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"content": "\u003cdiv id=\"attachment_22662\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/csessums/4389889668/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-22662\" title=\"4389889668_9faffec7bd_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/4389889668_9faffec7bd_z1-620x405.jpg\" alt=\"\" width=\"620\" height=\"405\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">flickr:CDsessums\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">\"If you're not feeling uncomfortable about the state of education right now, then you're not paying attention to the pressures and challenges of technology,\" said \u003ca href=\"http://www.willrichardson.com\">Will Richardson\u003c/a>, a veteran educator author and consultant, at a talk at\u003ca href=\"http://www.isteconference.org/2012/\"> ISTE 2012\u003c/a>. \"We need to acknowledge that this is a very interesting moment, and even though in a lot of ways this isn't what we signed up for when we went into teaching... as educators, it's \u003cem>our\u003c/em> job to figure it out.\"\u003c/p>\n\u003cp>Seeing the balance move from a place of scarcity of information to over-abundance on the web -- and the ability to \"carry around the sum of human knowledge on our phones\" -- Richardson said educators must start thinking of schooling differently. \"This abundance has the potential to be amazing, but it's not amazing if we don't do anything with it,\" he said. \"What is access to all this stuff if you don't know what to do with it?\"\u003c/p>\n\u003cp>To that end, Richardson proposed a challenge to educators to \u003cem>unlearn \u003c/em>three important things that have been taken for granted as immovable, unchangeable ideas.\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>1. DELIVERY\u003c/strong>: The notion of delivering knowledge and information from teacher to student has \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">already been upended\u003c/a>. \"Kids will not put up with delivery too much longer. They'll expect something much different,\" Richardson said. Rather, educators must hand over control of learning to kids, and understand that there are lots of ways to learn what they need to and want to learn.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"This is a very interesting moment, and even though in a lot of ways this isn't what we signed up for when we went into teaching... as educators, it's \u003cem>our\u003c/em> job to figure it out.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"We have to stop being in charge of the curriculum and allow kids to create their own education,\" he said. Educators should ask themselves: how am I helping kids develop important skills, dispositions, and literacies they need to create their own curriculum, to find their own teachers, to create their own artifacts that will more closely align with ways they'll work when they leave school? \"The delivery method we use in most schools, what we own and deliver to kids, that will have to change,\" he said. \"We have to relearn in a way that allows kids to own and drive it.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>2. COMPETITION:\u003c/strong> Rather than comparing test scores and grades of schools and of teachers, we should drive education forward on the basis of cooperation. We should use the best ideas of what \u003c!--more-->\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">The Control Shift: A Grassroots Education Revolution Takes Shape\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/movement-against-standardized-testing-grows-as-parents-opt-out/\">Movement Against Standardized Testing Grows\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\">Are We Wringing the Creativity Out of Kids?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>others are doing, other classrooms and other schools. \"Do we fear someone else is going to take what we're doing? But isn't that a good thing, if it's good practice?\" Richardson asked. There's a larger gain by being transparent. \"We can't fight the greater world problems as well through competition as we will through cooperation.\u003c/p>\n\u003cp>\u003cstrong>3. ASSESSMENT. \u003c/strong> Richardson, \u003ca href=\"http://willrichardson.com/post/17206477778/the-sorry-state-of-standardized-writing\">an outspoken critic\u003c/a> of standardized testing, pressed the point that current assessments measure fact memorization, not students' skills. And with automated essay scoring being used, the range of knowledge is becoming more and more narrow, he said. \"If we don't assess what we value, we will end up valuing what we assess,\" he said. \"As a system, we're not assessing what we value.\" Richardson does not even favor \"open book\" or \"open Internet\" testing, asking the simple but unsettling question: \"Why are we asking them questions they can easily find?\"\u003c/p>\n\u003cp>As educators grapple with the shift -- in their roles within the classroom, and in the larger context of what's changing in education -- Richardson said they may experience a series of feelings. \"You might feel anger, grief, or excitement that kids will learn in a lot of different ways,\" he said. \"But you have to look at your own learning practice and innovate.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Try assessing one thing differently, he suggested. Ask students to tap into all the sources they have, then bring other teachers into the classroom and let them influence the discussions. And, of course, engage others in these discussions.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22662\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/csessums/4389889668/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-22662\" title=\"4389889668_9faffec7bd_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/4389889668_9faffec7bd_z1-620x405.jpg\" alt=\"\" width=\"620\" height=\"405\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">flickr:CDsessums\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">\"If you're not feeling uncomfortable about the state of education right now, then you're not paying attention to the pressures and challenges of technology,\" said \u003ca href=\"http://www.willrichardson.com\">Will Richardson\u003c/a>, a veteran educator author and consultant, at a talk at\u003ca href=\"http://www.isteconference.org/2012/\"> ISTE 2012\u003c/a>. \"We need to acknowledge that this is a very interesting moment, and even though in a lot of ways this isn't what we signed up for when we went into teaching... as educators, it's \u003cem>our\u003c/em> job to figure it out.\"\u003c/p>\n\u003cp>Seeing the balance move from a place of scarcity of information to over-abundance on the web -- and the ability to \"carry around the sum of human knowledge on our phones\" -- Richardson said educators must start thinking of schooling differently. \"This abundance has the potential to be amazing, but it's not amazing if we don't do anything with it,\" he said. \"What is access to all this stuff if you don't know what to do with it?\"\u003c/p>\n\u003cp>To that end, Richardson proposed a challenge to educators to \u003cem>unlearn \u003c/em>three important things that have been taken for granted as immovable, unchangeable ideas.\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>1. DELIVERY\u003c/strong>: The notion of delivering knowledge and information from teacher to student has \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">already been upended\u003c/a>. \"Kids will not put up with delivery too much longer. They'll expect something much different,\" Richardson said. Rather, educators must hand over control of learning to kids, and understand that there are lots of ways to learn what they need to and want to learn.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"This is a very interesting moment, and even though in a lot of ways this isn't what we signed up for when we went into teaching... as educators, it's \u003cem>our\u003c/em> job to figure it out.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"We have to stop being in charge of the curriculum and allow kids to create their own education,\" he said. Educators should ask themselves: how am I helping kids develop important skills, dispositions, and literacies they need to create their own curriculum, to find their own teachers, to create their own artifacts that will more closely align with ways they'll work when they leave school? \"The delivery method we use in most schools, what we own and deliver to kids, that will have to change,\" he said. \"We have to relearn in a way that allows kids to own and drive it.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>2. COMPETITION:\u003c/strong> Rather than comparing test scores and grades of schools and of teachers, we should drive education forward on the basis of cooperation. We should use the best ideas of what \u003c!--more-->\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">The Control Shift: A Grassroots Education Revolution Takes Shape\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/movement-against-standardized-testing-grows-as-parents-opt-out/\">Movement Against Standardized Testing Grows\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\">Are We Wringing the Creativity Out of Kids?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>others are doing, other classrooms and other schools. \"Do we fear someone else is going to take what we're doing? But isn't that a good thing, if it's good practice?\" Richardson asked. There's a larger gain by being transparent. \"We can't fight the greater world problems as well through competition as we will through cooperation.\u003c/p>\n\u003cp>\u003cstrong>3. ASSESSMENT. \u003c/strong> Richardson, \u003ca href=\"http://willrichardson.com/post/17206477778/the-sorry-state-of-standardized-writing\">an outspoken critic\u003c/a> of standardized testing, pressed the point that current assessments measure fact memorization, not students' skills. And with automated essay scoring being used, the range of knowledge is becoming more and more narrow, he said. \"If we don't assess what we value, we will end up valuing what we assess,\" he said. \"As a system, we're not assessing what we value.\" Richardson does not even favor \"open book\" or \"open Internet\" testing, asking the simple but unsettling question: \"Why are we asking them questions they can easily find?\"\u003c/p>\n\u003cp>As educators grapple with the shift -- in their roles within the classroom, and in the larger context of what's changing in education -- Richardson said they may experience a series of feelings. \"You might feel anger, grief, or excitement that kids will learn in a lot of different ways,\" he said. \"But you have to look at your own learning practice and innovate.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Try assessing one thing differently, he suggested. Ask students to tap into all the sources they have, then bring other teachers into the classroom and let them influence the discussions. And, of course, engage others in these discussions.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_22647\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-22647\" title=\"137136281\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/137136281-620x357.jpg\" alt=\"\" width=\"620\" height=\"357\">\n\u003cp class=\"wp-media-credit\">Thinkstock\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">When parents and teachers consider how children learn, it’s usually the intellectual aspects of the activity they have in mind. Sidney D’Mello would like to change that. The University of Notre Dame psychologist has been studying the role of feelings in learning for close to a decade, and he has concluded that complex learning is almost inevitably “an emotionally charged experience,” as he wrote in a paper \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0959475211000806\">published in the journal \u003cem>Learning and Instruction\u003c/em>\u003c/a> earlier this year.\u003c/p>\n\u003cp>During the learning experiments described in his paper, he notes, the participating students reported being in a neutral state only about a quarter of the time. The rest of the time, they were were experiencing lots of feelings: surprise, delight, engagement, confusion, boredom, frustration.\u003c/p>\n\u003cp>Another counter-intuitive contention made by D’Mello is that even negative emotions can play a productive role in learning. In this latest study, he and his coauthor Art Graesser examined the effects of confusion. They asked their subjects to interact with a computer program featuring\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Confusion motivates us to restore our equilibrium through thought, reflection, and problem solving, and deeper learning is the result.\u003c/p>\n\u003c/aside>\n\u003cp>animated agents discussing scientific case studies. The characters sometimes disagreed with each other, and sometimes conveyed information that was contradictory or just wrong. The students were then required to decide which agent’s opinion was correct. Subjects who reported feeling confused by the exercise actually scored higher on a test following the computer interaction, and when presented with new case studies, they were better able to spot the studies’ logical flaws.\u003c/p>\n\u003cp>Confusion, D’Mello explains, is a state of “cognitive disequilbrium”; we are mentally thrown off balance when we encounter information that doesn’t make sense. This uneasy feeling motivates us to restore our equilibrium through thought, reflection, and problem solving, and deeper learning is the result. According to D’Mello, engaged learners repeatedly experience “two-step episodes \u003c!--more-->alternating between confusion and insight.” Back and forth, between perplexity and understanding: this is how the learning of complex material happens.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In fact, deep learning may be \u003cem>unlikely\u003c/em> to happen without the experience of confusion, suggests a study \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1207/S1532690XCI2103_01#preview\">conducted by another researcher, Arizona State’s Kurt VanLehn\u003c/a>. The students in his experiment were not able to grasp the physics concepts they were learning until they had encountered, and surmounted, an intellectual “impasse.”\u003c/p>\n\u003cp>Still another study, this one \u003ca href=\"http://mazur.harvard.edu/publications.php?function=display&rowid=160\">led by Harvard physicist Eric Mazur\u003c/a>, found that students who observed a demonstration in science class understood the relevant concept no better than before—unless the students were asked to predict the outcome of the demonstration in advance. When their predictions turned out to be wrong, the resulting confusion motivated them to consider the concept more deeply, and they learned more.\u003c/p>\n\u003cp>So important is the feeling of confusion, writes D’Mello, that parents and teachers shouldn’t try to help children avoid it, or even simply accept its presence. They should deliberately induce confusion in learners. Not “hopeless confusion,” of course, which occurs when “the impasse cannot be resolved, the student gets stuck, there is no available plan, and important goals are blocked.” Rather, “productive confusion” should be the aim. It’s achieved by helping the student recognize that the way out of confusion is through focused thought and problem solving; by providing necessary information and suggesting strategies when appropriate; and by helping the student cope with the negative emotions that may arise.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Pretty soon, learners will be experiencing a very different kind of feeling: elation, pride, and the emotion that D’Mello calls “eureka.”\u003c/p>\n\n",
