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"content": "\u003cfigure id=\"attachment_26452\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/girls-and-games-whats-the-attraction/72868015-2/\" rel=\"attachment wp-att-26452\">\u003cimg class=\"size-large wp-image-26452\" title=\"72868015\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/728680151-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Games are increasingly recognized by educators as a way to get kids excited about learning. While the stereotype of a “gamer” may evoke the image of a high school boy holed up in a dark room playing on a console, in reality 62 percent of gamers play with other people either in person or online, and 47 percent of all gamers are girls.\u003c/p>\n\u003cp>Game developers and academics who have been studying the elements that go into making games more attractive to girls found that those very same qualities are also important components of learning. For instance, girls are more drawn to games that require problem solving in context, that are collaborative (played through social media) and that produce what's perceived to be a social good. They also like games that simulate the real word and are particularly drawn to “transmedia” content that draws on characters from books, movies, or toys.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“A tremendous motivator for girls to learn about math and science is that they need to see the connection from the classroom out into the real world.”\u003c/p>\n\u003c/aside>\n\u003cp style=\"text-align: left\">“Something we’ve seen as a tremendous motivator for girls to learn about math and science is that they need to see the connection from the classroom out into the real world,” said Victoria Van Voorhis, the founder of \u003ca href=\"http://www.secondavenuelearning.com/frontPage.aspx\">Second Avenue Learning\u003c/a> in a recent \u003ca href=\"http://www.instantpresenter.com/WebConference/RecordingDefault.aspx?c_psrid=EA52DA89834A\">webinar\u003c/a>. Her company has received funding from the National Science Foundation to study how to reach girls through gaming with the help of the \u003ca href=\"http://www.rit.edu/\">Rochester Institute of Technology\u003c/a>. They tested a physical science game called “Martha Madison’s Marvelous Machines” with middle school girls in urban, suburban, and rural \u003c!--more-->environments to gauge whether playing the game would increase their interest in science, technology, engineering and math (STEM), whether it appealed to them and if it could improve their understanding of fundamental mechanical devices.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING:\u003c/strong> \u003cstrong>\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/strong>\u003c/p>\n\u003cp style=\"text-align: left\">“When we asked them about springs and levers, they had no understanding of why they were important in the real world,” Van Voorhis said. “But when we were able to situate those kinds of tools in a real-world context, where they were solving a problem that was directed towards social good, we saw the engagement numbers pop.” girls were talking about physics or game play 76 percent of the time and were only off topic 5 percent of the time.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One of the biggest draws for girls to gaming are the passionate communities that spring up around the games. Affinity groups, or what's sometimes referred to as the meta-game, often involve users creating their own story lines, interacting with each other and sharing. \u003ca href=\"http://www.warner.rochester.edu/facultystaff/lammers/\">Jayne Lammers\u003c/a>, a professor at the University of Rochester, spent extensive time studying affinity groups of girls that play \u003ca href=\"http://www.thesims3.com/\">SIMs\u003c/a>, the game that allows users to simulate real life through the game, and watched girls go from consumers to creators in the space. They wrote stories, solicited feedback from peers, demonstrated self-awareness, and even learned elements of programming and design through their creations.\u003c/p>\n\u003cp>“As we think about how girls are developing these skills outside of the classroom such as affinity spaces, I think it’s important that we think about how to bring it back into the classroom,” Lammers said. But it can be hard to convince parents and administrators that a video game is helping students learn, especially when game-producers have upended some foundational thinking about how to educate – like allowing a student to interpret and analyze a subject on their own before giving them explicit content instruction.\u003c/p>\n\u003cp>“Invoking their interest in the topic through play is a great way to get them to come to their reading or lectures or small group work with an explicit agenda,” Van Voorhis said. She advocates for thinking of learning as a non-linear path, where steps are taken forward, but also backwards and sideways.\u003c/p>\n\u003cp>“The critical thinking and the problem solving that students experience in games create spontaneous innovation,” Van Voorhis said. “It can be the catalyst and the spark to get a kid to that ‘ah ha moment’ that inspire a kid to get deeper into that content area.” And games allow kids to experiment, try new methods and fail without consequences.\u003c/p>\n\u003cp>Van Voorhis constructed a different version of \u003ca href=\"http://en.wikipedia.org/wiki/Bloom%27s_Taxonomy\">Bloom's Taxonomy\u003c/a> based on game play, in which students first explore a theme informally, and that process helps them understand written text afterwards.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Invoking their interest in the topic through play is a great way to get them to come to their reading or lectures or small group work with an explicit agenda,\" she said.\u003c/p>\n\u003cfigure id=\"attachment_26437\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/girls-and-games-whats-the-attraction/screen-shot-2013-01-14-at-10-21-43-am/\" rel=\"attachment wp-att-26437\">\u003cimg class=\"size-large wp-image-26437\" title=\"Bloom's Taxonomy\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-14-at-10.21.43-AM-620x466.png\" alt=\"\" width=\"620\" height=\"466\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A flipped version of Bloom's Taxonomy, informed by game-play.\u003c/figcaption>\u003c/figure>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_26452\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/girls-and-games-whats-the-attraction/72868015-2/\" rel=\"attachment wp-att-26452\">\u003cimg class=\"size-large wp-image-26452\" title=\"72868015\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/728680151-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Games are increasingly recognized by educators as a way to get kids excited about learning. While the stereotype of a “gamer” may evoke the image of a high school boy holed up in a dark room playing on a console, in reality 62 percent of gamers play with other people either in person or online, and 47 percent of all gamers are girls.\u003c/p>\n\u003cp>Game developers and academics who have been studying the elements that go into making games more attractive to girls found that those very same qualities are also important components of learning. For instance, girls are more drawn to games that require problem solving in context, that are collaborative (played through social media) and that produce what's perceived to be a social good. They also like games that simulate the real word and are particularly drawn to “transmedia” content that draws on characters from books, movies, or toys.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“A tremendous motivator for girls to learn about math and science is that they need to see the connection from the classroom out into the real world.”\u003c/p>\n\u003c/aside>\n\u003cp style=\"text-align: left\">“Something we’ve seen as a tremendous motivator for girls to learn about math and science is that they need to see the connection from the classroom out into the real world,” said Victoria Van Voorhis, the founder of \u003ca href=\"http://www.secondavenuelearning.com/frontPage.aspx\">Second Avenue Learning\u003c/a> in a recent \u003ca href=\"http://www.instantpresenter.com/WebConference/RecordingDefault.aspx?c_psrid=EA52DA89834A\">webinar\u003c/a>. Her company has received funding from the National Science Foundation to study how to reach girls through gaming with the help of the \u003ca href=\"http://www.rit.edu/\">Rochester Institute of Technology\u003c/a>. They tested a physical science game called “Martha Madison’s Marvelous Machines” with middle school girls in urban, suburban, and rural \u003c!--more-->environments to gauge whether playing the game would increase their interest in science, technology, engineering and math (STEM), whether it appealed to them and if it could improve their understanding of fundamental mechanical devices.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING:\u003c/strong> \u003cstrong>\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/strong>\u003c/p>\n\u003cp style=\"text-align: left\">“When we asked them about springs and levers, they had no understanding of why they were important in the real world,” Van Voorhis said. “But when we were able to situate those kinds of tools in a real-world context, where they were solving a problem that was directed towards social good, we saw the engagement numbers pop.” girls were talking about physics or game play 76 percent of the time and were only off topic 5 percent of the time.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One of the biggest draws for girls to gaming are the passionate communities that spring up around the games. Affinity groups, or what's sometimes referred to as the meta-game, often involve users creating their own story lines, interacting with each other and sharing. \u003ca href=\"http://www.warner.rochester.edu/facultystaff/lammers/\">Jayne Lammers\u003c/a>, a professor at the University of Rochester, spent extensive time studying affinity groups of girls that play \u003ca href=\"http://www.thesims3.com/\">SIMs\u003c/a>, the game that allows users to simulate real life through the game, and watched girls go from consumers to creators in the space. They wrote stories, solicited feedback from peers, demonstrated self-awareness, and even learned elements of programming and design through their creations.\u003c/p>\n\u003cp>“As we think about how girls are developing these skills outside of the classroom such as affinity spaces, I think it’s important that we think about how to bring it back into the classroom,” Lammers said. But it can be hard to convince parents and administrators that a video game is helping students learn, especially when game-producers have upended some foundational thinking about how to educate – like allowing a student to interpret and analyze a subject on their own before giving them explicit content instruction.\u003c/p>\n\u003cp>“Invoking their interest in the topic through play is a great way to get them to come to their reading or lectures or small group work with an explicit agenda,” Van Voorhis said. She advocates for thinking of learning as a non-linear path, where steps are taken forward, but also backwards and sideways.\u003c/p>\n\u003cp>“The critical thinking and the problem solving that students experience in games create spontaneous innovation,” Van Voorhis said. “It can be the catalyst and the spark to get a kid to that ‘ah ha moment’ that inspire a kid to get deeper into that content area.” And games allow kids to experiment, try new methods and fail without consequences.\u003c/p>\n\u003cp>Van Voorhis constructed a different version of \u003ca href=\"http://en.wikipedia.org/wiki/Bloom%27s_Taxonomy\">Bloom's Taxonomy\u003c/a> based on game play, in which students first explore a theme informally, and that process helps them understand written text afterwards.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Invoking their interest in the topic through play is a great way to get them to come to their reading or lectures or small group work with an explicit agenda,\" she said.\u003c/p>\n\u003cfigure id=\"attachment_26437\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/girls-and-games-whats-the-attraction/screen-shot-2013-01-14-at-10-21-43-am/\" rel=\"attachment wp-att-26437\">\u003cimg class=\"size-large wp-image-26437\" title=\"Bloom's Taxonomy\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-14-at-10.21.43-AM-620x466.png\" alt=\"\" width=\"620\" height=\"466\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A flipped version of Bloom's Taxonomy, informed by game-play.\u003c/figcaption>\u003c/figure>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/gear-brains/\" rel=\"attachment wp-att-26266\">\u003cimg class=\"alignright size-large wp-image-26266\" title=\"gear-brains\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/gear-brains-620x377.jpg\" alt=\"\" width=\"620\" height=\"377\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Educators are always striving to find ways to make curriculum relevant in students’ everyday lives. More and more teachers are using \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">social media around lessons\u003c/a>, allowing students to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">use their cell phones\u003c/a> to do research and participate in class, and developing their \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/whats-the-best-way-to-practice-project-based-learning/\">curriculum around projects\u003c/a> to ground learning around an activity. These strategies are all part of a larger goal to help students connect to social and cultural spaces.\u003c/p>\n\u003cp>And it's part of what defines “participatory learning,” coined by University of Southern California Annenberg Professor \u003ca href=\"http://annenberg.usc.edu/Faculty/Communication%20and%20Journalism/JenkinsH.aspx\">Henry Jenkins\u003c/a>, who published his first article on the topic “\u003ca href=\"http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF\">Confronting the Challenges of Participatory Culture\u003c/a>,” in 2006. His work sprang out of the desire to understand the grassroots nature of creativity, how projects are being shared online and what an increasingly networked culture looks like. Since then, he and a team of researchers at \u003ca href=\"http://www.annenberglab.com/\">USC’s Annenberg Innovation Lab\u003c/a> have been trying to understand the skills that young people need to creatively participate in a networked world.\u003c!--more-->\u003c/p>\n\u003cp>In an effort to change how American schools think about teaching, Jenkins’ team developed a strategy called \u003ca href=\"http://www.slideshare.net/ebreilly1/play-doc-01-15613677\">PLAY \u003c/a>(Participatory Learning and You) to explain the exploratory and experimental approach to teaching they think students would benefit from. The team worked with teachers in the Los Angeles Unified School District, and recently \u003ca href=\"http://www.slideshare.net/amandafo/play-doc-02\">released a series of studies\u003c/a> that describe what they found.\u003c/p>\n\u003cp>“PLAY describes a mode of experimentation, of testing materials, trying out new solutions, exploring new horizons,” Jenkins said. It’s how kids interact with games – throwing themselves in without reading the rules, testing the limits and feeling free to try and fail. But this learning style is hard to achieve in a system ruled by high-stakes testing where there is no room for students to fail. Everything they do goes on their academic record and they have become unaccustomed to experimenting.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The teachers who let it get a little messy are finding something very powerful.\"\u003c/p>\n\u003c/aside>\n\u003cp style=\"text-align: left\">Ed-tech has claimed a noisy role in the debate about how to engage kids with class work, but it isn’t the only way, he said. The ed-tech movement is one part of the participatory learning that Jenkins discusses, but there are other ways to help kids develop skills that will allow them to creatively connect with a culture that's increasingly networked.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: left\">“It’s about a shift in how they think rather than thinking that tech is going to save them or that they need to learn all these tools in order to play, in order to experiment and tinker,” said \u003ca href=\"http://annenberg.usc.edu/Faculty/Communication%20and%20Journalism/ReillyE.aspx\">Erin Reilly\u003c/a>, the project's research director who has led efforts to work with teachers on developing specific strategies for teaching kids ways to collaborate, problem-solve and think creatively.