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"content": "\u003cp>\u003cstrong>By Holly Korbey\u003c/strong>\u003c/p>\n\u003cp>In Sherri Scott’s first grade class, the daily \"main lesson\" pages students work on -- essentially their handmade textbooks made up of words, numbers, and artwork -- are copied straight from the old-fashioned blackboard, not created. And that’s the point.\u003c/p>\n\u003cp>“It’s what we do in Waldorf schools,” Scott says. “In the lower grades, those initial main lesson pages are copied as closely as possible, to allow practice and more practice with shading, perspective, accuracy, spatial awareness. All that practice copying turns into a keen eye and skilled hand when given free rein in the upper grades.”\u003c/p>\n\u003cp>For many dedicated to re-making our schools as hubs of dynamic innovation and creativity, getting good at math or science or literacy might be better found in techniques like\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\"> inquiry-based learning,\u003c/a> less emphasis on\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/more-teachers-refuse-to-give-standardized-tests/\"> standardized testing\u003c/a>, and avoiding the soul-numbing\u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19fob-medium-heffernan-t.html?_r=0\"> \"drill and kill\" exercises\u003c/a> and worksheets used to instill basic skills.\u003c/p>\n\u003cp>But what if the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-much-practice-is-too-much/\">right drill -\u003c/a>- without the kill -- actually \u003cem>encourages\u003c/em> creativity?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>Teach Like a Champion\u003c/em> author Doug Lemov proposes this very idea in his new book, \u003ca href=\"http://www.amazon.com/Practice-Perfect-Getting-Better-ebook/dp/B007ZQ34V4\">\u003cem>Practice Perfect: 42 Rules for Getting Better at Getting Better\u003c/em>\u003c/a>. His Rule Number 4, “Unlock Creativity... With Repetition,” falls in line with virtuoso musicians, elite athletes, and \u003ca href=\"http://newswatch.nationalgeographic.com/2012/08/14/malcolm-gladwells-10000-hour-rule-visualized-practice-makes-perfect/\">Malcolm Gladwell's \"10,000 hours rule\"\u003c/a> -- that creativity actually comes after lots and lots of rote learning (also called practice)\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Creativity is play within a system of rules, and you can only play with the rules once you understand the systems.\"\u003c/strong>\u003c/aside>\n\u003cp>has built a solid foundation of skills. Focused practice, Lemov has found in his research training teachers, actually automates a process in one’s body, which then becomes fertile ground for creative breakthroughs and individual variations.\u003c/p>\n\u003cp>To explain why his teachers have had so much creative success with repetitive practice, Lemov told the story of a particularly good literature teacher who would get stumped when students \u003c!--more-->would respond to text questions with answers that were very far afield. “She would ask kids, ‘What do you think about \u003cem>x\u003c/em>,’ and they would say the darndest things,” Lemov recalls. “And the teacher would just freeze. She just didn’t know how to respond to the unexpected answers.” Lemov suggested she meet with another teacher once a week for 10 minutes and do nothing but respond to unexpected questions - in other words, practice receiving really wrong answers, so she could work on her response.\u003c/p>\n\u003cp>The results, according to Lemov, were outstanding. “After three or four weeks, she was a totally different teacher. She was more confident. Her mind wasn’t focused on, ‘What am I going to say?’ She had reallocated her thinking from lower-order task to higher-order task, and it made her more creative teaching in the moment when she needed it most.”\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-27299\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/111821658X.jpg\" alt=\"9781118216583_cover.indd\" width=\"187\" height=\"281\">But not everybody agrees with this premise. From a scientific standpoint, says John Kounios, Professor of Psychology at Drexel University and co-author of upcoming book \u003cem>Insight: Aha Moments, Creativity, and the Brain\u003c/em>, the connection between creativity and automaticity is complicated. “Yes, it is true that many 'Aha moment' breakthroughs come to people who have mastered an area. However, the opposite is often the case: once a person has mastered something, their thinking about it often becomes locked in and it's difficult for them to break out of this mental straightjacket.”\u003c/p>\n\u003cp>Some educators believe that a side-by-side combination of rote work and \"aha\" moments works better for students. While there’s no doubt that repeated practice is the key to mastering any craft, “much of the way we've structured education is about the repetition without actually getting to create at the task itself,\" says arts and literacy educator Kurt Wootton, co-author of \u003ca href=\"http://www.hepg.org/hep/book/164/AReasonToRead\">\u003cem>A Reason to Read.\u003c/em>\u003c/a> \"In my view, the repetition must not come before allowing students to participate in the creative tasks, but rather repeated practice walks side-by-side with the creative process.”\u003c/p>\n\u003cp>Wootton gave an example of his childhood piano lessons that were comprised of endless scales. “I never knew why I was practicing those scales or what they were for,\" he said. \"I was never given the chance to create anything musical in the ten years I played piano. It was always the repetition and practice without the chance to create. This would be the same as memorizing the rules of basketball and shooting endless free throws without ever learning to play the game.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-much-practice-is-too-much/\">How Much Practice is Too Much?\u003c/a>]\u003c/p>\n\u003cp>In Wootton’s experience, bringing in the creative process shows students “the whole game” and gives them a reason to go back and get better at specific skills that require rote practice. “Creativity is about immediate play. Students learn by doing and feeling the immediacy of the creative experience,” he said.\u003c/p>\n\u003cp>“In schools we do ‘drill and kill’ our students. We ask them to go through endless acts of practice and memorization (multiplication tables, memorizing the periodic table of elements, spelling quizzes, grammar lessons, scales, free throws, batting practice) often without the payoff of actually doing the real work the skills were meant for,” he said.\u003c/p>\n\u003cp>And don’t forget, says cognitive scientist Daniel Willingham, author of \u003ca href=\"http://www.amazon.com/Why-Dont-Students-Like-School/dp/047059196X\">\u003cem>Why Don’t Students Like School?\u003c/em>\u003c/a>, that the \u003cem>kill \u003c/em>in \"drill and kill\" refers to motivation, which is key to learning whatever skill is being taught. “I think terrible instruction would kill motivation for any topic, and that's regardless of the content,\" Willingham said. \"Can you imagine a hands-on workshop -- which should be an engaging method -- on a topic you find intrinsically interesting that was really boring? Sure, it's easy. Topic and method are no guarantee that students will be engaged, and therefore there's some risk that their motivation will drop.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Yes, it is true that many 'Aha moment' breakthroughs come to people who have mastered an area. However, the opposite is often the case: once a person has mastered something, their thinking about it often becomes locked in and it's difficult for them to break out of this mental straightjacket.”\u003c/strong>\u003c/aside>\n\u003cp>But, Willingham is quick to point out, “the risk for boredom and lack of engagement is higher for practicing things that students feel they already know. It's probably more demanding of the teacher to make it fresh and to keep students wanting to engage.”\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cstrong>APPLYING THEORY \u003c/strong>\u003c/h4>\n\u003cp>With her first graders, Sherri Scott works hard at finding the delicate balance between engaging them in creative play and performing rote tasks they’ll need later. As she described the myriad ways she has students learn “100,” through writing and counting, organizing and artwork, Scott affirmed her belief that rote practice pays off in creativity further down the road. “If you want to know what 100 ‘is,’ having those math facts internalized allows you to deal with 100 in so many, many ways. Rather than just knowing 10 x 10 is 100, or 4 x 25 is 100, you'd be able to pull 100 apart and put it back together without analyzing it.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-do-you-spark-a-love-of-math-in-kids/\">How Do You Spark a Love of Math in Kids?\u003c/a>]\u003c/p>\n\u003cp>Lemov would certainly agree: “Creativity is play within a system of rules, and you can only play with the rules once you understand the systems. You have to see the theme first to understand the variations.”\u003c/p>\n\u003cp>\u003cem>Practice Perfect\u003c/em> is a paean to the “humble power” of the kind of practice that makes you better, and more creative. In the book, Lemov quotes legendary UCLA basketball coach (and king of practice) John Wooden, who said, “Drilling creates a foundation on which individual initiative and imagination can flourish.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Perhaps Wooden is precisely what the British government had in mind when they recently designed a poetry contest that asks students to learn the \u003ca href=\"http://www.npr.org/2013/01/19/169731110/u-k-asks-students-to-learn-poetry-by-heart-not-by-rote\">poetry “by heart,” not by rote.\u003c/a> English poet Jean Sprackland explained the difference beautifully: \"Well, I suppose there's a great difference between learning by heart and the old-fashioned, rather dusty phrase 'learning by rote.' So there's a thought that if you learn by heart it means you take the poem right into yourself, it becomes part of you. And it remains with you, probably for the rest of your life. I think a lot of us can remember bits of poetry that we learned when we were very young. So it's something that lives with you forever.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Holly Korbey\u003c/strong>\u003c/p>\n\u003cp>In Sherri Scott’s first grade class, the daily \"main lesson\" pages students work on -- essentially their handmade textbooks made up of words, numbers, and artwork -- are copied straight from the old-fashioned blackboard, not created. And that’s the point.\u003c/p>\n\u003cp>“It’s what we do in Waldorf schools,” Scott says. “In the lower grades, those initial main lesson pages are copied as closely as possible, to allow practice and more practice with shading, perspective, accuracy, spatial awareness. All that practice copying turns into a keen eye and skilled hand when given free rein in the upper grades.”\u003c/p>\n\u003cp>For many dedicated to re-making our schools as hubs of dynamic innovation and creativity, getting good at math or science or literacy might be better found in techniques like\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\"> inquiry-based learning,\u003c/a> less emphasis on\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/more-teachers-refuse-to-give-standardized-tests/\"> standardized testing\u003c/a>, and avoiding the soul-numbing\u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19fob-medium-heffernan-t.html?_r=0\"> \"drill and kill\" exercises\u003c/a> and worksheets used to instill basic skills.\u003c/p>\n\u003cp>But what if the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-much-practice-is-too-much/\">right drill -\u003c/a>- without the kill -- actually \u003cem>encourages\u003c/em> creativity?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Teach Like a Champion\u003c/em> author Doug Lemov proposes this very idea in his new book, \u003ca href=\"http://www.amazon.com/Practice-Perfect-Getting-Better-ebook/dp/B007ZQ34V4\">\u003cem>Practice Perfect: 42 Rules for Getting Better at Getting Better\u003c/em>\u003c/a>. His Rule Number 4, “Unlock Creativity... With Repetition,” falls in line with virtuoso musicians, elite athletes, and \u003ca href=\"http://newswatch.nationalgeographic.com/2012/08/14/malcolm-gladwells-10000-hour-rule-visualized-practice-makes-perfect/\">Malcolm Gladwell's \"10,000 hours rule\"\u003c/a> -- that creativity actually comes after lots and lots of rote learning (also called practice)\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Creativity is play within a system of rules, and you can only play with the rules once you understand the systems.\"\u003c/strong>\u003c/aside>\n\u003cp>has built a solid foundation of skills. Focused practice, Lemov has found in his research training teachers, actually automates a process in one’s body, which then becomes fertile ground for creative breakthroughs and individual variations.\u003c/p>\n\u003cp>To explain why his teachers have had so much creative success with repetitive practice, Lemov told the story of a particularly good literature teacher who would get stumped when students \u003c!--more-->would respond to text questions with answers that were very far afield. “She would ask kids, ‘What do you think about \u003cem>x\u003c/em>,’ and they would say the darndest things,” Lemov recalls. “And the teacher would just freeze. She just didn’t know how to respond to the unexpected answers.” Lemov suggested she meet with another teacher once a week for 10 minutes and do nothing but respond to unexpected questions - in other words, practice receiving really wrong answers, so she could work on her response.\u003c/p>\n\u003cp>The results, according to Lemov, were outstanding. “After three or four weeks, she was a totally different teacher. She was more confident. Her mind wasn’t focused on, ‘What am I going to say?’ She had reallocated her thinking from lower-order task to higher-order task, and it made her more creative teaching in the moment when she needed it most.”\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-27299\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/111821658X.jpg\" alt=\"9781118216583_cover.indd\" width=\"187\" height=\"281\">But not everybody agrees with this premise. From a scientific standpoint, says John Kounios, Professor of Psychology at Drexel University and co-author of upcoming book \u003cem>Insight: Aha Moments, Creativity, and the Brain\u003c/em>, the connection between creativity and automaticity is complicated. “Yes, it is true that many 'Aha moment' breakthroughs come to people who have mastered an area. However, the opposite is often the case: once a person has mastered something, their thinking about it often becomes locked in and it's difficult for them to break out of this mental straightjacket.”\u003c/p>\n\u003cp>Some educators believe that a side-by-side combination of rote work and \"aha\" moments works better for students. While there’s no doubt that repeated practice is the key to mastering any craft, “much of the way we've structured education is about the repetition without actually getting to create at the task itself,\" says arts and literacy educator Kurt Wootton, co-author of \u003ca href=\"http://www.hepg.org/hep/book/164/AReasonToRead\">\u003cem>A Reason to Read.\u003c/em>\u003c/a> \"In my view, the repetition must not come before allowing students to participate in the creative tasks, but rather repeated practice walks side-by-side with the creative process.”\u003c/p>\n\u003cp>Wootton gave an example of his childhood piano lessons that were comprised of endless scales. “I never knew why I was practicing those scales or what they were for,\" he said. \"I was never given the chance to create anything musical in the ten years I played piano. It was always the repetition and practice without the chance to create. This would be the same as memorizing the rules of basketball and shooting endless free throws without ever learning to play the game.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-much-practice-is-too-much/\">How Much Practice is Too Much?\u003c/a>]\u003c/p>\n\u003cp>In Wootton’s experience, bringing in the creative process shows students “the whole game” and gives them a reason to go back and get better at specific skills that require rote practice. “Creativity is about immediate play. Students learn by doing and feeling the immediacy of the creative experience,” he said.\u003c/p>\n\u003cp>“In schools we do ‘drill and kill’ our students. We ask them to go through endless acts of practice and memorization (multiplication tables, memorizing the periodic table of elements, spelling quizzes, grammar lessons, scales, free throws, batting practice) often without the payoff of actually doing the real work the skills were meant for,” he said.\u003c/p>\n\u003cp>And don’t forget, says cognitive scientist Daniel Willingham, author of \u003ca href=\"http://www.amazon.com/Why-Dont-Students-Like-School/dp/047059196X\">\u003cem>Why Don’t Students Like School?\u003c/em>\u003c/a>, that the \u003cem>kill \u003c/em>in \"drill and kill\" refers to motivation, which is key to learning whatever skill is being taught. “I think terrible instruction would kill motivation for any topic, and that's regardless of the content,\" Willingham said. \"Can you imagine a hands-on workshop -- which should be an engaging method -- on a topic you find intrinsically interesting that was really boring? Sure, it's easy. Topic and method are no guarantee that students will be engaged, and therefore there's some risk that their motivation will drop.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Yes, it is true that many 'Aha moment' breakthroughs come to people who have mastered an area. However, the opposite is often the case: once a person has mastered something, their thinking about it often becomes locked in and it's difficult for them to break out of this mental straightjacket.”\u003c/strong>\u003c/aside>\n\u003cp>But, Willingham is quick to point out, “the risk for boredom and lack of engagement is higher for practicing things that students feel they already know. It's probably more demanding of the teacher to make it fresh and to keep students wanting to engage.”\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cstrong>APPLYING THEORY \u003c/strong>\u003c/h4>\n\u003cp>With her first graders, Sherri Scott works hard at finding the delicate balance between engaging them in creative play and performing rote tasks they’ll need later. As she described the myriad ways she has students learn “100,” through writing and counting, organizing and artwork, Scott affirmed her belief that rote practice pays off in creativity further down the road. “If you want to know what 100 ‘is,’ having those math facts internalized allows you to deal with 100 in so many, many ways. Rather than just knowing 10 x 10 is 100, or 4 x 25 is 100, you'd be able to pull 100 apart and put it back together without analyzing it.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-do-you-spark-a-love-of-math-in-kids/\">How Do You Spark a Love of Math in Kids?\u003c/a>]\u003c/p>\n\u003cp>Lemov would certainly agree: “Creativity is play within a system of rules, and you can only play with the rules once you understand the systems. You have to see the theme first to understand the variations.”\u003c/p>\n\u003cp>\u003cem>Practice Perfect\u003c/em> is a paean to the “humble power” of the kind of practice that makes you better, and more creative. In the book, Lemov quotes legendary UCLA basketball coach (and king of practice) John Wooden, who said, “Drilling creates a foundation on which individual initiative and imagination can flourish.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Perhaps Wooden is precisely what the British government had in mind when they recently designed a poetry contest that asks students to learn the \u003ca href=\"http://www.npr.org/2013/01/19/169731110/u-k-asks-students-to-learn-poetry-by-heart-not-by-rote\">poetry “by heart,” not by rote.\u003c/a> English poet Jean Sprackland explained the difference beautifully: \"Well, I suppose there's a great difference between learning by heart and the old-fashioned, rather dusty phrase 'learning by rote.' So there's a thought that if you learn by heart it means you take the poem right into yourself, it becomes part of you. And it remains with you, probably for the rest of your life. I think a lot of us can remember bits of poetry that we learned when we were very young. So it's something that lives with you forever.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Alan November: How Teachers and Tech Can Let Students Take Control",
"title": "Alan November: How Teachers and Tech Can Let Students Take Control",
