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"disqusTitle": "SimCityEDU: Using Games for Formative Assessment ",
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"content": "\u003cdiv id=\"attachment_27520\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/?attachment_id=27520\" rel=\"attachment wp-att-27520\">\u003cimg class=\"size-large wp-image-27520\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/SimCityEDU-620x344.jpg\" alt=\"SimCityEDU\" width=\"620\" height=\"344\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">SimCity\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As game-based learning gains momentum in education circles, teachers increasingly want substantive proof that games are helpful for learning. The game-makers at the non-profit \u003ca href=\"http://www.instituteofplay.org/2012/06/glass-lab-transforming-learning-and-assessment-through-digital-games/\">GlassLab\u003c/a> are hoping to do this with the popular video game \u003ca href=\"http://www.simcity.com\">SimCity\u003c/a>.\u003c/p>\n\u003cp>GlassLab is working with commercial game companies, assessment experts, and those versed in digital classrooms to build \u003cem>\u003ca href=\"http://www.simcity.com/en_US/simcityedu\">SimCityEDU\u003c/a>\u003c/em>, a downloadable game designed for sixth graders. Scheduled to be be released in the fall of 2013, it builds on SimCity's city management theme, but provides specific challenges to players in the subject of STEM.\u003c/p>\n\u003cp>“The big pain point we've heard from teachers is that they cannot entertain their kids to the level that they are being entertained outside of the classroom,” said Jessica Lindl, general manager of GlassLab. “They want to be able to create meaningful learning experiences and they just can’t compete with the digital tools their kids are accessing all the time.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“None of the other games are trying to do formative assessment to the level we are. They aren’t validating whether they are assessing what they should be assessing.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teachers have been using the commercial version of SimCity as a classroom tool for a long time, but with the newest version recently released and the EDU version soon to follow, GlassLab is trying to convene an online community of educators already working in the space, asking them to \u003c!--more-->think creatively about what the game could do, offering lesson plans, and helping teachers to collaborate and share ideas.\u003c/p>\n\u003cp>SimCityEDU grew out of research conducted by the MacArthur foundation on how \u003ca href=\"http://myweb.fsu.edu/vshute/pdf/GLA%20Dirk%20chapter.pdf\">gaming can mirror formative assessments\u003c/a> [PDF] – measuring understanding regularly along the learning path, rather than occasionally or at the end of a unit, as is most common. Their research found that games gather data about the player as he or she makes choices within the game, affecting the outcome. In games, players “level-up,\" moving on to higher levels when they've mastered the necessary skills; similarly teachers scaffold lessons to deepen understanding as a student grasps the easier concepts.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in School?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>SimCityEDU, funded by the Gates and Macarthur foundations, will provide assessments that are aligned with Common Core State Standards. The EDU version uses the same code as the commercial game, but with the addition of using students' choices during challenges as a method of assessment. GlassLab is still working to develop all the challenges based on focus-group feedback on student interests, but the one challenge they know they’ll include focuses on the environment, based on positive feedback from the focus groups.\u003c/p>\n\u003cp>“These kids are fascinated by the environment,” Lindl said.\u003c/p>\n\u003cp>Students will be asked to conduct interviews and look at research to determine what kind of power plant to build in the town. As they play, taking photo documentation, interpreting the information they’ve gathered, drawing conclusions, graphing the data and finally making a decision, the game assesses each choice. Teachers will have a tool to see how each child’s play matches up against Common Core standards.\u003c/p>\n\u003cp>And game developers hope that the incremental data will help teachers know when to step in and offer more help. For example, if an interview contradicts scientific evidence, the student will have to discern bias, figure out how to weight the various pieces of evidence differently, and back up conclusions with data and text.\u003c/p>\n\u003cp>SimCityEDU will not go to market until third-party assessor, \u003ca href=\"http://www.sri.com/\">SRI International\u003c/a>, has validated by testing students who’ve played the game using a completely different assessment tool to ensure the game works.\u003c/p>\n\u003cp>\u003cstrong>FOCUSED LEARNING VS. EXPLORATION\u003c/strong>\u003c/p>\n\u003cp>GlassLab plans to offer the downloadable game at little to no cost for schools and teachers, Lindl said. However, the clear narrative and objectives within SimCityEDU depart from other commercial games that have been appropriated by teachers -- \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">like\u003c/a> Minecraft. That game offers a free-form experience that teachers can easily manipulate to serve their lessons, a quality many teachers like.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Teachers Transform Commercial Game for Class Use\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“We want teachers to be able to choose between a free exploration or something more focused,” Lindl said. But there’s a catch. If educators want to use the broader SimCity world for free-form exploration they’ll have to buy the commercial license – a cost of about $60. Getting both the focused and free-form experience could cost more than many educators are willing to pay.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Not all education experts agree that assessment should be built into games. “The game should be a place of play and experimentation,” said Henry Jenkins, a USC professor on the forefront of game-based learning. “Meta-gaming is where the learning could be without disrupting the ecology of the game.” The “meta-game” is the world outside the game often composed of fans who discuss what they are making in the game with one another, write fan fiction and in other ways continue to create material even when not playing.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_27520\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/?attachment_id=27520\" rel=\"attachment wp-att-27520\">\u003cimg class=\"size-large wp-image-27520\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/SimCityEDU-620x344.jpg\" alt=\"SimCityEDU\" width=\"620\" height=\"344\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">SimCity\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As game-based learning gains momentum in education circles, teachers increasingly want substantive proof that games are helpful for learning. The game-makers at the non-profit \u003ca href=\"http://www.instituteofplay.org/2012/06/glass-lab-transforming-learning-and-assessment-through-digital-games/\">GlassLab\u003c/a> are hoping to do this with the popular video game \u003ca href=\"http://www.simcity.com\">SimCity\u003c/a>.\u003c/p>\n\u003cp>GlassLab is working with commercial game companies, assessment experts, and those versed in digital classrooms to build \u003cem>\u003ca href=\"http://www.simcity.com/en_US/simcityedu\">SimCityEDU\u003c/a>\u003c/em>, a downloadable game designed for sixth graders. Scheduled to be be released in the fall of 2013, it builds on SimCity's city management theme, but provides specific challenges to players in the subject of STEM.\u003c/p>\n\u003cp>“The big pain point we've heard from teachers is that they cannot entertain their kids to the level that they are being entertained outside of the classroom,” said Jessica Lindl, general manager of GlassLab. “They want to be able to create meaningful learning experiences and they just can’t compete with the digital tools their kids are accessing all the time.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“None of the other games are trying to do formative assessment to the level we are. They aren’t validating whether they are assessing what they should be assessing.”\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>Teachers have been using the commercial version of SimCity as a classroom tool for a long time, but with the newest version recently released and the EDU version soon to follow, GlassLab is trying to convene an online community of educators already working in the space, asking them to \u003c!--more-->think creatively about what the game could do, offering lesson plans, and helping teachers to collaborate and share ideas.\u003c/p>\n\u003cp>SimCityEDU grew out of research conducted by the MacArthur foundation on how \u003ca href=\"http://myweb.fsu.edu/vshute/pdf/GLA%20Dirk%20chapter.pdf\">gaming can mirror formative assessments\u003c/a> [PDF] – measuring understanding regularly along the learning path, rather than occasionally or at the end of a unit, as is most common. Their research found that games gather data about the player as he or she makes choices within the game, affecting the outcome. In games, players “level-up,\" moving on to higher levels when they've mastered the necessary skills; similarly teachers scaffold lessons to deepen understanding as a student grasps the easier concepts.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in School?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>SimCityEDU, funded by the Gates and Macarthur foundations, will provide assessments that are aligned with Common Core State Standards. The EDU version uses the same code as the commercial game, but with the addition of using students' choices during challenges as a method of assessment. GlassLab is still working to develop all the challenges based on focus-group feedback on student interests, but the one challenge they know they’ll include focuses on the environment, based on positive feedback from the focus groups.\u003c/p>\n\u003cp>“These kids are fascinated by the environment,” Lindl said.\u003c/p>\n\u003cp>Students will be asked to conduct interviews and look at research to determine what kind of power plant to build in the town. As they play, taking photo documentation, interpreting the information they’ve gathered, drawing conclusions, graphing the data and finally making a decision, the game assesses each choice. Teachers will have a tool to see how each child’s play matches up against Common Core standards.\u003c/p>\n\u003cp>And game developers hope that the incremental data will help teachers know when to step in and offer more help. For example, if an interview contradicts scientific evidence, the student will have to discern bias, figure out how to weight the various pieces of evidence differently, and back up conclusions with data and text.\u003c/p>\n\u003cp>SimCityEDU will not go to market until third-party assessor, \u003ca href=\"http://www.sri.com/\">SRI International\u003c/a>, has validated by testing students who’ve played the game using a completely different assessment tool to ensure the game works.\u003c/p>\n\u003cp>\u003cstrong>FOCUSED LEARNING VS. EXPLORATION\u003c/strong>\u003c/p>\n\u003cp>GlassLab plans to offer the downloadable game at little to no cost for schools and teachers, Lindl said. However, the clear narrative and objectives within SimCityEDU depart from other commercial games that have been appropriated by teachers -- \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">like\u003c/a> Minecraft. That game offers a free-form experience that teachers can easily manipulate to serve their lessons, a quality many teachers like.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Teachers Transform Commercial Game for Class Use\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“We want teachers to be able to choose between a free exploration or something more focused,” Lindl said. But there’s a catch. If educators want to use the broader SimCity world for free-form exploration they’ll have to buy the commercial license – a cost of about $60. Getting both the focused and free-form experience could cost more than many educators are willing to pay.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Not all education experts agree that assessment should be built into games. “The game should be a place of play and experimentation,” said Henry Jenkins, a USC professor on the forefront of game-based learning. “Meta-gaming is where the learning could be without disrupting the ecology of the game.” The “meta-game” is the world outside the game often composed of fans who discuss what they are making in the game with one another, write fan fiction and in other ways continue to create material even when not playing.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27699\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27699\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/dv1992005-620x305.jpg\" alt=\"dv1992005\" width=\"620\" height=\"305\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">No device should ever be hailed as the silver bullet in \"saving\" education -- nor should it be completely shunned -- but when it comes to the possibility of bridging the digital divide between low-income and high-income students, devices may play a pivotal role.\u003c/p>\n\u003cp>Access to the Internet connects kids to all kinds of information -- and for low-income students especially, that access has the power to change their social structure by allowing them to become empowered and engaged, said Michael Mills, a professor of Teaching and Learning at the University of Central Arkansas during a \u003ca href=\"http://schedule.sxswedu.com/events/event_EDUP7149\">SXSWEdu session last week\u003c/a>.\u003c/p>\n\u003cp>\"For minorities and for low-income students who have these devices, it might be their only way to access the Internet, to get information about their own health, access to social media,\" he said. \"And they're using that as the agent to change their social structure.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The Internet is about empowerment. If we take away this access because we think certain people aren't going to use it right, we're no better than governments who take away voting rights from minorities.\"\u003c/strong>\u003c/aside>\n\u003cp>Yet it's those very students who are deprived of the right to use their own devices in schools, according to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/by-the-numbers-teachers-tech-and-the-digital-divide/\">a recent Pew report\u003c/a> showing that access to devices is noticeably different between higher and lower income schools: 52% of teachers of upper and upper-middle income students say their students use cell phones to look up information in class, compared with 35% of teachers of the lowest income students. And when it comes to blocking sites, 49% of teachers of students living in low-income households say their school’s use of Internet filters has a major impact on their teaching, compared with 24% of those who teach better off students who say that. In the same vein, 33% of teachers of lower income students say their school’s rules about classroom cell phone use by students have a major impact on their teaching, compared with 15% of those who teach students from the highest income households.\u003c/p>\n\u003cp>Why is this the case? It all comes down to expectations, Mills said, that could also be related to blatant racism.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We have some significant issues with race relations, and the core of what it comes down to is that \u003c!--more-->we have to redefine what we expect,\" Mills said. \"Just because a student is Tweeting or using another back-channel, or whatever doesn't mean he's not being productive. And it takes away from trusting that student to do what's right for himself in his community. We need to be more trusting, more open and flexible.\"\u003c/p>\n\u003cp>Schools don't allow students of color to use their mobile devices because they think those students will not use them in what they consider appropriate ways, he said. \"But the very fact that we're saying they're not being productive is to say that our values are more valuable than their values.\"\u003c/p>\n\u003cp>And therein lies the divide.\u003c/p>\n\u003cp>\"Access is a basic right. It's the same as roads or clean water or electricity,\" Mills said. \"Those are [accessible] here in this country because we expect it. The same thing should apply to the Internet. The Internet is about empowerment. If we take away this access because we think certain people aren't going to use it right, we're no better than governments who take away voting rights from minorities.\"\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">Students Demand to Use Technology in Schools\u003c/a>]\u003c/p>\n\u003cp>The numbers line up: A \u003ca href=\"http://mashable.com/2012/10/15/wireless-reach-students/\">recent study by QualComm\u003c/a> showed that low-income students' test scores increased by 30 percent after they were given smartphones to access more information and instruction and to collaborate with their peers.\u003c/p>\n\u003cp>And discipline issues actually diminished in some schools that have \u003ca href=\"http://ww2.kqed.org/mindshift/feature/byod/\">Bring Your Own Device programs\u003c/a>. For example, in the Katy Independent School District in Texas, one of the pioneers of the BYOD effort that participated in a \u003ca href=\"http://www.cisco.com/web/strategy/docs/education/ciscoedukaty_sd_cs.pdf\">pilot program with Cisco\u003c/a>, director of technology Lonnie Owens said their results were surprising. “Discipline issues went down and test scores went up, so we viewed it as a success,\" Owens said.\u003c/p>\n\u003cp>Mills believes that the simple act of students using their coveted devices for study purposes makes learning more acceptable to them and to their peers. In neighborhoods where caring about school is most certainly not cool, Mills said \"it's becoming more socially acceptable to talk about school stuff outside school \u003cem>because\u003c/em> of that device. When they text or tweet about it, somehow it crosses the boundary of becoming okay. It's not exactly cool yet, but all of a sudden it's becoming okay.