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"disqusTitle": "Why Aren't More Girls Attracted To Physics?",
"title": "Why Aren't More Girls Attracted To Physics?",
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"content": "\u003cfigure id=\"attachment_30531\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-30531\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/physics-girls_wide-07cae87558f4b42b2e340ec07e7ee3aa0a1d499b-s40-640x358.jpg\" alt=\"physics-girls\" width=\"640\" height=\"358\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">You don't need to be a social scientist to know there is a gender diversity problem in technology. The tech industry in \u003ca href=\"http://www.motherjones.com/mojo/2013/06/silicon-valley-race-gender-problem-income-inequality\">Silicon Valley\u003c/a> and across the nation is overwhelmingly male-dominated.\u003c/p>\n\u003cp>That isn't to say there aren't women working at tech firms. \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2012/07/17/156935365/new-yahoo-ceo-among-a-rare-few-women-execs-with-tech-creds\">Yahoo CEO Marissa Mayer\u003c/a> and \u003ca href=\"http://www.npr.org/blogs/13.7/2013/03/31/175862363/should-all-women-heed-authors-advice-to-lean-in\">Sheryl Sandberg\u003c/a> of Facebook have raised the profile of women at high-tech firms. But those prominent exceptions do not accurately portray who makes up the \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2013/06/24/195144754/closing-the-tech-industry-s-gender-gap-requires-better-data\">engineering\u003c/a> ranks at those and other tech companies.\u003c/p>\n\u003cp>Visit Silicon Valley and you will hear many people talk about the need to increase the number of female hackers. The conventional wisdom about why there are so few female coders usually points a finger at disparities in the talent pool, which is linked to disparities in \u003ca href=\"http://www.usnews.com/news/articles/2012/04/12/inside-the-silicon-valley-gender-gap\">tech education\u003c/a>. In fact, starting as early as adolescence, girls and boys often choose different academic paths. When the time comes for young people to elect to go into engineering school, serious gender disparities become \u003ca href=\"http://it-jobs.fins.com/Articles/SB130221786789702297/Women-Engineering-Graduates-at-15-Year-Low\">visible\u003c/a>.\u003c/p>\n\u003cp>A \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/ssqu.12022/full\">new study\u003c/a> by University of Texas sociologist \u003ca href=\"http://www.utexas.edu/cola/centers/prc/directory/faculty/cr653\">Catherine Riegle-Crumb\u003c/a> in the journal \u003cem>Social Science Quarterly\u003c/em> offers an interesting new perspective on this divide. Along with co-author Chelsea Moore, Riegle-Crumb decided to dive into the gender divide in high school physics courses. (Even as the gender divide in some areas of science has diminished, a stubborn gap has persisted for decades in high school physics.)\u003c/p>\n\u003cp>Riegle-Crumb had a simple question: The national divide showed boys were more likely to take physics than girls. But was this divide constant across the country?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In an analysis of some 10,000 students at nearly 100 schools, Riegle-Crumb found that the divide was anything but constant.\u003c/p>\n\u003cp>\"What we find is that there are many schools where boys and girls take high school physics at the same rate,\" Riegle-Crumb said in an interview. \"And that there are many other schools where more girls actually take physics than boys. And so when you look at the aggregate, you see a pattern where boys are taking physics more than girls, but there is a lot of variation around that.\"\u003c/p>\n\u003cp>There are some obvious things that could cause those variations. If parents of some kids are scientists, or highly educated, they might push their daughters to take tough courses in high school. Wealthy families might be able to afford tutoring, or have one parent stay home to help kids with homework. Better funded suburban schools might be at an advantage over inner-city schools.\u003c/p>\n\u003cp>But when Riegle-Crumb controlled for those and other possibilities, she found one reason remained: \"What we found is that in communities that had a higher percentage of women in the labor force who are working in science, technology, engineering and math, that in those schools, girls were as likely as boys to take physics, or even more likely.\"\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">Girls and Math: Busting the Stereotype ]\u003c/a>\u003c/p>\n\u003cp>Riegle-Crumb's finding about the importance of local role models meshes with a broad range of \u003ca href=\"http://www.slate.com/articles/health_and_science/the_hidden_brain/2011/03/psychout_sexism.html\">earlier work\u003c/a> that shows the decision to pursue math and science is not about innate differences between boys and girls, but about \u003ca href=\"http://www.sciencemag.org/content/320/5880/1164.summary\">social context\u003c/a> and norms. Countries with greater \u003ca href=\"http://www.pnas.org/content/106/22/8801.abstract\">gender equality\u003c/a>, for example, reveal more equal math test scores among boys and girls.\u003c/p>\n\u003cp>Teenage girls growing up in communities where women are better represented in tech are more likely to see women commenting on tech issues in public forums and in school discussions — and more likely to run into a friend's astrophysicist mom at a birthday party.\u003c/p>\n\u003cp>By contrast, Riegle-Crumb said, girls growing up in communities where most working women are in jobs traditionally held by women such as child care or nursing might not see the possibilities that exist.\u003c/p>\n\u003cp>\"If I am a young woman growing up in a community or culture like that, then that's what I see as, 'Well, this is what I am expected to do,' \" Riegle-Crumb said. \"And so it may not ever occur to me, that, 'Oh, you know, I don't actually have to do that. There's a vast array of things I could choose to do.' But if no one around me is doing those things, it's hard for me to even consider that possibility.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2013 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Why+Aren%27t+More+Girls+Attracted+To+Physics%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>\u003cstrong>Transcript :\u003c/strong>\u003c/p>\n\u003cp>LINDA WERTHEIMER, HOST:\u003c/p>\n\u003cp>NPR's social science correspondent, Shankar Vedantam, just got back to Washington from a trip to Silicon Valley where he noticed, as many others have, how few women are represented among the ranks of engineers at tech companies. He's here with us now to talk about a new study that takes a fresh look at the persistent gender disparity in science, technology, engineering, and mathematics, the so-called STEM fields. Shankar, welcome.\u003c/p>\n\u003cp>SHANKAR VEDANTAM, BYLINE: Hi, Linda.\u003c/p>\n\u003cp>WERTHEIMER: So does this research explain why we see so few women in tech?\u003c/p>\n\u003cp>VEDANTAM: Indirectly, Linda. A lot of people in technology want to see more female engineers but the problem, they say, is that not enough women are taking course that lead to engineering careers. In fact, if you go back even further, adolescent boys and girls often take different academic paths which leads to these disparities in career choices. We've known for decades, for example, that girls are less likely than boys to take high school physics courses.\u003c/p>\n\u003cp>I spoke with Catherine Riegle-Crumb. She's a sociologist at the University of Texas at Austin. She recently tracked 10,000 high school students across the country because she had a hunch that this gender gap in high school physics actually masks something really important. And what she found was actually very interesting. This gender gap in physics is not a constant. It varies quite widely across the country.\u003c/p>\n\u003cp>In some places boys do take more physics than girls but there are many schools where it's actually girls who are more often taking physics than boys.\u003c/p>\n\u003cp>WERTHEIMER: So does she go on, I hope, to explain why there would be such a variation?\u003c/p>\n\u003cp>VEDANTAM: So she looked at a bunch of factors that might explain it. You know, income and family education could play a role. If your parents are physicists, maybe you're more likely to take physics. Or maybe you have a parent who can afford to stay home fulltime with you and that's why you take tough high school courses. So Riegle-Crumb controlled for those things. She statistically eliminated the effects of wealth and family education background.\u003c/p>\n\u003cp>She even controlled for the location of the school - whether it was suburban or inner city - and she found that there was one factor that predicted why girls took physics.\u003c/p>\n\u003cp>CATHERINE RIEGLE-CRUMB: In communities that had a higher percentage of women in the labor force who are working in science, technology, engineering and math, in those schools girls were as likely as boys to take physics or even more likely.\u003c/p>\n\u003cp>WERTHEIMER: So let me be sure that I understand. She says that the number of women in the community who are doing math and engineering in their work, that when those jobs go up, somehow the girls from that community take more physics?\u003c/p>\n\u003cp>VEDANTAM: That's exactly what she's saying, Linda. And in some ways this matches what international studies have found. Countries that have greater gender equality, for example, seem to have more equal test scores in math among boys and girls. I think what Riegle-Crumb has done is empirically demonstrate the same thing happening within the United States.\u003c/p>\n\u003cp>So I asked her, you know, what causes this effect? You know, high school girls don't hang out at the local tech company to see whether there are women working there or not. And she said it's subtler than that. You know, having more women in the local tech workforce changes local norms. It changes how the playing field tilts. You know, who do you see on television? You meet the mom of a friend at a birthday party and it turns out she's an astrophysicist.\u003c/p>\n\u003cp>Compare that to a girl growing in a part of the country where women are in traditionally female occupations like childcare or nursing.\u003c/p>\n\u003cp>RIEGLE-CRUMB: So if I'm a young woman growing up in a community or a culture like that, then that's what I see as, well, this is what I'm expected to do. Right? And so it may not ever occur to me that, oh, you know, I don't actually have to do that. There's a vast array of things I could choose to do. But if no one around me is doing those things, it's hard to even consider that possibility.\u003c/p>\n\u003cp>WERTHEIMER: So does she think, Riegle-Crumb, does she think this work could possibly have policy implications? I mean is there some you can intervene in this process?\u003c/p>\n\u003cp>VEDANTAM: Well, she does. You know, a lot of tech companies want to increase the representation of women among the ranks of their engineers, but the thing is that companies think the source of the problem lies in education, that girls are not taking these courses. I think what Riegle-Crumb's research shows is that this is a chicken and egg problem. Fewer girls may be taking courses that lead to tech careers when they don't see female role models already in tech careers.\u003c/p>\n\u003cp>WERTHEIMER: So you supply role models.\u003c/p>\n\u003cp>VEDANTAM: Exactly. So you know, the answer to the question of why are there so few women in tech is because there are so few women in tech.\u003c/p>\n\u003cp>(LAUGHTER)\u003c/p>\n\u003cp>WERTHEIMER: Thank you very much, Shankar.\u003c/p>\n\u003cp>VEDANTAM: Thanks, Linda.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>WERTHEIMER: That's Shankar Vedantam, who regularly joins us to talk about social science research. You can follow him on Twitter @hiddenbrain or you can follow this program @MORNING EDITION. Transcript provided by NPR, Copyright NPR.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30531\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-30531\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/physics-girls_wide-07cae87558f4b42b2e340ec07e7ee3aa0a1d499b-s40-640x358.jpg\" alt=\"physics-girls\" width=\"640\" height=\"358\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">You don't need to be a social scientist to know there is a gender diversity problem in technology. The tech industry in \u003ca href=\"http://www.motherjones.com/mojo/2013/06/silicon-valley-race-gender-problem-income-inequality\">Silicon Valley\u003c/a> and across the nation is overwhelmingly male-dominated.\u003c/p>\n\u003cp>That isn't to say there aren't women working at tech firms. \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2012/07/17/156935365/new-yahoo-ceo-among-a-rare-few-women-execs-with-tech-creds\">Yahoo CEO Marissa Mayer\u003c/a> and \u003ca href=\"http://www.npr.org/blogs/13.7/2013/03/31/175862363/should-all-women-heed-authors-advice-to-lean-in\">Sheryl Sandberg\u003c/a> of Facebook have raised the profile of women at high-tech firms. But those prominent exceptions do not accurately portray who makes up the \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2013/06/24/195144754/closing-the-tech-industry-s-gender-gap-requires-better-data\">engineering\u003c/a> ranks at those and other tech companies.\u003c/p>\n\u003cp>Visit Silicon Valley and you will hear many people talk about the need to increase the number of female hackers. The conventional wisdom about why there are so few female coders usually points a finger at disparities in the talent pool, which is linked to disparities in \u003ca href=\"http://www.usnews.com/news/articles/2012/04/12/inside-the-silicon-valley-gender-gap\">tech education\u003c/a>. In fact, starting as early as adolescence, girls and boys often choose different academic paths. When the time comes for young people to elect to go into engineering school, serious gender disparities become \u003ca href=\"http://it-jobs.fins.com/Articles/SB130221786789702297/Women-Engineering-Graduates-at-15-Year-Low\">visible\u003c/a>.\u003c/p>\n\u003cp>A \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/ssqu.12022/full\">new study\u003c/a> by University of Texas sociologist \u003ca href=\"http://www.utexas.edu/cola/centers/prc/directory/faculty/cr653\">Catherine Riegle-Crumb\u003c/a> in the journal \u003cem>Social Science Quarterly\u003c/em> offers an interesting new perspective on this divide. Along with co-author Chelsea Moore, Riegle-Crumb decided to dive into the gender divide in high school physics courses. (Even as the gender divide in some areas of science has diminished, a stubborn gap has persisted for decades in high school physics.)\u003c/p>\n\u003cp>Riegle-Crumb had a simple question: The national divide showed boys were more likely to take physics than girls. But was this divide constant across the country?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In an analysis of some 10,000 students at nearly 100 schools, Riegle-Crumb found that the divide was anything but constant.\u003c/p>\n\u003cp>\"What we find is that there are many schools where boys and girls take high school physics at the same rate,\" Riegle-Crumb said in an interview. \"And that there are many other schools where more girls actually take physics than boys. And so when you look at the aggregate, you see a pattern where boys are taking physics more than girls, but there is a lot of variation around that.\"\u003c/p>\n\u003cp>There are some obvious things that could cause those variations. If parents of some kids are scientists, or highly educated, they might push their daughters to take tough courses in high school. Wealthy families might be able to afford tutoring, or have one parent stay home to help kids with homework. Better funded suburban schools might be at an advantage over inner-city schools.\u003c/p>\n\u003cp>But when Riegle-Crumb controlled for those and other possibilities, she found one reason remained: \"What we found is that in communities that had a higher percentage of women in the labor force who are working in science, technology, engineering and math, that in those schools, girls were as likely as boys to take physics, or even more likely.\"\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">Girls and Math: Busting the Stereotype ]\u003c/a>\u003c/p>\n\u003cp>Riegle-Crumb's finding about the importance of local role models meshes with a broad range of \u003ca href=\"http://www.slate.com/articles/health_and_science/the_hidden_brain/2011/03/psychout_sexism.html\">earlier work\u003c/a> that shows the decision to pursue math and science is not about innate differences between boys and girls, but about \u003ca href=\"http://www.sciencemag.org/content/320/5880/1164.summary\">social context\u003c/a> and norms. Countries with greater \u003ca href=\"http://www.pnas.org/content/106/22/8801.abstract\">gender equality\u003c/a>, for example, reveal more equal math test scores among boys and girls.\u003c/p>\n\u003cp>Teenage girls growing up in communities where women are better represented in tech are more likely to see women commenting on tech issues in public forums and in school discussions — and more likely to run into a friend's astrophysicist mom at a birthday party.\u003c/p>\n\u003cp>By contrast, Riegle-Crumb said, girls growing up in communities where most working women are in jobs traditionally held by women such as child care or nursing might not see the possibilities that exist.\u003c/p>\n\u003cp>\"If I am a young woman growing up in a community or culture like that, then that's what I see as, 'Well, this is what I am expected to do,' \" Riegle-Crumb said. \"And so it may not ever occur to me, that, 'Oh, you know, I don't actually have to do that. There's a vast array of things I could choose to do.' But if no one around me is doing those things, it's hard for me to even consider that possibility.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2013 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Why+Aren%27t+More+Girls+Attracted+To+Physics%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>\u003cstrong>Transcript :\u003c/strong>\u003c/p>\n\u003cp>LINDA WERTHEIMER, HOST:\u003c/p>\n\u003cp>NPR's social science correspondent, Shankar Vedantam, just got back to Washington from a trip to Silicon Valley where he noticed, as many others have, how few women are represented among the ranks of engineers at tech companies. He's here with us now to talk about a new study that takes a fresh look at the persistent gender disparity in science, technology, engineering, and mathematics, the so-called STEM fields. Shankar, welcome.\u003c/p>\n\u003cp>SHANKAR VEDANTAM, BYLINE: Hi, Linda.\u003c/p>\n\u003cp>WERTHEIMER: So does this research explain why we see so few women in tech?\u003c/p>\n\u003cp>VEDANTAM: Indirectly, Linda. A lot of people in technology want to see more female engineers but the problem, they say, is that not enough women are taking course that lead to engineering careers. In fact, if you go back even further, adolescent boys and girls often take different academic paths which leads to these disparities in career choices. We've known for decades, for example, that girls are less likely than boys to take high school physics courses.\u003c/p>\n\u003cp>I spoke with Catherine Riegle-Crumb. She's a sociologist at the University of Texas at Austin. She recently tracked 10,000 high school students across the country because she had a hunch that this gender gap in high school physics actually masks something really important. And what she found was actually very interesting. This gender gap in physics is not a constant. It varies quite widely across the country.\u003c/p>\n\u003cp>In some places boys do take more physics than girls but there are many schools where it's actually girls who are more often taking physics than boys.\u003c/p>\n\u003cp>WERTHEIMER: So does she go on, I hope, to explain why there would be such a variation?\u003c/p>\n\u003cp>VEDANTAM: So she looked at a bunch of factors that might explain it. You know, income and family education could play a role. If your parents are physicists, maybe you're more likely to take physics. Or maybe you have a parent who can afford to stay home fulltime with you and that's why you take tough high school courses. So Riegle-Crumb controlled for those things. She statistically eliminated the effects of wealth and family education background.\u003c/p>\n\u003cp>She even controlled for the location of the school - whether it was suburban or inner city - and she found that there was one factor that predicted why girls took physics.\u003c/p>\n\u003cp>CATHERINE RIEGLE-CRUMB: In communities that had a higher percentage of women in the labor force who are working in science, technology, engineering and math, in those schools girls were as likely as boys to take physics or even more likely.\u003c/p>\n\u003cp>WERTHEIMER: So let me be sure that I understand. She says that the number of women in the community who are doing math and engineering in their work, that when those jobs go up, somehow the girls from that community take more physics?\u003c/p>\n\u003cp>VEDANTAM: That's exactly what she's saying, Linda. And in some ways this matches what international studies have found. Countries that have greater gender equality, for example, seem to have more equal test scores in math among boys and girls. I think what Riegle-Crumb has done is empirically demonstrate the same thing happening within the United States.\u003c/p>\n\u003cp>So I asked her, you know, what causes this effect? You know, high school girls don't hang out at the local tech company to see whether there are women working there or not. And she said it's subtler than that. You know, having more women in the local tech workforce changes local norms. It changes how the playing field tilts. You know, who do you see on television? You meet the mom of a friend at a birthday party and it turns out she's an astrophysicist.\u003c/p>\n\u003cp>Compare that to a girl growing in a part of the country where women are in traditionally female occupations like childcare or nursing.\u003c/p>\n\u003cp>RIEGLE-CRUMB: So if I'm a young woman growing up in a community or a culture like that, then that's what I see as, well, this is what I'm expected to do. Right? And so it may not ever occur to me that, oh, you know, I don't actually have to do that. There's a vast array of things I could choose to do. But if no one around me is doing those things, it's hard to even consider that possibility.\u003c/p>\n\u003cp>WERTHEIMER: So does she think, Riegle-Crumb, does she think this work could possibly have policy implications? I mean is there some you can intervene in this process?\u003c/p>\n\u003cp>VEDANTAM: Well, she does. You know, a lot of tech companies want to increase the representation of women among the ranks of their engineers, but the thing is that companies think the source of the problem lies in education, that girls are not taking these courses. I think what Riegle-Crumb's research shows is that this is a chicken and egg problem. Fewer girls may be taking courses that lead to tech careers when they don't see female role models already in tech careers.\u003c/p>\n\u003cp>WERTHEIMER: So you supply role models.\u003c/p>\n\u003cp>VEDANTAM: Exactly. So you know, the answer to the question of why are there so few women in tech is because there are so few women in tech.\u003c/p>\n\u003cp>(LAUGHTER)\u003c/p>\n\u003cp>WERTHEIMER: Thank you very much, Shankar.\u003c/p>\n\u003cp>VEDANTAM: Thanks, Linda.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>WERTHEIMER: That's Shankar Vedantam, who regularly joins us to talk about social science research. You can follow him on Twitter @hiddenbrain or you can follow this program @MORNING EDITION. Transcript provided by NPR, Copyright NPR.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_30065\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/76994867@N00/5375603380/in/photolist-9c2nAU-9psLHL\">\u003cimg class=\"size-full wp-image-30065\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z.jpg\" alt=\"5375603380_2f3c0b6aa0_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>By Sean Coughan, BBC News\u003c/h4>\n\u003cp class=\"dropcap-serif\">The boring university lecture is going to be the first major casualty of the rise in online learning in higher education, says Wikipedia founder Jimmy Wales.\u003c/p>\n\u003cp>The custodian of the world's biggest online encyclopaedia says that unless universities respond to the rising tide of online courses new major players will emerge to displace them, in the way that Microsoft arrived from nowhere alongside the personal computer.\u003c/p>\n\u003cp>\"I think that the impact is going to be massive and transformative,\" says Mr Wales, describing the importance of the MOOCs (massive open online courses) that have signed up millions of students.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"In university you’re still likely to be in a large lecture hall with a very boring professor, and everyone knows it’s not working very well.\"\u003c/aside>\n\u003cp>\"It's also been slower than anyone would have anticipated. But I'm not a person who thinks that people will be able to just go online and get a complete education without the guidance of the teacher. That sort of simplistic model shouldn't be our framework.\"\u003c/p>\n\u003cp>Instead he thinks that universities need to use online technology where it really works.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And from his own experience as a student, the traditional university lecture should have been condemned decades ago and replaced with an online video recording that can be stopped and started.