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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/91704845-2.jpg\">\u003cimg class=\" size-large wp-image-21533 alignnone\" title=\"91704845-2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/91704845-2-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/p>\n\u003cp>As warm weather approaches and parents sign up their kids for summer enrichment programs, many may wonder how long the effects of these programs last. Do their benefits persist into the school year, or do they disappear come September?\u003c/p>\n\u003cp>A \u003ca href=\"http://rd.springer.com/article/10.1007/s11031-012-9293-6\">study led by Stanford University psychologist Paul O’Keefe\u003c/a>, released online this month by the journal \u003cem>Motivation and Emotion\u003c/em>, offers some heartening news: Students’ improvements in attitude and motivation stick around well after summer turns to fall.\u003c/p>\n\u003cp>Over the course of nine months, O’Keefe and his coauthors assessed a group of eighth-, ninth-, and tenth-graders three times: once before the end of the school year, once during their summer enrichment program, and a final time \u003cem>six months\u003c/em> after the end of the program.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Reward intellectual risk-taking, and avoid punishing students for failed experiments.\n\u003c/aside>\n\u003cp>The researchers were looking at the teenagers’ “goal orientations”—were they interested in learning for learning’s sake, or in showing off their smarts? The first type of attitude, called a “mastery orientation,” has been linked to high levels of motivation and engagement, while the second, known as a “performance orientation,” has been tied to greater anxiety and less resilience in the face of failure.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>During the summer enrichment program, the students became more apt to favor a mastery approach, endorsing statements such as “It's important to me that I learn a lot of new concepts in science,” and discounting statements like, \"One of my goals is to show others that I'm good at science,” which indicate a performance orientation.\u003c/p>\n\u003cp>The surprise was that the teenagers’ embrace of mastery remained strong even after they returned to school—which, with its tests and rankings, often places more emphasis on performance than on learning for its own sake.\u003c/p>\n\u003cp>As cheering as this finding may be, it in turn raises another question: How can we carry the mastery orientation cultivated in summer enrichment programs into the rest of the year? For the \u003c!--more-->answer, look more closely at what the program in this study does right. Called the Talent Identification Program, it is held on the campus of Duke University and lasts for three weeks, during which participants attend academically rigorous classes for seven hours on weekdays and three hours on Saturdays. The courses, which include subjects like Aerospace Engineering, Introduction to Medical Science, Marine Biology, and Pharmacology, are deliberately designed to emphasize mastery and de-emphasize performance.\u003c/p>\n\u003cp>Some key characteristics:\u003c/p>\n\u003cul>\n\u003cli>The program promotes collaboration, playing down competition among students and fostering “a collegial attitude towards fellow learners.”\u003c/li>\n\u003cli>Its instructors offer what O’Keefe calls “autonomy support,” encouraging students “to draw their own conclusions and justify them, explore aspects of class subjects that interest them most, and make decisions regarding what they prefer to learn and how they would like to learn those materials.”\u003c/li>\n\u003cli>The program rewards intellectual risk-taking, and avoids punishing students for failed experiments.\u003c/li>\n\u003cli>Feedback given to students recognizes effort and growth and focuses on the learning process, rather than on its outcome.\u003c/li>\n\u003c/ul>\n\u003cp>As O’Keefe’s study demonstrates, summer enrichment programs offer lasting benefits for those lucky enough to participate in them. What would be even better? Every student encouraged to learn for mastery, all school year long.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "When the pressure is off grades and performance, kids focus on learning for the sake of learning, not to show off what they know, writes Annie Murphy Paul in this interesting post about a study examining the lasting effects of summer camp.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/91704845-2.jpg\">\u003cimg class=\" size-large wp-image-21533 alignnone\" title=\"91704845-2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/91704845-2-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/p>\n\u003cp>As warm weather approaches and parents sign up their kids for summer enrichment programs, many may wonder how long the effects of these programs last. Do their benefits persist into the school year, or do they disappear come September?\u003c/p>\n\u003cp>A \u003ca href=\"http://rd.springer.com/article/10.1007/s11031-012-9293-6\">study led by Stanford University psychologist Paul O’Keefe\u003c/a>, released online this month by the journal \u003cem>Motivation and Emotion\u003c/em>, offers some heartening news: Students’ improvements in attitude and motivation stick around well after summer turns to fall.\u003c/p>\n\u003cp>Over the course of nine months, O’Keefe and his coauthors assessed a group of eighth-, ninth-, and tenth-graders three times: once before the end of the school year, once during their summer enrichment program, and a final time \u003cem>six months\u003c/em> after the end of the program.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Reward intellectual risk-taking, and avoid punishing students for failed experiments.\n\u003c/aside>\n\u003cp>The researchers were looking at the teenagers’ “goal orientations”—were they interested in learning for learning’s sake, or in showing off their smarts? The first type of attitude, called a “mastery orientation,” has been linked to high levels of motivation and engagement, while the second, known as a “performance orientation,” has been tied to greater anxiety and less resilience in the face of failure.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>During the summer enrichment program, the students became more apt to favor a mastery approach, endorsing statements such as “It's important to me that I learn a lot of new concepts in science,” and discounting statements like, \"One of my goals is to show others that I'm good at science,” which indicate a performance orientation.\u003c/p>\n\u003cp>The surprise was that the teenagers’ embrace of mastery remained strong even after they returned to school—which, with its tests and rankings, often places more emphasis on performance than on learning for its own sake.\u003c/p>\n\u003cp>As cheering as this finding may be, it in turn raises another question: How can we carry the mastery orientation cultivated in summer enrichment programs into the rest of the year? For the \u003c!--more-->answer, look more closely at what the program in this study does right. Called the Talent Identification Program, it is held on the campus of Duke University and lasts for three weeks, during which participants attend academically rigorous classes for seven hours on weekdays and three hours on Saturdays. The courses, which include subjects like Aerospace Engineering, Introduction to Medical Science, Marine Biology, and Pharmacology, are deliberately designed to emphasize mastery and de-emphasize performance.\u003c/p>\n\u003cp>Some key characteristics:\u003c/p>\n\u003cul>\n\u003cli>The program promotes collaboration, playing down competition among students and fostering “a collegial attitude towards fellow learners.”\u003c/li>\n\u003cli>Its instructors offer what O’Keefe calls “autonomy support,” encouraging students “to draw their own conclusions and justify them, explore aspects of class subjects that interest them most, and make decisions regarding what they prefer to learn and how they would like to learn those materials.”\u003c/li>\n\u003cli>The program rewards intellectual risk-taking, and avoids punishing students for failed experiments.\u003c/li>\n\u003cli>Feedback given to students recognizes effort and growth and focuses on the learning process, rather than on its outcome.\u003c/li>\n\u003c/ul>\n\u003cp>As O’Keefe’s study demonstrates, summer enrichment programs offer lasting benefits for those lucky enough to participate in them. What would be even better? Every student encouraged to learn for mastery, all school year long.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Flip This: Bloom's Taxonomy Should Start with Creating",
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"content": "\u003cdiv id=\"attachment_21512\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\n\u003cp>\u003cimg class=\"size-medium wp-image-21512\" title=\"bloom_pyramid-2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/bloom_pyramid-2-300x321.png\" alt=\"\" width=\"300\" height=\"321\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Chris Davis, Powerful Learning Practice LLC\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://plpnetwork.com/2012/05/15/flipping-blooms-taxonomy/\">By Shelley Wright\u003c/a>\u003c/h5>\n\u003cp>I think the revised Bloom’s Taxonomy is wrong.\u003c/p>\n\u003cp>I know this statement sounds heretical in the realms of education, but I think this is something we should rethink, especially since it is so widely taught to pre-service teachers. I agree that the taxonomy accurately classifies various types of cognitive thinking skills. It certainly identifies the different levels of complexity. But its organizing framework is dead wrong. Here’s why.\u003c/p>\n\u003cp>Conceived in 1956 by a group of educators chaired by Benjamin Bloom, the taxonomy classifies skills from least to most complex. The presentation of the Taxonomy (in \u003ca href=\"http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm\" target=\"_blank\">both\u003c/a>the original and revised versions) as a pyramid suggests that one cannot effectively begin to address higher levels of thinking until those below them have been thoroughly addressed. Consequently (at least in the view of many teachers who learned the taxonomy as part of their college training) Blooms becomes a “step pyramid” that one must arduously try to climb with your learners. Only the most academically adept are likely to reach the pinnacle. That’s the way I was taught it.\u003c/p>\n\u003cp>Many teachers in many classrooms spend the majority of their time in the basement of the taxonomy, never really addressing or developing the higher order thinking skills that kids need to develop. We end up with rote and boring classrooms. Rote and boring curriculum. Much of today’s standardized testing rigorously tests the basement, further anchoring the focus of learning at the bottom steps, which is not beneficial for our students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Rather than starting with knowledge, we start with creating, and eventually discern the knowledge that we need from it.\u003c/p>\n\u003c/aside>\n\u003cp>The pyramid creates the impression that there is \u003cem>a scarcity of creativity\u003c/em> — only those who can traverse the bottom levels and reach the summit can be creative. And while this may be how it plays out in many schools, it’s not due to any shortage of creative potential on the part of our students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I think the narrowing pyramid also posits that our students need a lot more focus on factual knowledge than creativity, or analyzing, or evaluating and applying what they’ve learned. And in a Google-world, it’s just not true.\u003c/p>\n\u003cp>Here’s what I propose: we flip Bloom’s taxonomy. Rather than starting with knowledge, we start with creating, and eventually discern the knowledge that we need from it.\u003c/p>\n\u003ch4>Creating at the Forefront\u003c/h4>\n\u003cp>In media studies we often look at the creation of print and digital advertisements. Traditionally, students learn many of the foundational principles for creating a layout through a lecture or text \u003c!--more-->book reading, and then eventually create their own.\u003c/p>\n\u003cp>What if we started with creativity rather than principles? My students start with the standard elements of an advertisement (product photo, copy, logo etc.) and create a mockup. Then students evaluate their mock-up by comparing their ads to a few professional examples and discuss what they did right and wrong in comparison to what they’ve seen.\u003c/p>\n\u003cp>As students are pointing out design elements that work, we begin to analyze for similarities and divide them accordingly into groups. Most will likely fall into the four design principles of contrast, repetition, alignment, and proximity. At this point, students compile their findings as a class, and only then are the four design principles formally introduced.\u003c/p>\n\u003cp>Now students can apply what they’ve learned as they return to their own mock-up and fix elements based on the design principles they’ve begun to absorb.\u003c/p>\n\u003cp>Finally, students research the four design principles to flesh out their understanding where needed, and possibly correct any misconceptions. From this research, students create their own graphic organizer of the four design principles for future reference and to help them remember. We \u003cem>started\u003c/em> with creativity and \u003cem>ended\u003c/em> with the knowledge my students have curated. They’ve been engaged with the entire process from start to finish, and my students have make some significant decisions about the essential knowledge they need.\u003c/p>\n\u003ch4>But Will it Work for Science?\u003c/h4>\n\u003cp>Not only does flipping Blooms work for classes like media studies, it also blends beautifully with my inquiry-based Chemistry class.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Blooms21-tall.png\">\u003cimg class=\"alignright size-full wp-image-21514\" title=\"Blooms21-tall\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Blooms21-tall.png\" alt=\"\" width=\"107\" height=\"187\">\u003c/a>As we study science, I’ve come to realize that it’s very important for my students to encounter a concept before fully understanding what’s going on. It makes their brain try to fill in the gaps, and the more churn a brain experiences, the more likely it’s going to retain information.\u003c/p>\n\u003cp>When we study ionic compounds, we start with a lab. My students begin by creating conductivity testers out of tin foil, batteries, and mini Christmas lights. Students then create their own lab and test 10-12 different substances, from salt water, to HCL, to sugar water, to check which substances conduct electricity. Usually, about half of the solutions provided do.\u003c/p>\n\u003cp>I have them compare their findings to how scientists usually categorize these solutions. Sometimes, solutions that are supposed to conduct electricity, don’t. So providing the results of experts helps them to have more confidence in their own results.\u003c/p>\n\u003cp>However, it’s not enough to discover which substances conduct electricity. I want them to try to figure out why. With the results my students have obtained, they analyze their findings. By dividing the solutions into appropriate categories, students often discern that the solutions that conduct electricity are made up of two elements and the elements combined are found on opposite sides of the periodic table, such as NaCl. They also realize that solutions that don’t conduct, such as sugar, are usually made of elements found on the same side of the table.\u003c/p>\n\u003cp>Once they begin to analyze each solution’s makeup more closely, they tend to realize that conductive solutions are, for the most part, made up of a metal and non-metal, whereas solutions that don’t conduct usually don’t contain any metals. Once they’ve exhausted this activity, I introduce the concepts of ionic and covalent bonds to label each category.\u003c/p>\n\u003cp>Then students re-evaluate their own findings and apply their learning by fixing elements in their categorization system.\u003c/p>\n\u003cp>At this point, my students research ionic and covalent bonds, either through cooperative research, or by using the flipped classroom model, to fill out their findings with information about the characteristics of each type of bond, such as malleability, boiling and melting points, etc. They’re essentially creating their own notes.\u003c/p>\n\u003ch4>How About English?\u003c/h4>\n\u003cp>Flipping Blooms — putting Creating, Evaluating, Analyzing and Applying first — also works in English. From what I can tell, it’s likely the easiest route to creating a flipped English classroom. In the past, I’ve struggled to teach my students concepts such as grammar rules and abstract ideas like voice. Flipping Blooms makes this much easier.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>We’re creating the churn, the friction for the brain, rather than solely focusing on acquiring rote knowledge.\u003c/p>\n\u003c/aside>\n\u003cp>I begin with having my students write a paragraph, either in response to a prompt or their own free writing. Next, students, working in small groups or pairs, evaluate several master texts for the criteria we’re working on. How does the writer use punctuation or voice in a particular text? What similarities are there between texts? Students then compare their own writing with each text. What did they do correctly or well? How does their writing differ and to what effect?\u003c/p>\n\u003cp>As a class, or in their groups, we analyze the pieces for similarities and differences and group them accordingly. Only then do I introduce the concept of run-on sentences, comma splices, and fragments. Essentially, through this process, my students identify the criteria for good writing. From this, we’re able to co-construct criteria and rubrics for summative assessments.\u003c/p>\n\u003cp>Students then apply what they’ve learned by returning to their own writing. They change elements based on the ideas they’ve encountered.\u003c/p>\n\u003cp>Students further their understanding by either listening to a podcast, or engaging in their own research of grammar rules. Finally, as the knowledge piece, students create a graphic organizer/infographic or a screencast that identifies the language rules they’ve learned.\u003c/p>\n\u003cp>I think the best flipped classrooms work because they spend most of their time creating, evaluating and analyzing. In a sense we’re creating the churn, the friction for the brain, rather than solely focusing on acquiring rote knowledge. The flipped classroom approach is not about watching videos. It’s about students being actively involved in their own learning and creating content in the structure that is most meaningful for them.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Blooms 21 actively places learning where it should be, in the hands of the learner.\u003c/p>\n\u003ch5>\u003cem>This post originally appeared on \u003ca href=\"http://plpnetwork.com/2012/05/15/flipping-blooms-taxonomy/\">Voices from the Learning Revolution\u003c/a>. 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>\u003c/em>.\u003c/h5>\n\n",