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"content": "\u003ch5>\u003ca href=\"http://plpnetwork.com/author/shelley-wright/\">By Shelley Wright\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">As an English teacher, I’ve had numerous conversations with college professors who lament the writing skills of their first year students. But not all writing. Most students are capable of solid expository writing. It’s their skill with persuasive writing that’s the problem. Specifically, they’re weak at writing a thesis statement that can be argued.\u003c/p>\n\u003cp>I spend three years teaching my high school students how to write a persuasive essay. For many students, it takes that long. (And I’m lucky to have them that long in my school.)\u003c/p>\n\u003cp>Part of the problem is that our current school systems — and not just in Canada — aren’t great at producing independent thinkers. Without this ability, it’s hard to create a great thesis statement, anticipate the arguments against it, and then compose your own argument in light of what you understand about the pros and cons of an issue.\u003c/p>\n\u003caside class=\"pullquote alignleft\">I love writing essays. There’s something satisfying about rendering the chaos of thoughts into an elegant form. But I love blogging more. It feels like playing.\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>So for three years, I write for them, and with them. We talk about opening paragraphs, and they learn how to write them with their thesis statement either as the first or last sentence. (The latter requires more skill.) They learn to use transition words, embed quotations to support their argument, consider the advantages of active vs. passive voice, vary their sentences, and many other skills, all in the hope of creating a strong argument.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The truth is lately I’ve come to question the point of much of this. Does the average person, once they leave school, spend a lot of time composing academic essays? Is this the best way for our students to show their learning? In some places, the academic 5 paragraph essay is hailed as the Holy Grail of non-fiction writing achievement. Yet even if a student can become a great persuasive essay writer, they’re still only \u003ca href=\"http://www.huffingtonpost.com/will-richardson/my-kids-are-illiterate-mo_b_750177.html\" target=\"_blank\">semi-literate\u003c/a>, at least according to the definition of\u003ca href=\"http://www.ncte.org/governance/literacies\" target=\"_blank\"> 21st Century Literacies\u003c/a>.\u003c/p>\n\u003ch4>A DIFFERENT BEAST\u003c/h4>\n\u003cp>While traditional essay writing may not help alleviate this situation, I think blogging can. Here’s the problem; Blogging is an entirely different beast. And one of the things I’ve learned about my students is that they don’t necessarily transfer a skill they’ve learned in one area to another without \u003c!--more-->difficulty, or even prompting.\u003c/p>\n\u003cp>For one, the paragraphing is different. The large, solid paragraphs of prose that can be found in a typical persuasive essay, can feel arduous and cumbersome to all but the most determined reader.\u003c/p>\n\u003cp>Instead, blog paragraphs tend to be shorter. It allows the piece to feel fluid and speeds up the rate at which your reader reads (often through the glare of a computer monitor or on a phone or tablet screen). And while the effective blogger still uses transition words, as many aren’t necessary to provide the piece with a feeling of fluidity and coherence.\u003c/p>\n\u003cp>Sometimes a paragraph is one simple sentence, used for emphasis.\u003c/p>\n\u003cp>Another thing is the thesis statement. Its placement, in a blog, is up for grabs. Did you catch where mine is? Actually, I haven’t written it yet. Huh?!\u003c/p>\n\u003cp>Blogging also requires a different voice. The way I blog isn’t quite how I talk, but it’s nowhere close to how I write a formal essay. Furthermore, the voice used in blogging needs to be rich, sharp and distinct, to gain an audience. And while some may argue that academic writing could stand to have a bit more color and flair, I’m not sure that’s currently the accepted norm (although I wish it was).\u003c/p>\n\u003cp>In a formal essay, I would never use a sentence fragment. Ever. In a blog, it provides emphasis. Nor would I use slang in an essay. But here? Yep. In one of my \u003ca title=\"Revolution, not Resolution\" href=\"http://shelleywright.wordpress.com/2010/12/31/revolution-not-resolution/\" target=\"_blank\">posts\u003c/a>, I double-dog dared my readers. Could you imagine double-dog daring anyone in an academic essay? If you try it, let me know the result.\u003c/p>\n\u003cp>Another thing that changes is providing your reader with evidence to support your points. In teaching the typical formal essay, I show my students how to quote directly, indirectly, and using individual words. Blogs still use direct quotes, but an indirect quote can be as simple as a vague mention and a link.\u003c/p>\n\u003ch4>MY THESIS STATEMENT\u003c/h4>\n\u003cp>I think blogging is the new persuasive essay – my thesis, finally.\u003c/p>\n\u003cp>Truth is, I love writing essays. There’s something satisfying about rendering the chaos of thoughts into an elegant form. But I love blogging more. It feels like playing.\u003c/p>\n\u003cp>I also find it more useful. While our students will need to know how to write essays to get through university, many won’t use it after that, unless they remain in academia. I think writing and persuasive thinking skills are important. However, I question the current products we require of students as proof of their learning. Most of the essays written by our students likely end up in the garbage or the computer trash can. And most are for an audience of one.\u003c/p>\n\u003cp>Blogging has the potential to reach and influence many. Furthermore, it has greater potential for being a life-long skill. And isn’t that our goal in education? People from all walks and professions blog for the purpose of teaching, creating, and informing. A number of my recent Masters courses didn’t require papers; instead, they required blogging. Why?\u003c/p>\n\u003cp>Because blogging is the new persuasive essay.\u003c/p>\n\u003cp>If we’re trying to prepare our students to think critically and argue well, they need to be able to blog. It allows for interaction. It allows for ideas to be tested. And the best posts anywhere in cyberspace tend to have a point that can be argued.\u003c/p>\n\u003cp>I think blogging across the curriculum, not just in Language Arts, allows for both formative and summative assessment. Blogs allow us to see the progression in the development of both thinking and writing. It may actually take more talent and skill to create an interesting persuasive post (or series of posts) on the French Revolution than a traditional essay.\u003c/p>\n\u003ch4>BLOGGING AS A SKILL\u003c/h4>\n\u003cp>Students definitely need to understand how and why the mechanics (and style) of blogging are different.\u003c/p>\n\u003cp>The solution? Blogging needs to start earlier, much earlier. I read recently of a kindergarten teacher who blogs with her students. Great idea. There’s a teacher in my division who does amazing things with her \u003ca href=\"http://classblogmeister.com/blog.php?blogger_id=1337\" target=\"_blank\">grade one class.\u003c/a>\u003c/p>\n\u003cp>I’m not proposing that you need to do things radically different. Teach whatever you teach for Language Arts, or other subjects, but include a blog component. So if you’re teaching sentence structure, teach your students to create complete sentences while blogging. Blogs, like traditional writing, need great structure. If you’re focusing on capitalization or punctuation, transfer this skill to blog writing as well.\u003c/p>\n\u003cp>If you’re teaching paragraph structure, teach students the paragraph structure required for traditional essays and that for blogs. They’re different. Explain why. It’s likely they won’t be good at it at first. But there is merit to the quote, “Anything worth doing, is worth doing badly.”\u003c/p>\n\u003cp>A middle years teacher at my school used to stress out when we talked about student writing. She wanted to know if she was teaching them enough. My reply: “All I need them to do is write solid paragraphs. If they can do that, I can teach them all kinds of things.” Really, everything I teach is either an addition to, or a subtraction from, a solid paragraph. My work builds on her work. I don’t need her to teach what I teach. That’s my job. But without her previous work, mine becomes much more difficult.\u003c/p>\n\u003cp>The same is true with blogging. Starting from scratch with blogging in grade 10 isn’t impossible. But we could do so much more if they already had the basics. In order to write well, you need to write a lot.\u003c/p>\n\u003cp>If you don’t currently teach your students to blog, please start. Our students need you to. And if you already teach your students to blog, keep it up. Because blogging is an important 21st century skill. It’s the new persuasive essay.\u003c/p>\n\u003cp>\u003cem>Shelley Wright is a teacher/education blogger living in Moose Jaw, Saskatchewan in Canada. She teaches high school English, science and technology. Her passion in education is social justice, global education and helping her students make the world a better place. She blogs at \u003ca href=\"http://shelleywright.wordpress.com/\">Wright’s Room\u003c/a>. Follow her on Twitter at \u003ca href=\"http://www.twitter.com/wrightsroom\">@wrightsroom\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This post originally appeared on \u003ca href=\"http://plpnetwork.com/2012/06/22/blogging-persuasive-essay/\">Voices from the Learning Revolution.\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The truth is lately I’ve come to question the point of much of this. Does the average person, once they leave school, spend a lot of time composing academic essays? Is this the best way for our students to show their learning? In some places, the academic 5 paragraph essay is hailed as the Holy Grail of non-fiction writing achievement. Yet even if a student can become a great persuasive essay writer, they’re still only \u003ca href=\"http://www.huffingtonpost.com/will-richardson/my-kids-are-illiterate-mo_b_750177.html\" target=\"_blank\">semi-literate\u003c/a>, at least according to the definition of\u003ca href=\"http://www.ncte.org/governance/literacies\" target=\"_blank\"> 21st Century Literacies\u003c/a>.\u003c/p>\n\u003ch4>A DIFFERENT BEAST\u003c/h4>\n\u003cp>While traditional essay writing may not help alleviate this situation, I think blogging can. Here’s the problem; Blogging is an entirely different beast. And one of the things I’ve learned about my students is that they don’t necessarily transfer a skill they’ve learned in one area to another without \u003c!--more-->difficulty, or even prompting.\u003c/p>\n\u003cp>For one, the paragraphing is different. The large, solid paragraphs of prose that can be found in a typical persuasive essay, can feel arduous and cumbersome to all but the most determined reader.\u003c/p>\n\u003cp>Instead, blog paragraphs tend to be shorter. It allows the piece to feel fluid and speeds up the rate at which your reader reads (often through the glare of a computer monitor or on a phone or tablet screen). And while the effective blogger still uses transition words, as many aren’t necessary to provide the piece with a feeling of fluidity and coherence.\u003c/p>\n\u003cp>Sometimes a paragraph is one simple sentence, used for emphasis.\u003c/p>\n\u003cp>Another thing is the thesis statement. Its placement, in a blog, is up for grabs. Did you catch where mine is? Actually, I haven’t written it yet. Huh?!\u003c/p>\n\u003cp>Blogging also requires a different voice. The way I blog isn’t quite how I talk, but it’s nowhere close to how I write a formal essay. Furthermore, the voice used in blogging needs to be rich, sharp and distinct, to gain an audience. And while some may argue that academic writing could stand to have a bit more color and flair, I’m not sure that’s currently the accepted norm (although I wish it was).\u003c/p>\n\u003cp>In a formal essay, I would never use a sentence fragment. Ever. In a blog, it provides emphasis. Nor would I use slang in an essay. But here? Yep. In one of my \u003ca title=\"Revolution, not Resolution\" href=\"http://shelleywright.wordpress.com/2010/12/31/revolution-not-resolution/\" target=\"_blank\">posts\u003c/a>, I double-dog dared my readers. Could you imagine double-dog daring anyone in an academic essay? If you try it, let me know the result.