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"content": "\u003cfigure id=\"attachment_27256\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-27256\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/IMG_8845-300x412.jpg\" alt=\"IMG_8845\" width=\"300\" height=\"412\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For many educators, helping students direct their own learning is a priority. Educator and author \u003ca href=\"http://novemberlearning.com/about/team/alan-november/\">Alan November,\u003c/a> who has been talking about ways to get students to own their learning for years, draws on his experiences as a teacher, principal and education consultant to tell stories about some of the ideas he sees as integral to education.\u003c/p>\n\u003cp>November joined Steve Hargadon in \u003ca href=\"http://www.stevehargadon.com/2013/02/today-alan-november-on-who-owns-learning.html\">a discussion\u003c/a> of his new book \u003ca href=\"http://www.solution-tree.com/products/who-owns-the-learning.html\">\u003cem>Who Owns the Learning: Preparing Students for Success in the Digital Age\u003c/em>\u003c/a>, stressing the importance of global collaboration and the role of technology in making it all possible. Here are a few highlights from their discussion.\u003c/p>\n\u003cp>\u003cstrong>SCHOOL STRUCTURE CAN HOLD STUDENTS BACK\u003c/strong>\u003c/p>\n\u003cp>School often means rules and regulations that can \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">seem unrelated to the broader goals of education\u003c/a>. Students are told to sit down, be still, show up at specific times, and demonstrate knowledge in ways that have nothing to do with the real world. As a case in point, November talked about when he started his teaching career at a reform school for boys where the administration took rules seriously. He discovered that one of his students had been breaking into his classroom to practice coding at night. The student showed a rare passion for a subject that wasn’t even being taught at that time, stayed focused on the task and was self-directed – qualities normally valued by educators. At a time when few people knew even how to use a computer, this boy was teaching himself to code. But none of it mattered to an administration more concerned that he’d broken the rules.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“We might have robbed kids’ natural ability to take control of defining their own problems by spoon feeding them little tiny problems one at a time.\"\u003c/strong>\u003c/aside>\n\u003cp>November pointed out the similarities between learning to code and the movement toward instant feedback with some of the newest ed tech tools: engineers can test a string of code to see if it works, retrace steps to figure out where it went wrong if it doesn’t. In the same way, many \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-the-best-way-of-using-computers-in-schools/\">blended learning methods\u003c/a> provide the same kind of instant feedback into the classroom, allowing both the \u003c!--more-->learner and the instructor to understand where to shift direction to gain understanding. November says that instant feedback trend should be embraced as a powerful learning tool.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The lesson from this, he said, is to “teach students how to solve any problem, a general problem solving approach. And teach them to do it in community.” That’s what’s really going to serve them as they go through life. The benefit of technology is that is has opened the door on the scope of global problems that students can involve themselves with, making their problem solving skills immediately relevant and encouraging self-direction.\u003c/p>\n\u003cp>\u003cstrong>HAVE STUDENTS LOST THE ABILITY TO DEFINE THE QUESTION?\u003c/strong>\u003c/p>\n\u003cp>“We might have robbed kids’ natural ability to take control of defining their own problems by spoon-feeding them little tiny problems one at a time, which ended up with students not being able to take the initiative to define their own,” November said. He illustrated this point by describing a class where he asked students to identify a community problem and then work to come up with a solution. He told them he’d be there to offer tools and to support them through the process. A student raised her hand and told him that it was his job as the teacher to come up with the problems and their job as students to give answers.\u003c/p>\n\u003cp>Students and teachers alike have been brought up in an educational system that mimics an antiquated job market. The teacher is the boss, managing the work of his student workers who have to produce goods that meet approval, he said. But many people fear that system \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">no longer serves students \u003c/a>headed toward a less certain future, one that could necessitate that a student be able to define and create her own job.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Teach students how to solve \u003cem>any\u003c/em> problem; and teach them to do it in community.”\u003c/strong>\u003c/aside>\n\u003cp>“What concerns me is that school is way out of balance,” November said. “We are under an assumption in school that all these kids are going to apply to a job and have a boss that manages their work.” He thinks schools are drastically underestimating children’s capabilities to invent and own their work and by extension the contributions they can make to the world.\u003c/p>\n\u003cp>\u003cstrong>\u003cimg class=\"alignright size-full wp-image-27267\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/book-who-owns-the-learning.jpg\" alt=\"book-who-owns-the-learning\" width=\"190\" height=\"272\">TECHNOLOGY RECREATES THE ONE-ROOM SCHOOLHOUSE\u003c/strong>\u003c/p>\n\u003cp>As antiquated as it might seem in a world of iPads, mobile devices and 3D printers, November thinks schools should try to embody some of what worked about the one-room schoolhouse. Teachers taught all students regardless of age or level -- by definition there had to be differentiation in learning.\u003c/p>\n\u003cp>“The reality of a one-room classroom is that the older kids are teaching the younger kids,” November said. “And it turns out that to teach, students really have to learn the material well. And the students also take more ownership of the school.” One way to replicate that ownership now is to give students classroom jobs, allowing them to contribute something powerful to the classroom dynamic. “From that beginning I think we can have deeper conversations about children taking more control of defining their roles,” November said.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED READING: \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/strong>\u003c/p>\n\u003cp>He thinks technology has the power to bring the one-room schoolhouse back. Students can help one another, connect and collaborate globally. They can contribute meaningful work that can matter to real-world situations. “The real revolution is information and global communication, not technology,” November said. Technology is merely the means to access the information and share it in community.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>November gave an example of a middle school teacher who had his students contribute to a wiki that supplemented the textbook. They wrote and diagrammed material that would be passed on to students following them. One of the teacher’s former students contacted him while in high school asking to revise the part of the wiki he’d worked on three years previously. He said he’d learned more now and felt a sense of responsibility for what he’d produced. Getting students to care on that level and to be responsible for one another is exactly the kind of shared exploration in community that education should encourage, he said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27256\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-27256\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/IMG_8845-300x412.jpg\" alt=\"IMG_8845\" width=\"300\" height=\"412\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For many educators, helping students direct their own learning is a priority. Educator and author \u003ca href=\"http://novemberlearning.com/about/team/alan-november/\">Alan November,\u003c/a> who has been talking about ways to get students to own their learning for years, draws on his experiences as a teacher, principal and education consultant to tell stories about some of the ideas he sees as integral to education.\u003c/p>\n\u003cp>November joined Steve Hargadon in \u003ca href=\"http://www.stevehargadon.com/2013/02/today-alan-november-on-who-owns-learning.html\">a discussion\u003c/a> of his new book \u003ca href=\"http://www.solution-tree.com/products/who-owns-the-learning.html\">\u003cem>Who Owns the Learning: Preparing Students for Success in the Digital Age\u003c/em>\u003c/a>, stressing the importance of global collaboration and the role of technology in making it all possible. Here are a few highlights from their discussion.\u003c/p>\n\u003cp>\u003cstrong>SCHOOL STRUCTURE CAN HOLD STUDENTS BACK\u003c/strong>\u003c/p>\n\u003cp>School often means rules and regulations that can \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">seem unrelated to the broader goals of education\u003c/a>. Students are told to sit down, be still, show up at specific times, and demonstrate knowledge in ways that have nothing to do with the real world. As a case in point, November talked about when he started his teaching career at a reform school for boys where the administration took rules seriously. He discovered that one of his students had been breaking into his classroom to practice coding at night. The student showed a rare passion for a subject that wasn’t even being taught at that time, stayed focused on the task and was self-directed – qualities normally valued by educators. At a time when few people knew even how to use a computer, this boy was teaching himself to code. But none of it mattered to an administration more concerned that he’d broken the rules.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“We might have robbed kids’ natural ability to take control of defining their own problems by spoon feeding them little tiny problems one at a time.\"\u003c/strong>\u003c/aside>\n\u003cp>November pointed out the similarities between learning to code and the movement toward instant feedback with some of the newest ed tech tools: engineers can test a string of code to see if it works, retrace steps to figure out where it went wrong if it doesn’t. In the same way, many \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-the-best-way-of-using-computers-in-schools/\">blended learning methods\u003c/a> provide the same kind of instant feedback into the classroom, allowing both the \u003c!--more-->learner and the instructor to understand where to shift direction to gain understanding. November says that instant feedback trend should be embraced as a powerful learning tool.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The lesson from this, he said, is to “teach students how to solve any problem, a general problem solving approach. And teach them to do it in community.” That’s what’s really going to serve them as they go through life. The benefit of technology is that is has opened the door on the scope of global problems that students can involve themselves with, making their problem solving skills immediately relevant and encouraging self-direction.\u003c/p>\n\u003cp>\u003cstrong>HAVE STUDENTS LOST THE ABILITY TO DEFINE THE QUESTION?\u003c/strong>\u003c/p>\n\u003cp>“We might have robbed kids’ natural ability to take control of defining their own problems by spoon-feeding them little tiny problems one at a time, which ended up with students not being able to take the initiative to define their own,” November said. He illustrated this point by describing a class where he asked students to identify a community problem and then work to come up with a solution. He told them he’d be there to offer tools and to support them through the process. A student raised her hand and told him that it was his job as the teacher to come up with the problems and their job as students to give answers.\u003c/p>\n\u003cp>Students and teachers alike have been brought up in an educational system that mimics an antiquated job market. The teacher is the boss, managing the work of his student workers who have to produce goods that meet approval, he said. But many people fear that system \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">no longer serves students \u003c/a>headed toward a less certain future, one that could necessitate that a student be able to define and create her own job.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Teach students how to solve \u003cem>any\u003c/em> problem; and teach them to do it in community.”\u003c/strong>\u003c/aside>\n\u003cp>“What concerns me is that school is way out of balance,” November said. “We are under an assumption in school that all these kids are going to apply to a job and have a boss that manages their work.” He thinks schools are drastically underestimating children’s capabilities to invent and own their work and by extension the contributions they can make to the world.\u003c/p>\n\u003cp>\u003cstrong>\u003cimg class=\"alignright size-full wp-image-27267\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/book-who-owns-the-learning.jpg\" alt=\"book-who-owns-the-learning\" width=\"190\" height=\"272\">TECHNOLOGY RECREATES THE ONE-ROOM SCHOOLHOUSE\u003c/strong>\u003c/p>\n\u003cp>As antiquated as it might seem in a world of iPads, mobile devices and 3D printers, November thinks schools should try to embody some of what worked about the one-room schoolhouse. Teachers taught all students regardless of age or level -- by definition there had to be differentiation in learning.\u003c/p>\n\u003cp>“The reality of a one-room classroom is that the older kids are teaching the younger kids,” November said. “And it turns out that to teach, students really have to learn the material well. And the students also take more ownership of the school.” One way to replicate that ownership now is to give students classroom jobs, allowing them to contribute something powerful to the classroom dynamic. “From that beginning I think we can have deeper conversations about children taking more control of defining their roles,” November said.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED READING: \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/strong>\u003c/p>\n\u003cp>He thinks technology has the power to bring the one-room schoolhouse back. Students can help one another, connect and collaborate globally. They can contribute meaningful work that can matter to real-world situations. “The real revolution is information and global communication, not technology,” November said. Technology is merely the means to access the information and share it in community.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>November gave an example of a middle school teacher who had his students contribute to a wiki that supplemented the textbook. They wrote and diagrammed material that would be passed on to students following them. One of the teacher’s former students contacted him while in high school asking to revise the part of the wiki he’d worked on three years previously. He said he’d learned more now and felt a sense of responsibility for what he’d produced. Getting students to care on that level and to be responsible for one another is exactly the kind of shared exploration in community that education should encourage, he said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Foster Grit, Tenacity and Perseverance: An Educator's Guide",
"title": "How to Foster Grit, Tenacity and Perseverance: An Educator's Guide",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_27225\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27225\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/157300219-620x358.jpg\" alt=\"157300219\" width=\"620\" height=\"358\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">How can we best prepare children and adolescents to thrive in the 21st century? This question is at the heart of what every educator attempts to do on a daily basis. Apart from imparting content of knowledge and facts, however, it's becoming clear that the \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\">noncognitive competencies\u003c/a>\" known as grit, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/\">perseverance\u003c/a>, and tenacity are just as important,\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-important-is-grit-in-student-achievement/\"> if not more so\u003c/a>, in preparing kids to be self-sufficient and successful.\u003c/p>\n\u003cp>To that end, the Department of Education's Office of Technology has released a report called \u003ca href=\"http://www.ed.gov/edblogs/technology/research/\">Promoting Grit, Tenacity, and Perseverance\u003c/a> \u003ca href=\"http://www.ed.gov/edblogs/technology/research/\">—Critical Factors for Success in the 21st Century\u003c/a>, drafted by research firm \u003ca href=\"http://www.sri.com\">SRI International,\u003c/a> which addresses how educators can integrate these ideas into their teaching practice: Are these competencies malleable and teachable? How significant a role do they play in students' success? What are the best learning environments to encourage and foster these attributes?\u003c/p>\n\u003cp>\"The test score accountability movement and conventional educational approaches tend to focus on intellectual aspects of success, such as content knowledge. However, this is not sufficient,\" the report states. \"If students are to achieve their full potential, they must have opportunities to engage and develop a much richer set of skills.\"\u003c/p>\n\u003cp>The \u003ca href=\"http://www.ed.gov/edblogs/technology/files/2013/02/OET-Draft-Grit-Report-2-17-13.pdf\">entire report [PDF]\u003c/a> is well worth the read. Here are a few noteworthy highlights excerpted from different parts of the report.\u003c/p>\n\u003cdiv>\n\u003ch4>What Are Grit, Tenacity, and Perseverance?\u003c/h4>\n\u003cp>Grit, tenacity, and perseverance are multifaceted concepts encompassing goals, challenges, and ways of managing these. We integrate the big ideas from several related definitions in the literature to a broad, multifaceted definition of grit for the purpose of this report: “Perseverance to accomplish long-term or higher-order goals in the face of challenges and setbacks, engaging the student’s psychological resources, such as their academic mindsets, effortful control, and strategies and tactics.”\u003c/p>\n\u003c/div>\n\u003cdiv>Sociocultural context plays an important role. It can be a significant determinant of what students value and want to accomplish, the types of challenges they face, and the resources they can access. It is well documented that students from high-poverty backgrounds are particularly likely to face great stress and limited social support for academic achievement— factors which can undermine perseverance toward a wide range of goals. Researchers and educators also highlight concerns about the challenges faced by students from other segments of the socioeconomic \u003c!--more-->spectrum. For example, researchers and educators are exposing how grit can be detrimental when it is driven by a fear-based focus on testing and college entry. This can undermine conceptual learning, creativity, long-term retention, mental health, and ability to deal with “real-world” challenges.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cp> \u003c/p>\n\u003cdiv>Students can develop psychological resources that promote grit, tenacity, and perseverance. Our research pointed to three facets—all of which have been shown to be malleable and teachable in certain contexts:\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cul>\n\u003cli>\u003cstrong>Academic mindsets.\u003c/strong> These constitute how students frame themselves as learners, their learning environment, and their relationships to the learning environment. They include beliefs, attitudes, dispositions, values, and ways of perceiving oneself. Compelling evidence suggests that mindsets can have a powerful impact on academic performance in general, and in particular on how students behave and perform in the face of challenge. A core mindset that supports perseverance is called the “growth mindset”—knowing “My ability and competence grow with my effort.”\u003cstrong> \u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>Effortful control.\u003c/strong> Students are constantly faced with tasks that are important for long-term goals but that in the short-term do not feel desirable or intrinsically motivating. Successful students marshal willpower and regulate their attention during such tasks and in the face of distractions. While this can seem austere or “no fun,” research shows that students stronger in these skills are happier and better able to handle stress.\u003c/li>\n\u003cli>\u003cstrong>Strategies and tactics.\u003c/strong> Students are also more likely to persevere when they can draw on specific strategies and tactics to deal with challenges and setbacks. They need actionable skills for taking responsibility and initiative, and for being productive under conditions of uncertainty—for example, defining tasks, planning, monitoring, changing course of action, and dealing with specific obstacles.\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003ch4>Measuring Grit, Tenacity, and Perseverance\u003c/h4>\n\u003cp>There are many different types of measurement methods, each with important tradeoffs.\u003c/p>\n\u003cp>Self-report methods typically ask participants to respond to a set of questions about their perceptions, attitudes, goals, emotions, beliefs, and so on. Advantages are that they are easy to administer and can yield scores that are easy to interpret. Disadvantages are that people are not always valid assessors of their own skills, and self-reports can be intrusive for evaluating participants’ in-the-moment perceptions during tasks.\u003c/p>\n\u003c/div>\n\u003cdiv>\u003cimg class=\"alignright size-medium wp-image-27220\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.15.46-AM-300x270.png\" alt=\"Screen Shot 2013-02-20 at 11.15.46 AM\" width=\"300\" height=\"270\">Informant reports are made by teachers, parents, or other observers. Advantages are that they can sidestep inherent biases of self-report and provide valuable data about learning processes. The main disadvantage is that these measures can often be highly resource- intensive—especially if they require training observers, time to complete extensive observations, and coding videos or field notes.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>School records can provide important indicators of perseverance over time (e.g., attendance, grades, test scores, discipline problems) across large and diverse student samples. Advantages are the capacity to identify students who are struggling to persevere and new possibilities for rich longitudinal research. Disadvantages are that these records themselves do not provide rich information about individuals’ experiences and nuances within learning environments that may have contributed to the outcomes reported in records.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cp> \u003c/p>\n\u003cdiv>Behavioral task performance measures within digital learning environments can capture indicators of persistence or giving up. Advantages are that new methods can be seamlessly1 Some people equate “dispositions” with traits that people are born with and/or cannot change. In this brief, and particularly in the context of measurement, we use the term to mean enduring tendencies, independent of any claims about their origin or malleability. The extent to which dispositions are changeable, malleable, or teachable will be highly dependent on what the disposition is and the nature of the opportunities that individuals encounter.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003ch4>Programs and Models for Learning Environments to Promote Grit, Tenacity, and Perseverance\u003c/h4>\n\u003cdiv>\n\u003cdiv>\n\u003cp>We reviewed approximately 50 programs and models for promoting grit, tenacity, and perseverance, and developed five conceptual clusters based on targeted age level, learning environment, and which facets of the hypothesized model are addressed or leveraged. While there is still a need for more empirical evidence that these factors can be taught as transferable competencies across situations, there are a wide range of promising programs and approaches. The five conceptual clusters are as follows (discussed in detail in Chapter 4).\u003c/p>\n\u003cp>\u003cstrong>School readiness programs that address executive functions.\u003c/strong> These programs at the preschool and early elementary school levels help young children develop the effortful control that is necessary for the transition into formal schooling. Approaches include training with games, aerobic exercise and sports, martial arts and mindfulness practices, and classroom curricula and teacher professional development. Many programs have substantial empirical evidence of their success, and a major finding is that children best develop attention regulation and self-control when they can practice skills in a supportive environment that addresses cognitive, social, and physical development together.\u003c/p>\n\u003cp>\u003cstrong>Interventions that address mindsets, learning strategies, and resilience.\u003c/strong> There is growing research demonstrating that brief interventions (e.g., 2 to 10 hours) can significantly impact students’ mindsets and learning strategies, and, in turn, academic performance. Empirically based mindset interventions include activities that explicitly teach students to have a “growth mindset” (i.e., that intelligence grows with effort), help students frame difficulty not as personal failings but as important “bumps in the road” on the way to success, provide students opportunities to affirm their personal values to maintain clarity about why they are investing their efforts, help relate course materials to students’ lives, or incorporate multiple approaches to address different needs. Empirically based learning strategies interventions include those that help students clarify their goals and anticipate in advance how to deal with likely obstacles, develop general study skills, build a resource-rich social network, or develop content-specific metacognitive skills to monitor \u003cimg class=\"alignright size-full wp-image-27221\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.16.23-AM.png\" alt=\"\" width=\"601\" height=\"356\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.16.23-AM.png 601w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.16.23-AM-400x237.