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"excerpt": "One educator rethinks Bloom's Taxonomy because it gives the impression that there is a scarcity of creativity in students.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_21512\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\n\u003cp>\u003cimg class=\"size-medium wp-image-21512\" title=\"bloom_pyramid-2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/bloom_pyramid-2-300x321.png\" alt=\"\" width=\"300\" height=\"321\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Chris Davis, Powerful Learning Practice LLC\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://plpnetwork.com/2012/05/15/flipping-blooms-taxonomy/\">By Shelley Wright\u003c/a>\u003c/h5>\n\u003cp>I think the revised Bloom’s Taxonomy is wrong.\u003c/p>\n\u003cp>I know this statement sounds heretical in the realms of education, but I think this is something we should rethink, especially since it is so widely taught to pre-service teachers. I agree that the taxonomy accurately classifies various types of cognitive thinking skills. It certainly identifies the different levels of complexity. But its organizing framework is dead wrong. Here’s why.\u003c/p>\n\u003cp>Conceived in 1956 by a group of educators chaired by Benjamin Bloom, the taxonomy classifies skills from least to most complex. The presentation of the Taxonomy (in \u003ca href=\"http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm\" target=\"_blank\">both\u003c/a>the original and revised versions) as a pyramid suggests that one cannot effectively begin to address higher levels of thinking until those below them have been thoroughly addressed. Consequently (at least in the view of many teachers who learned the taxonomy as part of their college training) Blooms becomes a “step pyramid” that one must arduously try to climb with your learners. Only the most academically adept are likely to reach the pinnacle. That’s the way I was taught it.\u003c/p>\n\u003cp>Many teachers in many classrooms spend the majority of their time in the basement of the taxonomy, never really addressing or developing the higher order thinking skills that kids need to develop. We end up with rote and boring classrooms. Rote and boring curriculum. Much of today’s standardized testing rigorously tests the basement, further anchoring the focus of learning at the bottom steps, which is not beneficial for our students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Rather than starting with knowledge, we start with creating, and eventually discern the knowledge that we need from it.\u003c/p>\n\u003c/aside>\n\u003cp>The pyramid creates the impression that there is \u003cem>a scarcity of creativity\u003c/em> — only those who can traverse the bottom levels and reach the summit can be creative. And while this may be how it plays out in many schools, it’s not due to any shortage of creative potential on the part of our students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I think the narrowing pyramid also posits that our students need a lot more focus on factual knowledge than creativity, or analyzing, or evaluating and applying what they’ve learned. And in a Google-world, it’s just not true.\u003c/p>\n\u003cp>Here’s what I propose: we flip Bloom’s taxonomy. Rather than starting with knowledge, we start with creating, and eventually discern the knowledge that we need from it.\u003c/p>\n\u003ch4>Creating at the Forefront\u003c/h4>\n\u003cp>In media studies we often look at the creation of print and digital advertisements. Traditionally, students learn many of the foundational principles for creating a layout through a lecture or text \u003c!--more-->book reading, and then eventually create their own.\u003c/p>\n\u003cp>What if we started with creativity rather than principles? My students start with the standard elements of an advertisement (product photo, copy, logo etc.) and create a mockup. Then students evaluate their mock-up by comparing their ads to a few professional examples and discuss what they did right and wrong in comparison to what they’ve seen.\u003c/p>\n\u003cp>As students are pointing out design elements that work, we begin to analyze for similarities and divide them accordingly into groups. Most will likely fall into the four design principles of contrast, repetition, alignment, and proximity. At this point, students compile their findings as a class, and only then are the four design principles formally introduced.\u003c/p>\n\u003cp>Now students can apply what they’ve learned as they return to their own mock-up and fix elements based on the design principles they’ve begun to absorb.\u003c/p>\n\u003cp>Finally, students research the four design principles to flesh out their understanding where needed, and possibly correct any misconceptions. From this research, students create their own graphic organizer of the four design principles for future reference and to help them remember. We \u003cem>started\u003c/em> with creativity and \u003cem>ended\u003c/em> with the knowledge my students have curated. They’ve been engaged with the entire process from start to finish, and my students have make some significant decisions about the essential knowledge they need.\u003c/p>\n\u003ch4>But Will it Work for Science?\u003c/h4>\n\u003cp>Not only does flipping Blooms work for classes like media studies, it also blends beautifully with my inquiry-based Chemistry class.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Blooms21-tall.png\">\u003cimg class=\"alignright size-full wp-image-21514\" title=\"Blooms21-tall\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Blooms21-tall.png\" alt=\"\" width=\"107\" height=\"187\">\u003c/a>As we study science, I’ve come to realize that it’s very important for my students to encounter a concept before fully understanding what’s going on. It makes their brain try to fill in the gaps, and the more churn a brain experiences, the more likely it’s going to retain information.\u003c/p>\n\u003cp>When we study ionic compounds, we start with a lab. My students begin by creating conductivity testers out of tin foil, batteries, and mini Christmas lights. Students then create their own lab and test 10-12 different substances, from salt water, to HCL, to sugar water, to check which substances conduct electricity. Usually, about half of the solutions provided do.\u003c/p>\n\u003cp>I have them compare their findings to how scientists usually categorize these solutions. Sometimes, solutions that are supposed to conduct electricity, don’t. So providing the results of experts helps them to have more confidence in their own results.\u003c/p>\n\u003cp>However, it’s not enough to discover which substances conduct electricity. I want them to try to figure out why. With the results my students have obtained, they analyze their findings. By dividing the solutions into appropriate categories, students often discern that the solutions that conduct electricity are made up of two elements and the elements combined are found on opposite sides of the periodic table, such as NaCl. They also realize that solutions that don’t conduct, such as sugar, are usually made of elements found on the same side of the table.\u003c/p>\n\u003cp>Once they begin to analyze each solution’s makeup more closely, they tend to realize that conductive solutions are, for the most part, made up of a metal and non-metal, whereas solutions that don’t conduct usually don’t contain any metals. Once they’ve exhausted this activity, I introduce the concepts of ionic and covalent bonds to label each category.\u003c/p>\n\u003cp>Then students re-evaluate their own findings and apply their learning by fixing elements in their categorization system.\u003c/p>\n\u003cp>At this point, my students research ionic and covalent bonds, either through cooperative research, or by using the flipped classroom model, to fill out their findings with information about the characteristics of each type of bond, such as malleability, boiling and melting points, etc. They’re essentially creating their own notes.\u003c/p>\n\u003ch4>How About English?\u003c/h4>\n\u003cp>Flipping Blooms — putting Creating, Evaluating, Analyzing and Applying first — also works in English. From what I can tell, it’s likely the easiest route to creating a flipped English classroom. In the past, I’ve struggled to teach my students concepts such as grammar rules and abstract ideas like voice. Flipping Blooms makes this much easier.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>We’re creating the churn, the friction for the brain, rather than solely focusing on acquiring rote knowledge.\u003c/p>\n\u003c/aside>\n\u003cp>I begin with having my students write a paragraph, either in response to a prompt or their own free writing. Next, students, working in small groups or pairs, evaluate several master texts for the criteria we’re working on. How does the writer use punctuation or voice in a particular text? What similarities are there between texts? Students then compare their own writing with each text. What did they do correctly or well? How does their writing differ and to what effect?\u003c/p>\n\u003cp>As a class, or in their groups, we analyze the pieces for similarities and differences and group them accordingly. Only then do I introduce the concept of run-on sentences, comma splices, and fragments. Essentially, through this process, my students identify the criteria for good writing. From this, we’re able to co-construct criteria and rubrics for summative assessments.\u003c/p>\n\u003cp>Students then apply what they’ve learned by returning to their own writing. They change elements based on the ideas they’ve encountered.\u003c/p>\n\u003cp>Students further their understanding by either listening to a podcast, or engaging in their own research of grammar rules. Finally, as the knowledge piece, students create a graphic organizer/infographic or a screencast that identifies the language rules they’ve learned.\u003c/p>\n\u003cp>I think the best flipped classrooms work because they spend most of their time creating, evaluating and analyzing. In a sense we’re creating the churn, the friction for the brain, rather than solely focusing on acquiring rote knowledge. The flipped classroom approach is not about watching videos. It’s about students being actively involved in their own learning and creating content in the structure that is most meaningful for them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Blooms 21 actively places learning where it should be, in the hands of the learner.\u003c/p>\n\u003ch5>\u003cem>This post originally appeared on \u003ca href=\"http://plpnetwork.com/2012/05/15/flipping-blooms-taxonomy/\">Voices from the Learning Revolution\u003c/a>. 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>\u003c/em>.\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_21497\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8793.jpg\">\u003cimg class=\"size-large wp-image-21497\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8793-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Urban School students work in groups.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Kyle Palmer\u003c/h5>\n\u003cp class=\"dropcap-serif\">Field trips have always been a staple – some might say the best part of -- school. But those trips are typically special occasions and happen only a few times a year, if budgets and schedules allow for them.\u003c/p>\n\u003cp>At the \u003ca href=\"http://www.urbanschool.org/\">Urban School\u003c/a>, an independent high school in San Francisco, off-site learning is going to be a core part of a few of the classes next year. For students who take statistics and elections the classes will incorporate a chunk of time spent at companies and organizations that are relevant to the class topic.\u003c/p>\n\u003cp>For example, in the statistics class, Urban School staff is looking to partner with companies and organizations that have data they’d be willing to open up to classes to analyze. For the elections class, students would ideally work in local field offices.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“With technology, we start with ‘yes’ and then put boundaries on it, instead of starting with ‘no’ and having censorship,”\u003c/p>\n\u003c/aside>\n\u003cp>Time spent in the field would be part of a broader, comprehensive curriculum that includes time spent in class, project work with other schools – perhaps even in other cities and countries that will eventually become part of a larger network, guest lectures and speakers, group work, and online work done at home.\u003c/p>\n\u003cp>Taken all together, it’s a combination of “flipped,” “blended,” “experiential,” “authentic,” and some of the other buzz words we hear in education circles. This experiment for Urban is what some educators envision would exemplify \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">the future school day\u003c/a>: learning that happens outside of fixed boundaries, in fluid environments, applying real-world applications to concepts and theories.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Imagine a kid in a math class working on a project,” said David Bill, the Director of Educational Technology. “Several times a week, they don’t have to be in class, but they can go out and work with a company to get data sets for a unit. It’s a more real-world experience.”\u003c/p>\n\u003cp>\u003cstrong>IN THE DNA\u003c/strong>\u003c/p>\n\u003cp>This kind of experimentation is not unusual for a school like Urban, which has long had a forward-\u003c!--more-->thinking reputation. The school opened in 1966 and quickly gained notoriety for its progressive pedagogy, which focused on rigorous academics and service learning. The school pioneered the use of block scheduling in the 1970s, and until recently, students were not shown their grades.\u003c/p>\n\u003cfigure id=\"attachment_21502\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8748.jpg\">\u003cimg class=\"size-medium wp-image-21502\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8748-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Art class incorporates tactile and digital techniques.\u003c/figcaption>\u003c/figure>\n\u003cp>Urban introduced its one-to-one laptop program a little more than a decade ago. “We’re trying to find the sweet spot between traditional school methods that have a face-to-face community and making space for this rich learning content that can be accessed digitally,” said Dean of Faculty Jonathan Howland.\u003c/p>\n\u003cp>Head of School Mark Salkind explained that Urban officials wanted to go beyond the traditional computer lab approach.\u003c/p>\n\u003cp>“In real life, you don’t have to schedule in time to use your computer,” he said. “Our goal was to have the laptops disappear – that is, become so integrated into what we do that they were not seen as anything special.”\u003c/p>\n\u003cp>The nearly 400 students at Urban currently use MacBook Air laptops and pay for them in yearly installments that’s included in their annual tuition fees, which can top $35,000.\u003c/p>\n\u003cp>Senior Brett Klapper said he uses his laptop in nearly every class. “I think it introduces us to the way of life we’ll be leading in college and as adults,” he said.\u003c/p>\n\u003cp>Junior Tanisha Rai said that having a laptop for schoolwork makes her more organized but admitted that she sometimes feels over-reliant on her computer.\u003c/p>\n\u003cp>“All my assignments, all my homework, my calendar: they’re all on my laptop,” she said. “I wouldn’t be able to survive a day here without my computer.”\u003c/p>\n\u003cp>Several students as well as teachers noted how much freedom the Urban School allows students in their use of technology.\u003c/p>\n\u003cp>“With technology, we start with ‘yes’ and then put boundaries on it, instead of starting with ‘no’ and having censorship,” said Charlotte Worsley, the Assistant Head of School for Student Life.\u003c/p>\n\u003cfigure id=\"attachment_21503\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8777.jpg\">\u003cimg class=\"size-medium wp-image-21503\" title=\"IMG_8777\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8777-300x450.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Every student at Urban gets a Macbook Air laptop.\u003c/figcaption>\u003c/figure>\n\u003cp>Klapper, who will graduate in June and plans to attend Wesleyan University in the fall, said he appreciates the “trust” implicit in Urban’s approach -- not just in the use of technology, but to the curriculum in general.