\u003c/p>\n\u003cp>Another thing that changes is providing your reader with evidence to support your points. In teaching the typical formal essay, I show my students how to quote directly, indirectly, and using individual words. Blogs still use direct quotes, but an indirect quote can be as simple as a vague mention and a link.\u003c/p>\n\u003ch4>MY THESIS STATEMENT\u003c/h4>\n\u003cp>I think blogging is the new persuasive essay – my thesis, finally.\u003c/p>\n\u003cp>Truth is, I love writing essays. There’s something satisfying about rendering the chaos of thoughts into an elegant form. But I love blogging more. It feels like playing.\u003c/p>\n\u003cp>I also find it more useful. While our students will need to know how to write essays to get through university, many won’t use it after that, unless they remain in academia. I think writing and persuasive thinking skills are important. However, I question the current products we require of students as proof of their learning. Most of the essays written by our students likely end up in the garbage or the computer trash can. And most are for an audience of one.\u003c/p>\n\u003cp>Blogging has the potential to reach and influence many. Furthermore, it has greater potential for being a life-long skill. And isn’t that our goal in education? People from all walks and professions blog for the purpose of teaching, creating, and informing. A number of my recent Masters courses didn’t require papers; instead, they required blogging. Why?\u003c/p>\n\u003cp>Because blogging is the new persuasive essay.\u003c/p>\n\u003cp>If we’re trying to prepare our students to think critically and argue well, they need to be able to blog. It allows for interaction. It allows for ideas to be tested. And the best posts anywhere in cyberspace tend to have a point that can be argued.\u003c/p>\n\u003cp>I think blogging across the curriculum, not just in Language Arts, allows for both formative and summative assessment. Blogs allow us to see the progression in the development of both thinking and writing. It may actually take more talent and skill to create an interesting persuasive post (or series of posts) on the French Revolution than a traditional essay.\u003c/p>\n\u003ch4>BLOGGING AS A SKILL\u003c/h4>\n\u003cp>Students definitely need to understand how and why the mechanics (and style) of blogging are different.\u003c/p>\n\u003cp>The solution? Blogging needs to start earlier, much earlier. I read recently of a kindergarten teacher who blogs with her students. Great idea. There’s a teacher in my division who does amazing things with her \u003ca href=\"http://classblogmeister.com/blog.php?blogger_id=1337\" target=\"_blank\">grade one class.\u003c/a>\u003c/p>\n\u003cp>I’m not proposing that you need to do things radically different. Teach whatever you teach for Language Arts, or other subjects, but include a blog component. So if you’re teaching sentence structure, teach your students to create complete sentences while blogging. Blogs, like traditional writing, need great structure. If you’re focusing on capitalization or punctuation, transfer this skill to blog writing as well.\u003c/p>\n\u003cp>If you’re teaching paragraph structure, teach students the paragraph structure required for traditional essays and that for blogs. They’re different. Explain why. It’s likely they won’t be good at it at first. But there is merit to the quote, “Anything worth doing, is worth doing badly.”\u003c/p>\n\u003cp>A middle years teacher at my school used to stress out when we talked about student writing. She wanted to know if she was teaching them enough. My reply: “All I need them to do is write solid paragraphs. If they can do that, I can teach them all kinds of things.” Really, everything I teach is either an addition to, or a subtraction from, a solid paragraph. My work builds on her work. I don’t need her to teach what I teach. That’s my job. But without her previous work, mine becomes much more difficult.\u003c/p>\n\u003cp>The same is true with blogging. Starting from scratch with blogging in grade 10 isn’t impossible. But we could do so much more if they already had the basics. In order to write well, you need to write a lot.\u003c/p>\n\u003cp>If you don’t currently teach your students to blog, please start. Our students need you to. And if you already teach your students to blog, keep it up. Because blogging is an important 21st century skill. It’s the new persuasive essay.\u003c/p>\n\u003cp>\u003cem>Shelley Wright is a teacher/education blogger living in Moose Jaw, Saskatchewan in Canada. She teaches high school English, science and technology. Her passion in education is social justice, global education and helping her students make the world a better place. She blogs at \u003ca href=\"http://shelleywright.wordpress.com/\">Wright’s Room\u003c/a>. Follow her on Twitter at \u003ca href=\"http://www.twitter.com/wrightsroom\">@wrightsroom\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ciframe src=\"http://fora.tv/embed?id=16109&type=c\" frameborder=\"0\" scrolling=\"no\" width=\"400\" height=\"260\">\u003c/iframe>\u003c/p>\n\u003cp>A fascinating discussion at the Aspen Ideas Festival around the question of character education, and whether that should be, or can be, integrated into curriculum. Author Paul Tough, who wrote the provocative article \"\u003ca href=\"http://www.nytimes.com/2011/09/18/magazine/what-if-the-secret-to-success-is-failure.html?pagewanted=all\">What if the Secret to Success is Failure\u003c/a>,\" says his research shows that things like perseverance, grit, resourcefulness, integrity, willpower -- what he summarizes in the word \"character,\" can be learned. In this context, how do we then measure success and failure?\u003c/p>\n\u003cp>Others also weigh in: Dominic Randolph, the head of school at \u003ca href=\"http://www.riverdale.edu\">Riverdale Country Day School,\u003c/a> a progressive private school in New York; and Russell Shaw, Head of School at Georgetown Day School.\u003c/p>\n\u003cp>And for further thought, read educator \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/why-schools-should-not-grade-character-traits/2011/10/20/gIQAJuoU0L_blog.html\">Larry Ferlazzo's retort\u003c/a> to the idea of grading character: \"Why corrupt the process by assigning numerical values to elements of character? We should focus on encouragement and self-reflection, and help students see how developing these qualities are in their short \u003cem>and\u003c/em> long-term self interest.\"\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://fora.tv/v/c16109\">NBC News Education Nation: Can Character Be Taught?\u003c/a> from \u003ca href=\"http://fora.tv/partner/Aspen_Institute\">The Aspen Institute\u003c/a> and \u003ca href=\"http://fora.tv/partner/Aspen_Institute\">The Aspen Institute\u003c/a> on \u003ca href=\"http://fora.tv\">FORA.tv\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv id=\"attachment_22508\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/libookperson/5737043257/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-22508\" title=\"5737043257_88071c81f3_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/5737043257_88071c81f3_z1-620x394.jpg\" alt=\"\" width=\"620\" height=\"394\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: libookperson\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The causes of dyslexia—the disorder that makes reading excruciatingly difficult for about one in twenty school-aged children—have remained frustratingly elusive, as has anything resembling a cure. Training programs for dyslexics have proven effective at improving certain parts of the reading process, such as phonological awareness and auditory perception.\u003c/p>\n\u003cp>Once these skills have been brought up to speed, however, there still remains what one group of researchers calls a “vicious circle”: the most effective way to get better at reading is to read more. So scientists have turned their attention to a new question: Are there ways to make reading easier for dyslexics?\u003c/p>\n\u003cp>Surprisingly, the answer appears to be yes, and the methods experts are using to ease the act of reading are remarkably simple and concrete. With changes in the spacing, the size, and the appearance of text, studies are showing, children with dyslexia can read more quickly and accurately, allowing them to get the reading practice they need to improve.\u003c/p>\n\u003cp>In a \u003ca href=\"http://www.pnas.org/content/early/2012/05/29/1205566109\">study released this month by the \u003cem>Proceedings of the National Academies of Science\u003c/em>\u003c/a>, for example, a team of researchers from the University of Padova in Italy reported that extra-large spacing between letters allowed a group of dyslexic children to read text significantly faster and with fewer than half as many errors as when they read passages with standard spacing. Extra-large\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>When each letter is given breathing room, dyslexic readers are less apt to get confused.\u003c/p>\n\u003c/aside>\n\u003cp>spacing helps dyslexic children, explains lead author Marco Zorzi, because they are especially affected by a perceptual phenomenon known as “crowding”: the interference with the recognition of a letter by the presence of the letters on either side. When each letter is given breathing room, dyslexic readers are less apt to get confused. (Interestingly, research suggests that the standard spacing between letters is ideal for normal readers: they read more slowly and haltingly when spacing is increased.)\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Not only the spacing between letters, but the size of the letters themselves affects how quickly and easily dyslexics read. In a \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1427019/\">study led by psychologist Beth O’Brien of Tufts University\u003c/a> and published in the \u003cem>Journal of Research on Reading\u003c/em> in 2005, the authors presented passages printed in \u003c!--more-->progressively bigger letters to groups of dyslexic and normal readers, timing how long it took the participants to read each one. The children with dyslexia reached their maximum reading speed at a letter size bigger than that required by children who did not have the disorder.\u003c/p>\n\u003cp>Even the font in which a text is printed may influence how readily a dyslexic is able to read. Last year, Christian Boer, a graphic designer from the Netherlands who is himself dyslexic, introduced a \u003ca href=\"http://www.scientificamerican.com/article.cfm?id=new-font-helps-dyslexics-read\">font he created to\u003c/a> reduce dyslexic readers’ tendency to misconstrue letters like “d” and “b.” Boer accentuated certain features of the letters in his font, called Dyslexie, to make them harder to confuse with each other, and he inserted generous amounts of space between letters and words.\u003c/p>\n\u003cp>Once, such innovations would have required the laborious printing of special texts for dyslexics. But with the advent of e-readers, creating a dyslexia-friendly document is as simple as changing the settings on a digital device. Indeed, some dyslexics are already doing so—such as the prominent economist \u003ca href=\"http://www.psychologytoday.com/articles/201101/cognitive-outlaws?page=2\">Diane Swonk\u003c/a>, who has spoken about how she uses her Kindle to adjust the font and limit the number of words she sees when she reads onscreen.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Playing around with the size and spacing and look of letters isn’t a cure for dyslexia. But until science finds one, such manipulations can help dyslexic children read with more ease, and even pleasure.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22508\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/libookperson/5737043257/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-22508\" title=\"5737043257_88071c81f3_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/5737043257_88071c81f3_z1-620x394.jpg\" alt=\"\" width=\"620\" height=\"394\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: libookperson\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The causes of dyslexia—the disorder that makes reading excruciatingly difficult for about one in twenty school-aged children—have remained frustratingly elusive, as has anything resembling a cure. Training programs for dyslexics have proven effective at improving certain parts of the reading process, such as phonological awareness and auditory perception.\u003c/p>\n\u003cp>Once these skills have been brought up to speed, however, there still remains what one group of researchers calls a “vicious circle”: the most effective way to get better at reading is to read more. So scientists have turned their attention to a new question: Are there ways to make reading easier for dyslexics?\u003c/p>\n\u003cp>Surprisingly, the answer appears to be yes, and the methods experts are using to ease the act of reading are remarkably simple and concrete. With changes in the spacing, the size, and the appearance of text, studies are showing, children with dyslexia can read more quickly and accurately, allowing them to get the reading practice they need to improve.\u003c/p>\n\u003cp>In a \u003ca href=\"http://www.pnas.org/content/early/2012/05/29/1205566109\">study released this month by the \u003cem>Proceedings of the National Academies of Science\u003c/em>\u003c/a>, for example, a team of researchers from the University of Padova in Italy reported that extra-large spacing between letters allowed a group of dyslexic children to read text significantly faster and with fewer than half as many errors as when they read passages with standard spacing. Extra-large\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>When each letter is given breathing room, dyslexic readers are less apt to get confused.\u003c/p>\n\u003c/aside>\n\u003cp>spacing helps dyslexic children, explains lead author Marco Zorzi, because they are especially affected by a perceptual phenomenon known as “crowding”: the interference with the recognition of a letter by the presence of the letters on either side. When each letter is given breathing room, dyslexic readers are less apt to get confused. (Interestingly, research suggests that the standard spacing between letters is ideal for normal readers: they read more slowly and haltingly when spacing is increased.)