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.16.23-AM-320x190.png 320w\" sizes=\"(max-width: 601px) 100vw, 601px\">progress. Some programs build these types of skills as protective positive assets that support resilience in the face of adversity.\u003c/p>\n\u003cp>\u003cstrong>Alternative school models and school-level reform approaches.\u003c/strong> We reviewed three types of approaches. The “character education” models include explicit articulation of learning goals for targeted competencies, clear and regular assessment and feedback of student progress, intensive teacher professional development, and discourse about these competencies throughout the school culture. In the “project-based learning and design thinking” models, students develop competencies through engagement in long-term, challenging, and/or real-world problems that require planning, monitoring, feedback, and iteration. Mindsets are addressed inherently in processes of feedback and iteration, and projects are often aligned with students’ interests and passions. The third type of approach is that of organizations providing support for schoolwide improvement, such as teacher professional development, networks of school communities, and strategies to improve school organizational structure. There is strong anecdotal evidence of these models’ success, but further research is needed to determine impacts.\u003c/p>\n\u003cp>\u003cstrong>Informal learning programs.\u003c/strong> We reviewed informal learning programs that provide different kinds of support for persistence. Several provide structured social support networks for students who are the first in their families to go to college. Such programs provide academic support, community involvement, and guidance in the processes of college exploration, application, and initial college adjustment. Other types of programs focus on activities to spark and support interest and persistence in STEM professions. Many programs are beginning to teach explicitly about grit, drawing on models similar to those discussed in the character education models above. In most cases, there is strong anecdotal evidence of their success, but further research is needed to determine impacts.\u003c/p>\n\u003cp>\u003cstrong>Digital learning environments, online resources, and tools for teachers.\u003c/strong> We reviewed educational technologies aligned with each aspect of the hypothesized model: digital learning environments that provide optimal challenge through adaptivity; digital tools to help educators promote a rigorous and supportive classroom climate; resources, information, materials, tools, or human capital to accomplish difficult goals; motivating learning environments that trigger interest; teaching about academic mindsets; promoting learning strategies; and promoting the development of effortful control. Data is available showing impacts of many of these technologies.\u003c/p>\n\u003ch4>\u003cstrong>Learning Environments That Promote Grit \u003c/strong>\u003c/h4>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>When students have big and important goals, educators can promote perseverance by providing support. Just as there is an array of types of goals, there is also a wide variety of challenges, setbacks, obstacles, and adversities that students may encounter in pursuit of their goals. We first examine this variety of challenges, and then take a close look at two dimensions of learning environments that can be important for supporting perseverance.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>There are a variety of different types of challenges and setbacks, many with extremely different implications for the resources necessary to persevere. Examples follow:\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv style=\"padding-left: 30px\">\n\u003cul>\n\u003cli>\u003cstrong>Conceptual complexity or lack of tactical knowledge.\u003c/strong> When the goals are around learning content, many students are challenged by the conceptual complexity. Students may also be challenged by lack of tactical knowledge about how to handle new or large goals that require planning and monitoring, for example, a long-term inquiry-based science project or taking the steps necessary throughout high school to get into college.\u003c/li>\n\u003cli>\u003cstrong>More dominant distractions, lack of intrinsic motivation, boredom.\u003c/strong> No matter how worthy a long-term goal may be, students will encounter particular subtasks or periods of time when other activities, such as surfing the Internet or hanging out with friends, may seem much more attractive in the short-term. Inevitably, students face choices about how they will spend their time and focus their attention.\u003c/li>\n\u003cli>\u003cstrong>Lack of resources.\u003c/strong> Time, materials, and human resources can be essential for accomplishing many goals. Lack of resources can be a critical obstacle to a wide range of goals.\u003c/li>\n\u003cli>\u003cstrong>Adverse circumstances.\u003c/strong> Students of all socioeconomic backgrounds may face adverse circumstances, such as illness, bullying, neighborhood violence, family difficulties, social alienation or racism, moving to a new school, and so on. It can be challenging to maintain focus and direction toward long-term goals in the face of such obstacles.While these categories are not meant to be exhaustive, they begin to point to the types of resources that students will need as they face big goals. Here we discuss two dimensions— cultural and tangible resources.Supportive and rigorous learning environment culture. The National Research Council 2003 report, Engaging Schools: Fostering High School Students’ Motivation to Learn, includes an extensive review of the research literature on how to set up learning environments to support motivation for the nation’s most vulnerable students. According to this report, cultures are supportive when they have the following characteristics: (1) they promote beliefs about competence, (2) they promote relevant values and goals, and (3) they promote social connectedness and belonging.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Students will persist more\u003c/strong> when they perceive that they are treated fairly and with respect, and adults show they care about them.\u003c/p>\n\u003cp>\u003cstrong>Students will persist more \u003c/strong>when teachers, administrators, and others in the school environment have high expectations for students’ success and hold students to high standards. These can be conveyed explicitly or implicitly. When remedial support is necessary, it is provided in ways that do not feel punitive or interfere with opportunities to engage in other interest-driven activities.\u003c/p>\n\u003c/div>\n\u003cdiv style=\"padding-left: 30px\">\u003cstrong>Evaluation of student performance should be carefully designed\u003c/strong> not to undermine perceptions of competence and future expectations. It should be based on clearly defined criteria, provide specific and useful feedback, and be varied to give students opportunities to demonstrate competence in different ways.\u003c/div>\n\u003cdiv style=\"padding-left: 30px\">\u003c/div>\n\u003cdiv style=\"padding-left: 30px\">\u003cstrong>Extrinsic rewards and punishments that undermine intrinsic motivation should be avoided. \u003c/strong>Authoritarian discipline policies that limit students’ options and opportunities for self-expression undermine intrinsic motivation and persistence.\u003c/div>\n\u003cp> \u003c/p>\n\u003ch4>The Dark Side of Grit\u003c/h4>\n\u003cdiv>\n\u003cdiv>Persevering in the face of challenges or setbacks to accomplish goals that are extrinsically motivated, unimportant to the student, or in some way inappropriate for the student can potentially induce stress, anxiety, and distraction, and have detrimental impacts on students’ long-term retention, conceptual learning, and psychological well-being.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>As grit becomes a more popular notion in education, there is a risk that poorly informed educators or parents could misuse the idea and introduce what psychologists call the “fundamental attribution error”—the tendency to overvalue personality-based explanations for observed behaviors and undervalue situational explanations. In other words, there is a risk that individuals could overattribute students’ poor performance to a lack of “grittiness” without considering that critical supports are lacking in the environment.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>Perseverance that is the result of a “token economy” that places a strong emphasis on punishments and rewards may undermine long-term grit; in particular, while these fundamentally manipulative supports can seem to “work” in the short-run, when students go to a different environment without these supports, they may not have developed the appropriate psychological resources to continue to thrive.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>In our interview with psychologist Carol Dweck of Stanford University, she discussed an emerging trend that many undergraduate students have developed the expectation that their decisions about their studies and professional direction must come from an inherent “passion”—rather than through the effort and work of fully engaging in what they are doing. While a rare few may be driven by specific passions, for many students, this expectation is false and can undermine their persistence when they begin to encounter challenges in a chosen direction.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27225\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27225\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/157300219-620x358.jpg\" alt=\"157300219\" width=\"620\" height=\"358\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">How can we best prepare children and adolescents to thrive in the 21st century? This question is at the heart of what every educator attempts to do on a daily basis. Apart from imparting content of knowledge and facts, however, it's becoming clear that the \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\">noncognitive competencies\u003c/a>\" known as grit, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/\">perseverance\u003c/a>, and tenacity are just as important,\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-important-is-grit-in-student-achievement/\"> if not more so\u003c/a>, in preparing kids to be self-sufficient and successful.\u003c/p>\n\u003cp>To that end, the Department of Education's Office of Technology has released a report called \u003ca href=\"http://www.ed.gov/edblogs/technology/research/\">Promoting Grit, Tenacity, and Perseverance\u003c/a> \u003ca href=\"http://www.ed.gov/edblogs/technology/research/\">—Critical Factors for Success in the 21st Century\u003c/a>, drafted by research firm \u003ca href=\"http://www.sri.com\">SRI International,\u003c/a> which addresses how educators can integrate these ideas into their teaching practice: Are these competencies malleable and teachable? How significant a role do they play in students' success? What are the best learning environments to encourage and foster these attributes?\u003c/p>\n\u003cp>\"The test score accountability movement and conventional educational approaches tend to focus on intellectual aspects of success, such as content knowledge. However, this is not sufficient,\" the report states. \"If students are to achieve their full potential, they must have opportunities to engage and develop a much richer set of skills.\"\u003c/p>\n\u003cp>The \u003ca href=\"http://www.ed.gov/edblogs/technology/files/2013/02/OET-Draft-Grit-Report-2-17-13.pdf\">entire report [PDF]\u003c/a> is well worth the read. Here are a few noteworthy highlights excerpted from different parts of the report.\u003c/p>\n\u003cdiv>\n\u003ch4>What Are Grit, Tenacity, and Perseverance?\u003c/h4>\n\u003cp>Grit, tenacity, and perseverance are multifaceted concepts encompassing goals, challenges, and ways of managing these. We integrate the big ideas from several related definitions in the literature to a broad, multifaceted definition of grit for the purpose of this report: “Perseverance to accomplish long-term or higher-order goals in the face of challenges and setbacks, engaging the student’s psychological resources, such as their academic mindsets, effortful control, and strategies and tactics.”\u003c/p>\n\u003c/div>\n\u003cdiv>Sociocultural context plays an important role. It can be a significant determinant of what students value and want to accomplish, the types of challenges they face, and the resources they can access. It is well documented that students from high-poverty backgrounds are particularly likely to face great stress and limited social support for academic achievement— factors which can undermine perseverance toward a wide range of goals. Researchers and educators also highlight concerns about the challenges faced by students from other segments of the socioeconomic \u003c!--more-->spectrum. For example, researchers and educators are exposing how grit can be detrimental when it is driven by a fear-based focus on testing and college entry. This can undermine conceptual learning, creativity, long-term retention, mental health, and ability to deal with “real-world” challenges.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cp> \u003c/p>\n\u003cdiv>Students can develop psychological resources that promote grit, tenacity, and perseverance. Our research pointed to three facets—all of which have been shown to be malleable and teachable in certain contexts:\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cul>\n\u003cli>\u003cstrong>Academic mindsets.\u003c/strong> These constitute how students frame themselves as learners, their learning environment, and their relationships to the learning environment. They include beliefs, attitudes, dispositions, values, and ways of perceiving oneself. Compelling evidence suggests that mindsets can have a powerful impact on academic performance in general, and in particular on how students behave and perform in the face of challenge. A core mindset that supports perseverance is called the “growth mindset”—knowing “My ability and competence grow with my effort.”\u003cstrong> \u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>Effortful control.\u003c/strong> Students are constantly faced with tasks that are important for long-term goals but that in the short-term do not feel desirable or intrinsically motivating. Successful students marshal willpower and regulate their attention during such tasks and in the face of distractions. While this can seem austere or “no fun,” research shows that students stronger in these skills are happier and better able to handle stress.\u003c/li>\n\u003cli>\u003cstrong>Strategies and tactics.\u003c/strong> Students are also more likely to persevere when they can draw on specific strategies and tactics to deal with challenges and setbacks. They need actionable skills for taking responsibility and initiative, and for being productive under conditions of uncertainty—for example, defining tasks, planning, monitoring, changing course of action, and dealing with specific obstacles.\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003ch4>Measuring Grit, Tenacity, and Perseverance\u003c/h4>\n\u003cp>There are many different types of measurement methods, each with important tradeoffs.\u003c/p>\n\u003cp>Self-report methods typically ask participants to respond to a set of questions about their perceptions, attitudes, goals, emotions, beliefs, and so on. Advantages are that they are easy to administer and can yield scores that are easy to interpret. Disadvantages are that people are not always valid assessors of their own skills, and self-reports can be intrusive for evaluating participants’ in-the-moment perceptions during tasks.\u003c/p>\n\u003c/div>\n\u003cdiv>\u003cimg class=\"alignright size-medium wp-image-27220\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.15.46-AM-300x270.png\" alt=\"Screen Shot 2013-02-20 at 11.15.46 AM\" width=\"300\" height=\"270\">Informant reports are made by teachers, parents, or other observers. Advantages are that they can sidestep inherent biases of self-report and provide valuable data about learning processes. The main disadvantage is that these measures can often be highly resource- intensive—especially if they require training observers, time to complete extensive observations, and coding videos or field notes.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>School records can provide important indicators of perseverance over time (e.g., attendance, grades, test scores, discipline problems) across large and diverse student samples. Advantages are the capacity to identify students who are struggling to persevere and new possibilities for rich longitudinal research. Disadvantages are that these records themselves do not provide rich information about individuals’ experiences and nuances within learning environments that may have contributed to the outcomes reported in records.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cp> \u003c/p>\n\u003cdiv>Behavioral task performance measures within digital learning environments can capture indicators of persistence or giving up. Advantages are that new methods can be seamlessly1 Some people equate “dispositions” with traits that people are born with and/or cannot change. In this brief, and particularly in the context of measurement, we use the term to mean enduring tendencies, independent of any claims about their origin or malleability. The extent to which dispositions are changeable, malleable, or teachable will be highly dependent on what the disposition is and the nature of the opportunities that individuals encounter.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003ch4>Programs and Models for Learning Environments to Promote Grit, Tenacity, and Perseverance\u003c/h4>\n\u003cdiv>\n\u003cdiv>\n\u003cp>We reviewed approximately 50 programs and models for promoting grit, tenacity, and perseverance, and developed five conceptual clusters based on targeted age level, learning environment, and which facets of the hypothesized model are addressed or leveraged. While there is still a need for more empirical evidence that these factors can be taught as transferable competencies across situations, there are a wide range of promising programs and approaches. The five conceptual clusters are as follows (discussed in detail in Chapter 4).\u003c/p>\n\u003cp>\u003cstrong>School readiness programs that address executive functions.\u003c/strong> These programs at the preschool and early elementary school levels help young children develop the effortful control that is necessary for the transition into formal schooling. Approaches include training with games, aerobic exercise and sports, martial arts and mindfulness practices, and classroom curricula and teacher professional development. Many programs have substantial empirical evidence of their success, and a major finding is that children best develop attention regulation and self-control when they can practice skills in a supportive environment that addresses cognitive, social, and physical development together.\u003c/p>\n\u003cp>\u003cstrong>Interventions that address mindsets, learning strategies, and resilience.\u003c/strong> There is growing research demonstrating that brief interventions (e.g., 2 to 10 hours) can significantly impact students’ mindsets and learning strategies, and, in turn, academic performance. Empirically based mindset interventions include activities that explicitly teach students to have a “growth mindset” (i.e., that intelligence grows with effort), help students frame difficulty not as personal failings but as important “bumps in the road” on the way to success, provide students opportunities to affirm their personal values to maintain clarity about why they are investing their efforts, help relate course materials to students’ lives, or incorporate multiple approaches to address different needs. Empirically based learning strategies interventions include those that help students clarify their goals and anticipate in advance how to deal with likely obstacles, develop general study skills, build a resource-rich social network, or develop content-specific metacognitive skills to monitor \u003cimg class=\"alignright size-full wp-image-27221\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.16.23-AM.png\" alt=\"\" width=\"601\" height=\"356\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.16.23-AM.png 601w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.16.23-AM-400x237.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.16.23-AM-320x190.png 320w\" sizes=\"(max-width: 601px) 100vw, 601px\">progress. Some programs build these types of skills as protective positive assets that support resilience in the face of adversity.\u003c/p>\n\u003cp>\u003cstrong>Alternative school models and school-level reform approaches.\u003c/strong> We reviewed three types of approaches. The “character education” models include explicit articulation of learning goals for targeted competencies, clear and regular assessment and feedback of student progress, intensive teacher professional development, and discourse about these competencies throughout the school culture. In the “project-based learning and design thinking” models, students develop competencies through engagement in long-term, challenging, and/or real-world problems that require planning, monitoring, feedback, and iteration. Mindsets are addressed inherently in processes of feedback and iteration, and projects are often aligned with students’ interests and passions. The third type of approach is that of organizations providing support for schoolwide improvement, such as teacher professional development, networks of school communities, and strategies to improve school organizational structure. There is strong anecdotal evidence of these models’ success, but further research is needed to determine impacts.\u003c/p>\n\u003cp>\u003cstrong>Informal learning programs.\u003c/strong> We reviewed informal learning programs that provide different kinds of support for persistence. Several provide structured social support networks for students who are the first in their families to go to college. Such programs provide academic support, community involvement, and guidance in the processes of college exploration, application, and initial college adjustment. Other types of programs focus on activities to spark and support interest and persistence in STEM professions. Many programs are beginning to teach explicitly about grit, drawing on models similar to those discussed in the character education models above. In most cases, there is strong anecdotal evidence of their success, but further research is needed to determine impacts.\u003c/p>\n\u003cp>\u003cstrong>Digital learning environments, online resources, and tools for teachers.\u003c/strong> We reviewed educational technologies aligned with each aspect of the hypothesized model: digital learning environments that provide optimal challenge through adaptivity; digital tools to help educators promote a rigorous and supportive classroom climate; resources, information, materials, tools, or human capital to accomplish difficult goals; motivating learning environments that trigger interest; teaching about academic mindsets; promoting learning strategies; and promoting the development of effortful control. Data is available showing impacts of many of these technologies.