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"content": "\u003ch5>\u003c/h5>\n\u003cdiv id=\"attachment_28290\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 462px\">\n\u003cp>\u003cimg class=\"size-full wp-image-28290\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/Imagination-stage2.jpg\" alt=\"Imagination-stage2\" width=\"462\" height=\"323\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/Imagination-stage2.jpg 462w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/Imagination-stage2-400x280.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/Imagination-stage2-320x224.jpg 320w\" sizes=\"(max-width: 462px) 100vw, 462px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Jeremy Rusnock/Courtesy Imagination Stage\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://www.npr.org/2013/04/17/177040995/more-than-50-years-of-putting-kids-creativity-to-the-test\">By Elizabeth Blair, NPR\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Let's start with a question from a standardized test: \"How would the world be different if we all had a third eye in the back of our heads?\"\u003c/p>\n\u003cp>It's not a typical standardized question, but as part of the Next Generation Creativity Survey, it's used to help measure creativity a bit like an IQ test measures intelligence. And it's not the only creativity test out there.\u003c/p>\n\u003cp>So why bother measuring creativity? James Catterall, a psychologist and director of the Centers for Research on Creativity in Los Angeles, says the simple answer is that if society, business and education demands it, then we need to know when it's happening; otherwise, we're just guessing when it's there.\u003c/p>\n\u003cp>He says, \"Measuring is an important aspect of knowing where our investments pay off.\"\u003c/p>\n\u003cp>\u003cstrong>Troublemaker Or Misunderstood Creative Genius?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the late 1950s, a man named E. Paul Torrance was similarly interested in children's creativity. Torrance was a Georgia farm boy-turned-psychologist, and one of his first jobs was working with boys at a military academy. It was there that he began to see creativity as something that was \u003c!--more-->misunderstood. Bonnie Cramond, director of the \u003ca href=\"http://www.coe.uga.edu/torrance/\">Torrance Center for Creativity and Talent Development\u003c/a> at the University of Georgia, says a lot of the boys Torrance worked with were thought to be troublemakers.\u003c/p>\n\u003cp>\"They were high-energy kids with ideas,\" she says, \"and those don't always fit into a very structured school situation. And so [Torrance] did a lot of research in how, for example, teachers much prefer highly intelligent kids and often don't like highly creative kids because they are harder to control and they're misunderstood.\"\u003c/p>\n\u003cp>Torrance set out to change that, or at least to prove that creativity was as important as intelligence, not just in the arts, but in every field. As part of that mission, he devised a number of ways to test for creativity. Today, the system he created is called the Torrance Test.\u003c/p>\n\u003cp>\u003cstrong>Rewarding The 'More Elaborate Route'\u003c/strong>\u003c/p>\n\u003cp>Janet Stanford is the artistic director of \u003ca href=\"http://www.imaginationstage.org/\">Imagination Stage\u003c/a>, a professional children's theater company and arts center in Bethesda, Md. She says when she first heard about the Torrance Test, she was skeptical. \"Initially I thought, as many people do, 'Well, creativity is not something you can measure. It's this sort of wonderful gift and let's not question it too carefully.' \"\u003c/p>\n\u003cp>But Stanford was curious, so she ordered the test packet anyway, and she also got to see some of the results. In the \"figural\" section of the test, there's a page with a large, black egg shape in the middle. Test-takers are asked to make a picture out of it that \"no one else will think of.\"\u003c/p>\n\u003cp>\"One little boy created a cave out of it,\" Stanford remembers. \"He put a cliff around it, and so there was a ladder going up to this hole as if it was a great cave. And then there was a Martian or some kind of alien spaceship in the air, and this little boy who was hiding from the aliens. I mean, the world that he created was complete.\"\u003c/p>\n\u003cp>Stanford was intrigued enough that she asked her entire staff to take the test. There was some resistance at first, but then a few members like Lauren Williams learned to grade the test. Williams says that for a test about creativity, it has a lot of unexpected details. Take, for example, the test's \"resistance to premature closure\" section, where test-takers are asked to turn lines on the page into a picture somehow. \"They look for people who choose not to take the quickest way and to choose a longer, more elaborate route instead,\" she says. \"And you get points for that.\"\u003c/p>\n\u003cp>\u003cstrong>Shining Light On A Hidden Problem\u003c/strong>\u003c/p>\n\u003cp>The Torrance Test has been translated into several languages and is mostly used for admission to gifted and talented programs. But other creativity tests are also in the works — James Catterall and his team at the Centers for Research on Creativity are still tweaking theirs.\u003c/p>\n\u003cp>Catterall says they made an interesting discovery while they were testing out their survey: Elementary school kids scored better on it than high school kids did. \"I think the expression that many people use is that the schools have a tendency to suck the creativity out of kids over time,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And that's a problem — a problem that will require enormous creativity to solve.\u003c/p>\n\n",
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"description": "Jeremy Rusnock/Courtesy Imagination Stage By Elizabeth Blair, NPR Let's start with a question from a standardized test: "How would the world be different if we all had a third eye in the back of our heads?" It's not a typical standardized question, but as part of the Next Generation Creativity Survey, it's used to help",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003c/h5>\n\u003cdiv id=\"attachment_28290\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 462px\">\n\u003cp>\u003cimg class=\"size-full wp-image-28290\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/Imagination-stage2.jpg\" alt=\"Imagination-stage2\" width=\"462\" height=\"323\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/Imagination-stage2.jpg 462w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/Imagination-stage2-400x280.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/Imagination-stage2-320x224.jpg 320w\" sizes=\"(max-width: 462px) 100vw, 462px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Jeremy Rusnock/Courtesy Imagination Stage\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://www.npr.org/2013/04/17/177040995/more-than-50-years-of-putting-kids-creativity-to-the-test\">By Elizabeth Blair, NPR\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Let's start with a question from a standardized test: \"How would the world be different if we all had a third eye in the back of our heads?\"\u003c/p>\n\u003cp>It's not a typical standardized question, but as part of the Next Generation Creativity Survey, it's used to help measure creativity a bit like an IQ test measures intelligence. And it's not the only creativity test out there.\u003c/p>\n\u003cp>So why bother measuring creativity? James Catterall, a psychologist and director of the Centers for Research on Creativity in Los Angeles, says the simple answer is that if society, business and education demands it, then we need to know when it's happening; otherwise, we're just guessing when it's there.\u003c/p>\n\u003cp>He says, \"Measuring is an important aspect of knowing where our investments pay off.\"\u003c/p>\n\u003cp>\u003cstrong>Troublemaker Or Misunderstood Creative Genius?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the late 1950s, a man named E. Paul Torrance was similarly interested in children's creativity. Torrance was a Georgia farm boy-turned-psychologist, and one of his first jobs was working with boys at a military academy. It was there that he began to see creativity as something that was \u003c!--more-->misunderstood. Bonnie Cramond, director of the \u003ca href=\"http://www.coe.uga.edu/torrance/\">Torrance Center for Creativity and Talent Development\u003c/a> at the University of Georgia, says a lot of the boys Torrance worked with were thought to be troublemakers.\u003c/p>\n\u003cp>\"They were high-energy kids with ideas,\" she says, \"and those don't always fit into a very structured school situation. And so [Torrance] did a lot of research in how, for example, teachers much prefer highly intelligent kids and often don't like highly creative kids because they are harder to control and they're misunderstood.\"\u003c/p>\n\u003cp>Torrance set out to change that, or at least to prove that creativity was as important as intelligence, not just in the arts, but in every field. As part of that mission, he devised a number of ways to test for creativity. Today, the system he created is called the Torrance Test.\u003c/p>\n\u003cp>\u003cstrong>Rewarding The 'More Elaborate Route'\u003c/strong>\u003c/p>\n\u003cp>Janet Stanford is the artistic director of \u003ca href=\"http://www.imaginationstage.org/\">Imagination Stage\u003c/a>, a professional children's theater company and arts center in Bethesda, Md. She says when she first heard about the Torrance Test, she was skeptical. \"Initially I thought, as many people do, 'Well, creativity is not something you can measure. It's this sort of wonderful gift and let's not question it too carefully.' \"\u003c/p>\n\u003cp>But Stanford was curious, so she ordered the test packet anyway, and she also got to see some of the results. In the \"figural\" section of the test, there's a page with a large, black egg shape in the middle. Test-takers are asked to make a picture out of it that \"no one else will think of.\"\u003c/p>\n\u003cp>\"One little boy created a cave out of it,\" Stanford remembers. \"He put a cliff around it, and so there was a ladder going up to this hole as if it was a great cave. And then there was a Martian or some kind of alien spaceship in the air, and this little boy who was hiding from the aliens. I mean, the world that he created was complete.\"\u003c/p>\n\u003cp>Stanford was intrigued enough that she asked her entire staff to take the test. There was some resistance at first, but then a few members like Lauren Williams learned to grade the test. Williams says that for a test about creativity, it has a lot of unexpected details. Take, for example, the test's \"resistance to premature closure\" section, where test-takers are asked to turn lines on the page into a picture somehow. \"They look for people who choose not to take the quickest way and to choose a longer, more elaborate route instead,\" she says. \"And you get points for that.\"\u003c/p>\n\u003cp>\u003cstrong>Shining Light On A Hidden Problem\u003c/strong>\u003c/p>\n\u003cp>The Torrance Test has been translated into several languages and is mostly used for admission to gifted and talented programs. But other creativity tests are also in the works — James Catterall and his team at the Centers for Research on Creativity are still tweaking theirs.\u003c/p>\n\u003cp>Catterall says they made an interesting discovery while they were testing out their survey: Elementary school kids scored better on it than high school kids did. \"I think the expression that many people use is that the schools have a tendency to suck the creativity out of kids over time,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And that's a problem — a problem that will require enormous creativity to solve.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "In an Era of Global Competition, What Exactly Are We Testing For?",
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"content": "\u003cdiv id=\"attachment_28268\" class=\"module image center mceTemp\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/rzganoza/4186516481/\">\u003cimg class=\"size-large wp-image-28268\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/test-taking-620x348.jpg\" alt=\"test-taking\" width=\"620\" height=\"348\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Renato Ganoza/Flickr\u003c/p>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003cp class=\"dropcap-serif\">In this era of global competition, test scores are used as the primary benchmark to call out which countries will produce \"successful\" students. Knowing that American students are competing against a global pool of the best and brightest has led education leaders to focus more on how they score on international tests compared to students from other countries.\u003c/p>\n\u003cp>But high test scores don't provide a complete picture of students' success, according to \u003ca href=\"http://zhaolearning.com/\">Yong Zhao\u003c/a>, world-renown author, scholar, and professor of education at University of Oregon.\u003c/p>\n\u003cp>“Countries that score highly, have students with lower confidence,” Zhao said in his keynote address to educators gathered online for the \u003ca href=\"http://admin20.org/page/summit\">2013 Leadership Summit\u003c/a>.\u003c/p>\n\u003cp>That seems counter-intuitive, and Zhao isn’t claiming a causal connection -- he questions whether focusing on test scores might inadvertently lower confidence. Zhao has analyzed data from the \u003ca href=\"http://nces.ed.gov/Timss/\">Trends in International Mathematics and Science Study\u003c/a> (TIMSS) and discovered a negative correlation between high math scores and confidence.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Countries that score highly, have students with lower confidence.”\u003c/strong>\u003c/aside>\n\u003cp>Similarly, in his analysis of the \u003ca href=\"http://www.oecd.org/pisa/\">Program for International Student Assessment\u003c/a> (PISA), a test that analyzes how countries score in reading, math and science, Zhao found a negative correlation between attitude and attainment. In other words, the countries with lower scores had students who reported higher interest in the subjects. Zhao analyzed media stories from high scoring countries like Korea and Japan, where students don’t show enough confidence or enthusiasm for subjects in which they excel.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>He found the same results when he looked at students’ belief in their entrepreneurial capacity, their ability to start businesses or be self-starters. “Everybody is trying to perfect this system and make \u003c!--more-->a good bet about the knowledge and skills that our children might need,” he said. “All of this says that the measures we use to measure education outcomes, to view them as the best education systems in terms of test scores, do not result in the same kinds of things we might value otherwise -- entrepreneurial capabilities, confidence, enjoyment.”\u003c/p>\n\u003cp>\u003cstrong>TESTING FOR THE WRONG QUALITIES\u003c/strong>\u003c/p>\n\u003cp>Zhao's findings have led him to question the value of the tests altogether. If the stated goal is to get kids ready for careers, and careers demand confidence, creativity, and an entrepreneurial attitude, then why focus on test scores that seem to produce the opposite effect?\u003c/p>\n\u003cp>“A lot of times teachers have been asked to improve our schools, to make our schools more effective, but the question I’m raising is, effective at what?” Zhao said. “Some reading programs could improve your students' reading scores, but cause your students to hate education.” He’s concerned that national initiatives like the Common Core State Standards could have unintended consequences.\u003c/p>\n\u003cp>In Zhao’s view, most education systems start out by defining the outcomes. They make a bet about which skills will be important and promise that if students master those skills, they will succeed. Zhao sees this as a flawed approach because it forces everyone into a homogenous group, a bit like making sausage out of all different kinds of meat. Defining outcomes allows systems to measure results, but it stamps out individuality.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“The new education needs to start with the child. Not with the prescribed content.”\u003c/strong>\u003c/aside>\n\u003cp>Countries that score well on international exams, like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/my-teacher-is-an-avatar/\">Korea\u003c/a>, have clearly defined outcomes, narrow curricula, and dictatorial systems with clear ranking and sorting systems. Students know exactly how they stack up in that system.\u003c/p>\n\u003cp>“Everybody is reminded everyday that they have to master the skills,” Zhao said. “But in the process you have people who are either kicked out of the system or put down into a different school and they will lose confidence.” By valuing what’s prescribed and assessed, the system creates a uniform group with little confidence in the individual’s unique contributions.\u003c/p>\n\u003cp>Zhao pointed to the tremendous amount of local control in the U.S. educational system as both its savior and a contributing factor to its lower test scores. It allows for different types of schools and for students to demonstrate that they can be good at different things. There are arts schools, engineering schools and schools focused on bi-lingual education. That kind of choice allows students the chance to find what they are good at. The U.S. system also gives learners many second chances to keep learning and find their strengths.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/some-ask-whats-the-value-of-common-core-state-standards/\">Some Ask: What's the Value of Common Core State Standards?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“The new education needs to start with the child. Not with the prescribed content,” Zhao said. “We start with individual differences; we start with their cultural strengths.” Beginning with the individual and building upwards from there allows each person to become uniquely great at something. And when students are passionate about anything, they can then be creative and entrepreneurial. For Zhao, the new model has to be about creating a new middle class based on creativity.