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It’s a dilemma facing a growing number of schools and districts that have jumped onto a new tech-fueled trend in education known as “personalized learning.”\u003c/p>\n\u003cp>The goal of personalized learning is to tailor lessons for individual students to help them master content on their own schedule, whether it’s faster or slower than their same-age peers. At its most extreme, personalized learning can also unfetter kids to study whatever they’re most interested in, although experts say most schools still require students to cover key subjects and skills.\u003c/p>\n\u003cp>The new educational philosophy has spread from Maine to Silicon Valley, propelled by new technology making it easier for a classroom of students to work on different tasks and by passionate proponents who see it as the future for an American education system that badly needs updating.\u003c/p>\n\u003cp>But as more schools, districts, states and even the federal government begin to embrace the idea, personalized learning is coming into conflict with an older movement in American education: standards-based accountability.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Grade-level standards – the content and skills students are supposed to master each year – and the end-of-year tests that measure them aren’t forgiving to schools and teachers who stray far from the predetermined path. The consequences of failing can include sanctions for schools and teachers, and even school closure, and now the standards are more rigorous with 40-plus states having adopted the Common Core State Standards.\u003c/p>\n\u003cp>The rigidity of the current standards-based system could present a problem as personalized learning tries to grow – although some hope advocates on both sides will find compromise that strengthen both ideas.\u003c/p>\n\u003cp>“There’s a conflict in the sense that the standards and accountability movement has focused on grade-level standards,” said Sara Mead, a partner at Bellwether Education Partners, a Washington, D.C.-based policy group, “and the idea that equity to some extent is based on getting everybody to master the same content at the same time.”\u003c/p>\n\u003cp>The standards movement, driven by fears that American students were falling behind their international counterparts, has dominated U.S. education reform since the 1990s. Reformers sought to raise the rigor of American classrooms and shine a light on achievement gaps between high-needs groups and their peers. Standardized testing, enshrined by the federal No Child Left Behind Act in 2002, became the method of holding schools to account to ensure they were helping disadvantaged groups catch up.\u003c/p>\n\u003cp>“The standards movement was intended as a way to say, hold up, if we are holding kids who are coming in more ready to learn to higher standards than kids who need extra help, then what we’re effectively doing is perpetuating the achievement gap over time,” said Kathleen Porter-Magee, a fellow at the Thomas B. Fordham Institute, a right-leaning think tank.\u003c/p>\n\u003cp>“It’s helpful to have some common language that says here’s what fifth grade is, and here’s what sixth grade is,” she said. “The most disadvantaged students benefit from that.”\u003c/p>\n\u003cp>But the standards movement has faced a backlash in recent years after a majority of states, urged on by the federal government, adopted the controversial Common Core standards. A motley coalition of teachers unions, parents, and politicians and activists from both the left and right fought against Common Core and the new standardized tests linked to it. Common Core still stands in most states, but many have tweaked the standards and changed the name to something less politically charged. At the same time, the new federal education law passed last year has removed some of No Child Left Behind’s teeth.\u003c/p>\n\u003cp>Yet, though the standards movement may be weakened, it seems unlikely a freer approach to education in the form of personalized learning-for-all will take its place – or that it should.\u003c/p>\n\u003cp>“If you’re goal is self-actualization for the child, and you want them to discover what they’re good at, then personalizing learning sounds like it would be really wonderful,” said Daniel Willingham, a psychology professor at the University of Virginia who studies how cognitive psychology applies to schooling. “There’s a good argument to be made for a standard curriculum, though, especially if your goal is a civic citizenship, and children being able to get a job when they finish: If you want everyone to have basic numeracy and civic engagement.”\u003c/p>\n\u003cp>Most personalized learning advocates wouldn’t disagree. Although personalized learning supporters say they want even more changes to the current structure of standards-based accountability, many also are adamant that high standards are compatible and even necessary for their movement to keep up its momentum.\u003c/p>\n\u003cp>“We have to be careful with all this personalized learning where there’s still a floor,” said Brian Greenberg, CEO of the Silicon Schools Fund, which funds new schools that use personalized learning. “We don’t want to go back to a model of low expectations. We need to give those students more support to accelerate them. In a race, there’s still a trail vehicle to make sure no one falls back.”\u003c/p>\n\u003cp>The ideal, both according to personalized learning backers like Greenberg and supporters of standards like Porter-Magee, would be a system where the two education philosophies not only coexist, but strengthen each other.\u003c/p>\n\u003cp>Mead, who is a co-author of \u003ca href=\"http://bellwethereducation.org/sites/default/files/Bellwether_PersLearning.pdf\">a report about the tensions between standards-based accountability and personalized learning\u003c/a>, says, for example, that personalized learning might show the way for schools trying to catch up children who are far behind. “If you have a kid who is several years below grade level, what you should be doing is not teaching them grade-level content. You should be going back and filling in the gaps,” she said, “so that eventually they can reach grade-level standards, and get there faster.”\u003c/p>\n\u003cp>Joel Rose, co-founder of School of One, a personalized learning program in New York City now known as Teach to One, said that although standards – and specifically, the annual tests attached to them – are a challenge for his model, “having a fixed target we’re aiming for to make sure kids get over that line is critical.”\u003c/p>\n\u003cp>For now, personalized learning may clash with the grade-level standards and accountability regime, Rose acknowledged, but as the movement expands “it may also lead to looking at scores not on an annual basis, but in increments. We oftentimes look at kids who are on or above grade level when they enter middle school and then look at that same number when they exit middle school. By focusing less on the year-on-year state test scores, it enables allows us to meet kids where they are, with an eye on high school readiness.”\u003c/p>\n\u003cp>One proposal is standardized tests that kids take when they’re ready, over the course of three years, say, instead of every spring.\u003c/p>\n\u003cp>In the meantime, Brian Greenberg believes the best schools should be able to handle both.\u003c/p>\n\u003cp>“If we only teach kids at their instructional levels, kids who are below may never catch up and the kids who are ahead may never interact with their peers,” he said. “Common sense and compromise can be pretty powerful. There’s room for kids to learn a canon of knowledge that we want every one to learn, and to have some choice and agency in what they learn.”\u003c/p>\n\u003cp>\u003cem>To read about how \u003ca href=\"https://wp.me/p5XgRA-ck8\">personalized learning \u003c/a>is growing in schools, check out this report by Nichole Dobo. This story was produced by \u003c/em>\u003ca href=\"http://www.hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","disqusIdentifier":"47374 https://ww2.kqed.org/mindshift/?p=47374","disqusUrl":"https://ww2.kqed.org/mindshift/2017/01/25/can-personalized-learning-flourish-within-a-traditional-system/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1358,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":26},"modified":1485367411,"excerpt":"The rigidity of the current standards-based system could present a problem as personalized learning tries to grow – although some hope advocates on both sides will find compromise that strengthen both ideas.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"The rigidity of the current standards-based system could present a problem as personalized learning tries to grow – although some hope advocates on both sides will find compromise that strengthen both ideas.","title":"Can Personalized Learning Flourish Within A Traditional System? | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Personalized Learning Flourish Within A Traditional System?","datePublished":"2017-01-25T10:02:38-08:00","dateModified":"2017-01-25T10:03:31-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"can-personalized-learning-flourish-within-a-traditional-system","status":"publish","path":"/mindshift/47374/can-personalized-learning-flourish-within-a-traditional-system","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By SARAH GARLAND, \u003ca href=\"http://hechingerreport.org\">The Hechinger Report\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Can students learn about what they like, at their own pace, and still pass standardized tests at the end of each year? It’s a dilemma facing a growing number of schools and districts that have jumped onto a new tech-fueled trend in education known as “personalized learning.”\u003c/p>\n\u003cp>The goal of personalized learning is to tailor lessons for individual students to help them master content on their own schedule, whether it’s faster or slower than their same-age peers. At its most extreme, personalized learning can also unfetter kids to study whatever they’re most interested in, although experts say most schools still require students to cover key subjects and skills.\u003c/p>\n\u003cp>The new educational philosophy has spread from Maine to Silicon Valley, propelled by new technology making it easier for a classroom of students to work on different tasks and by passionate proponents who see it as the future for an American education system that badly needs updating.\u003c/p>\n\u003cp>But as more schools, districts, states and even the federal government begin to embrace the idea, personalized learning is coming into conflict with an older movement in American education: standards-based accountability.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Grade-level standards – the content and skills students are supposed to master each year – and the end-of-year tests that measure them aren’t forgiving to schools and teachers who stray far from the predetermined path. The consequences of failing can include sanctions for schools and teachers, and even school closure, and now the standards are more rigorous with 40-plus states having adopted the Common Core State Standards.\u003c/p>\n\u003cp>The rigidity of the current standards-based system could present a problem as personalized learning tries to grow – although some hope advocates on both sides will find compromise that strengthen both ideas.\u003c/p>\n\u003cp>“There’s a conflict in the sense that the standards and accountability movement has focused on grade-level standards,” said Sara Mead, a partner at Bellwether Education Partners, a Washington, D.C.-based policy group, “and the idea that equity to some extent is based on getting everybody to master the same content at the same time.”\u003c/p>\n\u003cp>The standards movement, driven by fears that American students were falling behind their international counterparts, has dominated U.S. education reform since the 1990s. Reformers sought to raise the rigor of American classrooms and shine a light on achievement gaps between high-needs groups and their peers. Standardized testing, enshrined by the federal No Child Left Behind Act in 2002, became the method of holding schools to account to ensure they were helping disadvantaged groups catch up.\u003c/p>\n\u003cp>“The standards movement was intended as a way to say, hold up, if we are holding kids who are coming in more ready to learn to higher standards than kids who need extra help, then what we’re effectively doing is perpetuating the achievement gap over time,” said Kathleen Porter-Magee, a fellow at the Thomas B. Fordham Institute, a right-leaning think tank.\u003c/p>\n\u003cp>“It’s helpful to have some common language that says here’s what fifth grade is, and here’s what sixth grade is,” she said. “The most disadvantaged students benefit from that.”\u003c/p>\n\u003cp>But the standards movement has faced a backlash in recent years after a majority of states, urged on by the federal government, adopted the controversial Common Core standards. A motley coalition of teachers unions, parents, and politicians and activists from both the left and right fought against Common Core and the new standardized tests linked to it. Common Core still stands in most states, but many have tweaked the standards and changed the name to something less politically charged. At the same time, the new federal education law passed last year has removed some of No Child Left Behind’s teeth.\u003c/p>\n\u003cp>Yet, though the standards movement may be weakened, it seems unlikely a freer approach to education in the form of personalized learning-for-all will take its place – or that it should.\u003c/p>\n\u003cp>“If you’re goal is self-actualization for the child, and you want them to discover what they’re good at, then personalizing learning sounds like it would be really wonderful,” said Daniel Willingham, a psychology professor at the University of Virginia who studies how cognitive psychology applies to schooling. “There’s a good argument to be made for a standard curriculum, though, especially if your goal is a civic citizenship, and children being able to get a job when they finish: If you want everyone to have basic numeracy and civic engagement.”\u003c/p>\n\u003cp>Most personalized learning advocates wouldn’t disagree. Although personalized learning supporters say they want even more changes to the current structure of standards-based accountability, many also are adamant that high standards are compatible and even necessary for their movement to keep up its momentum.\u003c/p>\n\u003cp>“We have to be careful with all this personalized learning where there’s still a floor,” said Brian Greenberg, CEO of the Silicon Schools Fund, which funds new schools that use personalized learning. “We don’t want to go back to a model of low expectations. We need to give those students more support to accelerate them. In a race, there’s still a trail vehicle to make sure no one falls back.”\u003c/p>\n\u003cp>The ideal, both according to personalized learning backers like Greenberg and supporters of standards like Porter-Magee, would be a system where the two education philosophies not only coexist, but strengthen each other.\u003c/p>\n\u003cp>Mead, who is a co-author of \u003ca href=\"http://bellwethereducation.org/sites/default/files/Bellwether_PersLearning.pdf\">a report about the tensions between standards-based accountability and personalized learning\u003c/a>, says, for example, that personalized learning might show the way for schools trying to catch up children who are far behind. “If you have a kid who is several years below grade level, what you should be doing is not teaching them grade-level content. You should be going back and filling in the gaps,” she said, “so that eventually they can reach grade-level standards, and get there faster.”\u003c/p>\n\u003cp>Joel Rose, co-founder of School of One, a personalized learning program in New York City now known as Teach to One, said that although standards – and specifically, the annual tests attached to them – are a challenge for his model, “having a fixed target we’re aiming for to make sure kids get over that line is critical.”\u003c/p>\n\u003cp>For now, personalized learning may clash with the grade-level standards and accountability regime, Rose acknowledged, but as the movement expands “it may also lead to looking at scores not on an annual basis, but in increments. We oftentimes look at kids who are on or above grade level when they enter middle school and then look at that same number when they exit middle school. By focusing less on the year-on-year state test scores, it enables allows us to meet kids where they are, with an eye on high school readiness.”\u003c/p>\n\u003cp>One proposal is standardized tests that kids take when they’re ready, over the course of three years, say, instead of every spring.\u003c/p>\n\u003cp>In the meantime, Brian Greenberg believes the best schools should be able to handle both.\u003c/p>\n\u003cp>“If we only teach kids at their instructional levels, kids who are below may never catch up and the kids who are ahead may never interact with their peers,” he said. “Common sense and compromise can be pretty powerful. There’s room for kids to learn a canon of knowledge that we want every one to learn, and to have some choice and agency in what they learn.”\u003c/p>\n\u003cp>\u003cem>To read about how \u003ca href=\"https://wp.me/p5XgRA-ck8\">personalized learning \u003c/a>is growing in schools, check out this report by Nichole Dobo. This story was produced by \u003c/em>\u003ca href=\"http://www.hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47374/can-personalized-learning-flourish-within-a-traditional-system","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_1004","mindshift_20784","mindshift_1040","mindshift_421"],"featImg":"mindshift_47406","label":"mindshift"},"mindshift_46388":{"type":"posts","id":"mindshift_46388","meta":{"index":"posts_1716263798","site":"mindshift","id":"46388","score":null,"sort":[1474288614000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1474288614,"format":"standard","disqusTitle":"How Are Kindergarten Teachers Balancing More Rigorous Standards?","title":"How Are Kindergarten Teachers Balancing More Rigorous Standards?","headTitle":"MindShift | KQED News","content":"\u003cp>Education experts widely recognize that a strong early childhood education is an important factor to set kids up for success in school. But whether kindergarten is more like preschool or elementary school has long been an open question that leaves teachers caught in-between. For some children kindergarten is the first time they’ve been to school, and at five-years-old they’re still too young to shoulder the anxiety and pressure of benchmark testing. All this leaves kindergarten teachers in a tough spot -- they are required to teach an increasingly demanding set of standards, but many are also trained in child development and see the new demands as developmentally inappropriate.\u003c/p>\n\u003cp>Lisa Minicozzi was an elementary school principal before she went back to school for her doctorate in early childhood education. She’s now a \u003ca href=\"http://www.adelphi.edu/faculty/profiles/profile.php?PID=0574\" target=\"_blank\">professor of education\u003c/a> at Adelphi University, where she instructs teachers in-training and studies effective teaching practice in classrooms. She recently published \u003ca href=\"http://gsc.sagepub.com/content/6/3/299\" target=\"_blank\">an article\u003c/a> in the Global Studies of Childhood journal entitled “The garden is thorny: Teaching kindergarten in the age of accountability,” in which she documents how veteran kindergarten teachers navigate more rigorous expectations for students along with their own deeply held beliefs about how young children should learn.\u003c/p>\n\u003cp>“I have witnessed the changes myself and have felt the frustrations as an administrator and as a parent of a young child myself,” Minicozzi said of the “academic trickle down” that has affected day-to-day kindergarten routines. In classrooms that seemed to be navigating the shift well Minicozzi saw some common themes: first, the kindergarten educators had the support of administrators to determine what was developmentally appropriate.\u003c/p>\n\u003cp>Second, veteran teachers saw themselves as experts and were confident dissecting the standards and designing units that met them, without giving up their beliefs about how young children learn. In exemplar classrooms Minicozzi never saw kids sitting in rows for long periods of time or doing worksheets. Rather, teachers held exploration and movement at the center of the practice, essentially designing thematic project-based learning units.\u003c/p>\n\u003cp>“We know from educational theory what works,” Minicozzi said. “Kids should be actively engaged. They should be outside. They should be moving, exploring. They should have multiple opportunities to explore at different times.” She worries that as schools adopt Common Core State Standards school administrators will continue to push more content and direct instruction into kindergarten. She sees veteran teachers who are successfully navigating the shift as important mentors for novice teachers who will need that same strength and skill when they get into classrooms.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I feel that most of the programs that have come out of alignment to Common Core have academic challenges that are way above what they should be doing,” said kindergarten teacher Mojdeh Hassani. She co-teaches at a public school on Long Island. She says she believes in challenging students, but the difference is that now there are many more discrete units that have to be crammed into each day, forcing her young students to move too quickly between tasks.\u003c/p>\n\u003cp>Hassani says they are expected to teach a 45 minute math block, a 45 minute reading block, 45 minutes of phonics, science, social studies and other special programming as well. That’s too many transitions for a young student and doesn’t leave enough time for the play-based and experiential learning that has long been a hallmark of kindergarten.\u003c/p>\n\u003cp>“The structure, the rigor of the day is too much for them,” Hassani said.” And that rigor is making kids more anxious about what’s coming up.” She has noticed in recent years that kids have a harder time paying attention because they are worried about the next transition. And she doesn’t have enough time to dive deeply into topics so she worries those same concepts will have to be retaught again later in students’ elementary careers.\u003c/p>\n\u003cp>“We have to try to get the curriculum done because we have a timelines that we have to stick to, so we have to try to get things done,” Hassani said. But, “If we feel we’re losing kids, we will try to give them more movement breaks.” While Hassani and her co-teacher are always prepared to follow the curriculum, they often have to read the energy of their students and switch tasks if students’ eyes are glazing over.\u003c/p>\n\u003cp>“That rushing, that dipping your feet into something and not digging really deep into anything, I don’t believe in that kind of teaching,” Hassani said.“I feel like we are training kids to not dig deep into anything. They are just happy and satisfied doing the bare minimum.”\u003c/p>\n\u003cp>Veteran teachers like Hassani can’t completely shield their pupils from the more rigorously paced day and jam-packed schedule, but she does everything she can to hold onto the parts of kindergarten she thinks are most important: hands-on, exploratory play and social and emotional learning. She tries to weave those lessons throughout everything she’s doing. The other key is to have a clear structure and to hold kids accountable to it.\u003c/p>\n\u003cp>“I don’t think teachers should be afraid to have the structure to run an effective classroom,” Hassani said. “I think kids at this age need structure. They demand the structure. They learn through it.” She doesn’t want kids guessing about what’s coming up because then that anxiety takes over the learning space.\u003c/p>\n\u003cp>“To be a good teacher I think is to be able to balance the structure and the kindness and softness that’s necessary for teachers to connect with every student,” she said. Hossani isn’t concerned about the argument that without the rigorous standards in kindergarten some kids will be left behind. She said her job has always been to differentiate for students, including the ones who’ve never attended school before, but that doesn’t mean kindergarten teachers should have to rush through important foundational topics.