remakelearning.org/blog/2013/03/04/for-todays-students-creativity-matters/\">imperative skills in STEAM subjects\u003c/a> and spurring lifelong interests that will hopefully one day lead to careers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If they don’t reach the goal the first time, after taking suggestions, they try again. I think that’s a change.”\u003c/aside>\n\u003cp>Further encouraging Klein’s plans for this year is a two-week professional development camp she attended in July, \u003ca href=\"http://remakelearning.org/blog/2013/07/30/game-on-teachers-learn-to-bring-gaming-and-play-into-the-classroom/\">MobileQuest CoLab\u003c/a>, organized by the \u003ca href=\"http://www.instituteofplay.org/\">Institute of Play\u003c/a>. The program taught educators and students the basics of game design. But the games weren’t necessarily played on devices—many were hands-on, puzzle-like games such as tossing a ping-pong ball down a flight of stairs into cups. They then often incorporated an element of technology like a stopwatch or QR code scanner.\u003c/p>\n\u003cp>During MobileQuest, Klein saw students owning their ideas in a way she’d only seen in her creative writing classes. Witnessing that ownership, she says, is what excites her most about the hands-on projects and game design she’s envisioning for her classroom this year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/why-we-need-to-value-spatial-creativity/\">Why We Need to Value Students' Spatial Creativity\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“My idea of hands-on learning is sort of controlled chaos and then learning to accept chaos,” Klein says. Like proponents of the maker movement, she believes that in an environment conducive to hands-on learning a teacher acts as a facilitator rather than instructor, encouraging collaboration and ensuring everyone’s voices are heard.\u003c/p>\n\u003cp>Chris Foster, a Business, Computer and Information Technology teacher at Elizabeth Forward Middle School in Elizabeth, Pennsylvania, is also looking ahead and developing ideas for hands-on learning this year. As part of his school’s new program called the Dream Factory, students will have access to a 3D printer. The students get to experiment with digital and physical materials to create the inventions of their dreams. Foster is planning ways to encourage them to think creatively about what they create, for example by having students wear blindfolds while they hold objects in order to use all their senses in brainstorming possible iterations.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"I'm not surprised when kids do extraordinary things.. I'm surprised when adults are surprised at kids doing extraordinary things.\"\u003c/aside>\n\u003cp>“If they don’t reach the goal the first time, after taking suggestions, they try again. I think that’s a change,” Foster says of the difference he’s seen between project-based learning and more traditional pedagogy. He’s seen students dread revising assignments, but an environment and culture embracing hands-on learning and making alters the meaning of “revisions” altogether. “If you build this kind of atmosphere and environment in a class from the very beginning, I think students are more apt to take suggestions from their classmates and teachers and go back to create a better product.”\u003c/p>\n\u003cp>As maker-expert and educator Gary Stager explains in his new book with co-author Sylvia Libow Martinez, “\u003ca href=\"http://www.inventtolearn.com/\">Invent to Learn: Making, Tinkering, and Engineering in the Classroom\u003c/a>,” learning through making and inventing isn’t new. But its use is gaining renewed emphasis among educators, fueled by the tools and technology we can now put into kids’ hands.\u003c/p>\n\u003cp>Stager and Libow Martinez call these technologies—specifically fabrication, computing and computer science—“game changers.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/before-reading-or-watching-videos-students-should-first-experiment/\">Before Reading or Watching Videos, Students Should Experiment\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“The excitement about these new technologies will reanimate the best traditions of progressive education in classrooms, of learning by doing, of working on meaningful projects, of developing agency and becoming lost in the flow of something you care about,” Stager writes.\u003c/p>\n\u003cp>He points to a student in Australia who wrote a computer program that drew complex, geometric shapes and then sporadically teleported them into a black hole. Letting students follow their own interests and creative urges encourages them to be self-directed, Stager says, and prepares them for an outside world where problems are not multiple choice.\u003c/p>\n\u003cp>“At the core, I think the goal of teachers and schooling in general is to prepare kids to solve problems that teachers and the curriculum never even anticipated,” Stager says.\u003c/p>\n\u003cp>“[Making] is intrinsic, whereas a lot of traditional, formal school is motivated by extrinsic measures, such as grades,” Dale Dougherty, founder of \u003ca href=\"http://makezine.com/\">MAKE Magazine\u003c/a>, says in the short documentary “\u003ca href=\"http://www.wearemakers.org/\">We Are Makers\u003c/a>.” “Shifting that control from the teacher or the expert to the participant to the non-expert, the student, that’s the real big difference here.”\u003c/p>\n\u003cp>\u003ciframe src=\"//player.vimeo.com/video/66162292\" width=\"500\" height=\"281\">\u003c/iframe>\u003c/p>\n\u003cp>Teachers and makers have seen firsthand how kids develop agency by making. Now, researchers are heading out into makerspaces and classrooms to delve into how and why making fosters this kind of agency and excitement.\u003c/p>\n\u003cp>With support from the National Science Foundation, Erica Halverson, an education professor at the University of Wisconsin-Madison, is embarking on \u003ca href=\"http://cehd.gmu.edu/news/stories/makerspaces01\">a study\u003c/a> of environments that foster creativity and learning. The goal is to understand the difference, if there is any, between the culture of makerspaces and the act of making. What exactly fosters learning? Is the making itself enough to drive learning, or does the culture of a makerspace impart a sense of agency in kids, empowering them to explore and tinker? What Halverson and her team find will have implications for how to further move making into classrooms.\u003c/p>\n\u003cp>To answer their questions, Halverson’s team is using the \u003ca href=\"https://pittsburghkids.org/exhibits/makeshop\">Makeshop\u003c/a> at the Children’s Museum of Pittsburgh as their laboratory. The Makeshop includes woodworking tools, circuitry, sewing materials, and animation tools, plus experts who can help kids and their families out with projects.\u003c/p>\n\u003cp>“More than any other children’s museum, they’re committed to the maker culture as a part of their mission,” Halverson said. “I didn’t know much about children’s museums before I started this project, but \u003ca href=\"http://remakelearning.org/blog/2013/04/30/qa-jane-werner-on-reimagining-childrens-museums-and-the-future-of-learning/\">[Museum Director] Jane Werner is the queen of children’s museums\u003c/a>. She’s forward-thinking and has invested so much time in the development of Makeshop as something distinct from the typical arts/crafts space in their museum—it’s an amazing place.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/want-to-start-a-makerspace-at-school-tips-to-get-started/\">Want to Start a Maker Space at School? Tips to Get Started\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Kylie Peppler, an assistant professor of learning sciences at Indiana University, Bloomington, and the head of the \u003ca href=\"http://m2l.indiana.edu/\">Make to Learn Initiative\u003c/a>, is developing a white paper on making and its guiding learning theories.\u003c/p>\n\u003cp>Peppler said making is so exciting because “the act of construction externalizes what kids know, and allows them to reflect on the designing and action. The externalizing of your ideas is really productive for learning and connecting with other people.”\u003c/p>\n\u003cp>The interests hands-on learning sparks are sometimes a beeline to a career.\u003c/p>\n\u003cp>Peppler points out that “Ninety percent of the time you talk to an engineer, the experience of making a boat in eighth grade was what sparked their interest in engineering.”\u003c/p>\n\u003cp>“We as educators try to make our lectures engaging, but when we allow people to make something, it’s completely transformative. You don’t have to fight for kids’ attention when making,” Peppler said.\u003c/p>\n\u003cp>Stager echoed Peppler’s belief that making is intrinsically motivating for kids. He recalled a group of three 10-year-old girls who, after Stager charged their fifth grade class with the challenge, came back two days later with a computer program they wrote that drew any fraction as pieces of a circle.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_31396\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/10829849@N00/3342447094/in/photolist-66mV5b-66CXed-675oBG-67Sbnn-692bsY-6cLxht-6f8uDE-6xsrQu-6ze3ce-6AibNp-6BcKkk-6GyXEg-6ZKAcN-72fu1K-72gX58-72gX6r-72TfkP-74DGcp-75tsaF-7a9zCe-7bxzSW-7fWjvz-7g96yb-7gENs4-7mzJJA-7rgyEb-7ugTr7-7wXsGp-7VtLaP-ajP2az-eLrFo6-asVaX1-dbKBrf-dnrYw3-7ApKEi-aecNbQ-bzqem6-7WEgAy-9c4Nbn-dCGM88-8G9Tfz-dCvq2E-9fgAhH-brxBsk-9fKvHN-8NA8Nu-dci2hd-bpU6KW-9fTCw7-adVZ4A-bBgF2T\">\u003cimg class=\"size-full wp-image-31396\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/homework.jpg\" alt=\"homework\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/homework.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/homework-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/homework-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Do American students have too much homework, or too little? We often hear passionate arguments for either side, but I believe that we ought to be asking a different question altogether. What should matter to parents and educators is this: How effectively do children’s after-school assignments advance learning?\u003c/p>\n\u003cp>The quantity of students’ homework is a lot less important than its quality. And evidence suggests that as of now, homework isn’t making the grade. Although \u003ca href=\"http://anniemurphypaul.com/2013/09/making-homework-smarter/www.umich.edu/news/Releases/2004/Nov04/teen_time_report.pdf%E2%80%8E\">surveys show\u003c/a> that the amount of time our children spend on homework has risen over the last three decades, American students are mired in the middle of international academic rankings: 17th in reading, 23rd in science and 31st in math, according to the \u003ca href=\"http://usoecd.usmission.gov/priorities/benchmark_education.html\">most recent results\u003c/a> from the Program for International Student Assessment (PISA).\u003c/p>\n\u003cp>In a 2008 \u003ca href=\"http://anniemurphypaul.com/2013/09/making-homework-smarter/www.metlife.com/about/press-room/us-press-releases/2008/index.html?compID=470\">survey\u003c/a>, one-third of parents polled rated the quality of their children’s homework assignments as fair or poor, and 4 in 10 said they believed that some or a great deal of homework was busywork. A \u003ca href=\"http://eric.ed.gov/?id=EJ936135\">recent study\u003c/a>, published in the Economics of Education Review, reports that homework in science, English and history has “little to no impact” on student test scores. (The authors did note a positive effect for math homework.) Enriching children’s classroom learning requires making homework not shorter or longer, but smarter.\u003c/p>\n\u003caside class=\"pullquote alignleft\">When we work hard to understand information, we recall it better; the extra effort signals the brain that this knowledge is worth keeping.\u003c/aside>\n\u003cp>Fortunately, research is available to help parents, teachers and school administrators do just that. In recent years, neuroscientists, cognitive scientists and educational psychologists have made a series of remarkable discoveries about how the human brain learns. They have founded a new discipline, known as \u003ca href=\"http://anniemurphypaul.com/2013/09/making-homework-smarter/www.gse.harvard.edu/academics/masters/mbe/\">Mind, Brain and Education\u003c/a>, that is devoted to understanding and improving the ways in which children absorb, retain and apply knowledge.\u003c/p>\n\u003cp>Educators have begun to implement these methods in classrooms around the country and have enjoyed measurable success. A \u003ca href=\"http://psycnet.apa.org/journals/edu/103/2/399\">collaboration\u003c/a> between psychologists at Washington University in St. Louis and teachers at nearby Columbia Middle School, for example, lifted seventh- and eighth-grade students’ science and social studies test scores by 13 to 25 percent.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But the innovations have not yet been applied to homework. Mind, Brain and Education methods may seem unfamiliar and even counterintuitive, but they are simple to understand and easy to carry out. And after-school assignments are ripe for the kind of improvements the new science offers.\u003c/p>\n\u003cp>“Spaced repetition” is one example of the kind of evidence-based techniques that researchers have found have a positive impact on learning. Here’s how it works: instead of concentrating the study of information in single blocks, as many homework assignments currently do—reading about, say, the Civil War one evening and Reconstruction the next—learners encounter the same material in briefer sessions spread over a longer period of time. With this approach, students are re-exposed to information about the Civil War and Reconstruction throughout the semester.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/parents-wonder-why-so-much-homework/\">Parents Wonder: Why So Much Homework?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>It sounds unassuming, but spaced repetition produces impressive results. Eighth-grade history students who relied on a spaced approach to learning had nearly double the retention rate of students who studied the same material in a consolidated unit, \u003ca href=\"http://www.psychology.iastate.edu/~shacarp/publications.html\">reported\u003c/a> researchers from the University of California-San Diego in 2007. The reason the method works so well goes back to the brain: when we first acquire memories, they are volatile, subject to change or likely to disappear. Exposing ourselves to information repeatedly over time fixes it more permanently in our minds, by strengthening the representation of the information that is embedded in our neural networks.\u003c/p>\n\u003cp>A second learning technique, known as “retrieval practice,” employs a familiar tool—the test—in a new way: not to assess what students know, but to reinforce it. We often conceive of memory as something like a storage tank and a test as a kind of dipstick that measures how much information we’ve put in there. But that’s not actually how the brain works. Every time we pull up a memory, we make it stronger and more lasting, so that testing doesn’t just measure, it changes learning. Simply reading over material to be learned, or even taking notes and making outlines, as many homework assignments require, \u003ca href=\"http://www.sciencemag.org/content/331/6018/772.abstract\">doesn’t have this effect\u003c/a>.\u003c/p>\n\u003cp>According to \u003ca href=\"http://www.sciencemag.org/content/319/5865/966.abstract\">one experiment\u003c/a>, language learners who employed the retrieval practice strategy to study vocabulary words remembered 80 percent of the words they studied, while learners who used conventional study methods remembered only about a third of them. Students who used retrieval practice to learn science retained about 50 percent more of the material than students who studied in traditional ways, \u003ca href=\"http://www.sciencemag.org/content/331/6018/772.abstract\">reported\u003c/a> researchers from Purdue University in 2011. Students—and parents—may groan at the prospect of more tests, but the self-quizzing involved in retrieval practice need not provoke any anxiety. It’s simply an effective way to focus less on the input of knowledge (passively reading over textbooks and notes) and more on its output (calling up that same information from one’s own brain).\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/redefining-cheating-with-homework/\">Redefining 'Cheating' With Homework\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Another common misconception about how we learn holds that if information feels easy to absorb, we’ve learned it well. In fact, the opposite is true. When we work hard to understand information, we recall it better; the extra effort signals the brain that this knowledge is worth keeping. This phenomenon, known as \u003ca href=\"http://eric.ed.gov/?id=EJ908264\">cognitive disfluency\u003c/a>, promotes learning so effectively that psychologists have devised all manner of “\u003ca href=\"http://anniemurphypaul.com/2013/09/making-homework-smarter/www.psychologicalscience.org/observer/getArticle.cfm?id=1952\">desirable difficulties\u003c/a>” to introduce into the learning process: for example, sprinkling a passage with punctuation mistakes, deliberately leaving out letters, shrinking font size until it’s tiny or wiggling a document while it’s being copied so that words come out blurry.\u003c/p>\n\u003cp>Teachers are unlikely to start sending students home with smudged or error-filled worksheets, but there is another kind of desirable difficulty — called interleaving — that can readily be applied to homework. An interleaved assignment mixes up different kinds of situations or problems to be practiced, instead of grouping them by type. When students can’t tell in advance what kind of knowledge or problem-solving strategy will be required to answer a question, their brains have to work harder to come up with the solution, and the result is that students learn the material more thoroughly.\u003c/p>\n\u003cp>Researchers at California Polytechnic State University conducted a \u003ca href=\"http://anniemurphypaul.com/2013/09/making-homework-smarter/www.ncbi.nlm.nih.gov/pubmed/8084699\">study of interleaving\u003c/a> in sports that illustrates why the tactic is so effective. When baseball players practiced hitting, interleaving different kinds of pitches improved their performance on a later test in which the batters did not know the type of pitch in advance (as would be the case, of course, in a real game).\u003c/p>\n\u003cp>Interleaving produces the same sort of improvement in academic learning. A \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1002/acp.1598/abstract\">study\u003c/a> published in 2010 in the journal Applied Cognitive Psychology asked fourth-graders to work on solving four types of math problems and then to take a test evaluating how well they had learned. The scores of those whose practice problems were mixed up were more than double the scores of those students who had practiced one kind of problem at a time.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The application of such research-based strategies to homework is a yet-untapped opportunity to raise student achievement. Science has shown us how to turn homework into a potent catalyst for learning. Our assignment now is to make it happen.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31396\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/10829849@N00/3342447094/in/photolist-66mV5b-66CXed-675oBG-67Sbnn-692bsY-6cLxht-6f8uDE-6xsrQu-6ze3ce-6AibNp-6BcKkk-6GyXEg-6ZKAcN-72fu1K-72gX58-72gX6r-72TfkP-74DGcp-75tsaF-7a9zCe-7bxzSW-7fWjvz-7g96yb-7gENs4-7mzJJA-7rgyEb-7ugTr7-7wXsGp-7VtLaP-ajP2az-eLrFo6-asVaX1-dbKBrf-dnrYw3-7ApKEi-aecNbQ-bzqem6-7WEgAy-9c4Nbn-dCGM88-8G9Tfz-dCvq2E-9fgAhH-brxBsk-9fKvHN-8NA8Nu-dci2hd-bpU6KW-9fTCw7-adVZ4A-bBgF2T\">\u003cimg class=\"size-full wp-image-31396\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/homework.jpg\" alt=\"homework\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/homework.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/homework-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/homework-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Do American students have too much homework, or too little? We often hear passionate arguments for either side, but I believe that we ought to be asking a different question altogether. What should matter to parents and educators is this: How effectively do children’s after-school assignments advance learning?\u003c/p>\n\u003cp>The quantity of students’ homework is a lot less important than its quality. And evidence suggests that as of now, homework isn’t making the grade. Although \u003ca href=\"http://anniemurphypaul.com/2013/09/making-homework-smarter/www.umich.edu/news/Releases/2004/Nov04/teen_time_report.pdf%E2%80%8E\">surveys show\u003c/a> that the amount of time our children spend on homework has risen over the last three decades, American students are mired in the middle of international academic rankings: 17th in reading, 23rd in science and 31st in math, according to the \u003ca href=\"http://usoecd.usmission.gov/priorities/benchmark_education.html\">most recent results\u003c/a> from the Program for International Student Assessment (PISA).\u003c/p>\n\u003cp>In a 2008 \u003ca href=\"http://anniemurphypaul.com/2013/09/making-homework-smarter/www.metlife.com/about/press-room/us-press-releases/2008/index.html?compID=470\">survey\u003c/a>, one-third of parents polled rated the quality of their children’s homework assignments as fair or poor, and 4 in 10 said they believed that some or a great deal of homework was busywork. A \u003ca href=\"http://eric.ed.gov/?id=EJ936135\">recent study\u003c/a>, published in the Economics of Education Review, reports that homework in science, English and history has “little to no impact” on student test scores. (The authors did note a positive effect for math homework.) Enriching children’s classroom learning requires making homework not shorter or longer, but smarter.\u003c/p>\n\u003caside class=\"pullquote alignleft\">When we work hard to understand information, we recall it better; the extra effort signals the brain that this knowledge is worth keeping.\u003c/aside>\n\u003cp>Fortunately, research is available to help parents, teachers and school administrators do just that. In recent years, neuroscientists, cognitive scientists and educational psychologists have made a series of remarkable discoveries about how the human brain learns. They have founded a new discipline, known as \u003ca href=\"http://anniemurphypaul.com/2013/09/making-homework-smarter/www.gse.harvard.edu/academics/masters/mbe/\">Mind, Brain and Education\u003c/a>, that is devoted to understanding and improving the ways in which children absorb, retain and apply knowledge.\u003c/p>\n\u003cp>Educators have begun to implement these methods in classrooms around the country and have enjoyed measurable success. A \u003ca href=\"http://psycnet.apa.org/journals/edu/103/2/399\">collaboration\u003c/a> between psychologists at Washington University in St. Louis and teachers at nearby Columbia Middle School, for example, lifted seventh- and eighth-grade students’ science and social studies test scores by 13 to 25 percent.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the innovations have not yet been applied to homework. Mind, Brain and Education methods may seem unfamiliar and even counterintuitive, but they are simple to understand and easy to carry out. And after-school assignments are ripe for the kind of improvements the new science offers.\u003c/p>\n\u003cp>“Spaced repetition” is one example of the kind of evidence-based techniques that researchers have found have a positive impact on learning. Here’s how it works: instead of concentrating the study of information in single blocks, as many homework assignments currently do—reading about, say, the Civil War one evening and Reconstruction the next—learners encounter the same material in briefer sessions spread over a longer period of time. With this approach, students are re-exposed to information about the Civil War and Reconstruction throughout the semester.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/parents-wonder-why-so-much-homework/\">Parents Wonder: Why So Much Homework?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>It sounds unassuming, but spaced repetition produces impressive results. Eighth-grade history students who relied on a spaced approach to learning had nearly double the retention rate of students who studied the same material in a consolidated unit, \u003ca href=\"http://www.psychology.iastate.edu/~shacarp/publications.html\">reported\u003c/a> researchers from the University of California-San Diego in 2007. The reason the method works so well goes back to the brain: when we first acquire memories, they are volatile, subject to change or likely to disappear. Exposing ourselves to information repeatedly over time fixes it more permanently in our minds, by strengthening the representation of the information that is embedded in our neural networks.\u003c/p>\n\u003cp>A second learning technique, known as “retrieval practice,” employs a familiar tool—the test—in a new way: not to assess what students know, but to reinforce it. We often conceive of memory as something like a storage tank and a test as a kind of dipstick that measures how much information we’ve put in there. But that’s not actually how the brain works. Every time we pull up a memory, we make it stronger and more lasting, so that testing doesn’t just measure, it changes learning. Simply reading over material to be learned, or even taking notes and making outlines, as many homework assignments require, \u003ca href=\"http://www.sciencemag.org/content/331/6018/772.abstract\">doesn’t have this effect\u003c/a>.