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"content": "\u003cfigure id=\"attachment_38244\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Teamwork.gif\">\u003cimg class=\"size-large wp-image-38244\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Teamwork-640x360.gif\" alt=\"iStock\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Gayle Allen\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Earlier, I wrote about four activities teachers and school leaders can use to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/four-activities-to-jump-start-teamwork-among-teachers-and-school-leaders/\">jump-start creative problem-solving\u003c/a> in teams. Given the increased pressure on educators to innovate, the goals for each activity were to build or deepen skills associated with that work. Readers expressed particular interest in one of these activities, so I wanted to do a deep dive and provide additional information.\u003c/p>\n\u003cp>This activity grew out of my work with teachers and school leaders to identify effective solutions to school problems. Over time, I became curious about how schools might make pain points visible, in order to tap into educators’ collective wisdom to solve them. I wondered, too, if we could structure this problem-solving in such a way that everyone’s voice would be heard. Finally, I wondered if there might be a way to make it a fun and creative game. That’s where a set of index cards comes in.\u003c/p>\n\u003cp>\u003cstrong>Game Objective\u003c/strong> \u003c/p>\n\u003cp>To identify as many creative solutions to pain points as possible by pairing each to a relevant observation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Rules of the Game\u003c/strong>\u003c/p>\n\u003cp>1. Each team plays with an identical set of cards.\u003cbr>\n2. Each deck of cards will be developed in advance of game play.\u003cbr>\n3. Every stakeholder will have an opportunity to contribute cards to the deck. This ensures that all pain points are made public.\u003cbr>\n4. Observations are neutral. There is no such thing as a “bad” observation.\u003cbr>\nAs many stakeholders as possible -- teachers, staff, administrators, students, parents, families, board members, etc. -- will participate, so that everyone can be part of the solution.\u003cbr>\n5. Team size is determined by the amount of time for card play and by the total number of cards per deck.\u003cbr>\n6. Teams should be no larger than six and no smaller than two.\u003c/p>\n\u003cp>\u003cstrong>How to Build the Deck\u003c/strong>\u003c/p>\n\u003cp>1. There are two types of cards in every deck, Pain Point and Observation cards.\u003cbr>\n2. Each deck will include an equal number of Pain Point and Observation cards.\u003cbr>\n3. Create cards using index cards or, if card players prefer, an online note tool, like Evernote.\u003cbr>\n4. Cards will be highly readable, and pain points and observations will make sense to everyone. This is especially important if game play will include teachers from across the district or stakeholders from outside the school.\u003cbr>\n5. Everyone who plays the game will have an opportunity to create cards for the deck. Players are more invested if they can contribute pain points and observations.\u003cbr>\n6. Time will be provided for everyone to create cards. It’s best to request cards in advance of game day, although game facilitators can also build time into the day to allow everyone to build the deck.\u003c/p>\n\u003cp>\u003cstrong>Building Pain Point Cards\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_38240\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Pain-Point-Card.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Pain-Point-Card-640x400.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"400\" class=\"size-large wp-image-38240\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point card (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>Every Pain Point card should include the following:\u003c/p>\n\u003cp>-The title “Pain Point” so that players know it’s not an observation\u003cbr>\n-Problem question or statement. Examples include: “How can we find more time for community service in the middle school?” or “Laptop carts are also signed out in the high school. We don’t have enough carts for all students and teachers.”\u003cbr>\n-Tags. Possible tags for the sample two cards would include community service, middle school, laptop carts and high school.\u003c/p>\n\u003cp>For those addressing issues beyond their immediate school, include the school level (e.g., elementary, middle, high school, etc.) to avoid confusion. Knowing the school level will allow stakeholders unfamiliar with pain points and observations associated with that school to tailor their solutions.\u003c/p>\n\u003cp>\u003cstrong>Building Observation Cards\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_38239\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Observation-Card.gif\">\u003cimg class=\"size-large wp-image-38239\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Observation-Card-640x400.gif\" alt=\"Sample Observation card (Courtesy of Gayle Allen)\" width=\"640\" height=\"400\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Observation card (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>Every Observation card should include the following:\u003c/p>\n\u003cp>-The title “Observation” so players know it’s not a pain point.\u003cbr>\n-Neutral observation statement or question. Examples include: ““We don’t provide language classes in the elementary school” or “Why are there so few girls in AP Computer Science in our high school?”\u003cbr>\n-Tags. Possible tags for the sample two cards would include language classes, elementary school, girls, high school and AP Computer Science.\u003c/p>\n\u003cp>If relevant, be sure to include the school level (e.g., elementary, middle, high school, etc.) or grade.\u003c/p>\n\u003cp>\u003cstrong>Instructions for Play\u003c/strong>\u003c/p>\n\u003cp>1. To start, provide each team with an identical deck of cards. Keep team sizes to no more than six and no fewer than two. Size should be determined by the number of cards in the set – larger teams if deck size is 20 or more – and the amount of time allotted. The goal is for each team to work through the entire set of cards. Not all Pain Point cards will have a potentially matching Observation card. Set those cards aside and work with the matching pairs. \u003c/p>\n\u003cp>2. Each team should identify a note taker before the activity begins.\u003c/p>\n\u003cp>3. Provide at least one hour for this activity. Remember that participants will need time to read each card in the deck, to sort and re-sort cards, to think through and process with one another all the possible connections between the Pain Point and Observation cards, and to record connections and solutions. Rushing the process will make it more difficult for participants to be creative and to engage in the types of discussions needed to work through their ideas.\u003c/p>\n\u003cp>4. Provide time at the end for each team to share out at least one innovative solution. If possible, ask teams to post or tape all solutions and connections on a board or wall. Then ask all teams to do a gallery walk around the room, in order to learn from other teams.\u003c/p>\n\u003cp>5. Be sure to gather everyone’s recordings at the end of the activity. Facilitators create a shared document, like a Google doc, to which everyone can contribute. They can also collect hard-copy recordings and add the information to a shared document. Announce the timeline for how you will analyze this information and report back to everyone, and any other next steps. Facilitators can follow up at schoolwide meetings to lay out findings and next steps. Participants will be more engaged if they know there will be follow-up and that their solutions may be implemented.\u003c/p>\n\u003cp>Every time you do this activity, it should take less time, since participants will know what to expect, will have a stronger skill set in making creative connections, and will have a smaller deck of cards (there should be fewer Pain Points as time goes on).\u003c/p>\n\u003cp>\u003cstrong>Three Examples\u003c/strong>\u003c/p>\n\u003cp>1. A \u003cstrong>middle school loses a dedicated maker space \u003c/strong>to a much needed classroom due to increased enrollment. A team reads through their cards and looks for patterns. They notice that several cards include the tags of \"physical space.\" They put them to one side and read through them together. They wonder if they can find a way, as a group of teachers, to get creative with their classrooms by building a pop-up maker space schedule. While they don’t yet have all the answers, they know there’s something there. They pair up the cards, write up the connection, along with a draft of their solution -- a classroom “timeshare” -- and then move on to the other cards.\u003c/p>\n\u003cfigure id=\"attachment_38243\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Enrollment-Card.gif\">\u003cimg class=\"size-large wp-image-38243\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Enrollment-Card-640x750.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"750\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point card and Observation cards.(Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>2. Another team gets caught up in the \u003cstrong>computer programming Pain Point\u003c/strong>. Several members of the team have read articles about online resources for learning how to code. This prompts another member of the group to look at the card tags more closely. She sees one focused on online resources and asks the group what it thinks. Immediately, another group member brings up the idea of creating an after-school programming club, open to all high school students, using free online resources that they can research, vet, and select as part of the club. Soon the group is recording the connections it has made and the solution it's proposing.\u003c/p>\n\u003cfigure id=\"attachment_38241\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Programming-Card.gif\">\u003cimg class=\"size-large wp-image-38241\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Programming-Card-640x750.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"750\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point and Observation cards. (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>3. Finally, another team gets caught up in a discussion of the card about the fifth-grade research project. For many of the team’s members, mostly middle and high school teachers in schools across the district, this is the first time they’re learning about this project. Several reflect on how hard it is for their own students to decide on research topics, and this gets them wondering if there isn’t a more real-world way to do it. In sorting through their observation cards, they notice the “real-world skills” card. This triggers a team member to talk about student entrepreneurship and a recent article he read about \u003cstrong>student pitch fests\u003c/strong>. The team categorizes pitching as a real-world skill and makes the connection between it and the research topic pain point. They record their idea and mention the article as a resource.\u003c/p>\n\u003cfigure id=\"attachment_38242\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Real-World-Card.gif\">\u003cimg class=\"size-large wp-image-38242\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Real-World-Card-640x750.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"750\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point and Observation cards. (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>Clearly, this is just the start. Once ideas are recorded and shared, team members may want to connect with others post-activity to work through the details of problem-solving and implementation.\u003c/p>\n\u003cp>\u003cstrong>Empower Everyone to Innovate\u003c/strong>\u003c/p>\n\u003cp>This activity empowers all stakeholders. It gives everyone an opportunity to share pain points and observations and to brainstorm solutions. By building a card deck of context-specific pain points and observations, there’s buy-in from the start. All participants have a vested interest in the cards they create. Likewise, the activity has enough structure built in to drive toward solutions.\u003c/p>\n\u003cp>All who participate get to practice and deepen their creative problem-solving skills. You’ll be surprised at how energizing it will be to problem-solve with colleagues, how creative the solutions will be, and how pain points will begin to disappear.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Gayle Allen spent nearly two decades as a teacher, school leader and founder of two professional development institutes. She holds an Ed.D. from Teachers College, Columbia University, where she focused her research on teacher learning. Gayle currently serves on the advisory board for \u003ca href=\"http://biobuilder.org/\">BioBuilder Educational Foundation\u003c/a> and is an edupreneur at BrightBytes. She blogs at \u003ca href=\"http://www.gayleallen.net/\">Connecting the Thoughts\u003c/a> and tweets \u003ca href=\"https://twitter.com/GAllenTC\">@GAllenTC\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38244\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Teamwork.gif\">\u003cimg class=\"size-large wp-image-38244\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Teamwork-640x360.gif\" alt=\"iStock\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Gayle Allen\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Earlier, I wrote about four activities teachers and school leaders can use to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/four-activities-to-jump-start-teamwork-among-teachers-and-school-leaders/\">jump-start creative problem-solving\u003c/a> in teams. Given the increased pressure on educators to innovate, the goals for each activity were to build or deepen skills associated with that work. Readers expressed particular interest in one of these activities, so I wanted to do a deep dive and provide additional information.\u003c/p>\n\u003cp>This activity grew out of my work with teachers and school leaders to identify effective solutions to school problems. Over time, I became curious about how schools might make pain points visible, in order to tap into educators’ collective wisdom to solve them. I wondered, too, if we could structure this problem-solving in such a way that everyone’s voice would be heard. Finally, I wondered if there might be a way to make it a fun and creative game. That’s where a set of index cards comes in.\u003c/p>\n\u003cp>\u003cstrong>Game Objective\u003c/strong> \u003c/p>\n\u003cp>To identify as many creative solutions to pain points as possible by pairing each to a relevant observation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Rules of the Game\u003c/strong>\u003c/p>\n\u003cp>1. Each team plays with an identical set of cards.\u003cbr>\n2. Each deck of cards will be developed in advance of game play.\u003cbr>\n3. Every stakeholder will have an opportunity to contribute cards to the deck. This ensures that all pain points are made public.\u003cbr>\n4. Observations are neutral. There is no such thing as a “bad” observation.\u003cbr>\nAs many stakeholders as possible -- teachers, staff, administrators, students, parents, families, board members, etc. -- will participate, so that everyone can be part of the solution.\u003cbr>\n5. Team size is determined by the amount of time for card play and by the total number of cards per deck.\u003cbr>\n6. Teams should be no larger than six and no smaller than two.\u003c/p>\n\u003cp>\u003cstrong>How to Build the Deck\u003c/strong>\u003c/p>\n\u003cp>1. There are two types of cards in every deck, Pain Point and Observation cards.\u003cbr>\n2. Each deck will include an equal number of Pain Point and Observation cards.\u003cbr>\n3. Create cards using index cards or, if card players prefer, an online note tool, like Evernote.\u003cbr>\n4. Cards will be highly readable, and pain points and observations will make sense to everyone. This is especially important if game play will include teachers from across the district or stakeholders from outside the school.\u003cbr>\n5. Everyone who plays the game will have an opportunity to create cards for the deck. Players are more invested if they can contribute pain points and observations.\u003cbr>\n6. Time will be provided for everyone to create cards. It’s best to request cards in advance of game day, although game facilitators can also build time into the day to allow everyone to build the deck.\u003c/p>\n\u003cp>\u003cstrong>Building Pain Point Cards\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_38240\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Pain-Point-Card.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Pain-Point-Card-640x400.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"400\" class=\"size-large wp-image-38240\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point card (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>Every Pain Point card should include the following:\u003c/p>\n\u003cp>-The title “Pain Point” so that players know it’s not an observation\u003cbr>\n-Problem question or statement. Examples include: “How can we find more time for community service in the middle school?” or “Laptop carts are also signed out in the high school. We don’t have enough carts for all students and teachers.”\u003cbr>\n-Tags. Possible tags for the sample two cards would include community service, middle school, laptop carts and high school.\u003c/p>\n\u003cp>For those addressing issues beyond their immediate school, include the school level (e.g., elementary, middle, high school, etc.) to avoid confusion. Knowing the school level will allow stakeholders unfamiliar with pain points and observations associated with that school to tailor their solutions.\u003c/p>\n\u003cp>\u003cstrong>Building Observation Cards\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_38239\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Observation-Card.gif\">\u003cimg class=\"size-large wp-image-38239\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Observation-Card-640x400.gif\" alt=\"Sample Observation card (Courtesy of Gayle Allen)\" width=\"640\" height=\"400\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Observation card (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>Every Observation card should include the following:\u003c/p>\n\u003cp>-The title “Observation” so players know it’s not a pain point.\u003cbr>\n-Neutral observation statement or question. Examples include: ““We don’t provide language classes in the elementary school” or “Why are there so few girls in AP Computer Science in our high school?”\u003cbr>\n-Tags. Possible tags for the sample two cards would include language classes, elementary school, girls, high school and AP Computer Science.\u003c/p>\n\u003cp>If relevant, be sure to include the school level (e.g., elementary, middle, high school, etc.) or grade.\u003c/p>\n\u003cp>\u003cstrong>Instructions for Play\u003c/strong>\u003c/p>\n\u003cp>1. To start, provide each team with an identical deck of cards. Keep team sizes to no more than six and no fewer than two. Size should be determined by the number of cards in the set – larger teams if deck size is 20 or more – and the amount of time allotted. The goal is for each team to work through the entire set of cards. Not all Pain Point cards will have a potentially matching Observation card. Set those cards aside and work with the matching pairs. \u003c/p>\n\u003cp>2. Each team should identify a note taker before the activity begins.\u003c/p>\n\u003cp>3. Provide at least one hour for this activity. Remember that participants will need time to read each card in the deck, to sort and re-sort cards, to think through and process with one another all the possible connections between the Pain Point and Observation cards, and to record connections and solutions. Rushing the process will make it more difficult for participants to be creative and to engage in the types of discussions needed to work through their ideas.\u003c/p>\n\u003cp>4. Provide time at the end for each team to share out at least one innovative solution. If possible, ask teams to post or tape all solutions and connections on a board or wall. Then ask all teams to do a gallery walk around the room, in order to learn from other teams.\u003c/p>\n\u003cp>5. Be sure to gather everyone’s recordings at the end of the activity. Facilitators create a shared document, like a Google doc, to which everyone can contribute. They can also collect hard-copy recordings and add the information to a shared document. Announce the timeline for how you will analyze this information and report back to everyone, and any other next steps. Facilitators can follow up at schoolwide meetings to lay out findings and next steps. Participants will be more engaged if they know there will be follow-up and that their solutions may be implemented.\u003c/p>\n\u003cp>Every time you do this activity, it should take less time, since participants will know what to expect, will have a stronger skill set in making creative connections, and will have a smaller deck of cards (there should be fewer Pain Points as time goes on).\u003c/p>\n\u003cp>\u003cstrong>Three Examples\u003c/strong>\u003c/p>\n\u003cp>1. A \u003cstrong>middle school loses a dedicated maker space \u003c/strong>to a much needed classroom due to increased enrollment. A team reads through their cards and looks for patterns. They notice that several cards include the tags of \"physical space.\" They put them to one side and read through them together. They wonder if they can find a way, as a group of teachers, to get creative with their classrooms by building a pop-up maker space schedule. While they don’t yet have all the answers, they know there’s something there. They pair up the cards, write up the connection, along with a draft of their solution -- a classroom “timeshare” -- and then move on to the other cards.\u003c/p>\n\u003cfigure id=\"attachment_38243\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Enrollment-Card.gif\">\u003cimg class=\"size-large wp-image-38243\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Enrollment-Card-640x750.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"750\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point card and Observation cards.(Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>2. Another team gets caught up in the \u003cstrong>computer programming Pain Point\u003c/strong>. Several members of the team have read articles about online resources for learning how to code. This prompts another member of the group to look at the card tags more closely. She sees one focused on online resources and asks the group what it thinks. Immediately, another group member brings up the idea of creating an after-school programming club, open to all high school students, using free online resources that they can research, vet, and select as part of the club. Soon the group is recording the connections it has made and the solution it's proposing.\u003c/p>\n\u003cfigure id=\"attachment_38241\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Programming-Card.gif\">\u003cimg class=\"size-large wp-image-38241\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Programming-Card-640x750.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"750\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point and Observation cards. (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>3. Finally, another team gets caught up in a discussion of the card about the fifth-grade research project. For many of the team’s members, mostly middle and high school teachers in schools across the district, this is the first time they’re learning about this project. Several reflect on how hard it is for their own students to decide on research topics, and this gets them wondering if there isn’t a more real-world way to do it. In sorting through their observation cards, they notice the “real-world skills” card. This triggers a team member to talk about student entrepreneurship and a recent article he read about \u003cstrong>student pitch fests\u003c/strong>. The team categorizes pitching as a real-world skill and makes the connection between it and the research topic pain point. They record their idea and mention the article as a resource.\u003c/p>\n\u003cfigure id=\"attachment_38242\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Real-World-Card.gif\">\u003cimg class=\"size-large wp-image-38242\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Real-World-Card-640x750.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"750\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point and Observation cards. (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>Clearly, this is just the start. Once ideas are recorded and shared, team members may want to connect with others post-activity to work through the details of problem-solving and implementation.\u003c/p>\n\u003cp>\u003cstrong>Empower Everyone to Innovate\u003c/strong>\u003c/p>\n\u003cp>This activity empowers all stakeholders. It gives everyone an opportunity to share pain points and observations and to brainstorm solutions. By building a card deck of context-specific pain points and observations, there’s buy-in from the start. All participants have a vested interest in the cards they create. Likewise, the activity has enough structure built in to drive toward solutions.\u003c/p>\n\u003cp>All who participate get to practice and deepen their creative problem-solving skills. You’ll be surprised at how energizing it will be to problem-solve with colleagues, how creative the solutions will be, and how pain points will begin to disappear.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Gayle Allen spent nearly two decades as a teacher, school leader and founder of two professional development institutes. She holds an Ed.D. from Teachers College, Columbia University, where she focused her research on teacher learning. Gayle currently serves on the advisory board for \u003ca href=\"http://biobuilder.org/\">BioBuilder Educational Foundation\u003c/a> and is an edupreneur at BrightBytes. She blogs at \u003ca href=\"http://www.gayleallen.net/\">Connecting the Thoughts\u003c/a> and tweets \u003ca href=\"https://twitter.com/GAllenTC\">@GAllenTC\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Report Finds Teachers Underutilize Resources for Digital Games in the Classroom ",
