window.__IS_SSR__=true
window.__INITIAL_STATE__={
"attachmentsReducer": {
"audio_0": {
"type": "attachments",
"id": "audio_0",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background0.jpg"
}
}
},
"audio_1": {
"type": "attachments",
"id": "audio_1",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background1.jpg"
}
}
},
"audio_2": {
"type": "attachments",
"id": "audio_2",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background2.jpg"
}
}
},
"audio_3": {
"type": "attachments",
"id": "audio_3",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background3.jpg"
}
}
},
"audio_4": {
"type": "attachments",
"id": "audio_4",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background4.jpg"
}
}
},
"placeholder": {
"type": "attachments",
"id": "placeholder",
"imgSizes": {
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-768x512.jpg",
"width": 768,
"height": 512,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-lrg": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-med": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"fd-sm": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"xxsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"xsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"small": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"xlarge": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1920x1280.jpg",
"width": 1920,
"height": 1280,
"mimeType": "image/jpeg"
},
"guest-author-32": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 32,
"height": 32,
"mimeType": "image/jpeg"
},
"guest-author-50": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 50,
"height": 50,
"mimeType": "image/jpeg"
},
"guest-author-64": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 64,
"height": 64,
"mimeType": "image/jpeg"
},
"guest-author-96": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 96,
"height": 96,
"mimeType": "image/jpeg"
},
"guest-author-128": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 128,
"height": 128,
"mimeType": "image/jpeg"
},
"detail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 160,
"height": 160,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1.jpg",
"width": 2000,
"height": 1333
}
}
},
"mindshift_33693": {
"type": "attachments",
"id": "mindshift_33693",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "33693",
"found": true
},
"parent": 33687,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/01/122573276-e1391529801556-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/01/122573276-e1391529801556-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/01/122573276-e1391529801556.jpg",
"width": 640,
"height": 360
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/01/122573276-e1391529801556-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/01/122573276-e1391529801556-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/01/122573276-e1391529801556-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/01/122573276-e1391529801556-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/01/122573276-e1391529801556-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1390935659,
"modified": 1390935659,
"caption": null,
"description": "Hands typing on laptop keyboard.",
"title": "122573276",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_33232": {
"type": "attachments",
"id": "mindshift_33232",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "33232",
"found": true
},
"parent": 33230,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/12/taking-test-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/12/taking-test-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/12/taking-test.jpg",
"width": 640,
"height": 360
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/12/taking-test-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/12/taking-test-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/12/taking-test-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/12/taking-test-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1388451304,
"modified": 1388451304,
"caption": null,
"description": null,
"title": "taking-test",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_31230": {
"type": "attachments",
"id": "mindshift_31230",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "31230",
"found": true
},
"parent": 31200,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/09/119610504-e1378746896219-400x188.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 188
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/09/119610504-e1378746896219-320x150.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 150
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/09/119610504-e1378746896219.jpg",
"width": 639,
"height": 300
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/09/119610504-e1378746896219-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/09/119610504-e1378746896219-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/09/119610504-e1378746896219-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/09/119610504-e1378746896219-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/09/119610504-e1378746896219-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1378746704,
"modified": 1378746704,
"caption": null,
"description": "Ideas backgrounds",
"title": "119610504",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_30598": {
"type": "attachments",
"id": "mindshift_30598",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "30598",
"found": true
},
"parent": 30577,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/08/76764392-e1376427868697-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/08/76764392-e1376427868697-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/08/76764392-e1376427868697.jpg",
"width": 639,
"height": 360
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/08/76764392-e1376427868697-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/08/76764392-e1376427868697-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/08/76764392-e1376427868697-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/08/76764392-e1376427868697-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/08/76764392-e1376427868697-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1376427755,
"modified": 1376427755,
"caption": null,
"description": "Students walking in a hallway",
"title": "76764392",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_28904": {
"type": "attachments",
"id": "mindshift_28904",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "28904",
"found": true
},
"parent": 28820,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1.jpg",
"width": 640,
"height": 360
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1369350898,
"modified": 1369350898,
"caption": null,
"description": null,
"title": "497411105_60c65df8ba_z",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_28268": {
"type": "attachments",
"id": "mindshift_28268",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "28268",
"found": true
},
"parent": 28264,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/test-taking-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/test-taking-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/test-taking-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/test-taking.jpg",
"width": 981,
"height": 552
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/test-taking-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/test-taking-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/test-taking-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/test-taking-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/test-taking-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/test-taking-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/test-taking-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1366328476,
"modified": 1366328476,
"caption": null,
"description": null,
"title": "test-taking",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_28166": {
"type": "attachments",
"id": "mindshift_28166",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "28166",
"found": true
},
"parent": 28164,
"imgSizes": {
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/4263290667_6daa7cedd3-320x480.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 480
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/4263290667_6daa7cedd3-333x372.jpg",
"width": 333,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/4263290667_6daa7cedd3.jpg",
"width": 333,
"height": 500
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/4263290667_6daa7cedd3-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/4263290667_6daa7cedd3-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/4263290667_6daa7cedd3-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/4263290667_6daa7cedd3-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/4263290667_6daa7cedd3-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1366047098,
"modified": 1366047098,
"caption": null,
"description": "A stack of thick encyclopedias with black, green or white hardcovers against a bright red background. The books are lit from one side with a blue tint, casting colored shadows below them.",
"title": "Stack of hardcover encyclopedias against red background",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_28109": {
"type": "attachments",
"id": "mindshift_28109",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "28109",
"found": true
},
"parent": 28036,
"imgSizes": {
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/112806574-320x437.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 437
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/112806574-354x372.jpg",