\u003c/p>\n\u003cp>“As a student, you feel so respected here,” he said. “Not all schools would trust kids to let us do some of the things we do in our classes.”\u003c/p>\n\u003cp>Klapper led an HIV-testing drive at the school as part of a service learning class called “Projects.” He said he got some guidance from teachers but was allowed to do most of the work on his own.\u003c/p>\n\u003cp>“What we want to do is make education ‘asynchronous,’ not where everybody is asked to do the same thing all at once,” Howland said.\u003c/p>\n\u003cp>The school is pushing teachers to use technology in ways that enhance project-based learning and inquiry. “In the future, we could have teachers put a lot of their basic content online for kids to review at home,” he said. “And actual class time is used for the extension of that basic knowledge or for field trips or service projects.”\u003c/p>\n\u003cp>At Urban, perhaps the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/school-day-of-the-future-learning-in-2025/\">future\u003c/a> is here.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch5>\u003cem>Clarification: The current post reflects that, as of now, only the statistics and elections classes at Urban will be working with off-site organizations.\u003c/em>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21497\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8793.jpg\">\u003cimg class=\"size-large wp-image-21497\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8793-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Urban School students work in groups.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Kyle Palmer\u003c/h5>\n\u003cp class=\"dropcap-serif\">Field trips have always been a staple – some might say the best part of -- school. But those trips are typically special occasions and happen only a few times a year, if budgets and schedules allow for them.\u003c/p>\n\u003cp>At the \u003ca href=\"http://www.urbanschool.org/\">Urban School\u003c/a>, an independent high school in San Francisco, off-site learning is going to be a core part of a few of the classes next year. For students who take statistics and elections the classes will incorporate a chunk of time spent at companies and organizations that are relevant to the class topic.\u003c/p>\n\u003cp>For example, in the statistics class, Urban School staff is looking to partner with companies and organizations that have data they’d be willing to open up to classes to analyze. For the elections class, students would ideally work in local field offices.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“With technology, we start with ‘yes’ and then put boundaries on it, instead of starting with ‘no’ and having censorship,”\u003c/p>\n\u003c/aside>\n\u003cp>Time spent in the field would be part of a broader, comprehensive curriculum that includes time spent in class, project work with other schools – perhaps even in other cities and countries that will eventually become part of a larger network, guest lectures and speakers, group work, and online work done at home.\u003c/p>\n\u003cp>Taken all together, it’s a combination of “flipped,” “blended,” “experiential,” “authentic,” and some of the other buzz words we hear in education circles. This experiment for Urban is what some educators envision would exemplify \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">the future school day\u003c/a>: learning that happens outside of fixed boundaries, in fluid environments, applying real-world applications to concepts and theories.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Imagine a kid in a math class working on a project,” said David Bill, the Director of Educational Technology. “Several times a week, they don’t have to be in class, but they can go out and work with a company to get data sets for a unit. It’s a more real-world experience.”\u003c/p>\n\u003cp>\u003cstrong>IN THE DNA\u003c/strong>\u003c/p>\n\u003cp>This kind of experimentation is not unusual for a school like Urban, which has long had a forward-\u003c!--more-->thinking reputation. The school opened in 1966 and quickly gained notoriety for its progressive pedagogy, which focused on rigorous academics and service learning. The school pioneered the use of block scheduling in the 1970s, and until recently, students were not shown their grades.\u003c/p>\n\u003cfigure id=\"attachment_21502\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8748.jpg\">\u003cimg class=\"size-medium wp-image-21502\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8748-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Art class incorporates tactile and digital techniques.\u003c/figcaption>\u003c/figure>\n\u003cp>Urban introduced its one-to-one laptop program a little more than a decade ago. “We’re trying to find the sweet spot between traditional school methods that have a face-to-face community and making space for this rich learning content that can be accessed digitally,” said Dean of Faculty Jonathan Howland.\u003c/p>\n\u003cp>Head of School Mark Salkind explained that Urban officials wanted to go beyond the traditional computer lab approach.\u003c/p>\n\u003cp>“In real life, you don’t have to schedule in time to use your computer,” he said. “Our goal was to have the laptops disappear – that is, become so integrated into what we do that they were not seen as anything special.”\u003c/p>\n\u003cp>The nearly 400 students at Urban currently use MacBook Air laptops and pay for them in yearly installments that’s included in their annual tuition fees, which can top $35,000.\u003c/p>\n\u003cp>Senior Brett Klapper said he uses his laptop in nearly every class. “I think it introduces us to the way of life we’ll be leading in college and as adults,” he said.\u003c/p>\n\u003cp>Junior Tanisha Rai said that having a laptop for schoolwork makes her more organized but admitted that she sometimes feels over-reliant on her computer.\u003c/p>\n\u003cp>“All my assignments, all my homework, my calendar: they’re all on my laptop,” she said. “I wouldn’t be able to survive a day here without my computer.”\u003c/p>\n\u003cp>Several students as well as teachers noted how much freedom the Urban School allows students in their use of technology.\u003c/p>\n\u003cp>“With technology, we start with ‘yes’ and then put boundaries on it, instead of starting with ‘no’ and having censorship,” said Charlotte Worsley, the Assistant Head of School for Student Life.\u003c/p>\n\u003cfigure id=\"attachment_21503\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8777.jpg\">\u003cimg class=\"size-medium wp-image-21503\" title=\"IMG_8777\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8777-300x450.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Every student at Urban gets a Macbook Air laptop.\u003c/figcaption>\u003c/figure>\n\u003cp>Klapper, who will graduate in June and plans to attend Wesleyan University in the fall, said he appreciates the “trust” implicit in Urban’s approach -- not just in the use of technology, but to the curriculum in general.\u003c/p>\n\u003cp>“As a student, you feel so respected here,” he said. “Not all schools would trust kids to let us do some of the things we do in our classes.”\u003c/p>\n\u003cp>Klapper led an HIV-testing drive at the school as part of a service learning class called “Projects.” He said he got some guidance from teachers but was allowed to do most of the work on his own.\u003c/p>\n\u003cp>“What we want to do is make education ‘asynchronous,’ not where everybody is asked to do the same thing all at once,” Howland said.\u003c/p>\n\u003cp>The school is pushing teachers to use technology in ways that enhance project-based learning and inquiry. “In the future, we could have teachers put a lot of their basic content online for kids to review at home,” he said. “And actual class time is used for the extension of that basic knowledge or for field trips or service projects.”\u003c/p>\n\u003cp>At Urban, perhaps the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/school-day-of-the-future-learning-in-2025/\">future\u003c/a> is here.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch5>\u003cem>Clarification: The current post reflects that, as of now, only the statistics and elections classes at Urban will be working with off-site organizations.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_21483\" class=\"wp-caption center\" style=\"max-width: 583px\">\u003cimg class=\"size-full wp-image-21483\" title=\"Screen Shot 2012-05-16 at 10.22.24 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM.png\" alt=\"\" width=\"583\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM.png 583w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM-400x234.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM-320x187.png 320w\" sizes=\"(max-width: 583px) 100vw, 583px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">Educators have been tapping into the wildly popular online game \u003ca href=\"http://www.minecraft.net\">Minecraft\u003c/a> for its potential as a learning tool for a while now -- to teach physics, math, and computer science. But until recently, the game was mostly the territory of computer science teachers, and even they were forced to use the commercial version of the online game.\u003c/p>\n\u003cp>So a few months ago, two teachers, \u003ca href=\"http://Minecraftteacher.net/\">Santeri Koivisto and Joel Levin\u003c/a>, decided to make the software more accessible and relevant to teachers. They joined forces to found \u003ca href=\"http://Minecraftedu.com/index.php\">MinecraftEdu\u003c/a> and started offering discounted educator licenses to Minecraft. MinecraftEdu now offers a plug-in, which enables teachers to tailor the software to individual curriculum. And a fresh \u003ca href=\"http://Minecraftedu.com/wiki/index.php?title=Teaching_with_MinecraftEdu\">new wiki\u003c/a> is dedicated to sharing ideas with topic suggestions such as “How To Use Redstone, (a fictional mineral) To Teach Electricity.” Teachers can also work with others to\u003ca href=\"http://warrenbez.com/?p=70\"> co-develop lesson plans\u003c/a> within the game software.\u003c/p>\n\u003cp>Teachers like to use Minecraft because it's a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">“sandbox” game\u003c/a> -- it provides players nearly limitless freedom to build within it. As a player’s skill develops, the game’s complexity increases \u003cem>ad infinitum\u003c/em>. In multi-player levels, players collaborate on building complex structures, use programming features to build contraptions, games, or compose music. Meanwhile, beginning players use their problem solving skills to scavenge for materials. They learn to mine stone for building, and coal for making fire.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Many educational games start with the question, ‘What should we teach with the game?’ and they forget the most important part, that it should be a great game too.\"\u003c/p>\n\u003c/aside>\n\u003cp>Koivisto and Levin decided to pursue a classroom application after observing students solve complicated problems with their collaboration in the game. When Koivisto tested Minecraft at a Finnish school, one-third of the 20 teachers in the study later chose to incorporate the game into their teaching.\u003c/p>\n\u003cp>Koivisto and Levin, who uses the game with his second-grade students, are part of the growing movement of teachers who see video games as more than entertainment and educational games \u003c!--more-->as more than a means to an end. They flip the usual query of educational games, “What should we teach?” for a different question altogether: “Is it fun?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Many educational games start with the question ‘What should we teach with the game?’ and they forget the most important part, that it should be a great game too,” says Koivisto, who lives in Finland.\u003c/p>\n\u003cp>They also steer clear of specific educational agenda for the game. Instead, they encourage teachers to first watch how their students behave in the Minecraft world, \u003cem>then\u003c/em> proceed with lesson plans that incorporate the game and the student's reaction to it.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">Building Civilizations, Brick by Brick \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">LEGOs for the Digital Age \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">Half of Teachers Surveyed Use Digital Games \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>New York public school science teacher Matt Coia says the MinecraftEdu version provides a deeper level of administrative control than the commercial version, and dovetails neatly with his general teaching goals. “As a teacher, I can select how much freedom the students are allowed to have within the game and also the level at which the game reacts with them,” he says. Coia also likes that MinecraftEdu allows him to build customized maps to elaborate on a specific concept.\u003c/p>\n\u003cp>Currently, 300 schools around the world, half in the U.S., have purchased game licenses. As with most games, the pricing structure is complicated. For schools and educators, the price is $18 per license (per computer). Schools can buy bundles of licenses that make the cost of each about half that price.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Though Coia's school was willing to pay for the game, he says he would have gone for it anyway. “Looking back, I would have paid it out of pocket if I needed to,\" he said. \"It's that good.”\u003c/p>\n\n",
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"excerpt": "Seeing its massive potential as a learning tool, 2 teachers -- one in Finland, one in the U.S. -- took it upon themselves to create a version for educators. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21483\" class=\"wp-caption center\" style=\"max-width: 583px\">\u003cimg class=\"size-full wp-image-21483\" title=\"Screen Shot 2012-05-16 at 10.22.24 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM.png\" alt=\"\" width=\"583\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM.png 583w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM-400x234.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM-320x187.png 320w\" sizes=\"(max-width: 583px) 100vw, 583px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">Educators have been tapping into the wildly popular online game \u003ca href=\"http://www.minecraft.net\">Minecraft\u003c/a> for its potential as a learning tool for a while now -- to teach physics, math, and computer science. But until recently, the game was mostly the territory of computer science teachers, and even they were forced to use the commercial version of the online game.\u003c/p>\n\u003cp>So a few months ago, two teachers, \u003ca href=\"http://Minecraftteacher.net/\">Santeri Koivisto and Joel Levin\u003c/a>, decided to make the software more accessible and relevant to teachers. They joined forces to found \u003ca href=\"http://Minecraftedu.com/index.php\">MinecraftEdu\u003c/a> and started offering discounted educator licenses to Minecraft. MinecraftEdu now offers a plug-in, which enables teachers to tailor the software to individual curriculum. And a fresh \u003ca href=\"http://Minecraftedu.com/wiki/index.php?title=Teaching_with_MinecraftEdu\">new wiki\u003c/a> is dedicated to sharing ideas with topic suggestions such as “How To Use Redstone, (a fictional mineral) To Teach Electricity.” Teachers can also work with others to\u003ca href=\"http://warrenbez.com/?p=70\"> co-develop lesson plans\u003c/a> within the game software.\u003c/p>\n\u003cp>Teachers like to use Minecraft because it's a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">“sandbox” game\u003c/a> -- it provides players nearly limitless freedom to build within it. As a player’s skill develops, the game’s complexity increases \u003cem>ad infinitum\u003c/em>. In multi-player levels, players collaborate on building complex structures, use programming features to build contraptions, games, or compose music. Meanwhile, beginning players use their problem solving skills to scavenge for materials. They learn to mine stone for building, and coal for making fire.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Many educational games start with the question, ‘What should we teach with the game?’ and they forget the most important part, that it should be a great game too.\"\u003c/p>\n\u003c/aside>\n\u003cp>Koivisto and Levin decided to pursue a classroom application after observing students solve complicated problems with their collaboration in the game. When Koivisto tested Minecraft at a Finnish school, one-third of the 20 teachers in the study later chose to incorporate the game into their teaching.\u003c/p>\n\u003cp>Koivisto and Levin, who uses the game with his second-grade students, are part of the growing movement of teachers who see video games as more than entertainment and educational games \u003c!--more-->as more than a means to an end. They flip the usual query of educational games, “What should we teach?” for a different question altogether: “Is it fun?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Many educational games start with the question ‘What should we teach with the game?’ and they forget the most important part, that it should be a great game too,” says Koivisto, who lives in Finland.\u003c/p>\n\u003cp>They also steer clear of specific educational agenda for the game. Instead, they encourage teachers to first watch how their students behave in the Minecraft world, \u003cem>then\u003c/em> proceed with lesson plans that incorporate the game and the student's reaction to it.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">Building Civilizations, Brick by Brick \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">LEGOs for the Digital Age \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">Half of Teachers Surveyed Use Digital Games \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>New York public school science teacher Matt Coia says the MinecraftEdu version provides a deeper level of administrative control than the commercial version, and dovetails neatly with his general teaching goals. “As a teacher, I can select how much freedom the students are allowed to have within the game and also the level at which the game reacts with them,” he says. Coia also likes that MinecraftEdu allows him to build customized maps to elaborate on a specific concept.\u003c/p>\n\u003cp>Currently, 300 schools around the world, half in the U.S., have purchased game licenses. As with most games, the pricing structure is complicated. For schools and educators, the price is $18 per license (per computer). Schools can buy bundles of licenses that make the cost of each about half that price.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Though Coia's school was willing to pay for the game, he says he would have gone for it anyway. “Looking back, I would have paid it out of pocket if I needed to,\" he said. \"It's that good.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Guide to MOOCs: Free, Quality Higher Education ",
