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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/pkdouyk/242231027/sizes/m/in/photostream/\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/242231027_6761ad3da3-300x300.jpg\" alt=\"242231027_6761ad3da3\" title=\"\" width=\"300\" height=\"300\" class=\"size-medium wp-image-26959\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">While the \u003ca href=\"http://en.wikipedia.org/wiki/Open_content\">open content\u003c/a> movement in education continues to gain steam, more teachers are starting to learn about free content they can use and adapt to their own needs for their classrooms.\u003c/p>\n\u003cp>But educators are focusing too heavily on acquiring content, rather than contributing and improving to it, according to a company that helps teachers and students access open education resources.\u003c/p>\n\u003cp>“People often hear the content piece rather than the open piece,” said Bill Fitzgerald, the founder of \u003ca href=\"http://funnymonkey.com/\">FunnyMonkey\u003c/a>, a Portland, Ore.-based open educational resources company, during a presentation at \u003ca href=\"http://educonphilly.org/\">Educon 2.5\u003c/a>. “And it shifts [an understanding] about what open content is.”\u003c/p>\n\u003cp>That shift is understandable. In education, open content refers to any textbooks, lesson plans, supplemental educational resources, or other educational artifacts that can be freely modified to suit educators’ individual needs. Access to open content is often free or more affordable than proprietary alternatives, so for cash-strapped schools and resourceful teachers who want to go beyond what traditional textbooks offer, this movement, which is \u003ca href=\"http://www.openeducationweek.org/\">being celebrated next month\u003c/a>, can be a game-changer.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To keep the focus on the two-way direction of open content -- both contribution and use -- Fitzgerald and his team offered a framework of nine tips, based on \u003ca href=\"http://www.catb.org/esr/writings/homesteading/\">“The Cathedral and the Bazaar,”\u003c/a> an essay about open source software engineering.\u003c/p>\n\u003cp>\u003cstrong>GOOD CONTENT COMES FROM PERSONAL PASSION.\u003c/strong>\u003c/p>\n\u003cp>Maybe a particular unit gets you enthused. Or maybe a lesson plan irks you because it falls short of your expectations. Either way, that enthusiasm should be the catalyst for creating, editing, or \u003c!--more-->expanding upon the material, and then republishing it. Good teachers are already doing this, Fitzgerald says -- except for the final step.\u003c/p>\n\u003cp>“The change is what actually happens when it’s done,” he says. “Instead of hitting 'save' and putting it on your hard drive, you’re hitting 'publish' and putting it on the Web.”\u003c/p>\n\u003cp>\u003cstrong>GREAT TEACHERS SHARE THEIR GEMS.\u003c/strong>\u003c/p>\n\u003cp>You probably have a lesson or two in your holster that you know is always a hit with your students. Don't hoard them. Share them with colleagues, and acquire their go-tos as well. Be willing to alter them into a format that jives better with a different teaching style.\u003c/p>\n\u003cp>\u003cstrong>LICENSING IS IMPORTANT.\u003c/strong>\u003c/p>\n\u003cp>Open content published through open licenses like those offered by Creative Commons allow for varying degrees of modification. If you’re going to edit or combine useful items, be sure you understand their respective licenses, so you don't find yourself in a spot where others can't add on to your work.\u003c/p>\n\u003cp>\u003cstrong>HAND OFF THE LESSONS YOU’VE TIRED OF.\u003c/strong>\u003c/p>\n\u003cp>Just like you should seize upon enthusiasm, so you should acknowledge fatigue. And in the open content world, there's usually a competent successor willing to put a fresh spin on your material. Also, when the time comes for you and your content to part ways, be sure to publish it in text form to make it more visible in Web searches, rather than as a PDF or Word document.\u003c/p>\n\u003cp>“This is kind of how it works in the software world too,” said Jeff Graham, FunnyMonkey’s lead developer. “The successful projects are the ones where people are using them, but also where people are talking about them.”\u003c/p>\n\u003cp>\u003cstrong>SHARE YOUR PROBLEMS; SOMEONE WILL SEE AN ANSWER.\u003c/strong>\u003c/p>\n\u003cp>Every teacher, administrator, parent, and student has a different skill set. Confessing your biggest challenges to the open world—and just as importantly, making sure people know it’s out there—is a strength that shows willingness to improve and may result in advice from those who can help.\u003c/p>\n\u003cp>\u003cstrong>COLLABORATE WITH STUDENTS AS WELL AS COLLEAGUES.\u003c/strong>\u003c/p>\n\u003cp>Open content isn't only about peer-to-peer teacher-to-teacher collaboration. It should also allow you a new way to build students' conceptual understanding by revising old items or creating new ones.\u003c/p>\n\u003cp>“If you have a set of resources that needs to be cleaned up, that’s a good opportunity for students,” Fitzgerald said. “And by giving your students the autonomy with the support to do this and do this right, you can create an environment where students are sharing this work. People are talking about digital literacy; that’s it.”\u003c/p>\n\u003cp>\u003cstrong>VALUE YOUR STUDENTS AS AN EDUCATIONAL RESOURCE.\u003c/strong>\u003c/p>\n\u003cp>Not only can open content allow your students to tackle concepts from a new perspective, it can also pave a way for them to impart their own knowledge. Who else is closer to the challenges of learning new material for the first time than students who tackle that challenge on a daily basis? Hearing that voice can help you rethink the content you give them, and in an open content world, allow you to edit it to make it better.\u003c/p>\n\u003cp>\u003cstrong>DON’T BE AFRAID OF FAILURE\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Remember telling your students that you learn the most when you fall short? Time to practice what you preach. And sharing when, why and how you fall short in an open content community can often lead to input that results in the most innovative solutions.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/pkdouyk/242231027/sizes/m/in/photostream/\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/242231027_6761ad3da3-300x300.jpg\" alt=\"242231027_6761ad3da3\" title=\"\" width=\"300\" height=\"300\" class=\"size-medium wp-image-26959\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">While the \u003ca href=\"http://en.wikipedia.org/wiki/Open_content\">open content\u003c/a> movement in education continues to gain steam, more teachers are starting to learn about free content they can use and adapt to their own needs for their classrooms.\u003c/p>\n\u003cp>But educators are focusing too heavily on acquiring content, rather than contributing and improving to it, according to a company that helps teachers and students access open education resources.\u003c/p>\n\u003cp>“People often hear the content piece rather than the open piece,” said Bill Fitzgerald, the founder of \u003ca href=\"http://funnymonkey.com/\">FunnyMonkey\u003c/a>, a Portland, Ore.-based open educational resources company, during a presentation at \u003ca href=\"http://educonphilly.org/\">Educon 2.5\u003c/a>. “And it shifts [an understanding] about what open content is.”\u003c/p>\n\u003cp>That shift is understandable. In education, open content refers to any textbooks, lesson plans, supplemental educational resources, or other educational artifacts that can be freely modified to suit educators’ individual needs. Access to open content is often free or more affordable than proprietary alternatives, so for cash-strapped schools and resourceful teachers who want to go beyond what traditional textbooks offer, this movement, which is \u003ca href=\"http://www.openeducationweek.org/\">being celebrated next month\u003c/a>, can be a game-changer.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To keep the focus on the two-way direction of open content -- both contribution and use -- Fitzgerald and his team offered a framework of nine tips, based on \u003ca href=\"http://www.catb.org/esr/writings/homesteading/\">“The Cathedral and the Bazaar,”\u003c/a> an essay about open source software engineering.\u003c/p>\n\u003cp>\u003cstrong>GOOD CONTENT COMES FROM PERSONAL PASSION.\u003c/strong>\u003c/p>\n\u003cp>Maybe a particular unit gets you enthused. Or maybe a lesson plan irks you because it falls short of your expectations. Either way, that enthusiasm should be the catalyst for creating, editing, or \u003c!--more-->expanding upon the material, and then republishing it. Good teachers are already doing this, Fitzgerald says -- except for the final step.\u003c/p>\n\u003cp>“The change is what actually happens when it’s done,” he says. “Instead of hitting 'save' and putting it on your hard drive, you’re hitting 'publish' and putting it on the Web.”\u003c/p>\n\u003cp>\u003cstrong>GREAT TEACHERS SHARE THEIR GEMS.\u003c/strong>\u003c/p>\n\u003cp>You probably have a lesson or two in your holster that you know is always a hit with your students. Don't hoard them. Share them with colleagues, and acquire their go-tos as well. Be willing to alter them into a format that jives better with a different teaching style.\u003c/p>\n\u003cp>\u003cstrong>LICENSING IS IMPORTANT.\u003c/strong>\u003c/p>\n\u003cp>Open content published through open licenses like those offered by Creative Commons allow for varying degrees of modification. If you’re going to edit or combine useful items, be sure you understand their respective licenses, so you don't find yourself in a spot where others can't add on to your work.\u003c/p>\n\u003cp>\u003cstrong>HAND OFF THE LESSONS YOU’VE TIRED OF.\u003c/strong>\u003c/p>\n\u003cp>Just like you should seize upon enthusiasm, so you should acknowledge fatigue. And in the open content world, there's usually a competent successor willing to put a fresh spin on your material. Also, when the time comes for you and your content to part ways, be sure to publish it in text form to make it more visible in Web searches, rather than as a PDF or Word document.\u003c/p>\n\u003cp>“This is kind of how it works in the software world too,” said Jeff Graham, FunnyMonkey’s lead developer. “The successful projects are the ones where people are using them, but also where people are talking about them.”\u003c/p>\n\u003cp>\u003cstrong>SHARE YOUR PROBLEMS; SOMEONE WILL SEE AN ANSWER.\u003c/strong>\u003c/p>\n\u003cp>Every teacher, administrator, parent, and student has a different skill set. Confessing your biggest challenges to the open world—and just as importantly, making sure people know it’s out there—is a strength that shows willingness to improve and may result in advice from those who can help.\u003c/p>\n\u003cp>\u003cstrong>COLLABORATE WITH STUDENTS AS WELL AS COLLEAGUES.\u003c/strong>\u003c/p>\n\u003cp>Open content isn't only about peer-to-peer teacher-to-teacher collaboration. It should also allow you a new way to build students' conceptual understanding by revising old items or creating new ones.\u003c/p>\n\u003cp>“If you have a set of resources that needs to be cleaned up, that’s a good opportunity for students,” Fitzgerald said. “And by giving your students the autonomy with the support to do this and do this right, you can create an environment where students are sharing this work. People are talking about digital literacy; that’s it.”\u003c/p>\n\u003cp>\u003cstrong>VALUE YOUR STUDENTS AS AN EDUCATIONAL RESOURCE.\u003c/strong>\u003c/p>\n\u003cp>Not only can open content allow your students to tackle concepts from a new perspective, it can also pave a way for them to impart their own knowledge. Who else is closer to the challenges of learning new material for the first time than students who tackle that challenge on a daily basis? Hearing that voice can help you rethink the content you give them, and in an open content world, allow you to edit it to make it better.\u003c/p>\n\u003cp>\u003cstrong>DON’T BE AFRAID OF FAILURE\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Remember telling your students that you learn the most when you fall short? Time to practice what you preach. And sharing when, why and how you fall short in an open content community can often lead to input that results in the most innovative solutions.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ciframe width=\"560\" height=\"315\" src=\"http://www.youtube.com/embed/wLiEiLuq75A\" frameborder=\"0\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp class=\"dropcap-serif\">Educator Jaime McGrath and designer Drew Davies explain how to create a \"classroom of imagination\" by turning lessons into design problems and giving students space to be creative in this \u003ca href=\"https://www.youtube.com/watch?feature=player_embedded&v=wLiEiLuq75A\">Tedx video\u003c/a>. In a \u003cem>New York Times\u003c/em> op-ed The MacArthur Foundation's Digital Media and Learning Competition's co-director \u003ca href=\"http://opinionator.blogs.nytimes.com/2011/08/07/education-needs-a-digital-age-upgrade/\">Cathy Davidson said she thinks it's possible that 65 percent of students\u003c/a> today will end up doing jobs that haven't been created yet.\u003c/p>\n\u003cp>McGrath and Davies argue that school needs to keep up with the times by promoting creativity, entrepreneurship, design thinking and hands on skills. McGrath's experience teaching design problems has convinced him that the approach includes all learning styles, brings the best of project-based learning, encourages cooperation and integrates subject matter horizontally. But mostly, McGrath and Davies are impressed at the cool stuff kids design.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv id=\"attachment_26936\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/wwworks/5074150006/sizes/m/in/set-72157627432819304/\">\u003cimg class=\"size-large wp-image-26936\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/kids-in-class-620x413.jpg\" alt=\"kids in class\" width=\"620\" height=\"413\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flirck:WoodleyWonderworks\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Every educator wants to create an environment that will foster students' love of learning. Because the criteria are intangible, it's difficult to define or pinpoint exactly what they are. But one group is giving it a try.\u003c/p>\n\u003cp>Researchers at the Organization for Economic Cooperation and Development (OECD) launched the\u003ca href=\"http://www.oecd.org/edu/ceri/innovativelearningenvironments.htm\"> Innovative Learning Environments\u003c/a> project to turn an academic lens on the project of identifying concrete traits that mark innovative learning environments. They sifted through and categorized the research on learning science, documented case studies, and compiled policy recommendations they hope will transform the current system.\u003c/p>\n\u003cp>Their book, \u003ca href=\"http://www.oecd.org/edu/ceri/thenatureoflearningusingresearchtoinspirepractice.htm\">\u003cem>The Nature of Learning: Using Research to Inspire Practice\u003c/em>\u003c/a> and the accompanying \u003ca href=\"http://redesigningeducation.org/NoL_files/NatureOfLearning_PractitionerGuide_US.pdf\">practitioner’s guide,\u003c/a> lay out the key principles for designing learning environments that will help students build skills useful in a world where jobs are increasingly information and knowledge-based. The principles are not job-specific – no one knows what the future economy will demand. Instead, the main goal is to develop self-directed learners, students with “adaptive expertise.”\u003c/p>\n\u003cp>“Adaptive expertise tries to push beyond the idea of mastery,” said Jennifer Groff, an educational engineer and co-founder of the \u003ca href=\"http://curriculumredesign.org/\">Center for Curriculum Redesign\u003c/a>. “You may be proficient, but without adaptive expertise you can get stuck very quickly as the world shifts.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Groff doesn’t dispute that mastery is important and that students need to learn age-appropriate content, but she also argues it’s equally important to develop students’ ability to go beyond that, to question and apply learning in new situations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To that end, these are their identified principles for innovative learning.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003cstrong>\u003cem>Learners have to be at the center of what happens in the classroom\u003c/em>\u003c/strong>\u003cspan> with activities focused on their cognition and growth. They have to actively engage in learning in order to become self-regulated learners who are able to control their emotions and motivations during the study process, set goals, and monitor their own learning process.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Learning is a social practice and can’t happen alone\u003c/em>\u003c/strong>\u003cspan>. “By our nature we are social beings and we learn by interacting,” Groff said. “We learn by pushing and pulling on concepts with \u003c!--more-->one another.” Structured, collaborative group work can be good for all learners; it pushes people in different ways.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003cstrong>\u003cem>Emotions are an integral part of learning\u003c/em>\u003c/strong>\u003cspan>. Students understand ideas better when there’s interplay between emotions, motivation and cognition, so positive beliefs about oneself are a core part of reaching a more profound understanding. The \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\">power of emotions\u003c/a> and motivation in the classroom are well documented, but often overlooked because they are “soft.” Still most teachers know that if a student is upset about something that happened at home or in school, he won’t learn well. Similarly, keeping students motivated should be the starting point of learning. If students understand why it matters, learning becomes more important to them.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Learners are different\u003c/em>\u003c/strong>\u003cspan> and innovative learning environments reflect the various experiences and prior knowledge that each student brings to class. “You really want practices and processes that help teachers engage each student where they are,” said Groff. This principle is understood by every frustrated educator teaching to a “middle” that doesn’t exist.\u003c/span>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>Students need to be stretched, but not too much.\u003c/strong>\u003c/em>\u003cspan> “It’s really critical to find that student’s sweet spot,” Groff Said. Educators should try to prevent both coasting and overloading. Students need to experience both academic success and the challenge of discovery. In a diverse classroom group work can help achieve this as students at different levels help one another.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Assessment should be for learning, not of learning\u003c/em>\u003c/strong>\u003cspan>. Assessments are important, but only to gauge how to structure the next lesson for maximum effectiveness. It should be meaningful, substantial, and shape the learning environment itself. “Good teachers do this informally most of the time,” Groff said. “But when it’s done well and more formally it’s a whole structure and methodology where you collect feedback on the learning pathway and it drives the next step that you take.”\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Learning needs to be connected across disciplines\u003c/em>\u003c/strong>\u003cspan> and reach out into the real world. Learning can’t be meaningful if students don’t understand why the knowledge will be useful to them, how it can be applied in life. Understanding the connections between subjects and ideas is essential for the ability to transfer skills and adapt. “We can’t just have things remain in silos that never interact,” Groff said.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>IMPLEMENTING THE PRINCIPLES\u003c/strong>\u003c/p>\n\u003cp>Many of the seven principles Groff outlines are second nature to good teachers, but they can feel hard to achieve within education systems that are slow-moving, bureaucratic and resistant to change. Still Groff says there are ways for teachers who want to create an innovative learning environment to begin down the path, even without the full support of their colleagues and administration. Groff also hopes shifting to the Common Core could offer openings for building in these practices. “It’s designed in a way that condones a lot of the principles that we’ve been talking about,” she said.\u003c/p>\n\u003cp>Everyone knows the common barriers educators face: the school culture, the students and themselves. Groff says with some reflection and problem solving, teachers can often begin to work around these barriers. An educator might think she’s open to innovation without realizing that there are preconceived notions about how one should teach that are deeply ingrained.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“You may be proficient, but without adaptive expertise you can get stuck very quickly as the world shifts.”\u003c/strong>\u003c/aside>\n\u003cp>What's more, if the school culture does not encourage experimentation, educators can mitigate negative reaction by framing the ideas in a way that will be accepted, or by bringing in outside resources to try and convince naysayers. Even finding one colleague in or outside of the school to bounce ideas with can make the process much smoother.\u003c/p>\n\u003cp>Educators can also test ideas with students before implementing them. Students have been indoctrinated into the same educational mindset about what makes a “useful” education as everyone else, and some might be resistant to new teaching methodologies. Without their enthusiasm it can be hard to persevere through other obstacles.\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY\u003c/strong>\u003c/p>\n\u003cp>The darling of the Innovative Learning Environment case studies is the \u003ca href=\"http://www.oecd.org/edu/ceri/DEU.THU.003.%20Finalwihcover.pdf\">Jenaplan School \u003c/a>in Germany. It’s one of the few schools embodying all the principles fluidly. The school has about 450 students that range three to 20 years old. Students aren’t broken up into grade levels, instead they learn in mixed-age groups as well as in groups of roughly the same age. Learning is directed by students, often project-based, evaluated primarily through writing and projects, self-assessments and peer-assessment. The schedule is periodic, focusing on a topic like geography or history for three to four weeks and crossing into multiple disciplines. The teacher is seen as an active mentor and coordinator and the school has active parental involvement.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The Jenaplan School has won awards for its model and in the eyes of the Innovative Learning Environment researchers is doing an excellent job at preparing students to be adaptive and nimble thinkers in a knowledge-based world.\u003c/p>\n\n",