\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Not only the spacing between letters, but the size of the letters themselves affects how quickly and easily dyslexics read. In a \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1427019/\">study led by psychologist Beth O’Brien of Tufts University\u003c/a> and published in the \u003cem>Journal of Research on Reading\u003c/em> in 2005, the authors presented passages printed in \u003c!--more-->progressively bigger letters to groups of dyslexic and normal readers, timing how long it took the participants to read each one. The children with dyslexia reached their maximum reading speed at a letter size bigger than that required by children who did not have the disorder.\u003c/p>\n\u003cp>Even the font in which a text is printed may influence how readily a dyslexic is able to read. Last year, Christian Boer, a graphic designer from the Netherlands who is himself dyslexic, introduced a \u003ca href=\"http://www.scientificamerican.com/article.cfm?id=new-font-helps-dyslexics-read\">font he created to\u003c/a> reduce dyslexic readers’ tendency to misconstrue letters like “d” and “b.” Boer accentuated certain features of the letters in his font, called Dyslexie, to make them harder to confuse with each other, and he inserted generous amounts of space between letters and words.\u003c/p>\n\u003cp>Once, such innovations would have required the laborious printing of special texts for dyslexics. But with the advent of e-readers, creating a dyslexia-friendly document is as simple as changing the settings on a digital device. Indeed, some dyslexics are already doing so—such as the prominent economist \u003ca href=\"http://www.psychologytoday.com/articles/201101/cognitive-outlaws?page=2\">Diane Swonk\u003c/a>, who has spoken about how she uses her Kindle to adjust the font and limit the number of words she sees when she reads onscreen.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Playing around with the size and spacing and look of letters isn’t a cure for dyslexia. But until science finds one, such manipulations can help dyslexic children read with more ease, and even pleasure.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_22479\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 591px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/scratchpost/7171535345/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-22479\" title=\"7171535345_65369bbb0b_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/7171535345_65369bbb0b_z.jpg\" alt=\"\" width=\"591\" height=\"420\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/7171535345_65369bbb0b_z.jpg 591w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/7171535345_65369bbb0b_z-400x284.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/7171535345_65369bbb0b_z-320x227.jpg 320w\" sizes=\"(max-width: 591px) 100vw, 591px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:ScratchPost\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Amidst a sea of tech devices, and at a gathering of more than 18,000 educators interested in technology, a surprisingly human message rose above the noise at this week's \u003ca href=\"https://www.isteconference.org/2012/\">International Society for Technology in Education\u003c/a>.\u003c/p>\n\u003cp>Kicking off the big event, where crowds overflowed from one packed room to another, \u003ca href=\"http://sirkenrobinson.com/skr/\">Sir Ken Robinson\u003c/a>, renowned author and international education adviser, proposed the idea that technology is not the only driver for learning.\u003c/p>\n\u003cp>\"The problem now is resisting the notion that technology is the answer to everything -- it's clearly not,\" Robinson said. \"But what part of the equation does technology best speak to?\"\u003c/p>\n\u003cp>Robinson, who's been outspoken about the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/sir-ken-robinson-changes-the-paradigm/\">need to change the education paradigm\u003c/a>, emphasized that educators shouldn't be pushing (or be pushed toward) the gratuitous use of technology. He posed thought-provoking questions that got to the heart of what every stakeholder in education wants: what does it take to engage students -- not just within a standardized curriculum, but in their own learning? What are the roles of technology in doing this? And what are the implications when it comes to implementing practices and policies?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"We should get rid of the words 'curriculum delivery.' It's an \u003cem>art\u003c/em> form to teach.\"\u003c/p>\n\u003c/aside>\n\u003cp>In the hunt to find the next Holy Grail in education technology, Robinson said we may be losing sight of what teachers are best at.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We should get rid of the words 'curriculum delivery,'\" he said, referring to the multitudes of tech platforms. \"It's an \u003cem>art\u003c/em> form to teach, the judgement of what might work today may not work tomorrow.\"\u003c/p>\n\u003cp>Teachers are the connective tissue in helping kids find not just subjects at which they test well, but what they're passionate about, he said. \"You often don't know what you're passionate about because you haven't been introduced to it in the right way,\" he said. \"Teachers provide that stewardship we need,\" he said.\u003c/p>\n\u003cp>For teachers, helping kids find their passion outside the confines of standardized curriculum and testing can be a messy endeavor, but worth the challenge. Marc Prensky, author of the book \u003c!--more-->\u003cem>BRAIN GAIN: Technology and the Quest for Digital Wisdom, \u003c/em>added that, rather than finding different ways for everyone to do the same curriculum, we need to find a way to allow individual students to create their own pathways to learning.\u003c/p>\n\u003cp>Though technology could help in this realm, the value that great teachers bring to the equation is immeasurable against what software can do, Prensky said: providing empathy and helping students find their passion by providing a wider place to look.\u003c/p>\n\u003cp>\"Helping students find their passion will lead them to achievement,\" he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ever the pithy presenter, Prensky proposed to the audience four ways teachers can do this.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>LISTEN.\u003c/strong> It's impossible to encourage students when we don't know what their passions are, so above all, teachers must listen to their students. \"Or else what we get is 'cellophane kids,' when a teacher looks right through them to the curriculum and test scores and kids become invisible,\" he said.\u003c/li>\n\u003cli>\u003cstrong>RESPECT.\u003c/strong> Adults and kids don't respect each other as much as they should, Prensky said. \"The war between digital natives and immigrants is over, and the natives have won! So let's move forward to mutual respect and wisdom,\" he said. We need both technology and strong pedagogy, but we need to include kids' voices in how we make decisions about learning. \"All education decisions come top down right now,\" he said. \"The next century is about changing that.\"\u003c/li>\n\u003cli>\u003cstrong>OVER-EXPECT FROM STUDENTS.\u003c/strong> Today's kids have far greater capabilities than ever been before, not less. \"What's making them better is connecting their brains to technology wisely,\" he said. Let's step up our expectations of them in that regard.\u003c/li>\n\u003cli>\u003cstrong>DO WHAT YOU KNOW IS RIGHT.\u003c/strong> \"Teachers know what kids need, but someone has convinced them to just cover the curriculum,\" he said. A teacher's job is to help equip kids with skills to function and thrive in the digital future, and though that could be challenging because of conflicting policies in place, that's the definition of courage.\u003c/li>\n\u003c/ol>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22479\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 591px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/scratchpost/7171535345/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-22479\" title=\"7171535345_65369bbb0b_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/7171535345_65369bbb0b_z.jpg\" alt=\"\" width=\"591\" height=\"420\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/7171535345_65369bbb0b_z.jpg 591w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/7171535345_65369bbb0b_z-400x284.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/7171535345_65369bbb0b_z-320x227.jpg 320w\" sizes=\"(max-width: 591px) 100vw, 591px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:ScratchPost\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Amidst a sea of tech devices, and at a gathering of more than 18,000 educators interested in technology, a surprisingly human message rose above the noise at this week's \u003ca href=\"https://www.isteconference.org/2012/\">International Society for Technology in Education\u003c/a>.\u003c/p>\n\u003cp>Kicking off the big event, where crowds overflowed from one packed room to another, \u003ca href=\"http://sirkenrobinson.com/skr/\">Sir Ken Robinson\u003c/a>, renowned author and international education adviser, proposed the idea that technology is not the only driver for learning.\u003c/p>\n\u003cp>\"The problem now is resisting the notion that technology is the answer to everything -- it's clearly not,\" Robinson said. \"But what part of the equation does technology best speak to?\"\u003c/p>\n\u003cp>Robinson, who's been outspoken about the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/sir-ken-robinson-changes-the-paradigm/\">need to change the education paradigm\u003c/a>, emphasized that educators shouldn't be pushing (or be pushed toward) the gratuitous use of technology. He posed thought-provoking questions that got to the heart of what every stakeholder in education wants: what does it take to engage students -- not just within a standardized curriculum, but in their own learning? What are the roles of technology in doing this? And what are the implications when it comes to implementing practices and policies?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"We should get rid of the words 'curriculum delivery.' It's an \u003cem>art\u003c/em> form to teach.\"\u003c/p>\n\u003c/aside>\n\u003cp>In the hunt to find the next Holy Grail in education technology, Robinson said we may be losing sight of what teachers are best at.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We should get rid of the words 'curriculum delivery,'\" he said, referring to the multitudes of tech platforms. \"It's an \u003cem>art\u003c/em> form to teach, the judgement of what might work today may not work tomorrow.\"\u003c/p>\n\u003cp>Teachers are the connective tissue in helping kids find not just subjects at which they test well, but what they're passionate about, he said. \"You often don't know what you're passionate about because you haven't been introduced to it in the right way,\" he said. \"Teachers provide that stewardship we need,\" he said.\u003c/p>\n\u003cp>For teachers, helping kids find their passion outside the confines of standardized curriculum and testing can be a messy endeavor, but worth the challenge. Marc Prensky, author of the book \u003c!--more-->\u003cem>BRAIN GAIN: Technology and the Quest for Digital Wisdom, \u003c/em>added that, rather than finding different ways for everyone to do the same curriculum, we need to find a way to allow individual students to create their own pathways to learning.\u003c/p>\n\u003cp>Though technology could help in this realm, the value that great teachers bring to the equation is immeasurable against what software can do, Prensky said: providing empathy and helping students find their passion by providing a wider place to look.\u003c/p>\n\u003cp>\"Helping students find their passion will lead them to achievement,\" he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ever the pithy presenter, Prensky proposed to the audience four ways teachers can do this.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>LISTEN.\u003c/strong> It's impossible to encourage students when we don't know what their passions are, so above all, teachers must listen to their students. \"Or else what we get is 'cellophane kids,' when a teacher looks right through them to the curriculum and test scores and kids become invisible,\" he said.\u003c/li>\n\u003cli>\u003cstrong>RESPECT.\u003c/strong> Adults and kids don't respect each other as much as they should, Prensky said. \"The war between digital natives and immigrants is over, and the natives have won! So let's move forward to mutual respect and wisdom,\" he said. We need both technology and strong pedagogy, but we need to include kids' voices in how we make decisions about learning. \"All education decisions come top down right now,\" he said. \"The next century is about changing that.\"\u003c/li>\n\u003cli>\u003cstrong>OVER-EXPECT FROM STUDENTS.\u003c/strong> Today's kids have far greater capabilities than ever been before, not less. \"What's making them better is connecting their brains to technology wisely,\" he said. Let's step up our expectations of them in that regard.\u003c/li>\n\u003cli>\u003cstrong>DO WHAT YOU KNOW IS RIGHT.\u003c/strong> \"Teachers know what kids need, but someone has convinced them to just cover the curriculum,\" he said. A teacher's job is to help equip kids with skills to function and thrive in the digital future, and though that could be challenging because of conflicting policies in place, that's the definition of courage.\u003c/li>\n\u003c/ol>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why It's Important to Understand Google Ranking",