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"content": "\u003cfigure id=\"attachment_38214\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Games-post.gif\">\u003cimg class=\"size-large wp-image-38214\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Games-post-640x360.gif\" alt=\"iStock\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">While more teachers are using digital games in the classroom, how they decide which games to use and why is less standardized, according to a teacher survey of 694 K-8 teachers by the Games and Learning Publishing Council called \u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2014/10/jgcc_leveluplearning_final.pdf\">Level Up Learning: A National Survey on Teaching with Digital Games\u003c/a>.\u003c/p>\n\u003cp>The report finds that teachers learn about games through informal means, such as peers within the school or school district, and could benefit from more explicit training programs. By not having a more formal process, the report finds that “teachers may not be getting exposure to the broader range of pedagogical strategies, resources, and types of games that can enhance and facilitate digital game integration.”\u003c/p>\n\u003cp>“There’s a problem with discovery. They aren’t aware of all the types of games they could be using and all the ways they could be using them,” said Lori Takeuchi, senior director and research scientist at the Joan Ganz Cooney Center who co-authored the report. The GLPC is a project of the Cooney Center. “We need an easier way for teachers to find the best game titles that will meet their needs,” she said. \u003c/p>\n\u003cfigure id=\"attachment_38204\" class=\"wp-caption alignright\" style=\"max-width: 298px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Chart-5.png\">\u003cimg class=\"size-medium wp-image-38204\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Chart-5-298x500.png\" alt='From \"Level Up Learning: A National Survey on Teaching with Digital Games\" from the Joan Ganz Cooney Center. ' width=\"298\" height=\"500\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">From \"\u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2014/10/jgcc_leveluplearning_final.pdf\">Level Up Learning: A National Survey on Teaching with Digital Games\u003c/a>\" from the Joan Ganz Cooney Center.\u003c/figcaption>\u003c/figure>\n\u003cp>The report says a minority of teachers are using resources available to them. Teachers already using digital games get most of their professional learning from other teachers within the school or district (68 percent) and a quarter of surveyed teachers go to online forums for educators. For those reasons, the report authors recommend finding alternative ways to reach out to teachers. The report states, \"This means that we need to do more to promote these online resources and identify how they can more effectively address teachers' pedagogical questions as well as their lifestyles, learning styles, and organizational constraints.\"\u003c/p>\n\u003cp>Overall, most teachers they surveyed use games in the classroom. Many times, a teacher's exposure to gaming outside of school impacts whether students get the benefit of games in the classroom. Of the teachers surveyed, 74 percent use digital games to teach in the classroom. Most of those said they let their students play at least monthly. About 40 percent of teachers who use digital games are using them to meet curriculum standards.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The report also finds that certain types of games are favored over others, and that duration plays a key part. Role-playing games, like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/world-of-warcraft-finds-its-way-into-class/\">World of Warcraft\u003c/a>, can help students with problem solving skills, but only 5 percent of teachers surveyed report using such involved games. “All the research shows the potential of video games for learning and its usually through these immersive games, but those are not the types of games we’re seeing in the classroom,” said Takeuchi. \u003c/p>\n\u003cp>“Teachers tend to use shorter form games that could be finished in a class period or just a few minutes. Because developers realize that teachers can fit a shorter form game into a classroom period, they’re going to make those games.”\u003c/p>\n\u003cp>Part of the Bill and Melinda Gates Foundation funded \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/surprising-insights-how-teachers-use-games-in-the-classroom/\">report was released\u003c/a> earlier this year and highlighted how teachers use games for reasons like assessment, reaching low-performing students, motivating students, and teaching new material. The full report shows which games the teachers surveyed are using in their classroom. \u003c/p>\n\u003cfigure id=\"attachment_38206\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Games-3.png\">\u003cimg class=\"size-large wp-image-38206\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Games-3-640x500.png\" alt='From \"Level Up Learning: A National Survey on Teaching with Digital Games\" from the Joan Ganz Cooney Center. Surveyed teachers listed titles of up to three digital games used with students. ' width=\"640\" height=\"500\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">From \"\u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2014/10/jgcc_leveluplearning_final.pdf\">Level Up Learning: A National Survey on Teaching with Digital Games\u003c/a>\" from the Joan Ganz Cooney Center. Surveyed teachers listed titles of up to three digital games used with students.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Note: MindShift has been developing \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\">The MindShift Guide to Games and Learning\u003c/a> with the support of the \u003ca href=\"www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a>. The guide is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\">Games and Learning Publishing Council\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38214\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Games-post.gif\">\u003cimg class=\"size-large wp-image-38214\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Games-post-640x360.gif\" alt=\"iStock\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">While more teachers are using digital games in the classroom, how they decide which games to use and why is less standardized, according to a teacher survey of 694 K-8 teachers by the Games and Learning Publishing Council called \u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2014/10/jgcc_leveluplearning_final.pdf\">Level Up Learning: A National Survey on Teaching with Digital Games\u003c/a>.\u003c/p>\n\u003cp>The report finds that teachers learn about games through informal means, such as peers within the school or school district, and could benefit from more explicit training programs. By not having a more formal process, the report finds that “teachers may not be getting exposure to the broader range of pedagogical strategies, resources, and types of games that can enhance and facilitate digital game integration.”\u003c/p>\n\u003cp>“There’s a problem with discovery. They aren’t aware of all the types of games they could be using and all the ways they could be using them,” said Lori Takeuchi, senior director and research scientist at the Joan Ganz Cooney Center who co-authored the report. The GLPC is a project of the Cooney Center. “We need an easier way for teachers to find the best game titles that will meet their needs,” she said. \u003c/p>\n\u003cfigure id=\"attachment_38204\" class=\"wp-caption alignright\" style=\"max-width: 298px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Chart-5.png\">\u003cimg class=\"size-medium wp-image-38204\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Chart-5-298x500.png\" alt='From \"Level Up Learning: A National Survey on Teaching with Digital Games\" from the Joan Ganz Cooney Center. ' width=\"298\" height=\"500\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">From \"\u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2014/10/jgcc_leveluplearning_final.pdf\">Level Up Learning: A National Survey on Teaching with Digital Games\u003c/a>\" from the Joan Ganz Cooney Center.\u003c/figcaption>\u003c/figure>\n\u003cp>The report says a minority of teachers are using resources available to them. Teachers already using digital games get most of their professional learning from other teachers within the school or district (68 percent) and a quarter of surveyed teachers go to online forums for educators. For those reasons, the report authors recommend finding alternative ways to reach out to teachers. The report states, \"This means that we need to do more to promote these online resources and identify how they can more effectively address teachers' pedagogical questions as well as their lifestyles, learning styles, and organizational constraints.\"\u003c/p>\n\u003cp>Overall, most teachers they surveyed use games in the classroom. Many times, a teacher's exposure to gaming outside of school impacts whether students get the benefit of games in the classroom. Of the teachers surveyed, 74 percent use digital games to teach in the classroom. Most of those said they let their students play at least monthly. About 40 percent of teachers who use digital games are using them to meet curriculum standards.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The report also finds that certain types of games are favored over others, and that duration plays a key part. Role-playing games, like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/world-of-warcraft-finds-its-way-into-class/\">World of Warcraft\u003c/a>, can help students with problem solving skills, but only 5 percent of teachers surveyed report using such involved games. “All the research shows the potential of video games for learning and its usually through these immersive games, but those are not the types of games we’re seeing in the classroom,” said Takeuchi. \u003c/p>\n\u003cp>“Teachers tend to use shorter form games that could be finished in a class period or just a few minutes. Because developers realize that teachers can fit a shorter form game into a classroom period, they’re going to make those games.”\u003c/p>\n\u003cp>Part of the Bill and Melinda Gates Foundation funded \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/surprising-insights-how-teachers-use-games-in-the-classroom/\">report was released\u003c/a> earlier this year and highlighted how teachers use games for reasons like assessment, reaching low-performing students, motivating students, and teaching new material. The full report shows which games the teachers surveyed are using in their classroom. \u003c/p>\n\u003cfigure id=\"attachment_38206\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Games-3.png\">\u003cimg class=\"size-large wp-image-38206\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Games-3-640x500.png\" alt='From \"Level Up Learning: A National Survey on Teaching with Digital Games\" from the Joan Ganz Cooney Center. Surveyed teachers listed titles of up to three digital games used with students. ' width=\"640\" height=\"500\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">From \"\u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2014/10/jgcc_leveluplearning_final.pdf\">Level Up Learning: A National Survey on Teaching with Digital Games\u003c/a>\" from the Joan Ganz Cooney Center. Surveyed teachers listed titles of up to three digital games used with students.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Note: MindShift has been developing \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\">The MindShift Guide to Games and Learning\u003c/a> with the support of the \u003ca href=\"www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a>. The guide is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\">Games and Learning Publishing Council\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Transform The Odyssey into an Epic Game in Alternate Reality",
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"content": "\u003cfigure id=\"attachment_38068\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Nick-Thompson-Odysseus-and-the-Sirens.png\">\u003cimg class=\"size-large wp-image-38068\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Nick-Thompson-Odysseus-and-the-Sirens-640x360.png\" alt=\"(Flickr/Nick Thompson)\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">(Flickr/Nick Thompson)\u003c/figcaption>\u003c/figure>\n\u003cp>How would Homer have told the story of \u003cem>The Odyssey\u003c/em> as a game? What would participatory learning look like in ancient times? Learning about the lessons raised in classics like \u003cem>The Odyssey\u003c/em> is getting a fresh perspective thanks to several educators who have started experimenting with how alternate reality games (ARGs) can be used as an immersive learning system that combines rich narrative, digital technology, and real-world game play.\u003c/p>\n\u003cp>John Fallon, a Fairfield Country Day School teacher and game enthusiast, brings game-based learning to \u003cem>The Odyssey\u003c/em> with a game he designed called \u003cem>\u003ca href=\"http://www.workingexamples.org/example/show/633\">Dolus: Finding the Journal of Odysseus\u003c/a>\u003c/em>. Many educators today struggle to keep the classics relevant for a generation reared in the fast paced world of Internet and video games, and Fallon’s game bridges the classical past with the digital future for his seventh grade English students. Rather than merely reading about the adventures of Odysseus in English class, students can walk a mile in his shoes by channeling the skillset of the Greek hero who masterminded the Trojan Horse and outwitted the Cyclops. Students must exercise critical thinking, resilience, and creative problem solving to succeed in an ARG.\u003c/p>\n\u003cp>The idea came to Fallon while playing \u003cem>\u003ca href=\"http://www.thesecretworld.com/\">The Secret World\u003c/a>\u003c/em>, a video game that incorporates real-world browser searches to help solve puzzles. “It all hit me at once,” remembered Fallon. “The portability of cross-media ARG puzzles, the use of real world information in a fictional game world, and the ancient Siren-song of puzzle solving. Immediately, the game about the crafty thief who stole the journal of Odysseus was born.”\u003c/p>\n\u003cfigure id=\"attachment_38069\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/BBC-story.png\">\u003cimg class=\"size-large wp-image-38069\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/BBC-story-640x479.png\" alt=\"Courtesy of John Fallon\" width=\"640\" height=\"479\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A screen grab of the fictitious BBC story used in John Fallon's Dolus ARG. (Courtesy of John Fallon)\u003c/figcaption>\u003c/figure>\n\u003cp>Fallon drew his students into the game’s narrative with a bogus BBC News story about the theft of recently discovered ancient Greek manuscripts. A riddle concealed within the article led players to master-thief Dolus, who challenged them to follow his trail of clues and re-assemble the lost journal of Odysseus. Clues and puzzles were distributed across QR codes, password protected videos, PDF files, and a variety of web 2.0 tools. He also enlisted his school’s IT department and fellow teachers to help deliver hints in a variety of unexpected ways. One puzzle required finding a Freemason symbol, which a few perceptive players discovered pinned to the lapel of their History teacher, a practicing Mason. Once they gave him the correct password and passed a quick test on Masonic iconography, they received a key to help them unscramble a cipher that unlocked the next step.\u003c/p>\n\u003cp>Sticking to the “this is not a game” ethos common to ARGs, Fallon feigned ignorance and never admitted to know anything about the month-long caper. “Students had to identify, research, and master a variety of different codes and ciphers. They had to parse difficult riddles – with no guidance from me – and solve multiple phase problems and then synthesize their findings to succeed,” said Fallon.\u003c/p>\n\u003caside class=\"pullquote alignleft\">ARGs are not for everybody, but Fallon noted that students who were not typically motivated in his class kicked into high gear, some laboring into the wee hours at home to untangle a conundrum.\u003c/aside>\n\u003cp>This type of elaborate puzzle solving is standard fare for mainstream ARGs. Originating in the early 1990s, ARGs are designed and run by development teams called “puppet masters” who combine the digital and the real to deliver intricate narratives that blur the line between reality and fiction. Players enjoy a great deal of agency as they solve elaborate puzzles while they negotiate a world of phony websites and documents, midnight phone calls, and park bench envelope exchanges, to name a few of the tactics that can make these games indistinguishable from everyday life.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Educational versions tend to be scaled down to accommodate specific learning objectives and operate safely within a school setting. Fallon’s model shows that any motivated teacher can design and run their own ARG without programming skills, specialized technical knowledge or a big budget. This is assisted by the availability of free or inexpensive user-friendly, web-based tools, and digital software. The modular nature of ARGs also lets educators decide how simple or complex they want to make their game, and allows them to choose elements that best suit their unique circumstances.\u003c/p>\n\u003cp>\u003cstrong>Alternate Reality's Impact on Real Life\u003c/strong>\u003c/p>\n\u003cp>While they can be played from elementary school to college, most existing educational examples are found in middle schools. “It’s a developmental period of transition where kids begin to build and exercise critical thinking skills,” said \u003ca href=\"http://www.tannerhiggin.com/about/\">Dr. Tanner Higgin\u003c/a>, who helped produce the \u003cem>United Colonies\u003c/em> ARG. “They are still relatively untainted by the social pressures and inhibitions that set in with growing older and they are also less entrenched/acclimated to the traditional school model.”\u003c/p>\n\u003cp>Despite the paucity of studies specific to educational ARGs, this new learning system combines three ingredients whose benefits are supported by a growing body of research: \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/benefits-of-gaming-what-research-shows/\">game-based learning\u003c/a>, \u003ca href=\"http://hechingerreport.org/content/body-next-breakthrough-education-tech_16629/\">embodied learning\u003c/a> and the use of \u003ca href=\"http://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1124&context=jmle\">transmedia\u003c/a> in education. \u003ca href=\"http://janemcgonigal.com/\">Jane McGonigal\u003c/a>, author of \u003cem>Reality is Broken\u003c/em>, draws one distinction between video games and ARGs:\u003c/p>\n\u003cblockquote>\u003cp>Historically, in fact, most ARGs, like most computer and video games, have been designed simply to be fun and emotionally satisfying. But my research shows that because ARGs are played in real-world contexts, instead of in virtual spaces, they almost always have at least the \u003cem>side effect\u003c/em> of improving our real lives.\u003c/p>\u003c/blockquote>\n\u003cp>ARGs are not for everybody, but Fallon noted that students who were not typically motivated in his class kicked into high gear, some laboring into the wee hours at home to untangle a conundrum. To succeed in \u003cem>Dolus\u003c/em>, students had to inhere the very qualities that helped the cunning Odysseus to prevail on his journey. “Odysseus is mortal and without superpowers but, above all, he’s a tenacious problem solver,” explained Fallon. “He is put into seemingly impossible situations and, through sheer human ingenuity and persistence, he finds a way out.”\u003c/p>\n\u003cp>Students wrote their own creative adaptations of \u003cem>The Odyssey\u003c/em> to conclude the unit. Fallon noticed a substantial improvement in the quality of the work over past more traditional deliveries of the lesson. “They did a better job of making their individual versions of Odysseus more clever and better problem solvers rather than just a cardboard cutout hero who bashes his way through problems. This likely stems from having experienced some difficult problem solving of their own in similar circumstances.”\u003c/p>\n\u003cp>\u003cstrong>Empathy for Injustice\u003c/strong>\u003c/p>\n\u003cp>The multidisciplinary potential for these games ranges far beyond English class, as their narrative and content can be tailored to accommodate a broad rang of subjects and learning outcomes.\u003c/p>\n\u003cp>“Any situated learning experience can most definitely promote learning better than traditional pedagogical strategies and there’s some good research to support the benefits,” said Randall Fujimoto, an instructional designer and former video game developer who founded \u003ca href=\"http://gametrainlearning.org/\">GameTrain Learning\u003c/a>, a not-for-profit that helps schools implement game-based learning initiatives. Inspired by \u003ca href=\"http://www.unfiction.com/history/the-beast/\">The Beast\u003c/a>, a sci-fi whodunit ARG designed to promote the film \u003cem>A.I. Artificial Intelligence\u003c/em>, Fujimoto felt that the dynamic and embodied gameplay could make a potent learning tool.\u003c/p>\n\u003cp>Fujimoto was so enthralled with the idea that he decided to focus on how ARGs could be used in the classroom for his masters thesis, ultimately developing a game focused on the Japanese experience of internment camps during World War II. In \u003cem>Arising from Injustice\u003c/em>, students are contacted to investigate why Dr. Alice Sasaki had been found unconscious in her lab. To wake her from her coma, players must access her high-tech Memory History Cognition device and reconstruct her memories as a Japanese American in the 1940s. In ARG parlance, this is known as the rabbit hole – the initial event or clue that pulls players into the game world.\u003c/p>\n\u003cp>[contextly_sidebar id=\"AlDkWWDdW8nHP8JLazfttcMxBeugrjWD\"]\u003c/p>\n\u003cp>The modular, web-based narrative relays the story of the Japanese Americans with eclectic historical documents and media, including pictures, letters, journals, videos and audio. In classic ARG style, players progress from Pearl Harbor to post-war resettlement by solving puzzles, following clues, and carrying out assignments and sharing their findings on a group discussion board. The game was designed to service a wide range of age groups and was trialed by eighth graders at Tomodachi Gakko, a summer camp whose focus on Japanese American heritage fit well with the game’s theme.