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"description": "Flirck:WoodleyWonderworks Every educator wants to create an environment that will foster students' love of learning. Because the criteria are intangible, it's difficult to define or pinpoint exactly what they are. But one group is giving it a try. Researchers at the Organization for Economic Cooperation and Development (OECD) launched the Innovative Learning Environments project to",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26936\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/wwworks/5074150006/sizes/m/in/set-72157627432819304/\">\u003cimg class=\"size-large wp-image-26936\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/kids-in-class-620x413.jpg\" alt=\"kids in class\" width=\"620\" height=\"413\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flirck:WoodleyWonderworks\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Every educator wants to create an environment that will foster students' love of learning. Because the criteria are intangible, it's difficult to define or pinpoint exactly what they are. But one group is giving it a try.\u003c/p>\n\u003cp>Researchers at the Organization for Economic Cooperation and Development (OECD) launched the\u003ca href=\"http://www.oecd.org/edu/ceri/innovativelearningenvironments.htm\"> Innovative Learning Environments\u003c/a> project to turn an academic lens on the project of identifying concrete traits that mark innovative learning environments. They sifted through and categorized the research on learning science, documented case studies, and compiled policy recommendations they hope will transform the current system.\u003c/p>\n\u003cp>Their book, \u003ca href=\"http://www.oecd.org/edu/ceri/thenatureoflearningusingresearchtoinspirepractice.htm\">\u003cem>The Nature of Learning: Using Research to Inspire Practice\u003c/em>\u003c/a> and the accompanying \u003ca href=\"http://redesigningeducation.org/NoL_files/NatureOfLearning_PractitionerGuide_US.pdf\">practitioner’s guide,\u003c/a> lay out the key principles for designing learning environments that will help students build skills useful in a world where jobs are increasingly information and knowledge-based. The principles are not job-specific – no one knows what the future economy will demand. Instead, the main goal is to develop self-directed learners, students with “adaptive expertise.”\u003c/p>\n\u003cp>“Adaptive expertise tries to push beyond the idea of mastery,” said Jennifer Groff, an educational engineer and co-founder of the \u003ca href=\"http://curriculumredesign.org/\">Center for Curriculum Redesign\u003c/a>. “You may be proficient, but without adaptive expertise you can get stuck very quickly as the world shifts.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Groff doesn’t dispute that mastery is important and that students need to learn age-appropriate content, but she also argues it’s equally important to develop students’ ability to go beyond that, to question and apply learning in new situations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To that end, these are their identified principles for innovative learning.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003cstrong>\u003cem>Learners have to be at the center of what happens in the classroom\u003c/em>\u003c/strong>\u003cspan> with activities focused on their cognition and growth. They have to actively engage in learning in order to become self-regulated learners who are able to control their emotions and motivations during the study process, set goals, and monitor their own learning process.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Learning is a social practice and can’t happen alone\u003c/em>\u003c/strong>\u003cspan>. “By our nature we are social beings and we learn by interacting,” Groff said. “We learn by pushing and pulling on concepts with \u003c!--more-->one another.” Structured, collaborative group work can be good for all learners; it pushes people in different ways.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003cstrong>\u003cem>Emotions are an integral part of learning\u003c/em>\u003c/strong>\u003cspan>. Students understand ideas better when there’s interplay between emotions, motivation and cognition, so positive beliefs about oneself are a core part of reaching a more profound understanding. The \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\">power of emotions\u003c/a> and motivation in the classroom are well documented, but often overlooked because they are “soft.” Still most teachers know that if a student is upset about something that happened at home or in school, he won’t learn well. Similarly, keeping students motivated should be the starting point of learning. If students understand why it matters, learning becomes more important to them.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Learners are different\u003c/em>\u003c/strong>\u003cspan> and innovative learning environments reflect the various experiences and prior knowledge that each student brings to class. “You really want practices and processes that help teachers engage each student where they are,” said Groff. This principle is understood by every frustrated educator teaching to a “middle” that doesn’t exist.\u003c/span>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>Students need to be stretched, but not too much.\u003c/strong>\u003c/em>\u003cspan> “It’s really critical to find that student’s sweet spot,” Groff Said. Educators should try to prevent both coasting and overloading. Students need to experience both academic success and the challenge of discovery. In a diverse classroom group work can help achieve this as students at different levels help one another.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Assessment should be for learning, not of learning\u003c/em>\u003c/strong>\u003cspan>. Assessments are important, but only to gauge how to structure the next lesson for maximum effectiveness. It should be meaningful, substantial, and shape the learning environment itself. “Good teachers do this informally most of the time,” Groff said. “But when it’s done well and more formally it’s a whole structure and methodology where you collect feedback on the learning pathway and it drives the next step that you take.”\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Learning needs to be connected across disciplines\u003c/em>\u003c/strong>\u003cspan> and reach out into the real world. Learning can’t be meaningful if students don’t understand why the knowledge will be useful to them, how it can be applied in life. Understanding the connections between subjects and ideas is essential for the ability to transfer skills and adapt. “We can’t just have things remain in silos that never interact,” Groff said.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>IMPLEMENTING THE PRINCIPLES\u003c/strong>\u003c/p>\n\u003cp>Many of the seven principles Groff outlines are second nature to good teachers, but they can feel hard to achieve within education systems that are slow-moving, bureaucratic and resistant to change. Still Groff says there are ways for teachers who want to create an innovative learning environment to begin down the path, even without the full support of their colleagues and administration. Groff also hopes shifting to the Common Core could offer openings for building in these practices. “It’s designed in a way that condones a lot of the principles that we’ve been talking about,” she said.\u003c/p>\n\u003cp>Everyone knows the common barriers educators face: the school culture, the students and themselves. Groff says with some reflection and problem solving, teachers can often begin to work around these barriers. An educator might think she’s open to innovation without realizing that there are preconceived notions about how one should teach that are deeply ingrained.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“You may be proficient, but without adaptive expertise you can get stuck very quickly as the world shifts.”\u003c/strong>\u003c/aside>\n\u003cp>What's more, if the school culture does not encourage experimentation, educators can mitigate negative reaction by framing the ideas in a way that will be accepted, or by bringing in outside resources to try and convince naysayers. Even finding one colleague in or outside of the school to bounce ideas with can make the process much smoother.\u003c/p>\n\u003cp>Educators can also test ideas with students before implementing them. Students have been indoctrinated into the same educational mindset about what makes a “useful” education as everyone else, and some might be resistant to new teaching methodologies. Without their enthusiasm it can be hard to persevere through other obstacles.\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY\u003c/strong>\u003c/p>\n\u003cp>The darling of the Innovative Learning Environment case studies is the \u003ca href=\"http://www.oecd.org/edu/ceri/DEU.THU.003.%20Finalwihcover.pdf\">Jenaplan School \u003c/a>in Germany. It’s one of the few schools embodying all the principles fluidly. The school has about 450 students that range three to 20 years old. Students aren’t broken up into grade levels, instead they learn in mixed-age groups as well as in groups of roughly the same age. Learning is directed by students, often project-based, evaluated primarily through writing and projects, self-assessments and peer-assessment. The schedule is periodic, focusing on a topic like geography or history for three to four weeks and crossing into multiple disciplines. The teacher is seen as an active mentor and coordinator and the school has active parental involvement.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Jenaplan School has won awards for its model and in the eyes of the Innovative Learning Environment researchers is doing an excellent job at preparing students to be adaptive and nimble thinkers in a knowledge-based world.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_26895\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-26895\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/139698456-620x413.jpg\" alt=\"139698456\" width=\"620\" height=\"413\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">“Polynomial functions!”\u003c/p>\n\u003cp>“Trig identities!”\u003c/p>\n\u003cp>“How about the properties? Commutative, associative, distributive.”\u003c/p>\n\u003cp>So unfolded a laundry list of what a group of math teachers considered the more painful and less necessary concepts covered in the average high school math curriculum.\u003c/p>\n\u003cp>The laments, aired at \u003ca href=\"http://educonphilly.org/\">EduCon 2.5\u003c/a> in Philadelphia at Science Leadership Academy last weekend, were part of a discussion around how to rebuild math instruction under the radically different—and admittedly unlikely—parameters posed by moderator \u003ca href=\"http://www.linkedin.com/pub/mike-thayer/43/254/289\">Mike Thayer\u003c/a>, a math teacher at Summit Public Schools in New Jersey.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Thayer, who also has a background teaching high school physics, proposed a scenario in which high school freshmen would take a one-year course (or a one-semester course in a block scheduling system) that covered the essentials of Algebra 1 and 2, Geometry, and possibly parts of Trigonometry. Any additional math concepts might be learned in a cross-disciplinary fashion through other courses. For example, chemistry teachers would be responsible for teaching\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I'd like to delete polynomial functions, but I’d like my students to see a roller coaster and think, ‘There must be math involved in that,’ and to go online and try and figure that out.”\u003c/strong>\u003c/aside>\n\u003cp>students the basics of logarithms while covering the pH scale. Biology teachers would explain concepts of exponential growth to their students when discussing species population and reproduction.\u003c/p>\n\u003cp>The rationale of such a course, Thayer said, would be to create a version of math instruction that more fully lives with the \u003ca href=\"http://en.wikipedia.org/wiki/Inquiry-based_learning\">inquiry-based learning\u003c/a> approach embraced by the \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a>, the public magnet high school where the conference took place. His vision—which hinges on what he concedes is a large assumption that students would enter high school \u003c!--more-->competent in basic computational thinking—is for a course that would both streamline a high school student’s general math experience, and empower and encourage them to learn additional math skills to solve real-world problems of their own interest.\u003c/p>\n\u003cp>As one teacher at the discussion put it: “I'd like to delete polynomial functions, but I’d like my students to see a roller coaster and think, ‘There must be math involved in that,’ and to go online and try and figure that out.”\u003c/p>\n\u003cp>Thayer asked the teachers to consider four questions as they imagined the hypothetical course:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>WHAT STAYS AND WHAT GOES?\u003c/strong> Consider both what concepts would get more or less emphasis, as well as what method of learning (lectures, work sheets, group work, collaborative projects, etc.) would work best.\u003c/li>\n\u003cli>\u003cstrong>NEXT STEP FOR STUDENTS?\u003c/strong> Options could include more advanced mathematics courses, independent mathematics projects, courses in other subjects that included applicable advanced math concepts, or some combination.\u003c/li>\n\u003cli>\u003cstrong>HOW WOULD TEACHING CHANGE?\u003c/strong> Choose which lessons you'd save and which lessons you'd skip. Envision whether you'd use the same kinds of exercises to develop students skills, and whether you'd structure class time in the same manner, or perhaps utilize it differently.\u003c/li>\n\u003cli>\u003cstrong>WHAT WOULD YOU ASSESS?\u003c/strong> Tests should reflect the purpose of the course, to develop students' understanding of the theoretical and practical purposes of math.\u003c/li>\n\u003c/ol>\n\u003cp>Most of the discussion during the 90-minute talk focused on the first two points, and the group generally agreed the course would need to focus on changing student thought processes.\u003c/p>\n\u003cp>“What I am hearing is that if we would like to really make math meaningful for our students, we need to do things to create the ability for them to be truly mathematical thinkers,” Thayer said at one point after hearing a few responses.\u003c/p>\n\u003cp>There were, however, disagreements over the relative importance of concepts. And a couple of teachers even asked whether geometry would fit within the parameters of such a course.\u003c/p>\n\u003cp>The group also questioned whether a focus on real-world math applications would be the most likely way to spur students into independent investigation, and whether that focus could create an unintended bias in the kind of material covered. As an example, teachers noted that using tools like \u003ca href=\"http://www.101qs.com/\">101 Questions\u003c/a>, a website that asks users to think of a question related to a displayed image, could result in an excessive focus on proportionality.\u003c/p>\n\u003cp>Thayer encouraged such discourse, suggesting it would be essential in his new model.\u003c/p>\n\u003cp>“I think the first thing for us, in order to be masters in context as well as content, is to recognize our strengths and weaknesses,” he said. “I would love for somebody else to be able to come into my classroom and explain why [a concept] is important.”\u003c/p>\n\u003cp>In a speech at EduCon earlier that morning, Philadelphia public schools \u003ca href=\"http://www.phila.k12.pa.us/leadership/#ceo\">Superintendent William Hite\u003c/a> stressed the need for teachers to move from content to context expertise. And \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\">in a later discussion\u003c/a>, Science Leadership Academy founding Principal Chris Lehmann conceded such an approach could be more difficult in a math classroom, but not impossible.\u003c/p>\n\u003cp>Thayer, meanwhile, warned that if math teachers didn’t find a way to make that difficult shift, they could be marginalized.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Most of the stuff we teach” in traditional courses, he said, “the \u003ca href=\"http://www.khanacademy.org/\">Khan Academy\u003c/a> does it for free.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26895\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-26895\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/139698456-620x413.jpg\" alt=\"139698456\" width=\"620\" height=\"413\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">“Polynomial functions!”\u003c/p>\n\u003cp>“Trig identities!”\u003c/p>\n\u003cp>“How about the properties? Commutative, associative, distributive.”\u003c/p>\n\u003cp>So unfolded a laundry list of what a group of math teachers considered the more painful and less necessary concepts covered in the average high school math curriculum.\u003c/p>\n\u003cp>The laments, aired at \u003ca href=\"http://educonphilly.org/\">EduCon 2.5\u003c/a> in Philadelphia at Science Leadership Academy last weekend, were part of a discussion around how to rebuild math instruction under the radically different—and admittedly unlikely—parameters posed by moderator \u003ca href=\"http://www.linkedin.com/pub/mike-thayer/43/254/289\">Mike Thayer\u003c/a>, a math teacher at Summit Public Schools in New Jersey.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Thayer, who also has a background teaching high school physics, proposed a scenario in which high school freshmen would take a one-year course (or a one-semester course in a block scheduling system) that covered the essentials of Algebra 1 and 2, Geometry, and possibly parts of Trigonometry. Any additional math concepts might be learned in a cross-disciplinary fashion through other courses. For example, chemistry teachers would be responsible for teaching\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I'd like to delete polynomial functions, but I’d like my students to see a roller coaster and think, ‘There must be math involved in that,’ and to go online and try and figure that out.”\u003c/strong>\u003c/aside>\n\u003cp>students the basics of logarithms while covering the pH scale. Biology teachers would explain concepts of exponential growth to their students when discussing species population and reproduction.\u003c/p>\n\u003cp>The rationale of such a course, Thayer said, would be to create a version of math instruction that more fully lives with the \u003ca href=\"http://en.wikipedia.org/wiki/Inquiry-based_learning\">inquiry-based learning\u003c/a> approach embraced by the \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a>, the public magnet high school where the conference took place. His vision—which hinges on what he concedes is a large assumption that students would enter high school \u003c!--more-->competent in basic computational thinking—is for a course that would both streamline a high school student’s general math experience, and empower and encourage them to learn additional math skills to solve real-world problems of their own interest.\u003c/p>\n\u003cp>As one teacher at the discussion put it: “I'd like to delete polynomial functions, but I’d like my students to see a roller coaster and think, ‘There must be math involved in that,’ and to go online and try and figure that out.”\u003c/p>\n\u003cp>Thayer asked the teachers to consider four questions as they imagined the hypothetical course:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>WHAT STAYS AND WHAT GOES?\u003c/strong> Consider both what concepts would get more or less emphasis, as well as what method of learning (lectures, work sheets, group work, collaborative projects, etc.) would work best.\u003c/li>\n\u003cli>\u003cstrong>NEXT STEP FOR STUDENTS?\u003c/strong> Options could include more advanced mathematics courses, independent mathematics projects, courses in other subjects that included applicable advanced math concepts, or some combination.\u003c/li>\n\u003cli>\u003cstrong>HOW WOULD TEACHING CHANGE?\u003c/strong> Choose which lessons you'd save and which lessons you'd skip. Envision whether you'd use the same kinds of exercises to develop students skills, and whether you'd structure class time in the same manner, or perhaps utilize it differently.\u003c/li>\n\u003cli>\u003cstrong>WHAT WOULD YOU ASSESS?\u003c/strong> Tests should reflect the purpose of the course, to develop students' understanding of the theoretical and practical purposes of math.\u003c/li>\n\u003c/ol>\n\u003cp>Most of the discussion during the 90-minute talk focused on the first two points, and the group generally agreed the course would need to focus on changing student thought processes.\u003c/p>\n\u003cp>“What I am hearing is that if we would like to really make math meaningful for our students, we need to do things to create the ability for them to be truly mathematical thinkers,” Thayer said at one point after hearing a few responses.\u003c/p>\n\u003cp>There were, however, disagreements over the relative importance of concepts. And a couple of teachers even asked whether geometry would fit within the parameters of such a course.\u003c/p>\n\u003cp>The group also questioned whether a focus on real-world math applications would be the most likely way to spur students into independent investigation, and whether that focus could create an unintended bias in the kind of material covered. As an example, teachers noted that using tools like \u003ca href=\"http://www.101qs.com/\">101 Questions\u003c/a>, a website that asks users to think of a question related to a displayed image, could result in an excessive focus on proportionality.\u003c/p>\n\u003cp>Thayer encouraged such discourse, suggesting it would be essential in his new model.\u003c/p>\n\u003cp>“I think the first thing for us, in order to be masters in context as well as content, is to recognize our strengths and weaknesses,” he said. “I would love for somebody else to be able to come into my classroom and explain why [a concept] is important.”\u003c/p>\n\u003cp>In a speech at EduCon earlier that morning, Philadelphia public schools \u003ca href=\"http://www.phila.k12.pa.us/leadership/#ceo\">Superintendent William Hite\u003c/a> stressed the need for teachers to move from content to context expertise. And \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\">in a later discussion\u003c/a>, Science Leadership Academy founding Principal Chris Lehmann conceded such an approach could be more difficult in a math classroom, but not impossible.\u003c/p>\n\u003cp>Thayer, meanwhile, warned that if math teachers didn’t find a way to make that difficult shift, they could be marginalized.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Most of the stuff we teach” in traditional courses, he said, “the \u003ca href=\"http://www.khanacademy.org/\">Khan Academy\u003c/a> does it for free.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_26820\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/jonnygoldstein/5615147628/in/photostream/\">\u003cimg class=\"size-large wp-image-26820\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/5615147628_9f6d390e99_z-620x307.jpg\" alt=\"Visualization of SLA principal Chris Lehmann's talk about guiding kids toward thinking about how they think.\" width=\"620\" height=\"307\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Visualization of SLA principal Chris Lehmann's 2011 talk: guiding kids' to thinking about how they think.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Nearly seven years after first opening its doors, the \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> public magnet high school* in Philadelphia and its inquiry-based approach to learning have become a national model for the kinds of reforms educators strive towards.\u003c/p>\n\u003cp>But in a talk this past weekend at \u003ca href=\"http://educonphilly.org/\">EduCon 2.5\u003c/a>, the school’s sixth-annual conference devoted to sharing its story and spreading its techniques, Founding Principal Chris Lehmann insisted that replicating his schools approach required difficult tradeoffs.\u003c/p>\n\u003cp>“This is not easy. This is not perfect,” Lehmann told a crowd of devotees stuffed inside one of the Center City school’s second-floor science classrooms on Sunday. “There are really challenging pieces of this, and we should be OK with this.”\u003c/p>\n\u003cp>Lehmann’s \u003ca href=\"http://www.youtube.com/watch?v=_U5ycR5yPSQ&feature=plcp\">90-minute question-and-answer session\u003c/a> tackled coming to terms with the impact of a shift to inquiry-driven learning by defining three steps: the enigmatic meaning of inquiry-based learning; the visible changes that signal a shift to that approach; and the potential drawbacks that shift may surface.\u003c/p>\n\u003cp>\u003cstrong>INQUIRING ABOUT INQUIRY\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Lehmann said it’s important to question whether alleged “personalized,” “project-based,” or “collaborative” learning efforts are actually helping students and teachers to “hold ourselves in a state of questioning.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Inquiry means living in the soup. Inquiry means living in that uncomfortable space where we don’t know the answer.”\u003c/strong>\u003c/aside>\n\u003cp>For example, adaptive software that leads students through English/language arts or mathematics on a pace set by their own abilities fails to force students to ask questions about that material, contextualize it in real life, or communicate about the concepts with others, Lehmann said. The same is true of collaborative projects where restrictive guidelines result in several, nearly-identical finished products across student groups.\u003c/p>\n\u003cp>In a true inquiry-based model, how learning happens isn’t as important as whether that learning encourages students to try to learn even more. Lehmann compared the scenario to the plight of a \u003c!--more-->two-year-old child who has graduated from “yes” and “no” and proceeded onto an endless string of “why's.”\u003c/p>\n\u003cp>“To me it comes down to process,” Lehmann said. “Inquiry means living in the soup. Inquiry means living in that uncomfortable space where we don’t know the answer.”\u003c/p>\n\u003cp>\u003cstrong>SIGNS YOU’RE ON THE RIGHT TRACK\u003c/strong>\u003c/p>\n\u003cp>Although nailing down inquiry-based learning is a bit like trying to define the human soul, there are some indicators Lehmann and his audience both agreed signaled progress down the right path.\u003c/p>\n\u003cp>To paraphrase one teacher, a classroom where students are empowered to direct and control their own learning is one sign. Feeling tension between the direction of a course and the material covered on a standardized final examination may be another, said a second teacher.\u003c/p>\n\u003cp>“Oh God, yeah,” Lehmann said in response to the latter teacher. “There’s a reason we don’t offer [\u003ca href=\"http://apcentral.collegeboard.com/apc/Controller.jpf\">Advanced Placement\u003c/a>] Classes here. If we are a truly inquiry-based school, why would our highest-level classes end in a test?”\u003c/p>\n\u003cp>Increased collaboration between students and increasing student scrutiny of educational content were two other signs Lehmann and the group said signaled the right approach, even if they clashed with classroom norms. For example, collaboration can often lead to tricky discussions about what part of a students’ work are his or her own and what part is recycled.\u003c/p>\n\u003cp>Lastly, good inquiry-based learning should include a means for publication and communication, whether through blogs, printed reports, multimedia packages, etc. But Lehmann also said, in some cases, students should have the right to decide whether to publish their work.