\u003c/p>\n\u003cp>\u003cstrong>Recorded lectures\u003c/strong>\u003c/p>\n\u003cp>\"I was taking an advanced calculus class and my instructor was reputed to be a fabulous researcher, but he barely spoke English. He was a very boring and bad teacher and I was absolutely lost and in despair.\u003c/p>\n\u003cp>\"So I went to the campus tutoring centre and they had Betamax tapes of a professor who had won teaching awards. Basically I sat with those tapes and took class there. But I still had to go to the other one and sat there and wanted to kill myself.\u003c/p>\n\u003cp>\"I thought at that time, in the future, why wouldn't you have the most entertaining professor, the one with the proven track record of getting knowledge into people's heads?\u003c/p>\n\u003cp>\"We're still not quite there. In university you're still likely to be in a large lecture hall with a very boring professor, and everyone knows it's not working very well. It's not even the best use of that professor's time or the audience.\"\u003c/p>\n\u003cp>Online courses provide such libraries of video lectures, supplemented with interactive information, that can be used at any time on a tablet computer or laptop.\u003c/p>\n\u003cp>And Mr Wales suggests the future model of higher education will be to allow students to use recordings of lectures - and to use the teaching time to discuss and develop what students have been watching.\u003c/p>\n\u003cp>\"It seems much more effective and is the direction I think we're going to go.\"\u003c/p>\n\u003cp>Wikipedia itself is central to this changing landscape in which huge amounts of high-quality information are available free anywhere with an internet connection.\u003c/p>\n\u003cp>The sheer scale of the information and the volume of its consumption has no parallel in history. Wikipedia's latest internet traffic is running at more than 21 billion page impressions per month.\u003c/p>\n\u003cp>But he says it remains uncertain whether universities will be ready to change. \"There's a certain inertia in the system.\"\u003c/p>\n\u003cp>\u003cstrong>Adapt or die\u003c/strong>\u003c/p>\n\u003cp>\"The really interesting challenge for big-brand universities is whether they are going to move into that space. If we thought of universities as normal businesses we would say, 'Will they be able to adapt to the PC revolution?' It's that kind of question. Will Harvard or MIT, Oxford or Cambridge, be able to adapt? Or will Microsoft come out of nowhere?\u003c/p>\n\u003cp>\"It's going to be really fascinating to see it unfold.\"\u003c/p>\n\u003cp>In terms of technology in education, he says we should look at how it's being driven by interest in home schooling.\u003c/p>\n\u003cp>\"In the US, for younger children, the home schooling movement is huge.\u003c/p>\n\u003cp>\"There are a load of online educational resources, they're booming. Parents are looking for the best education for their kids, they realise these tools are working. There's a marketplace for it long before the traditional school is going to think about it.\"\u003c/p>\n\u003cp>Mr Wales himself grew up in a small private school run by his mother and grandmother in Alabama. There were four other children in his grade.\u003c/p>\n\u003cp>\"It was like a one-room schoolhouse, the kind of place Abe Lincoln went to school,\" he says.\u003c/p>\n\u003cp>\"Education was our life, something incredibly valued by my family.\"\u003c/p>\n\u003cp>\u003cstrong>Developing world\u003c/strong>\u003c/p>\n\u003cp>An important part of Wikipedia's future focus, he says, is going to reach the modern world's version of isolated school houses in the developing world.\u003c/p>\n\u003cp>In wealthier countries there might be the luxury of a debate about whether Wikipedia is better or worse than printed encyclopaedias. But Mr Wales wants to support languages in Africa where there have never been encyclopaedias in the first place.\u003c/p>\n\u003cp>Wikipedia operates in 286 different languages, but the content is very unevenly spread. There are more than 4 million articles in English, while Xhosa, spoken by almost 8 million people in South Africa, only has 147 articles.\u003c/p>\n\u003cp>\"Our role in languages of the developing world is quite different from our role in English.\u003c/p>\n\u003cp>\"We've still got a long way to go. I'd say we've increasingly turned our focus to the languages of the developing world. It's really of great importance. Our goal is a free encyclopaedia for everyone in their own language.\"\u003c/p>\n\u003cp>He rejects the idea that Wikipedia's instant knowledge represents some kind of dumbing down. It has long been accused of being the hidden hand in countless school and university assignments.\u003c/p>\n\u003cp>But Mr Wales says it plays a vital democratic role in allowing ordinary people to become informed in a way that would never have been possible before.\u003c/p>\n\u003cp>If there is a story in the news, people can find out the background for themselves. \"We can see it in our traffic. There's a massive spike.\u003c/p>\n\u003cp>\"In some rose-coloured view of the past we all went home and read books about it. The truth is that we didn't.\u003c/p>\n\u003cp>\"It's remarkable that people now have the opportunity. It's not a Utopian state, but people have the possibility to do their own research.\"\u003c/p>\n\u003cp>\u003cstrong>Pub quiz\u003c/strong>\u003c/p>\n\u003cp>Mr Wales also defends what Wikipedia represents for free speech in countries with censorship and a lack of human rights.\u003c/p>\n\u003cp>\"The impact of the knowledge we bring is important, but what is much more deeply political is the concept of Wikipedia, that ordinary people should be able to participate in the grand human dialogue.\u003c/p>\n\u003cp>\"It's a very subversive idea in a society that is top-down and 'do as your masters tell you,'\" he says.\u003c/p>\n\u003cp>The online encyclopaedia is now 12 years old, launched in the same month as iTunes and when Greece adopted the euro. It has grown to 26 million articles and has more than 500 million individual users a month.\u003c/p>\n\u003cp>Wikipedia's next development will be to make it easier for a wider variety of people to write and edit articles, with an editing tool that is more user-friendly.\u003c/p>\n\u003cp>\"For people who aren't computer geeks, it's intimidating. The user base of active editors tend to be computer-savvy. We want to diversify, so they can be geeks but not computer geeks.\"\u003c/p>\n\u003cp>Of course, there's still a big unanswered question. How would the king of Wikipedia get on in a pub quiz? Would he have to illicitly check his smartphone under the table?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I've declined to go on a TV quiz show. There's no upside for me. Unless I get every single question right I'm going to be subject to mockery. Because I'm meant to be the encyclopaedia guy.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30065\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/76994867@N00/5375603380/in/photolist-9c2nAU-9psLHL\">\u003cimg class=\"size-full wp-image-30065\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z.jpg\" alt=\"5375603380_2f3c0b6aa0_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>By Sean Coughan, BBC News\u003c/h4>\n\u003cp class=\"dropcap-serif\">The boring university lecture is going to be the first major casualty of the rise in online learning in higher education, says Wikipedia founder Jimmy Wales.\u003c/p>\n\u003cp>The custodian of the world's biggest online encyclopaedia says that unless universities respond to the rising tide of online courses new major players will emerge to displace them, in the way that Microsoft arrived from nowhere alongside the personal computer.\u003c/p>\n\u003cp>\"I think that the impact is going to be massive and transformative,\" says Mr Wales, describing the importance of the MOOCs (massive open online courses) that have signed up millions of students.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"In university you’re still likely to be in a large lecture hall with a very boring professor, and everyone knows it’s not working very well.\"\u003c/aside>\n\u003cp>\"It's also been slower than anyone would have anticipated. But I'm not a person who thinks that people will be able to just go online and get a complete education without the guidance of the teacher. That sort of simplistic model shouldn't be our framework.\"\u003c/p>\n\u003cp>Instead he thinks that universities need to use online technology where it really works.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And from his own experience as a student, the traditional university lecture should have been condemned decades ago and replaced with an online video recording that can be stopped and started.\u003c/p>\n\u003cp>\u003cstrong>Recorded lectures\u003c/strong>\u003c/p>\n\u003cp>\"I was taking an advanced calculus class and my instructor was reputed to be a fabulous researcher, but he barely spoke English. He was a very boring and bad teacher and I was absolutely lost and in despair.\u003c/p>\n\u003cp>\"So I went to the campus tutoring centre and they had Betamax tapes of a professor who had won teaching awards. Basically I sat with those tapes and took class there. But I still had to go to the other one and sat there and wanted to kill myself.\u003c/p>\n\u003cp>\"I thought at that time, in the future, why wouldn't you have the most entertaining professor, the one with the proven track record of getting knowledge into people's heads?\u003c/p>\n\u003cp>\"We're still not quite there. In university you're still likely to be in a large lecture hall with a very boring professor, and everyone knows it's not working very well. It's not even the best use of that professor's time or the audience.\"\u003c/p>\n\u003cp>Online courses provide such libraries of video lectures, supplemented with interactive information, that can be used at any time on a tablet computer or laptop.\u003c/p>\n\u003cp>And Mr Wales suggests the future model of higher education will be to allow students to use recordings of lectures - and to use the teaching time to discuss and develop what students have been watching.\u003c/p>\n\u003cp>\"It seems much more effective and is the direction I think we're going to go.\"\u003c/p>\n\u003cp>Wikipedia itself is central to this changing landscape in which huge amounts of high-quality information are available free anywhere with an internet connection.\u003c/p>\n\u003cp>The sheer scale of the information and the volume of its consumption has no parallel in history. Wikipedia's latest internet traffic is running at more than 21 billion page impressions per month.\u003c/p>\n\u003cp>But he says it remains uncertain whether universities will be ready to change. \"There's a certain inertia in the system.\"\u003c/p>\n\u003cp>\u003cstrong>Adapt or die\u003c/strong>\u003c/p>\n\u003cp>\"The really interesting challenge for big-brand universities is whether they are going to move into that space. If we thought of universities as normal businesses we would say, 'Will they be able to adapt to the PC revolution?' It's that kind of question. Will Harvard or MIT, Oxford or Cambridge, be able to adapt? Or will Microsoft come out of nowhere?\u003c/p>\n\u003cp>\"It's going to be really fascinating to see it unfold.\"\u003c/p>\n\u003cp>In terms of technology in education, he says we should look at how it's being driven by interest in home schooling.\u003c/p>\n\u003cp>\"In the US, for younger children, the home schooling movement is huge.\u003c/p>\n\u003cp>\"There are a load of online educational resources, they're booming. Parents are looking for the best education for their kids, they realise these tools are working. There's a marketplace for it long before the traditional school is going to think about it.\"\u003c/p>\n\u003cp>Mr Wales himself grew up in a small private school run by his mother and grandmother in Alabama. There were four other children in his grade.\u003c/p>\n\u003cp>\"It was like a one-room schoolhouse, the kind of place Abe Lincoln went to school,\" he says.\u003c/p>\n\u003cp>\"Education was our life, something incredibly valued by my family.\"\u003c/p>\n\u003cp>\u003cstrong>Developing world\u003c/strong>\u003c/p>\n\u003cp>An important part of Wikipedia's future focus, he says, is going to reach the modern world's version of isolated school houses in the developing world.\u003c/p>\n\u003cp>In wealthier countries there might be the luxury of a debate about whether Wikipedia is better or worse than printed encyclopaedias. But Mr Wales wants to support languages in Africa where there have never been encyclopaedias in the first place.\u003c/p>\n\u003cp>Wikipedia operates in 286 different languages, but the content is very unevenly spread. There are more than 4 million articles in English, while Xhosa, spoken by almost 8 million people in South Africa, only has 147 articles.\u003c/p>\n\u003cp>\"Our role in languages of the developing world is quite different from our role in English.\u003c/p>\n\u003cp>\"We've still got a long way to go. I'd say we've increasingly turned our focus to the languages of the developing world. It's really of great importance. Our goal is a free encyclopaedia for everyone in their own language.\"\u003c/p>\n\u003cp>He rejects the idea that Wikipedia's instant knowledge represents some kind of dumbing down. It has long been accused of being the hidden hand in countless school and university assignments.\u003c/p>\n\u003cp>But Mr Wales says it plays a vital democratic role in allowing ordinary people to become informed in a way that would never have been possible before.\u003c/p>\n\u003cp>If there is a story in the news, people can find out the background for themselves. \"We can see it in our traffic. There's a massive spike.\u003c/p>\n\u003cp>\"In some rose-coloured view of the past we all went home and read books about it. The truth is that we didn't.\u003c/p>\n\u003cp>\"It's remarkable that people now have the opportunity. It's not a Utopian state, but people have the possibility to do their own research.\"\u003c/p>\n\u003cp>\u003cstrong>Pub quiz\u003c/strong>\u003c/p>\n\u003cp>Mr Wales also defends what Wikipedia represents for free speech in countries with censorship and a lack of human rights.\u003c/p>\n\u003cp>\"The impact of the knowledge we bring is important, but what is much more deeply political is the concept of Wikipedia, that ordinary people should be able to participate in the grand human dialogue.\u003c/p>\n\u003cp>\"It's a very subversive idea in a society that is top-down and 'do as your masters tell you,'\" he says.\u003c/p>\n\u003cp>The online encyclopaedia is now 12 years old, launched in the same month as iTunes and when Greece adopted the euro. It has grown to 26 million articles and has more than 500 million individual users a month.\u003c/p>\n\u003cp>Wikipedia's next development will be to make it easier for a wider variety of people to write and edit articles, with an editing tool that is more user-friendly.\u003c/p>\n\u003cp>\"For people who aren't computer geeks, it's intimidating. The user base of active editors tend to be computer-savvy. We want to diversify, so they can be geeks but not computer geeks.\"\u003c/p>\n\u003cp>Of course, there's still a big unanswered question. How would the king of Wikipedia get on in a pub quiz? Would he have to illicitly check his smartphone under the table?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I've declined to go on a TV quiz show. There's no upside for me. Unless I get every single question right I'm going to be subject to mockery. Because I'm meant to be the encyclopaedia guy.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Is It Time for Civics to Make a Comeback?",
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"content": "\u003cfigure id=\"attachment_30311\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/25692668@N06/3428784441/sizes/z/in/photolist-6dZqa8-bh95Mg-6e4AmG-8adiC5-62DzF6-yPizb-8ad27U-8adg4C-8YpPh9-8admvw-8aa2yH-8aa8b2-8aa2YX-8aa75K-8addEN-8adjpG-5RqZq4-5RqZSp-5RvjDh-8a9WWp-8a9VH4-8a9VjB-8acXXd-8ad1N3-52bNJ-yLPrA-91tJ1U-8acY3w-8addjS-8a9ZCK-8adfdW-8a9KEc-8ad1sm-8ad8Ch-8adnyY-8aa8mv-8adeDf-8ad8Yq-8adiU1-orEjo-8adeZ9-bkznxU-8a9Tit-8aa4c2-8a9GkX-8ad9j5-8ad62L-8ad97y-8a9Syt-8ad6B5-8ad71A/\">\u003cimg class=\"size-full wp-image-30311\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/3428784441_58cf632483_z.jpg\" alt=\"3428784441_58cf632483_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/3428784441_58cf632483_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/3428784441_58cf632483_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/3428784441_58cf632483_z-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\">A \u003ca href=\"http://www.cnn.com/2013/07/04/opinion/pondiscio-civic-education\">recent op-ed\u003c/a> by Citizenship First Executive Director Robert Pondiscio wonders whether our children know how to be citizens. “We send kids to school not just to become employees and entrepreneurs, but citizens capable of wise and effective self-government in our democracy,” he writes. “This public dimension of schooling was a founding principle of American education. We have all but forgotten it in the current era of education overhaul.”\u003c/p>\n\u003cp>Pondiscio said that while current school reform has rightly gotten students focused on college and career, “the ‘third c’ - citizenship - got lost. It’s time to bring it back. We need all three.”\u003c/p>\n\u003cp dir=\"ltr\">After years of being focused on getting kids prepared in reading and math, schools have let history and civics take a backseat. A \u003ca href=\"http://www.people-press.org/2010/01/28/senate-legislative-process-a-mystery-to-many/\">2010 Pew Research poll\u003c/a> showed that a large portion of Americans possess weak knowledge in how the legislative process works, and \u003ca href=\"http://ourcourts.org/our-approach/\">44% of Americans\u003c/a> can’t name one of the three branches of government. Is it time for civics to make a comeback in schools?\u003c/p>\n\u003cp>But what does teaching civics mean in the 21st Century? Do schools emphasize history and government courses, or does “engaged citizen” now mean something more? Pondiscio sets the bar at learning the basics of government: how our country was founded, how our government functions, the “bedrock principles” of American rights and freedoms. He even suggests that having high school students \u003ca href=\"http://www.theatlantic.com/national/archive/2013/04/lets-set-a-national-standard-for-our-students-a-really-low-one/274808/\">pass the US Citizenship Test\u003c/a> in order to graduate would be a good start.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Research overwhelmingly says the best learning environments are ones in which people have a sense of choice and voice.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp dir=\"ltr\">Some schools and organizations have stepped in to expand civics and history course offerings to engage modern learners. Programs like We the People’s \u003ca href=\"http://www.civiced.org/index.php?page=education_for_democracy_podcast\">Education for Democracy Podcasts\u003c/a> feature fascinating talks from experts on historical moments and concepts, like Indiana University’s John J. Patrick delving into Lincoln’s legacy, his presidency, and the country’s circumstances during the Civil War.\u003c/p>\n\u003cp>\u003cstrong>MIXING IN SOCIAL MEDIA\u003c/strong>\u003c/p>\n\u003cp>In the digital age, civic engagement now includes video games and social networking. Educators can choose from a variety of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/video-games-that-bring-civics-class-to-life/\">online civics games \u003c/a>like Commons Digital Towns Square and iCivics, an online education platform founded and led by Justice Sandra Day O’Connor.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/video-games-that-bring-civics-class-to-life/\">Video Games That Bring Civics to Life\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>Tom Tresser, founder of Chicago’s \u003ca href=\"http://www.civiclab.us/about/\">CivicLab\u003c/a>, said he teaches a Civics 101 course to the students at \u003ca href=\"http://www.icstars.org/\">ICStars\u003c/a>, a nonprofit that teaches low-income high school graduates both business and coding skills to help begin tech careers. In this year’s class, students studied the Arab Spring and how it was shaped by Facebook and Twitter. “I wanted to give them a grounding in community organizing, how to use technology to lead social change, and how to use tech for community improvements.”\u003c/p>\n\u003cp>Some schools have even elevated teaching civics to part of their core mission. The UNO Charter Schools, also in Chicago, \u003ca href=\"http://www.unocharterschools.org/who_we_are\">state\u003c/a> that “public schools should serve as the main platform for transitioning Hispanic families into successful and civic-minded Americans.” And Harlem’s \u003ca href=\"http://democracyprep.org/story/approach\">Democracy Prep\u003c/a> calls their students ‘citizen-scholars’: “We believe that all public schools should place an explicit focus on preparing scholars to become active citizens and leaders in our democracy.”\u003c/p>\n\u003cp>While beefing up civics and history courses is important to creating engaged citizens, says \u003ca href=\"http://www.samchaltain.com/about\">Sam Chaltain\u003c/a>, author of \u003cem>American Schools: The Art of Creating a Democratic Learning Community\u003c/em>, students need more: They need practice using the very characteristics that create an informed, engaged, free-thinking citizen. Chaltain’s idea is that making school environments more democratic will show students how democracy actually works.\u003c/p>\n\u003cp>“What I tell my colleagues who are in civics education is that they do themselves a disservice speaking of civics education as a program or as a component or as a course. Actually, what we’re talking about is trying to identify the best possible operating system for high-functioning learning,” he said. And that optimal learning environment is not regimented and dictatorial. “Research overwhelmingly says the best learning environments are ones in which people have a sense of choice and voice.” Just like democracy.\u003c/p>\n\u003cp dir=\"ltr\">Chaltain’s work on the recent documentary \u003ca href=\"http://ayearatmissionhill.com/index.php/chapter10\">“A Year at Mission Hill,\u003c/a>” highlights a Boston elementary school that has tried to create a true democratic environment. “What we are facing in America and around the world today is not a crisis in education, but a crisis in faith and respect for democracy,\" Mission Hill founder Deborah Meier says in the film, \"which rests on having respect for the judgements of ordinary people.”\u003c/p>\n\u003cp dir=\"ltr\">The film, broken into 10 chapters, follows the children through their democratic learning process. It can appear messy and disorganized, but each child feels involved in the process of learning and making the school work. Fourth- and fifth-grade teacher James McGovern says at the film’s conclusion, “It’s not just about the result. It’s about the process, showing respect for each other’s opinions, debating skillfully, trying to be persuasive, trying to listen to each other.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">\n\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30311\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/25692668@N06/3428784441/sizes/z/in/photolist-6dZqa8-bh95Mg-6e4AmG-8adiC5-62DzF6-yPizb-8ad27U-8adg4C-8YpPh9-8admvw-8aa2yH-8aa8b2-8aa2YX-8aa75K-8addEN-8adjpG-5RqZq4-5RqZSp-5RvjDh-8a9WWp-8a9VH4-8a9VjB-8acXXd-8ad1N3-52bNJ-yLPrA-91tJ1U-8acY3w-8addjS-8a9ZCK-8adfdW-8a9KEc-8ad1sm-8ad8Ch-8adnyY-8aa8mv-8adeDf-8ad8Yq-8adiU1-orEjo-8adeZ9-bkznxU-8a9Tit-8aa4c2-8a9GkX-8ad9j5-8ad62L-8ad97y-8a9Syt-8ad6B5-8ad71A/\">\u003cimg class=\"size-full wp-image-30311\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/3428784441_58cf632483_z.jpg\" alt=\"3428784441_58cf632483_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/3428784441_58cf632483_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/3428784441_58cf632483_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/3428784441_58cf632483_z-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\">A \u003ca href=\"http://www.cnn.com/2013/07/04/opinion/pondiscio-civic-education\">recent op-ed\u003c/a> by Citizenship First Executive Director Robert Pondiscio wonders whether our children know how to be citizens. “We send kids to school not just to become employees and entrepreneurs, but citizens capable of wise and effective self-government in our democracy,” he writes. “This public dimension of schooling was a founding principle of American education. We have all but forgotten it in the current era of education overhaul.”\u003c/p>\n\u003cp>Pondiscio said that while current school reform has rightly gotten students focused on college and career, “the ‘third c’ - citizenship - got lost. It’s time to bring it back. We need all three.”\u003c/p>\n\u003cp dir=\"ltr\">After years of being focused on getting kids prepared in reading and math, schools have let history and civics take a backseat. A \u003ca href=\"http://www.people-press.org/2010/01/28/senate-legislative-process-a-mystery-to-many/\">2010 Pew Research poll\u003c/a> showed that a large portion of Americans possess weak knowledge in how the legislative process works, and \u003ca href=\"http://ourcourts.org/our-approach/\">44% of Americans\u003c/a> can’t name one of the three branches of government. Is it time for civics to make a comeback in schools?\u003c/p>\n\u003cp>But what does teaching civics mean in the 21st Century? Do schools emphasize history and government courses, or does “engaged citizen” now mean something more? Pondiscio sets the bar at learning the basics of government: how our country was founded, how our government functions, the “bedrock principles” of American rights and freedoms. He even suggests that having high school students \u003ca href=\"http://www.theatlantic.com/national/archive/2013/04/lets-set-a-national-standard-for-our-students-a-really-low-one/274808/\">pass the US Citizenship Test\u003c/a> in order to graduate would be a good start.