\u003c/p>\n\u003cp>According to \u003ca href=\"http://www.sciencemag.org/content/319/5865/966.abstract\">one experiment\u003c/a>, language learners who employed the retrieval practice strategy to study vocabulary words remembered 80 percent of the words they studied, while learners who used conventional study methods remembered only about a third of them. Students who used retrieval practice to learn science retained about 50 percent more of the material than students who studied in traditional ways, \u003ca href=\"http://www.sciencemag.org/content/331/6018/772.abstract\">reported\u003c/a> researchers from Purdue University in 2011. Students—and parents—may groan at the prospect of more tests, but the self-quizzing involved in retrieval practice need not provoke any anxiety. It’s simply an effective way to focus less on the input of knowledge (passively reading over textbooks and notes) and more on its output (calling up that same information from one’s own brain).\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/redefining-cheating-with-homework/\">Redefining 'Cheating' With Homework\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Another common misconception about how we learn holds that if information feels easy to absorb, we’ve learned it well. In fact, the opposite is true. When we work hard to understand information, we recall it better; the extra effort signals the brain that this knowledge is worth keeping. This phenomenon, known as \u003ca href=\"http://eric.ed.gov/?id=EJ908264\">cognitive disfluency\u003c/a>, promotes learning so effectively that psychologists have devised all manner of “\u003ca href=\"http://anniemurphypaul.com/2013/09/making-homework-smarter/www.psychologicalscience.org/observer/getArticle.cfm?id=1952\">desirable difficulties\u003c/a>” to introduce into the learning process: for example, sprinkling a passage with punctuation mistakes, deliberately leaving out letters, shrinking font size until it’s tiny or wiggling a document while it’s being copied so that words come out blurry.\u003c/p>\n\u003cp>Teachers are unlikely to start sending students home with smudged or error-filled worksheets, but there is another kind of desirable difficulty — called interleaving — that can readily be applied to homework. An interleaved assignment mixes up different kinds of situations or problems to be practiced, instead of grouping them by type. When students can’t tell in advance what kind of knowledge or problem-solving strategy will be required to answer a question, their brains have to work harder to come up with the solution, and the result is that students learn the material more thoroughly.\u003c/p>\n\u003cp>Researchers at California Polytechnic State University conducted a \u003ca href=\"http://anniemurphypaul.com/2013/09/making-homework-smarter/www.ncbi.nlm.nih.gov/pubmed/8084699\">study of interleaving\u003c/a> in sports that illustrates why the tactic is so effective. When baseball players practiced hitting, interleaving different kinds of pitches improved their performance on a later test in which the batters did not know the type of pitch in advance (as would be the case, of course, in a real game).\u003c/p>\n\u003cp>Interleaving produces the same sort of improvement in academic learning. A \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1002/acp.1598/abstract\">study\u003c/a> published in 2010 in the journal Applied Cognitive Psychology asked fourth-graders to work on solving four types of math problems and then to take a test evaluating how well they had learned. The scores of those whose practice problems were mixed up were more than double the scores of those students who had practiced one kind of problem at a time.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The application of such research-based strategies to homework is a yet-untapped opportunity to raise student achievement. Science has shown us how to turn homework into a potent catalyst for learning. Our assignment now is to make it happen.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_31323\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.youtube.com/watch?v=02KB3J8ZoY0&feature=youtu.be\">\u003cimg class=\"size-full wp-image-31323\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Caterpillar640x300.jpg\" alt=\"Caterpillar640x300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/Caterpillar640x300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/Caterpillar640x300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/Caterpillar640x300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/tag/game-based-learning/\">Game-based learning\u003c/a> has become synonymous with educational video games in some circles, but low-tech games have been used with great success in classrooms for a while. In fact, games that don’t require costly technology have a lot to offer the intrepid educator both as a learning tool and an education mindset, according to game-based learning advocates.\u003c/p>\n\u003cp>\u003ca href=\"http://q2l.org/\">Quest to Learn\u003c/a> schools in New York and Chicago are based entirely on game principles, but 90% of the games used in those classrooms are board-games or physical games, according to school officials. If classes do use video games, they almost always use existing commercial games like \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">Minecraft\u003c/a> or \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/video-game-portal-enters-the-classroom/\">Portal\u003c/a> paired with a specific query or learning goal directive designed by the teacher. The drawback of many video games is that they are single-player and isolated. The benefit can be a self-directed and personalized experience with a lot of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">data to help assess\u003c/a> if a student is learning.\u003c/p>\n\u003cp>“Kids can sit for hours on end playing games because games drop players into spaces that force them to face complex problems,” said Eliza Spang, Institute of Play learning director in an \u003ca href=\"http://home.edweb.net/\">edWeb \u003c/a>presentation. “Then players get immediate and ongoing feedback about their choices.” Gaming can be especially useful in middle and high school grades when school traditionally moves away from play, she added.\u003c/p>\n\u003cp>\u003cstrong>LEARN THROUGH PLAY\u003c/strong>\u003c/p>\n\u003cp>There are seven components to game-play that aptly fit curriculum design.\u003c/p>\n\u003col>\n\u003cli>Challenge is constant\u003c/li>\n\u003cli>Everything is interconnected\u003c/li>\n\u003cli>Failure is reframed as iteration\u003c/li>\n\u003cli>Learning happens by doing\u003c/li>\n\u003cli>Feedback is immediate and ongoing\u003c/li>\n\u003cli>Everyone is a participant\u003c/li>\n\u003cli>It feels like play\u003c/li>\n\u003c/ol>\n\u003cp>“These characteristics are very hard to untangle,” Spang said. “You need to use them all together to make them feel the most powerful.” Like a game, students won’t understand a new unit of study all at once. It should be designed around a difficult concept that students reach by doing exercises and projects – leveling up – to the point when they understand how to “win” the game or unit.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Thinking of the seven components of game-play as integral parts of classroom pedagogy allows the teacher to learn more from gaming than any one design offers, she said.\u003c/p>\n\u003cp>\u003cstrong>VARIED ASSESSMENT TOOL\u003c/strong>\u003c/p>\n\u003cp>Games can also be great tools for both gauging existing knowledge and for formative assessment. As students are playing a game, a teacher can walk around and listen to the conversations students are having with one another. Through observation, teachers can tell if students understand the material or if they're struggling. The group environment allows students to work on teamwork, problem solving and leadership, and game-play can also facilitate peer-to-peer instruction as students help each other learn the game and the concepts.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/mit-unleashes-new-online-game-for-math-and-science/\">MIT Unleashes New Online Game For Math and Science\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>One way to assess learning at the end of a unit is to ask students to make a strategy guide written to help a classmate win the game. By documenting the choices they made in the game they're showing their knowledge. Another way to assess them could be to have students design their own game. And if students don’t know how to play or win the game at first, one of the curriculum goals is to see failure as iteration and to improve.\u003c/p>\n\u003cp>“Generally when you play you won’t get it right the first time,” said Brendan Trombley, a game designer at Institute of Play. “You’ll have to change your strategy or technique to overcome that challenge.”\u003c/p>\n\u003cp>\u003cstrong>GETTING STARTED WITH GAME DESIGN\u003c/strong>\u003c/p>\n\u003cp>At Quest to Learn schools teachers have a robust team of game and curriculum designers to work with as they develop new games for their classrooms. Most schools won’t have those kinds of resources, but games can still be a part of the classrooms, the speakers said. One easy way to get started designing games is to modify an existing game by breaking it down into its parts and tweaking one aspect to target a learning outcome.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/why-competition-can-be-healthy-for-kids/\">Why Competition Can Be Helpful to Kids\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>The parts of a game are: goal, challenge, core mechanics, components, rules and space. Change any one element and it’s a very different game. For example, Quest to Learn developed a game called “Caterpillar” focused on 6th grade math concepts of probability and frequency. \u003ca href=\"http://www.youtube.com/watch?v=02KB3J8ZoY0&feature=youtu.be\">Caterpillar\u003c/a> is a modified version of Settlers of Catan. The goal is to create the longest continuous chain of blocks by the end of the game. The challenge is that to get more blocks students have to build around the most frequently rolled numbers, that’s how they get more blocks. But at the end of the game those numbers become “bombs” and everything built around them blows up. It’s a mixture of skill and chance, but students get a good understanding of what numbers are rolled most frequently by playing and how to calculate probability.\u003c/p>\n\u003cp>It’s also not hard to test out a game once it’s been designed. The targeted users are students, so ask them to play and give feedback. One of the biggest complaints teachers have about classroom games is the amount of time it takes students to learn how to play. Making sure the game is simple and elegant with clear rules helps maximize classroom learning time. One good question to ask the play-testers: “What would your classmate learn from this game?” That helps determine if students understand what they're supposed to be learning. It’s also a good idea to ask about the level of difficulty, because while answers vary among students if all say it’s too easy or too hard it should be modified.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Game design is collaborative,” said Spang. “It’s really hard to do it with just one person. It’s great to have more than one head working together.” That goes for the process of picking a targeted standard, designing a game and tinkering to get it right. But it also means that once the game is deployed in the classroom, it may need further modification to meet all learners.\u003cbr>\nQuest to Learn will be putting the games it has designed online this fall so other educators can download blueprints for the games they’ve had four years to perfect.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31323\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.youtube.com/watch?v=02KB3J8ZoY0&feature=youtu.be\">\u003cimg class=\"size-full wp-image-31323\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Caterpillar640x300.jpg\" alt=\"Caterpillar640x300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/Caterpillar640x300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/Caterpillar640x300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/Caterpillar640x300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/tag/game-based-learning/\">Game-based learning\u003c/a> has become synonymous with educational video games in some circles, but low-tech games have been used with great success in classrooms for a while. In fact, games that don’t require costly technology have a lot to offer the intrepid educator both as a learning tool and an education mindset, according to game-based learning advocates.\u003c/p>\n\u003cp>\u003ca href=\"http://q2l.org/\">Quest to Learn\u003c/a> schools in New York and Chicago are based entirely on game principles, but 90% of the games used in those classrooms are board-games or physical games, according to school officials. If classes do use video games, they almost always use existing commercial games like \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">Minecraft\u003c/a> or \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/video-game-portal-enters-the-classroom/\">Portal\u003c/a> paired with a specific query or learning goal directive designed by the teacher. The drawback of many video games is that they are single-player and isolated. The benefit can be a self-directed and personalized experience with a lot of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">data to help assess\u003c/a> if a student is learning.\u003c/p>\n\u003cp>“Kids can sit for hours on end playing games because games drop players into spaces that force them to face complex problems,” said Eliza Spang, Institute of Play learning director in an \u003ca href=\"http://home.edweb.net/\">edWeb \u003c/a>presentation. “Then players get immediate and ongoing feedback about their choices.” Gaming can be especially useful in middle and high school grades when school traditionally moves away from play, she added.\u003c/p>\n\u003cp>\u003cstrong>LEARN THROUGH PLAY\u003c/strong>\u003c/p>\n\u003cp>There are seven components to game-play that aptly fit curriculum design.\u003c/p>\n\u003col>\n\u003cli>Challenge is constant\u003c/li>\n\u003cli>Everything is interconnected\u003c/li>\n\u003cli>Failure is reframed as iteration\u003c/li>\n\u003cli>Learning happens by doing\u003c/li>\n\u003cli>Feedback is immediate and ongoing\u003c/li>\n\u003cli>Everyone is a participant\u003c/li>\n\u003cli>It feels like play\u003c/li>\n\u003c/ol>\n\u003cp>“These characteristics are very hard to untangle,” Spang said. “You need to use them all together to make them feel the most powerful.” Like a game, students won’t understand a new unit of study all at once. It should be designed around a difficult concept that students reach by doing exercises and projects – leveling up – to the point when they understand how to “win” the game or unit.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Thinking of the seven components of game-play as integral parts of classroom pedagogy allows the teacher to learn more from gaming than any one design offers, she said.\u003c/p>\n\u003cp>\u003cstrong>VARIED ASSESSMENT TOOL\u003c/strong>\u003c/p>\n\u003cp>Games can also be great tools for both gauging existing knowledge and for formative assessment. As students are playing a game, a teacher can walk around and listen to the conversations students are having with one another. Through observation, teachers can tell if students understand the material or if they're struggling. The group environment allows students to work on teamwork, problem solving and leadership, and game-play can also facilitate peer-to-peer instruction as students help each other learn the game and the concepts.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/mit-unleashes-new-online-game-for-math-and-science/\">MIT Unleashes New Online Game For Math and Science\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>One way to assess learning at the end of a unit is to ask students to make a strategy guide written to help a classmate win the game. By documenting the choices they made in the game they're showing their knowledge. Another way to assess them could be to have students design their own game. And if students don’t know how to play or win the game at first, one of the curriculum goals is to see failure as iteration and to improve.\u003c/p>\n\u003cp>“Generally when you play you won’t get it right the first time,” said Brendan Trombley, a game designer at Institute of Play. “You’ll have to change your strategy or technique to overcome that challenge.”\u003c/p>\n\u003cp>\u003cstrong>GETTING STARTED WITH GAME DESIGN\u003c/strong>\u003c/p>\n\u003cp>At Quest to Learn schools teachers have a robust team of game and curriculum designers to work with as they develop new games for their classrooms. Most schools won’t have those kinds of resources, but games can still be a part of the classrooms, the speakers said. One easy way to get started designing games is to modify an existing game by breaking it down into its parts and tweaking one aspect to target a learning outcome.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/why-competition-can-be-healthy-for-kids/\">Why Competition Can Be Helpful to Kids\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>The parts of a game are: goal, challenge, core mechanics, components, rules and space. Change any one element and it’s a very different game. For example, Quest to Learn developed a game called “Caterpillar” focused on 6th grade math concepts of probability and frequency. \u003ca href=\"http://www.youtube.com/watch?v=02KB3J8ZoY0&feature=youtu.be\">Caterpillar\u003c/a> is a modified version of Settlers of Catan. The goal is to create the longest continuous chain of blocks by the end of the game. The challenge is that to get more blocks students have to build around the most frequently rolled numbers, that’s how they get more blocks. But at the end of the game those numbers become “bombs” and everything built around them blows up. It’s a mixture of skill and chance, but students get a good understanding of what numbers are rolled most frequently by playing and how to calculate probability.\u003c/p>\n\u003cp>It’s also not hard to test out a game once it’s been designed. The targeted users are students, so ask them to play and give feedback. One of the biggest complaints teachers have about classroom games is the amount of time it takes students to learn how to play. Making sure the game is simple and elegant with clear rules helps maximize classroom learning time. One good question to ask the play-testers: “What would your classmate learn from this game?” That helps determine if students understand what they're supposed to be learning. It’s also a good idea to ask about the level of difficulty, because while answers vary among students if all say it’s too easy or too hard it should be modified.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Game design is collaborative,” said Spang. “It’s really hard to do it with just one person. It’s great to have more than one head working together.” That goes for the process of picking a targeted standard, designing a game and tinkering to get it right. But it also means that once the game is deployed in the classroom, it may need further modification to meet all learners.\u003cbr>\nQuest to Learn will be putting the games it has designed online this fall so other educators can download blueprints for the games they’ve had four years to perfect.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_31311\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/sudhamshu/3796196256/sizes/z/in/photolist-6MsuTA-iAbjK-5U7fGS-8JHAFC-5hQRMz-2mq91o-2vDEeg-9oMeza-59NahT-djxvgn-7NHiMb-iApoJ-6uevvq-bpq21M-51N4Xt-3JYxRX-7o9bZf-btcQLp-3rmNJX-6o257q-5atGL1-63gCfw-6mi1Hz-5RADuz-6mnb33-7QDNHZ-aWWGd2-FfbjS-5YVi1B-yVhiX-dNnXxC-9RkYMs-6x2qvY-6wm39V-CmWUE-4X1Epn-8qjMZw-6APNeU-9XbWCS-9txRWu-coi9Ub-9oMeEv-7FtRWa-edHsVM-dPtHx9-5XsTxZ-7CFPdx-53roN-5stxq7-p3fe8-52am5w/\">\u003cimg class=\"size-full wp-image-31311\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/3796196256_e43d40aed0_z-e1378938557741.jpg\" alt=\"3796196256_e43d40aed0_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/3796196256_e43d40aed0_z-e1378938557741.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/3796196256_e43d40aed0_z-e1378938557741-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/3796196256_e43d40aed0_z-e1378938557741-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>The following is an excerpt from\u003ca href=\"http://www.amazon.com/Learning-Breathe-Mindfulness-Adolescents-Performance/dp/1608827836\">\u003cem> Learning to BREATHE: A Mindfulness Curriculum for Adolescents to Cultivate Emotion Regulation, Attention, and Performance\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>By Patricia C. Broderick, PhD\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">What do children and adolescents need to be successful in life? When this question arises, a common answer is “a good education.” Academic success is the goal that is emphasized in standards-based movements about education reform, and it is currently in the forefront of public consciousness. The most typical benchmarks of academic success include outcomes such as test performance, progress through the educational system, and mastery of content knowledge. However, teachers and therapists who work with youth on a day-to- day basis, and who witness their progress and their struggles, know that there is more to this story.\u003c/p>\n\u003cp>There is little doubt that in addition to academic success, we also want our youth to be happy and well.\u003c/p>\n\u003cp>These goals are far from being disconnected: we now realize the fundamental role that social and emotional well-being play in the attainment of academic outcomes. Learning to channel attention to productive tasks, to sustain motivation when work becomes demanding, and to handle the frustrations of sharing, learning, and communicating with peers are skills that depend on the ability to understand and manage emotions. These are competencies that children and adolescents learn alongside more traditionally academic ones. Demands for these types of interpersonal, intrapersonal, and problem-solving skills increase as students progress through the school years.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Although the emphasis on academic achievement often captures most of the attention in debates on school reform, important inroads are being made by those who take a more holistic approach to education. [Researchers] Wang, Haertel, and Walberg reported that among eleven factors most important for classroom learning, social and emotional factors accounted for eight. Decades of research on empirically based social and emotional learning programs have consistently shown that well-designed and well-implemented prevention programs offer a means of reducing problem incidence while building skills for mental health, improving classroom behavior, and enhancing achievement.\u003c/p>\n\u003cp>Many prominent voices have joined together to call for inclusion of social and emotional learning within K–12 school curricula. The mission of the Collaborative for Academic, Social, and Emotional Learning is to promote social and emotional skill development in schools through comprehensive programming. Personal, social, and emotional learning goals are included within the framework for nationally recognized school counseling and violence-prevention programs.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/the-importance-of-teaching-mindfulness/\">The Importance of Teaching Mindfuless\u003c/a>]\u003c/p>\n\u003cp>Neuroscience, too, has offered evidence to support a holistic message about cognitive, social, and emotional development. Recent scientific advances have led to rejection of a cognitive versus affective framework to describe human cognition. Evidence shows that the prefrontal cortex, considered the center of higher-level cognition in the brain, also plays a dramatically important role in emotion processing and regulation. Thus, the operation of the brain is more like an orchestra than a number of soloists. This paradigm-shifting evidence has forced us to rethink the relationship between reason and emotion. Not only does academic learning depend on social and emotional skills, but also it is virtually impossible to disentangle the two. A report from the National Scientific Council on the Developing Child put it this way:\u003c/p>\n\u003cp>\u003cem>When feelings are not well managed, thinking can be impaired. Recent scientific advances have shown how the interrelated development of emotion and cognition relies on the emergence, maturation, and interconnection of complex neural circuits in multiple areas of the brain, including the prefrontal cortex, limbic cortex, basal forebrain, amygdala, hypothalamus, and brain stem. The circuits that are involved in the regulation of emotion are highly interactive with those that are associated with “executive functions” (such as planning, judgment, and decision making), which are intimately involved in the development of problem-solving skills during the preschool years. In terms of basic brain functioning, emotions support executive functions when they are well regulated, but interfere with attention and decision making when they are poorly controlled.\u003c/em>\u003c/p>\n\u003cp>Reports of student academic performance often find their way into local newspapers in features that compare schools within and across districts. What garners less attention is the fact that schools are also charged with oversight and management of students’ emotional and behavioral problems. Counselors and therapists, both inside and outside of schools, know all too well the toll that such difficulties take on young people’s development. Recent large-scale epidemiological studies paint a dramatic and disturbing picture of the state of youth mental health. The landmark report in 2000 by the US Surgeon General (US Department of Health and Human Services, US Department of Education, & US Department of Justice) revealed that one in ten of our young people suffers from a mental health condition that meets diagnostic criteria, and one in five suffers from problems that significantly impair day-to-day functioning, including academic achievement and social relationships. Ten years later, the first national representative sample of over ten thousand US adolescents, the NCS-A, reveals an even starker view. Approximately half of adolescents sampled (49.5 percent) met lifetime criteria for at least one diagnosed (\u003cem>DSM-IV\u003c/em>) mental disorder, and 40 percent of these individuals met criteria for at least one additional mental disorder. Of this affected group, about one in four or five experienced symptoms so severe as to significantly impair their functioning across the life span.