\u003c/p>\n\u003cp>“One of the scariest things about inquiry-based learning is the blank page,” Lehmann said. “When you’re toying with the ideas at first, sometimes your ideas don’t have to be social to the world.”\u003c/p>\n\u003cp>\u003cstrong>ACCEPTING THE DRAWBACKS\u003c/strong>\u003c/p>\n\u003cp>Inquiry-based education should improve student engagement, critical thinking skills, and cross-disciplinary opportunities, Lehmann said. But it may also hinder lesson planning, covering content benchmarks, and assessing student progress.\u003c/p>\n\u003cp>In a school that asks students to seize some autonomy over the course of their studies, the teachers most comfortable at the Science Leadership Academy are often the teachers most capable of improvising and deviating from a lesson plan, or even entering a class period without a lesson plan at all.\u003c/p>\n\u003cp>Further, while Lehmann believes the approach leaves students with the analytical tools they need to succeed on English/language arts standardized tests, he acknowledges that both teaching mathematics in general, and teaching it so students succeed on state and national benchmarks, is harder to do in an inquiry-driven fashion.\u003c/p>\n\u003cp>“Math is a little harder, and I own that,” said Lehmann.\u003c/p>\n\u003cp>Creating teacher-administered assessments that accurately measure progress, in an environment where the path is often long and winding, is also difficult.\u003c/p>\n\u003cp>“That could probably be 10 sessions of EduCon,” Lehmann quipped. “’What are we authentically assessing when we assess?’”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*[CLARIFICATION: Science Leadership Academy is a public magnet school, not a charter, as previously written.]\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_26820\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/jonnygoldstein/5615147628/in/photostream/\">\u003cimg class=\"size-large wp-image-26820\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/5615147628_9f6d390e99_z-620x307.jpg\" alt=\"Visualization of SLA principal Chris Lehmann's talk about guiding kids toward thinking about how they think.\" width=\"620\" height=\"307\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Visualization of SLA principal Chris Lehmann's 2011 talk: guiding kids' to thinking about how they think.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Nearly seven years after first opening its doors, the \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> public magnet high school* in Philadelphia and its inquiry-based approach to learning have become a national model for the kinds of reforms educators strive towards.\u003c/p>\n\u003cp>But in a talk this past weekend at \u003ca href=\"http://educonphilly.org/\">EduCon 2.5\u003c/a>, the school’s sixth-annual conference devoted to sharing its story and spreading its techniques, Founding Principal Chris Lehmann insisted that replicating his schools approach required difficult tradeoffs.\u003c/p>\n\u003cp>“This is not easy. This is not perfect,” Lehmann told a crowd of devotees stuffed inside one of the Center City school’s second-floor science classrooms on Sunday. “There are really challenging pieces of this, and we should be OK with this.”\u003c/p>\n\u003cp>Lehmann’s \u003ca href=\"http://www.youtube.com/watch?v=_U5ycR5yPSQ&feature=plcp\">90-minute question-and-answer session\u003c/a> tackled coming to terms with the impact of a shift to inquiry-driven learning by defining three steps: the enigmatic meaning of inquiry-based learning; the visible changes that signal a shift to that approach; and the potential drawbacks that shift may surface.\u003c/p>\n\u003cp>\u003cstrong>INQUIRING ABOUT INQUIRY\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lehmann said it’s important to question whether alleged “personalized,” “project-based,” or “collaborative” learning efforts are actually helping students and teachers to “hold ourselves in a state of questioning.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Inquiry means living in the soup. Inquiry means living in that uncomfortable space where we don’t know the answer.”\u003c/strong>\u003c/aside>\n\u003cp>For example, adaptive software that leads students through English/language arts or mathematics on a pace set by their own abilities fails to force students to ask questions about that material, contextualize it in real life, or communicate about the concepts with others, Lehmann said. The same is true of collaborative projects where restrictive guidelines result in several, nearly-identical finished products across student groups.\u003c/p>\n\u003cp>In a true inquiry-based model, how learning happens isn’t as important as whether that learning encourages students to try to learn even more. Lehmann compared the scenario to the plight of a \u003c!--more-->two-year-old child who has graduated from “yes” and “no” and proceeded onto an endless string of “why's.”\u003c/p>\n\u003cp>“To me it comes down to process,” Lehmann said. “Inquiry means living in the soup. Inquiry means living in that uncomfortable space where we don’t know the answer.”\u003c/p>\n\u003cp>\u003cstrong>SIGNS YOU’RE ON THE RIGHT TRACK\u003c/strong>\u003c/p>\n\u003cp>Although nailing down inquiry-based learning is a bit like trying to define the human soul, there are some indicators Lehmann and his audience both agreed signaled progress down the right path.\u003c/p>\n\u003cp>To paraphrase one teacher, a classroom where students are empowered to direct and control their own learning is one sign. Feeling tension between the direction of a course and the material covered on a standardized final examination may be another, said a second teacher.\u003c/p>\n\u003cp>“Oh God, yeah,” Lehmann said in response to the latter teacher. “There’s a reason we don’t offer [\u003ca href=\"http://apcentral.collegeboard.com/apc/Controller.jpf\">Advanced Placement\u003c/a>] Classes here. If we are a truly inquiry-based school, why would our highest-level classes end in a test?”\u003c/p>\n\u003cp>Increased collaboration between students and increasing student scrutiny of educational content were two other signs Lehmann and the group said signaled the right approach, even if they clashed with classroom norms. For example, collaboration can often lead to tricky discussions about what part of a students’ work are his or her own and what part is recycled.\u003c/p>\n\u003cp>Lastly, good inquiry-based learning should include a means for publication and communication, whether through blogs, printed reports, multimedia packages, etc. But Lehmann also said, in some cases, students should have the right to decide whether to publish their work.\u003c/p>\n\u003cp>“One of the scariest things about inquiry-based learning is the blank page,” Lehmann said. “When you’re toying with the ideas at first, sometimes your ideas don’t have to be social to the world.”\u003c/p>\n\u003cp>\u003cstrong>ACCEPTING THE DRAWBACKS\u003c/strong>\u003c/p>\n\u003cp>Inquiry-based education should improve student engagement, critical thinking skills, and cross-disciplinary opportunities, Lehmann said. But it may also hinder lesson planning, covering content benchmarks, and assessing student progress.\u003c/p>\n\u003cp>In a school that asks students to seize some autonomy over the course of their studies, the teachers most comfortable at the Science Leadership Academy are often the teachers most capable of improvising and deviating from a lesson plan, or even entering a class period without a lesson plan at all.\u003c/p>\n\u003cp>Further, while Lehmann believes the approach leaves students with the analytical tools they need to succeed on English/language arts standardized tests, he acknowledges that both teaching mathematics in general, and teaching it so students succeed on state and national benchmarks, is harder to do in an inquiry-driven fashion.\u003c/p>\n\u003cp>“Math is a little harder, and I own that,” said Lehmann.\u003c/p>\n\u003cp>Creating teacher-administered assessments that accurately measure progress, in an environment where the path is often long and winding, is also difficult.\u003c/p>\n\u003cp>“That could probably be 10 sessions of EduCon,” Lehmann quipped. “’What are we authentically assessing when we assess?’”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*[CLARIFICATION: Science Leadership Academy is a public magnet school, not a charter, as previously written.]\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Money, Time, and Tactics: Can Games Be Effective in Schools?",
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"content": "\u003cfigure id=\"attachment_26795\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660073135/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-26795\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/6660073135_a315ee4b17.jpg\" alt=\"6660073135_a315ee4b17\" width=\"500\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/6660073135_a315ee4b17.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/6660073135_a315ee4b17-400x242.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/6660073135_a315ee4b17-320x193.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If it's true that \u003ca href=\"http://www.csmonitor.com/Innovation/Horizons/2008/0916/by-the-numbers-teens-and-video-games\">97 percent of teens in the U.S. are playing digital games\u003c/a>, then the focus on how games can fit into the shifting education system becomes that much more important. Schools, districts, and individual educators are trying to figure out how games and learning can fit into the current complicated landscape.\u003c/p>\n\u003cp>The newly released report\u003cem>\u003c/em>\u003ca href=\"http://www.joanganzcooneycenter.org/publication/games-for-a-digital-age/\">\u003cem> Games for a Digital Age: K-12 Market Map and Investment Analysis,\u003c/em>\u003c/a> released by the \u003ca href=\"http://www.joanganzcooneycenter.org\">Joan Ganz Cooney Center\u003c/a> and the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\">Games and Learning Publishing Council, \u003c/a>describes the many different criteria in play in detail, including obstacles from the policy standpoint, lack of teacher development, as well as how the \u003ca href=\"http://ww2.kqed.org/mindshift/feature/byod/\">Bring Your Own Device\u003c/a> movement is influencing the push towards games and learning.\u003c/p>\n\u003cp>“Games are more popular than ever with youth today with many students spending hours a day playing them,\" said Michael H. Levine, executive director of the Joan Ganz Cooney Center. \"What we don’t know yet is whether and how they can be a key ally in driving pathways to academic success.”\u003c/p>\n\u003cp>Though it's well worth reading the report in its entirety, below are excerpts pulled from the report, conducted and written by Dr. John Richards, Leslie Stebbins and Dr. Kurt Moellering.\u003c/p>\n\u003ch4>\u003cstrong>ON FINDING WAYS TO USE GAMES WITHIN CLASS TIMES\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cdiv>\n\u003cp>The school day is divided into class periods, and this division limits lesson length. Furthermore, the combination of standards and the scope and sequence tied to core curriculum create “coverage” requirements that place practical limits on the number of \u003cstrong>\u003c/strong>lessons that can be devoted to a single topic.\u003c/p>\n\u003cdiv>\n\u003cp>Nearly all games fall clearly along a continuum ranging from short-form to long-form with a critical distinction and a bi-modal distribution pattern based on fitting in a class period. As noted by Rob Lippincott, Sr. Vice President of Education, PBS, “Games don’t fit the time box of a class period; a game succeeds when it is sticky and gobbles up more time. You want games in school to finish quickly and speed up learning.” (CS4Ed interview, April 2012).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Games don’t fit the time box of a class period; a game succeeds when it is sticky and gobbles up more time. You want games in school to finish quickly and speed up learning.”\u003c/strong>\u003c/aside>\n\u003cp>We placed games into these two time-based categories, short-form and long-form. Within these broad areas fall dozens of different kinds of games, ranging from three-minute apps to open, immersive Multi-User Virtual Environments (MUVEs) that involve lengthy game playing. In addition to the length of play, the mechanics of a gaming experience varies broadly, with simple “add-on” gamification-type reward systems falling typically at the short end of the time continuum, and more complex, multiple-path, role playing games falling at the long end. In longer-form games, the game mechanics are typically intrinsic to the learning experience rather than placed at the end of or external to the game play itself.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp>\u003cstrong>1. Short-Form Learning Games\u003c/strong>\u003c/p>\n\u003cp>In most K-12 schools the day is organized in blocks of time that average 40 minutes or less. Transition time and time for instruction or discussion connected to curricular material frequently leaves only 20 to 30 minutes for actually using a learning game. Short-form games are interactive \u003c!--more-->digital activities that fit within a single class period and have some components common to all learning games. They focus on a particular concept or on skill refinement, skills practice, memorization, or performing specific drills.\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>Successful short-form games meet an important and defined market need, whether it is by demonstrating a concept to the whole class on an interactive white board, or by providing individual students with practice on a specific concept or skill. Short-form games include drill and practice, brief simulations, visualizations, or simulated training tools, and different types of “game-like” interactive learning objects. These types of games have the potential to be embedded in personalized learning environments or adaptive engines that combine data and feedback loops that are becoming increasingly popular in schools.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/where-do-educational-games-come-from/\">Where Do Educational Games Come From?]\u003c/a>\u003c/p>\n\u003cp>This type of game product is starting to gain traction in the K-12 market, due in part to its alignment to standards and to extensive product lines that cover many topics within the curriculum or meet an important, albeit narrow, market need. Teachers find such games easy to access and understand, and the games fit neatly into the short blocks of time available in the structured school day.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp>\u003cstrong>2. Long-Form Learning Games\u003c/strong>\u003c/p>\n\u003cp>Long-form learning games extend beyond a single class period. Typically game-playing is spread over multiple sessions or even several weeks. Long-form games lend themselves to the development of 21st century skills such as critical thinking, problem solving, collaboration, creativity, and communication. \u003ca href=\"http://website.education.wisc.edu/kdsquire/\">Kurt Squire,\u003c/a> [co-founder and current director of the \u003ca href=\"http://www.gameslearningsociety.org/\">Games, Learning, & Society Initiative\u003c/a>] underlines the distinction between the sophisticated learning skills developed through immersive experiences versus games where students are rewarded for memorizing vocabulary words or performing math drills. Squire views games such as Civilization III as having the potential to push students to engage actively in problem solving, reflection, and decision making related to historical and political situations (Squire as quoted in Klopfer, Osterweil, Groff, & Haas, 2009). Other researchers concur, and view long-form, immersive game play as a critical factor supporting a broad arena of social and cognitive learning (Shaffer, 2006; Bogost, 2007).\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>A number of individual studies have demonstrated that specific long-form games perform better when compared to typical lectures. Examples from research studies include Supercharged!, an electrostatics game that showed a 28% increase in learning (Squire, Barnett, Grant, & Higginbotham, 2004); Geography Explorer, a geology game that showed a 15 to 40% increase in learning (McClean, Saini-Eidukat, Schwert, Slator, & White, 2001); Virtual Cell, a cell biology game that showed a 30–63% increase in learning (McClean et al., 2001); and River City, a game that showed a 370% increase in learning for D students and 14% increase for B students (Ketelhut, 2007).\u003c/p>\n\u003cp>Recent research also points to the significance of the engagement factor produced by long-form learning games. Engagement fosters motivation and keeps students involved in the learning experience. While many educational software products have focused on extrinsic rewards for skills practice, longer form games where game play and learning are closely connected have been proven to be even more engaging than following a learning task with an external reward (Habgood & Ainsworth, 2011).\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"When researchers argue that learning games are efficacious, promote critical thinking, and engage 21st century skills, it is not necessarily clear that these conclusions apply to many shorter forms of learning games.\"\u003c/strong>\u003c/aside>\n\u003cp>The authors of a report issued by the Committee on Science Learning at the National Research Council concluded that simulations and games have great potential to improve science learning in the classroom because they can “individualize learning to match the pace, interests, and capabilities of each particular student and contextualize learning in engaging virtual environments” (Honey & Hilton, 2011). The authors also echoed previous research demonstrating the appeal and engagement of learning games, and indicate that games can help support new inquiry-based approaches to science instruction by providing virtual laboratories or field learning experiences that overcome practical constraints.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/whats-the-secret-sauce-to-a-great-educational-game/\">What's the Secret Sauce to a Great Educational Game]\u003c/a>\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp>The time required for playing long-form games has proven to be a significant barrier\u003cbr>\nto their widespread adoption. As Dave McCool, co-founder, President and CEO of Muzzy\u003cbr>\nLane Software explains, “For us, with Making History3, it was a matter of having a product that was deep and narrow and was only needed for content that was covered for one week of the curriculum” (CS4Ed interview, February 2012).\u003c/p>\n\u003cp>In our interview, Scott Traylor, CEO and founder of 360KID, argued that long-form games can more easily fit into the homework side of the equation and that class time can be reserved for discussing results of the homework activities, strategies, and content learned (CS4Ed interview, March 2012). This “flipped classroom” model addresses the classroom time factor in that teachers can control how much time is spent on discussion sessions. However, there remain challenges with connectivity for students from lower-income households. As more schools experiment with various forms of online and blended learning, a better fit between available class time and long-form games may emerge.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003ch4>\u003cstrong>ON DEFINING GAMES: WHAT QUALIFIES AS EDUCATIONAL?\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>The language of gaming and learning games is still in flux, and there has been little agreement between experts in the field about what falls under the category of “learning game” and what is not a game, but has “game-like” elements. Not surprisingly, the literature of games contains no agreed upon definition of a learning game. When we asked our interviewees what they considered a game, we found no consensus. One extreme cited any “formative assessment based on an adaptive engine,” while the other cited products with aspects of game mechanics such as badges, rewards, and points. Although the Software and Information Industry Association (SIIA) Codie awards category is for “Games and Simulations” (and researchers are sometimes careful to distinguish between simulations and games), for the purposes of this report we have included simulations in our broad definition of learning games.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cfigure id=\"attachment_26789\" class=\"wp-caption alignright\" style=\"max-width: 292px\">\u003cimg class=\"size-full wp-image-26789\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-28-at-12.01.14-PM.png\" alt=\"Games\" width=\"292\" height=\"400\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Such a wide range of products is confusing to the K-12 audience, because “games” can vary from products that are prototypical to ones that only leverage somewhat extraneous game mechanics to engage and to motivate. Confusion among types of games is of particular concern when examining the research evidence of the effectiveness of games in learning. Most university-based research evaluates learning games in environments that engage students for several weeks with immersive, challenging experiences. Thus, when researchers argue that learning games are efficacious, promote critical thinking, and engage 21st century skills, it is not necessarily clear that these conclusions apply to many shorter forms of learning games.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp>All games have game mechanics that are the central element of the game and, to some degree, are integrated with the learning content. As James Gee argues in his keynote at the 2012 Games for Change conference, the extent to which the mechanics of creating motivation and directing attention is intrinsic to the content of the game can greatly influence learning outcomes.\u003c/p>\n\u003cp>Gamification is the use of game-based elements or game mechanics to drive user engagement and actions in non-game contexts. In gamification, the game mechanics are divorced from the content being taught and are instead added in the form of some sort of reward element after completion of an activity. For example, a short-form math game that involves answering math questions where correct answers are followed by a badge or the reward of playing a “dunk the clown” game would be called gamification. David Dockterman, Ed.D., Chief Architect, Learning Sciences with Tom Snyder Productions/Scholastic is concerned about this use of game mechanics, stating “Gamification can begin to undermine a kid’s desire to learn” (CS4Ed interview, March, 2012).\u003c/p>\n\u003ch4>\u003cstrong>ON SELLING GAMES TO SCHOOLS\u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>The systemic barriers to entry include:\u003c/p>\n\u003cul>\n\u003cli>the dominance of a few multi-billion dollar players;\u003c/li>\n\u003cli>a long buying cycle, byzantine decision-making process, and narrow sales window;\u003c/li>\n\u003cli>locally controlled decision making that creates a fragmented marketplace of individual districts, schools, and teachers;\u003c/li>\n\u003cli>frequently changing federal and state government policies and cyclical district resource constraints that impact the availability of funding;\u003c/li>\n\u003cli>the demand for curriculum and standards alignment and research-based proof of effectiveness; and\u003c/li>\n\u003cli>the requirement for locally delivered professional development.\u003c/li>\n\u003c/ul>\n\u003cp>However, recent trends provide an increasingly positive arena for learning games and other digital products, including:\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cul>\n\u003cli>the move to one-to-one computing in schools and the rise of a “Bring Your Own Device” (BYOD) infrastructure for learning;\u003c/li>\n\u003cli>the widespread acceptance and purchase of interactive white boards;\u003c/li>\n\u003cli>the improvement of school IT infrastructure and access to the Internet;\u003c/li>\n\u003cli>the 2010 National Education Technology Plan;\u003c/li>\n\u003cli> a strong focus on Science, Technology, Engineering, and Math (STEM) skills, and more broadly, on higher-order thinking skills;\u003c/li>\n\u003cli>an increasing move in schools from print to digital materials and from a highly structured to a somewhat flexible textbook adoption process;\u003c/li>\n\u003cli>the increasing interest in Personalized Learning Environments (PLEs) and adaptive engines; and\u003c/li>\n\u003cli>an expanding base of research that shows the effectiveness of long-form games in learning.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_26795\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660073135/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-26795\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/6660073135_a315ee4b17.jpg\" alt=\"6660073135_a315ee4b17\" width=\"500\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/6660073135_a315ee4b17.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/6660073135_a315ee4b17-400x242.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/6660073135_a315ee4b17-320x193.