"title": "Guide to MOOCs: Free, Quality Higher Education ",
"headTitle": "MindShift | KQED News",
"content": "\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/colleges2.jpg\">\u003cimg class=\"alignright size-medium wp-image-21404\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">As the current generation of college graduates wrangles with \u003ca href=\"http://www.nytimes.com/2012/05/13/business/student-loans-weighing-down-a-generation-with-heavy-debt.html\">an unprecedented amount of debt\u003c/a>, a sea change is underway in higher education. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/legacy-and-lessons-from-stanfords-free-online-classes/\">More and more elite universities\u003c/a> are offering free online courses that might characterize the next iteration of the college experience for the forthcoming generation of students.\u003c/p>\n\u003cp>Will students be able to receive the equivalent of a bachelors degree for free? How will brick-and-mortar institutions be used in the future? Will academic rigor suffer? How will credentials or tuition apply to those who come to campus and those who complete courses online?\u003c/p>\n\u003cp>At the moment, students of these online courses receive certificates of completion, but no university credit. But the movement is still in \u003ca href=\"http://www.nytimes.com/2012/05/04/opinion/brooks-the-campus-tsunami.html\">major flux\u003c/a> as we speak, as day by day, yet another development in free online education is announced. What started \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">11 years ago with MIT's OpenCourseWare\u003c/a> -- the syllabi, lecture notes, problem sets and solutions, exams, reading lists, and event video lectures from more than 2,000 MIT courses -- has amassed into an explosive \u003c!--more-->movement that's compelling venerable institutions to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/legacy-and-lessons-from-stanfords-free-online-classes/\">reconfigure their education platform\u003c/a> to an online audience.\u003c/p>\n\u003cp>Last fall, a group of Stanford professors \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">decided to offer a few courses\u003c/a> online free of charge and were overwhelmed when hundreds of thousands of students signed up for their courses. That experiment has spawned the growth of similar endeavors. Here's a guide to some of the newest free education sites and what they offer, with the big caveat that this will soon change, as more institutions come aboard.\u003c/p>\n\u003cul>\n\u003cul>\n\u003cul>\n\u003cli>\u003cstrong>\u003cstrong>\u003ca href=\"https://www.coursera.org/\">COURSERA\u003c/a>.\u003c/strong>\u003c/strong> Coursera is an interactive online learning system that offers free courses from Princeton, Stanford, University of California, Berkeley, University of Michigan—Ann Arbor and University of Pennsylvania. Their courses span the range from humanities, to social science, computer science, business, biology, medicine and mathematics. Andrew Ng, one of the Stanford professors whose class drew an astounding 100,000 students, and his new business partner, Daphne Koller, announced that they received $16 million in investment capitol from two prominent Silicon Valley firms to launch the project. Students will have access to lectures, interactive elements like quiz questions interspersed throughout lectures to help students recall and retain information, and peer-grading for homework, essays and tests. They plan to use crowd-sourcing algorithms to help ensure accuracy in peer grading, a move that will also help professors manage such large-scale classes. What's more, Coursera’s partner institutions will use the online learning platform to enhance in-class teaching. Based on a \u003ca href=\"http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf\">Department of Education study\u003c/a> that shows online learning can be as effective as classroom learning, the participating universities will offer a mixture of interactive and static learning to explore the best way for students to retain the information.\u003cem>\u003c/em>\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>: \u003c/em>As with the popular Stanford courses, students will not get academic credit from the participating institutions, but will receive a certificate of completion from the professor.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cul>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.mitx.mit.edu/\">\u003cstrong>MITx\u003c/strong>\u003c/a> --> \u003ca href=\"http://www.edxonline.org/\">edX\u003c/a>. MIT took its \u003ca href=\"http://ocw.mit.edu/about/\">OpenCourseWare\u003c/a> platform to the next level with \u003ca href=\"http://mitx.mit.edu/\">MITx\u003c/a>, which offers full professor-taught courses online (not just class materials), but after just one course this spring (Circuits and Electronics), MITx entered an agreement with Harvard, and is now part of edX. The two universities will use the MITx platform to bring in a wider array of classes to the site. What's key here is the software for the platform is open-source, so other universities can use it too. The more universities add content, the more compelling a choice edX becomes amidst the growing number of offerings. Both schools have invested heavily in the project -- each gave $30 million to a non-profit organization that they will co-manage. Edx will feature video lectures, embedded quizzes, interactive learning, online labs, and a lot of peer interaction.\u003cem>\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>:\u003c/em> \u003c/em>Certificates of mastery will be given to students who demonstrate knowledge of course material.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.udacity.com/\">UDACITY\u003c/a>. \u003c/strong>Sebastian Thrun, one of the professors who offered the first set of free online Stanford classes last year, which drew 160,000 registrants (22,000 finished the class), left a tenured position at the university to start Udacity, which focuses on computer science. Thrun taught an online artificial intelligence course for free at Stanford last fall with Dr. Peter Norvig, another artificial intelligence expert. Their course drew 160,000 students, with 22,000 students finishing the class. That inspired Thrun to start Udacity, which pulls in outside experts like \u003ca href=\"http://thinkvitamin.com/code/steve-huffman-on-lessons-learned-at-reddit/\">Reddit co-founder Steve Huffman\u003c/a>, to teach courses. They do not operate under the auspices of a university, although some of their guest-lecturers do teach at other universities. Their course offerings are aimed at practical computer science skills, like how to build an app or search engine.\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>: \u003c/em>Students receive a certificate of completion at the end of the course signed by the instructor.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.udemy.com/\">UDEMY\u003c/a>.\u003c/strong> Staying away from high-profile academic names, this site tagline is “the university of you.” Courses can be taught by anyone, and most are free, though some cost a small fee ranging between $5-$250. Whether or how much to charge is up to the instructor. The course offerings on Udemy are broad; they’ve got non-traditional courses like “Tournament Poker Theory” (cost $39) or “Yoga For Weight Loss” (cost $39), in addition to traditional academic subjects like computer science, business, and marketing. The site encourages anyone to become an instructor and build name or brand recognition.\u003c/li>\n\u003cli>\u003ca href=\"http://p2pu.org/en/\">P2PU\u003c/a>. Similar to Udemy, Peer-2-Peer University uses the open education model to allow users to learn from others on the web or design and teach courses. Course offerings are broad, but there is some attempt to categorize by offering “schools” of web development, mathematics, social innovation, and education. The courses are totally free and P2PU gives out badges in recognition of completion. Again, the model requires a significant amount of participation and collaboration from students, including grading each others' assignments.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.minervaproject.com/philosophy.html\">MINERVA PROJECT\u003c/a>. \u003c/strong>Billing it as the “first elite American University to be launched in a century,” Minerva CEO Ben Nelson, who was formerly CEO of Snapfish, intends to launch a full-fledged, \"Ivy League-quality\" online university by 2014. Rather than offering separate courses, the university will offer a complete college education with an accompanying degree. The cost is yet undetermined, though Nelson has said it will cost significantly less than most college degrees cost today. The Minerva Project has drawn attention from investors and is trying to draw the best professors possible by giving out Minerva Prizes to the best college-level teachers that come with a cash reward.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/colleges2.jpg\">\u003cimg class=\"alignright size-medium wp-image-21404\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">As the current generation of college graduates wrangles with \u003ca href=\"http://www.nytimes.com/2012/05/13/business/student-loans-weighing-down-a-generation-with-heavy-debt.html\">an unprecedented amount of debt\u003c/a>, a sea change is underway in higher education. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/legacy-and-lessons-from-stanfords-free-online-classes/\">More and more elite universities\u003c/a> are offering free online courses that might characterize the next iteration of the college experience for the forthcoming generation of students.\u003c/p>\n\u003cp>Will students be able to receive the equivalent of a bachelors degree for free? How will brick-and-mortar institutions be used in the future? Will academic rigor suffer? How will credentials or tuition apply to those who come to campus and those who complete courses online?\u003c/p>\n\u003cp>At the moment, students of these online courses receive certificates of completion, but no university credit. But the movement is still in \u003ca href=\"http://www.nytimes.com/2012/05/04/opinion/brooks-the-campus-tsunami.html\">major flux\u003c/a> as we speak, as day by day, yet another development in free online education is announced. What started \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">11 years ago with MIT's OpenCourseWare\u003c/a> -- the syllabi, lecture notes, problem sets and solutions, exams, reading lists, and event video lectures from more than 2,000 MIT courses -- has amassed into an explosive \u003c!--more-->movement that's compelling venerable institutions to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/legacy-and-lessons-from-stanfords-free-online-classes/\">reconfigure their education platform\u003c/a> to an online audience.\u003c/p>\n\u003cp>Last fall, a group of Stanford professors \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">decided to offer a few courses\u003c/a> online free of charge and were overwhelmed when hundreds of thousands of students signed up for their courses. That experiment has spawned the growth of similar endeavors. Here's a guide to some of the newest free education sites and what they offer, with the big caveat that this will soon change, as more institutions come aboard.\u003c/p>\n\u003cul>\n\u003cul>\n\u003cul>\n\u003cli>\u003cstrong>\u003cstrong>\u003ca href=\"https://www.coursera.org/\">COURSERA\u003c/a>.\u003c/strong>\u003c/strong> Coursera is an interactive online learning system that offers free courses from Princeton, Stanford, University of California, Berkeley, University of Michigan—Ann Arbor and University of Pennsylvania. Their courses span the range from humanities, to social science, computer science, business, biology, medicine and mathematics. Andrew Ng, one of the Stanford professors whose class drew an astounding 100,000 students, and his new business partner, Daphne Koller, announced that they received $16 million in investment capitol from two prominent Silicon Valley firms to launch the project. Students will have access to lectures, interactive elements like quiz questions interspersed throughout lectures to help students recall and retain information, and peer-grading for homework, essays and tests. They plan to use crowd-sourcing algorithms to help ensure accuracy in peer grading, a move that will also help professors manage such large-scale classes. What's more, Coursera’s partner institutions will use the online learning platform to enhance in-class teaching. Based on a \u003ca href=\"http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf\">Department of Education study\u003c/a> that shows online learning can be as effective as classroom learning, the participating universities will offer a mixture of interactive and static learning to explore the best way for students to retain the information.\u003cem>\u003c/em>\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>: \u003c/em>As with the popular Stanford courses, students will not get academic credit from the participating institutions, but will receive a certificate of completion from the professor.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cul>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.mitx.mit.edu/\">\u003cstrong>MITx\u003c/strong>\u003c/a> --> \u003ca href=\"http://www.edxonline.org/\">edX\u003c/a>. MIT took its \u003ca href=\"http://ocw.mit.edu/about/\">OpenCourseWare\u003c/a> platform to the next level with \u003ca href=\"http://mitx.mit.edu/\">MITx\u003c/a>, which offers full professor-taught courses online (not just class materials), but after just one course this spring (Circuits and Electronics), MITx entered an agreement with Harvard, and is now part of edX. The two universities will use the MITx platform to bring in a wider array of classes to the site. What's key here is the software for the platform is open-source, so other universities can use it too. The more universities add content, the more compelling a choice edX becomes amidst the growing number of offerings. Both schools have invested heavily in the project -- each gave $30 million to a non-profit organization that they will co-manage. Edx will feature video lectures, embedded quizzes, interactive learning, online labs, and a lot of peer interaction.\u003cem>\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>:\u003c/em> \u003c/em>Certificates of mastery will be given to students who demonstrate knowledge of course material.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.udacity.com/\">UDACITY\u003c/a>. \u003c/strong>Sebastian Thrun, one of the professors who offered the first set of free online Stanford classes last year, which drew 160,000 registrants (22,000 finished the class), left a tenured position at the university to start Udacity, which focuses on computer science. Thrun taught an online artificial intelligence course for free at Stanford last fall with Dr. Peter Norvig, another artificial intelligence expert. Their course drew 160,000 students, with 22,000 students finishing the class. That inspired Thrun to start Udacity, which pulls in outside experts like \u003ca href=\"http://thinkvitamin.com/code/steve-huffman-on-lessons-learned-at-reddit/\">Reddit co-founder Steve Huffman\u003c/a>, to teach courses. They do not operate under the auspices of a university, although some of their guest-lecturers do teach at other universities. Their course offerings are aimed at practical computer science skills, like how to build an app or search engine.\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>: \u003c/em>Students receive a certificate of completion at the end of the course signed by the instructor.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.udemy.com/\">UDEMY\u003c/a>.\u003c/strong> Staying away from high-profile academic names, this site tagline is “the university of you.” Courses can be taught by anyone, and most are free, though some cost a small fee ranging between $5-$250. Whether or how much to charge is up to the instructor. The course offerings on Udemy are broad; they’ve got non-traditional courses like “Tournament Poker Theory” (cost $39) or “Yoga For Weight Loss” (cost $39), in addition to traditional academic subjects like computer science, business, and marketing. The site encourages anyone to become an instructor and build name or brand recognition.