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #888888\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/fun-failure-how-to-make-learning-irresistible/\">\u003cstrong>How to Connect School Life to Real Life\u003c/strong>\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>What defines the PLAY strategy are things like creativity, co-learning, engagement and motivation, making learning relevant, and thinking of education as an ecosystem, where the connections between school, home, community and the broader world are all equally important. Using those principles, the goal is to teach skills students will need in the outside world -- things like exercising sound judgment.\u003c/p>\n\u003cp>“We’ve always wanted young people to critically engage with the information around them,” Jenkins said. “That takes on more urgency in an age of networked communication,” he said. Other skills have risen out of the technology’s influence, like the ability to visualize knowledge and understand visual information. Other skills, like multi-tasking and networking, have been around for a long time, but aren’t always emphasized in traditional classrooms.\u003c/p>\n\u003cp>The skills that PLAY fosters are based on values that lie beneath the social and cultural experience of this generation, Jenkins said. Educators in Los Angeles who have been incorporating PLAY methods learned how deeply these ideas run in society, no longer worried as much about the specific technology they used to teach. Instead, they felt the freedom to try low-tech ways of getting at the same ideas. The tools were far less important than the tactics that served the learning goals.\u003c/p>\n\u003cp>One of the biggest challenges for teachers attempting to implement PLAY’s pedagogy is letting go of some of the control that teachers are taught to maintain over their classrooms. A teacher-centered approach can stifle the creative, experimental, and sometimes accidental learning that can be transformative.\u003c/p>\n\u003cp>“What we hear a lot is teachers describing our approaches as messy, as getting out of control,” Jenkins said. “But the teachers who let it get a little messy are finding something very powerful.” Students might not be learning exactly the same thing, but they involve themselves and their passions in the learning, instilling a sense of ownership. But an apparently uncontrolled classroom can be hard to explain to an administrator who drops in, making it feel risky to teachers who are often alone in the fight to change public education.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #888888\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should Be Messy\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>One teacher in the study had every intention of letting her students experiment in content, but had a harder time letting go of the format. She had her students create public service announcements on whatever topic felt relevant to them. Students spoke to their families and friends before picking topics they found meaningful. One group worked on depression and shared personal experiences as part of the process.\u003c/p>\n\u003cp>When it came time to create a project, the teacher wanted students to use PowerPoint, a tool \u003cem>she\u003c/em> was familiar with, but let go of the idea and allowed them to make their projects on technology with which she was unfamiliar. Teacher and students learned together, each bringing something unique to the table. That type of co-learning is exactly what PLAY mentors feel needs to happen more often in classrooms.\u003c/p>\n\u003cp>But it’s not easy to be the sole innovator in a school. “Teachers all over the country are fighting this fight alone,” Jenkins said. “By putting our weight behind those teachers we can be a support to that evolution.” The USC team knows that they are working with early adopters and that scalability will be difficult. Still the long term goal is to eliminate a common question heard from students, “when will I ever have to use this.”\u003c/p>\n\u003ch4>WHAT ABOUT ASSESSMENTS?\u003c/h4>\n\u003cp>To gauge the impact of the PLAY program, the group performed a variety of assessments, including surveys, interviews, peer reflected videos. \"In the test-driven environment of the contemporary classroom, there is hardly ever any free time,\" Reilly said. \"Even in after-school programs, there is a strong push for evaluation, assessment, and continuation of the school day, leaving fewer opportunities for children to play, explore and use their imaginations.\"\u003c/p>\n\u003cp>Despite decades of calls for inquiry-based learning, many teachers find they have less time to experiment with open-learning practices, she added, and as a result, the goal to help learners develop 21st century skills is in direct opposition to the expectation that they teach to the test.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/got-a-problem-students-can-find-the-solution/\">Got a Problem? Let Students Find the Solution\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>So the group approached assessments in this way, Reilly said: \"We understand the Common Core Standards define what all students are expected to know and be able to do, but not how teachers should teach. We introduced teachers to new practices and ways of thinking about teaching. This, in turn was not to detract from addressing the requirement teachers have of preparing their students for the tests, but instead to give new practices that could result in perhaps more engaged students with material relevant to them so that the knowledge was gained in a different way -- thus resulting in we hope better results for the tests.\"\u003c/p>\n\u003cp>For instance, one middle school science teacher, experimented with a new activity that required letting go: rather than leading his students to a solution, he allowed for unexpected outcomes as his students used their collective knowledge to understand and solve the problem. The teacher gave students an array of artifacts, such as plastic tubing, paper and tape, and asked them to create a physical representation of what they had learned about how the digestive system functions. He wanted to use this opportunity to explore assessment in collaborative learning settings, and to examine how peer-to-peer processes could foster deep learning.\u003c/p>\n\u003cp>In addition to the project, the teacher also implemented a traditional written test, asking them to sequentially identify how the digestive system works. More than 98 percent scored well, Reilly said.\u003c/p>\n\u003cp>“They used the time order transitional words correctly... and that is actually a California Standards Test question that they have to take at the end of this year,” the teacher said. From that point forward, students continued to suggest ways of applying the tools and resources around them to creatively and collaboratively engage in their assignments.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>For more information, read \u003ca href=\"http://www.slideshare.net/ebreilly1/designing-with-teachers-participatory-models-of-professional-development\">Designing With Teachers: Participatory to Professional Development in Education\u003c/a>, \u003ca href=\"http://www.slideshare.net/ebreilly1/play-doc-01-15613677\">Shall We Play? \u003c/a>and \u003ca href=\"http://www.slideshare.net/ebreilly1/play-participatory-learning-and-you\">PLAY! Participatory Learning and You\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/gear-brains/\" rel=\"attachment wp-att-26266\">\u003cimg class=\"alignright size-large wp-image-26266\" title=\"gear-brains\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/gear-brains-620x377.jpg\" alt=\"\" width=\"620\" height=\"377\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Educators are always striving to find ways to make curriculum relevant in students’ everyday lives. More and more teachers are using \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">social media around lessons\u003c/a>, allowing students to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">use their cell phones\u003c/a> to do research and participate in class, and developing their \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/whats-the-best-way-to-practice-project-based-learning/\">curriculum around projects\u003c/a> to ground learning around an activity. These strategies are all part of a larger goal to help students connect to social and cultural spaces.\u003c/p>\n\u003cp>And it's part of what defines “participatory learning,” coined by University of Southern California Annenberg Professor \u003ca href=\"http://annenberg.usc.edu/Faculty/Communication%20and%20Journalism/JenkinsH.aspx\">Henry Jenkins\u003c/a>, who published his first article on the topic “\u003ca href=\"http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF\">Confronting the Challenges of Participatory Culture\u003c/a>,” in 2006. His work sprang out of the desire to understand the grassroots nature of creativity, how projects are being shared online and what an increasingly networked culture looks like. Since then, he and a team of researchers at \u003ca href=\"http://www.annenberglab.com/\">USC’s Annenberg Innovation Lab\u003c/a> have been trying to understand the skills that young people need to creatively participate in a networked world.\u003c!--more-->\u003c/p>\n\u003cp>In an effort to change how American schools think about teaching, Jenkins’ team developed a strategy called \u003ca href=\"http://www.slideshare.net/ebreilly1/play-doc-01-15613677\">PLAY \u003c/a>(Participatory Learning and You) to explain the exploratory and experimental approach to teaching they think students would benefit from. The team worked with teachers in the Los Angeles Unified School District, and recently \u003ca href=\"http://www.slideshare.net/amandafo/play-doc-02\">released a series of studies\u003c/a> that describe what they found.\u003c/p>\n\u003cp>“PLAY describes a mode of experimentation, of testing materials, trying out new solutions, exploring new horizons,” Jenkins said. It’s how kids interact with games – throwing themselves in without reading the rules, testing the limits and feeling free to try and fail. But this learning style is hard to achieve in a system ruled by high-stakes testing where there is no room for students to fail. Everything they do goes on their academic record and they have become unaccustomed to experimenting.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The teachers who let it get a little messy are finding something very powerful.\"\u003c/p>\n\u003c/aside>\n\u003cp style=\"text-align: left\">Ed-tech has claimed a noisy role in the debate about how to engage kids with class work, but it isn’t the only way, he said. The ed-tech movement is one part of the participatory learning that Jenkins discusses, but there are other ways to help kids develop skills that will allow them to creatively connect with a culture that's increasingly networked.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\">“It’s about a shift in how they think rather than thinking that tech is going to save them or that they need to learn all these tools in order to play, in order to experiment and tinker,” said \u003ca href=\"http://annenberg.usc.edu/Faculty/Communication%20and%20Journalism/ReillyE.aspx\">Erin Reilly\u003c/a>, the project's research director who has led efforts to work with teachers on developing specific strategies for teaching kids ways to collaborate, problem-solve and think creatively.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #888888\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/fun-failure-how-to-make-learning-irresistible/\">\u003cstrong>How to Connect School Life to Real Life\u003c/strong>\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>What defines the PLAY strategy are things like creativity, co-learning, engagement and motivation, making learning relevant, and thinking of education as an ecosystem, where the connections between school, home, community and the broader world are all equally important. Using those principles, the goal is to teach skills students will need in the outside world -- things like exercising sound judgment.\u003c/p>\n\u003cp>“We’ve always wanted young people to critically engage with the information around them,” Jenkins said. “That takes on more urgency in an age of networked communication,” he said. Other skills have risen out of the technology’s influence, like the ability to visualize knowledge and understand visual information. Other skills, like multi-tasking and networking, have been around for a long time, but aren’t always emphasized in traditional classrooms.\u003c/p>\n\u003cp>The skills that PLAY fosters are based on values that lie beneath the social and cultural experience of this generation, Jenkins said. Educators in Los Angeles who have been incorporating PLAY methods learned how deeply these ideas run in society, no longer worried as much about the specific technology they used to teach. Instead, they felt the freedom to try low-tech ways of getting at the same ideas. The tools were far less important than the tactics that served the learning goals.\u003c/p>\n\u003cp>One of the biggest challenges for teachers attempting to implement PLAY’s pedagogy is letting go of some of the control that teachers are taught to maintain over their classrooms. A teacher-centered approach can stifle the creative, experimental, and sometimes accidental learning that can be transformative.\u003c/p>\n\u003cp>“What we hear a lot is teachers describing our approaches as messy, as getting out of control,” Jenkins said. “But the teachers who let it get a little messy are finding something very powerful.” Students might not be learning exactly the same thing, but they involve themselves and their passions in the learning, instilling a sense of ownership. But an apparently uncontrolled classroom can be hard to explain to an administrator who drops in, making it feel risky to teachers who are often alone in the fight to change public education.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #888888\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should Be Messy\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>One teacher in the study had every intention of letting her students experiment in content, but had a harder time letting go of the format. She had her students create public service announcements on whatever topic felt relevant to them. Students spoke to their families and friends before picking topics they found meaningful. One group worked on depression and shared personal experiences as part of the process.\u003c/p>\n\u003cp>When it came time to create a project, the teacher wanted students to use PowerPoint, a tool \u003cem>she\u003c/em> was familiar with, but let go of the idea and allowed them to make their projects on technology with which she was unfamiliar. Teacher and students learned together, each bringing something unique to the table. That type of co-learning is exactly what PLAY mentors feel needs to happen more often in classrooms.\u003c/p>\n\u003cp>But it’s not easy to be the sole innovator in a school. “Teachers all over the country are fighting this fight alone,” Jenkins said. “By putting our weight behind those teachers we can be a support to that evolution.” The USC team knows that they are working with early adopters and that scalability will be difficult. Still the long term goal is to eliminate a common question heard from students, “when will I ever have to use this.”\u003c/p>\n\u003ch4>WHAT ABOUT ASSESSMENTS?\u003c/h4>\n\u003cp>To gauge the impact of the PLAY program, the group performed a variety of assessments, including surveys, interviews, peer reflected videos. \"In the test-driven environment of the contemporary classroom, there is hardly ever any free time,\" Reilly said. \"Even in after-school programs, there is a strong push for evaluation, assessment, and continuation of the school day, leaving fewer opportunities for children to play, explore and use their imaginations.\"\u003c/p>\n\u003cp>Despite decades of calls for inquiry-based learning, many teachers find they have less time to experiment with open-learning practices, she added, and as a result, the goal to help learners develop 21st century skills is in direct opposition to the expectation that they teach to the test.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/got-a-problem-students-can-find-the-solution/\">Got a Problem? Let Students Find the Solution\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>So the group approached assessments in this way, Reilly said: \"We understand the Common Core Standards define what all students are expected to know and be able to do, but not how teachers should teach. We introduced teachers to new practices and ways of thinking about teaching. This, in turn was not to detract from addressing the requirement teachers have of preparing their students for the tests, but instead to give new practices that could result in perhaps more engaged students with material relevant to them so that the knowledge was gained in a different way -- thus resulting in we hope better results for the tests.