\"\u003c/p>\n\u003ch4>\u003cstrong>HOW TO NARROW THE DIVIDE\u003c/strong>\u003c/h4>\n\u003cp>For educators who want to start chipping away at the divide, Mills listed a number of ways.\u003c/p>\n\u003cp>\u003cstrong>1. GIVE STUDENTS ACCESS.\u003c/strong>\u003cbr>\nMany Title 1 schools -- those in low-income communities -- receive funds and grants, but don't always buy what they need. If they have enough funds, Mills said schools should invest in a 1-1 program -- a device for every student.\u003c/p>\n\u003cp>\u003cstrong>2. GIVE STUDENTS PROMPTS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Whether it's the school that provides the device, or whether students are allowed to use their own, it's important to give them guidance on \u003cem>how\u003c/em> to use those devices for learning. \"Students do not generally use their personal technology for learning activities unprompted,\" he said. \"We have to provide them with prompts.\"\u003c/p>\n\u003cp>Educators should also be instrumental in guiding student etiquette with devices. For students who use text-speak and shorthand when handing in assignments, teachers can ask them to proofread and resend until the assignments are up to par. \"We can teach them to use mobile literacy to help themselves,\" he said.\u003c/p>\n\u003cp>\u003cstrong>3. PROVIDE INSTRUCTIONAL OBJECTIVES.\u003c/strong>\u003cbr>\n\"We need to think about what we are teaching,\" Mills said. \"This is not technology -- this is Pedagogy 101.\" Educators must understand the dotted line between an assigned activity and the instructional objective, which should be tied to learning skills.\u003c/p>\n\u003cp>\u003cstrong>4. MAKE YOURSELF AVAILABLE.\u003c/strong>\u003cbr>\nJust giving kids a number where they can reach you has \"exponential impact,\" Mills said. \"Just that small gesture tells kids you're available.\" For those who don't feel comfortable giving students their phone numbers, Mills suggests using a Google voice account, which students can call and leave messages.\u003c/p>\n\u003cp>\u003cstrong>5. INVITE OBSERVERS TO YOUR MOBILE ENHANCED CLASS.\u003c/strong>\u003cbr>\nParents, other teachers, and administrators will learn a lot from watching how kids can plug into learning by using their devices. During their visits, talk about the upward trajectory of kids you've noticed who have benefited from the change.\u003c/p>\n\u003cp>\u003cstrong>6. INVENTORY THE DEVICES.\u003c/strong>\u003cbr>\nKeep track of who owns what kind of device (especially after the holidays when kids receive new ones). This way, you can create flexible, shifting groups to make sure there's a good variety of devices in every group. Don't place all the iPhone 5 users in one group -- mix them up to promote equity.\u003c/p>\n\u003cp>\u003cstrong>7. USE DISCRETION.\u003c/strong>\u003cbr>\nBe careful not to publicly call out kids who don't have a device when organizing groups. Use common sense and compassion.\u003c/p>\n\u003cp>\u003cstrong>8. USE EVERYTHING YOU HAVE.\u003c/strong>\u003cbr>\nIf the school has 10 Kindles, find ways to use them in your class. If it has six iPods or 30 computers, don't let them collect dust. Even the oldest computers can be fired up for basic research.\u003c/p>\n\u003cp>\u003cstrong>9. REFRAME PRODUCTIVITY.\u003c/strong>\u003cbr>\nSitting quietly doesn't exemplify productivity, Mills said. If you have flexible processes, you can give students different ways of understanding.\u003c/p>\n\u003cp>\u003cstrong>10. TEACH PROCESS NOT CONTENT.\u003c/strong>\u003cbr>\nAll educators, but especially those who teach low-income students, need to be open to students' ideas of showing what they've learned. If they don't want to write a blog, but want to create a video, be open to it.\u003c/p>\n\u003cp>\u003cstrong>11. VALUE COLLABORATION.\u003c/strong>\u003cbr>\nPromote group work and project based learning.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>You can find many more resources, ideas, and links on \u003ca href=\"http://bit.ly/BYODResources\">Mills' website here\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27699\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27699\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/dv1992005-620x305.jpg\" alt=\"dv1992005\" width=\"620\" height=\"305\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">No device should ever be hailed as the silver bullet in \"saving\" education -- nor should it be completely shunned -- but when it comes to the possibility of bridging the digital divide between low-income and high-income students, devices may play a pivotal role.\u003c/p>\n\u003cp>Access to the Internet connects kids to all kinds of information -- and for low-income students especially, that access has the power to change their social structure by allowing them to become empowered and engaged, said Michael Mills, a professor of Teaching and Learning at the University of Central Arkansas during a \u003ca href=\"http://schedule.sxswedu.com/events/event_EDUP7149\">SXSWEdu session last week\u003c/a>.\u003c/p>\n\u003cp>\"For minorities and for low-income students who have these devices, it might be their only way to access the Internet, to get information about their own health, access to social media,\" he said. \"And they're using that as the agent to change their social structure.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The Internet is about empowerment. If we take away this access because we think certain people aren't going to use it right, we're no better than governments who take away voting rights from minorities.\"\u003c/strong>\u003c/aside>\n\u003cp>Yet it's those very students who are deprived of the right to use their own devices in schools, according to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/by-the-numbers-teachers-tech-and-the-digital-divide/\">a recent Pew report\u003c/a> showing that access to devices is noticeably different between higher and lower income schools: 52% of teachers of upper and upper-middle income students say their students use cell phones to look up information in class, compared with 35% of teachers of the lowest income students. And when it comes to blocking sites, 49% of teachers of students living in low-income households say their school’s use of Internet filters has a major impact on their teaching, compared with 24% of those who teach better off students who say that. In the same vein, 33% of teachers of lower income students say their school’s rules about classroom cell phone use by students have a major impact on their teaching, compared with 15% of those who teach students from the highest income households.\u003c/p>\n\u003cp>Why is this the case? It all comes down to expectations, Mills said, that could also be related to blatant racism.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We have some significant issues with race relations, and the core of what it comes down to is that \u003c!--more-->we have to redefine what we expect,\" Mills said. \"Just because a student is Tweeting or using another back-channel, or whatever doesn't mean he's not being productive. And it takes away from trusting that student to do what's right for himself in his community. We need to be more trusting, more open and flexible.\"\u003c/p>\n\u003cp>Schools don't allow students of color to use their mobile devices because they think those students will not use them in what they consider appropriate ways, he said. \"But the very fact that we're saying they're not being productive is to say that our values are more valuable than their values.\"\u003c/p>\n\u003cp>And therein lies the divide.\u003c/p>\n\u003cp>\"Access is a basic right. It's the same as roads or clean water or electricity,\" Mills said. \"Those are [accessible] here in this country because we expect it. The same thing should apply to the Internet. The Internet is about empowerment. If we take away this access because we think certain people aren't going to use it right, we're no better than governments who take away voting rights from minorities.\"\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">Students Demand to Use Technology in Schools\u003c/a>]\u003c/p>\n\u003cp>The numbers line up: A \u003ca href=\"http://mashable.com/2012/10/15/wireless-reach-students/\">recent study by QualComm\u003c/a> showed that low-income students' test scores increased by 30 percent after they were given smartphones to access more information and instruction and to collaborate with their peers.\u003c/p>\n\u003cp>And discipline issues actually diminished in some schools that have \u003ca href=\"http://ww2.kqed.org/mindshift/feature/byod/\">Bring Your Own Device programs\u003c/a>. For example, in the Katy Independent School District in Texas, one of the pioneers of the BYOD effort that participated in a \u003ca href=\"http://www.cisco.com/web/strategy/docs/education/ciscoedukaty_sd_cs.pdf\">pilot program with Cisco\u003c/a>, director of technology Lonnie Owens said their results were surprising. “Discipline issues went down and test scores went up, so we viewed it as a success,\" Owens said.\u003c/p>\n\u003cp>Mills believes that the simple act of students using their coveted devices for study purposes makes learning more acceptable to them and to their peers. In neighborhoods where caring about school is most certainly not cool, Mills said \"it's becoming more socially acceptable to talk about school stuff outside school \u003cem>because\u003c/em> of that device. When they text or tweet about it, somehow it crosses the boundary of becoming okay. It's not exactly cool yet, but all of a sudden it's becoming okay.\"\u003c/p>\n\u003ch4>\u003cstrong>HOW TO NARROW THE DIVIDE\u003c/strong>\u003c/h4>\n\u003cp>For educators who want to start chipping away at the divide, Mills listed a number of ways.\u003c/p>\n\u003cp>\u003cstrong>1. GIVE STUDENTS ACCESS.\u003c/strong>\u003cbr>\nMany Title 1 schools -- those in low-income communities -- receive funds and grants, but don't always buy what they need. If they have enough funds, Mills said schools should invest in a 1-1 program -- a device for every student.\u003c/p>\n\u003cp>\u003cstrong>2. GIVE STUDENTS PROMPTS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Whether it's the school that provides the device, or whether students are allowed to use their own, it's important to give them guidance on \u003cem>how\u003c/em> to use those devices for learning. \"Students do not generally use their personal technology for learning activities unprompted,\" he said. \"We have to provide them with prompts.\"\u003c/p>\n\u003cp>Educators should also be instrumental in guiding student etiquette with devices. For students who use text-speak and shorthand when handing in assignments, teachers can ask them to proofread and resend until the assignments are up to par. \"We can teach them to use mobile literacy to help themselves,\" he said.\u003c/p>\n\u003cp>\u003cstrong>3. PROVIDE INSTRUCTIONAL OBJECTIVES.\u003c/strong>\u003cbr>\n\"We need to think about what we are teaching,\" Mills said. \"This is not technology -- this is Pedagogy 101.\" Educators must understand the dotted line between an assigned activity and the instructional objective, which should be tied to learning skills.\u003c/p>\n\u003cp>\u003cstrong>4. MAKE YOURSELF AVAILABLE.\u003c/strong>\u003cbr>\nJust giving kids a number where they can reach you has \"exponential impact,\" Mills said. \"Just that small gesture tells kids you're available.\" For those who don't feel comfortable giving students their phone numbers, Mills suggests using a Google voice account, which students can call and leave messages.\u003c/p>\n\u003cp>\u003cstrong>5. INVITE OBSERVERS TO YOUR MOBILE ENHANCED CLASS.\u003c/strong>\u003cbr>\nParents, other teachers, and administrators will learn a lot from watching how kids can plug into learning by using their devices. During their visits, talk about the upward trajectory of kids you've noticed who have benefited from the change.\u003c/p>\n\u003cp>\u003cstrong>6. INVENTORY THE DEVICES.\u003c/strong>\u003cbr>\nKeep track of who owns what kind of device (especially after the holidays when kids receive new ones). This way, you can create flexible, shifting groups to make sure there's a good variety of devices in every group. Don't place all the iPhone 5 users in one group -- mix them up to promote equity.\u003c/p>\n\u003cp>\u003cstrong>7. USE DISCRETION.\u003c/strong>\u003cbr>\nBe careful not to publicly call out kids who don't have a device when organizing groups. Use common sense and compassion.\u003c/p>\n\u003cp>\u003cstrong>8. USE EVERYTHING YOU HAVE.\u003c/strong>\u003cbr>\nIf the school has 10 Kindles, find ways to use them in your class. If it has six iPods or 30 computers, don't let them collect dust. Even the oldest computers can be fired up for basic research.\u003c/p>\n\u003cp>\u003cstrong>9. REFRAME PRODUCTIVITY.\u003c/strong>\u003cbr>\nSitting quietly doesn't exemplify productivity, Mills said. If you have flexible processes, you can give students different ways of understanding.\u003c/p>\n\u003cp>\u003cstrong>10. TEACH PROCESS NOT CONTENT.\u003c/strong>\u003cbr>\nAll educators, but especially those who teach low-income students, need to be open to students' ideas of showing what they've learned. If they don't want to write a blog, but want to create a video, be open to it.\u003c/p>\n\u003cp>\u003cstrong>11. VALUE COLLABORATION.\u003c/strong>\u003cbr>\nPromote group work and project based learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>You can find many more resources, ideas, and links on \u003ca href=\"http://bit.ly/BYODResources\">Mills' website here\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Need more convincing that \u003ca href=\"http://www.minecraft.com\">Minecraft\u003c/a> can be a powerful tool for learning? Check out \u003ca href=\"http://www.youtube.com/watch?feature=player_embedded&v=RI0BN5AWOe8#!\">this fun video\u003c/a> from \u003ca href=\"http://www.youtube.com/user/pbsideachannel?feature=watch\">PBS Idea Channel's Mike Rugnetta\u003c/a>, who specifically (and very quickly) lists a number of ways the video game can and has been used to learn everything from physics to history.\u003c/p>\n\u003cp>\u003ciframe width=\"560\" height=\"315\" src=\"http://www.youtube.com/embed/RI0BN5AWOe8\" frameborder=\"0\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"disqusTitle": "Creating Classrooms We Need: 8 Ways Into Inquiry Learning",
"title": "Creating Classrooms We Need: 8 Ways Into Inquiry Learning",
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"content": "\u003cfigure id=\"attachment_27623\" class=\"wp-caption center\" style=\"max-width: 616px\">\u003ca href=\"http://www.flickr.com/photos/scratchpost/7171535345/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-27623\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/7171535345_65369bbb0b_z.jpg\" alt=\"7171535345_65369bbb0b_z\" width=\"616\" height=\"316\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z.jpg 616w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z-400x205.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z-320x164.jpg 320w\" sizes=\"(max-width: 616px) 100vw, 616px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If kids can access information from sources other than school, and if school is no longer the only place where information lives, what, then happens to the role of this institution?\u003c/p>\n\u003cp>\"Our whole reason for showing up for school has changed, but infrastructure has stayed behind,\" said Diana Laufenberg, who taught history at the progressive public school \u003ca href=\"http://www.scienceleadership.org/http://\">Science Leadership Academy\u003c/a> for many years. Laufenberg provided some insight into how she guided students to find their own learning paths at school, and enumerated some of these ideas at \u003ca href=\"http://schedule.sxswedu.com/events/event_EDUP14151\">SXSWEdu\u003c/a> last week.\u003c/p>\n\u003cp>\u003cstrong>1. BE FLEXIBLE.\u003c/strong>\u003cbr>\nThe less educators try to control what kids learn, the more students' voices will be heard and, eventually, their ability to drive their own learning. But that requires a flexible mindset on the part of the teacher. \"That's a scary proposition for teachers,\" Laufenberg said. \"'What do you mean I'm going to have 60 kids doing 60 different projects,' teachers might say. But that's exactly the way for kids to do interesting, high-end work that they're invested in.\"\u003c/p>\n\u003cp>Laufenberg recalled a group of tenacious students who continued to ask permission to focus their video project on the subject of drugs, despite her repeated objections. She finally relented -- with the caveat that they not resort to cliches. In turn, the students turned in one of the best video projects she'd ever seen: a \u003ca href=\"http://www.schooltube.com/video/31acc2c8a0044660b2b9/There%27s%20A%20Pill%20For%20That:%20A%20Nation%20Of%20Pill-Poppers\">well-produced, polished video \u003c/a>about Americans' dependence on pharmaceutical drugs that was dense with facts backed up by students' research. \"And I almost killed this project,\" she said. \"There are vastly creative minds that are \u003c!--more-->capable of doing intensely wonderful things with their learning but often we don't let that live and breathe. Thankfully I got out of their way and let them do the work they were capable of.\"\u003c/p>\n\u003cp>\u003cstrong>2. FOSTER INQUIRY BY SCAFFOLDING CURIOSITY.\u003c/strong>\u003cbr>\nTeachers always come up to Laufenberg wanting to learn more about her progressive pedagogy -- and they invariably ask, \"But when do you just tell them things? Don't you have to just tell them sometimes?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Laufenberg's answer: Get them curious enough in the subject to do research on their own.\u003cbr>\n\"Kids don't come to class just burning to know about the War of 1812,\" she said. \"And you just saying they have to know the facts is not good enough. But here's your chance to bring them along as a person and get them to learn about it.\"\u003c/p>\n\u003cp>For example, in exploring the subject of American identity with her history students, Laufenberg asked them to come up with words that convey to them the abstract idea of America, or what it means to be American. Many of her students came up with the words \"greedy\" and \"ignorant\" -- a trend she saw echoed throughout many of her classes during her years teaching at SLA. \"I got a clear vision of where my students were,\" she said.