\u003c/p>\n\u003cp>Mindfulness has the potential to be a very useful component in prevention and treatment efforts because of its effectiveness in reducing emotional distress and promoting emotional balance, improving attention, and contributing to motivated learning. Virtually all social-emotional learning (SEL) programs and many therapeutic modalities recognize that adaptive development rests on the child’s maturing capacity for emotion regulation. Emotion regulation is increasingly viewed by contemporary researchers as a foundation for well-being and positive adjustment throughout the life span. \u003cem>Emotion regulation processes \u003c/em>may be defined as those strategies used to moderate affective experiences in order to meet the demands of different situations or to achieve certain goals. Such processes can include identification, differentiation, and acceptance of emotional experiences; ability to manage distress and modulate excitement; capacity to sustain motivation; prioritization among competing goals; and adaptive adjustment of behavioral responses . Difficulties in emotion regulation are at the root of many adolescent disorders, including depression, eating disorders, deliberate self-injury, substance-abuse disorders , and greater reactivity to stress.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">How Meditating Helps With Multitasking\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>It is suggested here that there is a difference between knowing \u003cem>about \u003c/em>emotions and knowing your own emotions \u003cem>as they are experienced\u003c/em>. In addition to learning about emotions, there is a distinct advantage in learning how to notice what’s happening in the present moment. Attending to and identifying emotions can mitigate the emotional reaction and increase emotional balance and clarity. This practice offers the opportunity to develop hardiness in the face of uncomfortable feelings that otherwise might provoke a response that could be harmful (for example, “acting out” by taking drugs or displaying violent behavior, or “acting in” by becoming more depressed). Learning to attend to your present-moment experience, called “mindfulness,” offers adolescents a tool to manage emotions as they are perceived and potentially increase in magnitude. Mindfulness training can complement and strengthen other approaches and therapies that promote emotion regulation, reduce stress, and develop attention.\u003c/p>\n\u003cp>Mindfulness has been defined as a certain way of paying attention: “on purpose, in the present moment, and nonjudgmentally.\" Mindfulness provides a means of handling distress with intention and nonjudgment via several proposed mechanisms: First, bringing attention to the present-moment experience of thoughts, emotions, and physical sensations shifts cognitive focus away from the past (such as a memory of a troubling incident) and the future (such as apprehension of impending trouble), thereby disrupting the connections between automatic cognitive interpretations and patterns of reacting. Second, focus on present-moment internal and external experience broadens attention and allows for suspension of previously practiced patterns of reacting (avoidance or overengagement), sometimes called \u003cem>decentering\u003c/em>. Third, the quality of nonjudgment that is essential to mindfulness permits the observation of your experience without judgment or evaluation. The practice of orienting to experience with curiosity and acceptance strengthens tolerance for distress by altering automatic response patterns described previously. When practiced regularly, mindfulness can provide a powerful tool for restoring emotional balance and preventing engagement in harmful behavior.\u003c/p>\n\u003cp>To understand mindfulness and its role in child and adolescent development, it is also important to consider the nature of attention and the ways in which we typically construe it. We often think of attention as a trait-like characteristic that is relatively immutable or inborn.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-medium wp-image-31313\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Screen-Shot-2013-09-11-at-3.31.53-PM-300x367.png\" alt=\"Screen Shot 2013-09-11 at 3.31.53 PM\" width=\"300\" height=\"367\">For example, students might be described as having “short attention spans” or as “highly attentive.” Or attention is viewed as so fragile and subject to distraction that it has to be “caught” by creative teachers or engaging clinicians. As noted earlier, attention is often seen as something separate from emotion, despite evidence from research and personal experience that shows how emotional states significantly affect the quality and the objects of our attention. In addressing emotion regulation through the teaching of mindfulness, attention is viewed as a skill that can be trained to observe the whole range of cognitive and emotional experiences that present themselves. It is a capacity that can be refined with practice so that it can be directed and maintained, intentionally and with greater stability, on objects of your choosing.\u003c/p>\n\u003cp>Mindfulness is attentiveness to the present as it is happening. This is quite a different way of using the mind from what we typically experience. Most of the time, children and adolescents use their minds to manipulate ideas or concepts, to recall information from the past or from their storehouse of knowledge, to imagine future circumstances, to plan, to calculate, or to schedule. These are just some of the important functions of mind that improve as children age and that are enhanced through schooling. But there is also a present-moment mind that is aware of unfolding thoughts, feelings, and sensations. This quality of mind allows for meta-awareness of those circumstances, plans, and calculations as they unfold. Mindfulness allows the individual to gain entrance to the workings of the mind such that, as some adolescents put it, it’s possible to have “space in my mind,” allowing them to see that “changing thoughts and feelings are nothing but travelers stopping by for a quick stay.” This realization can be deeply empowering as students come to recognize their potential for riding the waves of experience with greater equanimity. The inner reserve of mindful awareness is available to everyone, and these faculties of mind, developed with practice, have direct relevance to burgeoning self-awareness, to self-regulation, and to the emotional balance that supports fully engaged learning and well-being.\u003c/p>\n\u003ch3>\u003cstrong>Activity With Students: Mindful Walkabout\u003cbr>\n\u003c/strong>\u003c/h3>\n\u003cp>This activity can be used at any point in the six-or eighteen-session version of the program when an outdoor exercise is appropriate. The objective is to observe something in nature closely and mindfully, and share it with the group through art or poetry. This activity works best when an outdoor park or natural area is available, although it could also be done in other settings.\u003c/p>\n\u003cp>Provide each group member with a pad of paper and a pencil. Invite them to take a mindful walk around the area and notice the natural world. When they come to something of interest, perhaps something that they have never noticed before, instruct them to stop and observe mindfully (notice shape, color, texture, movement, context, size, and so on). Encourage them to observe with appreciation and interest. Ask them to use the paper and pencil to draw a “map” of the walk and a sketch of the objects of mindful observation. The entire activity might take ten to fifteen minutes or longer if desired. No particular expertise in art is required. Ring a bell to return to the group setting.\u003c/p>\n\u003cp>After the walkabout, observers might share their experiences with the whole group. This could include describing the map of the particular path. You may also invite group members to complete a couplet (two-lined poem) based on their experience of mindful observation. Choose one opening line for the whole group, or assign different ones to each member. It’s helpful to print out the first line on a piece of paper and allow group members to write the second line of about seven to nine syllables. Members can then read their couplets aloud individually or chorally, adding their lines to create a whole-group poem. Some possible opening lines include:\u003c/p>\n\u003cdiv>\n\u003cul>\n\u003cli>\u003cem>Happy for the chance to stop and look\u003c/em>\u003c/li>\n\u003cli>\u003cem>Still for a while, I pause and look\u003c/em>\u003c/li>\n\u003cli>\u003cem>Holding in my steady gaze\u003c/em>\u003c/li>\n\u003cli>\u003cem>What have I seen on my journey?\u003c/em>\u003c/li>\n\u003cli>\u003cem>What is more beautiful than this?\u003c/em>\u003c/li>\n\u003cli>\u003cem>Walking the path, I see what’s hidden\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cp>\u003cstrong>Moving to Practice \u003c/strong>\u003c/p>\n\u003cp>1. Emphasize that we’re learning to pay attention in a particular way.\u003c/p>\n\u003cp>2. Start by paying attention to the body (add the “B” poster to the wall, leaving space for the letters that will come in between the “B” and the last “E”).\u003c/p>\n\u003cp>3. Introduce basic awareness of breath and move to the “Body Scan” (later in this section).\u003c/p>\n\u003cp>4. Introduce real-life mindfulness (see the list of possibilities in the student workbook, for example, “Mindfulness in My Life” in the workbook).\u003c/p>\n\u003cp>\u003cem>Practicing paying attention in an open and interested way is the first step. We can start our training\u003c/em> \u003cem>in mindfulness by paying attention to the body. Sometimes, as we shall see, our minds are stuck in the future or in the past, but the body is always in the present. Much of the time we don’t pay very much attention to our bodies. Sometimes we pay too much attention to one aspect of the body, but neglect the whole. So we begin our mindful-awareness training by focusing on the body as a whole.\u003c/em>\u003c/p>\n\u003cp>After a short period, ask what this experience was like:\u003c/p>\n\u003cp>\u003cem>What did you notice about this type of breathing?\u003c/em>\u003c/p>\n\u003cp>\u003cem>This is often called “shallow breathing” and is associated with anxious states. Shallow breathing can result in reduced oxygen intake and can make you feel fatigued. Now place your hands on your belly and breathe from there. Notice the movement as the breath comes in and leaves the belly.\u003c/em>\u003c/p>\n\u003cp>After a short period, ask what this experience was like:\u003c/p>\n\u003cp>\u003cem>What did you notice about this type of breathing? How was it different?\u003c/em>\u003c/p>\n\u003cp>\u003cem>Belly breathing feels more relaxing. The body can be trained to breathe in a healthier way.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Now let’s try a complete breath. Put one hand on your chest and the other on your belly, and allow the breath to move in from your nostrils, fill your lungs, and expand your belly. Then exhale through your nostrils. Notice how the whole body was involved. This is the kind of breathing we’ll be practicing in the “Body Scan.”\u003c/em>\u003c/p>\n\u003cp>Reprinted with permission: \u003ca href=\"http://www.newharbinger.com\">New Harbinger Publications\u003c/a>, Inc.\u003cbr>\ncopyright (c) 2013 [Patricia C. Broderick, PhD]\u003c/p>\n\u003cp>\u003cem>Patricia C. Broderick, PhD, is a research associate at the Prevention Research Center for the Promotion of Human Development at Penn State University and founder of the Stress Reduction Center at West Chester University of Pennsylvania. A graduate of the mindfulness-based stress reduction advanced practicum at the Center for Mindfulness at the University of Massachusetts Medical School, Broderick is a licensed clinical psychologist as well as a certified school psychologist and counselor for grades K through 12.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31311\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/sudhamshu/3796196256/sizes/z/in/photolist-6MsuTA-iAbjK-5U7fGS-8JHAFC-5hQRMz-2mq91o-2vDEeg-9oMeza-59NahT-djxvgn-7NHiMb-iApoJ-6uevvq-bpq21M-51N4Xt-3JYxRX-7o9bZf-btcQLp-3rmNJX-6o257q-5atGL1-63gCfw-6mi1Hz-5RADuz-6mnb33-7QDNHZ-aWWGd2-FfbjS-5YVi1B-yVhiX-dNnXxC-9RkYMs-6x2qvY-6wm39V-CmWUE-4X1Epn-8qjMZw-6APNeU-9XbWCS-9txRWu-coi9Ub-9oMeEv-7FtRWa-edHsVM-dPtHx9-5XsTxZ-7CFPdx-53roN-5stxq7-p3fe8-52am5w/\">\u003cimg class=\"size-full wp-image-31311\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/3796196256_e43d40aed0_z-e1378938557741.jpg\" alt=\"3796196256_e43d40aed0_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/3796196256_e43d40aed0_z-e1378938557741.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/3796196256_e43d40aed0_z-e1378938557741-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/3796196256_e43d40aed0_z-e1378938557741-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>The following is an excerpt from\u003ca href=\"http://www.amazon.com/Learning-Breathe-Mindfulness-Adolescents-Performance/dp/1608827836\">\u003cem> Learning to BREATHE: A Mindfulness Curriculum for Adolescents to Cultivate Emotion Regulation, Attention, and Performance\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>By Patricia C. Broderick, PhD\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">What do children and adolescents need to be successful in life? When this question arises, a common answer is “a good education.” Academic success is the goal that is emphasized in standards-based movements about education reform, and it is currently in the forefront of public consciousness. The most typical benchmarks of academic success include outcomes such as test performance, progress through the educational system, and mastery of content knowledge. However, teachers and therapists who work with youth on a day-to- day basis, and who witness their progress and their struggles, know that there is more to this story.\u003c/p>\n\u003cp>There is little doubt that in addition to academic success, we also want our youth to be happy and well.\u003c/p>\n\u003cp>These goals are far from being disconnected: we now realize the fundamental role that social and emotional well-being play in the attainment of academic outcomes. Learning to channel attention to productive tasks, to sustain motivation when work becomes demanding, and to handle the frustrations of sharing, learning, and communicating with peers are skills that depend on the ability to understand and manage emotions. These are competencies that children and adolescents learn alongside more traditionally academic ones. Demands for these types of interpersonal, intrapersonal, and problem-solving skills increase as students progress through the school years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Although the emphasis on academic achievement often captures most of the attention in debates on school reform, important inroads are being made by those who take a more holistic approach to education. [Researchers] Wang, Haertel, and Walberg reported that among eleven factors most important for classroom learning, social and emotional factors accounted for eight. Decades of research on empirically based social and emotional learning programs have consistently shown that well-designed and well-implemented prevention programs offer a means of reducing problem incidence while building skills for mental health, improving classroom behavior, and enhancing achievement.\u003c/p>\n\u003cp>Many prominent voices have joined together to call for inclusion of social and emotional learning within K–12 school curricula. The mission of the Collaborative for Academic, Social, and Emotional Learning is to promote social and emotional skill development in schools through comprehensive programming. Personal, social, and emotional learning goals are included within the framework for nationally recognized school counseling and violence-prevention programs.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/the-importance-of-teaching-mindfulness/\">The Importance of Teaching Mindfuless\u003c/a>]\u003c/p>\n\u003cp>Neuroscience, too, has offered evidence to support a holistic message about cognitive, social, and emotional development. Recent scientific advances have led to rejection of a cognitive versus affective framework to describe human cognition. Evidence shows that the prefrontal cortex, considered the center of higher-level cognition in the brain, also plays a dramatically important role in emotion processing and regulation. Thus, the operation of the brain is more like an orchestra than a number of soloists. This paradigm-shifting evidence has forced us to rethink the relationship between reason and emotion. Not only does academic learning depend on social and emotional skills, but also it is virtually impossible to disentangle the two. A report from the National Scientific Council on the Developing Child put it this way:\u003c/p>\n\u003cp>\u003cem>When feelings are not well managed, thinking can be impaired. Recent scientific advances have shown how the interrelated development of emotion and cognition relies on the emergence, maturation, and interconnection of complex neural circuits in multiple areas of the brain, including the prefrontal cortex, limbic cortex, basal forebrain, amygdala, hypothalamus, and brain stem. The circuits that are involved in the regulation of emotion are highly interactive with those that are associated with “executive functions” (such as planning, judgment, and decision making), which are intimately involved in the development of problem-solving skills during the preschool years. In terms of basic brain functioning, emotions support executive functions when they are well regulated, but interfere with attention and decision making when they are poorly controlled.\u003c/em>\u003c/p>\n\u003cp>Reports of student academic performance often find their way into local newspapers in features that compare schools within and across districts. What garners less attention is the fact that schools are also charged with oversight and management of students’ emotional and behavioral problems. Counselors and therapists, both inside and outside of schools, know all too well the toll that such difficulties take on young people’s development. Recent large-scale epidemiological studies paint a dramatic and disturbing picture of the state of youth mental health. The landmark report in 2000 by the US Surgeon General (US Department of Health and Human Services, US Department of Education, & US Department of Justice) revealed that one in ten of our young people suffers from a mental health condition that meets diagnostic criteria, and one in five suffers from problems that significantly impair day-to-day functioning, including academic achievement and social relationships. Ten years later, the first national representative sample of over ten thousand US adolescents, the NCS-A, reveals an even starker view. Approximately half of adolescents sampled (49.5 percent) met lifetime criteria for at least one diagnosed (\u003cem>DSM-IV\u003c/em>) mental disorder, and 40 percent of these individuals met criteria for at least one additional mental disorder. Of this affected group, about one in four or five experienced symptoms so severe as to significantly impair their functioning across the life span.\u003c/p>\n\u003cp>Mindfulness has the potential to be a very useful component in prevention and treatment efforts because of its effectiveness in reducing emotional distress and promoting emotional balance, improving attention, and contributing to motivated learning. Virtually all social-emotional learning (SEL) programs and many therapeutic modalities recognize that adaptive development rests on the child’s maturing capacity for emotion regulation. Emotion regulation is increasingly viewed by contemporary researchers as a foundation for well-being and positive adjustment throughout the life span. \u003cem>Emotion regulation processes \u003c/em>may be defined as those strategies used to moderate affective experiences in order to meet the demands of different situations or to achieve certain goals. Such processes can include identification, differentiation, and acceptance of emotional experiences; ability to manage distress and modulate excitement; capacity to sustain motivation; prioritization among competing goals; and adaptive adjustment of behavioral responses . Difficulties in emotion regulation are at the root of many adolescent disorders, including depression, eating disorders, deliberate self-injury, substance-abuse disorders , and greater reactivity to stress.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">How Meditating Helps With Multitasking\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>It is suggested here that there is a difference between knowing \u003cem>about \u003c/em>emotions and knowing your own emotions \u003cem>as they are experienced\u003c/em>. In addition to learning about emotions, there is a distinct advantage in learning how to notice what’s happening in the present moment. Attending to and identifying emotions can mitigate the emotional reaction and increase emotional balance and clarity. This practice offers the opportunity to develop hardiness in the face of uncomfortable feelings that otherwise might provoke a response that could be harmful (for example, “acting out” by taking drugs or displaying violent behavior, or “acting in” by becoming more depressed). Learning to attend to your present-moment experience, called “mindfulness,” offers adolescents a tool to manage emotions as they are perceived and potentially increase in magnitude. Mindfulness training can complement and strengthen other approaches and therapies that promote emotion regulation, reduce stress, and develop attention.\u003c/p>\n\u003cp>Mindfulness has been defined as a certain way of paying attention: “on purpose, in the present moment, and nonjudgmentally.\" Mindfulness provides a means of handling distress with intention and nonjudgment via several proposed mechanisms: First, bringing attention to the present-moment experience of thoughts, emotions, and physical sensations shifts cognitive focus away from the past (such as a memory of a troubling incident) and the future (such as apprehension of impending trouble), thereby disrupting the connections between automatic cognitive interpretations and patterns of reacting. Second, focus on present-moment internal and external experience broadens attention and allows for suspension of previously practiced patterns of reacting (avoidance or overengagement), sometimes called \u003cem>decentering\u003c/em>. Third, the quality of nonjudgment that is essential to mindfulness permits the observation of your experience without judgment or evaluation. The practice of orienting to experience with curiosity and acceptance strengthens tolerance for distress by altering automatic response patterns described previously. When practiced regularly, mindfulness can provide a powerful tool for restoring emotional balance and preventing engagement in harmful behavior.\u003c/p>\n\u003cp>To understand mindfulness and its role in child and adolescent development, it is also important to consider the nature of attention and the ways in which we typically construe it. We often think of attention as a trait-like characteristic that is relatively immutable or inborn.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-medium wp-image-31313\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Screen-Shot-2013-09-11-at-3.31.53-PM-300x367.png\" alt=\"Screen Shot 2013-09-11 at 3.31.53 PM\" width=\"300\" height=\"367\">For example, students might be described as having “short attention spans” or as “highly attentive.” Or attention is viewed as so fragile and subject to distraction that it has to be “caught” by creative teachers or engaging clinicians. As noted earlier, attention is often seen as something separate from emotion, despite evidence from research and personal experience that shows how emotional states significantly affect the quality and the objects of our attention. In addressing emotion regulation through the teaching of mindfulness, attention is viewed as a skill that can be trained to observe the whole range of cognitive and emotional experiences that present themselves. It is a capacity that can be refined with practice so that it can be directed and maintained, intentionally and with greater stability, on objects of your choosing.\u003c/p>\n\u003cp>Mindfulness is attentiveness to the present as it is happening. This is quite a different way of using the mind from what we typically experience. Most of the time, children and adolescents use their minds to manipulate ideas or concepts, to recall information from the past or from their storehouse of knowledge, to imagine future circumstances, to plan, to calculate, or to schedule. These are just some of the important functions of mind that improve as children age and that are enhanced through schooling. But there is also a present-moment mind that is aware of unfolding thoughts, feelings, and sensations. This quality of mind allows for meta-awareness of those circumstances, plans, and calculations as they unfold. Mindfulness allows the individual to gain entrance to the workings of the mind such that, as some adolescents put it, it’s possible to have “space in my mind,” allowing them to see that “changing thoughts and feelings are nothing but travelers stopping by for a quick stay.” This realization can be deeply empowering as students come to recognize their potential for riding the waves of experience with greater equanimity. The inner reserve of mindful awareness is available to everyone, and these faculties of mind, developed with practice, have direct relevance to burgeoning self-awareness, to self-regulation, and to the emotional balance that supports fully engaged learning and well-being.\u003c/p>\n\u003ch3>\u003cstrong>Activity With Students: Mindful Walkabout\u003cbr>\n\u003c/strong>\u003c/h3>\n\u003cp>This activity can be used at any point in the six-or eighteen-session version of the program when an outdoor exercise is appropriate. The objective is to observe something in nature closely and mindfully, and share it with the group through art or poetry. This activity works best when an outdoor park or natural area is available, although it could also be done in other settings.