\u003c/p>\n\u003ch4>\u003cstrong>Learning Environments That Promote Grit \u003c/strong>\u003c/h4>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>When students have big and important goals, educators can promote perseverance by providing support. Just as there is an array of types of goals, there is also a wide variety of challenges, setbacks, obstacles, and adversities that students may encounter in pursuit of their goals. We first examine this variety of challenges, and then take a close look at two dimensions of learning environments that can be important for supporting perseverance.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are a variety of different types of challenges and setbacks, many with extremely different implications for the resources necessary to persevere. Examples follow:\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv style=\"padding-left: 30px\">\n\u003cul>\n\u003cli>\u003cstrong>Conceptual complexity or lack of tactical knowledge.\u003c/strong> When the goals are around learning content, many students are challenged by the conceptual complexity. Students may also be challenged by lack of tactical knowledge about how to handle new or large goals that require planning and monitoring, for example, a long-term inquiry-based science project or taking the steps necessary throughout high school to get into college.\u003c/li>\n\u003cli>\u003cstrong>More dominant distractions, lack of intrinsic motivation, boredom.\u003c/strong> No matter how worthy a long-term goal may be, students will encounter particular subtasks or periods of time when other activities, such as surfing the Internet or hanging out with friends, may seem much more attractive in the short-term. Inevitably, students face choices about how they will spend their time and focus their attention.\u003c/li>\n\u003cli>\u003cstrong>Lack of resources.\u003c/strong> Time, materials, and human resources can be essential for accomplishing many goals. Lack of resources can be a critical obstacle to a wide range of goals.\u003c/li>\n\u003cli>\u003cstrong>Adverse circumstances.\u003c/strong> Students of all socioeconomic backgrounds may face adverse circumstances, such as illness, bullying, neighborhood violence, family difficulties, social alienation or racism, moving to a new school, and so on. It can be challenging to maintain focus and direction toward long-term goals in the face of such obstacles.While these categories are not meant to be exhaustive, they begin to point to the types of resources that students will need as they face big goals. Here we discuss two dimensions— cultural and tangible resources.Supportive and rigorous learning environment culture. The National Research Council 2003 report, Engaging Schools: Fostering High School Students’ Motivation to Learn, includes an extensive review of the research literature on how to set up learning environments to support motivation for the nation’s most vulnerable students. According to this report, cultures are supportive when they have the following characteristics: (1) they promote beliefs about competence, (2) they promote relevant values and goals, and (3) they promote social connectedness and belonging.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Students will persist more\u003c/strong> when they perceive that they are treated fairly and with respect, and adults show they care about them.\u003c/p>\n\u003cp>\u003cstrong>Students will persist more \u003c/strong>when teachers, administrators, and others in the school environment have high expectations for students’ success and hold students to high standards. These can be conveyed explicitly or implicitly. When remedial support is necessary, it is provided in ways that do not feel punitive or interfere with opportunities to engage in other interest-driven activities.\u003c/p>\n\u003c/div>\n\u003cdiv style=\"padding-left: 30px\">\u003cstrong>Evaluation of student performance should be carefully designed\u003c/strong> not to undermine perceptions of competence and future expectations. It should be based on clearly defined criteria, provide specific and useful feedback, and be varied to give students opportunities to demonstrate competence in different ways.\u003c/div>\n\u003cdiv style=\"padding-left: 30px\">\u003c/div>\n\u003cdiv style=\"padding-left: 30px\">\u003cstrong>Extrinsic rewards and punishments that undermine intrinsic motivation should be avoided. \u003c/strong>Authoritarian discipline policies that limit students’ options and opportunities for self-expression undermine intrinsic motivation and persistence.\u003c/div>\n\u003cp> \u003c/p>\n\u003ch4>The Dark Side of Grit\u003c/h4>\n\u003cdiv>\n\u003cdiv>Persevering in the face of challenges or setbacks to accomplish goals that are extrinsically motivated, unimportant to the student, or in some way inappropriate for the student can potentially induce stress, anxiety, and distraction, and have detrimental impacts on students’ long-term retention, conceptual learning, and psychological well-being.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>As grit becomes a more popular notion in education, there is a risk that poorly informed educators or parents could misuse the idea and introduce what psychologists call the “fundamental attribution error”—the tendency to overvalue personality-based explanations for observed behaviors and undervalue situational explanations. In other words, there is a risk that individuals could overattribute students’ poor performance to a lack of “grittiness” without considering that critical supports are lacking in the environment.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>Perseverance that is the result of a “token economy” that places a strong emphasis on punishments and rewards may undermine long-term grit; in particular, while these fundamentally manipulative supports can seem to “work” in the short-run, when students go to a different environment without these supports, they may not have developed the appropriate psychological resources to continue to thrive.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>In our interview with psychologist Carol Dweck of Stanford University, she discussed an emerging trend that many undergraduate students have developed the expectation that their decisions about their studies and professional direction must come from an inherent “passion”—rather than through the effort and work of fully engaging in what they are doing. While a rare few may be driven by specific passions, for many students, this expectation is false and can undermine their persistence when they begin to encounter challenges in a chosen direction.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Will It Take to Bring Mobile Ed to the Developing World?",
"title": "What Will It Take to Bring Mobile Ed to the Developing World?",
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"content": "\u003cfigure id=\"attachment_27198\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27198\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/cellphone1-620x344.jpg\" alt=\"cellphone\" width=\"620\" height=\"344\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In developing countries, where smartphones and dependable cellular networks are still scarce, it's been difficult to gauge the real impact of the mobile education movement. But with the combination of different factors -- the advent of new technology, decreased pricing for data, a worldwide lust for \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile education,\u003c/a> and a persisting patience for smaller screens and lower connection speeds in nations where there is little alternative -- the landscape in developing countries may be at a tipping point.\u003c/p>\n\u003cp>Nickhil Jakatdar, who founded the mobile video company \u003ca href=\"http://www.vuclip.com/\">Vuclip\u003c/a> five years ago, said the stakes for mobile phone users in developing countries are high.\u003c/p>\n\u003cp>\"It's almost like they're evolving in a different way,\" Jakatdar, a native of India, said of people who use lower-end mobile phones in the developing world. \"When they see a small screen, they don't \u003cem>just\u003c/em> see a small screen. They see a great opportunity.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">“\u003cstrong>I still am not sure whether a full-blown education on mobile (technologies) is going to be on the cards in the next few years. But I definitely see mobile being a greater supplement to education taking off.\u003c/strong>”\u003c/aside>\n\u003cp>Vuclip already has about 45 million unique monthly users who log onto the company's platform to watch mobile videos that automatically adjust their resolution and other features based on the level of each user's network and device, especially for those with low-end devices.\u003c/p>\n\u003cp>“By no means is that experience (on low-end devices) what you would get on an iPhone,” Jakatdar said. “But it's way better than what one can imagine when one thinks, 'Oh, it's a small screen on a lower level network.'”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: left\">The potential is huge for education-related content, he said. Though Jakatdar isn't pushing for mobile learning to replace formal schooling where the latter is available, he said for users who can't \u003c!--more-->afford a face-to-face secondary or post-secondary education, or who want supplemental help in learning that videos can provide, the service could be beneficial.\u003c/p>\n\u003cp>Another factor that's shifting the landscape is availability and cost of data. While data in developing countries has traditionally been more expensive for users to purchase than in developed nations, its price appears to be falling more rapidly during the past 12 months, Jakatdar said. Further, he said selling data in a packet model format similar to how it's sold to smartphone users in the United States and other developed nations is gaining steam. That in turn may encourage users to have less concerns about the amount of data they consume, and thus seek more video content.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">What Exactly Can You Learn On a Mobile Phone?\u003c/a>]\u003c/p>\n\u003cp>A\u003ca href=\"http://www.itu.int/ITU-D/ict/publications/idi/material/2012/MIS2012-ExecSum-E.pdf\"> report\u003c/a> from the \u003ca href=\"http://www.itu.int/en/Pages/default.aspx\">International Telecommunication Union\u003c/a> released last October found the cost of data to drop about 30 percent worldwide between 2008 and 2011, though it actually dropped more substantially in developed nations than in developing ones.\u003c/p>\n\u003cp>With Vuclip following the two-tiered model that has become a standard for many startups—offering free services to most users while charging users who wish to purchase premium content and features—the hope appears to be that delivering educational content to developing countries will drive up the company's user numbers, while assisting an educational shift Jakatdar says is coming.\u003c/p>\n\u003cp>“I still am not sure whether a full-blown education on mobile (technologies) is going to be on the cards in the next few years,” Jakatdar said. “That seems like a little bit of a stretch practically. But I definitely see mobile being a greater supplement to education taking off.”\u003c/p>\n\u003cp>Vuclip's data on its users shows that even low-end mobile devices are far from being commonplace worldwide; Jakatdar said about 70 percent of the company's visitors are male, and in some regions—particularly the Middle East—skew toward the middle and upper classes. But in India, a nation that accounts for more than a quarter of the company's monthly traffic, users run the gamut of socioeconomic classes, and in the U.S., users are more likely to be from low-income communities, he added.\u003c/p>\n\u003cp>Jakatdar says he still sees other shifts that need to happen before that vision is realized. For one, he says educational video publishers will need to shorten more of their clips into the two- to three-minute range that is more accessible for viewers.\u003c/p>\n\u003cp>“That seems to be the sweet spot of what a consumer can consume at any one stretch,” Jakatdar said. “The two-to-three-minute clip I expect will remain popular for quite some time.”\u003c/p>\n\u003cp>\u003cstrong>MOBILE EDUCATION TRENDS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>As Vuclip announced earlier this month the launch of their new \u003ca href=\"http://edu.vuclip.com/cu?sn=2735&bu=2617652178\">educational video portal\u003c/a>, which will feature a growing collection of free online content from the \u003ca href=\"https://www.khanacademy.org/\">Khan Academy\u003c/a> and other authors, it also produced \u003ca href=\"http://www.marketwire.com/press-release/54-americans-very-interested-education-via-their-mobile-phones-career-development-is-1755150.htm\">survey data\u003c/a> that Jakatdar says shows a widespread belief in video as an opportunity for education.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">How Teachers Make Cell Phones Work in the Classroom\u003c/a>]\u003c/p>\n\u003cp>In the survey of 80,000 Vuclip users, more respondents indicated they would prefer to use their mobile phones as their primary source for obtaining an education than indicated a preference for a traditional brick-and-mortar school. While Jakatdar concedes those results may partly be a function of who is using Vuclip's technology, he said it also points to the expense of formal education in the developing world compared to the dropping costs of data consumption.\u003c/p>\n\u003cp>Other results from the company's survey:\u003c/p>\n\u003cul>\n\u003cli>35% of American respondents say that learning on their mobile phones would be their top choice for learning, compared to 30% who indicate that school would be their ideal channel for education.\u003c/li>\n\u003cli>54% of Americans said they would be “very interested” in receiving education via their mobile phones and an additional 21% said they would be “somewhat interested.” For males under 17, the percentage of those “very interested” grows to 62%.\u003c/li>\n\u003cli>41% of Americans said career development is the number one learning goal.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27198\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27198\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/cellphone1-620x344.jpg\" alt=\"cellphone\" width=\"620\" height=\"344\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In developing countries, where smartphones and dependable cellular networks are still scarce, it's been difficult to gauge the real impact of the mobile education movement. But with the combination of different factors -- the advent of new technology, decreased pricing for data, a worldwide lust for \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile education,\u003c/a> and a persisting patience for smaller screens and lower connection speeds in nations where there is little alternative -- the landscape in developing countries may be at a tipping point.\u003c/p>\n\u003cp>Nickhil Jakatdar, who founded the mobile video company \u003ca href=\"http://www.vuclip.com/\">Vuclip\u003c/a> five years ago, said the stakes for mobile phone users in developing countries are high.\u003c/p>\n\u003cp>\"It's almost like they're evolving in a different way,\" Jakatdar, a native of India, said of people who use lower-end mobile phones in the developing world. \"When they see a small screen, they don't \u003cem>just\u003c/em> see a small screen. They see a great opportunity.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">“\u003cstrong>I still am not sure whether a full-blown education on mobile (technologies) is going to be on the cards in the next few years. But I definitely see mobile being a greater supplement to education taking off.\u003c/strong>”\u003c/aside>\n\u003cp>Vuclip already has about 45 million unique monthly users who log onto the company's platform to watch mobile videos that automatically adjust their resolution and other features based on the level of each user's network and device, especially for those with low-end devices.\u003c/p>\n\u003cp>“By no means is that experience (on low-end devices) what you would get on an iPhone,” Jakatdar said. “But it's way better than what one can imagine when one thinks, 'Oh, it's a small screen on a lower level network.'”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\">The potential is huge for education-related content, he said. Though Jakatdar isn't pushing for mobile learning to replace formal schooling where the latter is available, he said for users who can't \u003c!--more-->afford a face-to-face secondary or post-secondary education, or who want supplemental help in learning that videos can provide, the service could be beneficial.\u003c/p>\n\u003cp>Another factor that's shifting the landscape is availability and cost of data. While data in developing countries has traditionally been more expensive for users to purchase than in developed nations, its price appears to be falling more rapidly during the past 12 months, Jakatdar said. Further, he said selling data in a packet model format similar to how it's sold to smartphone users in the United States and other developed nations is gaining steam. That in turn may encourage users to have less concerns about the amount of data they consume, and thus seek more video content.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">What Exactly Can You Learn On a Mobile Phone?\u003c/a>]\u003c/p>\n\u003cp>A\u003ca href=\"http://www.itu.int/ITU-D/ict/publications/idi/material/2012/MIS2012-ExecSum-E.pdf\"> report\u003c/a> from the \u003ca href=\"http://www.itu.int/en/Pages/default.aspx\">International Telecommunication Union\u003c/a> released last October found the cost of data to drop about 30 percent worldwide between 2008 and 2011, though it actually dropped more substantially in developed nations than in developing ones.\u003c/p>\n\u003cp>With Vuclip following the two-tiered model that has become a standard for many startups—offering free services to most users while charging users who wish to purchase premium content and features—the hope appears to be that delivering educational content to developing countries will drive up the company's user numbers, while assisting an educational shift Jakatdar says is coming.\u003c/p>\n\u003cp>“I still am not sure whether a full-blown education on mobile (technologies) is going to be on the cards in the next few years,” Jakatdar said. “That seems like a little bit of a stretch practically. But I definitely see mobile being a greater supplement to education taking off.”\u003c/p>\n\u003cp>Vuclip's data on its users shows that even low-end mobile devices are far from being commonplace worldwide; Jakatdar said about 70 percent of the company's visitors are male, and in some regions—particularly the Middle East—skew toward the middle and upper classes. But in India, a nation that accounts for more than a quarter of the company's monthly traffic, users run the gamut of socioeconomic classes, and in the U.S., users are more likely to be from low-income communities, he added.\u003c/p>\n\u003cp>Jakatdar says he still sees other shifts that need to happen before that vision is realized. For one, he says educational video publishers will need to shorten more of their clips into the two- to three-minute range that is more accessible for viewers.\u003c/p>\n\u003cp>“That seems to be the sweet spot of what a consumer can consume at any one stretch,” Jakatdar said. “The two-to-three-minute clip I expect will remain popular for quite some time.”\u003c/p>\n\u003cp>\u003cstrong>MOBILE EDUCATION TRENDS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>As Vuclip announced earlier this month the launch of their new \u003ca href=\"http://edu.vuclip.com/cu?sn=2735&bu=2617652178\">educational video portal\u003c/a>, which will feature a growing collection of free online content from the \u003ca href=\"https://www.khanacademy.org/\">Khan Academy\u003c/a> and other authors, it also produced \u003ca href=\"http://www.marketwire.com/press-release/54-americans-very-interested-education-via-their-mobile-phones-career-development-is-1755150.htm\">survey data\u003c/a> that Jakatdar says shows a widespread belief in video as an opportunity for education.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">How Teachers Make Cell Phones Work in the Classroom\u003c/a>]\u003c/p>\n\u003cp>In the survey of 80,000 Vuclip users, more respondents indicated they would prefer to use their mobile phones as their primary source for obtaining an education than indicated a preference for a traditional brick-and-mortar school. While Jakatdar concedes those results may partly be a function of who is using Vuclip's technology, he said it also points to the expense of formal education in the developing world compared to the dropping costs of data consumption.\u003c/p>\n\u003cp>Other results from the company's survey:\u003c/p>\n\u003cul>\n\u003cli>35% of American respondents say that learning on their mobile phones would be their top choice for learning, compared to 30% who indicate that school would be their ideal channel for education.\u003c/li>\n\u003cli>54% of Americans said they would be “very interested” in receiving education via their mobile phones and an additional 21% said they would be “somewhat interested.” For males under 17, the percentage of those “very interested” grows to 62%.\u003c/li>\n\u003cli>41% of Americans said career development is the number one learning goal.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why Confusion Can Be a Good Thing",
"title": "Why Confusion Can Be a Good Thing",