"width": 354,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/112806574.jpg",
"width": 354,
"height": 483
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/112806574-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/112806574-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/112806574-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/112806574-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/112806574-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1365535613,
"modified": 1365535613,
"caption": null,
"description": "Cloud Computing",
"title": "112806574",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_28127": {
"type": "attachments",
"id": "mindshift_28127",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "28127",
"found": true
},
"parent": 28114,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/4998563119_3cc0f30a9b_z-400x266.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 266
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/4998563119_3cc0f30a9b_z-320x213.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 213
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/4998563119_3cc0f30a9b_z-640x372.jpg",
"width": 640,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/4998563119_3cc0f30a9b_z.jpg",
"width": 640,
"height": 426
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/4998563119_3cc0f30a9b_z-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/4998563119_3cc0f30a9b_z-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/4998563119_3cc0f30a9b_z-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/4998563119_3cc0f30a9b_z-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/04/4998563119_3cc0f30a9b_z-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1365553541,
"modified": 1365553541,
"caption": null,
"description": null,
"title": "4998563119_3cc0f30a9b_z",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_27520": {
"type": "attachments",
"id": "mindshift_27520",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "27520",
"found": true
},
"parent": 27512,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/03/SimCityEDU-e1396481592262-400x223.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 223
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/03/SimCityEDU-e1396481592262-320x178.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 178
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/03/SimCityEDU-e1396481592262.jpg",
"width": 640,
"height": 356
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/03/SimCityEDU-e1396481592262-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/03/SimCityEDU-e1396481592262-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/03/SimCityEDU-e1396481592262-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/03/SimCityEDU-e1396481592262-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/03/SimCityEDU-e1396481592262-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1362527111,
"modified": 1362527111,
"caption": null,
"description": null,
"title": "SimCityEDU",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
}
},
"audioPlayerReducer": {
"postId": "stream_live",
"isPaused": true,
"isPlaying": false,
"pfsActive": false,
"pledgeModalIsOpen": true,
"playerDrawerIsOpen": false,
"liveAudioPlayStartedAt": 0,
"liveAudioPlayContext": ""
},
"authorsReducer": {
"byline_mindshift_33687": {
"type": "authors",
"id": "byline_mindshift_33687",
"meta": {
"override": true
},
"slug": "byline_mindshift_33687",
"name": "Eric Westervelt",
"isLoading": false
},
"tbarseghian": {
"type": "authors",
"id": "180",
"meta": {
"index": "authors_1716337520",
"id": "180",
"found": true
},
"name": "Tina Barseghian",
"firstName": "Tina",
"lastName": "Barseghian",
"slug": "tbarseghian",
"email": "tbarseghian@kqed.org",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": null,
"avatar": "https://secure.gravatar.com/avatar/de7e6ced1239b7018fe4d2b61f723c90?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "styleguide",
"roles": [
"contributor"
]
},
{
"site": "news",
"roles": [
"subscriber"
]
},
{
"site": "mindshift",
"roles": [
"subscriber"
]
},
{
"site": "bayareabites",
"roles": [
"subscriber"
]
}
],
"headData": {
"title": "Tina Barseghian | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/de7e6ced1239b7018fe4d2b61f723c90?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/de7e6ced1239b7018fe4d2b61f723c90?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/tbarseghian"
},
"katrinaschwartz": {
"type": "authors",
"id": "234",
"meta": {
"index": "authors_1716337520",
"id": "234",
"found": true
},
"name": "Katrina Schwartz",
"firstName": "Katrina",
"lastName": "Schwartz",
"slug": "katrinaschwartz",
"email": "kschwartz@kqed.org",
"display_author_email": false,
"staff_mastheads": [
"news"
],
"title": "Producer",
"bio": "Katrina Schwartz is a journalist based in San Francisco. She's worked at KPCC public radio in LA and has reported on air and online for KQED since 2010. She covered how teaching and learning is changing for MindShift between 2012 and 2020. She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.",
"avatar": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g",
"twitter": "kschwart",
"bluesky": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "news",
"roles": [
"editor"
]
},
{
"site": "mindshift",
"roles": [
"administrator"
]
},
{
"site": "stateofhealth",
"roles": [
"author"
]
},
{
"site": "science",
"roles": [
"editor"
]
}
],
"headData": {
"title": "Katrina Schwartz | KQED",
"description": "Producer",
"ogImgSrc": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/katrinaschwartz"
},
"mindshift": {
"type": "authors",
"id": "4354",
"meta": {
"index": "authors_1716337520",
"id": "4354",
"found": true
},
"name": "MindShift",
"firstName": "MindShift",
"lastName": null,
"slug": "mindshift",
"email": "tina@barseghian.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": null,
"avatar": "https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "arts",
"roles": [
"author"
]
},
{
"site": "mindshift",
"roles": [
"editor"
]
}
],
"headData": {
"title": "MindShift | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/mindshift"
},
"hollykorbey": {
"type": "authors",
"id": "4445",
"meta": {
"index": "authors_1716337520",
"id": "4445",
"found": true
},
"name": "Holly Korbey",
"firstName": "Holly",
"lastName": "Korbey",
"slug": "hollykorbey",
"email": "holly@hollykorbey.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "Holly Korbey's work on parenting and education has appeared in The New York Times, The Atlantic, Babble, Brain, Child Magazine, and others. She lives in Nashville with her family. Follow her on Twitter: @HKorbey",
"avatar": "https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"contributor"
]
}
],
"headData": {
"title": "Holly Korbey | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/hollykorbey"
}
},
"pagesReducer": {
"mindshift_tag_common-core": {
"type": "terms",
"id": "mindshift_1004",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1004",
"score": 9.889647
},
"featImg": null,
"name": "Common Core State Standards",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Common Core State Standards Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1009,
"slug": "common-core",
"isLoading": false,
"title": "Common Core State Standards",
"pageMeta": {
"site": "mindshift",
"WpPageTemplate": "page-topic-editorial",
"currentPage": 2
},
"blocks": [
{
"blockName": "kqed/post-list",
"attrs": {
"layout": "cardArticle2",
"query": "posts/mindshift?tag=common-core",
"seeMore": false,
"paginated": true,
"page": 2
}
},
{
"blockName": "kqed/ad"
}
]
}
},
"pfsSessionReducer": {},
"postsReducer": {
"stream_live": {
"type": "live",
"id": "stream_live",
"audioUrl": "https://streams.kqed.org/kqedradio",
"title": "Live Stream",
"excerpt": "Live Stream information currently unavailable.",
"link": "/radio",
"featImg": "",
"label": {
"name": "KQED Live",
"link": "/"
}
},
"stream_kqedNewscast": {
"type": "posts",
"id": "stream_kqedNewscast",
"audioUrl": "https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1",
"title": "KQED Newscast",
"featImg": "",
"label": {
"name": "88.5 FM",
"link": "/"
}
},
"mindshift_33687": {
"type": "posts",
"id": "mindshift_33687",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "33687",
"score": null,
"sort": [
1390946423000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1390946423,
"format": "aside",
"disqusTitle": "Unlikely Allies Agree On Common Core Opposition",
"title": "Unlikely Allies Agree On Common Core Opposition",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>There's growing backlash to Common Core, and conservatives and liberals increasingly are voicing similar concerns: that the standards take a one-size-fits-all approach, create a de facto national curriculum, put too much emphasis on standardized tests and undermine teacher autonomy.\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://media.npr.org/chrome/news/nprlogo_138x46.gif\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.npr.org/2014/01/28/267488648/backlash-grows-against-common-core-education-standards\" target=\"_blank\">Backlash Grows Against Common core Education Standards\u003c/a>Supporters of the new education standards adopted by 45 states called the Common Core say those standards will hold American students to much higher expectations and move away from the bubble test culture that critics say too often pushes teachers to focus on test prep.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.npr.org%2F2014%2F01%2F28%2F267488648%2Fbacklash-grows-against-common-core-education-standards\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.npr.org\" target=\"_blank\">Npr\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