\u003c/p>\n\u003cp>Provide each group member with a pad of paper and a pencil. Invite them to take a mindful walk around the area and notice the natural world. When they come to something of interest, perhaps something that they have never noticed before, instruct them to stop and observe mindfully (notice shape, color, texture, movement, context, size, and so on). Encourage them to observe with appreciation and interest. Ask them to use the paper and pencil to draw a “map” of the walk and a sketch of the objects of mindful observation. The entire activity might take ten to fifteen minutes or longer if desired. No particular expertise in art is required. Ring a bell to return to the group setting.\u003c/p>\n\u003cp>After the walkabout, observers might share their experiences with the whole group. This could include describing the map of the particular path. You may also invite group members to complete a couplet (two-lined poem) based on their experience of mindful observation. Choose one opening line for the whole group, or assign different ones to each member. It’s helpful to print out the first line on a piece of paper and allow group members to write the second line of about seven to nine syllables. Members can then read their couplets aloud individually or chorally, adding their lines to create a whole-group poem. Some possible opening lines include:\u003c/p>\n\u003cdiv>\n\u003cul>\n\u003cli>\u003cem>Happy for the chance to stop and look\u003c/em>\u003c/li>\n\u003cli>\u003cem>Still for a while, I pause and look\u003c/em>\u003c/li>\n\u003cli>\u003cem>Holding in my steady gaze\u003c/em>\u003c/li>\n\u003cli>\u003cem>What have I seen on my journey?\u003c/em>\u003c/li>\n\u003cli>\u003cem>What is more beautiful than this?\u003c/em>\u003c/li>\n\u003cli>\u003cem>Walking the path, I see what’s hidden\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cp>\u003cstrong>Moving to Practice \u003c/strong>\u003c/p>\n\u003cp>1. Emphasize that we’re learning to pay attention in a particular way.\u003c/p>\n\u003cp>2. Start by paying attention to the body (add the “B” poster to the wall, leaving space for the letters that will come in between the “B” and the last “E”).\u003c/p>\n\u003cp>3. Introduce basic awareness of breath and move to the “Body Scan” (later in this section).\u003c/p>\n\u003cp>4. Introduce real-life mindfulness (see the list of possibilities in the student workbook, for example, “Mindfulness in My Life” in the workbook).\u003c/p>\n\u003cp>\u003cem>Practicing paying attention in an open and interested way is the first step. We can start our training\u003c/em> \u003cem>in mindfulness by paying attention to the body. Sometimes, as we shall see, our minds are stuck in the future or in the past, but the body is always in the present. Much of the time we don’t pay very much attention to our bodies. Sometimes we pay too much attention to one aspect of the body, but neglect the whole. So we begin our mindful-awareness training by focusing on the body as a whole.\u003c/em>\u003c/p>\n\u003cp>After a short period, ask what this experience was like:\u003c/p>\n\u003cp>\u003cem>What did you notice about this type of breathing?\u003c/em>\u003c/p>\n\u003cp>\u003cem>This is often called “shallow breathing” and is associated with anxious states. Shallow breathing can result in reduced oxygen intake and can make you feel fatigued. Now place your hands on your belly and breathe from there. Notice the movement as the breath comes in and leaves the belly.\u003c/em>\u003c/p>\n\u003cp>After a short period, ask what this experience was like:\u003c/p>\n\u003cp>\u003cem>What did you notice about this type of breathing? How was it different?\u003c/em>\u003c/p>\n\u003cp>\u003cem>Belly breathing feels more relaxing. The body can be trained to breathe in a healthier way.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Now let’s try a complete breath. Put one hand on your chest and the other on your belly, and allow the breath to move in from your nostrils, fill your lungs, and expand your belly. Then exhale through your nostrils. Notice how the whole body was involved. This is the kind of breathing we’ll be practicing in the “Body Scan.”\u003c/em>\u003c/p>\n\u003cp>Reprinted with permission: \u003ca href=\"http://www.newharbinger.com\">New Harbinger Publications\u003c/a>, Inc.\u003cbr>\ncopyright (c) 2013 [Patricia C. Broderick, PhD]\u003c/p>\n\u003cp>\u003cem>Patricia C. Broderick, PhD, is a research associate at the Prevention Research Center for the Promotion of Human Development at Penn State University and founder of the Stress Reduction Center at West Chester University of Pennsylvania. A graduate of the mindfulness-based stress reduction advanced practicum at the Center for Mindfulness at the University of Massachusetts Medical School, Broderick is a licensed clinical psychologist as well as a certified school psychologist and counselor for grades K through 12.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How Educators Can Address Parents' Confusion About Common Core ",
"title": "How Educators Can Address Parents' Confusion About Common Core ",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cimg class=\"alignright size-full wp-image-31231\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/questions-e1378747013637.jpg\" alt=\"questions\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/questions-e1378747013637.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/questions-e1378747013637-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/questions-e1378747013637-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Although 45 states and the District of Columbia have adopted the \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a>, a recent \u003ca href=\"http://pdkintl.org/noindex/2013_PDKGallup.pdf\">Gallup/Phi Delta Kappa Poll \u003c/a> revealed that 62 percent of Americans have never heard of Common Core, and 55 percent of public school parents don’t know what it is.\u003c/p>\n\u003cp dir=\"ltr\">\"Almost two of three Americans have never heard of the Common Core State Standards, arguably one of the most important education initiatives in decades, and most of those who say they know about the Common Core neither understand it nor embrace it,\" the Poll summary states.\u003c/p>\n\u003cp>More from the poll: \"Slightly more than one-third of Americans have ever heard of the Common Core; among Americans with children in public schools, fewer than half recognized the Core. The majority of those who said they have heard of the Common Core selected the 'somewhat knowledgeable' option. Among the third who had heard of the Common Core, only four of 10 said the standards can help make education in the United States more competitive globally; a majority said the standards will make the U.S. less competitive or have no effect. Of those Americans who had heard of the Common Core, many said — erroneously — that the standards are based on a blending of state standards, that the federal government is insisting that all states adopt the standards, andthat there is a plan to create standards in all academic areas.\"\u003c/p>\n\u003cp>Some educators aren’t really surprised about the lack of parent knowledge. Retired Indiana public school teacher Barbara Kuykendall said that, although she retired before the Common Core was implemented, she didn’t think parents were aware of the Indiana state standards before Common Core. “None of our parents had any idea what the standards were for each grade,” she said. “The Indiana standards were pretty easy to understand. It wasn't that the parents \u003cem>couldn't\u003c/em> understand them. The state provided booklets for every parent for years and I know they were just thrown away.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp dir=\"ltr\">\n\u003caside class=\"pullquote alignleft\">“Because this issue seems to have become more political than anything, I like to explain it, so parents can know, ‘What does this mean for my child’s education?’ instead of the polarizing topic it has become for some.”\u003c/aside>\n\u003c/p>\n\u003cp dir=\"ltr\">As more schools start implementing Common Core this year, some parents said they didn't know if it was happening in their schools.\u003c/p>\n\u003cp dir=\"ltr\">“I read an article in \u003cem>Parents\u003c/em> magazine last month,” said Nashville mom Jessica Kennedy, responding to our social media query. “Still not clear on the subject other than a lot of controversy over it.” And Michigan parent Laura Baumert said, “Never heard of it.”\u003c/p>\n\u003cp>Other seemed to know more. “I think there are benchmarks the kids are supposed to be hitting by certain points in their school careers. But that's about all I ‘know.’ Which is putting is loosely! People seem to be really upset about it,” said Janie Hesterly Wilkerson of Tennessee.\u003c/p>\n\u003cp>John Webster, a Minnesota parent, even joked about the controversy that has left him confused. “CCSS is a right-wing plot to destroy public education. CCSS is a left-wing plot to nationalize curricula. I can't decide which of these plots is for real -- or if both are!” he wrote.\u003c/p>\n\u003cp>\u003cstrong>SCHOOLS EDUCATE PARENTS\u003c/strong>\u003c/p>\n\u003cp>Whether because of, or in spite of, recent controversy over the Common Core, some schools are helping parents understand the new standards. Susie Masterson, elementary principal of Evansville Christian School in Evansville, Indiana, kept parents informed during the whole adoption process.\u003c/p>\n\u003cp>“We specifically told them [parents] that we were transitioning from Indiana Academic Content Standards to CCSS (now called INCC, Indiana Common Core), and how they would see that in the classroom,” she said. “We gave examples of how expository writing would be used, increased informational text, and then in math, the mathematical practices. For parents, we explained that beyond second grade, student instruction would focus less on memorization or rote facts, and more on accessing information and using it in more authentic activities,projects, and writing.”\u003c/p>\n\u003cp dir=\"ltr\"> Masterson said that overall, she has received about seven emails from parents, asking her to explain the standards or the controversy surrounding them, but she said for the most part their apprehension dissipated when she explained that the school has always been standards-based, and has always participated in state assessments.\u003c/p>\n\u003cfigure id=\"attachment_31219\" class=\"wp-caption alignright\" style=\"max-width: 281px\">\u003cimg class=\"size-full wp-image-31219\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Screen-Shot-2013-09-09-at-9.49.57-AM.png\" alt=\"Gallup\" width=\"281\" height=\"328\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp dir=\"ltr\">Parent involvement is key, she said, for student success. “Because this issue seems to have become more political than anything, I like to explain it, so parents can know, ‘What does this mean for my child’s education?’ instead of the polarizing topic it has become for some.”\u003c/p>\n\u003cp>Fifth-grade teacher Jenny Kavanaugh of St. Louis, Missouri, plans to explain her school’s adoption of the Common Core on Parent Night, and she believes the principal will also address it. “I do plan to discuss it with parents at our back to school night, and I will send home some info on it,” she said. “We are required to post each learning goal addressed in a given week for our students. I plan to include the CCSS goals for the week in my parent newsletter whenever possible.” Like Masterson, Kavanaugh thinks it is important for parents to know what Common Core is -- and what it isn’t. “The CCSS is \u003cem>not\u003c/em> a curriculum. It does not tell you exactly what your lessons will be,” she said. “That may be a useful distinction to make for parents. It is a set of learning goals and standards.”\u003c/p>\n\u003cp>Beth Cocuzza, Director of Math at \u003ca href=\"http://www.achievethecore.org/about-student-achievement-partners/principles-work/\">Student Achievement Partners\u003c/a>, a nonprofit formed by three contributing members of the Common Core, said that, of course, parents want to know what their child is learning, and if they’re showing progress. “Before the Common Core I don’t think many parents knew very much about previous state standards, either. That’s probably because standards don’t teach kids, teachers do,” she said. “These important conversations are informed by the new college and career readiness standards, but the conversation is about the kids.”\u003c/p>\n\u003cp>Cocuzza said if parents are interested in knowing more about the standards from a non-partisan source they can trust, the \u003ca href=\"http://pta.org/parents/content.cfm?ItemNumber=2583\">National PTA\u003c/a> has put together a grade-by-grade breakdown of what students are expected to know.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Cocuzza said parents should want to know how the Common Core will affect educational standards -- and it is their right to know. “Because of the disconnect between K-12 and higher education, the majority of students who earn a diploma today are not actually ready to move on,” she said. “These students spend money on remediation classes in college, which get them no closer to graduating with a degree, and they fail military entrance exams and entrance exams for good careers. So yes, I think parents should want to know, and it is their right to know these facts.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"alignright size-full wp-image-31231\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/questions-e1378747013637.jpg\" alt=\"questions\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/questions-e1378747013637.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/questions-e1378747013637-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/questions-e1378747013637-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Although 45 states and the District of Columbia have adopted the \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a>, a recent \u003ca href=\"http://pdkintl.org/noindex/2013_PDKGallup.pdf\">Gallup/Phi Delta Kappa Poll \u003c/a> revealed that 62 percent of Americans have never heard of Common Core, and 55 percent of public school parents don’t know what it is.\u003c/p>\n\u003cp dir=\"ltr\">\"Almost two of three Americans have never heard of the Common Core State Standards, arguably one of the most important education initiatives in decades, and most of those who say they know about the Common Core neither understand it nor embrace it,\" the Poll summary states.\u003c/p>\n\u003cp>More from the poll: \"Slightly more than one-third of Americans have ever heard of the Common Core; among Americans with children in public schools, fewer than half recognized the Core. The majority of those who said they have heard of the Common Core selected the 'somewhat knowledgeable' option. Among the third who had heard of the Common Core, only four of 10 said the standards can help make education in the United States more competitive globally; a majority said the standards will make the U.S. less competitive or have no effect. Of those Americans who had heard of the Common Core, many said — erroneously — that the standards are based on a blending of state standards, that the federal government is insisting that all states adopt the standards, andthat there is a plan to create standards in all academic areas.\"\u003c/p>\n\u003cp>Some educators aren’t really surprised about the lack of parent knowledge. Retired Indiana public school teacher Barbara Kuykendall said that, although she retired before the Common Core was implemented, she didn’t think parents were aware of the Indiana state standards before Common Core. “None of our parents had any idea what the standards were for each grade,” she said. “The Indiana standards were pretty easy to understand. It wasn't that the parents \u003cem>couldn't\u003c/em> understand them. The state provided booklets for every parent for years and I know they were just thrown away.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">\n\u003caside class=\"pullquote alignleft\">“Because this issue seems to have become more political than anything, I like to explain it, so parents can know, ‘What does this mean for my child’s education?’ instead of the polarizing topic it has become for some.”\u003c/aside>\n\u003c/p>\n\u003cp dir=\"ltr\">As more schools start implementing Common Core this year, some parents said they didn't know if it was happening in their schools.\u003c/p>\n\u003cp dir=\"ltr\">“I read an article in \u003cem>Parents\u003c/em> magazine last month,” said Nashville mom Jessica Kennedy, responding to our social media query. “Still not clear on the subject other than a lot of controversy over it.” And Michigan parent Laura Baumert said, “Never heard of it.”\u003c/p>\n\u003cp>Other seemed to know more. “I think there are benchmarks the kids are supposed to be hitting by certain points in their school careers. But that's about all I ‘know.’ Which is putting is loosely! People seem to be really upset about it,” said Janie Hesterly Wilkerson of Tennessee.\u003c/p>\n\u003cp>John Webster, a Minnesota parent, even joked about the controversy that has left him confused. “CCSS is a right-wing plot to destroy public education. CCSS is a left-wing plot to nationalize curricula. I can't decide which of these plots is for real -- or if both are!” he wrote.\u003c/p>\n\u003cp>\u003cstrong>SCHOOLS EDUCATE PARENTS\u003c/strong>\u003c/p>\n\u003cp>Whether because of, or in spite of, recent controversy over the Common Core, some schools are helping parents understand the new standards. Susie Masterson, elementary principal of Evansville Christian School in Evansville, Indiana, kept parents informed during the whole adoption process.\u003c/p>\n\u003cp>“We specifically told them [parents] that we were transitioning from Indiana Academic Content Standards to CCSS (now called INCC, Indiana Common Core), and how they would see that in the classroom,” she said. “We gave examples of how expository writing would be used, increased informational text, and then in math, the mathematical practices. For parents, we explained that beyond second grade, student instruction would focus less on memorization or rote facts, and more on accessing information and using it in more authentic activities,projects, and writing.”\u003c/p>\n\u003cp dir=\"ltr\"> Masterson said that overall, she has received about seven emails from parents, asking her to explain the standards or the controversy surrounding them, but she said for the most part their apprehension dissipated when she explained that the school has always been standards-based, and has always participated in state assessments.\u003c/p>\n\u003cfigure id=\"attachment_31219\" class=\"wp-caption alignright\" style=\"max-width: 281px\">\u003cimg class=\"size-full wp-image-31219\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Screen-Shot-2013-09-09-at-9.49.57-AM.png\" alt=\"Gallup\" width=\"281\" height=\"328\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp dir=\"ltr\">Parent involvement is key, she said, for student success. “Because this issue seems to have become more political than anything, I like to explain it, so parents can know, ‘What does this mean for my child’s education?’ instead of the polarizing topic it has become for some.”\u003c/p>\n\u003cp>Fifth-grade teacher Jenny Kavanaugh of St. Louis, Missouri, plans to explain her school’s adoption of the Common Core on Parent Night, and she believes the principal will also address it. “I do plan to discuss it with parents at our back to school night, and I will send home some info on it,” she said. “We are required to post each learning goal addressed in a given week for our students. I plan to include the CCSS goals for the week in my parent newsletter whenever possible.” Like Masterson, Kavanaugh thinks it is important for parents to know what Common Core is -- and what it isn’t. “The CCSS is \u003cem>not\u003c/em> a curriculum. It does not tell you exactly what your lessons will be,” she said. “That may be a useful distinction to make for parents. It is a set of learning goals and standards.”\u003c/p>\n\u003cp>Beth Cocuzza, Director of Math at \u003ca href=\"http://www.achievethecore.org/about-student-achievement-partners/principles-work/\">Student Achievement Partners\u003c/a>, a nonprofit formed by three contributing members of the Common Core, said that, of course, parents want to know what their child is learning, and if they’re showing progress. “Before the Common Core I don’t think many parents knew very much about previous state standards, either. That’s probably because standards don’t teach kids, teachers do,” she said. “These important conversations are informed by the new college and career readiness standards, but the conversation is about the kids.”\u003c/p>\n\u003cp>Cocuzza said if parents are interested in knowing more about the standards from a non-partisan source they can trust, the \u003ca href=\"http://pta.org/parents/content.cfm?ItemNumber=2583\">National PTA\u003c/a> has put together a grade-by-grade breakdown of what students are expected to know.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Cocuzza said parents should want to know how the Common Core will affect educational standards -- and it is their right to know. “Because of the disconnect between K-12 and higher education, the majority of students who earn a diploma today are not actually ready to move on,” she said. “These students spend money on remediation classes in college, which get them no closer to graduating with a degree, and they fail military entrance exams and entrance exams for good careers. So yes, I think parents should want to know, and it is their right to know these facts.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_31044\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31044\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/133971062-e1377823997861.jpg\" alt=\"133971062\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/133971062-e1377823997861.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/133971062-e1377823997861-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/133971062-e1377823997861-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Scientific research has provided us with a number of ways to get the learning juices flowing, none of which involve paying money for good grades. And most smart teachers know this, even without scientific proof.\u003c/p>\n\u003cp>\u003cstrong>1. Fine-tune the challenge.\u003c/strong> We’re most motivated to learn when the task before us is matched to our level of skill: not so easy as to be boring, and not so hard as to be frustrating. Deliberately fashion the learning exercise so that students are working at the very edge of your abilities, and keep upping the difficulty as they improve.\u003c/p>\n\u003cp>\u003cstrong>2. Start with the question, not the answer.\u003c/strong> Memorizing information is boring. Discovering the solution to a puzzle is invigorating. Present material to be learned not as a \u003cem>fait accompli\u003c/em>, but as a live question begging to be explored.\u003c/p>\n\u003cp>\u003cstrong>3. Encourage students to beat their personal best.\u003c/strong> Some learning tasks, like memorizing the multiplication table or a list of names or facts, are simply not interesting in themselves. Generate motivation by encouraging students to compete against themselves: run through the material once to establish a baseline, then keep track of how much they improve (in speed, in accuracy) each time.\u003c/p>\n\u003cp>\u003cstrong>4. Connect abstract learning to concrete situations.\u003c/strong> Adopt the case-study method that has proven so effective for business, medical and law school students: apply abstract theories and concepts to a real-world scenario, using these formulations to analyze and make sense of situations involving real people and real stakes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>5. Make it social.\u003c/strong> Put together a learning group, or have students find learning partners with whom they can share their moments of discovery and points of confusion. Divide the learning task into parts, and take turns being teacher and pupil. The simple act of explaining what they’re learning out loud will help them understand and remember it better.\u003c/p>\n\u003cp>\u003cstrong>6. Go deep.\u003c/strong> Almost any subject is interesting once you get inside it. Assign the task of becoming the world’s expert on one small aspect of the material they have to learn—then extend their new expertise outward by exploring how the piece they know so well connects to all the other pieces they need to know about.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For more about the science of learning, go to \u003ca href=\"http://anniemurphypaul.com/\">AnnieMurphyPaul.com\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31044\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31044\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/133971062-e1377823997861.jpg\" alt=\"133971062\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/133971062-e1377823997861.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/133971062-e1377823997861-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/133971062-e1377823997861-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Scientific research has provided us with a number of ways to get the learning juices flowing, none of which involve paying money for good grades. And most smart teachers know this, even without scientific proof.\u003c/p>\n\u003cp>\u003cstrong>1. Fine-tune the challenge.\u003c/strong> We’re most motivated to learn when the task before us is matched to our level of skill: not so easy as to be boring, and not so hard as to be frustrating. Deliberately fashion the learning exercise so that students are working at the very edge of your abilities, and keep upping the difficulty as they improve.\u003c/p>\n\u003cp>\u003cstrong>2. Start with the question, not the answer.\u003c/strong> Memorizing information is boring. Discovering the solution to a puzzle is invigorating. Present material to be learned not as a \u003cem>fait accompli\u003c/em>, but as a live question begging to be explored.\u003c/p>\n\u003cp>\u003cstrong>3. Encourage students to beat their personal best.