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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/survey-for-young-kids-parents-prefer-reading-print-books/attachment/89791847/\" rel=\"attachment wp-att-23906\">\u003cimg class=\"alignleft size-medium wp-image-23906\" title=\"89791847\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/89791847-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>Don't count print books obsolete just yet -- especially when it comes to younger kids. A\u003ca href=\"http://www.joanganzcooneycenter.org/Reports-36.html\"> study released today by the Joan Ganz Cooney Center\u003c/a> shows that even among parents who like reading e-books with their kids, the majority still prefer to read print books over e-books with their children.\u003c/p>\n\u003cp>The survey, which included 1,200 parents of children age 2 to 6, showed that, of those who owned iPads (462 in total), an overwhelming majority -- 89.9 percent -- said they read mostly print books and some e-books, compared to 7.5 percent who say they read print books and e-books equally with their children, and only 2.7 percent who read mostly or exclusively e-books.\u003c/p>\n\u003cp>But the report also draws an interesting conclusion about how print books or e-books (in this case, iPads with multimedia features) are alternately preferred in certain situations. During times when parents want to read with their kids (co-read, as the report calls it), print books are preferred, even when e-books are available. But parents prefer e-books when they're traveling or commuting.\u003c/p>\n\u003cp>Mixed reactions were reported in other aspects too. Although parents recognize that e-books can play a role in developing their kids' literacy skills, especially when kids are reading alone, many iPad owners -- a full one-third surveyed -- said that sometimes \"it's just too difficult to read with a child on digital devices, and nearly as many are worried the child would start to want to use the iPad all the time.\" Overall, in fact, 60 percent of parents said they prefer their child to read traditional print books.\u003c/p>\n\u003cp>This report follows another, much smaller survey of 32 parents, which \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/for-young-readers-print-or-digital-books/\">examined the difference \u003c!--more-->between recall and comprehension\u003c/a> when kids read e-books versus print books.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Of course, nuances in parents' motivations should be further examined, the report's authors write, with the following questions:\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cblockquote>\n\u003cul>\n\u003cli>This survey focused on co-reading practices. What patterns of perceptions and behaviors exist among owners of iPads and other devices with regards to children’s solo use of e-books?\u003c/li>\n\u003cli>Do similar e-book perception and co-reading patterns exist among different samples of parents (for example, among samples of fathers or parents from different socio-economic circumstances?).\u003c/li>\n\u003cli>What role do specific e-book features play in children’s co-reading and solo reading experiences?\n\u003cul>\n\u003cli>What makes some parents perceive various features (e.g., embedded hotspots and animations) as helpful and others perceive them as distracting?\u003c/li>\n\u003cli>How do individual features aid or undermine the reading experience and children’s literacy development? Is the influence consistent across diverse reading contexts and when engaged with varying content (e.g., a preliterate child reading alone; when reading with a parent; when reading with a sibling; while reading various types of stories)?\u003c/li>\n\u003cli>Do parents’ and children’s perceptions of features change as they become more familiar with the device and with the specific e-book? Does the effectiveness of a feature change with exposure?\u003c/li>\n\u003cli>Do similar patterns exist for families who own other types of devices for reading children’s e-books?\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003c/blockquote>\n\u003cp>As our reading habits continue to evolve in response to new technologies, parents are still figuring out how best to leverage the devices and when it's more appropriate to stick with print books.\u003c/p>\n\u003cp>\"Our perspective is that we have yet to see best practices emerge from e-book designers. We must also keep in mind that this survey analysis merely presents a snapshot in time—parent sentiments and behaviors will evolve as kids’ e-books do and as they gain familiarity with e-books and devices for reading e-books,\" the report states.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>** UPDATE: The post has been edited to reflect the number of iPad owners' responses (462) compared to the total number of those surveyed (1,200).\u003c/p>\n\u003c/div>\n\u003c/div>\n\n",
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"description": "Don't count print books obsolete just yet -- especially when it comes to younger kids. A study released today by the Joan Ganz Cooney Center shows that even among parents who like reading e-books with their kids, the majority still prefer to read print books over e-books with their children. The survey, which included 1,200",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/survey-for-young-kids-parents-prefer-reading-print-books/attachment/89791847/\" rel=\"attachment wp-att-23906\">\u003cimg class=\"alignleft size-medium wp-image-23906\" title=\"89791847\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/89791847-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>Don't count print books obsolete just yet -- especially when it comes to younger kids. A\u003ca href=\"http://www.joanganzcooneycenter.org/Reports-36.html\"> study released today by the Joan Ganz Cooney Center\u003c/a> shows that even among parents who like reading e-books with their kids, the majority still prefer to read print books over e-books with their children.\u003c/p>\n\u003cp>The survey, which included 1,200 parents of children age 2 to 6, showed that, of those who owned iPads (462 in total), an overwhelming majority -- 89.9 percent -- said they read mostly print books and some e-books, compared to 7.5 percent who say they read print books and e-books equally with their children, and only 2.7 percent who read mostly or exclusively e-books.\u003c/p>\n\u003cp>But the report also draws an interesting conclusion about how print books or e-books (in this case, iPads with multimedia features) are alternately preferred in certain situations. During times when parents want to read with their kids (co-read, as the report calls it), print books are preferred, even when e-books are available. But parents prefer e-books when they're traveling or commuting.\u003c/p>\n\u003cp>Mixed reactions were reported in other aspects too. Although parents recognize that e-books can play a role in developing their kids' literacy skills, especially when kids are reading alone, many iPad owners -- a full one-third surveyed -- said that sometimes \"it's just too difficult to read with a child on digital devices, and nearly as many are worried the child would start to want to use the iPad all the time.\" Overall, in fact, 60 percent of parents said they prefer their child to read traditional print books.\u003c/p>\n\u003cp>This report follows another, much smaller survey of 32 parents, which \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/for-young-readers-print-or-digital-books/\">examined the difference \u003c!--more-->between recall and comprehension\u003c/a> when kids read e-books versus print books.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Of course, nuances in parents' motivations should be further examined, the report's authors write, with the following questions:\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cblockquote>\n\u003cul>\n\u003cli>This survey focused on co-reading practices. What patterns of perceptions and behaviors exist among owners of iPads and other devices with regards to children’s solo use of e-books?\u003c/li>\n\u003cli>Do similar e-book perception and co-reading patterns exist among different samples of parents (for example, among samples of fathers or parents from different socio-economic circumstances?).\u003c/li>\n\u003cli>What role do specific e-book features play in children’s co-reading and solo reading experiences?\n\u003cul>\n\u003cli>What makes some parents perceive various features (e.g., embedded hotspots and animations) as helpful and others perceive them as distracting?\u003c/li>\n\u003cli>How do individual features aid or undermine the reading experience and children’s literacy development? Is the influence consistent across diverse reading contexts and when engaged with varying content (e.g., a preliterate child reading alone; when reading with a parent; when reading with a sibling; while reading various types of stories)?\u003c/li>\n\u003cli>Do parents’ and children’s perceptions of features change as they become more familiar with the device and with the specific e-book? Does the effectiveness of a feature change with exposure?\u003c/li>\n\u003cli>Do similar patterns exist for families who own other types of devices for reading children’s e-books?\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003c/blockquote>\n\u003cp>As our reading habits continue to evolve in response to new technologies, parents are still figuring out how best to leverage the devices and when it's more appropriate to stick with print books.\u003c/p>\n\u003cp>\"Our perspective is that we have yet to see best practices emerge from e-book designers. We must also keep in mind that this survey analysis merely presents a snapshot in time—parent sentiments and behaviors will evolve as kids’ e-books do and as they gain familiarity with e-books and devices for reading e-books,\" the report states.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>** UPDATE: The post has been edited to reflect the number of iPad owners' responses (462) compared to the total number of those surveyed (1,200).\u003c/p>\n\u003c/div>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Will Students Perform? Depends on Teachers' Expectations",
"title": "How Will Students Perform? Depends on Teachers' Expectations",
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"content": "\u003cdiv id=\"attachment_23883\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-23883\" title=\"123339920\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/123339920-620x397.jpg\" alt=\"\" width=\"620\" height=\"397\">\u003c/p>\n\u003cp class=\"wp-media-credit\">thinkstock\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.npr.org/people/90889243/alix-spiegel\" rel=\"author\">Alix Spiegel\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Teacher expectations can affect the performance of the children they teach.\u003c/p>\n\u003cp>The first psychologist to systematically study this was a Harvard professor named \u003ca href=\"http://www.psych.ucr.edu/faculty/rosenthal/index.html\">Robert Rosenthal\u003c/a>, who in 1964 did a \u003ca href=\"http://books.google.com/books?id=6OQ9fn9il6gC&pg=PA275&lpg=PA275&dq=Flanagan%27s+Test+of+General+Ability&source=bl&ots=_A5j2I__M3&sig=o-ptexwwjmZnPJI7sCMBlyuOA_M&hl=en#v=onepage&q=Flanagan%27s%20Test%20of%20General%20Ability&f=false\" target=\"_blank\">wonderful experiment\u003c/a> at an elementary school south of San Francisco.\u003c/p>\n\u003cp>The idea was to figure out what would happen if teachers were told that certain kids in their class were destined to succeed, so Rosenthal took a normal IQ test and dressed it up as a different test.\u003c/p>\n\u003cp>\"It was a standardized IQ test, Flanagan's Test of General Ability,\" he says. \"But the cover we put on it, we had printed on every test booklet, said 'Harvard Test of Inflected Acquisition.' \"\u003c/p>\n\u003cp>Rosenthal told the teachers that this very special test from Harvard had the very special ability to predict which kids were about to be very special — that is, which kids were about to experience a dramatic growth in their IQ.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"If teachers had been led to expect greater gains in IQ, then increasingly, those kids gained more IQ.\"\u003c/p>\n\u003c/aside>\n\u003cp>After the kids took the test, he then chose from every class several children totally at random. There was nothing at all to distinguish these kids from the other kids, but he told their teachers that the test predicted the kids were on the verge of an intense intellectual bloom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As he followed the children over the next two years, Rosenthal discovered that the teachers' expectations of these kids really did affect the students. \"If teachers had been led to expect greater gains in IQ, then increasingly, those kids gained more IQ,\" he says.\u003c/p>\n\u003cp>But just how do expectations influence IQ?\u003ca name=\"more\">\u003c/a>\u003c/p>\n\u003cp>As Rosenthal did more research, he found that expectations affect teachers' moment-to-moment interactions with the children they teach in a thousand almost invisible ways. Teachers give the students that they expect to succeed more time to answer questions, more specific feedback, and more approval: They consistently touch, nod and smile at those kids more.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>7 Ways Teachers Can Change Their Expectations\u003c/h5>\n\u003cp>Researcher Robert Pianta offered these suggestions for teachers who want to change their behavior toward problem students:\u003c/p>\n\u003cdiv>\n\u003col>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>Watch \u003c/strong>\u003c/span>how each student interacts. How do they prefer to engage? What do they seem to like to do? Observe so you can understand all they are capable of.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>Listen.\u003c/strong>\u003c/span> Try to understand what motivates them, what their goals are and how they view you, their classmates and the activities you assign them.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>Engage. \u003c/strong>\u003c/span> Talk with students about their individual interests. Don't offer advice or opinions – just listen.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>Experiment. \u003c/strong>\u003c/span>Change how you react to challenging behaviors. Rather than responding quickly in the moment, take a breath. Realize that their behavior might just be a way of reaching out to you.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>Meet. \u003c/strong>\u003c/span> Each week, spend time with students outside of your role as \"teacher.\" Let the students choose a game or other nonacademic activity they'd like to do with you. Your job is to NOT teach but watch, listen and narrate what you see, focusing on students' interests and what they do well. This type of activity is really important for students with whom you often feel in conflict or who you avoid.\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"color: #000000\">Reach out\u003c/span>.\u003c/strong> Know what your students like to do outside of school. Make it a project for them to tell you about it using some medium in which they feel comfortable: music, video, writing, etc. Find both individual and group time for them to share this with you. Watch and listen to how skilled, motivated and interested they can be. Now think about school through their eyes.\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"color: #000000\">Reflect\u003c/span>. \u003c/strong>Think back on your own best and worst teachers, bosses or supervisors. List five words for each that describe how you felt in your interactions with them. How did the best and the worst make you feel? What specifically did they do or say that made you feel that way? Now think about how your students would describe you. Jot down how they might describe you and why. How do your expectations or beliefs shape how they look at you? Are there parallels in your beliefs and their responses to you?\u003c/li>\n\u003c/ol>\n\u003c/div>\n\u003c/aside>\n\u003cp>\"It's not magic, it's not mental telepathy,\" Rosenthal says. \"It's very likely these thousands of different ways of treating people in small ways every day.\"\u003c/p>\n\u003cp>So since expectations can change the performance of kids, how do we get teachers to have the right expectations? Is it possible to change bad expectations? That was the question that brought me to the Curry School of Education at the University of Virginia, where I met Robert Pianta.\u003c/p>\n\u003cp>Pianta, dean of the Curry School, has studied teachers for years, and one of the first things he told me when we sat down together was that it is truly hard for teachers to control their expectations.\u003c/p>\n\u003cp>\"It's really tough for anybody to police their own beliefs,\" he said. \"But think about being in a classroom with 25 kids. The demands on their thinking are so great.\"\u003c/p>\n\u003cp>Still, people have tried. The traditional way, Pianta says, has been to sit teachers down and try to change their expectations through talking to them.\u003c/p>\n\u003cp>\"For the most part, we've tried to convince them that the beliefs they have are wrong,\" he says. \"And we've done most of that convincing using information.\"\u003c/p>\n\u003cp>But Pianta has a different idea of how to go about changing teachers' expectations. He says it's not effective to try to change their thoughts; the key is to train teachers in an entirely new set of behaviors.\u003c/p>\n\u003cp>For years, Pianta and his colleagues at the Curry School have been collecting videotapes of teachers teaching. By analyzing these videos in minute ways, they've developed a good idea of which teaching behaviors are most effective. They can also see, Pianta tells me, how teacher expectations affect both their behaviors and classroom dynamics.\u003c/p>\n\u003cp>Pianta gives one very specific example: the belief that boys are disruptive and need to be managed.\u003c/p>\n\u003cp>\"Say I'm a teacher and I ask a question in class, and a boy jumps up, sort of vociferously ... 'I know the answer! I know the answer! I know the answer!' \" Pianta says.\u003c/p>\n\u003cp>\"If I believe boys are disruptive and my job is control the classroom, then I'm going to respond with, 'Johnny! You're out of line here! We need you to sit down right now.' \"\u003c/p>\n\u003cp>This, Pianta says, will likely make the boy frustrated and emotionally disengaged. He will then be likely to escalate his behavior, which will simply confirm the teacher's beliefs about him, and the teacher and kid are stuck in an unproductive loop.\u003c/p>\n\u003cp>But if the teacher doesn't carry those beliefs into the classroom, then the teacher is unlikely to see that behavior as threatening.\u003c/p>\n\u003cp>Instead it's: \" 'Johnny, tell me more about what you think is going on ... But also, I want you to sit down quietly now as you tell that to me,' \" Pianta says.\u003c/p>\n\u003cp>\"Those two responses,\" he says, \"are dictated almost entirely by two different interpretations of the same behavior that are driven by two different sets of beliefs.\"\u003c/p>\n\u003cp>To see if teachers' beliefs would be changed by giving them a new set of teaching behaviors, Pianta and his colleagues recently did a study.\u003c/p>\n\u003cp>They took a group of teachers, assessed their beliefs about children, then gave a portion of them a standard pedagogy course, which included information about appropriate beliefs and expectations. Another portion got intense behavioral training, which taught them a whole new set of skills based on those appropriate beliefs and expectations.\u003c/p>\n\u003cp>For this training, the teachers videotaped their classes over a period of months and worked with personal coaches who watched those videos, then gave them recommendations about different behaviors to try.\u003c/p>\n\u003cp>After that intensive training, Pianta and his colleagues analyzed the beliefs of the teachers again. What he found was that the beliefs of the trained teachers had shifted way more than the beliefs of teachers given a standard informational course.\u003c/p>\n\u003cp>This is why Pianta thinks that to change beliefs, the best thing to do is change behaviors.\u003c/p>\n\u003cp>\"It's far more powerful to work from the outside in than the inside out if you want to change expectations,\" he says.\u003c/p>\n\u003cp>In other words, if you want to change a mind, simply talking to it might not be enough.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.npr.org/blogs/health/2012/09/17/161159263/teachers-expectations-can-influence-how-students-perform\">This post\u003c/a> originally appeared on NPR.