\"\u003c/p>\n\u003cp>For instance, one middle school science teacher, experimented with a new activity that required letting go: rather than leading his students to a solution, he allowed for unexpected outcomes as his students used their collective knowledge to understand and solve the problem. The teacher gave students an array of artifacts, such as plastic tubing, paper and tape, and asked them to create a physical representation of what they had learned about how the digestive system functions. He wanted to use this opportunity to explore assessment in collaborative learning settings, and to examine how peer-to-peer processes could foster deep learning.\u003c/p>\n\u003cp>In addition to the project, the teacher also implemented a traditional written test, asking them to sequentially identify how the digestive system works. More than 98 percent scored well, Reilly said.\u003c/p>\n\u003cp>“They used the time order transitional words correctly... and that is actually a California Standards Test question that they have to take at the end of this year,” the teacher said. From that point forward, students continued to suggest ways of applying the tools and resources around them to creatively and collaboratively engage in their assignments.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For more information, read \u003ca href=\"http://www.slideshare.net/ebreilly1/designing-with-teachers-participatory-models-of-professional-development\">Designing With Teachers: Participatory to Professional Development in Education\u003c/a>, \u003ca href=\"http://www.slideshare.net/ebreilly1/play-doc-01-15613677\">Shall We Play? \u003c/a>and \u003ca href=\"http://www.slideshare.net/ebreilly1/play-participatory-learning-and-you\">PLAY! Participatory Learning and You\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_26220\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/here-comes-2013-the-big-themes-in-learning/attachment/153870035/\" rel=\"attachment wp-att-26220\">\u003cimg class=\"size-large wp-image-26220\" title=\"153870035\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/153870035-620x310.jpg\" alt=\"\" width=\"620\" height=\"310\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp>Here are three big stories concerning education and learning that you’ll be hearing about in the year ahead—and some pointers on how to think about them.\u003c/p>\n\u003ch4>\u003cstrong>1. SMART USE OF TECH.\u003c/strong>\u003c/h4>\n\u003cp>Computers have been present in classrooms for a number of years now, of course, and in 2013 excitement about their potential to transform education will keep running high. Bulky desktop models will continue to give way to mobile devices like laptops, tablets, and even cell phones, and more schools will be experimenting with \"\u003ca href=\"http://ww2.kqed.org/mindshift/feature/byod/\">BYOD\u003c/a>”—telling students to “bring your own devices” to school. Innovative teachers and administrators will find ever more ways to integrate technology into instruction—from simulating science experiments on the screen, to turning boring math and vocabulary drills into enjoyable games, to promoting online collaboration among students on history and language-arts projects.\u003c/p>\n\u003cp>At the same time, the runaway enthusiasm about edtech will begin to be tempered, I predict, by a more realistic sense of what computers can do for students, and what they can’t. Young people will still need to interact with classmates and teachers face to face. They will still need physical activity \u003c!--more-->and hands-on experience with physical objects, whether in the art room or the science lab. And given all the time that kids spend staring at screens in school and out, they will still need plenty of time to be un-networked and unplugged.\u003c/p>\n\u003ch4>\u003cstrong>2. ADVANCE OF THE COMMON CORE. \u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>Forty-five states have now adopted the \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a>, a set of academic expectations for what students in each grade should be learning in their math and English classes. The Common Core initiative has been controversial from the start, and it is sure to remain so as the messy business of implementing the standards in real classrooms proceeds during 2013. Part of the reason the standards have occasioned so much debate is that the content that’s taught in American classrooms has historically been left up to local control.\u003c/p>\n\u003cp>But consider these three reasons why nationwide guidelines are a good idea: 1) Americans need to be able to move around. Millions of children change schools each year, and a consistent set of expectations will help ensure that they won’t fall behind or become confused or bored because of\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cem>\u003cspan style=\"color: #808080\">\u003cstrong>RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/2012-ed-tech-trends-insights-from-insiders/\">2012 Ed Tech Trends Insights from Insiders\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>the move. 2) Americans need to be able to talk to one another. We’re a rich and varied country, and we’re sure to stay that way in 2013 and beyond. But having a “common core” of knowledge that we all share will ease communication and break down barriers. 3) Americans need to compete with the rest of the world. School systems in countries regularly outscore the U.S. on international tests, such as those in Singapore and Finland, have national curricula that build knowledge over time in a logical and systematic fashion. In order to compete in the global economy, American schools need the same.\u003c/p>\n\u003ch4>\u003cstrong>3. LEARNING OUT OF SCHOOL.\u003c/strong>\u003c/h4>\n\u003cp>More than ever before, 2013 will bring a recognition that learning can happen anytime, anywhere—not just in a classroom and not just during the school day. This coming year, we’ll see a greater focus on the “informal education” that happens in places like science museums and nature centers. We’ll continue to explore, for ourselves and with our children, the wealth of information and ideas available on the web (while finding ways to avoid its abundant falsehoods and nonsense).\u003c/p>\n\u003cp>And if you thought you heard a lot about \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mooc/\">MOOCs\u003c/a> in 2012, just you wait. MOOC stands for “massively open online course,” and more and more universities across the country will join Stanford, Harvard, MIT and other leading institutions of higher learning in offering such courses to anyone with an Internet connection. More and more individuals will enroll, sampling classes on subjects from artificial intelligence to contemporary poetry, and collectively as a society we’ll have to continue to grapple with the radical democratization of education that these developments entail. How do we deal with cheating and plagiarism in online classes? Should colleges award credit to students who learn from online courses and can demonstrate their skills? How do we wrap our heads around an educational universe in which a degree from Harvard costs upwards of $100,000, but some of its most popular classes can be had for free?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Predictions are always dicey, of course. But no matter what 2013 may bring, one thing is certain: education’s reputation as a sleepy, slow-to-change sector of society is gone. Keep your eyes on education and learning over the coming year, because a lot of exciting and disruptive change is on its way.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26220\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/here-comes-2013-the-big-themes-in-learning/attachment/153870035/\" rel=\"attachment wp-att-26220\">\u003cimg class=\"size-large wp-image-26220\" title=\"153870035\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/153870035-620x310.jpg\" alt=\"\" width=\"620\" height=\"310\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp>Here are three big stories concerning education and learning that you’ll be hearing about in the year ahead—and some pointers on how to think about them.\u003c/p>\n\u003ch4>\u003cstrong>1. SMART USE OF TECH.\u003c/strong>\u003c/h4>\n\u003cp>Computers have been present in classrooms for a number of years now, of course, and in 2013 excitement about their potential to transform education will keep running high. Bulky desktop models will continue to give way to mobile devices like laptops, tablets, and even cell phones, and more schools will be experimenting with \"\u003ca href=\"http://ww2.kqed.org/mindshift/feature/byod/\">BYOD\u003c/a>”—telling students to “bring your own devices” to school. Innovative teachers and administrators will find ever more ways to integrate technology into instruction—from simulating science experiments on the screen, to turning boring math and vocabulary drills into enjoyable games, to promoting online collaboration among students on history and language-arts projects.\u003c/p>\n\u003cp>At the same time, the runaway enthusiasm about edtech will begin to be tempered, I predict, by a more realistic sense of what computers can do for students, and what they can’t. Young people will still need to interact with classmates and teachers face to face. They will still need physical activity \u003c!--more-->and hands-on experience with physical objects, whether in the art room or the science lab. And given all the time that kids spend staring at screens in school and out, they will still need plenty of time to be un-networked and unplugged.\u003c/p>\n\u003ch4>\u003cstrong>2. ADVANCE OF THE COMMON CORE. \u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>Forty-five states have now adopted the \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a>, a set of academic expectations for what students in each grade should be learning in their math and English classes. The Common Core initiative has been controversial from the start, and it is sure to remain so as the messy business of implementing the standards in real classrooms proceeds during 2013. Part of the reason the standards have occasioned so much debate is that the content that’s taught in American classrooms has historically been left up to local control.\u003c/p>\n\u003cp>But consider these three reasons why nationwide guidelines are a good idea: 1) Americans need to be able to move around. Millions of children change schools each year, and a consistent set of expectations will help ensure that they won’t fall behind or become confused or bored because of\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\">[\u003cem>\u003cspan style=\"color: #808080\">\u003cstrong>RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/2012-ed-tech-trends-insights-from-insiders/\">2012 Ed Tech Trends Insights from Insiders\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>the move. 2) Americans need to be able to talk to one another. We’re a rich and varied country, and we’re sure to stay that way in 2013 and beyond. But having a “common core” of knowledge that we all share will ease communication and break down barriers. 3) Americans need to compete with the rest of the world. School systems in countries regularly outscore the U.S. on international tests, such as those in Singapore and Finland, have national curricula that build knowledge over time in a logical and systematic fashion. In order to compete in the global economy, American schools need the same.\u003c/p>\n\u003ch4>\u003cstrong>3. LEARNING OUT OF SCHOOL.\u003c/strong>\u003c/h4>\n\u003cp>More than ever before, 2013 will bring a recognition that learning can happen anytime, anywhere—not just in a classroom and not just during the school day. This coming year, we’ll see a greater focus on the “informal education” that happens in places like science museums and nature centers. We’ll continue to explore, for ourselves and with our children, the wealth of information and ideas available on the web (while finding ways to avoid its abundant falsehoods and nonsense).\u003c/p>\n\u003cp>And if you thought you heard a lot about \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mooc/\">MOOCs\u003c/a> in 2012, just you wait. MOOC stands for “massively open online course,” and more and more universities across the country will join Stanford, Harvard, MIT and other leading institutions of higher learning in offering such courses to anyone with an Internet connection. More and more individuals will enroll, sampling classes on subjects from artificial intelligence to contemporary poetry, and collectively as a society we’ll have to continue to grapple with the radical democratization of education that these developments entail. How do we deal with cheating and plagiarism in online classes? Should colleges award credit to students who learn from online courses and can demonstrate their skills? How do we wrap our heads around an educational universe in which a degree from Harvard costs upwards of $100,000, but some of its most popular classes can be had for free?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Predictions are always dicey, of course. But no matter what 2013 may bring, one thing is certain: education’s reputation as a sleepy, slow-to-change sector of society is gone. Keep your eyes on education and learning over the coming year, because a lot of exciting and disruptive change is on its way.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>http://youtu.be/hOsRkCFfsjo\u003c/p>\n\u003cp class=\"dropcap-serif\">\u003ca href=\"http://www.rsed.org\">Rocketship Schools\u003c/a> in the Bay Area have been one of the trailblazers in the ever-changing landscape of blended learning. Located in low-income neighborhoods, the schools' Learning Labs -- where students spend up to 90 minutes a day on computers working on math and literacy software -- has been one of its defining characteristics.\u003c/p>\n\u003cp>But this model isn't working, some Rocketship teachers say, and because it's a charter school network with evolving systems, it may soon be changing, \u003ca href=\"http://www.pbs.org/newshour/bb/education/july-dec12/rocket_12-28.html\">according to this PBS Newshour story\u003c/a>.\u003c/p>\n\u003cp>\"There's definitely an aspect of us kind of not knowing enough about what's going on in learning lab to be able to use that in our classrooms,\" said teacher Judy Lavi.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>We don't yet get data that says, OK, teach this differently tomorrow because of what happened here. And that is -- that is a frustration point,\" said teacher Andrew Elliott-Chandler.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Adam Nadeau, principal of Rocketship Mosaic Elementary, says he doesn't think the Learning Lab model will continue next year. And Elliott-Chandler sees a different function for the computers.\u003c/p>\n\u003cp>\"Next year, we're thinking of bringing the computers back to the classrooms and the kids back to \u003c!--more-->the classrooms,\" he said.\u003c/p>\n\u003cp>But what will that mean for the cost-savings the Learning Labs have so far brought the charter school network?\u003c/p>\n\u003cp>Rocketship is being closely watched by those both inside and outside education circles. The network's laser focus and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">success in achieving high scores\u003c/a> by its low-income students, and its resistance to teacher unions, has caught the attention of states across the country.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>So far, New Orleans, Nashville, Indianapolis, and Memphis have all approved charters for Rocketship schools to be built and CEO John Danner hopes to open 46 schools in the next five years, and eventually having a million students.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/hOsRkCFfsjo'\n title='//www.youtube.com/embed/hOsRkCFfsjo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp class=\"dropcap-serif\">\u003ca href=\"http://www.rsed.org\">Rocketship Schools\u003c/a> in the Bay Area have been one of the trailblazers in the ever-changing landscape of blended learning. Located in low-income neighborhoods, the schools' Learning Labs -- where students spend up to 90 minutes a day on computers working on math and literacy software -- has been one of its defining characteristics.\u003c/p>\n\u003cp>But this model isn't working, some Rocketship teachers say, and because it's a charter school network with evolving systems, it may soon be changing, \u003ca href=\"http://www.pbs.org/newshour/bb/education/july-dec12/rocket_12-28.html\">according to this PBS Newshour story\u003c/a>.\u003c/p>\n\u003cp>\"There's definitely an aspect of us kind of not knowing enough about what's going on in learning lab to be able to use that in our classrooms,\" said teacher Judy Lavi.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>We don't yet get data that says, OK, teach this differently tomorrow because of what happened here. And that is -- that is a frustration point,\" said teacher Andrew Elliott-Chandler.