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"content": "\u003cfigure id=\"attachment_22418\" class=\"wp-caption left\" style=\"max-width: 170px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/why-its-important-to-understand-google-ranking/question-mark-horia-varlan/\" rel=\"attachment wp-att-22418\">\u003cimg class=\"size-full wp-image-22418\" title=\"question mark Horia Varlan\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/question-mark-Horia-Varlan.jpg\" alt='\"Question Mark Made of Puzzle Pieces\" by Horia Varlan' width=\"170\" height=\"256\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\"Question Mark Made of Puzzle Pieces\" by Horia Varlan\u003c/figcaption>\u003c/figure>\n\u003cp>Students rely heavily on ranking--or how search tools decide the order in which to display results--to help them select sources to read. Most of us do, but the data about students comes from researchers Andrew Asher of Bucknell University and Lynda Duke of Illinois Wesleyan University.\u003c/p>\n\u003cp>The researchers presented the findings of their latest study and forthcoming paper on \u003ca href=\"http://crl.acrl.org/content/early/2012/05/07/crl-374.abstract?cited-by=yes&legid=crl;crl-374v1\">how university students do research\u003c/a>, at the \u003ca href=\"http://www.ala.org/\">American Library Association\u003c/a> Annual conference, and in the talk they emphasized some of their takeaways about what research skills should look like, including an overall focus on critical thinking skills and the ability to evaluate the quality of sources.\u003c/p>\n\u003cp>Because of the reliance on ranking, Asher and Duke argue, it's critical for students to have some understanding of how each search tool they use makes these decisions.\u003c/p>\n\u003cp>To that end, here are a few resources to help understand and communicate with students about how Google ranks search results. Understanding the fundamentals of ranking will help students write better queries and make better choices about where to click.\u003c/p>\n\u003cul>\n\u003cli>This video,\u003ca href=\"http://www.youtube.com/watch?v=BNHR6IQJGZs\"> How Search Works\u003c/a> by Matt Cutts gives a nice overview of how items are ranked.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Because there are changes going on to the subtler points of ranking all the time, Google makes more than 500 ranking updates in a typical year. How does that happen? You can get an overview of \u003ca href=\"http://insidesearch.blogspot.com/2011/08/another-look-under-hood-of-search.html\">how such decisions are made\u003c/a> and find out more about \u003ca href=\"http://www.youtube.com/watch?v=J5RZOU6vK4Q&feature=player_embedded\">how Google changes its search algorithm\u003c/a>. Take a look at this\u003ca title=\"Video! The search quality meeting, uncut (annotated)\" href=\"http://insidesearch.blogspot.com/2012/03/video-search-quality-meeting-uncut.html\" target=\"_blank\"> Search Quality meeting\u003c/a> to get an insiders' look into the process.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>KEEPING UP ON CHANGES\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To dig even deeper, check out the monthly posts on the Inside Search blog that cover the changes made to improve search quality. Here, you can see results to the query [\u003ca href=\"https://www.google.com/search?hl=en&tbo=1&biw=1526&bih=842&tbs=qdr%3Ay%2Csbd%3A1&q=site%3Ainsidesearch.blogspot.com+intitle%3A%22search+quality+highlights%22+ranking&oq=site%3Ainsidesearch.blogspot.com+intitle%3A%22search+quality+highlights%22+ranking&aq=f&aqi=&aql=&gs_l=serp.3...118141.119096.0.119550.11.11.0.0.0.4.180.1357.4j7.11.0.eqn%2Ccconf%3D1-0%2Cmin_length%3D2%2Crate_low%3D0-025%2Crate_high%3D0-025%2Csecond_pass%3Dfalse%2Cnum_suggestions%3D2..0.0.qUtozyop8ts\">site:insidesearch.blogspot.com intitle:\"search quality highlights\" ranking\u003c/a>], which uses a site: operator to limit results to pages within the Inside Search blog and uses an \"intitle\": operator to limit to posts that have the phrase “search quality highlights” in the title. If you click on the link, you \u003c!--more-->can also note that the time filters in the left-hand side of the screen are set to show articles just from the past year, and that the articles are sorted by date so you can look at the changes in order, starting with the most recent.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_22418\" class=\"wp-caption left\" style=\"max-width: 170px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/why-its-important-to-understand-google-ranking/question-mark-horia-varlan/\" rel=\"attachment wp-att-22418\">\u003cimg class=\"size-full wp-image-22418\" title=\"question mark Horia Varlan\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/question-mark-Horia-Varlan.jpg\" alt='\"Question Mark Made of Puzzle Pieces\" by Horia Varlan' width=\"170\" height=\"256\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\"Question Mark Made of Puzzle Pieces\" by Horia Varlan\u003c/figcaption>\u003c/figure>\n\u003cp>Students rely heavily on ranking--or how search tools decide the order in which to display results--to help them select sources to read. Most of us do, but the data about students comes from researchers Andrew Asher of Bucknell University and Lynda Duke of Illinois Wesleyan University.\u003c/p>\n\u003cp>The researchers presented the findings of their latest study and forthcoming paper on \u003ca href=\"http://crl.acrl.org/content/early/2012/05/07/crl-374.abstract?cited-by=yes&legid=crl;crl-374v1\">how university students do research\u003c/a>, at the \u003ca href=\"http://www.ala.org/\">American Library Association\u003c/a> Annual conference, and in the talk they emphasized some of their takeaways about what research skills should look like, including an overall focus on critical thinking skills and the ability to evaluate the quality of sources.\u003c/p>\n\u003cp>Because of the reliance on ranking, Asher and Duke argue, it's critical for students to have some understanding of how each search tool they use makes these decisions.\u003c/p>\n\u003cp>To that end, here are a few resources to help understand and communicate with students about how Google ranks search results. Understanding the fundamentals of ranking will help students write better queries and make better choices about where to click.\u003c/p>\n\u003cul>\n\u003cli>This video,\u003ca href=\"http://www.youtube.com/watch?v=BNHR6IQJGZs\"> How Search Works\u003c/a> by Matt Cutts gives a nice overview of how items are ranked.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Because there are changes going on to the subtler points of ranking all the time, Google makes more than 500 ranking updates in a typical year. How does that happen? You can get an overview of \u003ca href=\"http://insidesearch.blogspot.com/2011/08/another-look-under-hood-of-search.html\">how such decisions are made\u003c/a> and find out more about \u003ca href=\"http://www.youtube.com/watch?v=J5RZOU6vK4Q&feature=player_embedded\">how Google changes its search algorithm\u003c/a>. Take a look at this\u003ca title=\"Video! The search quality meeting, uncut (annotated)\" href=\"http://insidesearch.blogspot.com/2012/03/video-search-quality-meeting-uncut.html\" target=\"_blank\"> Search Quality meeting\u003c/a> to get an insiders' look into the process.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>KEEPING UP ON CHANGES\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>To dig even deeper, check out the monthly posts on the Inside Search blog that cover the changes made to improve search quality. Here, you can see results to the query [\u003ca href=\"https://www.google.com/search?hl=en&tbo=1&biw=1526&bih=842&tbs=qdr%3Ay%2Csbd%3A1&q=site%3Ainsidesearch.blogspot.com+intitle%3A%22search+quality+highlights%22+ranking&oq=site%3Ainsidesearch.blogspot.com+intitle%3A%22search+quality+highlights%22+ranking&aq=f&aqi=&aql=&gs_l=serp.3...118141.119096.0.119550.11.11.0.0.0.4.180.1357.4j7.11.0.eqn%2Ccconf%3D1-0%2Cmin_length%3D2%2Crate_low%3D0-025%2Crate_high%3D0-025%2Csecond_pass%3Dfalse%2Cnum_suggestions%3D2..0.0.qUtozyop8ts\">site:insidesearch.blogspot.com intitle:\"search quality highlights\" ranking\u003c/a>], which uses a site: operator to limit results to pages within the Inside Search blog and uses an \"intitle\": operator to limit to posts that have the phrase “search quality highlights” in the title. If you click on the link, you \u003c!--more-->can also note that the time filters in the left-hand side of the screen are set to show articles just from the past year, and that the articles are sorted by date so you can look at the changes in order, starting with the most recent.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Thinking in 3D Can Improve Math and Science Skills ",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/arwen-abendstern/2070992813/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-22256\" title=\"2070992813_214a6558bc_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/2070992813_214a6558bc_z-620x291.jpg\" alt=\"\" width=\"620\" height=\"291\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">All of us, children included, live in a three-dimensional universe—but too often parents and teachers act as if the physical world is as flat as a worksheet or the page of a book. We call kids’ attention to numbers and letters, but we neglect to remark upon the spatial properties of the objects around us: how tall or short they are, how round or pointy, how close or far. Growing evidence suggests that a focus on these characteristics of the material world can help children hone their spatial thinking skills—and that such skills, in turn, support achievement in subjects like science and math.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.sciencedaily.com/releases/2012/06/120613102005.htm\">a study published this month\u003c/a> in the journal \u003cem>Developmental Psychology\u003c/em>, for example, scientists from the University of Chicago reported that young children who understand how shapes fit together are better able to use a number line and to solve computation problems. Researcher Elizabeth Gunderson and her coauthors asked students in first and second grade to select the single shape from among four choices that would correctly complete a square. The kids who spotted the right shape also showed the most growth in their number-line knowledge over the following school year, and scored highest on a measure of mathematics ability at age eight.\u003c/p>\n\u003cp>How do children acquire spatial-thinking skills in the first place? Research shows that playing with blocks and puzzles helps. What’s really important, however, are the conversations that adults and children have as they interact with these toys, and as they observe the world around them. In \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2011.01122.x/abstract\">a study published last year\u003c/a> in the journal \u003cem>Mind, Brain, and Education\u003c/em>, for example, Temple University\u003c!--more--> psychology professor Nora Newcombe and her coauthors found that parents and children playing with blocks together were much more likely to use spatial terms like “over,” “around,” and “through,” than participants who played with a pre-assembled toy—and that it’s hearing and voicing such words that helps improve children’s spatial awareness.\u003c/p>\n\u003cp>\u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-7687.2011.01088.x/abstract\">Another 2011 study,\u003c/a> this one from the University of Chicago, reported that the number of spatial terms (like “circle,” “curvy,” and “edge”) parents used while interacting with their toddlers predicted how many of these kinds of words children themselves produced, and how well they performed on spatial problem-solving tasks at a later age.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>\"Spatial thinkers are likely to be more interested in science and math, and are more likely to be good enough at STEM research to get advanced degrees.”\u003c/strong>\u003c/p>\n\u003c/aside>\n\u003cp>Why's this noteworthy? Spatial thinking skills, the researchers point out, are an important predictor of academic achievement and professional success in the STEM fields of science, technology, engineering, and mathematics, and these skills begin developing—or not—in children’s own homes. A large study called Project Talent, for example, “found that people who had high scores on spatial tests in high school were much more likely to major in STEM disciplines and go into STEM careers,” Newcombe, the Temple University psychologist, noted \u003ca href=\"www.aft.org/pdfs/americaneducator/summer2010/Newcombe.pdf\">in a recent article \u003c/a>in the journal \u003cem>American Educator\u003c/em>\u003cem>.\u003c/em> “Spatial thinkers are likely to be more interested in science and math than less spatial thinkers, and are more likely to be good enough at STEM research to get advanced degrees.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Far as their influence may reach into adults’ educational and professional lives, spatial skills begin developing—or not—early on in children's own homes. The 2011 Chicago study, which videotaped parents and children as they went about their daily lives, found a huge range in the number of spatial words the adults used over the course of the almost 14 hours of videotape collected from each family: one caregiver used only five such terms, while another used 525.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We would do well to follow the example of the latter parent and begin describing the world in 3D—helping our children develop the habit of seeing the world in all its dimensions.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/arwen-abendstern/2070992813/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-22256\" title=\"2070992813_214a6558bc_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/2070992813_214a6558bc_z-620x291.jpg\" alt=\"\" width=\"620\" height=\"291\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">All of us, children included, live in a three-dimensional universe—but too often parents and teachers act as if the physical world is as flat as a worksheet or the page of a book. We call kids’ attention to numbers and letters, but we neglect to remark upon the spatial properties of the objects around us: how tall or short they are, how round or pointy, how close or far. Growing evidence suggests that a focus on these characteristics of the material world can help children hone their spatial thinking skills—and that such skills, in turn, support achievement in subjects like science and math.