\u003c/p>\n\u003cp>She asked her students to find images that epitomized America, then asked them to talk about their ideas with their peers, studying data about immigration, taking the American citizenship test themselves (most received an average score of 3, across the board regardless of age), so they could understand the processes and become personally invested in the subject.\u003c/p>\n\u003cp>\"Rather than saying, 'We're going to study immigration,' I took them through a process where they become interested in it themselves,\" she said.\u003c/p>\n\u003cp>\u003cstrong>3. DESIGN ARCHITECTURE FOR PARTICIPATION.\u003c/strong>\u003cbr>\n\"There are so many ways that kids can be active in their learning, beyond the standard call-and-respond business,\" Laufenberg said. It may be hard to do with 140 students, but if you consider all the available tools at your disposal, ideas can start to take shape.\u003c/p>\n\u003cp>Example: Laufenberg asked her students to watch President Obama's State of the Union address and respond to what they watched and heard. She gave her students the option to either post comments on Twitter (fully public), Facebook (semi-public), Moodle (walled garden) or for low-tech participants, play Bingo with key words the students anticipated they might hear.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\">Why Inquiry Learning is Worth the Trouble\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>\u003c/li>\n\u003cli>\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/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Though some goofed around a bit with comments (\"Our school is so cool, we're tweeting the State of the Union\"), at the end of the speech, students had posted a total of 438 tweets and 18 pages of Moodle chat. (Interestingly, no one went on Facebook, though she had set up a separate conversation on the school's Facebook page.)\u003c/p>\n\u003cp>Laufenberg was not surprised with the high quality of responses she saw from her students. \"Does Obama have the power to reform and adjust how the other branches work?\" one student tweeted. \"He's not touching on Iran issue… not a good sign,\" another posted. \"High school dropout laws, rebuilding jobs in our country, and more equipment in schools… me gusta,\" wrote yet another.\u003c/p>\n\u003cp>\"I could have them face off against any pundit the next day,\" she said. \"They understood it. None of it went over their head -- they were making meaning of it. They were offering their own opinions, participating in the conversation.\"\u003c/p>\n\u003cp>Laufenberg used every tool she had at her disposal as a framework for her students to build their learning around.\u003c/p>\n\u003cp>\u003cstrong>4. TEACHERS TEACH KIDS, NOT SUBJECTS.\u003c/strong>\u003cbr>\nAs most teachers know, when students recognize that teachers are personally invested in their success, they do better, and that affirmation of students' disposition can help students achieve more. \"You can't ask kids to take risks if they don't trust that you care about them,\" Laufenberg said.\u003c/p>\n\u003cp>\u003cstrong>5. PROVIDE OPPORTUNITIES FOR EXPERIENTIAL LEARNING.\u003c/strong>\u003cbr>\nDuring the weeks and months that led up to the election, Laufenberg's students got into the neighborhoods and brought back stories from voters at the polls. Though they didn't always feel comfortable asking strangers questions, they went ahead with their assignments anyway. \"If none of it is ever real to them, if it's only in books, it lacks interest,\" she said. \"They \u003cem>want\u003c/em> to do real stuff, but we are perpetually underestimating what kids can do.\"\u003c/p>\n\u003cp>\u003cstrong>6. EMBRACE FAILURE.\u003c/strong>\u003cbr>\nLaufenberg made a point of defining the difference between \"blameworthy\" and \"praiseworthy\" failure. Blameworthy failure is when the student just decided not to participate in a project. But praiseworthy failure is quite different: kids take risks and experiments knowing that they might not get it right the first time.\u003c/p>\n\u003cp>\"No one talks about cancer research as blameworthy failure,\" she said. \"We don't expect a five-year-old to be able to shoot free-throws immediately. It's a process, and we value it in other things, but not when it comes to school. Kids are not coming in as perfect little products or machines -- they're human beings in the process of becoming.\"\u003c/p>\n\u003cp>In the engineering industry, for example, there are \"failure festivals\" and \"failure reports\" during which engineers discuss the processes they've tried that didn't work. \"We need to have kids do that with their own learning,\" she said. \"Be self-aware enough to do something with that information.\"\u003c/p>\n\u003cp>\u003cstrong>7. DON'T BE BORING.\u003c/strong>\u003cbr>\n\"I always told my kids, if I got boring, they should let me know, and if they got boring, I'd let them know,\" Laufenberg said. But here's the twist: kids may actually choose boring because it's easier, it's known, it's quantifiable. \"They know what they need to do to get a good score,\" she said. When it's not boring, when the answer is not predictable, that's when kids are actually challenged more.\u003c/p>\n\u003cp>\u003cstrong>8. FOSTER JOY.\u003c/strong>\u003cbr>\nFor a government history teacher, this last directive has been a tall order. But Laufenberg made a point of trying to create a space where her students were valued, where creativity was paramount, and their voices were allowed to shine through.\u003c/p>\n\u003cp>\"It's incredibly taxing work, but one of the most exciting and meaningful ways to create transformative spaces,\" she said.\u003c/p>\n\u003cp>Above all, what she wants to instill in her students is a sense of self-sufficiency.\u003c/p>\n\u003cp>\"If by the end of the year, they still need me, I haven't done my job,\" she said. \"I'm not coming with them to college. They have to be self-driven, independent thinkers.\"\u003c/p>\n\u003cp>Watch Laufenberg's fascinating TED Talk \u003ca href=\"http://www.ted.com/talks/lang/en/diana_laufenberg_3_ways_to_teach.html\">\"How to Learn? From Mistakes.\"\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ciframe src=\"http://embed.ted.com/talks/diana_laufenberg_3_ways_to_teach.html\" frameborder=\"0\" scrolling=\"no\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\n",
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"description": "If kids can access information from sources other than school, and if school is no longer the only place where information lives, what, then happens to the role of this institution? "Our whole reason for showing up for school has changed, but infrastructure has stayed behind," said Diana Laufenberg, who taught history at the progressive",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27623\" class=\"wp-caption center\" style=\"max-width: 616px\">\u003ca href=\"http://www.flickr.com/photos/scratchpost/7171535345/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-27623\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/7171535345_65369bbb0b_z.jpg\" alt=\"7171535345_65369bbb0b_z\" width=\"616\" height=\"316\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z.jpg 616w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z-400x205.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z-320x164.jpg 320w\" sizes=\"(max-width: 616px) 100vw, 616px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If kids can access information from sources other than school, and if school is no longer the only place where information lives, what, then happens to the role of this institution?\u003c/p>\n\u003cp>\"Our whole reason for showing up for school has changed, but infrastructure has stayed behind,\" said Diana Laufenberg, who taught history at the progressive public school \u003ca href=\"http://www.scienceleadership.org/http://\">Science Leadership Academy\u003c/a> for many years. Laufenberg provided some insight into how she guided students to find their own learning paths at school, and enumerated some of these ideas at \u003ca href=\"http://schedule.sxswedu.com/events/event_EDUP14151\">SXSWEdu\u003c/a> last week.\u003c/p>\n\u003cp>\u003cstrong>1. BE FLEXIBLE.\u003c/strong>\u003cbr>\nThe less educators try to control what kids learn, the more students' voices will be heard and, eventually, their ability to drive their own learning. But that requires a flexible mindset on the part of the teacher. \"That's a scary proposition for teachers,\" Laufenberg said. \"'What do you mean I'm going to have 60 kids doing 60 different projects,' teachers might say. But that's exactly the way for kids to do interesting, high-end work that they're invested in.\"\u003c/p>\n\u003cp>Laufenberg recalled a group of tenacious students who continued to ask permission to focus their video project on the subject of drugs, despite her repeated objections. She finally relented -- with the caveat that they not resort to cliches. In turn, the students turned in one of the best video projects she'd ever seen: a \u003ca href=\"http://www.schooltube.com/video/31acc2c8a0044660b2b9/There%27s%20A%20Pill%20For%20That:%20A%20Nation%20Of%20Pill-Poppers\">well-produced, polished video \u003c/a>about Americans' dependence on pharmaceutical drugs that was dense with facts backed up by students' research. \"And I almost killed this project,\" she said. \"There are vastly creative minds that are \u003c!--more-->capable of doing intensely wonderful things with their learning but often we don't let that live and breathe. Thankfully I got out of their way and let them do the work they were capable of.\"\u003c/p>\n\u003cp>\u003cstrong>2. FOSTER INQUIRY BY SCAFFOLDING CURIOSITY.\u003c/strong>\u003cbr>\nTeachers always come up to Laufenberg wanting to learn more about her progressive pedagogy -- and they invariably ask, \"But when do you just tell them things? Don't you have to just tell them sometimes?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Laufenberg's answer: Get them curious enough in the subject to do research on their own.\u003cbr>\n\"Kids don't come to class just burning to know about the War of 1812,\" she said. \"And you just saying they have to know the facts is not good enough. But here's your chance to bring them along as a person and get them to learn about it.\"\u003c/p>\n\u003cp>For example, in exploring the subject of American identity with her history students, Laufenberg asked them to come up with words that convey to them the abstract idea of America, or what it means to be American. Many of her students came up with the words \"greedy\" and \"ignorant\" -- a trend she saw echoed throughout many of her classes during her years teaching at SLA. \"I got a clear vision of where my students were,\" she said.\u003c/p>\n\u003cp>She asked her students to find images that epitomized America, then asked them to talk about their ideas with their peers, studying data about immigration, taking the American citizenship test themselves (most received an average score of 3, across the board regardless of age), so they could understand the processes and become personally invested in the subject.\u003c/p>\n\u003cp>\"Rather than saying, 'We're going to study immigration,' I took them through a process where they become interested in it themselves,\" she said.\u003c/p>\n\u003cp>\u003cstrong>3. DESIGN ARCHITECTURE FOR PARTICIPATION.\u003c/strong>\u003cbr>\n\"There are so many ways that kids can be active in their learning, beyond the standard call-and-respond business,\" Laufenberg said. It may be hard to do with 140 students, but if you consider all the available tools at your disposal, ideas can start to take shape.\u003c/p>\n\u003cp>Example: Laufenberg asked her students to watch President Obama's State of the Union address and respond to what they watched and heard. She gave her students the option to either post comments on Twitter (fully public), Facebook (semi-public), Moodle (walled garden) or for low-tech participants, play Bingo with key words the students anticipated they might hear.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\">Why Inquiry Learning is Worth the Trouble\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>\u003c/li>\n\u003cli>\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/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Though some goofed around a bit with comments (\"Our school is so cool, we're tweeting the State of the Union\"), at the end of the speech, students had posted a total of 438 tweets and 18 pages of Moodle chat. (Interestingly, no one went on Facebook, though she had set up a separate conversation on the school's Facebook page.)\u003c/p>\n\u003cp>Laufenberg was not surprised with the high quality of responses she saw from her students. \"Does Obama have the power to reform and adjust how the other branches work?\" one student tweeted. \"He's not touching on Iran issue… not a good sign,\" another posted. \"High school dropout laws, rebuilding jobs in our country, and more equipment in schools… me gusta,\" wrote yet another.\u003c/p>\n\u003cp>\"I could have them face off against any pundit the next day,\" she said. \"They understood it. None of it went over their head -- they were making meaning of it. They were offering their own opinions, participating in the conversation.\"\u003c/p>\n\u003cp>Laufenberg used every tool she had at her disposal as a framework for her students to build their learning around.\u003c/p>\n\u003cp>\u003cstrong>4. TEACHERS TEACH KIDS, NOT SUBJECTS.\u003c/strong>\u003cbr>\nAs most teachers know, when students recognize that teachers are personally invested in their success, they do better, and that affirmation of students' disposition can help students achieve more. \"You can't ask kids to take risks if they don't trust that you care about them,\" Laufenberg said.\u003c/p>\n\u003cp>\u003cstrong>5. PROVIDE OPPORTUNITIES FOR EXPERIENTIAL LEARNING.\u003c/strong>\u003cbr>\nDuring the weeks and months that led up to the election, Laufenberg's students got into the neighborhoods and brought back stories from voters at the polls. Though they didn't always feel comfortable asking strangers questions, they went ahead with their assignments anyway. \"If none of it is ever real to them, if it's only in books, it lacks interest,\" she said. \"They \u003cem>want\u003c/em> to do real stuff, but we are perpetually underestimating what kids can do.\"\u003c/p>\n\u003cp>\u003cstrong>6. EMBRACE FAILURE.\u003c/strong>\u003cbr>\nLaufenberg made a point of defining the difference between \"blameworthy\" and \"praiseworthy\" failure. Blameworthy failure is when the student just decided not to participate in a project. But praiseworthy failure is quite different: kids take risks and experiments knowing that they might not get it right the first time.\u003c/p>\n\u003cp>\"No one talks about cancer research as blameworthy failure,\" she said. \"We don't expect a five-year-old to be able to shoot free-throws immediately. It's a process, and we value it in other things, but not when it comes to school. Kids are not coming in as perfect little products or machines -- they're human beings in the process of becoming.\"\u003c/p>\n\u003cp>In the engineering industry, for example, there are \"failure festivals\" and \"failure reports\" during which engineers discuss the processes they've tried that didn't work. \"We need to have kids do that with their own learning,\" she said. \"Be self-aware enough to do something with that information.\"\u003c/p>\n\u003cp>\u003cstrong>7. DON'T BE BORING.\u003c/strong>\u003cbr>\n\"I always told my kids, if I got boring, they should let me know, and if they got boring, I'd let them know,\" Laufenberg said. But here's the twist: kids may actually choose boring because it's easier, it's known, it's quantifiable. \"They know what they need to do to get a good score,\" she said. When it's not boring, when the answer is not predictable, that's when kids are actually challenged more.\u003c/p>\n\u003cp>\u003cstrong>8. FOSTER JOY.\u003c/strong>\u003cbr>\nFor a government history teacher, this last directive has been a tall order. But Laufenberg made a point of trying to create a space where her students were valued, where creativity was paramount, and their voices were allowed to shine through.\u003c/p>\n\u003cp>\"It's incredibly taxing work, but one of the most exciting and meaningful ways to create transformative spaces,\" she said.\u003c/p>\n\u003cp>Above all, what she wants to instill in her students is a sense of self-sufficiency.\u003c/p>\n\u003cp>\"If by the end of the year, they still need me, I haven't done my job,\" she said. \"I'm not coming with them to college. They have to be self-driven, independent thinkers.\"\u003c/p>\n\u003cp>Watch Laufenberg's fascinating TED Talk \u003ca href=\"http://www.ted.com/talks/lang/en/diana_laufenberg_3_ways_to_teach.html\">\"How to Learn? From Mistakes.\"\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Remixing Melville: Moby Dick Meets the Digital Generation",
"title": "Remixing Melville: Moby Dick Meets the Digital Generation",