\u003c/p>\n\u003cp>\u003cem>Arising from Injustice\u003c/em> embeds clear learning objectives within the narrative. Players evaluate and analyze primary documents to determine the social conditions that precipitated prejudice and discrimination against Japanese Americans. They also hone their media literacy skills by synthesizing their learning in collaborative media projects where they support their research with primary sources. All of these fit with Common Core standards, and post-game surveys indicated that players were not only engaged, but that the intended learning outcomes were achieved.\u003c/p>\n\u003cp>But perhaps the most important lesson learned was one of empathy.\u003c/p>\n\u003cp>“The game puts players in a situated learning environment where they must interact and empathize with various characters in order to succeed,” said Fujimoto. While playing \u003cem>Arising from Injustice\u003c/em>, students experienced the hardships and discriminations suffered by Japanese Americans through the eyes of the victim. One player reported that “you could really put yourself in Alice’s shoes,\" highlighting the game’s capacity to emotionally connect players to their subject. Dr. Mary Flanagan and Jonathan Belman’s \u003ca href=\"http://www.maryflanagan.com/wp-content/uploads/cog-tech-si-g4g-article-1-belman-and-flanagan-designing-games-to-foster-empathy.pdf\">research\u003c/a> supports that games can be designed to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/teaching-empathy-through-digital-game-play/\">foster empathy\u003c/a>, a quality that not only produces better human beings, but also \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/empathy-the-key-to-social-and-emotional-learning/\">better learners\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>The Anytime, Anywhere World of United Colonies\u003c/strong>\u003c/p>\n\u003cp>One fall morning, sixth grade students from the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/a-school-that-ditches-all-the-rules-but-not-the-rigor-game-based-school-playmaker/\">PlayMaker School\u003c/a> in Santa Monica were surprised to find a mysterious note labeled “UV got a message” in their lockers. A few students eventually connected it to an ultraviolet bulb that had appeared in their classroom and, when the note was placed under the UV light, a secret set of instructions was revealed.\u003c/p>\n\u003cfigure id=\"attachment_38071\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/UV-Message.png\">\u003cimg class=\"size-large wp-image-38071\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/UV-Message-640x88.png\" alt=\"The UV message from the United Colonies game. \" width=\"640\" height=\"88\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The UV message from the United Colonies game.\u003c/figcaption>\u003c/figure>\n\u003cp>For the rest of the school year, the United Colonies ARG led players along an elaborate \u003ca href=\"https://www.youtube.com/watch?v=X5VZ_G8Pfz0\">trail of clues\u003c/a> that included books with hidden compartments, alien codes, meteors inscribed with cuneiforms, and even a bacon puzzle. Not tied to any one class or subject, but drawing from many, the game added an extracurricular layer that extended beyond the classroom. “The ARG made school an anytime, anywhere experience, a thread running between and within classes and carrying through to home,” said designer Mike Minadeo, the game’s creator.\u003c/p>\n\u003cp>Participation in the game was entirely voluntary and outcomes were not attached to grades or points. “Students self-selected to be involved and were driven purely by interest, curiosity, and excitement of the unknown to figure things out together,” said Higgin, who was lead researcher at \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/a-new-game-based-school-opens/\">GameDesk\u003c/a> when he worked with Minadeo to develop \u003cem>United Colonies\u003c/em>.\u003c/p>\n\u003cp>Any object in their midst might be a code, a message or the start of a puzzle, so their learning environment was transformed into a spatial text that was alive with possibilities. The school’s neglected online discussion board was reinvigorated as game-related updates and information were actively exchanged. Students crafted their own riddles, and even started a club for designing ARGs, an important shift from students consuming games to creating them.\u003c/p>\n\u003cp>Students were \u003ca href=\"https://www.youtube.com/watch?v=8dJfqeP3lFs\">clearly engaged\u003c/a>, but what did they learn?\u003c/p>\n\u003cp>“The \u003cem>United Colonies\u003c/em> ARG explored how learning opportunities could be presented through a transmedia platform that inspired associative learning, gritty persistence, cross-disciplinary thinking, and critical analysis,” Minadeo said. The creators found academic support in Dr. Angela Lee Duckworth’s work on grit and a scholarly article from MIT press that identifies seven core literacies delivered by ARGs: gather, make sense, manage, solve, create, respect and collaborate. In an effort to make the project available to teachers, the game designers posted a detailed lesson plan to GameDesk’s \u003ca href=\"http://educade.org/lesson_plans/united-colonies-arg-module-1\">Educade site\u003c/a>, outlining how the game fulfills specific learning outcomes and Common Core standards.\u003c/p>\n\u003cp>\u003cstrong>A Rethinking of Roles\u003c/strong>\u003c/p>\n\u003cp>Some educators are convinced that alternate reality games have huge potential to invigorate learning environments, but they face some \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/games-in-the-classroom-overcoming-the-obstacles/\">implementation challenges\u003c/a>. Administrators operating in a risk-averse climate of national standards and testing want to see clearly defined learning outcomes and assessment strategies to accompany any new teaching strategy. ARGs also take time to plan and ask that teachers think differently about how they delivery their instructional material.\u003c/p>\n\u003cp>Good ARGs are often custom crafted to specific classrooms and schools, making them difficult to transfer into new environments, Fallon said. Further study, experimentation, dedicated technology and user-friendly ARG designs will not only help overcome hurdles, but also open the door for other dynamic, immersive games that combine digital media and reality. ARGs may also occasion a rethinking of the roles of teachers and schools.\u003c/p>\n\u003cp>\u003cem>United Colonies\u003c/em> is a product of the collaboration between educators and game designers; a model espoused by schools like \u003ca href=\"http://www.instituteofplay.org/work/projects/quest-schools/quest-to-learn/\">Quest to Learn\u003c/a> in New York City and \u003ca href=\"http://www.chicagoquest.org/\">CICS ChicagoQuest\u003c/a> in Chicago. These charters might be forecasting a future where game and learning environment designers become standard personnel who work in conjunction with teachers in schools and districts, making initiatives like ARGs more feasible.\u003c/p>\n\u003cfigure id=\"attachment_38062\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fallon-Lapel.png\">\u003cimg class=\"size-large wp-image-38062\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fallon-Lapel-640x356.png\" alt=\"The discovery of this Freemasons pin helped students unlock the next phase of the Dolus game. (Courtesy of John Fallon)\" width=\"640\" height=\"356\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The discovery of this Freemasons pin helped students unlock the next phase of the Dolus game.(Courtesy of John Fallon)\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Alternately, John Fallon is a model of the autonomous teacher-designer, who relies more on holistic creativity and resourcefulness than specialized knowledge. Teachers may welcome the opportunity to engage their students and invigorate their practice with a unique creative outlet. Perhaps they need only take a page from Odysseus’s book and, like their students, push the creative boundaries, problem solve and overcome adversity with resilience.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38068\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Nick-Thompson-Odysseus-and-the-Sirens.png\">\u003cimg class=\"size-large wp-image-38068\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Nick-Thompson-Odysseus-and-the-Sirens-640x360.png\" alt=\"(Flickr/Nick Thompson)\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">(Flickr/Nick Thompson)\u003c/figcaption>\u003c/figure>\n\u003cp>How would Homer have told the story of \u003cem>The Odyssey\u003c/em> as a game? What would participatory learning look like in ancient times? Learning about the lessons raised in classics like \u003cem>The Odyssey\u003c/em> is getting a fresh perspective thanks to several educators who have started experimenting with how alternate reality games (ARGs) can be used as an immersive learning system that combines rich narrative, digital technology, and real-world game play.\u003c/p>\n\u003cp>John Fallon, a Fairfield Country Day School teacher and game enthusiast, brings game-based learning to \u003cem>The Odyssey\u003c/em> with a game he designed called \u003cem>\u003ca href=\"http://www.workingexamples.org/example/show/633\">Dolus: Finding the Journal of Odysseus\u003c/a>\u003c/em>. Many educators today struggle to keep the classics relevant for a generation reared in the fast paced world of Internet and video games, and Fallon’s game bridges the classical past with the digital future for his seventh grade English students. Rather than merely reading about the adventures of Odysseus in English class, students can walk a mile in his shoes by channeling the skillset of the Greek hero who masterminded the Trojan Horse and outwitted the Cyclops. Students must exercise critical thinking, resilience, and creative problem solving to succeed in an ARG.\u003c/p>\n\u003cp>The idea came to Fallon while playing \u003cem>\u003ca href=\"http://www.thesecretworld.com/\">The Secret World\u003c/a>\u003c/em>, a video game that incorporates real-world browser searches to help solve puzzles. “It all hit me at once,” remembered Fallon. “The portability of cross-media ARG puzzles, the use of real world information in a fictional game world, and the ancient Siren-song of puzzle solving. Immediately, the game about the crafty thief who stole the journal of Odysseus was born.”\u003c/p>\n\u003cfigure id=\"attachment_38069\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/BBC-story.png\">\u003cimg class=\"size-large wp-image-38069\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/BBC-story-640x479.png\" alt=\"Courtesy of John Fallon\" width=\"640\" height=\"479\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A screen grab of the fictitious BBC story used in John Fallon's Dolus ARG. (Courtesy of John Fallon)\u003c/figcaption>\u003c/figure>\n\u003cp>Fallon drew his students into the game’s narrative with a bogus BBC News story about the theft of recently discovered ancient Greek manuscripts. A riddle concealed within the article led players to master-thief Dolus, who challenged them to follow his trail of clues and re-assemble the lost journal of Odysseus. Clues and puzzles were distributed across QR codes, password protected videos, PDF files, and a variety of web 2.0 tools. He also enlisted his school’s IT department and fellow teachers to help deliver hints in a variety of unexpected ways. One puzzle required finding a Freemason symbol, which a few perceptive players discovered pinned to the lapel of their History teacher, a practicing Mason. Once they gave him the correct password and passed a quick test on Masonic iconography, they received a key to help them unscramble a cipher that unlocked the next step.\u003c/p>\n\u003cp>Sticking to the “this is not a game” ethos common to ARGs, Fallon feigned ignorance and never admitted to know anything about the month-long caper. “Students had to identify, research, and master a variety of different codes and ciphers. They had to parse difficult riddles – with no guidance from me – and solve multiple phase problems and then synthesize their findings to succeed,” said Fallon.\u003c/p>\n\u003caside class=\"pullquote alignleft\">ARGs are not for everybody, but Fallon noted that students who were not typically motivated in his class kicked into high gear, some laboring into the wee hours at home to untangle a conundrum.\u003c/aside>\n\u003cp>This type of elaborate puzzle solving is standard fare for mainstream ARGs. Originating in the early 1990s, ARGs are designed and run by development teams called “puppet masters” who combine the digital and the real to deliver intricate narratives that blur the line between reality and fiction. Players enjoy a great deal of agency as they solve elaborate puzzles while they negotiate a world of phony websites and documents, midnight phone calls, and park bench envelope exchanges, to name a few of the tactics that can make these games indistinguishable from everyday life.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Educational versions tend to be scaled down to accommodate specific learning objectives and operate safely within a school setting. Fallon’s model shows that any motivated teacher can design and run their own ARG without programming skills, specialized technical knowledge or a big budget. This is assisted by the availability of free or inexpensive user-friendly, web-based tools, and digital software. The modular nature of ARGs also lets educators decide how simple or complex they want to make their game, and allows them to choose elements that best suit their unique circumstances.\u003c/p>\n\u003cp>\u003cstrong>Alternate Reality's Impact on Real Life\u003c/strong>\u003c/p>\n\u003cp>While they can be played from elementary school to college, most existing educational examples are found in middle schools. “It’s a developmental period of transition where kids begin to build and exercise critical thinking skills,” said \u003ca href=\"http://www.tannerhiggin.com/about/\">Dr. Tanner Higgin\u003c/a>, who helped produce the \u003cem>United Colonies\u003c/em> ARG. “They are still relatively untainted by the social pressures and inhibitions that set in with growing older and they are also less entrenched/acclimated to the traditional school model.”\u003c/p>\n\u003cp>Despite the paucity of studies specific to educational ARGs, this new learning system combines three ingredients whose benefits are supported by a growing body of research: \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/benefits-of-gaming-what-research-shows/\">game-based learning\u003c/a>, \u003ca href=\"http://hechingerreport.org/content/body-next-breakthrough-education-tech_16629/\">embodied learning\u003c/a> and the use of \u003ca href=\"http://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1124&context=jmle\">transmedia\u003c/a> in education. \u003ca href=\"http://janemcgonigal.com/\">Jane McGonigal\u003c/a>, author of \u003cem>Reality is Broken\u003c/em>, draws one distinction between video games and ARGs:\u003c/p>\n\u003cblockquote>\u003cp>Historically, in fact, most ARGs, like most computer and video games, have been designed simply to be fun and emotionally satisfying. But my research shows that because ARGs are played in real-world contexts, instead of in virtual spaces, they almost always have at least the \u003cem>side effect\u003c/em> of improving our real lives.\u003c/p>\u003c/blockquote>\n\u003cp>ARGs are not for everybody, but Fallon noted that students who were not typically motivated in his class kicked into high gear, some laboring into the wee hours at home to untangle a conundrum. To succeed in \u003cem>Dolus\u003c/em>, students had to inhere the very qualities that helped the cunning Odysseus to prevail on his journey. “Odysseus is mortal and without superpowers but, above all, he’s a tenacious problem solver,” explained Fallon. “He is put into seemingly impossible situations and, through sheer human ingenuity and persistence, he finds a way out.”\u003c/p>\n\u003cp>Students wrote their own creative adaptations of \u003cem>The Odyssey\u003c/em> to conclude the unit. Fallon noticed a substantial improvement in the quality of the work over past more traditional deliveries of the lesson. “They did a better job of making their individual versions of Odysseus more clever and better problem solvers rather than just a cardboard cutout hero who bashes his way through problems. This likely stems from having experienced some difficult problem solving of their own in similar circumstances.”\u003c/p>\n\u003cp>\u003cstrong>Empathy for Injustice\u003c/strong>\u003c/p>\n\u003cp>The multidisciplinary potential for these games ranges far beyond English class, as their narrative and content can be tailored to accommodate a broad rang of subjects and learning outcomes.\u003c/p>\n\u003cp>“Any situated learning experience can most definitely promote learning better than traditional pedagogical strategies and there’s some good research to support the benefits,” said Randall Fujimoto, an instructional designer and former video game developer who founded \u003ca href=\"http://gametrainlearning.org/\">GameTrain Learning\u003c/a>, a not-for-profit that helps schools implement game-based learning initiatives. Inspired by \u003ca href=\"http://www.unfiction.com/history/the-beast/\">The Beast\u003c/a>, a sci-fi whodunit ARG designed to promote the film \u003cem>A.I. Artificial Intelligence\u003c/em>, Fujimoto felt that the dynamic and embodied gameplay could make a potent learning tool.\u003c/p>\n\u003cp>Fujimoto was so enthralled with the idea that he decided to focus on how ARGs could be used in the classroom for his masters thesis, ultimately developing a game focused on the Japanese experience of internment camps during World War II. In \u003cem>Arising from Injustice\u003c/em>, students are contacted to investigate why Dr. Alice Sasaki had been found unconscious in her lab. To wake her from her coma, players must access her high-tech Memory History Cognition device and reconstruct her memories as a Japanese American in the 1940s. In ARG parlance, this is known as the rabbit hole – the initial event or clue that pulls players into the game world.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The modular, web-based narrative relays the story of the Japanese Americans with eclectic historical documents and media, including pictures, letters, journals, videos and audio. In classic ARG style, players progress from Pearl Harbor to post-war resettlement by solving puzzles, following clues, and carrying out assignments and sharing their findings on a group discussion board. The game was designed to service a wide range of age groups and was trialed by eighth graders at Tomodachi Gakko, a summer camp whose focus on Japanese American heritage fit well with the game’s theme.\u003c/p>\n\u003cp>\u003cem>Arising from Injustice\u003c/em> embeds clear learning objectives within the narrative. Players evaluate and analyze primary documents to determine the social conditions that precipitated prejudice and discrimination against Japanese Americans. They also hone their media literacy skills by synthesizing their learning in collaborative media projects where they support their research with primary sources. All of these fit with Common Core standards, and post-game surveys indicated that players were not only engaged, but that the intended learning outcomes were achieved.\u003c/p>\n\u003cp>But perhaps the most important lesson learned was one of empathy.\u003c/p>\n\u003cp>“The game puts players in a situated learning environment where they must interact and empathize with various characters in order to succeed,” said Fujimoto. While playing \u003cem>Arising from Injustice\u003c/em>, students experienced the hardships and discriminations suffered by Japanese Americans through the eyes of the victim. One player reported that “you could really put yourself in Alice’s shoes,\" highlighting the game’s capacity to emotionally connect players to their subject. Dr. Mary Flanagan and Jonathan Belman’s \u003ca href=\"http://www.maryflanagan.com/wp-content/uploads/cog-tech-si-g4g-article-1-belman-and-flanagan-designing-games-to-foster-empathy.pdf\">research\u003c/a> supports that games can be designed to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/teaching-empathy-through-digital-game-play/\">foster empathy\u003c/a>, a quality that not only produces better human beings, but also \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/empathy-the-key-to-social-and-emotional-learning/\">better learners\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>The Anytime, Anywhere World of United Colonies\u003c/strong>\u003c/p>\n\u003cp>One fall morning, sixth grade students from the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/a-school-that-ditches-all-the-rules-but-not-the-rigor-game-based-school-playmaker/\">PlayMaker School\u003c/a> in Santa Monica were surprised to find a mysterious note labeled “UV got a message” in their lockers. A few students eventually connected it to an ultraviolet bulb that had appeared in their classroom and, when the note was placed under the UV light, a secret set of instructions was revealed.\u003c/p>\n\u003cfigure id=\"attachment_38071\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/UV-Message.png\">\u003cimg class=\"size-large wp-image-38071\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/UV-Message-640x88.png\" alt=\"The UV message from the United Colonies game. \" width=\"640\" height=\"88\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The UV message from the United Colonies game.\u003c/figcaption>\u003c/figure>\n\u003cp>For the rest of the school year, the United Colonies ARG led players along an elaborate \u003ca href=\"https://www.youtube.com/watch?v=X5VZ_G8Pfz0\">trail of clues\u003c/a> that included books with hidden compartments, alien codes, meteors inscribed with cuneiforms, and even a bacon puzzle. Not tied to any one class or subject, but drawing from many, the game added an extracurricular layer that extended beyond the classroom. “The ARG made school an anytime, anywhere experience, a thread running between and within classes and carrying through to home,” said designer Mike Minadeo, the game’s creator.\u003c/p>\n\u003cp>Participation in the game was entirely voluntary and outcomes were not attached to grades or points. “Students self-selected to be involved and were driven purely by interest, curiosity, and excitement of the unknown to figure things out together,” said Higgin, who was lead researcher at \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/a-new-game-based-school-opens/\">GameDesk\u003c/a> when he worked with Minadeo to develop \u003cem>United Colonies\u003c/em>.\u003c/p>\n\u003cp>Any object in their midst might be a code, a message or the start of a puzzle, so their learning environment was transformed into a spatial text that was alive with possibilities. The school’s neglected online discussion board was reinvigorated as game-related updates and information were actively exchanged. Students crafted their own riddles, and even started a club for designing ARGs, an important shift from students consuming games to creating them.\u003c/p>\n\u003cp>Students were \u003ca href=\"https://www.youtube.com/watch?v=8dJfqeP3lFs\">clearly engaged\u003c/a>, but what did they learn?\u003c/p>\n\u003cp>“The \u003cem>United Colonies\u003c/em> ARG explored how learning opportunities could be presented through a transmedia platform that inspired associative learning, gritty persistence, cross-disciplinary thinking, and critical analysis,” Minadeo said. The creators found academic support in Dr. Angela Lee Duckworth’s work on grit and a scholarly article from MIT press that identifies seven core literacies delivered by ARGs: gather, make sense, manage, solve, create, respect and collaborate. In an effort to make the project available to teachers, the game designers posted a detailed lesson plan to GameDesk’s \u003ca href=\"http://educade.org/lesson_plans/united-colonies-arg-module-1\">Educade site\u003c/a>, outlining how the game fulfills specific learning outcomes and Common Core standards.\u003c/p>\n\u003cp>\u003cstrong>A Rethinking of Roles\u003c/strong>\u003c/p>\n\u003cp>Some educators are convinced that alternate reality games have huge potential to invigorate learning environments, but they face some \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/games-in-the-classroom-overcoming-the-obstacles/\">implementation challenges\u003c/a>. Administrators operating in a risk-averse climate of national standards and testing want to see clearly defined learning outcomes and assessment strategies to accompany any new teaching strategy. ARGs also take time to plan and ask that teachers think differently about how they delivery their instructional material.\u003c/p>\n\u003cp>Good ARGs are often custom crafted to specific classrooms and schools, making them difficult to transfer into new environments, Fallon said. Further study, experimentation, dedicated technology and user-friendly ARG designs will not only help overcome hurdles, but also open the door for other dynamic, immersive games that combine digital media and reality. ARGs may also occasion a rethinking of the roles of teachers and schools.\u003c/p>\n\u003cp>\u003cem>United Colonies\u003c/em> is a product of the collaboration between educators and game designers; a model espoused by schools like \u003ca href=\"http://www.instituteofplay.org/work/projects/quest-schools/quest-to-learn/\">Quest to Learn\u003c/a> in New York City and \u003ca href=\"http://www.chicagoquest.org/\">CICS ChicagoQuest\u003c/a> in Chicago. These charters might be forecasting a future where game and learning environment designers become standard personnel who work in conjunction with teachers in schools and districts, making initiatives like ARGs more feasible.\u003c/p>\n\u003cfigure id=\"attachment_38062\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fallon-Lapel.png\">\u003cimg class=\"size-large wp-image-38062\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fallon-Lapel-640x356.png\" alt=\"The discovery of this Freemasons pin helped students unlock the next phase of the Dolus game. (Courtesy of John Fallon)\" width=\"640\" height=\"356\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The discovery of this Freemasons pin helped students unlock the next phase of the Dolus game.(Courtesy of John Fallon)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Alternately, John Fallon is a model of the autonomous teacher-designer, who relies more on holistic creativity and resourcefulness than specialized knowledge. Teachers may welcome the opportunity to engage their students and invigorate their practice with a unique creative outlet. Perhaps they need only take a page from Odysseus’s book and, like their students, push the creative boundaries, problem solve and overcome adversity with resilience.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Q&A: Plumbing The Mysteries Of The Teenage Brain",