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.sciencedaily.com/releases/2012/06/120613102005.htm\">a study published this month\u003c/a> in the journal \u003cem>Developmental Psychology\u003c/em>, for example, scientists from the University of Chicago reported that young children who understand how shapes fit together are better able to use a number line and to solve computation problems. Researcher Elizabeth Gunderson and her coauthors asked students in first and second grade to select the single shape from among four choices that would correctly complete a square. The kids who spotted the right shape also showed the most growth in their number-line knowledge over the following school year, and scored highest on a measure of mathematics ability at age eight.\u003c/p>\n\u003cp>How do children acquire spatial-thinking skills in the first place? Research shows that playing with blocks and puzzles helps. What’s really important, however, are the conversations that adults and children have as they interact with these toys, and as they observe the world around them. In \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2011.01122.x/abstract\">a study published last year\u003c/a> in the journal \u003cem>Mind, Brain, and Education\u003c/em>, for example, Temple University\u003c!--more--> psychology professor Nora Newcombe and her coauthors found that parents and children playing with blocks together were much more likely to use spatial terms like “over,” “around,” and “through,” than participants who played with a pre-assembled toy—and that it’s hearing and voicing such words that helps improve children’s spatial awareness.\u003c/p>\n\u003cp>\u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-7687.2011.01088.x/abstract\">Another 2011 study,\u003c/a> this one from the University of Chicago, reported that the number of spatial terms (like “circle,” “curvy,” and “edge”) parents used while interacting with their toddlers predicted how many of these kinds of words children themselves produced, and how well they performed on spatial problem-solving tasks at a later age.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>\"Spatial thinkers are likely to be more interested in science and math, and are more likely to be good enough at STEM research to get advanced degrees.”\u003c/strong>\u003c/p>\n\u003c/aside>\n\u003cp>Why's this noteworthy? Spatial thinking skills, the researchers point out, are an important predictor of academic achievement and professional success in the STEM fields of science, technology, engineering, and mathematics, and these skills begin developing—or not—in children’s own homes. A large study called Project Talent, for example, “found that people who had high scores on spatial tests in high school were much more likely to major in STEM disciplines and go into STEM careers,” Newcombe, the Temple University psychologist, noted \u003ca href=\"www.aft.org/pdfs/americaneducator/summer2010/Newcombe.pdf\">in a recent article \u003c/a>in the journal \u003cem>American Educator\u003c/em>\u003cem>.\u003c/em> “Spatial thinkers are likely to be more interested in science and math than less spatial thinkers, and are more likely to be good enough at STEM research to get advanced degrees.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Far as their influence may reach into adults’ educational and professional lives, spatial skills begin developing—or not—early on in children's own homes. The 2011 Chicago study, which videotaped parents and children as they went about their daily lives, found a huge range in the number of spatial words the adults used over the course of the almost 14 hours of videotape collected from each family: one caregiver used only five such terms, while another used 525.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We would do well to follow the example of the latter parent and begin describing the world in 3D—helping our children develop the habit of seeing the world in all its dimensions.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/115768302.jpg\">\u003cimg class=\"alignright size-large wp-image-22196\" title=\"115768302\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/115768302-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/h5>\n\u003ch5>By Lillian Mongeau\u003c/h5>\n\u003cp class=\"dropcap-serif\">To get a better understanding of how well students can solve complex problems and apply science to real-life scenarios, the National Assessment for Education Progress recently \u003ca href=\"http://www.nagb.org/science/hots-icts/\">used hands-on experiments\u003c/a> as a way to test 4th, 8th, and 12th grade students, and found that this kind of assessment gives a much more accurate reflection of student comprehension.\u003c/p>\n\u003cp>Results from a 2009 round of testing called The \u003ca href=\"http://www.nationsreportcard.gov\">Nation's Report Card Science in Action: Hands-On and Interactive Computer Task\u003c/a>, examined 6,000 students—2,000 at each grade level—from across the country. Students performed tasks like testing water samples (12th grade) and assembling electric circuits (4th grade). They also participated in interactive computer tasks that simulated longer term experiments, like observing plant growth. In both scenarios, students were evaluated on their ability to perform the tasks, observe the results and draw conclusions.\u003c/p>\n\u003cp>“The bottom line is, we learned so much more that we couldn’t have learned from those paper and pencil tests,” said Jack Buckley, commissioner at the National Center for Education Statistics, which creates the annual “Nation’s Report Card” based on the results of tests like this one administered by the National Assessment for Educational Progress (NAEP).\u003c/p>\n\u003cp>But what they learned was a mixed bag.\u003c/p>\n\u003cp>A majority of students at all grade levels (76 percent) were able to perform the simpler experiments correctly and accurately observe the results. However, when experiments involved more \u003c!--more-->complicated data sets, students’ ability to execute and observe fell sharply -- only 36 percent of students tested across grade levels were able to complete the tasks under these conditions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The test also revealed a disconnect between observation and explanation. Even though a majority of students (71 percent) were able to draw the correct conclusions from the results of their experiments, less than a third (30 percent) were able to explain their results.\u003c/p>\n\u003cp>For example, one of the hands-on tasks for 12th grade students was to determine the best location for a new town based on water quality. The students were expected to test various water samples for specific pollutants and then compare those levels to a chart put out by the Environmental Protection Agency. A whopping 75 percent of students were able to do this accurately. But when it came time to make a recommendation for where the new town should be built, only 11 percent of students were able to explain their recommendation using the data they’d collected.\u003c/p>\n\u003cp>The conclusion? \"[Students] can conduct science investigations using limited data sets, but many students lack the ability to explain results. The report shows that students were challenged by parts of investigations requiring more variables to manipulate, strategic decision-making in collecting data, and the explanation of why a certain result was the correct conclusion,\" the report states.\u003c/p>\n\u003cp>For the most part, student performance broke down as it usually does along ethnic and economic lines. Low-income students performed worse than their wealthier peers and black and Latino students performed worse than their white and Asian counterparts. However, there were a few notable exceptions.\u003c/p>\n\u003cp>On some parts of some tests, black and Latino students did as well or nearly as well as white students. For example, on a computer task that required 4th grade students to observe plant growth, 80 percent of students came to the correct conclusion. Eighty-one percent of white students got the right answer, 79 percent of black students did and 74 percent of Hispanic students did. (Eighty-six percent of Asian and Pacific Islander students got that one right.)\u003c/p>\n\u003cp>What's more, though male students generally outperform female students on the national science assessment, female students beat male students on the hands-on tasks.\u003c/p>\n\u003cp>Alan Friedman, a physicist and the chair of the committee in charge of developing national assessments, said that as a scientist he was relieved that students did well on the first section of the test. “There’s no way for them to memorize for this test. You really had to think on your feet,” he said.\u003c/p>\n\u003cp>Still, Friedman said, he wasn’t shocked that students struggled to explain their results. “Unfortunately, that’s not surprising,” he said.\u003c/p>\n\u003cp>Though hands-on standardized tests aren’t brand new, they have historically been too expensive and complicated to use on a wide scale. And the technology needed for interactive computer tasks has not been up to snuff until recent years.\u003c/p>\n\u003cp>Officials at NAEP said tests like these are more accurate and provide far more detailed results. Buckley said they must become the norm to keep up with new curriculum standards meant to keep pace with the changing world of science and technology.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We’re in a really good position to provide models for assessment,” Buckley said, that can “provide information on what students can know and do that’s called for in the new standards.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/115768302.jpg\">\u003cimg class=\"alignright size-large wp-image-22196\" title=\"115768302\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/115768302-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/h5>\n\u003ch5>By Lillian Mongeau\u003c/h5>\n\u003cp class=\"dropcap-serif\">To get a better understanding of how well students can solve complex problems and apply science to real-life scenarios, the National Assessment for Education Progress recently \u003ca href=\"http://www.nagb.org/science/hots-icts/\">used hands-on experiments\u003c/a> as a way to test 4th, 8th, and 12th grade students, and found that this kind of assessment gives a much more accurate reflection of student comprehension.\u003c/p>\n\u003cp>Results from a 2009 round of testing called The \u003ca href=\"http://www.nationsreportcard.gov\">Nation's Report Card Science in Action: Hands-On and Interactive Computer Task\u003c/a>, examined 6,000 students—2,000 at each grade level—from across the country. Students performed tasks like testing water samples (12th grade) and assembling electric circuits (4th grade). They also participated in interactive computer tasks that simulated longer term experiments, like observing plant growth. In both scenarios, students were evaluated on their ability to perform the tasks, observe the results and draw conclusions.\u003c/p>\n\u003cp>“The bottom line is, we learned so much more that we couldn’t have learned from those paper and pencil tests,” said Jack Buckley, commissioner at the National Center for Education Statistics, which creates the annual “Nation’s Report Card” based on the results of tests like this one administered by the National Assessment for Educational Progress (NAEP).\u003c/p>\n\u003cp>But what they learned was a mixed bag.\u003c/p>\n\u003cp>A majority of students at all grade levels (76 percent) were able to perform the simpler experiments correctly and accurately observe the results. However, when experiments involved more \u003c!--more-->complicated data sets, students’ ability to execute and observe fell sharply -- only 36 percent of students tested across grade levels were able to complete the tasks under these conditions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The test also revealed a disconnect between observation and explanation. Even though a majority of students (71 percent) were able to draw the correct conclusions from the results of their experiments, less than a third (30 percent) were able to explain their results.\u003c/p>\n\u003cp>For example, one of the hands-on tasks for 12th grade students was to determine the best location for a new town based on water quality. The students were expected to test various water samples for specific pollutants and then compare those levels to a chart put out by the Environmental Protection Agency. A whopping 75 percent of students were able to do this accurately. But when it came time to make a recommendation for where the new town should be built, only 11 percent of students were able to explain their recommendation using the data they’d collected.\u003c/p>\n\u003cp>The conclusion? \"[Students] can conduct science investigations using limited data sets, but many students lack the ability to explain results. The report shows that students were challenged by parts of investigations requiring more variables to manipulate, strategic decision-making in collecting data, and the explanation of why a certain result was the correct conclusion,\" the report states.\u003c/p>\n\u003cp>For the most part, student performance broke down as it usually does along ethnic and economic lines. Low-income students performed worse than their wealthier peers and black and Latino students performed worse than their white and Asian counterparts. However, there were a few notable exceptions.\u003c/p>\n\u003cp>On some parts of some tests, black and Latino students did as well or nearly as well as white students. For example, on a computer task that required 4th grade students to observe plant growth, 80 percent of students came to the correct conclusion. Eighty-one percent of white students got the right answer, 79 percent of black students did and 74 percent of Hispanic students did. (Eighty-six percent of Asian and Pacific Islander students got that one right.)\u003c/p>\n\u003cp>What's more, though male students generally outperform female students on the national science assessment, female students beat male students on the hands-on tasks.\u003c/p>\n\u003cp>Alan Friedman, a physicist and the chair of the committee in charge of developing national assessments, said that as a scientist he was relieved that students did well on the first section of the test. “There’s no way for them to memorize for this test. You really had to think on your feet,” he said.\u003c/p>\n\u003cp>Still, Friedman said, he wasn’t shocked that students struggled to explain their results. “Unfortunately, that’s not surprising,” he said.