\u003c/strong> Some learning tasks, like memorizing the multiplication table or a list of names or facts, are simply not interesting in themselves. Generate motivation by encouraging students to compete against themselves: run through the material once to establish a baseline, then keep track of how much they improve (in speed, in accuracy) each time.\u003c/p>\n\u003cp>\u003cstrong>4. Connect abstract learning to concrete situations.\u003c/strong> Adopt the case-study method that has proven so effective for business, medical and law school students: apply abstract theories and concepts to a real-world scenario, using these formulations to analyze and make sense of situations involving real people and real stakes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>5. Make it social.\u003c/strong> Put together a learning group, or have students find learning partners with whom they can share their moments of discovery and points of confusion. Divide the learning task into parts, and take turns being teacher and pupil. The simple act of explaining what they’re learning out loud will help them understand and remember it better.\u003c/p>\n\u003cp>\u003cstrong>6. Go deep.\u003c/strong> Almost any subject is interesting once you get inside it. Assign the task of becoming the world’s expert on one small aspect of the material they have to learn—then extend their new expertise outward by exploring how the piece they know so well connects to all the other pieces they need to know about.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For more about the science of learning, go to \u003ca href=\"http://anniemurphypaul.com/\">AnnieMurphyPaul.com\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_30962\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30962\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/tablets.jpg\" alt=\"tablets\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/tablets.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/tablets-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/tablets-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Justin Reich and Beth Holland\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">In this four-part series, we have been charting a course for teachers working in classrooms with tablets. We began by looking at the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">consumption of content \u003c/a>-- the default uses of tablets -- and then progresses through the the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">curation of learning artifacts\u003c/a>, and the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">creation of new projects or activities\u003c/a>. In this final piece, we examine the final of our four Cs: connection -- using tablets to put our students in conversations with fellow learners of all ages around the world.\u003c/p>\n\u003cp>With tablets, teachers and students possess a mobile recording and editing device (text, photos, audio and video), publishing platform (blogs, wikis, video to YouTube, audio to SoundCloud, photos to Flickr), as well as social media access point (Twitter, Facebook, LinkedIn, newsreader apps). This mobile access extends the learning context beyond the walls of the classroom and the hours of the school day, while the instant access to content and social networks opens up avenues for communication and collaboration across distance and time. In this final piece in our Someday/Monday series, we take a peek into the future of richly collaborative classrooms and then give some advice on first steps towards getting there.\u003c/p>\n\u003ch3>CONNECTION\u003c/h3>\n\u003cp>In 2003, Ben Schneiderman published \u003ca href=\"http://www.amazon.com/Leonardos-Laptop-Human-Computing-Technologies/dp/0262692996\">\u003cem>Leonardo’s Laptop\u003c/em>\u003c/a>, a book about human computer interaction. In the book, he proposed a simple framework for designing technology-mediated learning experiences: Collect, Relate, Create, Donate. In a typical technology-infused lesson or unit, students would access new information and skills (Collect) and then work together (Relate) to craft a multimedia performance of their understanding (Create). When finished, the work shouldn’t just sit on a teacher’s desk, but be shared widely, ideally with others who might genuinely benefit from the work (Donate). The connectivity of the Internet gives us the opportunity and responsibility to share what we are learning with others. While technologies have changed quite a bit over the last 10 years, the framework remains a helpful rubric for designing learning experiences.\u003c/p>\n\u003cp>One common wrinkle with the Donate step in Schneiderman’s framework is that many teachers and students simply launch their products onto the Internet, and most of the time they land like a tree falling in an empty forest. In the best learning environments, sharing work doesn’t just mean posting on the Internet; it means building connections with a wider community, so that sharing becomes part of a set of relationships and patterns of exchange. Mobile computing devices let students take those connections with them wherever they go.\u003c/p>\n\u003ch4>Someday\u003c/h4>\n\u003cp>Imagine creating a learning context that spans countries or continents. Consider a learning environment where students run their own “class” outside of class time with peers, or even other teachers, and then come to school ready to take advantage of face-to-face opportunities. Used creatively, tablet computers can empower students to collaborate and share, to take more ownership of their learning, and to make deeper connections not only to the content, but also to their learning community.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Armed with iPads, \u003ca href=\"https://twitter.com/mrswideen\">Kristen Wideen\u003c/a>’s students regularly blog, journal, create, and curate throughout the day, as she describes in \u003ca href=\"http://www.mrswideen.com/2013/05/a-day-in-life-of-connected-classroom.html\">A Day in the Life of a Connected Classroom\u003c/a>. Her students leverage the tools to make deeper connections with the content and extended ones with a broader audience. Her class tweets about their new tadpoles with a classroom in Singapore, and they share math problems with another via Skype. Wideen takes the online network that she’s built with other educators and uses her connections to help her students learn with students from around the world:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>If you step into my classroom you will quickly find out that we are a classroom with no walls. Video conferencing, blogging, creating videos and books, teaching and learning from other peers in the classroom, in the school and in the world about what they are interested in is embedded into the daily instruction of my classroom. The result of this purposeful connectivity is that my group of grade 1/2 students has begun to develop a global perspective of issues that could not have been authentically discovered if they were solely engaged in books in our classroom. (\u003ca href=\"http://www.mrswideen.com/2013/04/how-my-learning-environment-has-evolved.html\">Kristen Wideen - How My Learning has Evolved\u003c/a>)\u003c/em>\u003c/p>\n\u003ch4>\u003cstrong>Monday\u003c/strong>\u003c/h4>\n\u003cp>As \u003ca href=\"http://mrswideen.com/\">Wideen’s blog\u003c/a> shows, the technologies of connecting with others are relatively simple. Twitter is one of the best places to get started, and Mrs. Wideen’s classroom Twitter account (\u003ca href=\"http://twitter.com/mrswideensclass\">@MrsWideensClass\u003c/a>) shows how a collaboratively produced stream of tweets from students can become a running record of classroom life through pictures, text, questions, and conversations. It also provides a mechanism for modeling the connections that we hope young students will make as they progress in their education.\u003c/p>\n\u003cp>Another great way for classrooms to starting building connections is for teachers to lead by example, creating their own personal learning network using social media. Again, starting a Twitter account is easy, and there are plenty of educators looking to collaborate and connect with like-minded teachers. Last year, \u003ca href=\"http://bit.ly/edtechresearcher\">EdTechResearcher \u003c/a>posted a pair of posts on Teaching Teachers to Tweet (\u003ca href=\"http://blogs.edweek.org/edweek/edtechresearcher/2012/08/teaching_teachers_to_tweet.html\">Part I\u003c/a>, \u003ca href=\"http://blogs.edweek.org/edweek/edtechresearcher/2012/08/teaching_teachers_to_tweet_part_ii.html\">Part II\u003c/a>) that offer a good introduction to the topic, and \u003ca href=\"http://www.edutopia.org/blog/introducing-social-media-lower-elementary-beth-holland\">Teaching Toddlers to Tweet on Edutopia\u003c/a> provides examples for addressing the topic with even our youngest students.\u003c/p>\n\u003cp>For synchronous conversation, Apple’s Facetime, Google’s Hangouts, and Skype are all suitable options for having video chats with other classrooms, experts, or interesting people. One recent trend combining technology and Social Studies has been “Mystery Skype,” where classrooms ask each other questions and then try to guess where the other classroom is. Skype in the Classroom has a \u003ca href=\"http://blogs.skype.com/2013/02/15/whats-the-hype-with-mystery-skype/\">good introductory blog post\u003c/a>, and Holly Clark offers up \u003ca href=\"http://www.edudemic.com/2013/07/5-amazing-ways-to-collaborate-with-another-class/\">5 Amazing Ways to Collaborate with Another Class\u003c/a> on Edudemic, and check out MindShift's \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/5-ways-to-inspire-students-through-global-collaboration/\">5 Ways to Inspire Students Through Global Collaboration\u003c/a>. These kinds of simple exchanges can be great building blocks for future connections and collaborative projects.\u003c/p>\n\u003cp>\u003cstrong>From Consumption to Curation, Creation, and Connection\u003c/strong>\u003c/p>\n\u003cp>The greatest risk of our investment in tablet computers is that nothing will change. We could find in a few years that, at great expense, we’ve traded paper textbooks for digital textbooks, paper notebooks for digital notebooks, and paper multiple choice tests for digital multiple choice tests. We may find that as educators we simply take these expensive new devices and digitize existing practices.\u003c/p>\n\u003cp>Our hope is that we can do more, that we can take the investment that the public is making into education technologies and use them to create much richer learning experiences for students. We’ve tried in these four posts about \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">Consumption\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">Curation\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">Creation \u003c/a>and Connection to chart a journey from the ordinary to the exceptional, and in each post we’ve tried to point the way to transformative uses of technology while helping point out the first step (Monday) of a longer adventure (Someday). Many thanks to all who have read, shared and commented on these posts over the last few months!\u003c/p>\n\u003cp>\u003cem>Justin Reich is a Fellow at Harvard’s \u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a> and co-Founder of \u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30962\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30962\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/tablets.jpg\" alt=\"tablets\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/tablets.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/tablets-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/tablets-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Justin Reich and Beth Holland\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">In this four-part series, we have been charting a course for teachers working in classrooms with tablets. We began by looking at the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">consumption of content \u003c/a>-- the default uses of tablets -- and then progresses through the the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">curation of learning artifacts\u003c/a>, and the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">creation of new projects or activities\u003c/a>. In this final piece, we examine the final of our four Cs: connection -- using tablets to put our students in conversations with fellow learners of all ages around the world.\u003c/p>\n\u003cp>With tablets, teachers and students possess a mobile recording and editing device (text, photos, audio and video), publishing platform (blogs, wikis, video to YouTube, audio to SoundCloud, photos to Flickr), as well as social media access point (Twitter, Facebook, LinkedIn, newsreader apps). This mobile access extends the learning context beyond the walls of the classroom and the hours of the school day, while the instant access to content and social networks opens up avenues for communication and collaboration across distance and time. In this final piece in our Someday/Monday series, we take a peek into the future of richly collaborative classrooms and then give some advice on first steps towards getting there.\u003c/p>\n\u003ch3>CONNECTION\u003c/h3>\n\u003cp>In 2003, Ben Schneiderman published \u003ca href=\"http://www.amazon.com/Leonardos-Laptop-Human-Computing-Technologies/dp/0262692996\">\u003cem>Leonardo’s Laptop\u003c/em>\u003c/a>, a book about human computer interaction. In the book, he proposed a simple framework for designing technology-mediated learning experiences: Collect, Relate, Create, Donate. In a typical technology-infused lesson or unit, students would access new information and skills (Collect) and then work together (Relate) to craft a multimedia performance of their understanding (Create). When finished, the work shouldn’t just sit on a teacher’s desk, but be shared widely, ideally with others who might genuinely benefit from the work (Donate). The connectivity of the Internet gives us the opportunity and responsibility to share what we are learning with others. While technologies have changed quite a bit over the last 10 years, the framework remains a helpful rubric for designing learning experiences.\u003c/p>\n\u003cp>One common wrinkle with the Donate step in Schneiderman’s framework is that many teachers and students simply launch their products onto the Internet, and most of the time they land like a tree falling in an empty forest. In the best learning environments, sharing work doesn’t just mean posting on the Internet; it means building connections with a wider community, so that sharing becomes part of a set of relationships and patterns of exchange. Mobile computing devices let students take those connections with them wherever they go.\u003c/p>\n\u003ch4>Someday\u003c/h4>\n\u003cp>Imagine creating a learning context that spans countries or continents. Consider a learning environment where students run their own “class” outside of class time with peers, or even other teachers, and then come to school ready to take advantage of face-to-face opportunities. Used creatively, tablet computers can empower students to collaborate and share, to take more ownership of their learning, and to make deeper connections not only to the content, but also to their learning community.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Armed with iPads, \u003ca href=\"https://twitter.com/mrswideen\">Kristen Wideen\u003c/a>’s students regularly blog, journal, create, and curate throughout the day, as she describes in \u003ca href=\"http://www.mrswideen.com/2013/05/a-day-in-life-of-connected-classroom.html\">A Day in the Life of a Connected Classroom\u003c/a>. Her students leverage the tools to make deeper connections with the content and extended ones with a broader audience. Her class tweets about their new tadpoles with a classroom in Singapore, and they share math problems with another via Skype. Wideen takes the online network that she’s built with other educators and uses her connections to help her students learn with students from around the world:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If you step into my classroom you will quickly find out that we are a classroom with no walls. Video conferencing, blogging, creating videos and books, teaching and learning from other peers in the classroom, in the school and in the world about what they are interested in is embedded into the daily instruction of my classroom. The result of this purposeful connectivity is that my group of grade 1/2 students has begun to develop a global perspective of issues that could not have been authentically discovered if they were solely engaged in books in our classroom. (\u003ca href=\"http://www.mrswideen.com/2013/04/how-my-learning-environment-has-evolved.html\">Kristen Wideen - How My Learning has Evolved\u003c/a>)\u003c/em>\u003c/p>\n\u003ch4>\u003cstrong>Monday\u003c/strong>\u003c/h4>\n\u003cp>As \u003ca href=\"http://mrswideen.com/\">Wideen’s blog\u003c/a> shows, the technologies of connecting with others are relatively simple. Twitter is one of the best places to get started, and Mrs. Wideen’s classroom Twitter account (\u003ca href=\"http://twitter.com/mrswideensclass\">@MrsWideensClass\u003c/a>) shows how a collaboratively produced stream of tweets from students can become a running record of classroom life through pictures, text, questions, and conversations. It also provides a mechanism for modeling the connections that we hope young students will make as they progress in their education.\u003c/p>\n\u003cp>Another great way for classrooms to starting building connections is for teachers to lead by example, creating their own personal learning network using social media. Again, starting a Twitter account is easy, and there are plenty of educators looking to collaborate and connect with like-minded teachers. Last year, \u003ca href=\"http://bit.ly/edtechresearcher\">EdTechResearcher \u003c/a>posted a pair of posts on Teaching Teachers to Tweet (\u003ca href=\"http://blogs.edweek.org/edweek/edtechresearcher/2012/08/teaching_teachers_to_tweet.html\">Part I\u003c/a>, \u003ca href=\"http://blogs.edweek.org/edweek/edtechresearcher/2012/08/teaching_teachers_to_tweet_part_ii.html\">Part II\u003c/a>) that offer a good introduction to the topic, and \u003ca href=\"http://www.edutopia.org/blog/introducing-social-media-lower-elementary-beth-holland\">Teaching Toddlers to Tweet on Edutopia\u003c/a> provides examples for addressing the topic with even our youngest students.\u003c/p>\n\u003cp>For synchronous conversation, Apple’s Facetime, Google’s Hangouts, and Skype are all suitable options for having video chats with other classrooms, experts, or interesting people. One recent trend combining technology and Social Studies has been “Mystery Skype,” where classrooms ask each other questions and then try to guess where the other classroom is. Skype in the Classroom has a \u003ca href=\"http://blogs.skype.com/2013/02/15/whats-the-hype-with-mystery-skype/\">good introductory blog post\u003c/a>, and Holly Clark offers up \u003ca href=\"http://www.edudemic.com/2013/07/5-amazing-ways-to-collaborate-with-another-class/\">5 Amazing Ways to Collaborate with Another Class\u003c/a> on Edudemic, and check out MindShift's \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/5-ways-to-inspire-students-through-global-collaboration/\">5 Ways to Inspire Students Through Global Collaboration\u003c/a>. These kinds of simple exchanges can be great building blocks for future connections and collaborative projects.\u003c/p>\n\u003cp>\u003cstrong>From Consumption to Curation, Creation, and Connection\u003c/strong>\u003c/p>\n\u003cp>The greatest risk of our investment in tablet computers is that nothing will change. We could find in a few years that, at great expense, we’ve traded paper textbooks for digital textbooks, paper notebooks for digital notebooks, and paper multiple choice tests for digital multiple choice tests. We may find that as educators we simply take these expensive new devices and digitize existing practices.\u003c/p>\n\u003cp>Our hope is that we can do more, that we can take the investment that the public is making into education technologies and use them to create much richer learning experiences for students. We’ve tried in these four posts about \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">Consumption\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">Curation\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">Creation \u003c/a>and Connection to chart a journey from the ordinary to the exceptional, and in each post we’ve tried to point the way to transformative uses of technology while helping point out the first step (Monday) of a longer adventure (Someday). Many thanks to all who have read, shared and commented on these posts over the last few months!\u003c/p>\n\u003cp>\u003cem>Justin Reich is a Fellow at Harvard’s \u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a> and co-Founder of \u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "In the Digital Age, How to Get Students Excited About Going Outdoors",
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"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_30944\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/9639991@N07/7376269886/in/photolist-cePj41-eaf29m-7W2482-5NZp2M-Lbkrs-5Z4Ngw-9fUWKY-5P4D6Q-7Hh5Xr-aVtoiR-36QXMN-6ijtkh-5wSdQd-8FpKHq-8FpKA5-9tHtDi-dkLaMh-7iinoX-8FpKYy-7NNevE-7NJgok-boAyBU-fKWkA-6zGYwR-dEG7ke-5P3WiQ-dEGayZ-dEGboe-dEG9Sp-dEG8rM-dEMwjN-dEG7Rp-dEGdrP-5NZuAt-5P1fV4-5P5wMC-5P5xQf-5P3RzU-5P1eCD-5P1dG8-5P1cST-eyGDSX-5P5rYb-5P17on-5P5kRq-5P5mzJ-5P15mn-5P3X7s-5P3ULo-7W23MT-ejWte\">\u003cimg class=\"size-full wp-image-30944\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/7376269886_8cbfcb1f03_z-e1377540199676.jpg\" alt=\"7376269886_8cbfcb1f03_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/7376269886_8cbfcb1f03_z-e1377540199676.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/7376269886_8cbfcb1f03_z-e1377540199676-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/7376269886_8cbfcb1f03_z-e1377540199676-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In the opening pages of his moving book \u003ca href=\"http://richardlouv.com/books/last-child/\">Last Child in the Woods\u003c/a>, journalist Richard Louv quotes a prescient fourth-grader who told him, “I like to play indoors better, 'cause that’s where all the electrical outlets are.”\u003c/p>\n\u003cp dir=\"ltr\">Since the book came out in 2005, describing the numbers of kids consistently choosing video games and television over building forts and riding bikes, recent research suggests kids are being exposed to less nature. A \u003ca href=\"http://www.outdoorfoundation.org/pdf/ResearchParticipation2013Topline.pdf\">comprehensive report of outdoor activity\u003c/a> released this year by the Outdoor Foundation says that only 38 percent of participants ages 6-12, and 26 percent of kids ages 13-17 reported doing things outside like running, hiking, and biking. “Although participation rates were stable for younger participants from 2011 to 2012,” the report states, “the rates are still significantly lower than they were in 2006.”\u003c/p>\n\u003cp>Louv has since become famous for coining the term Nature-Deficit Disorder -- not as a medical diagnosis, but as shorthand for what’s happening to kids who stay, for the most part, inside, away from nature, for the majority of their young lives. He uses strong research to support his claims that rising rates of obesity, depression and anxiety, and ADHD symptoms could well be linked to kids’ disconnection from trees, fields and streams.\u003c/p>\n\u003cp>Louv points to several factors contributing to children’s increased time away from nature, including increased parental anxiety of both dangerous situations and strangers, schools’ focus on testing, and the increased use of technology at younger and younger ages. While maintaining he’s not against the use of technology in education, Louv also believes that schools and science curriculum could step in and help incorporate more nature into children’s lives to improve both health and achievement. “There’s a growing awareness of the importance of this,” Louv said. “If you really want true education reform, we’ll have No Child Left Inside.”\u003c/p>\n\u003cp>Schools should consider focusing on hands-on interaction with nature instead of worrying about teaching kids to save the rainforest -- at least at first, he says. Louv fears that a well-intentioned but somewhat misguided curriculum of exposing young children to environmental disasters around the world, like mass deforestation and oil spills, hasn’t had the desired effect of creating young environmentalists. Instead, it might be contributing to a phenomenon educator David Sobel calls\u003ca href=\"http://www.orionmagazine.org/index.php/education/item/3539/\"> “ecophobia,”\u003c/a> or the fear of ecological deterioration.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s too much bad news,” Louv said, when children are told about the possibility of the end of the natural world as we know it. “We’re setting up a condition where kids associate nature with environmental destruction.” He emphasizes how important it is to understand climate change, and to encourage kids to do something about it. But when overwhelmed with bad news about the future, very young children might then distance themselves from nature rather than embrace it.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“We’re setting up a condition where kids associate nature with environmental destruction.”\u003c/p>\n\u003c/aside>\n\u003cp>Sobel recommends in his book \u003cem>Beyond Ecophobia\u003c/em> that instead of learning about the devastation happening in the rainforest, young children (under fourth grade) should first learn about “even just the meadow outside their classroom door.” And Louv points to many examples of famous naturalists and environmental champions, like Teddy Roosevelt and Davy Crockett, who became environmentalists not because they felt the world needed saving (that came later), but because of their joyful childhood experiences playing in nature. Most environmentalists fell in love with nature as children, and grew up wanting to take care of it.