\u003c/p>\n\u003cp>To do that, he suggests giving students more autonomy over their learning and emphasizing the importance of making authentic products that solve problems. He also emphasizes a global learning community that can collaborate to fill the gaps that each country, school or teacher experiences.\u003c/p>\n\u003cp>\u003cstrong>ZHAO'S INITIATIVES\u003c/strong>\u003c/p>\n\u003cp>Zhao is actively trying to create the learning experiences he has written and lectured about. He’s started an online education community called \u003ca href=\"https://www.obaworld.net/welcome/\">ObaWorld\u003c/a>, which costs $1 per student per year and is a closed, private site. It’s a cloud-based learning platform, like \u003ca href=\"https://moodle.org/\">Moodle\u003c/a>, and includes similar features like the ability to make and evaluate portfolios. But Zhao is most excited that he’s recruiting students and teachers from all over the world to participate. So a teacher can create a tool or course and put it on ObaWorld to help an educator on the other side of the country.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>His other big push is to create more entrepreneurial school leaders through the \u003ca href=\"https://education.uoregon.edu/educational-leadership-ma-ms-med/admissions\">Global Education Leadership Master’s program\u003c/a>, which is based online and accredited through University of Oregon. Students will have to create a product that will improve education and will be encouraged to think about schools as entrepreneurial global enterprises.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_28268\" class=\"module image center mceTemp\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/rzganoza/4186516481/\">\u003cimg class=\"size-large wp-image-28268\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/test-taking-620x348.jpg\" alt=\"test-taking\" width=\"620\" height=\"348\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Renato Ganoza/Flickr\u003c/p>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003cp class=\"dropcap-serif\">In this era of global competition, test scores are used as the primary benchmark to call out which countries will produce \"successful\" students. Knowing that American students are competing against a global pool of the best and brightest has led education leaders to focus more on how they score on international tests compared to students from other countries.\u003c/p>\n\u003cp>But high test scores don't provide a complete picture of students' success, according to \u003ca href=\"http://zhaolearning.com/\">Yong Zhao\u003c/a>, world-renown author, scholar, and professor of education at University of Oregon.\u003c/p>\n\u003cp>“Countries that score highly, have students with lower confidence,” Zhao said in his keynote address to educators gathered online for the \u003ca href=\"http://admin20.org/page/summit\">2013 Leadership Summit\u003c/a>.\u003c/p>\n\u003cp>That seems counter-intuitive, and Zhao isn’t claiming a causal connection -- he questions whether focusing on test scores might inadvertently lower confidence. Zhao has analyzed data from the \u003ca href=\"http://nces.ed.gov/Timss/\">Trends in International Mathematics and Science Study\u003c/a> (TIMSS) and discovered a negative correlation between high math scores and confidence.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Countries that score highly, have students with lower confidence.”\u003c/strong>\u003c/aside>\n\u003cp>Similarly, in his analysis of the \u003ca href=\"http://www.oecd.org/pisa/\">Program for International Student Assessment\u003c/a> (PISA), a test that analyzes how countries score in reading, math and science, Zhao found a negative correlation between attitude and attainment. In other words, the countries with lower scores had students who reported higher interest in the subjects. Zhao analyzed media stories from high scoring countries like Korea and Japan, where students don’t show enough confidence or enthusiasm for subjects in which they excel.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>He found the same results when he looked at students’ belief in their entrepreneurial capacity, their ability to start businesses or be self-starters. “Everybody is trying to perfect this system and make \u003c!--more-->a good bet about the knowledge and skills that our children might need,” he said. “All of this says that the measures we use to measure education outcomes, to view them as the best education systems in terms of test scores, do not result in the same kinds of things we might value otherwise -- entrepreneurial capabilities, confidence, enjoyment.”\u003c/p>\n\u003cp>\u003cstrong>TESTING FOR THE WRONG QUALITIES\u003c/strong>\u003c/p>\n\u003cp>Zhao's findings have led him to question the value of the tests altogether. If the stated goal is to get kids ready for careers, and careers demand confidence, creativity, and an entrepreneurial attitude, then why focus on test scores that seem to produce the opposite effect?\u003c/p>\n\u003cp>“A lot of times teachers have been asked to improve our schools, to make our schools more effective, but the question I’m raising is, effective at what?” Zhao said. “Some reading programs could improve your students' reading scores, but cause your students to hate education.” He’s concerned that national initiatives like the Common Core State Standards could have unintended consequences.\u003c/p>\n\u003cp>In Zhao’s view, most education systems start out by defining the outcomes. They make a bet about which skills will be important and promise that if students master those skills, they will succeed. Zhao sees this as a flawed approach because it forces everyone into a homogenous group, a bit like making sausage out of all different kinds of meat. Defining outcomes allows systems to measure results, but it stamps out individuality.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“The new education needs to start with the child. Not with the prescribed content.”\u003c/strong>\u003c/aside>\n\u003cp>Countries that score well on international exams, like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/my-teacher-is-an-avatar/\">Korea\u003c/a>, have clearly defined outcomes, narrow curricula, and dictatorial systems with clear ranking and sorting systems. Students know exactly how they stack up in that system.\u003c/p>\n\u003cp>“Everybody is reminded everyday that they have to master the skills,” Zhao said. “But in the process you have people who are either kicked out of the system or put down into a different school and they will lose confidence.” By valuing what’s prescribed and assessed, the system creates a uniform group with little confidence in the individual’s unique contributions.\u003c/p>\n\u003cp>Zhao pointed to the tremendous amount of local control in the U.S. educational system as both its savior and a contributing factor to its lower test scores. It allows for different types of schools and for students to demonstrate that they can be good at different things. There are arts schools, engineering schools and schools focused on bi-lingual education. That kind of choice allows students the chance to find what they are good at. The U.S. system also gives learners many second chances to keep learning and find their strengths.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/some-ask-whats-the-value-of-common-core-state-standards/\">Some Ask: What's the Value of Common Core State Standards?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“The new education needs to start with the child. Not with the prescribed content,” Zhao said. “We start with individual differences; we start with their cultural strengths.” Beginning with the individual and building upwards from there allows each person to become uniquely great at something. And when students are passionate about anything, they can then be creative and entrepreneurial. For Zhao, the new model has to be about creating a new middle class based on creativity.\u003c/p>\n\u003cp>To do that, he suggests giving students more autonomy over their learning and emphasizing the importance of making authentic products that solve problems. He also emphasizes a global learning community that can collaborate to fill the gaps that each country, school or teacher experiences.\u003c/p>\n\u003cp>\u003cstrong>ZHAO'S INITIATIVES\u003c/strong>\u003c/p>\n\u003cp>Zhao is actively trying to create the learning experiences he has written and lectured about. He’s started an online education community called \u003ca href=\"https://www.obaworld.net/welcome/\">ObaWorld\u003c/a>, which costs $1 per student per year and is a closed, private site. It’s a cloud-based learning platform, like \u003ca href=\"https://moodle.org/\">Moodle\u003c/a>, and includes similar features like the ability to make and evaluate portfolios. But Zhao is most excited that he’s recruiting students and teachers from all over the world to participate. So a teacher can create a tool or course and put it on ObaWorld to help an educator on the other side of the country.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>His other big push is to create more entrepreneurial school leaders through the \u003ca href=\"https://education.uoregon.edu/educational-leadership-ma-ms-med/admissions\">Global Education Leadership Master’s program\u003c/a>, which is based online and accredited through University of Oregon. Students will have to create a product that will improve education and will be encouraged to think about schools as entrepreneurial global enterprises.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_28256\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/wwworks/1384952210/sizes/m/in/photostream/http://\">\u003cimg class=\"size-full wp-image-28256\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/1384952210_81c119458c-1.jpg\" alt=\"1384952210_81c119458c-1\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/1384952210_81c119458c-1.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/1384952210_81c119458c-1-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/1384952210_81c119458c-1-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Thom Markham\u003c/h5>\n\u003cp class=\"dropcap-serif\">Once they get to the working world, most students, in almost any job, will collaborate as a member of a team. And every student needs to be prepared for that environment -- partly for employment opportunity, but mainly because the deeply embedded mental model of learning and creating as an individual process is obsolete. Collaboration has become the chief way in which things are done. Powerful collaboration is driven by incisive communication—and out of that process come the very best expressions of innovation, creativity, and critical inquiry.\u003c/p>\n\u003cp>But collaboration doesn't necessarily come naturally to students. High-performance collaboration requires training and the development of key personal skills. For teachers, two initial steps will help foster this process. First, reframe the conversation by using the terminology of \u003ca href=\"http://www.edutopia.org/blog/group-team-project-based-learning-thom-markham\">teams\u003c/a> rather than group work. Think of your favorite sports team and now call them a group. Feel the difference? Teams focus on accountability and commitment; they form for a purpose and operate through norms and shared expectations.\u003c/p>\n\u003cp>Second, import and adapt the high-performance principles common in the work world to teams in the classroom. This requires time, good coaching skills, a relentless focus on the quality of interaction between students, and a set of team tools, including contracts, rubrics, and exercise. But the payoff is noticeable. Once students form teams over an extended period and begin to collaborate well, they learn more, get better at teaching others, produce more powerful products, and enjoy the process. Here are 10 principles that can help you design high performance teams.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Examine individual strengths within collaborative context.\u003c/strong> Teams form through an intentional process. One starting point is to have members begin by sharing their individual strengths. Who will need help on certain aspects of the task ahead? Use simple tools, such as a basic Myers-Briggs test, to have students individually assess themselves. Have them share results using respectful communication. In this early phase, always debrief the process. Were \u003c!--more-->we fair? Straightforward? Inclusive? Are we on the way to becoming a team? The goal is not to judge differences, but open up the discussion so students make room for everyone to participate.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Speak the language of commitment and character.\u003c/strong> Groups fail because members don’t pull their weight, aren’t accountable, and don’t really collaborate at all. Have a thorough discussion about the meaning of teamwork. What do students see in their sports experience that translates? Have them grapple with the question: How will we, as a team and individually, hold ourselves accountable for deadlines, shared products, and overall quality?\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Set the rules.\u003c/strong> In the adult world, full participation in the team is the expectation (although not always the reality.) Students, however, need support for learning to be a good team member. After a thorough preview of who we are as a team, have members agree on norms or a contract, define their roles, and design specific remedies for situations in which members do not live up to agreements. For students who seem incapable of participating in a team, you might have to make special arrangements. But this should be the exception, not the norm.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Prepare teams to fall apart.\u003c/strong> The old formula for ‘forming, storming, norming, and performing’ is a great comfort to anyone working in a team or on a project—because it is a constant. Teams may start off feeling inspired and unified; by week two, personalities emerge, agreements get broken, and—suddenly—everything’s off. Prepare your teams for the process; help them notice when productivity is breaking down. Reserve time in the teaching schedule for teams to sort out differences, regroup, reassess, and renorm.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>See conflict as opportunity.\u003c/strong> No one likes conflict, but this is the exact point when students in teams learn the ways of non-judgment and conflict resolution they will need in the future. Teach the language of constructive feedback and the golden rule of good listening: Are you listening—or just waiting to respond? Often, you can head off issues by having teams practice this at the beginning of a project.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Stress design and prototype thinking.\u003c/strong> After teams become cohesive, the focus turns to work quality. First, make sure teams understand why they are a team. Their goal is to mind-meld themselves into a high-functioning set of individuals focused on creating and crafting the best product they can. Allow time for brainstorming. Encourage failure as a step to eventual success. Give them time to mull, share, and redo. Make sure every idea goes through the filter of feedback.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Schedule critical thinking.\u003c/strong> A very powerful training tool is to use protocols, such as a critical friends protocol, visible thinking routines, or other \u003ca href=\"http://www.thommarkham.com/PBL_tools.html\">tools for inquiry\u003c/a>, to encourage and teach focused communication that uses the vocabulary and terms of the discipline. Early in the team process, teach them to respond to ideas with a “I like…I wonder…I suggest” approach. Once they have the basics, mix and match. Break the teams into pairs to come up with an idea, then pair-share. Have teams present ideas to each other, then debrief. Keep it in motion and, as they proceed, expect teams to get better at questioning and constructive feedback.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Reward innovation.\u003c/strong> Teams are designed to produce top quality work, but often they exceed that standard. The team process is inherently creative—and they very well might deliver a product that earns an ‘A” but goes beyond the requirements of the assignment. In our standardized system, we desperately need a way to recognize and acknowledge out-of-the-box thinking. Use individual and team assessment \u003ca href=\"http://www.thommarkham.com/PBL_tools.html\">rubrics\u003c/a> that contain a breakthrough column. This is a blank column that rewards innovation and invites inspiration.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Use online collaborative tools.\u003c/strong> Collaboration and invention have moved online, but the same high performance standards are in effect. Teams should be able to show rich interactions, critical inquiry, and clear communication in their online collaboration. They should hold each other accountable. In this case, teachers need to be part of collaborative teams by being online as much as students. No more hiding behind statements like, “I don’t know much about Edmodo, but my students are really good at it.”\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Reflect and move on.\u003c/strong> Before teams disperse, close the circle of learning. Allow a class period to debrief and reflect on the experience. Reinforce high level collaboration by using a formal debrief process. What did we learn? How did we function as a team? What gaps were there? What did we learn individually and collectively? How was the quality of our work, and how do we improve it?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-admin/thom@thommarkham.com\">Thom Markham\u003c/a> is a psychologist, school redesign consultant, and the author of the \u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=sr_1_3?s=books&ie=UTF8&qid=1334257826&sr=1-3\">Project Based Learning Design and Coaching Guide: Expert tools for inquiry and innovation for K-12 educators\u003c/a>. To download the tools mentioned in the blog, go to the PBL tools page on the website, \u003ca href=\"http://www.thommarkham.com/\">www.thommarkham.com\u003c/a>. \u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28256\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/wwworks/1384952210/sizes/m/in/photostream/http://\">\u003cimg class=\"size-full wp-image-28256\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/1384952210_81c119458c-1.jpg\" alt=\"1384952210_81c119458c-1\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/1384952210_81c119458c-1.