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"content": "\u003cp>\u003ca href=\"http://www.henryjenkins.org\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-shot-2013-03-08-at-11.26.36-AM-620x336.png\" alt=\"Screen shot 2013-03-08 at 11.26.36 AM\" title=\"\" width=\"620\" height=\"336\" class=\"size-large wp-image-27616\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">In a traditional English class, a teacher might assign Herman Melville’s famous novel \u003cem>Moby Dick\u003c/em> in small chunks. Students might complete their reading (or not), discuss major themes and perhaps write an essay at the end of the unit. But if a student never gets past the first few pages, the rest of that unit is lost.\u003c/p>\n\u003cp>It’s become a common refrain that traditional education isn't serving a generation of students whose lives outside of school are completely disconnected from what happens inside. But there are plenty of teachers working hard to make reading material relevant to students, including a team of researchers from \u003ca href=\"http://www.annenberglab.com/\">University of Southern California Annenberg's Innovation Lab\u003c/a> that includes Henry Jenkins and Erin Reilly. They've created a model of what they call \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">participatory learning\u003c/a> that engages students with materials on a personal level, often by incorporating different types of media into the classroom and offering varying points of entry to a text. Most recently, the team has put together a teacher’s strategy guide, \u003ca href=\"http://henryjenkins.org/2013/02/there-she-blows-reading-in-a-participatory-culture-and-flows-of-reading-launch-today.html\">\u003cem>Reading in a Participatory Culture: Remixing Moby-Dick in the English, Classroom\u003c/em>\u003c/a> and an interactive digital book, \u003ca href=\"http://scalar.usc.edu/anvc/flowsofreading/index\">\u003cem>Flows of Reading,\u003c/em>\u003c/a> to provide models of their approach.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“We want to raise a generation of kids who have a mouse in one hand and a book in the other.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>Moby Dick\u003c/em> is a notoriously difficult book. “This book defeated me as an Advanced Placement kid,” Henry Jenkins said. He remembers hating the book, gritting his teeth to get through it and writing the worst essay of his high school career. That’s why he was so impressed by the work of the playwright\u003ca href=\"http://ricardopittswiley.com/\"> Ricardo Pitts-Wiley\u003c/a> who was teaching \u003cem>Moby Dick\u003c/em> to incarcerated youth in Rhode Island, many of whom read below grade level.\u003c/p>\n\u003cp>Pitts-Wiley asked his students to reinterpret the novel in the context of their own lives. In their retelling Captain Ahab became a powerful drug dealer trying to avenge the death of his loved ones. \u003c!--more-->His drug crew is forced to decide how far they’ll go for their charismatic leader. Together with his students Pitts-Wiley turned their re-interpretation into a play:\u003cem> \u003ca href=\"http://video.mit.edu/watch/moby-dick-then-and-now-full-play-act-i-2466/\">Moby Dick: Then and Now\u003c/a>\u003c/em>. The students understood the themes when placed into familiar context and related to the character’s struggles when the story was no longer placed in an era and industry unfamiliar to them.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[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/span>\u003c/strong>\u003c/p>\n\u003cp>Pitts-Wiley’s work correlates strongly to the research Jenkins has been doing on weaving more varieties of media into the classroom in order to make the learning experience more participatory, creative, multidisciplinary, and therefore meaningful to students. He teamed up with \u003ca href=\"http://lit.mit.edu/people/wkelley.php\">Wyn Kelley\u003c/a> a Melville scholar from MIT, and a team of educational experts to design a curriculum around \u003cem>Moby Dick\u003c/em> that would build in remixing, reinterpretation, and multimedia elements. They tested their new curriculum in six different schools.\u003c/p>\n\u003cp>“We want to raise a generation of kids who have a mouse in one hand and a book in the other,” said Jenkins. To do that the curriculum focuses on Melville as a master mash-up artist of 19th century culture; his book includes Shakespeare plays, the Bible, whaling culture and more. From there, the door is open for classes to discuss how remixed elements are allusions and what happens to a text when an author incorporates the work of others.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We may be romanticizing what people got out of Moby Dick in the traditional classroom. This is just taking ownership over that and allowing students to pursue their passion and interests.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>“Culture matters, history matters, the goal is to foster old fashioned close reading,” Jenkins said. A typical assignment might ask students to take one page of \u003cem>Moby Dick\u003c/em>, highlight words they don’t know, define terms, draw pictures and share with one another. The idea is to focus closely in order to incite curiosity about the whole. And to let students creatively express their opinions and thoughts about the book, hopefully with a better understanding of what their own remixing might add to the broader cultural body of work around \u003cem>Moby Dick\u003c/em>.\u003c/p>\n\u003cp>If this sounds a little messy and confusing – it is. That was the feedback teachers gave Jenkins’ team when they piloted these participatory learning strategies in the classroom. Teacher’s felt uncertain whether learning was taking place in this non-linear style. One teacher came to realize that if a student could get a purchase on the text anywhere, they understood how much more there is to learn about the book.\u003c/p>\n\u003cp>“That’s a different kind of learning outcome than we usually get when we convince people they've exhausted a book, that they've gotten it, when they've only touched it superficially,” Jenkins said. He sees the goal as both teaching something about \u003cem>Moby Dick\u003c/em> in the moment as well as fostering a community of readers who know that reading Melville in high school English doesn't mean they've conquered it.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">How Do We Define and Measure 'Deeper Learning'?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“We may be romanticizing what people got out of \u003cem>Moby Dick\u003c/em> in the traditional classroom,” Jenkins said. “This is just taking ownership over that and allowing students to pursue their passion and interests.” Piloting this curriculum Jenkins’ team found that it worked less effectively when teachers used it more traditionally. “The closer we got to traditional school, the more they shut down,” Jenkins said. “No curriculum is idiot proof. You have to get teachers who understand the participatory mindset.”\u003c/p>\n\u003cp>The other part of the project, \u003cem>Flows of Reading\u003c/em>, helps encourage participation around literature and models an expanded approach to literacy and the reading and writing that make up the discipline. The digital book allows readers to follow hyperlinks, enjoy embedded video content, and add to an online space for related work. It broadens the model beyond \u003cem>Moby Dick\u003c/em> and applies it to reading at all age levels from a wordless picture book to the \u003cem>Hunger Games\u003c/em> and \u003cem>Lord of the Rings\u003c/em>. It offers four pathways or ways to view a text.\u003c/p>\n\u003cfigure id=\"attachment_27603\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://henryjenkins.org/2013/02/there-she-blows-reading-in-a-participatory-culture-and-flows-of-reading-launch-today.html\">\u003cimg class=\"size-medium wp-image-27603\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-08-at-10.47.11-AM-300x437.png\" alt=\"Screen Shot 2013-03-08 at 10.47.11 AM\" width=\"300\" height=\"437\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>MOTIVES FOR READING\u003c/strong>\u003cbr>\nThis pathway and assorted material address the idea that people read various kinds of textual content for all kinds of reasons. Reading a website may be different from reading a book, but they both require literacy and are appropriate at different points. This pathway explores how seemingly different kinds of reading might be more akin than they seem.\u003c/p>\n\u003cp>\u003cstrong>ADAPTATION AND REMIXING\u003c/strong>\u003cbr>\nWhile the book encourages students to elaborate and create material based on parts of a text that speak to them, this section also discusses appropriate and respectful adaptation and remixing. It brings in the ethics of attribution and fair use.\u003c/p>\n\u003cp>\u003cstrong>NEGOTIATING CULTURAL SPACES\u003c/strong>\u003cbr>\nThis pathway discusses the various identities that each person brings to reading whether it is gender, ethnicity, specific experiences or anything else that shapes the reading process.\u003c/p>\n\u003cp>\u003cstrong>CONTINUITIES AND SPACES\u003c/strong>\u003cbr>\nThese are “the spaces where your imagination can go wild,” said Erin Reilly, who led the effort to create Flows. This pathway explores how to creatively share stories and layer upon the original.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Throughout the research and implementation of this project Jenkins and Reilly knew they’d need to think about assessment. They brought in \u003ca href=\"http://portal.education.indiana.edu/ProfilePlaceHolder/tabid/6210/Default.aspx?u=dthickey\">Dan Hickey\u003c/a> from Indiana University to help develop assessments that are immediate and happen as part of the learning process. The state standards are a minimum, Reilly and Jenkins maintain should be easy to reach if students are engaged. They insist that learning activities should be open and free -- a space for creativity; the reflection on that activity and how it ties back to the text is an area for worthwhile assessment.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.henryjenkins.org\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-shot-2013-03-08-at-11.26.36-AM-620x336.png\" alt=\"Screen shot 2013-03-08 at 11.26.36 AM\" title=\"\" width=\"620\" height=\"336\" class=\"size-large wp-image-27616\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">In a traditional English class, a teacher might assign Herman Melville’s famous novel \u003cem>Moby Dick\u003c/em> in small chunks. Students might complete their reading (or not), discuss major themes and perhaps write an essay at the end of the unit. But if a student never gets past the first few pages, the rest of that unit is lost.\u003c/p>\n\u003cp>It’s become a common refrain that traditional education isn't serving a generation of students whose lives outside of school are completely disconnected from what happens inside. But there are plenty of teachers working hard to make reading material relevant to students, including a team of researchers from \u003ca href=\"http://www.annenberglab.com/\">University of Southern California Annenberg's Innovation Lab\u003c/a> that includes Henry Jenkins and Erin Reilly. They've created a model of what they call \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">participatory learning\u003c/a> that engages students with materials on a personal level, often by incorporating different types of media into the classroom and offering varying points of entry to a text. Most recently, the team has put together a teacher’s strategy guide, \u003ca href=\"http://henryjenkins.org/2013/02/there-she-blows-reading-in-a-participatory-culture-and-flows-of-reading-launch-today.html\">\u003cem>Reading in a Participatory Culture: Remixing Moby-Dick in the English, Classroom\u003c/em>\u003c/a> and an interactive digital book, \u003ca href=\"http://scalar.usc.edu/anvc/flowsofreading/index\">\u003cem>Flows of Reading,\u003c/em>\u003c/a> to provide models of their approach.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“We want to raise a generation of kids who have a mouse in one hand and a book in the other.”\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>\u003cem>Moby Dick\u003c/em> is a notoriously difficult book. “This book defeated me as an Advanced Placement kid,” Henry Jenkins said. He remembers hating the book, gritting his teeth to get through it and writing the worst essay of his high school career. That’s why he was so impressed by the work of the playwright\u003ca href=\"http://ricardopittswiley.com/\"> Ricardo Pitts-Wiley\u003c/a> who was teaching \u003cem>Moby Dick\u003c/em> to incarcerated youth in Rhode Island, many of whom read below grade level.\u003c/p>\n\u003cp>Pitts-Wiley asked his students to reinterpret the novel in the context of their own lives. In their retelling Captain Ahab became a powerful drug dealer trying to avenge the death of his loved ones. \u003c!--more-->His drug crew is forced to decide how far they’ll go for their charismatic leader. Together with his students Pitts-Wiley turned their re-interpretation into a play:\u003cem> \u003ca href=\"http://video.mit.edu/watch/moby-dick-then-and-now-full-play-act-i-2466/\">Moby Dick: Then and Now\u003c/a>\u003c/em>. The students understood the themes when placed into familiar context and related to the character’s struggles when the story was no longer placed in an era and industry unfamiliar to them.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[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/span>\u003c/strong>\u003c/p>\n\u003cp>Pitts-Wiley’s work correlates strongly to the research Jenkins has been doing on weaving more varieties of media into the classroom in order to make the learning experience more participatory, creative, multidisciplinary, and therefore meaningful to students. He teamed up with \u003ca href=\"http://lit.mit.edu/people/wkelley.php\">Wyn Kelley\u003c/a> a Melville scholar from MIT, and a team of educational experts to design a curriculum around \u003cem>Moby Dick\u003c/em> that would build in remixing, reinterpretation, and multimedia elements. They tested their new curriculum in six different schools.\u003c/p>\n\u003cp>“We want to raise a generation of kids who have a mouse in one hand and a book in the other,” said Jenkins. To do that the curriculum focuses on Melville as a master mash-up artist of 19th century culture; his book includes Shakespeare plays, the Bible, whaling culture and more. From there, the door is open for classes to discuss how remixed elements are allusions and what happens to a text when an author incorporates the work of others.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We may be romanticizing what people got out of Moby Dick in the traditional classroom. This is just taking ownership over that and allowing students to pursue their passion and interests.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>“Culture matters, history matters, the goal is to foster old fashioned close reading,” Jenkins said. A typical assignment might ask students to take one page of \u003cem>Moby Dick\u003c/em>, highlight words they don’t know, define terms, draw pictures and share with one another. The idea is to focus closely in order to incite curiosity about the whole. And to let students creatively express their opinions and thoughts about the book, hopefully with a better understanding of what their own remixing might add to the broader cultural body of work around \u003cem>Moby Dick\u003c/em>.\u003c/p>\n\u003cp>If this sounds a little messy and confusing – it is. That was the feedback teachers gave Jenkins’ team when they piloted these participatory learning strategies in the classroom. Teacher’s felt uncertain whether learning was taking place in this non-linear style. One teacher came to realize that if a student could get a purchase on the text anywhere, they understood how much more there is to learn about the book.\u003c/p>\n\u003cp>“That’s a different kind of learning outcome than we usually get when we convince people they've exhausted a book, that they've gotten it, when they've only touched it superficially,” Jenkins said. He sees the goal as both teaching something about \u003cem>Moby Dick\u003c/em> in the moment as well as fostering a community of readers who know that reading Melville in high school English doesn't mean they've conquered it.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">How Do We Define and Measure 'Deeper Learning'?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“We may be romanticizing what people got out of \u003cem>Moby Dick\u003c/em> in the traditional classroom,” Jenkins said. “This is just taking ownership over that and allowing students to pursue their passion and interests.” Piloting this curriculum Jenkins’ team found that it worked less effectively when teachers used it more traditionally. “The closer we got to traditional school, the more they shut down,” Jenkins said. “No curriculum is idiot proof. You have to get teachers who understand the participatory mindset.”\u003c/p>\n\u003cp>The other part of the project, \u003cem>Flows of Reading\u003c/em>, helps encourage participation around literature and models an expanded approach to literacy and the reading and writing that make up the discipline. The digital book allows readers to follow hyperlinks, enjoy embedded video content, and add to an online space for related work. It broadens the model beyond \u003cem>Moby Dick\u003c/em> and applies it to reading at all age levels from a wordless picture book to the \u003cem>Hunger Games\u003c/em> and \u003cem>Lord of the Rings\u003c/em>. It offers four pathways or ways to view a text.\u003c/p>\n\u003cfigure id=\"attachment_27603\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://henryjenkins.org/2013/02/there-she-blows-reading-in-a-participatory-culture-and-flows-of-reading-launch-today.html\">\u003cimg class=\"size-medium wp-image-27603\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-08-at-10.47.11-AM-300x437.png\" alt=\"Screen Shot 2013-03-08 at 10.47.11 AM\" width=\"300\" height=\"437\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>MOTIVES FOR READING\u003c/strong>\u003cbr>\nThis pathway and assorted material address the idea that people read various kinds of textual content for all kinds of reasons. Reading a website may be different from reading a book, but they both require literacy and are appropriate at different points. This pathway explores how seemingly different kinds of reading might be more akin than they seem.\u003c/p>\n\u003cp>\u003cstrong>ADAPTATION AND REMIXING\u003c/strong>\u003cbr>\nWhile the book encourages students to elaborate and create material based on parts of a text that speak to them, this section also discusses appropriate and respectful adaptation and remixing. It brings in the ethics of attribution and fair use.\u003c/p>\n\u003cp>\u003cstrong>NEGOTIATING CULTURAL SPACES\u003c/strong>\u003cbr>\nThis pathway discusses the various identities that each person brings to reading whether it is gender, ethnicity, specific experiences or anything else that shapes the reading process.\u003c/p>\n\u003cp>\u003cstrong>CONTINUITIES AND SPACES\u003c/strong>\u003cbr>\nThese are “the spaces where your imagination can go wild,” said Erin Reilly, who led the effort to create Flows. This pathway explores how to creatively share stories and layer upon the original.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Throughout the research and implementation of this project Jenkins and Reilly knew they’d need to think about assessment. They brought in \u003ca href=\"http://portal.education.indiana.edu/ProfilePlaceHolder/tabid/6210/Default.aspx?u=dthickey\">Dan Hickey\u003c/a> from Indiana University to help develop assessments that are immediate and happen as part of the learning process. The state standards are a minimum, Reilly and Jenkins maintain should be easy to reach if students are engaged. They insist that learning activities should be open and free -- a space for creativity; the reflection on that activity and how it ties back to the text is an area for worthwhile assessment.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Student Mentors: How 6th and 12th Graders Learn From Each Other",