"disqusIdentifier": "33687 http://blogs.kqed.org/mindshift/?p=33687",
"disqusUrl": "https://ww2.kqed.org/mindshift/2014/01/28/unlikely-allies-agree-on-objections-to-common-core/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 100,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 5
},
"modified": 1390945918,
"excerpt": "Tea Party conservatives and some liberals agree on key criticisms as the new education standards roll out in 45 states: that they're a one-size-fits-all approach, create a de facto national curriculum, put too much emphasis on standardized tests and undermine teacher autonomy.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Tea Party conservatives and some liberals agree on key criticisms as the new education standards roll out in 45 states: that they're a one-size-fits-all approach, create a de facto national curriculum, put too much emphasis on standardized tests and undermine teacher autonomy.",
"title": "Unlikely Allies Agree On Common Core Opposition | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Unlikely Allies Agree On Common Core Opposition",
"datePublished": "2014-01-28T14:00:23-08:00",
"dateModified": "2014-01-28T13:51:58-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "unlikely-allies-agree-on-objections-to-common-core",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=267488648&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprByline": "Eric Westervelt",
"nprStoryDate": "Tue, 28 Jan 2014 05:00:00 -0500",
"nprLastModifiedDate": "Tue, 28 Jan 2014 12:25:28 -0500",
"nprHtmlLink": "http://www.npr.org/2014/01/28/267488648/backlash-grows-against-common-core-education-standards?ft=3&f=267488648",
"nprAudio": "http://pd.npr.org/anon.npr-mp3/npr/me/2014/01/20140128_me_backlash_grows_against_common_core_education_standards.mp3?orgId=1&topicId=1013&ft=3&f=267488648",
"nprAudioM3u": "http://api.npr.org/m3u/1267488649-77e553.m3u?orgId=1&topicId=1013&ft=3&f=267488648",
"nprStoryId": "267488648",
"nprRetrievedStory": "1",
"nprPubDate": "Tue, 28 Jan 2014 12:25:00 -0500",
"path": "/mindshift/33687/unlikely-allies-agree-on-objections-to-common-core",
"audioUrl": "http://pd.npr.org/anon.npr-mp3/npr/me/2014/01/20140128_me_backlash_grows_against_common_core_education_standards.mp3?orgId=1&topicId=1013&ft=3&f=267488648",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There's growing backlash to Common Core, and conservatives and liberals increasingly are voicing similar concerns: that the standards take a one-size-fits-all approach, create a de facto national curriculum, put too much emphasis on standardized tests and undermine teacher autonomy.\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://media.npr.org/chrome/news/nprlogo_138x46.gif\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.npr.org/2014/01/28/267488648/backlash-grows-against-common-core-education-standards\" target=\"_blank\">Backlash Grows Against Common core Education Standards\u003c/a>Supporters of the new education standards adopted by 45 states called the Common Core say those standards will hold American students to much higher expectations and move away from the bubble test culture that critics say too often pushes teachers to focus on test prep.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.npr.org%2F2014%2F01%2F28%2F267488648%2Fbacklash-grows-against-common-core-education-standards\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.npr.org\" target=\"_blank\">Npr\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \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/33687/unlikely-allies-agree-on-objections-to-common-core",
"authors": [
"byline_mindshift_33687"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_1004"
],
"featImg": "mindshift_33693",
"label": "mindshift"
},
"mindshift_33309": {
"type": "posts",
"id": "mindshift_33309",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "33309",
"score": null,
"sort": [
1389128339000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1389128339,
"format": "aside",
"disqusTitle": "Questioning the Common Core: What Will Be the Lasting Impact?",
"title": "Questioning the Common Core: What Will Be the Lasting Impact?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ciframe src=\"http://video.pbs.org/viralplayer/2365145775\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" width=\"512\" height=\"376\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Lots of interesting fodder for conversation in this PBS Newshour piece, which attempts to put the evolution of the Common Core in context with current changes. Key points raised in the discussion include the role of standardized testing, teachers' apprehension around Common Core assessments, and renewed attention and focus on teacher education programs.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
"disqusIdentifier": "33309 http://blogs.kqed.org/mindshift/?p=33309",
"disqusUrl": "https://ww2.kqed.org/mindshift/2014/01/07/questioning-the-common-core-what-will-be-the-lasting-impact/",
"stats": {
"hasVideo": false,
"hasChartOrMap": true,
"hasAudio": false,
"hasPolis": false,
"wordCount": 57,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [
"http://video.pbs.org/viralplayer/2365145775"
],
"paragraphCount": 4
},
"modified": 1389128339,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": " Lots of interesting fodder for conversation in this PBS Newshour piece, which attempts to put the evolution of the Common Core in context with current changes. Key points raised in the discussion include the role of standardized testing, teachers' apprehension around Common Core assessments, and renewed attention and focus on teacher education programs. ",
"title": "Questioning the Common Core: What Will Be the Lasting Impact? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Questioning the Common Core: What Will Be the Lasting Impact?",
"datePublished": "2014-01-07T12:58:59-08:00",
"dateModified": "2014-01-07T12:58:59-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "questioning-the-common-core-what-will-be-the-lasting-impact",
"status": "publish",
"path": "/mindshift/33309/questioning-the-common-core-what-will-be-the-lasting-impact",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ciframe src=\"http://video.pbs.org/viralplayer/2365145775\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" width=\"512\" height=\"376\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Lots of interesting fodder for conversation in this PBS Newshour piece, which attempts to put the evolution of the Common Core in context with current changes. Key points raised in the discussion include the role of standardized testing, teachers' apprehension around Common Core assessments, and renewed attention and focus on teacher education programs.\u003c/p>\n\u003cp> \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/33309/questioning-the-common-core-what-will-be-the-lasting-impact",
"authors": [
"180"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_1004",
"mindshift_1040"
],
"featImg": "mindshift_33232",
"label": "mindshift"
},
"mindshift_32702": {
"type": "posts",
"id": "mindshift_32702",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "32702",
"score": null,
"sort": [
1386090058000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1386090058,
"format": "aside",
"disqusTitle": "In the Rush to Buy New Tech for Common Core, What Happens to the Big Picture?",
"title": "In the Rush to Buy New Tech for Common Core, What Happens to the Big Picture?",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_32886\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/designmark/6325852715/sizes/z/in/photolist-aCZDC8-ae7LaM-8QFsen-86y37L-dTXmkT-8xRJ9u-9EZJ8n-aPbBkx-dNUQND-8ekfjh-8XEPpP-8vxY7N-dFbcg1-aCCzZE-9usR5i-8ZQin3-aD5VG8-9cg8PU-8bQ1hR-dTiEV1-ebhEnT-8uBTr8-bd87rz-bd86Jx-dyqPkT-9M2QU4-cSeMmh-8LenB3-94sxnz/\">\u003cimg class=\"size-full wp-image-32886\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/6325852715_21c93aecb3_z.jpg\" alt=\"6325852715_21c93aecb3_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/6325852715_21c93aecb3_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/6325852715_21c93aecb3_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/6325852715_21c93aecb3_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Who’s ready for the Common Core? Many schools and districts are re-assessing what they need to do, and how much they will need to spend, to comply with the new standards. A \u003ca href=\"http://pioneerinstitute.org/education/study-estimates-cost-of-transition-to-national-education-standards-at-16-billion/\">recent report\u003c/a> put out by the Pioneer Institute estimates that \"cost of transition\" to the Common Core for school districts will be approximately $16 billion over seven years.\u003c/p>\n\u003cp>One of the biggest expenses appears to be the technology required for Common Core-aligned testing. Both of the approved assessments, the Smarter Balanced Assessment Consortium (SBAC) and the Partnership for Assessment of Readiness of College and Careers (PARCC), are \u003ca href=\"http://en.wikipedia.org/wiki/Computerized_adaptive_testing\">computer-adaptive\u003c/a> and need to be taken on digital devices.\u003c/p>\n\u003cp>Districts \u003ca href=\"http://www.edweek.org/ew/articles/2013/05/03/30testing.h32.html?tkn=PNVFto01Wv%2FyUQV1S5V24FoupcTNKSfvlF9i&cmp=clp-edweek\">are scrambling to figure out\u003c/a> how to improve, update, and add technology so students can actually take the new tests. Murfreesboro public schools in Tennessee, for example, \u003ca href=\"http://www.foxnews.com/us/2013/09/18/tennessee-school-district-spends-52m-on-technology-to-align-with-common-core/\">borrowed $5.2 million\u003c/a> to purchase laptops and iPads to prepare students for the new assessments.