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"content": "\u003cfigure id=\"attachment_27168\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27168\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/134031979-620x343.jpg\" alt=\"134031979\" width=\"620\" height=\"343\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">We all know that confusion doesn't feel good. Because it seems like an obstacle to learning, we try to arrange educational experiences and training sessions so that learners will encounter as little confusion as possible. But as is so often the case when it comes to learning, our intuitions here are exactly wrong. Scientists have been building a body of evidence over the past few years demonstrating that confusion can lead us to learn more efficiently, more deeply, more lastingly—as long as it's properly managed.\u003c/p>\n\u003cp>How can this be? The human brain is a pattern-recognition machine. It evolved to identify related events or artifacts and connect them into a meaningful whole. This capacity serves us well in many endeavors, from recognizing the underlying themes in literature, to understanding the deep structure of a scientific or mathematical problem, to anticipating hidden complications and seeing their solutions in our work. Over time, exposure to these problem-solving situations gives us a subconscious familiarity with their essential nature that we can hardly articulate in words, but which we can easily put into action.\u003c/p>\n\u003cp>We short-circuit this process of subconscious learning, however, when we rush in too soon with an answer. It's better to allow that confused, confounded feeling to last a little longer—for two reasons. First, not knowing the single correct way to resolve a problem allows us to explore a wide variety of potential explanations, thereby giving us a deeper and broader sense of the issues involved. Second, the feeling of being confused, of not knowing what's up, creates a powerful \u003c!--more-->drive to figure it out. We're motivated to look more deeply, search more vigorously for a solution, and in so doing we see and understand things we would not have, had we simply been handed the answer at the outset.\u003c/p>\n\u003cp>Here, three ways that researchers have deliberately induced confusion, and how you can adapt them to your own learning:\u003c/p>\n\u003cp>\u003cstrong>1. \u003c/strong> \u003cstrong>Expose yourself to confusing material.\u003c/strong> Reading a story by the surrealist writer Franz Kafka, or watching a movie by the eccentric filmmaker David Lynch, imposes on us a \"meaning threat\"—the uncomfortable feeling that nothing quite makes sense. We become motivated to find meaning somewhere, even if not in the original story or film, and this disposition actually makes us more accurate at picking out patterns. That's the finding of Travis Proulx and Steven J. Heine, researchers who published their results in the journal Psychological Science. If you're about to engage in any sense-making activity, from analyzing data to solving word problems, you may want to try delving into material that doesn't make much sense first.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>2. Withhold the answers from yourself.\u003c/strong> We've heard a lot lately about the benefits of experiencing and overcoming failure. One way to get these benefits is to set things up so that you're sure to fail—by tackling a difficult problem without any instruction or assistance. Manu Kapur, a researcher at the Learning Sciences Lab at the National Institute of Education of Singapore, \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/10508406.2011.591717\">has reported (in the Journal of the Learning Sciences) \u003c/a>that people who try solving math\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>RELATED READING\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-your-best-guess-predicting-answers-leads-to-deeper-learning/\">What's Your Best Guess? Predicting Answers Can Lead to Deeper Learning\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/why-daydreaming-isnt-a-waste-of-time/\">Why Daydreaming Isn't a Waste of Time\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-do-you-spark-a-love-of-math-in-kids/\">How Do You Spark a Love of Math in Kids?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>problems in this way don't come up with the right answer—but they do generate a lot of ideas about the nature of the problems and about what potential solutions would look like, leading them to perform better on such problems in the future. Kapur calls this \"productive failure,\" and you can implement it in your own learning by allowing yourself to struggle with a problem for a while before seeking help or information.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>3. Test yourself before you learn.\u003c/strong> It sounds crazy, but studies by Nate Kornell, a psychology professor at Williams College, and others have found that trying to answer questions about material you haven't even seen yet will help you learn that information better once you do encounter it. In an article published in the \u003ca href=\"http://www.apa.org/pubs/journals/xap/index.aspx\">Journal of Experimental Psychology: Applied\u003c/a>, Kornell and his coauthors theorize that searching our minds for answers (even if we come up empty) creates \"fertile ground\" in the brain for encoding the answer when it is eventually provided. You can do this yourself by flipping through a book or report you have to read and quizzing yourself on the chapter titles and section headings (many textbooks also supply lists of review questions which can be used as a pre-test). My favorite suggestion for using this technique: As you start to Google some piece of information, pause before looking at the results the search engine returns and try to come up with the answer yourself. Even if you can't do it, you'll be more likely to remember the information once it's in front of your eyes. (You can find abstracts of the three studies mentioned \u003ca href=\"http://anniemurphypaul.com/\">here\u003c/a>.)\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27168\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27168\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/134031979-620x343.jpg\" alt=\"134031979\" width=\"620\" height=\"343\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">We all know that confusion doesn't feel good. Because it seems like an obstacle to learning, we try to arrange educational experiences and training sessions so that learners will encounter as little confusion as possible. But as is so often the case when it comes to learning, our intuitions here are exactly wrong. Scientists have been building a body of evidence over the past few years demonstrating that confusion can lead us to learn more efficiently, more deeply, more lastingly—as long as it's properly managed.\u003c/p>\n\u003cp>How can this be? The human brain is a pattern-recognition machine. It evolved to identify related events or artifacts and connect them into a meaningful whole. This capacity serves us well in many endeavors, from recognizing the underlying themes in literature, to understanding the deep structure of a scientific or mathematical problem, to anticipating hidden complications and seeing their solutions in our work. Over time, exposure to these problem-solving situations gives us a subconscious familiarity with their essential nature that we can hardly articulate in words, but which we can easily put into action.\u003c/p>\n\u003cp>We short-circuit this process of subconscious learning, however, when we rush in too soon with an answer. It's better to allow that confused, confounded feeling to last a little longer—for two reasons. First, not knowing the single correct way to resolve a problem allows us to explore a wide variety of potential explanations, thereby giving us a deeper and broader sense of the issues involved. Second, the feeling of being confused, of not knowing what's up, creates a powerful \u003c!--more-->drive to figure it out. We're motivated to look more deeply, search more vigorously for a solution, and in so doing we see and understand things we would not have, had we simply been handed the answer at the outset.\u003c/p>\n\u003cp>Here, three ways that researchers have deliberately induced confusion, and how you can adapt them to your own learning:\u003c/p>\n\u003cp>\u003cstrong>1. \u003c/strong> \u003cstrong>Expose yourself to confusing material.\u003c/strong> Reading a story by the surrealist writer Franz Kafka, or watching a movie by the eccentric filmmaker David Lynch, imposes on us a \"meaning threat\"—the uncomfortable feeling that nothing quite makes sense. We become motivated to find meaning somewhere, even if not in the original story or film, and this disposition actually makes us more accurate at picking out patterns. That's the finding of Travis Proulx and Steven J. Heine, researchers who published their results in the journal Psychological Science. If you're about to engage in any sense-making activity, from analyzing data to solving word problems, you may want to try delving into material that doesn't make much sense first.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>2. Withhold the answers from yourself.\u003c/strong> We've heard a lot lately about the benefits of experiencing and overcoming failure. One way to get these benefits is to set things up so that you're sure to fail—by tackling a difficult problem without any instruction or assistance. Manu Kapur, a researcher at the Learning Sciences Lab at the National Institute of Education of Singapore, \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/10508406.2011.591717\">has reported (in the Journal of the Learning Sciences) \u003c/a>that people who try solving math\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>RELATED READING\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-your-best-guess-predicting-answers-leads-to-deeper-learning/\">What's Your Best Guess? Predicting Answers Can Lead to Deeper Learning\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/why-daydreaming-isnt-a-waste-of-time/\">Why Daydreaming Isn't a Waste of Time\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-do-you-spark-a-love-of-math-in-kids/\">How Do You Spark a Love of Math in Kids?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>problems in this way don't come up with the right answer—but they do generate a lot of ideas about the nature of the problems and about what potential solutions would look like, leading them to perform better on such problems in the future. Kapur calls this \"productive failure,\" and you can implement it in your own learning by allowing yourself to struggle with a problem for a while before seeking help or information.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>3. Test yourself before you learn.\u003c/strong> It sounds crazy, but studies by Nate Kornell, a psychology professor at Williams College, and others have found that trying to answer questions about material you haven't even seen yet will help you learn that information better once you do encounter it. In an article published in the \u003ca href=\"http://www.apa.org/pubs/journals/xap/index.aspx\">Journal of Experimental Psychology: Applied\u003c/a>, Kornell and his coauthors theorize that searching our minds for answers (even if we come up empty) creates \"fertile ground\" in the brain for encoding the answer when it is eventually provided. You can do this yourself by flipping through a book or report you have to read and quizzing yourself on the chapter titles and section headings (many textbooks also supply lists of review questions which can be used as a pre-test). My favorite suggestion for using this technique: As you start to Google some piece of information, pause before looking at the results the search engine returns and try to come up with the answer yourself. Even if you can't do it, you'll be more likely to remember the information once it's in front of your eyes. (You can find abstracts of the three studies mentioned \u003ca href=\"http://anniemurphypaul.com/\">here\u003c/a>.)\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27159\" class=\"wp-caption alignnone\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27159\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/photo1-620x365.jpg\" alt=\"photo\" width=\"620\" height=\"365\">\u003cfigcaption class=\"wp-caption-text\">\" credit=\"TB\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Free, unstructured playtime gives kids a chance to discover their interests and tap into their creativity. It’s a crucial element for building resilience in children, an attribute they’ll need in order to become happy, productive adults. That’s Kenneth Ginsburg’s thesis and the core of his book \u003ca href=\"http://www.fosteringresilience.com/books.php\">Building Resilience in Children and Teens\u003c/a>.\u003c/p>\n\u003cp>Ginsburg, a pediatrician at the Children’s Hospital of Philadelphia who also works with homeless children, has spent a lot of time trying to help young people build tools they’ll need to succeed -- even when trauma has marred early lives.\u003c/p>\n\u003cp>But the word \"success\" can be loaded, often carrying different connotations. To Ginsburg, a successful child is one who finds something he loves to do, is generous, empathetic and compassionate, committed to repairing the world, shows grit and the ability to collaborate, creativity and can take constructive criticism. These are what will serve young people as they move into the world on their own.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\"> “Play is integral to being able to build resilience.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“So many of the things that we care about are completely learned through the creative process,” Ginsberg said at an event hosted by the \u003ca href=\"http://www.baykidsmuseum.org/\">Bay Area Discovery Museum\u003c/a>. When kids are allowed free time to play, they learn how to work in groups, negotiate, share, self-advocate, and make decisions.\u003c/p>\n\u003cp>Ginsburg cautions parents that putting too much pressure on children's academics might have negative effects in the long term. The way he frames parents' ultimate goals: Raise healthy, wise \u003c!--more-->35-year-olds. Parenting with long-term vision helps keep the little things in perspective.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[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/span>\u003c/strong>\u003c/p>\n\u003cp>“All the best ideas haven’t been thought of yet. If you have people who are only thinking about fitting in the box, then you aren't going to get ideas outside the box,” Ginsburg said. Parents and educators shouldn't be trying to shape children into cogs for an economy that hasn't figured out what kind of machine it will be in 20 years.\u003c/p>\n\u003cp>Instead, one of the most important skills a parent can foster in children is resilience, which he says can be fostered through creativity. Ginsburg relies on the “\u003ca href=\"http://www.fosteringresilience.com/7cs.php\">Seven C’s of Resilience\u003c/a>” as a road map for helping students to find their inner grit.\u003c/p>\n\u003ch4>7 C’s of Resilience\u003c/h4>\n\u003col>\n\u003cli>\u003cstrong>\u003cspan>\u003cstrong>COMPETENCE\u003c/strong>: \u003c/span>\u003c/strong>\u003cspan>Young people need to be recognized when they're doing something right and to be given opportunities to develop specific skills.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cspan>\u003cstrong>CONFIDENCE\u003c/strong>: \u003c/span>\u003c/strong>\u003cspan>Confidence comes from building real skills that parents and educators can teach and nurture. Confidence can be easily undermined, but also bolstered by tasks that push learners without making the goal feel unachievable.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CONNECTION:\u003c/strong>\u003cspan> Being part of a community helps kids know they aren't alone if they struggle and that they can develop creative solutions to problems.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CHARACTER\u003c/strong>\u003cspan>. Kids need an understanding of right and what wrong and the capacity to follow a moral compass. That will allow them see that they cannot be put down.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CONTRIBUTION:\u003c/strong>\u003cspan> The experience of offering their own service makes it easier for young people to ask for help when they need it. Once kids understand how good it can feel to give to others, it becomes easier to ask for that same support when it’s needed. And being willing to ask for help is a big part of being resilient.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>COPING\u003c/strong>\u003cspan>: Kids need to learn mechanisms to manage their stress by learning methods to both engage and disengage at times. Some strategies for doing this include breaking down seemingly insurmountable problems into smaller, achievable pieces, avoiding things that trigger extreme anxiety, and just letting some things go. After all, resilience is about conserving energy to fit the long game and kids need to know realistically what they can affect and what should be let go.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CONTROL:\u003c/strong>\u003cspan> In order to truly be resilient a child need to believe that she has control over her world. Feeling secure helps engender control, which is why kids test limits.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>Creativity plays an integral part of developing these seven skill sets. “Play is exactly about learning to control your environment, to figure things out,” he said. “Play is integral to being able to build resilience.” When kids play, they make mistakes and learn how to recover. It’s also a unique time for parents to observe their children and offer gentle guidance about skill development or how to share.\u003c/p>\n\u003cp>Keeping children on rigid, academically driven schedules denies them the space for some of the real self-learning that will see them through unexpected challenges, the ones that aren't on the test.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“So many of the things that we care about are completely learned through the creative process,” Ginsberg said at an event hosted by the \u003ca href=\"http://www.baykidsmuseum.org/\">Bay Area Discovery Museum\u003c/a>. When kids are allowed free time to play, they learn how to work in groups, negotiate, share, self-advocate, and make decisions.\u003c/p>\n\u003cp>Ginsburg cautions parents that putting too much pressure on children's academics might have negative effects in the long term. The way he frames parents' ultimate goals: Raise healthy, wise \u003c!--more-->35-year-olds. Parenting with long-term vision helps keep the little things in perspective.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[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/span>\u003c/strong>\u003c/p>\n\u003cp>“All the best ideas haven’t been thought of yet. If you have people who are only thinking about fitting in the box, then you aren't going to get ideas outside the box,” Ginsburg said. Parents and educators shouldn't be trying to shape children into cogs for an economy that hasn't figured out what kind of machine it will be in 20 years.\u003c/p>\n\u003cp>Instead, one of the most important skills a parent can foster in children is resilience, which he says can be fostered through creativity. Ginsburg relies on the “\u003ca href=\"http://www.fosteringresilience.com/7cs.php\">Seven C’s of Resilience\u003c/a>” as a road map for helping students to find their inner grit.\u003c/p>\n\u003ch4>7 C’s of Resilience\u003c/h4>\n\u003col>\n\u003cli>\u003cstrong>\u003cspan>\u003cstrong>COMPETENCE\u003c/strong>: \u003c/span>\u003c/strong>\u003cspan>Young people need to be recognized when they're doing something right and to be given opportunities to develop specific skills.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cspan>\u003cstrong>CONFIDENCE\u003c/strong>: \u003c/span>\u003c/strong>\u003cspan>Confidence comes from building real skills that parents and educators can teach and nurture. Confidence can be easily undermined, but also bolstered by tasks that push learners without making the goal feel unachievable.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CONNECTION:\u003c/strong>\u003cspan> Being part of a community helps kids know they aren't alone if they struggle and that they can develop creative solutions to problems.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CHARACTER\u003c/strong>\u003cspan>. Kids need an understanding of right and what wrong and the capacity to follow a moral compass. That will allow them see that they cannot be put down.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CONTRIBUTION:\u003c/strong>\u003cspan> The experience of offering their own service makes it easier for young people to ask for help when they need it. Once kids understand how good it can feel to give to others, it becomes easier to ask for that same support when it’s needed. And being willing to ask for help is a big part of being resilient.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>COPING\u003c/strong>\u003cspan>: Kids need to learn mechanisms to manage their stress by learning methods to both engage and disengage at times. Some strategies for doing this include breaking down seemingly insurmountable problems into smaller, achievable pieces, avoiding things that trigger extreme anxiety, and just letting some things go. After all, resilience is about conserving energy to fit the long game and kids need to know realistically what they can affect and what should be let go.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CONTROL:\u003c/strong>\u003cspan> In order to truly be resilient a child need to believe that she has control over her world. Feeling secure helps engender control, which is why kids test limits.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>Creativity plays an integral part of developing these seven skill sets. “Play is exactly about learning to control your environment, to figure things out,” he said. “Play is integral to being able to build resilience.” When kids play, they make mistakes and learn how to recover. It’s also a unique time for parents to observe their children and offer gentle guidance about skill development or how to share.\u003c/p>\n\u003cp>Keeping children on rigid, academically driven schedules denies them the space for some of the real self-learning that will see them through unexpected challenges, the ones that aren't on the test.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27142\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27142\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/IMG_8793-620x413.jpg\" alt=\"IMG_8793\" width=\"620\" height=\"413\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For \u003ca href=\"https://twitter.com/prestonlearning\">David Preston,\u003c/a> the term “open source learning” -- a variation on \u003ca href=\"http://ww2.kqed.org/mindshift/tag/inquiry-learning/\">inquiry learning\u003c/a> or \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/nine-tenets-of-passion-based-learning/\">passion-based learning\u003c/a> -- is about helping students choose their own learning path, an approach that already has some \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\">well-known champions\u003c/a> among educators.\u003c/p>\n\u003cp>“When I think of 'open source,' it isn't about software, but thermodynamic systems,” said Preston, who currently teaches at Ernest Righetti High School in Santa Maria, Calif. “You're not just exchanging heat, but you're switching environment and structure.”\u003c/p>\n\u003cp>Preston's current classroom centers around the publication and maintenance of \u003ca href=\"http://drprestonsrhsenglitcomp12.blogspot.com/p/member-blogs.html\">students' personal blogs\u003c/a>. The blogs themselves are a requirement, but the content and medium used in many student responses—be it text, video, audio, or some combination—are often the result of students' own creative vision. Preston also pushes students to think critically about the implications of their digital actions through virtual discussions with collaborators, such as digital renaissance man \u003ca href=\"http://rheingold.com/\">Howard Rheingold\u003c/a>, Canadian blogger, journalist, activist and author \u003ca href=\"http://craphound.com/\">Cory Doctorow\u003c/a>, and the National Institute for Technology in Liberal Education's \u003ca href=\"http://www.nitle.org/about/bios/alexander.php\">Bryan Alexander\u003c/a>, among others.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I still teach with standards in mind. I just teach inductively from the standards instead of using them as the ceiling.”\u003c/strong>\u003c/aside>\n\u003cp>But when Preston began teaching at Los Angeles' James Monroe High School in the pre-social-media world of 2005, he accomplished many of the same goals by assigning pen-and-paper, open-ended journal entries and holding class-wide debates driven by research from honest-to-goodness, hard-bound books. He also says there's still room in open source teaching for academic standards, and that the common standards movement is important in terms of creating benchmarks for students nationwide.\u003c/p>\n\u003cp>“I still teach with standards in mind,” he said. “I just teach inductively from the standards instead of using them as the ceiling.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>What is the ceiling? That's up to each individual teacher. But here's a look inside the tools and \u003c!--more-->methods Preston, who currently teaches three Advanced Placement English and Composition courses, finds essential to his open source learning pursuit:\u003c/p>\n\u003cp>\u003cstrong>BLOGGING:\u003c/strong> Blogs are the centerpiece of student work in Preston's classroom. Students not only publish most of their work here, but also use blogs to share feedback, collaborate for group assignments, and even hold chat discussions with authors or other subject experts.