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Research overwhelmingly says the best learning environments are ones in which people have a sense of choice and voice.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">Some schools and organizations have stepped in to expand civics and history course offerings to engage modern learners. Programs like We the People’s \u003ca href=\"http://www.civiced.org/index.php?page=education_for_democracy_podcast\">Education for Democracy Podcasts\u003c/a> feature fascinating talks from experts on historical moments and concepts, like Indiana University’s John J. Patrick delving into Lincoln’s legacy, his presidency, and the country’s circumstances during the Civil War.\u003c/p>\n\u003cp>\u003cstrong>MIXING IN SOCIAL MEDIA\u003c/strong>\u003c/p>\n\u003cp>In the digital age, civic engagement now includes video games and social networking. Educators can choose from a variety of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/video-games-that-bring-civics-class-to-life/\">online civics games \u003c/a>like Commons Digital Towns Square and iCivics, an online education platform founded and led by Justice Sandra Day O’Connor.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/video-games-that-bring-civics-class-to-life/\">Video Games That Bring Civics to Life\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>Tom Tresser, founder of Chicago’s \u003ca href=\"http://www.civiclab.us/about/\">CivicLab\u003c/a>, said he teaches a Civics 101 course to the students at \u003ca href=\"http://www.icstars.org/\">ICStars\u003c/a>, a nonprofit that teaches low-income high school graduates both business and coding skills to help begin tech careers. In this year’s class, students studied the Arab Spring and how it was shaped by Facebook and Twitter. “I wanted to give them a grounding in community organizing, how to use technology to lead social change, and how to use tech for community improvements.”\u003c/p>\n\u003cp>Some schools have even elevated teaching civics to part of their core mission. The UNO Charter Schools, also in Chicago, \u003ca href=\"http://www.unocharterschools.org/who_we_are\">state\u003c/a> that “public schools should serve as the main platform for transitioning Hispanic families into successful and civic-minded Americans.” And Harlem’s \u003ca href=\"http://democracyprep.org/story/approach\">Democracy Prep\u003c/a> calls their students ‘citizen-scholars’: “We believe that all public schools should place an explicit focus on preparing scholars to become active citizens and leaders in our democracy.”\u003c/p>\n\u003cp>While beefing up civics and history courses is important to creating engaged citizens, says \u003ca href=\"http://www.samchaltain.com/about\">Sam Chaltain\u003c/a>, author of \u003cem>American Schools: The Art of Creating a Democratic Learning Community\u003c/em>, students need more: They need practice using the very characteristics that create an informed, engaged, free-thinking citizen. Chaltain’s idea is that making school environments more democratic will show students how democracy actually works.\u003c/p>\n\u003cp>“What I tell my colleagues who are in civics education is that they do themselves a disservice speaking of civics education as a program or as a component or as a course. Actually, what we’re talking about is trying to identify the best possible operating system for high-functioning learning,” he said. And that optimal learning environment is not regimented and dictatorial. “Research overwhelmingly says the best learning environments are ones in which people have a sense of choice and voice.” Just like democracy.\u003c/p>\n\u003cp dir=\"ltr\">Chaltain’s work on the recent documentary \u003ca href=\"http://ayearatmissionhill.com/index.php/chapter10\">“A Year at Mission Hill,\u003c/a>” highlights a Boston elementary school that has tried to create a true democratic environment. “What we are facing in America and around the world today is not a crisis in education, but a crisis in faith and respect for democracy,\" Mission Hill founder Deborah Meier says in the film, \"which rests on having respect for the judgements of ordinary people.”\u003c/p>\n\u003cp dir=\"ltr\">The film, broken into 10 chapters, follows the children through their democratic learning process. It can appear messy and disorganized, but each child feels involved in the process of learning and making the school work. Fourth- and fifth-grade teacher James McGovern says at the film’s conclusion, “It’s not just about the result. It’s about the process, showing respect for each other’s opinions, debating skillfully, trying to be persuasive, trying to listen to each other.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">\n\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg class=\"alignright size-large wp-image-30297\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/174355959-640x358.jpg\" alt=\"174355959\" width=\"640\" height=\"358\">\u003cbr>\n\u003cstrong>By Jonathan Wai\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">At 16, Albert Einstein wrote his first scientific paper titled “The Investigation of the State of Aether in Magnetic Fields.” This was the result of his famous \u003cem>gedanken experiment\u003c/em> in which he visually imagined chasing after a light beam. The insights he gained from this thought experiment led to the development of his theory of special relativity.\u003c/p>\n\u003cp>At 5, Nikola Tesla informed his father that he would \u003ca href=\"http://io9.com/5648455/the-mad-scientist-hall-of-fame-nikola-tesla\">harness the power of water\u003c/a>. What resulted was his creation of a water-powered egg beater. Tesla, who invented the basis of alternating current (AC) power systems, had the unusual talent to imagine his inventions entirely in his mind before building them. He was apparently able to visualize and operate an entire engine in his mind, testing each part to see which one would break first.\u003c/p>\n\u003cp>Thomas Edison—famous for developing the light bulb and more than 1,000 patents—was fascinated with mechanical objects at an early age. He once said: “To invent, you need a good imagination and a pile of junk.” He wasn’t joking. In his lab he \u003ca href=\"http://www.minrec.org/labels.asp?colid=737\">wanted to have on hand\u003c/a> “a stock of almost every conceivable material.” According to an 1887 news article, his lab was stocked with chemicals, screws, needles, cords, wires, hair, silk, cocoons, hoofs, shark’s teeth, deer horns, cork, resin, varnish and oil, ostrich feathers, amber, rubber, ores, minerals, and numerous other things.\u003c/p>\n\u003cp>Einstein imagined with his mind. Tesla imagined with his mind and built with his hands. Edison imagined with both. They all had extraordinary \u003ca href=\"https://www.e-education.psu.edu/drupal6/files/sgam/Spatial_Ability_and_G.pdf\">spatial talent\u003c/a>—“the ability to generate, retain, retrieve, and transform well-structured visual images.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://serc.carleton.edu/research_on_learning/index.html\">Spatial thinking\u003c/a> \"finds meaning in the shape, size, orientation, location, direction or trajectory, of objects,\" and their relative positions, and \"uses the properties of space as a vehicle for structuring problems, for finding answers, and for expressing solutions.\" Spatial skill can be measured through reliable and valid paper-and-pencil tests—primarily ones that assess three dimensional mental visualization and rotation. Read more about examples of items that measure spatial skill \u003ca href=\"http://www.aft.org/pdfs/americaneducator/summer2010/Newcombe.pdf\">here.\u003c/a>\u003c/p>\n\u003cp>But despite the value of these kinds of skills, spatially talented students are, by and large, neglected. Nearly a century ago, a talent search conducted by Lewis Terman used the highly verbal Stanford-Binet in an attempt to discover the brightest kids in California. Perhaps due to the fact that the Stanford-Binet did not include a spatial test, William Shockley and Luis Alvarez, who would go on to become famous physicists and win the Nobel Prize, missed the cut.*\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/can-playing-video-games-give-girls-an-edge-in-math/\">Can Playing Video Games Give Girls an Edge in Math?\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>Today talent searches often use the SAT and ACT which include math, verbal, and writing sections, but do not include a spatial measure. All of the physicists described above (and Tesla who could do integral calculus in his head) would likely qualify today at least on the math section, and Edison would likely have qualified on the verbal section due to his early love of reading. However, there are many students who have high spatial talent but relatively lower math and verbal talent who are likely missed by modern talent searches and therefore fail to have their talent developed to the extent it could. Also, because colleges use the SAT and ACT for selecting students, many high spatial students likely \u003ca href=\"http://www.psychologytoday.com/blog/finding-the-next-einstein/201208/the-spatial-thinkers-get-left-outside-higher-educations-gates\">do not make it onto college campuses\u003c/a>.\u003c/p>\n\u003cp>Nearly every standardized test given to students today is heavily verbal and mathematical. Students who have the high spatial and lower math/verbal profile are therefore missed in nearly every school test and their talent likely goes missed, and thus under-developed. What's more, \u003ca href=\"https://faculty.education.uiowa.edu/docs/dlohman/spatially_gifted.pdf?sfvrsn=2\">spatially talented people are often less verbally fluent\u003c/a>, and unlikely to be very vocal. Finally, teachers are \u003ca href=\"http://www.psychologytoday.com/blog/finding-the-next-einstein/201208/three-reasons-why-schools-neglect-spatial-intelligence\">unlikely to have a high spatial profile\u003c/a> themselves (and typically have the inverted profile of high verbal and lower math/spatial), and although they probably do not intend to, they're more likely to miss seeing talent in students who are not very much like themselves.\u003c/p>\n\u003cp>So what does the research tell us? In a study \u003ca href=\"http://www.psychologytoday.com/files/attachments/56143/spatial-ability-stem-domains.pdf\">published in the \u003cem>Journal of Educational Psychology\u003c/em>\u003c/a>, my colleagues and I used longitudinal data from multiple data sets across 50 years to show that spatial talent (in addition to math and verbal talent) is important for success in STEM domains. The data came from the Study of Mathematically Precocious Youth (SMPY), Project Talent, and the GRE. Of those students in the top 1 percent of spatial talent, roughly 70 percent were not in the top 1 percent in either math or verbal talent—showing a large fraction of students having the high spatial but lower math/verbal profile.\u003c/p>\n\u003cp>Now a new study by Harrison Kell, David Lubinski, Camilla Benbow, and James Steiger published in \u003cem>Psychological Science\u003c/em> has made the \u003ca href=\"http://www.nytimes.com/2013/07/16/us/study-finds-early-signs-of-creativity-in-adults.html?_r=0\">connection between early spatial talent and creativity\u003c/a> in adult life even stronger. The study, based on SMPY data, showed that spatial skill had an increment of prediction over and above math and verbal skills (assessed at age 13) when looking at scholarly publications and patents—even those in STEM.\u003c/p>\n\u003cp>\u003cstrong>Can We Enhance Spatial Skill?\u003c/strong>\u003c/p>\n\u003cp>So, can \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">enhancing spatial thinking\u003c/a> improve outcomes in STEM? A new study by David Uttal, David Miller, and Nora Newcombe \u003ca href=\"http://cdp.sagepub.com/\">published in \u003cem>Current Directions in Psychological Science\u003c/em>\u003c/a> notes that \"a recent quantitative synthesis of 206 spatial training studies found an average training improvement of 0.47 standard deviations.” The authors suggest that including spatial thinking in STEM curricula would “enhance the number of Americans with the requisite cognitive skills to enter STEM careers.\"\u003c/p>\n\u003cp>The research is clear that spatial skill is important for STEM careers, and perhaps we can even enhance spatial skill to help more people join the STEM fields. What we need is research directed at understanding the best ways to develop the talent of students who are high spatial, but relatively lower math/verbal. Perhaps spatial video games and online learning coupled with hands on interventions might help these students.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://wp.me/p2io8W-5MJ\">How Thinking in 3D Can Improve Math and Science Skills\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>This is what's so great about the \u003ca href=\"http://www.japantimes.co.jp/life/2013/06/26/lifestyle/hands-on-with-the-maker-movement/#.Ue4hh238aoY\">Maker Movement\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/gary-stager-tinkering-project-based-learning-sylvias-mini-maker-show/\">“Why Kids Need to Tinker to Learn”:\u003c/a> It will help encourage all students to tinker, invent, and to use their hands to make things again. Certainly the skills encouraged by the makers might be helpful to students who go on to pursue STEM careers. But the movement probably will be most effective for spatially talented students who have been neglected in our school systems.\u003c/p>\n\u003cp>One student who felt neglected in the school system was researcher Matthew Peterson. As a child, Peterson felt that he was drowning in words and numbers. And in many ways he was, as he was identified as dyslexic—similar to Einstein and Edison. This bothered him so much that today he has developed a way to \u003ca href=\"http://www.creativitypost.com/education/teaching_without_words\">teach math in an entirely visual manner\u003c/a> called ST Math.\u003c/p>\n\u003cp>Ultimately we need to have the individual skill profile of each student matched to individualized instruction tailored to them. We need to experiment in the laboratory and classroom and conduct rigorous evaluations to find out what actually works.\u003c/p>\n\u003cp>\u003cstrong>Redefining and Valuing a Different Kind of Creativity\u003c/strong>\u003c/p>\n\u003cp>Today we idolize creative actors, dancers, artists, musicians, and writers. But when was the last time someone raved to you about a creative engineer or mathematician? Why isn’t STEM considered creative or cool? Longitudinal research has made a solid link between \u003ca href=\"http://ww2.kqed.org/mindshift/jp/good-read-are-spatial-skills-key-to-creativity/\">early spatial talent and later creativity\u003c/a>. Yet for whatever reason, we don’t appreciate the highly creative nature of science, technology, engineering, and mathematics.\u003c/p>\n\u003cp>It would seem impossible to argue that the theory of relativity, alternating current, or the light bulb were not creative innovations. And yet it is easy to forget that these advances fall squarely in the STEM disciplines. Consider the device you are reading this article from right now. Spatially talented people imagined it in their minds eye and then they built it. Not everyone is going to be an Einstein, Tesla, or Edison, but if we identify the many spatially talented students who have been neglected in our school systems we might discover many brilliant kids who are just waiting to develop their creative potential. We need to help them. After all, we will ultimately depend on their visions to help create our future.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.psychologytoday.com/experts/jonathan-wai-phd\">Jonathan Wai\u003c/a> is a researcher at the Duke University Talent Identification Program and Case Western Reserve University and writes “Finding the Next Einstein: Why Smart is Relative” for Psychology Today.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*An earlier version of this post stated that former President Richard Nixon was identified as part of the Terman talent search. We regret this error. \u003c/em>\u003c/p>\n\n",
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"excerpt": "Though spatial skills -- the ability to find meaning in the shape, size, orientation, or trajectory, of objects -- are valuable, the tactics we use to measure student outcomes don't always include these important skills. By not placing value on spatial thinking, we may be missing out on developing the skills of the next Thomas Edison.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"alignright size-large wp-image-30297\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/174355959-640x358.jpg\" alt=\"174355959\" width=\"640\" height=\"358\">\u003cbr>\n\u003cstrong>By Jonathan Wai\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">At 16, Albert Einstein wrote his first scientific paper titled “The Investigation of the State of Aether in Magnetic Fields.” This was the result of his famous \u003cem>gedanken experiment\u003c/em> in which he visually imagined chasing after a light beam. The insights he gained from this thought experiment led to the development of his theory of special relativity.\u003c/p>\n\u003cp>At 5, Nikola Tesla informed his father that he would \u003ca href=\"http://io9.com/5648455/the-mad-scientist-hall-of-fame-nikola-tesla\">harness the power of water\u003c/a>. What resulted was his creation of a water-powered egg beater. Tesla, who invented the basis of alternating current (AC) power systems, had the unusual talent to imagine his inventions entirely in his mind before building them. He was apparently able to visualize and operate an entire engine in his mind, testing each part to see which one would break first.\u003c/p>\n\u003cp>Thomas Edison—famous for developing the light bulb and more than 1,000 patents—was fascinated with mechanical objects at an early age. He once said: “To invent, you need a good imagination and a pile of junk.” He wasn’t joking. In his lab he \u003ca href=\"http://www.minrec.org/labels.asp?colid=737\">wanted to have on hand\u003c/a> “a stock of almost every conceivable material.” According to an 1887 news article, his lab was stocked with chemicals, screws, needles, cords, wires, hair, silk, cocoons, hoofs, shark’s teeth, deer horns, cork, resin, varnish and oil, ostrich feathers, amber, rubber, ores, minerals, and numerous other things.\u003c/p>\n\u003cp>Einstein imagined with his mind. Tesla imagined with his mind and built with his hands. Edison imagined with both. They all had extraordinary \u003ca href=\"https://www.e-education.psu.edu/drupal6/files/sgam/Spatial_Ability_and_G.pdf\">spatial talent\u003c/a>—“the ability to generate, retain, retrieve, and transform well-structured visual images.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://serc.carleton.edu/research_on_learning/index.html\">Spatial thinking\u003c/a> \"finds meaning in the shape, size, orientation, location, direction or trajectory, of objects,\" and their relative positions, and \"uses the properties of space as a vehicle for structuring problems, for finding answers, and for expressing solutions.\" Spatial skill can be measured through reliable and valid paper-and-pencil tests—primarily ones that assess three dimensional mental visualization and rotation. Read more about examples of items that measure spatial skill \u003ca href=\"http://www.aft.org/pdfs/americaneducator/summer2010/Newcombe.pdf\">here.\u003c/a>\u003c/p>\n\u003cp>But despite the value of these kinds of skills, spatially talented students are, by and large, neglected. Nearly a century ago, a talent search conducted by Lewis Terman used the highly verbal Stanford-Binet in an attempt to discover the brightest kids in California. Perhaps due to the fact that the Stanford-Binet did not include a spatial test, William Shockley and Luis Alvarez, who would go on to become famous physicists and win the Nobel Prize, missed the cut.*\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/can-playing-video-games-give-girls-an-edge-in-math/\">Can Playing Video Games Give Girls an Edge in Math?\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>Today talent searches often use the SAT and ACT which include math, verbal, and writing sections, but do not include a spatial measure. All of the physicists described above (and Tesla who could do integral calculus in his head) would likely qualify today at least on the math section, and Edison would likely have qualified on the verbal section due to his early love of reading. However, there are many students who have high spatial talent but relatively lower math and verbal talent who are likely missed by modern talent searches and therefore fail to have their talent developed to the extent it could. Also, because colleges use the SAT and ACT for selecting students, many high spatial students likely \u003ca href=\"http://www.psychologytoday.com/blog/finding-the-next-einstein/201208/the-spatial-thinkers-get-left-outside-higher-educations-gates\">do not make it onto college campuses\u003c/a>.\u003c/p>\n\u003cp>Nearly every standardized test given to students today is heavily verbal and mathematical. Students who have the high spatial and lower math/verbal profile are therefore missed in nearly every school test and their talent likely goes missed, and thus under-developed. What's more, \u003ca href=\"https://faculty.education.uiowa.edu/docs/dlohman/spatially_gifted.pdf?sfvrsn=2\">spatially talented people are often less verbally fluent\u003c/a>, and unlikely to be very vocal. Finally, teachers are \u003ca href=\"http://www.psychologytoday.com/blog/finding-the-next-einstein/201208/three-reasons-why-schools-neglect-spatial-intelligence\">unlikely to have a high spatial profile\u003c/a> themselves (and typically have the inverted profile of high verbal and lower math/spatial), and although they probably do not intend to, they're more likely to miss seeing talent in students who are not very much like themselves.\u003c/p>\n\u003cp>So what does the research tell us? In a study \u003ca href=\"http://www.psychologytoday.com/files/attachments/56143/spatial-ability-stem-domains.pdf\">published in the \u003cem>Journal of Educational Psychology\u003c/em>\u003c/a>, my colleagues and I used longitudinal data from multiple data sets across 50 years to show that spatial talent (in addition to math and verbal talent) is important for success in STEM domains. The data came from the Study of Mathematically Precocious Youth (SMPY), Project Talent, and the GRE. Of those students in the top 1 percent of spatial talent, roughly 70 percent were not in the top 1 percent in either math or verbal talent—showing a large fraction of students having the high spatial but lower math/verbal profile.\u003c/p>\n\u003cp>Now a new study by Harrison Kell, David Lubinski, Camilla Benbow, and James Steiger published in \u003cem>Psychological Science\u003c/em> has made the \u003ca href=\"http://www.nytimes.com/2013/07/16/us/study-finds-early-signs-of-creativity-in-adults.html?_r=0\">connection between early spatial talent and creativity\u003c/a> in adult life even stronger. The study, based on SMPY data, showed that spatial skill had an increment of prediction over and above math and verbal skills (assessed at age 13) when looking at scholarly publications and patents—even those in STEM.\u003c/p>\n\u003cp>\u003cstrong>Can We Enhance Spatial Skill?\u003c/strong>\u003c/p>\n\u003cp>So, can \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">enhancing spatial thinking\u003c/a> improve outcomes in STEM? A new study by David Uttal, David Miller, and Nora Newcombe \u003ca href=\"http://cdp.sagepub.com/\">published in \u003cem>Current Directions in Psychological Science\u003c/em>\u003c/a> notes that \"a recent quantitative synthesis of 206 spatial training studies found an average training improvement of 0.47 standard deviations.” The authors suggest that including spatial thinking in STEM curricula would “enhance the number of Americans with the requisite cognitive skills to enter STEM careers.\"\u003c/p>\n\u003cp>The research is clear that spatial skill is important for STEM careers, and perhaps we can even enhance spatial skill to help more people join the STEM fields. What we need is research directed at understanding the best ways to develop the talent of students who are high spatial, but relatively lower math/verbal. Perhaps spatial video games and online learning coupled with hands on interventions might help these students.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://wp.me/p2io8W-5MJ\">How Thinking in 3D Can Improve Math and Science Skills\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>This is what's so great about the \u003ca href=\"http://www.japantimes.co.jp/life/2013/06/26/lifestyle/hands-on-with-the-maker-movement/#.Ue4hh238aoY\">Maker Movement\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/gary-stager-tinkering-project-based-learning-sylvias-mini-maker-show/\">“Why Kids Need to Tinker to Learn”:\u003c/a> It will help encourage all students to tinker, invent, and to use their hands to make things again. Certainly the skills encouraged by the makers might be helpful to students who go on to pursue STEM careers. But the movement probably will be most effective for spatially talented students who have been neglected in our school systems.\u003c/p>\n\u003cp>One student who felt neglected in the school system was researcher Matthew Peterson. As a child, Peterson felt that he was drowning in words and numbers. And in many ways he was, as he was identified as dyslexic—similar to Einstein and Edison. This bothered him so much that today he has developed a way to \u003ca href=\"http://www.creativitypost.com/education/teaching_without_words\">teach math in an entirely visual manner\u003c/a> called ST Math.