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"content": "\u003cfigure id=\"attachment_27568\" class=\"wp-caption center\" style=\"max-width: 600px\">\u003ca href=\"http://www.digitalyouthnetwork.org/4-afterschool/pages/6-afterschool-programs\">\u003cimg class=\"size-full wp-image-27568\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/large_dyn1.jpg\" alt=\"large_dyn1\" width=\"600\" height=\"202\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1-400x135.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1-320x108.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When Tracy Edwards posted on Facebook last October that she was searching for a part-time writing instructor for a middle school program, Kip Glazer jumped immediately at the chance.\u003c/p>\n\u003cp>But Glazer wasn’t applying for herself. Instead, she envisioned her 100 senior high school English students, who were about to become virtual writing mentors to 200 6th-graders halfway across the nation.\u003c/p>\n\u003cp>“I require them to do peer-to-peer editing, but I wasn’t quite getting the results that I wanted” when seniors helped other seniors, said Glazer, who found Edwards through a Facebook group created for online graduate students of educational technology at \u003ca href=\"http://gsep.pepperdine.edu/education/\">Pepperdine University\u003c/a>. Both women are students in the program.\u003c/p>\n\u003cp>“When [Edwards] said ‘6th grade,’ I felt like this could really work,” Glazer said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"\u003cstrong>It's actually a lot more powerful than we tend to think it is, because kids tend to value other kids' feedback a bit more than their parents', teachers.\u003c/strong>'\"\u003c/aside>\n\u003cp>So far, her students at \u003ca href=\"http://independence.kernhigh.org/\">Independence High School\u003c/a> in Bakersfield, Calif., have appeared invested. Since late November, each student has mentored five 6th-graders enrolled in the \u003ca href=\"http://www.digitalyouthnetwork.org/\">Digital Youth Network\u003c/a>’s social network-based writing curriculum digital at three separate Chicago charter middle schools. That ratio allows every 6th grader to receive advice from multiple mentors.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Glazer’s two sections of AP English Literature and Composition and two sections of California's college-prep-focused \u003ca href=\"http://www.calstate.edu/eap/englishcourse/overview.shtml\">Expository Reading and Writing Course\u003c/a> spend one class period weekly in a\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>computer lab responding to a range of assignments the 6th graders post on the cloud-based \u003ca href=\"http://remixlearning.com/platform/\">iRemix platform\u003c/a>. The platform allows for varying levels of privacy, including blog posts and forum discussions that can be viewed by every teacher and student, and more private notebooks that are only accessible to the 6th grade writer, his or her 12th grade mentors, and teachers.\u003c/p>\n\u003cp>Glazer’s students then switch from mentor to student in a separate Edmodo online classroom community and discuss their successes and failures as mentors. A sample of their thoughts:\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003cstrong>Breanna S.:\u003c/strong> It's tough for me to explain their error. I know how to fix their sentences, but I actually had to google why it should be changed. It adds more of a challenge and it helps me remember grammar rules. To be honest, I am worried that I will give them wrong information, but I always try to double check.\u003cbr>\n\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>Mavee P.: \u003c/strong>I found this particularly difficult to provide constructive feedback[,] instead of strict criticism[,] while remaining encouraging. In addition, the balance between too formal and laid back was a constant problem in my comments.\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>Lisa H.:\u003c/strong> I am used to just blatantly pointing out errors because I know my peers won't be offended and can handle constructive criticism. Now I have to put more thought and creativity into the feedback so I won't hurt the kids' feelings. Some of these kids talk about personal things like the death of their family members or worrying about gangs and getting shot, and I wish I knew how to address these topics while still pointing out their errors.\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>That mutual feeling of concern is ultimately a good thing, said Glazer, who added that it has translated into a heightened awareness of their own writing strengths and weaknesses.\u003c/p>\n\u003cp>Edwards, meanwhile, said that despite their mentors' concerns about upsetting the 6th graders, their advice has been received better than it might have been from more traditional sources.\u003c/p>\n\u003cp>“It's actually a lot more powerful than we tend to think it is, because kids tend to value other kids' feedback a bit more than their parents', teachers', etcetera,” Edwards said.\u003c/p>\n\u003cp>As the students shift into the role of mentor, teachers' roles also change.\u003c/p>\n\u003cp>The 6th-grade teachers involved, Edwards said, are still ultimately responsible grading students' finished product, and also respond to student work on the iRemix platform. But the quality of the feedback from 12th graders, in general, has been good enough that Edwards said teachers' most important role might be to help their own students push past their initial shyness or hesitance to work with a stranger on the other side of the country.\u003c/p>\n\u003cp>“Their role initially was to build that community,” she said.\u003c/p>\n\u003cp>Glazer said she focuses on regularly modeling and discussing the meaning and practice of responsible mentoring.\u003c/p>\n\u003cp>“Students will say, 'What do I do when I see five sentences and every sentence has some kind of error?'” she said. “Now I step back and say, 'What do you think I should do? If you were me and I was your student, what would you like me to tell you?'”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Glazer also admits there are some necessary conditions to implement a successful virtual mentor-student relationship:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Distance:\u003c/strong> Glazer said the vast geographical divide between the two sets of students is a benefit and perhaps a necessity. For one thing, it's easier to enforce a strict ban of any extraneous social contact between mentors and students outside of academic work. And it spurs students' curiosity to learn more about each other during academic activities.\u003c/li>\n\u003cli>\u003cstrong>School culture:\u003c/strong> Service and community are familiar themes at Independence High School, helping to make Glazer's project more attractive to students, she said. “They naturally understand helping and the benefit of it, and I don't have to sell it too much,” Glazer said. “But I can see how that would be difficult” in schools without that culture, she added.\u003c/li>\n\u003cli>\u003cstrong>Time:\u003c/strong> Glazer said the project is a better fit with seniors because of their freedom from state standardized testing. And she says students in her two sections that are studying California's state-constructed Expository Reading and Writing Curriculum have been more invested than her two sections of Advanced Placement students. “They have more emotional allowance right now,” Glazer said. “They have decided that either they are going to go to state schools or community colleges, so they have a little more time and they're much more invested in picking up that skill.”\u003c/li>\n\u003cli>\u003cstrong>Technology access:\u003c/strong> Because Independence High School was built within the last decade, Glazer said technology is accessible enough that securing the computer lab weekly hasn't been an obstacle. And the school's allowance for the use of mobile devices has helped the mentors' ability to respond to the Chicago students' posts in a timely manner. That said, Glazer also enjoys the focus a computer lab provides, as opposed to working on the virtual mentoring project in their normal classroom using a laptop cart.\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27568\" class=\"wp-caption center\" style=\"max-width: 600px\">\u003ca href=\"http://www.digitalyouthnetwork.org/4-afterschool/pages/6-afterschool-programs\">\u003cimg class=\"size-full wp-image-27568\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/large_dyn1.jpg\" alt=\"large_dyn1\" width=\"600\" height=\"202\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1-400x135.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1-320x108.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When Tracy Edwards posted on Facebook last October that she was searching for a part-time writing instructor for a middle school program, Kip Glazer jumped immediately at the chance.\u003c/p>\n\u003cp>But Glazer wasn’t applying for herself. Instead, she envisioned her 100 senior high school English students, who were about to become virtual writing mentors to 200 6th-graders halfway across the nation.\u003c/p>\n\u003cp>“I require them to do peer-to-peer editing, but I wasn’t quite getting the results that I wanted” when seniors helped other seniors, said Glazer, who found Edwards through a Facebook group created for online graduate students of educational technology at \u003ca href=\"http://gsep.pepperdine.edu/education/\">Pepperdine University\u003c/a>. Both women are students in the program.\u003c/p>\n\u003cp>“When [Edwards] said ‘6th grade,’ I felt like this could really work,” Glazer said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"\u003cstrong>It's actually a lot more powerful than we tend to think it is, because kids tend to value other kids' feedback a bit more than their parents', teachers.\u003c/strong>'\"\u003c/aside>\n\u003cp>So far, her students at \u003ca href=\"http://independence.kernhigh.org/\">Independence High School\u003c/a> in Bakersfield, Calif., have appeared invested. Since late November, each student has mentored five 6th-graders enrolled in the \u003ca href=\"http://www.digitalyouthnetwork.org/\">Digital Youth Network\u003c/a>’s social network-based writing curriculum digital at three separate Chicago charter middle schools. That ratio allows every 6th grader to receive advice from multiple mentors.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Glazer’s two sections of AP English Literature and Composition and two sections of California's college-prep-focused \u003ca href=\"http://www.calstate.edu/eap/englishcourse/overview.shtml\">Expository Reading and Writing Course\u003c/a> spend one class period weekly in a\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>computer lab responding to a range of assignments the 6th graders post on the cloud-based \u003ca href=\"http://remixlearning.com/platform/\">iRemix platform\u003c/a>. The platform allows for varying levels of privacy, including blog posts and forum discussions that can be viewed by every teacher and student, and more private notebooks that are only accessible to the 6th grade writer, his or her 12th grade mentors, and teachers.\u003c/p>\n\u003cp>Glazer’s students then switch from mentor to student in a separate Edmodo online classroom community and discuss their successes and failures as mentors. A sample of their thoughts:\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003cstrong>Breanna S.:\u003c/strong> It's tough for me to explain their error. I know how to fix their sentences, but I actually had to google why it should be changed. It adds more of a challenge and it helps me remember grammar rules. To be honest, I am worried that I will give them wrong information, but I always try to double check.\u003cbr>\n\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>Mavee P.: \u003c/strong>I found this particularly difficult to provide constructive feedback[,] instead of strict criticism[,] while remaining encouraging. In addition, the balance between too formal and laid back was a constant problem in my comments.\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>Lisa H.:\u003c/strong> I am used to just blatantly pointing out errors because I know my peers won't be offended and can handle constructive criticism. Now I have to put more thought and creativity into the feedback so I won't hurt the kids' feelings. Some of these kids talk about personal things like the death of their family members or worrying about gangs and getting shot, and I wish I knew how to address these topics while still pointing out their errors.\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>That mutual feeling of concern is ultimately a good thing, said Glazer, who added that it has translated into a heightened awareness of their own writing strengths and weaknesses.\u003c/p>\n\u003cp>Edwards, meanwhile, said that despite their mentors' concerns about upsetting the 6th graders, their advice has been received better than it might have been from more traditional sources.\u003c/p>\n\u003cp>“It's actually a lot more powerful than we tend to think it is, because kids tend to value other kids' feedback a bit more than their parents', teachers', etcetera,” Edwards said.\u003c/p>\n\u003cp>As the students shift into the role of mentor, teachers' roles also change.\u003c/p>\n\u003cp>The 6th-grade teachers involved, Edwards said, are still ultimately responsible grading students' finished product, and also respond to student work on the iRemix platform. But the quality of the feedback from 12th graders, in general, has been good enough that Edwards said teachers' most important role might be to help their own students push past their initial shyness or hesitance to work with a stranger on the other side of the country.\u003c/p>\n\u003cp>“Their role initially was to build that community,” she said.\u003c/p>\n\u003cp>Glazer said she focuses on regularly modeling and discussing the meaning and practice of responsible mentoring.\u003c/p>\n\u003cp>“Students will say, 'What do I do when I see five sentences and every sentence has some kind of error?'” she said. “Now I step back and say, 'What do you think I should do? If you were me and I was your student, what would you like me to tell you?'”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Glazer also admits there are some necessary conditions to implement a successful virtual mentor-student relationship:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Distance:\u003c/strong> Glazer said the vast geographical divide between the two sets of students is a benefit and perhaps a necessity. For one thing, it's easier to enforce a strict ban of any extraneous social contact between mentors and students outside of academic work. And it spurs students' curiosity to learn more about each other during academic activities.\u003c/li>\n\u003cli>\u003cstrong>School culture:\u003c/strong> Service and community are familiar themes at Independence High School, helping to make Glazer's project more attractive to students, she said. “They naturally understand helping and the benefit of it, and I don't have to sell it too much,” Glazer said. “But I can see how that would be difficult” in schools without that culture, she added.\u003c/li>\n\u003cli>\u003cstrong>Time:\u003c/strong> Glazer said the project is a better fit with seniors because of their freedom from state standardized testing. And she says students in her two sections that are studying California's state-constructed Expository Reading and Writing Curriculum have been more invested than her two sections of Advanced Placement students. “They have more emotional allowance right now,” Glazer said. “They have decided that either they are going to go to state schools or community colleges, so they have a little more time and they're much more invested in picking up that skill.”\u003c/li>\n\u003cli>\u003cstrong>Technology access:\u003c/strong> Because Independence High School was built within the last decade, Glazer said technology is accessible enough that securing the computer lab weekly hasn't been an obstacle. And the school's allowance for the use of mobile devices has helped the mentors' ability to respond to the Chicago students' posts in a timely manner. That said, Glazer also enjoys the focus a computer lab provides, as opposed to working on the virtual mentoring project in their normal classroom using a laptop cart.\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_27431\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/?attachment_id=27431\" rel=\"attachment wp-att-27431\">\u003cimg class=\"size-large wp-image-27431\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Wow-620x312.jpg\" alt=\"Wow\" width=\"620\" height=\"312\">\u003c/a>\n\u003cp class=\"wp-media-credit\">World of Warcraft\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Students' passions can be a powerful driver for deeper and more creative learning. With this knowledge, some educators are using popular commercial games like \u003ca href=\"http://us.battle.net/wow/en/\">World of Warcraft\u003c/a> (WoW) to create curriculum around the game. And they say they're seeing success, especially with learners who have had trouble in traditional classrooms.\u003c/p>\n\u003cp>World of Warcraft is a Massively Multiplayer Online Roleplay (MMOR) game, where players take on the identity of characters in a narrative-rich plot, working together to overcome challenges.\u003c/p>\n\u003cp>“In my estimation, a well-designed video game is pure, scaffolded, constructivist learning at its best,” said \u003ca href=\"http://peggysheehy.edublogs.org/about/\">Peggy Sheehy\u003c/a>, one of the designers of \u003ca href=\"http://wowinschool.pbworks.com/w/page/5268731/FrontPage\">WoW in Schools\u003c/a>, an elective English Language Arts curriculum built around the game. “Mastery of content opens up new content and offers unlimited opportunity for success.” And that's what learning should be like, she says: interesting, engaging and collaborative. \u003ca href=\"http://myweb.fsu.edu/vshute/pdf/GLA%20Dirk%20chapter.pdf\">Research on gaming\u003c/a> in an educational context corroborates Sheehy’s viewpoint that games demonstrate mastery learning because a player cannot move on until he or she has completed a set of tasks.