\u003c/em>\u003c/p>\n\u003cdiv>\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23883\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-23883\" title=\"123339920\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/123339920-620x397.jpg\" alt=\"\" width=\"620\" height=\"397\">\u003c/p>\n\u003cp class=\"wp-media-credit\">thinkstock\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.npr.org/people/90889243/alix-spiegel\" rel=\"author\">Alix Spiegel\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Teacher expectations can affect the performance of the children they teach.\u003c/p>\n\u003cp>The first psychologist to systematically study this was a Harvard professor named \u003ca href=\"http://www.psych.ucr.edu/faculty/rosenthal/index.html\">Robert Rosenthal\u003c/a>, who in 1964 did a \u003ca href=\"http://books.google.com/books?id=6OQ9fn9il6gC&pg=PA275&lpg=PA275&dq=Flanagan%27s+Test+of+General+Ability&source=bl&ots=_A5j2I__M3&sig=o-ptexwwjmZnPJI7sCMBlyuOA_M&hl=en#v=onepage&q=Flanagan%27s%20Test%20of%20General%20Ability&f=false\" target=\"_blank\">wonderful experiment\u003c/a> at an elementary school south of San Francisco.\u003c/p>\n\u003cp>The idea was to figure out what would happen if teachers were told that certain kids in their class were destined to succeed, so Rosenthal took a normal IQ test and dressed it up as a different test.\u003c/p>\n\u003cp>\"It was a standardized IQ test, Flanagan's Test of General Ability,\" he says. \"But the cover we put on it, we had printed on every test booklet, said 'Harvard Test of Inflected Acquisition.' \"\u003c/p>\n\u003cp>Rosenthal told the teachers that this very special test from Harvard had the very special ability to predict which kids were about to be very special — that is, which kids were about to experience a dramatic growth in their IQ.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"If teachers had been led to expect greater gains in IQ, then increasingly, those kids gained more IQ.\"\u003c/p>\n\u003c/aside>\n\u003cp>After the kids took the test, he then chose from every class several children totally at random. There was nothing at all to distinguish these kids from the other kids, but he told their teachers that the test predicted the kids were on the verge of an intense intellectual bloom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As he followed the children over the next two years, Rosenthal discovered that the teachers' expectations of these kids really did affect the students. \"If teachers had been led to expect greater gains in IQ, then increasingly, those kids gained more IQ,\" he says.\u003c/p>\n\u003cp>But just how do expectations influence IQ?\u003ca name=\"more\">\u003c/a>\u003c/p>\n\u003cp>As Rosenthal did more research, he found that expectations affect teachers' moment-to-moment interactions with the children they teach in a thousand almost invisible ways. Teachers give the students that they expect to succeed more time to answer questions, more specific feedback, and more approval: They consistently touch, nod and smile at those kids more.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>7 Ways Teachers Can Change Their Expectations\u003c/h5>\n\u003cp>Researcher Robert Pianta offered these suggestions for teachers who want to change their behavior toward problem students:\u003c/p>\n\u003cdiv>\n\u003col>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>Watch \u003c/strong>\u003c/span>how each student interacts. How do they prefer to engage? What do they seem to like to do? Observe so you can understand all they are capable of.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>Listen.\u003c/strong>\u003c/span> Try to understand what motivates them, what their goals are and how they view you, their classmates and the activities you assign them.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>Engage. \u003c/strong>\u003c/span> Talk with students about their individual interests. Don't offer advice or opinions – just listen.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>Experiment. \u003c/strong>\u003c/span>Change how you react to challenging behaviors. Rather than responding quickly in the moment, take a breath. Realize that their behavior might just be a way of reaching out to you.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>Meet. \u003c/strong>\u003c/span> Each week, spend time with students outside of your role as \"teacher.\" Let the students choose a game or other nonacademic activity they'd like to do with you. Your job is to NOT teach but watch, listen and narrate what you see, focusing on students' interests and what they do well. This type of activity is really important for students with whom you often feel in conflict or who you avoid.\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"color: #000000\">Reach out\u003c/span>.\u003c/strong> Know what your students like to do outside of school. Make it a project for them to tell you about it using some medium in which they feel comfortable: music, video, writing, etc. Find both individual and group time for them to share this with you. Watch and listen to how skilled, motivated and interested they can be. Now think about school through their eyes.\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"color: #000000\">Reflect\u003c/span>. \u003c/strong>Think back on your own best and worst teachers, bosses or supervisors. List five words for each that describe how you felt in your interactions with them. How did the best and the worst make you feel? What specifically did they do or say that made you feel that way? Now think about how your students would describe you. Jot down how they might describe you and why. How do your expectations or beliefs shape how they look at you? Are there parallels in your beliefs and their responses to you?\u003c/li>\n\u003c/ol>\n\u003c/div>\n\u003c/aside>\n\u003cp>\"It's not magic, it's not mental telepathy,\" Rosenthal says. \"It's very likely these thousands of different ways of treating people in small ways every day.\"\u003c/p>\n\u003cp>So since expectations can change the performance of kids, how do we get teachers to have the right expectations? Is it possible to change bad expectations? That was the question that brought me to the Curry School of Education at the University of Virginia, where I met Robert Pianta.\u003c/p>\n\u003cp>Pianta, dean of the Curry School, has studied teachers for years, and one of the first things he told me when we sat down together was that it is truly hard for teachers to control their expectations.\u003c/p>\n\u003cp>\"It's really tough for anybody to police their own beliefs,\" he said. \"But think about being in a classroom with 25 kids. The demands on their thinking are so great.\"\u003c/p>\n\u003cp>Still, people have tried. The traditional way, Pianta says, has been to sit teachers down and try to change their expectations through talking to them.\u003c/p>\n\u003cp>\"For the most part, we've tried to convince them that the beliefs they have are wrong,\" he says. \"And we've done most of that convincing using information.\"\u003c/p>\n\u003cp>But Pianta has a different idea of how to go about changing teachers' expectations. He says it's not effective to try to change their thoughts; the key is to train teachers in an entirely new set of behaviors.\u003c/p>\n\u003cp>For years, Pianta and his colleagues at the Curry School have been collecting videotapes of teachers teaching. By analyzing these videos in minute ways, they've developed a good idea of which teaching behaviors are most effective. They can also see, Pianta tells me, how teacher expectations affect both their behaviors and classroom dynamics.\u003c/p>\n\u003cp>Pianta gives one very specific example: the belief that boys are disruptive and need to be managed.\u003c/p>\n\u003cp>\"Say I'm a teacher and I ask a question in class, and a boy jumps up, sort of vociferously ... 'I know the answer! I know the answer! I know the answer!' \" Pianta says.\u003c/p>\n\u003cp>\"If I believe boys are disruptive and my job is control the classroom, then I'm going to respond with, 'Johnny! You're out of line here! We need you to sit down right now.' \"\u003c/p>\n\u003cp>This, Pianta says, will likely make the boy frustrated and emotionally disengaged. He will then be likely to escalate his behavior, which will simply confirm the teacher's beliefs about him, and the teacher and kid are stuck in an unproductive loop.\u003c/p>\n\u003cp>But if the teacher doesn't carry those beliefs into the classroom, then the teacher is unlikely to see that behavior as threatening.\u003c/p>\n\u003cp>Instead it's: \" 'Johnny, tell me more about what you think is going on ... But also, I want you to sit down quietly now as you tell that to me,' \" Pianta says.\u003c/p>\n\u003cp>\"Those two responses,\" he says, \"are dictated almost entirely by two different interpretations of the same behavior that are driven by two different sets of beliefs.\"\u003c/p>\n\u003cp>To see if teachers' beliefs would be changed by giving them a new set of teaching behaviors, Pianta and his colleagues recently did a study.\u003c/p>\n\u003cp>They took a group of teachers, assessed their beliefs about children, then gave a portion of them a standard pedagogy course, which included information about appropriate beliefs and expectations. Another portion got intense behavioral training, which taught them a whole new set of skills based on those appropriate beliefs and expectations.\u003c/p>\n\u003cp>For this training, the teachers videotaped their classes over a period of months and worked with personal coaches who watched those videos, then gave them recommendations about different behaviors to try.\u003c/p>\n\u003cp>After that intensive training, Pianta and his colleagues analyzed the beliefs of the teachers again. What he found was that the beliefs of the trained teachers had shifted way more than the beliefs of teachers given a standard informational course.\u003c/p>\n\u003cp>This is why Pianta thinks that to change beliefs, the best thing to do is change behaviors.\u003c/p>\n\u003cp>\"It's far more powerful to work from the outside in than the inside out if you want to change expectations,\" he says.\u003c/p>\n\u003cp>In other words, if you want to change a mind, simply talking to it might not be enough.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_23847\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://www.flickr.com/photos/13511355@N06/1375685165/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23847\" title=\"1375685165_0026af5223_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/1375685165_0026af5223_z-620x389.jpg\" alt=\"\" width=\"620\" height=\"389\">\u003c/a>Flickr: wohnai\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">College students may seem to be well-equipped to learn in a wired world, but despite the enormous growth of tablets, e-readers and digital textbooks, they still prefer heavy, expensive print books.\u003c/p>\n\u003cp>These were the results of a pilot program created to understand why students have been slow to adopt digital texts and what would have to change in order to make them the preference. The pilot was developed by the University of Wisconsin, Cornell, University of Minnesota, University of Virginia and Indiana University, which decided to jointly investigate how e-textbooks could be used on their campuses with an e-text pilot during the spring semester of 2012.\u003c/p>\n\u003cp>What they found, produced in a report called Internet2 [\u003ca href=\"http://www.internet2.edu/netplus/etext/docs/eText-Spring-2012-Pilot-Report.pdf\">PDF\u003c/a>], was that, for purposes of study, at least, e-books were not quite there yet in terms of usability, visual presentation and navigation tools. The pilot program pointed out some glaring flaws in the e-reader model: Students reported problems with readability, complained of eyestrain, and said the e-books were not fully compatible with all mobile devices. They also noted that the navigation features meant to enhance learning like zoom, highlighting and annotation don’t function well.\u003c/p>\n\u003cp>What's more, the functions that make e-books more attractive to students than print books weren't being fully maximized by faculty. Features like annotating texts, collaboration tools and the ability to share notes with other students weren't being used or modeled by the professors. And if \u003c!--more-->educators used the e-books like a print textbook, that’s what students did as well. Faculty agreed that they did not often use the extra features available to them and wanted further training. But even for those who did use shared annotation features, some actually found it to be more distracting, especially when those annotations were from other students, not the professor.\u003c/p>\n\u003cp>\u003cstrong>WHAT THEY LIKED\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Students said the biggest reason they'd choose e-books is because they cost significantly less than a used or new textbook. The College Board reports that the average student spends over a thousand dollars per school year on textbooks.\u003c/p>\n\u003cp>Aside from money saving aspect, students also liked the portability and ease of accessing textbooks on a tablet, e-reader or computer instead of carting around heavy books. \u003cem>\u003c/em>Students also said they’d be more likely to choose the e-book if it didn’t require access to the Internet, and if it was available to them for the duration of their college education, not just for the semester, which is how many e-books are offered.\u003c/p>\n\u003cp>But there’s hope for the e-readers. Students whose teachers used the shared annotation and highlighting features reported that they got more out of the class. And those same students were more likely to annotate as well, resulting in better performance.\u003c/p>\n\u003cp>The universities involved in the pilot are now discussing next steps – hoping to improve usage. One big thing they’re discussing is how to make e-readers widely available and not linked to one publisher or one platform.\u003c/p>\n\u003cp>Two big lessons learned from the pilot were that students have high expectations for their texts, whether print or electronic; and that successfully using e-readers means not just learning to use the service, but also learning how to teach and learn from a new platform.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/why-arent-students-using-e-books/\">A similar study\u003c/a> last year, conducted by \u003ca href=\"http://ebrary.com\">eBrary\u003c/a> reported similar findings: In its 2011 Global Student E-Book Survey, students’ e-book usage has not increased significantly in the past three years.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23847\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://www.flickr.com/photos/13511355@N06/1375685165/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23847\" title=\"1375685165_0026af5223_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/1375685165_0026af5223_z-620x389.jpg\" alt=\"\" width=\"620\" height=\"389\">\u003c/a>Flickr: wohnai\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">College students may seem to be well-equipped to learn in a wired world, but despite the enormous growth of tablets, e-readers and digital textbooks, they still prefer heavy, expensive print books.\u003c/p>\n\u003cp>These were the results of a pilot program created to understand why students have been slow to adopt digital texts and what would have to change in order to make them the preference. The pilot was developed by the University of Wisconsin, Cornell, University of Minnesota, University of Virginia and Indiana University, which decided to jointly investigate how e-textbooks could be used on their campuses with an e-text pilot during the spring semester of 2012.\u003c/p>\n\u003cp>What they found, produced in a report called Internet2 [\u003ca href=\"http://www.internet2.edu/netplus/etext/docs/eText-Spring-2012-Pilot-Report.pdf\">PDF\u003c/a>], was that, for purposes of study, at least, e-books were not quite there yet in terms of usability, visual presentation and navigation tools. The pilot program pointed out some glaring flaws in the e-reader model: Students reported problems with readability, complained of eyestrain, and said the e-books were not fully compatible with all mobile devices. They also noted that the navigation features meant to enhance learning like zoom, highlighting and annotation don’t function well.\u003c/p>\n\u003cp>What's more, the functions that make e-books more attractive to students than print books weren't being fully maximized by faculty. Features like annotating texts, collaboration tools and the ability to share notes with other students weren't being used or modeled by the professors. And if \u003c!--more-->educators used the e-books like a print textbook, that’s what students did as well. Faculty agreed that they did not often use the extra features available to them and wanted further training. But even for those who did use shared annotation features, some actually found it to be more distracting, especially when those annotations were from other students, not the professor.\u003c/p>\n\u003cp>\u003cstrong>WHAT THEY LIKED\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Students said the biggest reason they'd choose e-books is because they cost significantly less than a used or new textbook. The College Board reports that the average student spends over a thousand dollars per school year on textbooks.\u003c/p>\n\u003cp>Aside from money saving aspect, students also liked the portability and ease of accessing textbooks on a tablet, e-reader or computer instead of carting around heavy books. \u003cem>\u003c/em>Students also said they’d be more likely to choose the e-book if it didn’t require access to the Internet, and if it was available to them for the duration of their college education, not just for the semester, which is how many e-books are offered.\u003c/p>\n\u003cp>But there’s hope for the e-readers. Students whose teachers used the shared annotation and highlighting features reported that they got more out of the class. And those same students were more likely to annotate as well, resulting in better performance.\u003c/p>\n\u003cp>The universities involved in the pilot are now discussing next steps – hoping to improve usage. One big thing they’re discussing is how to make e-readers widely available and not linked to one publisher or one platform.\u003c/p>\n\u003cp>Two big lessons learned from the pilot were that students have high expectations for their texts, whether print or electronic; and that successfully using e-readers means not just learning to use the service, but also learning how to teach and learn from a new platform.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/why-arent-students-using-e-books/\">A similar study\u003c/a> last year, conducted by \u003ca href=\"http://ebrary.com\">eBrary\u003c/a> reported similar findings: In its 2011 Global Student E-Book Survey, students’ e-book usage has not increased significantly in the past three years.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Do We Define and Measure \"Deeper Learning\"?",