\u003c/p>\n\u003cp>\u003cstrong>VIDEO-CONFERENCING:\u003c/strong> Students use video both to visit with authors whose work they've read, and occasionally to \u003ca href=\"http://vimeo.com/44276426\">offer insight\u003c/a> to outsiders during conferences or interviews.\u003c/p>\n\u003cp>\u003cstrong>BIG QUESTIONS:\u003c/strong> In a twist on the traditional term paper, students tackle a research project in which they try to answer a self-chosen question that both interests them and crosses boundaries of the core secondary academic subjects. For example, this year, \u003ca href=\"http://bcastillorhsenglitcomp.blogspot.com/2012/11/the-big-question-rated-pg-13.html\">Beka Castillo asked\u003c/a>, “Why do we, in our advanced society, use sex in such a demeaning and dehumanizing way to sell useless products?” Her classmate \u003ca href=\"http://rnguyensaplitcompblog.blogspot.com/2012/11/big-question.html\">Ryan Nguyen asked\u003c/a>, “What is the future of space travel?”\u003cbr>\n\u003cstrong>\u003cbr>\nCOLLABORATIVE WORKING GROUPS:\u003c/strong> \u003ca href=\"http://drprestonsrhsenglitcomp12.blogspot.com/p/collaborative-working-groups.html\">Like-minded students\u003c/a> convene around an interest or idea of their choosing, such as creative writing, fitness, graphic design, etc. Using their classes' blog community, they try to share the idea or interest with others for the purpose of boosting performance on the AP Literature and Composition exam.\u003c/p>\n\u003cp>\u003cstrong>SMART GOALS:\u003c/strong> In another twist on an old theme, students state their personal goals for the rest of the term. Those goals, and mapping and executing a path toward them, evolve into a senior project.\u003c/p>\n\u003ch4>\u003cstrong>NEXT STEPS\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>In order to unite other teachers who have already found a similar path, Preston is now considering helping to launch a national organization devoted to open-source learning.\u003c/p>\n\u003cp>“There are literally thousands of teachers quietly pursuing similar agendas all over the place,” said Preston, now in his eighth year as a high school teacher, after spending two decades as a university professor and a learning and organizational development consultant. “Everyone needs a sense of community, and to feel like they're not doing this alone.”\u003c/p>\n\u003cp>Discussions with colleagues about the launch of an open-source learning foundation appear to be at a preliminary phase. But when it does launch, the organization would forward an approach that, at its core, is about students choosing their own learning path.\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>The association's purpose, he says, would be “inviting people to the policymaking table that don't normally have a direct voice. And I'm not just talking about learners and tech-savvy teachers and administrators. I am also talking about neurologists, leaders in the Internet culture,” and people across other contemporary professions.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Those voices would echo the equally variable open source learning approach, which is not necessarily dependent on technology, despite the connotation of “open source” in the software and information industry.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27142\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27142\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/IMG_8793-620x413.jpg\" alt=\"IMG_8793\" width=\"620\" height=\"413\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For \u003ca href=\"https://twitter.com/prestonlearning\">David Preston,\u003c/a> the term “open source learning” -- a variation on \u003ca href=\"http://ww2.kqed.org/mindshift/tag/inquiry-learning/\">inquiry learning\u003c/a> or \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/nine-tenets-of-passion-based-learning/\">passion-based learning\u003c/a> -- is about helping students choose their own learning path, an approach that already has some \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\">well-known champions\u003c/a> among educators.\u003c/p>\n\u003cp>“When I think of 'open source,' it isn't about software, but thermodynamic systems,” said Preston, who currently teaches at Ernest Righetti High School in Santa Maria, Calif. “You're not just exchanging heat, but you're switching environment and structure.”\u003c/p>\n\u003cp>Preston's current classroom centers around the publication and maintenance of \u003ca href=\"http://drprestonsrhsenglitcomp12.blogspot.com/p/member-blogs.html\">students' personal blogs\u003c/a>. The blogs themselves are a requirement, but the content and medium used in many student responses—be it text, video, audio, or some combination—are often the result of students' own creative vision. Preston also pushes students to think critically about the implications of their digital actions through virtual discussions with collaborators, such as digital renaissance man \u003ca href=\"http://rheingold.com/\">Howard Rheingold\u003c/a>, Canadian blogger, journalist, activist and author \u003ca href=\"http://craphound.com/\">Cory Doctorow\u003c/a>, and the National Institute for Technology in Liberal Education's \u003ca href=\"http://www.nitle.org/about/bios/alexander.php\">Bryan Alexander\u003c/a>, among others.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I still teach with standards in mind. I just teach inductively from the standards instead of using them as the ceiling.”\u003c/strong>\u003c/aside>\n\u003cp>But when Preston began teaching at Los Angeles' James Monroe High School in the pre-social-media world of 2005, he accomplished many of the same goals by assigning pen-and-paper, open-ended journal entries and holding class-wide debates driven by research from honest-to-goodness, hard-bound books. He also says there's still room in open source teaching for academic standards, and that the common standards movement is important in terms of creating benchmarks for students nationwide.\u003c/p>\n\u003cp>“I still teach with standards in mind,” he said. “I just teach inductively from the standards instead of using them as the ceiling.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>What is the ceiling? That's up to each individual teacher. But here's a look inside the tools and \u003c!--more-->methods Preston, who currently teaches three Advanced Placement English and Composition courses, finds essential to his open source learning pursuit:\u003c/p>\n\u003cp>\u003cstrong>BLOGGING:\u003c/strong> Blogs are the centerpiece of student work in Preston's classroom. Students not only publish most of their work here, but also use blogs to share feedback, collaborate for group assignments, and even hold chat discussions with authors or other subject experts.\u003c/p>\n\u003cp>\u003cstrong>VIDEO-CONFERENCING:\u003c/strong> Students use video both to visit with authors whose work they've read, and occasionally to \u003ca href=\"http://vimeo.com/44276426\">offer insight\u003c/a> to outsiders during conferences or interviews.\u003c/p>\n\u003cp>\u003cstrong>BIG QUESTIONS:\u003c/strong> In a twist on the traditional term paper, students tackle a research project in which they try to answer a self-chosen question that both interests them and crosses boundaries of the core secondary academic subjects. For example, this year, \u003ca href=\"http://bcastillorhsenglitcomp.blogspot.com/2012/11/the-big-question-rated-pg-13.html\">Beka Castillo asked\u003c/a>, “Why do we, in our advanced society, use sex in such a demeaning and dehumanizing way to sell useless products?” Her classmate \u003ca href=\"http://rnguyensaplitcompblog.blogspot.com/2012/11/big-question.html\">Ryan Nguyen asked\u003c/a>, “What is the future of space travel?”\u003cbr>\n\u003cstrong>\u003cbr>\nCOLLABORATIVE WORKING GROUPS:\u003c/strong> \u003ca href=\"http://drprestonsrhsenglitcomp12.blogspot.com/p/collaborative-working-groups.html\">Like-minded students\u003c/a> convene around an interest or idea of their choosing, such as creative writing, fitness, graphic design, etc. Using their classes' blog community, they try to share the idea or interest with others for the purpose of boosting performance on the AP Literature and Composition exam.\u003c/p>\n\u003cp>\u003cstrong>SMART GOALS:\u003c/strong> In another twist on an old theme, students state their personal goals for the rest of the term. Those goals, and mapping and executing a path toward them, evolve into a senior project.\u003c/p>\n\u003ch4>\u003cstrong>NEXT STEPS\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>In order to unite other teachers who have already found a similar path, Preston is now considering helping to launch a national organization devoted to open-source learning.\u003c/p>\n\u003cp>“There are literally thousands of teachers quietly pursuing similar agendas all over the place,” said Preston, now in his eighth year as a high school teacher, after spending two decades as a university professor and a learning and organizational development consultant. “Everyone needs a sense of community, and to feel like they're not doing this alone.”\u003c/p>\n\u003cp>Discussions with colleagues about the launch of an open-source learning foundation appear to be at a preliminary phase. But when it does launch, the organization would forward an approach that, at its core, is about students choosing their own learning path.\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>The association's purpose, he says, would be “inviting people to the policymaking table that don't normally have a direct voice. And I'm not just talking about learners and tech-savvy teachers and administrators. I am also talking about neurologists, leaders in the Internet culture,” and people across other contemporary professions.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Those voices would echo the equally variable open source learning approach, which is not necessarily dependent on technology, despite the connotation of “open source” in the software and information industry.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_27079\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/are-teachers-of-tomorrow-prepared-to-use-innovative-tech/teaching-with-tech-2/\" rel=\"attachment wp-att-27079\">\u003cimg class=\"size-large wp-image-27079\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Teaching-with-Tech-620x420.gif\" alt=\"Teaching-with-Tech\" width=\"620\" height=\"420\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty Images\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">With a new generation of teachers coming into the work force, there's a discrepancy between what principals expect of teachers-in-training and what they're actually learning in school.\u003c/p>\n\u003cp>A new \u003ca href=\"http://www.tomorrow.org/speakup/tomorrowsteachers_report2013.html\">Project Tomorrow report\u003c/a> surveying principals concluded that they want to hire new teachers with creative ideas about how technology can be leveraged to create authentic and differentiated learning experiences. But student-teachers report that their tech training focuses only on simple management tools. At the same time, the report concludes that those who have the biggest influence on new teachers -- veteran educators -- don't always embrace new ways of using technology to engage students.\u003c/p>\n\u003cp>Only half of current working teachers believe they can use technology to motivate students to learn, compared to 75 percent of incoming teachers. Only 17 percent of current teachers believe technology can help students deeply explore their own ideas, compared to 59 percent of incoming teachers. And 26 percent of current teachers believe students can use technology to apply knowledge to problem-solving, compared to 64 percent of aspiring teachers.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-large wp-image-27105\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-13-at-10.36.21-AM-620x479.png\" alt=\"Screen Shot 2013-02-13 at 10.36.21 AM\" width=\"620\" height=\"479\">\u003c/p>\n\u003cp>Teachers-in-training say coursework focuses on technologies that help a teacher stay organized, rather than ways to engage students. In their methods courses, where teachers learn the mechanics of running a classroom, 71 percent report that they're taught to use simple word processing, spreadsheets and database tools, 64 percent report learning how to create multimedia \u003c!--more-->presentations and 55 percent say they've learned how to use interactive whiteboards.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Incoming teachers use tech fluidly in their own lives, but they're learning to teach within a system that lags behind the times.\u003c/strong>\u003c/aside>\n\u003cp>“Principals want new teachers to know how to use technology to create authentic learning experiences for students (75 percent) and how to leverage technology to differentiate instruction (68 percent) before they apply for a position at their school,” the \u003ca href=\"http://www.tomorrow.org/speakup/tomorrowsteachers_report2013.html\">report said\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Additionally, principals hope new hires will use social media to connect and communicate with students and parents, as well as their ability to integrate mobile devices, social media, and other digital instruction into their daily teaching. Principals also recognize that a move towards self-directed learning means that new teachers will have to have strong classroom management skills. Almost half of principals surveyed said incoming teachers should have the ability to manage a classroom where students are using their own mobile devices and 25 percent would like teachers to know how to teach an online class.\u003c/p>\n\u003cp>\u003cstrong>EXPECTATION VS. REALITY\u003c/strong>\u003c/p>\n\u003cp>But there's a disparity between what principals expect from new hires and what teachers-in-training are learning. A full 72 percent of pre-service teachers report they think they're being well-prepared to use technology in the classroom. That may be because this is a generation of teachers who grew up using technology -- 61 percent use smartphones, preferring them for daily tasks. They are also much more \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-advice-ideas-and-support-more-educators-seek-social-networks/\">likely to use social media\u003c/a>, online discussion boards and other Internet tools to enhance and direct their professional development.\u003c/p>\n\u003cp>\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>These incoming teachers appear to be caught between generations. They use technology fluidly in their own lives and to enhance their education, but they're learning to teach within a system that lags behind the times. Sixty-eight percent of teachers-in-training report they rely most heavily on field placements to learn about how to integrate technology into the classroom. They also watch their professors and take advice from peers.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-large wp-image-27103\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-13-at-10.32.53-AM-620x251.png\" alt=\"Screen Shot 2013-02-13 at 10.32.53 AM\" width=\"620\" height=\"251\">\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>There was a similar disconnect on metrics about how technology can improve the way educators teach. Teachers-in-training thought technology could help them be more organized, create more interactive lessons, make learning student-centered and would encourage students to be more self-directed, while experienced teachers were much less enthusiastic.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The report attributes the optimism to two main factors. One, teachers-in-training grew up with technology and aren't afraid to figure out how to make it work in class. They’re also more comfortable looking for resources online and using social media to collaborate with peers. Secondly, as they were growing up they witnessed attempts at technology integration from their own teachers and they have a sense of what works and what doesn't.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_27079\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/are-teachers-of-tomorrow-prepared-to-use-innovative-tech/teaching-with-tech-2/\" rel=\"attachment wp-att-27079\">\u003cimg class=\"size-large wp-image-27079\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Teaching-with-Tech-620x420.gif\" alt=\"Teaching-with-Tech\" width=\"620\" height=\"420\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty Images\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">With a new generation of teachers coming into the work force, there's a discrepancy between what principals expect of teachers-in-training and what they're actually learning in school.\u003c/p>\n\u003cp>A new \u003ca href=\"http://www.tomorrow.org/speakup/tomorrowsteachers_report2013.html\">Project Tomorrow report\u003c/a> surveying principals concluded that they want to hire new teachers with creative ideas about how technology can be leveraged to create authentic and differentiated learning experiences. But student-teachers report that their tech training focuses only on simple management tools. At the same time, the report concludes that those who have the biggest influence on new teachers -- veteran educators -- don't always embrace new ways of using technology to engage students.\u003c/p>\n\u003cp>Only half of current working teachers believe they can use technology to motivate students to learn, compared to 75 percent of incoming teachers. Only 17 percent of current teachers believe technology can help students deeply explore their own ideas, compared to 59 percent of incoming teachers. And 26 percent of current teachers believe students can use technology to apply knowledge to problem-solving, compared to 64 percent of aspiring teachers.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-large wp-image-27105\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-13-at-10.36.21-AM-620x479.png\" alt=\"Screen Shot 2013-02-13 at 10.36.21 AM\" width=\"620\" height=\"479\">\u003c/p>\n\u003cp>Teachers-in-training say coursework focuses on technologies that help a teacher stay organized, rather than ways to engage students. In their methods courses, where teachers learn the mechanics of running a classroom, 71 percent report that they're taught to use simple word processing, spreadsheets and database tools, 64 percent report learning how to create multimedia \u003c!--more-->presentations and 55 percent say they've learned how to use interactive whiteboards.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Incoming teachers use tech fluidly in their own lives, but they're learning to teach within a system that lags behind the times.\u003c/strong>\u003c/aside>\n\u003cp>“Principals want new teachers to know how to use technology to create authentic learning experiences for students (75 percent) and how to leverage technology to differentiate instruction (68 percent) before they apply for a position at their school,” the \u003ca href=\"http://www.tomorrow.org/speakup/tomorrowsteachers_report2013.html\">report said\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Additionally, principals hope new hires will use social media to connect and communicate with students and parents, as well as their ability to integrate mobile devices, social media, and other digital instruction into their daily teaching. Principals also recognize that a move towards self-directed learning means that new teachers will have to have strong classroom management skills. Almost half of principals surveyed said incoming teachers should have the ability to manage a classroom where students are using their own mobile devices and 25 percent would like teachers to know how to teach an online class.\u003c/p>\n\u003cp>\u003cstrong>EXPECTATION VS. REALITY\u003c/strong>\u003c/p>\n\u003cp>But there's a disparity between what principals expect from new hires and what teachers-in-training are learning. A full 72 percent of pre-service teachers report they think they're being well-prepared to use technology in the classroom. That may be because this is a generation of teachers who grew up using technology -- 61 percent use smartphones, preferring them for daily tasks. They are also much more \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-advice-ideas-and-support-more-educators-seek-social-networks/\">likely to use social media\u003c/a>, online discussion boards and other Internet tools to enhance and direct their professional development.\u003c/p>\n\u003cp>\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>These incoming teachers appear to be caught between generations. They use technology fluidly in their own lives and to enhance their education, but they're learning to teach within a system that lags behind the times. Sixty-eight percent of teachers-in-training report they rely most heavily on field placements to learn about how to integrate technology into the classroom. They also watch their professors and take advice from peers.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-large wp-image-27103\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-13-at-10.32.53-AM-620x251.png\" alt=\"Screen Shot 2013-02-13 at 10.32.53 AM\" width=\"620\" height=\"251\">\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>There was a similar disconnect on metrics about how technology can improve the way educators teach. Teachers-in-training thought technology could help them be more organized, create more interactive lessons, make learning student-centered and would encourage students to be more self-directed, while experienced teachers were much less enthusiastic.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The report attributes the optimism to two main factors. One, teachers-in-training grew up with technology and aren't afraid to figure out how to make it work in class. They’re also more comfortable looking for resources online and using social media to collaborate with peers. Secondly, as they were growing up they witnessed attempts at technology integration from their own teachers and they have a sense of what works and what doesn't.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27048\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27048\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/student-Internet-use-620x387.gif\" alt=\"student-Internet-use\" width=\"620\" height=\"387\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As learning increasingly moves toward the digital landscape, the role of data is also coming under more scrutiny. Every time a student browses the Internet or uses an app for learning, trace data is created, and thus the potential to use it for the benefit of that student.\u003c/p>\n\u003cp>A slew of companies and products offer the promise of collecting data to help educators, but there are still major concerns about how that data will be used, including issues around student privacy and teacher evaluations.\u003c/p>\n\u003cp>\u003ca href=\"http://blog.reyjunco.com/\">Reynol Junco\u003c/a>, faculty associate at Harvard’s Berkman Center for Internet and Society, is studying the role of data in education, and says the potential for using learning analytics for students' benefit is far from being realized. Using data as formative assessment -- providing feedback to students in incremental steps rather than with big tests like mid-terms or finals -- can be helpful to both students and teachers, he says.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“It's collecting large amounts of data to identify patterns that will help tailor education more precisely for each child.”