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"Many districts have deployed literally thousands of devices and have not adequately considered sustainability, support or refresh of these devices.\"\u003c/aside>\n\u003cp>Steve Carr, CETPA board member and Chief Technology Officer for the Ventura County Department of Education, said that the passage of \u003ca href=\"http://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201320140AB484\">AB 484\u003c/a>, which suspended California’s old tests and funded the implementation of the Smarter Balanced Assessments, has put districts on the fast track to meeting the new requirements. He’s concerned, however, that many districts haven’t provided the infrastructure, connectivity, and management to help support the expansive new testing. “We are facing such a quick proliferation of technology tied with assessment and its infusion into Common Core instruction,” he said. “Many districts have deployed literally thousands of devices and have not adequately considered sustainability, support or refresh of these devices.”\u003c/p>\n\u003cp>In addition to providing adequate wifi and enough computers, Carr worries that many districts may not yet have a big-picture plan -- beginning with how to spend the new money, to how they’re going to give all the tests. “I am concerned that there has not been enough planning, piloting and inclusion of all parties, from curriculum to facilities to technology to personnel, in order to have a fully vetted plan for the use of the monies,” he said. “Another big concern is that SBAC will be able to truly deliver assessments to all of the 618,000 California students in a twelve-week window.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>TRY BEFORE YOU BUY\u003c/strong>\u003c/p>\n\u003cp>A few weeks ago, the Windsor Unified School District in Sonoma County, Calif., sponsored a \"try before you buy\" event for teachers to get their hands on different tech devices, meant to raise awareness for the Smarter Balanced Assessments, according to high school English teacher Catlin Tucker, who also authored \u003cem>Blended Learning for Grades 4-12: Leveraging the Power of Technology to Create a Student-Centered Classroom\u003c/em>. While it’s great to get teachers trying the hardware, she sometimes gets frustrated that the emphasis of buying up new technology with Common Core money is so focused on the test. “Everything in this conversation is being tied to the assessment, I find that so frustrating,” she said. “I wish the focus was on how transformative these devices could be, and how they could meet the Smarter Balanced Assessment.”\u003c/p>\n\u003cp>Tucker currently has no in-class technology for students to use besides her own district-provided, repurposed Mac, so her students bring their own devices, and Tucker, who's a Google-certified teacher, employs her Google training to make the students’ iTouches, iPhones and various tablets and readers seamless learning tools for class. But if the district is going to buy laptops or tablets for classrooms, she wants to be consulted, because Tucker believes there are distinct advantages of some over others.\u003c/p>\n\u003cp>[contextly_sidebar id=\"96594b3b9e2b351cd2065e5e64fda0b0\"]\u003c/p>\n\u003cp>For example, she wonders if district leaders are aware that the Nexus tablet is more compatible (not to mention more affordable) than the iPad with Google Drive and Google Apps, which many teachers already use.\u003c/p>\n\u003cp>Ideally, Tucker said, technology for learning can only be transformative if teachers are willing to embrace it -- and that requires teacher input on what to buy, and high-quality professional development to support teachers in how to use devices. She hopes that administrators will listen to teachers’ needs, like her district is doing with the \"try before you buy,\" initiative and not just focus on assessments.\u003c/p>\n\u003cp>“I think it will be interesting to see what teacher feedback is, compared to what is purchased,” she said.\u003c/p>\n\u003cp>\u003cstrong>MORE THAN TESTING\u003c/strong>\u003c/p>\n\u003cp>When buying digital hardware for a school system, says Andrew Marcinek, technical director for the Groton-Dunstable, Massachusetts, public schools, it’s imperative to consider more than just testing. Shortly after taking the job as lead technologist for the district, Marcinek received a $562,000 windfall from the town council to spend on updating technology for the whole district (Superintendent Anthony Bent said he was unaware of any money coming from the state for Common Core technology upgrades).\u003c/p>\n\u003cp>Marcinek decided to look at the overall needs of the district, both for learning and for upcoming assessments, and make a plan. He began by collecting input from teachers, administrators, and parents: “Every stakeholder gave input, and then I used their information to determine that the Chromebook was the best solution for the primary student machine,” he said. And while the Chromebooks will be used when Massachusetts is slated to pilot PARCC testing in 2014-2015, Marcinek said, “The test is a small fraction of how it’s [updated technology] going to be used. Ninety percent of use is in the classroom.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Everything in this conversation is being tied to the assessment, I find that so frustrating.”\u003c/aside>\n\u003cp>After spending some of the money making sure that every school building was equipped with wifi, Marcinek purchased 600 Samsung Chromebooks as well as 100 iPads for elementary use. When buying technology for an entire district, he said, cost is important, but so is sustainability, and attention to detail. For example, he learned the PARCC assessment can be taken on an iPad, but not without a keyboard attachment, for a total cost of $400, making it double the price of the Chromebook. “So we get two Chromebooks for every iPad,” he said, “Plus, Google management is so much easier for tech administrators to use when you don’t have an influx of cash for one-to-one.” Many of his teachers already used Google Apps and Google Drive, and the single sign-on aspect of using an iPad can make sharing frustrating.\u003c/p>\n\u003cp>But making the transition from paper to computer exams comes with more challenges than whether to buy iPads or Chromebooks. Some teachers are worried that their schools can’t handle the massive change over to the Common Core requirements, considering they haven’t solved current problems with computer-based standardized tests. Nashville high school English teacher Susan Norwood said that, while she is unsure of any new technology coming to her school because of upcoming Common Core assessments, she called the Discovery Education Assessment (DEA) -- the current computer-based standardized tests at her school “a fiasco.”\u003c/p>\n\u003cp>“Students were sitting right next to each other in the library and could easily look at each other's computer screens,” she said. “It was impossible to monitor and keep everyone quiet. There were two classes taking the test at the same time -- close to 80 students. Meanwhile, adults and students were entering the library and having conversations and walking around. It was so noisy, that I doubt I would have passed the test.”\u003c/p>\n\u003cp>The school’s solution to the computer testing dilemma? For the upcoming DEA to be given in a few weeks, Norwood’s classes have been instructed to take the assessment on paper in their classroom. “Then, they will go to the library to put in the answers on computers,” she said. “I hope they copy their answers correctly.”\u003c/p>\n\u003cp>But bringing technology into classrooms is inevitable, and schools will need to catch up. Perhaps getting ready for the Common Core assessments is a way to force schools into the future. \"The reality is that technology has been a part of the curriculum for several years. Schools are already highly invested, and many actually do not have to make large purchases [for Common Core] because they already have the technology,\" said Andrea Bennett, the Executive Director at California Educational Technology Professionals Association.\u003c/p>\n\u003cp>\"I will also add that we need to stop thinking of technology as something new and special when it comes to education. It is an essential part of the learning environment along with electricity and heat and textbooks,\" she said. \"Technology won’t improve learning outcomes. Good teaching will.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Correction\u003c/em>:\u003cem> An earlier version of this post included the wrong total price of the iPad and keyboard. The current version reflects the correct price.\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "32702 http://blogs.kqed.org/mindshift/?p=32702",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/12/03/in-the-rush-to-buy-new-tech-for-common-core-what-happens-to-the-big-picture/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1518,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 23
},
"modified": 1386111743,
"excerpt": "As schools and districts prepare for the Common Core State Standards, the pressure to buy new technology overtakes the need to create a vision and a plan for smart long-term use.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "As schools and districts prepare for the Common Core State Standards, the pressure to buy new technology overtakes the need to create a vision and a plan for smart long-term use.",