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"content": "\u003cdiv id=\"attachment_23819\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/saxtourigr-2/\" rel=\"attachment wp-att-23819\">\u003cimg class=\"size-full wp-image-23819\" title=\"saxtourigr\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/saxtourigr.jpg\" alt=\"\" width=\"500\" height=\"406\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/saxtourigr.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/saxtourigr-400x325.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/saxtourigr-320x260.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Saxtourigr\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">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.\u003c/p>\n\u003cp>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 in a recent \u003ca href=\"http://media.all4ed.org/webinar-sep-12-2012\">webinar\u003c/a>. \"You have procedural knowledge of how, why, and when to apply it to answer questions and solve problems.\"\u003c/p>\n\u003cp>To deconstruct the definition of deeper learning further, the researchers came up with what they call three domains of competence: \u003cstrong>cognitive\u003c/strong>, \u003cstrong>intrapersonal\u003c/strong> and \u003cstrong>interpersonal\u003c/strong>. Cognitive refers to reasoning and problem solving; intrapersonal refers to self-management, self-directedness, and conscientiousness; and interpersonal refers to expressing ideas and communicating and working with others.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The kinds of tasks we need to assess take kids more time to enact and more time to score.\"\u003c/p>\n\u003c/aside>\n\u003cp>These three broad competencies are related to each other, Pellegrino said, and there's good evidence that shows they can lead to success in not only education, but also in career and health. In fact, conscientiousness is most highly correlated with successful outcomes.\u003c/p>\n\u003cp>If deeper learning is the ultimate goal, can it be taught? To a certain degree. But for educators to engage in deeper learning with students, researchers say they must begin with clear goals and let \u003c!--more-->students know what's expected of them. They must provide multiple and different kinds of ideas and tasks. They must encourage questioning and discussion, challenge them and offer support and guidance. They must use carefully selected curriculum and use formative assessments to measure and support students' progress.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Students can't learn in an absence of feedback,\" Pellegrino said. \"It's not just assessing, but providing feedback that's actionable on the part of students.\"\u003c/p>\n\u003cp>\u003cstrong>HOW TO SUPPORT DEEPER LEARNING THROUGH POLICY \u003c/strong>\u003c/p>\n\u003cp>In order for deeper learning to become the norm rather than the exception, it has to be a priority for local, state, and national policymakers, said Linda Darling-Hammond, professor of education at the Stanford and advocate for education reform. Common Core State Standards, which begin to push towards critical reasoning and problem solving and application of knowledge, are only being applied to math and literacy, she said. \"What about other subjects?\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/screen-shot-2012-09-12-at-1-41-58-pm-3/\" rel=\"attachment wp-att-23833\">\u003cimg class=\"alignright size-full wp-image-23833\" title=\"Deeper Learning\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png\" alt=\"\" width=\"464\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png 464w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2-400x259.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2-320x207.png 320w\" sizes=\"(max-width: 464px) 100vw, 464px\">\u003c/a>What's more, social-emotional skills have to be taken into account anytime we address deeper learning, she said. Some states have developed standards for social emotional skills, and it could be good strategy for others to follow as well.\u003c/p>\n\u003cp>The way to achieve deeper learning is through curriculum and instruction, in assessments, and teachers' professional development, she said.\u003c/p>\n\u003cp>The curriculum schools use now was created by a 10-member committee of men in 1893, Darling-Hammond said.\"We need a new committee,\" she said. \"Maybe with women and with people color, and maybe even with 20 people.\"\u003c/p>\n\u003cp>Curriculum should go deeper into application of skills, cover fewer topics that are more carefully selected and more deeply taught, and she said Common Core tries to do this. She repeated the mantra of many progressive educators: \"Teach less, learn more.\"\u003c/p>\n\u003cp>As for assessment, Darling-Hammond said our goals must be far more ambitious than they are now. Policymakers should follow the lead of schools that have been using digital portfolios and projects as assessments, rather than relying on standardized tests. \"Students are able to take feedback and revise their work,\" she said. \"Their conscientiousness is tested. We know that in contexts like that, we have evidence that students are making it through college in higher numbers.\"\u003c/p>\n\u003cp>Our current standardized tests focus on recall of facts and procedures, the lowest levels of types of learning, Pellegrino added. \"They’re easily scored and quantified for accountability procedures. They’re not optimal in measuring the kinds of competencies that represent deeper learning,\" he said.\u003c/p>\n\u003cp>But in order to use assessments that are valuable to students, we need to invest more money and time. \"The kinds of tasks we need to assess take kids more time to enact and more time to score,\" she said. Currently, the U.S. spends $10 to $20 per child on assessments, but in other countries where kids are doing deep inquiries and investigations, assessments cost about $200 per student.\u003c/p>\n\u003cp>\"We need to rethink the way we make those investments, as part of our policy agendas,\" she said, because, as Pellegrino put it, what gets tested governs what gets taught.\u003c/p>\n\u003cp>Another big component of deeper learning involves collaboration, she said, and \"collaboration is not cheating... it's part of problem-solving. Collaboration is a skill not a deficit.\"\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Collaboration is a skill, not a deficit.\"\u003c/p>\n\u003c/aside>\n\u003cp>Professional development is another key part of bringing deeper learning to students. School principals, who play a big role in curriculum adoption, as well as educators, must learn about problem-solving, child development, and content pedagogy in order to understand how to set up collaborative and project-based learning.\u003c/p>\n\u003cp>But in order to do their jobs well, educators must be given enough time to create thoughtful curriculum. In other countries, Darling-Hammond said, educators are allotted 15 to 20 hours a week just dedicated to curriculum creation.\u003c/p>\n\u003cp>For those interested in pursuing deeper learning strategies in class, she suggested pulling out the key ideas from current standards and going deep into those subjects, such as ratio and proportion in math. She also suggested reading books and learning more about complex instruction and how to develop collaborative group work, even in classes where there's a wide range of student skills.\u003c/p>\n\u003cp>\u003cstrong>BYPRODUCT OF DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>From an \u003ca href=\"http://blogs.edweek.org/edweek/inside-school-research/2012/07/study_deeper_learning_needs_st_1.html\">Edweek article \u003c/a>that reported on findings from the same study:\u003c/p>\n\u003cblockquote>\u003cp>The committee pointed to one 2008 five-year longitudinal study of 700 California students in three high schools: one urban and one rural school, each with large proportions of minority and English-language learner students, and another overwhelmingly wealthy, white school. While at the start of the study, incoming 9th graders in the diverse urban school performed significantly below the students in the other schools in mathematics, the school designed its algebra and geometry courses to highlight multiple dimensions of math concepts and approaches to problem-solving, self- and group-assessment and developing good questions. When tested at the end of the first year, the students exposed to the \"deeper learning\" math had caught up with their peers in algebra, and they performed significantly better than students in the other schools in the following year. By the 4th year of the study, 41 percent of students at the urban diverse school were taking calculus, in comparison to only 27 percent at the other two schools.\u003c/p>\u003c/blockquote>\n\u003cp>The study was partially funded by the William and Flora Hewlett Foundation\u003cem>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23819\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/saxtourigr-2/\" rel=\"attachment wp-att-23819\">\u003cimg class=\"size-full wp-image-23819\" title=\"saxtourigr\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/saxtourigr.jpg\" alt=\"\" width=\"500\" height=\"406\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/saxtourigr.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/saxtourigr-400x325.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/saxtourigr-320x260.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Saxtourigr\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">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.\u003c/p>\n\u003cp>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 in a recent \u003ca href=\"http://media.all4ed.org/webinar-sep-12-2012\">webinar\u003c/a>. \"You have procedural knowledge of how, why, and when to apply it to answer questions and solve problems.\"\u003c/p>\n\u003cp>To deconstruct the definition of deeper learning further, the researchers came up with what they call three domains of competence: \u003cstrong>cognitive\u003c/strong>, \u003cstrong>intrapersonal\u003c/strong> and \u003cstrong>interpersonal\u003c/strong>. Cognitive refers to reasoning and problem solving; intrapersonal refers to self-management, self-directedness, and conscientiousness; and interpersonal refers to expressing ideas and communicating and working with others.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The kinds of tasks we need to assess take kids more time to enact and more time to score.\"\u003c/p>\n\u003c/aside>\n\u003cp>These three broad competencies are related to each other, Pellegrino said, and there's good evidence that shows they can lead to success in not only education, but also in career and health. In fact, conscientiousness is most highly correlated with successful outcomes.\u003c/p>\n\u003cp>If deeper learning is the ultimate goal, can it be taught? To a certain degree. But for educators to engage in deeper learning with students, researchers say they must begin with clear goals and let \u003c!--more-->students know what's expected of them. They must provide multiple and different kinds of ideas and tasks. They must encourage questioning and discussion, challenge them and offer support and guidance. They must use carefully selected curriculum and use formative assessments to measure and support students' progress.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Students can't learn in an absence of feedback,\" Pellegrino said. \"It's not just assessing, but providing feedback that's actionable on the part of students.\"\u003c/p>\n\u003cp>\u003cstrong>HOW TO SUPPORT DEEPER LEARNING THROUGH POLICY \u003c/strong>\u003c/p>\n\u003cp>In order for deeper learning to become the norm rather than the exception, it has to be a priority for local, state, and national policymakers, said Linda Darling-Hammond, professor of education at the Stanford and advocate for education reform. Common Core State Standards, which begin to push towards critical reasoning and problem solving and application of knowledge, are only being applied to math and literacy, she said. \"What about other subjects?\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/screen-shot-2012-09-12-at-1-41-58-pm-3/\" rel=\"attachment wp-att-23833\">\u003cimg class=\"alignright size-full wp-image-23833\" title=\"Deeper Learning\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png\" alt=\"\" width=\"464\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png 464w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2-400x259.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2-320x207.png 320w\" sizes=\"(max-width: 464px) 100vw, 464px\">\u003c/a>What's more, social-emotional skills have to be taken into account anytime we address deeper learning, she said. Some states have developed standards for social emotional skills, and it could be good strategy for others to follow as well.\u003c/p>\n\u003cp>The way to achieve deeper learning is through curriculum and instruction, in assessments, and teachers' professional development, she said.\u003c/p>\n\u003cp>The curriculum schools use now was created by a 10-member committee of men in 1893, Darling-Hammond said.\"We need a new committee,\" she said. \"Maybe with women and with people color, and maybe even with 20 people.\"\u003c/p>\n\u003cp>Curriculum should go deeper into application of skills, cover fewer topics that are more carefully selected and more deeply taught, and she said Common Core tries to do this. She repeated the mantra of many progressive educators: \"Teach less, learn more.\"\u003c/p>\n\u003cp>As for assessment, Darling-Hammond said our goals must be far more ambitious than they are now. Policymakers should follow the lead of schools that have been using digital portfolios and projects as assessments, rather than relying on standardized tests. \"Students are able to take feedback and revise their work,\" she said. \"Their conscientiousness is tested. We know that in contexts like that, we have evidence that students are making it through college in higher numbers.\"\u003c/p>\n\u003cp>Our current standardized tests focus on recall of facts and procedures, the lowest levels of types of learning, Pellegrino added. \"They’re easily scored and quantified for accountability procedures. They’re not optimal in measuring the kinds of competencies that represent deeper learning,\" he said.\u003c/p>\n\u003cp>But in order to use assessments that are valuable to students, we need to invest more money and time. \"The kinds of tasks we need to assess take kids more time to enact and more time to score,\" she said. Currently, the U.S. spends $10 to $20 per child on assessments, but in other countries where kids are doing deep inquiries and investigations, assessments cost about $200 per student.\u003c/p>\n\u003cp>\"We need to rethink the way we make those investments, as part of our policy agendas,\" she said, because, as Pellegrino put it, what gets tested governs what gets taught.\u003c/p>\n\u003cp>Another big component of deeper learning involves collaboration, she said, and \"collaboration is not cheating... it's part of problem-solving. Collaboration is a skill not a deficit.\"\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Collaboration is a skill, not a deficit.\"\u003c/p>\n\u003c/aside>\n\u003cp>Professional development is another key part of bringing deeper learning to students. School principals, who play a big role in curriculum adoption, as well as educators, must learn about problem-solving, child development, and content pedagogy in order to understand how to set up collaborative and project-based learning.\u003c/p>\n\u003cp>But in order to do their jobs well, educators must be given enough time to create thoughtful curriculum. In other countries, Darling-Hammond said, educators are allotted 15 to 20 hours a week just dedicated to curriculum creation.\u003c/p>\n\u003cp>For those interested in pursuing deeper learning strategies in class, she suggested pulling out the key ideas from current standards and going deep into those subjects, such as ratio and proportion in math. She also suggested reading books and learning more about complex instruction and how to develop collaborative group work, even in classes where there's a wide range of student skills.\u003c/p>\n\u003cp>\u003cstrong>BYPRODUCT OF DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>From an \u003ca href=\"http://blogs.edweek.org/edweek/inside-school-research/2012/07/study_deeper_learning_needs_st_1.html\">Edweek article \u003c/a>that reported on findings from the same study:\u003c/p>\n\u003cblockquote>\u003cp>The committee pointed to one 2008 five-year longitudinal study of 700 California students in three high schools: one urban and one rural school, each with large proportions of minority and English-language learner students, and another overwhelmingly wealthy, white school. While at the start of the study, incoming 9th graders in the diverse urban school performed significantly below the students in the other schools in mathematics, the school designed its algebra and geometry courses to highlight multiple dimensions of math concepts and approaches to problem-solving, self- and group-assessment and developing good questions. When tested at the end of the first year, the students exposed to the \"deeper learning\" math had caught up with their peers in algebra, and they performed significantly better than students in the other schools in the following year. By the 4th year of the study, 41 percent of students at the urban diverse school were taking calculus, in comparison to only 27 percent at the other two schools.\u003c/p>\u003c/blockquote>\n\u003cp>The study was partially funded by the William and Flora Hewlett Foundation\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How to Fuel the Innovation Engine in Learning",
"title": "How to Fuel the Innovation Engine in Learning",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_23698\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/231372270_fd881f152e_b1.jpg\">\u003cimg class=\"size-large wp-image-23698\" title=\"231372270_fd881f152e_b\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/231372270_fd881f152e_b1-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:JUvertson\u003c/p>\n\u003c/div>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap\">Can creativity be taught? If innovation is truly the key to this country's success, then it's time to think strategically about engendering creativity into our education system.\u003c/p>\n\u003cp>That's part of Tina Seelig's thesis in her new book \u003ca href=\"http://www.amazon.com/inGenius-A-Crash-Course-Creativity/dp/0062020706\">Ingenius: A Crash Course on Creativity\u003c/a>. Case in point: In schools, when we give students math problems to solve, we ask simply, “What’s the sum of 10+10?” to which there is only one right answer. But Seelig says we should turn the question on its head, and ask, “How many ways can you add 10+10?” The question you ask is the frame in which the answers will fall, Seelig says.\u003c/p>\n\u003cp>This approach is fundamental to Seelig’s work as a professor at the Hasso Plattner Institute of Design at Stanford. The Institute (or “d.school”), renowned for incubating inventive new businesses, is committed to teaching students about design thinking. And it’s in her course on creativity where Seelig introduces students to her celebrated Innovation Engine, which she says represents all the values we need to unlock creativity.\u003c/p>\n\u003cp>The Engine has six parallel lines in a Möbius strip design. Three internal human factors comprise our knowledge, imagination, and attitude.\u003c/p>\n\u003cp>As \u003ca href=\"http://creativityrulz.blogspot.com/2012/03/introducing-innovation-engine.html\">Seelig describes it\u003c/a>:\u003c/p>\n\u003cul>\n\u003cli>Your knowledge provides the fuel for your imagination.\u003c/li>\n\u003cli>Your imagination is the catalyst for transforming knowledge into ideas.\u003c/li>\n\u003cli>Your attitude is the spark that sets the Innovation Engine in motion.\u003c/li>\n\u003c/ul>\n\u003cp>The \u003ca href=\"http://creativityrulz.blogspot.com/2012/03/introducing-innovation-engine.html\">other three lines \u003c/a>include external influences of resources, habitat and culture.\u003c/p>\n\u003cul>\n\u003cli>Resources are all the assets available to you.\u003c/li>\n\u003cli>Habitat includes the space, rules, constraints, and people around you.\u003c/li>\n\u003cli>Culture is the collective beliefs, values, & behaviors of your community.\u003c/li>\n\u003c/ul>\n\u003cp>These inside and outside strips are woven together because nothing can be looked at in isolation. \u003c!--more-->The best part? You can start anywhere.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>USING FAILURE TO LEARN\u003c/strong>\u003c/p>\n\u003cp>If this strip is the engine, then the chassis is a modest idea that failure gives us useful data.\u003cbr>\n“I crafted the Innovation Engine dozens of ways before finding one that clicked,” Seelig writes. Failure is not a waste of time, rather it is constantly testing new ideas. “The big idea is by looking at ‘failures’ as ‘data’ we enhance everyone’s willingness to experiment.”\u003c/p>\n\u003cp>A willingness to experiment in order to unlock creativity drives Seelig’s outlandish d.school lessons. In sync with some of the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/\">au courant ideas about students and failure\u003c/a>, Seelig created a workshop called “The Failure Faire” for her students to experiment with failure, and to challenge their assumptions about its definition. In traditional educational settings, students are encouraged to perfect their material before they share it with others. Seelig takes an altogether different tack, suggesting that the sharing of all kinds of unedited ideas, even the bad ones, is a practice that cultivates collaboration and innovation in earnest.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/12028902.jpg\">\u003cimg class=\"alignleft size-full wp-image-23690\" title=\"12028902\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/12028902.jpg\" alt=\"\" width=\"258\" height=\"258\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-75x75.jpg 75w\" sizes=\"(max-width: 258px) 100vw, 258px\">\u003c/a>Seelig’s classroom exercises and experiments carry the same message over and over: Everything you see is ripe for innovation. In one example she cites in the book, Seeling asked students in Osaka to squeeze out as much value as they could from the contents of a single trash can in two hours. As a challenge, it's actually not that far removed from the realities of what most cities around the world -- especially high-population areas in Asia -- are tackling.\u003c/p>\n\u003cp>Another popular approach Seelig mentions is the “Marshmallow Challenge,” which all types of people can use: everyone from cross-functional corporate teams, to kids in \u003ca href=\"http://www.destinationimagination.org/\">Destination Imagination \u003c/a>programs. Teams are given 18 minutes to build the tallest freestanding structure possible out of 20 sticks of spaghetti, one yard of string, one yard of masking tape and one marshmallow. The marshmallow goes on the top of the structure. Of all the different teams who've tried this, it might come as no surprise to teachers to learn that children are the most creative and had the most fun with the challenge.\u003c/p>\n\u003cp>Teachers and students of all ages may want to consider starting toward the back of the book with the chapter “Move Fast, Break Things.” This chapter is particularly useful for educators who want to reframe how they envision brainstorming, or turn their classrooms into \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/how-to-turn-your-classroom-into-an-idea-factory/\">fruitful idea labs\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Quoting Henry Ford, Seelig reiterates: “Failure is only the opportunity to begin again more intelligently.”\u003c/p>\n\n",