\u003c/li>\n\u003cli>\u003ca href=\"http://p2pu.org/en/\">P2PU\u003c/a>. Similar to Udemy, Peer-2-Peer University uses the open education model to allow users to learn from others on the web or design and teach courses. Course offerings are broad, but there is some attempt to categorize by offering “schools” of web development, mathematics, social innovation, and education. The courses are totally free and P2PU gives out badges in recognition of completion. Again, the model requires a significant amount of participation and collaboration from students, including grading each others' assignments.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.minervaproject.com/philosophy.html\">MINERVA PROJECT\u003c/a>. \u003c/strong>Billing it as the “first elite American University to be launched in a century,” Minerva CEO Ben Nelson, who was formerly CEO of Snapfish, intends to launch a full-fledged, \"Ivy League-quality\" online university by 2014. Rather than offering separate courses, the university will offer a complete college education with an accompanying degree. The cost is yet undetermined, though Nelson has said it will cost significantly less than most college degrees cost today. The Minerva Project has drawn attention from investors and is trying to draw the best professors possible by giving out Minerva Prizes to the best college-level teachers that come with a cash reward.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cimg class=\"aligncenter size-full wp-image-21344\" title=\"80380363\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/80380363.jpg\" alt=\"\" width=\"506\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/80380363.jpg 506w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/80380363-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/80380363-320x214.jpg 320w\" sizes=\"(max-width: 506px) 100vw, 506px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Around kitchen tables, in school hallways, from the sidelines of playing fields, the exhortations ring out: “You can do it!” “The sky’s the limit!” “Go for the gold!”\u003c/p>\n\u003cp>Raising the aspirations of children—especially those who are economically disadvantaged—has been a popular prescription for many years, and it’s not hard to see why. What could be wrong with encouraging kids to set their sights high?\u003c/p>\n\u003cp>But “what has been missing,” write a group of British researchers \u003ca href=\"http://www.jrf.org.uk/publications/aspirations-attitudes-educational-attainment\">in a report released last month\u003c/a>, “is any evidence that the recommended initiatives actually lead to the outcomes assumed by the policy.” The report, produced for the Joseph Rowntree Foundation, reviewed programs designed to bolster students’ goals for the future.\u003c/p>\n\u003cp>“The widespread emphasis on raising aspirations,” the team concludes, “does not seem to be a good foundation for policy or practice.” What we need, they add, is “a shift in emphasis from ‘raising aspirations’ to ‘keeping aspirations on track.’”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>What we need is “a shift in emphasis from ‘raising aspirations’ to ‘keeping aspirations on track.’”\u003c/p>\n\u003c/aside>\n\u003cp>The problem, in other words, is not one of low expectations—in fact, the report found that low-income families already have high hopes for their kids. Rather, the issue is finding a way around the practical barriers that stand in the way of anyone chasing a dream. And our frequent cries of “You can do it!” may actually be part of the problem. In a series of \u003ca href=\"http://pss.sagepub.com/content/early\">intriguing experiments recently published \u003c/a>in the journal \u003cem>Psychological Science\u003c/em>, researchers demonstrated that posing this sentiment as a question, rather than a declaration, led to more goal-directed behavior in the subjects they studied.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In one of the experiments, Ibrahim Senay, a psychologist at the University of Illinois at Urbana-Champaign, and two co-authors asked a group of subjects to prepare for an anagram-solving task \u003c!--more-->by thinking either, “Will I work on anagrams?,” or “I will work on anagrams.” The participants who posed the question to themselves went on to solve significantly more of the anagram problems than those who contemplated the statement. In another experiment, subjects who simply wrote down “Will I” 20 times did better on the anagram task than subjects who repeatedly wrote “I will.”\u003c/p>\n\u003cp>The point of these exercises, explain Senay and his coauthors, was to investigate “how the way in which you talk to yourself shapes your future actions.” When we pose a question to ourselves, as opposed to stating a fact, we open up a space of freedom and autonomy in which the choice to pursue the activity is ours. And, Senay notes, “people are more likely to engage in a behavior when they have intrinsic motivation”—that is, “when they feel personally responsible for their action.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>His point about “interrogative” versus “declarative” expressions finds ready application in the way we speak to children. Instead of encouraging kids to say to themselves, “I can do it!”, this research suggests that we should be telling young people to ask, “Will I do it?” or “Can I do it?” Better still, we can teach children to inquire of themselves, “How will I do it?” The difference is subtle but powerful: The first is a potentially empty affirmation, while the second gets kids started on what they really need to make it happen: a plan.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-21344\" title=\"80380363\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/80380363.jpg\" alt=\"\" width=\"506\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/80380363.jpg 506w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/80380363-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/80380363-320x214.jpg 320w\" sizes=\"(max-width: 506px) 100vw, 506px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Around kitchen tables, in school hallways, from the sidelines of playing fields, the exhortations ring out: “You can do it!” “The sky’s the limit!” “Go for the gold!”\u003c/p>\n\u003cp>Raising the aspirations of children—especially those who are economically disadvantaged—has been a popular prescription for many years, and it’s not hard to see why. What could be wrong with encouraging kids to set their sights high?\u003c/p>\n\u003cp>But “what has been missing,” write a group of British researchers \u003ca href=\"http://www.jrf.org.uk/publications/aspirations-attitudes-educational-attainment\">in a report released last month\u003c/a>, “is any evidence that the recommended initiatives actually lead to the outcomes assumed by the policy.” The report, produced for the Joseph Rowntree Foundation, reviewed programs designed to bolster students’ goals for the future.\u003c/p>\n\u003cp>“The widespread emphasis on raising aspirations,” the team concludes, “does not seem to be a good foundation for policy or practice.” What we need, they add, is “a shift in emphasis from ‘raising aspirations’ to ‘keeping aspirations on track.’”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>What we need is “a shift in emphasis from ‘raising aspirations’ to ‘keeping aspirations on track.’”\u003c/p>\n\u003c/aside>\n\u003cp>The problem, in other words, is not one of low expectations—in fact, the report found that low-income families already have high hopes for their kids. Rather, the issue is finding a way around the practical barriers that stand in the way of anyone chasing a dream. And our frequent cries of “You can do it!” may actually be part of the problem. In a series of \u003ca href=\"http://pss.sagepub.com/content/early\">intriguing experiments recently published \u003c/a>in the journal \u003cem>Psychological Science\u003c/em>, researchers demonstrated that posing this sentiment as a question, rather than a declaration, led to more goal-directed behavior in the subjects they studied.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In one of the experiments, Ibrahim Senay, a psychologist at the University of Illinois at Urbana-Champaign, and two co-authors asked a group of subjects to prepare for an anagram-solving task \u003c!--more-->by thinking either, “Will I work on anagrams?,” or “I will work on anagrams.” The participants who posed the question to themselves went on to solve significantly more of the anagram problems than those who contemplated the statement. In another experiment, subjects who simply wrote down “Will I” 20 times did better on the anagram task than subjects who repeatedly wrote “I will.”\u003c/p>\n\u003cp>The point of these exercises, explain Senay and his coauthors, was to investigate “how the way in which you talk to yourself shapes your future actions.” When we pose a question to ourselves, as opposed to stating a fact, we open up a space of freedom and autonomy in which the choice to pursue the activity is ours. And, Senay notes, “people are more likely to engage in a behavior when they have intrinsic motivation”—that is, “when they feel personally responsible for their action.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>His point about “interrogative” versus “declarative” expressions finds ready application in the way we speak to children. Instead of encouraging kids to say to themselves, “I can do it!”, this research suggests that we should be telling young people to ask, “Will I do it?” or “Can I do it?” Better still, we can teach children to inquire of themselves, “How will I do it?” The difference is subtle but powerful: The first is a potentially empty affirmation, while the second gets kids started on what they really need to make it happen: a plan.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Teachers Make Cell Phones Work in the Classroom",
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"content": "\u003cfigure id=\"attachment_21324\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/img_8517-2/\" rel=\"attachment wp-att-21324\">\u003cimg class=\"size-large wp-image-21324\" title=\"IMG_8517\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_85171-620x356.jpg\" alt=\"\" width=\"620\" height=\"356\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A.P. Chemistry students use their cell phones to answer their teacher's question.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When we talk about using cell phones in class, we’re not just talking about using cell phones in class.\u003c/p>\n\u003cp>The idea of mobile learning touches on just about every subject that \u003cem>any\u003c/em> technology addresses: social media, digital citizenship, content-knowledge versus skill-building, Internet filtering and safety laws, teaching techniques, bring-your-own-device policies, school budgets.\u003c/p>\n\u003cp>At its core, the issues associated with mobile learning get to the very fundamentals of what happens in class everyday. At their best, cell phones and mobile devices seamlessly facilitate what students and teachers already do in thriving, inspiring classrooms. Students communicate and collaborate with each other and the teacher. They apply facts and information they’ve found to formulate or back up their ideas. They create projects to deepen their understanding, association with, and presentation of ideas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>Guide to Mobile Learning\u003c/h5>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Mobile-Mind-Shift-Icon1.png\">\u003cimg class=\"alignleft size-thumbnail wp-image-20803\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Mobile-Mind-Shift-Icon1-140x140.png\" alt=\"\" width=\"86\" height=\"86\">\u003c/a>\u003c/p>\n\u003cp>This is part four of a series exploring mobile learning co-produced by \u003ca title=\"MindShift\" href=\"../\">MindShift\u003c/a> and \u003ca title=\"Spotlight on Digital Media & Learning\" href=\"http://spotlight.macfound.org/\">Spotlight on Digital Media & Learning\u003c/a>.\u003c/p>\n\u003cp>Other posts in this series include:\u003c/p>\n\u003cul>\n\u003cli>\u003ca title=\"Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\" href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools\u003cbr>\n\u003c/a>\u003ca title=\"Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\" href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Will Old Teaching Tactics Work?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">In the Digital Age, Welcoming Cell Phones in the Class\u003c/a>\u003ca title=\"Welcoming Mobile: More Districts Are Rewriting Acceptable Use Policies, Embracing Smartphones and Social Media in Schools\" href=\"http://spotlight.macfound.org/featured-stories/entry/welcoming-mobile-rewriting-acceptable-use-smartphones-and-social-media/\">.\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/augmented-reality-coming-soon-to-a-school-near-you/\">Augmented Reality, Coming Soon to a School Near You\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In the most ideal class settings, mobile devices disappear into the background, like markers and whiteboards, pencil and paper – not because they’re \u003cem>not\u003c/em> being used, but because they’re simply tools, a means to an end. The “end” can be any number of things: to gauge student understanding of a concept, to capture notes and ideas to be used and studied later, to calculate, to communicate, to express ideas.\u003c/p>\n\u003cp>\u003cstrong>WHEN IT WORKS\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In Ramsey Musallam’s A.P. Chemistry class at Sacred Heart Cathedral Preparatory in San Francisco, cell phones are a natural extension of the way he communicates with his students.\u003c/p>\n\u003cp>As soon as kids walk in, Musallam sends out a text blast through \u003ca href=\"https://www.remind101.com/\">Remind101\u003c/a>, asking them a challenge question that’s related to the day’s lesson. “First person to tell me the units on K for a second order reaction gets chocolate,” he types and sends off. His students know he does this regularly, so they’re constantly anticipating the question during the day, in and out of class.\u003c/p>\n\u003cp>“Sure, that’s kind of cute,” he says, admitting that it can be seen as gimmicky. “But more importantly, in my mind that’s saying, ‘You’re carrying around something that I can contact you with.’ It’s a fun ways to stay motivated in our day, which can be pretty dry sometimes. It’s a chance to think about what we’re learning outside the context of state testing.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"I want it to be as rich and as visual as possible. I want them to see things, not just know it.”\u003c/p>\n\u003c/aside>\n\u003cp>Once the class settles in and things are rolling along, the steady hum gets louder when kids are excited or working together, then quieter again when they’re working out problems on their individual little whiteboards (to be clear, these are not digital).\u003c/p>\n\u003cp>Musallam constantly walks around, sending out directives – “Write the answer on your table!” ““I \u003c!--more-->want you guys to come up with an answer now, and text it in,” “What’s the ridonculous choice out of all these answers here?\"\u003c/p>\n\u003cp>Students work in groups, and when they have a question, they call him over. He arrives with iPad in hand and records his voice and his writing on the iPad, which he immediately uploads to the class website so other students can benefit from the explanations instantaneously. (This, by the way, is another form of flipped teaching, he says.)\u003c/p>\n\u003cp>“This way, if I need to explain a common question, everyone can access it,” he says. “I don’t have to repeat myself going from group to group.” But rather than stop what everybody else is doing so he can explain a concept, students can watch the video he just created if they need to. “I’ll just tell them to look at the online tutorials to find out about common questions,” he says.\u003c/p>\n\u003cfigure id=\"attachment_21304\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/img_8535/\" rel=\"attachment wp-att-21304\">\u003cimg class=\"size-medium wp-image-21304\" title=\"IMG_8535\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8535-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ramsey Musallam considers the online poll reflecting his students' answers.\u003c/figcaption>\u003c/figure>\n\u003cp>During class, he asks students to take a multiple-choice quiz and send in their answers through a poll on their cell phones. The students’ votes are immediately displayed on the projector that’s hooked up to Musallam’s laptop.\u003c/p>\n\u003cp>This is key, Musallam says, because seeing the answers that get the most votes makes a big impression on his students. “If they all held up note cards that said their answers -- A,B,C or D -- the visual of the ‘distractors’ [the wrong answers] wouldn’t be as powerful,” he says. “And this makes the experience more immediate. I want it to be as rich and as visual as possible. I want them to see things, not just know it.”\u003c/p>\n\u003cp>Musallam can list a litany of reasons why and how mobile devices spice things up in class. “The data integration wouldn’t be as rich, the experience wouldn’t be as dynamic, the cognitive load is higher,” he says. But even though all but one of his students have cell phones and use them for polling and instantaneous quizzing, it’s clear that they would be just as rapt in the classroom activities without them; they’re not necessarily fixated on the fact that they’re using cell phones or that they’re seeing instantaneous results of their polls. Their eyes and ears are on him.\u003c/p>\n\u003cp>What makes Musallam’s class an interesting case study is that his teaching practice is based on a specific technique: he incorporates peer-instruction and inquiry-based learning, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/dont-lecture-me-rethinking-how-college-students-learn-2/\">mirroring Harvard professor Eric Mazur\u003c/a>. The videos and polls just help support that.