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Adam Nadeau, principal of Rocketship Mosaic Elementary, says he doesn't think the Learning Lab model will continue next year. And Elliott-Chandler sees a different function for the computers.\u003c/p>\n\u003cp>\"Next year, we're thinking of bringing the computers back to the classrooms and the kids back to \u003c!--more-->the classrooms,\" he said.\u003c/p>\n\u003cp>But what will that mean for the cost-savings the Learning Labs have so far brought the charter school network?\u003c/p>\n\u003cp>Rocketship is being closely watched by those both inside and outside education circles. The network's laser focus and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">success in achieving high scores\u003c/a> by its low-income students, and its resistance to teacher unions, has caught the attention of states across the country.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>So far, New Orleans, Nashville, Indianapolis, and Memphis have all approved charters for Rocketship schools to be built and CEO John Danner hopes to open 46 schools in the next five years, and eventually having a million students.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_26152\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 508px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/screen-shot-2013-01-02-at-10-39-58-am/\" rel=\"attachment wp-att-26152\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-26152\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-02-at-10.39.58-AM.png\" alt=\"\" width=\"508\" height=\"318\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/Screen-Shot-2013-01-02-at-10.39.58-AM.png 508w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/Screen-Shot-2013-01-02-at-10.39.58-AM-400x250.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/Screen-Shot-2013-01-02-at-10.39.58-AM-320x200.png 320w\" sizes=\"(max-width: 508px) 100vw, 508px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Screenshot/High Tech High\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The term “\u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning\u003c/a>” gets tossed around a lot in discussions about how to connect students to what they’re learning. Teachers might add projects meant to illustrate what students have learned, but may not realize what they’re doing is actually called “\u003ca href=\"http://howtovideos.hightechhigh.org/video/265/What+Project+Based+Learning+Isn%27t\">project-oriented learning\u003c/a>.” And it’s quite different from project-based learning, according to eighth grade Humanities teacher Azul Terronez.\u003c/p>\n\u003cp>Terronez, who teaches at \u003ca href=\"http://www.hightechhigh.org/schools/HTM/\">High Tech Middle\u003c/a>, a public charter school in San Diego, Calif says that when an educator teaches a unit of study, then assigns a project, that is not project-based learning because the discovery didn’t arise from the project itself. And kids can see through the idea of a so-called “fun project” for what it often is – busy work. “They don’t see it as learning; they see it as something else to do,” said Terronez. “They don’t see the value.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“If you inspire them to care about it and draw parallels with their world, then they care and remember.”\u003c/p>\n\u003c/aside>\n\u003cp>For Terronez, the goal is to always connect classroom learning to its applications in the outside world. He’s found that when the project is based in the real world, addressing problems that people actually face, and not focused on a grade, students are naturally invested. “If you inspire them to care about it and draw parallels with their world then they care and remember,” he said.\u003c!--more-->\u003c/p>\n\u003cp>It takes a lot of diligent planning by the teacher to design projects that give students space to explore themes and real-world resonance to make it meaningful for them. And it takes trust in the students, as well.\u003c/p>\n\u003cp>When Terronez assigns a writing project, it’s rarely just for a grade. Rather, the goal of the assignment is to be published in an anthology or in some other way relevant to the world around them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here are just a few examples of some the innovative things Terroniez has tried.\u003c/p>\n\u003ch4>\u003cstrong>1. DESIGN YOUR OWN CLASSROOM.\u003c/strong>\u003c/h4>\n\u003cp>When students arrived on the first day of school they found an empty classroom. The first project Terronez asked his students to undertake was designing their own learning space, one that would support experience-based, collaborative learning. “I wanted to see what would happen to my instruction and the student’s learning if we didn’t let the classroom design, desk, chairs, whiteboard, etc. form the way I teach class,”Terronez wrote on \u003ca href=\"http://blogs.hightechhigh.org/aterronez/\">his blog\u003c/a>. “What would come of the studio space that used to be my classroom if students became the designers of their own space?” From the outset, the project mattered to the students and they took it seriously.\u003c/p>\n\u003ch4>\u003cstrong>2. DESIGN AN IPOD APP.\u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>Terronez asked his students to design an iPod app that would solve a real-world problem. They came up with an idea, designed the display icon, figured out how users would navigate the app, prototyped sample tabs, then pitched their mock-up to an audience. They didn’t actually code the project, but they did all the conceptual product development. A sample project, the Virtual Yard Sale, allowed yard salers to post a virtual sale, listing the items that corresponded to their actual yard sale. This way, buyers could bid on items before stopping by to pick them up.\u003c/p>\n\u003ch4>\u003cstrong>3. HOVERCRAFT PARADE.\u003c/strong>\u003c/h4>\n\u003cp>In a project exploring air pressure, Terronez’s students built their own hovercrafts using a leaf blower as the engine. When the hovercrafts worked, the students designed 3D representations of themes from “\u003ca href=\"http://store.discoveryeducation.com/product/show/52061\">Freedom Fighters\u003c/a>,” a Discovery School education video about racial struggles featuring the stories of Nelson Mandela and Martin Luther King. Their creations were featured in a hovercraft parade on Election Day.\u003cbr>\n\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003cem>[\u003cstrong>\u003cspan style=\"color: #808080\">RELATED:\u003c/span>\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/whats-the-best-way-to-practice-project-based-learning/\">What’s the Best Way to Practice Project-Based Learning?\u003c/a>]\u003c/em>\u003c/p>\n\u003ch5>\u003c/h5>\n\u003ch5>\u003c/h5>\n\u003ch4>\u003cstrong>4. IRON CHEF COOK-OFF.\u003c/strong>\u003c/h4>\n\u003cp>To understand the reasons behind colonization, Terronez explored the spice trade with his class. Students participated in an “Iron Chef” competition where they each picked a spice important during the Imperial era in Europe, learned its history and then had a cooking competition featuring both the history of the spice and a dish. Other students then judged both the cooking and the content.\u003c/p>\n\u003ch4>\u003cstrong>5. LABEL-READING LITERACY.\u003c/strong>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>These projects were all undertaken without Terronez “teaching” anything. The learning developed along with the project, guided by an educator who had already put a lot of planning hours into the intended outcomes. Students took the projects in whatever direction most interested them and the teacher’s job became pushing students to think through the real implications of their choices.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #888888\">[\u003c/span>\u003cstrong>\u003cspan style=\"color: #808080\">RELATED\u003c/span>\u003c/strong>\u003cspan style=\"color: #888888\">:\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/life-in-a-21st-century-english-class/\">Life in a 21-st Century English Class\u003c/a>\u003c/em>\u003cspan style=\"color: #888888\">]\u003c/span>\u003c/p>\n\n",
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"description": "Screenshot/High Tech High The term "project-based learning" gets tossed around a lot in discussions about how to connect students to what they're learning. Teachers might add projects meant to illustrate what students have learned, but may not realize what they're doing is actually called "project-oriented learning." And it’s quite different from project-based learning, according to",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26152\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 508px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/screen-shot-2013-01-02-at-10-39-58-am/\" rel=\"attachment wp-att-26152\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-26152\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-02-at-10.39.58-AM.png\" alt=\"\" width=\"508\" height=\"318\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/Screen-Shot-2013-01-02-at-10.39.58-AM.png 508w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/Screen-Shot-2013-01-02-at-10.39.58-AM-400x250.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/Screen-Shot-2013-01-02-at-10.39.58-AM-320x200.png 320w\" sizes=\"(max-width: 508px) 100vw, 508px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Screenshot/High Tech High\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The term “\u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning\u003c/a>” gets tossed around a lot in discussions about how to connect students to what they’re learning. Teachers might add projects meant to illustrate what students have learned, but may not realize what they’re doing is actually called “\u003ca href=\"http://howtovideos.hightechhigh.org/video/265/What+Project+Based+Learning+Isn%27t\">project-oriented learning\u003c/a>.” And it’s quite different from project-based learning, according to eighth grade Humanities teacher Azul Terronez.\u003c/p>\n\u003cp>Terronez, who teaches at \u003ca href=\"http://www.hightechhigh.org/schools/HTM/\">High Tech Middle\u003c/a>, a public charter school in San Diego, Calif says that when an educator teaches a unit of study, then assigns a project, that is not project-based learning because the discovery didn’t arise from the project itself. And kids can see through the idea of a so-called “fun project” for what it often is – busy work. “They don’t see it as learning; they see it as something else to do,” said Terronez. “They don’t see the value.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“If you inspire them to care about it and draw parallels with their world, then they care and remember.”\u003c/p>\n\u003c/aside>\n\u003cp>For Terronez, the goal is to always connect classroom learning to its applications in the outside world. He’s found that when the project is based in the real world, addressing problems that people actually face, and not focused on a grade, students are naturally invested. “If you inspire them to care about it and draw parallels with their world then they care and remember,” he said.\u003c!--more-->\u003c/p>\n\u003cp>It takes a lot of diligent planning by the teacher to design projects that give students space to explore themes and real-world resonance to make it meaningful for them. And it takes trust in the students, as well.\u003c/p>\n\u003cp>When Terronez assigns a writing project, it’s rarely just for a grade. Rather, the goal of the assignment is to be published in an anthology or in some other way relevant to the world around them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here are just a few examples of some the innovative things Terroniez has tried.\u003c/p>\n\u003ch4>\u003cstrong>1. DESIGN YOUR OWN CLASSROOM.\u003c/strong>\u003c/h4>\n\u003cp>When students arrived on the first day of school they found an empty classroom. The first project Terronez asked his students to undertake was designing their own learning space, one that would support experience-based, collaborative learning. “I wanted to see what would happen to my instruction and the student’s learning if we didn’t let the classroom design, desk, chairs, whiteboard, etc. form the way I teach class,”Terronez wrote on \u003ca href=\"http://blogs.hightechhigh.org/aterronez/\">his blog\u003c/a>. “What would come of the studio space that used to be my classroom if students became the designers of their own space?” From the outset, the project mattered to the students and they took it seriously.\u003c/p>\n\u003ch4>\u003cstrong>2. DESIGN AN IPOD APP.\u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>Terronez asked his students to design an iPod app that would solve a real-world problem. They came up with an idea, designed the display icon, figured out how users would navigate the app, prototyped sample tabs, then pitched their mock-up to an audience. They didn’t actually code the project, but they did all the conceptual product development. A sample project, the Virtual Yard Sale, allowed yard salers to post a virtual sale, listing the items that corresponded to their actual yard sale. This way, buyers could bid on items before stopping by to pick them up.\u003c/p>\n\u003ch4>\u003cstrong>3. HOVERCRAFT PARADE.\u003c/strong>\u003c/h4>\n\u003cp>In a project exploring air pressure, Terronez’s students built their own hovercrafts using a leaf blower as the engine. When the hovercrafts worked, the students designed 3D representations of themes from “\u003ca href=\"http://store.discoveryeducation.com/product/show/52061\">Freedom Fighters\u003c/a>,” a Discovery School education video about racial struggles featuring the stories of Nelson Mandela and Martin Luther King. Their creations were featured in a hovercraft parade on Election Day.\u003cbr>\n\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003cem>[\u003cstrong>\u003cspan style=\"color: #808080\">RELATED:\u003c/span>\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/whats-the-best-way-to-practice-project-based-learning/\">What’s the Best Way to Practice Project-Based Learning?\u003c/a>]\u003c/em>\u003c/p>\n\u003ch5>\u003c/h5>\n\u003ch5>\u003c/h5>\n\u003ch4>\u003cstrong>4. IRON CHEF COOK-OFF.\u003c/strong>\u003c/h4>\n\u003cp>To understand the reasons behind colonization, Terronez explored the spice trade with his class. Students participated in an “Iron Chef” competition where they each picked a spice important during the Imperial era in Europe, learned its history and then had a cooking competition featuring both the history of the spice and a dish. Other students then judged both the cooking and the content.\u003c/p>\n\u003ch4>\u003cstrong>5. LABEL-READING LITERACY.\u003c/strong>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>These projects were all undertaken without Terronez “teaching” anything. The learning developed along with the project, guided by an educator who had already put a lot of planning hours into the intended outcomes. Students took the projects in whatever direction most interested them and the teacher’s job became pushing students to think through the real implications of their choices.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #888888\">[\u003c/span>\u003cstrong>\u003cspan style=\"color: #808080\">RELATED\u003c/span>\u003c/strong>\u003cspan style=\"color: #888888\">:\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/life-in-a-21st-century-english-class/\">Life in a 21-st Century English Class\u003c/a>\u003c/em>\u003cspan style=\"color: #888888\">]\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_26004\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-26004\" title=\"demoshelsinki-1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/demoshelsinki-1.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/12/demoshelsinki-1.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/demoshelsinki-1-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/demoshelsinki-1-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://plpnetwork.com/2012/12/14/gain-parent-buy-in-tech-integration/\">By Jennifer Carey\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Every teacher who has attempted to integrate technology into the classroom knows that getting parents on board can sometimes be a challenge. It’s not uncommon for the parent of a struggling child to be on the phone with you asking questions like: “Why do you need to use technology to teach math/social studies/English/biology?” or “This is an AP history class — not computer science!”\u003c/p>\n\u003cp>Your efforts to engage students and develop important 21st century skills can become the scapegoat explanation for problems that have nothing to do with tech. So, how do we as educators get these parents into our corner? Here are some strategies I’ve used successfully to gain parent buy-in.