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/1384952210_81c119458c-1-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/1384952210_81c119458c-1-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Thom Markham\u003c/h5>\n\u003cp class=\"dropcap-serif\">Once they get to the working world, most students, in almost any job, will collaborate as a member of a team. And every student needs to be prepared for that environment -- partly for employment opportunity, but mainly because the deeply embedded mental model of learning and creating as an individual process is obsolete. Collaboration has become the chief way in which things are done. Powerful collaboration is driven by incisive communication—and out of that process come the very best expressions of innovation, creativity, and critical inquiry.\u003c/p>\n\u003cp>But collaboration doesn't necessarily come naturally to students. High-performance collaboration requires training and the development of key personal skills. For teachers, two initial steps will help foster this process. First, reframe the conversation by using the terminology of \u003ca href=\"http://www.edutopia.org/blog/group-team-project-based-learning-thom-markham\">teams\u003c/a> rather than group work. Think of your favorite sports team and now call them a group. Feel the difference? Teams focus on accountability and commitment; they form for a purpose and operate through norms and shared expectations.\u003c/p>\n\u003cp>Second, import and adapt the high-performance principles common in the work world to teams in the classroom. This requires time, good coaching skills, a relentless focus on the quality of interaction between students, and a set of team tools, including contracts, rubrics, and exercise. But the payoff is noticeable. Once students form teams over an extended period and begin to collaborate well, they learn more, get better at teaching others, produce more powerful products, and enjoy the process. Here are 10 principles that can help you design high performance teams.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Examine individual strengths within collaborative context.\u003c/strong> Teams form through an intentional process. One starting point is to have members begin by sharing their individual strengths. Who will need help on certain aspects of the task ahead? Use simple tools, such as a basic Myers-Briggs test, to have students individually assess themselves. Have them share results using respectful communication. In this early phase, always debrief the process. Were \u003c!--more-->we fair? Straightforward? Inclusive? Are we on the way to becoming a team? The goal is not to judge differences, but open up the discussion so students make room for everyone to participate.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Speak the language of commitment and character.\u003c/strong> Groups fail because members don’t pull their weight, aren’t accountable, and don’t really collaborate at all. Have a thorough discussion about the meaning of teamwork. What do students see in their sports experience that translates? Have them grapple with the question: How will we, as a team and individually, hold ourselves accountable for deadlines, shared products, and overall quality?\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Set the rules.\u003c/strong> In the adult world, full participation in the team is the expectation (although not always the reality.) Students, however, need support for learning to be a good team member. After a thorough preview of who we are as a team, have members agree on norms or a contract, define their roles, and design specific remedies for situations in which members do not live up to agreements. For students who seem incapable of participating in a team, you might have to make special arrangements. But this should be the exception, not the norm.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Prepare teams to fall apart.\u003c/strong> The old formula for ‘forming, storming, norming, and performing’ is a great comfort to anyone working in a team or on a project—because it is a constant. Teams may start off feeling inspired and unified; by week two, personalities emerge, agreements get broken, and—suddenly—everything’s off. Prepare your teams for the process; help them notice when productivity is breaking down. Reserve time in the teaching schedule for teams to sort out differences, regroup, reassess, and renorm.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>See conflict as opportunity.\u003c/strong> No one likes conflict, but this is the exact point when students in teams learn the ways of non-judgment and conflict resolution they will need in the future. Teach the language of constructive feedback and the golden rule of good listening: Are you listening—or just waiting to respond? Often, you can head off issues by having teams practice this at the beginning of a project.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Stress design and prototype thinking.\u003c/strong> After teams become cohesive, the focus turns to work quality. First, make sure teams understand why they are a team. Their goal is to mind-meld themselves into a high-functioning set of individuals focused on creating and crafting the best product they can. Allow time for brainstorming. Encourage failure as a step to eventual success. Give them time to mull, share, and redo. Make sure every idea goes through the filter of feedback.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Schedule critical thinking.\u003c/strong> A very powerful training tool is to use protocols, such as a critical friends protocol, visible thinking routines, or other \u003ca href=\"http://www.thommarkham.com/PBL_tools.html\">tools for inquiry\u003c/a>, to encourage and teach focused communication that uses the vocabulary and terms of the discipline. Early in the team process, teach them to respond to ideas with a “I like…I wonder…I suggest” approach. Once they have the basics, mix and match. Break the teams into pairs to come up with an idea, then pair-share. Have teams present ideas to each other, then debrief. Keep it in motion and, as they proceed, expect teams to get better at questioning and constructive feedback.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Reward innovation.\u003c/strong> Teams are designed to produce top quality work, but often they exceed that standard. The team process is inherently creative—and they very well might deliver a product that earns an ‘A” but goes beyond the requirements of the assignment. In our standardized system, we desperately need a way to recognize and acknowledge out-of-the-box thinking. Use individual and team assessment \u003ca href=\"http://www.thommarkham.com/PBL_tools.html\">rubrics\u003c/a> that contain a breakthrough column. This is a blank column that rewards innovation and invites inspiration.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Use online collaborative tools.\u003c/strong> Collaboration and invention have moved online, but the same high performance standards are in effect. Teams should be able to show rich interactions, critical inquiry, and clear communication in their online collaboration. They should hold each other accountable. In this case, teachers need to be part of collaborative teams by being online as much as students. No more hiding behind statements like, “I don’t know much about Edmodo, but my students are really good at it.”\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Reflect and move on.\u003c/strong> Before teams disperse, close the circle of learning. Allow a class period to debrief and reflect on the experience. Reinforce high level collaboration by using a formal debrief process. What did we learn? How did we function as a team? What gaps were there? What did we learn individually and collectively? 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"content": "\u003cdiv id=\"attachment_28244\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 447px\">\n\u003cp>\u003cimg class=\"size-full wp-image-28244\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/Jones-creative-class.jpg\" alt=\"Jones-creative-class\" width=\"447\" height=\"301\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/Jones-creative-class.jpg 447w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/Jones-creative-class-400x269.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/Jones-creative-class-320x215.jpg 320w\" sizes=\"(max-width: 447px) 100vw, 447px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Lizzie Chen /NPR\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.npr.org/2013/04/16/176671432/creative-classes-an-artful-approach-to-improving-performance\">Elizabeth Blair\u003c/a>, NPR\u003c/h5>\n\u003cp class=\"dropcap-serif\">Over the years, there have been a lot of claims about the benefits of the arts on the mind: Listening to Mozart makes you smarter; playing an instrument makes you better at math. One program — funded in part by the federal government — is putting these theories to the test. The \u003ca href=\"http://turnaroundarts.pcah.gov/\">Turnaround Arts Initiative\u003c/a>, spearheaded by the President's Committee on the Arts and the Humanities, is using an intensive arts curriculum to try and improve eight low-performing schools.\u003c/p>\n\u003cp>They're located in Denver; New Orleans; Des Moines, Iowa; and on a reservation in Montana, among other places, and they all serve students from poor families. Some were considered to be the lowest-performing schools in their states.\u003c/p>\n\u003cp>\"They were schools where kids seemed defeated and resigned,\" says the committee's executive director, Rachel Goslins. \"There wasn't a lot of motion or purpose or energy in the halls. They were schools that had failed for a long time.\"\u003c/p>\n\u003cp>Third-grader Jionni Anderson remembers what it was like. She's a student at Savoy Elementary School in Washington, D.C., one of the schools selected for the program.\u003c/p>\n\u003cp>\"In first and second grade we had white walls,\" Anderson says. \"And it didn't look right in our school. So that's when our art teacher, Miss Hayes, and the art club, they painted different colors on the walls.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Bold colors — greens, oranges and reds. Initially, the school had an art teacher but it didn't have money for supplies or an art club. That all changed when Savoy became part of the Turnaround Arts Initiative.\u003c!--more-->\u003c/p>\n\u003cp>Over the course of two academic years, each of the eight schools gets on average between $70,000 and $80,000, either in monetary or in-kind support.\u003c/p>\n\u003cp>\u003cstrong>Where Successful Students Get Noticed\u003c/strong>\u003c/p>\n\u003cp>Walk the halls of Savoy and you might wish you'd gone to school here yourself. In one class, kids are learning to play music on new keyboards donated by Yamaha. A few doors down, there's a movement class, taught by a professional dancer. Across the hall, second-graders are playing hand bells.\u003c/p>\n\u003cp>Savoy Elementary isn't trying to turn these students into great artists; ultimately, they're trying to get them to improve their math and reading. But before that can happen, according to Principal Patrick Pope, they need to feel good about coming to school.\u003c/p>\n\u003cp>\"So there is that internal, individual motivation that has to do with 'Where do I find success and is school a successful place for me? And I still may not be the best reader in my class, but I can certainly produce a song or be in a musical piece or learn a dance that everyone in my whole grade does equally well.' \"\u003c/p>\n\u003cp>And now, when students experience success at Savoy, a lot of people notice, including Kerry Washington, star of ABC's Scandal. She and other big-name artists, like Forest Whitaker and Yo-Yo Ma, have each adopted one of the eight schools participating in the initiative. The artists visit the students in person, mentor them, teach master classes and give encouragement. On a recent Skype conversation with Savoy students, Washington cheered on a class that had its assessment test scores go up.\u003c/p>\n\u003cp>And test scores at Savoy have gone up — some of them, at least. But the good news, according to Pope, is that they haven't fallen, as they've done in past years.\u003c/p>\n\u003cp>\u003cstrong>Art's Indirect Relationship With Performance\u003c/strong>\u003c/p>\n\u003cp>Most of the schools in the Turnaround Arts Initiative are also experiencing better attendance and fewer visits to the principal's office. But if test scores do improve at these schools, should the credit go to the arts? Child psychologist Ellen Winner says no.\u003c/p>\n\u003cp>\"We could not find any studies that convinced us that there was a causal link between teaching the arts and performance on test scores,\" Winner says. \"And we thought that this made a lot of sense because the kinds of thinking skills and habits of mind that students learn when they study the arts are a far cry from what's tested on multiple-choice, standardized tests.\"\u003c/p>\n\u003cp>Winner is the chair of psychology at Boston College and co-author of the book \u003ca href=\"http://www.npr.org/books/titles/176925033/studio-thinking-the-real-benefits-of-arts-education\">Studio Thinking: The Real Benefits of Visual Arts Education\u003c/a>. Despite her skepticism, she says the Turnaround Arts Initiative still has a chance to succeed.\u003c/p>\n\u003cp>\"The most plausible hypothesis in my mind,\" she says, \"would be that the arts lead to engagement and attendance and interesting teachers and engaged teachers. And it's that which would lead to test scores, not directly going from arts to test scores.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>These eight schools are getting intense intervention: more staff, supplies, professional development, and partnerships with local museums, dance companies and theaters. Goslins admits this pilot might be hard to replicate at hundreds of schools, but at the same time, she says, a strategy this aggressive might be what it takes to bring a school up from the bottom.\u003c/p>\n\n",
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"description": "Lizzie Chen /NPR By Elizabeth Blair, NPR Over the years, there have been a lot of claims about the benefits of the arts on the mind: Listening to Mozart makes you smarter; playing an instrument makes you better at math. One program — funded in part by the federal government — is putting these theories",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_28244\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 447px\">\n\u003cp>\u003cimg class=\"size-full wp-image-28244\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/Jones-creative-class.jpg\" alt=\"Jones-creative-class\" width=\"447\" height=\"301\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/Jones-creative-class.jpg 447w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/Jones-creative-class-400x269.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/Jones-creative-class-320x215.jpg 320w\" sizes=\"(max-width: 447px) 100vw, 447px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Lizzie Chen /NPR\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.npr.org/2013/04/16/176671432/creative-classes-an-artful-approach-to-improving-performance\">Elizabeth Blair\u003c/a>, NPR\u003c/h5>\n\u003cp class=\"dropcap-serif\">Over the years, there have been a lot of claims about the benefits of the arts on the mind: Listening to Mozart makes you smarter; playing an instrument makes you better at math. One program — funded in part by the federal government — is putting these theories to the test. The \u003ca href=\"http://turnaroundarts.pcah.gov/\">Turnaround Arts Initiative\u003c/a>, spearheaded by the President's Committee on the Arts and the Humanities, is using an intensive arts curriculum to try and improve eight low-performing schools.\u003c/p>\n\u003cp>They're located in Denver; New Orleans; Des Moines, Iowa; and on a reservation in Montana, among other places, and they all serve students from poor families. Some were considered to be the lowest-performing schools in their states.\u003c/p>\n\u003cp>\"They were schools where kids seemed defeated and resigned,\" says the committee's executive director, Rachel Goslins. \"There wasn't a lot of motion or purpose or energy in the halls. They were schools that had failed for a long time.\"\u003c/p>\n\u003cp>Third-grader Jionni Anderson remembers what it was like. She's a student at Savoy Elementary School in Washington, D.C., one of the schools selected for the program.\u003c/p>\n\u003cp>\"In first and second grade we had white walls,\" Anderson says. \"And it didn't look right in our school. So that's when our art teacher, Miss Hayes, and the art club, they painted different colors on the walls.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Bold colors — greens, oranges and reds. Initially, the school had an art teacher but it didn't have money for supplies or an art club. That all changed when Savoy became part of the Turnaround Arts Initiative.\u003c!--more-->\u003c/p>\n\u003cp>Over the course of two academic years, each of the eight schools gets on average between $70,000 and $80,000, either in monetary or in-kind support.\u003c/p>\n\u003cp>\u003cstrong>Where Successful Students Get Noticed\u003c/strong>\u003c/p>\n\u003cp>Walk the halls of Savoy and you might wish you'd gone to school here yourself. In one class, kids are learning to play music on new keyboards donated by Yamaha. A few doors down, there's a movement class, taught by a professional dancer. Across the hall, second-graders are playing hand bells.\u003c/p>\n\u003cp>Savoy Elementary isn't trying to turn these students into great artists; ultimately, they're trying to get them to improve their math and reading. But before that can happen, according to Principal Patrick Pope, they need to feel good about coming to school.