\u003c/p>\n\u003cp>“I’m using it in the context of peer instruction, which is research based. You get anonymous feedback, which is great, and kids see all that information condensed,” he says. “Sometimes it’s just cute and fun and that wears off. But much more often, it’s more efficient and meaningful, and it makes the classroom feel like a bigger place.”\u003c/p>\n\u003cp>Seventh-grade history teacher James Sanders, who teaches at Kipp San Francisco Bay Academy, makes the analogy of the cell phone as a tool being used in a modern-day shop class: It makes things a lot easier.\u003c/p>\n\u003cfigure id=\"attachment_21306\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/img_8600/\" rel=\"attachment wp-att-21306\">\u003cimg class=\"size-medium wp-image-21306\" title=\"IMG_8600\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8600-300x450.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">As Mussallam writes on the iPad, it's being shown on the projector.\u003c/figcaption>\u003c/figure>\n\u003cp>Though every student in his history class has a Google Chromebook, only 60 percent have what he calls “smarter” phones, and many have iPod Touches. So he has students work in groups of three or four.\u003c/p>\n\u003cp>Using \u003ca href=\"http://www.socrative.com/quizzes\">Socrative\u003c/a>, an app that shows real-time poll results for both multiple-choice and short-answer quizzes, he challenges his students at the end of class to answer specific questions in order to get a broad look at whether they understood the concepts discussed that day.\u003c/p>\n\u003cp>But with subjective topics like world history, and a challenge like “Write one or two sentences why the Aztec Empire fell,” how can students convey a deep, meaningful understanding in just a couple of sentences?\u003c/p>\n\u003cp>“Writing concise paragraphs explaining complex concepts is incredibly powerful,” Sanders says, adding that the class also works on research papers and projects around historical characters in addition to these short polls.\u003c/p>\n\u003cp>The tool also allows students to read each others' responses, which allows for a “deeper level of analysis,” he says. “I can ask them to write their answers on paper, submit it, review it myself, and then choose one or two to highlight in class, but the idea of having these tools is that it augments our skills as teachers. To be able to ask a question of 30 students and get response instantaneously just speeds up the learning process, rather than waiting for individual students to respond.”\u003c/p>\n\u003cp>\u003cstrong>IS IT WORTHWHILE?\u003c/strong>\u003c/p>\n\u003cp>But for every teacher who’s able to seamlessly integrate cell phones and other mobile devices, there’s another who doesn’t see the transformation as easily. Paul Barnwell, who now teaches English and digital media at Fern Creek Traditional High School in Louisville, Kentucky, decided to stop using cell phones in class after giving it a go with an eighth-grade class.\u003c/p>\n\u003cp>Barnwell bucked the school’s policy and used Poll Everywhere for both multiple-choice and open-ended exit poll questions. About three-quarters of the students had cell phones at the time.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Writing concise paragraphs explaining complex concepts is incredibly powerful.\"\u003c/p>\n\u003c/aside>\n\u003cp>“The kids were pumped up to use their taboo devices,” he says. “After a few trials, they quickly understood how to submit their answers, and the engagement factor was high since their responses popped up onto the projected screen.”\u003c/p>\n\u003cp>But he was uneasy with excluding those who didn’t have a phone or the ability to text. And, he said, some of the “class clowns” took advantage of the anonymity of the polling to text inappropriate statements.\u003c/p>\n\u003cp>“I decided it wasn’t worth the time or the hassle,” he says.\u003c/p>\n\u003cp>Barnwell doesn’t like the idea of letting students Tweet information to a common address and hasn’t found an application that “promotes efficient ‘best practice’ yet. “But I'm also not seeking it out,” he says, adding that because he’s got 10 desktop computers in his current class, students can use them for research projects and looking up facts online.\u003c/p>\n\u003cp>Barnwell hasn’t given up completely on cell phones, though. “If I can plan a lesson to ensure that high-level thinking is encouraged and greater participation, I might try phones again,” he says. “As far as polling and other simple uses, I see little benefit at this point. I can't stand how most teenagers thoughtlessly and even belligerently use Twitter.”\u003c/p>\n\u003cp>\u003cstrong>TEACHING DIGITAL CITIZENSHIP\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>It’s not uncommon for kids to use cell phones for inappropriate behavior at school. But some believe that when students misuse the devices at school, teachers must step in.\u003c/p>\n\u003cp>“It’s our responsibility as educators to teach kids how to interact with the world,” Sanders says. “Those interpersonal human conversations are incredibly valuable.”\u003c/p>\n\u003cfigure id=\"attachment_21307\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/img_8590/\" rel=\"attachment wp-att-21307\">\u003cimg class=\"size-medium wp-image-21307\" title=\"IMG_8590\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8590-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Cell phones are just another tool, like pen and paper.\u003c/figcaption>\u003c/figure>\n\u003cp>At Sacred Heart, where Ramsey Musallam teaches, the school's cell phone policy is shifting, as they try to sort out their social policies.\u003c/p>\n\u003cp>“Right now, kids can’t use cell phones unless a teacher instructs them, but that’s evolving,” says principal Gary Cannon. But if kids are using them to take pictures, they’re not reprimanded by faculty.\u003c/p>\n\u003cp>The staff fully recognizes that the cell phone is just a tool. Twitter and texting are just tools used to say or do what might happen in the hallways and dining halls regardless.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>“The challenge is giving them a sense of a digital footprint,” Cannon says.\u003c/p>\n\u003cp>For Musallam, that’s all part of how he sees his job as an educator.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I’m here to serve my students,” he says. “If we can leverage cell phones in a way that’s meaningful, I’m going to do it.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21324\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/img_8517-2/\" rel=\"attachment wp-att-21324\">\u003cimg class=\"size-large wp-image-21324\" title=\"IMG_8517\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_85171-620x356.jpg\" alt=\"\" width=\"620\" height=\"356\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A.P. Chemistry students use their cell phones to answer their teacher's question.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When we talk about using cell phones in class, we’re not just talking about using cell phones in class.\u003c/p>\n\u003cp>The idea of mobile learning touches on just about every subject that \u003cem>any\u003c/em> technology addresses: social media, digital citizenship, content-knowledge versus skill-building, Internet filtering and safety laws, teaching techniques, bring-your-own-device policies, school budgets.\u003c/p>\n\u003cp>At its core, the issues associated with mobile learning get to the very fundamentals of what happens in class everyday. At their best, cell phones and mobile devices seamlessly facilitate what students and teachers already do in thriving, inspiring classrooms. Students communicate and collaborate with each other and the teacher. They apply facts and information they’ve found to formulate or back up their ideas. They create projects to deepen their understanding, association with, and presentation of ideas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>Guide to Mobile Learning\u003c/h5>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Mobile-Mind-Shift-Icon1.png\">\u003cimg class=\"alignleft size-thumbnail wp-image-20803\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Mobile-Mind-Shift-Icon1-140x140.png\" alt=\"\" width=\"86\" height=\"86\">\u003c/a>\u003c/p>\n\u003cp>This is part four of a series exploring mobile learning co-produced by \u003ca title=\"MindShift\" href=\"../\">MindShift\u003c/a> and \u003ca title=\"Spotlight on Digital Media & Learning\" href=\"http://spotlight.macfound.org/\">Spotlight on Digital Media & Learning\u003c/a>.\u003c/p>\n\u003cp>Other posts in this series include:\u003c/p>\n\u003cul>\n\u003cli>\u003ca title=\"Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\" href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools\u003cbr>\n\u003c/a>\u003ca title=\"Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\" href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Will Old Teaching Tactics Work?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">In the Digital Age, Welcoming Cell Phones in the Class\u003c/a>\u003ca title=\"Welcoming Mobile: More Districts Are Rewriting Acceptable Use Policies, Embracing Smartphones and Social Media in Schools\" href=\"http://spotlight.macfound.org/featured-stories/entry/welcoming-mobile-rewriting-acceptable-use-smartphones-and-social-media/\">.\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/augmented-reality-coming-soon-to-a-school-near-you/\">Augmented Reality, Coming Soon to a School Near You\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In the most ideal class settings, mobile devices disappear into the background, like markers and whiteboards, pencil and paper – not because they’re \u003cem>not\u003c/em> being used, but because they’re simply tools, a means to an end. The “end” can be any number of things: to gauge student understanding of a concept, to capture notes and ideas to be used and studied later, to calculate, to communicate, to express ideas.\u003c/p>\n\u003cp>\u003cstrong>WHEN IT WORKS\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In Ramsey Musallam’s A.P. Chemistry class at Sacred Heart Cathedral Preparatory in San Francisco, cell phones are a natural extension of the way he communicates with his students.\u003c/p>\n\u003cp>As soon as kids walk in, Musallam sends out a text blast through \u003ca href=\"https://www.remind101.com/\">Remind101\u003c/a>, asking them a challenge question that’s related to the day’s lesson. “First person to tell me the units on K for a second order reaction gets chocolate,” he types and sends off. His students know he does this regularly, so they’re constantly anticipating the question during the day, in and out of class.\u003c/p>\n\u003cp>“Sure, that’s kind of cute,” he says, admitting that it can be seen as gimmicky. “But more importantly, in my mind that’s saying, ‘You’re carrying around something that I can contact you with.’ It’s a fun ways to stay motivated in our day, which can be pretty dry sometimes. It’s a chance to think about what we’re learning outside the context of state testing.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"I want it to be as rich and as visual as possible. I want them to see things, not just know it.”\u003c/p>\n\u003c/aside>\n\u003cp>Once the class settles in and things are rolling along, the steady hum gets louder when kids are excited or working together, then quieter again when they’re working out problems on their individual little whiteboards (to be clear, these are not digital).\u003c/p>\n\u003cp>Musallam constantly walks around, sending out directives – “Write the answer on your table!” ““I \u003c!--more-->want you guys to come up with an answer now, and text it in,” “What’s the ridonculous choice out of all these answers here?\"\u003c/p>\n\u003cp>Students work in groups, and when they have a question, they call him over. He arrives with iPad in hand and records his voice and his writing on the iPad, which he immediately uploads to the class website so other students can benefit from the explanations instantaneously. (This, by the way, is another form of flipped teaching, he says.)\u003c/p>\n\u003cp>“This way, if I need to explain a common question, everyone can access it,” he says. “I don’t have to repeat myself going from group to group.” But rather than stop what everybody else is doing so he can explain a concept, students can watch the video he just created if they need to. “I’ll just tell them to look at the online tutorials to find out about common questions,” he says.\u003c/p>\n\u003cfigure id=\"attachment_21304\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/img_8535/\" rel=\"attachment wp-att-21304\">\u003cimg class=\"size-medium wp-image-21304\" title=\"IMG_8535\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8535-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ramsey Musallam considers the online poll reflecting his students' answers.\u003c/figcaption>\u003c/figure>\n\u003cp>During class, he asks students to take a multiple-choice quiz and send in their answers through a poll on their cell phones. The students’ votes are immediately displayed on the projector that’s hooked up to Musallam’s laptop.\u003c/p>\n\u003cp>This is key, Musallam says, because seeing the answers that get the most votes makes a big impression on his students. “If they all held up note cards that said their answers -- A,B,C or D -- the visual of the ‘distractors’ [the wrong answers] wouldn’t be as powerful,” he says. “And this makes the experience more immediate. I want it to be as rich and as visual as possible. I want them to see things, not just know it.”\u003c/p>\n\u003cp>Musallam can list a litany of reasons why and how mobile devices spice things up in class. “The data integration wouldn’t be as rich, the experience wouldn’t be as dynamic, the cognitive load is higher,” he says. But even though all but one of his students have cell phones and use them for polling and instantaneous quizzing, it’s clear that they would be just as rapt in the classroom activities without them; they’re not necessarily fixated on the fact that they’re using cell phones or that they’re seeing instantaneous results of their polls. Their eyes and ears are on him.\u003c/p>\n\u003cp>What makes Musallam’s class an interesting case study is that his teaching practice is based on a specific technique: he incorporates peer-instruction and inquiry-based learning, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/dont-lecture-me-rethinking-how-college-students-learn-2/\">mirroring Harvard professor Eric Mazur\u003c/a>. The videos and polls just help support that.\u003c/p>\n\u003cp>“I’m using it in the context of peer instruction, which is research based. You get anonymous feedback, which is great, and kids see all that information condensed,” he says. “Sometimes it’s just cute and fun and that wears off. But much more often, it’s more efficient and meaningful, and it makes the classroom feel like a bigger place.”\u003c/p>\n\u003cp>Seventh-grade history teacher James Sanders, who teaches at Kipp San Francisco Bay Academy, makes the analogy of the cell phone as a tool being used in a modern-day shop class: It makes things a lot easier.\u003c/p>\n\u003cfigure id=\"attachment_21306\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/img_8600/\" rel=\"attachment wp-att-21306\">\u003cimg class=\"size-medium wp-image-21306\" title=\"IMG_8600\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8600-300x450.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">As Mussallam writes on the iPad, it's being shown on the projector.\u003c/figcaption>\u003c/figure>\n\u003cp>Though every student in his history class has a Google Chromebook, only 60 percent have what he calls “smarter” phones, and many have iPod Touches. So he has students work in groups of three or four.\u003c/p>\n\u003cp>Using \u003ca href=\"http://www.socrative.com/quizzes\">Socrative\u003c/a>, an app that shows real-time poll results for both multiple-choice and short-answer quizzes, he challenges his students at the end of class to answer specific questions in order to get a broad look at whether they understood the concepts discussed that day.\u003c/p>\n\u003cp>But with subjective topics like world history, and a challenge like “Write one or two sentences why the Aztec Empire fell,” how can students convey a deep, meaningful understanding in just a couple of sentences?\u003c/p>\n\u003cp>“Writing concise paragraphs explaining complex concepts is incredibly powerful,” Sanders says, adding that the class also works on research papers and projects around historical characters in addition to these short polls.\u003c/p>\n\u003cp>The tool also allows students to read each others' responses, which allows for a “deeper level of analysis,” he says. “I can ask them to write their answers on paper, submit it, review it myself, and then choose one or two to highlight in class, but the idea of having these tools is that it augments our skills as teachers. To be able to ask a question of 30 students and get response instantaneously just speeds up the learning process, rather than waiting for individual students to respond.”\u003c/p>\n\u003cp>\u003cstrong>IS IT WORTHWHILE?\u003c/strong>\u003c/p>\n\u003cp>But for every teacher who’s able to seamlessly integrate cell phones and other mobile devices, there’s another who doesn’t see the transformation as easily. Paul Barnwell, who now teaches English and digital media at Fern Creek Traditional High School in Louisville, Kentucky, decided to stop using cell phones in class after giving it a go with an eighth-grade class.\u003c/p>\n\u003cp>Barnwell bucked the school’s policy and used Poll Everywhere for both multiple-choice and open-ended exit poll questions. About three-quarters of the students had cell phones at the time.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Writing concise paragraphs explaining complex concepts is incredibly powerful.