\u003c/p>\n\u003ch4>\u003cstrong>Start Early\u003c/strong>\u003c/h4>\n\u003cp>The first time that parents hear about technology use in the classroom should not be when that child goes home with a tech-related assignment in hand. Instead, start early. “Back to School Night” is a great time to introduce the concept of technology integration to parents. You don’t need to go into detail: a few words about the importance of technology in the “real world” and the opportunity it allows for collaboration and communication can be enough to get parents excited. This can also be a great time to introduce them to \u003ca href=\"http://en.wikipedia.org/wiki/Digital_citizen\">digital citizenship\u003c/a> and \u003ca href=\"http://en.wikipedia.org/wiki/Electronic_portfolio\">digital portfolios\u003c/a>.\u003c/p>\n\u003ch4>\u003cstrong>Emphasize Skills\u003c/strong>\u003c/h4>\n\u003cp>Instead of emphasizing the content side of technology and the Internet, focus on skill sets and career readiness!\u003c/p>\n\u003cp>Using creative hardware and software, students learn to adapt to different tools, harness social \u003c!--more-->media, solve challenging problems, overcome obstacles, and showcase their knowledge and cutting edge skills.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While a parent might balk at their child learning to “make a movie,” they all want their child to develop core skill-sets that will help them both in school and “the real world” of college and careers.\u003c/p>\n\u003ch4>\u003cstrong>Keep Up the Communication\u003c/strong>\u003c/h4>\n\u003cp>At the start of every new project, send a note out to parents about what you will be doing in your classroom, including your technology plans. Outline the \u003cem>skills\u003c/em> that their student will be developing and be sure to invite questions and promise follow-up. Most parents like to stay in the loop and know what’s happening in the classroom. Trust me, they will appreciate the effort. Most important: keep it brief! A short email of just a few lines is more likely to be read than a two-page treatise on pedagogical theory. Just keep it simple and to the point.\u003c/p>\n\u003ch4>\u003cstrong>Be Transparent\u003c/strong>\u003c/h4>\n\u003cp>Be open to sending parents your project instructions and any rubric you will use to assess their child’s work. Like it or not, parents care about \u003cem>grades\u003c/em>. If you can show them what you will be looking for and exactly how their student will be graded, they’ll feel more comfortable with the project as a whole.\u003c/p>\n\u003ch4>\u003cstrong>Enlist the Aid of Your Administrators\u003c/strong>\u003c/h4>\n\u003cp>Bring administration into the loop. As much as it may bother teachers, parents will often go to administrators first with any concerns about your classroom. If your principal knows about the assignment, the learning objectives, the grading rubric, and the pedagogical theory behind your approach, they will have your back with the parents. This can only work to your advantage as you push beyond traditional models of teaching.\u003c/p>\n\u003ch4>\u003cstrong>Provide a Lot of Time in Class\u003c/strong>\u003c/h4>\n\u003cp>Not all students have access to a computer or the Internet at home. Provide as much time in class to work on the assignment as possible. Not only will this limit their out-of-class work, it will make you readily available to students who are struggling with the nuts and bolts of their assignments. Parents are more likely to feel okay with a project if they know their child has a lot of face time with their teacher.\u003c/p>\n\u003ch4>\u003cstrong>Don’t Grade “the Tech”\u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>Whatever rubric you develop, make sure that you aren’t grading “the tech.” Focus on the skills they develop, the effort they make, the research they do, etc. A student with a lot of fancy equipment and know-how will produce a more polished product than a student with virtually no resources who is developing new skills.\u003c/p>\n\u003cp>And focus on “traditional” skills as well as new and innovative ones. Grade appropriately, but grade the skills and development, not the bells and whistles.\u003c/p>\n\u003ch4>\u003cstrong>Follow Up with Parents\u003cem>\u003cbr>\n\u003c/em>\u003c/strong>\u003c/h4>\n\u003cp>Keep parents in the loop throughout the year. If their child has just finished an impressive project, drop them a note and suggest that they sit down to see the finished product with their child. Even the most reluctant parents tend to be excited when they see the work their student has produced.\u003c/p>\n\u003cp>Even if you follow all of these steps to the T, you likely won’t get 100% of parents to buy into your digitally infused pedagogy. This is where the teamwork mindset you develop with your administration can become a true asset, as you present a united front to parents about the valuable education their child is receiving in your technology-savvy classroom. Often, even the most reluctant parent can be brought around if they can be convinced that educators in their school are making well-thought-out decisions with the best interests of their child in mind.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://plpnetwork.com/2012/12/14/gain-parent-buy-in-tech-integration/\">Voices From the Learning Revolution\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_26004\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-26004\" title=\"demoshelsinki-1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/demoshelsinki-1.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/12/demoshelsinki-1.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/demoshelsinki-1-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/demoshelsinki-1-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://plpnetwork.com/2012/12/14/gain-parent-buy-in-tech-integration/\">By Jennifer Carey\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Every teacher who has attempted to integrate technology into the classroom knows that getting parents on board can sometimes be a challenge. It’s not uncommon for the parent of a struggling child to be on the phone with you asking questions like: “Why do you need to use technology to teach math/social studies/English/biology?” or “This is an AP history class — not computer science!”\u003c/p>\n\u003cp>Your efforts to engage students and develop important 21st century skills can become the scapegoat explanation for problems that have nothing to do with tech. So, how do we as educators get these parents into our corner? Here are some strategies I’ve used successfully to gain parent buy-in.\u003c/p>\n\u003ch4>\u003cstrong>Start Early\u003c/strong>\u003c/h4>\n\u003cp>The first time that parents hear about technology use in the classroom should not be when that child goes home with a tech-related assignment in hand. Instead, start early. “Back to School Night” is a great time to introduce the concept of technology integration to parents. You don’t need to go into detail: a few words about the importance of technology in the “real world” and the opportunity it allows for collaboration and communication can be enough to get parents excited. This can also be a great time to introduce them to \u003ca href=\"http://en.wikipedia.org/wiki/Digital_citizen\">digital citizenship\u003c/a> and \u003ca href=\"http://en.wikipedia.org/wiki/Electronic_portfolio\">digital portfolios\u003c/a>.\u003c/p>\n\u003ch4>\u003cstrong>Emphasize Skills\u003c/strong>\u003c/h4>\n\u003cp>Instead of emphasizing the content side of technology and the Internet, focus on skill sets and career readiness!\u003c/p>\n\u003cp>Using creative hardware and software, students learn to adapt to different tools, harness social \u003c!--more-->media, solve challenging problems, overcome obstacles, and showcase their knowledge and cutting edge skills.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While a parent might balk at their child learning to “make a movie,” they all want their child to develop core skill-sets that will help them both in school and “the real world” of college and careers.\u003c/p>\n\u003ch4>\u003cstrong>Keep Up the Communication\u003c/strong>\u003c/h4>\n\u003cp>At the start of every new project, send a note out to parents about what you will be doing in your classroom, including your technology plans. Outline the \u003cem>skills\u003c/em> that their student will be developing and be sure to invite questions and promise follow-up. Most parents like to stay in the loop and know what’s happening in the classroom. Trust me, they will appreciate the effort. Most important: keep it brief! A short email of just a few lines is more likely to be read than a two-page treatise on pedagogical theory. Just keep it simple and to the point.\u003c/p>\n\u003ch4>\u003cstrong>Be Transparent\u003c/strong>\u003c/h4>\n\u003cp>Be open to sending parents your project instructions and any rubric you will use to assess their child’s work. Like it or not, parents care about \u003cem>grades\u003c/em>. If you can show them what you will be looking for and exactly how their student will be graded, they’ll feel more comfortable with the project as a whole.\u003c/p>\n\u003ch4>\u003cstrong>Enlist the Aid of Your Administrators\u003c/strong>\u003c/h4>\n\u003cp>Bring administration into the loop. As much as it may bother teachers, parents will often go to administrators first with any concerns about your classroom. If your principal knows about the assignment, the learning objectives, the grading rubric, and the pedagogical theory behind your approach, they will have your back with the parents. This can only work to your advantage as you push beyond traditional models of teaching.\u003c/p>\n\u003ch4>\u003cstrong>Provide a Lot of Time in Class\u003c/strong>\u003c/h4>\n\u003cp>Not all students have access to a computer or the Internet at home. Provide as much time in class to work on the assignment as possible. Not only will this limit their out-of-class work, it will make you readily available to students who are struggling with the nuts and bolts of their assignments. Parents are more likely to feel okay with a project if they know their child has a lot of face time with their teacher.\u003c/p>\n\u003ch4>\u003cstrong>Don’t Grade “the Tech”\u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>Whatever rubric you develop, make sure that you aren’t grading “the tech.” Focus on the skills they develop, the effort they make, the research they do, etc. A student with a lot of fancy equipment and know-how will produce a more polished product than a student with virtually no resources who is developing new skills.\u003c/p>\n\u003cp>And focus on “traditional” skills as well as new and innovative ones. Grade appropriately, but grade the skills and development, not the bells and whistles.\u003c/p>\n\u003ch4>\u003cstrong>Follow Up with Parents\u003cem>\u003cbr>\n\u003c/em>\u003c/strong>\u003c/h4>\n\u003cp>Keep parents in the loop throughout the year. If their child has just finished an impressive project, drop them a note and suggest that they sit down to see the finished product with their child. Even the most reluctant parents tend to be excited when they see the work their student has produced.\u003c/p>\n\u003cp>Even if you follow all of these steps to the T, you likely won’t get 100% of parents to buy into your digitally infused pedagogy. This is where the teamwork mindset you develop with your administration can become a true asset, as you present a united front to parents about the valuable education their child is receiving in your technology-savvy classroom. Often, even the most reluctant parent can be brought around if they can be convinced that educators in their school are making well-thought-out decisions with the best interests of their child in mind.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://plpnetwork.com/2012/12/14/gain-parent-buy-in-tech-integration/\">Voices From the Learning Revolution\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_26018\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/boy-scouts-make-way-kids-explore-by-creating/hacker-scouts/\" rel=\"attachment wp-att-26018\">\u003cimg class=\"size-large wp-image-26018\" title=\"Hacker-Scouts\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/Hacker-Scouts-620x356.gif\" alt=\"\" width=\"620\" height=\"356\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Jon Kalish\u003c/p>\n\u003c/div>\n\u003ch5>By Jon Kalish\u003c/h5>\n\u003cp class=\"dropcap-serif\">Countless kids have grown up with the Girl Scouts, the Boy Scouts or Campfire Girls, but for some families, the uniforms and outdoor focus of traditional Scouting groups don't appeal.\u003c/p>\n\u003cp>In recent months, Scout like groups that concentrate on technology and do-it-yourself projects have been sprouting up around the country. They're coed and, like traditional Scouting organizations, award patches to kids who master skills.\u003c/p>\n\u003cp>\u003ca href=\"http://hackerscouts.acemonstertoys.org/\">Ace Monster Toys\u003c/a> is a hacker space in Oakland, Calif., where members share high-tech tools. Normally, grown-ups congregate there, working on electronics or woodworking projects. But two Sundays a month, the place is overrun by 50 kids and their parents for the gatherings of a group called Hacker Scouts.\u003c/p>\n\u003cp>The kids in Hacker Scouts are not breaking into computer networks. They make things with their hands, and at this particular meeting they are learning to solder and are building \"judobots,\" small robots made out of wooden Popsicle sticks.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It's old enough where they're ready to start developing skills, [but] they're not so old that they've already been set in their ways\"\u003c/p>\n\u003c/aside>\n\u003cp>On this warm fall day, Alicia Davis, 10, is wearing a wool hat she knit herself. As her dad stands nearby, she sews an LED bracelet with conductive thread.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I've been sewing on little felt pieces with this,\" Davis explains. \"The battery will power the LEDs and light up. It's pretty cool.\"\u003c/p>\n\u003cp>\u003cstrong>Crafting, Computers And The Physical World\u003c/strong>\u003c/p>\n\u003cp>Chris Cook, one of the parents active in organizing the Hacker Scouts, serves as president of the hacker space where the Scouts meet. He says the group has expressly targeted kids between the ages of 8 to 14.\u003c/p>\n\u003cp>\"It's old enough where they're ready to start developing skills, [but] they're not so old that they've already been set in their ways,\" Cook says, \"and they're more interested in what their peer groups are doing.\"\u003c/p>\n\u003cp>\"So, we felt it's the right kind of time to expose them to how to craft with their hands — how to take things from a computer and put them into the physical world,\" Cook says.\u003c!--more-->\u003c/p>\n\u003cp>The Hacker Scouts don't wear uniforms, but soon they'll be able to earn something akin to merit badges, made by the kid-friendly DIY electronics company Adafruit Industries.\u003c/p>\n\u003cp>Badges range from \"learn to solder,\" \"aerial quadcopter\" and \"high-altitude balloon\" badges to the \"Dumpster-diving\" badge — \"for when you get dirty but get some free stuff,\" explains Adafruit founder Limor Fried.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/create-capture-upload-new-site-keeps-kids-digital-projects/\">Create, Capture, Upload: New Site Features Kids' Digital Projects\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/ideas-for-fun-and-learning-during-the-holiday-break/\">Ideas For Fun and Learning During the Holiday Break\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\">Harvard Want to Know: How Does the Act of Making Shape Kids' Brains \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>The thought of a bunch of Hacker Scouts Dumpster-diving may be unsettling, but recycling and re-purposing are big with hacker groups. Grace McFadden, 11, of Madison, Conn., recently re-purposed juice cartons into the soles of a pair of felt slippers, earning her a \"salvager badge\" from DIY.org, a new website for kids.\u003c/p>\n\u003cp>The site awards more than 40 badges for skills ranging from bike mechanic to \"special effects wizard,\" and has started producing how-to videos for DIY projects, like a \u003ca href=\"https://diy.org/saxon/000bo1#15734\">shoebox harp\u003c/a> made from a box, a pencil and some rubber bands.\u003c/p>\n\u003cp>\"Right now, I really like making paper airplanes and origami,\" McFadden says. \"I have a whole fleet of paper airplanes.\" She learned to make them, she says, using an app on her iPod and by looking online.\u003c/p>\n\u003cp>\u003cstrong>A Scouting Handbook For Young Hackers\u003c/strong>\u003c/p>\n\u003cp>There are now 32,000 kids registered with DIY.org, which plans to organize local clubs around the country. The website even has an \u003ca href=\"https://diy.org/anthem#play\">animated anthem\u003c/a> exhorting kids to \"build, make, hack and grow.