\u003c/p>\n\u003cp>Ultimately we need to have the individual skill profile of each student matched to individualized instruction tailored to them. We need to experiment in the laboratory and classroom and conduct rigorous evaluations to find out what actually works.\u003c/p>\n\u003cp>\u003cstrong>Redefining and Valuing a Different Kind of Creativity\u003c/strong>\u003c/p>\n\u003cp>Today we idolize creative actors, dancers, artists, musicians, and writers. But when was the last time someone raved to you about a creative engineer or mathematician? Why isn’t STEM considered creative or cool? Longitudinal research has made a solid link between \u003ca href=\"http://ww2.kqed.org/mindshift/jp/good-read-are-spatial-skills-key-to-creativity/\">early spatial talent and later creativity\u003c/a>. Yet for whatever reason, we don’t appreciate the highly creative nature of science, technology, engineering, and mathematics.\u003c/p>\n\u003cp>It would seem impossible to argue that the theory of relativity, alternating current, or the light bulb were not creative innovations. And yet it is easy to forget that these advances fall squarely in the STEM disciplines. Consider the device you are reading this article from right now. Spatially talented people imagined it in their minds eye and then they built it. Not everyone is going to be an Einstein, Tesla, or Edison, but if we identify the many spatially talented students who have been neglected in our school systems we might discover many brilliant kids who are just waiting to develop their creative potential. We need to help them. After all, we will ultimately depend on their visions to help create our future.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.psychologytoday.com/experts/jonathan-wai-phd\">Jonathan Wai\u003c/a> is a researcher at the Duke University Talent Identification Program and Case Western Reserve University and writes “Finding the Next Einstein: Why Smart is Relative” for Psychology Today.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*An earlier version of this post stated that former President Richard Nixon was identified as part of the Terman talent search. We regret this error. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg class=\"alignright size-full wp-image-30184\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/81754633-2.jpg\" alt=\"81754633 2\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/81754633-2.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/81754633-2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/81754633-2-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Girls should play more video games. That’s one of the unexpected lessons I take away from a rash of recent studies on the importance of—and the malleability of—spatial skills.\u003c/p>\n\u003cp>First, why spatial skills matter: The ability to mentally manipulate shapes and otherwise understand how the three-dimensional world works turns out to be an important predictor of creative and scholarly achievements, according to \u003ca href=\"http://pss.sagepub.com/content/early/2013/07/10/0956797613478615.abstract\">research published this month\u003c/a> in the journal \u003cem>Psychological Science\u003c/em>. The long-term study found that 13-year-olds’ scores on traditional measures of mathematical and verbal reasoning predicted the number of scholarly papers and patents these individuals produced three decades later.\u003c/p>\n\u003cp>But high scores on tests of spatial ability taken at age 13 predicted something more surprising: the likelihood that the individual would develop new knowledge and produce innovation in science, technology, engineering and mathematics, the domains collectively known as STEM.\u003c/p>\n\u003cp>The good news is that spatial abilities can get better with practice. A \u003ca href=\"http://psycnet.apa.org/journals/bul/139/2/352/\">meta-analysis of 217 research studies\u003c/a>, published in the journal \u003cem>Psychological Science\u003c/em> last year, concluded that “spatial skills are malleable, durable and transferable”: that is, spatial skills can be improved by training; these improvements persist over time; and they “transfer” to tasks that are different from the tasks used in the training.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This last point is supported by a study published just last month in the \u003cem>Journal of Cognition and Development\u003c/em>, which reported that training children in spatial reasoning can improve their performance in math. A single twenty-minute training session in spatial skills enhanced participants’ ability to solve math problems, suggesting that the training “primes” the brain to tackle arithmetic, says study author and Michigan State University education professor Kelly Mix.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Playing an action video game “can virtually eliminate” the gender difference in a basic capacity they call spatial attention.\u003c/strong>\u003c/aside>\n\u003cp>Findings like these have led some researchers to advocate for the addition of spatial-skills training to the school curriculum. That’s not a bad idea, but here’s another way to think about it: the informal education children receive can be just as important as what they learn in the classroom. We need to think more carefully about how kids’ formal and informal educational experiences fit together, and how one can fill gaps left by the other.\u003c/p>\n\u003cp>If traditional math and reading skills are emphasized at school, for example, parents can make sure that spatial skills are accentuated at home—starting early on, with activities as simple as talking about the spatial properties of the world around us. \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-7687.2011.01088.x/abstract\">A 2011 study from researchers\u003c/a> at the University of Chicago reported that the number of spatial terms (like “circle,” “curvy,” and “edge”) parents used while interacting with their toddlers predicted how many of these kinds of words children themselves produced, and how well they performed on spatial problem-solving tasks at a later age.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">How Thinking in 3D Can Improve Math and Science Skills\u003c/a>]\u003c/p>\n\u003cp>As kids grow older, much of the experience they get in manipulating three-dimensional objects comes from playing video games—which brings us back to the contention at the start of this article. Males have historically held the advantage over females in spatial ability, and this advantage has often been attributed to genetic differences. But males’ spatial edge may also reflect, in part, differences in the leisure-time activities of boys and girls, activities that add up to a kind of daily drill in spatial skills for boys.\u003c/p>\n\u003cp>If that’s the case, then offering girls more opportunities to practice their spatial skills may begin to close the spatial-skills gender gap—and produce more female scientists, engineers and mathematicians in the bargain. So suggests \u003ca href=\"http://pss.sagepub.com/content/18/10/850.abstract\">a study by University of Toronto researchers\u003c/a>, published in the journal \u003cem>Psychological Science\u003c/em>. They found that playing an action video game “can virtually eliminate” the gender difference in a basic capacity they call spatial attention, while at the same time reducing the gender difference in the ability to mentally rotate objects, a higher-level spatial skill.\u003c/p>\n\u003cp>Exposure to video games, the authors conclude, “could play a significant role as part of a larger strategy designed to interest women in science and engineering careers.\" Participants with little prior video-game exposure \"realized large gains after only ten hours of training,” they note, adding that “we can only imagine the benefits that might be realized after weeks, months, or even years of action-video-gaming experience.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Parents of daughters may blanch at the idea of actually encouraging “years” of action video game play. These moms and dads should tell themselves that their daughters aren’t wasting their time—they’re readying themselves for brilliant careers as scientists and engineers.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"alignright size-full wp-image-30184\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/81754633-2.jpg\" alt=\"81754633 2\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/81754633-2.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/81754633-2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/81754633-2-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Girls should play more video games. That’s one of the unexpected lessons I take away from a rash of recent studies on the importance of—and the malleability of—spatial skills.\u003c/p>\n\u003cp>First, why spatial skills matter: The ability to mentally manipulate shapes and otherwise understand how the three-dimensional world works turns out to be an important predictor of creative and scholarly achievements, according to \u003ca href=\"http://pss.sagepub.com/content/early/2013/07/10/0956797613478615.abstract\">research published this month\u003c/a> in the journal \u003cem>Psychological Science\u003c/em>. The long-term study found that 13-year-olds’ scores on traditional measures of mathematical and verbal reasoning predicted the number of scholarly papers and patents these individuals produced three decades later.\u003c/p>\n\u003cp>But high scores on tests of spatial ability taken at age 13 predicted something more surprising: the likelihood that the individual would develop new knowledge and produce innovation in science, technology, engineering and mathematics, the domains collectively known as STEM.\u003c/p>\n\u003cp>The good news is that spatial abilities can get better with practice. A \u003ca href=\"http://psycnet.apa.org/journals/bul/139/2/352/\">meta-analysis of 217 research studies\u003c/a>, published in the journal \u003cem>Psychological Science\u003c/em> last year, concluded that “spatial skills are malleable, durable and transferable”: that is, spatial skills can be improved by training; these improvements persist over time; and they “transfer” to tasks that are different from the tasks used in the training.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This last point is supported by a study published just last month in the \u003cem>Journal of Cognition and Development\u003c/em>, which reported that training children in spatial reasoning can improve their performance in math. A single twenty-minute training session in spatial skills enhanced participants’ ability to solve math problems, suggesting that the training “primes” the brain to tackle arithmetic, says study author and Michigan State University education professor Kelly Mix.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Playing an action video game “can virtually eliminate” the gender difference in a basic capacity they call spatial attention.\u003c/strong>\u003c/aside>\n\u003cp>Findings like these have led some researchers to advocate for the addition of spatial-skills training to the school curriculum. That’s not a bad idea, but here’s another way to think about it: the informal education children receive can be just as important as what they learn in the classroom. We need to think more carefully about how kids’ formal and informal educational experiences fit together, and how one can fill gaps left by the other.\u003c/p>\n\u003cp>If traditional math and reading skills are emphasized at school, for example, parents can make sure that spatial skills are accentuated at home—starting early on, with activities as simple as talking about the spatial properties of the world around us. \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-7687.2011.01088.x/abstract\">A 2011 study from researchers\u003c/a> at the University of Chicago reported that the number of spatial terms (like “circle,” “curvy,” and “edge”) parents used while interacting with their toddlers predicted how many of these kinds of words children themselves produced, and how well they performed on spatial problem-solving tasks at a later age.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">How Thinking in 3D Can Improve Math and Science Skills\u003c/a>]\u003c/p>\n\u003cp>As kids grow older, much of the experience they get in manipulating three-dimensional objects comes from playing video games—which brings us back to the contention at the start of this article. Males have historically held the advantage over females in spatial ability, and this advantage has often been attributed to genetic differences. But males’ spatial edge may also reflect, in part, differences in the leisure-time activities of boys and girls, activities that add up to a kind of daily drill in spatial skills for boys.\u003c/p>\n\u003cp>If that’s the case, then offering girls more opportunities to practice their spatial skills may begin to close the spatial-skills gender gap—and produce more female scientists, engineers and mathematicians in the bargain. So suggests \u003ca href=\"http://pss.sagepub.com/content/18/10/850.abstract\">a study by University of Toronto researchers\u003c/a>, published in the journal \u003cem>Psychological Science\u003c/em>. They found that playing an action video game “can virtually eliminate” the gender difference in a basic capacity they call spatial attention, while at the same time reducing the gender difference in the ability to mentally rotate objects, a higher-level spatial skill.\u003c/p>\n\u003cp>Exposure to video games, the authors conclude, “could play a significant role as part of a larger strategy designed to interest women in science and engineering careers.\" Participants with little prior video-game exposure \"realized large gains after only ten hours of training,” they note, adding that “we can only imagine the benefits that might be realized after weeks, months, or even years of action-video-gaming experience.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Parents of daughters may blanch at the idea of actually encouraging “years” of action video game play. These moms and dads should tell themselves that their daughters aren’t wasting their time—they’re readying themselves for brilliant careers as scientists and engineers.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_30086\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660135637/sizes/z/in/photolist-b9wWhM-b9wzyB-b9wbFz-b9wqbg-b9wtMM-b9wofn-b9wLP8-b9wFCX-b9wH44-b9wVuH-b9wvmF-b9wW42-b9w7Hp-b9wkkk-b9wzLg-b9woDp-b9wJXD-b9wJ4a-b9wSBR-b9wnTe-b9wU3V-b9wUSg-b9wJtX-b9wMCR-b9wzWp-b9wisk-b9wXft-b9wCyB-b9wdHv-b9wbdx-b9wdc8-b9wyeT-b9wTxa-b9wgdk-b9wt7a-b9wCoc-b9w9ZD-b9woPx-b9wTRZ-b9wo4v-b9whH2-b9wSsr-b9wG1c-b9wuzx-b9wGTz-b9wkac-b9wjcr-b9whwr-b9wiFk-b9wyNx-b9wnjn/\">\u003cimg class=\"size-full wp-image-30086\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z.jpg\" alt=\"6660135637_80d42d1bb1_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Justin Reich\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Imagine walking up to a stream. On the far side lies our ideal learning environment -- student-centric, inquiry-based, resource-rich -- our Someday. A series of stepping stones indicates a way across. These are our Mondays; achievable objectives interspersed across a torrent of new technologies, practices, and theories. This Someday/Monday dichotomy captures one of the core challenges in teacher professional development around educational technology. As we look across to the opposite bank, we can see that the deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (Someday). However, as teachers, we need stepping stones (Mondays), and one of the easiest ways to gain experience with emerging tools is through individual projects or units. Teachers recognize the need to imagine a new future, to move towards the creation of innovative learning environments that provide our students with the best possible experience (Someday). In the meantime, we seek out a path of connected Mondays.\u003c/p>\n\u003cp>In this four-part series, we are using the Someday/Monday concept to explore four dimensions of using tablets, such as iPads, in educational settings. We will do this by examining how teachers can take students on a journey from the consumption of media to curation, creation, and connection. In the first part of this series, we used the Someday/Monday template to explore \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">Consumption\u003c/a>. During the second, we examined \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> and the evolving role of the teacher as a curator of learning objects. This week, we will address Creation, examining what is possible when we empower students and teachers as innovators with iPads and other mobile devices.\u003c/p>\n\u003ch4>PART III: CREATION\u003c/h4>\n\u003cp>For centuries, a central role in education has been the creation of new content as a representation of understanding. Whether students used quill and ink, crayons and poster board, or keyboards and mice, this concept of creating dates back to the beginning of learning.\u003c/p>\n\u003cp>Seymour Papert, the developer of the LOGO computing language, begins his landmark book \u003ca href=\"http://www.amazon.com/Mindstorms-Children-Computers-Powerful-Ideas/dp/0465046746\">Mindstorms\u003c/a> with a story about gears he played with as a child. The tangible experience of working with gears accelerated his understanding of physics in a way that would have been much harder with only books and lectures. He refers to gears as “objects-to-think-with,” and his theory of constructionism holds, in its heart, the idea that humans find it easier to construct understanding if they use objects-to-think-with. Papert thought of computers, with their flexible, multifaceted capacities, as one of the premier objects to think with. Things made more sense to young people when they could manipulate and engage for themselves, either in directly digital ways or by controlling objects in the physical world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One simple way of understanding our pedagogical theory of iPads is that we don’t want them to just become replacements for notebooks and textbooks, we want them to be objects to think with. We want students using them to mess around with the world around them and their courses of study.\u003c/p>\n\u003ch4>\u003cem>Someday \u003c/em>\u003c/h4>\n\u003cp>In the best iPad classrooms, students are constantly making things.\u003c/p>\n\u003cp>A big part of what they are doing is documenting their learning. At the \u003ca href=\"http://ipadsummitusa.org/\">EdTechTeacher iPad Summit in Atlanta\u003c/a>, Jennie Magiera showed a video of a math student working through a problem on a screencasting app, talking aloud, showing and recording his work. I observed a biochemistry lab class at Deerfield Academy where students had iPads, and they used them throughout class to take pictures and video recordings of the lab experiments, which later became key parts of their reports and presentations. In helping students \u003ca href=\"http://vimeo.com/38247581\">learn to make inferences from poetry\u003c/a>, Kristin Ziemke has her first graders draw their mental images from poems that she reads. When I visited the Hillbrook School in northern California, I tried to visit a history class, but I was a few minutes too late. Just after the period started, students in period costumes dispersed across the campus, recording short reenactments.\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>These rich examples of documentation evoke ideas from \u003ca href=\"http://www.pz.gse.harvard.edu/making_learning_visible.php\">Project Zero’s Making Learning Visible \u003c/a>and \u003ca href=\"http://www.pz.gse.harvard.edu/visible_thinking.php\">Visible Thinking\u003c/a> programs. When students and teachers take the time to document their learning and create tangible performances, when they create objects-to-think-with, they deepen their understanding of material, and perhaps more importantly, create tools to spark metacognitive thinking about thinking. Tablets have shortcomings in creating certain kinds of learning objects (the iPad in particular is a very weak platform for learning coding and programming), but with the combination of camera, microphone, touchpad interface, and large viewing surface, tablets are terrific tools for creating a running record of student learning and activity.\u003c/p>\n\u003ch4>\u003cem>Monday\u003c/em>\u003c/h4>\n\u003cp>Open the camera app. Take a picture.\u003c/p>\n\u003cp>Take a picture of your board at the beginning of class. Take a picture at the end of class. Take pictures of your students working. Take pictures of their notebooks. Take a picture of prices in the supermarket. Take a picture of something that makes you ask a question (visit Dan Meyer’s \u003ca href=\"http://www.101qs.com\">101qs.com\u003c/a> for inspiration). Take a picture of a local monument. Take a picture of the really tricky part in a science lab experiment.\u003c/p>\n\u003cp>Tell your students to open the camera app. Have them take pictures. Have them take pictures of the board, their notes in progress, something that makes them ask a question. Have them take pictures of each step in their science experiment or each step in their design project. Take screenshots of their pathways through research and important documents. Take a picture of a flower. Use a photo annotation app, like \u003ca href=\"https://itunes.apple.com/us/app/skitch/id490505997?mt=8%E2%80%8E\">Skitch\u003c/a>, to label the parts.\u003c/p>\n\u003cp>Print out the good ones. Cover the walls in pictures. Start from the bottom. Let the images accrue like sediment. Walk back through them regularly, like a geologist or archeologist parsing the layers of your documentation. Watch their accomplishments, stumbles, and insights accumulate over a year.\u003c/p>\n\u003cp>Have students get a screencasting app and start showing-and-telling their work. Have them talk aloud as they write a paragraph or solve a math problem. Have them describe an image from the historical record. Make them talk for a full minute, then two minutes, then three as they stretch their ability to notice particular details. Have them draw a scene, then describe the scene in French or Mandarin. As \u003ca href=\"http://www.mrswideen.com/\">Kristen Wideen\u003c/a> demonstrates with her grade 1/2 students, screencasting bridges the gap between the physical and the virtual in order to extend the learning context, encourage meta cognition, and provide students with a voice to explain their thinking.\u003c/p>\n\u003cp>When they make a mistake on a problem, don’t give them the answer right away. Let them watch themselves interpret aloud their work. See if they can figure things out themselves.\u003c/p>\n\u003cp>Projects, presentations, performances of understanding will come with time and exploration. Start by creating an image, and go forward from there.\u003c/p>\n\u003cp>\u003cem>Justin Reich is a Fellow at Harvard’s\u003c/em>\u003cem> \u003c/em>\u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a>\u003cem> and co-Founder of \u003c/em>\u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>\u003cem>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "We don’t want iPads to just become replacements for notebooks and textbooks, we want them to be objects to think with. We want students using them to mess around with the world around them and their courses of study. Here are ideas on how to use iPads to create and document in order to cement what students are learning.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30086\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660135637/sizes/z/in/photolist-b9wWhM-b9wzyB-b9wbFz-b9wqbg-b9wtMM-b9wofn-b9wLP8-b9wFCX-b9wH44-b9wVuH-b9wvmF-b9wW42-b9w7Hp-b9wkkk-b9wzLg-b9woDp-b9wJXD-b9wJ4a-b9wSBR-b9wnTe-b9wU3V-b9wUSg-b9wJtX-b9wMCR-b9wzWp-b9wisk-b9wXft-b9wCyB-b9wdHv-b9wbdx-b9wdc8-b9wyeT-b9wTxa-b9wgdk-b9wt7a-b9wCoc-b9w9ZD-b9woPx-b9wTRZ-b9wo4v-b9whH2-b9wSsr-b9wG1c-b9wuzx-b9wGTz-b9wkac-b9wjcr-b9whwr-b9wiFk-b9wyNx-b9wnjn/\">\u003cimg class=\"size-full wp-image-30086\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z.jpg\" alt=\"6660135637_80d42d1bb1_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Justin Reich\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Imagine walking up to a stream. On the far side lies our ideal learning environment -- student-centric, inquiry-based, resource-rich -- our Someday. A series of stepping stones indicates a way across. These are our Mondays; achievable objectives interspersed across a torrent of new technologies, practices, and theories. This Someday/Monday dichotomy captures one of the core challenges in teacher professional development around educational technology. As we look across to the opposite bank, we can see that the deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (Someday). However, as teachers, we need stepping stones (Mondays), and one of the easiest ways to gain experience with emerging tools is through individual projects or units. Teachers recognize the need to imagine a new future, to move towards the creation of innovative learning environments that provide our students with the best possible experience (Someday). In the meantime, we seek out a path of connected Mondays.\u003c/p>\n\u003cp>In this four-part series, we are using the Someday/Monday concept to explore four dimensions of using tablets, such as iPads, in educational settings. We will do this by examining how teachers can take students on a journey from the consumption of media to curation, creation, and connection. In the first part of this series, we used the Someday/Monday template to explore \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">Consumption\u003c/a>. During the second, we examined \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> and the evolving role of the teacher as a curator of learning objects. This week, we will address Creation, examining what is possible when we empower students and teachers as innovators with iPads and other mobile devices.