\"\u003c/p>\n\u003c/aside>\n\u003cp>“The kids were pumped up to use their taboo devices,” he says. “After a few trials, they quickly understood how to submit their answers, and the engagement factor was high since their responses popped up onto the projected screen.”\u003c/p>\n\u003cp>But he was uneasy with excluding those who didn’t have a phone or the ability to text. And, he said, some of the “class clowns” took advantage of the anonymity of the polling to text inappropriate statements.\u003c/p>\n\u003cp>“I decided it wasn’t worth the time or the hassle,” he says.\u003c/p>\n\u003cp>Barnwell doesn’t like the idea of letting students Tweet information to a common address and hasn’t found an application that “promotes efficient ‘best practice’ yet. “But I'm also not seeking it out,” he says, adding that because he’s got 10 desktop computers in his current class, students can use them for research projects and looking up facts online.\u003c/p>\n\u003cp>Barnwell hasn’t given up completely on cell phones, though. “If I can plan a lesson to ensure that high-level thinking is encouraged and greater participation, I might try phones again,” he says. “As far as polling and other simple uses, I see little benefit at this point. I can't stand how most teenagers thoughtlessly and even belligerently use Twitter.”\u003c/p>\n\u003cp>\u003cstrong>TEACHING DIGITAL CITIZENSHIP\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>It’s not uncommon for kids to use cell phones for inappropriate behavior at school. But some believe that when students misuse the devices at school, teachers must step in.\u003c/p>\n\u003cp>“It’s our responsibility as educators to teach kids how to interact with the world,” Sanders says. “Those interpersonal human conversations are incredibly valuable.”\u003c/p>\n\u003cfigure id=\"attachment_21307\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/img_8590/\" rel=\"attachment wp-att-21307\">\u003cimg class=\"size-medium wp-image-21307\" title=\"IMG_8590\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8590-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Cell phones are just another tool, like pen and paper.\u003c/figcaption>\u003c/figure>\n\u003cp>At Sacred Heart, where Ramsey Musallam teaches, the school's cell phone policy is shifting, as they try to sort out their social policies.\u003c/p>\n\u003cp>“Right now, kids can’t use cell phones unless a teacher instructs them, but that’s evolving,” says principal Gary Cannon. But if kids are using them to take pictures, they’re not reprimanded by faculty.\u003c/p>\n\u003cp>The staff fully recognizes that the cell phone is just a tool. Twitter and texting are just tools used to say or do what might happen in the hallways and dining halls regardless.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>“The challenge is giving them a sense of a digital footprint,” Cannon says.\u003c/p>\n\u003cp>For Musallam, that’s all part of how he sees his job as an educator.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I’m here to serve my students,” he says. “If we can leverage cell phones in a way that’s meaningful, I’m going to do it.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "For Exams, is Using the Internet Considered Cheating?",
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"content": "\u003cdiv id=\"attachment_21284\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 618px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8760-2.jpg\">\u003cimg class=\"size-full wp-image-21284\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8760-2.jpg\" alt=\"\" width=\"618\" height=\"386\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/IMG_8760-2.jpg 618w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/IMG_8760-2-400x250.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/IMG_8760-2-320x200.jpg 320w\" sizes=\"(max-width: 618px) 100vw, 618px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By Ann Michaelsen\u003c/h5>\n\u003cp class=\"dropcap-serif\">Students sit in the test-taking room, with full access to computers and wireless connections. As they work on national exams, they can be seen accessing the Internet from time to time. Are the results from this test going to be corrupted because these test-takers are not isolated from global information resources?\u003c/p>\n\u003cp>What is \u003ca>high-tech cheating\u003c/a> exactly? Is it really a problem, or do our old-school definitions of cheating need rethinking?\u003c/p>\n\u003cp>Most educators agree that students must meet certain requirements if they’re going to succeed as citizens and workers. \"The term '21st-century skills' is generally used to refer to certain core competencies such as collaboration, digital literacy, critical thinking, and problem-solving that advocates believe schools need to teach to help students thrive in today’s world, according to \u003ca href=\"http://www.edweek.org/tsb/articles/2010/10/12/01panel.h04.html\">Education Week\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Our exams have to reflect daily life in the classroom and daily life in the classroom has to reflect life in society.\"\u003c/p>\n\u003c/aside>\n\u003cp>But when you look closely at these competencies and think about how students perform on exams, it starts getting complicated. What qualifies as cheating and what qualifies as a natural extension of learning, when students are increasingly expected to apply online research skills to find specific information in the vast ocean of facts and data?\u003c/p>\n\u003cp>\u003cstrong>WHAT DENMARK HAS LEARNED\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In November 2009, 14 Danish upper secondary schools used the Internet during written exams, and a \u003ca href=\"http://eng.uvm.dk/News/%7E/UVM-EN/Content/News/Eng/2010/Okt/101008-Use-of-internet-in-exams-is-a-success\">follow-up report\u003c/a> in 2010 by a group of auditors concluded that the experiment was a success. “The Internet is an integrated part of students’ everyday lives and education so this \u003c!--more-->development is natural. The experiment shows there is a range of positive effects,” the Danish minister of education \u003ca href=\"http://eng.uvm.dk/News/%7E/UVM-EN/Content/News/Eng/2010/Okt/101008-Use-of-internet-in-exams-is-a-success\" target=\"_blank\">is quoted as saying.\u003c/a>\u003c/p>\n\u003cp>What went on in Denmark classrooms during the testing experiment? A BBC reporter, who visited the school, \u003ca>reported that\u003c/a> during the exam, students are limited in their Internet use and violating the rules is considered cheating, which can carry a severe penalty. But the most significant part of the report is not about Internet use, but about the test itself.\u003c/p>\n\u003cp>\"The teachers also think the nature of the questions make it harder to cheat in exams. Students are no longer required to regurgitate facts and figures. Instead the emphasis is on their ability to sift through and analyze information,\" the reporter says.\u003c/p>\n\u003cp>“Our exams have to reflect daily life in the classroom and daily life in the classroom has to reflect life in society. The Internet is indispensable, including in the exam situation,” says Minister for education in Denmark, Bertel Haarder.\u003c/p>\n\u003cp>If this is a success in Denmark — dating back to 2010 — why aren’t more countries doing this? Minister Haarder predicts: “I’m sure that it would be a matter of a very few years when most European countries will be on the same line.”\u003c/p>\n\u003cp>\u003cstrong>IMPLICATIONS FOR STUDENTS\u003c/strong>\u003c/p>\n\u003cp>What then are the implications for students and how will this alter the way they work during their exams? My English class at Sandvika High School in Oslo, Norway will be participating this month in a national trial for using the Internet during examinations. The Norwegian Department of Education sent out an invitation to all high schools in February, asking for some innovative “connected” schools to take part. The testing will only involve a small number of schools and students.\u003c/p>\n\u003cp>Since Norway’s first experiment involves a small number of students, the exam questions will not be changed in any way. All students will take the exam across the nation — the only difference is that one group will have full access to the Internet. Searching is allowed, communicating with each other during the exam is not. The difference for participating schools is that students don't need to memorize information.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Students are no longer required to regurgitate facts and figures. Instead the emphasis is on their ability to sift through and analyze information.\"\u003c/p>\n\u003c/aside>\n\u003cp>It’s 2012. Why is looking up information during an exam or test considered cheating? That's how the world works. No one is expected to know or remember all the facts and information available out there.\u003c/p>\n\u003cp>The world is constantly changing and keeping up with even the most important new content is difficult. Imagine writing about global challenges like famine, drought or global warming without being able to look up any information (these are topics likely to be addressed in the exam). Instead of barring the Internet, students should be taught how to filter the information, judge its credibility, and use it to build logical arguments and greater understanding.\u003c/p>\n\u003cp>We should concentrate on getting our kids online and “\u003ca href=\"http://www.forbes.com/sites/shelisrael/2012/04/26/howard-rheingold-on-his-new-book-net-smart/\">Net Smart\u003c/a>,” as Howard Rheingold advocates in his new book. Searching online can be time consuming, and under the pressure of timed exams, students will have to be very careful about the minutes they spend searching online. That is my main concern. Test-takers who will have access to the Internet need to practice: Where will I find reliable sources? How much information do I really need? When must I stop searching and start writing? And how do I document my sources?\u003c/p>\n\u003cp>Students participating in this trial say their biggest challenge will be identifying reliable sources. But they're also afraid that since they have online access, they will be judged differently. The ministry of education has promised this is not going to happen, and the teachers grading these exams will be monitored carefully.\u003c/p>\n\u003cp>If communication and collaboration are valued 21st-century skills, it will not be possible to hone these skills unless exams are changed in radical ways.\u003c/p>\n\u003cp>\u003cem>Ann Michaelsen recently joined PLP’s new international \u003ca href=\"http://plpnetwork.com/advisory-board/\" target=\"_blank\">Board of Advisors\u003c/a>. She will write a follow-up after her students participate in Norway’s experiment and share some of the experience with us.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://plpnetwork.com/2012/05/03/connected-test-taking-is-it-cheating/\">A version of this post\u003c/a> originally appeared on Voices from the Learning Revolution.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_21284\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 618px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8760-2.jpg\">\u003cimg class=\"size-full wp-image-21284\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8760-2.jpg\" alt=\"\" width=\"618\" height=\"386\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/IMG_8760-2.jpg 618w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/IMG_8760-2-400x250.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/IMG_8760-2-320x200.jpg 320w\" sizes=\"(max-width: 618px) 100vw, 618px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By Ann Michaelsen\u003c/h5>\n\u003cp class=\"dropcap-serif\">Students sit in the test-taking room, with full access to computers and wireless connections. As they work on national exams, they can be seen accessing the Internet from time to time. Are the results from this test going to be corrupted because these test-takers are not isolated from global information resources?\u003c/p>\n\u003cp>What is \u003ca>high-tech cheating\u003c/a> exactly? Is it really a problem, or do our old-school definitions of cheating need rethinking?\u003c/p>\n\u003cp>Most educators agree that students must meet certain requirements if they’re going to succeed as citizens and workers. \"The term '21st-century skills' is generally used to refer to certain core competencies such as collaboration, digital literacy, critical thinking, and problem-solving that advocates believe schools need to teach to help students thrive in today’s world, according to \u003ca href=\"http://www.edweek.org/tsb/articles/2010/10/12/01panel.h04.html\">Education Week\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Our exams have to reflect daily life in the classroom and daily life in the classroom has to reflect life in society.\"\u003c/p>\n\u003c/aside>\n\u003cp>But when you look closely at these competencies and think about how students perform on exams, it starts getting complicated. What qualifies as cheating and what qualifies as a natural extension of learning, when students are increasingly expected to apply online research skills to find specific information in the vast ocean of facts and data?\u003c/p>\n\u003cp>\u003cstrong>WHAT DENMARK HAS LEARNED\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In November 2009, 14 Danish upper secondary schools used the Internet during written exams, and a \u003ca href=\"http://eng.uvm.dk/News/%7E/UVM-EN/Content/News/Eng/2010/Okt/101008-Use-of-internet-in-exams-is-a-success\">follow-up report\u003c/a> in 2010 by a group of auditors concluded that the experiment was a success. “The Internet is an integrated part of students’ everyday lives and education so this \u003c!--more-->development is natural. The experiment shows there is a range of positive effects,” the Danish minister of education \u003ca href=\"http://eng.uvm.dk/News/%7E/UVM-EN/Content/News/Eng/2010/Okt/101008-Use-of-internet-in-exams-is-a-success\" target=\"_blank\">is quoted as saying.\u003c/a>\u003c/p>\n\u003cp>What went on in Denmark classrooms during the testing experiment? A BBC reporter, who visited the school, \u003ca>reported that\u003c/a> during the exam, students are limited in their Internet use and violating the rules is considered cheating, which can carry a severe penalty. But the most significant part of the report is not about Internet use, but about the test itself.\u003c/p>\n\u003cp>\"The teachers also think the nature of the questions make it harder to cheat in exams. Students are no longer required to regurgitate facts and figures. Instead the emphasis is on their ability to sift through and analyze information,\" the reporter says.\u003c/p>\n\u003cp>“Our exams have to reflect daily life in the classroom and daily life in the classroom has to reflect life in society. The Internet is indispensable, including in the exam situation,” says Minister for education in Denmark, Bertel Haarder.\u003c/p>\n\u003cp>If this is a success in Denmark — dating back to 2010 — why aren’t more countries doing this? Minister Haarder predicts: “I’m sure that it would be a matter of a very few years when most European countries will be on the same line.”\u003c/p>\n\u003cp>\u003cstrong>IMPLICATIONS FOR STUDENTS\u003c/strong>\u003c/p>\n\u003cp>What then are the implications for students and how will this alter the way they work during their exams? My English class at Sandvika High School in Oslo, Norway will be participating this month in a national trial for using the Internet during examinations. The Norwegian Department of Education sent out an invitation to all high schools in February, asking for some innovative “connected” schools to take part. The testing will only involve a small number of schools and students.\u003c/p>\n\u003cp>Since Norway’s first experiment involves a small number of students, the exam questions will not be changed in any way. All students will take the exam across the nation — the only difference is that one group will have full access to the Internet. Searching is allowed, communicating with each other during the exam is not. The difference for participating schools is that students don't need to memorize information.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Students are no longer required to regurgitate facts and figures. Instead the emphasis is on their ability to sift through and analyze information.\"\u003c/p>\n\u003c/aside>\n\u003cp>It’s 2012. Why is looking up information during an exam or test considered cheating? That's how the world works. No one is expected to know or remember all the facts and information available out there.\u003c/p>\n\u003cp>The world is constantly changing and keeping up with even the most important new content is difficult. Imagine writing about global challenges like famine, drought or global warming without being able to look up any information (these are topics likely to be addressed in the exam). Instead of barring the Internet, students should be taught how to filter the information, judge its credibility, and use it to build logical arguments and greater understanding.\u003c/p>\n\u003cp>We should concentrate on getting our kids online and “\u003ca href=\"http://www.forbes.com/sites/shelisrael/2012/04/26/howard-rheingold-on-his-new-book-net-smart/\">Net Smart\u003c/a>,” as Howard Rheingold advocates in his new book. Searching online can be time consuming, and under the pressure of timed exams, students will have to be very careful about the minutes they spend searching online. That is my main concern. Test-takers who will have access to the Internet need to practice: Where will I find reliable sources? How much information do I really need? When must I stop searching and start writing? And how do I document my sources?