\u003c/p>\n\u003cp>“The amount we are trying to fit in the day is too much, not the content itself,” Hassani said. “I still feel we are missing the boat with what’s developmentally appropriate.”\u003c/p>\n\u003cp>In her pre-service training classes Minicozzi is frantically trying to help novice teachers develop the confidence Hassani has to stick up for developmentally appropriate teaching as much as possible. She constantly visits classrooms to learn from techniques teachers are using and then tweaks her college-course curriculum.\u003c/p>\n\u003cp>Despite everything she’s seen and experienced with her own son, who left kindergarten feeling like he wasn’t a good reader because he hadn’t reached a certain level, Minicozzi feels hopeful about the future of kindergarten education. “I feel that the pendulum is swinging back because so many parents are concerned about the pressures and anxieties that the teachers feel, which comes back to the kids in the classroom,” Minicozzi said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She says the important thing to keep in mind is that children develop at different rates and, barring any significant learning difficulty, that’s normal. Parents sometimes think if their child learns to read earlier he or she will have an academic head start, but Minicozzi said the research doesn’t support that view. A student who learns to read a little later will be able to read just as well. The research does show that the social and emotional foundation of kindergarten is incredibly important, and that those simple lessons about how to take turns, to share and to get along with others are critical to later academic success.\u003c/p>\n\n","disqusIdentifier":"46388 http://ww2.kqed.org/mindshift/?p=46388","disqusUrl":"https://ww2.kqed.org/mindshift/2016/09/19/how-are-kindergarten-teachers-balancing-more-rigorous-standards/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1317,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":19},"modified":1474288614,"excerpt":"Veteran kindergarten teachers aren't worried that the content in kindergarten is too difficult, but they do say far too much has been packed into everyday. It's not developmentally appropriate.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Veteran kindergarten teachers aren't worried that the content in kindergarten is too difficult, but they do say far too much has been packed into everyday. It's not developmentally appropriate.","title":"How Are Kindergarten Teachers Balancing More Rigorous Standards? | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Are Kindergarten Teachers Balancing More Rigorous Standards?","datePublished":"2016-09-19T05:36:54-07:00","dateModified":"2016-09-19T05:36:54-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"how-are-kindergarten-teachers-balancing-more-rigorous-standards","status":"publish","path":"/mindshift/46388/how-are-kindergarten-teachers-balancing-more-rigorous-standards","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Education experts widely recognize that a strong early childhood education is an important factor to set kids up for success in school. But whether kindergarten is more like preschool or elementary school has long been an open question that leaves teachers caught in-between. For some children kindergarten is the first time they’ve been to school, and at five-years-old they’re still too young to shoulder the anxiety and pressure of benchmark testing. All this leaves kindergarten teachers in a tough spot -- they are required to teach an increasingly demanding set of standards, but many are also trained in child development and see the new demands as developmentally inappropriate.\u003c/p>\n\u003cp>Lisa Minicozzi was an elementary school principal before she went back to school for her doctorate in early childhood education. She’s now a \u003ca href=\"http://www.adelphi.edu/faculty/profiles/profile.php?PID=0574\" target=\"_blank\">professor of education\u003c/a> at Adelphi University, where she instructs teachers in-training and studies effective teaching practice in classrooms. She recently published \u003ca href=\"http://gsc.sagepub.com/content/6/3/299\" target=\"_blank\">an article\u003c/a> in the Global Studies of Childhood journal entitled “The garden is thorny: Teaching kindergarten in the age of accountability,” in which she documents how veteran kindergarten teachers navigate more rigorous expectations for students along with their own deeply held beliefs about how young children should learn.\u003c/p>\n\u003cp>“I have witnessed the changes myself and have felt the frustrations as an administrator and as a parent of a young child myself,” Minicozzi said of the “academic trickle down” that has affected day-to-day kindergarten routines. In classrooms that seemed to be navigating the shift well Minicozzi saw some common themes: first, the kindergarten educators had the support of administrators to determine what was developmentally appropriate.\u003c/p>\n\u003cp>Second, veteran teachers saw themselves as experts and were confident dissecting the standards and designing units that met them, without giving up their beliefs about how young children learn. In exemplar classrooms Minicozzi never saw kids sitting in rows for long periods of time or doing worksheets. Rather, teachers held exploration and movement at the center of the practice, essentially designing thematic project-based learning units.\u003c/p>\n\u003cp>“We know from educational theory what works,” Minicozzi said. “Kids should be actively engaged. They should be outside. They should be moving, exploring. They should have multiple opportunities to explore at different times.” She worries that as schools adopt Common Core State Standards school administrators will continue to push more content and direct instruction into kindergarten. She sees veteran teachers who are successfully navigating the shift as important mentors for novice teachers who will need that same strength and skill when they get into classrooms.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I feel that most of the programs that have come out of alignment to Common Core have academic challenges that are way above what they should be doing,” said kindergarten teacher Mojdeh Hassani. She co-teaches at a public school on Long Island. She says she believes in challenging students, but the difference is that now there are many more discrete units that have to be crammed into each day, forcing her young students to move too quickly between tasks.\u003c/p>\n\u003cp>Hassani says they are expected to teach a 45 minute math block, a 45 minute reading block, 45 minutes of phonics, science, social studies and other special programming as well. That’s too many transitions for a young student and doesn’t leave enough time for the play-based and experiential learning that has long been a hallmark of kindergarten.\u003c/p>\n\u003cp>“The structure, the rigor of the day is too much for them,” Hassani said.” And that rigor is making kids more anxious about what’s coming up.” She has noticed in recent years that kids have a harder time paying attention because they are worried about the next transition. And she doesn’t have enough time to dive deeply into topics so she worries those same concepts will have to be retaught again later in students’ elementary careers.\u003c/p>\n\u003cp>“We have to try to get the curriculum done because we have a timelines that we have to stick to, so we have to try to get things done,” Hassani said. But, “If we feel we’re losing kids, we will try to give them more movement breaks.” While Hassani and her co-teacher are always prepared to follow the curriculum, they often have to read the energy of their students and switch tasks if students’ eyes are glazing over.\u003c/p>\n\u003cp>“That rushing, that dipping your feet into something and not digging really deep into anything, I don’t believe in that kind of teaching,” Hassani said.“I feel like we are training kids to not dig deep into anything. They are just happy and satisfied doing the bare minimum.”\u003c/p>\n\u003cp>Veteran teachers like Hassani can’t completely shield their pupils from the more rigorously paced day and jam-packed schedule, but she does everything she can to hold onto the parts of kindergarten she thinks are most important: hands-on, exploratory play and social and emotional learning. She tries to weave those lessons throughout everything she’s doing. The other key is to have a clear structure and to hold kids accountable to it.\u003c/p>\n\u003cp>“I don’t think teachers should be afraid to have the structure to run an effective classroom,” Hassani said. “I think kids at this age need structure. They demand the structure. They learn through it.” She doesn’t want kids guessing about what’s coming up because then that anxiety takes over the learning space.\u003c/p>\n\u003cp>“To be a good teacher I think is to be able to balance the structure and the kindness and softness that’s necessary for teachers to connect with every student,” she said. Hossani isn’t concerned about the argument that without the rigorous standards in kindergarten some kids will be left behind. She said her job has always been to differentiate for students, including the ones who’ve never attended school before, but that doesn’t mean kindergarten teachers should have to rush through important foundational topics.\u003c/p>\n\u003cp>“The amount we are trying to fit in the day is too much, not the content itself,” Hassani said. “I still feel we are missing the boat with what’s developmentally appropriate.”\u003c/p>\n\u003cp>In her pre-service training classes Minicozzi is frantically trying to help novice teachers develop the confidence Hassani has to stick up for developmentally appropriate teaching as much as possible. She constantly visits classrooms to learn from techniques teachers are using and then tweaks her college-course curriculum.\u003c/p>\n\u003cp>Despite everything she’s seen and experienced with her own son, who left kindergarten feeling like he wasn’t a good reader because he hadn’t reached a certain level, Minicozzi feels hopeful about the future of kindergarten education. “I feel that the pendulum is swinging back because so many parents are concerned about the pressures and anxieties that the teachers feel, which comes back to the kids in the classroom,” Minicozzi said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She says the important thing to keep in mind is that children develop at different rates and, barring any significant learning difficulty, that’s normal. Parents sometimes think if their child learns to read earlier he or she will have an academic head start, but Minicozzi said the research doesn’t support that view. A student who learns to read a little later will be able to read just as well. The research does show that the social and emotional foundation of kindergarten is incredibly important, and that those simple lessons about how to take turns, to share and to get along with others are critical to later academic success.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46388/how-are-kindergarten-teachers-balancing-more-rigorous-standards","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20589","mindshift_1004","mindshift_20784","mindshift_1040","mindshift_790"],"featImg":"mindshift_46393","label":"mindshift"},"mindshift_42853":{"type":"posts","id":"mindshift_42853","meta":{"index":"posts_1716263798","site":"mindshift","id":"42853","score":null,"sort":[1449557819000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1449557819,"format":"standard","disqusTitle":"Can Kids As Young As Three Learn to Design and Create In Fab Labs?","title":"Can Kids As Young As Three Learn to Design and Create In Fab Labs?","headTitle":"MindShift | KQED News","content":"\u003cp>Screen time for young children has been a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/11/screen-time-for-kids-is-it-learning-or-a-brain-drain/\" target=\"_blank\">hotly contested debate\u003c/a> among parents for years. Many worry that passive consumption of media through screens harms young children’s brain development, or at the very least means they are getting less interaction with caregivers, other children and hands-on play. On the other hand, most children under the age of 8 have access to a mobile device in the home and it can be hard to enforce an absolutely-no-screen-time rule. The \u003ca href=\"https://www.baykidsmuseum.org/\" target=\"_blank\">Bay Area Discovery Museum\u003c/a>, which focuses on hands-on, play-based learning, is trying to introduce a more active kind of technology use with the first Fab Lab for kids ages 3 and up.\u003c/p>\n\u003cp>The Discovery Museum is open to families and \u003ca href=\"https://www.baykidsmuseum.org/programs-and-events/programs-for-schools-teachers/program-offerings/\" target=\"_blank\">partners with schools\u003c/a> to bring schoolchildren to the museum in coordination with a multi-part visiting structure to help bring hands-on, creative learning back into the classroom. In contrast to a makerspace, which is a more free-form experience of making, the Fab Lab that museum educators are designing is explicitly connected to the ideas of design and engineering and connects to the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/10/new-science-standards-aim-to-relate-concepts-to-students-lives/\" target=\"_blank\">Next Generation Science Standards\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignright\">'What’s exciting about this is it offers a different way of using technology that’s much more active.'\u003c/aside>\n\u003cp>“In many ways it’s very connected to the maker movement, but there is more of an intentional focus on some of the skills connected to engineering, electrical engineering and more of an intentional draw back to math concepts,” said Elizabeth Rood, vice president of education strategy for the museum. Rood says young kids have always been fascinated by building things, and educators at the museum hope to help even the youngest kids begin to understand that the built world is designed by people. It doesn’t appear by magic.\u003c/p>\n\u003cp>“It’s really trying to take away the black box and helping kids understand the made-world around them,” Rood said.\u003c/p>\n\u003cp>The museum will be one of the first institutions in the country to pilot a Fab Lab for kids this young, and they are doing a lot of learning along the way. They’ve already started bringing in test groups and will start inviting classes to participate in the spring. All along, they are taking video, watching how interactions take place in the space and modifying activities, materials and curriculum based on what they see.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>WHAT DOES A FAB LAB FOR 3-YEAR OLDS LOOK LIKE?\u003c/strong>\u003c/p>\n\u003cp>Rood said the space is designed with multiple age groups in mind. If a family brings their 8-year-old and their 3-year-old, both kids should have developmentally appropriate activities available to them. The space has a laser cutter, 3-D printer, vinyl cutter (fun for little guys, making stickers), software, and soon hopefully an industrial sewing machine, which automatically sews based on a digital design. The Discovery Museum Fab Lab is three rooms, one room with the more complicated machines requiring more adult facilitation, and two rooms requiring less adult supervision and lots of materials at kid height.\u003c/p>\n\u003cp>In a recent test of the space, museum staff set up activities related to building a city. They had precut cardboard pieces that kids could use to construct buildings, and the laser cutter ran in a corner so kids could see where those pieces came from (although in this activity they didn’t get to cut pieces themselves). They also had a circuitry table so older kids could wire up lighting for the buildings and streets, along with programmable cars. Little kids had access to lots of stickers, tape and paint to beautify the city.\u003c/p>\n\u003cfigure id=\"attachment_42857\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-42857\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/city-beautification-1440x810.jpg\" alt=\"A dad and son beautify the building they built with pre-cut cardboard pieces.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A dad and son beautify the building they built with precut cardboard pieces. \u003ccite>(Courtesy Bay Area Discovery Museum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s all very hands-on, even with the kids who are at the point where they can interact with the software, it’s very hands-on,” Rood said.\u003c/p>\n\u003cp>She imagines the space as a place where kids can experiment with moving from three dimensions to two dimensions and back again. Perhaps children will build something with Play-Doh or clay first and then try to replicate what they’ve built using design software. That 2-D design can then be sent to the laser cutter for cutting. Inevitably the first design won’t work, so they’ll go back and tweak, in the process learning about iteration, trial and error, proportions and other engineering and math concepts.\u003c/p>\n\u003cp>“One of the things we’re really grappling with now is that a major limiting factor is the software,” Rood said. Most design software isn’t appropriate for kids younger than 6 or 7. The museum is committed to keeping the Fab Lab child-centered, where parents are encouraged to interact with their kids, but activities are explicitly designed to be child-led. Most of the commercially available software would require lots of one-on-one adult-to-child attention, so the museum is looking into commissioning its own software.\u003c/p>\n\u003cp>The museum already has a strong focus on science, technology, engineering and math (STEM) activities, and often trains teachers on ways to bring more hands-on approaches into the classroom. Some of those activities, like “fairytale engineering,” could easily be taken a step further with access to the Fab Lab. The activity is designed for kids ages 4 to 6. The educator begins by reading a version of \"The Three Little Pigs\" story, but with a focus on designing and engineering stronger houses. The story introduces the idea of prototyping. Then they read parts of the \"Three Billy Goats Gruff\" story and ask kids what they would design to get the goats across the bridge safely.\u003c/p>\n\u003cp>The kids come up with lots of creative ideas and then they get to play with designing and prototyping their ideas. Often that starts with cardboard, but in the Fab Lab, kids could take their exploration of materials further, printing the same design in plastic or wood and experimenting with how the same design works differently when made in different materials.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPMENTALLY APPROPRIATE?\u003c/strong>\u003c/p>\n\u003cp>There’s been a lot of concern from \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/23/how-do-parents-think-educational-media-affects-learning/\" target=\"_blank\">parents and early education teachers\u003c/a> about the encroachment of screens into young children’s lives. There are tons of apps and gadgets marketed to parents of young children, many of which require the child only to passively consume content on a device. Rood agrees that kind of passive screen time can be a concern and that parents will ultimately make those decisions for their children.\u003c/p>\n\u003cp>“What’s exciting about this is it offers a different way of using technology that’s much more active,” Rood said. Her goal is to make technology use in the Fab Lab all about creating, with clear tie-ins to what’s happening in the material world. Even the lead curriculum designer was a little unsure that technology would be appropriate for young children.\u003c/p>\n\u003cfigure id=\"attachment_42871\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-42871\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/programmable-car-1440x810.jpg\" alt=\"A facilitator helps kids figure out how to program one of the cars in the Fab Lab.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A facilitator helps kids figure out how to program one of the cars in the Fab Lab. \u003ccite>(Courtesy of Bay Area Discovery Museum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I was a teacher who really strongly pushed back against introducing technology into the classroom,” said Sara Norris, associate director of STEM education and partnerships. Most of the technology she saw being pushed on classrooms was passive, or limited to keyboarding or projecting things onto a smartboard. She wanted her kindergarten classroom to stay focused on interactive, interpersonal learning. So she was skeptical in her new job with the museum when they started talking about Fab Lab software for very young learners.\u003c/p>\n\u003cp>“I felt that experiential learning couldn’t mean time with screens,” Norris said. “It felt counterintuitive to me.”\u003c/p>\n\u003cp>As the museum has built out the idea over the past several months, Norris has come to see the technology in the Fab Lab as just another tool, equal to any other tool in the space. The museum is working hard to make any technology time active time and Norris is watching how kids interact with the space to make sure it remains developmentally appropriate. She’s open to the idea that they may discover that 3 is too young for the technology side of things. She’s looking to see how long the little kids stick with the technology, whether they’re able to create what they wanted and if it sparks curiosity. All those things would be good signs.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We want to not only hit things they need to address anyway, but enrich the experience and introduce new and creative ways for how to teach.'\u003c/aside>\n\u003cp>“It’s also about equity and empowering kids so they feel they can shape the world around them,” Norris said. Both she and Rood are passionate about bringing their design-thinking, creative, hands-on approach to kids from all backgrounds. As they experiment with the Fab Lab space, they’ve tried to bring in students from many backgrounds to make sure the space works for all learners.\u003c/p>\n\u003cp>“We are seeing that these tools and this kind of technology is popping up in schools that serve affluent kids,” Rood said. “It is not happening in our public schools. I’m deeply concerned that there’s a divide not only in access, but I worry the answer will be putting technology in without understanding how we’re really going to use it.”\u003c/p>\n\u003cp>When visiting less affluent schools, Rood sees a focus on reproducing knowledge instead of creating it, a gap she hopes the museum can help correct.\u003c/p>\n\u003cp>For the past year, the museum has been piloting a multivisit program. Museum educators visit the classroom and teach about design thinking before bringing the class to the museum, where they get to work with hands-on materials. In the Fab Lab, that hands-on time will mean using the software to design prototypes and using the machines to make their designs real. Then, back in the classroom, the museum educators continue to work with teachers to apply the same ideas to the rest of the curriculum, drawing direct parallels to the standards teachers are required to cover.\u003c/p>\n\u003cp>“We’ve made it really explicit to teachers that all of our projects are connected to the standards,” Norris said. For example, the lessons look at more hands-on and creative ways to think about form and function, or cause and effect.\u003c/p>\n\u003cp>“We want to not only hit things they need to address anyway, but enrich the experience and introduce new and creative ways for how to teach,” Norris said. Bay Area teachers they’ve worked with have been appreciative of this work, asking for more resources and lessons to extend the learning beyond the three-visit structure.\u003c/p>\n\u003cp>Norris said a lot of her time with teachers is spent helping them recognize the creative work they are doing daily in the classroom.\u003c/p>\n\u003cp>“Classroom teachers are constantly involved in design-thinking process all the time, whether they know it or not,” Norris said. They design lessons, see how their “end user” -- students -- respond, and tweak the idea. Norris says more and more public school teachers are seeing how creativity ties into the STEM subjects they are teaching, and are hungry for more resources and training in this model.