\u003c/p>\n\u003ch4>PART III: CREATION\u003c/h4>\n\u003cp>For centuries, a central role in education has been the creation of new content as a representation of understanding. Whether students used quill and ink, crayons and poster board, or keyboards and mice, this concept of creating dates back to the beginning of learning.\u003c/p>\n\u003cp>Seymour Papert, the developer of the LOGO computing language, begins his landmark book \u003ca href=\"http://www.amazon.com/Mindstorms-Children-Computers-Powerful-Ideas/dp/0465046746\">Mindstorms\u003c/a> with a story about gears he played with as a child. The tangible experience of working with gears accelerated his understanding of physics in a way that would have been much harder with only books and lectures. He refers to gears as “objects-to-think-with,” and his theory of constructionism holds, in its heart, the idea that humans find it easier to construct understanding if they use objects-to-think-with. Papert thought of computers, with their flexible, multifaceted capacities, as one of the premier objects to think with. Things made more sense to young people when they could manipulate and engage for themselves, either in directly digital ways or by controlling objects in the physical world.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One simple way of understanding our pedagogical theory of iPads is that we don’t want them to just become replacements for notebooks and textbooks, we want them to be objects to think with. We want students using them to mess around with the world around them and their courses of study.\u003c/p>\n\u003ch4>\u003cem>Someday \u003c/em>\u003c/h4>\n\u003cp>In the best iPad classrooms, students are constantly making things.\u003c/p>\n\u003cp>A big part of what they are doing is documenting their learning. At the \u003ca href=\"http://ipadsummitusa.org/\">EdTechTeacher iPad Summit in Atlanta\u003c/a>, Jennie Magiera showed a video of a math student working through a problem on a screencasting app, talking aloud, showing and recording his work. I observed a biochemistry lab class at Deerfield Academy where students had iPads, and they used them throughout class to take pictures and video recordings of the lab experiments, which later became key parts of their reports and presentations. In helping students \u003ca href=\"http://vimeo.com/38247581\">learn to make inferences from poetry\u003c/a>, Kristin Ziemke has her first graders draw their mental images from poems that she reads. When I visited the Hillbrook School in northern California, I tried to visit a history class, but I was a few minutes too late. Just after the period started, students in period costumes dispersed across the campus, recording short reenactments.\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>These rich examples of documentation evoke ideas from \u003ca href=\"http://www.pz.gse.harvard.edu/making_learning_visible.php\">Project Zero’s Making Learning Visible \u003c/a>and \u003ca href=\"http://www.pz.gse.harvard.edu/visible_thinking.php\">Visible Thinking\u003c/a> programs. When students and teachers take the time to document their learning and create tangible performances, when they create objects-to-think-with, they deepen their understanding of material, and perhaps more importantly, create tools to spark metacognitive thinking about thinking. Tablets have shortcomings in creating certain kinds of learning objects (the iPad in particular is a very weak platform for learning coding and programming), but with the combination of camera, microphone, touchpad interface, and large viewing surface, tablets are terrific tools for creating a running record of student learning and activity.\u003c/p>\n\u003ch4>\u003cem>Monday\u003c/em>\u003c/h4>\n\u003cp>Open the camera app. Take a picture.\u003c/p>\n\u003cp>Take a picture of your board at the beginning of class. Take a picture at the end of class. Take pictures of your students working. Take pictures of their notebooks. Take a picture of prices in the supermarket. Take a picture of something that makes you ask a question (visit Dan Meyer’s \u003ca href=\"http://www.101qs.com\">101qs.com\u003c/a> for inspiration). Take a picture of a local monument. Take a picture of the really tricky part in a science lab experiment.\u003c/p>\n\u003cp>Tell your students to open the camera app. Have them take pictures. Have them take pictures of the board, their notes in progress, something that makes them ask a question. Have them take pictures of each step in their science experiment or each step in their design project. Take screenshots of their pathways through research and important documents. Take a picture of a flower. Use a photo annotation app, like \u003ca href=\"https://itunes.apple.com/us/app/skitch/id490505997?mt=8%E2%80%8E\">Skitch\u003c/a>, to label the parts.\u003c/p>\n\u003cp>Print out the good ones. Cover the walls in pictures. Start from the bottom. Let the images accrue like sediment. Walk back through them regularly, like a geologist or archeologist parsing the layers of your documentation. Watch their accomplishments, stumbles, and insights accumulate over a year.\u003c/p>\n\u003cp>Have students get a screencasting app and start showing-and-telling their work. Have them talk aloud as they write a paragraph or solve a math problem. Have them describe an image from the historical record. Make them talk for a full minute, then two minutes, then three as they stretch their ability to notice particular details. Have them draw a scene, then describe the scene in French or Mandarin. As \u003ca href=\"http://www.mrswideen.com/\">Kristen Wideen\u003c/a> demonstrates with her grade 1/2 students, screencasting bridges the gap between the physical and the virtual in order to extend the learning context, encourage meta cognition, and provide students with a voice to explain their thinking.\u003c/p>\n\u003cp>When they make a mistake on a problem, don’t give them the answer right away. Let them watch themselves interpret aloud their work. See if they can figure things out themselves.\u003c/p>\n\u003cp>Projects, presentations, performances of understanding will come with time and exploration. Start by creating an image, and go forward from there.\u003c/p>\n\u003cp>\u003cem>Justin Reich is a Fellow at Harvard’s\u003c/em>\u003cem> \u003c/em>\u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a>\u003cem> and co-Founder of \u003c/em>\u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>\u003cem>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Anyone Still Listening? Educators Consider Killing the Lecture",
"title": "Anyone Still Listening? Educators Consider Killing the Lecture",
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"content": "\u003cfigure id=\"attachment_30065\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/sidewalk_flying/5375603380/sizes/z/in/photolist-9c2nAU-apqAtM-aptj6m-apqABH-9U5nn3-7z66hp-ALusX-d2CGb-8BzHSr-8BzGJg-8BCQdU-5cikrR-daRLo5-daRLX2-ALusQ-azJQZq-5MdhL6-4NJuCo-drUV2p-drUSJB-drV2rE-drUUPa-drV2Jw-drV5oA-drV3LQ-drV383-drV1U1-drV4WL-drV69w-drUVk6-drV3pQ-drUWB2-339ZpM-339Zuk-8nDz3C-33exqA-5Y7iq2-5Y7iwi-33exoj-4mc93i-dkMgsP-9n4GqP-daTVtD-4JUAbh-daRJSG-ej9k3d-ej9eHf-ej9cLw-ej3tJD-ej9jr7-ej9cMG/\">\u003cimg class=\"size-full wp-image-30065\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z.jpg\" alt=\"5375603380_2f3c0b6aa0_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z-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\">Scott Aikin admits that he’s “a very conservative pedagogue.” That’s why the author and Associate Professor of Philosophy at Vanderbilt University says that, this fall, he’s asking his students to keep their laptops at home. Instead, he wants their full attention for his main method of teaching: lecturing.\u003c/p>\n\u003cp>“I call it ‘the chalk and talk.’ I have a piece of chalk and I talk. I fill the board with notes and sometimes diagram things or map out an argument. Students are allowed to stop and ask questions or challenge at any time, and I'll make good on answers. That's it. Students only need pens and paper for the class (if not their books, too),” he said.\u003c/p>\n\u003cp>Aikin’s method appears beyond retro -- some would even call it obsolete -- but Aikin says that’s fine with him. He finds being the “sage on the stage” to be most effective. “The most content-full and involved classes from my college (and even graduate) days were primarily lecture courses,” he said. “Everything I do as a lecturer now I've cribbed from those I thought effective in front of a class.”\u003c/p>\n\u003cp>Studies show lecturing to be an effective tool for transferring information: for example, a 2011 study of classroom teaching methods performed by Guido Schwerdt of Harvard’s Program on Education Policy and Governance and Amelie C. Wuppermann at the University of Mainz, Germany, found that larger amounts of class time lecturing increased \u003ca href=\"http://educationnext.org/sage-on-the-stage/\">junior high math and science students’ test scores\u003c/a> over time spent on problem-solving activities. But the majority of higher education seems to be moving in the opposite direction, toward project-based and student-led work, especially for time spent in class.\u003c/p>\n\u003cp>A large reason for the shift is much of the information conveyed in a typical lecture is already available for free, at any time online, freeing up class time for more in-depth, hands-on work. Dr. Tim Lahey, infectious diseases specialist and Associate Professor of Medicine at Dartmouth’s Geisel School of Medicine, says the dilemma whether to kill the lecture is “the million dollar question in education, medical and otherwise.” One of Lahey’s main goals as head of Dartmouth medical school’s curriculum redesign is to incorporate more interactive work, what he calls the “evidence-based (and fun) teaching tools,” that he believes will revitalize medical school learning.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>This is “the million dollar question in education.”\u003c/strong> \u003c/aside>\n\u003cp>Teachers are wrong to assume that their role is to only convey information, and that merely saying the magic words will translate into learning for students, Lahey said. “Our students can access lots of information really efficiently now online, probably more efficiently than we could ever relay it,” he said. “So the added value of interactions with faculty should be talking through difficult concepts, refining difficult decision-making, and otherwise doing the challenging stuff that can’t be done with a laptop or phone. I try to structure lectures with that in mind.”\u003c/p>\n\u003cp>Lahey is eager to introduce more peer instruction in the revamped medical curriculum, because, he says, it’s clear that students working together in small groups \u003ca href=\"http://web.mit.edu/jbelcher/www/TEALref/Crouch_Mazur.pdf\">produce superior outcomes\u003c/a> to lecturing.\u003c/p>\n\u003cp>\u003cstrong>TRUSTING PEERS\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://mazur.harvard.edu/education/pi_manual.php\">Peer instruction\u003c/a> was first introduced by Eric Mazur, the Balkanski Professor of Physics and Applied Physics at Harvard University and Area Dean of Applied Physics, to his classes in 1991. Mazur, who found that this method helped students understand better, said lectures are much like musical concerts -- they can still be appreciated, especially as a motivational tool. But what’s changed is that the lecture is no longer the only way to transfer important information. “Ever since the Middle Ages, the primary vehicle for conveying information was the lecture,” he said. “But this is the 21st century, and there are so many ways to convey information, it’s not the necessity it once was.” Students don’t learn by listening, they learn by doing, and Mazur points out that the brain’s “hard work” of learning has to be performed by the learner, not the lecture.\u003c/p>\n\u003cp style=\"text-align: left\">Mazur’s method of peer instruction for physics classes involves two steps: first, he “primes the pump” by assigning reading or watching an online video of a lecture outside of class, and has students annotate the parts they had trouble understanding. Part two happens at the next class, when Mazur revisits concepts students stumbled over. “I say, here’s a question, think about it individually,” he said. “Then, commit to an answer, write it down on a piece of paper, or sometimes we use clickers, or handheld devices, or whatever. But here’s the crucial step: After you have committed to an answer, turn to the people around you, find a person with a different answer, and try to come to some agreement.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/dont-lecture-me-rethinking-how-college-students-learn-2/\">Don't Lecture Me: Rethinking How Students Learn]\u003c/a>\u003c/p>\n\u003cp>When students show each other how they came to a certain answer, they get a chance to refine their thinking, showing the other student why they did what they did. “When I say it, it may sound very clear and convincing, but to the students you are not really helpful,” said Mazur, explaining professors’ sometime \u003ca href=\"http://www.aps.org/publications/apsnews/200711/backpage.cfm\">curse of knowledge\u003c/a>, and that new learners are sometimes able to explain a new concept to confused students better than a professor.\u003c/p>\n\u003cp>And while even “conservative” professors like Aikin still actively seek student involvement through discussions and allowing students to “share the expertise” in class, some students think it’s not nearly enough. Somewhere between standards and what professors deem best for students lies what students want out of the learning experience, a concern that professors rarely consider, says Zak Malamed, \u003ca href=\"http://www.stuvoice.org/\">Student Voice\u003c/a> founder and University of Maryland College Park sophomore. Malamed said that personalized learning is very important to 21st century students. “Professors do not engage students enough, if at all, when trying to innovate the classroom,” he said. “It's shocking how out of touch they can be, just because they didn't take the time to hear their students' perspectives.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>In Malamed’s favorite class on social media, the professor asked how students wanted to learn what was on the syllabus, and made the class a conversation in a way that felt relevant to modern society. And the most memorable lecture Malamed has experienced at the university level was with Harvard’s Michael Sandel: “He interacts with his audience - it's terrible that I see it as an audience, by the way - and engages the audience with each other. It makes the classroom seem much smaller than it is, and saves me from my short attention span.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30065\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/sidewalk_flying/5375603380/sizes/z/in/photolist-9c2nAU-apqAtM-aptj6m-apqABH-9U5nn3-7z66hp-ALusX-d2CGb-8BzHSr-8BzGJg-8BCQdU-5cikrR-daRLo5-daRLX2-ALusQ-azJQZq-5MdhL6-4NJuCo-drUV2p-drUSJB-drV2rE-drUUPa-drV2Jw-drV5oA-drV3LQ-drV383-drV1U1-drV4WL-drV69w-drUVk6-drV3pQ-drUWB2-339ZpM-339Zuk-8nDz3C-33exqA-5Y7iq2-5Y7iwi-33exoj-4mc93i-dkMgsP-9n4GqP-daTVtD-4JUAbh-daRJSG-ej9k3d-ej9eHf-ej9cLw-ej3tJD-ej9jr7-ej9cMG/\">\u003cimg class=\"size-full wp-image-30065\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z.jpg\" alt=\"5375603380_2f3c0b6aa0_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z-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\">Scott Aikin admits that he’s “a very conservative pedagogue.” That’s why the author and Associate Professor of Philosophy at Vanderbilt University says that, this fall, he’s asking his students to keep their laptops at home. Instead, he wants their full attention for his main method of teaching: lecturing.\u003c/p>\n\u003cp>“I call it ‘the chalk and talk.’ I have a piece of chalk and I talk. I fill the board with notes and sometimes diagram things or map out an argument. Students are allowed to stop and ask questions or challenge at any time, and I'll make good on answers. That's it. Students only need pens and paper for the class (if not their books, too),” he said.\u003c/p>\n\u003cp>Aikin’s method appears beyond retro -- some would even call it obsolete -- but Aikin says that’s fine with him. He finds being the “sage on the stage” to be most effective. “The most content-full and involved classes from my college (and even graduate) days were primarily lecture courses,” he said. “Everything I do as a lecturer now I've cribbed from those I thought effective in front of a class.”\u003c/p>\n\u003cp>Studies show lecturing to be an effective tool for transferring information: for example, a 2011 study of classroom teaching methods performed by Guido Schwerdt of Harvard’s Program on Education Policy and Governance and Amelie C. Wuppermann at the University of Mainz, Germany, found that larger amounts of class time lecturing increased \u003ca href=\"http://educationnext.org/sage-on-the-stage/\">junior high math and science students’ test scores\u003c/a> over time spent on problem-solving activities. But the majority of higher education seems to be moving in the opposite direction, toward project-based and student-led work, especially for time spent in class.\u003c/p>\n\u003cp>A large reason for the shift is much of the information conveyed in a typical lecture is already available for free, at any time online, freeing up class time for more in-depth, hands-on work. Dr. Tim Lahey, infectious diseases specialist and Associate Professor of Medicine at Dartmouth’s Geisel School of Medicine, says the dilemma whether to kill the lecture is “the million dollar question in education, medical and otherwise.” One of Lahey’s main goals as head of Dartmouth medical school’s curriculum redesign is to incorporate more interactive work, what he calls the “evidence-based (and fun) teaching tools,” that he believes will revitalize medical school learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>This is “the million dollar question in education.”\u003c/strong> \u003c/aside>\n\u003cp>Teachers are wrong to assume that their role is to only convey information, and that merely saying the magic words will translate into learning for students, Lahey said. “Our students can access lots of information really efficiently now online, probably more efficiently than we could ever relay it,” he said. “So the added value of interactions with faculty should be talking through difficult concepts, refining difficult decision-making, and otherwise doing the challenging stuff that can’t be done with a laptop or phone. I try to structure lectures with that in mind.”\u003c/p>\n\u003cp>Lahey is eager to introduce more peer instruction in the revamped medical curriculum, because, he says, it’s clear that students working together in small groups \u003ca href=\"http://web.mit.edu/jbelcher/www/TEALref/Crouch_Mazur.pdf\">produce superior outcomes\u003c/a> to lecturing.\u003c/p>\n\u003cp>\u003cstrong>TRUSTING PEERS\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://mazur.harvard.edu/education/pi_manual.php\">Peer instruction\u003c/a> was first introduced by Eric Mazur, the Balkanski Professor of Physics and Applied Physics at Harvard University and Area Dean of Applied Physics, to his classes in 1991. Mazur, who found that this method helped students understand better, said lectures are much like musical concerts -- they can still be appreciated, especially as a motivational tool. But what’s changed is that the lecture is no longer the only way to transfer important information. “Ever since the Middle Ages, the primary vehicle for conveying information was the lecture,” he said. “But this is the 21st century, and there are so many ways to convey information, it’s not the necessity it once was.” Students don’t learn by listening, they learn by doing, and Mazur points out that the brain’s “hard work” of learning has to be performed by the learner, not the lecture.\u003c/p>\n\u003cp style=\"text-align: left\">Mazur’s method of peer instruction for physics classes involves two steps: first, he “primes the pump” by assigning reading or watching an online video of a lecture outside of class, and has students annotate the parts they had trouble understanding. Part two happens at the next class, when Mazur revisits concepts students stumbled over. “I say, here’s a question, think about it individually,” he said. “Then, commit to an answer, write it down on a piece of paper, or sometimes we use clickers, or handheld devices, or whatever. But here’s the crucial step: After you have committed to an answer, turn to the people around you, find a person with a different answer, and try to come to some agreement.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/dont-lecture-me-rethinking-how-college-students-learn-2/\">Don't Lecture Me: Rethinking How Students Learn]\u003c/a>\u003c/p>\n\u003cp>When students show each other how they came to a certain answer, they get a chance to refine their thinking, showing the other student why they did what they did. “When I say it, it may sound very clear and convincing, but to the students you are not really helpful,” said Mazur, explaining professors’ sometime \u003ca href=\"http://www.aps.org/publications/apsnews/200711/backpage.cfm\">curse of knowledge\u003c/a>, and that new learners are sometimes able to explain a new concept to confused students better than a professor.\u003c/p>\n\u003cp>And while even “conservative” professors like Aikin still actively seek student involvement through discussions and allowing students to “share the expertise” in class, some students think it’s not nearly enough. Somewhere between standards and what professors deem best for students lies what students want out of the learning experience, a concern that professors rarely consider, says Zak Malamed, \u003ca href=\"http://www.stuvoice.org/\">Student Voice\u003c/a> founder and University of Maryland College Park sophomore. Malamed said that personalized learning is very important to 21st century students. “Professors do not engage students enough, if at all, when trying to innovate the classroom,” he said. “It's shocking how out of touch they can be, just because they didn't take the time to hear their students' perspectives.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In Malamed’s favorite class on social media, the professor asked how students wanted to learn what was on the syllabus, and made the class a conversation in a way that felt relevant to modern society. And the most memorable lecture Malamed has experienced at the university level was with Harvard’s Michael Sandel: “He interacts with his audience - it's terrible that I see it as an audience, by the way - and engages the audience with each other. It makes the classroom seem much smaller than it is, and saves me from my short attention span.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_30015\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30015\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/12869-flipped_news.jpg\" alt=\"The researchers drew on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images. \" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The researchers drew on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://news.stanford.edu/news/2013/july/flipped-learning-model-071613.html\">\u003cstrong>By David Plotnikoff\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">A new \u003ca href=\"http://www.computer.org/portal/web/tlt\">study\u003c/a> from the Stanford \u003ca href=\"https://ed.stanford.edu\">Graduate School of Education \u003c/a>flips upside down the notion that students learn best by first independently reading texts or watching online videos before coming to class to engage in hands-on projects. Studying a particular lesson, the Stanford researchers showed that when the order was reversed, students' performances improved substantially.\u003c/p>\n\u003cp>While the study has broad implications about how best to employ interactive learning technologies, it also focuses specifically on the teaching of neuroscience and underscores the effectiveness of a new interactive tabletop learning environment, called BrainExplorer, which was developed by Stanford GSE researchers to enhance neuroscience instruction.\u003c/p>\n\u003cp>The findings were featured in the April-June issue of \u003cem>IEEE Transactions on Learning Technologies\u003c/em>.\u003c/p>\n\u003cp>\"Our results suggest that students are better prepared to understand a theory after first exploring by themselves, and that tangible user interfaces are particularly well-suited for that purpose,\" said \u003ca href=\"http://blog.bertrandschneider.com/?page_id=13\">Bertrand Schneider\u003c/a>, a GSE graduate student who led the research under the direction of \u003ca href=\"https://ed.stanford.edu/faculty/paulob\">Paulo Blikstein\u003c/a>, an assistant professor of education. The two other co-authors of the research paper are \u003ca href=\"https://ed.stanford.edu/faculty/roypea\">Roy Pea\u003c/a>, a professor of education, and Stanford undergraduate Jenelle Wallace.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"We are showing that exploration, inquiry and problem solving are not just 'nice to have' things in classrooms. They are powerful learning mechanisms that increase performance by every measure we have.\" \u003c/strong> \u003c/aside>\n\u003cp>The study draws on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images. It features polymer reproductions of different regions of the brain and eyes, as well as cameras and infrared pens.