\u003c/p>\n\u003cp dir=\"ltr\">Many schools, while strapped for time and resources, can still find a way to engender that love for nature by using what’s closest to them and being imaginative. “A kid sitting in a classroom, learning about saving streams isn’t one-tenth as engaged as that same student, wading through a stream in knee-high boots with a beaker in his hand, doing his own research on how to keep the stream healthy,“ says Suzannah Kolbeck, founder of the student-led HoneyFern School in Marietta, Georgia. She said that, while it can be difficult to create nature experiences for a lot of students during a rushed school day, it’s not impossible.\u003c/p>\n\u003cp>“[When I was in public schools] I just asked for what I wanted. I didn’t present it as any more work for anyone else, I made it as easy and simple as possible for people to say yes,” she said. “With any kind of project learning, there’s always more work at the front end, more work at the beginning. But you don’t have to know everything about what you are doing at first.” Instead, Kolbeck said, you have to anticipate possible directions and questions the students might have -- and you just have to jump in and get started.\u003c/p>\n\u003cp>Before HoneyFern, Kolbeck ran service learning projects in Seattle high schools. One group of students wanted to design an outdoor space on campus where they could hang out. So she had the students design their ideal environment -- the sky’s the limit -- and they chose to create a naturescape in one of the school’s courtyards. She told them it was up to them to research the kinds of plants they wanted to use, and to raise the money to build the area. With her help, they organized themselves and ran with the idea.\u003c/p>\n\u003cp>“There were 80 students, and the space they designed was extremely 'naturely.' They included sound art, and they chose native plantings because it was less work on the maintenance end,” Kolbeck recalls. “They had to write letters, research the plants, set a budget, figure out how to raise money, stay within the budget -- and this work tied into everything they were doing [in their classwork.] In the end, they had a beautiful landscaped area where they could hang out, all natural, and an [outdoor] place that they had designed themselves.”\u003c/p>\n\u003cp>And don’t forget the fun. While it’s important to help children name the animals and plants in their own neighborhoods -- another idea Louv describes as helping children to learn to care about the environment -- Sobel hopes that parents and educators don’t get too caught up in just learning nature facts and figures.\u003c/p>\n\u003cp>“The temptation to rush down the river is a trap waiting to catch parents and educators. Suffering from the time-sickness of trying to do too much too quickly, we infect our children with our impatience,” he writes. “Most nature study or environmental education in American elementary schools lasts a matter of weeks, maybe a month. As a result, depth is sacrificed for breadth, and there’s little opportunity for immersion in the landscape.”\u003c/p>\n\u003cp>\u003cstrong>WHEN AND HOW TO ENGAGE KIDS\u003c/strong>\u003c/p>\n\u003cp>Sobel has observed that the time to engage kids in social action begins sometime around age 12. Before that, children should be allowed to experience nature for themselves and see the beauty and possibility.\u003c/p>\n\u003cp>He writes, “If we want children to flourish, to become truly empowered, then let us allow them to love the earth before we ask them to save it.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp dir=\"ltr\">For educators who want to get students interested in nature, here are some ideas, both big and small, to help them fall in love with the great outdoors:\u003c/p>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">Join the \u003ca href=\"http://www.childrenandnature.org/newsletter/news06.18.2013.html\">Natural Teachers Network\u003c/a>, created by Louv’s nonprofit Children and Nature Network, an online community where educators get ideas and address the challenges of nature education together. Download the free \u003ca href=\"http://www.childrenandnature.org/movement/naturalteachers/\">Natural Teachers eGuide\u003c/a>, full of the latest child/nature research, events and publications to help start and grow your outdoor program.\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Read \u003ca href=\"http://blog.childrenandnature.org/2013/08/14/you-can-get-your-student-outside-and-still-meet-your-state-standards/\">Environmental Education Coordinator Michelle Aldenderfer-Griffin’s\u003c/a> ideas for some of the simplest, most cost-effective ways to turn childrens’ focus to nature and meet your state standards at the same time. “Several public school teachers agreed to spend an afternoon with me walking their hallways and campus with the intention of ‘seeing’ their school in a new way,” she writes. “Seeing their campus through a new lens allowed teachers to think through the possibility of increasing student’s achievement levels while decreasing behavior issues. Most importantly, they could do it immediately for little cost using the resources surrounding them.”\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">For student gardens: take a tip from Mark Painter, the garden instructor at Stonewall Jackson Elementary in Dallas, Texas, and start small. \u003ca href=\"http://www.stonewallgardens.org/about-us/garden-story/\">Stonewall Garden’s\u003c/a> now-20,000 square foot vegetable garden and garden learning lab, chicken coop, and state-approved Texas wildscape began as a single row of beans for one classroom. But each year since the program began in 1997, they have slowly added more; now they have their own self-supporting non-profit and all 540 students use the garden and participate in its maintenance, as well as follow their own plant from planting through growth and harvest.\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Can’t get to nature from your school? Then bring it on campus by creating a Schoolyard Habitat using the \u003ca href=\"http://www.fws.gov/chesapeakebay/pdf/habitatguide.pdf\">US Fish and Wildlife Service’s detailed how-to guide\u003c/a>, with instructions on building forest, wetland and meadow habitats.\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Introduce childrens’ literature that encourages empathy and love toward nature, and, for younger children, avoids environmental catastrophes. David Sobel’s book \u003ca href=\"http://www.orionmagazine.org/index.php/education/item/3539/\">Beyond Ecophobia\u003c/a> contains a comprehensive nature book list for children of all ages; the NAEYC also provides a \u003ca href=\"http://www.naeyc.org/files/yc/file/200801/BTJRecommendedNatureBooks.pdf\">“Best Nature Books” list.\u003c/a>\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Check out the “100 Actions We Can Take” \u003ca href=\"http://richardlouv.com/books/last-child/resource-guide/\">Resource Guide\u003c/a> at the end of \u003cem>Last Child in the Woods\u003c/em>, which includes ideas to get parents, educators and communities involved in building nature programs and saving the planet together.\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Remember that time spent outside doesn’t only benefit the students. Louv says that the proven benefits of nature as a de-stressor work on adults and kids alike. “This is good for teachers, too,” he said.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30944\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/9639991@N07/7376269886/in/photolist-cePj41-eaf29m-7W2482-5NZp2M-Lbkrs-5Z4Ngw-9fUWKY-5P4D6Q-7Hh5Xr-aVtoiR-36QXMN-6ijtkh-5wSdQd-8FpKHq-8FpKA5-9tHtDi-dkLaMh-7iinoX-8FpKYy-7NNevE-7NJgok-boAyBU-fKWkA-6zGYwR-dEG7ke-5P3WiQ-dEGayZ-dEGboe-dEG9Sp-dEG8rM-dEMwjN-dEG7Rp-dEGdrP-5NZuAt-5P1fV4-5P5wMC-5P5xQf-5P3RzU-5P1eCD-5P1dG8-5P1cST-eyGDSX-5P5rYb-5P17on-5P5kRq-5P5mzJ-5P15mn-5P3X7s-5P3ULo-7W23MT-ejWte\">\u003cimg class=\"size-full wp-image-30944\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/7376269886_8cbfcb1f03_z-e1377540199676.jpg\" alt=\"7376269886_8cbfcb1f03_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/7376269886_8cbfcb1f03_z-e1377540199676.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/7376269886_8cbfcb1f03_z-e1377540199676-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/7376269886_8cbfcb1f03_z-e1377540199676-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In the opening pages of his moving book \u003ca href=\"http://richardlouv.com/books/last-child/\">Last Child in the Woods\u003c/a>, journalist Richard Louv quotes a prescient fourth-grader who told him, “I like to play indoors better, 'cause that’s where all the electrical outlets are.”\u003c/p>\n\u003cp dir=\"ltr\">Since the book came out in 2005, describing the numbers of kids consistently choosing video games and television over building forts and riding bikes, recent research suggests kids are being exposed to less nature. A \u003ca href=\"http://www.outdoorfoundation.org/pdf/ResearchParticipation2013Topline.pdf\">comprehensive report of outdoor activity\u003c/a> released this year by the Outdoor Foundation says that only 38 percent of participants ages 6-12, and 26 percent of kids ages 13-17 reported doing things outside like running, hiking, and biking. “Although participation rates were stable for younger participants from 2011 to 2012,” the report states, “the rates are still significantly lower than they were in 2006.”\u003c/p>\n\u003cp>Louv has since become famous for coining the term Nature-Deficit Disorder -- not as a medical diagnosis, but as shorthand for what’s happening to kids who stay, for the most part, inside, away from nature, for the majority of their young lives. He uses strong research to support his claims that rising rates of obesity, depression and anxiety, and ADHD symptoms could well be linked to kids’ disconnection from trees, fields and streams.\u003c/p>\n\u003cp>Louv points to several factors contributing to children’s increased time away from nature, including increased parental anxiety of both dangerous situations and strangers, schools’ focus on testing, and the increased use of technology at younger and younger ages. While maintaining he’s not against the use of technology in education, Louv also believes that schools and science curriculum could step in and help incorporate more nature into children’s lives to improve both health and achievement. “There’s a growing awareness of the importance of this,” Louv said. “If you really want true education reform, we’ll have No Child Left Inside.”\u003c/p>\n\u003cp>Schools should consider focusing on hands-on interaction with nature instead of worrying about teaching kids to save the rainforest -- at least at first, he says. Louv fears that a well-intentioned but somewhat misguided curriculum of exposing young children to environmental disasters around the world, like mass deforestation and oil spills, hasn’t had the desired effect of creating young environmentalists. Instead, it might be contributing to a phenomenon educator David Sobel calls\u003ca href=\"http://www.orionmagazine.org/index.php/education/item/3539/\"> “ecophobia,”\u003c/a> or the fear of ecological deterioration.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s too much bad news,” Louv said, when children are told about the possibility of the end of the natural world as we know it. “We’re setting up a condition where kids associate nature with environmental destruction.” He emphasizes how important it is to understand climate change, and to encourage kids to do something about it. But when overwhelmed with bad news about the future, very young children might then distance themselves from nature rather than embrace it.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“We’re setting up a condition where kids associate nature with environmental destruction.”\u003c/p>\n\u003c/aside>\n\u003cp>Sobel recommends in his book \u003cem>Beyond Ecophobia\u003c/em> that instead of learning about the devastation happening in the rainforest, young children (under fourth grade) should first learn about “even just the meadow outside their classroom door.” And Louv points to many examples of famous naturalists and environmental champions, like Teddy Roosevelt and Davy Crockett, who became environmentalists not because they felt the world needed saving (that came later), but because of their joyful childhood experiences playing in nature. Most environmentalists fell in love with nature as children, and grew up wanting to take care of it.\u003c/p>\n\u003cp dir=\"ltr\">Many schools, while strapped for time and resources, can still find a way to engender that love for nature by using what’s closest to them and being imaginative. “A kid sitting in a classroom, learning about saving streams isn’t one-tenth as engaged as that same student, wading through a stream in knee-high boots with a beaker in his hand, doing his own research on how to keep the stream healthy,“ says Suzannah Kolbeck, founder of the student-led HoneyFern School in Marietta, Georgia. She said that, while it can be difficult to create nature experiences for a lot of students during a rushed school day, it’s not impossible.\u003c/p>\n\u003cp>“[When I was in public schools] I just asked for what I wanted. I didn’t present it as any more work for anyone else, I made it as easy and simple as possible for people to say yes,” she said. “With any kind of project learning, there’s always more work at the front end, more work at the beginning. But you don’t have to know everything about what you are doing at first.” Instead, Kolbeck said, you have to anticipate possible directions and questions the students might have -- and you just have to jump in and get started.\u003c/p>\n\u003cp>Before HoneyFern, Kolbeck ran service learning projects in Seattle high schools. One group of students wanted to design an outdoor space on campus where they could hang out. So she had the students design their ideal environment -- the sky’s the limit -- and they chose to create a naturescape in one of the school’s courtyards. She told them it was up to them to research the kinds of plants they wanted to use, and to raise the money to build the area. With her help, they organized themselves and ran with the idea.\u003c/p>\n\u003cp>“There were 80 students, and the space they designed was extremely 'naturely.' They included sound art, and they chose native plantings because it was less work on the maintenance end,” Kolbeck recalls. “They had to write letters, research the plants, set a budget, figure out how to raise money, stay within the budget -- and this work tied into everything they were doing [in their classwork.] In the end, they had a beautiful landscaped area where they could hang out, all natural, and an [outdoor] place that they had designed themselves.”\u003c/p>\n\u003cp>And don’t forget the fun. While it’s important to help children name the animals and plants in their own neighborhoods -- another idea Louv describes as helping children to learn to care about the environment -- Sobel hopes that parents and educators don’t get too caught up in just learning nature facts and figures.\u003c/p>\n\u003cp>“The temptation to rush down the river is a trap waiting to catch parents and educators. Suffering from the time-sickness of trying to do too much too quickly, we infect our children with our impatience,” he writes. “Most nature study or environmental education in American elementary schools lasts a matter of weeks, maybe a month. As a result, depth is sacrificed for breadth, and there’s little opportunity for immersion in the landscape.”\u003c/p>\n\u003cp>\u003cstrong>WHEN AND HOW TO ENGAGE KIDS\u003c/strong>\u003c/p>\n\u003cp>Sobel has observed that the time to engage kids in social action begins sometime around age 12. Before that, children should be allowed to experience nature for themselves and see the beauty and possibility.\u003c/p>\n\u003cp>He writes, “If we want children to flourish, to become truly empowered, then let us allow them to love the earth before we ask them to save it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">For educators who want to get students interested in nature, here are some ideas, both big and small, to help them fall in love with the great outdoors:\u003c/p>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">Join the \u003ca href=\"http://www.childrenandnature.org/newsletter/news06.18.2013.html\">Natural Teachers Network\u003c/a>, created by Louv’s nonprofit Children and Nature Network, an online community where educators get ideas and address the challenges of nature education together. Download the free \u003ca href=\"http://www.childrenandnature.org/movement/naturalteachers/\">Natural Teachers eGuide\u003c/a>, full of the latest child/nature research, events and publications to help start and grow your outdoor program.\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Read \u003ca href=\"http://blog.childrenandnature.org/2013/08/14/you-can-get-your-student-outside-and-still-meet-your-state-standards/\">Environmental Education Coordinator Michelle Aldenderfer-Griffin’s\u003c/a> ideas for some of the simplest, most cost-effective ways to turn childrens’ focus to nature and meet your state standards at the same time. “Several public school teachers agreed to spend an afternoon with me walking their hallways and campus with the intention of ‘seeing’ their school in a new way,” she writes. “Seeing their campus through a new lens allowed teachers to think through the possibility of increasing student’s achievement levels while decreasing behavior issues. Most importantly, they could do it immediately for little cost using the resources surrounding them.”\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">For student gardens: take a tip from Mark Painter, the garden instructor at Stonewall Jackson Elementary in Dallas, Texas, and start small. \u003ca href=\"http://www.stonewallgardens.org/about-us/garden-story/\">Stonewall Garden’s\u003c/a> now-20,000 square foot vegetable garden and garden learning lab, chicken coop, and state-approved Texas wildscape began as a single row of beans for one classroom. But each year since the program began in 1997, they have slowly added more; now they have their own self-supporting non-profit and all 540 students use the garden and participate in its maintenance, as well as follow their own plant from planting through growth and harvest.\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Can’t get to nature from your school? Then bring it on campus by creating a Schoolyard Habitat using the \u003ca href=\"http://www.fws.gov/chesapeakebay/pdf/habitatguide.pdf\">US Fish and Wildlife Service’s detailed how-to guide\u003c/a>, with instructions on building forest, wetland and meadow habitats.\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Introduce childrens’ literature that encourages empathy and love toward nature, and, for younger children, avoids environmental catastrophes. David Sobel’s book \u003ca href=\"http://www.orionmagazine.org/index.php/education/item/3539/\">Beyond Ecophobia\u003c/a> contains a comprehensive nature book list for children of all ages; the NAEYC also provides a \u003ca href=\"http://www.naeyc.org/files/yc/file/200801/BTJRecommendedNatureBooks.pdf\">“Best Nature Books” list.\u003c/a>\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Check out the “100 Actions We Can Take” \u003ca href=\"http://richardlouv.com/books/last-child/resource-guide/\">Resource Guide\u003c/a> at the end of \u003cem>Last Child in the Woods\u003c/em>, which includes ideas to get parents, educators and communities involved in building nature programs and saving the planet together.\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Remember that time spent outside doesn’t only benefit the students. Louv says that the proven benefits of nature as a de-stressor work on adults and kids alike. “This is good for teachers, too,” he said.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg class=\"aligncenter size-large wp-image-30867\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/175715671-1-e1377201142628.jpg\" alt=\"175715671-1\" width=\"638\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/175715671-1-e1377201142628.jpg 638w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/175715671-1-e1377201142628-400x226.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/175715671-1-e1377201142628-320x181.jpg 320w\" sizes=\"(max-width: 638px) 100vw, 638px\">\u003cbr>\n\u003cem>\u003ca href=\"@khestsveen\">Karoline Hestsveen, \u003c/a>a high school student in Norway, collaborated with 26 other students and teacher \u003ca href=\"http://dailyedventures.com/index.php/2012/08/01/ann-sorum/\">Ann Michaelsen\u003c/a> to write the interactive digital book \u003ca href=\"http://shop.plpnetwork.com/connected-learners/\">Connected Learners: A Step-By-Step Guide to Creating a Global Classroom, \u003c/a>a collection of anecdotes, tips, and ideas to help educators design their classrooms into student-driven, globally connected learning spaces. Karoline wrote the following chapter about using smart search tactics.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">The Internet is full of useful information. You can find everything from food recipes, new jobs, news, and information on various topics. Most students use the internet to find information, because there is so much information about almost anything you can imagine to be found on the web. Imagine searching for information about Facebook on Google, you will get 20,270,000,000 results.\u003c/p>\n\u003cp>Since anyone can put up anything there, you are likely to find false information. It is important to be able to tell the difference between false and correct information. The result for Facebook will give you many different results and how do you know what to trust and what to use? Most people settle for the first three results. There are many questions you can ask yourself, and many things to look for when you are considering the relevance of web sites.\u003c/p>\n\u003col>\n\u003col>The first thing you can do is to look at the URL. The URL is the address of the page, the link.\n\u003c/ol>\u003c/ol>\u003cul>\n\u003cli>Is this a personal site? Personal sites are often more likely to present one person’s subjective opinion. The information may not be neutral, and may just be presenting the page owner’s opinions, rather than good information.\u003c/li>\n\u003cli>To decide this, you can look for personal names in the URL, or words like “users,” “members” or “people.”\u003c/li>\n\u003cli>It is also a good idea to look at the domain. Domains are the ending of the address, the .com or .org.\n\u003cul>\n\u003cli>Government sites use .gov\u003c/li>\n\u003cli>Educational sites use .edu\u003c/li>\n\u003cli>Nonprofit organizations use .org\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg class=\"size-medium wp-image-30859 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/cover_mock__87309.1369095130.1280.12801-300x336.png\" alt=\"cover_mock__87309.1369095130.1280.1280\" width=\"300\" height=\"336\">\u003c/p>\u003c/li>\n\u003c/ul>\n\n\n\u003cp>The next thing to do is to evaluate the author. What do you know?\u003c/p>\n\u003col>\n\u003c/ol>\u003cul>\n\u003cli>See if the name of the author is recognized by either you, or is he/she associated by a known organization?\u003c/li>\n\u003cli>Is there any contact information about the author? If there is, you can contact the author to get more information, or ask about his/her position and opinions. It is important to decide whether you have found just an opinion or gossip, or if it is a relevant, factual text.\u003c/li>\n\u003cli>You also need to consider the date of the publishing. If it was written ten years ago, the facts are very likely to have changed. It is very important to use up to date facts.\u003c/li>\n\u003cli>Are there any sources? It is a very good idea to check out the sources the author has used. Maybe they are even better than what the author has created. Alternatively,maybe the sources prove to be not reliable at all.\u003c/li>\n\u003cli>It can also be very useful to look up what others say.\u003c/li>\n\u003cli>Google the author and see if you can find any information on him/her.\u003c/li>\n\u003cli>Go to \u003ca href=\"http://www.alexa.com\">Alexa.com\u003c/a> and paste in the link in the search box. You will find traffic details, related links, and ownership info about the domain name.\u003c/li>\n\u003cli>Google the site and see what comes up. It is often a good idea to see what sort of pages that links to the page you are looking up.These simple steps can help you to evaluate whether the information you have found is false or not. It is always important to remember that everyone can post anything on internet, and it is important to check your sources twice. We used these sources: \u003ca href=\"http://guideHs.library.jhu.edu/content.php?pid=198142&sid=1657539\">Johns Hopkins, \u003c/a>and \u003ca href=\"https://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html\">UC Berkeley\u003c/a>.\u003c/li>\n\u003c/ul>\n\n\u003cp>To learn more about the book and how it came to be, check out \u003ca href=\"http://www.stevehargadon.com/2013/08/late-notice-early-interview-today.html\">Steve Hargadon's Future of Education conversation\u003c/a> with Michaelson and her students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-large wp-image-30867\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/175715671-1-e1377201142628.jpg\" alt=\"175715671-1\" width=\"638\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/175715671-1-e1377201142628.jpg 638w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/175715671-1-e1377201142628-400x226.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/175715671-1-e1377201142628-320x181.jpg 320w\" sizes=\"(max-width: 638px) 100vw, 638px\">\u003cbr>\n\u003cem>\u003ca href=\"@khestsveen\">Karoline Hestsveen, \u003c/a>a high school student in Norway, collaborated with 26 other students and teacher \u003ca href=\"http://dailyedventures.com/index.php/2012/08/01/ann-sorum/\">Ann Michaelsen\u003c/a> to write the interactive digital book \u003ca href=\"http://shop.plpnetwork.com/connected-learners/\">Connected Learners: A Step-By-Step Guide to Creating a Global Classroom, \u003c/a>a collection of anecdotes, tips, and ideas to help educators design their classrooms into student-driven, globally connected learning spaces. Karoline wrote the following chapter about using smart search tactics.