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If it's true that \u003ca href=\"http://www.csmonitor.com/Innovation/Horizons/2008/0916/by-the-numbers-teens-and-video-games\">97 percent of teens in the U.S. are playing digital games\u003c/a>, then the focus on how games can fit into the shifting education system becomes that much more important. Schools, districts, and individual educators are trying to figure out how games and learning can fit into the current complicated landscape.\u003c/p>\n\u003cp>The newly released report\u003cem>\u003c/em>\u003ca href=\"http://www.joanganzcooneycenter.org/publication/games-for-a-digital-age/\">\u003cem> Games for a Digital Age: K-12 Market Map and Investment Analysis,\u003c/em>\u003c/a> released by the \u003ca href=\"http://www.joanganzcooneycenter.org\">Joan Ganz Cooney Center\u003c/a> and the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\">Games and Learning Publishing Council, \u003c/a>describes the many different criteria in play in detail, including obstacles from the policy standpoint, lack of teacher development, as well as how the \u003ca href=\"http://ww2.kqed.org/mindshift/feature/byod/\">Bring Your Own Device\u003c/a> movement is influencing the push towards games and learning.\u003c/p>\n\u003cp>“Games are more popular than ever with youth today with many students spending hours a day playing them,\" said Michael H. Levine, executive director of the Joan Ganz Cooney Center. \"What we don’t know yet is whether and how they can be a key ally in driving pathways to academic success.”\u003c/p>\n\u003cp>Though it's well worth reading the report in its entirety, below are excerpts pulled from the report, conducted and written by Dr. John Richards, Leslie Stebbins and Dr. Kurt Moellering.\u003c/p>\n\u003ch4>\u003cstrong>ON FINDING WAYS TO USE GAMES WITHIN CLASS TIMES\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cdiv>\n\u003cp>The school day is divided into class periods, and this division limits lesson length. Furthermore, the combination of standards and the scope and sequence tied to core curriculum create “coverage” requirements that place practical limits on the number of \u003cstrong>\u003c/strong>lessons that can be devoted to a single topic.\u003c/p>\n\u003cdiv>\n\u003cp>Nearly all games fall clearly along a continuum ranging from short-form to long-form with a critical distinction and a bi-modal distribution pattern based on fitting in a class period. As noted by Rob Lippincott, Sr. Vice President of Education, PBS, “Games don’t fit the time box of a class period; a game succeeds when it is sticky and gobbles up more time. You want games in school to finish quickly and speed up learning.” (CS4Ed interview, April 2012).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Games don’t fit the time box of a class period; a game succeeds when it is sticky and gobbles up more time. You want games in school to finish quickly and speed up learning.”\u003c/strong>\u003c/aside>\n\u003cp>We placed games into these two time-based categories, short-form and long-form. Within these broad areas fall dozens of different kinds of games, ranging from three-minute apps to open, immersive Multi-User Virtual Environments (MUVEs) that involve lengthy game playing. In addition to the length of play, the mechanics of a gaming experience varies broadly, with simple “add-on” gamification-type reward systems falling typically at the short end of the time continuum, and more complex, multiple-path, role playing games falling at the long end. In longer-form games, the game mechanics are typically intrinsic to the learning experience rather than placed at the end of or external to the game play itself.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp>\u003cstrong>1. Short-Form Learning Games\u003c/strong>\u003c/p>\n\u003cp>In most K-12 schools the day is organized in blocks of time that average 40 minutes or less. Transition time and time for instruction or discussion connected to curricular material frequently leaves only 20 to 30 minutes for actually using a learning game. Short-form games are interactive \u003c!--more-->digital activities that fit within a single class period and have some components common to all learning games. They focus on a particular concept or on skill refinement, skills practice, memorization, or performing specific drills.\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>Successful short-form games meet an important and defined market need, whether it is by demonstrating a concept to the whole class on an interactive white board, or by providing individual students with practice on a specific concept or skill. Short-form games include drill and practice, brief simulations, visualizations, or simulated training tools, and different types of “game-like” interactive learning objects. These types of games have the potential to be embedded in personalized learning environments or adaptive engines that combine data and feedback loops that are becoming increasingly popular in schools.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/where-do-educational-games-come-from/\">Where Do Educational Games Come From?]\u003c/a>\u003c/p>\n\u003cp>This type of game product is starting to gain traction in the K-12 market, due in part to its alignment to standards and to extensive product lines that cover many topics within the curriculum or meet an important, albeit narrow, market need. Teachers find such games easy to access and understand, and the games fit neatly into the short blocks of time available in the structured school day.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp>\u003cstrong>2. Long-Form Learning Games\u003c/strong>\u003c/p>\n\u003cp>Long-form learning games extend beyond a single class period. Typically game-playing is spread over multiple sessions or even several weeks. Long-form games lend themselves to the development of 21st century skills such as critical thinking, problem solving, collaboration, creativity, and communication. \u003ca href=\"http://website.education.wisc.edu/kdsquire/\">Kurt Squire,\u003c/a> [co-founder and current director of the \u003ca href=\"http://www.gameslearningsociety.org/\">Games, Learning, & Society Initiative\u003c/a>] underlines the distinction between the sophisticated learning skills developed through immersive experiences versus games where students are rewarded for memorizing vocabulary words or performing math drills. Squire views games such as Civilization III as having the potential to push students to engage actively in problem solving, reflection, and decision making related to historical and political situations (Squire as quoted in Klopfer, Osterweil, Groff, & Haas, 2009). Other researchers concur, and view long-form, immersive game play as a critical factor supporting a broad arena of social and cognitive learning (Shaffer, 2006; Bogost, 2007).\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>A number of individual studies have demonstrated that specific long-form games perform better when compared to typical lectures. Examples from research studies include Supercharged!, an electrostatics game that showed a 28% increase in learning (Squire, Barnett, Grant, & Higginbotham, 2004); Geography Explorer, a geology game that showed a 15 to 40% increase in learning (McClean, Saini-Eidukat, Schwert, Slator, & White, 2001); Virtual Cell, a cell biology game that showed a 30–63% increase in learning (McClean et al., 2001); and River City, a game that showed a 370% increase in learning for D students and 14% increase for B students (Ketelhut, 2007).\u003c/p>\n\u003cp>Recent research also points to the significance of the engagement factor produced by long-form learning games. Engagement fosters motivation and keeps students involved in the learning experience. While many educational software products have focused on extrinsic rewards for skills practice, longer form games where game play and learning are closely connected have been proven to be even more engaging than following a learning task with an external reward (Habgood & Ainsworth, 2011).\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"When researchers argue that learning games are efficacious, promote critical thinking, and engage 21st century skills, it is not necessarily clear that these conclusions apply to many shorter forms of learning games.\"\u003c/strong>\u003c/aside>\n\u003cp>The authors of a report issued by the Committee on Science Learning at the National Research Council concluded that simulations and games have great potential to improve science learning in the classroom because they can “individualize learning to match the pace, interests, and capabilities of each particular student and contextualize learning in engaging virtual environments” (Honey & Hilton, 2011). The authors also echoed previous research demonstrating the appeal and engagement of learning games, and indicate that games can help support new inquiry-based approaches to science instruction by providing virtual laboratories or field learning experiences that overcome practical constraints.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/whats-the-secret-sauce-to-a-great-educational-game/\">What's the Secret Sauce to a Great Educational Game]\u003c/a>\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp>The time required for playing long-form games has proven to be a significant barrier\u003cbr>\nto their widespread adoption. As Dave McCool, co-founder, President and CEO of Muzzy\u003cbr>\nLane Software explains, “For us, with Making History3, it was a matter of having a product that was deep and narrow and was only needed for content that was covered for one week of the curriculum” (CS4Ed interview, February 2012).\u003c/p>\n\u003cp>In our interview, Scott Traylor, CEO and founder of 360KID, argued that long-form games can more easily fit into the homework side of the equation and that class time can be reserved for discussing results of the homework activities, strategies, and content learned (CS4Ed interview, March 2012). This “flipped classroom” model addresses the classroom time factor in that teachers can control how much time is spent on discussion sessions. However, there remain challenges with connectivity for students from lower-income households. As more schools experiment with various forms of online and blended learning, a better fit between available class time and long-form games may emerge.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003ch4>\u003cstrong>ON DEFINING GAMES: WHAT QUALIFIES AS EDUCATIONAL?\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>The language of gaming and learning games is still in flux, and there has been little agreement between experts in the field about what falls under the category of “learning game” and what is not a game, but has “game-like” elements. Not surprisingly, the literature of games contains no agreed upon definition of a learning game. When we asked our interviewees what they considered a game, we found no consensus. One extreme cited any “formative assessment based on an adaptive engine,” while the other cited products with aspects of game mechanics such as badges, rewards, and points. Although the Software and Information Industry Association (SIIA) Codie awards category is for “Games and Simulations” (and researchers are sometimes careful to distinguish between simulations and games), for the purposes of this report we have included simulations in our broad definition of learning games.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cfigure id=\"attachment_26789\" class=\"wp-caption alignright\" style=\"max-width: 292px\">\u003cimg class=\"size-full wp-image-26789\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-28-at-12.01.14-PM.png\" alt=\"Games\" width=\"292\" height=\"400\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Such a wide range of products is confusing to the K-12 audience, because “games” can vary from products that are prototypical to ones that only leverage somewhat extraneous game mechanics to engage and to motivate. Confusion among types of games is of particular concern when examining the research evidence of the effectiveness of games in learning. Most university-based research evaluates learning games in environments that engage students for several weeks with immersive, challenging experiences. Thus, when researchers argue that learning games are efficacious, promote critical thinking, and engage 21st century skills, it is not necessarily clear that these conclusions apply to many shorter forms of learning games.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp>All games have game mechanics that are the central element of the game and, to some degree, are integrated with the learning content. As James Gee argues in his keynote at the 2012 Games for Change conference, the extent to which the mechanics of creating motivation and directing attention is intrinsic to the content of the game can greatly influence learning outcomes.\u003c/p>\n\u003cp>Gamification is the use of game-based elements or game mechanics to drive user engagement and actions in non-game contexts. In gamification, the game mechanics are divorced from the content being taught and are instead added in the form of some sort of reward element after completion of an activity. For example, a short-form math game that involves answering math questions where correct answers are followed by a badge or the reward of playing a “dunk the clown” game would be called gamification. David Dockterman, Ed.D., Chief Architect, Learning Sciences with Tom Snyder Productions/Scholastic is concerned about this use of game mechanics, stating “Gamification can begin to undermine a kid’s desire to learn” (CS4Ed interview, March, 2012).\u003c/p>\n\u003ch4>\u003cstrong>ON SELLING GAMES TO SCHOOLS\u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>The systemic barriers to entry include:\u003c/p>\n\u003cul>\n\u003cli>the dominance of a few multi-billion dollar players;\u003c/li>\n\u003cli>a long buying cycle, byzantine decision-making process, and narrow sales window;\u003c/li>\n\u003cli>locally controlled decision making that creates a fragmented marketplace of individual districts, schools, and teachers;\u003c/li>\n\u003cli>frequently changing federal and state government policies and cyclical district resource constraints that impact the availability of funding;\u003c/li>\n\u003cli>the demand for curriculum and standards alignment and research-based proof of effectiveness; and\u003c/li>\n\u003cli>the requirement for locally delivered professional development.\u003c/li>\n\u003c/ul>\n\u003cp>However, recent trends provide an increasingly positive arena for learning games and other digital products, including:\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cul>\n\u003cli>the move to one-to-one computing in schools and the rise of a “Bring Your Own Device” (BYOD) infrastructure for learning;\u003c/li>\n\u003cli>the widespread acceptance and purchase of interactive white boards;\u003c/li>\n\u003cli>the improvement of school IT infrastructure and access to the Internet;\u003c/li>\n\u003cli>the 2010 National Education Technology Plan;\u003c/li>\n\u003cli> a strong focus on Science, Technology, Engineering, and Math (STEM) skills, and more broadly, on higher-order thinking skills;\u003c/li>\n\u003cli>an increasing move in schools from print to digital materials and from a highly structured to a somewhat flexible textbook adoption process;\u003c/li>\n\u003cli>the increasing interest in Personalized Learning Environments (PLEs) and adaptive engines; and\u003c/li>\n\u003cli>an expanding base of research that shows the effectiveness of long-form games in learning.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_26721\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-math-is-getting-its-groove-back/screen-shot-2013-01-24-at-9-38-46-am-2/\" rel=\"attachment wp-att-26721\">\u003cimg class=\"size-large wp-image-26721\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-24-at-9.38.46-AM1-620x411.png\" alt=\"\" width=\"620\" height=\"411\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Rebecca Jacobson\u003c/h5>\n\u003cp class=\"dropcap-serif\">Carrie Lewis and Kelly Steele's fifth grade students slide and spin across the classroom floor, doing the hustle, the robot, and the running man. While it may look at first glance like goofing off, these students are actually dancing for a higher cause...math.\u003c/p>\n\u003cp>Lewis, a STEM specialist for Virginia's Lynchburg city schools, and Steele, who teaches gifted education in Bedford county, Virginia, are both math enthusiasts eager to instill in their students a love of the subject. And dancing, they hoped, might be just the thing to help tackle a common fifth-grade learning deficit -- number patterns.\u003c/p>\n\u003cp>\"Dances are patterns,\" Lewis said. \"We had identified that our students had trouble with patterns and this was a way to get them involved in it.\"\u003c/p>\n\u003cp>Both teachers are part of \u003ca href=\"http://sbc.edu/news/uncategorized/college-recognized-impact-stem-education/\">Sweet Briar College's STEM teacher education program\u003c/a>, where they worked together to design \u003ca href=\"http://www.stem4teachers.org/2012/05/24/dance-by-number/\">\"dance by numbers,\"\u003c/a> a lesson plan that relies on dance to teach pattern recognition. In the video above, Lewis explains how the lesson works.\u003c/p>\n\u003cp>\u003cstrong>IDENTIFYING A PATTERN\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The first step was to turn a dance routine into a number pattern. Students logged onto the \u003ca href=\"http://www.pillsbury.com/doughboy/dancing\">Pillsbury Dough Boy website\u003c/a> and watched, studied and deconstructed the cartoon mascot's six dance moves. They assigned each step a number, and charted the patterns in his dance.\u003c!--more-->\u003c/p>\n\u003cp>\"Once they translated the number to a movement, they began to see how it would be really easy to get a pattern,\" Lewis said. \"I had them watch \u003ca href=\"http://www.mtv.com/shows/dance_crew/season_7/series.jhtml\">'America's Best Dance Crew' \u003c/a>so they could see that they're just doing the same thing over and over again.\"\u003c/p>\n\u003cp>\u003cstrong>MAKING THEIR OWN MOVES \u003c/strong>\u003c/p>\n\u003cp>The students then choreographed their own dance routines. The teachers required that each routine contain at least five moves that repeated at least once. Songs were to be set to instrumental music of the students' choice -- some opted for hip-hop; others for the Mario Bros theme.\u003c/p>\n\u003cp>Using stopwatches to clock the average time of their routine, students were asked to then calculate how many times their pattern would repeat throughout the course of the song, and then \u003c!--more-->turn the resulting data into a graph.\u003c/p>\n\u003cp>\"If your song is 100 seconds, how many repetitions will you do of your dance?,\" Steele said. \"If you use the extended version of your dance, 200 seconds, how many repetitions do you need to do? They are using their graph to figure that information out.\"\u003c/p>\n\u003cp>\u003cstrong>ANALYZING THE DANCE \u003c/strong>\u003c/p>\n\u003cp>Finally, each group performed their original routine for their classmates. And midway through the dance, they'd freeze, and the class would be asked to predict the next move in the pattern. (Lewis called these \"jump-ins.\")\u003c/p>\n\u003cp>In addition to patterns and graphing, the dance lesson helps students with averaging and calculating elapsed time, along with multiplication and division.\u003c/p>\n\u003cp>\"If their pattern was seven [steps] long and they were asked what jump-in 23 was, rather than sit there and count, count, count, they realized they could do multiples,\" Lewis said. \"You could almost see that light bulb go on.\"\u003c/p>\n\u003cp>\"Dance by numbers\" received enthusiastic feedback from a regional conference for STEM teachers, said Arlene Vinion-Dubiel at Sweet Briar College, who helped the teachers implement their lesson plan.\u003c/p>\n\u003cp>And inside the classroom, results were tangible. Math test scores went up. Shy students happily break-danced at the front of the class. One group performed their routine for the school talent show last year.\u003c/p>\n\u003cp>\"They were 100% into it,\" Steele said, who expected the boys in her rural classes wouldn't dance in front of their peers.\u003c/p>\n\u003cp>\"Math is such a challenge,\" Lewis added. \"What you're trying to teach them is that what they're learning isn't isolated to a work sheet. That's what STEM is all about -- letting the measurements or the math speak to you and letting it teach you something.\"\u003c/p>\n\u003cp>Watch the students in action \u003ca href=\"http://www.youtube.com/watch?feature=player_embedded&v=ssmB_MtgJ_k#!\">here\u003c/a>:\u003cbr>\nhttp://youtu.be/ssmB_MtgJ_k\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Via \u003ca href=\"http://www.pbs.org/newshour/rundown/2013/01/how-math-got-its-groove-back.html\">PBS NewsHour.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_26721\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-math-is-getting-its-groove-back/screen-shot-2013-01-24-at-9-38-46-am-2/\" rel=\"attachment wp-att-26721\">\u003cimg class=\"size-large wp-image-26721\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-24-at-9.38.46-AM1-620x411.png\" alt=\"\" width=\"620\" height=\"411\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Rebecca Jacobson\u003c/h5>\n\u003cp class=\"dropcap-serif\">Carrie Lewis and Kelly Steele's fifth grade students slide and spin across the classroom floor, doing the hustle, the robot, and the running man. While it may look at first glance like goofing off, these students are actually dancing for a higher cause...math.\u003c/p>\n\u003cp>Lewis, a STEM specialist for Virginia's Lynchburg city schools, and Steele, who teaches gifted education in Bedford county, Virginia, are both math enthusiasts eager to instill in their students a love of the subject. And dancing, they hoped, might be just the thing to help tackle a common fifth-grade learning deficit -- number patterns.\u003c/p>\n\u003cp>\"Dances are patterns,\" Lewis said. \"We had identified that our students had trouble with patterns and this was a way to get them involved in it.\"\u003c/p>\n\u003cp>Both teachers are part of \u003ca href=\"http://sbc.edu/news/uncategorized/college-recognized-impact-stem-education/\">Sweet Briar College's STEM teacher education program\u003c/a>, where they worked together to design \u003ca href=\"http://www.stem4teachers.org/2012/05/24/dance-by-number/\">\"dance by numbers,\"\u003c/a> a lesson plan that relies on dance to teach pattern recognition. In the video above, Lewis explains how the lesson works.\u003c/p>\n\u003cp>\u003cstrong>IDENTIFYING A PATTERN\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The first step was to turn a dance routine into a number pattern. Students logged onto the \u003ca href=\"http://www.pillsbury.com/doughboy/dancing\">Pillsbury Dough Boy website\u003c/a> and watched, studied and deconstructed the cartoon mascot's six dance moves. They assigned each step a number, and charted the patterns in his dance.\u003c!--more-->\u003c/p>\n\u003cp>\"Once they translated the number to a movement, they began to see how it would be really easy to get a pattern,\" Lewis said. \"I had them watch \u003ca href=\"http://www.mtv.com/shows/dance_crew/season_7/series.jhtml\">'America's Best Dance Crew' \u003c/a>so they could see that they're just doing the same thing over and over again.\"\u003c/p>\n\u003cp>\u003cstrong>MAKING THEIR OWN MOVES \u003c/strong>\u003c/p>\n\u003cp>The students then choreographed their own dance routines. The teachers required that each routine contain at least five moves that repeated at least once. Songs were to be set to instrumental music of the students' choice -- some opted for hip-hop; others for the Mario Bros theme.\u003c/p>\n\u003cp>Using stopwatches to clock the average time of their routine, students were asked to then calculate how many times their pattern would repeat throughout the course of the song, and then \u003c!--more-->turn the resulting data into a graph.\u003c/p>\n\u003cp>\"If your song is 100 seconds, how many repetitions will you do of your dance?,\" Steele said. \"If you use the extended version of your dance, 200 seconds, how many repetitions do you need to do? They are using their graph to figure that information out.\"\u003c/p>\n\u003cp>\u003cstrong>ANALYZING THE DANCE \u003c/strong>\u003c/p>\n\u003cp>Finally, each group performed their original routine for their classmates. And midway through the dance, they'd freeze, and the class would be asked to predict the next move in the pattern. (Lewis called these \"jump-ins.\")\u003c/p>\n\u003cp>In addition to patterns and graphing, the dance lesson helps students with averaging and calculating elapsed time, along with multiplication and division.\u003c/p>\n\u003cp>\"If their pattern was seven [steps] long and they were asked what jump-in 23 was, rather than sit there and count, count, count, they realized they could do multiples,\" Lewis said. \"You could almost see that light bulb go on.\"\u003c/p>\n\u003cp>\"Dance by numbers\" received enthusiastic feedback from a regional conference for STEM teachers, said Arlene Vinion-Dubiel at Sweet Briar College, who helped the teachers implement their lesson plan.\u003c/p>\n\u003cp>And inside the classroom, results were tangible. Math test scores went up. Shy students happily break-danced at the front of the class. One group performed their routine for the school talent show last year.\u003c/p>\n\u003cp>\"They were 100% into it,\" Steele said, who expected the boys in her rural classes wouldn't dance in front of their peers.\u003c/p>\n\u003cp>\"Math is such a challenge,\" Lewis added. \"What you're trying to teach them is that what they're learning isn't isolated to a work sheet. That's what STEM is all about -- letting the measurements or the math speak to you and letting it teach you something.\"\u003c/p>\n\u003cp>Watch the students in action \u003ca href=\"http://www.youtube.com/watch?feature=player_embedded&v=ssmB_MtgJ_k#!\">here\u003c/a>:\u003cbr>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/ssmB_MtgJ_k'\n title='//www.youtube.com/embed/ssmB_MtgJ_k'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\n\u003cp>\u003cem>Via \u003ca href=\"http://www.pbs.org/newshour/rundown/2013/01/how-math-got-its-groove-back.html\">PBS NewsHour.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Experimenting and Innovating: How to Find the Best Tools and Tactics",