\u003c/p>\n\u003cp>Though hands-on standardized tests aren’t brand new, they have historically been too expensive and complicated to use on a wide scale. And the technology needed for interactive computer tasks has not been up to snuff until recent years.\u003c/p>\n\u003cp>Officials at NAEP said tests like these are more accurate and provide far more detailed results. Buckley said they must become the norm to keep up with new curriculum standards meant to keep pace with the changing world of science and technology.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We’re in a really good position to provide models for assessment,” Buckley said, that can “provide information on what students can know and do that’s called for in the new standards.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_22173\" class=\"wp-caption center\" style=\"max-width: 598px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.47.21-AM.png\">\u003cimg class=\"size-full wp-image-22173\" title=\"Chemistry class\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.47.21-AM.png\" alt=\"\" width=\"598\" height=\"397\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.47.21-AM.png 598w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.47.21-AM-400x266.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.47.21-AM-320x212.png 320w\" sizes=\"(max-width: 598px) 100vw, 598px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jasmine Redeaux (left) and Nakesha Wilkerson team up to finish a worksheet in a \"flipped\" chemistry class at their Macon, Ga., high school, while other classmates work on a lab.\u003c/figcaption>\u003c/figure>\n\u003ch5>By \u003ca title=\"Posts by Sarah Butrymowicz\" href=\"http://hechingerreport.org/content/author/sarah-butrymowicz/\">Sarah Butrymowicz\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">When Portland, Ore., elementary school teacher Sacha Luria decided last fall to try out a new education strategy called “flipping the classroom,” she faced a big obstacle.\u003c/p>\n\u003cp>Flipped classrooms use technology—online video instruction, laptops, DVDs of lessons—to reverse what students have traditionally done in class and at home to learn. Listening to lectures becomes the homework assignment so teachers can provide more one-on-one attention in class and students can work at their own pace or with other students.\u003c/p>\n\u003cp>But Luria realized that none of her students had computers at home, and she had just one in the classroom. So she used her own money to buy a second computer and begged everyone she knew for donations, finally bringing the total to six for her 23 fourth-graders at Rigler School. In her classroom, students now alternate between working on the computers and working with her.\u003c/p>\n\u003cp>So far, the strategy is showing signs of success. She uses class time to tailor instruction to students who started the school year behind their classmates in reading and math, and she has seen rapid improvement. By the end of the school year, she said, her students have averaged two years’ worth of progress in math, for example.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“We do need to figure out ways that students, regardless of Zip code, regardless of their parents’ income level, have access” to technology inside and outside of schools.\u003c/p>\n\u003c/aside>\n\u003cp>“It’s powerful stuff,” she said, noting that this year was her most successful in a decade of teaching. “I’m really able to meet students where they are as opposed to where the curriculum says they should be.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Other teachers in high-poverty schools like Rigler also report very strong results after flipping classrooms. Greg Green, principal of Clintondale High School in Clinton Township, Mich., thinks the flipped classroom—and the unprecedented amount of one-on-one time it provides students—could even be enough to close the achievement gap between low-income, minority students and their more affluent white peers. Clintondale has reduced the percentage of Fs given out from about 40 percent to around 10 percent.\u003c/p>\n\u003cp>Yet anecdotal evidence suggests that flipping classrooms is a more popular practice in wealthier suburban communities where nearly all students have Internet access at home and schools are more likely to have computers in classrooms. Some skeptics say flipped classrooms still rely \u003c!--more-->heavily on lectures by teachers, which they argue are not as effective as hands-on learning. Still others worry that the new practice—so dependent on technology—could end up leaving low-income students behind and widening the achievement gap.\u003c/p>\n\u003cp>“It’s an obstacle,” said Karen Cator, director of the Office of Educational Technology in the U.S. Department of Education. “We do need to figure out ways that students, regardless of Zip code, regardless of their parents’ income level, have access” to technology inside and outside of schools.\u003c/p>\n\u003cp>The flipped classroom can be traced to a 2008 experiment by Aaron Sams and Jonathan Bergmann, teachers in Woodland Park, Colo., who were quick to take advantage of the ability to post videos online. The concept is one small and simple way that technology can transform the way students learn. Research on the effectiveness of flipped classrooms is in the early stages, and it’s not known how widespread the practice is.\u003c/p>\n\u003cp>Praised by advocates for letting students work at their own pace, flipped classrooms also allow teachers to tailor their instruction to individual students. At home, for example, students can watch online video lectures—recordings of their own teachers explaining concepts, say, or videos produced by other teachers or textbook companies—while classroom time can be spent working one-on-one with teachers, tackling worksheets or problem sets once given as homework, or collaborating with other students on projects.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>Two chemistry teachers learned that they could solve technology access issues by making DVDs of the videos for students without reliable Internet access at home.\u003c/p>\n\u003c/aside>\n\u003cp>These are the tenets that Sams and Bergmann, whose book \u003cem>Flip Your Classroom: Reach Every Student in Every Class Every Day\u003c/em> is due out this month, will try to spread with the Flipped Learning Network, a nonprofit organization launched this spring to train teachers from schools across the socioeconomic spectrum in the strategy. Sams and Bergmann, who are chemistry teachers, had learned, for example, that they could solve their technology access issues by making DVDs of the videos for students without reliable Internet access at home.\u003c/p>\n\u003cp>At Luria’s school in Oregon, she said other teachers were interested in the strategy but were unlikely to emulate her. “The reality is that I have more computers than anyone else does,” Luria said. “Unless they’re able to ask and get laptops from other people, there’s just not the capacity.”\u003c/p>\n\u003cp>At Westside High School in Macon, Ga., more than 85 percent of students are minorities and 78 percent qualify for free or reduced-price lunch. Chemistry teacher Jennifer Douglass estimated that about half are so transient they don’t have a guaranteed place to sleep each night. Members of feuding gangs are placed into classes alongside pregnant teenagers, she said, and parent involvement is rare.\u003c/p>\n\u003cp>With the help of a federal grant that provided netbooks for all students, a handful of teachers in different disciplines at Westside flipped their classrooms and reported that doing so improved students’ grades—and their level of engagement.\u003c/p>\n\u003cp>Douglass has seen a modest increase on her regular chemistry class’s final exam scores since flipping. Social studies teacher Sydney Elkin said her students’ scores on the Georgia state end-of-course exams increased, particularly for her special-education students. The semester before she flipped her classroom, about 30 percent of all students passed. In her first semester with a flipped class, she said, nearly three-quarters passed, including nine out of 10 special-education students.\u003c/p>\n\u003cfigure id=\"attachment_22176\" class=\"wp-caption alignright\" style=\"max-width: 601px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/the-flipped-classroom-defined/\">\u003cimg class=\"size-full wp-image-22176\" title=\"Screen Shot 2012-06-18 at 9.58.21 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.58.21-AM.png\" alt=\"\" width=\"601\" height=\"215\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.58.21-AM.png 601w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.58.21-AM-400x143.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.58.21-AM-320x114.png 320w\" sizes=\"(max-width: 601px) 100vw, 601px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">An infographic explaining the \"flipped classroom.\" Click to see the entire image.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>NOT A PANACEA\u003c/strong>\u003c/p>\n\u003cp>Flipping does not solve all problems, though, Elkin said. Some students must still be constantly needled to do their work. And despite second and third chances on tests that act as gateways to the next level, some students still fall behind.\u003c/p>\n\u003cp>“I would love to say this was a better fit for everyone. There’s no panacea,” Elkin said. Outside factors “have an impact on what these kids do just as much as the way content is delivered.”\u003c/p>\n\u003cp>The students at Westside are disadvantaged from the start, she said, coming from homes where parents might work two or three jobs to get by and children aren’t exposed to as many opportunities to learn as their more affluent peers. By the time they get to high school, many are far behind and haven’t developed a work ethic for school.\u003c/p>\n\u003cp>Sams, the Colorado chemistry teacher known as one of the fathers of flipping, acknowledged that about 9 percent of his students have received Fs every year he has taught—both before and after he started delivering lectures through video in his school district.\u003c/p>\n\u003cp>“Some students, they choose not to learn, not to participate,” he said. “A lot of people ask, ‘What do you do with the unmotivated kid?’ I wish I had a good answer to that.”\u003c/p>\n\u003cp>But Bergmann, his former colleague who is now a lead technology facilitator for a school in Illinois, said students were learning more and performing at higher levels, on average. He said the change also created time for him to talk to every student every day to monitor his or her progress.\u003c/p>\n\u003cp>Some students at Westside, in Macon, Ga., said they were no longer bored in class, where they can work with classmates, ask for help and enjoy more face-time with their teachers.\u003c/p>\n\u003cp>“It’s like having a private tutor,” junior Marvin Wesley explained.\u003c/p>\n\u003cp>“That you don’t have to pay for,” his classmate Sarah Walker chimed in.\u003c/p>\n\u003cp>Douglass’s chemistry class looked like an exercise in organized chaos on a weekday in March, with some students working on a lab in the back of the classroom as others, wearing headphones, danced in their seats while filling out a worksheet.\u003c/p>\n\u003cp>Periodically, as those with their netbooks\u003cstrong> \u003c/strong>hit the play button\u003cstrong> \u003c/strong>on a video Douglass had made, the faint strains of a Rihanna parody, “Only Mole (in the World),” could be heard. Two girls new to the school had teamed up to finish a worksheet while Douglas darted around the classroom, wearing her signature white lab coat, answering questions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“It’s a first step on the way to a promising use of technology, but I don’t think people should see it as an end-all, be-all.\"\u003c/p>\n\u003c/aside>\n\u003cp>“I used to get tired because I had to stand up [and lecture], and I felt like a circus performer,” she said. “Now I’m running all around the room. I don’t sit down all day long.”\u003c/p>\n\u003cp>Students said they spend different amounts of time on her instructional videos, although all must fill out a “note-taker” sheet as they watch. One might spend just 10 minutes, while another might pause and rewind, listening over and over to certain sections for nearly half an hour. Some watch the videos at home; others prefer to listen in class.\u003c/p>\n\u003cp>“It’s wherever, whatever, whenever; that’s the whole point,” said Larry Rosen, a psychology professor at California State University, Dominguez Hills, who writes widely about technology and is studying how it’s transforming education. “The flipped classroom allows you to present content and the kids then consume it in their own location at their own pace.”\u003c/p>\n\u003cp>Flipped classrooms are a start, but don’t take the concept of individualized learning as far as it can go, said Michael Horn, executive director of education at the Innosight Institute in Mountain View, Calif., which works to introduce innovation into education.\u003c/p>\n\u003cp>“It’s a first step on the way to a promising use of technology, but I don’t think people should see it as an end-all, be-all,” Horn said. “It’s sort of a low hanging fruit of innovation.”\u003c/p>\n\u003cp>For Douglass, though, such uses of technology are nothing short of revolutionary. She said she still has the occasional student who’ll put his head down or surf the Internet instead of working, but giving students some control over the pace of their learning improves their desire to learn.\u003c/p>\n\u003cp>Misbehavior all but disappeared after she flipped the classroom, Douglass said, and students who hadn’t passed anything in years began proudly displaying their grades.\u003c/p>\n\u003cp>“They were getting to choose to push the play button,” Douglass said. “They were very, very excited about accepting that responsibility. They actually like having the power to make decisions. That’s the biggest impact I’ve seen in my classroom—the ownership has gone from teacher to student.