\u003c/p>\n\u003cp>\u003cstrong>LEARNINGS SO FAR\u003c/strong>\u003c/p>\n\u003cp>While the museum Fab Lab is in a “soft opening” phase right now, museum staff are already seeing some interesting things. “The most exciting thing for me was the collaboration I saw between younger and older children,” Norris said. Parents were also excited about the new space and many were down on the floor with their kids, instead of on their phones or having side conversations with other parents.\u003c/p>\n\u003cp>Rood is excited about how the Fab Lab can push forward the museum’s mission to improve math education. “We really feel strongly that early math learning is the gateway to so many next steps,” Rood said. “We are working a lot in trying to help teachers make mathematics more visual, more conceptual and less performance based.”\u003c/p>\n\u003cp>The interplay between building and designing is a great way to help make \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/19/how-turning-math-into-a-maker-workshop-can-bring-calculations-to-life/\" target=\"_blank\">theoretical concepts more concrete and visual\u003c/a>. “The FabLab is a great way to build math learning in the early years especially as we think about shapes, proportionality, how shapes fit together, angles and going from two dimensions to three dimensions,” Rood said. “There is so much you can teach in a FabLab using the equipment that’s so engaging and hands-on that is also so rich with math.”\u003c/p>\n\u003cp>As the museum continues to invite families and classes into the space to test their activities, they will be reporting back to a \u003ca href=\"http://www.tiesteach.org/solutions/fab-labs/\" target=\"_blank\">global network\u003c/a> of educators interested in replicating any promising practices that come out of this pilot. The museum will also be commissioning a third-party evaluation of the program after it is formally up and running and has found its feet.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","disqusIdentifier":"42853 http://ww2.kqed.org/mindshift/?p=42853","disqusUrl":"https://ww2.kqed.org/mindshift/2015/12/07/can-kids-as-young-as-three-learn-to-design-and-create-in-fab-labs/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":2215,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":34},"modified":1449698016,"excerpt":"A children's museum in the San Francisco Bay Area hopes a new space will bring design and engineering concepts to life with hands-on activities.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"A children's museum in the San Francisco Bay Area hopes a new space will bring design and engineering concepts to life with hands-on activities.","title":"Can Kids As Young As Three Learn to Design and Create In Fab Labs? | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Kids As Young As Three Learn to Design and Create In Fab Labs?","datePublished":"2015-12-07T22:56:59-08:00","dateModified":"2015-12-09T13:53:36-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"can-kids-as-young-as-three-learn-to-design-and-create-in-fab-labs","status":"publish","path":"/mindshift/42853/can-kids-as-young-as-three-learn-to-design-and-create-in-fab-labs","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Screen time for young children has been a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/11/screen-time-for-kids-is-it-learning-or-a-brain-drain/\" target=\"_blank\">hotly contested debate\u003c/a> among parents for years. Many worry that passive consumption of media through screens harms young children’s brain development, or at the very least means they are getting less interaction with caregivers, other children and hands-on play. On the other hand, most children under the age of 8 have access to a mobile device in the home and it can be hard to enforce an absolutely-no-screen-time rule. The \u003ca href=\"https://www.baykidsmuseum.org/\" target=\"_blank\">Bay Area Discovery Museum\u003c/a>, which focuses on hands-on, play-based learning, is trying to introduce a more active kind of technology use with the first Fab Lab for kids ages 3 and up.\u003c/p>\n\u003cp>The Discovery Museum is open to families and \u003ca href=\"https://www.baykidsmuseum.org/programs-and-events/programs-for-schools-teachers/program-offerings/\" target=\"_blank\">partners with schools\u003c/a> to bring schoolchildren to the museum in coordination with a multi-part visiting structure to help bring hands-on, creative learning back into the classroom. In contrast to a makerspace, which is a more free-form experience of making, the Fab Lab that museum educators are designing is explicitly connected to the ideas of design and engineering and connects to the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/10/new-science-standards-aim-to-relate-concepts-to-students-lives/\" target=\"_blank\">Next Generation Science Standards\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignright\">'What’s exciting about this is it offers a different way of using technology that’s much more active.'\u003c/aside>\n\u003cp>“In many ways it’s very connected to the maker movement, but there is more of an intentional focus on some of the skills connected to engineering, electrical engineering and more of an intentional draw back to math concepts,” said Elizabeth Rood, vice president of education strategy for the museum. Rood says young kids have always been fascinated by building things, and educators at the museum hope to help even the youngest kids begin to understand that the built world is designed by people. It doesn’t appear by magic.\u003c/p>\n\u003cp>“It’s really trying to take away the black box and helping kids understand the made-world around them,” Rood said.\u003c/p>\n\u003cp>The museum will be one of the first institutions in the country to pilot a Fab Lab for kids this young, and they are doing a lot of learning along the way. They’ve already started bringing in test groups and will start inviting classes to participate in the spring. All along, they are taking video, watching how interactions take place in the space and modifying activities, materials and curriculum based on what they see.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>WHAT DOES A FAB LAB FOR 3-YEAR OLDS LOOK LIKE?\u003c/strong>\u003c/p>\n\u003cp>Rood said the space is designed with multiple age groups in mind. If a family brings their 8-year-old and their 3-year-old, both kids should have developmentally appropriate activities available to them. The space has a laser cutter, 3-D printer, vinyl cutter (fun for little guys, making stickers), software, and soon hopefully an industrial sewing machine, which automatically sews based on a digital design. The Discovery Museum Fab Lab is three rooms, one room with the more complicated machines requiring more adult facilitation, and two rooms requiring less adult supervision and lots of materials at kid height.\u003c/p>\n\u003cp>In a recent test of the space, museum staff set up activities related to building a city. They had precut cardboard pieces that kids could use to construct buildings, and the laser cutter ran in a corner so kids could see where those pieces came from (although in this activity they didn’t get to cut pieces themselves). They also had a circuitry table so older kids could wire up lighting for the buildings and streets, along with programmable cars. Little kids had access to lots of stickers, tape and paint to beautify the city.\u003c/p>\n\u003cfigure id=\"attachment_42857\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-42857\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/city-beautification-1440x810.jpg\" alt=\"A dad and son beautify the building they built with pre-cut cardboard pieces.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A dad and son beautify the building they built with precut cardboard pieces. \u003ccite>(Courtesy Bay Area Discovery Museum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s all very hands-on, even with the kids who are at the point where they can interact with the software, it’s very hands-on,” Rood said.\u003c/p>\n\u003cp>She imagines the space as a place where kids can experiment with moving from three dimensions to two dimensions and back again. Perhaps children will build something with Play-Doh or clay first and then try to replicate what they’ve built using design software. That 2-D design can then be sent to the laser cutter for cutting. Inevitably the first design won’t work, so they’ll go back and tweak, in the process learning about iteration, trial and error, proportions and other engineering and math concepts.\u003c/p>\n\u003cp>“One of the things we’re really grappling with now is that a major limiting factor is the software,” Rood said. Most design software isn’t appropriate for kids younger than 6 or 7. The museum is committed to keeping the Fab Lab child-centered, where parents are encouraged to interact with their kids, but activities are explicitly designed to be child-led. Most of the commercially available software would require lots of one-on-one adult-to-child attention, so the museum is looking into commissioning its own software.\u003c/p>\n\u003cp>The museum already has a strong focus on science, technology, engineering and math (STEM) activities, and often trains teachers on ways to bring more hands-on approaches into the classroom. Some of those activities, like “fairytale engineering,” could easily be taken a step further with access to the Fab Lab. The activity is designed for kids ages 4 to 6. The educator begins by reading a version of \"The Three Little Pigs\" story, but with a focus on designing and engineering stronger houses. The story introduces the idea of prototyping. Then they read parts of the \"Three Billy Goats Gruff\" story and ask kids what they would design to get the goats across the bridge safely.\u003c/p>\n\u003cp>The kids come up with lots of creative ideas and then they get to play with designing and prototyping their ideas. Often that starts with cardboard, but in the Fab Lab, kids could take their exploration of materials further, printing the same design in plastic or wood and experimenting with how the same design works differently when made in different materials.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPMENTALLY APPROPRIATE?\u003c/strong>\u003c/p>\n\u003cp>There’s been a lot of concern from \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/23/how-do-parents-think-educational-media-affects-learning/\" target=\"_blank\">parents and early education teachers\u003c/a> about the encroachment of screens into young children’s lives. There are tons of apps and gadgets marketed to parents of young children, many of which require the child only to passively consume content on a device. Rood agrees that kind of passive screen time can be a concern and that parents will ultimately make those decisions for their children.\u003c/p>\n\u003cp>“What’s exciting about this is it offers a different way of using technology that’s much more active,” Rood said. Her goal is to make technology use in the Fab Lab all about creating, with clear tie-ins to what’s happening in the material world. Even the lead curriculum designer was a little unsure that technology would be appropriate for young children.\u003c/p>\n\u003cfigure id=\"attachment_42871\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-42871\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/programmable-car-1440x810.jpg\" alt=\"A facilitator helps kids figure out how to program one of the cars in the Fab Lab.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A facilitator helps kids figure out how to program one of the cars in the Fab Lab. \u003ccite>(Courtesy of Bay Area Discovery Museum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I was a teacher who really strongly pushed back against introducing technology into the classroom,” said Sara Norris, associate director of STEM education and partnerships. Most of the technology she saw being pushed on classrooms was passive, or limited to keyboarding or projecting things onto a smartboard. She wanted her kindergarten classroom to stay focused on interactive, interpersonal learning. So she was skeptical in her new job with the museum when they started talking about Fab Lab software for very young learners.\u003c/p>\n\u003cp>“I felt that experiential learning couldn’t mean time with screens,” Norris said. “It felt counterintuitive to me.”\u003c/p>\n\u003cp>As the museum has built out the idea over the past several months, Norris has come to see the technology in the Fab Lab as just another tool, equal to any other tool in the space. The museum is working hard to make any technology time active time and Norris is watching how kids interact with the space to make sure it remains developmentally appropriate. She’s open to the idea that they may discover that 3 is too young for the technology side of things. She’s looking to see how long the little kids stick with the technology, whether they’re able to create what they wanted and if it sparks curiosity. All those things would be good signs.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We want to not only hit things they need to address anyway, but enrich the experience and introduce new and creative ways for how to teach.'\u003c/aside>\n\u003cp>“It’s also about equity and empowering kids so they feel they can shape the world around them,” Norris said. Both she and Rood are passionate about bringing their design-thinking, creative, hands-on approach to kids from all backgrounds. As they experiment with the Fab Lab space, they’ve tried to bring in students from many backgrounds to make sure the space works for all learners.\u003c/p>\n\u003cp>“We are seeing that these tools and this kind of technology is popping up in schools that serve affluent kids,” Rood said. “It is not happening in our public schools. I’m deeply concerned that there’s a divide not only in access, but I worry the answer will be putting technology in without understanding how we’re really going to use it.”\u003c/p>\n\u003cp>When visiting less affluent schools, Rood sees a focus on reproducing knowledge instead of creating it, a gap she hopes the museum can help correct.\u003c/p>\n\u003cp>For the past year, the museum has been piloting a multivisit program. Museum educators visit the classroom and teach about design thinking before bringing the class to the museum, where they get to work with hands-on materials. In the Fab Lab, that hands-on time will mean using the software to design prototypes and using the machines to make their designs real. Then, back in the classroom, the museum educators continue to work with teachers to apply the same ideas to the rest of the curriculum, drawing direct parallels to the standards teachers are required to cover.\u003c/p>\n\u003cp>“We’ve made it really explicit to teachers that all of our projects are connected to the standards,” Norris said. For example, the lessons look at more hands-on and creative ways to think about form and function, or cause and effect.\u003c/p>\n\u003cp>“We want to not only hit things they need to address anyway, but enrich the experience and introduce new and creative ways for how to teach,” Norris said. Bay Area teachers they’ve worked with have been appreciative of this work, asking for more resources and lessons to extend the learning beyond the three-visit structure.\u003c/p>\n\u003cp>Norris said a lot of her time with teachers is spent helping them recognize the creative work they are doing daily in the classroom.\u003c/p>\n\u003cp>“Classroom teachers are constantly involved in design-thinking process all the time, whether they know it or not,” Norris said. They design lessons, see how their “end user” -- students -- respond, and tweak the idea. Norris says more and more public school teachers are seeing how creativity ties into the STEM subjects they are teaching, and are hungry for more resources and training in this model.\u003c/p>\n\u003cp>\u003cstrong>LEARNINGS SO FAR\u003c/strong>\u003c/p>\n\u003cp>While the museum Fab Lab is in a “soft opening” phase right now, museum staff are already seeing some interesting things. “The most exciting thing for me was the collaboration I saw between younger and older children,” Norris said. Parents were also excited about the new space and many were down on the floor with their kids, instead of on their phones or having side conversations with other parents.\u003c/p>\n\u003cp>Rood is excited about how the Fab Lab can push forward the museum’s mission to improve math education. “We really feel strongly that early math learning is the gateway to so many next steps,” Rood said. “We are working a lot in trying to help teachers make mathematics more visual, more conceptual and less performance based.”\u003c/p>\n\u003cp>The interplay between building and designing is a great way to help make \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/19/how-turning-math-into-a-maker-workshop-can-bring-calculations-to-life/\" target=\"_blank\">theoretical concepts more concrete and visual\u003c/a>. “The FabLab is a great way to build math learning in the early years especially as we think about shapes, proportionality, how shapes fit together, angles and going from two dimensions to three dimensions,” Rood said. “There is so much you can teach in a FabLab using the equipment that’s so engaging and hands-on that is also so rich with math.”\u003c/p>\n\u003cp>As the museum continues to invite families and classes into the space to test their activities, they will be reporting back to a \u003ca href=\"http://www.tiesteach.org/solutions/fab-labs/\" target=\"_blank\">global network\u003c/a> of educators interested in replicating any promising practices that come out of this pilot. The museum will also be commissioning a third-party evaluation of the program after it is formally up and running and has found its feet.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42853/can-kids-as-young-as-three-learn-to-design-and-create-in-fab-labs","authors":["234"],"categories":["mindshift_20579","mindshift_20523","mindshift_193"],"tags":["mindshift_1004","mindshift_20720","mindshift_20951","mindshift_20784","mindshift_1040","mindshift_20797","mindshift_20945","mindshift_20946","mindshift_391"],"featImg":"mindshift_42854","label":"mindshift"},"mindshift_40841":{"type":"posts","id":"mindshift_40841","meta":{"index":"posts_1716263798","site":"mindshift","id":"40841","score":null,"sort":[1434630368000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1434630368,"format":"standard","disqusTitle":"Inspired By Serial, Teens Create Podcasts As A Final Exam","title":"Inspired By Serial, Teens Create Podcasts As A Final Exam","headTitle":"MindShift | KQED News","content":"\u003cp>In the months leading up to the final exam, 10\u003csup>th\u003c/sup> grade teacher Alexa Schlechter struggled. She’s an English teacher -- an educator of stories told through the written word. But instead of focusing solely on classic books read in the 10\u003csup>th\u003c/sup> grade, she and her students at Norwalk High School in Connecticut were immersed in a teenage story about murder, set in the 1990s, detailed in blog \u003ca href=\"http://serialpodcast.org/maps\">posts\u003c/a>, communicated in audio: \u003cem>\u003ca href=\"http://serialpodcast.org/\">Serial\u003c/a>\u003c/em>, the hit podcast from the producers of \u003cem>\u003ca href=\"http://www.thisamericanlife.org/\">This American Life\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>After spending months \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/11/what-teens-are-learning-from-serial-and-other-podcasts/\">listening to \u003cem>Serial\u003c/em>\u003c/a> and talking about it as a class, a two-hour sit-down final seemed pointless, irrelevant and an inaccurate gauge of all the learning that had taken place throughout the year. But learning as we know it in schools must be assessed. How else would adults know what kids have learned? So Alexa pursued an end-of-year assessment, possibly worthy of MailChimp (Mail \u003cem>Khimp\u003c/em>?), in the form of a podcast.\u003c/p>\n\u003cp>While driving to school one day, thinking about \u003cem>Serial\u003c/em> host Sarah Koenig’s frustrating evolution over the course of the series, Schlechter had what she calls an “aha moment.” Her students would draw on the skills they learned while listening to and studying \u003cem>Serial\u003c/em>. They would work in groups (imagine Koenig, Dana Chivvis, Julie Snyder, the engineer who came up with their theme song, Ira Glass). Students would create a series of podcasts told from the point of view of a memoirist they’d read earlier in the year, such as Alice Sebold.\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">[contextly_sidebar id=\"C9AtbDusb2erIFiF9H0bDXLjRMa7nkri\"]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">“’You’ve lost your mind,’” Schlechter recalls her students saying when she introduced the assignment. But by breaking the project into discrete steps, and emphasizing the particular skills the students needed to demonstrate, Schlechter made the assignment come alive in her classes.\u003c/span>Each group would discuss a central idea from Harper Lee’s\u003cem> To Kill a Mockingbird\u003c/em>, which the classes had recently analyzed, and ponder that theme as if they were the author of the previously-read memoir. Throughout, students were to integrate the priority standards from the Common Core into their work, including analysis, writing, collaboration and logical reasoning.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Already, the students had spent months discussing themes and central ideas in literature; this part of the project would be easy. But the final assignment forced them to consider literary themes from another’s viewpoint and work together to present these findings in a thoughtful podcast. And how to find common ground among memoirists as diverse as Elie Wiesel, Piper Kerman, Michael Vick and Dave Eggers? “Once they found what their memoirs had in common, I helped them figure out how that connected to a central idea in \u003cem>To Kill a Mockingbird\u003c/em>, and then it was up to them to develop an idea for a podcast,” she says. “The sky was the limit in terms of creativity,” she adds.\u003c/p>\n\u003cfigure id=\"attachment_40850\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Podcast-Alexa-2.jpg\">\u003cimg class=\"wp-image-40850 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Podcast-Alexa-2.jpg\" alt=\"Two students from Norwalk High School record their memoir author's biographical information for their podcast final.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/Podcast-Alexa-2.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Podcast-Alexa-2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Podcast-Alexa-2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Podcast-Alexa-2-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Podcast-Alexa-2-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Podcast-Alexa-2-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Two students from Norwalk High School record their memoir author's biographical information for their podcast final. \u003ccite>(Alexa Schlechter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The podcasts the students created varied widely in style and tone. One group of students named their podcast “The Silent Struggle,” referring to women’s repression in history. Memoir “authors” Al Michaels, Jeannette Walls, Cupcake Brown, Farrah Abraham, and \u003cem>Go Ask Alice\u003c/em> diarist Alice Smith \u003ca href=\"http://thesilentstruggle.podomatic.com/entry/2015-06-10T07_43_43-07_00\">discussed their own troubles\u003c/a> with drugs and drinking, and interviewed \u003cem>To Kill a Mockingbird\u003c/em> character Mayella Ewell about her alcoholic father.\u003c/p>\n\u003cp>In “\u003ca href=\"https://maycombzone.wordpress.com/\">The Maycomb Zone: A Twist on the Twilight Zone\u003c/a>,” another group analyzed the human tendency to make sense of the unknown by resorting to prejudice and bullying; some of the participants included Drew Brees, Muhammad Ali and Augusten Burroughs.\u003c/p>\n\u003cp>Other students aimed at humor. In studying the long-term impact of youthful friendships, “memoirists” in one group recounted a funny story from their childhoods, and then discussed revelatory experiences of \u003cem>Mockingbird\u003c/em> children Dill, Scout and Jem. Reflecting the creativity the assignment inspired, another collection of 10\u003csup>th\u003c/sup> graders turned their podcast into a radio call-in show, featuring \u003ca href=\"http://tommybenincaso.podbean.com/e/real-life-radio-show-episode-2/\">Nelson Mandela\u003c/a> and “\u003ca href=\"http://tommybenincaso.podbean.com/e/real-life-radio-show-episode-1/\">Ron Burgundy\u003c/a>.”