"title": "Q&A: Plumbing The Mysteries Of The Teenage Brain",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/126832952.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/126832952-620x354.jpg\" alt=\"126832952\" width=\"620\" height=\"354\" class=\"alignnone size-large wp-image-24188\">\u003c/a>\u003cstrong>By Anya Kamenetz\u003c/strong>\u003c/p>\n\u003cp>Do you remember the summer when you first fell in love? The songs that were playing on the radio, butterflies in the stomach, the excitement of a stolen kiss? The tendency of our brains to especially hold onto memories from the teenage years is called the \"reminiscence bump.\"\u003c/p>\n\u003cp>It's one of the many distinctive characteristics of the adolescent brain that psychologist \u003ca href=\"http://www.laurencesteinberg.com\">Laurence Steinberg \u003c/a>lays out in his new book, \u003cem>Age of Opportunity: Lessons from the New Science of Adolescence. \u003c/em>\u003c/p>\n\u003cp>Steinberg teaches at Temple University. As an expert on adolescent development, his testimony has contributed to Supreme Court decisions abolishing the death penalty for juveniles and life without parole for juvenile offenders.\u003c/p>\n\u003cp>In \u003cem>Age of Opportunity\u003c/em>, he argues that in the last decade, neuroscience has established that the brain remains \"plastic,\" that is, changeable, well into the early 20s. His experiments have shown that adolescents respond differently to rewards, are more likely to take risks and are more sensitive to peers than adults. But he argues that our education, legal system, and our parenting have yet to incorporate these insights.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>This book makes the case that for all the current focus on the growth that occurs between ages zero to three, ages 12 to 25 may be just as important for shaping the future of individuals and society.\u003c/strong>\u003c/p>\n\u003cp>I'm all in favor of \u003ca href=\"http://www.npr.org/blogs/ed/2014/04/22/304563233/what-exactly-is-high-quality-preschool\">high-quality preschool\u003c/a>. But the way that it's discussed is that it's some kind of inoculation.\u003c/p>\n\u003cp>In fact, for interventions that promote these non-cognitive skills, adolescence is just as good a time as early childhood.\u003c/p>\n\u003cp>\u003cstrong>By non-cognitive skills, you're talking about qualities known as \"grit\" — perseverance, self-motivation. But you say in the book that these are actually neither precisely \"non-cognitive\" nor precisely \"skills.\"\u003c/strong>\u003c/p>\n\u003cp>I think it's a bad phrase. I think the experts agree about what they are, but they're better thought of as capacities that are cultivated than skills that are taught.\u003c/p>\n\u003cp>There isn't a single trait that's more important for success in the workplace than kids' self-control. We know that from many, many studies.\u003c/p>\n\u003cp>\u003cstrong>And what is it that happens in the teenage years that makes it such a critical, formative period for developing self-control? \u003c/strong>\u003c/p>\n\u003cp>As we know, experience can play a very important role in shaping the brain. Not only in the present but with respect to how kids are going to learn in the future.\u003c/p>\n\u003cp>And I think that science suggests that it's important for kids to be challenged and exposed to novelty in order to facilitate healthy development of brain systems that are important for things like self-regulation.\u003c/p>\n\u003cp>\u003cstrong>You explain that adolescent brains are more sensitive to the \"dopamine squirts\" that come from rewards, be they sex, drugs, candy or money. This, combined with less-developed inhibition, is what makes them more likely to seek out challenges, novelty — in a word, risk.\u003c/strong>\u003c/p>\n\u003cp>We're hard-wired to be risk-takers as adolescents. The dark side of this is why societies from ours to ISIL recruit people this age to do the dirty work. [Young adults are] more interested in the immediate rewards than the long term consequences.\u003c/p>\n\u003cp>\u003cstrong>You say that so-called character education, abstinence education or drug education programs like DARE, haven't been shown to be effective. Because it's not that adolescents don't intellectually understand the impact of this behavior, it's that they are too compelled by the rewards.\u003c/strong>\u003c/p>\n\u003cp>Exactly. But the other side of this is, let's let kids satisfy those urges in pro-social ways. We want them to sign up for that course where they're not guaranteed to get As, to try out for the school play, or even ask that person out.\u003c/p>\n\u003cp>\u003cstrong>How would you redesign high school to take advantage of current understanding of adolescent development?\u003c/strong>\u003c/p>\n\u003cp>First of all, I think we should think of high school as something that goes most of the day and doesn't stop at 3 p.m. We still run our school calendar and timetable as if we're an agrarian society in the beginning of the 20th century.\u003c/p>\n\u003cp>Give kids some choices: playing sports, arts, extra academic opportunities.\u003c/p>\n\u003cp>If kids are spending those hours unstructured and unsupervised, it's a recipe for experimenting with sex, drugs and delinquency. We know that kids are deterred when they're in settings with adults around.\u003c/p>\n\u003cp>The second thing I would do is to make high school more challenging. Now, for parents in the NPR audience, they're the ones who have kids in demanding schools. But there are far more high school graduates who need remediation than have ever taken a single AP class.\u003c/p>\n\u003cp>If we're talking about American education writ large, our schools are not very challenging. If only one in six students says she's ever taken a difficult class, this has more than just academic consequences. It's through challenge that kids develop things like determination and perseverance.\u003c/p>\n\u003cp>\u003cstrong>Any other changes you would make in high school?\u003c/strong>\u003c/p>\n\u003cp>I'd add some activities in the school day that research shows contribute to healthy brain development. For example, aerobic exercise, which is not part of the school day for a lot of kids. There have been schools that have had success with mindfulness training [meditation, yoga, tai chi].\u003c/p>\n\u003cp>\u003cstrong>And you say there may even be ways to explicitly teach qualities like self-control, empathy, and perseverance? \u003c/strong>\u003c/p>\n\u003cp>Most of the evidence for social-emotional learning programs comes from studies of kids with difficulties. It's a corrective. But I think there's no reason to think that it wouldn't work with kids who don't have behavioral problems.\u003c/p>\n\u003cp>\u003cstrong>Let's talk about peer pressure. Is it a myth?\u003c/strong>\u003c/p>\n\u003cp>We know that brain systems comprising the social brain are undergoing extensive development during adolescence. They're particularly attentive to the behaviors of other people, and peers especially.\u003c/p>\n\u003cp>The studies we've done at Temple have been to understand why adolescents engage in more risk taking with peers than alone.\u003c/p>\n\u003cp>It's not so much that peers influence kids to take risks. It's that by activating their reward centers, peers make adolescents more sensitive to rewards in their immediate environment.\u003c/p>\n\u003cp>\u003cstrong>One example you use is that teen drivers are more likely to speed when they have teenage passengers.\u003c/strong>\u003c/p>\n\u003cp>Right, and this isn't true if they are riding with adults. But I think an important piece of our research has been misunderstood. Since peers activate the reward centers, there's plenty of reason to think that engaging in pro-social activity with their friends will make it more rewarding and desirable as well.\u003c/p>\n\u003cp>\u003cstrong>Like volunteer work? Or being on a sports team?\u003c/strong>\u003c/p>\n\u003cp>Yes. I think that for adolescents the presence of peers has a positive spillover regardless of what the activity is. So, in theory they should enjoy learning and other positive activities more if they're doing them with their friends.\u003c/p>\n\u003cp>\u003cstrong>So for this reason, you say that more group projects in high school might be a good idea.\u003c/strong>\u003c/p>\n\u003cp>Right. We often discourage group learning in school because we're very insistent in making sure we can assess individual levels of competency and mastery. But this may undermine students in some ways.\u003c/p>\n\u003cp>\u003cstrong>We often focus on the tough side of the teenage years — the idea that they're emotionally volatile ... drinking, smoking, acting up. And when people talk about \"extended adolescence\" or \"delayed adulthood,\" that's usually thought of as a bad thing. But you have a different perspective.\u003c/strong>\u003c/p>\n\u003cp>There's this idea of meta-plasticity. That is the fact that the brain's degree of plasticity is itself a plastic characteristic of the brain. Certain experiences actually can increase the brain's plasticity, and they affect its capacity to be influenced in the future.\u003c/p>\n\u003cp>\u003cstrong>So the ability to keep learning, adapting and even experiencing the pleasures of youth, that's something we can and should cultivate and extend a little bit longer? \u003c/strong>\u003c/p>\n\u003cp>Well, there's got to be some ceiling. It wouldn't make evolutionary sense for the brain to be plastic forever. At some point you have to convert your brain portfolio from stocks to bonds. That's the shift from adolescence to adulthood.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But anything that keeps the brain plastic extends the period of being influenced by the environment. If you expose people to novelty and challenge, they're going to be able to learn and develop intellectually for a longer period. \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Q%26A%3A+Plumbing+The+Mysteries+Of+The+Teenage+Brain&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/126832952.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/126832952-620x354.jpg\" alt=\"126832952\" width=\"620\" height=\"354\" class=\"alignnone size-large wp-image-24188\">\u003c/a>\u003cstrong>By Anya Kamenetz\u003c/strong>\u003c/p>\n\u003cp>Do you remember the summer when you first fell in love? The songs that were playing on the radio, butterflies in the stomach, the excitement of a stolen kiss? The tendency of our brains to especially hold onto memories from the teenage years is called the \"reminiscence bump.\"\u003c/p>\n\u003cp>It's one of the many distinctive characteristics of the adolescent brain that psychologist \u003ca href=\"http://www.laurencesteinberg.com\">Laurence Steinberg \u003c/a>lays out in his new book, \u003cem>Age of Opportunity: Lessons from the New Science of Adolescence. \u003c/em>\u003c/p>\n\u003cp>Steinberg teaches at Temple University. As an expert on adolescent development, his testimony has contributed to Supreme Court decisions abolishing the death penalty for juveniles and life without parole for juvenile offenders.\u003c/p>\n\u003cp>In \u003cem>Age of Opportunity\u003c/em>, he argues that in the last decade, neuroscience has established that the brain remains \"plastic,\" that is, changeable, well into the early 20s. His experiments have shown that adolescents respond differently to rewards, are more likely to take risks and are more sensitive to peers than adults. But he argues that our education, legal system, and our parenting have yet to incorporate these insights.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>This book makes the case that for all the current focus on the growth that occurs between ages zero to three, ages 12 to 25 may be just as important for shaping the future of individuals and society.\u003c/strong>\u003c/p>\n\u003cp>I'm all in favor of \u003ca href=\"http://www.npr.org/blogs/ed/2014/04/22/304563233/what-exactly-is-high-quality-preschool\">high-quality preschool\u003c/a>. But the way that it's discussed is that it's some kind of inoculation.\u003c/p>\n\u003cp>In fact, for interventions that promote these non-cognitive skills, adolescence is just as good a time as early childhood.\u003c/p>\n\u003cp>\u003cstrong>By non-cognitive skills, you're talking about qualities known as \"grit\" — perseverance, self-motivation. But you say in the book that these are actually neither precisely \"non-cognitive\" nor precisely \"skills.\"\u003c/strong>\u003c/p>\n\u003cp>I think it's a bad phrase. I think the experts agree about what they are, but they're better thought of as capacities that are cultivated than skills that are taught.\u003c/p>\n\u003cp>There isn't a single trait that's more important for success in the workplace than kids' self-control. We know that from many, many studies.\u003c/p>\n\u003cp>\u003cstrong>And what is it that happens in the teenage years that makes it such a critical, formative period for developing self-control? \u003c/strong>\u003c/p>\n\u003cp>As we know, experience can play a very important role in shaping the brain. Not only in the present but with respect to how kids are going to learn in the future.\u003c/p>\n\u003cp>And I think that science suggests that it's important for kids to be challenged and exposed to novelty in order to facilitate healthy development of brain systems that are important for things like self-regulation.\u003c/p>\n\u003cp>\u003cstrong>You explain that adolescent brains are more sensitive to the \"dopamine squirts\" that come from rewards, be they sex, drugs, candy or money. This, combined with less-developed inhibition, is what makes them more likely to seek out challenges, novelty — in a word, risk.\u003c/strong>\u003c/p>\n\u003cp>We're hard-wired to be risk-takers as adolescents. The dark side of this is why societies from ours to ISIL recruit people this age to do the dirty work. [Young adults are] more interested in the immediate rewards than the long term consequences.\u003c/p>\n\u003cp>\u003cstrong>You say that so-called character education, abstinence education or drug education programs like DARE, haven't been shown to be effective. Because it's not that adolescents don't intellectually understand the impact of this behavior, it's that they are too compelled by the rewards.\u003c/strong>\u003c/p>\n\u003cp>Exactly. But the other side of this is, let's let kids satisfy those urges in pro-social ways. We want them to sign up for that course where they're not guaranteed to get As, to try out for the school play, or even ask that person out.\u003c/p>\n\u003cp>\u003cstrong>How would you redesign high school to take advantage of current understanding of adolescent development?\u003c/strong>\u003c/p>\n\u003cp>First of all, I think we should think of high school as something that goes most of the day and doesn't stop at 3 p.m. We still run our school calendar and timetable as if we're an agrarian society in the beginning of the 20th century.\u003c/p>\n\u003cp>Give kids some choices: playing sports, arts, extra academic opportunities.\u003c/p>\n\u003cp>If kids are spending those hours unstructured and unsupervised, it's a recipe for experimenting with sex, drugs and delinquency. We know that kids are deterred when they're in settings with adults around.\u003c/p>\n\u003cp>The second thing I would do is to make high school more challenging. Now, for parents in the NPR audience, they're the ones who have kids in demanding schools. But there are far more high school graduates who need remediation than have ever taken a single AP class.\u003c/p>\n\u003cp>If we're talking about American education writ large, our schools are not very challenging. If only one in six students says she's ever taken a difficult class, this has more than just academic consequences. It's through challenge that kids develop things like determination and perseverance.\u003c/p>\n\u003cp>\u003cstrong>Any other changes you would make in high school?\u003c/strong>\u003c/p>\n\u003cp>I'd add some activities in the school day that research shows contribute to healthy brain development. For example, aerobic exercise, which is not part of the school day for a lot of kids. There have been schools that have had success with mindfulness training [meditation, yoga, tai chi].\u003c/p>\n\u003cp>\u003cstrong>And you say there may even be ways to explicitly teach qualities like self-control, empathy, and perseverance? \u003c/strong>\u003c/p>\n\u003cp>Most of the evidence for social-emotional learning programs comes from studies of kids with difficulties. It's a corrective. But I think there's no reason to think that it wouldn't work with kids who don't have behavioral problems.\u003c/p>\n\u003cp>\u003cstrong>Let's talk about peer pressure. Is it a myth?\u003c/strong>\u003c/p>\n\u003cp>We know that brain systems comprising the social brain are undergoing extensive development during adolescence. They're particularly attentive to the behaviors of other people, and peers especially.\u003c/p>\n\u003cp>The studies we've done at Temple have been to understand why adolescents engage in more risk taking with peers than alone.\u003c/p>\n\u003cp>It's not so much that peers influence kids to take risks. It's that by activating their reward centers, peers make adolescents more sensitive to rewards in their immediate environment.\u003c/p>\n\u003cp>\u003cstrong>One example you use is that teen drivers are more likely to speed when they have teenage passengers.\u003c/strong>\u003c/p>\n\u003cp>Right, and this isn't true if they are riding with adults. But I think an important piece of our research has been misunderstood. Since peers activate the reward centers, there's plenty of reason to think that engaging in pro-social activity with their friends will make it more rewarding and desirable as well.\u003c/p>\n\u003cp>\u003cstrong>Like volunteer work? Or being on a sports team?\u003c/strong>\u003c/p>\n\u003cp>Yes. I think that for adolescents the presence of peers has a positive spillover regardless of what the activity is. So, in theory they should enjoy learning and other positive activities more if they're doing them with their friends.\u003c/p>\n\u003cp>\u003cstrong>So for this reason, you say that more group projects in high school might be a good idea.\u003c/strong>\u003c/p>\n\u003cp>Right. We often discourage group learning in school because we're very insistent in making sure we can assess individual levels of competency and mastery. But this may undermine students in some ways.\u003c/p>\n\u003cp>\u003cstrong>We often focus on the tough side of the teenage years — the idea that they're emotionally volatile ... drinking, smoking, acting up. And when people talk about \"extended adolescence\" or \"delayed adulthood,\" that's usually thought of as a bad thing. But you have a different perspective.\u003c/strong>\u003c/p>\n\u003cp>There's this idea of meta-plasticity. That is the fact that the brain's degree of plasticity is itself a plastic characteristic of the brain. Certain experiences actually can increase the brain's plasticity, and they affect its capacity to be influenced in the future.\u003c/p>\n\u003cp>\u003cstrong>So the ability to keep learning, adapting and even experiencing the pleasures of youth, that's something we can and should cultivate and extend a little bit longer? \u003c/strong>\u003c/p>\n\u003cp>Well, there's got to be some ceiling. It wouldn't make evolutionary sense for the brain to be plastic forever. At some point you have to convert your brain portfolio from stocks to bonds. That's the shift from adolescence to adulthood.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But anything that keeps the brain plastic extends the period of being influenced by the environment. If you expose people to novelty and challenge, they're going to be able to learn and develop intellectually for a longer period. \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Q%26A%3A+Plumbing+The+Mysteries+Of+The+Teenage+Brain&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Forgotten Female Programmers Who Created Modern Tech",