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Game designers get that failure is anticipated and celebrated. It’s a learning opportunity.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Sheehy designs “quests” with particular learning objectives in mind that the students or -- “heroes” as they’re called in class -- must complete. Quests might include components of comparative writing or characterization exercises. For example, Sheehy had her students read J.R.R. Tolkien’s \u003cem>The Hobbit\u003c/em> as they progressed through the course, and for one assignment, they had to pick a character from the book and categorize that character within World of Warcraft. They were asked to defend their choices in writing, supporting their argument with the text.\u003c!--more-->\u003c/p>\n\u003cp>“When I bring these to their other teachers, I am consistently told, ‘I don’t get anything like this from them,’” Sheehy said in reference to the writing her students produce. They write complex arguments because they are passionate about the game, the storyline, and the class. “When there is no passion you get dutiful, for the grade work,” she said.\u003c/p>\n\u003cp>One of the benefits of using a multiplayer, collaborative game is that students also work together to accomplish quests. They post their writing in “guilds” within the game and are asked to critique one another’s writing, creating a constructive peer review.\u003c/p>\n\u003cp>Perhaps one of the most prominent ways that game-based classes are different from traditional ones is \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/fun-failure-how-to-make-learning-irresistible/\">how failure fits into the daily experience of learning\u003c/a>. “Failure in a game typically means that you tried the challenge in a new way,” Sheehy said. It’s not bad; it’s creative problem-solving, risk-taking, and a natural outcropping of trying something new. But in most classrooms, kids are programmed to understand failure as shameful at early ages. “Game designers get that failure is anticipated and celebrated. It’s a learning opportunity,” Sheehy said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in Schools?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Those accustomed to having assessments be part of the learning model may wonder how to measure things like reading comprehension, grammar, and vocabulary.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Assessment and gaming are so contradictory,” Sheehy said. “Gaming is almost like the scientific method. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Sheehy designs “quests” with particular learning objectives in mind that the students or -- “heroes” as they’re called in class -- must complete. Quests might include components of comparative writing or characterization exercises. For example, Sheehy had her students read J.R.R. Tolkien’s \u003cem>The Hobbit\u003c/em> as they progressed through the course, and for one assignment, they had to pick a character from the book and categorize that character within World of Warcraft. They were asked to defend their choices in writing, supporting their argument with the text.\u003c!--more-->\u003c/p>\n\u003cp>“When I bring these to their other teachers, I am consistently told, ‘I don’t get anything like this from them,’” Sheehy said in reference to the writing her students produce. They write complex arguments because they are passionate about the game, the storyline, and the class. “When there is no passion you get dutiful, for the grade work,” she said.\u003c/p>\n\u003cp>One of the benefits of using a multiplayer, collaborative game is that students also work together to accomplish quests. They post their writing in “guilds” within the game and are asked to critique one another’s writing, creating a constructive peer review.\u003c/p>\n\u003cp>Perhaps one of the most prominent ways that game-based classes are different from traditional ones is \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/fun-failure-how-to-make-learning-irresistible/\">how failure fits into the daily experience of learning\u003c/a>. “Failure in a game typically means that you tried the challenge in a new way,” Sheehy said. It’s not bad; it’s creative problem-solving, risk-taking, and a natural outcropping of trying something new. But in most classrooms, kids are programmed to understand failure as shameful at early ages. “Game designers get that failure is anticipated and celebrated. It’s a learning opportunity,” Sheehy said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in Schools?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Those accustomed to having assessments be part of the learning model may wonder how to measure things like reading comprehension, grammar, and vocabulary.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Assessment and gaming are so contradictory,” Sheehy said. “Gaming is almost like the scientific method. You get your quest, you form a hypothesis, you try it out, you encounter challenges and you draw conclusions.” She thinks that’s assessment enough and is wary that formally assessing students will take the fun and the passion out of what she considers to be a very effective education tool.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27446\" class=\"wp-caption alignnone\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/edgygrrrl/2432101927/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-27446\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/2432101927_82ece60ed2_z-620x401.jpg\" alt=\"2432101927_82ece60ed2_z\" width=\"620\" height=\"401\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Flickr: edgygrrrl\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If it's true that\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\"> fostering creativity in learning\u003c/a> is not just a nice notion, but an imperative, then educators must find a way to integrate it into a system that has not made this intangible, un-testable attribute a priority. More and more, teachers are becoming alerted to the idea that nurturing creative minds is necessary to raise a generation of innovators.\u003c/p>\n\u003cp>Knowing that it's important is one thing, but integrating creativity into curriculum is harder than it sounds.\u003c/p>\n\u003cp>“In order for something to be creative, it has to be task appropriate,” said \u003ca href=\"http://psychology.csusb.edu/facultystaff/james_kaufman.htm\">Dr. James Kaufman\u003c/a>, director of the Learning Research Institute at California State University San Bernardino. Along with \u003ca href=\"https://education.uoregon.edu/users/beghetto\">Dr. Ronald Beghetto\u003c/a>, associate professor of Education Studies at University of Oregon, Kaufman has been studying how to make creativity more approachable for educators.\u003c/p>\n\u003cp>The first step is to help both students and educators understand \u003cem>productive\u003c/em> creativity. A wildly creative solution might not solve the problem. Conversely, it’s easy to come up with answers that aren't unique. Creativity is the ability to produce work that is unique and unexpected as well as appropriate, useful, and adaptive.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">What seems like a tangent could actually help other students think about the problem in a different way.\u003c/aside>\n\u003cp>The collective understanding puts creativity into two categories -- legendary status, like Van Gogh -- and everyday creativity, like cooking, scrapbooking, or drawing. Kaufman and Beghetto have dubbed these kinds of creativity “Big C” and “little C.\" The problem with this dichotomy, however, is that it privileges the legendary Big C above all else, making it seem that only few have the potential to be creative.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Instead Kaufman and Beghetto \u003ca href=\"http://pages.uoregon.edu/beghetto/KaufmanBeghetto2009.pdf\">favor what they call the 4 Cs\u003c/a>. They'd like to include “mini C” \u003c!--more-->moments, when one has a flash of inspiration or insight that is personally meaningful, but might not matter to anyone else, and “pro C” moments, when someone is an expert in their domain, but the full potential impact over time can't have been determined yet. With this more complete spectrum of creativity it’s easier to imagine becoming more creative. And, according to the researchers, to move from a “mini C” idea to a “little C,” all that’s needed is some feedback. And to move from “little C” to “pro C” a person just needs practice. Much harder is to move from “pro C” to “big C” because only time will tell what becomes legend. Still with us? Keep reading.\u003c/p>\n\u003cp>With creativity comes uncertainty, which many teachers would prefer to keep out of their classrooms. And, while everyone says they want creative thinkers, creativity isn't rewarded at the “mini-C” and “little-C” levels. Often the kids who operate at those levels are the ones considered to be distracting the class or straying off track. Because society favors the pro and big-C levels, it’s harder to nurture those lower levels.\u003c/p>\n\u003cp>But it's important to recognize that students can't get to be a legendary creative genius without having their creativity nurtured along the way -- recognizing the \"little C's.\" But that takes a shift in thinking for not just educators, but society at large -- that there's value in creativity beyond becoming the next Van Gogh.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/five-ways-to-bring-innovation-into-the-classroom/\">Five Ways to Bring Innovation Into the Classroom\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The result in classrooms is an either/or scenario in which \"creativity\" equals curricular chaos while \"learning\" equals mind-numbing conformity. An experienced teacher knows learning can exist alongside creativity and that uncertainty can lead to an opportunity. Beghetto sees the same fear of uncertainty with prospective educators who haven’t even had their own classroom yet. “When an uncertain moment appears, they don’t see that as an opportunity for creativity to manifest, they see it as an indicator of their own incompetence,” he said. Instead, they prefer to get expected responses to their questions – unexpected answers derail the class.\u003c/p>\n\u003cp>When kids leave high school, they become experts in what Beghetto calls the “asking known-answer-question syndrome.” They've learned it’s not really about how they understand it; it’s about how the teacher understands it and how she wants to hear it. That, then, becomes the definition of the \"educated mind.\"\u003c/p>\n\u003cp>Kaufman and Beghetto suggest teachers should meet unexpectedness with curiosity. Rather than shutting down a potentially creative solution to a problem, explore and evaluate it. What seems like a tangent could actually help other students think about the problem in a different way.\u003cbr>\nThey also note that part of incorporating creativity is helping students to read the situation. There’s a time and a place for a creative solution and kids need to learn when it’s appropriate to take the intellectual risk. They should also learn that there’s a cost to creativity; it takes effort, time, and resources and depending on the problem the most creative solution may not make sense.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\">Are We Wringing the Creativity Out of Kids?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>This discussion may seem removed from the rubrics and standards that dictate teachers’ lives, but Kaufman and Beghetto argue that fostering creative thinking is not mutually exclusive to meeting standards.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We do need academic domain knowledge in order to be creative,” Beghetto said. “The standards can serve as guideposts, but these should not be the end that we are driving towards.” They argue that constraint is always present in creativity and that something like memorization can provide the tools for improvisation within a discipline.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27446\" class=\"wp-caption alignnone\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/edgygrrrl/2432101927/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-27446\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/2432101927_82ece60ed2_z-620x401.jpg\" alt=\"2432101927_82ece60ed2_z\" width=\"620\" height=\"401\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Flickr: edgygrrrl\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If it's true that\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\"> fostering creativity in learning\u003c/a> is not just a nice notion, but an imperative, then educators must find a way to integrate it into a system that has not made this intangible, un-testable attribute a priority. More and more, teachers are becoming alerted to the idea that nurturing creative minds is necessary to raise a generation of innovators.\u003c/p>\n\u003cp>Knowing that it's important is one thing, but integrating creativity into curriculum is harder than it sounds.\u003c/p>\n\u003cp>“In order for something to be creative, it has to be task appropriate,” said \u003ca href=\"http://psychology.csusb.edu/facultystaff/james_kaufman.htm\">Dr. James Kaufman\u003c/a>, director of the Learning Research Institute at California State University San Bernardino. Along with \u003ca href=\"https://education.uoregon.edu/users/beghetto\">Dr. Ronald Beghetto\u003c/a>, associate professor of Education Studies at University of Oregon, Kaufman has been studying how to make creativity more approachable for educators.\u003c/p>\n\u003cp>The first step is to help both students and educators understand \u003cem>productive\u003c/em> creativity. A wildly creative solution might not solve the problem. Conversely, it’s easy to come up with answers that aren't unique. Creativity is the ability to produce work that is unique and unexpected as well as appropriate, useful, and adaptive.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">What seems like a tangent could actually help other students think about the problem in a different way.\u003c/aside>\n\u003cp>The collective understanding puts creativity into two categories -- legendary status, like Van Gogh -- and everyday creativity, like cooking, scrapbooking, or drawing. Kaufman and Beghetto have dubbed these kinds of creativity “Big C” and “little C.\" The problem with this dichotomy, however, is that it privileges the legendary Big C above all else, making it seem that only few have the potential to be creative.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Instead Kaufman and Beghetto \u003ca href=\"http://pages.uoregon.edu/beghetto/KaufmanBeghetto2009.pdf\">favor what they call the 4 Cs\u003c/a>. They'd like to include “mini C” \u003c!--more-->moments, when one has a flash of inspiration or insight that is personally meaningful, but might not matter to anyone else, and “pro C” moments, when someone is an expert in their domain, but the full potential impact over time can't have been determined yet. With this more complete spectrum of creativity it’s easier to imagine becoming more creative. And, according to the researchers, to move from a “mini C” idea to a “little C,” all that’s needed is some feedback. And to move from “little C” to “pro C” a person just needs practice. Much harder is to move from “pro C” to “big C” because only time will tell what becomes legend. Still with us? Keep reading.\u003c/p>\n\u003cp>With creativity comes uncertainty, which many teachers would prefer to keep out of their classrooms. And, while everyone says they want creative thinkers, creativity isn't rewarded at the “mini-C” and “little-C” levels. Often the kids who operate at those levels are the ones considered to be distracting the class or straying off track. Because society favors the pro and big-C levels, it’s harder to nurture those lower levels.\u003c/p>\n\u003cp>But it's important to recognize that students can't get to be a legendary creative genius without having their creativity nurtured along the way -- recognizing the \"little C's.\" But that takes a shift in thinking for not just educators, but society at large -- that there's value in creativity beyond becoming the next Van Gogh.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/five-ways-to-bring-innovation-into-the-classroom/\">Five Ways to Bring Innovation Into the Classroom\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The result in classrooms is an either/or scenario in which \"creativity\" equals curricular chaos while \"learning\" equals mind-numbing conformity. An experienced teacher knows learning can exist alongside creativity and that uncertainty can lead to an opportunity. Beghetto sees the same fear of uncertainty with prospective educators who haven’t even had their own classroom yet. “When an uncertain moment appears, they don’t see that as an opportunity for creativity to manifest, they see it as an indicator of their own incompetence,” he said. Instead, they prefer to get expected responses to their questions – unexpected answers derail the class.\u003c/p>\n\u003cp>When kids leave high school, they become experts in what Beghetto calls the “asking known-answer-question syndrome.” They've learned it’s not really about how they understand it; it’s about how the teacher understands it and how she wants to hear it. That, then, becomes the definition of the \"educated mind.\"\u003c/p>\n\u003cp>Kaufman and Beghetto suggest teachers should meet unexpectedness with curiosity. Rather than shutting down a potentially creative solution to a problem, explore and evaluate it. What seems like a tangent could actually help other students think about the problem in a different way.\u003cbr>\nThey also note that part of incorporating creativity is helping students to read the situation. There’s a time and a place for a creative solution and kids need to learn when it’s appropriate to take the intellectual risk. They should also learn that there’s a cost to creativity; it takes effort, time, and resources and depending on the problem the most creative solution may not make sense.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\">Are We Wringing the Creativity Out of Kids?