\u003c/p>\n\u003cp>\"So there is that internal, individual motivation that has to do with 'Where do I find success and is school a successful place for me? And I still may not be the best reader in my class, but I can certainly produce a song or be in a musical piece or learn a dance that everyone in my whole grade does equally well.' \"\u003c/p>\n\u003cp>And now, when students experience success at Savoy, a lot of people notice, including Kerry Washington, star of ABC's Scandal. She and other big-name artists, like Forest Whitaker and Yo-Yo Ma, have each adopted one of the eight schools participating in the initiative. The artists visit the students in person, mentor them, teach master classes and give encouragement. On a recent Skype conversation with Savoy students, Washington cheered on a class that had its assessment test scores go up.\u003c/p>\n\u003cp>And test scores at Savoy have gone up — some of them, at least. But the good news, according to Pope, is that they haven't fallen, as they've done in past years.\u003c/p>\n\u003cp>\u003cstrong>Art's Indirect Relationship With Performance\u003c/strong>\u003c/p>\n\u003cp>Most of the schools in the Turnaround Arts Initiative are also experiencing better attendance and fewer visits to the principal's office. But if test scores do improve at these schools, should the credit go to the arts? Child psychologist Ellen Winner says no.\u003c/p>\n\u003cp>\"We could not find any studies that convinced us that there was a causal link between teaching the arts and performance on test scores,\" Winner says. \"And we thought that this made a lot of sense because the kinds of thinking skills and habits of mind that students learn when they study the arts are a far cry from what's tested on multiple-choice, standardized tests.\"\u003c/p>\n\u003cp>Winner is the chair of psychology at Boston College and co-author of the book \u003ca href=\"http://www.npr.org/books/titles/176925033/studio-thinking-the-real-benefits-of-arts-education\">Studio Thinking: The Real Benefits of Visual Arts Education\u003c/a>. Despite her skepticism, she says the Turnaround Arts Initiative still has a chance to succeed.\u003c/p>\n\u003cp>\"The most plausible hypothesis in my mind,\" she says, \"would be that the arts lead to engagement and attendance and interesting teachers and engaged teachers. And it's that which would lead to test scores, not directly going from arts to test scores.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>These eight schools are getting intense intervention: more staff, supplies, professional development, and partnerships with local museums, dance companies and theaters. Goslins admits this pilot might be hard to replicate at hundreds of schools, but at the same time, she says, a strategy this aggressive might be what it takes to bring a school up from the bottom.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "To Break the Mold, Is Competency Learning the Key?",
"title": "To Break the Mold, Is Competency Learning the Key?",
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"content": "\u003cfigure id=\"attachment_28096\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/mike52ad/4676418746/in/photosof-mike52ad/\">\u003cimg class=\"size-large wp-image-28096\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/batch-and-queue-620x405.jpg\" alt=\"batch-and-queue\" width=\"620\" height=\"405\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Ask an educator about what it's like teaching a room full of students, and you'll likely hear a similar refrain: No two kids learn the same way or grasp concepts at the exact same time.As a result, educators often say they resort to “teaching to the middle.”\u003c/p>\n\u003cp>More schools are starting to question whether traditional age-based classrooms are the best way to go, and to change the dynamic of teaching to the middle, they're experimenting with \u003ca href=\"http://www.edweek.org/dd/articles/2012/10/17/01competency.h06.html\">competency-based learning,\u003c/a> a system that moves kids along at different paces once they've shown they can grasp a key concept of a unit.\u003c/p>\n\u003cp>Kim Carter, executive director of \u003ca href=\"http://qedfoundation.org/\">QED Foundation,\u003c/a> is a big supporter of competency-based learning.\u003c/p>\n\u003cp>“The choice is, do we want an education system that’s obsolete or do we want a system that is valued and creates value,” Carter said. The foundation offers training, coaching and consulting that focuses on student agency, as well as communities of collaboration both inside and outside school. Eventually, she says, that pace should be negotiated, with the student gradually taking over more responsibility for her learning.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If you are truly going to go competency based and not just have a veneer of change, it will require retooling our systems.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Competency-based education is gaining momentum across the country. Already \u003ca href=\"http://www.education.nh.gov/innovations/hs_redesign/index.htm\">New Hampshire\u003c/a> and Maine schools have transitioned to the model. Schools in Oregon, Iowa, Minnesota, and many other states are following suit. The Common Core State Standards are also pointing in the direction \u003c!--more-->of requiring competency rather than just a passing grade. Though Carter says the language of the Common Core favors performance-based assessments -- students will have to show what they can do -- she thinks it’s unfortunate that a test will measure the learning, because at best, a test approximates meaningful assessment, but does not demonstrate real-world application of knowledge.\u003c/p>\n\u003cp>“The standardized tests that allow us to compare across states tell us nothing about the individual,” Carter said. “They were not designed to tell us anything about the individual; they are designed to measure the effectiveness of programs. That’s a very different thing.”\u003c/p>\n\u003cp>If learning becomes more personalized, tests should too. “The whole idea of competency is the ability to apply, document, and defend your learning,” Carter said. She proposes that schools use a common rubric to assess \"uncommon learning.\" In other words, she proposes teachers need to be strict in their expectations and required criteria, but more flexible in terms of how a student gets there. Students don’t all have to read the same book or create the same project, but they do have to demonstrate that they understand and can use the core competencies.\u003c/p>\n\u003cp>If a student gets 50 percent in a class in a traditional school, she fails and has to repeat the course or grade level until she scores higher, even if the score means that she understood half the material. Forcing her to repeat everything is inefficient and puts the student at a disadvantage for the rest of her academic career. In competency-based classrooms, students relearn and demonstrate competencies in only the areas that challenge them before moving forward.\u003c/p>\n\u003cp>“‘Batch and queue’” is horribly inefficient and destroys kids' concept of self,” Carter said. “It’s like \u003cimg title=\"More...\" src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">manufacturing, where you put everything through the same system and compare it to standards at the end. If it doesn’t match, put it through again.”\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES TO IMPLEMENTATION\u003c/strong>\u003c/p>\n\u003cp>Shifting to a truly competency-based system means big changes for schools and would produce a ripple effect. “If you are truly going to go competency based and not just have a veneer of change, it will require retooling our systems,” said Carter.\u003c/p>\n\u003cp>Teacher training tailored to a competency-based education system is still one of the biggest hurdles. Many training courses have been the same for decades and don’t reflect some of the changing trends in education, Carter said. Successfully implementing a competency-based system is no easy feat -- it means valuing what a child can demonstrate he knows, rather than assuming a correctly answered test question signifies he can apply that knowledge.\u003c/p>\n\u003cp>“Competency-based education is a huge shift, not just in terms of actual practices, or what we do in the classroom, or how we document what happens in the classroom, but a change in what we believe,” Carter said. And teachers need to act their way into believing, they can’t just be told to do it. She points to nursing or other higher education programs that ensure graduates have the basic skills and competencies before they can progress as good models to follow.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/five-big-changes-to-the-future-of-teacher-education/\">Five Big Changes to the Future of Teacher Education\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The other big barrier is teacher evaluations. Right now teachers are assessed by how well students do on a test. But understanding how well a student really knows the material should take more than that, just as teacher assessments should be based on more data points, Carter said. Teachers and students are trapped in the same system, one that is at odds with competency-based models.\u003c/p>\n\u003cp>“Our whole evaluation system is pretty young in the sense that we have only a few rudimentary means of assessing what students know,” Carter said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ultimately, teachers need to be trained and supported in the same way as students. And for both groups the standards have to mean something. Carter fears that if the education system continues as it has been, it will not only be obsolete, it will provide diplomas that have little validity.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28096\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/mike52ad/4676418746/in/photosof-mike52ad/\">\u003cimg class=\"size-large wp-image-28096\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/batch-and-queue-620x405.jpg\" alt=\"batch-and-queue\" width=\"620\" height=\"405\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Ask an educator about what it's like teaching a room full of students, and you'll likely hear a similar refrain: No two kids learn the same way or grasp concepts at the exact same time.As a result, educators often say they resort to “teaching to the middle.”\u003c/p>\n\u003cp>More schools are starting to question whether traditional age-based classrooms are the best way to go, and to change the dynamic of teaching to the middle, they're experimenting with \u003ca href=\"http://www.edweek.org/dd/articles/2012/10/17/01competency.h06.html\">competency-based learning,\u003c/a> a system that moves kids along at different paces once they've shown they can grasp a key concept of a unit.\u003c/p>\n\u003cp>Kim Carter, executive director of \u003ca href=\"http://qedfoundation.org/\">QED Foundation,\u003c/a> is a big supporter of competency-based learning.\u003c/p>\n\u003cp>“The choice is, do we want an education system that’s obsolete or do we want a system that is valued and creates value,” Carter said. The foundation offers training, coaching and consulting that focuses on student agency, as well as communities of collaboration both inside and outside school. Eventually, she says, that pace should be negotiated, with the student gradually taking over more responsibility for her learning.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If you are truly going to go competency based and not just have a veneer of change, it will require retooling our systems.”\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>Competency-based education is gaining momentum across the country. Already \u003ca href=\"http://www.education.nh.gov/innovations/hs_redesign/index.htm\">New Hampshire\u003c/a> and Maine schools have transitioned to the model. Schools in Oregon, Iowa, Minnesota, and many other states are following suit. The Common Core State Standards are also pointing in the direction \u003c!--more-->of requiring competency rather than just a passing grade. Though Carter says the language of the Common Core favors performance-based assessments -- students will have to show what they can do -- she thinks it’s unfortunate that a test will measure the learning, because at best, a test approximates meaningful assessment, but does not demonstrate real-world application of knowledge.\u003c/p>\n\u003cp>“The standardized tests that allow us to compare across states tell us nothing about the individual,” Carter said. “They were not designed to tell us anything about the individual; they are designed to measure the effectiveness of programs. That’s a very different thing.”\u003c/p>\n\u003cp>If learning becomes more personalized, tests should too. “The whole idea of competency is the ability to apply, document, and defend your learning,” Carter said. She proposes that schools use a common rubric to assess \"uncommon learning.\" In other words, she proposes teachers need to be strict in their expectations and required criteria, but more flexible in terms of how a student gets there. Students don’t all have to read the same book or create the same project, but they do have to demonstrate that they understand and can use the core competencies.\u003c/p>\n\u003cp>If a student gets 50 percent in a class in a traditional school, she fails and has to repeat the course or grade level until she scores higher, even if the score means that she understood half the material. Forcing her to repeat everything is inefficient and puts the student at a disadvantage for the rest of her academic career. In competency-based classrooms, students relearn and demonstrate competencies in only the areas that challenge them before moving forward.\u003c/p>\n\u003cp>“‘Batch and queue’” is horribly inefficient and destroys kids' concept of self,” Carter said. “It’s like \u003cimg title=\"More...\" src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">manufacturing, where you put everything through the same system and compare it to standards at the end. If it doesn’t match, put it through again.”\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES TO IMPLEMENTATION\u003c/strong>\u003c/p>\n\u003cp>Shifting to a truly competency-based system means big changes for schools and would produce a ripple effect. “If you are truly going to go competency based and not just have a veneer of change, it will require retooling our systems,” said Carter.\u003c/p>\n\u003cp>Teacher training tailored to a competency-based education system is still one of the biggest hurdles. Many training courses have been the same for decades and don’t reflect some of the changing trends in education, Carter said. Successfully implementing a competency-based system is no easy feat -- it means valuing what a child can demonstrate he knows, rather than assuming a correctly answered test question signifies he can apply that knowledge.\u003c/p>\n\u003cp>“Competency-based education is a huge shift, not just in terms of actual practices, or what we do in the classroom, or how we document what happens in the classroom, but a change in what we believe,” Carter said. And teachers need to act their way into believing, they can’t just be told to do it. She points to nursing or other higher education programs that ensure graduates have the basic skills and competencies before they can progress as good models to follow.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/five-big-changes-to-the-future-of-teacher-education/\">Five Big Changes to the Future of Teacher Education\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The other big barrier is teacher evaluations. Right now teachers are assessed by how well students do on a test. But understanding how well a student really knows the material should take more than that, just as teacher assessments should be based on more data points, Carter said. Teachers and students are trapped in the same system, one that is at odds with competency-based models.\u003c/p>\n\u003cp>“Our whole evaluation system is pretty young in the sense that we have only a few rudimentary means of assessing what students know,” Carter said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ultimately, teachers need to be trained and supported in the same way as students. And for both groups the standards have to mean something. Carter fears that if the education system continues as it has been, it will not only be obsolete, it will provide diplomas that have little validity.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_28192\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/digitalsextant/29908738/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-28192\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/29908738_2cea4bd9c9.jpg\" alt=\"29908738_2cea4bd9c9\" width=\"500\" height=\"337\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/29908738_2cea4bd9c9.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/29908738_2cea4bd9c9-400x270.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/29908738_2cea4bd9c9-320x216.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\"> Those of us who just filed our taxes, or paid our bills, or calculated our monthly expenditures know the importance of having a solid base of financial literacy. For students, it's just as important to have this base knowledge to prepare them for the real world, so in observation of \u003ca href=\"http://jumpstart.org/survey.html\">Financial Literacy Month\u003c/a>, here are a few resources to get those fiscal gears turning.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>BETTER MONEY HABITS\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>The new \u003ca href=\"http://www.bettermoneyhabits.com/en/home.html#fbid=107dgGM7RiX\">BetterMoneyHabits.com\u003c/a> is the result of a partnership between Bank of America and the \u003ca href=\"https://www.khanacademy.org/\">Khan Academy\u003c/a>. While the link between behemoth bank and startup nonprofit might seem a strange marriage of company cultures, the combination of the former’s reach and credibility with the latter’s experience developing online video resources makes logical sense.\u003c/p>\n\u003cp>So far, the site features a 13-video selection on topics more likely suitable for high school and college students (and even adults), including creating and managing your own personal budget, understanding interest, understanding mortgages, digging yourself out of debt, and preparing financially for unpredictable tough times.