"title": "The Forgotten Female Programmers Who Created Modern Tech",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_38011\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/eniac_custom-7eaba4a5c8052fe96be32f65e5e0ad90cafea9db.jpg\">\u003cimg class=\"size-large wp-image-38011\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/eniac_custom-7eaba4a5c8052fe96be32f65e5e0ad90cafea9db-640x435.jpg\" alt=\"Jean Jennings (left) and Frances Bilas set up the ENIAC in 1946. Bilas is arranging the program settings on the Master Programmer. (Courtesy of University of Pennsylvania)\" width=\"640\" height=\"435\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jean Jennings (left) and Frances Bilas set up the ENIAC in 1946. Bilas is arranging the program settings on the Master Programmer. (Courtesy of University of Pennsylvania)\u003c/figcaption>\u003c/figure>\n\u003cp>If your image of a computer programmer is a young man, there's a good reason: It's true. Recently, many big tech companies revealed how few of their female employees worked in programming and technical jobs. Google had some of the highest rates: 17 percent of its technical staff is female.\u003c/p>\n\u003cp>It wasn't always this way. Decades ago, it was women who pioneered computer programming — but too often, that's a part of history that even the smartest people don't know.\u003c/p>\n\u003cp>I took a trip to ground zero for today's computer revolution, Stanford University, and randomly asked over a dozen students if they knew who were the first computer programmers. Almost none knew.\u003c/p>\n\u003cp>\"I'm in computer science,\" says a slightly embarrassed Stephanie Pham. \"This is so sad.\"\u003c/p>\n\u003cp>A few students, like Cheng Dao Fan, get close. \"It's a woman, probably,\" she says searching her mind for a name. \"It's not necessarily [an] electronic computer. I think it's more like a mechanic computer.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She's thinking of Ada Lovelace, also known as the Countess of Lovelace, born in 1815. Walter Isaacson begins his new book, \u003cem>The Innovators: How a Group of Hackers, Geniuses and Geeks Created the Digital Revolution\u003c/em>, with her story.\u003c/p>\n\u003cfigure id=\"attachment_38012\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/ada-lovelace_custom-36235be92c6df0badbde6aed459cadf598131dee.jpg\">\u003cimg class=\"size-medium wp-image-38012\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/ada-lovelace_custom-36235be92c6df0badbde6aed459cadf598131dee-300x375.jpg\" alt=\"Augusta Ada, Countess of Lovelace, was the daughter of poet Lord Byron. The computer language ADA was named after her in recognition of her pioneering work with Charles Babbagge. (Hulton Archive/Getty Images)\" width=\"300\" height=\"375\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Augusta Ada, Countess of Lovelace, was the daughter of poet Lord Byron. The computer language ADA was named after her in recognition of her pioneering work with Charles Babbagge. (Hulton Archive/Getty Images)\u003c/figcaption>\u003c/figure>\n\u003cp>\"Ada Lovelace is Lord Byron's child, and her mother, Lady Byron, did not want her to turn out to be like her father, a romantic poet,\" says Isaacson. So Lady Byron \"had her tutored almost exclusively in mathematics as if that were an antidote to being poetic.\"\u003c/p>\n\u003cp>Lovelace saw the poetry in math. At 17, she went to a London salon and met Charles Babbage. He showed her plans for a machine that he believed would be able to do complex mathematical calculations. He asked Lovelace to write about his work for a scholarly journal. In her article, Lovelace expresses a vision for his machine that goes beyond calculations.\u003c/p>\n\u003cp>She envisioned that \"a computer can do anything that can be noted logically,\" explains Isaacson. \"Words, pictures and music, not just numbers. She understands how you take an instruction set and load it into the machine, and she even does an example, which is programming Bernoulli numbers, an incredibly complicated sequence of numbers.\"\u003c/p>\n\u003cp>Babbage's machine was never built. But his designs and Lovelace's notes were read by people building the first computer a century later.\u003c/p>\n\u003cp>The women who would program one of the world's earliest electronic computers, however, knew nothing of Lovelace and Babbage.\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/watch?v=aPweFhhXFvY\">As part of the oral history project of the Computer History Museum\u003c/a>, Jean Jennings Bartik recalled how she got the job working on that computer. She was doing calculations on rocket and canon trajectories by hand in 1945. A job opened to work on a new machine.\u003c/p>\n\u003cp>\"This announcement came around that they were looking for operators of a new machine they were building called the ENIAC,\" recalls Bartik. \"Of course, I had no idea what it was, but I knew it wasn't doing hand calculation.\"\u003c/p>\n\u003cp>Bartik was one of six female mathematicians who created programs for one of the world's first fully electronic general-purpose computers. Isaacson says the men didn't think it was an important job.\u003c/p>\n\u003cp>\"Men were interested in building, the hardware,\" says Isaacson, \"doing the circuits, figuring out the machinery. And women were very good mathematicians back then.\"\u003c/p>\n\u003cp>Isaacson says in the 1930s female math majors were fairly common — though mostly they went off to teach. But during World War II, these skilled women signed up to help with the war effort.\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/watch?v=buAYHonF968\">Bartik told a live audience at the Computer History Museum in 2008 \u003c/a>that the job lacked prestige. The ENIAC wasn't working the day before its first demo. Bartik's team worked late into the night and got it working.\u003c/p>\n\u003cp>\"They all went out to dinner at the announcement,\" she says. \"We weren't invited and there we were. People never recognized, they never acted as though we knew what we were doing. I mean, we were in a lot of pictures.\"\u003c/p>\n\u003cfigure id=\"attachment_38013\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/grace-hopper_custom-7e094af0ae451cd447568fd03d9c89ba6bf8b352.jpg\">\u003cimg class=\"size-medium wp-image-38013\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/grace-hopper_custom-7e094af0ae451cd447568fd03d9c89ba6bf8b352-300x400.jpg\" alt=\"Grace Hopper originated electronic computer automatic programming for the Remington Rand Division of Sperry Rand Corp. (AP)\" width=\"300\" height=\"400\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Grace Hopper originated electronic computer automatic programming for the Remington Rand Division of Sperry Rand Corp. (AP)\u003c/figcaption>\u003c/figure>\n\u003cp>At the time, though, media outlets didn't name the women in the pictures. After the war, Bartik and her team went on to work on the UNIVAC, one of the first major commercial computers.\u003c/p>\n\u003cp>The women joined up with Grace Hopper, a tenured math professor who joined the Navy Reserve during the war. Walter Isaacson says Hopper had a breakthrough. She found a way to program computers using words rather than numbers — most notably a program language called COBOL.\u003c/p>\n\u003cp>\"You would be using a programming language that would allow you almost to just give it instructions, almost in regular English, and it would compile it for whatever hardware it happened to be,\" explains Isaacson. \"So that made programming more important than the hardware, 'cause you could use it on any piece of hardware.\"\u003c/p>\n\u003cp>Hopper retired from the Navy Reserve as a rear admiral. An act of Congress allowed her to stay past mandatory retirement age. She did become something of a public figure and \u003ca href=\"https://www.youtube.com/watch?v=1-vcErOPofQ\">even appeared on the David Letterman show in 1986. \u003c/a>Letterman asks her, \"You're known as the Queen of Software. Is that right?\"\u003c/p>\n\u003cp>\"More or less,\" says the 79-year-old Hopper.\u003c/p>\n\u003cp>But it was also just about this time that the number of women majoring in computer science began to drop, from close to 40 percent to around 17 percent now. There are a lot of theories about why this is so. It was around this time that Steve Jobs and Bill Gates were appearing in the media; personal computers were taking off.\u003c/p>\n\u003cp>Computer science degrees got more popular, and boys who had been tinkering with computer hardware at home looked like better candidates to computer science departments than girls who liked math, says Janet Abbate, a professor at Virginia Tech who has studied this topic.\u003c/p>\n\u003cp>\"It's kind of the classic thing,\" she says. \"You pick people who look like what you think a computer person is, which is probably a teenage boy that was in the computer club in high school.\"\u003c/p>\n\u003cp>For decades the women who pioneered the computer revolution were often overlooked, but not in Isaacson's book about the history of the digital revolution.\u003c/p>\n\u003cp>\"When they have been written out of the history, you don't have great role models,\" says Isaacson. \"But when you learn about the women who programmed ENIAC or Grace Hopper or Ada Lovelace ... it happened to my daughter. She read about all these people when she was in high school, and she became a math and computer science geek.\"\u003c/p>\n\u003cp>Lovelace, the mathematician, died when she was 36. The women who worked on the ENIAC have all passed away, as has Grace Hopper. But every time you write on a computer, play a music file or add up a number with your phone's calculator, you are using tools that might not exist without the work of these women.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Isaacson's book reminds us of that fact. And perhaps knowing that history will show a new generation of women that programming is for girls.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Forgotten+Female+Programmers+Who+Created+Modern+Tech&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"excerpt": "\u003cem>The Innovators,\u003c/em> Walter Isaacson's new book, tells the stories of the people who created modern computers. Women, who are now a minority in computer science, played an outsize role in that history.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38011\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/eniac_custom-7eaba4a5c8052fe96be32f65e5e0ad90cafea9db.jpg\">\u003cimg class=\"size-large wp-image-38011\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/eniac_custom-7eaba4a5c8052fe96be32f65e5e0ad90cafea9db-640x435.jpg\" alt=\"Jean Jennings (left) and Frances Bilas set up the ENIAC in 1946. Bilas is arranging the program settings on the Master Programmer. (Courtesy of University of Pennsylvania)\" width=\"640\" height=\"435\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jean Jennings (left) and Frances Bilas set up the ENIAC in 1946. Bilas is arranging the program settings on the Master Programmer. (Courtesy of University of Pennsylvania)\u003c/figcaption>\u003c/figure>\n\u003cp>If your image of a computer programmer is a young man, there's a good reason: It's true. Recently, many big tech companies revealed how few of their female employees worked in programming and technical jobs. Google had some of the highest rates: 17 percent of its technical staff is female.\u003c/p>\n\u003cp>It wasn't always this way. Decades ago, it was women who pioneered computer programming — but too often, that's a part of history that even the smartest people don't know.\u003c/p>\n\u003cp>I took a trip to ground zero for today's computer revolution, Stanford University, and randomly asked over a dozen students if they knew who were the first computer programmers. Almost none knew.\u003c/p>\n\u003cp>\"I'm in computer science,\" says a slightly embarrassed Stephanie Pham. \"This is so sad.\"\u003c/p>\n\u003cp>A few students, like Cheng Dao Fan, get close. \"It's a woman, probably,\" she says searching her mind for a name. \"It's not necessarily [an] electronic computer. I think it's more like a mechanic computer.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She's thinking of Ada Lovelace, also known as the Countess of Lovelace, born in 1815. Walter Isaacson begins his new book, \u003cem>The Innovators: How a Group of Hackers, Geniuses and Geeks Created the Digital Revolution\u003c/em>, with her story.\u003c/p>\n\u003cfigure id=\"attachment_38012\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/ada-lovelace_custom-36235be92c6df0badbde6aed459cadf598131dee.jpg\">\u003cimg class=\"size-medium wp-image-38012\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/ada-lovelace_custom-36235be92c6df0badbde6aed459cadf598131dee-300x375.jpg\" alt=\"Augusta Ada, Countess of Lovelace, was the daughter of poet Lord Byron. The computer language ADA was named after her in recognition of her pioneering work with Charles Babbagge. (Hulton Archive/Getty Images)\" width=\"300\" height=\"375\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Augusta Ada, Countess of Lovelace, was the daughter of poet Lord Byron. The computer language ADA was named after her in recognition of her pioneering work with Charles Babbagge. (Hulton Archive/Getty Images)\u003c/figcaption>\u003c/figure>\n\u003cp>\"Ada Lovelace is Lord Byron's child, and her mother, Lady Byron, did not want her to turn out to be like her father, a romantic poet,\" says Isaacson. So Lady Byron \"had her tutored almost exclusively in mathematics as if that were an antidote to being poetic.\"\u003c/p>\n\u003cp>Lovelace saw the poetry in math. At 17, she went to a London salon and met Charles Babbage. He showed her plans for a machine that he believed would be able to do complex mathematical calculations. He asked Lovelace to write about his work for a scholarly journal. In her article, Lovelace expresses a vision for his machine that goes beyond calculations.\u003c/p>\n\u003cp>She envisioned that \"a computer can do anything that can be noted logically,\" explains Isaacson. \"Words, pictures and music, not just numbers. She understands how you take an instruction set and load it into the machine, and she even does an example, which is programming Bernoulli numbers, an incredibly complicated sequence of numbers.\"\u003c/p>\n\u003cp>Babbage's machine was never built. But his designs and Lovelace's notes were read by people building the first computer a century later.\u003c/p>\n\u003cp>The women who would program one of the world's earliest electronic computers, however, knew nothing of Lovelace and Babbage.\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/watch?v=aPweFhhXFvY\">As part of the oral history project of the Computer History Museum\u003c/a>, Jean Jennings Bartik recalled how she got the job working on that computer. She was doing calculations on rocket and canon trajectories by hand in 1945. A job opened to work on a new machine.\u003c/p>\n\u003cp>\"This announcement came around that they were looking for operators of a new machine they were building called the ENIAC,\" recalls Bartik. \"Of course, I had no idea what it was, but I knew it wasn't doing hand calculation.\"\u003c/p>\n\u003cp>Bartik was one of six female mathematicians who created programs for one of the world's first fully electronic general-purpose computers. Isaacson says the men didn't think it was an important job.\u003c/p>\n\u003cp>\"Men were interested in building, the hardware,\" says Isaacson, \"doing the circuits, figuring out the machinery. And women were very good mathematicians back then.\"\u003c/p>\n\u003cp>Isaacson says in the 1930s female math majors were fairly common — though mostly they went off to teach. But during World War II, these skilled women signed up to help with the war effort.\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/watch?v=buAYHonF968\">Bartik told a live audience at the Computer History Museum in 2008 \u003c/a>that the job lacked prestige. The ENIAC wasn't working the day before its first demo. Bartik's team worked late into the night and got it working.\u003c/p>\n\u003cp>\"They all went out to dinner at the announcement,\" she says. \"We weren't invited and there we were. People never recognized, they never acted as though we knew what we were doing. I mean, we were in a lot of pictures.\"\u003c/p>\n\u003cfigure id=\"attachment_38013\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/grace-hopper_custom-7e094af0ae451cd447568fd03d9c89ba6bf8b352.jpg\">\u003cimg class=\"size-medium wp-image-38013\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/grace-hopper_custom-7e094af0ae451cd447568fd03d9c89ba6bf8b352-300x400.jpg\" alt=\"Grace Hopper originated electronic computer automatic programming for the Remington Rand Division of Sperry Rand Corp. (AP)\" width=\"300\" height=\"400\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Grace Hopper originated electronic computer automatic programming for the Remington Rand Division of Sperry Rand Corp. (AP)\u003c/figcaption>\u003c/figure>\n\u003cp>At the time, though, media outlets didn't name the women in the pictures. After the war, Bartik and her team went on to work on the UNIVAC, one of the first major commercial computers.\u003c/p>\n\u003cp>The women joined up with Grace Hopper, a tenured math professor who joined the Navy Reserve during the war. Walter Isaacson says Hopper had a breakthrough. She found a way to program computers using words rather than numbers — most notably a program language called COBOL.\u003c/p>\n\u003cp>\"You would be using a programming language that would allow you almost to just give it instructions, almost in regular English, and it would compile it for whatever hardware it happened to be,\" explains Isaacson. \"So that made programming more important than the hardware, 'cause you could use it on any piece of hardware.\"\u003c/p>\n\u003cp>Hopper retired from the Navy Reserve as a rear admiral. An act of Congress allowed her to stay past mandatory retirement age. She did become something of a public figure and \u003ca href=\"https://www.youtube.com/watch?v=1-vcErOPofQ\">even appeared on the David Letterman show in 1986. \u003c/a>Letterman asks her, \"You're known as the Queen of Software. Is that right?\"\u003c/p>\n\u003cp>\"More or less,\" says the 79-year-old Hopper.\u003c/p>\n\u003cp>But it was also just about this time that the number of women majoring in computer science began to drop, from close to 40 percent to around 17 percent now. There are a lot of theories about why this is so. It was around this time that Steve Jobs and Bill Gates were appearing in the media; personal computers were taking off.\u003c/p>\n\u003cp>Computer science degrees got more popular, and boys who had been tinkering with computer hardware at home looked like better candidates to computer science departments than girls who liked math, says Janet Abbate, a professor at Virginia Tech who has studied this topic.\u003c/p>\n\u003cp>\"It's kind of the classic thing,\" she says. \"You pick people who look like what you think a computer person is, which is probably a teenage boy that was in the computer club in high school.\"\u003c/p>\n\u003cp>For decades the women who pioneered the computer revolution were often overlooked, but not in Isaacson's book about the history of the digital revolution.\u003c/p>\n\u003cp>\"When they have been written out of the history, you don't have great role models,\" says Isaacson. \"But when you learn about the women who programmed ENIAC or Grace Hopper or Ada Lovelace ... it happened to my daughter. She read about all these people when she was in high school, and she became a math and computer science geek.\"\u003c/p>\n\u003cp>Lovelace, the mathematician, died when she was 36. The women who worked on the ENIAC have all passed away, as has Grace Hopper. But every time you write on a computer, play a music file or add up a number with your phone's calculator, you are using tools that might not exist without the work of these women.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Isaacson's book reminds us of that fact. And perhaps knowing that history will show a new generation of women that programming is for girls.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Forgotten+Female+Programmers+Who+Created+Modern+Tech&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_38005\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Brynja-Eldon-black-and-white-daydreaming-cropped.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Brynja-Eldon-black-and-white-daydreaming-cropped-640x360.png\" alt=\"Brynja Eldon/Flickr\" width=\"640\" height=\"360\" class=\"size-large wp-image-38005\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Brynja Eldon/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">There’s no doubt there are more distractions bombarding students than there were 50 years ago. Most kids have cellphones, use social media, play games, watch TV and are generally more “plugged in” than ever before. This cultural shift means that in addition to helping students gain the transferable skills and knowledge they’ll need later in life, teachers may have to start helping them tune out the constant buzz in order to get their message across. It’s never too early to learn smart strategies to focus in on priorities and tune out what’s not immediately necessary.\u003c/p>\n\u003cp>Many people believe they are skilled multitaskers, but they’re wrong. Neuroscience has shown that multitasking -- the process of doing more than one thing at the same time -- doesn’t exist.\u003c/p>\n\u003cp>“The brain doesn’t multitask,” said Daniel Levitin, author and professor of psychology, behavioral neuroscience and music at McGill University on KQED’s \u003cem>\u003ca href=\"http://www.kqed.org/a/forum/R201409021000\">Forum\u003c/a>\u003c/em> program. “It engages in sequential tasking or unitasking, where we are shifting rapidly from one thing to another without realizing it.” The brain is actually fracturing time into ever smaller parts and focusing on each thing individually.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Daydreaming and playing are crucial to develop the kind of creativity many say should be a focal point of a modern education system.\u003c/aside>\n\u003cp>People often think they are being more productive when they try to juggle tasks, but Levitin says not only is sequential unitasking detrimental to productivity, but it produces less creative work as well. Multitasking is also stressful for the body. When people try to do several things at once, like drive and text, the brain uses up oxygenated glucose at a much faster rate and releases the stress hormone cortisol.\u003c/p>\n\u003cp>\u003cstrong>Tip 1: Prioritize and Manage Time\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Rather than trying to do everything at the same time, the most productive people prioritize and block off their schedules to focus on one task at a time. “The idea is that if you become more efficient in time management, it allows for more spontaneity and creativity in the day, every day,” Levitin said.\u003c/p>\n\u003cp>While researching his new book, “\u003ca href=\"http://www.daniellevitin.com/theorganizedmind/\">The Organized Mind\u003c/a>,” Levitin spent time with very successful people to try and figure out what they did differently from others that allowed them to get more done. While many of these people had a legion of employees working to organize their schedules and set priorities for them, the basic principle of focusing in on one task at a time holds true for anyone.\u003c/p>\n\u003cp>“When they’re doing something, they’re really doing it,” Levitin said. “They get more done because their brain isn’t half somewhere else.”\u003c/p>\n\u003cp>\u003cstrong>Tip 2: Take Breaks\u003c/strong>\u003c/p>\n\u003cp>Resting the mind is extremely important for productivity and the ability to focus. “People who take regular breaks -- and naps even -- end up being more productive and more creative in their work,” Levitin said. “You need to give your brain time to consolidate all the information that’s come in, to toss it and turn it.”\u003c/p>\n\u003cp>The brain has a natural way of giving itself a break -- it’s called daydreaming. “It allows you to refresh and release all those neural circuits that get all bound up when you’re focused,” Levitin said. The brain will do this kind of daydreaming naturally when it is fatigued. The experience of reading a book and suddenly realizing the eyes have moved several paragraphs ahead, but the mind hasn’t retained any of the information, is the brain checking out for a break.\u003c/p>\n\u003cp>This point is particularly important for students, who are often asked to sit through a long school day with very few breaks. Lots of research has shown the importance of recess and free play time for academic success, but schools still tend to emphasize time spent in class “learning” over a more nuanced view of how and why kids learn.\u003c/p>\n\u003cp>“Children shouldn’t be overly scheduled,” Levitin said. “They should have blocks of time to promote spontaneity and creativity.” Without that time, kids don’t have the mental space to let new ideas and ways of doing things arise. Daydreaming and playing are crucial to develop the kind of creativity many say should be a focal point of a modern education system.\u003c/p>\n\u003cp>\u003cstrong>Tip 3: Analyze Information Critically\u003c/strong>\u003c/p>\n\u003cp>Five times more information comes at an individual today than it did in 1986, Levitin said. At the same time, human brains are optimized for the amount of stimulus experienced 10,000 years ago, when humans likely interacted only with 100 or so other people. The world has changed much more quickly than the genome can keep up with, which means schools have a responsibility to help kids develop the skills to sift through the overwhelming stimuli.\u003c/p>\n\u003cp>“What we have to start teaching children, from the age of 8 or so, is how to tell the difference between information and misinformation,” Levitin said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"5eOvCBMJYErdJSty0XWpXAYPW7SEoDtM\"]\u003c/p>\n\u003cp>He says it’s imperative that every child learn the difference between a fact, a pseudo-fact and hierarchies of evidence. When it comes to something as simple and commonplace as looking up a medication, any 8-year-old should be able to tell what kind of website he’s looking at and to ask questions like: Is this the site for the company that makes the medication? Or for their competitor? Or for a shill company set up to advocate for the medication? These are the types of discerning, critical questions that students will need to ask to carefully navigate life.\u003c/p>\n\u003cp>\u003cstrong>Tip 4: Externalize Memory\u003c/strong>\u003c/p>\n\u003cp>It can be hard to focus on one thing when there’s a long, nagging list of things that need to get done in a day, both personal and professional. Levitin recommends writing all those things down on notecards, externalizing the memories into digestible bits that can be shuffled as priorities change. “My brain knows I’ve written it down and it stops nagging me,” Levitin said of his method.\u003c/p>\n\u003cp>This strategy might also be a good one to share with students, who often have a long list of homework to prioritize and many distractions pulling them away from focusing on any one task.