\u003c/p>\n\u003cfigure id=\"attachment_40870\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Podcast-Alexa-3.jpg\">\u003cimg class=\"size-full wp-image-40870\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Podcast-Alexa-3.jpg\" alt=\"Students discuss ideas for their final presentation.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/Podcast-Alexa-3.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Podcast-Alexa-3-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Podcast-Alexa-3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Podcast-Alexa-3-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Podcast-Alexa-3-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Podcast-Alexa-3-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students discuss ideas for their final presentation. \u003ccite>(Alexa Schlechter )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As demanding as it was, the assignment involved more than group podcast presentations. To stay on top of daily assignments, every student was required to write a paragraph assessing how she and her group performed that day. Before sharing their podcasts in class, students also needed to come up with a five-minute biographical presentation on their memoir author, using any kind of medium they preferred; some kids recorded raps, while others produced short movies and commercials. And on the last day of class, every pupil had to hand in a two-page reflection paper on the experience.\u003c/p>\n\u003cp>Adding to the students’ challenge, they all needed to be proficient in Google Classroom, Google Forms, Edublogs, and Soundtrap.com, an online site that allows students to record and create their own music.\u003c/p>\n\u003cp>Schlechter read every update and tried to resolve brewing conflicts before they became unmanageable. “Almost every problem has had to do with communication,” she says, adding that she talks often with students about finding better ways to stay connected. And the daily feedback has been surprisingly positive, Schlechter says. Rather than complain about a classmate not doing his or her fair share, many students use the regular assessment to acknowledge a group member’s great idea or hilarious delivery.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“They’ve really done it,” Schlechter says about her students, who are presenting their podcasts in class during the time carved-out for finals. She’d had doubts at the early stages of the project, wondering if she’d been too ambitious in assigning such complex and time-consuming work to scads of teenagers so close to the start of summer. Support from a school administrator and her own determination to press forward kept her going. “I wanted to push them beyond their comfort level and push myself beyond my own,” she adds. “How can I expect to have rigor in my classroom if it’s not rigorous?” Schlechter asks.\u003c/p>\n\n","disqusIdentifier":"40841 http://ww2.kqed.org/mindshift/?p=40841","disqusUrl":"https://ww2.kqed.org/mindshift/2015/06/18/inspired-by-serial-teens-create-podcasts-as-a-final-exam/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1038,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":15},"modified":1434658211,"excerpt":"An English teacher became so compelled with podcasts, she assigned the creation of one as a final exam to replace the traditional seated test. ","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"An English teacher became so compelled with podcasts, she assigned the creation of one as a final exam to replace the traditional seated test. ","title":"Inspired By Serial, Teens Create Podcasts As A Final Exam | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Inspired By Serial, Teens Create Podcasts As A Final Exam","datePublished":"2015-06-18T05:26:08-07:00","dateModified":"2015-06-18T13:10:11-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"inspired-by-serial-teens-create-podcasts-as-a-final-exam","status":"publish","path":"/mindshift/40841/inspired-by-serial-teens-create-podcasts-as-a-final-exam","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the months leading up to the final exam, 10\u003csup>th\u003c/sup> grade teacher Alexa Schlechter struggled. She’s an English teacher -- an educator of stories told through the written word. But instead of focusing solely on classic books read in the 10\u003csup>th\u003c/sup> grade, she and her students at Norwalk High School in Connecticut were immersed in a teenage story about murder, set in the 1990s, detailed in blog \u003ca href=\"http://serialpodcast.org/maps\">posts\u003c/a>, communicated in audio: \u003cem>\u003ca href=\"http://serialpodcast.org/\">Serial\u003c/a>\u003c/em>, the hit podcast from the producers of \u003cem>\u003ca href=\"http://www.thisamericanlife.org/\">This American Life\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>After spending months \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/11/what-teens-are-learning-from-serial-and-other-podcasts/\">listening to \u003cem>Serial\u003c/em>\u003c/a> and talking about it as a class, a two-hour sit-down final seemed pointless, irrelevant and an inaccurate gauge of all the learning that had taken place throughout the year. But learning as we know it in schools must be assessed. How else would adults know what kids have learned? So Alexa pursued an end-of-year assessment, possibly worthy of MailChimp (Mail \u003cem>Khimp\u003c/em>?), in the form of a podcast.\u003c/p>\n\u003cp>While driving to school one day, thinking about \u003cem>Serial\u003c/em> host Sarah Koenig’s frustrating evolution over the course of the series, Schlechter had what she calls an “aha moment.” Her students would draw on the skills they learned while listening to and studying \u003cem>Serial\u003c/em>. They would work in groups (imagine Koenig, Dana Chivvis, Julie Snyder, the engineer who came up with their theme song, Ira Glass). Students would create a series of podcasts told from the point of view of a memoirist they’d read earlier in the year, such as Alice Sebold.\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">“’You’ve lost your mind,’” Schlechter recalls her students saying when she introduced the assignment. But by breaking the project into discrete steps, and emphasizing the particular skills the students needed to demonstrate, Schlechter made the assignment come alive in her classes.\u003c/span>Each group would discuss a central idea from Harper Lee’s\u003cem> To Kill a Mockingbird\u003c/em>, which the classes had recently analyzed, and ponder that theme as if they were the author of the previously-read memoir. Throughout, students were to integrate the priority standards from the Common Core into their work, including analysis, writing, collaboration and logical reasoning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Already, the students had spent months discussing themes and central ideas in literature; this part of the project would be easy. But the final assignment forced them to consider literary themes from another’s viewpoint and work together to present these findings in a thoughtful podcast. And how to find common ground among memoirists as diverse as Elie Wiesel, Piper Kerman, Michael Vick and Dave Eggers? “Once they found what their memoirs had in common, I helped them figure out how that connected to a central idea in \u003cem>To Kill a Mockingbird\u003c/em>, and then it was up to them to develop an idea for a podcast,” she says. “The sky was the limit in terms of creativity,” she adds.\u003c/p>\n\u003cfigure id=\"attachment_40850\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Podcast-Alexa-2.jpg\">\u003cimg class=\"wp-image-40850 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Podcast-Alexa-2.jpg\" alt=\"Two students from Norwalk High School record their memoir author's biographical information for their podcast final.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/Podcast-Alexa-2.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Podcast-Alexa-2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Podcast-Alexa-2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Podcast-Alexa-2-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Podcast-Alexa-2-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Podcast-Alexa-2-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Two students from Norwalk High School record their memoir author's biographical information for their podcast final. \u003ccite>(Alexa Schlechter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The podcasts the students created varied widely in style and tone. One group of students named their podcast “The Silent Struggle,” referring to women’s repression in history. Memoir “authors” Al Michaels, Jeannette Walls, Cupcake Brown, Farrah Abraham, and \u003cem>Go Ask Alice\u003c/em> diarist Alice Smith \u003ca href=\"http://thesilentstruggle.podomatic.com/entry/2015-06-10T07_43_43-07_00\">discussed their own troubles\u003c/a> with drugs and drinking, and interviewed \u003cem>To Kill a Mockingbird\u003c/em> character Mayella Ewell about her alcoholic father.\u003c/p>\n\u003cp>In “\u003ca href=\"https://maycombzone.wordpress.com/\">The Maycomb Zone: A Twist on the Twilight Zone\u003c/a>,” another group analyzed the human tendency to make sense of the unknown by resorting to prejudice and bullying; some of the participants included Drew Brees, Muhammad Ali and Augusten Burroughs.\u003c/p>\n\u003cp>Other students aimed at humor. In studying the long-term impact of youthful friendships, “memoirists” in one group recounted a funny story from their childhoods, and then discussed revelatory experiences of \u003cem>Mockingbird\u003c/em> children Dill, Scout and Jem. Reflecting the creativity the assignment inspired, another collection of 10\u003csup>th\u003c/sup> graders turned their podcast into a radio call-in show, featuring \u003ca href=\"http://tommybenincaso.podbean.com/e/real-life-radio-show-episode-2/\">Nelson Mandela\u003c/a> and “\u003ca href=\"http://tommybenincaso.podbean.com/e/real-life-radio-show-episode-1/\">Ron Burgundy\u003c/a>.”\u003c/p>\n\u003cfigure id=\"attachment_40870\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Podcast-Alexa-3.jpg\">\u003cimg class=\"size-full wp-image-40870\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Podcast-Alexa-3.jpg\" alt=\"Students discuss ideas for their final presentation.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/Podcast-Alexa-3.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Podcast-Alexa-3-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Podcast-Alexa-3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Podcast-Alexa-3-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Podcast-Alexa-3-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Podcast-Alexa-3-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students discuss ideas for their final presentation. \u003ccite>(Alexa Schlechter )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As demanding as it was, the assignment involved more than group podcast presentations. To stay on top of daily assignments, every student was required to write a paragraph assessing how she and her group performed that day. Before sharing their podcasts in class, students also needed to come up with a five-minute biographical presentation on their memoir author, using any kind of medium they preferred; some kids recorded raps, while others produced short movies and commercials. And on the last day of class, every pupil had to hand in a two-page reflection paper on the experience.\u003c/p>\n\u003cp>Adding to the students’ challenge, they all needed to be proficient in Google Classroom, Google Forms, Edublogs, and Soundtrap.com, an online site that allows students to record and create their own music.\u003c/p>\n\u003cp>Schlechter read every update and tried to resolve brewing conflicts before they became unmanageable. “Almost every problem has had to do with communication,” she says, adding that she talks often with students about finding better ways to stay connected. And the daily feedback has been surprisingly positive, Schlechter says. Rather than complain about a classmate not doing his or her fair share, many students use the regular assessment to acknowledge a group member’s great idea or hilarious delivery.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“They’ve really done it,” Schlechter says about her students, who are presenting their podcasts in class during the time carved-out for finals. She’d had doubts at the early stages of the project, wondering if she’d been too ambitious in assigning such complex and time-consuming work to scads of teenagers so close to the start of summer. Support from a school administrator and her own determination to press forward kept her going. “I wanted to push them beyond their comfort level and push myself beyond my own,” she adds. “How can I expect to have rigor in my classroom if it’s not rigorous?” Schlechter asks.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40841/inspired-by-serial-teens-create-podcasts-as-a-final-exam","authors":["4613"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_1004","mindshift_20646","mindshift_20784","mindshift_1040","mindshift_20821","mindshift_74"],"featImg":"mindshift_40849","label":"mindshift"},"mindshift_40651":{"type":"posts","id":"mindshift_40651","meta":{"index":"posts_1716263798","site":"mindshift","id":"40651","score":null,"sort":[1432560834000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1432560834,"format":"standard","disqusTitle":"At School Grounded in Soul Music, Priorities Shift for Common Core","title":"At School Grounded in Soul Music, Priorities Shift for Common Core","headTitle":"MindShift | KQED News","content":"\u003cp>\u003cstrong>By Alan Richard, \u003c/strong>\u003ca href=\"http://hechingerreport.org/\">\u003cstrong>The Hechinger Report\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about\u003c/em> \u003ca href=\"http://hechingerreport.org/special-reports/common-core/\">\u003cem>Common Core\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>MEMPHIS—The Soulsville Charter School in South Memphis — the neighborhood whose soul music influenced the world — once required all students to take at least one music class each year.\u003c/p>\n\u003cp>But educators here saw how behind some of their students were in reading and math, so even at a school linked to the iconic Stax Records, R&B is having to make more room for the three Rs.\u003c/p>\n\u003cp>“We initially started and said every Soulsville kid would have music every single year,” said NeShante Brown, the executive director of Soulsville and a native Memphian who came home to teach after graduating from Princeton. But “we were not a performing arts school.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We are definitely putting academics first,” she added.\u003c/p>\n\u003cp>Arts advocates argue that music, drama and art classes are critical for a well-rounded education (and Brown says music should be considered an academic course). But as states have begun rolling out the Common Core standards, integrating the arts has become more challenging — even for schools like Soulsville.\u003c/p>\n\u003cp>Education experts note that the Common Core, a set of new guidelines in math and English meant to raise expectations for American students, mention the arts roughly 75 times. But arts and academics are “actually at war with each other for ‘kid time’” in too many schools, said Kristy Callaway, the executive director of the Arts Schools Network, a national association of arts-oriented magnet schools.\u003c/p>\n\u003cp>[contextly_sidebar id=\"U3m55dPbR7a60JODk7nrk6NKMSZVlnXU\"]\u003c/p>\n\u003cp>While Soulsville tries to strike the right balance of reading and math with music courses for its predominantly black and lower-income population, nationally, students from low-income families and minority groups are significantly more likely to go without music classes than their more affluent peers, according to data collected by the Arts Education Partnership at the Council of Chief State School Officers, said Scott Jones, a senior associate with the group.\u003c/p>\n\u003cp>“You see a broad consensus, a policy consensus, on the [important] role of the arts in schools,” Jones said. But actual arts offerings in schools can be “spotty,” he added.\u003c/p>\n\u003cp>Soulsville’s experience in trying to prepare its students for college — many of whom will be the first in their families to go — while still emphasizing its connection to music— shows the trade-offs many schools face.\u003c/p>\n\u003cp>Soulsville opened with only sixth-graders in 2005, then added a grade each year until its first graduating class in 2012. Just a short walk across the parking lot from Soulsville stands the Stax Museum of American Soul Music, a shrine that takes visitors through the classic 1960s and 1970s music mostly written and recorded on these grounds. The museum, charter school and Stax Music Academy share a campus and are overseen by the Soulsville Foundation. The charter school also has its own independent board.\u003c/p>\n\u003cp>Soul music pours from outdoor speakers when teachers and students at Soulsville walk next door to tour the museum as part of their orientation and as they arrive each day for class. Otis Redding, Sam and Dave, Isaac Hayes, Booker T. and the MGs, Carla Thomas and Eddie Floyd made songs such as “Sittin’ on the Dock of the Bay,” “Respect,” “Soul Man,” “Theme from Shaft” and “Knock on Wood” right here.\u003c/p>\n\u003cp>“There’s a legacy of pride in this community. When they put the museum and all of that here … it brought back a pride that was muffled but was never killed,” said Amy Ragland, the middle school guidance counselor at Soulsville whose husband grew up in the mostly African American neighborhood. This community emerged as an artistic beacon and symbol of black-owned businesses and success. “That dream this community once had is coming back through this school.”\u003c/p>\n\u003cp>So putting music second may sound like sin at Soulsville. But the new Common Core standards were tougher than anything Soulsville’s students had faced before, and educators here have one goal above all, said Brown, the executive director: to send all of their 632 students to college.\u003c/p>\n\u003cp>While Soulsville’s graduation rate is nearly 100 percent, and almost every student makes it into college, a complex set of challenges makes keeping students enrolled once they get there a tougher task, Brown said.\u003c/p>\n\u003cp>To make sure its students can not only get into college, but also earn a diploma, educators said they had to make math and English the priority.\u003c/p>\n\u003cp>Two years ago, after Tennessee adopted the Common Core, Soulsville high school director Ashley Shores and the other administrators put plans in motion to adjust for the new standards and the computer-based tests that were scheduled to follow. Teachers started requiring students to write out their answers and explain themselves out loud, even in math and science.\u003c/p>\n\u003cp>“We call it rigorizing,” said Shores, one of the many young educators recruited in recent years to help turn around the struggling Memphis schools.\u003c/p>\n\u003cp>In mid-May, Soulsville was named the ninth-best high school in Tennessee by \u003cem>U.S. News & World Report\u003c/em>, based on criteria such as teacher-student ratios and college-admission scores. Shores is proud of the academics at Soulsville and doesn’t regret the school’s choice to put math and English first. But she can’t deny “the power of this place and the power of the Stax legacy.” It was “a beautiful, isolated place where race didn’t matter. They all made music together and everyone was welcomed,” she said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"JKR9ErQ08XbX8cqhS2jSbDPmF1VWRczi\"]\u003c/p>\n\u003cp>Music definitely still has a place at here. Students still learn songs in the Stax catalogue, and their guest instructors have included soul singers William Bell and Eddie Floyd, and Kirk Whalum, former chief creative officer of the foundation and a Grammy Award–winning jazz artist best known for his saxophone solo on Whitney Houston’s smash-hit version of Dolly Parton’s “I Will Always Love You.”\u003c/p>\n\u003cp>High school students here can take strings, a jazz and rhythm section class and vocal music-choir. Soulsville also shares some instructors with the music academy; they work for the school in the afternoon and provide songwriting and other courses after school. In addition, the academy provides all the middle school music classes, including strings in the seventh and eighth grades.\u003c/p>\n\u003cp>Soulsville students who participate in the Stax Music Academy’s afterschool courses and lessons have performed at the Lincoln and Kennedy centers and around the world, said Tim Sampson, a former veteran Memphis journalist and the communications director for the Soulsville Foundation.\u003c/p>\n\u003cp>And there are other arts opportunities at Soulsville. Seventh-grader Jada Park is part of a theater troupe here. Students helped rewrite the classic Rapunzel story and performed the play earlier this year. In this version, the characters sported afros.\u003c/p>\n\u003cp>But when students head for math or English class, Stax or any other music is rarely explored. Students shift gears completely. Many students, especially in the high school grades, have to double-up on academics by taking two language arts classes.\u003c/p>\n\u003cp>“Oh, yes, they’re strict,” said seventh-grader Briawna Patterson. But, she added, “We are on a higher level than other schools,” noting that she sees her cousin’s homework from another school and it’s not as challenging as her work at Soulsville.\u003c/p>\n\u003cp>Every high school student at Soulsville is required to take ACT prep classes, and the school recently scored an average ACT score of 19.2, the second-highest in the city, teachers said. Juniors and seniors spend one class period each day applying to colleges, writing essays, filling out financial aid forms, and getting direction on their college choices.\u003c/p>\n\u003cp>Brown, the school’s executive director, isn’t satisfied with the school’s current test scores. She also doesn’t keep count of how many Soulsville graduates pursue music as a college major, or seek a career in the music business, but some students certainly tend toward those paths. Brown and other educators here want students to be able to do anything they want after graduation.\u003c/p>\n\u003cp>“We’re in your business and don’t apologize for it,” said Meggan Kiel, the high school college counselor. “If we didn’t do this, why have this school?”\u003c/p>\n\u003cp>In Soulsville’s academic classes, lessons are divided into units that change direction two or three times during the same class period to keep students’ attention. A discussion can lead to an essay to a student demonstration to short-answer “exit ticket” quizzes, which help teachers track students’ progress.\u003c/p>\n\u003cp>In her sixth-grade science class, teacher Kalli Harrell uses a bundle of strategies to give students the confidence to answer aloud and be engaged in class discussions. Using a handout, the class discussed the Gulf Stream and other ocean currents and used blue and red markers and crayons to identify cold and warm currents around the world. Harrell asked a girl why the west Australian ocean current was cold. She struggled to answer aloud. Other students began snapping their fingers to encourage her.\u003c/p>\n\u003cp>It is an example of how the music occasionally trickles into even the regular academic classes. These “soul snaps,” used instead of applause, represent the yellow and red Stax Records logo with fingers snapping to the music. Students can also earn and lose “Grammy points” for good behavior and class participation.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Callaway, of the Arts Schools Network, says it’s possible, if not always easy, for schools to plan activities related to academic standards in arts classes and incorporate the arts into academic courses. It takes commitment from a principal and collaboration among teachers. Other experts point to resources for educators trying to strike that balance and build collaboration, including the new \u003ca href=\"http://www.nationalartsstandards.org/\">national arts education\u003c/a> standards.