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"description": "Flickr:JUvertson By Jennie Rose Can creativity be taught? If innovation is truly the key to this country's success, then it's time to think strategically about engendering creativity into our education system. That's part of Tina Seelig's thesis in her new book Ingenius: A Crash Course on Creativity. Case in point: In schools, when we give",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23698\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/231372270_fd881f152e_b1.jpg\">\u003cimg class=\"size-large wp-image-23698\" title=\"231372270_fd881f152e_b\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/231372270_fd881f152e_b1-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:JUvertson\u003c/p>\n\u003c/div>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap\">Can creativity be taught? If innovation is truly the key to this country's success, then it's time to think strategically about engendering creativity into our education system.\u003c/p>\n\u003cp>That's part of Tina Seelig's thesis in her new book \u003ca href=\"http://www.amazon.com/inGenius-A-Crash-Course-Creativity/dp/0062020706\">Ingenius: A Crash Course on Creativity\u003c/a>. Case in point: In schools, when we give students math problems to solve, we ask simply, “What’s the sum of 10+10?” to which there is only one right answer. But Seelig says we should turn the question on its head, and ask, “How many ways can you add 10+10?” The question you ask is the frame in which the answers will fall, Seelig says.\u003c/p>\n\u003cp>This approach is fundamental to Seelig’s work as a professor at the Hasso Plattner Institute of Design at Stanford. The Institute (or “d.school”), renowned for incubating inventive new businesses, is committed to teaching students about design thinking. And it’s in her course on creativity where Seelig introduces students to her celebrated Innovation Engine, which she says represents all the values we need to unlock creativity.\u003c/p>\n\u003cp>The Engine has six parallel lines in a Möbius strip design. Three internal human factors comprise our knowledge, imagination, and attitude.\u003c/p>\n\u003cp>As \u003ca href=\"http://creativityrulz.blogspot.com/2012/03/introducing-innovation-engine.html\">Seelig describes it\u003c/a>:\u003c/p>\n\u003cul>\n\u003cli>Your knowledge provides the fuel for your imagination.\u003c/li>\n\u003cli>Your imagination is the catalyst for transforming knowledge into ideas.\u003c/li>\n\u003cli>Your attitude is the spark that sets the Innovation Engine in motion.\u003c/li>\n\u003c/ul>\n\u003cp>The \u003ca href=\"http://creativityrulz.blogspot.com/2012/03/introducing-innovation-engine.html\">other three lines \u003c/a>include external influences of resources, habitat and culture.\u003c/p>\n\u003cul>\n\u003cli>Resources are all the assets available to you.\u003c/li>\n\u003cli>Habitat includes the space, rules, constraints, and people around you.\u003c/li>\n\u003cli>Culture is the collective beliefs, values, & behaviors of your community.\u003c/li>\n\u003c/ul>\n\u003cp>These inside and outside strips are woven together because nothing can be looked at in isolation. \u003c!--more-->The best part? You can start anywhere.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>USING FAILURE TO LEARN\u003c/strong>\u003c/p>\n\u003cp>If this strip is the engine, then the chassis is a modest idea that failure gives us useful data.\u003cbr>\n“I crafted the Innovation Engine dozens of ways before finding one that clicked,” Seelig writes. Failure is not a waste of time, rather it is constantly testing new ideas. “The big idea is by looking at ‘failures’ as ‘data’ we enhance everyone’s willingness to experiment.”\u003c/p>\n\u003cp>A willingness to experiment in order to unlock creativity drives Seelig’s outlandish d.school lessons. In sync with some of the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/\">au courant ideas about students and failure\u003c/a>, Seelig created a workshop called “The Failure Faire” for her students to experiment with failure, and to challenge their assumptions about its definition. In traditional educational settings, students are encouraged to perfect their material before they share it with others. Seelig takes an altogether different tack, suggesting that the sharing of all kinds of unedited ideas, even the bad ones, is a practice that cultivates collaboration and innovation in earnest.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/12028902.jpg\">\u003cimg class=\"alignleft size-full wp-image-23690\" title=\"12028902\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/12028902.jpg\" alt=\"\" width=\"258\" height=\"258\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-75x75.jpg 75w\" sizes=\"(max-width: 258px) 100vw, 258px\">\u003c/a>Seelig’s classroom exercises and experiments carry the same message over and over: Everything you see is ripe for innovation. In one example she cites in the book, Seeling asked students in Osaka to squeeze out as much value as they could from the contents of a single trash can in two hours. As a challenge, it's actually not that far removed from the realities of what most cities around the world -- especially high-population areas in Asia -- are tackling.\u003c/p>\n\u003cp>Another popular approach Seelig mentions is the “Marshmallow Challenge,” which all types of people can use: everyone from cross-functional corporate teams, to kids in \u003ca href=\"http://www.destinationimagination.org/\">Destination Imagination \u003c/a>programs. Teams are given 18 minutes to build the tallest freestanding structure possible out of 20 sticks of spaghetti, one yard of string, one yard of masking tape and one marshmallow. The marshmallow goes on the top of the structure. Of all the different teams who've tried this, it might come as no surprise to teachers to learn that children are the most creative and had the most fun with the challenge.\u003c/p>\n\u003cp>Teachers and students of all ages may want to consider starting toward the back of the book with the chapter “Move Fast, Break Things.” This chapter is particularly useful for educators who want to reframe how they envision brainstorming, or turn their classrooms into \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/how-to-turn-your-classroom-into-an-idea-factory/\">fruitful idea labs\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Quoting Henry Ford, Seelig reiterates: “Failure is only the opportunity to begin again more intelligently.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_23635\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/IMG_8631.jpg\">\u003cimg class=\"size-large wp-image-23635\" title=\"IMG_8631\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/IMG_8631-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">As more schools start to integrate their own \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile learning strategies\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">Bring Your Own Device policies\u003c/a>, one school district in a suburb of Houston has managed to come up with what appears to be a successful BYOD program.\u003c/p>\n\u003cp>Katy Independent School District (ISD) has a student population of 63,000 students and 56 schools – elementary, middle and high schools. There are 83 languages spoken by students in the district and 31 percent of the student population is on free or reduced lunch programs.\u003c/p>\n\u003cp>In 2009, Katy began a three-year plan to change instruction in the school district by promoting a standardized toolbox of web-based tools dubbed “Web 2.0.” They also set out guidelines for behavior in the digital space called “Digital Citizenship,” in the hopes that the school would not just teach kids math and reading, but also how to behave in a public digital world.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Part of this education we’ve going through for the past three years is helping our teachers to understand when it's appropriate to use this and when it's not.”\u003c/p>\n\u003c/aside>\n\u003cp>But first, the school district needed to understand the ins and outs of mobile learning. Lenny Schad, the Chief Information Officer for the district led the effort who has become the go-to guy for educators looking to implement their own mobile learning strategy has one primary piece of advice: Mobile learning is a holistic educational plan, not just introducing technology into existing structures.\u003c/p>\n\u003cp>“Mobile learning is all about changing instruction. Because if the instruction doesn’t change, allowing the kids to bring their own device will do nothing,” he explained in a recent \u003ca href=\"http://www.instantpresenter.com/WebConference/RecordingDefault.aspx?c_psrid=E959DC88884E\">EdWeb \u003c!--more-->webinar\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Schad stressed that the teacher’s role in a mobile learning classroom changes significantly. Rather than standing up front or sitting behind a desk and transmitting information, kids are doing a lot of the learning on their own. The teacher’s job is to get up, walk around, monitor the kids’ progress and make sure they're staying on task.\u003c/p>\n\u003cp>“It completely changed the dynamic of the classroom,” Schad said. The students became excited to demonstrate what they had learned or how they worked out a problem. And they didn’t seem to mind school work anymore -- Schad said kids played educational games for hours without realizing they were learning.\u003c/p>\n\u003cp>\u003cstrong>STEP BY STEP\u003c/strong>\u003c/p>\n\u003cp>The district rolled out its mobile learning strategy slowly, at first only focusing on the early adopters from the teaching staff, and a limited group of students. The district gave out 130 mobile learning devices to fifth-graders. The devices were web-enabled, but could only access sites approved on the main network. Phone and text functions were turned off. Students loved it. Schad said they were immediately more engaged in the classroom and student achievement scores went up. So, in 2010 the district expanded the program to 11 campuses and handed out 1,700 devices.\u003c/p>\n\u003cp>Katy put together an approved package of mobile learning tools for teachers, part of the Web 2.0 kits. They use \u003ca href=\"http://www.edmodo.com/\">Edmodo\u003c/a>, a social networking site for teachers and students to share information about school work. Shad is also excited about \u003ca href=\"http://www.discoveryeducation.com/\">Discovery Education\u003c/a>, a tool that allows students to bring the world into the classroom. For example, a student could build a virtual circuit on a tablet, and understand the process by actually doing it.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">In Cash-Strapped Schools, Students Bring Their Own Devices\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">To Ban or Not To Ban: Schools Weigh Cell Phone Policies\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>But mobile devices are just one set of tools in the district's toolbox. Schad says there are times when mobile learning works best, often in math and science, but at other times laptops or pen-and-pencil instruction are more appropriate.\u003c/p>\n\u003cp>“Part of this education we’ve going through for the past three years is helping our teachers to understand when it's appropriate to use this and when it's not,” he said.\u003c/p>\n\u003cp>After all the groundwork Katy had been laid to test mobile learning with students, teachers, and parents, the BOYD program seemed inevitable -- a natural progression. Teachers wanted more devices and that was an easy way to get them. At the end of the three-year implementation, the district surveyed students and found that 77 percent were bringing their own devices to school, 54 percent of which were smartphones. They also surveyed their 4,000 teachers, got 1,609 responses and found that 33 percent of those respondents were already regularly incorporating BYOD into instruction. Another 46 percent said they would use BYOD more if they had more devices.\u003c/p>\n\u003cp>Schad attributed the hesitancy of half the teachers to concerns over equity – teachers didn’t want to use BYOD if not everyone had a device. Schad said that could be easily solved by having students work in teams – a student without a device collaborates with a student who does have one.\u003c/p>\n\u003cp>Schad explained that at the beginning of the program, middle school students were only allowed to bring out their devices when directed to by a teacher. They were not allowed to use them at lunch or when passing in the halls. However, the high school students were allowed to have theirs all day. Schad said when establishing these rules restricting use, students behaved more responsibly.\u003c/p>\n\u003cp>“It changed the tone and helped with the kids understanding of digital citizenship, when it's appropriate and when it's not,” he said. There were so few problems with abuse that this school year the district loosened the middle school rules to mirror the high school.\u003c/p>\n\u003cp>As for funding, Katy received a number of grants that helped the district upgrade its Wi-Fi, which helped kick-start this initiative. Schad estimates that each device costs about $100 and the data plan costs $34. That doesn’t include any of the costs of maintaining the system like training, outreach and the other support roles that made the Katy three-year plan a success.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23635\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/IMG_8631.jpg\">\u003cimg class=\"size-large wp-image-23635\" title=\"IMG_8631\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/IMG_8631-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">As more schools start to integrate their own \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile learning strategies\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">Bring Your Own Device policies\u003c/a>, one school district in a suburb of Houston has managed to come up with what appears to be a successful BYOD program.\u003c/p>\n\u003cp>Katy Independent School District (ISD) has a student population of 63,000 students and 56 schools – elementary, middle and high schools. There are 83 languages spoken by students in the district and 31 percent of the student population is on free or reduced lunch programs.\u003c/p>\n\u003cp>In 2009, Katy began a three-year plan to change instruction in the school district by promoting a standardized toolbox of web-based tools dubbed “Web 2.0.” They also set out guidelines for behavior in the digital space called “Digital Citizenship,” in the hopes that the school would not just teach kids math and reading, but also how to behave in a public digital world.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Part of this education we’ve going through for the past three years is helping our teachers to understand when it's appropriate to use this and when it's not.”\u003c/p>\n\u003c/aside>\n\u003cp>But first, the school district needed to understand the ins and outs of mobile learning. Lenny Schad, the Chief Information Officer for the district led the effort who has become the go-to guy for educators looking to implement their own mobile learning strategy has one primary piece of advice: Mobile learning is a holistic educational plan, not just introducing technology into existing structures.\u003c/p>\n\u003cp>“Mobile learning is all about changing instruction. Because if the instruction doesn’t change, allowing the kids to bring their own device will do nothing,” he explained in a recent \u003ca href=\"http://www.instantpresenter.com/WebConference/RecordingDefault.aspx?c_psrid=E959DC88884E\">EdWeb \u003c!--more-->webinar\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Schad stressed that the teacher’s role in a mobile learning classroom changes significantly. Rather than standing up front or sitting behind a desk and transmitting information, kids are doing a lot of the learning on their own. The teacher’s job is to get up, walk around, monitor the kids’ progress and make sure they're staying on task.\u003c/p>\n\u003cp>“It completely changed the dynamic of the classroom,” Schad said. The students became excited to demonstrate what they had learned or how they worked out a problem. And they didn’t seem to mind school work anymore -- Schad said kids played educational games for hours without realizing they were learning.\u003c/p>\n\u003cp>\u003cstrong>STEP BY STEP\u003c/strong>\u003c/p>\n\u003cp>The district rolled out its mobile learning strategy slowly, at first only focusing on the early adopters from the teaching staff, and a limited group of students. The district gave out 130 mobile learning devices to fifth-graders. The devices were web-enabled, but could only access sites approved on the main network. Phone and text functions were turned off. Students loved it. Schad said they were immediately more engaged in the classroom and student achievement scores went up. So, in 2010 the district expanded the program to 11 campuses and handed out 1,700 devices.\u003c/p>\n\u003cp>Katy put together an approved package of mobile learning tools for teachers, part of the Web 2.0 kits. They use \u003ca href=\"http://www.edmodo.com/\">Edmodo\u003c/a>, a social networking site for teachers and students to share information about school work. Shad is also excited about \u003ca href=\"http://www.discoveryeducation.com/\">Discovery Education\u003c/a>, a tool that allows students to bring the world into the classroom. For example, a student could build a virtual circuit on a tablet, and understand the process by actually doing it.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">In Cash-Strapped Schools, Students Bring Their Own Devices\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">To Ban or Not To Ban: Schools Weigh Cell Phone Policies\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>But mobile devices are just one set of tools in the district's toolbox. Schad says there are times when mobile learning works best, often in math and science, but at other times laptops or pen-and-pencil instruction are more appropriate.\u003c/p>\n\u003cp>“Part of this education we’ve going through for the past three years is helping our teachers to understand when it's appropriate to use this and when it's not,” he said.\u003c/p>\n\u003cp>After all the groundwork Katy had been laid to test mobile learning with students, teachers, and parents, the BOYD program seemed inevitable -- a natural progression. Teachers wanted more devices and that was an easy way to get them. At the end of the three-year implementation, the district surveyed students and found that 77 percent were bringing their own devices to school, 54 percent of which were smartphones. They also surveyed their 4,000 teachers, got 1,609 responses and found that 33 percent of those respondents were already regularly incorporating BYOD into instruction. Another 46 percent said they would use BYOD more if they had more devices.\u003c/p>\n\u003cp>Schad attributed the hesitancy of half the teachers to concerns over equity – teachers didn’t want to use BYOD if not everyone had a device. Schad said that could be easily solved by having students work in teams – a student without a device collaborates with a student who does have one.\u003c/p>\n\u003cp>Schad explained that at the beginning of the program, middle school students were only allowed to bring out their devices when directed to by a teacher. They were not allowed to use them at lunch or when passing in the halls. However, the high school students were allowed to have theirs all day. Schad said when establishing these rules restricting use, students behaved more responsibly.\u003c/p>\n\u003cp>“It changed the tone and helped with the kids understanding of digital citizenship, when it's appropriate and when it's not,” he said. There were so few problems with abuse that this school year the district loosened the middle school rules to mirror the high school.\u003c/p>\n\u003cp>As for funding, Katy received a number of grants that helped the district upgrade its Wi-Fi, which helped kick-start this initiative. Schad estimates that each device costs about $100 and the data plan costs $34. That doesn’t include any of the costs of maintaining the system like training, outreach and the other support roles that made the Katy three-year plan a success.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "GameDesk Opens New Game-Based School ",