\u003c/p>\n\u003cp>Students use the pen to manipulate and explore the neural network; by severing and reconfiguring the connections, they can see how perceptions of the visual field are transformed. (Schneider developed the device in collaboration with Wallace as a \u003ca href=\"http://beyondbitsandatomsblog.stanford.edu/spring2011/2011/05/28/bba-final-project-brain-explorer/\">final project\u003c/a> for a course, \u003cem>Beyond Bits and Atoms,\u003c/em> taught by Blikstein.)\u003c/p>\n\u003cp>The study involved 28 undergraduate and graduate students as participants, none of whom had studied neuroscience. After being given an initial test, half of the group read about the neuroscience of vision, while the others worked with BrainExplorer. When tested after those respective lessons, the performance of participants who used BrainExplorer increased significantly more – 30 percent – than those who had read the text.\u003c/p>\n\u003cp>Next the researchers had each of the two groups do the other learning activity: Those who had used BrainExplorer read the text, while those who had read the text used BrainExplorer. All the participants then took another test, and the findings revealed a 25-percent increase in performance when open-ended exploration came \u003cem>before\u003c/em> text study rather than after it. (A follow-up study showed identical results for video classes instead of text.)\u003c/p>\n\u003cp>\"We are showing that exploration, inquiry and problem solving are not just 'nice to have' things in classrooms,\" said Blikstein. \"They are powerful learning mechanisms that increase performance by every measure we have.\" Pea explained that these results indicate the value for learning of first engaging one's prior knowledge and intuitions in investigating problems in a learning domain – before being presented with abstracted knowledge. Having first explored how one believes a system works creates a knowledge-building relevance to the text or video that is then presented, he said.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\"Part of our goal is to create low-cost, easy-to-scale educational platforms based on open source, free software and off-the-shelf building blocks so that our system can be easily and cheaply deployed in classrooms.\"\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>The research comes out as the idea of a \"flipped classroom,\" in which students first watch videos or read texts and then do projects in the classroom, has been growing in popularity at colleges and graduate schools. The study's conclusion suggests that the current model of the flipped classroom should itself be flipped upside down. The researchers advocate the \"flipped flipped classroom,\" in which videos come after exploration and not before.\u003c/p>\n\u003cp>The authors chose neuroscience as the discipline for the study because it is a rapidly changing field that relies heavily on computers rather than paper texts or lectures. But the results extend beyond neuroscience. Similar technology could be projected onto other emerging data-intensive fields such as genomics and nanotechnology, which are quickly making their way into undergraduate and high school education everywhere.\u003c/p>\n\u003cp>The BrainExplorer system is a proof-of-concept that may have applications in any field where teaching demands visualization and exploration of complex systems. \"Part of our goal,\" the researchers write, \"is to create low-cost, easy-to-scale educational platforms based on open source, free software and off-the-shelf building blocks such as web cameras and infrared pens so that our system can be easily and cheaply deployed in classrooms.\"\u003c/p>\n\u003cp>The study buttresses what many educational researchers and cognitive scientists have been asserting for many years: the \"exploration first\" model is a better way to learn. In addition to these published findings, the researchers spoke at an American Educational Research Association meeting earlier this year about another study that used instructional video instead of text and obtained the same results. The team is now conducting follow-up studies.\u003c/p>\n\u003cp>\"With this study, we are showing that research in education is useful because sometimes our intuitions about 'what works' are simply dead wrong,\" said Blikstein.\u003c/p>\n\u003cp>The study was funded with support from the National Science Foundation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>David Plotnikoff writes frequently for the Graduate School of Education. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30015\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30015\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/12869-flipped_news.jpg\" alt=\"The researchers drew on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images. \" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The researchers drew on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://news.stanford.edu/news/2013/july/flipped-learning-model-071613.html\">\u003cstrong>By David Plotnikoff\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">A new \u003ca href=\"http://www.computer.org/portal/web/tlt\">study\u003c/a> from the Stanford \u003ca href=\"https://ed.stanford.edu\">Graduate School of Education \u003c/a>flips upside down the notion that students learn best by first independently reading texts or watching online videos before coming to class to engage in hands-on projects. Studying a particular lesson, the Stanford researchers showed that when the order was reversed, students' performances improved substantially.\u003c/p>\n\u003cp>While the study has broad implications about how best to employ interactive learning technologies, it also focuses specifically on the teaching of neuroscience and underscores the effectiveness of a new interactive tabletop learning environment, called BrainExplorer, which was developed by Stanford GSE researchers to enhance neuroscience instruction.\u003c/p>\n\u003cp>The findings were featured in the April-June issue of \u003cem>IEEE Transactions on Learning Technologies\u003c/em>.\u003c/p>\n\u003cp>\"Our results suggest that students are better prepared to understand a theory after first exploring by themselves, and that tangible user interfaces are particularly well-suited for that purpose,\" said \u003ca href=\"http://blog.bertrandschneider.com/?page_id=13\">Bertrand Schneider\u003c/a>, a GSE graduate student who led the research under the direction of \u003ca href=\"https://ed.stanford.edu/faculty/paulob\">Paulo Blikstein\u003c/a>, an assistant professor of education. The two other co-authors of the research paper are \u003ca href=\"https://ed.stanford.edu/faculty/roypea\">Roy Pea\u003c/a>, a professor of education, and Stanford undergraduate Jenelle Wallace.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"We are showing that exploration, inquiry and problem solving are not just 'nice to have' things in classrooms. They are powerful learning mechanisms that increase performance by every measure we have.\" \u003c/strong> \u003c/aside>\n\u003cp>The study draws on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images. It features polymer reproductions of different regions of the brain and eyes, as well as cameras and infrared pens.\u003c/p>\n\u003cp>Students use the pen to manipulate and explore the neural network; by severing and reconfiguring the connections, they can see how perceptions of the visual field are transformed. (Schneider developed the device in collaboration with Wallace as a \u003ca href=\"http://beyondbitsandatomsblog.stanford.edu/spring2011/2011/05/28/bba-final-project-brain-explorer/\">final project\u003c/a> for a course, \u003cem>Beyond Bits and Atoms,\u003c/em> taught by Blikstein.)\u003c/p>\n\u003cp>The study involved 28 undergraduate and graduate students as participants, none of whom had studied neuroscience. After being given an initial test, half of the group read about the neuroscience of vision, while the others worked with BrainExplorer. When tested after those respective lessons, the performance of participants who used BrainExplorer increased significantly more – 30 percent – than those who had read the text.\u003c/p>\n\u003cp>Next the researchers had each of the two groups do the other learning activity: Those who had used BrainExplorer read the text, while those who had read the text used BrainExplorer. All the participants then took another test, and the findings revealed a 25-percent increase in performance when open-ended exploration came \u003cem>before\u003c/em> text study rather than after it. (A follow-up study showed identical results for video classes instead of text.)\u003c/p>\n\u003cp>\"We are showing that exploration, inquiry and problem solving are not just 'nice to have' things in classrooms,\" said Blikstein. \"They are powerful learning mechanisms that increase performance by every measure we have.\" Pea explained that these results indicate the value for learning of first engaging one's prior knowledge and intuitions in investigating problems in a learning domain – before being presented with abstracted knowledge. Having first explored how one believes a system works creates a knowledge-building relevance to the text or video that is then presented, he said.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\"Part of our goal is to create low-cost, easy-to-scale educational platforms based on open source, free software and off-the-shelf building blocks so that our system can be easily and cheaply deployed in classrooms.\"\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>The research comes out as the idea of a \"flipped classroom,\" in which students first watch videos or read texts and then do projects in the classroom, has been growing in popularity at colleges and graduate schools. The study's conclusion suggests that the current model of the flipped classroom should itself be flipped upside down. The researchers advocate the \"flipped flipped classroom,\" in which videos come after exploration and not before.\u003c/p>\n\u003cp>The authors chose neuroscience as the discipline for the study because it is a rapidly changing field that relies heavily on computers rather than paper texts or lectures. But the results extend beyond neuroscience. Similar technology could be projected onto other emerging data-intensive fields such as genomics and nanotechnology, which are quickly making their way into undergraduate and high school education everywhere.\u003c/p>\n\u003cp>The BrainExplorer system is a proof-of-concept that may have applications in any field where teaching demands visualization and exploration of complex systems. \"Part of our goal,\" the researchers write, \"is to create low-cost, easy-to-scale educational platforms based on open source, free software and off-the-shelf building blocks such as web cameras and infrared pens so that our system can be easily and cheaply deployed in classrooms.\"\u003c/p>\n\u003cp>The study buttresses what many educational researchers and cognitive scientists have been asserting for many years: the \"exploration first\" model is a better way to learn. In addition to these published findings, the researchers spoke at an American Educational Research Association meeting earlier this year about another study that used instructional video instead of text and obtained the same results. The team is now conducting follow-up studies.\u003c/p>\n\u003cp>\"With this study, we are showing that research in education is useful because sometimes our intuitions about 'what works' are simply dead wrong,\" said Blikstein.\u003c/p>\n\u003cp>The study was funded with support from the National Science Foundation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>David Plotnikoff writes frequently for the Graduate School of Education. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How to Trigger Students' Inquiry Through Projects",
"headTitle": "PROJECT BASED LEARNING | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_29973\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29973\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/PBLInquiry.jpg\" alt=\"PBLInquiry\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/PBLInquiry.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/PBLInquiry-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/PBLInquiry-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp align=\"left\">\u003cstrong>By Jane Krauss and Suzie Boss\u003c/strong>\u003c/p>\n\u003cp align=\"left\">\u003cem>Excerpt from \u003ca href=\"http://www.sagepub.com/booksProdDesc.nav?prodId=Book237204\">Thinking Through Project-Based Learning: Guiding Deeper Inquiry\u003c/a>, published by Corwin, 2013.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">When students engage in quality projects, they develop knowledge, skills, and dispositions that serve them in the moment and in the long term. Unfortunately, not all projects live up to their potential. Sometimes the problem lies in the design process. It's easy to jump directly into planning the activities students will engage in without addressing important elements that will affect the overall quality of the project.\u003c/p>\n\u003cp>With more intentional planning, we can design projects that get at the universal themes that have explicit value to our students and to others. We can design projects to be rigorous, so students' actions mirror the efforts of accomplished adults. They will feel the burn as they learn and build up their fitness for learning challenges to come.\u003c/p>\n\u003cp>There are several ways to start designing projects. One is to select among learning objectives described in the curriculum and textbooks that guide your teaching and to plan learning experiences based on these. Another is to \"back in\" to the standards, starting with a compelling idea and then mapping it to objectives to ensure there is a fit with what students are expected to learn. The second method can be more generative, as any overarching and enduring concept is likely to support underlying objectives in the core subject matter and in associated disciplines, too. Either way you begin, the first step is to identify a project-worthy idea.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We have condensed the project design process into six steps. After outlining the steps briefly below, we offer examples that show how one might use these steps to develop a germ of an idea into a project plan that emphasizes inquiry. Read the steps and examples all the way through before digging in to your own plan.\u003c/p>\n\u003ch3>Step 1—Identify Project-worthy Concepts\u003c/h3>\n\u003cp>Ask yourself: What important and enduring concepts are fundamental to the subjects I teach? Identify four or five BIG concepts for each subject.\u003c/p>\n\u003ch3>Step 2—Explore Their Significance and Relevance\u003c/h3>\n\u003cp>Now, think: Why do these topics or concepts matter\u003cem>?\u003c/em> What should students remember about this topic in 5 years? For a lifetime? Think beyond school and ask: In what ways are they important and enduring? What is their relevance in different people’s lives? In different parts of the world? Explore each concept, rejecting and adding ideas until you arrive at a short list of meaningful topics.\u003c/p>\n\u003ch3>Step 3—Find Real-Life Contexts\u003c/h3>\n\u003cp>Look back to three or four concepts you explored and think about real-life contexts. Who engages in these topics? Who are the people for whom these topics are central to their work? See if you can list five to seven professions for each concept.\u003c/p>\n\u003cp>With that done, now think: What are the interdisciplinary connections? In what ways might the topic extend beyond my subject matter? For example, if your subject specialty was math and you imagined an entrepreneur taking a product to market, the central work might involve investment, expense, and profit analyses. The project might also involve supply chains and transportation (geography), writing a prospectus for a venture capitalist (language arts), and designing a marketing campaign (language arts, graphic design, technology).\u003c/p>\n\u003ch3>Step 4—Engage Critical Thinking\u003c/h3>\n\u003cp>As you begin to imagine these topics in the context of a project, ask yourself, what might you ask of students? How might you push past rote learning into investigation, analysis, and synthesis? Consider how you can engage critical thinking in a project by asking students to:\u003c/p>\n\u003cul>\n\u003cli>Compare and contrast\u003c/li>\n\u003cli>Predict\u003c/li>\n\u003cli>Make a well-founded judgment or informed decision\u003c/li>\n\u003cli>Understand causal relationships (cause and effect)\u003c/li>\n\u003cli>Determine how parts relate to the whole (systems)\u003c/li>\n\u003cli>Identify patterns or trends\u003c/li>\n\u003cli>Examine perspectives and alternate points of view\u003c/li>\n\u003cli>Extrapolate to create something new\u003c/li>\n\u003cli>Evaluate reliability of sources\u003c/li>\n\u003c/ul>\n\u003ch3>Step 5—Write a Project Sketch\u003c/h3>\n\u003cp>Now, step back and write a project sketch—or two or three. For each, give an overview of the project. Describe the scenario and the activities students are likely to engage in. Anyone reading it should be able to tell what students will learn by doing the project. The process of writing will help you refine your ideas. There are dozens of project sketches in this book (and all are included in the Project Library in the Appendix). Use them as a guide.\u003c/p>\n\u003ch3>Step 6—Plan the Setup\u003c/h3>\n\u003cp>Three small but useful elements are left, and together with the project sketch, they provide a framework for the project. Write a title, entry event, and driving question for your project.\u003c/p>\n\u003cp>Project title.\u003cem> \u003c/em>A good title goes a long way toward anchoring the project in the minds of your school community. A short and memorable title is best.\u003c/p>\n\u003cp>Teachers at Birkdale School in New Zealand take their projects seriously. They not only provide them with proper names but also fly a special flag in the school’s entry when a new project begins. You might not need to go this far, but a good title conveys a sense of importance and helps make a project memorable. Let these project titles inspire you.\u003c/p>\n\u003cul>\n\u003cli>Lest We Forget—A project involving war memorials in New Zealand\u003c/li>\n\u003cli>Mingling at the Renaissance Ball—A social studies investigation that culminates in a celebration of human achievement\u003c/li>\n\u003cli>Lessons from the Gulf—A collection of collaborative projects by schools concerned about U.S. Gulf Coast devastation\u003c/li>\n\u003cli>AD 1095 and All That—Time-traveling students intervene to stop religious wars in medieval Europe.\u003c/li>\n\u003cli>Risk and Reward—Students acting as financial counselors present stock information to clients and advise on investments.\u003c/li>\n\u003cli>Stay or Leave?—Students examine economic factors that influence people’s decisions about where they live.\u003c/li>\n\u003cli>YouVille—Students explore past civilizations to design their own utopias.\u003c/li>\n\u003c/ul>\n\u003cp>Entry event.\u003cem> \u003c/em>Plan to start off the project with a “grabber,” a mysterious letter, jarring “news,” a provocative video, or other attention-getting event. As we discussed in Chapter 4, make sure it is novel (to make students alert) and has emotional significance (to make them care). Read these examples and imagine how your students might respond. Then plan an entry event for your project.\u003c/p>\n\u003cul>\n\u003cli>A newspaper article describes hazards associated with a clinic’s use of poorly refurbished X-ray machines.\u003c/li>\n\u003cli>Distraught warrior king Gilgamesh appears in class and appeals to his “subjects” to help him learn why an enemy’s technological prowess in battle outstrips his own.\u003c/li>\n\u003cli>A process server slaps student “witnesses” with subpoenas, compelling them to testify in an upcoming trial.\u003c/li>\n\u003cli>A letter from an elder describes her desire to capture stories before she and other storytellers are no more.\u003c/li>\n\u003cli>A television news story on “designer” babies kicks off an investigation about the ethical implications of genetic manipulation.\u003c/li>\n\u003cli>A forest owlet from a wildlife rescue center visits school bringing Owl Mail and asks students to investigate hazards to its survival.\u003c/li>\n\u003c/ul>\n\u003cp>Driving question.\u003cem> \u003c/em>Kick off your project with a research question students will feel compelled to investigate. Imagine a driving question that leads to more questions, which, in their answering, contribute to greater understanding. Good questions grab student interest (they are provocative, intriguing, or urgent), are open ended (you can’t Google your way to an answer), and connect to key learning goals.\u003c/p>\n\u003cp>Consider how to write a good question based on these “remodeled” examples (Larmer, 2009):\u003c/p>\n\u003cul>\n\u003cli>What are archetypes in literature? à To \u003cspan style=\"text-decoration: underline\">increase relevance\u003c/span>, you might ask à How do archetypes inform our culture today?\u003c/li>\n\u003cli>What causes tornadoes? à To \u003cspan style=\"text-decoration: underline\">add\u003c/span> \u003cspan style=\"text-decoration: underline\">context\u003c/span>, you might ask à How can we prepare for a natural disaster in our region?\u003c/li>\n\u003cli>What are the requirements to sustain life? à To \u003cspan style=\"text-decoration: underline\">add interest\u003c/span>, you might ask àHow can we design a biome that is self-sustaining?\u003c/li>\n\u003cli>How can we purify water? à To \u003cspan style=\"text-decoration: underline\">increase challenge\u003c/span>, you might ask à How can we advise a village in the developing world to choose an inexpensive water purification system?\u003c/li>\n\u003c/ul>\n\u003ch3>One Last Step\u003c/h3>\n\u003cp>Workshop your project idea, especially at steps 5 and 6. Colleagues, students, parents, and subject matter experts will ask questions that will clarify your thinking and contribute ideas you might not have considered.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>For more about the book, check out Suzie Boss's \u003ca href=\"http://www.slideshare.net/mikegwaltney/deeper-inquiry-in-pbl-iste-2013-suzie-boss-and-mike-gwaltney\">ISTE presentation\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29973\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29973\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/PBLInquiry.jpg\" alt=\"PBLInquiry\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/PBLInquiry.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/PBLInquiry-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/PBLInquiry-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp align=\"left\">\u003cstrong>By Jane Krauss and Suzie Boss\u003c/strong>\u003c/p>\n\u003cp align=\"left\">\u003cem>Excerpt from \u003ca href=\"http://www.sagepub.com/booksProdDesc.nav?prodId=Book237204\">Thinking Through Project-Based Learning: Guiding Deeper Inquiry\u003c/a>, published by Corwin, 2013.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">When students engage in quality projects, they develop knowledge, skills, and dispositions that serve them in the moment and in the long term. Unfortunately, not all projects live up to their potential. Sometimes the problem lies in the design process. It's easy to jump directly into planning the activities students will engage in without addressing important elements that will affect the overall quality of the project.\u003c/p>\n\u003cp>With more intentional planning, we can design projects that get at the universal themes that have explicit value to our students and to others. We can design projects to be rigorous, so students' actions mirror the efforts of accomplished adults. They will feel the burn as they learn and build up their fitness for learning challenges to come.\u003c/p>\n\u003cp>There are several ways to start designing projects. One is to select among learning objectives described in the curriculum and textbooks that guide your teaching and to plan learning experiences based on these. Another is to \"back in\" to the standards, starting with a compelling idea and then mapping it to objectives to ensure there is a fit with what students are expected to learn. The second method can be more generative, as any overarching and enduring concept is likely to support underlying objectives in the core subject matter and in associated disciplines, too. Either way you begin, the first step is to identify a project-worthy idea.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We have condensed the project design process into six steps. After outlining the steps briefly below, we offer examples that show how one might use these steps to develop a germ of an idea into a project plan that emphasizes inquiry. Read the steps and examples all the way through before digging in to your own plan.\u003c/p>\n\u003ch3>Step 1—Identify Project-worthy Concepts\u003c/h3>\n\u003cp>Ask yourself: What important and enduring concepts are fundamental to the subjects I teach? Identify four or five BIG concepts for each subject.\u003c/p>\n\u003ch3>Step 2—Explore Their Significance and Relevance\u003c/h3>\n\u003cp>Now, think: Why do these topics or concepts matter\u003cem>?\u003c/em> What should students remember about this topic in 5 years? For a lifetime? Think beyond school and ask: In what ways are they important and enduring? What is their relevance in different people’s lives? In different parts of the world? Explore each concept, rejecting and adding ideas until you arrive at a short list of meaningful topics.\u003c/p>\n\u003ch3>Step 3—Find Real-Life Contexts\u003c/h3>\n\u003cp>Look back to three or four concepts you explored and think about real-life contexts. Who engages in these topics? Who are the people for whom these topics are central to their work? See if you can list five to seven professions for each concept.