\u003c/p>\n\u003cp>Scott Jones’s organization, The Arts Education Partnership, just released a \u003ca href=\"http://www.aep-arts.org/wp-content/uploads/AEP-Action-Agenda-Web-version.pdf\">five-year action agenda\u003c/a> for advancing the arts in education as schools deal with new academic standards. Too many schools, especially those serving mostly low-wealth communities, can’t offer high-quality arts programs, he said.\u003c/p>\n\u003cp>Soulsville tries to buck that trend, even in the age of new standards.\u003c/p>\n\u003cp>“We are not a music school, but we are proud of our heritage and will never not have music classes,” Brown, the executive director said. “It’ll always be part of who we are.”\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about\u003c/em> \u003ca href=\"http://hechingerreport.org/special-reports/common-core/\">\u003cem>Common Core\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Alan Richard is a writer and editor in Washington, D.C., formerly of \u003c/em>Education Week.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=sBQ_7o9BdEg\u003c/p>\n\n","disqusIdentifier":"40651 http://ww2.kqed.org/mindshift/?p=40651","disqusUrl":"https://ww2.kqed.org/mindshift/2015/05/25/at-school-grounded-in-soul-music-priorities-shift-for-common-core/","stats":{"hasVideo":true,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1867,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":42},"modified":1432560834,"excerpt":"A school connected to the storied Stax Records in Memphis tries to keep up with the demands of Common Core. ","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"A school connected to the storied Stax Records in Memphis tries to keep up with the demands of Common Core. ","title":"At School Grounded in Soul Music, Priorities Shift for Common Core | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"At School Grounded in Soul Music, Priorities Shift for Common Core","datePublished":"2015-05-25T06:33:54-07:00","dateModified":"2015-05-25T06:33:54-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"at-school-grounded-in-soul-music-priorities-shift-for-common-core","status":"publish","path":"/mindshift/40651/at-school-grounded-in-soul-music-priorities-shift-for-common-core","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Alan Richard, \u003c/strong>\u003ca href=\"http://hechingerreport.org/\">\u003cstrong>The Hechinger Report\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about\u003c/em> \u003ca href=\"http://hechingerreport.org/special-reports/common-core/\">\u003cem>Common Core\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>MEMPHIS—The Soulsville Charter School in South Memphis — the neighborhood whose soul music influenced the world — once required all students to take at least one music class each year.\u003c/p>\n\u003cp>But educators here saw how behind some of their students were in reading and math, so even at a school linked to the iconic Stax Records, R&B is having to make more room for the three Rs.\u003c/p>\n\u003cp>“We initially started and said every Soulsville kid would have music every single year,” said NeShante Brown, the executive director of Soulsville and a native Memphian who came home to teach after graduating from Princeton. But “we were not a performing arts school.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We are definitely putting academics first,” she added.\u003c/p>\n\u003cp>Arts advocates argue that music, drama and art classes are critical for a well-rounded education (and Brown says music should be considered an academic course). But as states have begun rolling out the Common Core standards, integrating the arts has become more challenging — even for schools like Soulsville.\u003c/p>\n\u003cp>Education experts note that the Common Core, a set of new guidelines in math and English meant to raise expectations for American students, mention the arts roughly 75 times. But arts and academics are “actually at war with each other for ‘kid time’” in too many schools, said Kristy Callaway, the executive director of the Arts Schools Network, a national association of arts-oriented magnet schools.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>While Soulsville tries to strike the right balance of reading and math with music courses for its predominantly black and lower-income population, nationally, students from low-income families and minority groups are significantly more likely to go without music classes than their more affluent peers, according to data collected by the Arts Education Partnership at the Council of Chief State School Officers, said Scott Jones, a senior associate with the group.\u003c/p>\n\u003cp>“You see a broad consensus, a policy consensus, on the [important] role of the arts in schools,” Jones said. But actual arts offerings in schools can be “spotty,” he added.\u003c/p>\n\u003cp>Soulsville’s experience in trying to prepare its students for college — many of whom will be the first in their families to go — while still emphasizing its connection to music— shows the trade-offs many schools face.\u003c/p>\n\u003cp>Soulsville opened with only sixth-graders in 2005, then added a grade each year until its first graduating class in 2012. Just a short walk across the parking lot from Soulsville stands the Stax Museum of American Soul Music, a shrine that takes visitors through the classic 1960s and 1970s music mostly written and recorded on these grounds. The museum, charter school and Stax Music Academy share a campus and are overseen by the Soulsville Foundation. The charter school also has its own independent board.\u003c/p>\n\u003cp>Soul music pours from outdoor speakers when teachers and students at Soulsville walk next door to tour the museum as part of their orientation and as they arrive each day for class. Otis Redding, Sam and Dave, Isaac Hayes, Booker T. and the MGs, Carla Thomas and Eddie Floyd made songs such as “Sittin’ on the Dock of the Bay,” “Respect,” “Soul Man,” “Theme from Shaft” and “Knock on Wood” right here.\u003c/p>\n\u003cp>“There’s a legacy of pride in this community. When they put the museum and all of that here … it brought back a pride that was muffled but was never killed,” said Amy Ragland, the middle school guidance counselor at Soulsville whose husband grew up in the mostly African American neighborhood. This community emerged as an artistic beacon and symbol of black-owned businesses and success. “That dream this community once had is coming back through this school.”\u003c/p>\n\u003cp>So putting music second may sound like sin at Soulsville. But the new Common Core standards were tougher than anything Soulsville’s students had faced before, and educators here have one goal above all, said Brown, the executive director: to send all of their 632 students to college.\u003c/p>\n\u003cp>While Soulsville’s graduation rate is nearly 100 percent, and almost every student makes it into college, a complex set of challenges makes keeping students enrolled once they get there a tougher task, Brown said.\u003c/p>\n\u003cp>To make sure its students can not only get into college, but also earn a diploma, educators said they had to make math and English the priority.\u003c/p>\n\u003cp>Two years ago, after Tennessee adopted the Common Core, Soulsville high school director Ashley Shores and the other administrators put plans in motion to adjust for the new standards and the computer-based tests that were scheduled to follow. Teachers started requiring students to write out their answers and explain themselves out loud, even in math and science.\u003c/p>\n\u003cp>“We call it rigorizing,” said Shores, one of the many young educators recruited in recent years to help turn around the struggling Memphis schools.\u003c/p>\n\u003cp>In mid-May, Soulsville was named the ninth-best high school in Tennessee by \u003cem>U.S. News & World Report\u003c/em>, based on criteria such as teacher-student ratios and college-admission scores. Shores is proud of the academics at Soulsville and doesn’t regret the school’s choice to put math and English first. But she can’t deny “the power of this place and the power of the Stax legacy.” It was “a beautiful, isolated place where race didn’t matter. They all made music together and everyone was welcomed,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Music definitely still has a place at here. Students still learn songs in the Stax catalogue, and their guest instructors have included soul singers William Bell and Eddie Floyd, and Kirk Whalum, former chief creative officer of the foundation and a Grammy Award–winning jazz artist best known for his saxophone solo on Whitney Houston’s smash-hit version of Dolly Parton’s “I Will Always Love You.”\u003c/p>\n\u003cp>High school students here can take strings, a jazz and rhythm section class and vocal music-choir. Soulsville also shares some instructors with the music academy; they work for the school in the afternoon and provide songwriting and other courses after school. In addition, the academy provides all the middle school music classes, including strings in the seventh and eighth grades.\u003c/p>\n\u003cp>Soulsville students who participate in the Stax Music Academy’s afterschool courses and lessons have performed at the Lincoln and Kennedy centers and around the world, said Tim Sampson, a former veteran Memphis journalist and the communications director for the Soulsville Foundation.\u003c/p>\n\u003cp>And there are other arts opportunities at Soulsville. Seventh-grader Jada Park is part of a theater troupe here. Students helped rewrite the classic Rapunzel story and performed the play earlier this year. In this version, the characters sported afros.\u003c/p>\n\u003cp>But when students head for math or English class, Stax or any other music is rarely explored. Students shift gears completely. Many students, especially in the high school grades, have to double-up on academics by taking two language arts classes.\u003c/p>\n\u003cp>“Oh, yes, they’re strict,” said seventh-grader Briawna Patterson. But, she added, “We are on a higher level than other schools,” noting that she sees her cousin’s homework from another school and it’s not as challenging as her work at Soulsville.\u003c/p>\n\u003cp>Every high school student at Soulsville is required to take ACT prep classes, and the school recently scored an average ACT score of 19.2, the second-highest in the city, teachers said. Juniors and seniors spend one class period each day applying to colleges, writing essays, filling out financial aid forms, and getting direction on their college choices.\u003c/p>\n\u003cp>Brown, the school’s executive director, isn’t satisfied with the school’s current test scores. She also doesn’t keep count of how many Soulsville graduates pursue music as a college major, or seek a career in the music business, but some students certainly tend toward those paths. Brown and other educators here want students to be able to do anything they want after graduation.\u003c/p>\n\u003cp>“We’re in your business and don’t apologize for it,” said Meggan Kiel, the high school college counselor. “If we didn’t do this, why have this school?”\u003c/p>\n\u003cp>In Soulsville’s academic classes, lessons are divided into units that change direction two or three times during the same class period to keep students’ attention. A discussion can lead to an essay to a student demonstration to short-answer “exit ticket” quizzes, which help teachers track students’ progress.\u003c/p>\n\u003cp>In her sixth-grade science class, teacher Kalli Harrell uses a bundle of strategies to give students the confidence to answer aloud and be engaged in class discussions. Using a handout, the class discussed the Gulf Stream and other ocean currents and used blue and red markers and crayons to identify cold and warm currents around the world. Harrell asked a girl why the west Australian ocean current was cold. She struggled to answer aloud. Other students began snapping their fingers to encourage her.\u003c/p>\n\u003cp>It is an example of how the music occasionally trickles into even the regular academic classes. These “soul snaps,” used instead of applause, represent the yellow and red Stax Records logo with fingers snapping to the music. Students can also earn and lose “Grammy points” for good behavior and class participation.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Callaway, of the Arts Schools Network, says it’s possible, if not always easy, for schools to plan activities related to academic standards in arts classes and incorporate the arts into academic courses. It takes commitment from a principal and collaboration among teachers. Other experts point to resources for educators trying to strike that balance and build collaboration, including the new \u003ca href=\"http://www.nationalartsstandards.org/\">national arts education\u003c/a> standards.\u003c/p>\n\u003cp>Scott Jones’s organization, The Arts Education Partnership, just released a \u003ca href=\"http://www.aep-arts.org/wp-content/uploads/AEP-Action-Agenda-Web-version.pdf\">five-year action agenda\u003c/a> for advancing the arts in education as schools deal with new academic standards. Too many schools, especially those serving mostly low-wealth communities, can’t offer high-quality arts programs, he said.\u003c/p>\n\u003cp>Soulsville tries to buck that trend, even in the age of new standards.\u003c/p>\n\u003cp>“We are not a music school, but we are proud of our heritage and will never not have music classes,” Brown, the executive director said. “It’ll always be part of who we are.”\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about\u003c/em> \u003ca href=\"http://hechingerreport.org/special-reports/common-core/\">\u003cem>Common Core\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Alan Richard is a writer and editor in Washington, D.C., formerly of \u003c/em>Education Week.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/sBQ_7o9BdEg'\n title='//www.youtube.com/embed/sBQ_7o9BdEg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40651/at-school-grounded-in-soul-music-priorities-shift-for-common-core","authors":["4354"],"categories":["mindshift_194"],"tags":["mindshift_20854","mindshift_1004","mindshift_364"],"featImg":"mindshift_40654","label":"mindshift"},"mindshift_40264":{"type":"posts","id":"mindshift_40264","meta":{"index":"posts_1716263798","site":"mindshift","id":"40264","score":null,"sort":[1430227345000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1430227345,"format":"standard","disqusTitle":"Could Common Core Help Grow Arts Education in Schools?","title":"Could Common Core Help Grow Arts Education in Schools?","headTitle":"MindShift | KQED News","content":"\u003cp>Arts programs have long suffered cuts as schools adjust to meeting the growing demands of academic performance and standardized tests. Students are rarely tested on the arts, and arts knowledge is challenging to measure, so it becomes an easy target when schools are pressed for money and results. So how does one justify arts spending when test scores are at stake?\u003c/p>\n\u003cp>Ascend Learning charter schools is betting on the arts to tap into the benefits of arts in learning, according to \u003ca href=\"http://hechingerreport.org/do-the-arts-go-hand-in-hand-with-common-core/\">The Hechinger Report\u003c/a>. Students are surrounded by art and the schools replicate a museum-like environment. While the demands of academic performance has had its role in cuts to the arts, educators are hoping that Common Core standards will bring back attention to the importance of the arts, as Sara Neufeld reports for The Hechinger Report:\u003c/p>\n\u003cp>\"The arts most often get short shrift in high-poverty schools under intense pressure to boost academic performance. But the Common Core standards mention the arts frequently: approximately 75 times, according to Sandra Ruppert, director of the nonprofit \u003ca href=\"http://www.aep-arts.org/\">Arts Education Partnership\u003c/a>. Students are expected to analyze paintings, music and theater and create their own works of art. 'The pendulum might be swinging to the idea that maybe kids actually do need a well-balanced education,' Ruppert said.\"\u003c/p>\n\u003cp>\u003ca class=\"embedly-card\" href=\"http://hechingerreport.org/do-the-arts-go-hand-in-hand-with-common-core/\">Do the arts go hand in hand with Common Core? - The Hechinger Report\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","disqusIdentifier":"40264 http://ww2.kqed.org/mindshift/?p=40264","disqusUrl":"https://ww2.kqed.org/mindshift/2015/04/28/could-common-core-help-grow-arts-education-in-schools/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":233,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":6},"modified":1430227405,"excerpt":"Some educators are seeing Common Core as integral to strengthening arts education by enabling students' creative and analytical skills. ","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Some educators are seeing Common Core as integral to strengthening arts education by enabling students' creative and analytical skills. ","title":"Could Common Core Help Grow Arts Education in Schools? | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Could Common Core Help Grow Arts Education in Schools?","datePublished":"2015-04-28T06:22:25-07:00","dateModified":"2015-04-28T06:23:25-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"could-common-core-help-grow-arts-education-in-schools","status":"publish","path":"/mindshift/40264/could-common-core-help-grow-arts-education-in-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Arts programs have long suffered cuts as schools adjust to meeting the growing demands of academic performance and standardized tests. Students are rarely tested on the arts, and arts knowledge is challenging to measure, so it becomes an easy target when schools are pressed for money and results. So how does one justify arts spending when test scores are at stake?\u003c/p>\n\u003cp>Ascend Learning charter schools is betting on the arts to tap into the benefits of arts in learning, according to \u003ca href=\"http://hechingerreport.org/do-the-arts-go-hand-in-hand-with-common-core/\">The Hechinger Report\u003c/a>. Students are surrounded by art and the schools replicate a museum-like environment. While the demands of academic performance has had its role in cuts to the arts, educators are hoping that Common Core standards will bring back attention to the importance of the arts, as Sara Neufeld reports for The Hechinger Report:\u003c/p>\n\u003cp>\"The arts most often get short shrift in high-poverty schools under intense pressure to boost academic performance. But the Common Core standards mention the arts frequently: approximately 75 times, according to Sandra Ruppert, director of the nonprofit \u003ca href=\"http://www.aep-arts.org/\">Arts Education Partnership\u003c/a>. Students are expected to analyze paintings, music and theater and create their own works of art. 'The pendulum might be swinging to the idea that maybe kids actually do need a well-balanced education,' Ruppert said.\"\u003c/p>\n\u003cp>\u003ca class=\"embedly-card\" href=\"http://hechingerreport.org/do-the-arts-go-hand-in-hand-with-common-core/\">Do the arts go hand in hand with Common Core? - The Hechinger Report\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40264/could-common-core-help-grow-arts-education-in-schools","authors":["4354"],"categories":["mindshift_20579"],"tags":["mindshift_20854","mindshift_1004","mindshift_20784","mindshift_1040"],"featImg":"mindshift_40268","label":"mindshift"},"mindshift_39816":{"type":"posts","id":"mindshift_39816","meta":{"index":"posts_1716263798","site":"mindshift","id":"39816","score":null,"sort":[1430140132000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1430140132,"format":"standard","disqusTitle":"Does Common Core Ask Too Much of Kindergarten Readers?","title":"Does Common Core Ask Too Much of Kindergarten Readers?","headTitle":"MindShift | KQED News","content":"\u003cp class=\"p1\">\u003cspan class=\"s1\">Sandwiched between preschool and first grade, kindergarteners often start school at very different stages of development depending on their exposure to preschool, home environments and biology. For states adopting Common Core, the standards apply to kindergarten, laying out what students should be able to do by the end of the grade.* Kindergartners are expected to know basic phonics and word recognition as well as read beginner texts, skills some childhood development experts argue are developmentally inappropriate.\u003c/span>\u003c/p>\n\u003cp>“There’s a wide age range for learning to read,” said Nancy Carlsson-Paige on \u003ca href=\"http://www.kqed.org/a/forum/R201501300900\" target=\"_blank\">KQED’s Forum program\u003c/a>. Carlsson-Paige is professor emerita of education at Lesley University and co-author of the study \u003ca href=\"https://deyproject.files.wordpress.com/2015/01/readinginkindergarten_online-1.pdf\" target=\"_blank\">\"Reading Instruction in Kindergarten: Little to Gain and Much to Lose,”\u003c/a> which criticizes the Common Core standards for kindergarten.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If we make students feel pressure so that they shut down, then that light bulb is not going to be as likely to come on and they aren't going to develop the confidence that they need to become successful readers later.\"\u003c/aside>\n\u003cp>“Most five-year-old children are not really ready to learn to read,” Carlsson-Paige said. “There are many experiences in the classroom that are beneficial for building the foundation for learning to read that will come later.” She favors a play-based classroom that gives students hands-on experiences, helping them to develop the symbolic thinking necessary to later recognize letters and numbers.\u003c/p>\n\u003cp>“Research shows on a national scale there’s less play and experiential based curriculum happening over all, and much more didactic instruction, even though we have research that shows long term there are greater gains from play-based programs than academically focused ones,” Carlsson-Paige said.\u003c/p>\n\u003cp>While Common Core aligned assessments don’t kick in until third grade, many teachers feel pressure to make sure kids are meeting the specified standards before they move on to first grade. That pressure can mean more focus on academics, at the sacrifice of play time.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Kindergarten teachers try to interpret the standards and translate them into developmentally appropriate activities. But they struggle when kids still don’t meet \u003ca href=\"http://www.pasd.k12.pa.us/cms/lib02/pa01001354/centricity/domain/34/dra_summary.pdf\" target=\"_blank\">Developmental Reading Assessment\u003c/a> benchmarks. “Teachers start to question themselves and waver even though they believe in doing what’s developmentally appropriate,” said Colleen Rau, a reading intervention specialist at \u003ca href=\"http://aspirepublicschools.org/schools/regions/california-schools/aspire-berkley-maynard-academy\" target=\"_blank\">Aspire Berkley Maynard Academy\u003c/a>. “So I think we really need to think about taking the pressure away and looking at student growth.”\u003c/p>\n\u003cp>Rau says under Common Core she’s seen positive shifts at her school towards more thematic units and more hands-on learning, but she agrees with Carlsson-Paige that pushing young children into skills they aren’t developmentally ready for can have poor results. Students can develop coping mechanisms that don’t serve them well later when they are confronted with more advanced texts.\u003c/p>\n\u003cp>[contextly_sidebar id=\"9RIm9dlebcN7JP9Cfcd748shiL2HL99W\"]\u003c/p>\n\u003cp>“The lightbulb goes on for students at different times,” Rau said, “But if we make students feel pressure so that they shut down, then that light bulb is not going to be as likely to come on and they aren’t going to develop the confidence that they need to become successful readers later.”\u003c/p>\n\u003cp>There are plenty of children who do learn to read in kindergarten or even before, so for many parents the argument that young children aren’t developmentally ready to read rings false. But not all learners are the same, and what’s true for one child won’t necessarily be true for the child sitting next to her. Young children learn differently from older children, adolescents and adults, Carlsson-Paige said. Early childhood educators have documented the progression of increasingly complex symbolic thinking that leads to understanding letters make sounds and sounds make words.