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>PRACTICAL MONEY SKILLS FOR LIFE’S ONLINE GAME SERIES\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>Visa’s \u003ca href=\"http://www.practicalmoneyskills.com/\">financial literacy program\u003c/a> features what has been a growing number of free online game titles accessible to a wide range of student ages. The simplest include a drag-and-drop game where players select which coins to deposit into a piggy bank to build up the most money, and puzzles that challenge players to assemble pieces on a screen into paper currency.\u003c/p>\n\u003cp>Among the more complex titles, \u003ca href=\"http://www.practicalmoneyskills.com/games/trainingcamp/\">\"Financial Football\"\u003c/a> and \u003ca href=\"http://www.practicalmoneyskills.com/games/worldcup/\">\"Financial Soccer\"\u003c/a> are geared toward \u003c!--more-->sports fans ages 11 and up, where players assume control of their favorite teams or countries in a simulated game where the outcome of each play is decided based on how students answer finance-related questions. Then there's “Countdown to Retirement,” which might remind some of the time when \u003ca href=\"http://www.youtube.com/watch?v=-1t9dg5dzQo\">Cliff gave Theo a financial lecture\u003c/a> about being one of the \"regular people.\"\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>FINANCIAL ENTERTAINMENT\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>This \u003ca href=\"http://financialentertainment.org/\">series of five fiscally driven online games\u003c/a> comes from the \u003ca href=\"http://www.d2dfund.org/\">Doorways to Dreams Fund\u003c/a>, a nonprofit organization with the stated mission of helping low-income Americans use their limited resources more wisely through the development of new products and policies. Players help a vampire nightclub owner invest his profits and save for retirement in \u003ca href=\"http://financialentertainment.org/play/biteclub.html\">\"Bite Club,\"\u003c/a> try to reform the wasteful habits of the rich and famous in \u003ca href=\"http://financialentertainment.org/play/celebritycalamity.html\">\"Celebrity Calamity,\"\u003c/a> and prepare for the inevitable but unpredictable famines, droughts, and other disasters in \u003ca href=\"http://financialentertainment.org/play/farmblitz.html\">\"Farm Blitz.\"\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The series has actually been the subject of \u003ca href=\"http://www.rand.org/content/dam/rand/pubs/working_briefs/2012/RAND_WB115.pdf\">relatively recent academic research\u003c/a> that has found, at the very least, that young adults who were exposed to such games are capable of learning better fiscal habits as a result. The series actually targets young adults, but should be understood by high school-age students as well.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>EARN YOUR FUTURE\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>For those parents or teachers who want a more structured and deeper delve into the subject of fiscal literacy, \u003ca href=\"http://www.pwc.com/us/en/\">PricewaterhouseCoopers\u003c/a> offers a \u003ca href=\"http://www.pwc.com/us/en/about-us/corporate-responsibility/pwc-financial-literacy-curriculum.jhtml\">nine-unit curriculum\u003c/a> free online, with most units offered in separate formats for upper elementary, middle, and high school students.\u003c/p>\n\u003cp>While the bulk of the curriculum's reading lessons, worksheets, and assessments comes in PDF form, there are also 11 streaming videos, with about half of those directed toward students in grades 3-5. Units range from basic subjects like credit and debt, and savings and investment, to more specialized pursuits like home buying and paying for college.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>JUMP$TART.ORG\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>For those of you looking for more financial literacy help, the Jump$tart Coalition for Personal Financial Literacy's website can offer some direction. Its most helpful feature might be its \u003ca href=\"http://jumpstart.org/jump%24tart-clearinghouse.html\">online clearinghouse\u003c/a>, which allows users to search for fiscally based education resources (print, digital, and audio/visual) by title, keyword, provider, grade level, or even appropriateness for special-needs students. Not all resources in the clearinghouse archives are free, but many are.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The site also offers web links to \u003ca href=\"http://jumpstart.org/national-standards.html\">national standards on financial literacy\u003c/a> and \u003ca href=\"http://jumpstart.org/survey.html\">survey data\u003c/a> on the financial acumen of American high schoolers and young adults, though both documents date back to the latter portion of the last decade.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28192\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/digitalsextant/29908738/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-28192\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/29908738_2cea4bd9c9.jpg\" alt=\"29908738_2cea4bd9c9\" width=\"500\" height=\"337\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/29908738_2cea4bd9c9.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/29908738_2cea4bd9c9-400x270.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/29908738_2cea4bd9c9-320x216.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\"> Those of us who just filed our taxes, or paid our bills, or calculated our monthly expenditures know the importance of having a solid base of financial literacy. For students, it's just as important to have this base knowledge to prepare them for the real world, so in observation of \u003ca href=\"http://jumpstart.org/survey.html\">Financial Literacy Month\u003c/a>, here are a few resources to get those fiscal gears turning.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>BETTER MONEY HABITS\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>The new \u003ca href=\"http://www.bettermoneyhabits.com/en/home.html#fbid=107dgGM7RiX\">BetterMoneyHabits.com\u003c/a> is the result of a partnership between Bank of America and the \u003ca href=\"https://www.khanacademy.org/\">Khan Academy\u003c/a>. While the link between behemoth bank and startup nonprofit might seem a strange marriage of company cultures, the combination of the former’s reach and credibility with the latter’s experience developing online video resources makes logical sense.\u003c/p>\n\u003cp>So far, the site features a 13-video selection on topics more likely suitable for high school and college students (and even adults), including creating and managing your own personal budget, understanding interest, understanding mortgages, digging yourself out of debt, and preparing financially for unpredictable tough times.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>PRACTICAL MONEY SKILLS FOR LIFE’S ONLINE GAME SERIES\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>Visa’s \u003ca href=\"http://www.practicalmoneyskills.com/\">financial literacy program\u003c/a> features what has been a growing number of free online game titles accessible to a wide range of student ages. The simplest include a drag-and-drop game where players select which coins to deposit into a piggy bank to build up the most money, and puzzles that challenge players to assemble pieces on a screen into paper currency.\u003c/p>\n\u003cp>Among the more complex titles, \u003ca href=\"http://www.practicalmoneyskills.com/games/trainingcamp/\">\"Financial Football\"\u003c/a> and \u003ca href=\"http://www.practicalmoneyskills.com/games/worldcup/\">\"Financial Soccer\"\u003c/a> are geared toward \u003c!--more-->sports fans ages 11 and up, where players assume control of their favorite teams or countries in a simulated game where the outcome of each play is decided based on how students answer finance-related questions. Then there's “Countdown to Retirement,” which might remind some of the time when \u003ca href=\"http://www.youtube.com/watch?v=-1t9dg5dzQo\">Cliff gave Theo a financial lecture\u003c/a> about being one of the \"regular people.\"\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>FINANCIAL ENTERTAINMENT\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>This \u003ca href=\"http://financialentertainment.org/\">series of five fiscally driven online games\u003c/a> comes from the \u003ca href=\"http://www.d2dfund.org/\">Doorways to Dreams Fund\u003c/a>, a nonprofit organization with the stated mission of helping low-income Americans use their limited resources more wisely through the development of new products and policies. Players help a vampire nightclub owner invest his profits and save for retirement in \u003ca href=\"http://financialentertainment.org/play/biteclub.html\">\"Bite Club,\"\u003c/a> try to reform the wasteful habits of the rich and famous in \u003ca href=\"http://financialentertainment.org/play/celebritycalamity.html\">\"Celebrity Calamity,\"\u003c/a> and prepare for the inevitable but unpredictable famines, droughts, and other disasters in \u003ca href=\"http://financialentertainment.org/play/farmblitz.html\">\"Farm Blitz.\"\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The series has actually been the subject of \u003ca href=\"http://www.rand.org/content/dam/rand/pubs/working_briefs/2012/RAND_WB115.pdf\">relatively recent academic research\u003c/a> that has found, at the very least, that young adults who were exposed to such games are capable of learning better fiscal habits as a result. The series actually targets young adults, but should be understood by high school-age students as well.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>EARN YOUR FUTURE\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>For those parents or teachers who want a more structured and deeper delve into the subject of fiscal literacy, \u003ca href=\"http://www.pwc.com/us/en/\">PricewaterhouseCoopers\u003c/a> offers a \u003ca href=\"http://www.pwc.com/us/en/about-us/corporate-responsibility/pwc-financial-literacy-curriculum.jhtml\">nine-unit curriculum\u003c/a> free online, with most units offered in separate formats for upper elementary, middle, and high school students.\u003c/p>\n\u003cp>While the bulk of the curriculum's reading lessons, worksheets, and assessments comes in PDF form, there are also 11 streaming videos, with about half of those directed toward students in grades 3-5. Units range from basic subjects like credit and debt, and savings and investment, to more specialized pursuits like home buying and paying for college.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>JUMP$TART.ORG\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>For those of you looking for more financial literacy help, the Jump$tart Coalition for Personal Financial Literacy's website can offer some direction. Its most helpful feature might be its \u003ca href=\"http://jumpstart.org/jump%24tart-clearinghouse.html\">online clearinghouse\u003c/a>, which allows users to search for fiscally based education resources (print, digital, and audio/visual) by title, keyword, provider, grade level, or even appropriateness for special-needs students. Not all resources in the clearinghouse archives are free, but many are.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The site also offers web links to \u003ca href=\"http://jumpstart.org/national-standards.html\">national standards on financial literacy\u003c/a> and \u003ca href=\"http://jumpstart.org/survey.html\">survey data\u003c/a> on the financial acumen of American high schoolers and young adults, though both documents date back to the latter portion of the last decade.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/Q78COTwT7nE\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp>For history teachers, videos can be a powerful tool to contextualize events that seem intangible, or too far distant in the past. When it comes to World War II, specifically, this collection of videos put together by \u003ca href=\"http://www.youtube.com/edu\">YouTube Education's\u003c/a> Angela Lin, bring a variety of perspectives for students to consider. In the mix, the topics cover the geopolitical significance of the war, as well as personal lives affected in the U.S., Europe, and Japan.\u003c/p>\n\u003cp>For more tips on ideas for using videos, check out the MindShift \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-ultimate-guide-to-using-videos/\">Teacher's Guide to Using Videos\u003c/a>.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?v=Q78COTwT7nE\">\u003cstrong>WORLD WAR II: CRASH COURSE WORLD HISTORY #38\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>This video is one of the many fabulous educational creations John Green creates about all things history. Here, Green explains why World War has made such a lasting impact on the world and what lessons can be learned from its tragedy. It's the war sped up and is about as funny as war can be.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?feature=player_embedded&v=OiP5Zj0z9A4\">\u003cstrong>YES, THAT'S MY FATHER\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>Created by the U.S.Holocaust Memorial Museum, this video is the touching story of Sol Finkelstein, a Polish Jew separated from his father at a concentration camp just days before liberation. Not knowing what became of his father and guilt for not protecting him have plagued Finkelstein until his son and the museum helped find some answers.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?v=VvzDSnQCh6c&list=SPD7F1A06CE1780AD5&index=1\">\u003cstrong>REMEMBERING THE TRAGIC AFTERMATH OF HIROSHIMA\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>This BBC Worldwide video remembers the horror that the atom bomb caused when it was dropped on Hiroshima and Nagasaki. Often the battles fought in the Pacific during World War II are overshadowed by the horrific stories of Nazi concentration camps. This video brings the people who became collatoral damage to the forefront.\u003c!--more-->\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?v=04VNBM1PqR8\">\u003cstrong>ROSIE THE RIVETER: REAL WOMEN WORKERS IN WORLD WAR II\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>The Library of Congress' video on how the war changed U.S. labor relations is an important part of the World War II narrative. The video takes a look at the iconic Rosie the Riveter image that's become synonomous with women's war work, breaking down the myth. What's left behind is the beginning of a real change in the country's women who were no longer content to be housewives.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?v=gFEh2cHxyjI\">\u003cstrong>CHURCHILL - THEIR FINEST HOUR (AUDIO SLIDESHOW)\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>Allen Packwood, the Director of the Churchill Archives at the University of Cambridge dissect's the famous speech Churchill gave in 1940 to prepare the British people of the long, hard days of war to come. The audio and photos reveal how much care Churchill took with this speech and its power to move people.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?v=6XFz5WHvwCE\">\u003cstrong>WAR TIME NUTRITION\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>A piece of war time propaganda, this War Stories video reminds Americans why they must ration their food and how important American farming is to the war effort. It features an appearance by the Surgeon General of the United States Public Health Service who pleads with Americans to eat properly to maintain health, but also be willing to sacrifice. An interesting artifact and great teaching tool for analyzing government messages to citizens during war.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"disqusTitle": "Some Ask: What's the Value of Common Core State Standards?",