"title": "In the Rush to Buy New Tech for Common Core, What Happens to the Big Picture? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "In the Rush to Buy New Tech for Common Core, What Happens to the Big Picture?",
"datePublished": "2013-12-03T09:00:58-08:00",
"dateModified": "2013-12-03T15:02:23-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "in-the-rush-to-buy-new-tech-for-common-core-what-happens-to-the-big-picture",
"status": "publish",
"path": "/mindshift/32702/in-the-rush-to-buy-new-tech-for-common-core-what-happens-to-the-big-picture",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32886\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/designmark/6325852715/sizes/z/in/photolist-aCZDC8-ae7LaM-8QFsen-86y37L-dTXmkT-8xRJ9u-9EZJ8n-aPbBkx-dNUQND-8ekfjh-8XEPpP-8vxY7N-dFbcg1-aCCzZE-9usR5i-8ZQin3-aD5VG8-9cg8PU-8bQ1hR-dTiEV1-ebhEnT-8uBTr8-bd87rz-bd86Jx-dyqPkT-9M2QU4-cSeMmh-8LenB3-94sxnz/\">\u003cimg class=\"size-full wp-image-32886\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/6325852715_21c93aecb3_z.jpg\" alt=\"6325852715_21c93aecb3_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/6325852715_21c93aecb3_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/6325852715_21c93aecb3_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/6325852715_21c93aecb3_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Who’s ready for the Common Core? Many schools and districts are re-assessing what they need to do, and how much they will need to spend, to comply with the new standards. A \u003ca href=\"http://pioneerinstitute.org/education/study-estimates-cost-of-transition-to-national-education-standards-at-16-billion/\">recent report\u003c/a> put out by the Pioneer Institute estimates that \"cost of transition\" to the Common Core for school districts will be approximately $16 billion over seven years.\u003c/p>\n\u003cp>One of the biggest expenses appears to be the technology required for Common Core-aligned testing. Both of the approved assessments, the Smarter Balanced Assessment Consortium (SBAC) and the Partnership for Assessment of Readiness of College and Careers (PARCC), are \u003ca href=\"http://en.wikipedia.org/wiki/Computerized_adaptive_testing\">computer-adaptive\u003c/a> and need to be taken on digital devices.\u003c/p>\n\u003cp>Districts \u003ca href=\"http://www.edweek.org/ew/articles/2013/05/03/30testing.h32.html?tkn=PNVFto01Wv%2FyUQV1S5V24FoupcTNKSfvlF9i&cmp=clp-edweek\">are scrambling to figure out\u003c/a> how to improve, update, and add technology so students can actually take the new tests. Murfreesboro public schools in Tennessee, for example, \u003ca href=\"http://www.foxnews.com/us/2013/09/18/tennessee-school-district-spends-52m-on-technology-to-align-with-common-core/\">borrowed $5.2 million\u003c/a> to purchase laptops and iPads to prepare students for the new assessments.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"Many districts have deployed literally thousands of devices and have not adequately considered sustainability, support or refresh of these devices.\"\u003c/aside>\n\u003cp>Steve Carr, CETPA board member and Chief Technology Officer for the Ventura County Department of Education, said that the passage of \u003ca href=\"http://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201320140AB484\">AB 484\u003c/a>, which suspended California’s old tests and funded the implementation of the Smarter Balanced Assessments, has put districts on the fast track to meeting the new requirements. He’s concerned, however, that many districts haven’t provided the infrastructure, connectivity, and management to help support the expansive new testing. “We are facing such a quick proliferation of technology tied with assessment and its infusion into Common Core instruction,” he said. “Many districts have deployed literally thousands of devices and have not adequately considered sustainability, support or refresh of these devices.”\u003c/p>\n\u003cp>In addition to providing adequate wifi and enough computers, Carr worries that many districts may not yet have a big-picture plan -- beginning with how to spend the new money, to how they’re going to give all the tests. “I am concerned that there has not been enough planning, piloting and inclusion of all parties, from curriculum to facilities to technology to personnel, in order to have a fully vetted plan for the use of the monies,” he said. “Another big concern is that SBAC will be able to truly deliver assessments to all of the 618,000 California students in a twelve-week window.”\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>TRY BEFORE YOU BUY\u003c/strong>\u003c/p>\n\u003cp>A few weeks ago, the Windsor Unified School District in Sonoma County, Calif., sponsored a \"try before you buy\" event for teachers to get their hands on different tech devices, meant to raise awareness for the Smarter Balanced Assessments, according to high school English teacher Catlin Tucker, who also authored \u003cem>Blended Learning for Grades 4-12: Leveraging the Power of Technology to Create a Student-Centered Classroom\u003c/em>. While it’s great to get teachers trying the hardware, she sometimes gets frustrated that the emphasis of buying up new technology with Common Core money is so focused on the test. “Everything in this conversation is being tied to the assessment, I find that so frustrating,” she said. “I wish the focus was on how transformative these devices could be, and how they could meet the Smarter Balanced Assessment.”\u003c/p>\n\u003cp>Tucker currently has no in-class technology for students to use besides her own district-provided, repurposed Mac, so her students bring their own devices, and Tucker, who's a Google-certified teacher, employs her Google training to make the students’ iTouches, iPhones and various tablets and readers seamless learning tools for class. But if the district is going to buy laptops or tablets for classrooms, she wants to be consulted, because Tucker believes there are distinct advantages of some over others.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>For example, she wonders if district leaders are aware that the Nexus tablet is more compatible (not to mention more affordable) than the iPad with Google Drive and Google Apps, which many teachers already use.\u003c/p>\n\u003cp>Ideally, Tucker said, technology for learning can only be transformative if teachers are willing to embrace it -- and that requires teacher input on what to buy, and high-quality professional development to support teachers in how to use devices. She hopes that administrators will listen to teachers’ needs, like her district is doing with the \"try before you buy,\" initiative and not just focus on assessments.\u003c/p>\n\u003cp>“I think it will be interesting to see what teacher feedback is, compared to what is purchased,” she said.\u003c/p>\n\u003cp>\u003cstrong>MORE THAN TESTING\u003c/strong>\u003c/p>\n\u003cp>When buying digital hardware for a school system, says Andrew Marcinek, technical director for the Groton-Dunstable, Massachusetts, public schools, it’s imperative to consider more than just testing. Shortly after taking the job as lead technologist for the district, Marcinek received a $562,000 windfall from the town council to spend on updating technology for the whole district (Superintendent Anthony Bent said he was unaware of any money coming from the state for Common Core technology upgrades).\u003c/p>\n\u003cp>Marcinek decided to look at the overall needs of the district, both for learning and for upcoming assessments, and make a plan. He began by collecting input from teachers, administrators, and parents: “Every stakeholder gave input, and then I used their information to determine that the Chromebook was the best solution for the primary student machine,” he said. And while the Chromebooks will be used when Massachusetts is slated to pilot PARCC testing in 2014-2015, Marcinek said, “The test is a small fraction of how it’s [updated technology] going to be used. Ninety percent of use is in the classroom.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Everything in this conversation is being tied to the assessment, I find that so frustrating.”\u003c/aside>\n\u003cp>After spending some of the money making sure that every school building was equipped with wifi, Marcinek purchased 600 Samsung Chromebooks as well as 100 iPads for elementary use. When buying technology for an entire district, he said, cost is important, but so is sustainability, and attention to detail. For example, he learned the PARCC assessment can be taken on an iPad, but not without a keyboard attachment, for a total cost of $400, making it double the price of the Chromebook. “So we get two Chromebooks for every iPad,” he said, “Plus, Google management is so much easier for tech administrators to use when you don’t have an influx of cash for one-to-one.” Many of his teachers already used Google Apps and Google Drive, and the single sign-on aspect of using an iPad can make sharing frustrating.\u003c/p>\n\u003cp>But making the transition from paper to computer exams comes with more challenges than whether to buy iPads or Chromebooks. Some teachers are worried that their schools can’t handle the massive change over to the Common Core requirements, considering they haven’t solved current problems with computer-based standardized tests. Nashville high school English teacher Susan Norwood said that, while she is unsure of any new technology coming to her school because of upcoming Common Core assessments, she called the Discovery Education Assessment (DEA) -- the current computer-based standardized tests at her school “a fiasco.”