\"\u003c/p>\n\u003cp>The site's chief creative officer, Isaiah Saxon, says the group plans to create the digital equivalent of a Scouting handbook for mobile devices.\u003c/p>\n\u003cp>\"We hope that people's smartphones are eventually the Swiss army knife of our movement,\" Saxon says. \"And that you go out into the woods ... point your phone at a tree and peel it open [to] learn about the wood underneath.\"\u003c/p>\n\u003cp>Saxon also plans to offer visual guides and \"amazing experiences on the fly through these powerful handheld computers,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As these efforts take off online, the hacker Scout movement is also spreading around the country. Seattle now has a science-focused group called \"Geek Scouts,\" and a couple of tribes — not troops — of \"Maker Scouts\" are being formed in Milwaukee and Charleston, S.C.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26018\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/boy-scouts-make-way-kids-explore-by-creating/hacker-scouts/\" rel=\"attachment wp-att-26018\">\u003cimg class=\"size-large wp-image-26018\" title=\"Hacker-Scouts\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/Hacker-Scouts-620x356.gif\" alt=\"\" width=\"620\" height=\"356\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Jon Kalish\u003c/p>\n\u003c/div>\n\u003ch5>By Jon Kalish\u003c/h5>\n\u003cp class=\"dropcap-serif\">Countless kids have grown up with the Girl Scouts, the Boy Scouts or Campfire Girls, but for some families, the uniforms and outdoor focus of traditional Scouting groups don't appeal.\u003c/p>\n\u003cp>In recent months, Scout like groups that concentrate on technology and do-it-yourself projects have been sprouting up around the country. They're coed and, like traditional Scouting organizations, award patches to kids who master skills.\u003c/p>\n\u003cp>\u003ca href=\"http://hackerscouts.acemonstertoys.org/\">Ace Monster Toys\u003c/a> is a hacker space in Oakland, Calif., where members share high-tech tools. Normally, grown-ups congregate there, working on electronics or woodworking projects. But two Sundays a month, the place is overrun by 50 kids and their parents for the gatherings of a group called Hacker Scouts.\u003c/p>\n\u003cp>The kids in Hacker Scouts are not breaking into computer networks. They make things with their hands, and at this particular meeting they are learning to solder and are building \"judobots,\" small robots made out of wooden Popsicle sticks.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It's old enough where they're ready to start developing skills, [but] they're not so old that they've already been set in their ways\"\u003c/p>\n\u003c/aside>\n\u003cp>On this warm fall day, Alicia Davis, 10, is wearing a wool hat she knit herself. As her dad stands nearby, she sews an LED bracelet with conductive thread.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I've been sewing on little felt pieces with this,\" Davis explains. \"The battery will power the LEDs and light up. It's pretty cool.\"\u003c/p>\n\u003cp>\u003cstrong>Crafting, Computers And The Physical World\u003c/strong>\u003c/p>\n\u003cp>Chris Cook, one of the parents active in organizing the Hacker Scouts, serves as president of the hacker space where the Scouts meet. He says the group has expressly targeted kids between the ages of 8 to 14.\u003c/p>\n\u003cp>\"It's old enough where they're ready to start developing skills, [but] they're not so old that they've already been set in their ways,\" Cook says, \"and they're more interested in what their peer groups are doing.\"\u003c/p>\n\u003cp>\"So, we felt it's the right kind of time to expose them to how to craft with their hands — how to take things from a computer and put them into the physical world,\" Cook says.\u003c!--more-->\u003c/p>\n\u003cp>The Hacker Scouts don't wear uniforms, but soon they'll be able to earn something akin to merit badges, made by the kid-friendly DIY electronics company Adafruit Industries.\u003c/p>\n\u003cp>Badges range from \"learn to solder,\" \"aerial quadcopter\" and \"high-altitude balloon\" badges to the \"Dumpster-diving\" badge — \"for when you get dirty but get some free stuff,\" explains Adafruit founder Limor Fried.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/create-capture-upload-new-site-keeps-kids-digital-projects/\">Create, Capture, Upload: New Site Features Kids' Digital Projects\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/ideas-for-fun-and-learning-during-the-holiday-break/\">Ideas For Fun and Learning During the Holiday Break\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\">Harvard Want to Know: How Does the Act of Making Shape Kids' Brains \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>The thought of a bunch of Hacker Scouts Dumpster-diving may be unsettling, but recycling and re-purposing are big with hacker groups. Grace McFadden, 11, of Madison, Conn., recently re-purposed juice cartons into the soles of a pair of felt slippers, earning her a \"salvager badge\" from DIY.org, a new website for kids.\u003c/p>\n\u003cp>The site awards more than 40 badges for skills ranging from bike mechanic to \"special effects wizard,\" and has started producing how-to videos for DIY projects, like a \u003ca href=\"https://diy.org/saxon/000bo1#15734\">shoebox harp\u003c/a> made from a box, a pencil and some rubber bands.\u003c/p>\n\u003cp>\"Right now, I really like making paper airplanes and origami,\" McFadden says. \"I have a whole fleet of paper airplanes.\" She learned to make them, she says, using an app on her iPod and by looking online.\u003c/p>\n\u003cp>\u003cstrong>A Scouting Handbook For Young Hackers\u003c/strong>\u003c/p>\n\u003cp>There are now 32,000 kids registered with DIY.org, which plans to organize local clubs around the country. The website even has an \u003ca href=\"https://diy.org/anthem#play\">animated anthem\u003c/a> exhorting kids to \"build, make, hack and grow.\"\u003c/p>\n\u003cp>The site's chief creative officer, Isaiah Saxon, says the group plans to create the digital equivalent of a Scouting handbook for mobile devices.\u003c/p>\n\u003cp>\"We hope that people's smartphones are eventually the Swiss army knife of our movement,\" Saxon says. \"And that you go out into the woods ... point your phone at a tree and peel it open [to] learn about the wood underneath.\"\u003c/p>\n\u003cp>Saxon also plans to offer visual guides and \"amazing experiences on the fly through these powerful handheld computers,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As these efforts take off online, the hacker Scout movement is also spreading around the country. Seattle now has a science-focused group called \"Geek Scouts,\" and a couple of tribes — not troops — of \"Maker Scouts\" are being formed in Milwaukee and Charleston, S.C.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Top 10 Posts of 2012: Deep, Meaningful and Creative Learning ",
"title": "Top 10 Posts of 2012: Deep, Meaningful and Creative Learning ",
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"content": "\u003cdiv id=\"attachment_25985\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/cricristina/5542560570/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-25985\" title=\"kid\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/kid.png\" alt=\"\" width=\"620\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid.png 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid-400x218.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid-320x174.png 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: CriCristina\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">It may come as no surprise that the ideas that are top-of-mind for educators, parents, and policymakers are the very topics conveyed in the most popular MindShift posts this year. Giving kids the tools to create, teachers the freedom to innovate, making students' work relevant in the real world, giving them access to valuable technology. These are the aspirations that have resonated most with MindShift readers this year. Here are the top 10 posts from 2012.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>1. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">EASY WAYS TO INTRODUCE PROGRAMMING TO KIDS\u003c/a>.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>Being able to use the Internet and operate computers is one thing, but it may be just as valuable to teach students how to code. Giving students an introduction to programming helps peel back the layers of what happens inside computers and how computers communicate with one another online. Programming knowledge, even at a very basic level, makes technology seem less magical and more manageable. Programming also teaches other important skills, including math and logic.\u003c/p>\n\u003ch4>\u003cstrong>2. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-things-in-school-that-should-be-obsolete/\">10 THINGS IN SCHOOL THAT SHOULD BE OBSOLETE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>So much about how and where kids learn has changed over the years, but the physical structure of schools has not. Looking around most school facilities — even those that aren't old and crumbling – it’s obvious that so much of it is obsolete today, and yet still in wide use.\u003c!--more-->\u003c/p>\n\u003ch4>\u003cstrong>3. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">WHY KIDS NEED SCHOOLS TO CHANGE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>The conversation in education has shifted towards outcomes and training kids for jobs of the future, and in many ways the traditional classroom has become obsolete. And yet many people fear change, preferring to hunker down and take the conservative route. Yet, it’s exactly during these uncertain times when people \u003cem>must\u003c/em> be willing to try new things, to be more open, curious and experimental, said educator Madeline Levine.\u003c/p>\n\u003ch4>\u003cstrong>4. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">LEARNING SHOULD BE MESSY\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>Can creativity be taught? Absolutely. The real question is: “How do we teach it?” In school, instead of crossing subjects and classes, we teach them in a very rigid manner. Very rarely do you witness math and science teachers or English and history teachers collaborating with each other. Sticking in your silo, shell, and expertise is comfortable. Well, it’s time to crack that shell. It’s time to abolish silos and subjects.\u003c/p>\n\u003ch4>\u003cstrong>5. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">MAKING CELL PHONES WORK IN THE CLASSROOM\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>At its core, the issues associated with mobile learning get to the very fundamentals of what happens in class everyday. At their best, cell phones and mobile devices seamlessly facilitate what students and teachers already do in thriving, inspiring classrooms. Students communicate and collaborate with each other and the teacher. They apply facts and information they've found to formulate or back up their ideas. They create projects to deepen their understanding, association with, and presentation of ideas.\u003c/p>\n\u003ch4>\u003cstrong>6. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/how-to-turn-your-classroom-into-an-idea-factory/\">TURN YOUR CLASSROOM INTO AN IDEA FACTORY\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>If we’re serious about preparing students to become innovators, educators have some hard work ahead. Getting students ready to tackle tomorrow’s challenges means helping them develop a new set of skills and fresh ways of thinking that they won’t acquire through textbook-driven instruction. Students need opportunities to practice these skills on right-sized projects, with supports in place to scaffold learning. They need to persist and learn from setbacks. That’s how they’ll develop the confidence to tackle difficult problems.\u003c/p>\n\u003ch4>\u003cstrong>7. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">OPEN EDUCATION RESOURCES FOR ALL\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>As open educational resources and OpenCourseWare (OCW) increase in popularity and usage, there are a number of new resources out there that do offer opportunity for interaction and engagement with the material.\u003c/p>\n\u003ch4>\u003cstrong>8. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/\">FOR STUDENTS, WHY THE QUESTION IS MORE IMPORTANT THAN THE ANSWER\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>In a traditional classroom, the teacher is the center of attention, the owner of knowledge and information. Teachers often ask questions of their students to gauge comprehension, but it’s a passive model that relies on students to absorb information they need to reproduce on tests. What would happen if the roles were flipped and students asked the questions?\u003c/p>\n\u003ch4>\u003cstrong>9. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">DEFINING DEEPER LEARNING\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>In preparing students for the world outside school, what skills are important to learn? This goes to the heart of the research addressed in the \u003ca href=\"http://www7.nationalacademies.org/bota/Deeper_Learning_Report_Homepage2.html\">Deeper Learning Report \u003c/a>released by the National Research Council of the National Academies of Science in Washington. Simply defined, “deeper learning” is the “process of learning for transfer,” meaning it allows a student to take what’s learned in one situation and apply it to another, explained James Pellegrino, one of the authors of the report. “You can use knowledge in ways that make it useful in new situations,” he said.\u003c/p>\n\u003ch4>\u003cstrong>10. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">HOW CAN WE CONNECT SCHOOL LIFE TO REAL LIFE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>So what if we were to say that, starting this year, even with our children in K– 5, at least half of the time they spend on schoolwork must be on stuff that can’t end up in a folder we put away? That the reason they’re doing their schoolwork isn't just for a grade or for it to be pinned up in the hallway? It should be because their work is something they create on their own, or with others, that has real value in the real world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25985\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/cricristina/5542560570/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-25985\" title=\"kid\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/kid.png\" alt=\"\" width=\"620\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid.png 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid-400x218.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid-320x174.png 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: CriCristina\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">It may come as no surprise that the ideas that are top-of-mind for educators, parents, and policymakers are the very topics conveyed in the most popular MindShift posts this year. 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Programming also teaches other important skills, including math and logic.\u003c/p>\n\u003ch4>\u003cstrong>2. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-things-in-school-that-should-be-obsolete/\">10 THINGS IN SCHOOL THAT SHOULD BE OBSOLETE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>So much about how and where kids learn has changed over the years, but the physical structure of schools has not. Looking around most school facilities — even those that aren't old and crumbling – it’s obvious that so much of it is obsolete today, and yet still in wide use.\u003c!--more-->\u003c/p>\n\u003ch4>\u003cstrong>3. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">WHY KIDS NEED SCHOOLS TO CHANGE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>The conversation in education has shifted towards outcomes and training kids for jobs of the future, and in many ways the traditional classroom has become obsolete. 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It’s time to abolish silos and subjects.\u003c/p>\n\u003ch4>\u003cstrong>5. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">MAKING CELL PHONES WORK IN THE CLASSROOM\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>At its core, the issues associated with mobile learning get to the very fundamentals of what happens in class everyday. At their best, cell phones and mobile devices seamlessly facilitate what students and teachers already do in thriving, inspiring classrooms. Students communicate and collaborate with each other and the teacher. They apply facts and information they've found to formulate or back up their ideas. 