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">The Internet is full of useful information. You can find everything from food recipes, new jobs, news, and information on various topics. Most students use the internet to find information, because there is so much information about almost anything you can imagine to be found on the web. Imagine searching for information about Facebook on Google, you will get 20,270,000,000 results.\u003c/p>\n\u003cp>Since anyone can put up anything there, you are likely to find false information. It is important to be able to tell the difference between false and correct information. The result for Facebook will give you many different results and how do you know what to trust and what to use? Most people settle for the first three results. There are many questions you can ask yourself, and many things to look for when you are considering the relevance of web sites.\u003c/p>\n\u003col>\n\u003col>The first thing you can do is to look at the URL. The URL is the address of the page, the link.\n\u003c/ol>\u003c/ol>\u003cul>\n\u003cli>Is this a personal site? Personal sites are often more likely to present one person’s subjective opinion. The information may not be neutral, and may just be presenting the page owner’s opinions, rather than good information.\u003c/li>\n\u003cli>To decide this, you can look for personal names in the URL, or words like “users,” “members” or “people.”\u003c/li>\n\u003cli>It is also a good idea to look at the domain. Domains are the ending of the address, the .com or .org.\n\u003cul>\n\u003cli>Government sites use .gov\u003c/li>\n\u003cli>Educational sites use .edu\u003c/li>\n\u003cli>Nonprofit organizations use .org\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg class=\"size-medium wp-image-30859 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/cover_mock__87309.1369095130.1280.12801-300x336.png\" alt=\"cover_mock__87309.1369095130.1280.1280\" width=\"300\" height=\"336\">\u003c/p>\u003c/li>\n\u003c/ul>\n\n\n\u003cp>The next thing to do is to evaluate the author. What do you know?\u003c/p>\n\u003col>\n\u003c/ol>\u003cul>\n\u003cli>See if the name of the author is recognized by either you, or is he/she associated by a known organization?\u003c/li>\n\u003cli>Is there any contact information about the author? If there is, you can contact the author to get more information, or ask about his/her position and opinions. It is important to decide whether you have found just an opinion or gossip, or if it is a relevant, factual text.\u003c/li>\n\u003cli>You also need to consider the date of the publishing. If it was written ten years ago, the facts are very likely to have changed. It is very important to use up to date facts.\u003c/li>\n\u003cli>Are there any sources? It is a very good idea to check out the sources the author has used. Maybe they are even better than what the author has created. Alternatively,maybe the sources prove to be not reliable at all.\u003c/li>\n\u003cli>It can also be very useful to look up what others say.\u003c/li>\n\u003cli>Google the author and see if you can find any information on him/her.\u003c/li>\n\u003cli>Go to \u003ca href=\"http://www.alexa.com\">Alexa.com\u003c/a> and paste in the link in the search box. You will find traffic details, related links, and ownership info about the domain name.\u003c/li>\n\u003cli>Google the site and see what comes up. It is often a good idea to see what sort of pages that links to the page you are looking up.These simple steps can help you to evaluate whether the information you have found is false or not. It is always important to remember that everyone can post anything on internet, and it is important to check your sources twice. We used these sources: \u003ca href=\"http://guideHs.library.jhu.edu/content.php?pid=198142&sid=1657539\">Johns Hopkins, \u003c/a>and \u003ca href=\"https://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html\">UC Berkeley\u003c/a>.\u003c/li>\n\u003c/ul>\n\n\u003cp>To learn more about the book and how it came to be, check out \u003ca href=\"http://www.stevehargadon.com/2013/08/late-notice-early-interview-today.html\">Steve Hargadon's Future of Education conversation\u003c/a> with Michaelson and her students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How to Get Your School Ready for STEM This Year",
"title": "How to Get Your School Ready for STEM This Year",
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"content": "\u003cfigure id=\"attachment_30762\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30762\" src=\"http://ww2.kqed.org/mindshift/wp-content/blogs.dir/12/files/2013/08/115768302-e1377017514838.jpg\" alt=\"115768302\" width=\"640\" height=\"360\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Anne Jolly\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Are you ready for STEM this year? Is your new multi-million dollar facility completely furnished? Is your staff of thoroughly STEM-prepared teachers ready to go? Have you found a place to put the abundance of STEM resources and materials that were delivered to your school? Have you found ways for teachers to have extra meeting time during the day? Then you’re ready!\u003c/p>\n\u003cp>Oh — that’s not exactly your situation?\u003c/p>\n\u003cp>Welcome to the myriad of schools that are just getting this STEM thing off the ground. Whatever your situation, you can begin to ramp up for great STEM learning by following some advice gathered from educators who’ve been teaching STEM classes successfully for several years.\u003c/p>\n\u003cp>First things first\u003cem>: \u003c/em>Prepare yourself for noisy, exuberant classrooms where multiple right answers abound and failure is regarded as a positive step toward discovery and a successful solution. Get ready for kids to work closely together, using hands-on methods to solve real-world problems. Be willing to step back and give students enough room to kick off their journey toward becoming creative, innovative, critical thinkers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To prepare for the STEM adventure, you might begin by taking a look at this checklist of five questions your school needs to consider.\u003c/p>\n\u003cp>\u003cstrong>1. Does everyone know why the school is implementing STEM and what STEM is designed to accomplish? \u003c/strong>Some reasons often cited include these:\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• We want to prepare our students for successful careers in a 21st century workforce.\u003c/em>\u003c/strong>\u003cem> \u003c/em>For kindergarteners this may seem a bit premature, but the kinds of thinking skills and problems solving required for success in the workplace start here.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• We want our students to be better prepared in math and science.\u003c/em>\u003c/strong> And what about art, math, history, language arts, and other subjects? Is there a connection between STEM productivity and these subjects? You bet! Developing the STEM skills listed in the next bullet can happen in any subject. And the idea of building learning connections among subjects is a real eye-opener for many students.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• We want our students to be able to inquire, think, investigate, and innovate.\u003c/em>\u003c/strong>\u003cstrong> \u003c/strong>STEM skills are in high demand in every field.\u003cstrong> \u003c/strong>Innovation is the key to developing new products and processes that sustain our economy. A \u003ca href=\"http://www.nvstem.org/wp-content/uploads/2013/04/Why-is-STEM-Education-Important-for-Nevada.pdf\">common list of skills \u003c/a>our workforce needs includes these:\u003c/p>\n\u003cp>– Problem-solving\u003cbr>\n– Innovative thinking\u003cbr>\n– Communications\u003cbr>\n– Productive teamwork\u003cbr>\n– Generating multiple ideas\u003cbr>\n– Decision-making\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• We want our students to learn to work productively in teams.\u003c/em>\u003c/strong> This is difficult in a culture designed for individual work and achievement and deserves plenty of attention.\u003c/p>\n\u003cp>\u003cstrong>2. What type of STEM program will your school implement initially and what do you want this program to become?\u003c/strong> In other words, what will it look like now and what do you want it to look like when it’s all grown up? \u003ca href=\"http://www.middleweb.com/6929/is-your-stem-the-real-deal/#comment-4221\">This post\u003c/a>\u003cstrong> \u003c/strong>identifies the basic ingredients of a real STEM program. You also need to consider where your initial STEM program will fit within the school organization. (Remember that this can be the first step to a broader program.) Will it be . . .\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• A STEM Program within the school.\u003c/em>\u003c/strong>\u003cstrong> \u003c/strong>This might be:\u003c/p>\n\u003cp>– STEM taught in one classroom only\u003cbr>\n– STEM taught in one subject only, such as science or math\u003cbr>\n– STEM taught in both science and in math, but in isolation\u003cbr>\n– Science and math STEM lessons closely integrated and teachers planning together.\u003cbr>\n– Arts or another subject added to the STEM program\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• A STEM specialty school\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>STEM integrated throughout school. The entire school’s focus is on STEM and every student participates in a curriculum of science, technology, engineering, and mathematics. Other subjects correlate and teach basic STEM process skills.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• Electives \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>STEM will be taught as an elective during the school day\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• After school programs\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>A number of afterschool STEM programs are in operation. These are often built around the belief that STEM learning during the school day is necessary but not sufficient for life-long STEM literacy. Afterschool programs make valuable contributions to the strength and diversity of STEM learning and should be a component of regular school STEM programs.\u003c/p>\n\u003cp>\u003cstrong>3. How will you prepare and support teachers? What do teachers know/need to know, and how will they learn it? \u003c/strong>So you have one dynamic, willing teacher who is willing to teach STEM. That’s great – for the kids he/she teaches. What you really need is a school full of prepared and dynamic teachers to make a difference for all kids. So, where will you start, and what do you want this to look like when your teacher support is in place? \u003ca href=\"http://www.pbs.org/teachers/stem/\">The PBS Teachers STEM Education Resource \u003c/a>offers opportunities for your school staff to explore new ideas related to STEM learning. This \u003ca href=\"http://successfulstemeducation.org/sites/successfulstemeducation.org/files/Preparing%20Supporting%20STEM%20Educators_FINAL.pdf\">STEM Smart Brief \u003c/a>offers recommendations for preparing and supporting your STEM educators. Here are some excerpts:\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• Update teachers in subject-specific training. \u003c/em>\u003c/strong>This should include content, current research on how students learn those subjects, and strategies for teaching them.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• Be sure the training is aligned with your district curricula. \u003c/em>\u003c/strong>Teachers need to be\u003cstrong> \u003c/strong>learning what they actually will be teaching.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• Provide on-site professional support that allows for regular interaction and collaboration with colleagues, such as professional learning communities. \u003c/em>\u003c/strong>Teachers need to work together to try out new strategies in their classrooms, report back on their experiences, discuss, reflect, and learn from them.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• Provide multiple and sustained opportunities for continued learning on an ongoing basis. \u003c/em>\u003c/strong>This is critical for implementing a new initiative.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>MORE ABOUT STEM\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/do-math-and-science-teachers-need-special-training/\">\u003cspan style=\"color: #666699\">Should Math and Science Teachers Get Special Training?\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">\u003cspan style=\"color: #666699\">How Thinking in 3D Can Improve Math and Science Skills\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/new-science-standards-aim-to-relate-concepts-to-students-lives/\">\u003cspan style=\"color: #666699\">New Science Standards Aim to Relate Concepts to Students' Lives\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cstrong>4. What will your school do about STEM curriculum? \u003c/strong>Be ready to kick-off the STEM program at the beginning of the school year, if possible. Remember – this is where you will start, and will help your STEM curriculum grow into what you want it to be.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• Have at least one STEM lesson developed and ready to go, with others in the planning stage.\u003c/em>\u003c/strong> For tips on how to design STEM lessons, see this \u003ca href=\"http://www.middleweb.com/4328/12-steps-to-great-stem-lessons/\">previous blog post\u003c/a>: You can find good STEM lessons online, but be sure they follow the guidelines for real STEM in the next bullet. Check out the \u003ca href=\"http://www.nea.org/tools/lessons/stem-resources.html\">NEA 10 Best STEM Resources \u003c/a>site for ideas.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• Examine the lesson and ask, “Is it STEM?”\u003c/em>\u003c/strong> A lot of lessons are trying to fly under the name of STEM. Does the lesson you are using pass these tests:\u003c/p>\n\u003cp>– Does it engage students in the engineering design process?\u003cbr>\n– Do students address a real-world problem?\u003cbr>\n– Do they work in teams to solve this problem?\u003cbr>\n– Are there multiple possible solutions?\u003cbr>\n– Do students get to explore and come up with ideas on their own, without being spoon-fed?\u003c/p>\n\u003cp>If so, then you can feel pretty sure you’re dealing with the real thing. These tips on \u003ca href=\"http://www.middleweb.com/3976/how-to-plan-stem-lessons/\">how to plan STEM curriculum \u003c/a>might be useful as well.\u003c/p>\n\u003cp>\u003cstrong>5.\u003c/strong> \u003cstrong>What resources are available? \u003c/strong>You will definitely want to grow your STEM resources as the year goes on.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• Evaluate your technology.\u003c/em>\u003c/strong>\u003cstrong> \u003c/strong>Do you have any? Do students have access to a high-speed Internet connection? Does your firewall allow reasonable Internet access for students? Does your staff understand the STEM definition of technology? See this \u003ca href=\"http://www.middleweb.com/5561/stem-with-a-capital-t/\">blog post\u003c/a> for a quick explanation of the expanded view of technology.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• Line up human resources and support.\u003c/em>\u003c/strong> Involve business leaders, \u003ca href=\"http://www.middleweb.com/3569/10-stem-tips-for-parents/\">parents\u003c/a>, university educators, policy-makers, etc.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• Gather materials and supplies.\u003c/em>\u003c/strong> You may need to start with inexpensive materials – paper and craft sticks. These will always be okay for some types of challenges. However, as funding permits, plan on getting “real” tools of the engineering trade for students to use, especially in the upper grades.\u003c/p>\n\u003cp>\u003cstrong>To sum it up,\u003c/strong> your school can be STEM-ready \u003cem>so long as you have a starting point and a long term goal. \u003c/em> Just remember that this initiative will keep growing with some visionary leadership. A knowledgeable and supportive school principal is the most important driver behind a STEM initiative.\u003c/p>\n\u003cp>Oh, yes, and while you’re at it, convince a group of gung-ho parents to form a STEM booster club. Build a group of school + community STEM advocates and innovators who are ready to go out and tell the powers-that-be that we want our kids ready for a STEM world!\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Anne Jolly's practical how-to book \u003ca href=\"https://www.learningforwardstore.org/mm5/merchant.mvc?Session_ID=a1a71f6c12260a8b27f3163b2225f96e&Store_Code=The_Learning_Forward_Store&Screen=PROD&Product_Code=B394\">Team to Teach\u003c/a> is published by Learning Forward. A version of this post appeared on \u003ca href=\"http://www.middleweb.com/9277/are-you-stem-ready-this-year/\">MiddleWeb\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Here's how you can begin to ramp up for great STEM learning by following some advice gathered from educators who’ve been teaching STEM classes successfully for several years.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30762\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30762\" src=\"http://ww2.kqed.org/mindshift/wp-content/blogs.dir/12/files/2013/08/115768302-e1377017514838.jpg\" alt=\"115768302\" width=\"640\" height=\"360\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Anne Jolly\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Are you ready for STEM this year? Is your new multi-million dollar facility completely furnished? Is your staff of thoroughly STEM-prepared teachers ready to go? Have you found a place to put the abundance of STEM resources and materials that were delivered to your school? Have you found ways for teachers to have extra meeting time during the day? Then you’re ready!\u003c/p>\n\u003cp>Oh — that’s not exactly your situation?\u003c/p>\n\u003cp>Welcome to the myriad of schools that are just getting this STEM thing off the ground. Whatever your situation, you can begin to ramp up for great STEM learning by following some advice gathered from educators who’ve been teaching STEM classes successfully for several years.\u003c/p>\n\u003cp>First things first\u003cem>: \u003c/em>Prepare yourself for noisy, exuberant classrooms where multiple right answers abound and failure is regarded as a positive step toward discovery and a successful solution. Get ready for kids to work closely together, using hands-on methods to solve real-world problems. Be willing to step back and give students enough room to kick off their journey toward becoming creative, innovative, critical thinkers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To prepare for the STEM adventure, you might begin by taking a look at this checklist of five questions your school needs to consider.\u003c/p>\n\u003cp>\u003cstrong>1. Does everyone know why the school is implementing STEM and what STEM is designed to accomplish? \u003c/strong>Some reasons often cited include these:\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• We want to prepare our students for successful careers in a 21st century workforce.\u003c/em>\u003c/strong>\u003cem> \u003c/em>For kindergarteners this may seem a bit premature, but the kinds of thinking skills and problems solving required for success in the workplace start here.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• We want our students to be better prepared in math and science.\u003c/em>\u003c/strong> And what about art, math, history, language arts, and other subjects? Is there a connection between STEM productivity and these subjects? You bet! Developing the STEM skills listed in the next bullet can happen in any subject. And the idea of building learning connections among subjects is a real eye-opener for many students.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• We want our students to be able to inquire, think, investigate, and innovate.\u003c/em>\u003c/strong>\u003cstrong> \u003c/strong>STEM skills are in high demand in every field.\u003cstrong> \u003c/strong>Innovation is the key to developing new products and processes that sustain our economy. A \u003ca href=\"http://www.nvstem.org/wp-content/uploads/2013/04/Why-is-STEM-Education-Important-for-Nevada.pdf\">common list of skills \u003c/a>our workforce needs includes these:\u003c/p>\n\u003cp>– Problem-solving\u003cbr>\n– Innovative thinking\u003cbr>\n– Communications\u003cbr>\n– Productive teamwork\u003cbr>\n– Generating multiple ideas\u003cbr>\n– Decision-making\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• We want our students to learn to work productively in teams.\u003c/em>\u003c/strong> This is difficult in a culture designed for individual work and achievement and deserves plenty of attention.\u003c/p>\n\u003cp>\u003cstrong>2. What type of STEM program will your school implement initially and what do you want this program to become?\u003c/strong> In other words, what will it look like now and what do you want it to look like when it’s all grown up? \u003ca href=\"http://www.middleweb.com/6929/is-your-stem-the-real-deal/#comment-4221\">This post\u003c/a>\u003cstrong> \u003c/strong>identifies the basic ingredients of a real STEM program. You also need to consider where your initial STEM program will fit within the school organization. (Remember that this can be the first step to a broader program.) Will it be . . .\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• A STEM Program within the school.\u003c/em>\u003c/strong>\u003cstrong> \u003c/strong>This might be:\u003c/p>\n\u003cp>– STEM taught in one classroom only\u003cbr>\n– STEM taught in one subject only, such as science or math\u003cbr>\n– STEM taught in both science and in math, but in isolation\u003cbr>\n– Science and math STEM lessons closely integrated and teachers planning together.\u003cbr>\n– Arts or another subject added to the STEM program\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• A STEM specialty school\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>STEM integrated throughout school. The entire school’s focus is on STEM and every student participates in a curriculum of science, technology, engineering, and mathematics. Other subjects correlate and teach basic STEM process skills.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• Electives \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>STEM will be taught as an elective during the school day\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• After school programs\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>A number of afterschool STEM programs are in operation. These are often built around the belief that STEM learning during the school day is necessary but not sufficient for life-long STEM literacy. Afterschool programs make valuable contributions to the strength and diversity of STEM learning and should be a component of regular school STEM programs.\u003c/p>\n\u003cp>\u003cstrong>3. How will you prepare and support teachers? What do teachers know/need to know, and how will they learn it? \u003c/strong>So you have one dynamic, willing teacher who is willing to teach STEM. That’s great – for the kids he/she teaches. What you really need is a school full of prepared and dynamic teachers to make a difference for all kids. So, where will you start, and what do you want this to look like when your teacher support is in place? \u003ca href=\"http://www.pbs.org/teachers/stem/\">The PBS Teachers STEM Education Resource \u003c/a>offers opportunities for your school staff to explore new ideas related to STEM learning. This \u003ca href=\"http://successfulstemeducation.org/sites/successfulstemeducation.org/files/Preparing%20Supporting%20STEM%20Educators_FINAL.pdf\">STEM Smart Brief \u003c/a>offers recommendations for preparing and supporting your STEM educators. Here are some excerpts:\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• Update teachers in subject-specific training. \u003c/em>\u003c/strong>This should include content, current research on how students learn those subjects, and strategies for teaching them.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• Be sure the training is aligned with your district curricula. \u003c/em>\u003c/strong>Teachers need to be\u003cstrong> \u003c/strong>learning what they actually will be teaching.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• Provide on-site professional support that allows for regular interaction and collaboration with colleagues, such as professional learning communities. \u003c/em>\u003c/strong>Teachers need to work together to try out new strategies in their classrooms, report back on their experiences, discuss, reflect, and learn from them.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• Provide multiple and sustained opportunities for continued learning on an ongoing basis. \u003c/em>\u003c/strong>This is critical for implementing a new initiative.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>MORE ABOUT STEM\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/do-math-and-science-teachers-need-special-training/\">\u003cspan style=\"color: #666699\">Should Math and Science Teachers Get Special Training?\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">\u003cspan style=\"color: #666699\">How Thinking in 3D Can Improve Math and Science Skills\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/new-science-standards-aim-to-relate-concepts-to-students-lives/\">\u003cspan style=\"color: #666699\">New Science Standards Aim to Relate Concepts to Students' Lives\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cstrong>4. What will your school do about STEM curriculum? \u003c/strong>Be ready to kick-off the STEM program at the beginning of the school year, if possible. Remember – this is where you will start, and will help your STEM curriculum grow into what you want it to be.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• Have at least one STEM lesson developed and ready to go, with others in the planning stage.\u003c/em>\u003c/strong> For tips on how to design STEM lessons, see this \u003ca href=\"http://www.middleweb.com/4328/12-steps-to-great-stem-lessons/\">previous blog post\u003c/a>: You can find good STEM lessons online, but be sure they follow the guidelines for real STEM in the next bullet. Check out the \u003ca href=\"http://www.nea.org/tools/lessons/stem-resources.html\">NEA 10 Best STEM Resources \u003c/a>site for ideas.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• Examine the lesson and ask, “Is it STEM?”\u003c/em>\u003c/strong> A lot of lessons are trying to fly under the name of STEM. Does the lesson you are using pass these tests:\u003c/p>\n\u003cp>– Does it engage students in the engineering design process?\u003cbr>\n– Do students address a real-world problem?\u003cbr>\n– Do they work in teams to solve this problem?\u003cbr>\n– Are there multiple possible solutions?\u003cbr>\n– Do students get to explore and come up with ideas on their own, without being spoon-fed?\u003c/p>\n\u003cp>If so, then you can feel pretty sure you’re dealing with the real thing. These tips on \u003ca href=\"http://www.middleweb.com/3976/how-to-plan-stem-lessons/\">how to plan STEM curriculum \u003c/a>might be useful as well.\u003c/p>\n\u003cp>\u003cstrong>5.\u003c/strong> \u003cstrong>What resources are available? \u003c/strong>You will definitely want to grow your STEM resources as the year goes on.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• Evaluate your technology.\u003c/em>\u003c/strong>\u003cstrong> \u003c/strong>Do you have any? Do students have access to a high-speed Internet connection? Does your firewall allow reasonable Internet access for students? Does your staff understand the STEM definition of technology? See this \u003ca href=\"http://www.middleweb.com/5561/stem-with-a-capital-t/\">blog post\u003c/a> for a quick explanation of the expanded view of technology.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• Line up human resources and support.\u003c/em>\u003c/strong> Involve business leaders, \u003ca href=\"http://www.middleweb.com/3569/10-stem-tips-for-parents/\">parents\u003c/a>, university educators, policy-makers, etc.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>• Gather materials and supplies.\u003c/em>\u003c/strong> You may need to start with inexpensive materials – paper and craft sticks. These will always be okay for some types of challenges. However, as funding permits, plan on getting “real” tools of the engineering trade for students to use, especially in the upper grades.\u003c/p>\n\u003cp>\u003cstrong>To sum it up,\u003c/strong> your school can be STEM-ready \u003cem>so long as you have a starting point and a long term goal. \u003c/em> Just remember that this initiative will keep growing with some visionary leadership. A knowledgeable and supportive school principal is the most important driver behind a STEM initiative.\u003c/p>\n\u003cp>Oh, yes, and while you’re at it, convince a group of gung-ho parents to form a STEM booster club. Build a group of school + community STEM advocates and innovators who are ready to go out and tell the powers-that-be that we want our kids ready for a STEM world!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Anne Jolly's practical how-to book \u003ca href=\"https://www.learningforwardstore.org/mm5/merchant.mvc?Session_ID=a1a71f6c12260a8b27f3163b2225f96e&Store_Code=The_Learning_Forward_Store&Screen=PROD&Product_Code=B394\">Team to Teach\u003c/a> is published by Learning Forward. A version of this post appeared on \u003ca href=\"http://www.middleweb.com/9277/are-you-stem-ready-this-year/\">MiddleWeb\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "10 Ideas to Get Those Back-to-School Juices Flowing",