\u003c/p>\n\u003cp>“Students were sitting right next to each other in the library and could easily look at each other's computer screens,” she said. “It was impossible to monitor and keep everyone quiet. There were two classes taking the test at the same time -- close to 80 students. Meanwhile, adults and students were entering the library and having conversations and walking around. It was so noisy, that I doubt I would have passed the test.”\u003c/p>\n\u003cp>The school’s solution to the computer testing dilemma? For the upcoming DEA to be given in a few weeks, Norwood’s classes have been instructed to take the assessment on paper in their classroom. “Then, they will go to the library to put in the answers on computers,” she said. “I hope they copy their answers correctly.”\u003c/p>\n\u003cp>But bringing technology into classrooms is inevitable, and schools will need to catch up. Perhaps getting ready for the Common Core assessments is a way to force schools into the future. \"The reality is that technology has been a part of the curriculum for several years. Schools are already highly invested, and many actually do not have to make large purchases [for Common Core] because they already have the technology,\" said Andrea Bennett, the Executive Director at California Educational Technology Professionals Association.\u003c/p>\n\u003cp>\"I will also add that we need to stop thinking of technology as something new and special when it comes to education. It is an essential part of the learning environment along with electricity and heat and textbooks,\" she said. \"Technology won’t improve learning outcomes. Good teaching will.\"\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>Correction\u003c/em>:\u003cem> An earlier version of this post included the wrong total price of the iPad and keyboard. The current version reflects the correct price.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/32702/in-the-rush-to-buy-new-tech-for-common-core-what-happens-to-the-big-picture",
"authors": [
"4445"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_108",
"mindshift_1004",
"mindshift_1040",
"mindshift_65"
],
"label": "mindshift"
},
"mindshift_32583": {
"type": "posts",
"id": "mindshift_32583",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "32583",
"score": null,
"sort": [
1384963211000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1384963211,
"format": "aside",
"disqusTitle": "How Does 'Lord of the Flies' Fit Into Common Core?",
"title": "How Does 'Lord of the Flies' Fit Into Common Core?",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_32748\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32748\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/4409427873_c710b0ecc6_z-e1384822427930.jpg\" alt=\"4409427873_c710b0ecc6_z\" width=\"640\" height=\"315\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/4409427873_c710b0ecc6_z-e1384822427930.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/4409427873_c710b0ecc6_z-e1384822427930-400x197.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/4409427873_c710b0ecc6_z-e1384822427930-320x158.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In a recent \u003ca href=\"http://www.newrepublic.com/article/115393/common-core-standards-make-mockery-novels-complexity\">New Republic essay\u003c/a> on the new Common Core reading standards, University of Iowa English professor Blaine Greteman complained that the Common Core’s method of deciding text complexity -- the \u003ca href=\"http://www.lexile.com/\">Lexile score\u003c/a> -- is making a mockery of learning to read by assigning books a “complexity score” between 0-1600, based \u003ca href=\"http://www.lexile.com/about-lexile/lexile-overview/\">mostly on vocabulary words and sentence length\u003c/a>.\u003c/p>\n\u003cp>Under this new standard of judging a book, said Greteman, \u003cem>Huckleberry Finn\u003c/em> becomes too easy for high schoolers, and Raymond Carver’s \u003cem>Cathedral\u003c/em> scores in about the same range as \u003cem>Curious George Gets a Medal\u003c/em>. “Few would oppose giving teachers better tools to challenge students, but this approach seems badly flawed,” Greteman wrote. “Lexile scoring is the intellectual equivalent of a thermometer: perfect for cooking turkeys, but not for encouraging moral growth.”\u003c/p>\n\u003cp dir=\"ltr\">According to the Common Core English Language Arts Standards website, however, the Lexile isn’t the \u003cem>only\u003c/em> measure of reading difficulty; the standard for measuring text complexity is \u003ca href=\"http://www.corestandards.org/ELA-Literacy/standard-10-range-quality-complexity/measuring-text-complexity-three-factors\">measured in three ways\u003c/a>: the quantitative evaluation (the Lexile score), the quantitative (levels of meaning, structure, and clarity), and “matching reader to text and task” (motivation, knowledge and experiences). In this way, defining text complexity for students is actually a little more complex than just assigning it a score: for example, Toni Morrison’s \u003cem>Beloved\u003c/em> (score: 870L) may fall in the fifth-grade-range for its word choice and syntax, but the subject matter makes it a poor choice for 11-year-olds.\u003c/p>\n\u003cp dir=\"ltr\">\n\u003caside class=\"pullquote alignleft\">\"If you’ve never read archaic text, or language that’s 150 years old, when you get to college, and someone hands you \u003cem>The Faerie Queene\u003c/em>, you’re dead.”\u003c/aside>\n\u003c/p>\n\u003cp dir=\"ltr\">But many \u003ca href=\"http://www.theatlantic.com/education/archive/2013/10/teachers-are-supposed-to-assign-harder-books-but-they-arent-doing-it-yet/280760/\">teachers have yet to begin assigning\u003c/a> harder, Common Core-approved books, and the reasons why are unclear. According to a recent \u003ca href=\"http://www.edexcellence.net/publications/common-core-in-the-schools\">Thomas B. Fordham Institute report\u003c/a>, a survey of teachers shows that, while many are aware of Common Core’s requirement for assigning harder books, few have yet to implement the changes because they are more focused on reading skills. “An astonishing 73 percent of elementary school teachers and 56 percent of middle school teachers place greater emphasis on reading skills than the text,” researchers wrote, “high school teachers are more divided, with roughly equal portions prioritizing either skills or texts.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp dir=\"ltr\">Reading skills do matter, said \u003cem>Teach Like a Champion\u003c/em>’s Doug Lemov, but so do the books teachers choose to read. Lemov said he’s “passionate” about the details of text complexity and selection, and thinks educators and leaders should come together and spend more time building and managing a canon of appropriately complex books for students to read. “The fact that we mostly don’t manage text selection, or provide guidance on or think much about what complexity means, suggests that we don’t think what texts we choose matters all that much, whether we want to admit that to ourselves or not,” he said.\u003c/p>\n\u003cp dir=\"ltr\">Lemov sees the Lexile as part of a necessary step toward getting educators to teach harder texts -- even if the way books are measured is flawed and incomplete. “You know that old saying about accountants?” said Lemov. “They’d rather be exactly wrong than generally right.” Lemov said that measuring books by vocabulary and sentence length doesn’t account for all the ways that texts can be challenging for students, and suggested a more holistic look at how educators and leaders choose and assign books under the new standards - what he calls \u003ca href=\"http://teachlikeachampion.com/blog/on-text-complexity-and-reading-part-1-the-five-plagues-of-the-developing-reader/\">The Five Plagues of the Developing Reader\u003c/a>. His list of textual qualities to consider goes above and beyond vocabulary and sentences, and includes archaic language, non-linear time sequences, unreliable or complex narrators, figurative or symbolic text, and resistant text, which makes the reader work to uncover its meaning.\u003c/p>\n\u003cp>To give an example of the gap between a Lexile score and the Five Plagues approach, Lemov took a few of his favorite middle school books to teach, and plotted them on a graph alongside the target Lexile range according to the \u003ca href=\"http://www.corestandards.org/assets/Appendix_B.pdf\">Common Core exemplar books \u003c/a>for middle school. “The circles represent the Common Core sweet spot,” for each grade, he said.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-32742\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/Screen-Shot-2013-11-18-at-4.11.29-PM-640x445.png\" alt=\"Screen Shot 2013-11-18 at 4.11.29 PM\" width=\"543\" height=\"377\">\u003c/p>\n\u003cp dir=\"ltr\">(\u003cem>Graph above is from Lemov’s forthcoming book, as of yet untitled, along with Erica Woolay and Colleen Driggs.\u003c/em>)\u003c/p>\n\u003cp dir=\"ltr\">“It’s not just that some of our favorite books don’t measure up on the Lexile scale,” Lemov wrote in an accompanying \u003ca href=\"http://teachlikeachampion.com/blog/on-text-complexity-and-reading-part-1-the-five-plagues-of-the-developing-reader/\">blog post\u003c/a>, “but that often those very same books are the ones we think are eminently rigorous. And they sometimes scored lower than ones we think of as less rigorous.”\u003c/p>\n\u003cp dir=\"ltr\">For example, two favorites, \u003cem>Lord of the Flies\u003c/em> (770L) and \u003cem>The Outsiders\u003c/em> (750L), are textual cousins according to Lexile, and both come in lower than the target complexity for grades seven and eight. But Lemov said anyone who has read \u003cem>Lord of the Flies\u003c/em> knows that’s not true. “\u003cem>Lord of the Flies\u003c/em> is hard, and significantly harder [than \u003cem>The Outsiders\u003c/em>], significantly more complex,” said Lemov. “Anyone who has read that book knows how hard it is. It has archaic language, it’s full of allusions to different worlds, they use British English.”\u003c/p>\n\u003cp>Lemov appears to view the Lexile scores for student texts as a small part of a much larger conversation teachers need to be having about the books they teach and why. And he and his team of teacher-researchers encourage educators and school leaders to intentionally manage text selection to ensure they’re maximizing the different kinds of complexity, making sure kids get exposed to all the different ways books can be challenging.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“It’s too important to let it happen by accident,” he said. “Our argument is, you have to systematically expose kids [to different kinds of text]. If you’ve never read archaic text, or language that’s 150 years old, when you get to college, and someone hands you \u003cem>The Faerie Queene\u003c/em>, you’re dead.”\u003c/p>\n\n",