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"content": "\u003cdiv id=\"attachment_23609\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-23609\" title=\"Screen Shot 2012-09-04 at 1.33.59 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.59-PM-620x349.png\" alt=\"\" width=\"620\" height=\"349\">\u003c/p>\n\u003cp class=\"wp-media-credit\">GameDesk\u003c/p>\n\u003c/div>\n\u003ch5>By Andrew Miller\u003c/h5>\n\u003cp class=\"dropcap\">GameDesk, \u003ca href=\"http://www.gamedesk.org/\">an organization\u003c/a> that's developing a variety of game-based learning initiatives, is venturing into new terrain with the opening of a new school and the development of new digital tools, with millions of dollars in funding from both the Bill and Melinda Gates Foundation and AT&T.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.gamedesk.org/playmaker-school/\">PlayMaker School\u003c/a>, funded by the Bill and Melinda Gates Foundation, will open in Los Angeles on September 7, with 60 students in 6th grade, and will operate as a \"school within a school\" at \u003ca href=\"http://www.newroads.org/\">New Roads\u003c/a>, an independent middle school.\u003c/p>\n\u003cp>Like \u003ca href=\"http://www.q2l.org/\">Quest to Learn\u003c/a>, the game-based school in New York, PlayMaker will incorporate principles of game-based learning into the entire instructional model, but with an additional focus on making and discovering. The goal is to engage students in both high-tech and low-tech games and modular, instructional activities. Individual students will work with an “Adventure Map” that will guide them to choose their own path, allowing for students to control how they learn and when they learn it. These modules will be not only individual tasks, but will also include group work. In a unit on kinetic and potential energy, for example, students will watch videos, play games, create digital roller-coasters, and create real-life models.\u003c/p>\n\u003cp>With ongoing formative assessments tied not only to the Common Core, but also practical digital skills, collaboration, critical thinking, and \u003ca href=\"http://casel.org\">social emotion learning principles,\u003c/a> the focus is meant to go beyond traditional schooling goals. Instruction will focus on providing context for the content, whereby students understand the relevance of what they're learning. Teachers will play the roles of questioners, facilitators, and reflective agents.\u003c/p>\n\u003cp>More information will soon be released about the specifics of the program.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>SCALING UP\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Lucien Vattel, the executive director of GameDesk, said he wants to scale the company's tools and learning models to schools and other groups across the country. To that end, the company \u003ca href=\"http://www.gamedesk.org/gamedesk-collaborates-with-att-to-build-a-new-learning-center-and-national-digital-learning-platform/\">received $3.8 million from AT&T\u003c/a> to fund two new initiatives: a learning laboratory called Learning Center, which will include a \"classroom of the future\" where new digital tools will be developed, tested, evaluated, and aligned with academic standards; and free access to an online portal of \u003c!--more-->digital learning content, as well as support for teachers to learn how to integrate it.\u003c/p>\n\u003cp>\"We see this as being a clearing house for all the best work in this space and we want the entire education community to contribute content to the site, from the professional developer, to the educator in Kansas, to the creative and tenacious parents and kids at home,” Vattel said.\u003c/p>\n\u003cdiv id=\"attachment_23612\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.33-PM.png\">\u003cimg class=\"size-medium wp-image-23612\" title=\"Screen Shot 2012-09-04 at 1.33.33 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.33-PM-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">GameDesk\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>PROFESSIONAL DEVELOPMENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>As part of the professional development for the PlayMaker School, GameDesk also initiated a collaborative called \u003ca href=\"http://www.gamedesk.org/projects/dreamlab/\">DreamLab\u003c/a> focused on not only creating many of the GameDesk’s projects, but also how to implement and sustain them. Instead of simply creating and implementing, however, they design in collaboration with student and teachers, to ensure that real needs are being met well.\u003c/p>\n\u003cp>Although still in its infancy as a component of GameDesk’s work, DreamLab hopes to provide professional development for teachers on site. In addition, they hope to build a portal where teachers can collaborate on lesson design and share their ideas for implementing the games in the classroom. In the past months as they prepared for the new school opening, new teachers received intensive professional development, learned to design games, played games, and understood the pedagogical principles around using games for learning.\u003c/p>\n\u003cp>\u003cstrong>GAMES IN STEM\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.gamedesk.org\">GameDesk\u003c/a> is also \u003ca href=\"http://www.gamedesk.org/projects/\">creating and collaborating on games\u003c/a> that target the Common Core standards. \u003ca href=\"http://www.gamedesk.org/projects/on-site-school-pilots/\">Mathmaker\u003c/a>, which GameDesk created, is focused on having students take on the roles of engineers to learn math concepts. This game, as well as others, is directed at amplifying STEM curriculum, and is being piloting and used in large urban high schools.\u003c/p>\n\u003cp>GameDesk also uses another math-focused game called \u003ca href=\"http://www.gamedesk.org/projects/motion-math-in-class/\">Motion Math In-Class\u003c/a>, created by the team at Stanford University Learning, Design and Technology Program, which is part of its math curriculum. This interactive iPad app\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/dont-forget-the-fun-factor-in-educational-games/\"> helps students learn fractions, proportions and percentages\u003c/a>.\u003c/p>\n\u003cp>Another unique game is \u003ca href=\"http://www.gamedesk.org/projects/dojo/\">Dojo\u003c/a>, which uses play and biometrics to work on emotion regulation (not to be confused with \u003ca href=\"http://www.classdojo.com/\">Class Dojo\u003c/a>, which helps teachers with classroom management). So far, it has been used successfully with diverse populations and even youth within or exiting the juvenile justice system. Players experience real-life challenges that test their emotions, but also gives them strategies and feedback on how to overcome these challenges.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>More to come, as GameDesk continues to grow.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23609\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-23609\" title=\"Screen Shot 2012-09-04 at 1.33.59 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.59-PM-620x349.png\" alt=\"\" width=\"620\" height=\"349\">\u003c/p>\n\u003cp class=\"wp-media-credit\">GameDesk\u003c/p>\n\u003c/div>\n\u003ch5>By Andrew Miller\u003c/h5>\n\u003cp class=\"dropcap\">GameDesk, \u003ca href=\"http://www.gamedesk.org/\">an organization\u003c/a> that's developing a variety of game-based learning initiatives, is venturing into new terrain with the opening of a new school and the development of new digital tools, with millions of dollars in funding from both the Bill and Melinda Gates Foundation and AT&T.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.gamedesk.org/playmaker-school/\">PlayMaker School\u003c/a>, funded by the Bill and Melinda Gates Foundation, will open in Los Angeles on September 7, with 60 students in 6th grade, and will operate as a \"school within a school\" at \u003ca href=\"http://www.newroads.org/\">New Roads\u003c/a>, an independent middle school.\u003c/p>\n\u003cp>Like \u003ca href=\"http://www.q2l.org/\">Quest to Learn\u003c/a>, the game-based school in New York, PlayMaker will incorporate principles of game-based learning into the entire instructional model, but with an additional focus on making and discovering. The goal is to engage students in both high-tech and low-tech games and modular, instructional activities. Individual students will work with an “Adventure Map” that will guide them to choose their own path, allowing for students to control how they learn and when they learn it. These modules will be not only individual tasks, but will also include group work. In a unit on kinetic and potential energy, for example, students will watch videos, play games, create digital roller-coasters, and create real-life models.\u003c/p>\n\u003cp>With ongoing formative assessments tied not only to the Common Core, but also practical digital skills, collaboration, critical thinking, and \u003ca href=\"http://casel.org\">social emotion learning principles,\u003c/a> the focus is meant to go beyond traditional schooling goals. Instruction will focus on providing context for the content, whereby students understand the relevance of what they're learning. Teachers will play the roles of questioners, facilitators, and reflective agents.\u003c/p>\n\u003cp>More information will soon be released about the specifics of the program.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>SCALING UP\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Lucien Vattel, the executive director of GameDesk, said he wants to scale the company's tools and learning models to schools and other groups across the country. To that end, the company \u003ca href=\"http://www.gamedesk.org/gamedesk-collaborates-with-att-to-build-a-new-learning-center-and-national-digital-learning-platform/\">received $3.8 million from AT&T\u003c/a> to fund two new initiatives: a learning laboratory called Learning Center, which will include a \"classroom of the future\" where new digital tools will be developed, tested, evaluated, and aligned with academic standards; and free access to an online portal of \u003c!--more-->digital learning content, as well as support for teachers to learn how to integrate it.\u003c/p>\n\u003cp>\"We see this as being a clearing house for all the best work in this space and we want the entire education community to contribute content to the site, from the professional developer, to the educator in Kansas, to the creative and tenacious parents and kids at home,” Vattel said.\u003c/p>\n\u003cdiv id=\"attachment_23612\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.33-PM.png\">\u003cimg class=\"size-medium wp-image-23612\" title=\"Screen Shot 2012-09-04 at 1.33.33 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.33-PM-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">GameDesk\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>PROFESSIONAL DEVELOPMENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>As part of the professional development for the PlayMaker School, GameDesk also initiated a collaborative called \u003ca href=\"http://www.gamedesk.org/projects/dreamlab/\">DreamLab\u003c/a> focused on not only creating many of the GameDesk’s projects, but also how to implement and sustain them. Instead of simply creating and implementing, however, they design in collaboration with student and teachers, to ensure that real needs are being met well.\u003c/p>\n\u003cp>Although still in its infancy as a component of GameDesk’s work, DreamLab hopes to provide professional development for teachers on site. In addition, they hope to build a portal where teachers can collaborate on lesson design and share their ideas for implementing the games in the classroom. In the past months as they prepared for the new school opening, new teachers received intensive professional development, learned to design games, played games, and understood the pedagogical principles around using games for learning.\u003c/p>\n\u003cp>\u003cstrong>GAMES IN STEM\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.gamedesk.org\">GameDesk\u003c/a> is also \u003ca href=\"http://www.gamedesk.org/projects/\">creating and collaborating on games\u003c/a> that target the Common Core standards. \u003ca href=\"http://www.gamedesk.org/projects/on-site-school-pilots/\">Mathmaker\u003c/a>, which GameDesk created, is focused on having students take on the roles of engineers to learn math concepts. This game, as well as others, is directed at amplifying STEM curriculum, and is being piloting and used in large urban high schools.\u003c/p>\n\u003cp>GameDesk also uses another math-focused game called \u003ca href=\"http://www.gamedesk.org/projects/motion-math-in-class/\">Motion Math In-Class\u003c/a>, created by the team at Stanford University Learning, Design and Technology Program, which is part of its math curriculum. This interactive iPad app\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/dont-forget-the-fun-factor-in-educational-games/\"> helps students learn fractions, proportions and percentages\u003c/a>.\u003c/p>\n\u003cp>Another unique game is \u003ca href=\"http://www.gamedesk.org/projects/dojo/\">Dojo\u003c/a>, which uses play and biometrics to work on emotion regulation (not to be confused with \u003ca href=\"http://www.classdojo.com/\">Class Dojo\u003c/a>, which helps teachers with classroom management). So far, it has been used successfully with diverse populations and even youth within or exiting the juvenile justice system. Players experience real-life challenges that test their emotions, but also gives them strategies and feedback on how to overcome these challenges.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>More to come, as GameDesk continues to grow.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Will You Click On Next? Focusing Our Attention Online ",
"title": "What Will You Click On Next? Focusing Our Attention Online ",
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"content": "\u003cdiv id=\"attachment_23579\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/what-will-you-click-on-next-focusing-our-attention-online/10_11-15_newtech_0606-3/\" rel=\"attachment wp-att-23579\">\u003cimg class=\"size-large wp-image-23579\" title=\"10_11.15_newtech_0606\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/10_11.15_newtech_0606-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap\">The onslaught of information from the wired world can be overwhelming to anyone -- even the savviest online audiences. But rather than completely shut out the digital world, the smarter solution is to learn how to manage it, says author Howard Rheingold.\u003c/p>\n\u003cp>In his book \u003cem>\u003ca href=\"http://rheingold.com/books/net-smart/\">Net Smart: How to Thrive Online\u003c/a>\u003c/em>, Rheingold outlines the potential merits of the vast digital landscape, and offers ideas on how to lasso the unwieldy aspects and use it for good.\u003c/p>\n\u003cp>In a recent conversation on the \u003ca href=\"http://www.kqed.org/a/forum/R201208291000\">Forum\u003c/a> talk program, Rheingold stresses the importance of intention when it comes to managing digital noise. Knowing that every click will likely to lead to a chunk of time spent on what follows will help people decide if that's worthwhile. Every click counts.\u003c/p>\n\u003cp>\"I think [there's] this matter of meta-cognition, of knowing where you're putting your attention,\" he told Michael Krasny on Forum. \"You need to make decisions. 'Am I going to click on that link? Am I going to maybe open a tab for it on my browser and look at it later? Am I going to bookmark it to look at it much later or am I going to ignore it?' You need to make those decisions consciously and I think most of us make them unconsciously... We wouldn't have so many cute cat videos if people didn't click on impulse.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"You need to make decisions. 'Am I going to click on that link? You need to make those decisions consciously.\"\u003c/p>\n\u003c/aside>\n\u003cp>Rheingold advises all of us to create a specific plan when we're online, and to follow through.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"You have to make [decisions] in the context of what you intend to get done for the day. Write down, with good old right-brain pencil and paper, three things you want to get done [online] today, and just two or three words each, and put that in the periphery of your vision,\" he said. \"And when your gaze falls upon it, simply ask yourself 'Is what I'm doing now going to get me to where I need to be by the end of the day?' I'm not asking you to admonish yourself or to make any changes to your routine, I'm only asking you to add a little layer of awareness.\"\u003c/p>\n\u003cp>This exercise in self-control can be honed over time with tools like meditation, Rheingold writes in a chapter called \"Attention!\"\u003c/p>\n\u003cp>\"Mindfuless in all its forms and applications certainly is an end in itself, but practicing mindfulness in regard to online attention serves a specific strategic goal,\" he writes. \"Your goal and mine in this \u003c!--more-->context is not just the control but also the management of attention.\"\u003c/p>\n\u003cp>Rheingold is not alone in his ideas about how meditation can help focus attention when online. Researcher David Levy recently provided evidence on how learning how to meditate can train the mind to focus. (Read \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">How Meditating Helps With Multitasking).\u003c/a> In his study, Levy said those who learned how to meditate were able to keep on task better than those who didn't. “They realized they didn’t have to respond to everything right away, not everything is urgent,” Levy said. “They felt more in control, less tense, less afraid.”\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/what-will-you-click-on-next-focusing-our-attention-online/attachment/0262017458/\" rel=\"attachment wp-att-23584\">\u003cimg class=\"alignright size-full wp-image-23584\" title=\"0262017458\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/0262017458.jpg\" alt=\"\" width=\"202\" height=\"285\">\u003c/a>GUIDING KIDS ONLINE BEHAVIOR\u003c/strong>\u003c/p>\n\u003cp>As the digital landscape continues to shift under our feet, it's that much more important for parents to be aware of the subtleties of having an online identity and life. Though the media portrays the Web as a \"den of frivolity,\" Rheingold writes that it also presents an appropriate place for young people to experiment with their identity. \"What they are learning is not altogether detrimental to themselves and the society they are going to build when they come of age,\" he writes.\u003c/p>\n\u003cp>At the same time, kids needs to be aware that their online lives will leave indefinite footprints.\u003c/p>\n\u003cp>\"Kids need to be told before they get online that nowadays everything that you put online is going to be there forever, it's going to be searchable, it can be connected to your name, it can be reproduced, and it can be spread around the world,\" he said. \"Kids have always done dumb things and they've always kind of said snarky things about each other and they've always had their best friends. They've never had them reproduced forever, search-ibly and reproduce-ibly and able to be broadcast everywhere. You need to know some of these things before you dip your toe in.\"\u003c/p>\n\u003cp>And though the media is rife with stories of online bullying -- with good reason, as it is a common phenomenon -- the development of audio and video chats like Skype and FaceTime on Apple devices may help to ameliorate online attacks.\u003c/p>\n\u003cp>\"There's something about face to face that can't be duplicated online. But a great deal of that signaling can be duplicated with audio and video,\" Rheingold said. \"So I think we're getting a richer form of communication than we used to have. Here's a research question for some sociologist: Are people going to flame each other when we have universal audio and video or is that an artifact of the text-only world?