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"content": "\u003cfigure id=\"attachment_28166\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-28166\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/4263290667_6daa7cedd3-300x450.jpg\" alt=\"Stack of hardcover encyclopedias against red background\" width=\"300\" height=\"450\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://www.npr.org/2013/04/14/177175296/core-curriculum-puts-education-experts-at-odds\">By Claudio Sanchez\u003c/a>, NPR\u003c/h5>\n\u003cp>At 2 p.m., it's crunchtime for students who write for the \u003ca href=\"http://smeharbinger.net/\">Harbinger Online\u003c/a>\u003cem>,\u003c/em> the award-winning, student news site at Shawnee Mission East High just outside Kansas City, Kan. They've been investigating an initiative to develop common curriculum and test guidelines for states.\u003c/p>\n\u003cp>The young reporters have pored over countless documents about the \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a> and talked to Kansas state legislators who pushed for their adoption, trying to understand why they're necessary.\u003c/p>\n\u003cp>\"I think it's because we've known for years that there's something wrong with our education system; that there's better ways to be doing what we're doing,\" says Duncan MacLachlan, the 17-year-old co-editor of the site.\u003c/p>\n\u003cp>Although, that's not readily apparent at his school. After all, 98 percent of Shawnee Mission East High graduates go on to college. But experts say high-achieving schools like this one are the exception, not the rule. Most students finish school \u003ca href=\"http://www.npr.org/2013/04/08/176570802/even-highly-motivated-students-arent-ready-for-college\">without the knowledge and skills\u003c/a> necessary to succeed in college or the workplace.\u003c/p>\n\u003cp>The Common Core is an attempt to get all states to adopt the same, rigorous standards, beginning with English and math. But MacLachlan says its impact on learning in the classroom is unclear.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Our coverage of that has been sparse because we don't know,\" he says.\u003c/p>\n\u003ch4>\u003cstrong>Developing The Standards\u003c/strong>\u003c/h4>\n\u003cp>David Coleman is considered to be the architect of the Common Core Standards.\u003c/p>\n\u003cp>\"The most important thing to know is that it was actually teachers who had the most important\u003c/p>\n\u003cp>voice in the development of the Common Core standards,\" he says.\u003c!--more-->\u003c/p>\n\u003cp>He started working on the standards years ago, as one of the founders of the private consulting group Student Achievement Partners. Today, he's president of the College Board, which administers the SAT. Coleman credits 45 governors thus far for putting their political differences aside and moving to adopt Common Core.\u003c/p>\n\u003cp>\"So you had states bringing their best work to the table, the best of their work on their standards,\" he says.\u003c/p>\n\u003cp>Coleman says the Common Core standards — for kindergarten to 12th grade — are tougher and go much deeper. He says their rigor is why states that have field-tested them, like Kentucky, have seen kids' test scores plummet by as much as 30 percent.\u003c/p>\n\u003cp>\"Those kids who scored 30 percent lower, that's the number of kids who are on their way to remediation in college,\" Coleman says. \"So they may have been passing previous state tests, those tests were presenting kids as ready who were not.\"\u003c/p>\n\u003ch4>\u003cstrong>Lack Of Consensus\u003c/strong>\u003c/h4>\n\u003cp>To hear Coleman tell it, the Common Core standards will provide a more accurate snapshot of what kids actually know and are able to do. Not everybody thinks that's true.\u003c/p>\n\u003cp>Among them is Karl Krawitz, the principal at Shawnee Mission East.\u003c/p>\n\u003cp>\"In fact, I think Common Core [is] going to set education back even further because you're dictating curriculum,\" he says, \"what people are supposed to regurgitate on some kind of an assessment that's supposed to gauge how well kids have learned the material and how well teachers have taught the material. The reality is tests don't do either one of those things.\"\u003c/p>\n\u003cp>Krawitz, who still teaches chemistry at his school, says Common Core proponents also assume that there's a consensus about what should be taught.\u003c/p>\n\u003cp>\"Kansas is struggling right now. I mean, my goodness, we're still trying to figure out whether or not evolution should be taught,\" he says.\u003c/p>\n\u003cp>To be clear, the Common Core standards are only a guide for states to follow as they write their curricula. Still, critics argue that the standards are too rigorous, too complex and developmentally inappropriate, especially in the early grades. Some dispute that teachers actually wrote the standards.\u003c/p>\n\u003ch4>\u003cstrong>Is It Worth It?\u003c/strong>\u003c/h4>\n\u003cp>Krawitz worries that Common Core will impose more testing.\u003c/p>\n\u003cp>\"And there's a big thing people need to understand: Testing in this country is big business,\" he says.\u003c/p>\n\u003cp>He says the testing industry stands to make tons of money.\u003c/p>\n\u003cp>\"To me, the real question is not who makes money. The question is, is it worth it?\" Krawitz says.\u003c/p>\n\u003cp>Coleman says it is worth it because too many students, especially poor minority children, aren't being challenged.\u003c/p>\n\u003cp>\"These standards are the most serious attempt this country has yet made to come to grips with those early sources of inequality,\" he says.\u003c/p>\n\u003cp>Many school reformers say that's one big reason they support the Common Core standards. Convincing educators in the trenches, like Krawitz, is another matter.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I would do everything I can to keep Common Core out of this school,\" he says.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28166\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-28166\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/4263290667_6daa7cedd3-300x450.jpg\" alt=\"Stack of hardcover encyclopedias against red background\" width=\"300\" height=\"450\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://www.npr.org/2013/04/14/177175296/core-curriculum-puts-education-experts-at-odds\">By Claudio Sanchez\u003c/a>, NPR\u003c/h5>\n\u003cp>At 2 p.m., it's crunchtime for students who write for the \u003ca href=\"http://smeharbinger.net/\">Harbinger Online\u003c/a>\u003cem>,\u003c/em> the award-winning, student news site at Shawnee Mission East High just outside Kansas City, Kan. They've been investigating an initiative to develop common curriculum and test guidelines for states.\u003c/p>\n\u003cp>The young reporters have pored over countless documents about the \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a> and talked to Kansas state legislators who pushed for their adoption, trying to understand why they're necessary.\u003c/p>\n\u003cp>\"I think it's because we've known for years that there's something wrong with our education system; that there's better ways to be doing what we're doing,\" says Duncan MacLachlan, the 17-year-old co-editor of the site.\u003c/p>\n\u003cp>Although, that's not readily apparent at his school. After all, 98 percent of Shawnee Mission East High graduates go on to college. But experts say high-achieving schools like this one are the exception, not the rule. Most students finish school \u003ca href=\"http://www.npr.org/2013/04/08/176570802/even-highly-motivated-students-arent-ready-for-college\">without the knowledge and skills\u003c/a> necessary to succeed in college or the workplace.\u003c/p>\n\u003cp>The Common Core is an attempt to get all states to adopt the same, rigorous standards, beginning with English and math. But MacLachlan says its impact on learning in the classroom is unclear.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Our coverage of that has been sparse because we don't know,\" he says.\u003c/p>\n\u003ch4>\u003cstrong>Developing The Standards\u003c/strong>\u003c/h4>\n\u003cp>David Coleman is considered to be the architect of the Common Core Standards.\u003c/p>\n\u003cp>\"The most important thing to know is that it was actually teachers who had the most important\u003c/p>\n\u003cp>voice in the development of the Common Core standards,\" he says.\u003c!--more-->\u003c/p>\n\u003cp>He started working on the standards years ago, as one of the founders of the private consulting group Student Achievement Partners. Today, he's president of the College Board, which administers the SAT. Coleman credits 45 governors thus far for putting their political differences aside and moving to adopt Common Core.\u003c/p>\n\u003cp>\"So you had states bringing their best work to the table, the best of their work on their standards,\" he says.\u003c/p>\n\u003cp>Coleman says the Common Core standards — for kindergarten to 12th grade — are tougher and go much deeper. He says their rigor is why states that have field-tested them, like Kentucky, have seen kids' test scores plummet by as much as 30 percent.\u003c/p>\n\u003cp>\"Those kids who scored 30 percent lower, that's the number of kids who are on their way to remediation in college,\" Coleman says. \"So they may have been passing previous state tests, those tests were presenting kids as ready who were not.\"\u003c/p>\n\u003ch4>\u003cstrong>Lack Of Consensus\u003c/strong>\u003c/h4>\n\u003cp>To hear Coleman tell it, the Common Core standards will provide a more accurate snapshot of what kids actually know and are able to do. Not everybody thinks that's true.\u003c/p>\n\u003cp>Among them is Karl Krawitz, the principal at Shawnee Mission East.\u003c/p>\n\u003cp>\"In fact, I think Common Core [is] going to set education back even further because you're dictating curriculum,\" he says, \"what people are supposed to regurgitate on some kind of an assessment that's supposed to gauge how well kids have learned the material and how well teachers have taught the material. The reality is tests don't do either one of those things.\"\u003c/p>\n\u003cp>Krawitz, who still teaches chemistry at his school, says Common Core proponents also assume that there's a consensus about what should be taught.\u003c/p>\n\u003cp>\"Kansas is struggling right now. I mean, my goodness, we're still trying to figure out whether or not evolution should be taught,\" he says.\u003c/p>\n\u003cp>To be clear, the Common Core standards are only a guide for states to follow as they write their curricula. Still, critics argue that the standards are too rigorous, too complex and developmentally inappropriate, especially in the early grades. Some dispute that teachers actually wrote the standards.\u003c/p>\n\u003ch4>\u003cstrong>Is It Worth It?\u003c/strong>\u003c/h4>\n\u003cp>Krawitz worries that Common Core will impose more testing.\u003c/p>\n\u003cp>\"And there's a big thing people need to understand: Testing in this country is big business,\" he says.\u003c/p>\n\u003cp>He says the testing industry stands to make tons of money.\u003c/p>\n\u003cp>\"To me, the real question is not who makes money. The question is, is it worth it?\" Krawitz says.\u003c/p>\n\u003cp>Coleman says it is worth it because too many students, especially poor minority children, aren't being challenged.\u003c/p>\n\u003cp>\"These standards are the most serious attempt this country has yet made to come to grips with those early sources of inequality,\" he says.\u003c/p>\n\u003cp>Many school reformers say that's one big reason they support the Common Core standards. Convincing educators in the trenches, like Krawitz, is another matter.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I would do everything I can to keep Common Core out of this school,\" he says.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_28146\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28146\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/155282685-620x440.jpg\" alt=\"155282685\" width=\"620\" height=\"440\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Education reformers have been \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">calling for a different type of education\u003c/a>, one that nurtures creative and innovative thinkers. But for many, that future is hard to see and even harder to influence.\u003c/p>\n\u003cp>Science fiction writers and blockbuster movies have been predicting a world run by robots for decades, and for most of us, the fantasy has stayed in the realm of fiction. But artificial intelligence has \u003ca href=\"http://www.gizmag.com/activision-real-time-character-rendering/26862/\">made rapid progress\u003c/a> and robots are becoming more a part of everyday life than many people realize. Those who study robots and their impact on life foresee a day not too far off when many jobs now held by people will be automated.\u003c/p>\n\u003cp>“If you can detect a pattern, you can automate it,” said \u003ca href=\"http://www.thefivethings.org/charles-fadel/#\">Charles Fadel\u003c/a>, founder of the Center for Curriculum Redesign and a visiting practitioner at Harvard’s Graduate School of Education, who spoke at the recent \u003ca href=\"http://www.learningandthebrain.com/Event-130/Educating-for-Creative-Minds/Program\">Learning and the Brain Conference\u003c/a>. Fadel sees signs that robots are already becoming a part of everyday life. Google has a self-driving car. Japan recently put on \u003ca href=\"http://www.youtube.com/watch?v=DTXO7KGHtjI\">a concert\u003c/a>, attended by thousands of people, featuring a hologram popstar with a synthesized voice. \u003ca href=\"http://online.wsj.com/article/SB10001424127887323468604578249752619254898.html\">Virtual models\u003c/a> are gradually being put to work displaying the newest styles, and \u003ca href=\"http://www.nytimes.com/2011/02/17/science/17jeopardy-watson.html?pagewanted=all&_r=0\">Watson the supercomputer whooped-on the best Jeopardy players\u003c/a>. Signs of robotic intelligence are everywhere and educators need to be preparing students to enter a dramatically different world, Fadel said.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The role of the educator is to channel and guide what is fundamentally an improvisational process.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As artificial intelligence improves and slowly takes over aspects of daily life, the only way for people to continue to be useful is to “up-skill” -- and that takes creativity. “Incremental creativity is just improving on something, but radical creativity is thinking something up,” Fadel said. He believes that, in time, computers will be capable of incremental creativity, slowly improving a process and building on its success. What they will never be able to do is generate a radically new idea.\u003c/p>\n\u003cp>“We’re being pushed upwards in abstraction, in some senses,” Fadel said. Recognizing how sophisticated computers already are, and how much better the algorithms are getting will be important as the education system evolves. Implicit in Fadel’s stark view of how artificial \u003c!--more-->intelligence fits into human kind’s future is a question about the value of education. Why teach content when everything is searchable? Why teach specific skills when computers will one day be able to do that work, he asks.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Education has to focus on learning \u003cem>how\u003c/em> to learn – metacognition. School will still be important, but not to impart what happened during the Revolutionary War or to teach the quadratic formula. School, he said, should focus on teaching young people the intangibles, the things that make humans unique: relationships, flexibility, humanity, how to make discriminating decisions, resilience, innovation, adaptability, wisdom, ethics, curiosity, how to ask good questions, synthesizing and integrating information, and of course, creating.\u003c/p>\n\u003cp>In the future, computers and humans will be working together to create the next big invention and when that happens, people can distinguish themselves by controlling the process and the strategy. Humans will define the goals and will think creatively about solutions.\u003c/p>\n\u003cp>But to get to that place, the education system needs to nurture creative young people. That isn’t happening right now, he says.\u003c/p>\n\u003cp>\u003cstrong>EDUCATORS CAN HELP\u003c/strong>\u003c/p>\n\u003cp>Most political leaders and education experts agree that the education system needs to adapt to the technological realities of the age and work to produce more creative thinkers. “The whole culture is coming out with support for more and greater creativity in students,” said\u003ca href=\"http://education.wustl.edu/people/sawyer_r-keith\"> R. Keith Sawyer\u003c/a>, professor of education and psychology studying creativity and learning at Washington University in St. Louis, at the same conference.\u003c/p>\n\u003cp>Sawyer says fostering creativity starts by recognizing that it’s a collaborative process, not one big idea from a genius. Rather, it’s more like improvisational theater. “Each person contributes a small idea or contribution and the next person picks it up and takes it somewhere,” Sawyer said. “It’s unpredictable and unplanned but something wonderful emerges.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“In the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Recognizing that much of the creative work generated comes out of collaborative group work, teachers can think about their classrooms as places for improvisational flow, where teachers and students are building knowledge together. Structure is needed, but some flexibility as well.\u003c/p>\n\u003cp>“The role of the educator is to channel and guide what is fundamentally an improvisational process,” Sawyer said. “Students learn what they need to learn but in a way that allows them to be creative.”\u003c/p>\n\u003cp>To arrive at an improvisational classroom, educators can \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/does-our-current-education-system-support-innovation/\">move away from an instructional model \u003c/a>for the classroom. The traditional model clings to the notion that children need to learn particular facts and it’s the teacher’s job to impart that information to students. Facts and information build incrementally and turn into more complex ideas, and learning is measured by testing knowledge of facts.\u003c/p>\n\u003cp>But many argue that this model results in superficial knowledge and low retention, weak transfer to new situations, inability to integrate facts and apply to other situations, Sawyer said.\u003c/p>\n\u003cp>Sawyer proposes that schooling should be constructionist, focusing on a deeper, conceptual understanding of topics with the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/7-essential-principles-of-innovative-learning/\">ability to build new knowledge in new situations\u003c/a>. To do this, students need to take facts, skills, and concepts and apply them to real-word problems. Learning should start with a driving question. This way, students can explore the topic through inquiry and discussion, working in teams, just as they would in the workplace or other life situations. Students create a tangible product that addresses the issue at hand, and along the way an instructor guides the process.\u003c/p>\n\u003cp>Sawyer is not naïve about the challenges to this model. It’s hard to develop a good design question. “The really good problems are not too hard, not too easy and they result in the acquisition of required content,” Sawyer said. But even after coming up with a perfect problem, it’s difficult to get students to actively engage and to collaborate effectively. It’s hard to assess learning this way and to effectively critique in a way that doesn’t stunt ideas, but helps guide the process.\u003c/p>\n\u003cp>It may seem daunting to change the current system into something that resembles the constructionist model Sawyer and others champion. But Sawyer said it's happening in schools across the country, and educators are passing along these ideas to each other.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">Fostering Creativity Is Not An Option\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“Every teacher is a creative professional,” Sawyer said. “And in the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.” The creative act of teaching needs to be a collaborative one, like a startup team working on the next innovative product. If each teacher continues to tinker and offer ideas to the larger group, a creative breakthrough will emerge.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It's going to be every one of us that contributes ideas along the way,” Sawyer said. And in doing so, teachers everywhere can create the institutional change that stands between them and implementing the ideas that to many are obvious and instinctual.