\u003c/p>\n\u003cp>\u003cstrong>Tip 5: Pair People With Different Learning Styles\u003c/strong>\u003c/p>\n\u003cp>Educators often consider the kids who can’t sit still in class to be troublemakers, constantly distracting other children from their work. Sometimes these kids are diagnosed with ADHD and prescribed drugs to help them focus. But the same kids who have a hard time focusing in school could be tremendously creative, Levitin said. Rather than dismissing them as troublemakers, pair those students with more organized, less distracted students. The hyperactive child might be able to help develop a more creative set of ideas, while the more focused child knows how to take that idea to fruition.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Levitin points to companies in Silicon Valley that regularly use this method to capitalize on the great ideas of their less conventional employees.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38005\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Brynja-Eldon-black-and-white-daydreaming-cropped.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Brynja-Eldon-black-and-white-daydreaming-cropped-640x360.png\" alt=\"Brynja Eldon/Flickr\" width=\"640\" height=\"360\" class=\"size-large wp-image-38005\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Brynja Eldon/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">There’s no doubt there are more distractions bombarding students than there were 50 years ago. Most kids have cellphones, use social media, play games, watch TV and are generally more “plugged in” than ever before. This cultural shift means that in addition to helping students gain the transferable skills and knowledge they’ll need later in life, teachers may have to start helping them tune out the constant buzz in order to get their message across. It’s never too early to learn smart strategies to focus in on priorities and tune out what’s not immediately necessary.\u003c/p>\n\u003cp>Many people believe they are skilled multitaskers, but they’re wrong. Neuroscience has shown that multitasking -- the process of doing more than one thing at the same time -- doesn’t exist.\u003c/p>\n\u003cp>“The brain doesn’t multitask,” said Daniel Levitin, author and professor of psychology, behavioral neuroscience and music at McGill University on KQED’s \u003cem>\u003ca href=\"http://www.kqed.org/a/forum/R201409021000\">Forum\u003c/a>\u003c/em> program. “It engages in sequential tasking or unitasking, where we are shifting rapidly from one thing to another without realizing it.” The brain is actually fracturing time into ever smaller parts and focusing on each thing individually.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Daydreaming and playing are crucial to develop the kind of creativity many say should be a focal point of a modern education system.\u003c/aside>\n\u003cp>People often think they are being more productive when they try to juggle tasks, but Levitin says not only is sequential unitasking detrimental to productivity, but it produces less creative work as well. Multitasking is also stressful for the body. When people try to do several things at once, like drive and text, the brain uses up oxygenated glucose at a much faster rate and releases the stress hormone cortisol.\u003c/p>\n\u003cp>\u003cstrong>Tip 1: Prioritize and Manage Time\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Rather than trying to do everything at the same time, the most productive people prioritize and block off their schedules to focus on one task at a time. “The idea is that if you become more efficient in time management, it allows for more spontaneity and creativity in the day, every day,” Levitin said.\u003c/p>\n\u003cp>While researching his new book, “\u003ca href=\"http://www.daniellevitin.com/theorganizedmind/\">The Organized Mind\u003c/a>,” Levitin spent time with very successful people to try and figure out what they did differently from others that allowed them to get more done. While many of these people had a legion of employees working to organize their schedules and set priorities for them, the basic principle of focusing in on one task at a time holds true for anyone.\u003c/p>\n\u003cp>“When they’re doing something, they’re really doing it,” Levitin said. “They get more done because their brain isn’t half somewhere else.”\u003c/p>\n\u003cp>\u003cstrong>Tip 2: Take Breaks\u003c/strong>\u003c/p>\n\u003cp>Resting the mind is extremely important for productivity and the ability to focus. “People who take regular breaks -- and naps even -- end up being more productive and more creative in their work,” Levitin said. “You need to give your brain time to consolidate all the information that’s come in, to toss it and turn it.”\u003c/p>\n\u003cp>The brain has a natural way of giving itself a break -- it’s called daydreaming. “It allows you to refresh and release all those neural circuits that get all bound up when you’re focused,” Levitin said. The brain will do this kind of daydreaming naturally when it is fatigued. The experience of reading a book and suddenly realizing the eyes have moved several paragraphs ahead, but the mind hasn’t retained any of the information, is the brain checking out for a break.\u003c/p>\n\u003cp>This point is particularly important for students, who are often asked to sit through a long school day with very few breaks. Lots of research has shown the importance of recess and free play time for academic success, but schools still tend to emphasize time spent in class “learning” over a more nuanced view of how and why kids learn.\u003c/p>\n\u003cp>“Children shouldn’t be overly scheduled,” Levitin said. “They should have blocks of time to promote spontaneity and creativity.” Without that time, kids don’t have the mental space to let new ideas and ways of doing things arise. Daydreaming and playing are crucial to develop the kind of creativity many say should be a focal point of a modern education system.\u003c/p>\n\u003cp>\u003cstrong>Tip 3: Analyze Information Critically\u003c/strong>\u003c/p>\n\u003cp>Five times more information comes at an individual today than it did in 1986, Levitin said. At the same time, human brains are optimized for the amount of stimulus experienced 10,000 years ago, when humans likely interacted only with 100 or so other people. The world has changed much more quickly than the genome can keep up with, which means schools have a responsibility to help kids develop the skills to sift through the overwhelming stimuli.\u003c/p>\n\u003cp>“What we have to start teaching children, from the age of 8 or so, is how to tell the difference between information and misinformation,” Levitin said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>He says it’s imperative that every child learn the difference between a fact, a pseudo-fact and hierarchies of evidence. When it comes to something as simple and commonplace as looking up a medication, any 8-year-old should be able to tell what kind of website he’s looking at and to ask questions like: Is this the site for the company that makes the medication? Or for their competitor? Or for a shill company set up to advocate for the medication? These are the types of discerning, critical questions that students will need to ask to carefully navigate life.\u003c/p>\n\u003cp>\u003cstrong>Tip 4: Externalize Memory\u003c/strong>\u003c/p>\n\u003cp>It can be hard to focus on one thing when there’s a long, nagging list of things that need to get done in a day, both personal and professional. Levitin recommends writing all those things down on notecards, externalizing the memories into digestible bits that can be shuffled as priorities change. “My brain knows I’ve written it down and it stops nagging me,” Levitin said of his method.\u003c/p>\n\u003cp>This strategy might also be a good one to share with students, who often have a long list of homework to prioritize and many distractions pulling them away from focusing on any one task.\u003c/p>\n\u003cp>\u003cstrong>Tip 5: Pair People With Different Learning Styles\u003c/strong>\u003c/p>\n\u003cp>Educators often consider the kids who can’t sit still in class to be troublemakers, constantly distracting other children from their work. Sometimes these kids are diagnosed with ADHD and prescribed drugs to help them focus. But the same kids who have a hard time focusing in school could be tremendously creative, Levitin said. Rather than dismissing them as troublemakers, pair those students with more organized, less distracted students. The hyperactive child might be able to help develop a more creative set of ideas, while the more focused child knows how to take that idea to fruition.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Levitin points to companies in Silicon Valley that regularly use this method to capitalize on the great ideas of their less conventional employees.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png\" alt=\"Deeper Learning\" width=\"464\" height=\"300\" class=\"alignnone size-full wp-image-23833\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png 464w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2-400x259.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2-320x207.png 320w\" sizes=\"(max-width: 464px) 100vw, 464px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">The conversation about what kids need to know and to be able to do by the end of high school has gradually shifted over the past several years to emphasize not just rigorous content goals, but also less tangible skills, such as creative thinking, problem-solving and collaboration. That shift has brought schools that are practicing “\u003ca href=\"http://ww2.kqed.org/mindshift/tag/deeper-learning/\" target=\"_blank\">deeper learning\u003c/a>” into focus.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.hewlett.org/programs/education/deeper-learning\" target=\"_blank\">William and Flora Hewlett Foundation\u003c/a> has been a big supporter of this work, defining deeper learning as a model that focuses on critical thinking, communication, collaboration, academic mindsets and learning how to learn, all through rigorous content. \u003ca href=\"http://www.air.org/resource/deeper-learning\" target=\"_blank\">New research conducted by the American Institutes for Research (AIR)\u003c/a> has found that the deeper learning model does have positive learning outcomes for students, regardless of their background.\u003c/p>\n\u003cp>The model is often critiqued as a framework that only works for high-achieving learners. The Hewlett Foundation commissioned this study to test whether the model works for all learners, choosing schools with a high proportion of low-income and English-language learners who often face \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/strategies-to-reach-every-student-regardless-of-language-barrier/\" target=\"_blank\">more barriers to achievement\u003c/a>. AIR investigators were also careful to choose schools that did not have a selective admissions process that might skew the student population toward high-achieving learners.\u003c/p>\n\u003cp>Researchers investigated 13 schools in Hewlett's Deeper Learning Network and compared them with nearby schools with similar demographics. To strengthen the comparison, AIR researchers also chose individual students with similar demographic and academic characteristics when entering ninth grade and compared their learning outcomes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Students attending Deeper Learning Network schools graduated on time, that is, in four years, at a 9 percent higher rate than their matched counterparts at the comparison school,” said Jennifer O’Day, co-principal investigator for AIR. Additionally, students at deeper learning schools were more likely to attend four-year colleges and often enrolled in more selective institutions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“One of the things that we saw in these schools was that the teachers and students themselves were constantly engaged in thinking about what students were learning, and the students were reflecting on their learning and trying to improve it.”\u003c/aside>\n\u003cp>Positive stories in education often highlight one student who overcame the odds, or an exceptional teacher or school, noted Ron Berger, chief academic officer for Expeditionary Learning, one of the Deeper Learning Network school models. “This is a much more important story because it's not about one student or one teacher or one school, or even one network,” Berger said.\u003c/p>\n\u003cp>The schools in the study all subscribe to the broad principles of deeper learning, but they implement those ideas in different ways. Still, the study found consistently better performance and reports from students at the Deeper Learning Network schools. “We’re talking about applying these principles of deeper learning broadly, and it’s not dependent on one great teacher or one kid,” Berger said.\u003c/p>\n\u003cp>To begin scaling up this model, the report recommends that educators take advantage of the growing number of deeper learning resources available, visit deeper learning schools and explore ways to change the system to allow for more learning of this kind.\u003c/p>\n\u003cp>One obvious barrier remains the importance of standardized test scores for determining school resources, leading to its paramount importance for many administrators. “The most important assessments happening in schools right now are not the big top-down assessments,” Berger said. “It’s the ones happening in the minds of students. Those are the kinds of things that need to be supported at the school level. It’s not that those big assessments are wrong, it’s that they are incredibly insufficient to build up these skills.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"t55qdzSlkB3YgVmOorDLWRVqnfW420J8\"]\u003c/p>\n\u003cp>O’Day has been working in the education field for 30 years and agreed that watching students articulate their own learning and growth was the most striking difference between Deeper Learning Network schools and more traditional schools in this study. “One of the things that we saw in these schools was that the teachers and students themselves were constantly engaged in thinking about what students were learning, and the students were reflecting on their learning and trying to improve it,” she said.\u003c/p>\n\u003cp>If this approach to teaching and learning is to take hold more broadly, however, a lot of pieces of the education system at many levels would have to change. Teachers need more professional development to learn how to scaffold and support student learning in this way. Administrators don’t often have the leadership skills to advocate and support the work. The accountability systems used by state and federal education bureaucracies would need to shift to align with the kinds of instruction taking place in the classroom. And schools need more resources to make sure all of this can take place.\u003c/p>\n\u003cp>AIR investigators also looked at more traditional measures of achievement -- tests. They evaluated student scores on state exams (the Regents in New York and the High School Exit Exam in California) and on the \u003ca href=\"http://www.oecd.org/pisa/aboutpisa/pisa-basedtestforschools.htm\" target=\"_blank\">OECD PISA-based Test for Schools\u003c/a>, which is supposed to measure complex problem-solving skills as well as content. “We found on average that students in the network schools achieved higher scores in reading, math and science than students in comparison schools,” O’Day said.\u003c/p>\n\u003cp>Researchers also asked students about their personal experiences of school to make sure student opinion aligned with quantitative data. “It’s important to look at what students are actually experiencing because it's not always what adults think they’re experiencing,” O’Day said. \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/what-keeps-students-them-motivated-to-learn/\" target=\"_blank\">Students at deeper learning schools\u003c/a> reported higher levels of engagement, motivation to learn, self-efficacy and collaboration skills than their peers.\u003c/p>\n\u003cp>Students were also asked about creative thinking skills, locus of control, perseverance and self-management, but the results were not significantly better for deeper learning schools in these areas than non-network schools. One possible explanation for this discrepancy is that projects are very structured at Deeper Learning Network schools, so students feel supported and guided through the process, said Marc Chun, a program officer at the Hewlett Foundation. He suspects that this support led to lower scores on qualities such as control, self-management and perseverance.\u003c/p>\n\u003cp>“We feel pretty comfortable that the kinds of outcomes we are seeing are a result of the experiences [students] receive while in school,” O’Day said. The researchers found the results held true for students coming in as high-achieving middle schoolers and for those with low achievement.\u003c/p>\n\u003cp>“This consistency was across multiple measures, and it was across a variety of school models,” O’Day said. “This suggests that this concept of deeper learning has legs. And it also suggests that there’s not one right approach to doing this, that there may be multiple ways of helping students achieve these outcomes.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Here is a list of networks in the Hewlett Foundation’s Deeper Learning Community of Practice:\u003cbr>\n\u003ca href=\"http://asiasociety.org/international-studies-schools-network\">Asia Society\u003c/a>\u003cbr>\n\u003ca href=\"http://www.bigpicture.org/\">Big Picture Learning\u003c/a>\u003cbr>\n\u003ca href=\"http://www.connectedcalifornia.org/\">ConnectEd\u003c/a>\u003cbr>\n\u003ca href=\"http://www.edvisions.com/\">EdVisions Schools\u003c/a>\u003cbr>\n\u003ca href=\"http://www.envisionschools.org/\">Envision Schools\u003c/a>\u003cbr>\n\u003ca href=\"http://elschools.org/\">Expeditionary Learning\u003c/a>\u003cbr>\n\u003ca href=\"http://www.hightechhigh.org/\">High Tech High\u003c/a>\u003cbr>\n\u003ca href=\"http://internationalsnps.org/\">Internationals Network for Public Schools\u003c/a>\u003cbr>\n\u003ca href=\"http://www.newtechnetwork.org/\">New Tech Network\u003c/a>\u003cbr>\n\u003ca href=\"http://www.newvisions.org/\">New Visions for Public Schools\u003c/a> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png\" alt=\"Deeper Learning\" width=\"464\" height=\"300\" class=\"alignnone size-full wp-image-23833\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png 464w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2-400x259.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2-320x207.png 320w\" sizes=\"(max-width: 464px) 100vw, 464px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">The conversation about what kids need to know and to be able to do by the end of high school has gradually shifted over the past several years to emphasize not just rigorous content goals, but also less tangible skills, such as creative thinking, problem-solving and collaboration. That shift has brought schools that are practicing “\u003ca href=\"http://ww2.kqed.org/mindshift/tag/deeper-learning/\" target=\"_blank\">deeper learning\u003c/a>” into focus.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.hewlett.org/programs/education/deeper-learning\" target=\"_blank\">William and Flora Hewlett Foundation\u003c/a> has been a big supporter of this work, defining deeper learning as a model that focuses on critical thinking, communication, collaboration, academic mindsets and learning how to learn, all through rigorous content. \u003ca href=\"http://www.air.org/resource/deeper-learning\" target=\"_blank\">New research conducted by the American Institutes for Research (AIR)\u003c/a> has found that the deeper learning model does have positive learning outcomes for students, regardless of their background.\u003c/p>\n\u003cp>The model is often critiqued as a framework that only works for high-achieving learners. The Hewlett Foundation commissioned this study to test whether the model works for all learners, choosing schools with a high proportion of low-income and English-language learners who often face \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/strategies-to-reach-every-student-regardless-of-language-barrier/\" target=\"_blank\">more barriers to achievement\u003c/a>. AIR investigators were also careful to choose schools that did not have a selective admissions process that might skew the student population toward high-achieving learners.\u003c/p>\n\u003cp>Researchers investigated 13 schools in Hewlett's Deeper Learning Network and compared them with nearby schools with similar demographics. To strengthen the comparison, AIR researchers also chose individual students with similar demographic and academic characteristics when entering ninth grade and compared their learning outcomes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Students attending Deeper Learning Network schools graduated on time, that is, in four years, at a 9 percent higher rate than their matched counterparts at the comparison school,” said Jennifer O’Day, co-principal investigator for AIR. Additionally, students at deeper learning schools were more likely to attend four-year colleges and often enrolled in more selective institutions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“One of the things that we saw in these schools was that the teachers and students themselves were constantly engaged in thinking about what students were learning, and the students were reflecting on their learning and trying to improve it.”\u003c/aside>\n\u003cp>Positive stories in education often highlight one student who overcame the odds, or an exceptional teacher or school, noted Ron Berger, chief academic officer for Expeditionary Learning, one of the Deeper Learning Network school models. “This is a much more important story because it's not about one student or one teacher or one school, or even one network,” Berger said.\u003c/p>\n\u003cp>The schools in the study all subscribe to the broad principles of deeper learning, but they implement those ideas in different ways. Still, the study found consistently better performance and reports from students at the Deeper Learning Network schools. “We’re talking about applying these principles of deeper learning broadly, and it’s not dependent on one great teacher or one kid,” Berger said.\u003c/p>\n\u003cp>To begin scaling up this model, the report recommends that educators take advantage of the growing number of deeper learning resources available, visit deeper learning schools and explore ways to change the system to allow for more learning of this kind.\u003c/p>\n\u003cp>One obvious barrier remains the importance of standardized test scores for determining school resources, leading to its paramount importance for many administrators. “The most important assessments happening in schools right now are not the big top-down assessments,” Berger said. “It’s the ones happening in the minds of students. Those are the kinds of things that need to be supported at the school level. It’s not that those big assessments are wrong, it’s that they are incredibly insufficient to build up these skills.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>O’Day has been working in the education field for 30 years and agreed that watching students articulate their own learning and growth was the most striking difference between Deeper Learning Network schools and more traditional schools in this study. “One of the things that we saw in these schools was that the teachers and students themselves were constantly engaged in thinking about what students were learning, and the students were reflecting on their learning and trying to improve it,” she said.\u003c/p>\n\u003cp>If this approach to teaching and learning is to take hold more broadly, however, a lot of pieces of the education system at many levels would have to change. Teachers need more professional development to learn how to scaffold and support student learning in this way. Administrators don’t often have the leadership skills to advocate and support the work. The accountability systems used by state and federal education bureaucracies would need to shift to align with the kinds of instruction taking place in the classroom. And schools need more resources to make sure all of this can take place.\u003c/p>\n\u003cp>AIR investigators also looked at more traditional measures of achievement -- tests. They evaluated student scores on state exams (the Regents in New York and the High School Exit Exam in California) and on the \u003ca href=\"http://www.oecd.org/pisa/aboutpisa/pisa-basedtestforschools.htm\" target=\"_blank\">OECD PISA-based Test for Schools\u003c/a>, which is supposed to measure complex problem-solving skills as well as content. “We found on average that students in the network schools achieved higher scores in reading, math and science than students in comparison schools,” O’Day said.