\u003c/p>\n\u003cp>With that done, now think: What are the interdisciplinary connections? In what ways might the topic extend beyond my subject matter? For example, if your subject specialty was math and you imagined an entrepreneur taking a product to market, the central work might involve investment, expense, and profit analyses. The project might also involve supply chains and transportation (geography), writing a prospectus for a venture capitalist (language arts), and designing a marketing campaign (language arts, graphic design, technology).\u003c/p>\n\u003ch3>Step 4—Engage Critical Thinking\u003c/h3>\n\u003cp>As you begin to imagine these topics in the context of a project, ask yourself, what might you ask of students? How might you push past rote learning into investigation, analysis, and synthesis? Consider how you can engage critical thinking in a project by asking students to:\u003c/p>\n\u003cul>\n\u003cli>Compare and contrast\u003c/li>\n\u003cli>Predict\u003c/li>\n\u003cli>Make a well-founded judgment or informed decision\u003c/li>\n\u003cli>Understand causal relationships (cause and effect)\u003c/li>\n\u003cli>Determine how parts relate to the whole (systems)\u003c/li>\n\u003cli>Identify patterns or trends\u003c/li>\n\u003cli>Examine perspectives and alternate points of view\u003c/li>\n\u003cli>Extrapolate to create something new\u003c/li>\n\u003cli>Evaluate reliability of sources\u003c/li>\n\u003c/ul>\n\u003ch3>Step 5—Write a Project Sketch\u003c/h3>\n\u003cp>Now, step back and write a project sketch—or two or three. For each, give an overview of the project. Describe the scenario and the activities students are likely to engage in. Anyone reading it should be able to tell what students will learn by doing the project. The process of writing will help you refine your ideas. There are dozens of project sketches in this book (and all are included in the Project Library in the Appendix). Use them as a guide.\u003c/p>\n\u003ch3>Step 6—Plan the Setup\u003c/h3>\n\u003cp>Three small but useful elements are left, and together with the project sketch, they provide a framework for the project. Write a title, entry event, and driving question for your project.\u003c/p>\n\u003cp>Project title.\u003cem> \u003c/em>A good title goes a long way toward anchoring the project in the minds of your school community. A short and memorable title is best.\u003c/p>\n\u003cp>Teachers at Birkdale School in New Zealand take their projects seriously. They not only provide them with proper names but also fly a special flag in the school’s entry when a new project begins. You might not need to go this far, but a good title conveys a sense of importance and helps make a project memorable. Let these project titles inspire you.\u003c/p>\n\u003cul>\n\u003cli>Lest We Forget—A project involving war memorials in New Zealand\u003c/li>\n\u003cli>Mingling at the Renaissance Ball—A social studies investigation that culminates in a celebration of human achievement\u003c/li>\n\u003cli>Lessons from the Gulf—A collection of collaborative projects by schools concerned about U.S. Gulf Coast devastation\u003c/li>\n\u003cli>AD 1095 and All That—Time-traveling students intervene to stop religious wars in medieval Europe.\u003c/li>\n\u003cli>Risk and Reward—Students acting as financial counselors present stock information to clients and advise on investments.\u003c/li>\n\u003cli>Stay or Leave?—Students examine economic factors that influence people’s decisions about where they live.\u003c/li>\n\u003cli>YouVille—Students explore past civilizations to design their own utopias.\u003c/li>\n\u003c/ul>\n\u003cp>Entry event.\u003cem> \u003c/em>Plan to start off the project with a “grabber,” a mysterious letter, jarring “news,” a provocative video, or other attention-getting event. As we discussed in Chapter 4, make sure it is novel (to make students alert) and has emotional significance (to make them care). Read these examples and imagine how your students might respond. Then plan an entry event for your project.\u003c/p>\n\u003cul>\n\u003cli>A newspaper article describes hazards associated with a clinic’s use of poorly refurbished X-ray machines.\u003c/li>\n\u003cli>Distraught warrior king Gilgamesh appears in class and appeals to his “subjects” to help him learn why an enemy’s technological prowess in battle outstrips his own.\u003c/li>\n\u003cli>A process server slaps student “witnesses” with subpoenas, compelling them to testify in an upcoming trial.\u003c/li>\n\u003cli>A letter from an elder describes her desire to capture stories before she and other storytellers are no more.\u003c/li>\n\u003cli>A television news story on “designer” babies kicks off an investigation about the ethical implications of genetic manipulation.\u003c/li>\n\u003cli>A forest owlet from a wildlife rescue center visits school bringing Owl Mail and asks students to investigate hazards to its survival.\u003c/li>\n\u003c/ul>\n\u003cp>Driving question.\u003cem> \u003c/em>Kick off your project with a research question students will feel compelled to investigate. Imagine a driving question that leads to more questions, which, in their answering, contribute to greater understanding. Good questions grab student interest (they are provocative, intriguing, or urgent), are open ended (you can’t Google your way to an answer), and connect to key learning goals.\u003c/p>\n\u003cp>Consider how to write a good question based on these “remodeled” examples (Larmer, 2009):\u003c/p>\n\u003cul>\n\u003cli>What are archetypes in literature? à To \u003cspan style=\"text-decoration: underline\">increase relevance\u003c/span>, you might ask à How do archetypes inform our culture today?\u003c/li>\n\u003cli>What causes tornadoes? à To \u003cspan style=\"text-decoration: underline\">add\u003c/span> \u003cspan style=\"text-decoration: underline\">context\u003c/span>, you might ask à How can we prepare for a natural disaster in our region?\u003c/li>\n\u003cli>What are the requirements to sustain life? à To \u003cspan style=\"text-decoration: underline\">add interest\u003c/span>, you might ask àHow can we design a biome that is self-sustaining?\u003c/li>\n\u003cli>How can we purify water? à To \u003cspan style=\"text-decoration: underline\">increase challenge\u003c/span>, you might ask à How can we advise a village in the developing world to choose an inexpensive water purification system?\u003c/li>\n\u003c/ul>\n\u003ch3>One Last Step\u003c/h3>\n\u003cp>Workshop your project idea, especially at steps 5 and 6. Colleagues, students, parents, and subject matter experts will ask questions that will clarify your thinking and contribute ideas you might not have considered.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For more about the book, check out Suzie Boss's \u003ca href=\"http://www.slideshare.net/mikegwaltney/deeper-inquiry-in-pbl-iste-2013-suzie-boss-and-mike-gwaltney\">ISTE presentation\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_29915\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-29915\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/superawesomesylvia-640x324.png\" alt=\"superawesomesylvia\" width=\"640\" height=\"360\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The\u003ca href=\"http://ww2.kqed.org/mindshift/tag/maker-movement/\"> Maker Movement\u003c/a> has inspired progressive educators to bring more hands-on learning and tinkering into classrooms, and educator \u003ca href=\"http://stager.org/bio.html\">Gary Stager\u003c/a> would like to see formal schooling be influenced by the Maker Movement, which has inspired young learners to tinker, to learn by doing, and take agency for their learning.\u003c/p>\n\u003cp>One way teachers can incorporate the Maker Movement into the classroom is through \u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning\u003c/a> (PBL), and learning prompts should be “brief, ambiguous and immune to assessment,” Sager said at \u003ca href=\"http://www.iste.org\">ISTE\u003c/a>. “The best projects push up against the resistance of reality. They work or they don’t work.”\u003c/p>\n\u003cp>Kids simply need a supportive environment to tinker with an idea long enough to make it work, Stager said. They don’t need to be burdened by explaining which stage of the inquiry process they’re demonstrating. “We need to ask ourselves is there less we can do and more the kids can do?” Sager said.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"blogs.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains\">Harvard Wants to Know: How Does Making Change Kids' Brain?\u003c/a>]\u003c/p>\n\u003cp>Allowing kids to deeply engage with a project they are passionate about also helps produce more positive memories of school, Stager said. “The reason the Maker Movement is so exciting is it can re-energize the classroom and it can make high quality memories of education,” he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To make his point, Stager gave the example of the wily \u003ca href=\"http://sylviashow.com/\">Super Awesome Sylvia\u003c/a>. Stager said that when adults get out of the way and let kids shine, they produce amazing things, like “\u003ca href=\"http://sylviashow.com/episodes\">Sylvia’s Super Awesome Mini-Maker Show\u003c/a>.” Sylvia’s only 11, but she’s already taken the world by storm by challenging herself with complicated projects in science, technology, engineering and math in her own fun and quirky way. She’s become an Internet phenom, and President Obama even invited her to the \u003ca href=\"http://www.whitehouse.gov/blog/2013/04/20/watch-live-2013-white-house-science-fair\">White House Science Fair\u003c/a>.\u003c/p>\n\u003cp>Check out her video -- one of dozens of entertaining and informative episodes -- on making “squishy circuits.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[youtube //www.youtube.com/watch?v=UDZo51k2BWQ]\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29915\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-29915\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/superawesomesylvia-640x324.png\" alt=\"superawesomesylvia\" width=\"640\" height=\"360\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The\u003ca href=\"http://ww2.kqed.org/mindshift/tag/maker-movement/\"> Maker Movement\u003c/a> has inspired progressive educators to bring more hands-on learning and tinkering into classrooms, and educator \u003ca href=\"http://stager.org/bio.html\">Gary Stager\u003c/a> would like to see formal schooling be influenced by the Maker Movement, which has inspired young learners to tinker, to learn by doing, and take agency for their learning.\u003c/p>\n\u003cp>One way teachers can incorporate the Maker Movement into the classroom is through \u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning\u003c/a> (PBL), and learning prompts should be “brief, ambiguous and immune to assessment,” Sager said at \u003ca href=\"http://www.iste.org\">ISTE\u003c/a>. “The best projects push up against the resistance of reality. They work or they don’t work.”\u003c/p>\n\u003cp>Kids simply need a supportive environment to tinker with an idea long enough to make it work, Stager said. They don’t need to be burdened by explaining which stage of the inquiry process they’re demonstrating. “We need to ask ourselves is there less we can do and more the kids can do?” Sager said.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"blogs.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains\">Harvard Wants to Know: How Does Making Change Kids' Brain?\u003c/a>]\u003c/p>\n\u003cp>Allowing kids to deeply engage with a project they are passionate about also helps produce more positive memories of school, Stager said. “The reason the Maker Movement is so exciting is it can re-energize the classroom and it can make high quality memories of education,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To make his point, Stager gave the example of the wily \u003ca href=\"http://sylviashow.com/\">Super Awesome Sylvia\u003c/a>. Stager said that when adults get out of the way and let kids shine, they produce amazing things, like “\u003ca href=\"http://sylviashow.com/episodes\">Sylvia’s Super Awesome Mini-Maker Show\u003c/a>.” Sylvia’s only 11, but she’s already taken the world by storm by challenging herself with complicated projects in science, technology, engineering and math in her own fun and quirky way. She’s become an Internet phenom, and President Obama even invited her to the \u003ca href=\"http://www.whitehouse.gov/blog/2013/04/20/watch-live-2013-white-house-science-fair\">White House Science Fair\u003c/a>.\u003c/p>\n\u003cp>Check out her video -- one of dozens of entertaining and informative episodes -- on making “squishy circuits.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/UDZo51k2BWQ'\n title='//www.youtube.com/embed/UDZo51k2BWQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Challenges and Realities of Inquiry-Based Learning",
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"content": "\u003cfigure id=\"attachment_29719\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29719\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/163861447.jpg\" alt=\"163861447\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/163861447.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/163861447-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/163861447-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"text-align: left\" align=\"center\">\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Teachers in a rural southeast Michigan high school were recently discussing the odd behavior of the senior class. It seems the 12\u003csup>th\u003c/sup> graders were acting more civilly toward the junior class in the hallways. The prom was also quieter and more well-mannered than in previous years. More perplexing, prom was over, it was mid-May, and the seniors were still engaged in learning.\u003c/p>\n\u003cp>The teachers’ explanation: \u003cem>Project-based learning\u003c/em>.\u003c/p>\n\u003cp>Here’s the back story. All seniors at this school spend one half of their day hard at work on interdisciplinary projects, in an expansive new space designed to encourage relationships, collaboration, self-management, deeper inquiry, and an easy interface between students and teachers. A year in this environment matured the seniors beyond the usual. Acting out was no longer required.\u003c/p>\n\u003cp>Stories like this are about to become more important to educators. As education continues the march toward a student-driven, project-oriented approach that values intelligent solutions to open-ended problems, it won’t be sufficient to focus on the wonderful discoveries and authentic work that result from an inquiry-based system. Instead, a far more difficult issue will come to the fore: How will we know if inquiry-based learning is successful, and what non-standardized measures of achievement, like better \u003cem>attitude,\u003c/em> apply?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This is a steep challenge because it forces education to cross a philosophic divide. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/inquiry-learning-vs-standardized-content-can-they-coexist/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29\">Inquiry-based learning is disruptive to test-based standards\u003c/a> and, by extension, the industrialized system itself. Tests reward the right answer, and even brief essays are expected to abide by the perimeters of known knowledge and standardized terms. But open-ended problems result in idiosyncratic solutions, derived from a process of exploration in which students practice evidence-finding, thoughtful exchange, and creative design. During that process, they change and grow as people, not just as test-takers. It will take thoughtful development of new metrics, some strange to education, to develop an assessment system that captures the richness of inquiry-based education.\u003c/p>\n\u003cdiv class=\"lcp_catlist aside half left cats-by-2\">\n\u003ch2 class=\"feat-title\">DIG INTO INQUIRY LEARNING\u003c/h2>\n\u003cp>[catlist categorypage=\"yes\" numberposts=\"5\" thumbnail=\"yes\" excludeposts=\"this\" class=\"\" title_tag=\"h3\" title_class=\"post-title\" thumbnail_class=\"thumbnail\"]\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>Standardizing Valuable Skills \u003c/strong>\u003c/p>\n\u003cp>To put a new system in place, a first key step is to disseminate and train every teacher on a clear set of performance standards to assess skills required for effective inquiry, such as communication, collaboration, critical thinking, and creativity. Replacing one set of standards with these \u003ca href=\"http://www.edleader21.com/\">4C’s\u003c/a> may not sound progressive, but right now rubrics are generally created by individual classroom teachers, rarely shared school-wide, and often poorly written. The goal is to adopt world class rubrics for use at every grade level, in every class, in every district. This sends a message to students that inquiry is a standards-based \u003cem>process\u003c/em>. Plus, rubrics are an essential training tool. Students graded against good performance rubrics will perform better over time as they assimilate the new requirements for skills-based learning.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: Right now, a standards-based environment forces teachers to straddle the inquiry process. Most projects employ performance assessment tools, but a majority of projects end up designed more for academic coverage than exploration and invention, which means they lack power and depth. And a more difficult issue looms: It is likely to prove impossible to objectively measure the more subterranean aspects of inquiry, such as creativity and critical thinking.\u003c/p>\n\u003cp>\u003cstrong>Assessing Collaborative Learning\u003c/strong>\u003c/p>\n\u003cp>The iconic model of the individual scholar has been replaced by team-based inquiry. In industry, team members are assessed for individual accountability and performance, as well as overall team productivity. Teachers will need to learn to easily navigate between teams and team member performance, engage high end students accustomed to book work, use effective coaching for reluctant students, and take greater care to assess individual mastery during presentations.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: Effective collaborative inquiry requires that students learn how to perform in a team, not a \"group.\" New scaffolds include listening, brainstorming, and appropriate body language. But the skills issue is secondary. Teams depend on positive relationships fostered through communication, openness, and shared values. Team building will have to be built into the curriculum.\u003c/p>\n\u003cp>\u003cstrong>Making Depth of Thinking Evident\u003c/strong>\u003c/p>\n\u003cp>Thinking is very difficult to evaluate, but key signs include use of appropriate vocabulary, the ability to exchange ideas in a protocol-based format, and the ultimate skill of delivering a cogent solution supported by explanation, insight, and evidence. In inquiry-based education, all of these become assessable items. But each requires well thought out criteria that education has only begun to identify.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: In inquiry, process is as critical as the product. This shifts the grading process. Formative assessments will take on new meaning as teachers look for ways to give targeted feedback as students move through a problem, and to credit students with insights as they grapple with potential solutions.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">How will we know if inquiry-based learning is successful, and what non-standardized measures of achievement, like better \u003cem>attitude,\u003c/em> apply?\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Turning Engagement from Metaphor to Metric \u003c/strong>\u003c/p>\n\u003cp>The traditional model of information management stresses knowledge, skills, and attitude as the qualities required to perform in a job. A relationship-driven, information-based world turns the formula around: Performance begins with attitude and manifests as skills and achievement, a lesson evident in the behavior of the 12\u003csup>th\u003c/sup> graders in the Michigan high school, whose year began with two weeks of teamwork and ‘attitude adjustment’ exercises. Over the year, their attitude shift resulted in noticeable engagement and deeper learning. Education will need to develop consistent methods for assessing engagement, using qualitative tools such as reflection tools, problem logs, Socratic discussion, and regular school climate surveys.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: Since attitude is self-referenced and personal, this is highly disruptive to schools, which are used to defining how students ‘should’ feel about their education. But inquiry shifts the terrain. Inescapably, schools will have to move toward pleasing the customer rather than directing the show.\u003c/p>\n\u003cp>\u003cstrong>Overcoming Reductive Notions of Cognition\u003c/strong>\u003c/p>\n\u003cp>The engagement issue is really a buoy marking deeper waters. The old proxies for educational management—IQ, the ‘high level’ kids, standardized tests, academic intervention strategies—will come under increasing assault from the values and personal strengths that fuel good inquiry, such as perseverance, self-management, flexibility, resilience, and creativity. These qualities are not the exclusive domain of cognition and, in fact, will be delayed by continuing the \u003ca href=\"http://www.edweek.org/ew/articles/2013/01/16/17rose_ep.h32.html\">reductive approach\u003c/a> to learning. This requires not only a personalized learning environment but a personalized assessment system. A portfolio system is the prototype for this kind of assessment, but portfolios that stick to academic and career basics won’t be sufficient.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: Inquiry is intimately connected to character, social meaning, and aspects of emotional intelligence associated with personality. None of these are well understood, even by neuroscientists. It is likely, in fact, that inquiry will be accompanied by dramatic shifts in our explanation of intelligence itself.\u003c/p>\n\u003cp>\u003cstrong>Figuring Out Knowledge\u003c/strong>\u003c/p>\n\u003cp>This is the elephant in the room. Both brain research and common sense tells us that powerful inquiry requires a foundation of facts, concepts, and a knowledge base. This means that the standardized curriculum and conventional teaching methods will not disappear, nor should they. But the already heated arguments over the Common Core State Standards point to intense discussion over the next few years about the scope and nature of standards. How much do we teach young people, and what do we leave to inquiry?\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: The inquiry approach is nested in the more transformational issue of the \u003ca href=\"http://www.universityworldnews.com/article.php?story=20130524144726593\">changing nature of global knowledge\u003c/a> itself. At some point, it will be difficult to pinpoint exactly what an ‘educated’ person should know. Where inquiry will lead us then, it’s hard to predict. But it would be best to have inquiry-based assessments in place before that time arrives.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Thom Markham is a psychologist, \u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=tmm_pap_title_0?ie=UTF8&qid=1371313898&sr=8-2\">author\u003c/a>, speaker, educator, and consultant to schools and districts focused on project based learning, 21\u003csup>st\u003c/sup> century skills, and school redesign. Reach him through \u003ca href=\"http://www.thommarkham.com/\">www.thommarkham.com\u003c/a> or tweet him @thommarkham.\u003c/em>\u003c/p>\n\n",