"title": "Experimenting and Innovating: How to Find the Best Tools and Tactics",
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"content": "\u003cfigure id=\"attachment_26703\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/experimenting-and-innovating-finding-the-best-tools-and-tactics/screen-shot-2013-01-23-at-11-33-33-am/\" rel=\"attachment wp-att-26703\">\u003cimg class=\"size-large wp-image-26703\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-23-at-11.33.33-AM-620x322.png\" alt=\"Screen Shot 2013-01-23 at 11.33.33 AM\" width=\"620\" height=\"322\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">New York City is experimenting with new tools and tactics with its \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/default.htm\">Innovation Zone\u003c/a>, a devoted unit for trying out new approaches to learning and sharing best practices with like-minded educators. The iZone, as it's commonly called, started in the 2010-11 school year with 81 schools, and since then, they’ve more than doubled that number and hope to reach 400 participating schools by 2014.\u003c/p>\n\u003cp>Schools across the system are trying out different learning approaches, including blended learning, online courses and project-based teaching. As with the most lofty aspirations of educators, the iZone's \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/Innovations/framework/default.htm\">goals\u003c/a> are to personalize learning, provide real-world experience, change the ways staff and students view their roles and take advantage of the vast number of tools available to students and teachers.\u003c/p>\n\u003cp>The iZone serves as a hub for innovation taking place at school sites. Staff support schools with funding for equipment, connecting teachers to resources and one another, as well as serving as the repository for the growing body of knowledge about progressive approaches. Though the project is still young, this program has made a dent in differentiating learning, according to Deputy Chancellor for Talent, Labor and Innovation, David Weiner.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>“It can be really hard for the leader to shield teachers from traditional measures so that they can feel free to innovate.”\u003c/p>\n\u003c/aside>\n\u003cp>For example, in participating high schools, the 35-40 percent of students who are taking an online English Language Arts class are passing the state’s Regents test at the same rate as students in traditional classrooms. \u003c!--more-->\u003c/p>\n\u003cp>Another example is\u003ca href=\"http://www.globaltechprep.com/\"> the Global Technology Preparatory,\u003c/a> which has been part of the iZone from the beginning. Founded in 2009, the middle school is universal title one, meaning that most kids get free or reduced lunch. About 40 percent of their students are special-ed and many are behind grade level. In this school, every child has a laptop and students have access to many outside resources to help supplement their school day.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[\u003c/strong>\u003cspan style=\"color: #000000\">RELATED READING:\u003c/span>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/new-york-city-schools-blended-learning-experiment/\">New York City Schools’ Blended Learning Experiment\u003c/a>]\u003c/p>\n\u003cp>All this tech equipment and professional development takes money, of course, and most of the funding has come from \u003ca href=\"http://www.globaltechprep.com/partners\">networking and fundraising\u003c/a> by the school’s principal Chrystina Russell, who has courted high-tech companies for funds and computers, has partnered with community-based organizations, and supported her teachers through the sometimes rough process of experimenting with new teaching techniques.\u003c/p>\n\u003cp>“Our students have a ton of potential and also a lot of need,” Russell said. “So in my mind it’s the only way to go.” Global Tech Prep’s school day runs until 6:30 p.m. because of a partnership with \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-a-9-hour-school-day-prevent-students-from-dropping-out/\">Citizen Schools, \u003c/a>an after school enrichment program in which eighth-grade students learn about networking and visit workplaces through a partnership with the \u003ca href=\"http://www.nycup.org/\">Council of Urban Professionals\u003c/a>; and all students take college trips to help build a college-going culture with support from \u003ca href=\"http://www.collegefes.org/\">College For Every Student\u003c/a>.\u003c/p>\n\u003cp>Still, in the classroom teachers face the same challenges of bringing under-prepared kids up to grade level.\u003c/p>\n\u003cp>Jhonary Bridgemohan, who teaches sixth-grade Language Arts at Global Tech Prep, has been experimenting with various software programs and web tools. She uses Achieve3000, partly because she finds it helps create a culture of reading to assign an article everyday, and it gets kids accustomed to non-fiction, a big part of the common core standards.\u003c/p>\n\u003cfigure id=\"attachment_26345\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/experimenting-and-innovating-finding-the-best-tools-and-tactics/izone/\" rel=\"attachment wp-att-26345\">\u003cimg class=\"size-large wp-image-26345\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/izone-620x230.gif\" alt=\"izone\" width=\"620\" height=\"230\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>“You do have these moments when they’re checked out, but then you have these articles that spur that ‘Wow, I want to know more’ moments,” Bridgemohan said. She thinks Achieve3000 is benefiting her students, though it is far from perfect.\u003c/p>\n\u003cp>Bridgemohan also uses simpler tools that she finds very effective – like Google docs. Most of the students write in Google docs, so she can easily keep track of assignments and give real-time feedback on their writing.\u003c/p>\n\u003cp>“Once they write something out it’s really hard to get them to go back and edit, but if they can see their work as a work-in-progress they see it more as a process,” Bridgemohan said. “And I’m part of that process with them.” The online tool also gives students a chance to innovate in their own right, something their teacher loves to watch. “Seeing them interact and be creative with the tools they have access to is really cool,” she said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[\u003cspan style=\"color: #000000\">RELATED: \u003c/span>\u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-online-tools-work-for-language-arts/\">What Online Tools Work for Teaching Language Arts?\u003c/a>\u003cstrong>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Like many teachers experimenting with blended learning methods, Bridgemohan doesn’t have it all figured out yet. She’s still refining her approach, trying new software, and ditching the things that don’t work. She’s found some success with \u003ca href=\"http://www.studyisland.com\">Study Island\u003c/a> for skill review because she can give them a lesson that they go back and review as they do the work. She finds it especially useful for grammar skills like comma usage and for sentence structure and organization tips.\u003c/p>\n\u003cp>Global Tech Prep also has new grading software called \u003ca href=\"http://www.jupitergrades.com/\">Jupiter Grades\u003c/a>, which has been branching into online testing. Bridgemohan has experimented with the software to give online tests, hoping to save herself some grading time. Still, her advice to any teacher dabbling in classroom technology is to take it slow.\u003c/p>\n\u003cp>“I think it’s important to not do it all together,” she said. “There are a lot of options and it can get overwhelming.” Various platforms have their own logins and passwords, which can be a headache. It’s a lot to get used to and Bridgemohan still uses traditional classroom techniques, like journal writing, reading out loud, and in-class discussion. She tries to use the technology when it saves time or helps a student focus, but doesn’t stress over incorporating it into everything.\u003c/p>\n\u003cp>\u003cstrong>SUPPORT FROM THE TOP\u003c/strong>\u003c/p>\n\u003cp>Russell is supportive of teachers like Bridgemohan who are trying new things, even within a cutthroat evaluation system that judges the school and its educators by limited metrics. “It can be really hard for the leader to shield the teacher from those traditional measures so that they can feel free to innovate,” Russell said. The spirit of innovation is not system-wide and thus teachers and principals still fear for their jobs if they can’t show improvement on tests.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Luckily, Russell and Bridgemohan have the support and guidance of other educators in New York. Many teachers across the country feel alone as they try to take advantage of new tools to improve their teaching, and their learning never gets shared with local peers. Perhaps one of the iZone’s biggest strengths is providing that type of community to its most forward-thinking educators.\u003c/p>\n\n",
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"description": "New York City is experimenting with new tools and tactics with its Innovation Zone, a devoted unit for trying out new approaches to learning and sharing best practices with like-minded educators. The iZone, as it's commonly called, started in the 2010-11 school year with 81 schools, and since then, they’ve more than doubled that number",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_26703\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/experimenting-and-innovating-finding-the-best-tools-and-tactics/screen-shot-2013-01-23-at-11-33-33-am/\" rel=\"attachment wp-att-26703\">\u003cimg class=\"size-large wp-image-26703\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-23-at-11.33.33-AM-620x322.png\" alt=\"Screen Shot 2013-01-23 at 11.33.33 AM\" width=\"620\" height=\"322\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">New York City is experimenting with new tools and tactics with its \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/default.htm\">Innovation Zone\u003c/a>, a devoted unit for trying out new approaches to learning and sharing best practices with like-minded educators. The iZone, as it's commonly called, started in the 2010-11 school year with 81 schools, and since then, they’ve more than doubled that number and hope to reach 400 participating schools by 2014.\u003c/p>\n\u003cp>Schools across the system are trying out different learning approaches, including blended learning, online courses and project-based teaching. As with the most lofty aspirations of educators, the iZone's \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/Innovations/framework/default.htm\">goals\u003c/a> are to personalize learning, provide real-world experience, change the ways staff and students view their roles and take advantage of the vast number of tools available to students and teachers.\u003c/p>\n\u003cp>The iZone serves as a hub for innovation taking place at school sites. Staff support schools with funding for equipment, connecting teachers to resources and one another, as well as serving as the repository for the growing body of knowledge about progressive approaches. Though the project is still young, this program has made a dent in differentiating learning, according to Deputy Chancellor for Talent, Labor and Innovation, David Weiner.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>“It can be really hard for the leader to shield teachers from traditional measures so that they can feel free to innovate.”\u003c/p>\n\u003c/aside>\n\u003cp>For example, in participating high schools, the 35-40 percent of students who are taking an online English Language Arts class are passing the state’s Regents test at the same rate as students in traditional classrooms. \u003c!--more-->\u003c/p>\n\u003cp>Another example is\u003ca href=\"http://www.globaltechprep.com/\"> the Global Technology Preparatory,\u003c/a> which has been part of the iZone from the beginning. Founded in 2009, the middle school is universal title one, meaning that most kids get free or reduced lunch. About 40 percent of their students are special-ed and many are behind grade level. In this school, every child has a laptop and students have access to many outside resources to help supplement their school day.\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\">\u003cspan style=\"color: #808080\">\u003cstrong>[\u003c/strong>\u003cspan style=\"color: #000000\">RELATED READING:\u003c/span>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/new-york-city-schools-blended-learning-experiment/\">New York City Schools’ Blended Learning Experiment\u003c/a>]\u003c/p>\n\u003cp>All this tech equipment and professional development takes money, of course, and most of the funding has come from \u003ca href=\"http://www.globaltechprep.com/partners\">networking and fundraising\u003c/a> by the school’s principal Chrystina Russell, who has courted high-tech companies for funds and computers, has partnered with community-based organizations, and supported her teachers through the sometimes rough process of experimenting with new teaching techniques.\u003c/p>\n\u003cp>“Our students have a ton of potential and also a lot of need,” Russell said. “So in my mind it’s the only way to go.” Global Tech Prep’s school day runs until 6:30 p.m. because of a partnership with \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-a-9-hour-school-day-prevent-students-from-dropping-out/\">Citizen Schools, \u003c/a>an after school enrichment program in which eighth-grade students learn about networking and visit workplaces through a partnership with the \u003ca href=\"http://www.nycup.org/\">Council of Urban Professionals\u003c/a>; and all students take college trips to help build a college-going culture with support from \u003ca href=\"http://www.collegefes.org/\">College For Every Student\u003c/a>.\u003c/p>\n\u003cp>Still, in the classroom teachers face the same challenges of bringing under-prepared kids up to grade level.\u003c/p>\n\u003cp>Jhonary Bridgemohan, who teaches sixth-grade Language Arts at Global Tech Prep, has been experimenting with various software programs and web tools. She uses Achieve3000, partly because she finds it helps create a culture of reading to assign an article everyday, and it gets kids accustomed to non-fiction, a big part of the common core standards.\u003c/p>\n\u003cfigure id=\"attachment_26345\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/experimenting-and-innovating-finding-the-best-tools-and-tactics/izone/\" rel=\"attachment wp-att-26345\">\u003cimg class=\"size-large wp-image-26345\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/izone-620x230.gif\" alt=\"izone\" width=\"620\" height=\"230\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>“You do have these moments when they’re checked out, but then you have these articles that spur that ‘Wow, I want to know more’ moments,” Bridgemohan said. She thinks Achieve3000 is benefiting her students, though it is far from perfect.\u003c/p>\n\u003cp>Bridgemohan also uses simpler tools that she finds very effective – like Google docs. Most of the students write in Google docs, so she can easily keep track of assignments and give real-time feedback on their writing.\u003c/p>\n\u003cp>“Once they write something out it’s really hard to get them to go back and edit, but if they can see their work as a work-in-progress they see it more as a process,” Bridgemohan said. “And I’m part of that process with them.” The online tool also gives students a chance to innovate in their own right, something their teacher loves to watch. “Seeing them interact and be creative with the tools they have access to is really cool,” she said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[\u003cspan style=\"color: #000000\">RELATED: \u003c/span>\u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-online-tools-work-for-language-arts/\">What Online Tools Work for Teaching Language Arts?\u003c/a>\u003cstrong>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Like many teachers experimenting with blended learning methods, Bridgemohan doesn’t have it all figured out yet. She’s still refining her approach, trying new software, and ditching the things that don’t work. She’s found some success with \u003ca href=\"http://www.studyisland.com\">Study Island\u003c/a> for skill review because she can give them a lesson that they go back and review as they do the work. She finds it especially useful for grammar skills like comma usage and for sentence structure and organization tips.\u003c/p>\n\u003cp>Global Tech Prep also has new grading software called \u003ca href=\"http://www.jupitergrades.com/\">Jupiter Grades\u003c/a>, which has been branching into online testing. Bridgemohan has experimented with the software to give online tests, hoping to save herself some grading time. Still, her advice to any teacher dabbling in classroom technology is to take it slow.\u003c/p>\n\u003cp>“I think it’s important to not do it all together,” she said. “There are a lot of options and it can get overwhelming.” Various platforms have their own logins and passwords, which can be a headache. It’s a lot to get used to and Bridgemohan still uses traditional classroom techniques, like journal writing, reading out loud, and in-class discussion. She tries to use the technology when it saves time or helps a student focus, but doesn’t stress over incorporating it into everything.\u003c/p>\n\u003cp>\u003cstrong>SUPPORT FROM THE TOP\u003c/strong>\u003c/p>\n\u003cp>Russell is supportive of teachers like Bridgemohan who are trying new things, even within a cutthroat evaluation system that judges the school and its educators by limited metrics. “It can be really hard for the leader to shield the teacher from those traditional measures so that they can feel free to innovate,” Russell said. The spirit of innovation is not system-wide and thus teachers and principals still fear for their jobs if they can’t show improvement on tests.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Luckily, Russell and Bridgemohan have the support and guidance of other educators in New York. Many teachers across the country feel alone as they try to take advantage of new tools to improve their teaching, and their learning never gets shared with local peers. Perhaps one of the iZone’s biggest strengths is providing that type of community to its most forward-thinking educators.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Shifting Tactics: Rocketship Will Change its Computer Lab Model",
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"content": "\u003cfigure id=\"attachment_26678\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/shifting-tactics-rocketship-changes-computer-lab-model/img_7362-copy-2/\" rel=\"attachment wp-att-26678\">\u003cimg class=\"size-large wp-image-26678\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/IMG_7362-copy-2-620x374.jpg\" alt=\"Rocketship's Learning Lab.\" width=\"620\" height=\"374\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Rocketship's Learning Lab.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, a network of charter schools based in California, is changing the way students will use computers in its \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">Learning Labs.\u003c/a> Rather than spending chunks of time in computer labs with divided computer stations, students will be using computers in their classrooms, with the help of teachers and aids.\u003c/p>\n\u003cp>“The integration between the classroom and the Learning Lab was an area that could improve. That’s part of the reason that we made this shift,” said Charlie Bufalino, National Development Associate and former Online Learning Specialist at Rocketship. By moving computers back into the classroom, Rocketship is hoping to form a better connection to what students are doing on computers to what they're learning in class.\u003c/p>\n\u003cp>\u003cspan>In a \u003ca href=\"http://www.pbs.org/newshour/bb/education/july-dec12/rocket_12-28.html\">PBS Newshour special\u003c/a> last month, several teachers said that Learning Lab practice isn’t linked closely enough to what happens in class. Bufalino says that teachers have always been encouraged to use data from online learning to inform their teaching; that said, at its most basic level, the function of the Learning Lab was for skills practice, while teachers focused teaching on what they call higher order thinking skills in class. Now, Rocketship is hoping teachers will have more control over both.\u003cbr>\n\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The integration between the classroom and the Learning Lab needed improvement.\"\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan>\"The idea is that in this more flexible model, there will be more time for teachers to diagnose and look at the data,” Bufalino said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan>The data, however, can be overwhelming for teachers to analyze. Rocketship uses six different online programs, all with separate mechanisms and criteria for feedback. Rocketship’s national office has been working on building proprietary systems that unify all the data, so teachers look at one screen that compares apples to apples at a glance. Their integration system is aligned to the \u003c!--more-->Common Core and teachers can see if students have mastered a skill, what method they used, whether they tried and failed, even how hard they’ve been working on it. Rocketship also invests money into academic deans who visit classrooms, help teachers analyze data and use it to shape their lessons, and generally coach teachers on how they can improve.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan>“The data drives how we want to group students,” Bufalino said. “It shouldn’t be acceptable that we have these different learning modalities and then still have them moving together in class.” And that’s what was happening to some extent when the Learning Lab was separate from classroom instruction. Teachers taught essentially the same lesson to all students. With the new approach, Rocketship is hoping they can effectively group kids according to their skill sets.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan>Bufalino was quick to point out that the move away from Learning Labs doesn’t mean the model wasn’t working – Rocketship has consistently posted good math and literacy test scores. They even boast that their students, 90% of whom are low-income and 70% of whom are English Language Learners, have math scores that rival the wealthiest school districts in California.\u003c/span>\u003c/p>\n\u003cp>But Rocketship’s model \u003ca href=\"http://toped.svefoundation.org/2012/01/16/state-board-cde-staff-at-odds-on-charter/\">has been criticized as using “drill and kill”\u003c/a> computer games to keep students busy and to save money. But Bufalino says the computer software has helped learners who have fallen behind to catch up and high achievers to steam ahead. “The key is to see the program as a component to a larger academic plan,” he said. “It doesn't work if it’s the only thing, but when a teacher scaffolds learning on top of that practice and uses it to influence content, it can be very effective.”\u003c/p>\n\u003cp>Rocketship doesn’t have all the logistics worked out yet, but they are imagining that the change will mean combining classrooms so that teachers are working in teams with the Learning Lab mentors, directing some kids to work on computers, some to do small group work and others to receive tutoring or direct instruction.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Rocketship also hopes that by having their mentors in the same classroom with teachers they can begin to build a teacher pipeline.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_26678\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/shifting-tactics-rocketship-changes-computer-lab-model/img_7362-copy-2/\" rel=\"attachment wp-att-26678\">\u003cimg class=\"size-large wp-image-26678\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/IMG_7362-copy-2-620x374.jpg\" alt=\"Rocketship's Learning Lab.\" width=\"620\" height=\"374\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Rocketship's Learning Lab.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, a network of charter schools based in California, is changing the way students will use computers in its \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">Learning Labs.\u003c/a> Rather than spending chunks of time in computer labs with divided computer stations, students will be using computers in their classrooms, with the help of teachers and aids.