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28146\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28146\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/155282685-620x440.jpg\" alt=\"155282685\" width=\"620\" height=\"440\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Education reformers have been \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">calling for a different type of education\u003c/a>, one that nurtures creative and innovative thinkers. But for many, that future is hard to see and even harder to influence.\u003c/p>\n\u003cp>Science fiction writers and blockbuster movies have been predicting a world run by robots for decades, and for most of us, the fantasy has stayed in the realm of fiction. But artificial intelligence has \u003ca href=\"http://www.gizmag.com/activision-real-time-character-rendering/26862/\">made rapid progress\u003c/a> and robots are becoming more a part of everyday life than many people realize. Those who study robots and their impact on life foresee a day not too far off when many jobs now held by people will be automated.\u003c/p>\n\u003cp>“If you can detect a pattern, you can automate it,” said \u003ca href=\"http://www.thefivethings.org/charles-fadel/#\">Charles Fadel\u003c/a>, founder of the Center for Curriculum Redesign and a visiting practitioner at Harvard’s Graduate School of Education, who spoke at the recent \u003ca href=\"http://www.learningandthebrain.com/Event-130/Educating-for-Creative-Minds/Program\">Learning and the Brain Conference\u003c/a>. Fadel sees signs that robots are already becoming a part of everyday life. Google has a self-driving car. Japan recently put on \u003ca href=\"http://www.youtube.com/watch?v=DTXO7KGHtjI\">a concert\u003c/a>, attended by thousands of people, featuring a hologram popstar with a synthesized voice. \u003ca href=\"http://online.wsj.com/article/SB10001424127887323468604578249752619254898.html\">Virtual models\u003c/a> are gradually being put to work displaying the newest styles, and \u003ca href=\"http://www.nytimes.com/2011/02/17/science/17jeopardy-watson.html?pagewanted=all&_r=0\">Watson the supercomputer whooped-on the best Jeopardy players\u003c/a>. Signs of robotic intelligence are everywhere and educators need to be preparing students to enter a dramatically different world, Fadel said.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The role of the educator is to channel and guide what is fundamentally an improvisational process.”\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>As artificial intelligence improves and slowly takes over aspects of daily life, the only way for people to continue to be useful is to “up-skill” -- and that takes creativity. “Incremental creativity is just improving on something, but radical creativity is thinking something up,” Fadel said. He believes that, in time, computers will be capable of incremental creativity, slowly improving a process and building on its success. What they will never be able to do is generate a radically new idea.\u003c/p>\n\u003cp>“We’re being pushed upwards in abstraction, in some senses,” Fadel said. Recognizing how sophisticated computers already are, and how much better the algorithms are getting will be important as the education system evolves. Implicit in Fadel’s stark view of how artificial \u003c!--more-->intelligence fits into human kind’s future is a question about the value of education. Why teach content when everything is searchable? Why teach specific skills when computers will one day be able to do that work, he asks.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Education has to focus on learning \u003cem>how\u003c/em> to learn – metacognition. School will still be important, but not to impart what happened during the Revolutionary War or to teach the quadratic formula. School, he said, should focus on teaching young people the intangibles, the things that make humans unique: relationships, flexibility, humanity, how to make discriminating decisions, resilience, innovation, adaptability, wisdom, ethics, curiosity, how to ask good questions, synthesizing and integrating information, and of course, creating.\u003c/p>\n\u003cp>In the future, computers and humans will be working together to create the next big invention and when that happens, people can distinguish themselves by controlling the process and the strategy. Humans will define the goals and will think creatively about solutions.\u003c/p>\n\u003cp>But to get to that place, the education system needs to nurture creative young people. That isn’t happening right now, he says.\u003c/p>\n\u003cp>\u003cstrong>EDUCATORS CAN HELP\u003c/strong>\u003c/p>\n\u003cp>Most political leaders and education experts agree that the education system needs to adapt to the technological realities of the age and work to produce more creative thinkers. “The whole culture is coming out with support for more and greater creativity in students,” said\u003ca href=\"http://education.wustl.edu/people/sawyer_r-keith\"> R. Keith Sawyer\u003c/a>, professor of education and psychology studying creativity and learning at Washington University in St. Louis, at the same conference.\u003c/p>\n\u003cp>Sawyer says fostering creativity starts by recognizing that it’s a collaborative process, not one big idea from a genius. Rather, it’s more like improvisational theater. “Each person contributes a small idea or contribution and the next person picks it up and takes it somewhere,” Sawyer said. “It’s unpredictable and unplanned but something wonderful emerges.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“In the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Recognizing that much of the creative work generated comes out of collaborative group work, teachers can think about their classrooms as places for improvisational flow, where teachers and students are building knowledge together. Structure is needed, but some flexibility as well.\u003c/p>\n\u003cp>“The role of the educator is to channel and guide what is fundamentally an improvisational process,” Sawyer said. “Students learn what they need to learn but in a way that allows them to be creative.”\u003c/p>\n\u003cp>To arrive at an improvisational classroom, educators can \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/does-our-current-education-system-support-innovation/\">move away from an instructional model \u003c/a>for the classroom. The traditional model clings to the notion that children need to learn particular facts and it’s the teacher’s job to impart that information to students. Facts and information build incrementally and turn into more complex ideas, and learning is measured by testing knowledge of facts.\u003c/p>\n\u003cp>But many argue that this model results in superficial knowledge and low retention, weak transfer to new situations, inability to integrate facts and apply to other situations, Sawyer said.\u003c/p>\n\u003cp>Sawyer proposes that schooling should be constructionist, focusing on a deeper, conceptual understanding of topics with the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/7-essential-principles-of-innovative-learning/\">ability to build new knowledge in new situations\u003c/a>. To do this, students need to take facts, skills, and concepts and apply them to real-word problems. Learning should start with a driving question. This way, students can explore the topic through inquiry and discussion, working in teams, just as they would in the workplace or other life situations. Students create a tangible product that addresses the issue at hand, and along the way an instructor guides the process.\u003c/p>\n\u003cp>Sawyer is not naïve about the challenges to this model. It’s hard to develop a good design question. “The really good problems are not too hard, not too easy and they result in the acquisition of required content,” Sawyer said. But even after coming up with a perfect problem, it’s difficult to get students to actively engage and to collaborate effectively. It’s hard to assess learning this way and to effectively critique in a way that doesn’t stunt ideas, but helps guide the process.\u003c/p>\n\u003cp>It may seem daunting to change the current system into something that resembles the constructionist model Sawyer and others champion. But Sawyer said it's happening in schools across the country, and educators are passing along these ideas to each other.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">Fostering Creativity Is Not An Option\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“Every teacher is a creative professional,” Sawyer said. “And in the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.” The creative act of teaching needs to be a collaborative one, like a startup team working on the next innovative product. If each teacher continues to tinker and offer ideas to the larger group, a creative breakthrough will emerge.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "New Science Standards Aim to Relate Concepts to Students' Lives",
"title": "New Science Standards Aim to Relate Concepts to Students' Lives",
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"content": "\u003cfigure id=\"attachment_28127\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/ganesha_isis/4998563119/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28127\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/4998563119_3cc0f30a9b_z-620x412.jpg\" alt=\"4998563119_3cc0f30a9b_z\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A consortium of science and education organizations \u003ca href=\"http://www.achieve.org/next-generation-science-standards-released\">has released\u003c/a> the first set of science standards since the original set prepared by the \u003ca href=\"http://www.nationalacademies.org/nrc/\">National Research Council\u003c/a> and the \u003ca href=\"http://www.aaas.org/\">American Association for Advancement in Science\u003c/a> 15 years ago. The \u003ca href=\"http://www.nextgenscience.org/\">Next Generation Science Standards\u003c/a> (NGSS) aim to incorporate the scientific community’s understanding of science as it has grown and changed.\u003c/p>\n\u003cp>The new NGSS standards represent the core scientific concepts that practicing scientists agree K-12 students should know by the time they graduate. The framework for the standards was developed by the National Research Council, the \u003ca href=\"http://www.nsta.org/\">National Science Teachers Association\u003c/a>, the American Association for the Advancement of Science, and \u003ca href=\"http://www.achieve.org/\">Achieve\u003c/a>. Together they built compiled principals and solicited input from states about what pedagogy and curricular specifics to build in.\u003c/p>\n\u003cp>“Students need to understand how science works, the practices and the crosscutting concepts in order to be ready to assume their roles in a scientifically complex world,” said Frank Neipold, co-chair of the \u003ca href=\"http://www.slideshare.net/usgcrp/usgcrp-education-interagency-working-group\">Climate Education Interagency Working Group\u003c/a> at the U.S. Global Change Research Program. Neipold has worked on the standards in many capacities and sees them as vitally important to educating the next generation to think critically about how systems work together.\u003c/p>\n\u003cp>Twenty-six states helped write the standards, and while there is no obligation that states adopt them, many likely will. The standards focus on fewer core concepts, are meant to go deeper within \u003c!--more-->each concept, and emphasize the interdisciplinary nature of science.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/five-amazing-videos-that-show-why-science-is-awesome/\">Five Amazing Videos That Show Why Science is Awesome\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The standards are organized in \u003ca href=\"http://www.nextgenscience.org/three-dimensions\">three dimensions\u003c/a>: key concepts, crosscutting concepts, and practices. Key concepts are broadly important and teachable over a series of years, such as the subject of climate change, which can get more complex as students build upon their knowledge. The second dimension is crosscutting concepts, things that span the scientific disciplines like energy and matter, cause and effect or systems. Lastly, students will be expected to understand the practice of science, undertaking scientific inquiry and comparing the practices of science with those of engineers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The interesting and important part of the NGSS is that they really are about critical thinking in these cross cutting competencies,” said Don Boesch, president of the \u003ca href=\"http://www.umces.edu/\">University of Maryland Center for Environmental Science\u003c/a> and leader of a \u003ca href=\"http://www.madeclear.org/\">project to implement the standards\u003c/a> in Maryland and Delaware. “So I think teachers will really have the chance to help students think critically about these topics.”\u003c/p>\n\u003cp>While the NGSS are not part of the \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a> -- those were developed under the auspices of federal government and focus only on math and literacy -- there are some similarities. Proponents of both sets of standards say they're meant to emphasize close reading of non-fiction tests, performance-based standards, and an integrated approach to learning across disciplines.\u003c/p>\n\u003cp>\u003cstrong>CLIMATE CHANGE INCLUDED\u003c/strong>\u003c/p>\n\u003cp>One of the more controversial aspects of the new science standards is the inclusion of climate change in the curriculum. \"There was never a debate about whether climate change would be in there,\" Heidi Schweingruber of the National Research Council \u003ca href=\"http://www.npr.org/2013/03/27/174141194/a-hot-topic-climate-change-coming-to-classrooms\">told National Public Radio\u003c/a>. \"It is a fundamental part of science, and so that's what our work is based on, the scientific consensus.\"\u003c/p>\n\u003cp>Still, science teachers often find themselves pulled in to help bolster math and reading scores, leaving them with little time to teach science, let alone incorporate complicated new topics. Teaching climate change science can feel daunting to many teachers who don’t have a firm grasp of all the information, he said.\u003c/p>\n\u003cp>“We have not trained our teachers very well to work across disciplines,” Boesch said. Teaching climate change inherently requires integration of things like earth sciences, chemistry and systems. A changing climate will affect all parts of life. Teachers aren’t always comfortable teaching all the elements and will need to be trained.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/combining-robotics-with-poetry-art-and-engineering-can-co-exist/\">Combining Robotics With Poetry? Art and Engineering Can Co-Exist\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The standards are meant to lead the student through a progression of concepts, providing building blocks early on that can scaffold more complicated concepts in higher grades.\u003c/p>\n\u003cp>“We as a nation have a real deep and multidimensional problem on our hands that has to involve education of our young people,” said Boesch on the subject of climate change. “We need to equip people to have the skills as well as the knowledge to deal with it.”\u003c/p>\n\u003cp>The new standards will also require a whole new emphasis on revamping \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/its-here-a-science-book-thats-always-up-to-date/\">science textbooks\u003c/a>. “A lot of materials out there are sub-par,” Neipold said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Climate change is not a political issue and it’s not a debate,” said Mario Molina, deputy director for the \u003ca href=\"http://www.acespace.org/\">Alliance for Climate Education\u003c/a>. “It’s science, strongly researched and thoroughly vetted science. So our hope is that teachers will not see this as political debate.” He believes students have the right to study climate change as it unfolds, as well as solutions to the problem.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28127\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/ganesha_isis/4998563119/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28127\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/4998563119_3cc0f30a9b_z-620x412.jpg\" alt=\"4998563119_3cc0f30a9b_z\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A consortium of science and education organizations \u003ca href=\"http://www.achieve.org/next-generation-science-standards-released\">has released\u003c/a> the first set of science standards since the original set prepared by the \u003ca href=\"http://www.nationalacademies.org/nrc/\">National Research Council\u003c/a> and the \u003ca href=\"http://www.aaas.org/\">American Association for Advancement in Science\u003c/a> 15 years ago. The \u003ca href=\"http://www.nextgenscience.org/\">Next Generation Science Standards\u003c/a> (NGSS) aim to incorporate the scientific community’s understanding of science as it has grown and changed.\u003c/p>\n\u003cp>The new NGSS standards represent the core scientific concepts that practicing scientists agree K-12 students should know by the time they graduate. The framework for the standards was developed by the National Research Council, the \u003ca href=\"http://www.nsta.org/\">National Science Teachers Association\u003c/a>, the American Association for the Advancement of Science, and \u003ca href=\"http://www.achieve.org/\">Achieve\u003c/a>. Together they built compiled principals and solicited input from states about what pedagogy and curricular specifics to build in.\u003c/p>\n\u003cp>“Students need to understand how science works, the practices and the crosscutting concepts in order to be ready to assume their roles in a scientifically complex world,” said Frank Neipold, co-chair of the \u003ca href=\"http://www.slideshare.net/usgcrp/usgcrp-education-interagency-working-group\">Climate Education Interagency Working Group\u003c/a> at the U.S. Global Change Research Program. Neipold has worked on the standards in many capacities and sees them as vitally important to educating the next generation to think critically about how systems work together.\u003c/p>\n\u003cp>Twenty-six states helped write the standards, and while there is no obligation that states adopt them, many likely will. The standards focus on fewer core concepts, are meant to go deeper within \u003c!