\u003c/p>\n\u003cp>“If you present children with information that’s too disparate from what they know then they give up or feel confused, or cry, or get turned off,” Carlsson-Paige said. “Part of the art of teaching is to understand where a child is in developing concepts and then be able to present information in ways that are new and interesting, but will cause a little bit of struggle on the part of the child to try to understand them.”\u003c/p>\n\u003cp>\u003cstrong>AN IMPLEMENTATION PROBLEM\u003c/strong>\u003c/p>\n\u003cp>Advocates for the kindergarten Common Core standards agree that kindergarteners should not be sitting still all day doing reading drills. But they are clear that the standards in no way require that sort of teaching and were written with help and input from early childhood educators around the country. They are meant to offer challenging opportunities to advanced learners while supporting learners who may be coming into kindergarten with very little literacy exposure.\u003c/p>\n\u003cp>“What we set out in the Common Core are those skills and concepts that will help students learn to read in first and second grade,\" said Susan Pimentel, lead writer of the English Language Arts Common Core standards. She says early childhood educators were adamant that the language \"with prompting and support\" be used throughout the kindergarten standards in recognition that young learners will be new to school and won't be left to answer dozens of questions on their own.\u003c/p>\n\u003cp>\"So much of the concern is about the implementation,\" Pimentel said. And while she agrees that educators need to be vigilant about pointing out poor implementation and working to fix it, the problem is not new. Education standards have always been implemented in a variety of ways. \"What we're talking about is teachers who have maybe not been trained and some attention on that would be important,\" she said.\u003c/p>\n\u003cp>Other advocates of the Common Core standards see them as an important step towards education equity. \"The strongest argument in favor of reading by the end of kindergarten and Common Core's vision for early literacy is simply to ensure that children—especially the disadvantaged among them—don't get sucked into the vortex of academic distress associated with early reading failure,\" \u003ca href=\"http://edexcellence.net/articles/is-common-core-too-hard-for-kindergarten\" target=\"_blank\">writes Robert Pondiscio\u003c/a>, senior fellow at the Thomas B. Fordham Institute.\u003c/p>\n\u003cp>Many children start kindergarten able to identify short words or aware of the difference between lowercase and uppercase letters, two of the kindergarten standards. Pondiscio and others believe it is completely appropriate to begin introducing these ideas in kindergarten, albeit in fun play-based ways.\u003c/p>\n\u003cp>“If teachers are turning their kindergarten classrooms into joyless grinding mills and claiming they are forced to do so under Common Core (as the report’s authors allege), something has clearly gone wrong,” Pondiscio writes. “Common Core demands no such thing, and research as well as good sense supports exposing children to early reading concepts through games and songs.”\u003c/p>\n\u003cp>Another literacy researcher says the critique that the standards are developmentally inappropriate may be a misinterpretation of what the standards require. For example, one standard says children should be able to read emergent texts with purpose and understanding.\u003c/p>\n\u003cp>“The emergent-reader text is first modeled by the teacher for the students, then joyfully read over and over with the students until eventually the easy book is independently read by the students with great joy and confidence,” \u003ca href=\"http://edexcellence.net/articles/an-ode-to-common-core-kindergarten-standards\" target=\"_blank\">writes J. Richard Gentry\u003c/a>, author of “Raising Confident Readers: How to Teach Your Child to Read and Write — From Baby to Age 7,” and a former professor and elementary school teacher. Gentry says this process emulates “lap reading” which some children get with their parents at home and which helps students gain confidence in their reading.\u003c/p>\n\u003cp>All of these educators agree that it can be difficult to teach the kindergarten standards in developmentally appropriate ways when teachers are worried about how kids will do on standardized tests. While Carlsson-Paige and others believe the standards are inappropriate and should be thrown out, Pondiscio, Gentry and Pimentel are among those who believe the standards are important to make sure reading gaps don't start young. They favor the idea that implementation is the real problem and that more energy should be put into helping early childhood educators interpret the standards and integrate them into class in fun, approachable and developmentally appropriate ways.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>*\u003cem>An earlier version of this story suggested that Common Core was the first time academic standards were set for kindergarteners. We regret any confusion.\u003c/em>\u003c/p>\n\n","disqusIdentifier":"39816 http://blogs.kqed.org/mindshift/?p=39816","disqusUrl":"https://ww2.kqed.org/mindshift/2015/04/27/does-common-core-ask-too-much-of-kindergarten-readers/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1416,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":23},"modified":1430780632,"excerpt":"Some early childhood educators worry that pushing young learners to read in kindergarten will jeopardize their fluency down the road. Others say setting expectations prevents disadvantaged children from developing a reading gap early.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Some early childhood educators worry that pushing young learners to read in kindergarten will jeopardize their fluency down the road. Others say setting expectations prevents disadvantaged children from developing a reading gap early.","title":"Does Common Core Ask Too Much of Kindergarten Readers? | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Does Common Core Ask Too Much of Kindergarten Readers?","datePublished":"2015-04-27T06:08:52-07:00","dateModified":"2015-05-04T16:03:52-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"does-common-core-ask-too-much-of-kindergarten-readers","status":"publish","path":"/mindshift/39816/does-common-core-ask-too-much-of-kindergarten-readers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cspan class=\"s1\">Sandwiched between preschool and first grade, kindergarteners often start school at very different stages of development depending on their exposure to preschool, home environments and biology. For states adopting Common Core, the standards apply to kindergarten, laying out what students should be able to do by the end of the grade.* Kindergartners are expected to know basic phonics and word recognition as well as read beginner texts, skills some childhood development experts argue are developmentally inappropriate.\u003c/span>\u003c/p>\n\u003cp>“There’s a wide age range for learning to read,” said Nancy Carlsson-Paige on \u003ca href=\"http://www.kqed.org/a/forum/R201501300900\" target=\"_blank\">KQED’s Forum program\u003c/a>. Carlsson-Paige is professor emerita of education at Lesley University and co-author of the study \u003ca href=\"https://deyproject.files.wordpress.com/2015/01/readinginkindergarten_online-1.pdf\" target=\"_blank\">\"Reading Instruction in Kindergarten: Little to Gain and Much to Lose,”\u003c/a> which criticizes the Common Core standards for kindergarten.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If we make students feel pressure so that they shut down, then that light bulb is not going to be as likely to come on and they aren't going to develop the confidence that they need to become successful readers later.\"\u003c/aside>\n\u003cp>“Most five-year-old children are not really ready to learn to read,” Carlsson-Paige said. “There are many experiences in the classroom that are beneficial for building the foundation for learning to read that will come later.” She favors a play-based classroom that gives students hands-on experiences, helping them to develop the symbolic thinking necessary to later recognize letters and numbers.\u003c/p>\n\u003cp>“Research shows on a national scale there’s less play and experiential based curriculum happening over all, and much more didactic instruction, even though we have research that shows long term there are greater gains from play-based programs than academically focused ones,” Carlsson-Paige said.\u003c/p>\n\u003cp>While Common Core aligned assessments don’t kick in until third grade, many teachers feel pressure to make sure kids are meeting the specified standards before they move on to first grade. That pressure can mean more focus on academics, at the sacrifice of play time.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Kindergarten teachers try to interpret the standards and translate them into developmentally appropriate activities. But they struggle when kids still don’t meet \u003ca href=\"http://www.pasd.k12.pa.us/cms/lib02/pa01001354/centricity/domain/34/dra_summary.pdf\" target=\"_blank\">Developmental Reading Assessment\u003c/a> benchmarks. “Teachers start to question themselves and waver even though they believe in doing what’s developmentally appropriate,” said Colleen Rau, a reading intervention specialist at \u003ca href=\"http://aspirepublicschools.org/schools/regions/california-schools/aspire-berkley-maynard-academy\" target=\"_blank\">Aspire Berkley Maynard Academy\u003c/a>. “So I think we really need to think about taking the pressure away and looking at student growth.”\u003c/p>\n\u003cp>Rau says under Common Core she’s seen positive shifts at her school towards more thematic units and more hands-on learning, but she agrees with Carlsson-Paige that pushing young children into skills they aren’t developmentally ready for can have poor results. Students can develop coping mechanisms that don’t serve them well later when they are confronted with more advanced texts.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“The lightbulb goes on for students at different times,” Rau said, “But if we make students feel pressure so that they shut down, then that light bulb is not going to be as likely to come on and they aren’t going to develop the confidence that they need to become successful readers later.”\u003c/p>\n\u003cp>There are plenty of children who do learn to read in kindergarten or even before, so for many parents the argument that young children aren’t developmentally ready to read rings false. But not all learners are the same, and what’s true for one child won’t necessarily be true for the child sitting next to her. Young children learn differently from older children, adolescents and adults, Carlsson-Paige said. Early childhood educators have documented the progression of increasingly complex symbolic thinking that leads to understanding letters make sounds and sounds make words.\u003c/p>\n\u003cp>“If you present children with information that’s too disparate from what they know then they give up or feel confused, or cry, or get turned off,” Carlsson-Paige said. “Part of the art of teaching is to understand where a child is in developing concepts and then be able to present information in ways that are new and interesting, but will cause a little bit of struggle on the part of the child to try to understand them.”\u003c/p>\n\u003cp>\u003cstrong>AN IMPLEMENTATION PROBLEM\u003c/strong>\u003c/p>\n\u003cp>Advocates for the kindergarten Common Core standards agree that kindergarteners should not be sitting still all day doing reading drills. But they are clear that the standards in no way require that sort of teaching and were written with help and input from early childhood educators around the country. They are meant to offer challenging opportunities to advanced learners while supporting learners who may be coming into kindergarten with very little literacy exposure.\u003c/p>\n\u003cp>“What we set out in the Common Core are those skills and concepts that will help students learn to read in first and second grade,\" said Susan Pimentel, lead writer of the English Language Arts Common Core standards. She says early childhood educators were adamant that the language \"with prompting and support\" be used throughout the kindergarten standards in recognition that young learners will be new to school and won't be left to answer dozens of questions on their own.\u003c/p>\n\u003cp>\"So much of the concern is about the implementation,\" Pimentel said. And while she agrees that educators need to be vigilant about pointing out poor implementation and working to fix it, the problem is not new. Education standards have always been implemented in a variety of ways. \"What we're talking about is teachers who have maybe not been trained and some attention on that would be important,\" she said.\u003c/p>\n\u003cp>Other advocates of the Common Core standards see them as an important step towards education equity. \"The strongest argument in favor of reading by the end of kindergarten and Common Core's vision for early literacy is simply to ensure that children—especially the disadvantaged among them—don't get sucked into the vortex of academic distress associated with early reading failure,\" \u003ca href=\"http://edexcellence.net/articles/is-common-core-too-hard-for-kindergarten\" target=\"_blank\">writes Robert Pondiscio\u003c/a>, senior fellow at the Thomas B. Fordham Institute.\u003c/p>\n\u003cp>Many children start kindergarten able to identify short words or aware of the difference between lowercase and uppercase letters, two of the kindergarten standards. Pondiscio and others believe it is completely appropriate to begin introducing these ideas in kindergarten, albeit in fun play-based ways.\u003c/p>\n\u003cp>“If teachers are turning their kindergarten classrooms into joyless grinding mills and claiming they are forced to do so under Common Core (as the report’s authors allege), something has clearly gone wrong,” Pondiscio writes. “Common Core demands no such thing, and research as well as good sense supports exposing children to early reading concepts through games and songs.”\u003c/p>\n\u003cp>Another literacy researcher says the critique that the standards are developmentally inappropriate may be a misinterpretation of what the standards require. For example, one standard says children should be able to read emergent texts with purpose and understanding.\u003c/p>\n\u003cp>“The emergent-reader text is first modeled by the teacher for the students, then joyfully read over and over with the students until eventually the easy book is independently read by the students with great joy and confidence,” \u003ca href=\"http://edexcellence.net/articles/an-ode-to-common-core-kindergarten-standards\" target=\"_blank\">writes J. Richard Gentry\u003c/a>, author of “Raising Confident Readers: How to Teach Your Child to Read and Write — From Baby to Age 7,” and a former professor and elementary school teacher. Gentry says this process emulates “lap reading” which some children get with their parents at home and which helps students gain confidence in their reading.\u003c/p>\n\u003cp>All of these educators agree that it can be difficult to teach the kindergarten standards in developmentally appropriate ways when teachers are worried about how kids will do on standardized tests. While Carlsson-Paige and others believe the standards are inappropriate and should be thrown out, Pondiscio, Gentry and Pimentel are among those who believe the standards are important to make sure reading gaps don't start young. They favor the idea that implementation is the real problem and that more energy should be put into helping early childhood educators interpret the standards and integrate them into class in fun, approachable and developmentally appropriate ways.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>*\u003cem>An earlier version of this story suggested that Common Core was the first time academic standards were set for kindergarteners. We regret any confusion.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39816/does-common-core-ask-too-much-of-kindergarten-readers","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_1004","mindshift_20784","mindshift_1040","mindshift_790","mindshift_550"],"featImg":"mindshift_39818","label":"mindshift"},"mindshift_39461":{"type":"posts","id":"mindshift_39461","meta":{"index":"posts_1716263798","site":"mindshift","id":"39461","score":null,"sort":[1426079948000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1426079948,"format":"aside","disqusTitle":"What Teens are Learning From 'Serial' and Other Podcasts","title":"What Teens are Learning From 'Serial' and Other Podcasts","headTitle":"MindShift | KQED News","content":"\u003cfigure id=\"attachment_39654\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/what-teens-are-learning-from-serial-and-other-podcasts/serial-iphone/\" rel=\"attachment wp-att-39654\">\u003cimg class=\"size-full wp-image-39654\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Serial-iPhone.jpg\" alt=\"Casey Fiesler/Flickr\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/cfiesler/16058919015\">Casey Fiesler/Flickr\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It didn’t take long for Michael Godsey, an English teacher at Morro Bay High School in California, to realize that his decision to use a public radio podcast in the classroom was a wise one. It wasn’t any old podcast he was introducing to his classes. It was \"\u003ca href=\"http://serialpodcast.org/about\">Serial\u003c/a>,\" the murder-mystery phenomenon produced by reporter Sarah Koenig of \"This American Life,\" which already was transfixing a wide swath of the adult population.\u003c/p>\n\u003cp>“Even if they weren’t into it, I told them it was the most popular podcast of all time, and that was interesting,” Godsey says. He needn’t have worried. The podcast seized his five classrooms of 10th- and 11th-graders. “I had kids cutting other classes so they could come listen to it again,” he says. “Kids who were sick, who never did their homework, were listening at home.”\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">Godsey is one of a growing number of educators who are using podcasts like \"Serial\" to motivate their classrooms and address education requirements set by the Common Core state standards. Improving students’ listening skills is one of the essential components of the new education mandates, and using audio in the classroom can be an effective way to promote listening. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_39657\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/what-teens-are-learning-from-serial-and-other-podcasts/serial-godsey-photo/\" rel=\"attachment wp-att-39657\">\u003cimg class=\"size-medium wp-image-39657\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Serial-Godsey-photo-300x303.jpg\" alt=\"Students in Michael Godsey's class review cell phone logs from the Serial podcast. Credit: Michael Godsey.\" width=\"300\" height=\"303\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students in Michael Godsey's class review cell phone logs from the Serial podcast. Credit: Michael Godsey.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"line-height: 1.5\">“It’s a really nice way to spend time together as a class,” says Eleanor Lear, a high school English teacher at a private all-girls school, who has been using podcasts from Chicago Public Media’s \"This American Life\" and WNYC's \"Radiolab\" for about four years. Powerful podcasts that tell good stories not only captivate students, Godsey adds, but also help them tune out the static of modern life. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">“I think the kids really appreciate getting the story told to them, as opposed to so much hitting their senses,” he says. “They’re not overstimulated by it,” he says, noting that contemporary podcasts resemble radio shows from the past.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Learning through listening has surprising educational advantages as well. Students can listen to content two-to-three grade levels higher than they can read, according to Monica Brady-Myerov. She spent her career in public radio and now runs an online site, \u003ca href=\"https://listenwise.com/\">Listen Current\u003c/a>, to help schools make better use of public radio’s rich strain of stories.* An unfamiliar word that might stop them on the page doesn’t compel them to tune out from a story told aloud. Also, kids for whom English is a second language benefit from hearing spoken English and following along with an accompanying transcript, she says.\u003c/p>\n\u003cp>If podcasts are a modern version of old-time radio programs, then \"Serial\" is this generation’s \"War of the Worlds.\" No one has packed up a car to escape fictitious aliens, as they did after listening to Orson Welles’ tall tale, but \"Serial\" listeners of all ages have been swept up by Koenig’s investigation into a decades-old murder of a high school girl in Baltimore.\u003c/p>\n\u003cp>The podcast's first season consists of 12 40-45 minute “chapters” narrated by Koenig, involving interviews with former witnesses, detectives, lawyers and classmates of Adnan Syed. He was convicted of the murder of his ex-girlfriend, Hae Min Lee, and is now in prison. The series unfolds in real time — Koenig apparently is searching for answers along with the listeners — and challenges followers to wrestle with Adnan’s guilt, the criminal justice system and the events that unfolded around the day Lee was last seen alive, January 13, 1999. Last fall, \"Serial\" was the most popular podcast in the world, the \u003ca href=\"http://www.wsj.com/articles/serial-podcast-catches-fire-1415921853\">Wall Street Journal\u003c/a> reported, and set the iTunes record for fastest downloaded podcast.\u003c/p>\n\u003cfigure id=\"attachment_39655\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/what-teens-are-learning-from-serial-and-other-podcasts/serial-1/\" rel=\"attachment wp-att-39655\">\u003cimg class=\"size-full wp-image-39655\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Serial-1.jpg\" alt=\"Students at Norwalk High School discuss the Serial podcast, while images of key players loom on the wall, including Adnan Syed and Sarah Koenig. Credit: Credit: Sabrina Hiller.\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Norwalk High School discuss the Serial podcast, while images of key players loom on the wall, including Adnan Syed, Hae Min Lee, Jay Wilds, Sarah Koenig and Rabia Chaudry. Credit: Credit: Alexa Schlechter.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Serial’s Appeal to Students\u003c/strong>\u003c/p>\n\u003cp>Students flock to the show for several reasons. The events took place during high school, making the subject matter feel familiar and relevant in a way that classic literature doesn’t, Godsey says, while the excellence of the storytelling takes hold of the listener. Narrator Sarah Koenig’s quick shifts in tone and perspectives -- we spend three minutes with a lawyer, say, then with a former classmate and then a detective -- is especially appealing to teenagers who bore easily, Godsey says. (“They were spaced out within three minutes of Edgar Allan Poe,” he adds, about that failed listening experiment.)\u003c/p>\n\u003cp>And \"Serial\" is novel, not only to the kids, but also to the teacher. “It was new to the world, and they were very excited that I didn’t know the outcome before they did,” Godsey says. When the semester ended, 90 percent of his students reported enjoying \"Serial,\" some suggesting that they preferred podcasts to written stories, novels or poems.\u003c/p>\n\u003cp>What do students learn from the experience? “They enjoy it so much that they don’t realize they’re learning at the highest level,” says Alexa Schlechter, a 10th-grade English teacher at Norwalk High School in Connecticut, who had never used a podcast in class before trying \"Serial.