"disqusIdentifier": "32583 http://blogs.kqed.org/mindshift/?p=32583",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/11/20/where-does-lord-of-the-flies-fit-into-common-core/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1038,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 7
},
"modified": 1385140804,
"excerpt": "Many teachers have yet to begin assigning harder, Common Core-approved books. According to a recent Thomas B. Fordham Institute report, a survey of teachers shows that, while many are aware of Common Core’s requirement for assigning harder books, few have yet to implement the changes because they are more focused on reading skills. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Many teachers have yet to begin assigning harder, Common Core-approved books. According to a recent Thomas B. Fordham Institute report, a survey of teachers shows that, while many are aware of Common Core’s requirement for assigning harder books, few have yet to implement the changes because they are more focused on reading skills. ",
"title": "How Does 'Lord of the Flies' Fit Into Common Core? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Does 'Lord of the Flies' Fit Into Common Core?",
"datePublished": "2013-11-20T08:00:11-08:00",
"dateModified": "2013-11-22T09:20:04-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "where-does-lord-of-the-flies-fit-into-common-core",
"status": "publish",
"path": "/mindshift/32583/where-does-lord-of-the-flies-fit-into-common-core",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32748\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32748\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/4409427873_c710b0ecc6_z-e1384822427930.jpg\" alt=\"4409427873_c710b0ecc6_z\" width=\"640\" height=\"315\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/4409427873_c710b0ecc6_z-e1384822427930.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/4409427873_c710b0ecc6_z-e1384822427930-400x197.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/4409427873_c710b0ecc6_z-e1384822427930-320x158.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In a recent \u003ca href=\"http://www.newrepublic.com/article/115393/common-core-standards-make-mockery-novels-complexity\">New Republic essay\u003c/a> on the new Common Core reading standards, University of Iowa English professor Blaine Greteman complained that the Common Core’s method of deciding text complexity -- the \u003ca href=\"http://www.lexile.com/\">Lexile score\u003c/a> -- is making a mockery of learning to read by assigning books a “complexity score” between 0-1600, based \u003ca href=\"http://www.lexile.com/about-lexile/lexile-overview/\">mostly on vocabulary words and sentence length\u003c/a>.\u003c/p>\n\u003cp>Under this new standard of judging a book, said Greteman, \u003cem>Huckleberry Finn\u003c/em> becomes too easy for high schoolers, and Raymond Carver’s \u003cem>Cathedral\u003c/em> scores in about the same range as \u003cem>Curious George Gets a Medal\u003c/em>. “Few would oppose giving teachers better tools to challenge students, but this approach seems badly flawed,” Greteman wrote. “Lexile scoring is the intellectual equivalent of a thermometer: perfect for cooking turkeys, but not for encouraging moral growth.”\u003c/p>\n\u003cp dir=\"ltr\">According to the Common Core English Language Arts Standards website, however, the Lexile isn’t the \u003cem>only\u003c/em> measure of reading difficulty; the standard for measuring text complexity is \u003ca href=\"http://www.corestandards.org/ELA-Literacy/standard-10-range-quality-complexity/measuring-text-complexity-three-factors\">measured in three ways\u003c/a>: the quantitative evaluation (the Lexile score), the quantitative (levels of meaning, structure, and clarity), and “matching reader to text and task” (motivation, knowledge and experiences). In this way, defining text complexity for students is actually a little more complex than just assigning it a score: for example, Toni Morrison’s \u003cem>Beloved\u003c/em> (score: 870L) may fall in the fifth-grade-range for its word choice and syntax, but the subject matter makes it a poor choice for 11-year-olds.\u003c/p>\n\u003cp dir=\"ltr\">\n\u003caside class=\"pullquote alignleft\">\"If you’ve never read archaic text, or language that’s 150 years old, when you get to college, and someone hands you \u003cem>The Faerie Queene\u003c/em>, you’re dead.”\u003c/aside>\n\u003c/p>\n\u003cp dir=\"ltr\">But many \u003ca href=\"http://www.theatlantic.com/education/archive/2013/10/teachers-are-supposed-to-assign-harder-books-but-they-arent-doing-it-yet/280760/\">teachers have yet to begin assigning\u003c/a> harder, Common Core-approved books, and the reasons why are unclear. According to a recent \u003ca href=\"http://www.edexcellence.net/publications/common-core-in-the-schools\">Thomas B. Fordham Institute report\u003c/a>, a survey of teachers shows that, while many are aware of Common Core’s requirement for assigning harder books, few have yet to implement the changes because they are more focused on reading skills. “An astonishing 73 percent of elementary school teachers and 56 percent of middle school teachers place greater emphasis on reading skills than the text,” researchers wrote, “high school teachers are more divided, with roughly equal portions prioritizing either skills or texts.”\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 dir=\"ltr\">Reading skills do matter, said \u003cem>Teach Like a Champion\u003c/em>’s Doug Lemov, but so do the books teachers choose to read. Lemov said he’s “passionate” about the details of text complexity and selection, and thinks educators and leaders should come together and spend more time building and managing a canon of appropriately complex books for students to read. “The fact that we mostly don’t manage text selection, or provide guidance on or think much about what complexity means, suggests that we don’t think what texts we choose matters all that much, whether we want to admit that to ourselves or not,” he said.\u003c/p>\n\u003cp dir=\"ltr\">Lemov sees the Lexile as part of a necessary step toward getting educators to teach harder texts -- even if the way books are measured is flawed and incomplete. “You know that old saying about accountants?” said Lemov. “They’d rather be exactly wrong than generally right.” Lemov said that measuring books by vocabulary and sentence length doesn’t account for all the ways that texts can be challenging for students, and suggested a more holistic look at how educators and leaders choose and assign books under the new standards - what he calls \u003ca href=\"http://teachlikeachampion.com/blog/on-text-complexity-and-reading-part-1-the-five-plagues-of-the-developing-reader/\">The Five Plagues of the Developing Reader\u003c/a>. His list of textual qualities to consider goes above and beyond vocabulary and sentences, and includes archaic language, non-linear time sequences, unreliable or complex narrators, figurative or symbolic text, and resistant text, which makes the reader work to uncover its meaning.\u003c/p>\n\u003cp>To give an example of the gap between a Lexile score and the Five Plagues approach, Lemov took a few of his favorite middle school books to teach, and plotted them on a graph alongside the target Lexile range according to the \u003ca href=\"http://www.corestandards.org/assets/Appendix_B.pdf\">Common Core exemplar books \u003c/a>for middle school. “The circles represent the Common Core sweet spot,” for each grade, he said.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-32742\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/Screen-Shot-2013-11-18-at-4.11.29-PM-640x445.png\" alt=\"Screen Shot 2013-11-18 at 4.11.29 PM\" width=\"543\" height=\"377\">\u003c/p>\n\u003cp dir=\"ltr\">(\u003cem>Graph above is from Lemov’s forthcoming book, as of yet untitled, along with Erica Woolay and Colleen Driggs.\u003c/em>)\u003c/p>\n\u003cp dir=\"ltr\">“It’s not just that some of our favorite books don’t measure up on the Lexile scale,” Lemov wrote in an accompanying \u003ca href=\"http://teachlikeachampion.com/blog/on-text-complexity-and-reading-part-1-the-five-plagues-of-the-developing-reader/\">blog post\u003c/a>, “but that often those very same books are the ones we think are eminently rigorous. And they sometimes scored lower than ones we think of as less rigorous.”