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This article originally appeared on the \u003ca href=\"http://hechingerreport.org/content/promise-of-the-flipped-classroom-eludes-poorer-school-districts_8748/\">Hechinger Report\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_22173\" class=\"wp-caption center\" style=\"max-width: 598px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.47.21-AM.png\">\u003cimg class=\"size-full wp-image-22173\" title=\"Chemistry class\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.47.21-AM.png\" alt=\"\" width=\"598\" height=\"397\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.47.21-AM.png 598w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.47.21-AM-400x266.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.47.21-AM-320x212.png 320w\" sizes=\"(max-width: 598px) 100vw, 598px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jasmine Redeaux (left) and Nakesha Wilkerson team up to finish a worksheet in a \"flipped\" chemistry class at their Macon, Ga., high school, while other classmates work on a lab.\u003c/figcaption>\u003c/figure>\n\u003ch5>By \u003ca title=\"Posts by Sarah Butrymowicz\" href=\"http://hechingerreport.org/content/author/sarah-butrymowicz/\">Sarah Butrymowicz\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">When Portland, Ore., elementary school teacher Sacha Luria decided last fall to try out a new education strategy called “flipping the classroom,” she faced a big obstacle.\u003c/p>\n\u003cp>Flipped classrooms use technology—online video instruction, laptops, DVDs of lessons—to reverse what students have traditionally done in class and at home to learn. Listening to lectures becomes the homework assignment so teachers can provide more one-on-one attention in class and students can work at their own pace or with other students.\u003c/p>\n\u003cp>But Luria realized that none of her students had computers at home, and she had just one in the classroom. So she used her own money to buy a second computer and begged everyone she knew for donations, finally bringing the total to six for her 23 fourth-graders at Rigler School. In her classroom, students now alternate between working on the computers and working with her.\u003c/p>\n\u003cp>So far, the strategy is showing signs of success. She uses class time to tailor instruction to students who started the school year behind their classmates in reading and math, and she has seen rapid improvement. By the end of the school year, she said, her students have averaged two years’ worth of progress in math, for example.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“We do need to figure out ways that students, regardless of Zip code, regardless of their parents’ income level, have access” to technology inside and outside of schools.\u003c/p>\n\u003c/aside>\n\u003cp>“It’s powerful stuff,” she said, noting that this year was her most successful in a decade of teaching. “I’m really able to meet students where they are as opposed to where the curriculum says they should be.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Other teachers in high-poverty schools like Rigler also report very strong results after flipping classrooms. Greg Green, principal of Clintondale High School in Clinton Township, Mich., thinks the flipped classroom—and the unprecedented amount of one-on-one time it provides students—could even be enough to close the achievement gap between low-income, minority students and their more affluent white peers. Clintondale has reduced the percentage of Fs given out from about 40 percent to around 10 percent.\u003c/p>\n\u003cp>Yet anecdotal evidence suggests that flipping classrooms is a more popular practice in wealthier suburban communities where nearly all students have Internet access at home and schools are more likely to have computers in classrooms. Some skeptics say flipped classrooms still rely \u003c!--more-->heavily on lectures by teachers, which they argue are not as effective as hands-on learning. Still others worry that the new practice—so dependent on technology—could end up leaving low-income students behind and widening the achievement gap.\u003c/p>\n\u003cp>“It’s an obstacle,” said Karen Cator, director of the Office of Educational Technology in the U.S. Department of Education. “We do need to figure out ways that students, regardless of Zip code, regardless of their parents’ income level, have access” to technology inside and outside of schools.\u003c/p>\n\u003cp>The flipped classroom can be traced to a 2008 experiment by Aaron Sams and Jonathan Bergmann, teachers in Woodland Park, Colo., who were quick to take advantage of the ability to post videos online. The concept is one small and simple way that technology can transform the way students learn. Research on the effectiveness of flipped classrooms is in the early stages, and it’s not known how widespread the practice is.\u003c/p>\n\u003cp>Praised by advocates for letting students work at their own pace, flipped classrooms also allow teachers to tailor their instruction to individual students. At home, for example, students can watch online video lectures—recordings of their own teachers explaining concepts, say, or videos produced by other teachers or textbook companies—while classroom time can be spent working one-on-one with teachers, tackling worksheets or problem sets once given as homework, or collaborating with other students on projects.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>Two chemistry teachers learned that they could solve technology access issues by making DVDs of the videos for students without reliable Internet access at home.\u003c/p>\n\u003c/aside>\n\u003cp>These are the tenets that Sams and Bergmann, whose book \u003cem>Flip Your Classroom: Reach Every Student in Every Class Every Day\u003c/em> is due out this month, will try to spread with the Flipped Learning Network, a nonprofit organization launched this spring to train teachers from schools across the socioeconomic spectrum in the strategy. Sams and Bergmann, who are chemistry teachers, had learned, for example, that they could solve their technology access issues by making DVDs of the videos for students without reliable Internet access at home.\u003c/p>\n\u003cp>At Luria’s school in Oregon, she said other teachers were interested in the strategy but were unlikely to emulate her. “The reality is that I have more computers than anyone else does,” Luria said. “Unless they’re able to ask and get laptops from other people, there’s just not the capacity.”\u003c/p>\n\u003cp>At Westside High School in Macon, Ga., more than 85 percent of students are minorities and 78 percent qualify for free or reduced-price lunch. Chemistry teacher Jennifer Douglass estimated that about half are so transient they don’t have a guaranteed place to sleep each night. Members of feuding gangs are placed into classes alongside pregnant teenagers, she said, and parent involvement is rare.\u003c/p>\n\u003cp>With the help of a federal grant that provided netbooks for all students, a handful of teachers in different disciplines at Westside flipped their classrooms and reported that doing so improved students’ grades—and their level of engagement.\u003c/p>\n\u003cp>Douglass has seen a modest increase on her regular chemistry class’s final exam scores since flipping. Social studies teacher Sydney Elkin said her students’ scores on the Georgia state end-of-course exams increased, particularly for her special-education students. The semester before she flipped her classroom, about 30 percent of all students passed. In her first semester with a flipped class, she said, nearly three-quarters passed, including nine out of 10 special-education students.\u003c/p>\n\u003cfigure id=\"attachment_22176\" class=\"wp-caption alignright\" style=\"max-width: 601px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/the-flipped-classroom-defined/\">\u003cimg class=\"size-full wp-image-22176\" title=\"Screen Shot 2012-06-18 at 9.58.21 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.58.21-AM.png\" alt=\"\" width=\"601\" height=\"215\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.58.21-AM.png 601w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.58.21-AM-400x143.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-18-at-9.58.21-AM-320x114.png 320w\" sizes=\"(max-width: 601px) 100vw, 601px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">An infographic explaining the \"flipped classroom.\" Click to see the entire image.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>NOT A PANACEA\u003c/strong>\u003c/p>\n\u003cp>Flipping does not solve all problems, though, Elkin said. Some students must still be constantly needled to do their work. And despite second and third chances on tests that act as gateways to the next level, some students still fall behind.\u003c/p>\n\u003cp>“I would love to say this was a better fit for everyone. There’s no panacea,” Elkin said. Outside factors “have an impact on what these kids do just as much as the way content is delivered.”\u003c/p>\n\u003cp>The students at Westside are disadvantaged from the start, she said, coming from homes where parents might work two or three jobs to get by and children aren’t exposed to as many opportunities to learn as their more affluent peers. By the time they get to high school, many are far behind and haven’t developed a work ethic for school.\u003c/p>\n\u003cp>Sams, the Colorado chemistry teacher known as one of the fathers of flipping, acknowledged that about 9 percent of his students have received Fs every year he has taught—both before and after he started delivering lectures through video in his school district.\u003c/p>\n\u003cp>“Some students, they choose not to learn, not to participate,” he said. “A lot of people ask, ‘What do you do with the unmotivated kid?’ I wish I had a good answer to that.”\u003c/p>\n\u003cp>But Bergmann, his former colleague who is now a lead technology facilitator for a school in Illinois, said students were learning more and performing at higher levels, on average. He said the change also created time for him to talk to every student every day to monitor his or her progress.\u003c/p>\n\u003cp>Some students at Westside, in Macon, Ga., said they were no longer bored in class, where they can work with classmates, ask for help and enjoy more face-time with their teachers.\u003c/p>\n\u003cp>“It’s like having a private tutor,” junior Marvin Wesley explained.\u003c/p>\n\u003cp>“That you don’t have to pay for,” his classmate Sarah Walker chimed in.\u003c/p>\n\u003cp>Douglass’s chemistry class looked like an exercise in organized chaos on a weekday in March, with some students working on a lab in the back of the classroom as others, wearing headphones, danced in their seats while filling out a worksheet.\u003c/p>\n\u003cp>Periodically, as those with their netbooks\u003cstrong> \u003c/strong>hit the play button\u003cstrong> \u003c/strong>on a video Douglass had made, the faint strains of a Rihanna parody, “Only Mole (in the World),” could be heard. Two girls new to the school had teamed up to finish a worksheet while Douglas darted around the classroom, wearing her signature white lab coat, answering questions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“It’s a first step on the way to a promising use of technology, but I don’t think people should see it as an end-all, be-all.\"\u003c/p>\n\u003c/aside>\n\u003cp>“I used to get tired because I had to stand up [and lecture], and I felt like a circus performer,” she said. “Now I’m running all around the room. I don’t sit down all day long.”\u003c/p>\n\u003cp>Students said they spend different amounts of time on her instructional videos, although all must fill out a “note-taker” sheet as they watch. One might spend just 10 minutes, while another might pause and rewind, listening over and over to certain sections for nearly half an hour. Some watch the videos at home; others prefer to listen in class.\u003c/p>\n\u003cp>“It’s wherever, whatever, whenever; that’s the whole point,” said Larry Rosen, a psychology professor at California State University, Dominguez Hills, who writes widely about technology and is studying how it’s transforming education. “The flipped classroom allows you to present content and the kids then consume it in their own location at their own pace.”\u003c/p>\n\u003cp>Flipped classrooms are a start, but don’t take the concept of individualized learning as far as it can go, said Michael Horn, executive director of education at the Innosight Institute in Mountain View, Calif., which works to introduce innovation into education.\u003c/p>\n\u003cp>“It’s a first step on the way to a promising use of technology, but I don’t think people should see it as an end-all, be-all,” Horn said. “It’s sort of a low hanging fruit of innovation.”\u003c/p>\n\u003cp>For Douglass, though, such uses of technology are nothing short of revolutionary. She said she still has the occasional student who’ll put his head down or surf the Internet instead of working, but giving students some control over the pace of their learning improves their desire to learn.\u003c/p>\n\u003cp>Misbehavior all but disappeared after she flipped the classroom, Douglass said, and students who hadn’t passed anything in years began proudly displaying their grades.\u003c/p>\n\u003cp>“They were getting to choose to push the play button,” Douglass said. “They were very, very excited about accepting that responsibility. They actually like having the power to make decisions. That’s the biggest impact I’ve seen in my classroom—the ownership has gone from teacher to student.”\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": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"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.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
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},
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},
"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"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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"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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"link": "/radio/program/reveal",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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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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},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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