\" Listening to and engaging with \"Serial\" helps many students address one of the main challenges in developing their analytical skills: getting beyond simple explanations of what happened, and figuring out how and why an event occurred, she says. Poring over text of the transcripts in class to uncover answers, students also develop their critical reading skills, she says. (See how \u003ca href=\"http://schlechter.edublogs.org/2015/03/04/wait-a-minute/\">students answered questions \u003c/a>about discrepancies between the cell phone records and Jay's testimony at Schlechter's blog.) Students publicly debated Syed's guilt or innocence in Godsey’s classes, addressing a Common Core standard to improve speaking skills, and worked together with other students to create their own podcasts or present mock closing arguments.\u003c/p>\n\u003cp>Students also learned how to navigate Google maps, finding the exact streets in Baltimore where important events were said to have occurred, and “driving” them, virtually, to assess the evidence. And for some students, delving into \"Serial\" marked their introduction to public radio and to the adult educated world. “So often my students are disconnected from where my [adult] friends are,” Schlechter says. “Now there’s no divide.”\u003c/p>\n\u003cfigure id=\"attachment_39651\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/what-teens-are-learning-from-serial-and-other-podcasts/serial-2/\" rel=\"attachment wp-att-39651\">\u003cimg class=\"size-full wp-image-39651\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Serial-2.jpg\" alt=\"Students at Norwalk high School look at cell tower maps triggered by Adnan Syed's cell phone while discussing an assignment. Credit: Sabrina Hiller\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Norwalk High School look at \u003ca href=\"http://serialpodcast.org/maps\">cell tower maps from Serial\u003c/a> of pings triggered by Adnan Syed's cell phone while discussing discrepancies in Jay's testimony. Credit: Alexa Schlechter\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>The Effect on Teachers\u003c/strong>\u003c/p>\n\u003cp>Teachers were similarly inspired, if occasionally overwhelmed by the out-of-class preparation required for such pioneering work. Godsey and Schlechter both were hooked on \"Serial\" when it dawned on them to share the learning experience with their classes, and their personal enthusiasm for the story drove their teaching. The energy and originality of the podcast inspired them as much as it did the students.\u003c/p>\n\u003cp>Because the case revolved around high school kids, teachers also were better able to appreciate their students’ contributions and point of view, in a way they might not have had they been discussing \"The Great Gatsby\" or \"War and Peace.\" In this way, \"Serial\" helped teachers better grasp their students’ fresh insights. And devoting so much class time to this one complex story triggered ideas for new ways to discuss the classics. Next semester, Godsey’s English classes are going to do their own \"Serial\"-style podcast, telling Arthur Miller’s \"The Crucible\" from Abigail’s perspective.\u003c/p>\n\u003cp>Even the violent subject matter brought unexpected grace to the class. The humanities, after all, dwell on the conflicts within and among human beings, but novels and distant nonfiction can feel unconnected from teenagers’ lives. \"Serial,\" on the other hand, with its focus on the actual murder of a young woman and the current imprisonment of her convicted killer, forces listeners to confront -- and feel -- the reality of human frailty.\u003c/p>\n\u003cp>For her part, Schlechter is determined to keep the murder victim present in her students’ minds, so that the young girl at the center of the mystery isn’t lost in the class exercises. “I keep a photo of her in the classroom, so she’s not just a subject, or a character,” Schlechter says.\u003c/p>\n\u003cp>\u003cstrong>Beyond 'Serial'\u003c/strong>\u003c/p>\n\u003cp>For those who don’t have the time or flexibility to devote to a story of such length, shorter podcasts can serve a similar purpose. Lear teaches a senior elective on racial depictions in American forms, and assigned a Radiolab story, “\u003ca href=\"http://www.radiolab.org/story/who-are-we-carlisle-carlisle-carlisle/\">Ghosts of Football Past\u003c/a>,” for its rich content. One of Godsey’s most memorable classes involved listening to \"Pardon the Interruption,\" an ESPN podcast, which addressed commentator Bill Simmons’ suspension from the sports network for slamming football commissioner Roger Goodell. In another class, Godsey put on a \"This American Life\" podcast, “\u003ca href=\"http://www.thisamericanlife.org/radio-archives/episode/538/is-this-working\">Is This Working?\u003c/a>” on discipline in school.\u003c/p>\n\u003cp>“They were totally into it,” he says, “and it inspired great conversation.”\u003c/p>\n\u003cp>As for teachers who insist on having structured lesson plans and prepared assignments to accompany a podcast, external resources are becoming available to schools. During the semester he taught \"Serial,\" Godsey created about \u003ca href=\"https://www.teacherspayteachers.com/Product/Unit-1-Serial-Podcast-Lesson-Plans-Printable-Worksheets-S1-Episode-1-1604426#\">400 pages of lesson plans on Teachers Pay Teachers to accompany the podcasts\u003c/a>, which he now sells to interested educators. Listen Current, just 2 years old, provides transcripts and lesson plans for public radio stories on a variety of subjects. Brady-Myerov estimates that 4,000 teachers used her materials last year, and that 100,000 students, middle through high school, tapped into their curated podcasts (much of the material is free.)\u003c/p>\n\u003cp>“Teachers are desperate for new resources,” she says, and public radio stories, which are known for being authentic, accurate, well told and sharply edited, are ideal for sparking student interest. For a class on the birth of the labor movement, for example, Listen Current recommends a public radio podcast that includes archival sound, music and voices.\u003c/p>\n\u003cp>“If you give teachers content-based audio, you’ll get so much more student engagement,” says Brady-Myerov.\u003c/p>\n\u003cp>To the extent that he can, Godsey is gearing up for \"Serial’s\" second season. He wonders if the first season’s rollicking success is replicable, at least for his students. Either way, the podcast has rebranded radio as the next new thing, despite the medium’s long history. For students accustomed to the flash-bang of modernity, ambling podcasts in the classroom may be just what they need.\u003c/p>\n\u003cp>\u003cem>Norwalk High School student Sabrina Hiller produced this video about how students Serial in Alexa Schlechter's class: \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*In 2016 Listen Current \u003ca href=\"https://s3.amazonaws.com/listenwise-documents/ListenwisePressRelease_Final.pdf\">changed its name\u003c/a> to Listenwise.\u003c/em>\u003c/p>\n\n","disqusIdentifier":"39461 http://blogs.kqed.org/mindshift/?p=39461","disqusUrl":"https://ww2.kqed.org/mindshift/2015/03/11/what-teens-are-learning-from-serial-and-other-podcasts/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1848,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":28},"modified":1475525455,"excerpt":"The wildly popular podcast \"Serial\" has found relevance in high school classrooms as a way to improve listening and critical thinking skills. ","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"The wildly popular podcast "Serial" has found relevance in high school classrooms as a way to improve listening and critical thinking skills. ","title":"What Teens are Learning From 'Serial' and Other Podcasts | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Teens are Learning From 'Serial' and Other Podcasts","datePublished":"2015-03-11T06:19:08-07:00","dateModified":"2016-10-03T13:10:55-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"what-teens-are-learning-from-serial-and-other-podcasts","status":"publish","path":"/mindshift/39461/what-teens-are-learning-from-serial-and-other-podcasts","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39654\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/what-teens-are-learning-from-serial-and-other-podcasts/serial-iphone/\" rel=\"attachment wp-att-39654\">\u003cimg class=\"size-full wp-image-39654\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Serial-iPhone.jpg\" alt=\"Casey Fiesler/Flickr\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/cfiesler/16058919015\">Casey Fiesler/Flickr\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It didn’t take long for Michael Godsey, an English teacher at Morro Bay High School in California, to realize that his decision to use a public radio podcast in the classroom was a wise one. It wasn’t any old podcast he was introducing to his classes. It was \"\u003ca href=\"http://serialpodcast.org/about\">Serial\u003c/a>,\" the murder-mystery phenomenon produced by reporter Sarah Koenig of \"This American Life,\" which already was transfixing a wide swath of the adult population.\u003c/p>\n\u003cp>“Even if they weren’t into it, I told them it was the most popular podcast of all time, and that was interesting,” Godsey says. He needn’t have worried. The podcast seized his five classrooms of 10th- and 11th-graders. “I had kids cutting other classes so they could come listen to it again,” he says. “Kids who were sick, who never did their homework, were listening at home.”\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">Godsey is one of a growing number of educators who are using podcasts like \"Serial\" to motivate their classrooms and address education requirements set by the Common Core state standards. Improving students’ listening skills is one of the essential components of the new education mandates, and using audio in the classroom can be an effective way to promote listening. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_39657\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/what-teens-are-learning-from-serial-and-other-podcasts/serial-godsey-photo/\" rel=\"attachment wp-att-39657\">\u003cimg class=\"size-medium wp-image-39657\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Serial-Godsey-photo-300x303.jpg\" alt=\"Students in Michael Godsey's class review cell phone logs from the Serial podcast. Credit: Michael Godsey.\" width=\"300\" height=\"303\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students in Michael Godsey's class review cell phone logs from the Serial podcast. Credit: Michael Godsey.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"line-height: 1.5\">“It’s a really nice way to spend time together as a class,” says Eleanor Lear, a high school English teacher at a private all-girls school, who has been using podcasts from Chicago Public Media’s \"This American Life\" and WNYC's \"Radiolab\" for about four years. Powerful podcasts that tell good stories not only captivate students, Godsey adds, but also help them tune out the static of modern life. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">“I think the kids really appreciate getting the story told to them, as opposed to so much hitting their senses,” he says. “They’re not overstimulated by it,” he says, noting that contemporary podcasts resemble radio shows from the past.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Learning through listening has surprising educational advantages as well. Students can listen to content two-to-three grade levels higher than they can read, according to Monica Brady-Myerov. She spent her career in public radio and now runs an online site, \u003ca href=\"https://listenwise.com/\">Listen Current\u003c/a>, to help schools make better use of public radio’s rich strain of stories.* An unfamiliar word that might stop them on the page doesn’t compel them to tune out from a story told aloud. Also, kids for whom English is a second language benefit from hearing spoken English and following along with an accompanying transcript, she says.\u003c/p>\n\u003cp>If podcasts are a modern version of old-time radio programs, then \"Serial\" is this generation’s \"War of the Worlds.\" No one has packed up a car to escape fictitious aliens, as they did after listening to Orson Welles’ tall tale, but \"Serial\" listeners of all ages have been swept up by Koenig’s investigation into a decades-old murder of a high school girl in Baltimore.\u003c/p>\n\u003cp>The podcast's first season consists of 12 40-45 minute “chapters” narrated by Koenig, involving interviews with former witnesses, detectives, lawyers and classmates of Adnan Syed. He was convicted of the murder of his ex-girlfriend, Hae Min Lee, and is now in prison. The series unfolds in real time — Koenig apparently is searching for answers along with the listeners — and challenges followers to wrestle with Adnan’s guilt, the criminal justice system and the events that unfolded around the day Lee was last seen alive, January 13, 1999. Last fall, \"Serial\" was the most popular podcast in the world, the \u003ca href=\"http://www.wsj.com/articles/serial-podcast-catches-fire-1415921853\">Wall Street Journal\u003c/a> reported, and set the iTunes record for fastest downloaded podcast.\u003c/p>\n\u003cfigure id=\"attachment_39655\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/what-teens-are-learning-from-serial-and-other-podcasts/serial-1/\" rel=\"attachment wp-att-39655\">\u003cimg class=\"size-full wp-image-39655\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Serial-1.jpg\" alt=\"Students at Norwalk High School discuss the Serial podcast, while images of key players loom on the wall, including Adnan Syed and Sarah Koenig. Credit: Credit: Sabrina Hiller.\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Norwalk High School discuss the Serial podcast, while images of key players loom on the wall, including Adnan Syed, Hae Min Lee, Jay Wilds, Sarah Koenig and Rabia Chaudry. Credit: Credit: Alexa Schlechter.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Serial’s Appeal to Students\u003c/strong>\u003c/p>\n\u003cp>Students flock to the show for several reasons. The events took place during high school, making the subject matter feel familiar and relevant in a way that classic literature doesn’t, Godsey says, while the excellence of the storytelling takes hold of the listener. Narrator Sarah Koenig’s quick shifts in tone and perspectives -- we spend three minutes with a lawyer, say, then with a former classmate and then a detective -- is especially appealing to teenagers who bore easily, Godsey says. (“They were spaced out within three minutes of Edgar Allan Poe,” he adds, about that failed listening experiment.)\u003c/p>\n\u003cp>And \"Serial\" is novel, not only to the kids, but also to the teacher. “It was new to the world, and they were very excited that I didn’t know the outcome before they did,” Godsey says. When the semester ended, 90 percent of his students reported enjoying \"Serial,\" some suggesting that they preferred podcasts to written stories, novels or poems.\u003c/p>\n\u003cp>What do students learn from the experience? “They enjoy it so much that they don’t realize they’re learning at the highest level,” says Alexa Schlechter, a 10th-grade English teacher at Norwalk High School in Connecticut, who had never used a podcast in class before trying \"Serial.\" Listening to and engaging with \"Serial\" helps many students address one of the main challenges in developing their analytical skills: getting beyond simple explanations of what happened, and figuring out how and why an event occurred, she says. Poring over text of the transcripts in class to uncover answers, students also develop their critical reading skills, she says. (See how \u003ca href=\"http://schlechter.edublogs.org/2015/03/04/wait-a-minute/\">students answered questions \u003c/a>about discrepancies between the cell phone records and Jay's testimony at Schlechter's blog.) Students publicly debated Syed's guilt or innocence in Godsey’s classes, addressing a Common Core standard to improve speaking skills, and worked together with other students to create their own podcasts or present mock closing arguments.\u003c/p>\n\u003cp>Students also learned how to navigate Google maps, finding the exact streets in Baltimore where important events were said to have occurred, and “driving” them, virtually, to assess the evidence. And for some students, delving into \"Serial\" marked their introduction to public radio and to the adult educated world. “So often my students are disconnected from where my [adult] friends are,” Schlechter says. “Now there’s no divide.”\u003c/p>\n\u003cfigure id=\"attachment_39651\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/what-teens-are-learning-from-serial-and-other-podcasts/serial-2/\" rel=\"attachment wp-att-39651\">\u003cimg class=\"size-full wp-image-39651\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Serial-2.jpg\" alt=\"Students at Norwalk high School look at cell tower maps triggered by Adnan Syed's cell phone while discussing an assignment. Credit: Sabrina Hiller\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Norwalk High School look at \u003ca href=\"http://serialpodcast.org/maps\">cell tower maps from Serial\u003c/a> of pings triggered by Adnan Syed's cell phone while discussing discrepancies in Jay's testimony. Credit: Alexa Schlechter\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>The Effect on Teachers\u003c/strong>\u003c/p>\n\u003cp>Teachers were similarly inspired, if occasionally overwhelmed by the out-of-class preparation required for such pioneering work. Godsey and Schlechter both were hooked on \"Serial\" when it dawned on them to share the learning experience with their classes, and their personal enthusiasm for the story drove their teaching. The energy and originality of the podcast inspired them as much as it did the students.\u003c/p>\n\u003cp>Because the case revolved around high school kids, teachers also were better able to appreciate their students’ contributions and point of view, in a way they might not have had they been discussing \"The Great Gatsby\" or \"War and Peace.\" In this way, \"Serial\" helped teachers better grasp their students’ fresh insights. And devoting so much class time to this one complex story triggered ideas for new ways to discuss the classics. Next semester, Godsey’s English classes are going to do their own \"Serial\"-style podcast, telling Arthur Miller’s \"The Crucible\" from Abigail’s perspective.\u003c/p>\n\u003cp>Even the violent subject matter brought unexpected grace to the class. The humanities, after all, dwell on the conflicts within and among human beings, but novels and distant nonfiction can feel unconnected from teenagers’ lives. \"Serial,\" on the other hand, with its focus on the actual murder of a young woman and the current imprisonment of her convicted killer, forces listeners to confront -- and feel -- the reality of human frailty.\u003c/p>\n\u003cp>For her part, Schlechter is determined to keep the murder victim present in her students’ minds, so that the young girl at the center of the mystery isn’t lost in the class exercises. “I keep a photo of her in the classroom, so she’s not just a subject, or a character,” Schlechter says.\u003c/p>\n\u003cp>\u003cstrong>Beyond 'Serial'\u003c/strong>\u003c/p>\n\u003cp>For those who don’t have the time or flexibility to devote to a story of such length, shorter podcasts can serve a similar purpose. Lear teaches a senior elective on racial depictions in American forms, and assigned a Radiolab story, “\u003ca href=\"http://www.radiolab.org/story/who-are-we-carlisle-carlisle-carlisle/\">Ghosts of Football Past\u003c/a>,” for its rich content. One of Godsey’s most memorable classes involved listening to \"Pardon the Interruption,\" an ESPN podcast, which addressed commentator Bill Simmons’ suspension from the sports network for slamming football commissioner Roger Goodell. In another class, Godsey put on a \"This American Life\" podcast, “\u003ca href=\"http://www.thisamericanlife.org/radio-archives/episode/538/is-this-working\">Is This Working?\u003c/a>” on discipline in school.\u003c/p>\n\u003cp>“They were totally into it,” he says, “and it inspired great conversation.”\u003c/p>\n\u003cp>As for teachers who insist on having structured lesson plans and prepared assignments to accompany a podcast, external resources are becoming available to schools. During the semester he taught \"Serial,\" Godsey created about \u003ca href=\"https://www.teacherspayteachers.com/Product/Unit-1-Serial-Podcast-Lesson-Plans-Printable-Worksheets-S1-Episode-1-1604426#\">400 pages of lesson plans on Teachers Pay Teachers to accompany the podcasts\u003c/a>, which he now sells to interested educators. Listen Current, just 2 years old, provides transcripts and lesson plans for public radio stories on a variety of subjects. Brady-Myerov estimates that 4,000 teachers used her materials last year, and that 100,000 students, middle through high school, tapped into their curated podcasts (much of the material is free.)\u003c/p>\n\u003cp>“Teachers are desperate for new resources,” she says, and public radio stories, which are known for being authentic, accurate, well told and sharply edited, are ideal for sparking student interest. For a class on the birth of the labor movement, for example, Listen Current recommends a public radio podcast that includes archival sound, music and voices.\u003c/p>\n\u003cp>“If you give teachers content-based audio, you’ll get so much more student engagement,” says Brady-Myerov.\u003c/p>\n\u003cp>To the extent that he can, Godsey is gearing up for \"Serial’s\" second season. He wonders if the first season’s rollicking success is replicable, at least for his students. Either way, the podcast has rebranded radio as the next new thing, despite the medium’s long history. For students accustomed to the flash-bang of modernity, ambling podcasts in the classroom may be just what they need.\u003c/p>\n\u003cp>\u003cem>Norwalk High School student Sabrina Hiller produced this video about how students Serial in Alexa Schlechter's class: \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*In 2016 Listen Current \u003ca href=\"https://s3.amazonaws.com/listenwise-documents/ListenwisePressRelease_Final.pdf\">changed its name\u003c/a> to Listenwise.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39461/what-teens-are-learning-from-serial-and-other-podcasts","authors":["4613"],"categories":["mindshift_195"],"tags":["mindshift_20822","mindshift_1004","mindshift_20784","mindshift_1040","mindshift_20821","mindshift_74"],"featImg":"mindshift_39654","label":"mindshift"},"mindshift_39612":{"type":"posts","id":"mindshift_39612","meta":{"index":"posts_1716263798","site":"mindshift","id":"39612","score":null,"sort":[1425906571000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1425906571,"format":"aside","disqusTitle":"Standards: Why Realizing the Full Promise of Education Requires a Fresh Approach","title":"Standards: Why Realizing the Full Promise of Education Requires a Fresh Approach","headTitle":"MindShift | KQED News","content":"\u003cfigure id=\"attachment_39625\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/standards-why-realizing-the-full-promise-of-education-requires-a-fresh-approach/school-kids/\" rel=\"attachment wp-att-39625\">\u003cimg class=\"size-full wp-image-39625\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/School-kids.jpg\" alt=\"Spyros Papaspyropoulos/Flickr\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/spyrospapaspyropoulos/10887384263\">Spyros Papaspyropoulos/Flickr\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>This is the first of a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/how-should-learning-be-assessed/\">two-part conversation\u003c/a> with Yong Zhao about standards, testing and other core elements of the modern system of education, and the assumptions that may be standing in the way of meeting the real learning needs of all children. He is a professor in the college of education at the University of Oregon and author of \u003ca href=\"http://www.amazon.com/Whos-Afraid-Big-Bad-Dragon/dp/1118487133\">Who's Afraid of the Big Bad Dragon: Why China Has the Best (and Worst) Education System in the World\u003c/a> and \u003ca href=\"http://zhaolearning.com/world-class-learners-my-new-book/\">World Class Learners: Educating Creative and Entrepreneurial Students\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Education is not “omnipotent,” says Yong Zhao, education professor at the University of Oregon, but it can change the trajectory of people’s lives. Most recent education policies, such as No Child Left Behind and Common Core, have sought to better realize this potential by aiming for parity in outcomes, as indicated by standardized test scores. Proponents, including \u003ca href=\"http://www.civilrights.org/press/2015/esea-reauthorization-principles.html\">many civil rights groups\u003c/a>, see such initiatives as a way to shine a light on inequality in education and pressure schools to help disadvantaged students graduate with the same knowledge and skills as their more advantaged peers, with the goal of better preparing them for colleges and careers.