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"excerpt": "As education continues the march toward a student-driven, project-oriented approach that values intelligent solutions to open-ended problems, it won’t be sufficient to focus on the wonderful discoveries and authentic work that result from an inquiry-based system. Instead, a far more difficult issue will come to the fore: How will we know if inquiry-based learning is successful, and what non-standardized measures of achievement, like better attitude, apply?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29719\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29719\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/163861447.jpg\" alt=\"163861447\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/163861447.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/163861447-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/163861447-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"text-align: left\" align=\"center\">\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Teachers in a rural southeast Michigan high school were recently discussing the odd behavior of the senior class. It seems the 12\u003csup>th\u003c/sup> graders were acting more civilly toward the junior class in the hallways. The prom was also quieter and more well-mannered than in previous years. More perplexing, prom was over, it was mid-May, and the seniors were still engaged in learning.\u003c/p>\n\u003cp>The teachers’ explanation: \u003cem>Project-based learning\u003c/em>.\u003c/p>\n\u003cp>Here’s the back story. All seniors at this school spend one half of their day hard at work on interdisciplinary projects, in an expansive new space designed to encourage relationships, collaboration, self-management, deeper inquiry, and an easy interface between students and teachers. A year in this environment matured the seniors beyond the usual. Acting out was no longer required.\u003c/p>\n\u003cp>Stories like this are about to become more important to educators. As education continues the march toward a student-driven, project-oriented approach that values intelligent solutions to open-ended problems, it won’t be sufficient to focus on the wonderful discoveries and authentic work that result from an inquiry-based system. Instead, a far more difficult issue will come to the fore: How will we know if inquiry-based learning is successful, and what non-standardized measures of achievement, like better \u003cem>attitude,\u003c/em> apply?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This is a steep challenge because it forces education to cross a philosophic divide. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/inquiry-learning-vs-standardized-content-can-they-coexist/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29\">Inquiry-based learning is disruptive to test-based standards\u003c/a> and, by extension, the industrialized system itself. Tests reward the right answer, and even brief essays are expected to abide by the perimeters of known knowledge and standardized terms. But open-ended problems result in idiosyncratic solutions, derived from a process of exploration in which students practice evidence-finding, thoughtful exchange, and creative design. During that process, they change and grow as people, not just as test-takers. It will take thoughtful development of new metrics, some strange to education, to develop an assessment system that captures the richness of inquiry-based education.\u003c/p>\n\u003cdiv class=\"lcp_catlist aside half left cats-by-2\">\n\u003ch2 class=\"feat-title\">DIG INTO INQUIRY LEARNING\u003c/h2>\n\u003cp>[catlist categorypage=\"yes\" numberposts=\"5\" thumbnail=\"yes\" excludeposts=\"this\" class=\"\" title_tag=\"h3\" title_class=\"post-title\" thumbnail_class=\"thumbnail\"]\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>Standardizing Valuable Skills \u003c/strong>\u003c/p>\n\u003cp>To put a new system in place, a first key step is to disseminate and train every teacher on a clear set of performance standards to assess skills required for effective inquiry, such as communication, collaboration, critical thinking, and creativity. Replacing one set of standards with these \u003ca href=\"http://www.edleader21.com/\">4C’s\u003c/a> may not sound progressive, but right now rubrics are generally created by individual classroom teachers, rarely shared school-wide, and often poorly written. The goal is to adopt world class rubrics for use at every grade level, in every class, in every district. This sends a message to students that inquiry is a standards-based \u003cem>process\u003c/em>. Plus, rubrics are an essential training tool. Students graded against good performance rubrics will perform better over time as they assimilate the new requirements for skills-based learning.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: Right now, a standards-based environment forces teachers to straddle the inquiry process. Most projects employ performance assessment tools, but a majority of projects end up designed more for academic coverage than exploration and invention, which means they lack power and depth. And a more difficult issue looms: It is likely to prove impossible to objectively measure the more subterranean aspects of inquiry, such as creativity and critical thinking.\u003c/p>\n\u003cp>\u003cstrong>Assessing Collaborative Learning\u003c/strong>\u003c/p>\n\u003cp>The iconic model of the individual scholar has been replaced by team-based inquiry. In industry, team members are assessed for individual accountability and performance, as well as overall team productivity. Teachers will need to learn to easily navigate between teams and team member performance, engage high end students accustomed to book work, use effective coaching for reluctant students, and take greater care to assess individual mastery during presentations.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: Effective collaborative inquiry requires that students learn how to perform in a team, not a \"group.\" New scaffolds include listening, brainstorming, and appropriate body language. But the skills issue is secondary. Teams depend on positive relationships fostered through communication, openness, and shared values. Team building will have to be built into the curriculum.\u003c/p>\n\u003cp>\u003cstrong>Making Depth of Thinking Evident\u003c/strong>\u003c/p>\n\u003cp>Thinking is very difficult to evaluate, but key signs include use of appropriate vocabulary, the ability to exchange ideas in a protocol-based format, and the ultimate skill of delivering a cogent solution supported by explanation, insight, and evidence. In inquiry-based education, all of these become assessable items. But each requires well thought out criteria that education has only begun to identify.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: In inquiry, process is as critical as the product. This shifts the grading process. Formative assessments will take on new meaning as teachers look for ways to give targeted feedback as students move through a problem, and to credit students with insights as they grapple with potential solutions.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">How will we know if inquiry-based learning is successful, and what non-standardized measures of achievement, like better \u003cem>attitude,\u003c/em> apply?\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Turning Engagement from Metaphor to Metric \u003c/strong>\u003c/p>\n\u003cp>The traditional model of information management stresses knowledge, skills, and attitude as the qualities required to perform in a job. A relationship-driven, information-based world turns the formula around: Performance begins with attitude and manifests as skills and achievement, a lesson evident in the behavior of the 12\u003csup>th\u003c/sup> graders in the Michigan high school, whose year began with two weeks of teamwork and ‘attitude adjustment’ exercises. Over the year, their attitude shift resulted in noticeable engagement and deeper learning. Education will need to develop consistent methods for assessing engagement, using qualitative tools such as reflection tools, problem logs, Socratic discussion, and regular school climate surveys.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: Since attitude is self-referenced and personal, this is highly disruptive to schools, which are used to defining how students ‘should’ feel about their education. But inquiry shifts the terrain. Inescapably, schools will have to move toward pleasing the customer rather than directing the show.\u003c/p>\n\u003cp>\u003cstrong>Overcoming Reductive Notions of Cognition\u003c/strong>\u003c/p>\n\u003cp>The engagement issue is really a buoy marking deeper waters. The old proxies for educational management—IQ, the ‘high level’ kids, standardized tests, academic intervention strategies—will come under increasing assault from the values and personal strengths that fuel good inquiry, such as perseverance, self-management, flexibility, resilience, and creativity. These qualities are not the exclusive domain of cognition and, in fact, will be delayed by continuing the \u003ca href=\"http://www.edweek.org/ew/articles/2013/01/16/17rose_ep.h32.html\">reductive approach\u003c/a> to learning. This requires not only a personalized learning environment but a personalized assessment system. A portfolio system is the prototype for this kind of assessment, but portfolios that stick to academic and career basics won’t be sufficient.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: Inquiry is intimately connected to character, social meaning, and aspects of emotional intelligence associated with personality. None of these are well understood, even by neuroscientists. It is likely, in fact, that inquiry will be accompanied by dramatic shifts in our explanation of intelligence itself.\u003c/p>\n\u003cp>\u003cstrong>Figuring Out Knowledge\u003c/strong>\u003c/p>\n\u003cp>This is the elephant in the room. Both brain research and common sense tells us that powerful inquiry requires a foundation of facts, concepts, and a knowledge base. This means that the standardized curriculum and conventional teaching methods will not disappear, nor should they. But the already heated arguments over the Common Core State Standards point to intense discussion over the next few years about the scope and nature of standards. How much do we teach young people, and what do we leave to inquiry?\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: The inquiry approach is nested in the more transformational issue of the \u003ca href=\"http://www.universityworldnews.com/article.php?story=20130524144726593\">changing nature of global knowledge\u003c/a> itself. At some point, it will be difficult to pinpoint exactly what an ‘educated’ person should know. Where inquiry will lead us then, it’s hard to predict. But it would be best to have inquiry-based assessments in place before that time arrives.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Thom Markham is a psychologist, \u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=tmm_pap_title_0?ie=UTF8&qid=1371313898&sr=8-2\">author\u003c/a>, speaker, educator, and consultant to schools and districts focused on project based learning, 21\u003csup>st\u003c/sup> century skills, and school redesign. Reach him through \u003ca href=\"http://www.thommarkham.com/\">www.thommarkham.com\u003c/a> or tweet him @thommarkham.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why Teaching Helps Students Learn More Deeply",
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"content": "\u003cfigure id=\"attachment_29791\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/tulanesally/3349979270/sizes/l/in/photolist-672w8h-6atBBo-6guXCQ-6EXUJo-6T42BL-6ZHhdr-77e2x7-9fsnDL-8RiCTN-9XS4m5-8DCnqQ-8EN8Nc-9kVs1G-9gvgU1-9H4VtM-9H7PeL-9W3Wrx-9W3Wt4-b3JkVg-7zhcd3-8JKLrV-819pHL-8ERjmu-8ERjuu-8ERjqJ-8EN94T-8ERjGb-8EN9a2-8fq9BV-9gvgWS-9gsbt6-9gvh45-awSbiu-9W6KQU-9W3Wut-9W3Wq4-9W6KYw-djWQDw-8RjotY-9GydEU-8DRSBJ-97ib44-97mrhq-97ixia-97iCCV-97iMMc-97mAXJ-97igYk-97iAJt-97id98-97muQE/\">\u003cimg class=\"size-full wp-image-29791\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/tutoring.jpg\" alt=\"tutoring\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/tutoring.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/tutoring-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/tutoring-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\">Learning, and thinking, are deeply social activities. This is not the traditional view (Rodin’s iconic sculpture, “The Thinker,” is conspicuously alone in his chin-on-fist musings), but it’s the view that is emerging out of several decades of social science research. Our minds often work best in interaction with other people’s minds, and there are particular kinds of relationships that are especially good at evoking our intelligence.\u003c/p>\n\u003cp>One is the \u003ca href=\"http://anniemurphypaul.com/2013/07/the-benefits-of-engaging-in-a-cognitive-apprenticeship/?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=bfdc283dc8-Brilliant_Report_16_1_2012&utm_medium=email&utm_term=0_9c734401c1-bfdc283dc8-306812621\">master-apprentice relationship\u003c/a>. Another, of course, is the teacher-student relationship—but today I want to talk about the benefits of this relationship for the teacher. For thousands of years, people have known that the best way to understand a concept is to explain it to someone else. “While we teach, we learn,” said the Roman philosopher Seneca. Now scientists are bringing this ancient wisdom up to date, documenting exactly why teaching is such a fruitful way to learn — and designing innovative ways for young people to engage in instruction.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Student teachers score higher on tests than pupils who are learning only for their own sake.\"\u003c/aside>\n\u003cp>Students enlisted to tutor others, these researchers have found, work harder to understand the material, recall it more accurately and apply it more effectively. In a phenomenon that scientists have dubbed “the protégé effect,” student teachers score higher on tests than pupils who are learning only for their own sake. But how can children, still learning themselves, teach others? One answer: They can tutor younger kids. The benefits of this practice were indicated by a pair of articles published in 2007 in the journals Science and Intelligence. The studies concluded that first-born children are more intelligent than their later-born brothers and sisters and suggested that their higher IQs result from the time they spend showing their younger siblings the ropes.\u003c/p>\n\u003cp>Educators are experimenting with ways to apply this model to academic subjects. In an ingenious program at the University of Pennsylvania, a “cascading mentoring program” engages college undergraduates to teach computer science to high school students, who in turn instruct middle school students on the topic. But the most cutting-edge tool under development is the “teachable agent” — a computerized character who learns, tries, makes mistakes and asks questions just like a real-world pupil. Engineers and computer scientists at Stanford and Vanderbilt universities have created an animated figure they call Betty’s Brain, who has been “taught” about environmental science by hundreds of middle school students.\u003c/p>\n\u003cp>Even though users’ interactions with Betty are virtual, the social impulses that make learning-by-teaching so potent still come into play. Student teachers are motivated to help Betty master the material, so they study it more conscientiously. As they prepare to teach, they organize their knowledge, improving their own understanding and recall. And as they explain the information to her, they identify knots and gaps in their own thinking. A 2009 study of Betty’s Brain published in the Journal of Science Education and Technology found that students engaged in instructing her spent more time going over the material and learned it more thoroughly.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Feedback from the teachable agents further enhances the tutors’ learning. The agent’s questions compel users to think and explain the material in different ways, and watching the agent solve problems allows users to see their knowledge put into action. Sandra Okita, an assistant professor of technology and education at Teachers College, reported in 2006 on the use of a teachable agent by high school students learning to engage in deductive reasoning. On a subsequent test of their skills, the students who had observed agents using rules of reasoning to solve a problem “significantly outperformed” students who had only practiced applying the rules themselves.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Above all, it’s the emotions elicited by teaching that make it such a powerful vehicle for learning. Student tutors feel chagrin when their virtual pupils fail; when the characters succeed, they feel what one expert calls by the Yiddish term nachas. Don’t know that word? I had to learn it myself: “Pride and satisfaction that is derived from someone else’s accomplishment.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29791\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/tulanesally/3349979270/sizes/l/in/photolist-672w8h-6atBBo-6guXCQ-6EXUJo-6T42BL-6ZHhdr-77e2x7-9fsnDL-8RiCTN-9XS4m5-8DCnqQ-8EN8Nc-9kVs1G-9gvgU1-9H4VtM-9H7PeL-9W3Wrx-9W3Wt4-b3JkVg-7zhcd3-8JKLrV-819pHL-8ERjmu-8ERjuu-8ERjqJ-8EN94T-8ERjGb-8EN9a2-8fq9BV-9gvgWS-9gsbt6-9gvh45-awSbiu-9W6KQU-9W3Wut-9W3Wq4-9W6KYw-djWQDw-8RjotY-9GydEU-8DRSBJ-97ib44-97mrhq-97ixia-97iCCV-97iMMc-97mAXJ-97igYk-97iAJt-97id98-97muQE/\">\u003cimg class=\"size-full wp-image-29791\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/tutoring.jpg\" alt=\"tutoring\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/tutoring.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/tutoring-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/tutoring-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\">Learning, and thinking, are deeply social activities. This is not the traditional view (Rodin’s iconic sculpture, “The Thinker,” is conspicuously alone in his chin-on-fist musings), but it’s the view that is emerging out of several decades of social science research. Our minds often work best in interaction with other people’s minds, and there are particular kinds of relationships that are especially good at evoking our intelligence.\u003c/p>\n\u003cp>One is the \u003ca href=\"http://anniemurphypaul.com/2013/07/the-benefits-of-engaging-in-a-cognitive-apprenticeship/?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=bfdc283dc8-Brilliant_Report_16_1_2012&utm_medium=email&utm_term=0_9c734401c1-bfdc283dc8-306812621\">master-apprentice relationship\u003c/a>. Another, of course, is the teacher-student relationship—but today I want to talk about the benefits of this relationship for the teacher. For thousands of years, people have known that the best way to understand a concept is to explain it to someone else. “While we teach, we learn,” said the Roman philosopher Seneca. Now scientists are bringing this ancient wisdom up to date, documenting exactly why teaching is such a fruitful way to learn — and designing innovative ways for young people to engage in instruction.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Student teachers score higher on tests than pupils who are learning only for their own sake.\"\u003c/aside>\n\u003cp>Students enlisted to tutor others, these researchers have found, work harder to understand the material, recall it more accurately and apply it more effectively. In a phenomenon that scientists have dubbed “the protégé effect,” student teachers score higher on tests than pupils who are learning only for their own sake. But how can children, still learning themselves, teach others? One answer: They can tutor younger kids. The benefits of this practice were indicated by a pair of articles published in 2007 in the journals Science and Intelligence. The studies concluded that first-born children are more intelligent than their later-born brothers and sisters and suggested that their higher IQs result from the time they spend showing their younger siblings the ropes.\u003c/p>\n\u003cp>Educators are experimenting with ways to apply this model to academic subjects. In an ingenious program at the University of Pennsylvania, a “cascading mentoring program” engages college undergraduates to teach computer science to high school students, who in turn instruct middle school students on the topic. But the most cutting-edge tool under development is the “teachable agent” — a computerized character who learns, tries, makes mistakes and asks questions just like a real-world pupil. Engineers and computer scientists at Stanford and Vanderbilt universities have created an animated figure they call Betty’s Brain, who has been “taught” about environmental science by hundreds of middle school students.\u003c/p>\n\u003cp>Even though users’ interactions with Betty are virtual, the social impulses that make learning-by-teaching so potent still come into play. Student teachers are motivated to help Betty master the material, so they study it more conscientiously. As they prepare to teach, they organize their knowledge, improving their own understanding and recall. And as they explain the information to her, they identify knots and gaps in their own thinking. A 2009 study of Betty’s Brain published in the Journal of Science Education and Technology found that students engaged in instructing her spent more time going over the material and learned it more thoroughly.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Feedback from the teachable agents further enhances the tutors’ learning. The agent’s questions compel users to think and explain the material in different ways, and watching the agent solve problems allows users to see their knowledge put into action. Sandra Okita, an assistant professor of technology and education at Teachers College, reported in 2006 on the use of a teachable agent by high school students learning to engage in deductive reasoning. On a subsequent test of their skills, the students who had observed agents using rules of reasoning to solve a problem “significantly outperformed” students who had only practiced applying the rules themselves.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Above all, it’s the emotions elicited by teaching that make it such a powerful vehicle for learning. Student tutors feel chagrin when their virtual pupils fail; when the characters succeed, they feel what one expert calls by the Yiddish term nachas. Don’t know that word? I had to learn it myself: “Pride and satisfaction that is derived from someone else’s accomplishment.”\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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"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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},
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"title": "Rightnowish",
"tagline": "Art is where you find it",
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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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"description": "The term “project-based learning” gets tossed around a lot in discussions about how to connect students to what they’re learning. As many great teachers know, project-based learning is much more than students just \"doing projects\" after they’ve learned about a certain subject. When done well, students use the project as a way to learn about the subject. The idea is that kids learn best not by being lectured, but when they \u003ca href=\"http://blogs.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/\">become a part of the learning objective\u003c/a>. \r\n\r\nWhen done well, the goal of project based learning is to \u003ca href=\"http://blogs.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">connect classroom learning to its applications in the outside world\u003c/a>. Planning and designing great projects is not easy, though. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">It can be very messy\u003c/a>, and schools that are entirely based on project based learning \u003ca href=\"http://blogs.kqed.org/mindshift/2012/08/lessons-learned-how-a-progressive-new-school-evolves/\">look very different than traditional classrooms\u003c/a>. Though there’s no one particular way of doing it, there are certain criteria that educators agree should be incorporated. \r\n\r\nTake a look at the posts below, which include \u003ca href=\"http://blogs.kqed.org/mindshift/2012/05/building-a-bridge-to-summer-with-projects/\">examples of projects\u003c/a>, like this \u003ca href=\"http://blogs.kqed.org/mindshift/2011/07/what-does-a-great-school-year-look-like-ask-the-students/\">student-created Holocaust exhibit\u003c/a>, and this \u003ca href=\"http://blogs.kqed.org/mindshift/2012/12/the-far-flung-reach-of-caines-arcade/\">arcade made of cardboard\u003c/a> completely by one motivated kid. We recommend starting with the articles below, but be sure to scroll through all the pages.\r\n\r\n\u003cstrong>DIG INTO PROJECT BASED LEARNING\u003c/strong>\r\n\r\n1. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/03/moving-towards-inquiry-how-to-reinvent-project-based-learning/\">How to Reinvent Project Based Learning to Be More Meaningful\u003c/a>\r\n\r\n2. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/07/how-to-trigger-students-inquiry-through-projects/\">How to Trigger Students' Inquiry Through Projects\u003c/a> \r\n\r\n3. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">What Project-Based Learning Is -- And What It Isn't\u003c/a>\r\n\r\n4. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should Be Messy\u003c/a>\r\n\r\n5. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/07/whats-the-best-way-to-practice-project-based-learning/\">What's the Best Way to Practice Project-Based Learning?\u003c/a>\r\n\r\n6. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/05/what-it-takes-to-become-a-project-based-school/\">What It Takes to Become an All Project-Based School\u003c/a>\r\n\r\n7. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/07/before-reading-or-watching-videos-students-should-first-experiment/\">Before Reading or Watching, Students Should Experiment First\u003c/a>",
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"description": "The term “project-based learning” gets tossed around a lot in discussions about how to connect students to what they’re learning. As many great teachers know, project-based learning is much more than students just \"doing projects\" after they’ve learned about a certain subject. When done well, students use the project as a way to learn about the subject. The idea is that kids learn best not by being lectured, but when they become a part of the learning objective. When done well, the goal of project based learning is to connect classroom learning to its applications in the outside world. Planning and designing great projects is not easy, though. It can be very messy, and schools that are entirely based on project based learning look very different than traditional classrooms. Though there’s no one particular way of doing it, there are certain criteria that educators agree should be incorporated. Take a look at the posts below, which include examples of projects, like this student-created Holocaust exhibit, and this arcade made of cardboard completely by one motivated kid. We recommend starting with the articles below, but be sure to scroll through all the pages. DIG INTO PROJECT BASED LEARNING 1. How to Reinvent Project Based Learning to Be More Meaningful 2. How to Trigger Students' Inquiry Through Projects 3. What Project-Based Learning Is -- And What It Isn't 4. Why Learning Should Be Messy 5. What's the Best Way to Practice Project-Based Learning? 6. What It Takes to Become an All Project-Based School 7. Before Reading or Watching, Students Should Experiment First",
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