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>This discussion may seem removed from the rubrics and standards that dictate teachers’ lives, but Kaufman and Beghetto argue that fostering creative thinking is not mutually exclusive to meeting standards.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We do need academic domain knowledge in order to be creative,” Beghetto said. “The standards can serve as guideposts, but these should not be the end that we are driving towards.” They argue that constraint is always present in creativity and that something like memorization can provide the tools for improvisation within a discipline.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"dropcap-serif\">Some of the most important subject areas and activities we want students to learn are the very ones that are left out of many schools: the arts, computer programming, and learning to making things by hand.\u003c/p>\n\u003cp>We know that arts integration can \u003ca href=\"http://www.edutopia.org/stw-arts-integration-reform-overview\">open all kinds of opportunities\u003c/a> for learning and fostering creativity. We're learning why computer science is \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/should-kids-learn-to-code-in-grade-school/\">an essential skill \u003c/a>for every student to thrive in the digital world. And we're understanding \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/boy-scouts-make-way-kids-explore-by-creating/\">how allowing kids to get their hands on do-it-yourself projects\u003c/a> shows them the value of designing, creating, and the process of making.\u003c/p>\n\u003cp>Until such time that schools provide these essential skills to all students, certain individuals and organizations are stepping in to fill the void. We met a few of these changemakers who are bringing these essential tools to students recently at the \u003ca href=\"http://www.bigideasfest.org/\">Big Ideas Fest \u003c/a>in Half Moon Bay. Here are their stories. Perhaps their work and influence will make progress towards bringing these skills from outside the school system to where it belongs.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>SMARTHISTORY: Making High Art Accessible\u003c/h4>\n\u003cp>Steven Zucker and Beth Harris, the creators of \u003ca href=\"http://smarthistory.khanacademy.org/\">Smarthistory\u003c/a>, a huge collection of videos that take you inside the most important museums in the world, talk about how their explanations of significant art work make otherwise abstract or hard-to-understand concepts more accessible to students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/kTzRJ69TJMk\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003ch4>BLACK GIRLS CODE: Teaching a New Generation of Innovators\u003c/h4>\n\u003cp>Moving from being consumers of media to creators is the goal of \u003ca href=\"http://www.blackgirlscode.com/\">Black Girls Code\u003c/a>, an organization devoted to teaching girls of color in-demand skills when they're thinking about what they want to be when they grow up, says Kimberly Bryant\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/g6WcVv1alEo\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>CAINE'S ARCADE: Showing the Value of Making By Hand\u003c/strong>\u003c/h4>\n\u003cp>Nirvan Mullik, the creator of the wildly popular video \u003ca href=\"http://www.cainesarcade.com/\">Caine's Arcade\u003c/a>, about a young boy who built an arcade out of recycled cardboard boxes, talks about the importance of knowing how to make things by hand, and how the video has helped propel the Maker Movement in schools.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/fdrQPFvYR7g\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>STARTUP WEEKEND EDU: Entrepreneurs Helping Educators\u003c/strong>\u003c/h4>\n\u003cp>While these organizations provide tools and opportunities for students, another group is attempting to bring innovation from the fringes directly to teachers. Introducing educators to the world of technology and innovation is the goal of the grassroots movement called \u003ca href=\"http://edu.startupweekend.org/\">Startup Weekend EDU\u003c/a>, and the organizer, Khalid Smith, talks about what teachers can learn from tech entrepreneurs, and what educators want from entrepreneurs that can help them be better teachers.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/R95aOS4CLoI\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[Videos co-produced with Matthew Williams]\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">Some of the most important subject areas and activities we want students to learn are the very ones that are left out of many schools: the arts, computer programming, and learning to making things by hand.\u003c/p>\n\u003cp>We know that arts integration can \u003ca href=\"http://www.edutopia.org/stw-arts-integration-reform-overview\">open all kinds of opportunities\u003c/a> for learning and fostering creativity. We're learning why computer science is \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/should-kids-learn-to-code-in-grade-school/\">an essential skill \u003c/a>for every student to thrive in the digital world. And we're understanding \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/boy-scouts-make-way-kids-explore-by-creating/\">how allowing kids to get their hands on do-it-yourself projects\u003c/a> shows them the value of designing, creating, and the process of making.\u003c/p>\n\u003cp>Until such time that schools provide these essential skills to all students, certain individuals and organizations are stepping in to fill the void. We met a few of these changemakers who are bringing these essential tools to students recently at the \u003ca href=\"http://www.bigideasfest.org/\">Big Ideas Fest \u003c/a>in Half Moon Bay. Here are their stories. Perhaps their work and influence will make progress towards bringing these skills from outside the school system to where it belongs.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>SMARTHISTORY: Making High Art Accessible\u003c/h4>\n\u003cp>Steven Zucker and Beth Harris, the creators of \u003ca href=\"http://smarthistory.khanacademy.org/\">Smarthistory\u003c/a>, a huge collection of videos that take you inside the most important museums in the world, talk about how their explanations of significant art work make otherwise abstract or hard-to-understand concepts more accessible to students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/kTzRJ69TJMk\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003ch4>BLACK GIRLS CODE: Teaching a New Generation of Innovators\u003c/h4>\n\u003cp>Moving from being consumers of media to creators is the goal of \u003ca href=\"http://www.blackgirlscode.com/\">Black Girls Code\u003c/a>, an organization devoted to teaching girls of color in-demand skills when they're thinking about what they want to be when they grow up, says Kimberly Bryant\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/g6WcVv1alEo\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>CAINE'S ARCADE: Showing the Value of Making By Hand\u003c/strong>\u003c/h4>\n\u003cp>Nirvan Mullik, the creator of the wildly popular video \u003ca href=\"http://www.cainesarcade.com/\">Caine's Arcade\u003c/a>, about a young boy who built an arcade out of recycled cardboard boxes, talks about the importance of knowing how to make things by hand, and how the video has helped propel the Maker Movement in schools.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/fdrQPFvYR7g\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>STARTUP WEEKEND EDU: Entrepreneurs Helping Educators\u003c/strong>\u003c/h4>\n\u003cp>While these organizations provide tools and opportunities for students, another group is attempting to bring innovation from the fringes directly to teachers. Introducing educators to the world of technology and innovation is the goal of the grassroots movement called \u003ca href=\"http://edu.startupweekend.org/\">Startup Weekend EDU\u003c/a>, and the organizer, Khalid Smith, talks about what teachers can learn from tech entrepreneurs, and what educators want from entrepreneurs that can help them be better teachers.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/R95aOS4CLoI\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[Videos co-produced with Matthew Williams]\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27342\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27342\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/students-problem-620x362.jpg\" alt=\"students problem\" width=\"620\" height=\"362\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Marsha Ratzel\u003c/h5>\n\u003cp class=\"dropcap-serif\">Teachers use different strategies to help students learn. With the inevitable arrival of the Common Core State Standards, however, the big unknown is what will happen when the assessments are released and the states and the federal government develop policies to accommodate them. If the assessments fall back on the kinds of narrow questions we saw with No Child Left Behind, and if governments create the same kind of high-stakes accountability, teachers will be herded back towards lower levels of prescriptive learning that leave little room for student voice and ownership.\u003c/p>\n\u003cp>But if assessments mirror the broad principles and effective pedagogy that the CCSS authors have championed, there is hope that rote learning and teacher-driven classrooms will not be necessary in order for students to pass the test.\u003c/p>\n\u003cp>\u003cstrong>STUDENT-DRIVEN LEARNING\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Most student-driven classrooms start with a question. It’s usually one that springs from a common place but allows for individualization by students based on their interests. It allows them to build questions and go about answering them, utilizing the skills and knowledge that the curriculum provides. The teacher facilitates this learning, to be sure, but also gives authority to the student to “own” their question. The student moves to center stage and the teacher assumes a supporting role.\u003c/p>\n\u003cp>Three of the eight mathematical practices that lie at the heart of all the Common Core’s K-12 math standards could be statements that describe a student-centered classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For example, the capacities stated in the CCSS to “make sense of problems and persevere in solving them,” “reason abstractly and quantitatively,” and “construct viable arguments and critique the reasoning of others” are all integral to successful units where students ask and answer their own questions — and to a classroom where they see their viewpoint as valuable to the educational process.\u003c/p>\n\u003cp>The “tension” will come when the the goal of student-driven learning bumps up against the traditional teacher’s instinct to provide the context and the questions for students to use. \u003c!--more-->Especially in the beginning years of CCSS implementation, this tension will be heightened as teachers learn what they are expected to teach (not just content but things like “sense-making, “reasoning,” and “constructing”) but have not yet figured out the places where they can turn the reins over to students.\u003c/p>\n\u003cp>\u003cstrong>HOW DO WE TEACH PERSEVERANCE?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>A key CCSS principle (Math Practice MP1) is to “make sense of problems and persevere in solving them.” The alignment between student-driven learning and CCSS is \u003cem>very\u003c/em> close here. Student-driven learning revolves around identifying problems that students believe are important to them and applicable to their real life, and then finding ways to solve them. The CCSS encourages teachers to help students “find the meaning of a problem and look for entry points…analyzing givens, constraints, relationships and goals.” If a teacher has already established (or begun to establish) the student-centered classroom, this will be familiar territory.\u003c/p>\n\u003cp>Through artful inquiry-based instruction, teachers can co-learn along with students by gently guiding and providing probing questions of their own. We have to be patient as our kids gain the ability to do this. Students who have spent years in NCLB classrooms will struggle to find how to make sense of problems. Why? Simply because they have seldom been presented with complex scenarios. The deeper student learning that can emerge from this style of teaching can’t be assessed with a multiple choice question. So we haven’t encouraged teachers to become skillful in this way, and we’ve raised a generation of rote learners.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\"> Why Inquiry Learning is Worth the Trouble\u003c/a>]\u003c/p>\n\u003cp>Even so, our students can reconnect with their innate curiosity and excitement about learning. Over the past several years of shifting my practice, I have seen their natural curiosity return. When it does, persevering isn’t nearly so hard. Until it does, teachers will have to continually re-assure and support students in building deeper, higher level kinds of questions.\u003c/p>\n\u003cp>\u003cstrong>ELA STANDARDS AND STUDENT-DRIVEN TEACHING \u003c/strong>\u003c/p>\n\u003cp>Within the first ELA strand, writing, the Common Core articulates steps for writing a good argument and defending it. Details about how these skills are going to build up from lower grades (with increasing amounts of sophistication) are not present in the standards. That will fall to the collective expertise of teachers working together to make this happen, and to curriculum writers at the district or state levels. We will have to work at understanding what kinds of vertical alignments are needed so we can craft lessons to be matched with our students’ needs at each level.\u003c/p>\n\u003cp>Common Core writing standards appear to emphasize “the ability to write logical arguments based on substantive claims…reasoning…and relevant evidence.” If students were able to demonstrate this ability in their writing, they would be able to describe and defend their ideas to others. And that empowering skill set is exactly what a student-driven classroom seeks to achieve.\u003c/p>\n\u003cp>\u003cstrong>THE INTERSECTION OF ELA AND STEM SUBJECTS \u003c/strong>\u003c/p>\n\u003cp>More tension will arise for traditional teaching as educators are called upon to expand the student’s understanding of non-fiction and technical topics, like those associated with STEM subjects and social sciences. In recent years, students have been heavily focused on writing narrative and creative writing kinds of pieces. The expansion of real-world study topics called for in the Common Core should open up the student-driven classroom even more.\u003c/p>\n\u003cp>Writing’s partner is speaking and listening. In a student-driven classroom, there is much “argumentation, debate and discourse” as students wrestle with the questions. The best of those classrooms foster respect between students as they learn from each other. They have to develop the ability to hold their own during small group discussions as well as classroom discussions.\u003c/p>\n\u003cp>What should please teachers is the fact that the CCSS standards address the formal, stand-in-front-of-the-class presentation and the collegial discussions between students. When I read about “….informal discussions that take place as students collaborate to answer questions, build understanding and solve problems,” I see support of student choice. These words underscore the importance of students’ conversations about what they are learning and the interpersonal skills that are necessary for undertaking co-learning of ideas and content. \u003cem>Building understanding\u003c/em> and \u003cem>solving problems\u003c/em> are goals that demand we address the group dynamics involved in studying a real-world situation and brainstorming ideas back and forth.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/alan-november-how-teachers-and-tech-can-let-students-take-control/\">How Teachers and Tech Can Let Students Take Control\u003c/a>]\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Ultimately there is room in the Common Core’s vision and principles for advocates of student-driven learning to thrive. As teachers gain experience in the CCSS standards that apply to their grade level, they will identify places where there are opportunities to put student questions at the forefront of their lesson plans. Over time, as students build up their ability to read, write, speak and find solutions to increasingly more complex kinds of problems, they will be able to take more and more ownership of the learning process.\u003c/p>\n\u003cp>All this assumes, of course, that the large-scale assessment and accountability systems are designed to promote this potentially powerful marriage of the Common Core and student-driven learning. I’ve been teaching a long time. I know how big that assumption is. But at the classroom level, the best way I know to make it happen is to show what could happen. So I’m going to keep doing that.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Marsha Ratzel is a National Board-certified teacher in the Blue Valley School District in Kansas, where she teaches middle school math and science. Her book about shifting her science teaching practice to emphasize student-driven learning will be published this spring by \u003ca href=\"http://powerfullearningpress.us1.list-manage1.com/subscribe?u=dfa2b25e8b508d24535e69e6d&id=d34223fe56\">Powerful Learning Press\u003c/a>. A portion of this post originally appeared on \u003ca href=\"http://plpnetwork.com/category/voices/\">Voices from the Learning Revolution\u003c/a>.\u003cbr>\n\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For example, the capacities stated in the CCSS to “make sense of problems and persevere in solving them,” “reason abstractly and quantitatively,” and “construct viable arguments and critique the reasoning of others” are all integral to successful units where students ask and answer their own questions — and to a classroom where they see their viewpoint as valuable to the educational process.\u003c/p>\n\u003cp>The “tension” will come when the the goal of student-driven learning bumps up against the traditional teacher’s instinct to provide the context and the questions for students to use. \u003c!--more-->Especially in the beginning years of CCSS implementation, this tension will be heightened as teachers learn what they are expected to teach (not just content but things like “sense-making, “reasoning,” and “constructing”) but have not yet figured out the places where they can turn the reins over to students.