\u003c/strong>\u003c/aside>\n\u003cp>\"I think of learning analytics as the ultimate formative assessment. We're always talking in education about how formative assessments are very important. It's important to assess frequently and to make adjustments,\" he said recently on \u003ca href=\"http://m.npr.org/story/170490218\">NPR's Tell Me More\u003c/a>. \"We've got data well before a student will flunk a first exam or a quiz and so we can make some predictions about the things that \u003c!--more-->they're doing and how we might intervene before we get to that point.\u003c/p>\n\u003cp>Junco sees potential for trace data to further individualize learning, or at the very least help educators understand how their students use the Internet.“It's collecting large amounts of data to identify patterns that will help tailor education more precisely for each child,” Junco said. “Some of my research has already shown that we can use things like how much time students spend on Facebook and what they do on Facebook to predict academic outcomes,” Junco said. In \u003ca href=\"http://reyjunco.com/wordpress/pdf/JuncoMultitaskingCHB2012.pdf\">that study [PDF]\u003c/a> he learned that students who use Facebook in class to socialize have lower GPAs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/what-does-your-school-know-about-you/\">What Does Your School Know About You?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>But Junco also understands the dark side of data. When it comes to small kids using mobile apps to play games, Junco believes data collection for the purposes of companies tracking children's locations and activities goes too far.\u003c/p>\n\u003cp>\"Such tracking builds profiles of children (their likes, dislikes, browsing habits, etc.) for insidious forms of marketing,\" he \u003ca href=\"http://blog.reyjunco.com/mobile-apps-and-youth-privacy\">wrote \u003c/a>in response to the December report, \u003cem>\u003ca href=\"http://www.ftc.gov/os/2012/12/121210mobilekidsappreport.pdf\" target=\"_blank\">Mobile Apps for Kids\u003c/a>\u003c/em>, by the Federal Trade Commission about the Children’s Online Privacy Protection Act (\u003ca href=\"http://www.coppa.org/coppa.htm\" target=\"_blank\">COPPA\u003c/a>) requirements.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That report found that 59 percent of the 400 apps reviewed some infromation from the user's mobile device back to the developer or to a third party. And only 20 percent of apps disclosed information about how they collect data.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27048\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27048\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/student-Internet-use-620x387.gif\" alt=\"student-Internet-use\" width=\"620\" height=\"387\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As learning increasingly moves toward the digital landscape, the role of data is also coming under more scrutiny. Every time a student browses the Internet or uses an app for learning, trace data is created, and thus the potential to use it for the benefit of that student.\u003c/p>\n\u003cp>A slew of companies and products offer the promise of collecting data to help educators, but there are still major concerns about how that data will be used, including issues around student privacy and teacher evaluations.\u003c/p>\n\u003cp>\u003ca href=\"http://blog.reyjunco.com/\">Reynol Junco\u003c/a>, faculty associate at Harvard’s Berkman Center for Internet and Society, is studying the role of data in education, and says the potential for using learning analytics for students' benefit is far from being realized. Using data as formative assessment -- providing feedback to students in incremental steps rather than with big tests like mid-terms or finals -- can be helpful to both students and teachers, he says.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“It's collecting large amounts of data to identify patterns that will help tailor education more precisely for each child.”\u003c/strong>\u003c/aside>\n\u003cp>\"I think of learning analytics as the ultimate formative assessment. We're always talking in education about how formative assessments are very important. It's important to assess frequently and to make adjustments,\" he said recently on \u003ca href=\"http://m.npr.org/story/170490218\">NPR's Tell Me More\u003c/a>. \"We've got data well before a student will flunk a first exam or a quiz and so we can make some predictions about the things that \u003c!--more-->they're doing and how we might intervene before we get to that point.\u003c/p>\n\u003cp>Junco sees potential for trace data to further individualize learning, or at the very least help educators understand how their students use the Internet.“It's collecting large amounts of data to identify patterns that will help tailor education more precisely for each child,” Junco said. “Some of my research has already shown that we can use things like how much time students spend on Facebook and what they do on Facebook to predict academic outcomes,” Junco said. In \u003ca href=\"http://reyjunco.com/wordpress/pdf/JuncoMultitaskingCHB2012.pdf\">that study [PDF]\u003c/a> he learned that students who use Facebook in class to socialize have lower GPAs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/what-does-your-school-know-about-you/\">What Does Your School Know About You?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>But Junco also understands the dark side of data. When it comes to small kids using mobile apps to play games, Junco believes data collection for the purposes of companies tracking children's locations and activities goes too far.\u003c/p>\n\u003cp>\"Such tracking builds profiles of children (their likes, dislikes, browsing habits, etc.) for insidious forms of marketing,\" he \u003ca href=\"http://blog.reyjunco.com/mobile-apps-and-youth-privacy\">wrote \u003c/a>in response to the December report, \u003cem>\u003ca href=\"http://www.ftc.gov/os/2012/12/121210mobilekidsappreport.pdf\" target=\"_blank\">Mobile Apps for Kids\u003c/a>\u003c/em>, by the Federal Trade Commission about the Children’s Online Privacy Protection Act (\u003ca href=\"http://www.coppa.org/coppa.htm\" target=\"_blank\">COPPA\u003c/a>) requirements.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That report found that 59 percent of the 400 apps reviewed some infromation from the user's mobile device back to the developer or to a third party. And only 20 percent of apps disclosed information about how they collect data.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Anxious About Tests? Tips to Ease Angst",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/cristic/359572657/sizes/z/in/photostream/\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/359572657_89c53cca6e_z-2.jpg\" alt=\"359572657_89c53cca6e_z 2\" title=\"\" width=\"474\" height=\"321\" class=\"size-full wp-image-27032\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/02/359572657_89c53cca6e_z-2.jpg 474w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/359572657_89c53cca6e_z-2-400x271.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/359572657_89c53cca6e_z-2-320x217.jpg 320w\" sizes=\"(max-width: 474px) 100vw, 474px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">As any parent or teacher knows, tests can create crippling anxiety in students–and anxious kids can perform below their true abilities. But new research in cognitive science and psychology is giving us a clearer understanding of the link between stress and performance, and allowing experts to develop specific strategies for helping kids manage their fears. These potential solutions are reasonably simple, inexpensive and, as recent studies show, effective. Some work for a broad range of students, while others target specific groups. Yet they’re unfamiliar to many teachers and parents, who remain unaware that test anxiety can be so easily relieved. Here, three such approaches:\u003c/p>\n\u003cp>\u003cstrong>1. UNLOAD ON PAPER.\u003c/strong>\u003c/p>\n\u003cp>When students feel nervous, their capacity to think clearly and solve problems accurately is reduced, says Sian Beilock, a cognitive scientist at the University of Chicago. Students taking an exam must draw on their working memory, the mental holding space where we manipulate facts and ideas. “When students are anxious, their worries use up some of their working memory, leaving fewer cognitive resources to devote to the test,” Beilock explains. One \u003ca href=\"http://www.sciencedaily.com/releases/2011/01/110113141605.htm\">method recently tested\u003c/a> successfully by Beilock and a colleague, Gerardo Ramirez, had students spend ten minutes writing about their thoughts and feelings immediately before taking a test. The practice, called “expressive writing,” is used by psychologists to reduce negative thoughts in people with depression. They tried the intervention on college students placed in a testing situation in Beilock’s\u003c!--more--> lab, and in an actual Chicago school, where ninth-grade students engaged in the writing exercise before their first high school final. In both cases, students’ test scores “significantly improved,” according to an article they published last year in the journal \u003ca href=\"http://www.sciencedaily.com/releases/2011/01/110113141605.htm\">Science\u003c/a>.\u003c/p>\n\u003cp>While one might imagine writing about a looming exam would only heighten students’ anxiety, Beilock says the opposite was the case. “Writing about their worries had the effect of ‘offloading’ them onto the page, so that the students had more cognitive horsepower available to apply to solving problems on the test,” she explains. For both groups, Beilock and Ramirez reported in Science, “one short writing intervention that brings testing pressures to the forefront enhances the likelihood of excelling, rather than failing, under pressure.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>2. AFFIRM YOUR VALUES.\u003c/strong>\u003c/p>\n\u003cp>Apprehension over tests can be especially common among minority and female students. That’s because the prospect of evaluation poses for them what psychologists call “stereotype threat”—the possibility that a poor performance will confirm negative assumptions about the group to which they belong (among the specious, anxiety-inducing tropes: girls can’t excel in math and science; blacks and Latinos aren’t college material). This additional layer of anxiety can lead such students to perform below the level they are capable of. “Girls, and black and Latino students, are often dealing with a double dose of test anxiety,” says Stanford University psychologist Gregory Walton. “The nervousness everyone feels when they’re being evaluated, plus the worry—conscious or not—that a poor performance will prove that the negative assumption about their group is correct.”\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>Walton’s colleague at Stanford, psychology professor Geoffrey Cohen, devised an intervention aimed at reducing stereotype threat. Like the exercise designed by Beilock and Ramirez, it asks students to write briefly, but in this case participants are instructed to choose something they value and write about why it matters to them. “Music is important to me because it gives me a way to express myself when I’m mad, happy, or sad,” one participant wrote. In one study, this “values affirmation” exercise was shown to shrink the performance gap between white and black students by 40 percent. In another, it erased the gap in test scores between women and men enrolled in a challenging college physics course, raising the women’s average grade from a C to a B (higher than the average male student’s grade).\u003c/p>\n\u003cp>\u003cstrong>3. ENGAGE IN RELAXATION EXERCISE. \u003c/strong>\u003c/p>\n\u003cp>Younger kids aren’t immune from test anxiety. As early as first and second grade, researchers see evidence of anxiety about testing. Their worries tend to manifest in non-verbal signs that adults may miss, says psychologist Heidi Larson: stomachaches, difficulty sleeping, and a persistent urge to leave the classroom to go to the bathroom. “I had one mother tell me that her son had no problem with tests,” recalls Larson, a professor of counseling and student development at Eastern Illinois University. “Then a week later she came back and said that her son had burst into tears the night before the big end-of-year exam, saying that he was afraid he wouldn’t be promoted to the next grade.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>Related\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-to-deal-with-kids-math-anxiety/\">How to Deal With Kids' Math Anxiety\u003c/a>]\u003c/p>\n\u003cp>Larson designed an intervention especially for younger students, involving breathing and relaxation exercises, and examined its effectiveness on a group of third-graders. “We had students lie on mats on the floor of their classrooms. They closed their eyes and we asked them to focus on their breathing, then on tensing and relaxing groups of muscles in their legs, arms, stomachs and so on,” Larson recounts. “Some of the kids became so relaxed they fell asleep!” A control group of students at another school received no such training. The study, which was published in the \u003ca href=\"http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ885222&ERICExtSearch_SearchType_0=no&accno=EJ885222\">Journal of School Counseling\u003c/a> in 2010, reported that the relaxation intervention had “a significant effect in reducing test anxiety.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Read Annie Murphy Paul's full feature article on test anxiety \u003ca href=\"http://www.time.com/time/magazine/article/0,9171,2135124,00.html\">in the current issue of Time\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/cristic/359572657/sizes/z/in/photostream/\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/359572657_89c53cca6e_z-2.jpg\" alt=\"359572657_89c53cca6e_z 2\" title=\"\" width=\"474\" height=\"321\" class=\"size-full wp-image-27032\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/02/359572657_89c53cca6e_z-2.jpg 474w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/359572657_89c53cca6e_z-2-400x271.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/359572657_89c53cca6e_z-2-320x217.jpg 320w\" sizes=\"(max-width: 474px) 100vw, 474px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">As any parent or teacher knows, tests can create crippling anxiety in students–and anxious kids can perform below their true abilities. But new research in cognitive science and psychology is giving us a clearer understanding of the link between stress and performance, and allowing experts to develop specific strategies for helping kids manage their fears. These potential solutions are reasonably simple, inexpensive and, as recent studies show, effective. Some work for a broad range of students, while others target specific groups. Yet they’re unfamiliar to many teachers and parents, who remain unaware that test anxiety can be so easily relieved. Here, three such approaches:\u003c/p>\n\u003cp>\u003cstrong>1. UNLOAD ON PAPER.\u003c/strong>\u003c/p>\n\u003cp>When students feel nervous, their capacity to think clearly and solve problems accurately is reduced, says Sian Beilock, a cognitive scientist at the University of Chicago. Students taking an exam must draw on their working memory, the mental holding space where we manipulate facts and ideas. “When students are anxious, their worries use up some of their working memory, leaving fewer cognitive resources to devote to the test,” Beilock explains. One \u003ca href=\"http://www.sciencedaily.com/releases/2011/01/110113141605.htm\">method recently tested\u003c/a> successfully by Beilock and a colleague, Gerardo Ramirez, had students spend ten minutes writing about their thoughts and feelings immediately before taking a test. The practice, called “expressive writing,” is used by psychologists to reduce negative thoughts in people with depression. They tried the intervention on college students placed in a testing situation in Beilock’s\u003c!--more--> lab, and in an actual Chicago school, where ninth-grade students engaged in the writing exercise before their first high school final. In both cases, students’ test scores “significantly improved,” according to an article they published last year in the journal \u003ca href=\"http://www.sciencedaily.com/releases/2011/01/110113141605.htm\">Science\u003c/a>.\u003c/p>\n\u003cp>While one might imagine writing about a looming exam would only heighten students’ anxiety, Beilock says the opposite was the case. “Writing about their worries had the effect of ‘offloading’ them onto the page, so that the students had more cognitive horsepower available to apply to solving problems on the test,” she explains. For both groups, Beilock and Ramirez reported in Science, “one short writing intervention that brings testing pressures to the forefront enhances the likelihood of excelling, rather than failing, under pressure.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>2. AFFIRM YOUR VALUES.\u003c/strong>\u003c/p>\n\u003cp>Apprehension over tests can be especially common among minority and female students. That’s because the prospect of evaluation poses for them what psychologists call “stereotype threat”—the possibility that a poor performance will confirm negative assumptions about the group to which they belong (among the specious, anxiety-inducing tropes: girls can’t excel in math and science; blacks and Latinos aren’t college material). This additional layer of anxiety can lead such students to perform below the level they are capable of. “Girls, and black and Latino students, are often dealing with a double dose of test anxiety,” says Stanford University psychologist Gregory Walton. “The nervousness everyone feels when they’re being evaluated, plus the worry—conscious or not—that a poor performance will prove that the negative assumption about their group is correct.”\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>Walton’s colleague at Stanford, psychology professor Geoffrey Cohen, devised an intervention aimed at reducing stereotype threat. Like the exercise designed by Beilock and Ramirez, it asks students to write briefly, but in this case participants are instructed to choose something they value and write about why it matters to them. “Music is important to me because it gives me a way to express myself when I’m mad, happy, or sad,” one participant wrote. In one study, this “values affirmation” exercise was shown to shrink the performance gap between white and black students by 40 percent. In another, it erased the gap in test scores between women and men enrolled in a challenging college physics course, raising the women’s average grade from a C to a B (higher than the average male student’s grade).\u003c/p>\n\u003cp>\u003cstrong>3. ENGAGE IN RELAXATION EXERCISE. \u003c/strong>\u003c/p>\n\u003cp>Younger kids aren’t immune from test anxiety. As early as first and second grade, researchers see evidence of anxiety about testing. Their worries tend to manifest in non-verbal signs that adults may miss, says psychologist Heidi Larson: stomachaches, difficulty sleeping, and a persistent urge to leave the classroom to go to the bathroom. “I had one mother tell me that her son had no problem with tests,” recalls Larson, a professor of counseling and student development at Eastern Illinois University. “Then a week later she came back and said that her son had burst into tears the night before the big end-of-year exam, saying that he was afraid he wouldn’t be promoted to the next grade.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>Related\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-to-deal-with-kids-math-anxiety/\">How to Deal With Kids' Math Anxiety\u003c/a>]\u003c/p>\n\u003cp>Larson designed an intervention especially for younger students, involving breathing and relaxation exercises, and examined its effectiveness on a group of third-graders. “We had students lie on mats on the floor of their classrooms. They closed their eyes and we asked them to focus on their breathing, then on tensing and relaxing groups of muscles in their legs, arms, stomachs and so on,” Larson recounts. “Some of the kids became so relaxed they fell asleep!” A control group of students at another school received no such training. The study, which was published in the \u003ca href=\"http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ885222&ERICExtSearch_SearchType_0=no&accno=EJ885222\">Journal of School Counseling\u003c/a> in 2010, reported that the relaxation intervention had “a significant effect in reducing test anxiety.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Read Annie Murphy Paul's full feature article on test anxiety \u003ca href=\"http://www.time.com/time/magazine/article/0,9171,2135124,00.html\">in the current issue of Time\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Higher Ed Trends: MOOCs, Tablets, Gamification, and Wearable Tech",