\u003c/p>\n\u003cp>“The integration between the classroom and the Learning Lab was an area that could improve. That’s part of the reason that we made this shift,” said Charlie Bufalino, National Development Associate and former Online Learning Specialist at Rocketship. By moving computers back into the classroom, Rocketship is hoping to form a better connection to what students are doing on computers to what they're learning in class.\u003c/p>\n\u003cp>\u003cspan>In a \u003ca href=\"http://www.pbs.org/newshour/bb/education/july-dec12/rocket_12-28.html\">PBS Newshour special\u003c/a> last month, several teachers said that Learning Lab practice isn’t linked closely enough to what happens in class. Bufalino says that teachers have always been encouraged to use data from online learning to inform their teaching; that said, at its most basic level, the function of the Learning Lab was for skills practice, while teachers focused teaching on what they call higher order thinking skills in class. Now, Rocketship is hoping teachers will have more control over both.\u003cbr>\n\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The integration between the classroom and the Learning Lab needed improvement.\"\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan>\"The idea is that in this more flexible model, there will be more time for teachers to diagnose and look at the data,” Bufalino said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan>The data, however, can be overwhelming for teachers to analyze. Rocketship uses six different online programs, all with separate mechanisms and criteria for feedback. Rocketship’s national office has been working on building proprietary systems that unify all the data, so teachers look at one screen that compares apples to apples at a glance. Their integration system is aligned to the \u003c!--more-->Common Core and teachers can see if students have mastered a skill, what method they used, whether they tried and failed, even how hard they’ve been working on it. Rocketship also invests money into academic deans who visit classrooms, help teachers analyze data and use it to shape their lessons, and generally coach teachers on how they can improve.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan>“The data drives how we want to group students,” Bufalino said. “It shouldn’t be acceptable that we have these different learning modalities and then still have them moving together in class.” And that’s what was happening to some extent when the Learning Lab was separate from classroom instruction. Teachers taught essentially the same lesson to all students. With the new approach, Rocketship is hoping they can effectively group kids according to their skill sets.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan>Bufalino was quick to point out that the move away from Learning Labs doesn’t mean the model wasn’t working – Rocketship has consistently posted good math and literacy test scores. They even boast that their students, 90% of whom are low-income and 70% of whom are English Language Learners, have math scores that rival the wealthiest school districts in California.\u003c/span>\u003c/p>\n\u003cp>But Rocketship’s model \u003ca href=\"http://toped.svefoundation.org/2012/01/16/state-board-cde-staff-at-odds-on-charter/\">has been criticized as using “drill and kill”\u003c/a> computer games to keep students busy and to save money. But Bufalino says the computer software has helped learners who have fallen behind to catch up and high achievers to steam ahead. “The key is to see the program as a component to a larger academic plan,” he said. “It doesn't work if it’s the only thing, but when a teacher scaffolds learning on top of that practice and uses it to influence content, it can be very effective.”\u003c/p>\n\u003cp>Rocketship doesn’t have all the logistics worked out yet, but they are imagining that the change will mean combining classrooms so that teachers are working in teams with the Learning Lab mentors, directing some kids to work on computers, some to do small group work and others to receive tutoring or direct instruction.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Rocketship also hopes that by having their mentors in the same classroom with teachers they can begin to build a teacher pipeline.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_32789\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32789\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/love-learning.jpg\" alt=\"love learning\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/love-learning.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/love-learning-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/love-learning-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap-serif\">In his new book \u003cem>\u003ca href=\"http://www.danpink.com/books/to-sell-is-human\">To Sell is Human\u003c/a>\u003c/em>, author Daniel Pink reports that education is one of the fastest growing job categories in the country. And with this growth comes the opportunity to change the way educators envision their roles and their classrooms. Guided by findings in educational research and neuroscience, the emphasis on cognitive skills like computation and memorization is evolving to include less tangible, non-cognitive skills, like collaboration and improvisation.\u003c/p>\n\u003cp>Jobs in education, Pink said in a recent interview, are all about moving other people, changing their behavior, like getting kids to pay attention in class; getting teens to understand they need to look at their future and to therefore study harder. At the center of all this persuasion is selling: educators are sellers of ideas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"We have a lot of learned behavior of compliance, and hunger for external rewards and no real engagement.\"\u003c/p>\n\u003c/aside>\n\u003cp>Whether a teacher is presenting to her board or pitching a crowd of 12-year-olds on why Shakespeare was a genius, it’s all the art of persuasion. Though his new book has only been out a couple of weeks, Pink said he's already received many messages from teachers who agree that, “Yes, I sell. I sell students on poetry, on calculus, on biology.”\u003c/p>\n\u003cp>In fact, the business world has a lot to learn from educators: what motivates people, how to inspire people to perform well. But educators can also take a lesson from the commercial world: namely, teaching the complicated skill of \u003cem>finding\u003c/em> problems. In a recent study, Pink said school superintendents rated problem\u003cem>-\u003c/em>\u003cem>solving\u003c/em> as the top capability they wanted to instill. Corporate executives, however, rated problem-solving as seventh on their list of attributes in employees, but rated problem identification as the single most important skill. That is, the ability to suss out issues and challenges that aren't necessarily obvious. And this is where students could benefit from educators -- learning the process of identifying a problem.\u003c/p>\n\u003cp>“The premium has moved from problem solving to problem finding as a skill,” Pink said. “Right now, especially in the commercial world, if I know exactly what my problem is, I can find the solution to my own problem. I don't need someone to help me. Where I need help is when I don't \u003c!--more-->know what my problem is or when I'm wrong about what my problem is. Problem solving is an analytical, deductive kind of skill. The phrase ‘problem finding’ comes out of research on artists. It’s more of a conceptual kind of skill.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So how do educators help kids become problem-finders when they don’t know what the problem is or where the next one might be coming from? “A lot of people hate this word but I think we have to take it seriously, which is relevance,” Pink said. “There’s something to be said for connecting particular lessons to something in the real world.”\u003c/p>\n\u003cp>For instance, application of math principles, which has real relevance in the real world. “Even with my own kids, to some extent I see math has become an abstract code designed to get a right answer rather than seeing that math explains why this building is standing up, or why the traffic is going slow right now, or why the 49ers are kicking a field goal rather than going for first down.\"\u003c/p>\n\u003cp>\u003cstrong>DANGERS OF STANDARDIZATION\u003c/strong>\u003c/p>\n\u003cp>One of the big topics Pink tackles in his current book is the idea of moving from transactions to transcendence -- to making something personal. That's the best way to \"sell\" students on what they're learning, Pink maintains. This has been a recurring theme in education: connecting what's taught in classrooms to students' personal lives. But, as evidenced by current school dynamics, that's not the way the tide is moving.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/dan-pink-how-teachers-can-sell-love-of-learning-to-students/bookcoverjpeg-e1354078407704/\" rel=\"attachment wp-att-26622\">\u003cimg class=\"alignright size-full wp-image-26622\" title=\"bookcoverjpeg-e1354078407704\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/bookcoverjpeg-e1354078407704.jpg\" alt=\"\" width=\"275\" height=\"416\">\u003c/a>\"Most of our education is heavily, heavily, heavily standardized,\" Pink said. \"So, 11-year-olds are all together in one room. No 10-year-olds, and certainly no 13-year-olds. And [assuming that] all of those 11-year-olds are the same, we're going to put them all together in a 35-kid classroom. Every educator knows that doesn't work well. Every educator knows about differentiated instruction. The idea that you treat everybody the same way is foolish, and yet the headwinds in education are very much toward routines, right answer, standardization.\"\u003c/p>\n\u003cp>Why is it moving this way? One of the reasons, Pink said, is the “appalling” absence of leadership on this issue. “One of the things that I see as an outsider is that so much of education policy seems designed for the convenience of adults rather than the education of children,\" he said. \"Start time is a perfect example. Why do we do that? It’s more convenient for the teachers. Why do we have standardized testing? Because it’s unbelievably cheap. If you want to give real evaluations to kids, they have to be personalized, tailored to the kids, at the unit of one. Standardized testing: totally easy, totally cheap, and scales. Convenient for politicians and taxpayers.\"\u003c/p>\n\u003cp>With big changes coming in the form of Common Core State Standards, some fear the idea of standardized “one-size-fits-all” will become even more deeply embedded in education policy. While mastering a core set of literacies makes sense if it can turn students into effective citizens by becoming numerate and literate, Pink said the manner in which Common Core is implemented will determine its value. If Common Core is the only curriculum presented to students, then it runs into\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cem>\u003cstrong>RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">How to Connect School World to the Real World\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>the danger of becoming \"all about cramming facts.\" Knowing for a test that the 5th Amendment is about self-incrimination does not necessarily result in good citizenship.\u003c/p>\n\u003cp>The same principle applies to the big trend in games and learning, which sometimes results simply in rewards for rote knowledge and memorization. Games \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/whats-the-secret-sauce-to-a-great-educational-game/\">have the potential \u003c/a>to make math more relevant or engaging, Pink said, but if they lead to standardized thinking about getting to the one right answer, that can be problematic. It’s the carrot and stick thinking vestigial of a bygone era. If the only aim of a game is for points and badges, the game has little benefit for the player. For a game to be compelling and a good source of learning, it should be capable of providing rapid, robust, regular, and meaningful feedback. Social gaming, such as Minecraft, is one instantiation of this kind of salient feedback, Pink said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Standardized testing: totally easy, totally cheap, and scales. Convenient for politicians and taxpayers.\"\u003c/p>\n\u003c/aside>\n\u003cp>The standardized model of education is in dire need of an upgrade, producing students with skills that won’t serve them well outside the boundaries of school. Students who are \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/beyond-grades-and-trophies-teaching-kids-the-definition-of-success/\">driven by external rewards (grades, trophies)\u003c/a>, will be fare worse than those who are self-directed, motivated by freedom, challenge, and purpose, Pink wrote in his earlier book \u003cem>Drive.\u003c/em>\u003c/p>\n\u003cp>“Here’s the thing,” he said. “We have a lot of learned behavior of compliance, and hunger for external rewards and no real engagement. We have this belief that people perform better if we hit them with this endless arsenal of carrots and sticks: If-then motivators. To get to that engagement, people have to unlearn these deeply rooted habits. I defy you to find a two year old who is not engaged. That’s how we are out of the box.”\u003c/p>\n\u003cp>\u003cstrong>WHAT DRIVES US\u003c/strong>\u003c/p>\n\u003cp>As a student, Pink said he did what everyone else did -- he wrote a paper for a class, wrote it neatly, on time, and for a grade. But when he started writing for the school newspaper, things shifted in his mind. He realized it would reach his peers, and suddenly he was motivated to improve his writing. The same goes for any student, he said. “Those clues are right in front of us,” says Pink.\u003c/p>\n\u003cp>That's what \u003ca href=\"http://www.bigpicture.org/board-of-directors/dan-pink/.\">Big Pictures Schools\u003c/a>, a network of schools across the country, on which Pink serves as board member, are attempting to do. New students at these schools are asked questions about their interests. They could be interested in martial arts, ballet, baseball. Then teachers take the information, and build a curriculum around those particular interests.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cem>\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Teachers Can Prepare Students for a Connected World\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>Another way of personalizing learning, among many others, are DIY report cards. Even a fifth-grader has the wherewithal to say, “This is what I want to learn; this is what I want to accomplish; this is what I want to get better at.” Then he can look for ways to get feedback on his performance, so he can see that he’s making progress and see that he’s getting better at something.\u003c/p>\n\u003cp>“An educator in upstate New York did these DIY report cards, and they changed the way he taught,” Pink said. “When students assessed themselves, they held themselves to a higher standard. This changed the way he looked at the kids.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32789\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32789\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/love-learning.jpg\" alt=\"love learning\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/love-learning.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/love-learning-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/love-learning-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap-serif\">In his new book \u003cem>\u003ca href=\"http://www.danpink.com/books/to-sell-is-human\">To Sell is Human\u003c/a>\u003c/em>, author Daniel Pink reports that education is one of the fastest growing job categories in the country. And with this growth comes the opportunity to change the way educators envision their roles and their classrooms. Guided by findings in educational research and neuroscience, the emphasis on cognitive skills like computation and memorization is evolving to include less tangible, non-cognitive skills, like collaboration and improvisation.\u003c/p>\n\u003cp>Jobs in education, Pink said in a recent interview, are all about moving other people, changing their behavior, like getting kids to pay attention in class; getting teens to understand they need to look at their future and to therefore study harder. At the center of all this persuasion is selling: educators are sellers of ideas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"We have a lot of learned behavior of compliance, and hunger for external rewards and no real engagement.\"\u003c/p>\n\u003c/aside>\n\u003cp>Whether a teacher is presenting to her board or pitching a crowd of 12-year-olds on why Shakespeare was a genius, it’s all the art of persuasion. Though his new book has only been out a couple of weeks, Pink said he's already received many messages from teachers who agree that, “Yes, I sell. I sell students on poetry, on calculus, on biology.”\u003c/p>\n\u003cp>In fact, the business world has a lot to learn from educators: what motivates people, how to inspire people to perform well. But educators can also take a lesson from the commercial world: namely, teaching the complicated skill of \u003cem>finding\u003c/em> problems. In a recent study, Pink said school superintendents rated problem\u003cem>-\u003c/em>\u003cem>solving\u003c/em> as the top capability they wanted to instill. Corporate executives, however, rated problem-solving as seventh on their list of attributes in employees, but rated problem identification as the single most important skill. That is, the ability to suss out issues and challenges that aren't necessarily obvious. And this is where students could benefit from educators -- learning the process of identifying a problem.\u003c/p>\n\u003cp>“The premium has moved from problem solving to problem finding as a skill,” Pink said. “Right now, especially in the commercial world, if I know exactly what my problem is, I can find the solution to my own problem. I don't need someone to help me. Where I need help is when I don't \u003c!--more-->know what my problem is or when I'm wrong about what my problem is. Problem solving is an analytical, deductive kind of skill. The phrase ‘problem finding’ comes out of research on artists. It’s more of a conceptual kind of skill.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So how do educators help kids become problem-finders when they don’t know what the problem is or where the next one might be coming from? “A lot of people hate this word but I think we have to take it seriously, which is relevance,” Pink said. “There’s something to be said for connecting particular lessons to something in the real world.”\u003c/p>\n\u003cp>For instance, application of math principles, which has real relevance in the real world. “Even with my own kids, to some extent I see math has become an abstract code designed to get a right answer rather than seeing that math explains why this building is standing up, or why the traffic is going slow right now, or why the 49ers are kicking a field goal rather than going for first down.\"\u003c/p>\n\u003cp>\u003cstrong>DANGERS OF STANDARDIZATION\u003c/strong>\u003c/p>\n\u003cp>One of the big topics Pink tackles in his current book is the idea of moving from transactions to transcendence -- to making something personal. That's the best way to \"sell\" students on what they're learning, Pink maintains. This has been a recurring theme in education: connecting what's taught in classrooms to students' personal lives. But, as evidenced by current school dynamics, that's not the way the tide is moving.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/dan-pink-how-teachers-can-sell-love-of-learning-to-students/bookcoverjpeg-e1354078407704/\" rel=\"attachment wp-att-26622\">\u003cimg class=\"alignright size-full wp-image-26622\" title=\"bookcoverjpeg-e1354078407704\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/bookcoverjpeg-e1354078407704.jpg\" alt=\"\" width=\"275\" height=\"416\">\u003c/a>\"Most of our education is heavily, heavily, heavily standardized,\" Pink said. \"So, 11-year-olds are all together in one room. No 10-year-olds, and certainly no 13-year-olds. And [assuming that] all of those 11-year-olds are the same, we're going to put them all together in a 35-kid classroom. Every educator knows that doesn't work well. Every educator knows about differentiated instruction. The idea that you treat everybody the same way is foolish, and yet the headwinds in education are very much toward routines, right answer, standardization.\"\u003c/p>\n\u003cp>Why is it moving this way? One of the reasons, Pink said, is the “appalling” absence of leadership on this issue. “One of the things that I see as an outsider is that so much of education policy seems designed for the convenience of adults rather than the education of children,\" he said. \"Start time is a perfect example. Why do we do that? It’s more convenient for the teachers. Why do we have standardized testing? Because it’s unbelievably cheap. If you want to give real evaluations to kids, they have to be personalized, tailored to the kids, at the unit of one. Standardized testing: totally easy, totally cheap, and scales. Convenient for politicians and taxpayers.\"\u003c/p>\n\u003cp>With big changes coming in the form of Common Core State Standards, some fear the idea of standardized “one-size-fits-all” will become even more deeply embedded in education policy. While mastering a core set of literacies makes sense if it can turn students into effective citizens by becoming numerate and literate, Pink said the manner in which Common Core is implemented will determine its value. If Common Core is the only curriculum presented to students, then it runs into\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cem>\u003cstrong>RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">How to Connect School World to the Real World\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>the danger of becoming \"all about cramming facts.\" Knowing for a test that the 5th Amendment is about self-incrimination does not necessarily result in good citizenship.\u003c/p>\n\u003cp>The same principle applies to the big trend in games and learning, which sometimes results simply in rewards for rote knowledge and memorization. Games \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/whats-the-secret-sauce-to-a-great-educational-game/\">have the potential \u003c/a>to make math more relevant or engaging, Pink said, but if they lead to standardized thinking about getting to the one right answer, that can be problematic. It’s the carrot and stick thinking vestigial of a bygone era. If the only aim of a game is for points and badges, the game has little benefit for the player. For a game to be compelling and a good source of learning, it should be capable of providing rapid, robust, regular, and meaningful feedback. Social gaming, such as Minecraft, is one instantiation of this kind of salient feedback, Pink said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Standardized testing: totally easy, totally cheap, and scales. Convenient for politicians and taxpayers.\"\u003c/p>\n\u003c/aside>\n\u003cp>The standardized model of education is in dire need of an upgrade, producing students with skills that won’t serve them well outside the boundaries of school. Students who are \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/beyond-grades-and-trophies-teaching-kids-the-definition-of-success/\">driven by external rewards (grades, trophies)\u003c/a>, will be fare worse than those who are self-directed, motivated by freedom, challenge, and purpose, Pink wrote in his earlier book \u003cem>Drive.\u003c/em>\u003c/p>\n\u003cp>“Here’s the thing,” he said. “We have a lot of learned behavior of compliance, and hunger for external rewards and no real engagement. We have this belief that people perform better if we hit them with this endless arsenal of carrots and sticks: If-then motivators. To get to that engagement, people have to unlearn these deeply rooted habits. I defy you to find a two year old who is not engaged. That’s how we are out of the box.”\u003c/p>\n\u003cp>\u003cstrong>WHAT DRIVES US\u003c/strong>\u003c/p>\n\u003cp>As a student, Pink said he did what everyone else did -- he wrote a paper for a class, wrote it neatly, on time, and for a grade. But when he started writing for the school newspaper, things shifted in his mind. He realized it would reach his peers, and suddenly he was motivated to improve his writing. The same goes for any student, he said. “Those clues are right in front of us,” says Pink.\u003c/p>\n\u003cp>That's what \u003ca href=\"http://www.bigpicture.org/board-of-directors/dan-pink/.\">Big Pictures Schools\u003c/a>, a network of schools across the country, on which Pink serves as board member, are attempting to do. New students at these schools are asked questions about their interests. They could be interested in martial arts, ballet, baseball. Then teachers take the information, and build a curriculum around those particular interests.