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"content": "\u003cdiv id=\"attachment_25951\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/ants88/6664180307/sizes/z/in/photostream/://blogs.kqed.org/mindshift/?attachment_id=25951\">\u003cimg class=\"size-large wp-image-25951\" title=\"6664180307_cd3184e491_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/6664180307_cd3184e491_z-620x410.jpg\" alt=\"\" width=\"620\" height=\"410\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Andrew Beeston\u003c/p>\n\u003c/div>\n\u003cp>With two weeks of holiday break stretched out ahead, here are some fun ways to keep kids occupied and engaged, as collected over time on MindShift.\u003c/p>\n\u003ch4>1. DIVE INTO MINECRAFT.\u003c/h4>\n\u003cp>Simply put, \u003ca href=\"http://www.minecraft.net/\">Minecraft\u003c/a> is a game that lets you build worlds out of blocks. But Minecraft’s visual simplicity belies what is a completely open-ended and therefore terrifically complex world. And the best of that world: it’s up to the player to design. Minecraft is what’s known as a “sandbox” game, giving players almost complete freedom to build within it. While many video games are focused on certain goals — level up, save the princess, destroy the aliens, for example — Minecraft has no clear-cut missions, at least not in that way. Players in Minecraft must scavenge for resources in order to build things — mining for stone to build buildings, mining for coal to build fire. One of the only limitations in-game is time — the sun sets each evening and when it’s dark, spiders and skeletons come out and can attack the characters.\u003c/p>\n\u003ch4>\u003cstrong>2. MAKE A FILM.\u003c/strong>\u003c/h4>\n\u003cp>The next Steven Spielberg might emerge from a summer movie-making project. Kids can exercise their writing, creativity, organization, and artistic skills by making their own movies, just as any director does: writing scripts, choosing actors, practicing lines, not to mention actually filming and editing. For those who own an Apple computer, iMovie \u003ca href=\"http://www.ischool.utexas.edu/technology/tutorials/graphics/imovie/1create.html\">makes the process\u003c/a> very simple. YouTube also offers free editing, and you can find other editing software online.\u003c/p>\n\u003ch4>3. START A DIY PROJECT.\u003c/h4>\n\u003cp>Refrigerators and fireplace mantles might still be covered with children’s projects, but more and more, those projects are finding a home online. That’s just one of the purposes for \u003ca href=\"http://blog.diy.org/\">DIY.org\u003c/a>, a site that allows kids to upload photos of their projects and share it with their friends, family, and the \u003c!--more-->public. Check out all the amazing kid-made projects from across the world.\u003c/p>\n\u003ch4>4. LEARN TO PROGRAM.\u003c/h4>\n\u003cp>It’s hard to argue with the importance of teaching students how to use computers — how to turn on, log on, search the Web, and use applications. These skills are absolutely necessary for students’ academic success as well as for their future job prospects. Here are \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">five tools to introduce kids to programming. \u003c/a>\u003c/p>\n\u003ch4>\u003cstrong>5. BECOME A CITIZEN SCIENTIST.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>Citizen science takes scientific inquiry and research out of the lab (and out of the sole purview of scientists and researchers) and puts it in the hand of those without formal scientific training — “citizens,” volunteers, and, yes, students. There are a number of ways that students can engage in citizen science projects over the summer, whether they’re \u003ca href=\"http://www.projectnoah.org/\">spotting animals\u003c/a> or \u003ca href=\"http://leafsnap.com/\">identifying plants\u003c/a>. Here are a few \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/four-fantastic-citizen-scientist-apps-and-sites/\">suggested apps and websites\u003c/a>\u003cstrong>.\u003c/strong>\u003c/p>\n\u003ch4>\u003cstrong>6. AUTHOR A WRITING PROJECT. \u003c/strong>\u003c/h4>\n\u003cp>Budding writers can start a week-long writing project focused on a specific theme. Write about animal skeletons and types of clouds; or invent TV cartoon characters based on exotic animals, or spend the week writing about magic or food or chocolate. Re-imagine your favorite fairytales with your chosen theme. Write and draw short stories, poems, or illustrations inspired by the subject you’ve chosen. Turn the storytelling process upside down by \u003ca href=\"http://writingprompts.tumblr.com/post/7344790970/writing-prompt-223\">using pictures and math equations\u003c/a> to tell a story, or \u003ca href=\"http://writingprompts.tumblr.com/post/10757317003/257\">describe a classroom\u003c/a> through a teacher’s eyes, or describe the days of the week \u003ca href=\"http://writingprompts.tumblr.com/post/6040090734/writing-prompt-199\">as if they were people\u003c/a>. Find hundreds of writing prompts on this \u003ca href=\"http://writingprompts.tumblr.com/\">Tumblr blog\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25951\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/ants88/6664180307/sizes/z/in/photostream/://blogs.kqed.org/mindshift/?attachment_id=25951\">\u003cimg class=\"size-large wp-image-25951\" title=\"6664180307_cd3184e491_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/6664180307_cd3184e491_z-620x410.jpg\" alt=\"\" width=\"620\" height=\"410\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Andrew Beeston\u003c/p>\n\u003c/div>\n\u003cp>With two weeks of holiday break stretched out ahead, here are some fun ways to keep kids occupied and engaged, as collected over time on MindShift.\u003c/p>\n\u003ch4>1. DIVE INTO MINECRAFT.\u003c/h4>\n\u003cp>Simply put, \u003ca href=\"http://www.minecraft.net/\">Minecraft\u003c/a> is a game that lets you build worlds out of blocks. But Minecraft’s visual simplicity belies what is a completely open-ended and therefore terrifically complex world. And the best of that world: it’s up to the player to design. Minecraft is what’s known as a “sandbox” game, giving players almost complete freedom to build within it. While many video games are focused on certain goals — level up, save the princess, destroy the aliens, for example — Minecraft has no clear-cut missions, at least not in that way. Players in Minecraft must scavenge for resources in order to build things — mining for stone to build buildings, mining for coal to build fire. One of the only limitations in-game is time — the sun sets each evening and when it’s dark, spiders and skeletons come out and can attack the characters.\u003c/p>\n\u003ch4>\u003cstrong>2. MAKE A FILM.\u003c/strong>\u003c/h4>\n\u003cp>The next Steven Spielberg might emerge from a summer movie-making project. Kids can exercise their writing, creativity, organization, and artistic skills by making their own movies, just as any director does: writing scripts, choosing actors, practicing lines, not to mention actually filming and editing. For those who own an Apple computer, iMovie \u003ca href=\"http://www.ischool.utexas.edu/technology/tutorials/graphics/imovie/1create.html\">makes the process\u003c/a> very simple. YouTube also offers free editing, and you can find other editing software online.\u003c/p>\n\u003ch4>3. START A DIY PROJECT.\u003c/h4>\n\u003cp>Refrigerators and fireplace mantles might still be covered with children’s projects, but more and more, those projects are finding a home online. That’s just one of the purposes for \u003ca href=\"http://blog.diy.org/\">DIY.org\u003c/a>, a site that allows kids to upload photos of their projects and share it with their friends, family, and the \u003c!--more-->public. Check out all the amazing kid-made projects from across the world.\u003c/p>\n\u003ch4>4. LEARN TO PROGRAM.\u003c/h4>\n\u003cp>It’s hard to argue with the importance of teaching students how to use computers — how to turn on, log on, search the Web, and use applications. These skills are absolutely necessary for students’ academic success as well as for their future job prospects. Here are \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">five tools to introduce kids to programming. \u003c/a>\u003c/p>\n\u003ch4>\u003cstrong>5. BECOME A CITIZEN SCIENTIST.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>Citizen science takes scientific inquiry and research out of the lab (and out of the sole purview of scientists and researchers) and puts it in the hand of those without formal scientific training — “citizens,” volunteers, and, yes, students. There are a number of ways that students can engage in citizen science projects over the summer, whether they’re \u003ca href=\"http://www.projectnoah.org/\">spotting animals\u003c/a> or \u003ca href=\"http://leafsnap.com/\">identifying plants\u003c/a>. Here are a few \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/four-fantastic-citizen-scientist-apps-and-sites/\">suggested apps and websites\u003c/a>\u003cstrong>.\u003c/strong>\u003c/p>\n\u003ch4>\u003cstrong>6. AUTHOR A WRITING PROJECT. \u003c/strong>\u003c/h4>\n\u003cp>Budding writers can start a week-long writing project focused on a specific theme. Write about animal skeletons and types of clouds; or invent TV cartoon characters based on exotic animals, or spend the week writing about magic or food or chocolate. Re-imagine your favorite fairytales with your chosen theme. Write and draw short stories, poems, or illustrations inspired by the subject you’ve chosen. Turn the storytelling process upside down by \u003ca href=\"http://writingprompts.tumblr.com/post/7344790970/writing-prompt-223\">using pictures and math equations\u003c/a> to tell a story, or \u003ca href=\"http://writingprompts.tumblr.com/post/10757317003/257\">describe a classroom\u003c/a> through a teacher’s eyes, or describe the days of the week \u003ca href=\"http://writingprompts.tumblr.com/post/6040090734/writing-prompt-199\">as if they were people\u003c/a>. Find hundreds of writing prompts on this \u003ca href=\"http://writingprompts.tumblr.com/\">Tumblr blog\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_25934\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-low-income-kids-is-more-school-time-the-answer/kids1/\" rel=\"attachment wp-att-25934\">\u003cimg class=\"size-large wp-image-25934\" title=\"kids1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/kids1-620x395.png\" alt=\"\" width=\"620\" height=\"395\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">To help disadvantaged kids who are struggling to keep up in school, some education advocates believe that extending the school day could give them the extra boost they need. They argue that many parents can’t afford to send their kids to the varied extracurricular activities that wealthier children enjoy – leaving poorer kids with a sparse education that focuses primarily on testing.\u003c/p>\n\u003cp>On that premise, \u003ca href=\"http://www.fordfoundation.org/issues/educational-opportunity-and-scholarship/more-and-better-learning-time/news?id=698\">five states recently announced\u003c/a> that select school districts will participate in a three-year extended time pilot project funded with a mix of federal, state and district funds, along with private philanthropy from the Ford Foundation and \u003ca href=\"http://www.timeandlearning.org/\">National Center on Time and Learning\u003c/a>.\u003cbr>\nExtended-time advocates cite \u003ca href=\"http://www.timeandlearning.org/files/OGCaseStudy.pdf\">studies showing a gap in childhood opportunity\u003c/a> that mirrors the widening income gap. Wealthy families can and do spend more money on music and art lessons, tutors, and summer camp for their children that help them get ahead, while low-income kids often go home after school to unsafe neighborhoods, with little supervision and fewer positive outlets for their time and energy. The extended time movement is meant to correct those inequalities by offering the same diverse array of activities and adult mentors to disadvantaged children.\u003c/p>\n\u003cp>But simply tacking on hours at the end of a school day is not the solution, according to some.\u003c/p>\n\u003cp>\"The issue is that many of the schools that poor kids go to are not good schools,\" said \u003ca href=\"http://www.carnegiefoundation.org/about-us/staff/elena-silva\">Elena Silva\u003c/a>, a senior associate at the Carnegie Foundation for the Advancement of Teaching. \"If that’s the case, the obvious question is, why would you extend more time? You don’t need more of a bad thing.\" Silva has \u003ca href=\"http://www.educationsector.org/publications/clock-what-more-time-can-and-cant-do-school-turnarounds\">researched the efficacy of extended time\u003c/a> and come up with mixed results.\u003c!--more-->\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The goal is to use the extra time to change the entire school day. So, not to just add supplemental things, but rather to say if you had more time in the day, how would you structure the whole day.”\u003c/p>\n\u003c/aside>\n\u003cp>In theory, it could work, she says, but it's often resource intensive and takes the space and time for creative outside-the-box thinking. Silva is skeptical that school districts will have the time or money to redesign the school day in the ways that are necessary to make extended-learning effective. The strongest research out there supports a shorter summer to minimize the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/preventing-the-summer-slide-in-math-skills/\">summer learning loss\u003c/a> that is well documented among low-income students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And that's what the pilot program will attempt to address: what kind of extended learning works best. Participating schools will add at least 300 hours to the school year and focus on broad frameworks like academics and enrichment, strong partners and teacher development. Beyond that, each school community will figure out how to design its own program.\u003c/p>\n\u003cp>\"When the time is really used to focus kids in interesting and engaging ways, that is a powerful aid to learning,\" said \u003ca href=\"http://www.fordfoundation.org/issues/educational-opportunity-and-scholarship/advancing-higher-education-access-and-success/team/jeannie-oakes\">Jeannie Oakes\u003c/a>, director of the Ford Foundation’s Educational Opportunities and Scholarship Program. \"The \u003cem>better\u003c/em> is as important as the \u003cem>more\u003c/em>. That means changing the substance of what goes on, not just adding hours.\"\u003c/p>\n\u003cp>It also means bringing in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-a-9-hour-school-day-prevent-students-from-dropping-out/\">community-based organizations and other outside resources\u003c/a> that allow for staggered teacher schedules and built-in teacher planning periods. Oakes says the ideal extended-learning environment would provide richer opportunities that allow learning to go beyond tests, and would include subjects that have been stripped out of most public schools -- art, music, science labs, real-world internships and field trips.\u003c/p>\n\u003cp>\u003cstrong>CARRYING THE COST\u003c/strong>\u003c/p>\n\u003cp>The extended-learning vision is a compelling one, but it has been tried and failed, Silva says, not because it's a bad idea, but because there wasn't enough sustained funding to transform schools. The 2009 stimulus bill included money for \u003ca href=\"http://www.ed.gov/category/program/school-improvement-grants\">School Improvement Grants\u003c/a> (SIG) for the worst performing schools in the country. Some of that funding was used to extend the school day. Silva evaluated many of those schools and found that teachers and administrators faced so many challenges that they had no space to imagine or execute a re-designed school day.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"The potential unintended consequence is that you extend what is a rote learning experience for a longer period of time.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"There are a lot of people out there who don’t have time to add time in really creative ways,\" she said. Instead schools were overwhelmed trying to meet federal requirements that included changing leadership, huge staffing turnovers and shifts in curriculum and pedagogical approach. On top of that, funding was finite and limited. Not only did they not know how to use the extra time, they were reluctant to make big structural changes that would have to be reversed when the money dried up.\u003c/p>\n\u003cp>\"Ideally these pilots will give us an answer, because we’ll see some cost-effective, creative ways to do this,\" Silva said. \"But I don’t think that we can get around the fact that it will be more expensive than what we have now.\" Already when districts look at their budgets, they are scared at what they see. \"They are being conservative because they know there isn't as much money as there once was,\" said Silva.