\u003c/p>\n\u003cp>Researchers also asked students about their personal experiences of school to make sure student opinion aligned with quantitative data. “It’s important to look at what students are actually experiencing because it's not always what adults think they’re experiencing,” O’Day said. \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/what-keeps-students-them-motivated-to-learn/\" target=\"_blank\">Students at deeper learning schools\u003c/a> reported higher levels of engagement, motivation to learn, self-efficacy and collaboration skills than their peers.\u003c/p>\n\u003cp>Students were also asked about creative thinking skills, locus of control, perseverance and self-management, but the results were not significantly better for deeper learning schools in these areas than non-network schools. One possible explanation for this discrepancy is that projects are very structured at Deeper Learning Network schools, so students feel supported and guided through the process, said Marc Chun, a program officer at the Hewlett Foundation. He suspects that this support led to lower scores on qualities such as control, self-management and perseverance.\u003c/p>\n\u003cp>“We feel pretty comfortable that the kinds of outcomes we are seeing are a result of the experiences [students] receive while in school,” O’Day said. The researchers found the results held true for students coming in as high-achieving middle schoolers and for those with low achievement.\u003c/p>\n\u003cp>“This consistency was across multiple measures, and it was across a variety of school models,” O’Day said. “This suggests that this concept of deeper learning has legs. And it also suggests that there’s not one right approach to doing this, that there may be multiple ways of helping students achieve these outcomes.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Dear MindShift fans, \u003c/p>\n\u003cp>It's an honor and a privilege to be the new editor of MindShift. I've been a fan since the site's inception and I'm humbled to be entrusted with this community by Tina Barseghian. \u003c/p>\n\u003cp>I've spent most of my life serving public radio's mission in broadcast and digital. I was a digital news trainer for five years, helping NPR member station reporters develop the skills necessary to reach audiences on digital platforms. I know first-hand the importance of teachers and the people they serve. \u003c/p>\n\u003cp>My interest in learning began as a personal one. When I was pregnant with my first child, I read \u003cem>NurtureShock\u003c/em> and \u003cem>What's Going on in There\u003c/em>. Since then, I've been eager to understand ideas and practices that challenge, and sometimes reinforce, conventional wisdom. Through MindShift, I've learned so much from the featured teachers, writers, commenters, and tinkerers who have shaped the state of learning. \u003c/p>\n\u003cp>I look forward to connecting with you in the months and years ahead. We have some exciting plans in the works so I hope you'll stay tuned. In the meantime, please feel free to be in touch (ksung@kqed.org). I'd love to know what you're working on and experiencing that is challenging and advancing how we will learn. \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>-Ki \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Dear MindShift fans, \u003c/p>\n\u003cp>It's an honor and a privilege to be the new editor of MindShift. I've been a fan since the site's inception and I'm humbled to be entrusted with this community by Tina Barseghian. \u003c/p>\n\u003cp>I've spent most of my life serving public radio's mission in broadcast and digital. I was a digital news trainer for five years, helping NPR member station reporters develop the skills necessary to reach audiences on digital platforms. I know first-hand the importance of teachers and the people they serve. \u003c/p>\n\u003cp>My interest in learning began as a personal one. When I was pregnant with my first child, I read \u003cem>NurtureShock\u003c/em> and \u003cem>What's Going on in There\u003c/em>. Since then, I've been eager to understand ideas and practices that challenge, and sometimes reinforce, conventional wisdom. Through MindShift, I've learned so much from the featured teachers, writers, commenters, and tinkerers who have shaped the state of learning. \u003c/p>\n\u003cp>I look forward to connecting with you in the months and years ahead. We have some exciting plans in the works so I hope you'll stay tuned. In the meantime, please feel free to be in touch (ksung@kqed.org). I'd love to know what you're working on and experiencing that is challenging and advancing how we will learn. \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Can Project-Based Learning Close Gaps in Science Education? ",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/Stockbyte.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/Stockbyte-640x360.png\" alt=\"Stockbyte\" width=\"640\" height=\"360\" class=\"alignnone size-large wp-image-37926\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Putting kids to work on meaningful projects can transform classrooms into beehives of inquiry and discovery, but relatively few rigorous studies have examined how well this teaching method actually works. An \u003ca href=\"http://www.sri.com/blog/how-curriculum-materials-make-difference-next-generation-science-learning\">encouraging new report \u003c/a>describes preliminary, first-year outcomes from a study of 3,000 middle school students that shows kids can, in fact, learn more in science classrooms that adopt a well-designed, project-focused curriculum. \u003c/p>\n\u003caside class=\"pullquote alignleft\">Students participate in the same basic ways that scientists would, with activities organized by important “driving questions” that are relevant in science but also meaningful for kids.\u003c/aside>\n\u003cp>When researchers analyzed test scores from those classrooms by students’ gender and ethnicity, there were no differences in learning performance. That’s a preliminary indication that high-quality project-based curricula might be able to help narrow the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/dismal-science-scores-in-u-s-public-schools/\">science education achievement gap\u003c/a> in children from low-income backgrounds or other groups that are underrepresented in STEM fields. The project-based science lessons “seem to work for all kinds of kids,” said report co-author Christopher Harris, a senior researcher at SRI International in Menlo Park, California. “Girls and boys learned at similar rates in this study.” He believes that the personal engagement in meaningful classroom activities that teachers can create through such curriculum materials “makes a difference.”\u003c/p>\n\u003cp>How well the benefits hold up or grow in the second year of implementation remains to be seen. But the researchers see \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/moving-towards-inquiry-how-to-reinvent-project-based-learning/\">project-based inquiry learning\u003c/a> as a promising strategy for helping school systems move toward \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/new-science-standards-aim-to-relate-concepts-to-students-lives/\" target=\"_blank\">new U.S. science education standards\u003c/a> that were released last year.\u003c/p>\n\u003cp>Access to good science curriculum materials is a “vexing issue,” Harris said. In urban public schools, science textbooks are often 10 years old and the standard curricula “provide very few opportunities for students to really engage in the science, beyond emphasizing the scientific canon or the knowledge that's been developed over time,” he said. “They typically don't have a hands-on approach.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To move beyond the rote memorization of disconnected science facts that traditional instruction tends to emphasize, in 2011 the U.S. National Research Council laid out a \u003ca href=\"http://sites.nationalacademies.org/dbasse/bose/framework_k12_science/index.htm\">new framework for revamping K-12 science education\u003c/a>. The \u003ca href=\"http://www.nextgenscience.org/next-generation-science-standards\">Next Generation Science Standards\u003c/a> embody that framework and aim to teach kids some of the core thought processes and practices that scientists and engineers use to investigate natural phenomena and solve problems.\u003c/p>\n\u003cp>Meeting those new standards will likely require a considerable shift in how schools teach science. Project-based inquiry learning programs seem well suited to be part of the solution: They get students to participate in educational projects in the same basic ways that scientists would, with activities organized by important “driving questions” that are relevant in science but also meaningful for kids, Harris said.\u003c/p>\n\u003cp>\u003cstrong>Putting Project-Based Science Classes to the Test\u003c/strong>\u003c/p>\n\u003cp>One such curriculum for grades 6-8 is Project-Based Inquiry Science (PBIS). Originally developed in the ‘90s at several universities with funding from the National Science Foundation (NSF), it incorporated the latest research knowledge on how students learn and how teachers can best teach them. An education publishing company named It's About Time brought \u003ca href=\"http://www.iat.com/courses/middle-school-science/project-based-inquiry-science/?type=introduction\">the curriculum\u003c/a> to the commercial market. \u003c/p>\n\u003cp>Currently, PBIS is one of the few curricula available that are fully aligned with the new science standards, and its structured activities emphasize core practices such as carrying out investigations, constructing science explanations and developing and using models. For instance, one physics project poses the driving question, “Why should I wear a helmet when I ride my bike?” – an inquiry that’s compelling because it connects directly to kids’ everyday lives, Harris said. To answer it, students work on a series of activities leading them to explore related questions that build their knowledge of the principles of force, motion, acceleration and gravity, so that they can grasp how a helmet would protect their heads from the impact of a potential collision. With guidance from their teacher, “they're conducting investigations, but there's also supports for kids to collect data, organize it, analyze it, share it, debate it, argue about it”—similar to how real-life scientists work, he said.\u003c/p>\n\u003cp>In an SRI research effort funded with a $5 million NSF grant, Harris recently conducted a randomized controlled trial of whether the PBIS materials are effective. Project collaborators included William Penuel of the University of Colorado and Joseph Krajcik, a Michigan State University professor who helped develop the new U.S. science standards as well as the original PBIS curriculum.\u003c/p>\n\u003cp>[contextly_auto_sidebar id=\"2MxgnbzA3Fn23YAcONABzumhuxn6n168\"]\u003cbr>\nThe experiment took place in sixth-grade science classes at 42 middle schools in a large, ethnically diverse urban public school district during the 2012-2014 academic years. About 55 percent of the pupils were eligible for free or reduced-price lunches. Half of those schools adopted PBIS curriculum units for physical science and earth science, with their teachers going through professional development training (provided by It’s About Time) in project-based teaching and the next-generation science standards. The rest of the schools taught science the traditional way, but their instructors also received training in the new standards. Almost 100 teachers and more than 3,000 students participated.\u003c/p>\n\u003cp>On average, kids in the project-based physical science classes performed roughly 8 percent better on an end-of-unit learning assessment than the kids in traditional classes. (Because the course content was new, the researchers also had to create entirely new assessment tests, which required a lot more demonstration of critical thinking skills than standard multiple-choice science tests.) That’s an improvement that would lift a student who scored in the 50th percentile on the test to the 58th percentile – a gain that “is actually really good for an education intervention,” Harris said. Pupils in the PBIS earth science classes showed a similar trend toward stronger scores, but that increase wasn’t statistically significant. \u003c/p>\n\u003cp>“It takes at least two years for teachers to become comfortable with new curriculum materials,” Harris noted. Nonetheless, instructors in year one of the trial were able to use the project-based materials “relatively effectively to support the kind of science learning called for in the new standards. We are very interested to see what the analysis will show for year two.”\u003c/p>\n\u003cp>\u003cstrong>Barriers Ahead – and the Potential Payoff \u003c/strong>\u003c/p>\n\u003cp>The research team is now analyzing data from year two and will evaluate how well teachers implemented the project-based curriculum. While the approach clearly \u003ca href=\"http://www.iat.com/testimonials/30/\">engages students \u003c/a>more, potential barriers to its wide adoption include the fact that it is resource intensive, Harris said. School districts have to buy not just the book and teacher’s guide but also the materials for classroom activities. Each PBIS unit costs roughly $23 per student.\u003c/p>\n\u003cp>And teachers need substantial training, including support throughout the school year, to learn how to coordinate kids to collaborate well on projects, and to ensure that important scientific concepts bubble up and get discussed. So project-based learning is generally a huge investment for school districts and more work for the teachers, but many of them “find that the hard work pays off,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Harris hopes to see more project-based science curricula coming out that are keyed to the new standards and grounded in research on learning. Such materials are badly needed in elementary schools, because too many children don’t get exposed to good science instruction on a consistent basis until middle school, he said. Catching kids earlier to help them see the big picture of what science is about could spark their excitement – and perhaps inspire new generations of young scientists from diverse backgrounds that STEM disciplines are greatly in want of.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/Stockbyte.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/Stockbyte-640x360.png\" alt=\"Stockbyte\" width=\"640\" height=\"360\" class=\"alignnone size-large wp-image-37926\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Putting kids to work on meaningful projects can transform classrooms into beehives of inquiry and discovery, but relatively few rigorous studies have examined how well this teaching method actually works. An \u003ca href=\"http://www.sri.com/blog/how-curriculum-materials-make-difference-next-generation-science-learning\">encouraging new report \u003c/a>describes preliminary, first-year outcomes from a study of 3,000 middle school students that shows kids can, in fact, learn more in science classrooms that adopt a well-designed, project-focused curriculum. \u003c/p>\n\u003caside class=\"pullquote alignleft\">Students participate in the same basic ways that scientists would, with activities organized by important “driving questions” that are relevant in science but also meaningful for kids.\u003c/aside>\n\u003cp>When researchers analyzed test scores from those classrooms by students’ gender and ethnicity, there were no differences in learning performance. That’s a preliminary indication that high-quality project-based curricula might be able to help narrow the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/dismal-science-scores-in-u-s-public-schools/\">science education achievement gap\u003c/a> in children from low-income backgrounds or other groups that are underrepresented in STEM fields. The project-based science lessons “seem to work for all kinds of kids,” said report co-author Christopher Harris, a senior researcher at SRI International in Menlo Park, California. “Girls and boys learned at similar rates in this study.” He believes that the personal engagement in meaningful classroom activities that teachers can create through such curriculum materials “makes a difference.”\u003c/p>\n\u003cp>How well the benefits hold up or grow in the second year of implementation remains to be seen. But the researchers see \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/moving-towards-inquiry-how-to-reinvent-project-based-learning/\">project-based inquiry learning\u003c/a> as a promising strategy for helping school systems move toward \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/new-science-standards-aim-to-relate-concepts-to-students-lives/\" target=\"_blank\">new U.S. science education standards\u003c/a> that were released last year.\u003c/p>\n\u003cp>Access to good science curriculum materials is a “vexing issue,” Harris said. In urban public schools, science textbooks are often 10 years old and the standard curricula “provide very few opportunities for students to really engage in the science, beyond emphasizing the scientific canon or the knowledge that's been developed over time,” he said. “They typically don't have a hands-on approach.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To move beyond the rote memorization of disconnected science facts that traditional instruction tends to emphasize, in 2011 the U.S. National Research Council laid out a \u003ca href=\"http://sites.nationalacademies.org/dbasse/bose/framework_k12_science/index.htm\">new framework for revamping K-12 science education\u003c/a>. The \u003ca href=\"http://www.nextgenscience.org/next-generation-science-standards\">Next Generation Science Standards\u003c/a> embody that framework and aim to teach kids some of the core thought processes and practices that scientists and engineers use to investigate natural phenomena and solve problems.\u003c/p>\n\u003cp>Meeting those new standards will likely require a considerable shift in how schools teach science. Project-based inquiry learning programs seem well suited to be part of the solution: They get students to participate in educational projects in the same basic ways that scientists would, with activities organized by important “driving questions” that are relevant in science but also meaningful for kids, Harris said.\u003c/p>\n\u003cp>\u003cstrong>Putting Project-Based Science Classes to the Test\u003c/strong>\u003c/p>\n\u003cp>One such curriculum for grades 6-8 is Project-Based Inquiry Science (PBIS). Originally developed in the ‘90s at several universities with funding from the National Science Foundation (NSF), it incorporated the latest research knowledge on how students learn and how teachers can best teach them. An education publishing company named It's About Time brought \u003ca href=\"http://www.iat.com/courses/middle-school-science/project-based-inquiry-science/?type=introduction\">the curriculum\u003c/a> to the commercial market. \u003c/p>\n\u003cp>Currently, PBIS is one of the few curricula available that are fully aligned with the new science standards, and its structured activities emphasize core practices such as carrying out investigations, constructing science explanations and developing and using models. For instance, one physics project poses the driving question, “Why should I wear a helmet when I ride my bike?” – an inquiry that’s compelling because it connects directly to kids’ everyday lives, Harris said. To answer it, students work on a series of activities leading them to explore related questions that build their knowledge of the principles of force, motion, acceleration and gravity, so that they can grasp how a helmet would protect their heads from the impact of a potential collision. With guidance from their teacher, “they're conducting investigations, but there's also supports for kids to collect data, organize it, analyze it, share it, debate it, argue about it”—similar to how real-life scientists work, he said.\u003c/p>\n\u003cp>In an SRI research effort funded with a $5 million NSF grant, Harris recently conducted a randomized controlled trial of whether the PBIS materials are effective. Project collaborators included William Penuel of the University of Colorado and Joseph Krajcik, a Michigan State University professor who helped develop the new U.S. science standards as well as the original PBIS curriculum.\u003c/p>\n\u003cp>[contextly_auto_sidebar id=\"2MxgnbzA3Fn23YAcONABzumhuxn6n168\"]\u003cbr>\nThe experiment took place in sixth-grade science classes at 42 middle schools in a large, ethnically diverse urban public school district during the 2012-2014 academic years. About 55 percent of the pupils were eligible for free or reduced-price lunches. Half of those schools adopted PBIS curriculum units for physical science and earth science, with their teachers going through professional development training (provided by It’s About Time) in project-based teaching and the next-generation science standards. The rest of the schools taught science the traditional way, but their instructors also received training in the new standards. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Harris hopes to see more project-based science curricula coming out that are keyed to the new standards and grounded in research on learning. Such materials are badly needed in elementary schools, because too many children don’t get exposed to good science instruction on a consistent basis until middle school, he said. Catching kids earlier to help them see the big picture of what science is about could spark their excitement – and perhaps inspire new generations of young scientists from diverse backgrounds that STEM disciplines are greatly in want of.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_35320\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/happiness.jpg\">\u003cimg class=\"size-full wp-image-35320\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/happiness.jpg\" alt=\"Luca Nisalli\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/happiness.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/happiness-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/happiness-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Luca Nisalli\u003c/figcaption>\u003c/figure>\n\u003cp style=\"text-align: left\">\u003cstrong>By Gayle Allen\u003c/strong>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Teachers and school leaders face very different challenges today from even a decade ago. The pace of change is faster; there’s more accountability. And the amount of content is overwhelming. To thrive, teachers see opportunities where others see only challenges. Now, more than ever before, teachers could use creative, innovative teamwork to help them ensure success.\u003c/p>\n\u003cp>But many teachers feel isolated in their classrooms, beholden to curriculum and state tests, but not necessarily connected to a learning community or a team to support them. That’s where school communities could learn from other types of work, where teams are crucial to generating new ideas and momentum, while providing members with support when it’s needed.\u003c/p>\n\u003cp>While it’s important to select team members with the right skills, it’s even more important to build, maintain and grow these skills over time. To do that, what if teachers and school leaders followed the example set by successful sports coaches? “Start-of-the-season” practice sessions and ongoing activities built into their work could be a way to jump-start and deepen team creativity, problem-solving and innovation skills.\u003c/p>\n\u003cp>These four activities are a great way to start building this type of creative team.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>SEE THROUGH ONE ANOTHER'S EYES\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Team members work together more effectively when they understand how each sees the world. Taking on the perspective of another can deepen empathy, an important part of problem-solving and design thinking. This activity can be used with new teams or with teams that haven’t worked together for a while. It can be done outdoors or indoors, depending on what’s available.\u003c/p>\n\u003cp>If heading outdoors, choose a location with a lot of activity. Once your team has arrived, ask that each member take notes in silence for 10-15 minutes on what they observe. Explain that their observations can center on dialogue they hear, colors they observe, activities they see and so on. Place no limits on what they choose to document. Afterward, share highlights from their notes, asking everyone to reflect on similarities and differences in what they observed after each person shares.