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cem>\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Teachers Can Prepare Students for a Connected World\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>Another way of personalizing learning, among many others, are DIY report cards. Even a fifth-grader has the wherewithal to say, “This is what I want to learn; this is what I want to accomplish; this is what I want to get better at.” Then he can look for ways to get feedback on his performance, so he can see that he’s making progress and see that he’s getting better at something.\u003c/p>\n\u003cp>“An educator in upstate New York did these DIY report cards, and they changed the way he taught,” Pink said. “When students assessed themselves, they held themselves to a higher standard. This changed the way he looked at the kids.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_26550\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/faces-of-the-new-higher-ed-learning-by-working/enstitute-fellows-2/\" rel=\"attachment wp-att-26550\">\u003cimg class=\"size-large wp-image-26550\" title=\"Enstitute-Fellows 2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Enstitute-Fellows-2-620x308.jpg\" alt=\"\" width=\"620\" height=\"308\">\u003c/a>Enstitute\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Going to college used to be the prescribed path to success, but today, students are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/five-secrets-to-succeeding-without-a-college-degree/\">considering different options\u003c/a>. The cost of a college education is soaring and many students are graduating with tens of thousands of dollars in debt. One response to the high cost of secondary education are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-you-need-to-know-about-moocs/\">Massive Open Online Courses (MOOCs)\u003c/a> offered by companies like \u003ca href=\"https://www.coursera.org/\">Coursera\u003c/a> or \u003ca href=\"https://www.edx.org/\">edX \u003c/a>that offer free online courses taught by well-known professors, but the jury is still out on how \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/\">employers will view qualifications \u003c/a>from MOOCs.\u003c/p>\n\u003cp>Students are now considering whether \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/should-college-education-follow-work-experience/\">work experience should come\u003c/a> even before college education. What if applicants already had a solid footing in the industries they hope to enter? That’s the mission of \u003ca href=\"http://enstituteu.com/about/\">Enstitute\u003c/a>, a New York City-based non-profit that's promoting the idea of learning by doing.\u003c/p>\n\u003cp>Co-founder Kane Sarhan developed Enstitute based on his personal experiences in college and in apprenticeships. He was a high achiever in university, but never felt very connected to what he studied until he started getting real-world experience through internships. Suddenly, the marketing terms used in class became relevant and there was a reason to understand them. His apprenticeships helped him get real-world job experience that he parlayed into a first job with more responsibility and higher pay than some of his peers who had graduated from top universities.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“We sat down with about a dozen HR departments before we started the program and they said the traditional indicators that they use for recruiting are starting to fail.”\u003c/p>\n\u003c/aside>\n\u003cp>His friends started coming to him asking for advice and he tried to help them out by connecting them to entrepreneurs in his circle. The hunger for those connections, for real skills and practical experience, was so strong that Sarhan decided to institutionalize the apprenticeship experience.\u003c/p>\n\u003cp>“We sat down with about a dozen HR departments before we started the program and they said the traditional indicators that they use for recruiting are starting to fail,” Sarhan said. Hiring \u003c!--more-->managers saw promise in Enstitute because new employees would come to them with practical skills – they wouldn’t have to spend valuable time retraining even the smartest entry-level applicant.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>HOW DOES IT WORK?\u003c/strong>\u003c/p>\n\u003cp>Enstitute, which raised funds to support their students from private investors, Microsoft Bing, and the Kauffman Foundation, welcomed its \u003ca href=\"http://enstituteu.com/4-columns/\">first class of 11 fellows\u003c/a> in September of 2012. They've each been placed in a tech start-up where they'll work and learn for two years. They rotate between different divisions of the company, learning each aspect of the business before being given one area of focus. Enstitute does weekly check-ins with fellows to follow their learning progress and monthly check-ins with the host-companies to make sure the experience remains substantive.\u003c/p>\n\u003cp>Fellows also have six to eight hours of coursework per week, a mixture of online and offline work. Enstitute partners with \u003ca href=\"http://www.skillshare.com/\">SkillShare\u003c/a>, \u003ca href=\"http://teamtreehouse.com/\">Treehouse\u003c/a>, \u003ca href=\"http://generalassemb.ly/\">GeneralAssembly\u003c/a>, as well as private corporations like the Economist and MOOCs, which provide the courses meant to solidify the foundations of what they're doing on the job. The courses also focus on things like critical thinking and problem solving, written communication, verbal communication and presentation, as well as elective subjects in liberal arts, competency in basic business technology, and front- and back-end development.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[\u003cem>RELATED: \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/em>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>In its pilot year, fellows get paid $200 per week and are given free room and board at a loft Enstitute rents in New York. The first year's fellows have not had to pay for the education, but in the future, Sarhan predicts there will be a nominal fee of $1,500 per year to cover the cost of online courses. He also expects the weekly stipend paid by companies to increase. The first eleven fellows are an exceptionally driven bunch, he said, and most already have experience with tech start-ups.\u003c/p>\n\u003cp>\u003cstrong>WILL THEY GET JOBS?\u003c/strong>\u003c/p>\n\u003cp>Sarhan is intently focused on trying to make sure Enstitute fellows emerge from the program as competitive candidates for good jobs at companies of all sizes. He’s confident that the on-the-job skills they're learning from their internships already put them a step above peers emerging from elite institutions with little experience.\u003c/p>\n\u003cp>But he’s also making connections with as many companies as he can, selling the Enstitute model. He’s creating a recruiting pipeline with employers on the other end who know exactly the kind of experience they're cultivating. Additionally, the “credential” that fellows receive from Enstitute is what amounts to a real-world portfolio of their work. They can demonstrate the projects they\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cem>\u003cstrong>\u003cem>RELATED\u003c/em>:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/should-college-education-follow-work-experience/\">Should Work Experience Come Before College Education?\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>worked on during their apprenticeships, recommendations from their \u003ca href=\"http://enstituteu.com/entrepenuers/\">entrepreneur-mentors\u003c/a>, peers and Enstitute staff, as well as the results of their online coursework. Taken together, Sarhan hopes it will paint a compelling picture of competence.\u003c/p>\n\u003cp>\u003cstrong>THE FUTURE FOR ENSTITUTE\u003c/strong>\u003c/p>\n\u003cp>The company is currently accepting applications for their next set of fellows and have added digital media/advertising and non-profit/social good apprenticeships to the industry list they offer.\u003c/p>\n\u003cp>“At scale we see Enstitute working with any small to medium sized company in this country to place an apprentice, so anyone can learn on the job,” Sarhan said. That means flower shops or restaurants or auto body shops could all teach their trade through an apprenticeship. The founders want to take the program global, connecting international fellows to companies in their own communities. Sarhan said he's committed to keeping the program affordable and getting apprentices paid through the company. He doesn’t think anyone should have to go into debt to find their career path.\u003c/p>\n\u003cp>Stanford professor Sebastian Thrun, who launched \u003ca href=\"http://www.udacity.com\">Udacity\u003c/a>, free online higher-ed classes, sees this kind of new model emerging for what comes after high school.\u003c/p>\n\u003cp>Rather than having higher education be tangentially related to some future idea of a job, Thrun believes that equation will change.“I’d love to see a time when job choices we make reinforce education,” \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/\">Thrun said\u003c/a>. “We don’t put education first and job second, but the job begins much much earlier in a way to motivate the education.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26550\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/faces-of-the-new-higher-ed-learning-by-working/enstitute-fellows-2/\" rel=\"attachment wp-att-26550\">\u003cimg class=\"size-large wp-image-26550\" title=\"Enstitute-Fellows 2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Enstitute-Fellows-2-620x308.jpg\" alt=\"\" width=\"620\" height=\"308\">\u003c/a>Enstitute\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Going to college used to be the prescribed path to success, but today, students are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/five-secrets-to-succeeding-without-a-college-degree/\">considering different options\u003c/a>. The cost of a college education is soaring and many students are graduating with tens of thousands of dollars in debt. One response to the high cost of secondary education are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-you-need-to-know-about-moocs/\">Massive Open Online Courses (MOOCs)\u003c/a> offered by companies like \u003ca href=\"https://www.coursera.org/\">Coursera\u003c/a> or \u003ca href=\"https://www.edx.org/\">edX \u003c/a>that offer free online courses taught by well-known professors, but the jury is still out on how \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/\">employers will view qualifications \u003c/a>from MOOCs.\u003c/p>\n\u003cp>Students are now considering whether \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/should-college-education-follow-work-experience/\">work experience should come\u003c/a> even before college education. What if applicants already had a solid footing in the industries they hope to enter? That’s the mission of \u003ca href=\"http://enstituteu.com/about/\">Enstitute\u003c/a>, a New York City-based non-profit that's promoting the idea of learning by doing.\u003c/p>\n\u003cp>Co-founder Kane Sarhan developed Enstitute based on his personal experiences in college and in apprenticeships. He was a high achiever in university, but never felt very connected to what he studied until he started getting real-world experience through internships. Suddenly, the marketing terms used in class became relevant and there was a reason to understand them. His apprenticeships helped him get real-world job experience that he parlayed into a first job with more responsibility and higher pay than some of his peers who had graduated from top universities.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“We sat down with about a dozen HR departments before we started the program and they said the traditional indicators that they use for recruiting are starting to fail.”\u003c/p>\n\u003c/aside>\n\u003cp>His friends started coming to him asking for advice and he tried to help them out by connecting them to entrepreneurs in his circle. The hunger for those connections, for real skills and practical experience, was so strong that Sarhan decided to institutionalize the apprenticeship experience.\u003c/p>\n\u003cp>“We sat down with about a dozen HR departments before we started the program and they said the traditional indicators that they use for recruiting are starting to fail,” Sarhan said. Hiring \u003c!--more-->managers saw promise in Enstitute because new employees would come to them with practical skills – they wouldn’t have to spend valuable time retraining even the smartest entry-level applicant.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>HOW DOES IT WORK?\u003c/strong>\u003c/p>\n\u003cp>Enstitute, which raised funds to support their students from private investors, Microsoft Bing, and the Kauffman Foundation, welcomed its \u003ca href=\"http://enstituteu.com/4-columns/\">first class of 11 fellows\u003c/a> in September of 2012. They've each been placed in a tech start-up where they'll work and learn for two years. They rotate between different divisions of the company, learning each aspect of the business before being given one area of focus. Enstitute does weekly check-ins with fellows to follow their learning progress and monthly check-ins with the host-companies to make sure the experience remains substantive.\u003c/p>\n\u003cp>Fellows also have six to eight hours of coursework per week, a mixture of online and offline work. Enstitute partners with \u003ca href=\"http://www.skillshare.com/\">SkillShare\u003c/a>, \u003ca href=\"http://teamtreehouse.com/\">Treehouse\u003c/a>, \u003ca href=\"http://generalassemb.ly/\">GeneralAssembly\u003c/a>, as well as private corporations like the Economist and MOOCs, which provide the courses meant to solidify the foundations of what they're doing on the job. The courses also focus on things like critical thinking and problem solving, written communication, verbal communication and presentation, as well as elective subjects in liberal arts, competency in basic business technology, and front- and back-end development.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[\u003cem>RELATED: \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/em>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>In its pilot year, fellows get paid $200 per week and are given free room and board at a loft Enstitute rents in New York. The first year's fellows have not had to pay for the education, but in the future, Sarhan predicts there will be a nominal fee of $1,500 per year to cover the cost of online courses. He also expects the weekly stipend paid by companies to increase. The first eleven fellows are an exceptionally driven bunch, he said, and most already have experience with tech start-ups.\u003c/p>\n\u003cp>\u003cstrong>WILL THEY GET JOBS?\u003c/strong>\u003c/p>\n\u003cp>Sarhan is intently focused on trying to make sure Enstitute fellows emerge from the program as competitive candidates for good jobs at companies of all sizes. He’s confident that the on-the-job skills they're learning from their internships already put them a step above peers emerging from elite institutions with little experience.\u003c/p>\n\u003cp>But he’s also making connections with as many companies as he can, selling the Enstitute model. He’s creating a recruiting pipeline with employers on the other end who know exactly the kind of experience they're cultivating. Additionally, the “credential” that fellows receive from Enstitute is what amounts to a real-world portfolio of their work. They can demonstrate the projects they\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cem>\u003cstrong>\u003cem>RELATED\u003c/em>:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/should-college-education-follow-work-experience/\">Should Work Experience Come Before College Education?\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>worked on during their apprenticeships, recommendations from their \u003ca href=\"http://enstituteu.com/entrepenuers/\">entrepreneur-mentors\u003c/a>, peers and Enstitute staff, as well as the results of their online coursework. Taken together, Sarhan hopes it will paint a compelling picture of competence.\u003c/p>\n\u003cp>\u003cstrong>THE FUTURE FOR ENSTITUTE\u003c/strong>\u003c/p>\n\u003cp>The company is currently accepting applications for their next set of fellows and have added digital media/advertising and non-profit/social good apprenticeships to the industry list they offer.\u003c/p>\n\u003cp>“At scale we see Enstitute working with any small to medium sized company in this country to place an apprentice, so anyone can learn on the job,” Sarhan said. That means flower shops or restaurants or auto body shops could all teach their trade through an apprenticeship. The founders want to take the program global, connecting international fellows to companies in their own communities. Sarhan said he's committed to keeping the program affordable and getting apprentices paid through the company. He doesn’t think anyone should have to go into debt to find their career path.\u003c/p>\n\u003cp>Stanford professor Sebastian Thrun, who launched \u003ca href=\"http://www.udacity.com\">Udacity\u003c/a>, free online higher-ed classes, sees this kind of new model emerging for what comes after high school.\u003c/p>\n\u003cp>Rather than having higher education be tangentially related to some future idea of a job, Thrun believes that equation will change.“I’d love to see a time when job choices we make reinforce education,” \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/\">Thrun said\u003c/a>. “We don’t put education first and job second, but the job begins much much earlier in a way to motivate the education.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_26475\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/five-secrets-to-succeeding-without-a-college-degree/attachment/119629056/\" rel=\"attachment wp-att-26475\">\u003cimg class=\"size-large wp-image-26475\" title=\"119629056\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/119629056-620x411.jpg\" alt=\"\" width=\"620\" height=\"411\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>By Nikhil Goyal\u003c/h5>\n\u003cp class=\"dropcap-serif\">British rapper-poet Suli Amoako recently launched a video,\u003ca href=\"http://www.youtube.com/watch?v=y_ZmM7zPLyI\" target=\"_blank\"> “Why I Hate School, But Love Education,”\u003c/a> that has been making rounds all over the Internet. He calls for young people to “understand your motives and reassess your aims” and provides outliers in history that have done very well for themselves and society without formal schooling.\u003c/p>\n\u003cp>The final line of the video is: “There’s more than one way to be an educated man.” Amoako’s on the mark.\u003c/p>\n\u003cp>In the book \u003ca href=\"http://www.amazon.com/Millionaire-Mind-Thomas-J-Stanley/dp/0740718584\">\u003cem>The Millionaire Mind\u003c/em>\u003c/a>, Dr. Thomas J. Stanley conducted an extensive survey of more than 1,000 millionaires in the United States. He approximated that the average collegiate GPA for a self-made millionaire is 2.76. New York Times columnist David Brooks jokes, “You know all those morons who sat in the back of the classrooms goofing off? In a few years you’re going to have a new name for them: Boss.” What’s more, people with the highest life satisfaction are more likely to drop out of school, according to research from psychologist Edward Diener.\u003c/p>\n\u003cp>Before you accuse me of calling for millions of students to drop out of school, let me make a few things clear: First, if you have viable alternative, dropping out may be the best option for you. But as always, one-size-does-not-fit-all. Second, we have many lessons to learn from successful people who have done poorly, dropped out, never went, or just hated school. A common thread strings them together — a serious commitment to lifelong learning and a desire to screw with the status quo. Here, five secrets of the great “uneducated.”\u003c/p>\n\u003ch4>\u003cstrong>1. NEVER STOP PLAYING.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>\u003ca href=\"http://www.amazon.com/Steve-Jobs-Walter-Isaacson/dp/1451648537\" target=\"_blank\">If not for Steve Jobs’ adopted father, Paul\u003c/a>, who instilled a love of learning and tinkering within him, we may not have Apple today. He taught Jobs “how to build things, how to take things apart, [and] put things back together.” He exposed him to electronics and mechanics, planting the seeds of design and inquiry within the young innovator that would be later exemplified in Apple products like the iPhone and Macbook.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While Jobs abhorred going to school and almost got his curiosity “beaten” out of him, he never stopped playing be it during his tenure at Apple or his stint at Pixar. Extraordinary innovators never stop playing. “Work hard, play hard,” as the Wiz Khalifa tune goes. For his entire life, Jobs, unlike most human beings, was able to “retain a sizable portion of…[his] childhood spirit despite the pressures and demands of adulthood” — a characteristic called \u003ca href=\"http://www.nytimes.com/2006/12/10/magazine/10section3a.t-3.html\" target=\"_blank\">psychological neoteny\u003c/a>. Jobs neve\u003c!--more-->r lost that childhood-like sense of wonder and burst of imagination. In his new book, \u003ca href=\"http://powerseductionandwar.com/\" target=\"_blank\">\u003cem>Mastery\u003c/em>\u003c/a>, Robert Greene argues that as we mature into adulthood, “we no longer look at things as they are, noticing their details, or wonder why they exist. Our minds gradually lighten up.” Childhood has become an endangered species.\u003c/p>\n\u003cp>As M.I.T. Media Lab director \u003ca href=\"http://joi.ito.com/weblog/2009/12/15/neoteny.html\">Joichi Ito puts it\u003c/a>, let’s “allow neoteny to guide us beyond the rigid frameworks and dogma created by adults.”\u003c/p>\n\u003ch4>\u003cstrong>2. FIND AN APPRENTICESHIP.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>Master teacher at the Acton School of Business Jeff Sandefer has this radical thought, ”Let’s close the public schools and shutter America’s universities… Instead, let children teach themselves and find an apprenticeship at an early age.” Mostly associated with the pre-industrial age, apprenticeships were actually a hot ticket into the working class of America. Today, \u003ca href=\"http://www.npr.org/2012/07/26/157033600/bypassing-college-dreams-a-different-road-to-work\" target=\"_blank\">only 0.3% of the American workforce are apprentices\u003c/a>, according to a report from American University economist Robert Lerman.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should Be Messy\u003c/a>]\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>To name a few notable figures, John Frieda, Ozzy Osborne, and Benjamin Franklin all opted out of a higher learning institution for an apprenticeship. Take Franklin. At age 12, \u003ca href=\"http://www.amazon.com/Benjamin-Franklin-American-Walter-Isaacson/dp/074325807X\" target=\"_blank\">his first apprenticeship was under his brother\u003c/a> in a printing shop. There, he exhausted sums of books, even skipping meals in order to fuel his literary obsession. Franklin’s apprenticeship would \u003ca href=\"http://www.amazon.com/Mastery-Robert-Greene/dp/0670024961\" target=\"_blank\">end on a sour note\u003c/a>, however. He ran away after his brother would not publish his writings. He would later find work in \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/five-secrets-to-succeeding-without-a-college-degree/attachment/139739543/\" rel=\"attachment wp-att-26478\">\u003cimg class=\"alignright size-medium wp-image-26478\" title=\"139739543\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/139739543-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>Philadelphia and London, clashing with sporadic unemployment along with whetting his publishing and writing skills. Later, Franklin and a business partner would start their own printing shop in Philadelphia. All of these experiences combined would assist him as he climbed up the ranks of American colonial society, eventually becoming one of the Founding Fathers of this country.\u003c/p>\n\u003cp>Learning by doing is the best way to learn anything. Organizations like Enstitute, a two year apprenticeship-based educational experience designed to turn incubators, companies, and start-ups into classrooms for 18-24 year-olds, are trying to make this method of learning cool again. In \u003cem>Mastery\u003c/em>, Greene writes, “Masters in history: a youthful passion or predilection, a chance encounter that allows them to discover how to apply it, an apprenticeship in which they come alive with energy and focus. This intense connection and desire allows them to withstand the pain of the process — the self-doubts, the tedious hours of practice and study, the inevitable setbacks, the endless barbs from the envious.”\u003c/p>\n\u003ch4>\u003cstrong>3. \"DON'T LET THE NOISE OF OTHER'S OPINIONS DROWN OUT YOUR INNER VOICE.\"\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>The quote above was stated by Steve Jobs during his infamous Stanford commencement speech in 2005. Throughout history, we’ve accumulated a drove of case studies of teachers and schools writing off students because they weren’t able to or didn’t want to fit into the mold of formal education. Some students’ spirits have been so disheartened that they felt they weren’t good at anything and they had no place in this world. Winston Churchill was one who perfectly fit this description. Hindered by a speech impediment, he was a terrible and rebellious student, generally garnering some of the lowest grades in his classes. Churchill’s teachers, \u003ca href=\"http://www.forbes.com/sites/carolinehoward/2013/01/11/in-defense-of-skipping-college-and-enrolling-in-the-real-world/books.google.com/books?isbn=0393062309\" target=\"_blank\">in their reports\u003c/a>, labeled him as “lazy, arrogant, willful, naughty, and unpunctual.”