\u003c/p>\n\u003cp>Zhao says he embraces the underlying goal—to even the playing field for all children—but notes that inequities have been apparent for a long time. Furthermore, he believes that serving the best interest of all students requires a very different approach that starts with a paradigm shift in how we view education. Attempts to standardize individual student outcomes are an unhelpful, if not downright harmful, way to promote the development of human beings, he says. Instead, “we need to start with the individual child, instead of what others think [that child] should become.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"xurMSIFAZOvVuhZbOVOIUROoqFhVcA9j\"]\u003c/p>\n\u003cp>After researching different educational approaches over the years (his findings are \u003ca href=\"http://www.amazon.com/Yong-Zhao/e/B001K1BSE0/ref=dp_byline_cont_book_1\">summarized in several books\u003c/a>) Zhao has concluded that the most fruitful form of education—and the one with the best chance of empowering children to overcome poverty and other disadvantages—offers each child the opportunity to pursue his or her own goals, \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/can-schools-cultivate-a-students-ability-to-think-differently/\">in a stimulating and supportive environment\u003c/a>. Unfortunately, low-income students are least likely to have any of these elements in their schools. It’s this “opportunity gap,” rather than any “achievement gap,” that characterizes unequal education and is fully within the power of schools (and their funders) to remedy, Zhao says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the alternate vision, individual differences are not flaws to be fixed; the emphasis instead is on helping all students to identify and develop their areas of interest, and to build on their strengths. Standards, curricula and tests would play a very minor role, as tools to be deployed only when they can help a particular student to progress. Learning would be organized around individuals, instead of classes and grades. And rather than looking to schools and teachers to manage students’ learning, we should “give children autonomy, trust that they want to learn, and let them become owners of their learning enterprise.”\u003c/p>\n\u003cp>This also means redefining excellence to focus on how well educators support individual pursuits. “Look at what children are interested in or can do, and plan education with that in mind, rather than trying to fix them,” Zhao writes in his book, “Who's Afraid of the Big Bad Dragon: Why China Has the Best (and Worst) Education System in the World.” “Expect everyone to be great, and start educating from that angle, and things can be very different.”\u003c/p>\n\u003cp>\u003cstrong>Whose Standards, and to What End?\u003c/strong>\u003c/p>\n\u003cp>Academic standards—whether part of Common Core or not—are subjective, Zhao says, and don’t account for the fact that children naturally develop at different rates, or that learning is more haphazard than linear. He also doesn’t buy the argument that they benefit disadvantaged children by setting a high bar. “Being able to pass a prescribed test is not a high expectation,” Zhao says. “To become exceptional in an area that you want to pursue—that is a high expectation, and it is about having dreams. By imposing standards, we are not elevating expectations, but perhaps driving down expectations, especially for poor communities. … We are depriving them of the chance to dream.”\u003c/p>\n\u003cp>Even worse, standards can “cause psychological damage to those not judged as good,” Zhao says. This can set off a vicious cycle, creating feelings of low self-efficacy and disengagement that undermine further learning, because “few people want to stick to a place where they are constantly told that they are not good.” A system based on punitive consequences for not meeting expectations can also backfire: If it gets children decoding letters or adding numbers sooner rather than later, but diminishes their interest in reading and leads them to hate math, Zhao asks, “is it worth it?”\u003c/p>\n\u003cp>Last but not least, “standards describe the past, not the future,” and reflect the notion that children must “fit into the world as it is,” he says. “We forget that our children are the creators and owners of the future.”\u003c/p>\n\u003cp>That said, certain types of standards (used with caveats) can be helpful in two ways, Zhao says. They can guide learners, by suggesting a sequence to follow, and describing the knowledge and skills needed in a given field. Such information is dynamic, subjective and personal—those interested in becoming mathematicians might benefit from different math standards than their otherwise inclined peers, for instance. Each individual should therefore be free to decide which standard he or she wants to pursue, whether that means using an established math program such as Singapore math, or the Common Core standards, or developing their own set of standards, Zhao says.\u003c/p>\n\u003cp>The other useful application of standards is broader, but it is for schools rather than learners, Zhao says: Standards can be developed to define the educational opportunities schools should provide to all students.\u003c/p>\n\u003cp>\u003cstrong>Does a Mandated Curriculum Help or Hinder Learning?\u003c/strong>\u003c/p>\n\u003cp>Standards (and their associated tests) often drive the design of a curriculum. Placing a lot of weight on test scores in a few subjects has led to “curriculum narrowing,” especially in schools that are under pressure to boost their aggregate scores or else lose funding or face closure. These are usually schools serving low-income students, meaning that “disadvantaged children experience a much less rich education than their advantaged counterparts,” Zhao says, and are therefore less likely to feel a connection to what they’re learning or to view it as relevant to their lives.\u003c/p>\n\u003cp>But there’s an even deeper problem, he adds: Any set curriculum is counterproductive and also discriminatory, along a dimension that affects people of all incomes and races.\u003c/p>\n\u003cp>It is counterproductive because the notion that following a set curriculum will make students “college and career ready” is misguided, he says. Not only is college acceptance “an artificial goal, as if life ends at college,” but there are many types of colleges and majors, requiring different sets of knowledge and skills. That is even more true of careers, especially in a rapidly changing world in which \u003ca href=\"http://www.economist.com/news/special-report/21621156-first-two-industrial-revolutions-inflicted-plenty-pain-ultimately-benefited\">many professions will soon become obsolete and others have yet to be invented\u003c/a>. “It is very difficult, if not impossible, to predict which course of study will give one a better chance of employment,” Zhao says. “If you want to be ready for a career, you’d better be the one to create that career yourself.” The best preparation for that, he adds, is for students to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/can-schools-cultivate-a-students-ability-to-think-differently/\">develop an entrepreneurial mindset\u003c/a> and chart their own educational paths.\u003c/p>\n\u003cp>The second issue is that schools that are only oriented toward strengthening students in certain academic areas are imposing subjective and narrow definitions of success on all students and effectively discriminating against those whose interests and strengths lie in other areas, such as music, art, sports and crafts, Zhao says.\u003c/p>\n\u003cp>Even the basics—the knowledge that everyone needs in order to function in our society—don’t justify a mandated curriculum, he contends. A broad, flexible curriculum that supports children's individual interests and strengths is more likely to engage them and promote learning, so that truly essential knowledge becomes “difficult to escape—when individuals want to pursue anything, they must learn the basics, so the basics are sought after, instead of imposed.”\u003c/p>\n\u003cp>\u003cstrong>A Different Mindset\u003c/strong>\u003c/p>\n\u003cp>What all this adds up to is a need to “re-imagine education,” Zhao says. His ideal educational environment (detailed \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/can-schools-cultivate-a-students-ability-to-think-differently/\">here\u003c/a>) would combine the essential elements of \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/students-lead-the-learning-experience-at-democratic-schools/\">democratic schools\u003c/a> and certain types of project-based learning programs. This can be accomplished even on modest budgets, he notes; what matters more is mindset.\u003c/p>\n\u003cp>He recommends questioning all basic assumptions. For example: “Is the teacher the only instructor, or can students help? How about using resources beyond the school, like the community or parents?” (A \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/how-neighbors-can-grow-a-community-centered-school-to-teach-kids-and-adults/\">recent article\u003c/a> shows how one school is leveraging such resources.) Technology can also expand access to resources within the wider community.\u003c/p>\n\u003cp>Another thing to bear in mind, Zhao says, is that schools that provide a learning environment that supports individual needs benefit greatly from \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/harnessing-childrens-natural-ways-of-learning/\">harnessing their students’ intrinsic motivation\u003c/a>, because they don’t have to work hard to try to overcome resistance to learning. All human beings are born with the capacity and desire to learn, he says, but their environment can either suppress or encourage that drive. “If people are driven by their own goals, that are meaningful to them, and feel a sense of accomplishment and self efficacy, then they really want to learn.”\u003c/p>\n\u003cp>\u003cem>The second part of this conversation with Yong Zhao about standards is \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/16/how-should-learning-be-assessed/\">available here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","disqusIdentifier":"39612 http://blogs.kqed.org/mindshift/?p=39612","disqusUrl":"https://ww2.kqed.org/mindshift/2015/03/09/standards-why-realizing-the-full-promise-of-education-requires-a-fresh-approach/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1671,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":25},"modified":1430481036,"excerpt":"Yong Zhao takes a critical eye to standards and the purposes they serve. ","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Yong Zhao takes a critical eye to standards and the purposes they serve. ","title":"Standards: Why Realizing the Full Promise of Education Requires a Fresh Approach | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Standards: Why Realizing the Full Promise of Education Requires a Fresh Approach","datePublished":"2015-03-09T06:09:31-07:00","dateModified":"2015-05-01T04:50:36-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"standards-why-realizing-the-full-promise-of-education-requires-a-fresh-approach","status":"publish","path":"/mindshift/39612/standards-why-realizing-the-full-promise-of-education-requires-a-fresh-approach","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39625\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/standards-why-realizing-the-full-promise-of-education-requires-a-fresh-approach/school-kids/\" rel=\"attachment wp-att-39625\">\u003cimg class=\"size-full wp-image-39625\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/School-kids.jpg\" alt=\"Spyros Papaspyropoulos/Flickr\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/spyrospapaspyropoulos/10887384263\">Spyros Papaspyropoulos/Flickr\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>This is the first of a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/how-should-learning-be-assessed/\">two-part conversation\u003c/a> with Yong Zhao about standards, testing and other core elements of the modern system of education, and the assumptions that may be standing in the way of meeting the real learning needs of all children. He is a professor in the college of education at the University of Oregon and author of \u003ca href=\"http://www.amazon.com/Whos-Afraid-Big-Bad-Dragon/dp/1118487133\">Who's Afraid of the Big Bad Dragon: Why China Has the Best (and Worst) Education System in the World\u003c/a> and \u003ca href=\"http://zhaolearning.com/world-class-learners-my-new-book/\">World Class Learners: Educating Creative and Entrepreneurial Students\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Education is not “omnipotent,” says Yong Zhao, education professor at the University of Oregon, but it can change the trajectory of people’s lives. Most recent education policies, such as No Child Left Behind and Common Core, have sought to better realize this potential by aiming for parity in outcomes, as indicated by standardized test scores. Proponents, including \u003ca href=\"http://www.civilrights.org/press/2015/esea-reauthorization-principles.html\">many civil rights groups\u003c/a>, see such initiatives as a way to shine a light on inequality in education and pressure schools to help disadvantaged students graduate with the same knowledge and skills as their more advantaged peers, with the goal of better preparing them for colleges and careers.\u003c/p>\n\u003cp>Zhao says he embraces the underlying goal—to even the playing field for all children—but notes that inequities have been apparent for a long time. Furthermore, he believes that serving the best interest of all students requires a very different approach that starts with a paradigm shift in how we view education. Attempts to standardize individual student outcomes are an unhelpful, if not downright harmful, way to promote the development of human beings, he says. Instead, “we need to start with the individual child, instead of what others think [that child] should become.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>After researching different educational approaches over the years (his findings are \u003ca href=\"http://www.amazon.com/Yong-Zhao/e/B001K1BSE0/ref=dp_byline_cont_book_1\">summarized in several books\u003c/a>) Zhao has concluded that the most fruitful form of education—and the one with the best chance of empowering children to overcome poverty and other disadvantages—offers each child the opportunity to pursue his or her own goals, \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/can-schools-cultivate-a-students-ability-to-think-differently/\">in a stimulating and supportive environment\u003c/a>. Unfortunately, low-income students are least likely to have any of these elements in their schools. It’s this “opportunity gap,” rather than any “achievement gap,” that characterizes unequal education and is fully within the power of schools (and their funders) to remedy, Zhao says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the alternate vision, individual differences are not flaws to be fixed; the emphasis instead is on helping all students to identify and develop their areas of interest, and to build on their strengths. Standards, curricula and tests would play a very minor role, as tools to be deployed only when they can help a particular student to progress. Learning would be organized around individuals, instead of classes and grades. And rather than looking to schools and teachers to manage students’ learning, we should “give children autonomy, trust that they want to learn, and let them become owners of their learning enterprise.”\u003c/p>\n\u003cp>This also means redefining excellence to focus on how well educators support individual pursuits. “Look at what children are interested in or can do, and plan education with that in mind, rather than trying to fix them,” Zhao writes in his book, “Who's Afraid of the Big Bad Dragon: Why China Has the Best (and Worst) Education System in the World.” “Expect everyone to be great, and start educating from that angle, and things can be very different.”\u003c/p>\n\u003cp>\u003cstrong>Whose Standards, and to What End?\u003c/strong>\u003c/p>\n\u003cp>Academic standards—whether part of Common Core or not—are subjective, Zhao says, and don’t account for the fact that children naturally develop at different rates, or that learning is more haphazard than linear. He also doesn’t buy the argument that they benefit disadvantaged children by setting a high bar. “Being able to pass a prescribed test is not a high expectation,” Zhao says. “To become exceptional in an area that you want to pursue—that is a high expectation, and it is about having dreams. By imposing standards, we are not elevating expectations, but perhaps driving down expectations, especially for poor communities. … We are depriving them of the chance to dream.”\u003c/p>\n\u003cp>Even worse, standards can “cause psychological damage to those not judged as good,” Zhao says. This can set off a vicious cycle, creating feelings of low self-efficacy and disengagement that undermine further learning, because “few people want to stick to a place where they are constantly told that they are not good.” A system based on punitive consequences for not meeting expectations can also backfire: If it gets children decoding letters or adding numbers sooner rather than later, but diminishes their interest in reading and leads them to hate math, Zhao asks, “is it worth it?”\u003c/p>\n\u003cp>Last but not least, “standards describe the past, not the future,” and reflect the notion that children must “fit into the world as it is,” he says. “We forget that our children are the creators and owners of the future.”\u003c/p>\n\u003cp>That said, certain types of standards (used with caveats) can be helpful in two ways, Zhao says. They can guide learners, by suggesting a sequence to follow, and describing the knowledge and skills needed in a given field. Such information is dynamic, subjective and personal—those interested in becoming mathematicians might benefit from different math standards than their otherwise inclined peers, for instance. Each individual should therefore be free to decide which standard he or she wants to pursue, whether that means using an established math program such as Singapore math, or the Common Core standards, or developing their own set of standards, Zhao says.\u003c/p>\n\u003cp>The other useful application of standards is broader, but it is for schools rather than learners, Zhao says: Standards can be developed to define the educational opportunities schools should provide to all students.\u003c/p>\n\u003cp>\u003cstrong>Does a Mandated Curriculum Help or Hinder Learning?\u003c/strong>\u003c/p>\n\u003cp>Standards (and their associated tests) often drive the design of a curriculum. Placing a lot of weight on test scores in a few subjects has led to “curriculum narrowing,” especially in schools that are under pressure to boost their aggregate scores or else lose funding or face closure. These are usually schools serving low-income students, meaning that “disadvantaged children experience a much less rich education than their advantaged counterparts,” Zhao says, and are therefore less likely to feel a connection to what they’re learning or to view it as relevant to their lives.\u003c/p>\n\u003cp>But there’s an even deeper problem, he adds: Any set curriculum is counterproductive and also discriminatory, along a dimension that affects people of all incomes and races.\u003c/p>\n\u003cp>It is counterproductive because the notion that following a set curriculum will make students “college and career ready” is misguided, he says. Not only is college acceptance “an artificial goal, as if life ends at college,” but there are many types of colleges and majors, requiring different sets of knowledge and skills. That is even more true of careers, especially in a rapidly changing world in which \u003ca href=\"http://www.economist.com/news/special-report/21621156-first-two-industrial-revolutions-inflicted-plenty-pain-ultimately-benefited\">many professions will soon become obsolete and others have yet to be invented\u003c/a>. “It is very difficult, if not impossible, to predict which course of study will give one a better chance of employment,” Zhao says. “If you want to be ready for a career, you’d better be the one to create that career yourself.” The best preparation for that, he adds, is for students to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/can-schools-cultivate-a-students-ability-to-think-differently/\">develop an entrepreneurial mindset\u003c/a> and chart their own educational paths.\u003c/p>\n\u003cp>The second issue is that schools that are only oriented toward strengthening students in certain academic areas are imposing subjective and narrow definitions of success on all students and effectively discriminating against those whose interests and strengths lie in other areas, such as music, art, sports and crafts, Zhao says.\u003c/p>\n\u003cp>Even the basics—the knowledge that everyone needs in order to function in our society—don’t justify a mandated curriculum, he contends. A broad, flexible curriculum that supports children's individual interests and strengths is more likely to engage them and promote learning, so that truly essential knowledge becomes “difficult to escape—when individuals want to pursue anything, they must learn the basics, so the basics are sought after, instead of imposed.”\u003c/p>\n\u003cp>\u003cstrong>A Different Mindset\u003c/strong>\u003c/p>\n\u003cp>What all this adds up to is a need to “re-imagine education,” Zhao says. His ideal educational environment (detailed \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/can-schools-cultivate-a-students-ability-to-think-differently/\">here\u003c/a>) would combine the essential elements of \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/students-lead-the-learning-experience-at-democratic-schools/\">democratic schools\u003c/a> and certain types of project-based learning programs. This can be accomplished even on modest budgets, he notes; what matters more is mindset.\u003c/p>\n\u003cp>He recommends questioning all basic assumptions. For example: “Is the teacher the only instructor, or can students help? How about using resources beyond the school, like the community or parents?” (A \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/how-neighbors-can-grow-a-community-centered-school-to-teach-kids-and-adults/\">recent article\u003c/a> shows how one school is leveraging such resources.) Technology can also expand access to resources within the wider community.\u003c/p>\n\u003cp>Another thing to bear in mind, Zhao says, is that schools that provide a learning environment that supports individual needs benefit greatly from \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/harnessing-childrens-natural-ways-of-learning/\">harnessing their students’ intrinsic motivation\u003c/a>, because they don’t have to work hard to try to overcome resistance to learning. All human beings are born with the capacity and desire to learn, he says, but their environment can either suppress or encourage that drive. “If people are driven by their own goals, that are meaningful to them, and feel a sense of accomplishment and self efficacy, then they really want to learn.”\u003c/p>\n\u003cp>\u003cem>The second part of this conversation with Yong Zhao about standards is \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/16/how-should-learning-be-assessed/\">available here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39612/standards-why-realizing-the-full-promise-of-education-requires-a-fresh-approach","authors":["4537"],"categories":["mindshift_192"],"tags":["mindshift_1004","mindshift_20763","mindshift_20784","mindshift_1040","mindshift_91"],"featImg":"mindshift_39625","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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You ask the questions. You decide what Bay Curious investigates. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":8},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":11},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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