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"content": "\u003cdiv id=\"attachment_26965\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/higher-ed-trends-moocs-tablets-gamification-and-wearable-tech/cal/\" rel=\"attachment wp-att-26965\">\u003cimg class=\"size-large wp-image-26965\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/CAL-620x393.gif\" alt=\"CAL\" width=\"620\" height=\"393\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Justin Sullivan/Getty Images\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As tech tools continue to proliferate with new launches and new products, it's difficult to predict what will stick and what won't. A recently released report by the\u003ca href=\"http://www.nmc.org/about\"> New Media Consortium\u003c/a> and\u003ca href=\"http://www.educause.edu/eli\"> EDUCAUSE Learning Initiative\u003c/a> (ELI) tries to sift through the fads and find the few that will have a real impact on education in the next few years.\u003c/p>\n\u003cp>What's worth noting? Sometimes what seemed impossible only a few years ago has already become a new trend. The \u003ca href=\"http://www.nmc.org/publications/2013-horizon-report-higher-ed\">2013 NMC Horizon’s Report on Higher Education,\u003c/a> which brings together international experts in education and technology, attempts to take the pulse of emerging technologies in higher education and predict where the field will move in the near, middle and far term.\u003c/p>\n\u003cp>The report points to MOOCs,\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\"> Massive Open Online Courses,\u003c/a> as the big change agent in the higher ed landscape, but it also reaches a little further, bringing 3D printing and wearable technology into the mix.\u003c/p>\n\u003cp>\u003cstrong>KEY FACTORS\u003c/strong>\u003c/p>\n\u003cp>The panel considered some key factors influencing whether technologies take hold, identifying a move towards “open” content and the ability to share, manipulate, and mold. Even more critical for institutions of higher education is the rise of MOOCs. As more elite institutions align themselves \u003c!--more-->with one MOOC organization or another, university leaders are considering the idea of “micro-credit” as an alternative to the traditional credits given at brick and mortar universities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING:\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/\"> For the Future Student, Higher Education Will Be Redefined\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Equally important to information access are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/faces-of-the-new-higher-ed-learning-by-working/\">skills that employers expect recent graduates to bring with them\u003c/a> -- like communication and critical thinking. These skills are often augmented by real-world or informal learning experiences that move beyond the college lecture hall. Acknowledging that the trend of personalization and taking it a step further, the report also notes the increasing importance of\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/understanding-learning-analytics-and-student-data/\"> learning analytics\u003c/a>. Colleges will need to follow a student’s digital footprint to better tailor their educational experience. And all of this means a different role for university instructors. Students have much better access to knowledge through technology which necessitates that professors become mentors, collaborators, facilitators and ultimately not the center of the learning experience.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>By and large the biggest barriers to implementing technology in higher education are the institutions and people who run them. Employers increasingly recognize that digital media literacy is an important skill set in the coming decades, but university faculty are neither equipped to teach those skills nor especially proficient themselves in many cases.\u003c/p>\n\u003cp>Lack of digital fluency is affecting scholarly collaboration, as well. Social media, blogging, link backs and other tech-based publication methods are not well understood or recognized by older, traditional faculty and administration. It’s far easier to continue with the status quo and too often professors trying new things are seen as teaching outside their role. This stodgy mentality stifles innovation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Simply capitalizing on new technology is not enough; the new models must use these tools and services to engage students on a deeper level.”\u003c/strong>\u003c/aside>\n\u003cp>The panel also found that while there is a hunger for more personalized learning, the demand is not well supported by the technology. The mechanics of earning analytics are still in the nascent stages. Collecting, collating, and understanding the sheer volume of data is overwhelming to most at traditional universities. Many college instructors are not using technology in their research or in their teaching. It would take a larger cultural shift before many technologies could be considered widespread.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/\">Can Free, High-Quality Education Get You a Job?\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Lastly, the competition that MOOCs are bringing to the long-held university system is challenging the value of higher education. Many argue the competition is exactly what slow-moving universities need to change, but others wonder if the instruction offered by MOOCs reaches the same caliber. “As these new platforms emerge, however, there is a need to frankly evaluate the models and determine how to best support collaboration, interaction, and assessment at scale. Simply capitalizing on new technology is not enough; the new models must use these tools and services to engage students on a deeper level,” the report notes.\u003c/p>\n\u003cp>\u003cstrong>NEAR-TERM PREDICTIONS (WITHIN THE YEAR)\u003c/strong>\u003c/p>\n\u003cp>Both MOOCs and tablets will be widely adopted in university settings within the year. The popularity of MOOCs like Coursera, Udacity and edX are undeniable with enrollment in some classes exceeding 100,000 students. Unparalleled access excites many people, but raises questions. “One of the most appealing promises of MOOCs is that they offer the possibility for continued, advanced learning at zero cost, allowing students, life-long learners, and professionals to acquire new skills and improve their knowledge and employability,” notes the report.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Student-specific data can now be used to customize online course platforms and suggest resources to students in the same way that businesses tailor advertisements and offers to customers.”\u003c/strong>\u003c/aside>\n\u003cp>As for tech hardware, tablets fit well with the university lifestyle. They’re light, portable, and allow students to interact with the lesson and their networks at the same time. Competition in the tablet space has increased, driving down the price and pushing the limits of capability. The report predicts tablet manufacturers will continue to offer more robust options for less money.\u003c/p>\n\u003cp>\u003cstrong>MID-TERM (TWO TO THREE YEARS)\u003c/strong>\u003c/p>\n\u003cp>A big prediction here is the rise of games and gamification to encourage students to participate with material in deeper ways. Educational gaming might seem like old news to some, but most often \u003ca href=\"http://ww2.kqed.org/mindshift/?s=gaming&x=0&y=0\">gaming comes up in a K-12 context\u003c/a>. Now the same benefits are being applied to older students and more complicated subjects. Most of the excitement centers on gamification – integrating mechanics of games into non-game situations to inspire creativity and productivity. The strategy works well for many businesses and is gradually making its way onto college campuses.\u003c/p>\n\u003cp>Similarly, the report predicts that learning analytics will find a foothold in higher education in the next few years. “Student-specific data can now be used to customize online course platforms and suggest resources to students in the same way that businesses tailor advertisements and offers to customers,” the report said. Universities are already using big data to improve advising and help offer advice and strategies to struggling learners to improve retention. The data can also help universities to better allocate resources, fill holes and accurately understand how well they are serving students.\u003c/p>\n\u003cp>\u003cstrong>LONG TERM (FOUR TO FIVE YEARS)\u003c/strong>\u003c/p>\n\u003cp>The rise of the\u003ca href=\"http://ww2.kqed.org/mindshift/?s=Maker+Faire&x=0&y=0\"> Maker movement\u003c/a> has helped launch 3D printing back into the NMC Horizons predictions where it first appeared in 2004. The emphasis on design learning and DIY culture make 3D printers appealing.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Wearable technology will take off on college campuses as thin film technology makes it possible for screens to mold around body curves. And these devices aren’t just cool. “Wearable devices are also proving to be effective tools for research because they use sensors to track data, such as vital signs, in real-time. Although wearable technology is not yet pervasive in higher education, the current highly functional clothing and accessories in the consumer space show great promise,” the report says.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26965\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/higher-ed-trends-moocs-tablets-gamification-and-wearable-tech/cal/\" rel=\"attachment wp-att-26965\">\u003cimg class=\"size-large wp-image-26965\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/CAL-620x393.gif\" alt=\"CAL\" width=\"620\" height=\"393\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Justin Sullivan/Getty Images\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As tech tools continue to proliferate with new launches and new products, it's difficult to predict what will stick and what won't. A recently released report by the\u003ca href=\"http://www.nmc.org/about\"> New Media Consortium\u003c/a> and\u003ca href=\"http://www.educause.edu/eli\"> EDUCAUSE Learning Initiative\u003c/a> (ELI) tries to sift through the fads and find the few that will have a real impact on education in the next few years.\u003c/p>\n\u003cp>What's worth noting? Sometimes what seemed impossible only a few years ago has already become a new trend. The \u003ca href=\"http://www.nmc.org/publications/2013-horizon-report-higher-ed\">2013 NMC Horizon’s Report on Higher Education,\u003c/a> which brings together international experts in education and technology, attempts to take the pulse of emerging technologies in higher education and predict where the field will move in the near, middle and far term.\u003c/p>\n\u003cp>The report points to MOOCs,\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\"> Massive Open Online Courses,\u003c/a> as the big change agent in the higher ed landscape, but it also reaches a little further, bringing 3D printing and wearable technology into the mix.\u003c/p>\n\u003cp>\u003cstrong>KEY FACTORS\u003c/strong>\u003c/p>\n\u003cp>The panel considered some key factors influencing whether technologies take hold, identifying a move towards “open” content and the ability to share, manipulate, and mold. Even more critical for institutions of higher education is the rise of MOOCs. As more elite institutions align themselves \u003c!--more-->with one MOOC organization or another, university leaders are considering the idea of “micro-credit” as an alternative to the traditional credits given at brick and mortar universities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING:\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/\"> For the Future Student, Higher Education Will Be Redefined\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Equally important to information access are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/faces-of-the-new-higher-ed-learning-by-working/\">skills that employers expect recent graduates to bring with them\u003c/a> -- like communication and critical thinking. These skills are often augmented by real-world or informal learning experiences that move beyond the college lecture hall. Acknowledging that the trend of personalization and taking it a step further, the report also notes the increasing importance of\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/understanding-learning-analytics-and-student-data/\"> learning analytics\u003c/a>. Colleges will need to follow a student’s digital footprint to better tailor their educational experience. And all of this means a different role for university instructors. Students have much better access to knowledge through technology which necessitates that professors become mentors, collaborators, facilitators and ultimately not the center of the learning experience.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>By and large the biggest barriers to implementing technology in higher education are the institutions and people who run them. Employers increasingly recognize that digital media literacy is an important skill set in the coming decades, but university faculty are neither equipped to teach those skills nor especially proficient themselves in many cases.\u003c/p>\n\u003cp>Lack of digital fluency is affecting scholarly collaboration, as well. Social media, blogging, link backs and other tech-based publication methods are not well understood or recognized by older, traditional faculty and administration. It’s far easier to continue with the status quo and too often professors trying new things are seen as teaching outside their role. This stodgy mentality stifles innovation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Simply capitalizing on new technology is not enough; the new models must use these tools and services to engage students on a deeper level.”\u003c/strong>\u003c/aside>\n\u003cp>The panel also found that while there is a hunger for more personalized learning, the demand is not well supported by the technology. The mechanics of earning analytics are still in the nascent stages. Collecting, collating, and understanding the sheer volume of data is overwhelming to most at traditional universities. Many college instructors are not using technology in their research or in their teaching. It would take a larger cultural shift before many technologies could be considered widespread.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/\">Can Free, High-Quality Education Get You a Job?\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Lastly, the competition that MOOCs are bringing to the long-held university system is challenging the value of higher education. Many argue the competition is exactly what slow-moving universities need to change, but others wonder if the instruction offered by MOOCs reaches the same caliber. “As these new platforms emerge, however, there is a need to frankly evaluate the models and determine how to best support collaboration, interaction, and assessment at scale. Simply capitalizing on new technology is not enough; the new models must use these tools and services to engage students on a deeper level,” the report notes.\u003c/p>\n\u003cp>\u003cstrong>NEAR-TERM PREDICTIONS (WITHIN THE YEAR)\u003c/strong>\u003c/p>\n\u003cp>Both MOOCs and tablets will be widely adopted in university settings within the year. The popularity of MOOCs like Coursera, Udacity and edX are undeniable with enrollment in some classes exceeding 100,000 students. Unparalleled access excites many people, but raises questions. “One of the most appealing promises of MOOCs is that they offer the possibility for continued, advanced learning at zero cost, allowing students, life-long learners, and professionals to acquire new skills and improve their knowledge and employability,” notes the report.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Student-specific data can now be used to customize online course platforms and suggest resources to students in the same way that businesses tailor advertisements and offers to customers.”\u003c/strong>\u003c/aside>\n\u003cp>As for tech hardware, tablets fit well with the university lifestyle. They’re light, portable, and allow students to interact with the lesson and their networks at the same time. Competition in the tablet space has increased, driving down the price and pushing the limits of capability. The report predicts tablet manufacturers will continue to offer more robust options for less money.\u003c/p>\n\u003cp>\u003cstrong>MID-TERM (TWO TO THREE YEARS)\u003c/strong>\u003c/p>\n\u003cp>A big prediction here is the rise of games and gamification to encourage students to participate with material in deeper ways. Educational gaming might seem like old news to some, but most often \u003ca href=\"http://ww2.kqed.org/mindshift/?s=gaming&x=0&y=0\">gaming comes up in a K-12 context\u003c/a>. Now the same benefits are being applied to older students and more complicated subjects. Most of the excitement centers on gamification – integrating mechanics of games into non-game situations to inspire creativity and productivity. The strategy works well for many businesses and is gradually making its way onto college campuses.\u003c/p>\n\u003cp>Similarly, the report predicts that learning analytics will find a foothold in higher education in the next few years. “Student-specific data can now be used to customize online course platforms and suggest resources to students in the same way that businesses tailor advertisements and offers to customers,” the report said. Universities are already using big data to improve advising and help offer advice and strategies to struggling learners to improve retention. The data can also help universities to better allocate resources, fill holes and accurately understand how well they are serving students.\u003c/p>\n\u003cp>\u003cstrong>LONG TERM (FOUR TO FIVE YEARS)\u003c/strong>\u003c/p>\n\u003cp>The rise of the\u003ca href=\"http://ww2.kqed.org/mindshift/?s=Maker+Faire&x=0&y=0\"> Maker movement\u003c/a> has helped launch 3D printing back into the NMC Horizons predictions where it first appeared in 2004. The emphasis on design learning and DIY culture make 3D printers appealing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_26992\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-26992\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/IMG_8535-620x413.jpg\" alt=\"IMG_8535\" width=\"620\" height=\"413\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Today is the second annual \u003ca href=\"www.digitallearningday.org\">Digital Learning Day,\u003c/a> designated to bring attention to the benefits of technology for learning. As part of the effort, \u003ca href=\"http://www.pbs.org/about/news/archive/2013/teacher-tech-survey/\">PBS LearningMedia\u003c/a> has released a survey showing that 74 percent of teachers say educational technology benefits their classroom in many ways, including the ability to reinforce and expand content, motivate students, and respond to a variety of learning styles. Given these numbers, and despite increasing access, it’s not surprising that 68 percent of teachers still want more access to technology in the classroom. That number goes up to 75 percent of teachers in low-income schools.\u003c/p>\n\u003cp>To understand more about the influence of technology and learning, the following articles help shed light on subjects of discussion among educators and parents.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-seven-golden-rules-of-using-technology-in-schools/\">7 GOLDEN RULES OF USING TECHNOLOGY IN SCHOOLS. \u003c/a>\u003cstrong>1) DON’T TRAP TECHNOLOGY IN A ROOM.\u003c/strong> “When I went to school, computers were put in a room called The Lab,” Bellow said. “‘What are they experimenting with in there, I thought.’ Technology wasn’t built into what we were doing. It was farmed off in a room, like it was special. Like we were learning how to code, and in case the Russians came, we’d know what to do.” Technology should be like oxygen, Bellow said, quoting \u003ca href=\"http://www.scienceleadership.org/pages/Faculty_and_Staff\">Chris Lehmann\u003c/a>, the founding principal of Science Leadership Academy: Ubiquitous, necessary, and invisible.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/case-studies-how-teachers-use-tech-to-support-learning/\">CASE STUDIES: HOW TEACHERS USE TECHNOLOGY TO SUPPORT LEARNING\u003c/a>. Larry Ferlazzo collected an invaluable \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2011/09/response_the_best_ways_to_use_tech_in_the_classroom.html\">list of criteria last year\u003c/a> from educators, to which he added more resources in his \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_using_ed_tech_to_support_the_learning_process.html\">recent blog post for EdWeek\u003c/a>.Other posts in the series include \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_using_ed_tech_to_create_deep_meaningful_experiences.html\">Using Ed \u003c!--more-->Tech to Create Deep and Meaningful Experiences\u003c/a> and \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_effective_ways_to_use_tech_in_the_classroom_--_part_three.html\">Effective Ways of Using Tech in the Classroom\u003c/a>. Here is MindShift’s contribution to the collection of ideas.\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-the-best-way-of-using-computers-in-schools/\">TO MAKE BLENDED LEARNING WORK, TEACHERS TRY DIFFERENT TACTICS\u003c/a>. For many schools, finding a way to integrate the use of tech in a traditional setting — teacher-centered classrooms — is proving to be a challenge. What educational software should be used? \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What criteria \u003c/a>should the software be judged against? And what happens to the role of the teacher and classroom activities when students are using software for practice exercises?\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">WHAT'S WORTH INVESTING IN? HOW TO DECIDE WHAT TECHNOLOGY YOU NEED. \u003c/a> How will technology allow students and teachers to network their learning, to collaborate with each other, to extend the reach of what kids can learn beyond the walls of the school? How can technology be used to unlock what hasn’t even been thought of yet? These questions are more difficult to answer, and less tangible to measure, than improving test scores, which is what typically draws the attention of educators.\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_26989\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-26989\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-06-at-10.48.26-AM-620x735.png\" alt=\"Screen Shot 2013-02-06 at 10.48.26 AM\" width=\"620\" height=\"735\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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Like we were learning how to code, and in case the Russians came, we’d know what to do.” Technology should be like oxygen, Bellow said, quoting \u003ca href=\"http://www.scienceleadership.org/pages/Faculty_and_Staff\">Chris Lehmann\u003c/a>, the founding principal of Science Leadership Academy: Ubiquitous, necessary, and invisible.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/case-studies-how-teachers-use-tech-to-support-learning/\">CASE STUDIES: HOW TEACHERS USE TECHNOLOGY TO SUPPORT LEARNING\u003c/a>. 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Here is MindShift’s contribution to the collection of ideas.\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-the-best-way-of-using-computers-in-schools/\">TO MAKE BLENDED LEARNING WORK, TEACHERS TRY DIFFERENT TACTICS\u003c/a>. For many schools, finding a way to integrate the use of tech in a traditional setting — teacher-centered classrooms — is proving to be a challenge. What educational software should be used? \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What criteria \u003c/a>should the software be judged against? And what happens to the role of the teacher and classroom activities when students are using software for practice exercises?\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">WHAT'S WORTH INVESTING IN? 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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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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": {
"site": "radio",
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},
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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": {
"site": "news",
"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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"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
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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": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
"title": "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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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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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",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"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",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"rss": "https://feeds.megaphone.fm/KQINC2275451163"
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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",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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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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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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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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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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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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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
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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": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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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.",
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