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>RELATED READING\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-a-9-hour-school-day-prevent-students-from-dropping-out/\">Can a 9 Hour School Day Prevent Students From Dropping Out?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/educators-go-from-soloists-to-choreographers-in-the-future-school-day/\">Educators Go From Soloists to Choreographers in the Future School Day\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cstrong>HARD TO MEASURE RESULTS\u003c/strong>\u003c/p>\n\u003cp>One of the toughest challenges that extended-time advocates contend with is finding an effective way to isolate the influence of more time on a child’s academic achievement. Oakes says the Ford Foundation will track standard measures, but they also want to develop new measures that take into account some of the less tangible gains. If the goal is \"better time\" then it can't be all about the test – it's about teaching to the whole child, she said. Lack of hard data could become a problem, however, when it comes time to convince politicians to spend more money nationwide on a longer school day.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Another concern about the extended school day is that it provides so much structure that kids don't have time to just be kids – to play, imagine and relax. \"The reflection time, the free time, that's a worry, frankly, of the advantaged class,\" Oakes said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25934\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-low-income-kids-is-more-school-time-the-answer/kids1/\" rel=\"attachment wp-att-25934\">\u003cimg class=\"size-large wp-image-25934\" title=\"kids1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/kids1-620x395.png\" alt=\"\" width=\"620\" height=\"395\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">To help disadvantaged kids who are struggling to keep up in school, some education advocates believe that extending the school day could give them the extra boost they need. They argue that many parents can’t afford to send their kids to the varied extracurricular activities that wealthier children enjoy – leaving poorer kids with a sparse education that focuses primarily on testing.\u003c/p>\n\u003cp>On that premise, \u003ca href=\"http://www.fordfoundation.org/issues/educational-opportunity-and-scholarship/more-and-better-learning-time/news?id=698\">five states recently announced\u003c/a> that select school districts will participate in a three-year extended time pilot project funded with a mix of federal, state and district funds, along with private philanthropy from the Ford Foundation and \u003ca href=\"http://www.timeandlearning.org/\">National Center on Time and Learning\u003c/a>.\u003cbr>\nExtended-time advocates cite \u003ca href=\"http://www.timeandlearning.org/files/OGCaseStudy.pdf\">studies showing a gap in childhood opportunity\u003c/a> that mirrors the widening income gap. Wealthy families can and do spend more money on music and art lessons, tutors, and summer camp for their children that help them get ahead, while low-income kids often go home after school to unsafe neighborhoods, with little supervision and fewer positive outlets for their time and energy. The extended time movement is meant to correct those inequalities by offering the same diverse array of activities and adult mentors to disadvantaged children.\u003c/p>\n\u003cp>But simply tacking on hours at the end of a school day is not the solution, according to some.\u003c/p>\n\u003cp>\"The issue is that many of the schools that poor kids go to are not good schools,\" said \u003ca href=\"http://www.carnegiefoundation.org/about-us/staff/elena-silva\">Elena Silva\u003c/a>, a senior associate at the Carnegie Foundation for the Advancement of Teaching. \"If that’s the case, the obvious question is, why would you extend more time? You don’t need more of a bad thing.\" Silva has \u003ca href=\"http://www.educationsector.org/publications/clock-what-more-time-can-and-cant-do-school-turnarounds\">researched the efficacy of extended time\u003c/a> and come up with mixed results.\u003c!--more-->\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The goal is to use the extra time to change the entire school day. So, not to just add supplemental things, but rather to say if you had more time in the day, how would you structure the whole day.”\u003c/p>\n\u003c/aside>\n\u003cp>In theory, it could work, she says, but it's often resource intensive and takes the space and time for creative outside-the-box thinking. Silva is skeptical that school districts will have the time or money to redesign the school day in the ways that are necessary to make extended-learning effective. The strongest research out there supports a shorter summer to minimize the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/preventing-the-summer-slide-in-math-skills/\">summer learning loss\u003c/a> that is well documented among low-income students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And that's what the pilot program will attempt to address: what kind of extended learning works best. Participating schools will add at least 300 hours to the school year and focus on broad frameworks like academics and enrichment, strong partners and teacher development. Beyond that, each school community will figure out how to design its own program.\u003c/p>\n\u003cp>\"When the time is really used to focus kids in interesting and engaging ways, that is a powerful aid to learning,\" said \u003ca href=\"http://www.fordfoundation.org/issues/educational-opportunity-and-scholarship/advancing-higher-education-access-and-success/team/jeannie-oakes\">Jeannie Oakes\u003c/a>, director of the Ford Foundation’s Educational Opportunities and Scholarship Program. \"The \u003cem>better\u003c/em> is as important as the \u003cem>more\u003c/em>. That means changing the substance of what goes on, not just adding hours.\"\u003c/p>\n\u003cp>It also means bringing in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-a-9-hour-school-day-prevent-students-from-dropping-out/\">community-based organizations and other outside resources\u003c/a> that allow for staggered teacher schedules and built-in teacher planning periods. Oakes says the ideal extended-learning environment would provide richer opportunities that allow learning to go beyond tests, and would include subjects that have been stripped out of most public schools -- art, music, science labs, real-world internships and field trips.\u003c/p>\n\u003cp>\u003cstrong>CARRYING THE COST\u003c/strong>\u003c/p>\n\u003cp>The extended-learning vision is a compelling one, but it has been tried and failed, Silva says, not because it's a bad idea, but because there wasn't enough sustained funding to transform schools. The 2009 stimulus bill included money for \u003ca href=\"http://www.ed.gov/category/program/school-improvement-grants\">School Improvement Grants\u003c/a> (SIG) for the worst performing schools in the country. Some of that funding was used to extend the school day. Silva evaluated many of those schools and found that teachers and administrators faced so many challenges that they had no space to imagine or execute a re-designed school day.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"The potential unintended consequence is that you extend what is a rote learning experience for a longer period of time.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"There are a lot of people out there who don’t have time to add time in really creative ways,\" she said. Instead schools were overwhelmed trying to meet federal requirements that included changing leadership, huge staffing turnovers and shifts in curriculum and pedagogical approach. On top of that, funding was finite and limited. Not only did they not know how to use the extra time, they were reluctant to make big structural changes that would have to be reversed when the money dried up.\u003c/p>\n\u003cp>\"Ideally these pilots will give us an answer, because we’ll see some cost-effective, creative ways to do this,\" Silva said. \"But I don’t think that we can get around the fact that it will be more expensive than what we have now.\" Already when districts look at their budgets, they are scared at what they see. \"They are being conservative because they know there isn't as much money as there once was,\" said Silva.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>RELATED READING\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-a-9-hour-school-day-prevent-students-from-dropping-out/\">Can a 9 Hour School Day Prevent Students From Dropping Out?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/educators-go-from-soloists-to-choreographers-in-the-future-school-day/\">Educators Go From Soloists to Choreographers in the Future School Day\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cstrong>HARD TO MEASURE RESULTS\u003c/strong>\u003c/p>\n\u003cp>One of the toughest challenges that extended-time advocates contend with is finding an effective way to isolate the influence of more time on a child’s academic achievement. Oakes says the Ford Foundation will track standard measures, but they also want to develop new measures that take into account some of the less tangible gains. If the goal is \"better time\" then it can't be all about the test – it's about teaching to the whole child, she said. Lack of hard data could become a problem, however, when it comes time to convince politicians to spend more money nationwide on a longer school day.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_25867\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-advice-ideas-and-support-more-educators-seek-social-networks/to-go-with-us-it-internet-ipo-facebook-a/\" rel=\"attachment wp-att-25867\">\u003cimg class=\"size-full wp-image-25867\" title=\"TO GO WITH US-IT-Internet-IPO-Facebook-A\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/Facebook.jpg\" alt=\"\" width=\"620\" height=\"330\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/12/Facebook.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/Facebook-400x213.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/Facebook-320x170.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Ted Aljibe/Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Social networking is hardly a new phenomenon, but teachers have come a long way in their use of sites like Facebook and Twitter. These forms of communication and collaboration have become so common, it’s easy to forget that even a social networking heavyweight like Twitter only gained popularity in the last three or four years.\u003c/p>\n\u003cp>Results of a survey conducted by \u003ca href=\"http://www.mmseducation.com/\">MMS Education\u003c/a> show that between 2009 -- when the survey was last conducted -- and 2012, teachers have significantly increased their use of social networking for both personal and professional use. According to a\u003cem>\u003ca title=\"blocked::http://r20.rs6.net/tn.jsp?e=0011FwD7r9HPaFHBrTtn8Iae5fr1kSoIscDDyZeO9NzXk5vF3y55Jdlq7554_PuJNji8F5iTGKGSBqPPcbDm-5pl1WTlHDMxKYPZWx-kW-CeyYnBGELFPSzUJrfZYxbhp-ljcO5gTEFSyFnOovl1ArjaWg_uDOm6fjXG5aOaB0I4qNwHKp47UEnO_GR-PRGU66rhMGJeXAGKGo=\" href=\"http://r20.rs6.net/tn.jsp?e=0011FwD7r9HPaFHBrTtn8Iae5fr1kSoIscDDyZeO9NzXk5vF3y55Jdlq7554_PuJNji8F5iTGKGSBqPPcbDm-5pl1WTlHDMxKYPZWx-kW-CeyYnBGELFPSzUJrfZYxbhp-ljcO5gTEFSyFnOovl1ArjaWg_uDOm6fjXG5aOaB0I4qNwHKp47UEnO_GR-PRGU66rhMGJeXAGKGo=\" target=\"_blank\"> Survey of K-12 Educators on Social Networking, Online Communities, and Web 2.0 Tools 2012\u003c/a>\u003c/em>, the percentage of educators who replied that they were part of at least one social networking site went up from 61 percent in 2009 to 82 percent in 2012 -- a significant 34 percent gain.\u003c/p>\n\u003cp>It’s not too surprising that Facebook is still the most popular site, with 85 percent of respondents saying they are members, but educators also favor Google+, Twitter and Pinterest, a surprise write-in. Even more impressively, participation on education-focused sites, some of which didn't exist during the 2009 survey, has increased dramatically. The most popular is Edmodo with 27 percent, but more established sites like edWeb saw significant increases in participation as well.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Teachers often tell us that they feel isolated in the classroom because they find it difficult during a busy day to connect with colleagues and get feedback.”\u003c/p>\n\u003c/aside>\n\u003cp>While teachers understand how important social networking sites are to students' lives, most indicated that they haven’t been able to capitalize on that energy for the purposes of learning. Access to sites is still a huge problem; 47 percent of educators said they felt the rules were too restrictive for their students and even for themselves when at school.\u003c/p>\n\u003cp>“When educators do find value in an education-based site, they visit frequently,” said Susan Meell, CEO of MMS Education in a \u003ca href=\"http://www.instantpresenter.com/WebConference/RecordingDefault.aspx?c_psrid=EA52DE82894D\">webinar\u003c/a> explaining the survey results. Many educators reported getting a lot of use out of their interactions on social media sites, especially from free professional development and sharing ideas.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Teachers often tell us that they feel isolated in the classroom because they find it difficult during a busy day to connect with colleagues and get feedback,” explained Meell. Social networking is an easy and quick way to do both. It’s also a great way for teachers to broaden their ideas about teaching and to share new digital tools.\u003c/p>\n\u003cp>“It is so very important that we as teachers begin to use technology, as students are already 'equipped' with the mindset for technology,” wrote one teacher on the survey. Others noted that teachers need to be teaching digital citizenship and using web 2.0 tools to transform teaching and learning. And in a striking parallel to how online learning can bring out shy learners, many teachers noted how much they gain from interacting with other educators through participation on social networking sites.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-to-do-if-your-school-bans-a-useful-website/\">What To Do If Your School Bans Useful Websites\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">Students Demand the Right to Use Technology in Schools\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/can-twitter-replace-traditional-professional-development/\">Can Twitter Replace Traditional Professional Development?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>But teachers had concerns as well. Foremost on their minds was the potential impropriety of participating in networks with students. And even in their private lives, educators worried posting might jeopardize their jobs. Others felt that the sites are a distracting waste of time with too many opportunities for misuse. And there were concerns that poorer students wouldn't have equal access to the tools if teachers try to integrate social networking into their classrooms.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>General social networking sites, as well as education-focused sites, have emerged as powerful tools for teachers in the last several years. They combat the isolation of the classroom and can provide forward-thinking teachers with a community that shares their views. But challenges still remain with access to useful sites and in the lack of security teachers feel around trying out new strategies.\u003c/p>\n\n",
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
"site": "radio",
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},
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"rss": "https://feeds.npr.org/510312/podcast.xml"
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
"tuneIn": "https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"
}
},
"forum": {
"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
"airtime": "MON-FRI 7pm-8pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/fresh-air/",
"meta": {
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"here-and-now": {
"id": "here-and-now",
"title": "Here & Now",
"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
"airtime": "MON-THU 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
}
},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/hidden-brain/id1028908750?mt=2",
"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
}
},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
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},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"spotify": "https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
"site": "radio",
"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
}
},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
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"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
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