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"content": "\u003cfigure id=\"attachment_30615\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/amyalana/4863519603/sizes/l/in/photolist-8pLNWg-8pLN3z-8pLL62-9S73Xe-9S9ZPN-9S74tx-9S9XeC-9S9Z6S-7LfcXB-a7UGxh-9iQ7th-bVLrv5-a7RPuz-a7U1xR-br86US-cHLGMN-cHLHWf-7AXtMU-dyPmQY-cLPqno-9cNZeq-dmesR6-dmeruK-8YVT28-9PmGuP-8xkL73-ewLJqK-9UnuG3-9FaqhG-9qUNwf-aheXYJ-aY68MM-c8wrbf/\">\u003cimg class=\"size-full wp-image-30615\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/back-to-school.jpg\" alt=\"back-to-school\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/back-to-school.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/back-to-school-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/back-to-school-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\">Educators are getting prepared to welcome students back to school this month. Many have spent the summer reading up on new teaching strategies or getting inspired by colleagues across the country. To help get those idea juices flowing, here are some MindShift articles that delve into creative work, tools, and methodologies. Happy back to school!\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/for-storytelling-projects-cool-new-multimedia-tools/\">FOR STORYTELLING PROJECTS, COOL NEW MULTIMEDIA TOOLS\u003c/a>:\u003c/strong> Writing will always be important, but weaving text, images, sound, and presentation together can give students more and different ways to express themselves. Easy-to-use online tools allow students the opportunity to create multimedia projects that demonstrate knowledge and develop useful skills. Check out three tools on the scene.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/13-free-web-tools-students-and-teachers-should-know-about/\">13 FREE WEB TOOLS STUDENTS AND TEACHERS SHOULD KNOW ABOUT\u003c/a>:\u003c/strong> Web-based tools continue to proliferate, giving teachers more to add to their arsenal, but it can be hard to determine which resources are worth spending time exploring. Here are some tried-and-true favorites of ed-tech veterans Adam Bellow and Steve Dembo.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/5-ways-to-inspire-students-through-global-collaboration/\">5 WAYS TO INSPIRE STUDENTS THROUGH GLOBAL COLLABORATION\u003c/a>:\u003c/strong> The Internet has made the world smaller. Teachers can now collaborate with classrooms around the world to expose students to different cultures. Some advantages of investing in a globally connected classroom include motivating students through international friendships and inspiring independent learning as students become curious about different cultures.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/how-to-use-design-thinking-in-class-step-by-step/\">HOW TO APPLY DESIGN THINKING IN CLASS, STEP-BY-STEP\u003c/a>:\u003c/strong> Adding elements of design thinking to the classroom doesn't necessarily require a huge classroom redesign or an expensive 3D printer. There are plenty of ways to bring the creativity and energy of designing thinking into class, helping to inspire students and teachers alike. Here are some ideas for integrating different components of a design learning experience into familiar, pre-existing scenarios that play out in every school.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/how-to-trigger-students-inquiry-through-projects/\">HOW TO TRIGGER STUDENTS' INQUIRY THROUGH PROJECTS\u003c/a>:\u003c/strong> Project-based learning has got a lot of educators excited about the future of education. It's easy to get excited about what students could make without thinking through the learning outcomes that are the ultimate goal. In this article a project-based learning experts Suzie Boss and Jane Krauss walk through simple steps to set up effective projects.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">WHY SLEEPING MAY BE MORE IMPORTANT THAN STUDYING\u003c/a>:\u003c/strong> Part of the excitement of going back to school is imagining all the ways to stimulate student curiosity and passion through classroom work. But it's also important to keep in mind how overwhelmed students can be with homework, extracurricular activities and other commitments. Sleep is a huge part of the learning process and both parents and teachers should keep it in mind as kids move through the school year.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/to-get-students-invested-involve-them-in-decisions-big-and-small/\">TO GET STUDENTS INVESTED, INVOLVE THEM IN DECISIONS BIG AND SMALL\u003c/a>:\u003c/strong> Technology is becoming an inherent part of many classrooms, but that doesn't mean educators can stop thinking about how to integrate it effectively into learning goals. A big challenge can be how to frame curriculum design using the technology so that it moves beyond novelty and engagement into deep learning. One way to get students engaged is to involve them in designing their own learning. It can be eye-opening to see how students understand learning and engagement.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-reading-aloud-to-older-children-is-valuable/\">WHY READING ALOUD TO OLDER CHILDREN IS VALUABLE\u003c/a>:\u003c/strong> Storytime often disappears in school after first or second grade. But some teachers are finding that reading aloud to older children can help them understand literary devices and nuance that they might otherwise miss. And research shows that it can enhance interest in and attention to reading.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-programming-teaches-so-much-more-than-technical-skills/\">WHY CODING TEACHES SO MUCH MORE THAN TECHNICAL SKILLS\u003c/a>:\u003c/strong> Computer programming is often seen as a technical skill, but at its heart, learning to code is just like learning another language. And, once kids speak the language, their power to create expands. Learn about some of the specific benefits coding offers.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/can-playing-games-teach-literacy/\">IS GAMING THE NEW ESSENTIAL LITERACY\u003c/a>?\u003c/strong> Game-based learning has taken off in the last several years, often offering students fun ways to problem solve and achieve mastery in a subject. Educators are finding value not only in the game, but also in the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/world-of-warcraft-finds-its-way-into-class/\">meta-cultures that surround games\u003c/a>, inspiring fan-fiction, collaboration and peer-editing from a diverse set of students. Gaming has become so popular that some big names in education are even hoping to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">assess learning \u003c/a>through games.\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"excerpt": "Educators are getting prepared to welcome students back to school this month. Many have spent the summer reading up on new teaching strategies or getting inspired by colleagues across the country. To help get those idea juices flowing, here are some MindShift articles that delve into creative work, tools, and methodologies.\r\n\r\n",
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Many have spent the summer reading up on new teaching strategies or getting inspired by colleagues across the country. To help get those idea juices flowing, here are some MindShift articles that delve into creative work, tools, and methodologies. Happy back to school!\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/for-storytelling-projects-cool-new-multimedia-tools/\">FOR STORYTELLING PROJECTS, COOL NEW MULTIMEDIA TOOLS\u003c/a>:\u003c/strong> Writing will always be important, but weaving text, images, sound, and presentation together can give students more and different ways to express themselves. Easy-to-use online tools allow students the opportunity to create multimedia projects that demonstrate knowledge and develop useful skills. Check out three tools on the scene.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/13-free-web-tools-students-and-teachers-should-know-about/\">13 FREE WEB TOOLS STUDENTS AND TEACHERS SHOULD KNOW ABOUT\u003c/a>:\u003c/strong> Web-based tools continue to proliferate, giving teachers more to add to their arsenal, but it can be hard to determine which resources are worth spending time exploring. Here are some tried-and-true favorites of ed-tech veterans Adam Bellow and Steve Dembo.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/5-ways-to-inspire-students-through-global-collaboration/\">5 WAYS TO INSPIRE STUDENTS THROUGH GLOBAL COLLABORATION\u003c/a>:\u003c/strong> The Internet has made the world smaller. Teachers can now collaborate with classrooms around the world to expose students to different cultures. Some advantages of investing in a globally connected classroom include motivating students through international friendships and inspiring independent learning as students become curious about different cultures.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/how-to-use-design-thinking-in-class-step-by-step/\">HOW TO APPLY DESIGN THINKING IN CLASS, STEP-BY-STEP\u003c/a>:\u003c/strong> Adding elements of design thinking to the classroom doesn't necessarily require a huge classroom redesign or an expensive 3D printer. There are plenty of ways to bring the creativity and energy of designing thinking into class, helping to inspire students and teachers alike. Here are some ideas for integrating different components of a design learning experience into familiar, pre-existing scenarios that play out in every school.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/how-to-trigger-students-inquiry-through-projects/\">HOW TO TRIGGER STUDENTS' INQUIRY THROUGH PROJECTS\u003c/a>:\u003c/strong> Project-based learning has got a lot of educators excited about the future of education. It's easy to get excited about what students could make without thinking through the learning outcomes that are the ultimate goal. In this article a project-based learning experts Suzie Boss and Jane Krauss walk through simple steps to set up effective projects.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">WHY SLEEPING MAY BE MORE IMPORTANT THAN STUDYING\u003c/a>:\u003c/strong> Part of the excitement of going back to school is imagining all the ways to stimulate student curiosity and passion through classroom work. But it's also important to keep in mind how overwhelmed students can be with homework, extracurricular activities and other commitments. Sleep is a huge part of the learning process and both parents and teachers should keep it in mind as kids move through the school year.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/to-get-students-invested-involve-them-in-decisions-big-and-small/\">TO GET STUDENTS INVESTED, INVOLVE THEM IN DECISIONS BIG AND SMALL\u003c/a>:\u003c/strong> Technology is becoming an inherent part of many classrooms, but that doesn't mean educators can stop thinking about how to integrate it effectively into learning goals. A big challenge can be how to frame curriculum design using the technology so that it moves beyond novelty and engagement into deep learning. One way to get students engaged is to involve them in designing their own learning. It can be eye-opening to see how students understand learning and engagement.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-reading-aloud-to-older-children-is-valuable/\">WHY READING ALOUD TO OLDER CHILDREN IS VALUABLE\u003c/a>:\u003c/strong> Storytime often disappears in school after first or second grade. But some teachers are finding that reading aloud to older children can help them understand literary devices and nuance that they might otherwise miss. And research shows that it can enhance interest in and attention to reading.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-programming-teaches-so-much-more-than-technical-skills/\">WHY CODING TEACHES SO MUCH MORE THAN TECHNICAL SKILLS\u003c/a>:\u003c/strong> Computer programming is often seen as a technical skill, but at its heart, learning to code is just like learning another language. And, once kids speak the language, their power to create expands. Learn about some of the specific benefits coding offers.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/can-playing-games-teach-literacy/\">IS GAMING THE NEW ESSENTIAL LITERACY\u003c/a>?\u003c/strong> Game-based learning has taken off in the last several years, often offering students fun ways to problem solve and achieve mastery in a subject. Educators are finding value not only in the game, but also in the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/world-of-warcraft-finds-its-way-into-class/\">meta-cultures that surround games\u003c/a>, inspiring fan-fiction, collaboration and peer-editing from a diverse set of students. Gaming has become so popular that some big names in education are even hoping to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">assess learning \u003c/a>through games.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_30598\" class=\"wp-caption center\" style=\"max-width: 639px\">\u003cimg class=\"size-full wp-image-30598\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/76764392-e1376427868697.jpg\" alt=\"76764392\" width=\"639\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/76764392-e1376427868697.jpg 639w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/76764392-e1376427868697-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/76764392-e1376427868697-320x180.jpg 320w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Amanda Stupi\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">As the Common Core State Standards are rolled out around the country, parents and teachers are starting to piece together how it could change the way things are done in school. So far, 45 states and the District of Columbia have adopted the standards, though \u003ca href=\"http://www.edweek.org/ew/section/multimedia/anti-cc-bill.html\">some states are backing away\u003c/a>.\u003c/p>\n\u003cp>Some educators are looking forward to incorporating the new standards, encouraged by what they consider to be a higher level of rigor, but others believe big questions must be addressed before the standards are adopted. KQED's\u003cem>\u003ca href=\"http://www.kqed.org/radio/programs/forum/\"> Forum\u003c/a> \u003c/em>dove into the subject recently.\u003c/p>\n\u003cp>“I think we’re really moving in the right direction. We’re actually expecting students to think, talk about their thinking and analyze their thinking,\" said one Bay Area elementary school teacher who called in.\u003c/p>\n\u003cp>But she and others believe the heavy focus on assessments is too early at this point in the process.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The problem is, just like everything in education, we’re putting the cart before the horse with assessments,\" she said. \"Instead of spending our time training teachers on how to do this well, we’re spending our time trying to develop ways to measure this way of teaching that we haven’t even been trained how to do and haven’t even been able to pilot yet.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The majority of teachers in my school have not been to a single Common Core training so far.\"\u003c/aside>\n\u003cp>Some teachers argue that testing students (and likely, teacher performance) before educators have been adequately trained on the new system is unfair and that assessing the efficacy of Common Core is taking precedence over training teachers to implement it well.\u003c/p>\n\u003cp>Alice Mercer, a sixth-grade teacher at Bancroft Elementary School in Sacramento, agreed: “My concern is that a lot of this revolving around testing rather than the instruction at this point.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Mercer is also concerned that educators are not being adequately trained on how to implement the new standards.\u003c/p>\n\u003cp>““The majority of [teachers in my school] have not been to a single Common Core training so far,” Mercer said.\u003c/p>\n\u003cp>Though the standards themselves may provide a common set of criteria for students, there's no common training to learn about its implementation, other educators said.\u003c/p>\n\u003cp>“Some of the best and brightest teachers from my school have been putting together Common Core trainings but there’s no manual, there’s no specific program that has been developed learn how to get all of done,” said a history teacher who called in during the show.\u003c/p>\n\u003cp>And when it comes to tech integration, critics believe schools are investing in technologies that will only be used as testing tools, and gloss over their true potential for learning, a common criticism of profit-driven companies overshadowing the need for better learning outcomes.\u003c/p>\n\u003cp>“We do not want all of these iPads and all of this investment in technology that’s going to be happening over the next year, to be turning these devices into glorified test booklets,\" wrote Arun Ramanathan, executive director of the Education Trust-West in a tweet. \"These are powerful instruments that can really also accelerate student learning, especially for students who are behind.\"\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Listen to the show here:\u003cbr>\n\u003cobject width=\"335\" height=\"85\" classid=\"d27cdb6e-ae6d-11cf-96b8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"flashvars\" value=\"file=http://www.kqed.org/radio/archives/R201308010900.xml\">\u003cparam name=\"src\" value=\"http://www.kqed.org/assets/flash/kqedplayer.swf\">\u003cembed width=\"335\" height=\"85\" type=\"application/x-shockwave-flash\" src=\"http://www.kqed.org/assets/flash/kqedplayer.swf\" flashvars=\"file=http://www.kqed.org/radio/archives/R201308010900.xml\">\u003c/embed>\u003c/object>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30598\" class=\"wp-caption center\" style=\"max-width: 639px\">\u003cimg class=\"size-full wp-image-30598\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/76764392-e1376427868697.jpg\" alt=\"76764392\" width=\"639\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/76764392-e1376427868697.jpg 639w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/76764392-e1376427868697-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/76764392-e1376427868697-320x180.jpg 320w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Amanda Stupi\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">As the Common Core State Standards are rolled out around the country, parents and teachers are starting to piece together how it could change the way things are done in school. So far, 45 states and the District of Columbia have adopted the standards, though \u003ca href=\"http://www.edweek.org/ew/section/multimedia/anti-cc-bill.html\">some states are backing away\u003c/a>.\u003c/p>\n\u003cp>Some educators are looking forward to incorporating the new standards, encouraged by what they consider to be a higher level of rigor, but others believe big questions must be addressed before the standards are adopted. KQED's\u003cem>\u003ca href=\"http://www.kqed.org/radio/programs/forum/\"> Forum\u003c/a> \u003c/em>dove into the subject recently.\u003c/p>\n\u003cp>“I think we’re really moving in the right direction. We’re actually expecting students to think, talk about their thinking and analyze their thinking,\" said one Bay Area elementary school teacher who called in.\u003c/p>\n\u003cp>But she and others believe the heavy focus on assessments is too early at this point in the process.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The problem is, just like everything in education, we’re putting the cart before the horse with assessments,\" she said. \"Instead of spending our time training teachers on how to do this well, we’re spending our time trying to develop ways to measure this way of teaching that we haven’t even been trained how to do and haven’t even been able to pilot yet.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The majority of teachers in my school have not been to a single Common Core training so far.\"\u003c/aside>\n\u003cp>Some teachers argue that testing students (and likely, teacher performance) before educators have been adequately trained on the new system is unfair and that assessing the efficacy of Common Core is taking precedence over training teachers to implement it well.\u003c/p>\n\u003cp>Alice Mercer, a sixth-grade teacher at Bancroft Elementary School in Sacramento, agreed: “My concern is that a lot of this revolving around testing rather than the instruction at this point.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Mercer is also concerned that educators are not being adequately trained on how to implement the new standards.\u003c/p>\n\u003cp>““The majority of [teachers in my school] have not been to a single Common Core training so far,” Mercer said.\u003c/p>\n\u003cp>Though the standards themselves may provide a common set of criteria for students, there's no common training to learn about its implementation, other educators said.\u003c/p>\n\u003cp>“Some of the best and brightest teachers from my school have been putting together Common Core trainings but there’s no manual, there’s no specific program that has been developed learn how to get all of done,” said a history teacher who called in during the show.\u003c/p>\n\u003cp>And when it comes to tech integration, critics believe schools are investing in technologies that will only be used as testing tools, and gloss over their true potential for learning, a common criticism of profit-driven companies overshadowing the need for better learning outcomes.\u003c/p>\n\u003cp>“We do not want all of these iPads and all of this investment in technology that’s going to be happening over the next year, to be turning these devices into glorified test booklets,\" wrote Arun Ramanathan, executive director of the Education Trust-West in a tweet. \"These are powerful instruments that can really also accelerate student learning, especially for students who are behind.\"\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Listen to the show here:\u003cbr>\n\u003cobject width=\"335\" height=\"85\" classid=\"d27cdb6e-ae6d-11cf-96b8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"flashvars\" value=\"file=http://www.kqed.org/radio/archives/R201308010900.xml\">\u003cparam name=\"src\" value=\"http://www.kqed.org/assets/flash/kqedplayer.swf\">\u003cembed width=\"335\" height=\"85\" type=\"application/x-shockwave-flash\" src=\"http://www.kqed.org/assets/flash/kqedplayer.swf\" flashvars=\"file=http://www.kqed.org/radio/archives/R201308010900.xml\">\u003c/embed>\u003c/object>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"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.",
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"radiolab": {
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},
"rightnowish": {
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"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.",
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"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.",
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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