--more-->each concept, and emphasize the interdisciplinary nature of science.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/five-amazing-videos-that-show-why-science-is-awesome/\">Five Amazing Videos That Show Why Science is Awesome\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The standards are organized in \u003ca href=\"http://www.nextgenscience.org/three-dimensions\">three dimensions\u003c/a>: key concepts, crosscutting concepts, and practices. Key concepts are broadly important and teachable over a series of years, such as the subject of climate change, which can get more complex as students build upon their knowledge. The second dimension is crosscutting concepts, things that span the scientific disciplines like energy and matter, cause and effect or systems. Lastly, students will be expected to understand the practice of science, undertaking scientific inquiry and comparing the practices of science with those of engineers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The interesting and important part of the NGSS is that they really are about critical thinking in these cross cutting competencies,” said Don Boesch, president of the \u003ca href=\"http://www.umces.edu/\">University of Maryland Center for Environmental Science\u003c/a> and leader of a \u003ca href=\"http://www.madeclear.org/\">project to implement the standards\u003c/a> in Maryland and Delaware. “So I think teachers will really have the chance to help students think critically about these topics.”\u003c/p>\n\u003cp>While the NGSS are not part of the \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a> -- those were developed under the auspices of federal government and focus only on math and literacy -- there are some similarities. Proponents of both sets of standards say they're meant to emphasize close reading of non-fiction tests, performance-based standards, and an integrated approach to learning across disciplines.\u003c/p>\n\u003cp>\u003cstrong>CLIMATE CHANGE INCLUDED\u003c/strong>\u003c/p>\n\u003cp>One of the more controversial aspects of the new science standards is the inclusion of climate change in the curriculum. \"There was never a debate about whether climate change would be in there,\" Heidi Schweingruber of the National Research Council \u003ca href=\"http://www.npr.org/2013/03/27/174141194/a-hot-topic-climate-change-coming-to-classrooms\">told National Public Radio\u003c/a>. \"It is a fundamental part of science, and so that's what our work is based on, the scientific consensus.\"\u003c/p>\n\u003cp>Still, science teachers often find themselves pulled in to help bolster math and reading scores, leaving them with little time to teach science, let alone incorporate complicated new topics. Teaching climate change science can feel daunting to many teachers who don’t have a firm grasp of all the information, he said.\u003c/p>\n\u003cp>“We have not trained our teachers very well to work across disciplines,” Boesch said. Teaching climate change inherently requires integration of things like earth sciences, chemistry and systems. A changing climate will affect all parts of life. Teachers aren’t always comfortable teaching all the elements and will need to be trained.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/combining-robotics-with-poetry-art-and-engineering-can-co-exist/\">Combining Robotics With Poetry? Art and Engineering Can Co-Exist\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The standards are meant to lead the student through a progression of concepts, providing building blocks early on that can scaffold more complicated concepts in higher grades.\u003c/p>\n\u003cp>“We as a nation have a real deep and multidimensional problem on our hands that has to involve education of our young people,” said Boesch on the subject of climate change. “We need to equip people to have the skills as well as the knowledge to deal with it.”\u003c/p>\n\u003cp>The new standards will also require a whole new emphasis on revamping \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/its-here-a-science-book-thats-always-up-to-date/\">science textbooks\u003c/a>. “A lot of materials out there are sub-par,” Neipold said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Climate change is not a political issue and it’s not a debate,” said Mario Molina, deputy director for the \u003ca href=\"http://www.acespace.org/\">Alliance for Climate Education\u003c/a>. “It’s science, strongly researched and thoroughly vetted science. So our hope is that teachers will not see this as political debate.” He believes students have the right to study climate change as it unfolds, as well as solutions to the problem.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_28055\" class=\"wp-caption left\" style=\"max-width: 270px\">\u003cimg class=\"size-full wp-image-28055\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/chowchecker2.jpg\" alt=\"chowchecker#2\" width=\"270\" height=\"336\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Responding to worries that school is not preparing students for the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-your-major-working-toward-the-uninvented-job/\">jobs of the future, \u003c/a>there's been a concerted effort lately to emphasize the importance of learning STEM subjects.\u003c/p>\n\u003cp>President Obama made a pitch for STEM in his \u003ca href=\"http://www.politico.com/story/2013/02/state-of-the-union-2013-president-barack-obamas-speech-transcript-text-87550.html\">State of the Union address\u003c/a> this year saying, “we’ll reward schools that develop new partnerships with colleges and employers, and create classes that focus on science, technology, engineering and math -- the skills today’s employers are looking for to fill the jobs that are there right now and will be there in the future.”\u003cbr>\nCongressman Mike Honda from California recently \u003ca href=\"http://honda.house.gov/index.php?option=com_content&view=article&id=1308:rep-honda-stem-coach&catid=19:press-releases&Itemid=555\">introduced two pieces of legislation\u003c/a> to Congress focusing on STEM: One would create an office of STEM education to help coordinate between schools, while simultaneously creating a research arm to fund development of education technology; the other bill would offer in-house STEM coaches to schools, helping them integrate concepts into the curriculum.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“This is very different from other school projects because it’s a real world thing.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Some schools are already integrating STEM throughout their curriculum. A team of eighth graders at \u003ca href=\"http://www.hampsteadacademy.org/podium/default.aspx?t=120657&rc=1\">Hampstead Academy,\u003c/a> one of 10 winners of the \u003ca href=\"http://www.appchallenge.tsaweb.org/\">Verizon Innovative App Challenge,\u003c/a> for example designed Chow Checker, an app to help people identify\u003c!--more--> ingredients they are allergic to in food. The app allows users to either scan the bar code on a food item or use the search bar to find an item. Any ingredients the user has an allergy to shows up in red. The app also has a news feed and a personal profile, giving it the feel of a social networking site, a feature that also sets it apart from other food allergy apps. The news feed gives people who suffer from food allergies a way to share their personal experiences with one another, said student Sarah Miller-Bartley.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“We wanted customers to relate to the app and have fun when they use it,” said Rachel Fonseca, another student. “It’s supposed to be a customer friendly experience.”\u003c/p>\n\u003cp>As part of their school work, the team conducted research on existing products in their market, and determined that, although there are a few similar apps, many had poor user reviews and crashed a lot. Their conclusion: They were confident they could design something better.\u003c/p>\n\u003cp>Now the students will have the chance to put their design into practice, working with \u003ca href=\"http://www.media.mit.edu/\">MIT Media Lab\u003c/a>’s App Inventor Training Corps to write the code and develop their product. The MIT specialists will visit Hampstead for a day and a half of consultation, then the students will be on their own, left to do the heavy lifting of making the app a reality.\u003c/p>\n\u003cp>“The students are owning this start to finish,” said Christina DiMicelli, the technology integration specialist at Hampstead Academy.\u003c/p>\n\u003cp>“We all have our nervousness,” said Nathan Stallings, a student designer. “We fear that it won’t come out the way we pictured it.”\u003c/p>\n\u003cp>But they're also excited that they'll have a real product at the end of this project. “This is very different from other school projects because it’s a real world thing,” said Jack Lawlor. “The app is going to be out in the world helping people.”\u003c/p>\n\u003cp>Hampstead Academy is a small private school focusing on “whole child” education, and many of the school projects are cross-curricular and include technology. But this project felt more personal to the students. “The app challenge felt a little different because we all really love technology and we were really in our element,” Fonseca said.\u003c/p>\n\u003cp>One of the most challenging parts of this project was working together, students said -- a true reflection of what happens in the real world. Students Ashvi Patel and Ethan Calandra said that coming up with a cohesive idea that satisfied every team member was hard, especially when they had to let some ideas go.\u003c/p>\n\u003cp>Most of the students enjoyed designing the app itself and thinking about how the end user would approach it. A few students even think they might like to continue to study app development. “Now that I’ve seen the final product I am more interested in pursuing it,” said Alex Mielens who had studied some code before, but found it boring when it wasn’t attached to a specific goal.\u003c/p>\n\u003cp>The Hampstead team developed the project as part of social studies class, organized by teacher, Chris Sousa, who finds it perfectly natural to incorporate STEM into his class. “When you can start applying STEM to social problems that fits right into social studies,” Sousa said.\u003c/p>\n\u003cp>Chow Checker will be available for download on Google Play this summer.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28055\" class=\"wp-caption left\" style=\"max-width: 270px\">\u003cimg class=\"size-full wp-image-28055\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/chowchecker2.jpg\" alt=\"chowchecker#2\" width=\"270\" height=\"336\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Responding to worries that school is not preparing students for the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-your-major-working-toward-the-uninvented-job/\">jobs of the future, \u003c/a>there's been a concerted effort lately to emphasize the importance of learning STEM subjects.\u003c/p>\n\u003cp>President Obama made a pitch for STEM in his \u003ca href=\"http://www.politico.com/story/2013/02/state-of-the-union-2013-president-barack-obamas-speech-transcript-text-87550.html\">State of the Union address\u003c/a> this year saying, “we’ll reward schools that develop new partnerships with colleges and employers, and create classes that focus on science, technology, engineering and math -- the skills today’s employers are looking for to fill the jobs that are there right now and will be there in the future.”\u003cbr>\nCongressman Mike Honda from California recently \u003ca href=\"http://honda.house.gov/index.php?option=com_content&view=article&id=1308:rep-honda-stem-coach&catid=19:press-releases&Itemid=555\">introduced two pieces of legislation\u003c/a> to Congress focusing on STEM: One would create an office of STEM education to help coordinate between schools, while simultaneously creating a research arm to fund development of education technology; the other bill would offer in-house STEM coaches to schools, helping them integrate concepts into the curriculum.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“This is very different from other school projects because it’s a real world thing.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Some schools are already integrating STEM throughout their curriculum. A team of eighth graders at \u003ca href=\"http://www.hampsteadacademy.org/podium/default.aspx?t=120657&rc=1\">Hampstead Academy,\u003c/a> one of 10 winners of the \u003ca href=\"http://www.appchallenge.tsaweb.org/\">Verizon Innovative App Challenge,\u003c/a> for example designed Chow Checker, an app to help people identify\u003c!--more--> ingredients they are allergic to in food. The app allows users to either scan the bar code on a food item or use the search bar to find an item. Any ingredients the user has an allergy to shows up in red. The app also has a news feed and a personal profile, giving it the feel of a social networking site, a feature that also sets it apart from other food allergy apps. The news feed gives people who suffer from food allergies a way to share their personal experiences with one another, said student Sarah Miller-Bartley.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/dv1940060-620x496.jpg\" alt=\"dv1940060\" title=\"\" width=\"620\" height=\"496\" class=\"size-large wp-image-28077\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Curiosity is the engine of intellectual achievement—it's what drives us to keep learning, keep trying, keep pushing forward. But how does one generate curiosity, in oneself or others? George Loewenstein, a professor of economics and psychology at Carnegie Mellon University, proposed an answer in a classic 1994 paper, \"\u003ca href=\"http://www.mendeley.com/catalog/psychology-curiosity-review-reinterpretation-1/\">The Psychology of Curiosity\u003c/a>.\"\u003c/p>\n\u003cp>Curiosity arises, Loewenstein wrote, \"when attention becomes focused on a gap in one's knowledge. Such information gaps produce the feeling of deprivation labeled curiosity. The curious individual is motivated to obtain the missing information to reduce or eliminate the feeling of deprivation.\" Loewenstein's theory helps explain why curiosity is such a potent motivator: it's not only a mental state but also an emotion, a powerful feeling that impels us forward until we find the information that will fill in the gap in our knowledge.\u003c/p>\n\u003cp>Here, three practical ways to use information gaps to stimulate curiosity:\u003c/p>\n\u003col>\n\t\u003cstrong>1.\u003c/strong> \u003cstrong>Start with the question.\u003c/strong> Cognitive scientist Daniel Willingham notes that teachers—along with parents, managers, and leaders of all kinds—are often \"so eager to get to the answer that we do not devote sufficient time to developing the question,\" Willingham writes in his book \u003ca href=\"http://www.amazon.com/Why-Dont-Students-Like-School/dp/047059196X\">Why Don't Students Like School?\u003c/a> Yet it's the question that stimulates curiosity; being told an answer quells curiosity before it can even get going. Instead of starting with the answer, begin by posing for yourself and others a genuinely interesting question—one that opens an information gap.\n\u003cp>\t\u003cstrong>2.\u003c/strong> \u003cstrong>Prime the pump.\u003c/strong> In his 1994 paper, George Loewenstein noted that curiosity requires some initial knowledge. We're not curious about something we know absolutely nothing about. But as soon as we know even a little bit, our curiosity is piqued and we want to learn \u003c!--more-->more. In fact, research shows that curiosity increases with knowledge: the more we know, the more we want to know. To get this process started, Loewenstein suggests, \"prime the pump\" with some intriguing but incomplete information.\n\u003c/p>\u003cp>\t\u003cstrong>3.\u003c/strong> \u003cstrong> Bring in communication.\u003c/strong> Language teachers have long put a similar idea to use in exercises that open an information gap and then require learners to communicate with each other in order to fill it. For example, one student might be given a series of pictures illustrating the beginning of the story, while the student's partner is given a series of pictures showing how that same story ends. Only by speaking with each other (in the foreign language they are learning, of course) can the students fill in each others' information gaps.\n\u003c/p>\u003c/ol>\n\u003cp>Read more about the specifics of those studies \u003ca href=\"http://anniemurphypaul.com/2013/04/stimulating-curiosity-studies-referenced-in-the-brilliant-report/?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=921809d9c5-Brilliant_Report_16_1_2012&utm_medium=email\">here\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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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": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"source": "American Public Media"
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"masters-of-scale": {
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},
"mindshift": {
"id": "mindshift",
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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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"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
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"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"on-the-media": {
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"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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},
"link": "/radio/program/pbs-newshour",
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"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
"id": "perspectives",
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"order": 14
},
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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"source": "PRI"
},
"link": "/radio/program/pri-the-world",
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"tuneIn": "https://tunein.com/podcasts/News--Politics-Podcasts/PRIs-The-World-p24/",
"rss": "http://feeds.feedburner.com/pri/theworld"
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
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