\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>- Additional reporting by Amanda Stupi\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23579\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/what-will-you-click-on-next-focusing-our-attention-online/10_11-15_newtech_0606-3/\" rel=\"attachment wp-att-23579\">\u003cimg class=\"size-large wp-image-23579\" title=\"10_11.15_newtech_0606\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/10_11.15_newtech_0606-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap\">The onslaught of information from the wired world can be overwhelming to anyone -- even the savviest online audiences. But rather than completely shut out the digital world, the smarter solution is to learn how to manage it, says author Howard Rheingold.\u003c/p>\n\u003cp>In his book \u003cem>\u003ca href=\"http://rheingold.com/books/net-smart/\">Net Smart: How to Thrive Online\u003c/a>\u003c/em>, Rheingold outlines the potential merits of the vast digital landscape, and offers ideas on how to lasso the unwieldy aspects and use it for good.\u003c/p>\n\u003cp>In a recent conversation on the \u003ca href=\"http://www.kqed.org/a/forum/R201208291000\">Forum\u003c/a> talk program, Rheingold stresses the importance of intention when it comes to managing digital noise. Knowing that every click will likely to lead to a chunk of time spent on what follows will help people decide if that's worthwhile. Every click counts.\u003c/p>\n\u003cp>\"I think [there's] this matter of meta-cognition, of knowing where you're putting your attention,\" he told Michael Krasny on Forum. \"You need to make decisions. 'Am I going to click on that link? Am I going to maybe open a tab for it on my browser and look at it later? Am I going to bookmark it to look at it much later or am I going to ignore it?' You need to make those decisions consciously and I think most of us make them unconsciously... We wouldn't have so many cute cat videos if people didn't click on impulse.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"You need to make decisions. 'Am I going to click on that link? You need to make those decisions consciously.\"\u003c/p>\n\u003c/aside>\n\u003cp>Rheingold advises all of us to create a specific plan when we're online, and to follow through.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"You have to make [decisions] in the context of what you intend to get done for the day. Write down, with good old right-brain pencil and paper, three things you want to get done [online] today, and just two or three words each, and put that in the periphery of your vision,\" he said. \"And when your gaze falls upon it, simply ask yourself 'Is what I'm doing now going to get me to where I need to be by the end of the day?' I'm not asking you to admonish yourself or to make any changes to your routine, I'm only asking you to add a little layer of awareness.\"\u003c/p>\n\u003cp>This exercise in self-control can be honed over time with tools like meditation, Rheingold writes in a chapter called \"Attention!\"\u003c/p>\n\u003cp>\"Mindfuless in all its forms and applications certainly is an end in itself, but practicing mindfulness in regard to online attention serves a specific strategic goal,\" he writes. \"Your goal and mine in this \u003c!--more-->context is not just the control but also the management of attention.\"\u003c/p>\n\u003cp>Rheingold is not alone in his ideas about how meditation can help focus attention when online. Researcher David Levy recently provided evidence on how learning how to meditate can train the mind to focus. (Read \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">How Meditating Helps With Multitasking).\u003c/a> In his study, Levy said those who learned how to meditate were able to keep on task better than those who didn't. “They realized they didn’t have to respond to everything right away, not everything is urgent,” Levy said. “They felt more in control, less tense, less afraid.”\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/what-will-you-click-on-next-focusing-our-attention-online/attachment/0262017458/\" rel=\"attachment wp-att-23584\">\u003cimg class=\"alignright size-full wp-image-23584\" title=\"0262017458\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/0262017458.jpg\" alt=\"\" width=\"202\" height=\"285\">\u003c/a>GUIDING KIDS ONLINE BEHAVIOR\u003c/strong>\u003c/p>\n\u003cp>As the digital landscape continues to shift under our feet, it's that much more important for parents to be aware of the subtleties of having an online identity and life. Though the media portrays the Web as a \"den of frivolity,\" Rheingold writes that it also presents an appropriate place for young people to experiment with their identity. \"What they are learning is not altogether detrimental to themselves and the society they are going to build when they come of age,\" he writes.\u003c/p>\n\u003cp>At the same time, kids needs to be aware that their online lives will leave indefinite footprints.\u003c/p>\n\u003cp>\"Kids need to be told before they get online that nowadays everything that you put online is going to be there forever, it's going to be searchable, it can be connected to your name, it can be reproduced, and it can be spread around the world,\" he said. \"Kids have always done dumb things and they've always kind of said snarky things about each other and they've always had their best friends. They've never had them reproduced forever, search-ibly and reproduce-ibly and able to be broadcast everywhere. You need to know some of these things before you dip your toe in.\"\u003c/p>\n\u003cp>And though the media is rife with stories of online bullying -- with good reason, as it is a common phenomenon -- the development of audio and video chats like Skype and FaceTime on Apple devices may help to ameliorate online attacks.\u003c/p>\n\u003cp>\"There's something about face to face that can't be duplicated online. But a great deal of that signaling can be duplicated with audio and video,\" Rheingold said. \"So I think we're getting a richer form of communication than we used to have. Here's a research question for some sociologist: Are people going to flame each other when we have universal audio and video or is that an artifact of the text-only world?\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>- Additional reporting by Amanda Stupi\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_23540\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660098369/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-23540\" title=\"6660098369_640ec3fb64\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/6660098369_640ec3fb64.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/6660098369_640ec3fb64.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/6660098369_640ec3fb64-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/6660098369_640ec3fb64-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Lexie Flickinger\u003c/p>\n\u003c/div>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap\">As schools get ready to deploy iPads this year, each one is scrambling to figure out how to develop an efficient and effective system that works. With no standardized system or uniform roadmap to follow, at the moment, it's up to individual schools to reach out through their networks to find information about best practices and smooth, streamlined service.\u003c/p>\n\u003cp>Without professional development and a set plan in place, educators in individual classes might be stumped by how to set up iPads for different uses. But once a system is in place, educators will intuitively be able to move on with the business of guiding student learning.\u003c/p>\n\u003cp>To that end, here are some ideas about how to put a system in place for iPad use in classrooms:\u003c/p>\n\u003cul>\n\u003cli>Establish clearly written Frequently Asked Questions a sensible Responsible Use Policy and a white paper that explains the rationale behind the decision to move to iPads, but also be flexible and nimble with policy as iPads and the best uses for them continue to evolve.\u003c/li>\n\u003cli>Include the responsible use policy or acceptable use policy as a PDF in the iBooks app on the iPad so students and teachers can readily access.\u003c/li>\n\u003cli>Provide students with photos of proper care and post these photos around key areas of campus as reminders (with a short checklist on essential care).\u003c/li>\n\u003cli>Create short video tutorials on how to use different apps.\u003c/li>\n\u003cli>Develop a few surveys throughout the year to gather feedback to make mid-course corrections.\u003c!--more-->\u003c/li>\n\u003cli>Take photos of classroom set up, with projectors and audio, and post these photos in every classroom, with a short cheat sheet of directions. Create a job in each classroom where students take ownership of the process of ensuring that all systems are working. This will minimize loss of instructional time spent on malfunctioning wiring or connectivity.\u003c/li>\n\u003cli>Share best practices and successes with short videos and student presentations with parents, and enlist students as ambassadors to teach adults how to use iPads. This can happen at a parent education event or another similar event.\u003c/li>\n\u003cli>Track paper and waste reduction. The shift to iPads makes the paperless classroom a possibility. Have each class monitor their use of paper and printing and set targets for each class, grade level and the entire school.\u003c/li>\n\u003cli>Track app usage to find out which apps are most used and most effective.\u003c/li>\n\u003cli>Have teachers share best practices at staff meetings. Those who take the lead can help their colleagues figure out how to use apps effectively to deepen student learning. These trainings can occur at staff meetings or in smaller groups at department meetings and should be a regular part of the learning cycle for teachers, who then teach their students.\u003c/li>\n\u003c/ul>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\u003cp> \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_23540\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660098369/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-23540\" title=\"6660098369_640ec3fb64\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/6660098369_640ec3fb64.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/6660098369_640ec3fb64.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/6660098369_640ec3fb64-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/6660098369_640ec3fb64-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Lexie Flickinger\u003c/p>\n\u003c/div>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap\">As schools get ready to deploy iPads this year, each one is scrambling to figure out how to develop an efficient and effective system that works. With no standardized system or uniform roadmap to follow, at the moment, it's up to individual schools to reach out through their networks to find information about best practices and smooth, streamlined service.\u003c/p>\n\u003cp>Without professional development and a set plan in place, educators in individual classes might be stumped by how to set up iPads for different uses. But once a system is in place, educators will intuitively be able to move on with the business of guiding student learning.\u003c/p>\n\u003cp>To that end, here are some ideas about how to put a system in place for iPad use in classrooms:\u003c/p>\n\u003cul>\n\u003cli>Establish clearly written Frequently Asked Questions a sensible Responsible Use Policy and a white paper that explains the rationale behind the decision to move to iPads, but also be flexible and nimble with policy as iPads and the best uses for them continue to evolve.\u003c/li>\n\u003cli>Include the responsible use policy or acceptable use policy as a PDF in the iBooks app on the iPad so students and teachers can readily access.\u003c/li>\n\u003cli>Provide students with photos of proper care and post these photos around key areas of campus as reminders (with a short checklist on essential care).\u003c/li>\n\u003cli>Create short video tutorials on how to use different apps.\u003c/li>\n\u003cli>Develop a few surveys throughout the year to gather feedback to make mid-course corrections.\u003c!--more-->\u003c/li>\n\u003cli>Take photos of classroom set up, with projectors and audio, and post these photos in every classroom, with a short cheat sheet of directions. Create a job in each classroom where students take ownership of the process of ensuring that all systems are working. This will minimize loss of instructional time spent on malfunctioning wiring or connectivity.\u003c/li>\n\u003cli>Share best practices and successes with short videos and student presentations with parents, and enlist students as ambassadors to teach adults how to use iPads. This can happen at a parent education event or another similar event.\u003c/li>\n\u003cli>Track paper and waste reduction. The shift to iPads makes the paperless classroom a possibility. Have each class monitor their use of paper and printing and set targets for each class, grade level and the entire school.\u003c/li>\n\u003cli>Track app usage to find out which apps are most used and most effective.\u003c/li>\n\u003cli>Have teachers share best practices at staff meetings. Those who take the lead can help their colleagues figure out how to use apps effectively to deepen student learning. These trainings can occur at staff meetings or in smaller groups at department meetings and should be a regular part of the learning cycle for teachers, who then teach their students.\u003c/li>\n\u003c/ul>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/five-ways-to-bring-innovation-into-the-classroom/137566370-1-2/\" rel=\"attachment wp-att-23517\">\u003cimg class=\"alignright size-large wp-image-23517\" title=\"137566370-1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/137566370-11-620x338.jpg\" alt=\"\" width=\"620\" height=\"338\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap\">For many schools across the country, today marks the first day of a new year. In addition to thinking about\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-ways-to-boost-your-game-for-back-to-school/\"> tools that help boost educators' teaching practice\u003c/a>, this moment might be a good time to pull back and think about some big-picture ideals, too. Here are a few to consider.\u003c/p>\n\u003cp>\u003cstrong>1. INFUSE PASSION INTO LEARNING.\u003c/strong>\u003cbr>\n\u003cem>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/nine-tenets-of-passion-based-learning/\">Nine Tenets of Passion-Based Learning\u003c/a>\u003c/em>. Educators who focus on integrating kids' own interests and passions into the curriculum will see them flourish as learners. Educators can think about integrating such practices as showing relevance of what students are studying to life outside school, connecting with parents, and using digital media as a way to spark interests and spreading ideas.\u003cbr>\n\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>2. TRY SOMETHING NEW.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">\u003cem>Jumping Into the 21st Century\u003c/em>.\u003c/a> For both veteran educators and newbies, the temptation to stick to what's acceptable and what's been done is hard to overcome. Educator Shelley Wright talks about how she took the plunge and redesigned the entire structure of her teaching practice. Her goal? \"Changing to a student-centered, skill-based, technology embedded classroom,\" she says.\u003c/p>\n\u003cp>\u003cstrong>3. CONSIDER THE FLIPPED CLASSROOM MODEL. \u003cem>\u003c/em>\u003c/strong>\u003cbr>\n\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-flip-why-i-love-it-how-i-use-it/\">The Flip: Why I love It, How I Use It\u003c/a>\u003c/em>. \u003c/strong>Educator Shelley Wright shares why she's decided to flip her classroom. \"I don’t believe in assigning videos every night as a substitute for my own lecturing. To me, that’s simply the traditional classroom rearranged, not flipped. I use the flip when my students need to absorb a few chunks of new information to continue learning. I don’t use it to front-load information at the beginning of a unit. I think that can rob students of the experience of authentically building knowledge and skills as they encounter new \u003c!--more-->concepts. I use flip time to create curiosity in my students.\"\u003c/p>\n\u003cp>\u003cstrong>4. TAP INTO STUDENTS' IDEAS.\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/how-to-turn-your-classroom-into-an-idea-factory/\">\u003cem>How to Turn Your Classroom Into an Idea Factory. \u003c/em>\u003c/a>Design thinking isn't just for engineers and designers. It can be applied to every aspect of learning -- from generating ideas to the iteration and execution phase. Here's how educators can foster innovation in the classroom.\u003c/p>\n\u003cp>\u003cstrong>5. CONSIDER THE FUTURE SCHOOL DAY.\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">\u003cem>The School Day of the Future is Designed.\u003c/em> \"I\u003c/a>t’s not too big of a leap to want the school day designed around notions of how we naturally, and individually, \u003cem>learn\u003c/em>,\" writes Sandy Speicher of IDEO. \"Designing the day around discovery of information, connections to real world challenges, discussions digging into our experiences with the world. Here are some examples of how futuristic scenarios are actually happening now.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003c/strong>\u003cbr>\n\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/five-ways-to-bring-innovation-into-the-classroom/137566370-1-2/\" rel=\"attachment wp-att-23517\">\u003cimg class=\"alignright size-large wp-image-23517\" title=\"137566370-1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/137566370-11-620x338.jpg\" alt=\"\" width=\"620\" height=\"338\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap\">For many schools across the country, today marks the first day of a new year. In addition to thinking about\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-ways-to-boost-your-game-for-back-to-school/\"> tools that help boost educators' teaching practice\u003c/a>, this moment might be a good time to pull back and think about some big-picture ideals, too. Here are a few to consider.\u003c/p>\n\u003cp>\u003cstrong>1. INFUSE PASSION INTO LEARNING.\u003c/strong>\u003cbr>\n\u003cem>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/nine-tenets-of-passion-based-learning/\">Nine Tenets of Passion-Based Learning\u003c/a>\u003c/em>. Educators who focus on integrating kids' own interests and passions into the curriculum will see them flourish as learners. Educators can think about integrating such practices as showing relevance of what students are studying to life outside school, connecting with parents, and using digital media as a way to spark interests and spreading ideas.\u003cbr>\n\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>2. TRY SOMETHING NEW.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">\u003cem>Jumping Into the 21st Century\u003c/em>.\u003c/a> For both veteran educators and newbies, the temptation to stick to what's acceptable and what's been done is hard to overcome. Educator Shelley Wright talks about how she took the plunge and redesigned the entire structure of her teaching practice. Her goal? \"Changing to a student-centered, skill-based, technology embedded classroom,\" she says.\u003c/p>\n\u003cp>\u003cstrong>3. CONSIDER THE FLIPPED CLASSROOM MODEL. \u003cem>\u003c/em>\u003c/strong>\u003cbr>\n\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-flip-why-i-love-it-how-i-use-it/\">The Flip: Why I love It, How I Use It\u003c/a>\u003c/em>. \u003c/strong>Educator Shelley Wright shares why she's decided to flip her classroom. \"I don’t believe in assigning videos every night as a substitute for my own lecturing. To me, that’s simply the traditional classroom rearranged, not flipped. I use the flip when my students need to absorb a few chunks of new information to continue learning. I don’t use it to front-load information at the beginning of a unit. I think that can rob students of the experience of authentically building knowledge and skills as they encounter new \u003c!--more-->concepts. I use flip time to create curiosity in my students.\"\u003c/p>\n\u003cp>\u003cstrong>4. TAP INTO STUDENTS' IDEAS.\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/how-to-turn-your-classroom-into-an-idea-factory/\">\u003cem>How to Turn Your Classroom Into an Idea Factory. \u003c/em>\u003c/a>Design thinking isn't just for engineers and designers. It can be applied to every aspect of learning -- from generating ideas to the iteration and execution phase. Here's how educators can foster innovation in the classroom.\u003c/p>\n\u003cp>\u003cstrong>5. CONSIDER THE FUTURE SCHOOL DAY.\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">\u003cem>The School Day of the Future is Designed.\u003c/em> \"I\u003c/a>t’s not too big of a leap to want the school day designed around notions of how we naturally, and individually, \u003cem>learn\u003c/em>,\" writes Sandy Speicher of IDEO. \"Designing the day around discovery of information, connections to real world challenges, discussions digging into our experiences with the world. Here are some examples of how futuristic scenarios are actually happening now.