\u003c/p>\n\u003cp>Students participating in this trial say their biggest challenge will be identifying reliable sources. But they're also afraid that since they have online access, they will be judged differently. The ministry of education has promised this is not going to happen, and the teachers grading these exams will be monitored carefully.\u003c/p>\n\u003cp>If communication and collaboration are valued 21st-century skills, it will not be possible to hone these skills unless exams are changed in radical ways.\u003c/p>\n\u003cp>\u003cem>Ann Michaelsen recently joined PLP’s new international \u003ca href=\"http://plpnetwork.com/advisory-board/\" target=\"_blank\">Board of Advisors\u003c/a>. She will write a follow-up after her students participate in Norway’s experiment and share some of the experience with us.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://plpnetwork.com/2012/05/03/connected-test-taking-is-it-cheating/\">A version of this post\u003c/a> originally appeared on Voices from the Learning Revolution.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_21157\" class=\"wp-caption center\" style=\"max-width: 506px\">\u003cimg class=\"size-full wp-image-21157\" title=\"78488786\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/78488786.jpg\" alt=\"\" width=\"506\" height=\"336\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/78488786.jpg 506w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/78488786-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/78488786-320x212.jpg 320w\" sizes=\"(max-width: 506px) 100vw, 506px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Do you think you’re creative?”\u003c/p>\n\u003cp>Ask this question of a group of second-graders, and about 95 percent of them will answer “Yes.” Three years later, when the kids are in fifth grade, that proportion will drop to 50 percent—and by the time they’re seniors in high school, it’s down to 5 percent.\u003c/p>\n\u003cp>Author Jonah Lehrer recently discussed the implications of these sobering statistics for education in his new book, \u003cem>\u003ca href=\"http://www.amazon.com/Imagine-Creativity-Works-Jonah-Lehrer/dp/0547386079\">Imagine: How Creativity Works\u003c/a>.\u003c/em> In a talk and question-and-answer session \u003ca href=\"www.commonwealthclub.org/events/2012-04-05/jonah-lehrer-how-creativity-works\">he participated in at the Commonwealth Club\u003c/a> in Palo Alto, California, last month, Lehrer talked about why children lose their playful sense of creativity as they get older, and how we can help them hang on to it.\u003c/p>\n\u003cp>Lehrer began by quoting Picasso: “Every child is born an artist. 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He cited research by Jordan Grafman of the University \u003c!--more-->of Toronto, showing that distractibility can be an asset as long as it’s combined with a moderately high IQ. “When you’re distractible, you’re always grabbing at seemingly irrelevant ideas and combining them with other ideas. 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"content": "\u003cfigure id=\"attachment_20813\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/augmented-reality-coming-soon-to-a-school-near-you/aris_editor/\" rel=\"attachment wp-att-20813\">\u003cimg class=\"size-full wp-image-20813\" title=\"ARIS\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/ARIS_editor.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A middle school student in Wisconsin tests his new game.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Nathan Maton\u003c/h5>\n\u003cp>Games have shown great promise for learning, but it’s not always easy to figure out the logistics of how to use them in class. Every student and teacher’s experience is unique and it takes time to calibrate and tinker to get the best out of the experience.\u003c/p>\n\u003cp>What's more, using games might lead to something neither students or teacher anticipated -- more work.\u003c/p>\n\u003cp>When it came to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/\">using the game \u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/\">Operation Lapis\u003c/a> to learn Latin, the experience proved to be a mixed bag for students and teachers. In the game, students play the role of Romans in a reconstruction of ancient Pompeii (or ancient Rome) and have to learn to think, act, create and write like a Roman in order to win the game. Those are the same goals of any introductory Latin course.\u003c/p>\n\u003cp>After Kevin Ballestrini launched the game in his own class, ten other interested teachers decided to take a stab at using it in their classes. The prevailing conclusion? Students’ successes represent the environment and instructor as much as the game itself.\u003c/p>\n\u003cp>The teachers shared similar joys and frustrations with the challenges, whether it was an over-designed aspect of the game or the benefit of creating active learners. And without exception, they all said they spent more time reviewing students’ writing and were impeded by lack of technology access in the classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Karen Zook, a Ph.D. student working under professor Roger Travis, one of the co-creators of the game, says students struggled with the new game when she first started using it in her college Latin class.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The game provides an insurmountable problem because they cannot simply skid by not doing anything.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"The first week or two is always a little rough,\" Zook says. “Trying to form the students into long-term groups is hard when it isn't clear who's going to be in the course for the first few weeks.”\u003c/p>\n\u003cp>Students were also skeptical when they learned their homework was going to take the form of a game. After that initial adjustment period, though, they came to appreciate Lapis, she said.\u003c/p>\n\u003cp>“It forces engagement, and provides for a less-frustrating classroom experience, since it compels students to prepare for class in a way that’s [different] in a more traditional setting,\" she said.\u003c/p>\n\u003cp>This \"forcing\" of student engagement was a common thread among teachers who tried the game.\u003c/p>\n\u003cp>\"There are a portion of students who refused to buy into the system and they have since failed out of the class,\" said Matthew Bennet, a high school Latin teacher and co-creator of the game. \"The \u003c!--more-->issue with those particular students is that [the game] requires students to take an active role in learning, rather than passively allow them to have the learning done to them. So, for students who do not do any sort of work, Lapis provides an insurmountable problem because they cannot simply skid by not doing anything. Lapis is constructed in such a way that not doing anything is impossible.\"\u003c/p>\n\u003cp>\u003cstrong>TEACHER WORKLOAD\u003c/strong>\u003c/p>\n\u003cp>The students weren’t the only ones adjusting to this type of class. Most teachers also found using the game to require a more active role than traditional classes. Matt Ramsby, who started using Lapis in January, enjoys the experience overall but says he’s spending much more time on this class than in other Latin classes he’s taught.\u003c/p>\n\u003cp>\"The biggest downside I've found so far is the amount of time it takes me to check on their daily inputs into the interface, which I find tedious and sometimes difficult to manage,” Ramsby said. As a result, he hasn’t used several key parts of the program, like the cards, the LPs, for instance, because he hasn’t had time.\u003c/p>\n\u003cp>Bennet agrees. \"It takes a tremendous amount of time and energy as a teacher to keep up with 60 students writing so much Latin 3 times a week,\" he said.\u003c/p>\n\u003cp>Clearly, there are positive and negative effects of the rigor of the course. Ballestrini said it took him similar amounts of time as the other teachers, but he spent it monitoring students' progress rather than grading homework after it was turned in. But not everyone has that time in the evening to spend, Zook points out. Especially at the college level when students might be working at less traditional times, like pounding out a paper at 4 a.m.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"To be honest, I am probably the limiting factor in my students' enjoyment and full appreciation of it.\"\u003c/p>\n\u003c/aside>\n\u003cp>All except for one teacher interviewed who implemented the game said students learned as much as a normal class, or more. The one teacher who stopped using the game within the first few weeks claimed his students started out with more knowledge than the game anticipated. Other teachers simply skipped some sections of it.\u003c/p>\n\u003cp>As game-based learning becomes more common, best practices and techniques will continue to develop. Perhaps a year from now each of these teachers will know exactly how to best implement Lapis in their courses and be singing its praises.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ramsby is still very hopeful. \"I think it the game represents a legitimate alternative to traditional curriculum models in the teaching of Latin,” he says. “I'm not really finding much success with it yet in that sense, since I'm using with students who've already had at least one year of Latin, so most of the material seems basic to them. But I like the idea, and I like it a lot, of having an electronic role-playing textbook such as this. And to be honest, I am probably the limiting factor in my students' enjoyment and full appreciation of it.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_20813\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/augmented-reality-coming-soon-to-a-school-near-you/aris_editor/\" rel=\"attachment wp-att-20813\">\u003cimg class=\"size-full wp-image-20813\" title=\"ARIS\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/ARIS_editor.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A middle school student in Wisconsin tests his new game.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Nathan Maton\u003c/h5>\n\u003cp>Games have shown great promise for learning, but it’s not always easy to figure out the logistics of how to use them in class. Every student and teacher’s experience is unique and it takes time to calibrate and tinker to get the best out of the experience.\u003c/p>\n\u003cp>What's more, using games might lead to something neither students or teacher anticipated -- more work.\u003c/p>\n\u003cp>When it came to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/\">using the game \u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/\">Operation Lapis\u003c/a> to learn Latin, the experience proved to be a mixed bag for students and teachers. In the game, students play the role of Romans in a reconstruction of ancient Pompeii (or ancient Rome) and have to learn to think, act, create and write like a Roman in order to win the game. Those are the same goals of any introductory Latin course.\u003c/p>\n\u003cp>After Kevin Ballestrini launched the game in his own class, ten other interested teachers decided to take a stab at using it in their classes. The prevailing conclusion? Students’ successes represent the environment and instructor as much as the game itself.\u003c/p>\n\u003cp>The teachers shared similar joys and frustrations with the challenges, whether it was an over-designed aspect of the game or the benefit of creating active learners. And without exception, they all said they spent more time reviewing students’ writing and were impeded by lack of technology access in the classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Karen Zook, a Ph.D. student working under professor Roger Travis, one of the co-creators of the game, says students struggled with the new game when she first started using it in her college Latin class.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The game provides an insurmountable problem because they cannot simply skid by not doing anything.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"The first week or two is always a little rough,\" Zook says. “Trying to form the students into long-term groups is hard when it isn't clear who's going to be in the course for the first few weeks.”\u003c/p>\n\u003cp>Students were also skeptical when they learned their homework was going to take the form of a game. After that initial adjustment period, though, they came to appreciate Lapis, she said.\u003c/p>\n\u003cp>“It forces engagement, and provides for a less-frustrating classroom experience, since it compels students to prepare for class in a way that’s [different] in a more traditional setting,\" she said.\u003c/p>\n\u003cp>This \"forcing\" of student engagement was a common thread among teachers who tried the game.\u003c/p>\n\u003cp>\"There are a portion of students who refused to buy into the system and they have since failed out of the class,\" said Matthew Bennet, a high school Latin teacher and co-creator of the game. \"The \u003c!--more-->issue with those particular students is that [the game] requires students to take an active role in learning, rather than passively allow them to have the learning done to them. So, for students who do not do any sort of work, Lapis provides an insurmountable problem because they cannot simply skid by not doing anything. Lapis is constructed in such a way that not doing anything is impossible.\"\u003c/p>\n\u003cp>\u003cstrong>TEACHER WORKLOAD\u003c/strong>\u003c/p>\n\u003cp>The students weren’t the only ones adjusting to this type of class. Most teachers also found using the game to require a more active role than traditional classes. Matt Ramsby, who started using Lapis in January, enjoys the experience overall but says he’s spending much more time on this class than in other Latin classes he’s taught.\u003c/p>\n\u003cp>\"The biggest downside I've found so far is the amount of time it takes me to check on their daily inputs into the interface, which I find tedious and sometimes difficult to manage,” Ramsby said. As a result, he hasn’t used several key parts of the program, like the cards, the LPs, for instance, because he hasn’t had time.\u003c/p>\n\u003cp>Bennet agrees. \"It takes a tremendous amount of time and energy as a teacher to keep up with 60 students writing so much Latin 3 times a week,\" he said.\u003c/p>\n\u003cp>Clearly, there are positive and negative effects of the rigor of the course. Ballestrini said it took him similar amounts of time as the other teachers, but he spent it monitoring students' progress rather than grading homework after it was turned in. But not everyone has that time in the evening to spend, Zook points out. Especially at the college level when students might be working at less traditional times, like pounding out a paper at 4 a.m.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"To be honest, I am probably the limiting factor in my students' enjoyment and full appreciation of it.\"\u003c/p>\n\u003c/aside>\n\u003cp>All except for one teacher interviewed who implemented the game said students learned as much as a normal class, or more. The one teacher who stopped using the game within the first few weeks claimed his students started out with more knowledge than the game anticipated. Other teachers simply skipped some sections of it.\u003c/p>\n\u003cp>As game-based learning becomes more common, best practices and techniques will continue to develop. Perhaps a year from now each of these teachers will know exactly how to best implement Lapis in their courses and be singing its praises.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ramsby is still very hopeful. \"I think it the game represents a legitimate alternative to traditional curriculum models in the teaching of Latin,” he says. “I'm not really finding much success with it yet in that sense, since I'm using with students who've already had at least one year of Latin, so most of the material seems basic to them. But I like the idea, and I like it a lot, of having an electronic role-playing textbook such as this. And to be honest, I am probably the limiting factor in my students' enjoyment and full appreciation of it.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "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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"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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"masters-of-scale": {
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},
"mindshift": {
"id": "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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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
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"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"order": 11
},
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"on-the-media": {
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"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
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"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
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"order": 14
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"planet-money": {
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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.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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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",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
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"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
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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",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
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