\u003c/p>\n\u003caside class=\"pullquote alignleft\">School leaders can apply what good coaches know — that strategic activities and practice sessions can help team members build new skills and strengthen existing ones.\u003c/aside>\n\u003cp>If you choose to stay indoors, provide each team member with an image. To keep it simple, you can choose a copy of a painting, but the activity works best if the image isn’t familiar to participants. The goal is to provide the team with something they have not seen before, so that they are seeing it for the first time with fresh eyes. Once again, give everyone a time limit of 10-15 minutes to work in silence. During that time, everyone should take notes on what they observe about the image. After time is up, they should share highlights from their notes. How are their observations similar or different?\u003c/p>\n\u003cp>Understanding how team members view the same situation or image helps give insight into how they think and process information. That knowledge helps people work together and with others outside the team.\u003c/p>\n\u003cp>\u003cstrong>USE FAMILIAR OBJECTS IN NEW WAYS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>This activity draws on principles of design thinking, which fundamentally focuses on problem-solving, sometimes even repurposing familiar objects for new uses. To do that, flexible thinking is required. This activity can be used with new teams and with teams over time, to refresh perspectives.\u003c/p>\n\u003cp>[contextly_sidebar id=\"XRho22cVtqJO1MFFbeIpWDBgJHVKiO5V\"]\u003c/p>\n\u003cp>For this activity, provide your team with an abundance of inexpensive objects, like wires, pieces of colored plastic, cloth paper and sequins, as well as wood of different sizes and shapes, and so on. Pair team members up and provide each team with the materials you have provided and ask each pair to build the same thing, perhaps a tree or a face or some other familiar object. Give the pairs 15-20 minutes to create. When time is up, ask each pair to share their object and explain how they made it. Discuss similarities and differences in how they approached the process, made decisions and felt about the work.\u003c/p>\n\u003cp>\u003cstrong>FIND CONNECTIONS\u003c/strong>\u003c/p>\n\u003cp>The goal of this activity is to practice making connections among seemingly different things in order to problem-solve. Creativity and innovation often involve seeing connections where none existed. Teams can return to this activity to freshen this skill over time.\u003c/p>\n\u003cp>For this activity, team members work in pairs or small groups. Each group will receive an identical deck of cards prepared ahead of time. The deck should include an equal number of problem or pain point cards and observation cards. Each card should include only one pain point or problem and only one observation. If possible, work with your team members ahead of time to gather information for the cards.\u003c/p>\n\u003cp>Problems or pain points can include limited resources or nagging problems, but the key is to be very specific. Include roles, data and other specific and relevant information. Observations can include anything team members notice about objects, people or interactions in the school. Again, be as specific as possible. Card information should be specific and factual and free of judgment. Be sure to make enough copies of the cards so that each group or pair has an identical deck.\u003c/p>\n\u003cp>Ask each group to work together for 10-15 minutes. During that time, they should select a pain point or problem card, and work to identify the need associated with it. They should then select an observation card from the deck that they feel might address that need. The goal is to be creative and to draw connections in any way possible. They should do this for as many pairs of cards as they can in the time allotted. After time is up, each group should share the connections they made, and the experience of making those connections.\u003c/p>\n\u003cp>You can use this activity again and again with your teams as a way to jump-start mindsets for problem-solving and innovation.\u003c/p>\n\u003cp>\u003cem>(Editor's note: See Gayle's follow-up post explaining this activity in-depth with sample cards at \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/a-problem-solving-game-for-teachers-and-administrators/\">A Problem-Solving Game for Teachers and Administrators\u003c/a>)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>CUSTOMIZE AND INNOVATE\u003c/strong>\u003c/p>\n\u003cp>Creativity and innovation involve improving and customizing already existing processes and experiences. With that goal in mind, ask team members to improve on any or all of these activities.\u003c/p>\n\u003cp>Provide some time either after they have completed one of more of these exercises and them pair up to improve or customize at least one of the exercises. To test out their ideas, have them run their activities with other teams or groups or revisit a favorite among these activities in the future. Ask them to evaluate their improvements or customizations against the originals.\u003c/p>\n\u003cp>Ask team members to do this anytime you introduce a new activity. It not only invites them to be creative, but it also encourages them to provide feedback in the form of innovation. When team members seek to design their own practice sessions, it can be a sign of team maturity and an understanding of what they need to be successful.\u003c/p>\n\u003cp>School leaders can apply what good coaches know -- that strategic activities and practice sessions can help team members build new skills and strengthen existing ones. To build school teams made up of members with strong creativity, problem-solving and innovation skills, incorporate strategic activities into regular work.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Gayle Allen spent nearly two decades as a teacher, school leader and founder of two professional development institutes. She holds an Ed.D. from Teachers College, Columbia University, where she focused her research on teacher learning. Gayle currently serves on the advisory board for \u003ca href=\"http://biobuilder.org/\" target=\"_blank\">BioBuilder Educational Foundation\u003c/a> and is an edupreneur at BrightBytes. She blogs at \u003ca href=\"http://www.gayleallen.net/\" target=\"_blank\">Connecting the Thoughts\u003c/a> and tweets \u003ca href=\"https://twitter.com/GAllenTC\" target=\"_blank\">@GAllenTC\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35320\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/happiness.jpg\">\u003cimg class=\"size-full wp-image-35320\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/happiness.jpg\" alt=\"Luca Nisalli\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/happiness.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/happiness-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/happiness-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Luca Nisalli\u003c/figcaption>\u003c/figure>\n\u003cp style=\"text-align: left\">\u003cstrong>By Gayle Allen\u003c/strong>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Teachers and school leaders face very different challenges today from even a decade ago. The pace of change is faster; there’s more accountability. And the amount of content is overwhelming. To thrive, teachers see opportunities where others see only challenges. Now, more than ever before, teachers could use creative, innovative teamwork to help them ensure success.\u003c/p>\n\u003cp>But many teachers feel isolated in their classrooms, beholden to curriculum and state tests, but not necessarily connected to a learning community or a team to support them. That’s where school communities could learn from other types of work, where teams are crucial to generating new ideas and momentum, while providing members with support when it’s needed.\u003c/p>\n\u003cp>While it’s important to select team members with the right skills, it’s even more important to build, maintain and grow these skills over time. To do that, what if teachers and school leaders followed the example set by successful sports coaches? “Start-of-the-season” practice sessions and ongoing activities built into their work could be a way to jump-start and deepen team creativity, problem-solving and innovation skills.\u003c/p>\n\u003cp>These four activities are a great way to start building this type of creative team.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>SEE THROUGH ONE ANOTHER'S EYES\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Team members work together more effectively when they understand how each sees the world. Taking on the perspective of another can deepen empathy, an important part of problem-solving and design thinking. This activity can be used with new teams or with teams that haven’t worked together for a while. It can be done outdoors or indoors, depending on what’s available.\u003c/p>\n\u003cp>If heading outdoors, choose a location with a lot of activity. Once your team has arrived, ask that each member take notes in silence for 10-15 minutes on what they observe. Explain that their observations can center on dialogue they hear, colors they observe, activities they see and so on. Place no limits on what they choose to document. Afterward, share highlights from their notes, asking everyone to reflect on similarities and differences in what they observed after each person shares.\u003c/p>\n\u003caside class=\"pullquote alignleft\">School leaders can apply what good coaches know — that strategic activities and practice sessions can help team members build new skills and strengthen existing ones.\u003c/aside>\n\u003cp>If you choose to stay indoors, provide each team member with an image. To keep it simple, you can choose a copy of a painting, but the activity works best if the image isn’t familiar to participants. The goal is to provide the team with something they have not seen before, so that they are seeing it for the first time with fresh eyes. Once again, give everyone a time limit of 10-15 minutes to work in silence. During that time, everyone should take notes on what they observe about the image. After time is up, they should share highlights from their notes. How are their observations similar or different?\u003c/p>\n\u003cp>Understanding how team members view the same situation or image helps give insight into how they think and process information. That knowledge helps people work together and with others outside the team.\u003c/p>\n\u003cp>\u003cstrong>USE FAMILIAR OBJECTS IN NEW WAYS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>This activity draws on principles of design thinking, which fundamentally focuses on problem-solving, sometimes even repurposing familiar objects for new uses. To do that, flexible thinking is required. This activity can be used with new teams and with teams over time, to refresh perspectives.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>For this activity, provide your team with an abundance of inexpensive objects, like wires, pieces of colored plastic, cloth paper and sequins, as well as wood of different sizes and shapes, and so on. Pair team members up and provide each team with the materials you have provided and ask each pair to build the same thing, perhaps a tree or a face or some other familiar object. Give the pairs 15-20 minutes to create. When time is up, ask each pair to share their object and explain how they made it. Discuss similarities and differences in how they approached the process, made decisions and felt about the work.\u003c/p>\n\u003cp>\u003cstrong>FIND CONNECTIONS\u003c/strong>\u003c/p>\n\u003cp>The goal of this activity is to practice making connections among seemingly different things in order to problem-solve. Creativity and innovation often involve seeing connections where none existed. Teams can return to this activity to freshen this skill over time.\u003c/p>\n\u003cp>For this activity, team members work in pairs or small groups. Each group will receive an identical deck of cards prepared ahead of time. The deck should include an equal number of problem or pain point cards and observation cards. Each card should include only one pain point or problem and only one observation. If possible, work with your team members ahead of time to gather information for the cards.\u003c/p>\n\u003cp>Problems or pain points can include limited resources or nagging problems, but the key is to be very specific. Include roles, data and other specific and relevant information. Observations can include anything team members notice about objects, people or interactions in the school. Again, be as specific as possible. Card information should be specific and factual and free of judgment. Be sure to make enough copies of the cards so that each group or pair has an identical deck.\u003c/p>\n\u003cp>Ask each group to work together for 10-15 minutes. During that time, they should select a pain point or problem card, and work to identify the need associated with it. They should then select an observation card from the deck that they feel might address that need. The goal is to be creative and to draw connections in any way possible. They should do this for as many pairs of cards as they can in the time allotted. 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With that goal in mind, ask team members to improve on any or all of these activities.\u003c/p>\n\u003cp>Provide some time either after they have completed one of more of these exercises and them pair up to improve or customize at least one of the exercises. To test out their ideas, have them run their activities with other teams or groups or revisit a favorite among these activities in the future. Ask them to evaluate their improvements or customizations against the originals.\u003c/p>\n\u003cp>Ask team members to do this anytime you introduce a new activity. It not only invites them to be creative, but it also encourages them to provide feedback in the form of innovation. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Gayle Allen spent nearly two decades as a teacher, school leader and founder of two professional development institutes. She holds an Ed.D. from Teachers College, Columbia University, where she focused her research on teacher learning. Gayle currently serves on the advisory board for \u003ca href=\"http://biobuilder.org/\" target=\"_blank\">BioBuilder Educational Foundation\u003c/a> and is an edupreneur at BrightBytes. She blogs at \u003ca href=\"http://www.gayleallen.net/\" target=\"_blank\">Connecting the Thoughts\u003c/a> and tweets \u003ca href=\"https://twitter.com/GAllenTC\" target=\"_blank\">@GAllenTC\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The end of elementary school and throughout middle school are important times to spark scientific inquiry and curiosity in students. But a lot of teachers of those age groups are expected to teach multiple subjects and often feel they don't have the tools to teach science well. As \u003ca href=\"http://www.npr.org/2014/04/20/301957120/a-scientific-experiment-field-trips-just-for-teachers\" target=\"_blank\">Linda Lutton reports for National Public Radio\u003c/a>, a science museum in Chicago is trying to help teachers overcome that gap by teaching them how to design and deliver engaging, fun, hands-on science lessons that will get kids excited to keep exploring how the world works.\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://media.npr.org/assets/img/2014/04/11/science-1_wide-aa4da809a41bd2b906ba341286a704c5be1e5c97.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.npr.org/2014/04/20/301957120/a-scientific-experiment-field-trips-just-for-teachers\" target=\"_blank\">A Scientific Experiment: Field Trips Just For Teachers\u003c/a>In a classroom across from the coal mine exhibit at the Chicago's Museum of Science and Industry, students are huddled around tables, studying petri dishes of bacteria. But these aren't school-age kids - these students are all teachers, responsible for imparting science to upper-elementary or middle-school students.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.npr.org%2F2014%2F04%2F20%2F301957120%2Fa-scientific-experiment-field-trips-just-for-teachers\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">\u003cspan>via \u003c/span>\u003ca class=\"media-attribution-link\" href=\"http://www.npr.org\" target=\"_blank\">NPR\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The end of elementary school and throughout middle school are important times to spark scientific inquiry and curiosity in students. But a lot of teachers of those age groups are expected to teach multiple subjects and often feel they don't have the tools to teach science well. As \u003ca href=\"http://www.npr.org/2014/04/20/301957120/a-scientific-experiment-field-trips-just-for-teachers\" target=\"_blank\">Linda Lutton reports for National Public Radio\u003c/a>, a science museum in Chicago is trying to help teachers overcome that gap by teaching them how to design and deliver engaging, fun, hands-on science lessons that will get kids excited to keep exploring how the world works.\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://media.npr.org/assets/img/2014/04/11/science-1_wide-aa4da809a41bd2b906ba341286a704c5be1e5c97.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.npr.org/2014/04/20/301957120/a-scientific-experiment-field-trips-just-for-teachers\" target=\"_blank\">A Scientific Experiment: Field Trips Just For Teachers\u003c/a>In a classroom across from the coal mine exhibit at the Chicago's Museum of Science and Industry, students are huddled around tables, studying petri dishes of bacteria. But these aren't school-age kids - these students are all teachers, responsible for imparting science to upper-elementary or middle-school students.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.npr.org%2F2014%2F04%2F20%2F301957120%2Fa-scientific-experiment-field-trips-just-for-teachers\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">\u003cspan>via \u003c/span>\u003ca class=\"media-attribution-link\" href=\"http://www.npr.org\" target=\"_blank\">NPR\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>There's a new attention disorder in town, something called \"sluggish cognitive tempo.\" Right now, children who exhibit signs of this potential new disorder --daydreaming, lethargy and slow mental processing -- are often treated as though they have attention deficit hyperactivity disorder. There's still a lot of controversy around making a new designation and researchers agree that more study is needed. In his \u003ca href=\"http://www.nytimes.com/2014/04/12/health/idea-of-new-attention-disorder-spurs-research-and-debate.html?_r=0\" target=\"_blank\">New York Times article\u003c/a> Alan Schwarz explains how the whole story is made murkier by research funded by pharmaceutical companies with a vested interest in the results.\u003c/p>\n\u003cp>\"Yet some experts, including Dr. McBurnett and some members of the journal’s editorial board, say that there is no consensus on the new disorder’s specific symptoms, let alone scientific validity. They warn that the concept’s promotion without vastly more scientific rigor could expose children to unwarranted diagnoses and prescription medications — problems that A.D.H.D. already faces.\"\u003c/p>\n\u003cp>And as always, in light of what we know about the growing brain's \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/the-link-between-jazz-improvisation-and-student-creativity/\" target=\"_blank\">need for downtime\u003c/a>, for \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/why-daydreaming-isnt-a-waste-of-time/\" target=\"_blank\">daydreaming\u003c/a>, for \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/can-creativity-truly-be-fostered-in-classrooms-of-today/\" target=\"_blank\">creativity\u003c/a>, we pose the question about these deficiencies: is it the kids or is it the system?\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://static01.nyt.com/images/2014/04/12/us/SLUGGISH/SLUGGISH-videoSixteenByNine1050.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.nytimes.com/2014/04/12/health/idea-of-new-attention-disorder-spurs-research-and-debate.html?_r=0\" target=\"_blank\">Idea of New Attention Disorder Spurs Research, and Debate\u003c/a>With more than six million American children having received a diagnosis of attention deficit hyperactivity disorder, concern has been rising that the condition is being significantly misdiagnosed and overtreated with prescription medications.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.nytimes.com%2F2014%2F04%2F12%2Fhealth%2Fidea-of-new-attention-disorder-spurs-research-and-debate.html%3F_r%3D0\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.nytimes.com\" target=\"_blank\">Nytimes\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"excerpt": "Some mental health researchers are claiming to have discovered a new type of attention disorder characterized by daydreaming and lethargy. But some parents and other researchers are pushing back, worried about over-medicating the nation's children.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There's a new attention disorder in town, something called \"sluggish cognitive tempo.\" Right now, children who exhibit signs of this potential new disorder --daydreaming, lethargy and slow mental processing -- are often treated as though they have attention deficit hyperactivity disorder. There's still a lot of controversy around making a new designation and researchers agree that more study is needed. In his \u003ca href=\"http://www.nytimes.com/2014/04/12/health/idea-of-new-attention-disorder-spurs-research-and-debate.html?_r=0\" target=\"_blank\">New York Times article\u003c/a> Alan Schwarz explains how the whole story is made murkier by research funded by pharmaceutical companies with a vested interest in the results.\u003c/p>\n\u003cp>\"Yet some experts, including Dr. McBurnett and some members of the journal’s editorial board, say that there is no consensus on the new disorder’s specific symptoms, let alone scientific validity. They warn that the concept’s promotion without vastly more scientific rigor could expose children to unwarranted diagnoses and prescription medications — problems that A.D.H.D. already faces.\"\u003c/p>\n\u003cp>And as always, in light of what we know about the growing brain's \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/the-link-between-jazz-improvisation-and-student-creativity/\" target=\"_blank\">need for downtime\u003c/a>, for \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/why-daydreaming-isnt-a-waste-of-time/\" target=\"_blank\">daydreaming\u003c/a>, for \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/can-creativity-truly-be-fostered-in-classrooms-of-today/\" target=\"_blank\">creativity\u003c/a>, we pose the question about these deficiencies: is it the kids or is it the system?\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://static01.nyt.com/images/2014/04/12/us/SLUGGISH/SLUGGISH-videoSixteenByNine1050.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.nytimes.com/2014/04/12/health/idea-of-new-attention-disorder-spurs-research-and-debate.html?_r=0\" target=\"_blank\">Idea of New Attention Disorder Spurs Research, and Debate\u003c/a>With more than six million American children having received a diagnosis of attention deficit hyperactivity disorder, concern has been rising that the condition is being significantly misdiagnosed and overtreated with prescription medications.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.nytimes.com%2F2014%2F04%2F12%2Fhealth%2Fidea-of-new-attention-disorder-spurs-research-and-debate.html%3F_r%3D0\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.nytimes.com\" target=\"_blank\">Nytimes\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"masters-of-scale": {
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},
"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
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"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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"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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},
"pbs-newshour": {
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},
"perspectives": {
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"order": 14
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"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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"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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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
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},
"radiolab": {
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