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003c/strong>\u003cbr>\n\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_23409\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/sfbrightworks/7566329228/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23409\" title=\"7566329228_4d5377458b_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7566329228_4d5377458b_z-620x410.jpg\" alt=\"\" width=\"620\" height=\"410\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students building a cafe at Brightworks School in San Francisco.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Suzie Boss\u003c/h5>\n\u003ch5>The following suggestions for turning K-12 classrooms into innovation spaces come from \u003ca href=\"http://archive.solution-tree.com/Public/LookInside.aspx?ProductCode=BKF546\">\u003cem>Bringing Innovation to School: Empowering Students to Thrive in a Changing World\u003c/em>\u003c/a>, published in July by Solution Tree.\u003c/h5>\n\u003cp class=\"dropcap-serif\">How can we prepare today’s students to become tomorrow’s innovators? It’s an urgent challenge, repeated by President Obama, corporate CEOs, and global education experts like Yong Zhao and Tony Wagner. Virtually every discussion of 21\u003csup>st\u003c/sup>-century learning puts innovation and its close cousin, creativity, atop the list of skills students must have for the future.\u003c/p>\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\u003cp>How do we fill the gap between saying we must encourage innovation and teaching students how to actually generate and execute original ideas? The answers are emerging from classrooms across the country where pioneering teachers are making innovation a priority. Their strategies vary widely, from tinkering workshops and design studios to digital gaming and global challenges. By emphasizing problem solving and creativity in the core curriculum, these advance scouts are demonstrating that innovation is both powerful and teachable.\u003c/p>\n\u003cp>Across disparate fields, from engineering and technology to the social and environmental sectors, innovators use a common problem-solving process. They frame problems carefully, looking at issues from all sides to find opportunity gaps. They may generate many possible solutions before focusing their efforts. They refine solutions through iterative cycles, learning from failure along with success. When they hit on worthy ideas, innovators network with others and share results widely.\u003c/p>\n\u003cp>In the classroom, this same process corresponds neatly with the stages of project-based learning. In PBL, students investigate intriguing questions that lead them to learn important academic content. They apply their learning to create something new, demonstrate their understanding, or teach others about the issue they have explored. By emphasizing key thinking skills throughout the PBL process, teachers can guide students to operate the same way that innovators do in all kinds of settings.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here are eight tips to borrow from classrooms where teachers are reinventing yesterday’s schools as tomorrow’s idea factories.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. WELCOME AUTHENTIC QUESTIONS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Good projects start with good questions. Listen closely to students to find out what makes them curious. Instead of presenting them with ready-made assignments, invite student feedback when \u003c!--more-->you are designing projects. Make sure your driving questions for projects involve real-world issues that students care about investigating.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>2. ENCOURAGE EFFECTIVE TEAMWORK.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Projects offer an ideal context to develop students’ collaboration skills, but make sure teamwork doesn’t feel contrived. If projects are too big for any one student to manage alone, team members will have a real reason to rely on each other’s contributions. Teach students how to break a big project into manageable pieces and bring out the best ideas from everyone on the team. Offer them examples of innovations (from the Mars rover to the iPad) that wouldn’t have been possible without team efforts.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>3. BE READY TO GO BIG.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Innovators have a tendency to think big. They know how to use social networking tools to make a worthy idea go viral. Encourage students to share their projects with audiences beyond the classroom, using digital tools like YouTube or online publishing sites. Help them build networks to exchange ideas with peers and learn from experts around the globe.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>4. BUILD EMPATHY. \u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>Innovation doesn’t happen in a vacuum. Innovators who have empathy can step outside their own perspective and see issues from multiple viewpoints. Approaching a problem this way leads to better solutions. Teach students strategies for making field observations, conducting focus groups or user interviews, or gathering stories that offer insights into others’ perspectives.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>5. UNCOVER PASSION.\u003c/strong>\u003c/p>\n\u003cp>Passion is what keeps innovators motivated to persist despite long odds and flawed first efforts. Find out what drives students’ interests during out-of-school time, and look for opportunities to connect these pursuits with school projects. Ask students: When you feel most creative, what are you doing? What tools or technologies are you using? Their answers should set the stage for more engaging projects.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>6. AMPLIFY WORTHY IDEAS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>In today’s flat world, where access to information is ubiquitous, innovation can happen anywhere. Opportunities to support good ideas are also getting flattened. Philanthropy and venture funding, once reserved for the wealthy, have been crowdsourced with online platforms like Kiva (\u003ca href=\"http://www.kiva.org\">www.kiva.org\u003c/a>) and Kickstarter (\u003ca href=\"http://www.kickstarter.com\">www.kickstarter.com\u003c/a>). To participate fully in the culture of innovation, students need to be able to do more than generate their own ideas. They also need to know how to critically evaluate others’ brainstorms and decide which ones are worth supporting. Develop classroom protocols for students to critically evaluate each other’s ideas. They may decide to throw their collective energy behind one promising idea or pull components from multiple teams into a final project.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>7. KNOW WHEN TO SAY NO.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Being a critical thinker also means being able to spot ideas that aren’t ready for prime time. Bold new ideas may have bugs that need to be worked out. An approach that appears to be a game-changer may be too expensive for the benefits it affords or may have unanticipated consequences. Give students opportunities to look for potential pitfalls and know when to say no.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>8. ENCOURAGE BREAKTHROUGHS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Will students come up with breakthrough ideas in every project? Probably not, but you can encourage them to stretch their thinking by setting ambitious goals. What would students be able to do or demonstrate if they were truly operating as innovators? Provide them with real-world examples by sharing stories of innovators from many fields, including social innovators who tackle wicked problems like poverty or illiteracy. Share the back stories of breakthroughs to show how much effort went into each inspired idea. Let students know they can’t expect to reach breakthrough solutions to every problem they tackle. Finding out what doesn’t work can be a useful outcome, too. Genuine innovation is indeed rare—but worth recognizing and celebrating when it happens.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_23409\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/sfbrightworks/7566329228/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23409\" title=\"7566329228_4d5377458b_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7566329228_4d5377458b_z-620x410.jpg\" alt=\"\" width=\"620\" height=\"410\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students building a cafe at Brightworks School in San Francisco.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Suzie Boss\u003c/h5>\n\u003ch5>The following suggestions for turning K-12 classrooms into innovation spaces come from \u003ca href=\"http://archive.solution-tree.com/Public/LookInside.aspx?ProductCode=BKF546\">\u003cem>Bringing Innovation to School: Empowering Students to Thrive in a Changing World\u003c/em>\u003c/a>, published in July by Solution Tree.\u003c/h5>\n\u003cp class=\"dropcap-serif\">How can we prepare today’s students to become tomorrow’s innovators? It’s an urgent challenge, repeated by President Obama, corporate CEOs, and global education experts like Yong Zhao and Tony Wagner. Virtually every discussion of 21\u003csup>st\u003c/sup>-century learning puts innovation and its close cousin, creativity, atop the list of skills students must have for the future.\u003c/p>\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\u003cp>How do we fill the gap between saying we must encourage innovation and teaching students how to actually generate and execute original ideas? The answers are emerging from classrooms across the country where pioneering teachers are making innovation a priority. Their strategies vary widely, from tinkering workshops and design studios to digital gaming and global challenges. By emphasizing problem solving and creativity in the core curriculum, these advance scouts are demonstrating that innovation is both powerful and teachable.\u003c/p>\n\u003cp>Across disparate fields, from engineering and technology to the social and environmental sectors, innovators use a common problem-solving process. They frame problems carefully, looking at issues from all sides to find opportunity gaps. They may generate many possible solutions before focusing their efforts. They refine solutions through iterative cycles, learning from failure along with success. When they hit on worthy ideas, innovators network with others and share results widely.\u003c/p>\n\u003cp>In the classroom, this same process corresponds neatly with the stages of project-based learning. In PBL, students investigate intriguing questions that lead them to learn important academic content. They apply their learning to create something new, demonstrate their understanding, or teach others about the issue they have explored. By emphasizing key thinking skills throughout the PBL process, teachers can guide students to operate the same way that innovators do in all kinds of settings.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here are eight tips to borrow from classrooms where teachers are reinventing yesterday’s schools as tomorrow’s idea factories.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. WELCOME AUTHENTIC QUESTIONS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Good projects start with good questions. Listen closely to students to find out what makes them curious. Instead of presenting them with ready-made assignments, invite student feedback when \u003c!--more-->you are designing projects. Make sure your driving questions for projects involve real-world issues that students care about investigating.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>2. ENCOURAGE EFFECTIVE TEAMWORK.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Projects offer an ideal context to develop students’ collaboration skills, but make sure teamwork doesn’t feel contrived. If projects are too big for any one student to manage alone, team members will have a real reason to rely on each other’s contributions. Teach students how to break a big project into manageable pieces and bring out the best ideas from everyone on the team. Offer them examples of innovations (from the Mars rover to the iPad) that wouldn’t have been possible without team efforts.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>3. BE READY TO GO BIG.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Innovators have a tendency to think big. They know how to use social networking tools to make a worthy idea go viral. Encourage students to share their projects with audiences beyond the classroom, using digital tools like YouTube or online publishing sites. Help them build networks to exchange ideas with peers and learn from experts around the globe.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>4. BUILD EMPATHY. \u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>Innovation doesn’t happen in a vacuum. Innovators who have empathy can step outside their own perspective and see issues from multiple viewpoints. Approaching a problem this way leads to better solutions. Teach students strategies for making field observations, conducting focus groups or user interviews, or gathering stories that offer insights into others’ perspectives.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>5. UNCOVER PASSION.\u003c/strong>\u003c/p>\n\u003cp>Passion is what keeps innovators motivated to persist despite long odds and flawed first efforts. Find out what drives students’ interests during out-of-school time, and look for opportunities to connect these pursuits with school projects. Ask students: When you feel most creative, what are you doing? What tools or technologies are you using? Their answers should set the stage for more engaging projects.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>6. AMPLIFY WORTHY IDEAS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>In today’s flat world, where access to information is ubiquitous, innovation can happen anywhere. Opportunities to support good ideas are also getting flattened. Philanthropy and venture funding, once reserved for the wealthy, have been crowdsourced with online platforms like Kiva (\u003ca href=\"http://www.kiva.org\">www.kiva.org\u003c/a>) and Kickstarter (\u003ca href=\"http://www.kickstarter.com\">www.kickstarter.com\u003c/a>). To participate fully in the culture of innovation, students need to be able to do more than generate their own ideas. They also need to know how to critically evaluate others’ brainstorms and decide which ones are worth supporting. Develop classroom protocols for students to critically evaluate each other’s ideas. They may decide to throw their collective energy behind one promising idea or pull components from multiple teams into a final project.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>7. KNOW WHEN TO SAY NO.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Being a critical thinker also means being able to spot ideas that aren’t ready for prime time. Bold new ideas may have bugs that need to be worked out. An approach that appears to be a game-changer may be too expensive for the benefits it affords or may have unanticipated consequences. Give students opportunities to look for potential pitfalls and know when to say no.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>8. ENCOURAGE BREAKTHROUGHS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Will students come up with breakthrough ideas in every project? Probably not, but you can encourage them to stretch their thinking by setting ambitious goals. What would students be able to do or demonstrate if they were truly operating as innovators? Provide them with real-world examples by sharing stories of innovators from many fields, including social innovators who tackle wicked problems like poverty or illiteracy. Share the back stories of breakthroughs to show how much effort went into each inspired idea. Let students know they can’t expect to reach breakthrough solutions to every problem they tackle. Finding out what doesn’t work can be a useful outcome, too. Genuine innovation is indeed rare—but worth recognizing and celebrating when it happens.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_23384\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/lessons-learned-how-a-progressive-new-school-evolves/7566338594_488672fb61/\" rel=\"attachment wp-att-23384\">\u003cimg class=\"size-full wp-image-23384\" title=\"7566338594_488672fb61\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7566338594_488672fb61.jpg\" alt=\"\" width=\"500\" height=\"331\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-320x212.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When we envision a well-rounded, progressive education for our kids, we think of a vibrant environment that nurtures students' passions, provides structure for rich and deep learning, a place where kids can get their hands on projects that are meaningful to them.\u003c/p>\n\u003cp>That's the goal at \u003ca title=\"Brightworks\" href=\"http://sfbrightworks.org\" target=\"_blank\">Brightworks\u003c/a>, a small, K-12 private school just starting its second year in San Francisco: to re-imagine traditional modes of education so that curiosity and creativity hold sway over standardized tests and worksheets. But in the course of creating this space for students' interests, the school has also had to refine some of its original ideas to make room for realities like assessments and how to group students.\u003c/p>\n\u003cp>\u003ca title=\"Brightworks: A School That Rethinks School\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/\" target=\"_blank\">Brightworks first opened \u003c/a>last fall, billed as a progressive school that allows kids to follow their own passions. It's organized very differently from traditional schools. Teachers are known as “collaborators” and the curriculum is centered on “\u003ca title=\"Bightworks arc\" href=\"http://sfbrightworks.org/the-brightworks-arc/\" target=\"_blank\">the Brightworks arc\u003c/a>,” which divides learning into three phases – exploration, expression, and exposition – based on a central theme. The students explore a theme, design projects around that theme, then present their work to the community. The idea is that these projects – such as building a wooden stage for a play they've written or using aerial silks to demonstrate kinetic energy – provide the context for learning core academic skills.\u003c/p>\n\u003cp>As with every experiment, the first year has provided plenty of opportunities for refining, according to founder and co-director \u003ca title=\"Brightworks staff\" href=\"http://sfbrightworks.org/our-staff/\" target=\"_blank\">Gever Tulley\u003c/a>.\u003c/p>\n\u003cp>“It’s been a great year. We’ve had great moments and we’ve had hiccup-y moments,” Tulley said.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Or as one parent, Amanda Moore, puts it, “It’s been everything we expected and nothing we\u003cstrong>\u003c/strong> expected.”\u003c/p>\n\u003cp>\u003cstrong>CREATING A STRUCTURE\u003c/strong>\u003c/p>\n\u003cp>While the school still follows the basic \"arc\" structure it started with, Tulley says there have been a lot of refinements. One major change has been how students are grouped. The year started with kids of all ages -- six to 12 -- working together on everything. But that proved problematic. What's easily graspable to a 12-year-old might be far over the head of a six-year-old, and what might be new and interesting to a six-year-old could bore a 12-year-old. Now, students are grouped into age-based cohorts, or “bands,” so that age-appropriate work could move along more smoothly.\u003c/p>\n\u003cp>What happens during the day is more or less fluid at Brightworks -- in fact, a typical day is hard to describe, as the school values spontaneity and student-directed work. Overall the typical structure involves a few key parts: 1) Morning Circle, when the entire school gets together to check in and make announcements; 2) \"band\" meetings, or small-group reflections where students check in with one another and the teacher about where they're at in a certain project arc and what they plan to do that day; 3) Exploration or Expression phase activities, often involving a field trip or a visit from a professional in some field; and 4) Closing Circle time when the entire school gathers again to reflect and part ways.\u003c/p>\n\u003cfigure id=\"attachment_23385\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800.jpg\">\u003cimg class=\"size-large wp-image-23385\" title=\"diagram800\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800-620x326.jpg\" alt=\"\" width=\"620\" height=\"326\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Brightworks Arc\u003c/figcaption>\u003c/figure>\n\u003cp>Tulley admits that the collaborators still struggle with the most appropriate way to integrate core academics into project work. “You don’t want to compromise the quality of the project phase by cramming a math exercise into it,” he says, but there are still plenty of teachable moments (building wooden structures involves math, for example) and collaborators are trying to build their knowledge base and comfort zones around those.