\u003c/p>\n\u003cp>But he never gave into their taunts. He kept hustling. He enrolled into the military. He then ran for office and had to deal with a few devastating blows –\u003ca href=\"http://www.notablebiographies.com/Ch-Co/Churchill-Winston.html#b\" target=\"_blank\"> losing countless elections\u003c/a>, more than any statesmen in British history. He defied the naysayers time after time and would eventually be lauded as the “savior of his country.” As Churchill put it bluntly, “You have enemies? Good. That means you’ve stood up for something, sometime in your life.” So much for school.\u003c/p>\n\u003ch4>\u003cstrong>4. NEVER STOP FAILING.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>When we discuss the stories of very successful people, we often neglect to mention the person’s journey to get to that point. We leave out their failures and the days when they wanted to quit and move on. We shouldn’t. We should put this segment of their lives under a microscope and study it genuinely.\u003c/p>\n\u003cp>Thomas Edison is perhaps one of America’s most marvelous failures. He just couldn’t stop failing. \u003ca href=\"http://www.forbes.com/sites/carolinehoward/2013/01/11/in-defense-of-skipping-college-and-enrolling-in-the-real-world/Called%20an%20%22addled-brain%22:%20http://news.google.com/newspapers?nid=1300&dat=19470927&id=6QhFAAAAIBAJ&sjid=vL0DAAAAIBAJ&pg=2585,8591190%20Called%20an%20%22addled-brain%22:%20http://news.google.com/newspapers?nid=1300&dat=19470927&id=6QhFAAAAIBAJ&sjid=vL0DAAAAIBAJ&pg=2585,8591190\" target=\"_blank\">Called an “addled-brain”\u003c/a> by a schoolmaster, Edison had only three months of formal schooling. \u003ca href=\"http://www.timetoast.com/timelines/7891\" target=\"_blank\">At age 12\u003c/a>, he became a candy butcher on a train from Port Huron to Detroit , selling items like newspapers, fruit, snacks, and candy to passengers. Interestingly enough, a boy who was insanely curious about science and reading, created a makeshift laboratory in the empty baggage car of the train, where he would conduct chemical experiments, and started a printing press where he ran\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/\">How Do We Prepare Our Children For What's Next?\u003c/a>\u003cstrong>]\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>copies of the “Grand Trunk Herald.” How oblivious were these conductors and passengers? Edison’s laboratory activities were abruptly terminated after a experiment in the lab started a fire. Now with a sudden hearing loss, he jumped from job to job, because he kept getting fired. Edison’s overall grit and devotion to learning was unwavering. He did not see separate experiments into successes and failures, only learning experiences. Edison had an intrinsic hunger and drive to solve problems he witnessed in the world.\u003c/p>\n\u003cp>It was the Wizard of Menlo Park who famously said, “I have not failed 700 times. I’ve succeeded in proving 700 ways how not to build a lightbulb.” One event in Edison’s life represents this well. \u003ca href=\"http://books.google.com/books/about/Edison.html?id=qN83AAAAMAAJ\" target=\"_blank\">In December 1914\u003c/a>, when Edison was 67 years-old, a fire wiped out his factory, a place where he had spent a decade of his life and a lot of money in hope of developing a nickel-alkaline storage battery. On the spot, as the flames continued to roar, he confirmed that he would rebuild the laboratories. Almost as an afterthought, \u003ca href=\"http://speeches.byu.edu/?act=viewitem&id=869\" target=\"_blank\">he added\u003c/a>, “Oh, by the way. Anybody know where we can get some money?” And a mere three weeks after the fire, Edison shipped the first phonograph. Drawing from luminaries like Edison, the future belongs to the ones who\u003ca href=\"http://www.washingtonpost.com/blogs/innovations/post/the-new-fail-fail-fast-fail-early-and-fail-often/2012/05/30/gJQAKA891U_blog.html\" target=\"_blank\"> “fail fast, fail early, and fail often.”\u003c/a>\u003c/p>\n\u003ch4>\u003cstrong>5. NEVER ASK FOR PERMISSION TO DO SOMETHING REMARKABLE.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>For most of our childhoods, adults and our parents dictated what we did most of the day. If we wanted to try something out of the norm, we needed their approval and permission. Party due to the “do this, do that” nature of schooling, we become acclimated to an domain where we don’t like to do new things, but rather stick in our shell of expertise. Too many people never leave that mindset. In addition, \u003ca href=\"http://www.guardian.co.uk/lifeandstyle/2012/feb/01/top-five-regrets-of-the-dying\" target=\"_blank\">the No. 3 regret of the dying\u003c/a> is “I wish I’d the courage to express my feelings.” We have to stop waiting on the world to change.\u003c/p>\n\u003cp>Take Richard Brason. He was miles away from a stellar student. Since he had dyslexia, he could not comprehend any of his schoolwork, flunked IQ tests, and deemed lazy and stupid by his teachers. \u003ca href=\"http://www.guardian.co.uk/lifeandstyle/2010/apr/03/richard-branson-interview\" target=\"_blank\">Outside of school,\u003c/a> Branson’s brush with entrepreneurship began when he decided to grow Christmas trees at a local farm and breed budgerigars. Both businesses ultimately failed. But it taught him immensely about the importance of constantly making mistakes and recovering from them.\u003c/p>\n\u003cp>In terms of school, after nearly failing out of Scaitcliffe School, Branson transferred to the Stowe School, a boarding school in Buckinghamshire, England. There, he sought safe haven in the library.\u003ca href=\"http://money.cnn.com/magazines/business2/business2_archive/2006/08/01/8382250/\" target=\"_blank\"> At age 16\u003c/a>, Branson launched a youth-culture periodical called \u003cem>Student Magazine\u003c/em>, sporting columns and interviews from novelists James Baldwin and Alice Walker and existentialist Jean-Paul Sartre.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[\u003c/strong>\u003cem>\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">How We Can Connect School Life to Real Life\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>After the first issue was published, \u003ca href=\"http://www.stowe.co.uk/news-and-events/news-archive/151/sir-richard-branson-returns-to-stowe\" target=\"_blank\">the headmaster at Stowe School\u003c/a>, who thought highly of the high school dropout, declared, “Congratulations Branson. I predict you will either go to prison or become a millionaire.” Indeed, Branson would go on to accomplish both feats. Soon enough, Branson persuaded his parents to pursue his startup full-time and dropped out of high school. In order to keep Student Magazine alive, Branson decided to run ads that offered records at discount prices. Stunned by the high volume of orders, he set up shop and founded Virgin Records. The rest is history.\u003c/p>\n\u003cp>Today, the Virgin billionaire and thrill-seeker is flying high, literally and is the chairman of the Virgin Group of more than 400 companies around the globe. Branson would not be who he is today if he decided to play it safe and put up with the grueling and useless days of schooling. He took a risk and it certainly paid off.\u003c/p>\n\u003cp>The moral of the story is: Go change the world yourself. We are waiting. The future is here and is ripe for disruption. Go against the grain and take full advantage of the moment. There has never been a better time to be an innovator and dreamer in America.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Nikhil Goyal is a senior at Syosset High School in Woodbury, New York, and the author of \u003ca href=\"http://www.amazon.com/gp/product/0974525219/ref=cm_cr_pr_product_top\">One Size Does Not Fit All: A Student’s Assessment of School.\u003c/a> This post originally appeared on \u003ca href=\"http://www.forbes.com/sites/carolinehoward/2013/01/11/in-defense-of-skipping-college-and-enrolling-in-the-real-world/?utm_campaign=forbestwittersf&utm_source=twitter&utm_medium=social\">Forbes\u003c/a>.\u003ca href=\"http://www.amazon.com/gp/product/0974525219/ref=cm_cr_pr_product_top\">\u003cbr>\n\u003c/a>\u003c/em>\u003c/p>\n\n",
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"description": "Getty By Nikhil Goyal British rapper-poet Suli Amoako recently launched a video, “Why I Hate School, But Love Education,” that has been making rounds all over the Internet. He calls for young people to “understand your motives and reassess your aims” and provides outliers in history that have done very well for themselves and society",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26475\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/five-secrets-to-succeeding-without-a-college-degree/attachment/119629056/\" rel=\"attachment wp-att-26475\">\u003cimg class=\"size-large wp-image-26475\" title=\"119629056\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/119629056-620x411.jpg\" alt=\"\" width=\"620\" height=\"411\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>By Nikhil Goyal\u003c/h5>\n\u003cp class=\"dropcap-serif\">British rapper-poet Suli Amoako recently launched a video,\u003ca href=\"http://www.youtube.com/watch?v=y_ZmM7zPLyI\" target=\"_blank\"> “Why I Hate School, But Love Education,”\u003c/a> that has been making rounds all over the Internet. He calls for young people to “understand your motives and reassess your aims” and provides outliers in history that have done very well for themselves and society without formal schooling.\u003c/p>\n\u003cp>The final line of the video is: “There’s more than one way to be an educated man.” Amoako’s on the mark.\u003c/p>\n\u003cp>In the book \u003ca href=\"http://www.amazon.com/Millionaire-Mind-Thomas-J-Stanley/dp/0740718584\">\u003cem>The Millionaire Mind\u003c/em>\u003c/a>, Dr. Thomas J. Stanley conducted an extensive survey of more than 1,000 millionaires in the United States. He approximated that the average collegiate GPA for a self-made millionaire is 2.76. New York Times columnist David Brooks jokes, “You know all those morons who sat in the back of the classrooms goofing off? In a few years you’re going to have a new name for them: Boss.” What’s more, people with the highest life satisfaction are more likely to drop out of school, according to research from psychologist Edward Diener.\u003c/p>\n\u003cp>Before you accuse me of calling for millions of students to drop out of school, let me make a few things clear: First, if you have viable alternative, dropping out may be the best option for you. But as always, one-size-does-not-fit-all. Second, we have many lessons to learn from successful people who have done poorly, dropped out, never went, or just hated school. A common thread strings them together — a serious commitment to lifelong learning and a desire to screw with the status quo. Here, five secrets of the great “uneducated.”\u003c/p>\n\u003ch4>\u003cstrong>1. NEVER STOP PLAYING.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>\u003ca href=\"http://www.amazon.com/Steve-Jobs-Walter-Isaacson/dp/1451648537\" target=\"_blank\">If not for Steve Jobs’ adopted father, Paul\u003c/a>, who instilled a love of learning and tinkering within him, we may not have Apple today. He taught Jobs “how to build things, how to take things apart, [and] put things back together.” He exposed him to electronics and mechanics, planting the seeds of design and inquiry within the young innovator that would be later exemplified in Apple products like the iPhone and Macbook.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While Jobs abhorred going to school and almost got his curiosity “beaten” out of him, he never stopped playing be it during his tenure at Apple or his stint at Pixar. Extraordinary innovators never stop playing. “Work hard, play hard,” as the Wiz Khalifa tune goes. For his entire life, Jobs, unlike most human beings, was able to “retain a sizable portion of…[his] childhood spirit despite the pressures and demands of adulthood” — a characteristic called \u003ca href=\"http://www.nytimes.com/2006/12/10/magazine/10section3a.t-3.html\" target=\"_blank\">psychological neoteny\u003c/a>. Jobs neve\u003c!--more-->r lost that childhood-like sense of wonder and burst of imagination. In his new book, \u003ca href=\"http://powerseductionandwar.com/\" target=\"_blank\">\u003cem>Mastery\u003c/em>\u003c/a>, Robert Greene argues that as we mature into adulthood, “we no longer look at things as they are, noticing their details, or wonder why they exist. Our minds gradually lighten up.” Childhood has become an endangered species.\u003c/p>\n\u003cp>As M.I.T. Media Lab director \u003ca href=\"http://joi.ito.com/weblog/2009/12/15/neoteny.html\">Joichi Ito puts it\u003c/a>, let’s “allow neoteny to guide us beyond the rigid frameworks and dogma created by adults.”\u003c/p>\n\u003ch4>\u003cstrong>2. FIND AN APPRENTICESHIP.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>Master teacher at the Acton School of Business Jeff Sandefer has this radical thought, ”Let’s close the public schools and shutter America’s universities… Instead, let children teach themselves and find an apprenticeship at an early age.” Mostly associated with the pre-industrial age, apprenticeships were actually a hot ticket into the working class of America. Today, \u003ca href=\"http://www.npr.org/2012/07/26/157033600/bypassing-college-dreams-a-different-road-to-work\" target=\"_blank\">only 0.3% of the American workforce are apprentices\u003c/a>, according to a report from American University economist Robert Lerman.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should Be Messy\u003c/a>]\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>To name a few notable figures, John Frieda, Ozzy Osborne, and Benjamin Franklin all opted out of a higher learning institution for an apprenticeship. Take Franklin. At age 12, \u003ca href=\"http://www.amazon.com/Benjamin-Franklin-American-Walter-Isaacson/dp/074325807X\" target=\"_blank\">his first apprenticeship was under his brother\u003c/a> in a printing shop. There, he exhausted sums of books, even skipping meals in order to fuel his literary obsession. Franklin’s apprenticeship would \u003ca href=\"http://www.amazon.com/Mastery-Robert-Greene/dp/0670024961\" target=\"_blank\">end on a sour note\u003c/a>, however. He ran away after his brother would not publish his writings. He would later find work in \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/five-secrets-to-succeeding-without-a-college-degree/attachment/139739543/\" rel=\"attachment wp-att-26478\">\u003cimg class=\"alignright size-medium wp-image-26478\" title=\"139739543\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/139739543-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>Philadelphia and London, clashing with sporadic unemployment along with whetting his publishing and writing skills. Later, Franklin and a business partner would start their own printing shop in Philadelphia. All of these experiences combined would assist him as he climbed up the ranks of American colonial society, eventually becoming one of the Founding Fathers of this country.\u003c/p>\n\u003cp>Learning by doing is the best way to learn anything. Organizations like Enstitute, a two year apprenticeship-based educational experience designed to turn incubators, companies, and start-ups into classrooms for 18-24 year-olds, are trying to make this method of learning cool again. In \u003cem>Mastery\u003c/em>, Greene writes, “Masters in history: a youthful passion or predilection, a chance encounter that allows them to discover how to apply it, an apprenticeship in which they come alive with energy and focus. This intense connection and desire allows them to withstand the pain of the process — the self-doubts, the tedious hours of practice and study, the inevitable setbacks, the endless barbs from the envious.”\u003c/p>\n\u003ch4>\u003cstrong>3. \"DON'T LET THE NOISE OF OTHER'S OPINIONS DROWN OUT YOUR INNER VOICE.\"\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>The quote above was stated by Steve Jobs during his infamous Stanford commencement speech in 2005. Throughout history, we’ve accumulated a drove of case studies of teachers and schools writing off students because they weren’t able to or didn’t want to fit into the mold of formal education. Some students’ spirits have been so disheartened that they felt they weren’t good at anything and they had no place in this world. Winston Churchill was one who perfectly fit this description. Hindered by a speech impediment, he was a terrible and rebellious student, generally garnering some of the lowest grades in his classes. Churchill’s teachers, \u003ca href=\"http://www.forbes.com/sites/carolinehoward/2013/01/11/in-defense-of-skipping-college-and-enrolling-in-the-real-world/books.google.com/books?isbn=0393062309\" target=\"_blank\">in their reports\u003c/a>, labeled him as “lazy, arrogant, willful, naughty, and unpunctual.”\u003c/p>\n\u003cp>But he never gave into their taunts. He kept hustling. He enrolled into the military. He then ran for office and had to deal with a few devastating blows –\u003ca href=\"http://www.notablebiographies.com/Ch-Co/Churchill-Winston.html#b\" target=\"_blank\"> losing countless elections\u003c/a>, more than any statesmen in British history. He defied the naysayers time after time and would eventually be lauded as the “savior of his country.” As Churchill put it bluntly, “You have enemies? Good. That means you’ve stood up for something, sometime in your life.” So much for school.\u003c/p>\n\u003ch4>\u003cstrong>4. NEVER STOP FAILING.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>When we discuss the stories of very successful people, we often neglect to mention the person’s journey to get to that point. We leave out their failures and the days when they wanted to quit and move on. We shouldn’t. We should put this segment of their lives under a microscope and study it genuinely.\u003c/p>\n\u003cp>Thomas Edison is perhaps one of America’s most marvelous failures. He just couldn’t stop failing. \u003ca href=\"http://www.forbes.com/sites/carolinehoward/2013/01/11/in-defense-of-skipping-college-and-enrolling-in-the-real-world/Called%20an%20%22addled-brain%22:%20http://news.google.com/newspapers?nid=1300&dat=19470927&id=6QhFAAAAIBAJ&sjid=vL0DAAAAIBAJ&pg=2585,8591190%20Called%20an%20%22addled-brain%22:%20http://news.google.com/newspapers?nid=1300&dat=19470927&id=6QhFAAAAIBAJ&sjid=vL0DAAAAIBAJ&pg=2585,8591190\" target=\"_blank\">Called an “addled-brain”\u003c/a> by a schoolmaster, Edison had only three months of formal schooling. \u003ca href=\"http://www.timetoast.com/timelines/7891\" target=\"_blank\">At age 12\u003c/a>, he became a candy butcher on a train from Port Huron to Detroit , selling items like newspapers, fruit, snacks, and candy to passengers. Interestingly enough, a boy who was insanely curious about science and reading, created a makeshift laboratory in the empty baggage car of the train, where he would conduct chemical experiments, and started a printing press where he ran\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/\">How Do We Prepare Our Children For What's Next?\u003c/a>\u003cstrong>]\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>copies of the “Grand Trunk Herald.” How oblivious were these conductors and passengers? Edison’s laboratory activities were abruptly terminated after a experiment in the lab started a fire. Now with a sudden hearing loss, he jumped from job to job, because he kept getting fired. Edison’s overall grit and devotion to learning was unwavering. He did not see separate experiments into successes and failures, only learning experiences. Edison had an intrinsic hunger and drive to solve problems he witnessed in the world.\u003c/p>\n\u003cp>It was the Wizard of Menlo Park who famously said, “I have not failed 700 times. I’ve succeeded in proving 700 ways how not to build a lightbulb.” One event in Edison’s life represents this well. \u003ca href=\"http://books.google.com/books/about/Edison.html?id=qN83AAAAMAAJ\" target=\"_blank\">In December 1914\u003c/a>, when Edison was 67 years-old, a fire wiped out his factory, a place where he had spent a decade of his life and a lot of money in hope of developing a nickel-alkaline storage battery. On the spot, as the flames continued to roar, he confirmed that he would rebuild the laboratories. Almost as an afterthought, \u003ca href=\"http://speeches.byu.edu/?act=viewitem&id=869\" target=\"_blank\">he added\u003c/a>, “Oh, by the way. Anybody know where we can get some money?” And a mere three weeks after the fire, Edison shipped the first phonograph. Drawing from luminaries like Edison, the future belongs to the ones who\u003ca href=\"http://www.washingtonpost.com/blogs/innovations/post/the-new-fail-fail-fast-fail-early-and-fail-often/2012/05/30/gJQAKA891U_blog.html\" target=\"_blank\"> “fail fast, fail early, and fail often.”\u003c/a>\u003c/p>\n\u003ch4>\u003cstrong>5. NEVER ASK FOR PERMISSION TO DO SOMETHING REMARKABLE.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>For most of our childhoods, adults and our parents dictated what we did most of the day. If we wanted to try something out of the norm, we needed their approval and permission. Party due to the “do this, do that” nature of schooling, we become acclimated to an domain where we don’t like to do new things, but rather stick in our shell of expertise. Too many people never leave that mindset. In addition, \u003ca href=\"http://www.guardian.co.uk/lifeandstyle/2012/feb/01/top-five-regrets-of-the-dying\" target=\"_blank\">the No. 3 regret of the dying\u003c/a> is “I wish I’d the courage to express my feelings.” We have to stop waiting on the world to change.\u003c/p>\n\u003cp>Take Richard Brason. He was miles away from a stellar student. Since he had dyslexia, he could not comprehend any of his schoolwork, flunked IQ tests, and deemed lazy and stupid by his teachers. \u003ca href=\"http://www.guardian.co.uk/lifeandstyle/2010/apr/03/richard-branson-interview\" target=\"_blank\">Outside of school,\u003c/a> Branson’s brush with entrepreneurship began when he decided to grow Christmas trees at a local farm and breed budgerigars. Both businesses ultimately failed. But it taught him immensely about the importance of constantly making mistakes and recovering from them.\u003c/p>\n\u003cp>In terms of school, after nearly failing out of Scaitcliffe School, Branson transferred to the Stowe School, a boarding school in Buckinghamshire, England. There, he sought safe haven in the library.\u003ca href=\"http://money.cnn.com/magazines/business2/business2_archive/2006/08/01/8382250/\" target=\"_blank\"> At age 16\u003c/a>, Branson launched a youth-culture periodical called \u003cem>Student Magazine\u003c/em>, sporting columns and interviews from novelists James Baldwin and Alice Walker and existentialist Jean-Paul Sartre.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[\u003c/strong>\u003cem>\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">How We Can Connect School Life to Real Life\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>After the first issue was published, \u003ca href=\"http://www.stowe.co.uk/news-and-events/news-archive/151/sir-richard-branson-returns-to-stowe\" target=\"_blank\">the headmaster at Stowe School\u003c/a>, who thought highly of the high school dropout, declared, “Congratulations Branson. I predict you will either go to prison or become a millionaire.” Indeed, Branson would go on to accomplish both feats. Soon enough, Branson persuaded his parents to pursue his startup full-time and dropped out of high school. In order to keep Student Magazine alive, Branson decided to run ads that offered records at discount prices. Stunned by the high volume of orders, he set up shop and founded Virgin Records. The rest is history.\u003c/p>\n\u003cp>Today, the Virgin billionaire and thrill-seeker is flying high, literally and is the chairman of the Virgin Group of more than 400 companies around the globe. Branson would not be who he is today if he decided to play it safe and put up with the grueling and useless days of schooling. He took a risk and it certainly paid off.\u003c/p>\n\u003cp>The moral of the story is: Go change the world yourself. We are waiting. The future is here and is ripe for disruption. Go against the grain and take full advantage of the moment. There has never been a better time to be an innovator and dreamer in America.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Nikhil Goyal is a senior at Syosset High School in Woodbury, New York, and the author of \u003ca href=\"http://www.amazon.com/gp/product/0974525219/ref=cm_cr_pr_product_top\">One Size Does Not Fit All: A Student’s Assessment of School.\u003c/a> This post originally appeared on \u003ca href=\"http://www.forbes.com/sites/carolinehoward/2013/01/11/in-defense-of-skipping-college-and-enrolling-in-the-real-world/?utm_campaign=forbestwittersf&utm_source=twitter&utm_medium=social\">Forbes\u003c/a>.\u003ca href=\"http://www.amazon.com/gp/product/0974525219/ref=cm_cr_pr_product_top\">\u003cbr>\n\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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},
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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