\u003c/p>\n\u003cp>\u003cstrong>HOW DO WE TEACH PERSEVERANCE?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>A key CCSS principle (Math Practice MP1) is to “make sense of problems and persevere in solving them.” The alignment between student-driven learning and CCSS is \u003cem>very\u003c/em> close here. 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So we haven’t encouraged teachers to become skillful in this way, and we’ve raised a generation of rote learners.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\"> Why Inquiry Learning is Worth the Trouble\u003c/a>]\u003c/p>\n\u003cp>Even so, our students can reconnect with their innate curiosity and excitement about learning. Over the past several years of shifting my practice, I have seen their natural curiosity return. When it does, persevering isn’t nearly so hard. Until it does, teachers will have to continually re-assure and support students in building deeper, higher level kinds of questions.\u003c/p>\n\u003cp>\u003cstrong>ELA STANDARDS AND STUDENT-DRIVEN TEACHING \u003c/strong>\u003c/p>\n\u003cp>Within the first ELA strand, writing, the Common Core articulates steps for writing a good argument and defending it. 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And that empowering skill set is exactly what a student-driven classroom seeks to achieve.\u003c/p>\n\u003cp>\u003cstrong>THE INTERSECTION OF ELA AND STEM SUBJECTS \u003c/strong>\u003c/p>\n\u003cp>More tension will arise for traditional teaching as educators are called upon to expand the student’s understanding of non-fiction and technical topics, like those associated with STEM subjects and social sciences. In recent years, students have been heavily focused on writing narrative and creative writing kinds of pieces. The expansion of real-world study topics called for in the Common Core should open up the student-driven classroom even more.\u003c/p>\n\u003cp>Writing’s partner is speaking and listening. In a student-driven classroom, there is much “argumentation, debate and discourse” as students wrestle with the questions. The best of those classrooms foster respect between students as they learn from each other. 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"content": "\u003cfigure id=\"attachment_27316\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27316\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/76754181-620x357.jpg\" alt=\"76754181\" width=\"620\" height=\"357\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\u003cem>A \u003ca href=\"http://news.stanford.edu/news/2013/february/latino-achievement-gap-021413.html\">new study from Stanford\u003c/a> shows that a simple teaching tactic may help close the achievement gap between Latino American students and their white peers. \u003ca href=\"https://ed.stanford.edu/faculty/glc\">Geoffrey Cohen\u003c/a>, a professor of education and psychology at Stanford, and David Sherman of the University of California-Santa Barbara, and their fellow researchers explored the negative effects of \"\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/can-stereotyping-girls-harm-boys-too/\">stereotype threat\u003c/a>,\" and came up with a finding, published by the \u003ca href=\"http://www.apa.org/pubs/journals/psp/index.aspx\">Journal of Personality and Social Psychology\u003c/a>. The \u003ca href=\"http://news.stanford.edu/news/2013/february/latino-achievement-gap-021413.html\">article below\u003c/a> by Marguerite Rigoglioso explains in detail.\u003c/em>\u003c/p>\n\u003cp>The matter comes down to overcoming the negative effects of \"stereotype threat,\" a phenomenon that researchers have identified and documented over the last two decades. What they have found – in numerous studies – is that the stress and uncertain sense of belonging that can stem from being a member of a negatively stereotyped group undermines academic performance of minority students as compared with white students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Small gestures of affirmation can have lasting consequences, especially when they are woven into the student's daily experience.\"\u003c/strong>\u003c/aside>\n\u003cp>Cohen and his colleagues have been looking for remedies to stereotype threat. In the first study described in the article, the researchers devised well-timed \"values-affirmation\" classroom assignments given to both Latino and white students as a part of the regular classroom curriculum. In one exercise, middle schoolers were given a list of values, such as \"being good at art,\" \"being religious\" and \"having a sense of humor.\" They were asked to pick the ones that were important to them and write a few sentences describing why. In a second exercise, they reflected in a more open-ended manner on things in their life that were important to them, and in a third they were guided to write a brief essay describing how the things they most consistently valued would be important to them in the coming spring.\u003c/p>\n\u003cp>Students completed several structured reflection exercises in their class throughout the year. \u003c!--more-->The tasks were given at critical moments: the beginning of the school year; before tests; and near the holiday season, a period of stress for many people.\u003c/p>\n\u003cp>The control group was guided to write about values that were important to other people, but not themselves, or about other neutral topics.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The results were dramatic: Latino students who completed the affirmation exercises had higher grades than those in the control group. Moreover, the effects of the affirmation intervention persisted for three years. The task had no significant effect on white students.\u003c/p>\n\u003cp>A second study looked at whether affirmation interventions could lessen the persistent threat to Latino Americans' identity caused by the overt or subtle presence of racial and ethnic stereotypes and prejudices. Researchers administered values affirmation tasks and also assessed students' perceptions of daily adversity, identity threat and feelings of academic fit. They did this several times over the school year as reflected in diary entries, and again measured students' grades.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">Girls and Math: Busting the Stereotype\u003c/a>]\u003c/p>\n\u003cp>Surveys completed by children in the classroom indicated that Latino students who had participated in the affirmation exercises were less likely to see daily stress and adversity as threatening to their identity and sense of belonging in school. Once again, their grades were higher than those who did not participate in the affirmation assignments.\u003c/p>\n\u003cp>\"Self-affirmation exercises provide adolescents from minority groups with a psychological time out,\" said Cohen. In an environment many minorities find hostile, such tasks provide reassurance about who they are and what's really important at a critical time in their lives.\u003c/p>\n\u003cp>As to why the interventions affected minorities but not white students, Cohen said, \"Latino Americans are under a more consistent and chronic sense of psychological threat in the educational setting than their white counterparts on average. They constantly face negative stereotypes about their ability to succeed, so they are the ones to benefit the most from affirmations that help them to maintain a positive self-image.\"\u003c/p>\n\u003cp>\u003cstrong>MULTIPLE BENEFITS \u003c/strong>\u003c/p>\n\u003cp>Such affirmations not only help students feel more confident, they allow them to reframe adversity and challenges as temporary phenomena rather than looming signs that they somehow don't belong – or, worse, that they are fulfilling negative stereotypes about their inferiority.\u003c/p>\n\u003cp>The studies also underscore that underperformance is frequently not a function of individual inadequacy, but rather systemic failure. \"A threatening environment can make smart kids less likely to show what they know, whereas a positive environment might pull out qualities that make the seemingly average student shine,\" said Cohen.\u003c/p>\n\u003cp>Cohen's study represents the latest advance in decades-long work on minority student achievement pioneered by a group of researchers across the country, most notably Stanford Graduate School of Education \u003ca href=\"https://ed.stanford.edu/faculty/steele\">Dean Claude Steele\u003c/a>. His book, \u003ca href=\"http://books.wwnorton.com/books/Whistling-Vivaldi/\">\u003cem>Whistling Vivaldi: And Other Clues to How Stereotypes Affect Us\u003c/em>\u003c/a>, chronicles the discovery and explanation of stereotype threat. Working in this arena for the past decade, Cohen, often in collaboration with Steele, Stanford psychology professor Greg Walton and others, has used insights from previous research to explore measures that might reduce its effects.\u003c/p>\n\u003cp>Cohen cautioned that such interventions are not a magic bullet. \"Psychological threat might not contribute to a group's performance in some schools,\" he said.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/can-stereotyping-girls-harm-boys-too/\">Can Stereotyping Girls Harm Boys Too?\u003c/a>]\u003c/p>\n\u003cp>And he noted that such interventions echo what great teachers already do: continually affirm children. \"Small gestures of affirmation can have lasting consequences, especially when they are woven into the student's daily experience,\" he said. Teacher training, he indicated, should ensure that teachers make them a part of their toolkit.\u003c/p>\n\u003cp>\"At the school level you need committed teachers, and a solid curriculum,\" Cohen said. \"When these factors are in place, when opportunities for growth are there, psychological interventions can help students change their lives.\"\u003c/p>\n\u003cp>The study's other co-authors were from UC-Santa Barbara, Columbia University, the University of Colorado and the University of Chicago. The National Science Foundation, the Spencer Foundation and the University of California funded the research.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Marguerite Rigoglioso writes frequently for the \u003ca href=\"http://news.stanford.edu/\">Stanford Graduate School of Education, \u003c/a>\u003c/em>where this article originally appeared.\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\n",
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"description": "A new study from Stanford shows that a simple teaching tactic may help close the achievement gap between Latino American students and their white peers. Geoffrey Cohen, a professor of education and psychology at Stanford, and David Sherman of the University of California-Santa Barbara, and their fellow researchers explored the negative effects of "stereotype threat,"",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27316\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27316\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/76754181-620x357.jpg\" alt=\"76754181\" width=\"620\" height=\"357\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\u003cem>A \u003ca href=\"http://news.stanford.edu/news/2013/february/latino-achievement-gap-021413.html\">new study from Stanford\u003c/a> shows that a simple teaching tactic may help close the achievement gap between Latino American students and their white peers. \u003ca href=\"https://ed.stanford.edu/faculty/glc\">Geoffrey Cohen\u003c/a>, a professor of education and psychology at Stanford, and David Sherman of the University of California-Santa Barbara, and their fellow researchers explored the negative effects of \"\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/can-stereotyping-girls-harm-boys-too/\">stereotype threat\u003c/a>,\" and came up with a finding, published by the \u003ca href=\"http://www.apa.org/pubs/journals/psp/index.aspx\">Journal of Personality and Social Psychology\u003c/a>. The \u003ca href=\"http://news.stanford.edu/news/2013/february/latino-achievement-gap-021413.html\">article below\u003c/a> by Marguerite Rigoglioso explains in detail.\u003c/em>\u003c/p>\n\u003cp>The matter comes down to overcoming the negative effects of \"stereotype threat,\" a phenomenon that researchers have identified and documented over the last two decades. What they have found – in numerous studies – is that the stress and uncertain sense of belonging that can stem from being a member of a negatively stereotyped group undermines academic performance of minority students as compared with white students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Small gestures of affirmation can have lasting consequences, especially when they are woven into the student's daily experience.\"\u003c/strong>\u003c/aside>\n\u003cp>Cohen and his colleagues have been looking for remedies to stereotype threat. In the first study described in the article, the researchers devised well-timed \"values-affirmation\" classroom assignments given to both Latino and white students as a part of the regular classroom curriculum. In one exercise, middle schoolers were given a list of values, such as \"being good at art,\" \"being religious\" and \"having a sense of humor.\" They were asked to pick the ones that were important to them and write a few sentences describing why. In a second exercise, they reflected in a more open-ended manner on things in their life that were important to them, and in a third they were guided to write a brief essay describing how the things they most consistently valued would be important to them in the coming spring.\u003c/p>\n\u003cp>Students completed several structured reflection exercises in their class throughout the year. \u003c!--more-->The tasks were given at critical moments: the beginning of the school year; before tests; and near the holiday season, a period of stress for many people.\u003c/p>\n\u003cp>The control group was guided to write about values that were important to other people, but not themselves, or about other neutral topics.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The results were dramatic: Latino students who completed the affirmation exercises had higher grades than those in the control group. Moreover, the effects of the affirmation intervention persisted for three years. The task had no significant effect on white students.\u003c/p>\n\u003cp>A second study looked at whether affirmation interventions could lessen the persistent threat to Latino Americans' identity caused by the overt or subtle presence of racial and ethnic stereotypes and prejudices. Researchers administered values affirmation tasks and also assessed students' perceptions of daily adversity, identity threat and feelings of academic fit. They did this several times over the school year as reflected in diary entries, and again measured students' grades.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">Girls and Math: Busting the Stereotype\u003c/a>]\u003c/p>\n\u003cp>Surveys completed by children in the classroom indicated that Latino students who had participated in the affirmation exercises were less likely to see daily stress and adversity as threatening to their identity and sense of belonging in school. Once again, their grades were higher than those who did not participate in the affirmation assignments.\u003c/p>\n\u003cp>\"Self-affirmation exercises provide adolescents from minority groups with a psychological time out,\" said Cohen. In an environment many minorities find hostile, such tasks provide reassurance about who they are and what's really important at a critical time in their lives.\u003c/p>\n\u003cp>As to why the interventions affected minorities but not white students, Cohen said, \"Latino Americans are under a more consistent and chronic sense of psychological threat in the educational setting than their white counterparts on average. They constantly face negative stereotypes about their ability to succeed, so they are the ones to benefit the most from affirmations that help them to maintain a positive self-image.\"\u003c/p>\n\u003cp>\u003cstrong>MULTIPLE BENEFITS \u003c/strong>\u003c/p>\n\u003cp>Such affirmations not only help students feel more confident, they allow them to reframe adversity and challenges as temporary phenomena rather than looming signs that they somehow don't belong – or, worse, that they are fulfilling negative stereotypes about their inferiority.\u003c/p>\n\u003cp>The studies also underscore that underperformance is frequently not a function of individual inadequacy, but rather systemic failure. \"A threatening environment can make smart kids less likely to show what they know, whereas a positive environment might pull out qualities that make the seemingly average student shine,\" said Cohen.\u003c/p>\n\u003cp>Cohen's study represents the latest advance in decades-long work on minority student achievement pioneered by a group of researchers across the country, most notably Stanford Graduate School of Education \u003ca href=\"https://ed.stanford.edu/faculty/steele\">Dean Claude Steele\u003c/a>. His book, \u003ca href=\"http://books.wwnorton.com/books/Whistling-Vivaldi/\">\u003cem>Whistling Vivaldi: And Other Clues to How Stereotypes Affect Us\u003c/em>\u003c/a>, chronicles the discovery and explanation of stereotype threat. Working in this arena for the past decade, Cohen, often in collaboration with Steele, Stanford psychology professor Greg Walton and others, has used insights from previous research to explore measures that might reduce its effects.\u003c/p>\n\u003cp>Cohen cautioned that such interventions are not a magic bullet. \"Psychological threat might not contribute to a group's performance in some schools,\" he said.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/can-stereotyping-girls-harm-boys-too/\">Can Stereotyping Girls Harm Boys Too?\u003c/a>]\u003c/p>\n\u003cp>And he noted that such interventions echo what great teachers already do: continually affirm children. \"Small gestures of affirmation can have lasting consequences, especially when they are woven into the student's daily experience,\" he said. 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"order": 1
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
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"filterData": {
"region": {
"key": "Restaurant Region",
"filters": [
"Any Region"
]
},
"cuisine": {
"key": "Restaurant Cuisine",
"filters": [
"Any Cuisine"
]
}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
}
}