\u003c/p>\n\u003cp>\u003cstrong>MEANINGFUL ASSESSMENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>“We’re still in a lot of discussions about meaningful ways to assess children without the harm of grading and testing,” Tulley says, adding that many students at traditional schools have optimized the ability to cram for a test, then to purge the information post-test. “I think that’s something that we’ll develop over time.”\u003c/p>\n\u003cp>Student assessment at Brightworks takes the holistic approach. At the end of last year, teachers pored over student work, progress, accomplishments, behavior, and everything else that contributed to a student's experience and put together a two- to three-page narrative assessment sent home to parents. These assessments were specifically tailored to each student, but were based on a template that Brightworks staff put together based on \"all of the things we want our students to eventually be,\" says Director Ellen Hathaway -- including qualifications in academic areas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Assessments are specifically tailored to each student, based on a template that staff put together based on “all of the things we want our students to eventually be.\"\u003c/p>\n\u003c/aside>\n\u003cp>The assessments covered three areas: students' project-based learning, social and emotional learning, and skills acquisition and quantitative learning, according to Program Coordinator Justine Macauley. \"Rather than assessing the students' work product, we looked at their work and development during the process of their project,\" asking questions like, \u003cem> Are they a supporter of other students' projects or do they spearhead their own? Do they listen to others? Do they self-advocate? What subject areas do they gravitate to?\u003c/em> and \u003cem>How adept is the student at organizing him/herself, their projects, their process? \u003c/em>\u003c/p>\n\u003cp>This coming school year, staff will be looking at the same three areas broadly, but with more specific focus on certain areas depending on the projects and the arc topic, Macauley said.\u003c/p>\n\u003cp>Another change is the frequency in assessments: They'll happen three times a year, instead of just once, which Hathaway says will be more effective and far easier for teachers to manage.\u003c/p>\n\u003cp>\u003cstrong>A YEAR IN REVIEW\u003c/strong>\u003c/p>\n\u003cp>Many parents and collaborators are excited to be part of the growing Brightworks community and are surprised by the positive effects the school has had on its students. Others are skeptical about both the model and its execution. Does this open-ended, student-driven approach mean that kids aren’t learning core academic skills? Is there too much time for free play? Are there adequate assessments in place so that learning can be measured?\u003c/p>\n\u003cp>One of the critics, who commented on the \u003ca title=\"Brightworks: A School That Rethinks School comments\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/#comments\" target=\"_blank\">previous article on Brightworks,\u003c/a> responded to a few questions via e-mail on the condition of anonymity. Despite an appreciation for the school’s mission, the commenter -- who claims to be familiar with the inner-workings of the school -- finds that the departure from traditional curriculum at Brightworks forgoes academic rigor, daily structure, and basic classroom management. “Children need schedules to feel their environment is a safe and predictable place,” the commenter said, adding that there may be “students as old as 10 who don’t know how to do multiplication or how to use a dictionary. \"There are basic skills we need as adults to succeed in our culture, like critical thinking, analyzing, evaluating and synthesizing information.\"\u003c/p>\n\u003cp>These are common concerns when teachers and parents investigate a model like Brightworks. Is it okay to let a child learn to read and to do basic math later than what's typically done in traditional schools? Do students exercise critical thinking and analysis at Brightworks, or does the lack of structure inhibit learning?\u003c/p>\n\u003cp>For Amanda Moore, a teacher whose daughter is six and attends Brightworks, the results are evident in what she sees everyday. “The real feature of my day is that I show up at 3:30 and she does not want to leave. She feels empowered by her education. She understands that she’s responsible for things,” Moore says.\u003c/p>\n\u003cfigure id=\"attachment_23386\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z.jpg\">\u003cimg class=\"size-medium wp-image-23386\" title=\"7206259704_355833cf1e_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students work on projects throughout the school day.\u003c/figcaption>\u003c/figure>\n\u003cp>Adds Tulley, “Each child has his or her personal narrative through the school. That seems to be working really well. They each have an individualized experience. It feels like they have a story to tell; it feels personal.”\u003c/p>\n\u003cp>That’s also important for parent Angela Wall, whose nine-year-old will attend Brightworks this fall. During the past few years while her daughter has attended traditional schools, Wall says she would see her “flourish during vacations in developing her curiosity and seemingly become frustrated” during the school year. “I want her to be set up with a lifelong love of learning,” Wall says. “And I’m not convinced that the education she’s currently involved with is doing that. I see it squashing some of her passions, slowly.”\u003c/p>\n\u003cp>Wall says she arrived at Brightworks as a huge skeptic, grilling the collaborators and founders about academic skills, assessment, and even college admissions without standardized tests (although apparently, Brightworks has been talking with Stanford University about providing different admissions requirements for students who’ve been schooled in alternative ways). And she left feeling “very very inspired and ignited intellectually,” finding that Brightworks prioritizes collaboration between students and the ability to tackle a problem, embrace failure, and try again above all else – key skills in a collaborative age.\u003c/p>\n\u003cp>\u003cstrong>NOT FOR EVERY CHILD\u003c/strong>\u003c/p>\n\u003cp>Still, this school is not for every child, nor every parent, and part of Brightworks’ struggle is to accurately assess a kind of educational model that doesn’t have much precedent. “What we’re trying to develop is something difficult to test: the habits and abilities of a lifelong learner, someone who seeks challenge and enjoys looking at topics that they haven’t encountered before,” Tulley says.\u003c/p>\n\u003cp>Though for some parents, this kind of experimentation is worrisome, for parents like Amanda Moore, it’s ideal. “My six-year-old is learning how to draw a bird,” she says. “She’s learning math by measuring a wing span. I’m less worried about her being able to meet a reading benchmark. The question is, can she meet a challenge?”\u003c/p>\n\u003cp>Above all, says Tulley, Brightworks’ commitment to grow and evolve in conversation with its parents and community will be the key to its success. This coming year will involve more vetting and relationship-building with some of the professionals and experts they’ve brought in to collaborate with educators, for instance. They'll also bring in a fresh crop of educators to accommodate a few more students and develop a more focused, pre-planned Brightworks arc.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It may all fail,” says parent Angela Wall, who has committed to trying Brightworks for a year. “But I also want my daughter to know that people fail – and that when you go through failures, you figure out how to move on.” Sure, she says, “I’m taking a leap of faith with this school. But I’m willing to take that leap.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_23384\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/lessons-learned-how-a-progressive-new-school-evolves/7566338594_488672fb61/\" rel=\"attachment wp-att-23384\">\u003cimg class=\"size-full wp-image-23384\" title=\"7566338594_488672fb61\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7566338594_488672fb61.jpg\" alt=\"\" width=\"500\" height=\"331\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-320x212.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When we envision a well-rounded, progressive education for our kids, we think of a vibrant environment that nurtures students' passions, provides structure for rich and deep learning, a place where kids can get their hands on projects that are meaningful to them.\u003c/p>\n\u003cp>That's the goal at \u003ca title=\"Brightworks\" href=\"http://sfbrightworks.org\" target=\"_blank\">Brightworks\u003c/a>, a small, K-12 private school just starting its second year in San Francisco: to re-imagine traditional modes of education so that curiosity and creativity hold sway over standardized tests and worksheets. But in the course of creating this space for students' interests, the school has also had to refine some of its original ideas to make room for realities like assessments and how to group students.\u003c/p>\n\u003cp>\u003ca title=\"Brightworks: A School That Rethinks School\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/\" target=\"_blank\">Brightworks first opened \u003c/a>last fall, billed as a progressive school that allows kids to follow their own passions. It's organized very differently from traditional schools. Teachers are known as “collaborators” and the curriculum is centered on “\u003ca title=\"Bightworks arc\" href=\"http://sfbrightworks.org/the-brightworks-arc/\" target=\"_blank\">the Brightworks arc\u003c/a>,” which divides learning into three phases – exploration, expression, and exposition – based on a central theme. The students explore a theme, design projects around that theme, then present their work to the community. The idea is that these projects – such as building a wooden stage for a play they've written or using aerial silks to demonstrate kinetic energy – provide the context for learning core academic skills.\u003c/p>\n\u003cp>As with every experiment, the first year has provided plenty of opportunities for refining, according to founder and co-director \u003ca title=\"Brightworks staff\" href=\"http://sfbrightworks.org/our-staff/\" target=\"_blank\">Gever Tulley\u003c/a>.\u003c/p>\n\u003cp>“It’s been a great year. We’ve had great moments and we’ve had hiccup-y moments,” Tulley said.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Or as one parent, Amanda Moore, puts it, “It’s been everything we expected and nothing we\u003cstrong>\u003c/strong> expected.”\u003c/p>\n\u003cp>\u003cstrong>CREATING A STRUCTURE\u003c/strong>\u003c/p>\n\u003cp>While the school still follows the basic \"arc\" structure it started with, Tulley says there have been a lot of refinements. One major change has been how students are grouped. The year started with kids of all ages -- six to 12 -- working together on everything. But that proved problematic. What's easily graspable to a 12-year-old might be far over the head of a six-year-old, and what might be new and interesting to a six-year-old could bore a 12-year-old. Now, students are grouped into age-based cohorts, or “bands,” so that age-appropriate work could move along more smoothly.\u003c/p>\n\u003cp>What happens during the day is more or less fluid at Brightworks -- in fact, a typical day is hard to describe, as the school values spontaneity and student-directed work. Overall the typical structure involves a few key parts: 1) Morning Circle, when the entire school gets together to check in and make announcements; 2) \"band\" meetings, or small-group reflections where students check in with one another and the teacher about where they're at in a certain project arc and what they plan to do that day; 3) Exploration or Expression phase activities, often involving a field trip or a visit from a professional in some field; and 4) Closing Circle time when the entire school gathers again to reflect and part ways.\u003c/p>\n\u003cfigure id=\"attachment_23385\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800.jpg\">\u003cimg class=\"size-large wp-image-23385\" title=\"diagram800\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800-620x326.jpg\" alt=\"\" width=\"620\" height=\"326\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Brightworks Arc\u003c/figcaption>\u003c/figure>\n\u003cp>Tulley admits that the collaborators still struggle with the most appropriate way to integrate core academics into project work. “You don’t want to compromise the quality of the project phase by cramming a math exercise into it,” he says, but there are still plenty of teachable moments (building wooden structures involves math, for example) and collaborators are trying to build their knowledge base and comfort zones around those.\u003c/p>\n\u003cp>\u003cstrong>MEANINGFUL ASSESSMENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>“We’re still in a lot of discussions about meaningful ways to assess children without the harm of grading and testing,” Tulley says, adding that many students at traditional schools have optimized the ability to cram for a test, then to purge the information post-test. “I think that’s something that we’ll develop over time.”\u003c/p>\n\u003cp>Student assessment at Brightworks takes the holistic approach. At the end of last year, teachers pored over student work, progress, accomplishments, behavior, and everything else that contributed to a student's experience and put together a two- to three-page narrative assessment sent home to parents. These assessments were specifically tailored to each student, but were based on a template that Brightworks staff put together based on \"all of the things we want our students to eventually be,\" says Director Ellen Hathaway -- including qualifications in academic areas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Assessments are specifically tailored to each student, based on a template that staff put together based on “all of the things we want our students to eventually be.\"\u003c/p>\n\u003c/aside>\n\u003cp>The assessments covered three areas: students' project-based learning, social and emotional learning, and skills acquisition and quantitative learning, according to Program Coordinator Justine Macauley. \"Rather than assessing the students' work product, we looked at their work and development during the process of their project,\" asking questions like, \u003cem> Are they a supporter of other students' projects or do they spearhead their own? Do they listen to others? Do they self-advocate? What subject areas do they gravitate to?\u003c/em> and \u003cem>How adept is the student at organizing him/herself, their projects, their process? \u003c/em>\u003c/p>\n\u003cp>This coming school year, staff will be looking at the same three areas broadly, but with more specific focus on certain areas depending on the projects and the arc topic, Macauley said.\u003c/p>\n\u003cp>Another change is the frequency in assessments: They'll happen three times a year, instead of just once, which Hathaway says will be more effective and far easier for teachers to manage.\u003c/p>\n\u003cp>\u003cstrong>A YEAR IN REVIEW\u003c/strong>\u003c/p>\n\u003cp>Many parents and collaborators are excited to be part of the growing Brightworks community and are surprised by the positive effects the school has had on its students. Others are skeptical about both the model and its execution. Does this open-ended, student-driven approach mean that kids aren’t learning core academic skills? Is there too much time for free play? Are there adequate assessments in place so that learning can be measured?\u003c/p>\n\u003cp>One of the critics, who commented on the \u003ca title=\"Brightworks: A School That Rethinks School comments\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/#comments\" target=\"_blank\">previous article on Brightworks,\u003c/a> responded to a few questions via e-mail on the condition of anonymity. Despite an appreciation for the school’s mission, the commenter -- who claims to be familiar with the inner-workings of the school -- finds that the departure from traditional curriculum at Brightworks forgoes academic rigor, daily structure, and basic classroom management. “Children need schedules to feel their environment is a safe and predictable place,” the commenter said, adding that there may be “students as old as 10 who don’t know how to do multiplication or how to use a dictionary. \"There are basic skills we need as adults to succeed in our culture, like critical thinking, analyzing, evaluating and synthesizing information.\"\u003c/p>\n\u003cp>These are common concerns when teachers and parents investigate a model like Brightworks. Is it okay to let a child learn to read and to do basic math later than what's typically done in traditional schools? Do students exercise critical thinking and analysis at Brightworks, or does the lack of structure inhibit learning?\u003c/p>\n\u003cp>For Amanda Moore, a teacher whose daughter is six and attends Brightworks, the results are evident in what she sees everyday. “The real feature of my day is that I show up at 3:30 and she does not want to leave. She feels empowered by her education. She understands that she’s responsible for things,” Moore says.\u003c/p>\n\u003cfigure id=\"attachment_23386\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z.jpg\">\u003cimg class=\"size-medium wp-image-23386\" title=\"7206259704_355833cf1e_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students work on projects throughout the school day.\u003c/figcaption>\u003c/figure>\n\u003cp>Adds Tulley, “Each child has his or her personal narrative through the school. That seems to be working really well. They each have an individualized experience. It feels like they have a story to tell; it feels personal.”\u003c/p>\n\u003cp>That’s also important for parent Angela Wall, whose nine-year-old will attend Brightworks this fall. During the past few years while her daughter has attended traditional schools, Wall says she would see her “flourish during vacations in developing her curiosity and seemingly become frustrated” during the school year. “I want her to be set up with a lifelong love of learning,” Wall says. “And I’m not convinced that the education she’s currently involved with is doing that. I see it squashing some of her passions, slowly.”\u003c/p>\n\u003cp>Wall says she arrived at Brightworks as a huge skeptic, grilling the collaborators and founders about academic skills, assessment, and even college admissions without standardized tests (although apparently, Brightworks has been talking with Stanford University about providing different admissions requirements for students who’ve been schooled in alternative ways). And she left feeling “very very inspired and ignited intellectually,” finding that Brightworks prioritizes collaboration between students and the ability to tackle a problem, embrace failure, and try again above all else – key skills in a collaborative age.\u003c/p>\n\u003cp>\u003cstrong>NOT FOR EVERY CHILD\u003c/strong>\u003c/p>\n\u003cp>Still, this school is not for every child, nor every parent, and part of Brightworks’ struggle is to accurately assess a kind of educational model that doesn’t have much precedent. “What we’re trying to develop is something difficult to test: the habits and abilities of a lifelong learner, someone who seeks challenge and enjoys looking at topics that they haven’t encountered before,” Tulley says.\u003c/p>\n\u003cp>Though for some parents, this kind of experimentation is worrisome, for parents like Amanda Moore, it’s ideal. “My six-year-old is learning how to draw a bird,” she says. “She’s learning math by measuring a wing span. I’m less worried about her being able to meet a reading benchmark. The question is, can she meet a challenge?”\u003c/p>\n\u003cp>Above all, says Tulley, Brightworks’ commitment to grow and evolve in conversation with its parents and community will be the key to its success. This coming year will involve more vetting and relationship-building with some of the professionals and experts they’ve brought in to collaborate with educators, for instance. They'll also bring in a fresh crop of educators to accommodate a few more students and develop a more focused, pre-planned Brightworks arc.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"politicalbreakdown": {
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"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.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
},
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