\u003c/p>\n\u003cp dir=\"ltr\">For example, two favorites, \u003cem>Lord of the Flies\u003c/em> (770L) and \u003cem>The Outsiders\u003c/em> (750L), are textual cousins according to Lexile, and both come in lower than the target complexity for grades seven and eight. But Lemov said anyone who has read \u003cem>Lord of the Flies\u003c/em> knows that’s not true. “\u003cem>Lord of the Flies\u003c/em> is hard, and significantly harder [than \u003cem>The Outsiders\u003c/em>], significantly more complex,” said Lemov. “Anyone who has read that book knows how hard it is. It has archaic language, it’s full of allusions to different worlds, they use British English.”\u003c/p>\n\u003cp>Lemov appears to view the Lexile scores for student texts as a small part of a much larger conversation teachers need to be having about the books they teach and why. And he and his team of teacher-researchers encourage educators and school leaders to intentionally manage text selection to ensure they’re maximizing the different kinds of complexity, making sure kids get exposed to all the different ways books can be challenging.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“It’s too important to let it happen by accident,” he said. “Our argument is, you have to systematically expose kids [to different kinds of text]. If you’ve never read archaic text, or language that’s 150 years old, when you get to college, and someone hands you \u003cem>The Faerie Queene\u003c/em>, you’re dead.”\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/32583/where-does-lord-of-the-flies-fit-into-common-core",
"authors": [
"4445"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_1004",
"mindshift_20584"
],
"label": "mindshift"
},
"mindshift_31200": {
"type": "posts",
"id": "mindshift_31200",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "31200",
"score": null,
"sort": [
1378747106000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1378747106,
"format": "aside",
"disqusTitle": "How Educators Can Address Parents' Confusion About Common Core ",
"title": "How Educators Can Address Parents' Confusion About Common Core ",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cimg class=\"alignright size-full wp-image-31231\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/questions-e1378747013637.jpg\" alt=\"questions\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/questions-e1378747013637.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/questions-e1378747013637-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/questions-e1378747013637-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Although 45 states and the District of Columbia have adopted the \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a>, a recent \u003ca href=\"http://pdkintl.org/noindex/2013_PDKGallup.pdf\">Gallup/Phi Delta Kappa Poll \u003c/a> revealed that 62 percent of Americans have never heard of Common Core, and 55 percent of public school parents don’t know what it is.\u003c/p>\n\u003cp dir=\"ltr\">\"Almost two of three Americans have never heard of the Common Core State Standards, arguably one of the most important education initiatives in decades, and most of those who say they know about the Common Core neither understand it nor embrace it,\" the Poll summary states.\u003c/p>\n\u003cp>More from the poll: \"Slightly more than one-third of Americans have ever heard of the Common Core; among Americans with children in public schools, fewer than half recognized the Core. The majority of those who said they have heard of the Common Core selected the 'somewhat knowledgeable' option. Among the third who had heard of the Common Core, only four of 10 said the standards can help make education in the United States more competitive globally; a majority said the standards will make the U.S. less competitive or have no effect. Of those Americans who had heard of the Common Core, many said — erroneously — that the standards are based on a blending of state standards, that the federal government is insisting that all states adopt the standards, andthat there is a plan to create standards in all academic areas.\"\u003c/p>\n\u003cp>Some educators aren’t really surprised about the lack of parent knowledge. Retired Indiana public school teacher Barbara Kuykendall said that, although she retired before the Common Core was implemented, she didn’t think parents were aware of the Indiana state standards before Common Core. “None of our parents had any idea what the standards were for each grade,” she said. “The Indiana standards were pretty easy to understand. It wasn't that the parents \u003cem>couldn't\u003c/em> understand them. The state provided booklets for every parent for years and I know they were just thrown away.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp dir=\"ltr\">\n\u003caside class=\"pullquote alignleft\">“Because this issue seems to have become more political than anything, I like to explain it, so parents can know, ‘What does this mean for my child’s education?’ instead of the polarizing topic it has become for some.”\u003c/aside>\n\u003c/p>\n\u003cp dir=\"ltr\">As more schools start implementing Common Core this year, some parents said they didn't know if it was happening in their schools.\u003c/p>\n\u003cp dir=\"ltr\">“I read an article in \u003cem>Parents\u003c/em> magazine last month,” said Nashville mom Jessica Kennedy, responding to our social media query. “Still not clear on the subject other than a lot of controversy over it.” And Michigan parent Laura Baumert said, “Never heard of it.”\u003c/p>\n\u003cp>Other seemed to know more. “I think there are benchmarks the kids are supposed to be hitting by certain points in their school careers. But that's about all I ‘know.’ Which is putting is loosely! People seem to be really upset about it,” said Janie Hesterly Wilkerson of Tennessee.\u003c/p>\n\u003cp>John Webster, a Minnesota parent, even joked about the controversy that has left him confused. “CCSS is a right-wing plot to destroy public education. CCSS is a left-wing plot to nationalize curricula. I can't decide which of these plots is for real -- or if both are!” he wrote.\u003c/p>\n\u003cp>\u003cstrong>SCHOOLS EDUCATE PARENTS\u003c/strong>\u003c/p>\n\u003cp>Whether because of, or in spite of, recent controversy over the Common Core, some schools are helping parents understand the new standards. Susie Masterson, elementary principal of Evansville Christian School in Evansville, Indiana, kept parents informed during the whole adoption process.\u003c/p>\n\u003cp>“We specifically told them [parents] that we were transitioning from Indiana Academic Content Standards to CCSS (now called INCC, Indiana Common Core), and how they would see that in the classroom,” she said. “We gave examples of how expository writing would be used, increased informational text, and then in math, the mathematical practices. For parents, we explained that beyond second grade, student instruction would focus less on memorization or rote facts, and more on accessing information and using it in more authentic activities,projects, and writing.”\u003c/p>\n\u003cp dir=\"ltr\"> Masterson said that overall, she has received about seven emails from parents, asking her to explain the standards or the controversy surrounding them, but she said for the most part their apprehension dissipated when she explained that the school has always been standards-based, and has always participated in state assessments.\u003c/p>\n\u003cfigure id=\"attachment_31219\" class=\"wp-caption alignright\" style=\"max-width: 281px\">\u003cimg class=\"size-full wp-image-31219\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Screen-Shot-2013-09-09-at-9.49.57-AM.png\" alt=\"Gallup\" width=\"281\" height=\"328\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp dir=\"ltr\">Parent involvement is key, she said, for student success. “Because this issue seems to have become more political than anything, I like to explain it, so parents can know, ‘What does this mean for my child’s education?’ instead of the polarizing topic it has become for some.”\u003c/p>\n\u003cp>Fifth-grade teacher Jenny Kavanaugh of St. Louis, Missouri, plans to explain her school’s adoption of the Common Core on Parent Night, and she believes the principal will also address it. “I do plan to discuss it with parents at our back to school night, and I will send home some info on it,” she said. “We are required to post each learning goal addressed in a given week for our students. I plan to include the CCSS goals for the week in my parent newsletter whenever possible.” Like Masterson, Kavanaugh thinks it is important for parents to know what Common Core is -- and what it isn’t. “The CCSS is \u003cem>not\u003c/em> a curriculum. It does not tell you exactly what your lessons will be,” she said. “That may be a useful distinction to make for parents. It is a set of learning goals and standards.”\u003c/p>\n\u003cp>Beth Cocuzza, Director of Math at \u003ca href=\"http://www.achievethecore.org/about-student-achievement-partners/principles-work/\">Student Achievement Partners\u003c/a>, a nonprofit formed by three contributing members of the Common Core, said that, of course, parents want to know what their child is learning, and if they’re showing progress. “Before the Common Core I don’t think many parents knew very much about previous state standards, either. That’s probably because standards don’t teach kids, teachers do,” she said. “These important conversations are informed by the new college and career readiness standards, but the conversation is about the kids.”\u003c/p>\n\u003cp>Cocuzza said if parents are interested in knowing more about the standards from a non-partisan source they can trust, the \u003ca href=\"http://pta.org/parents/content.cfm?ItemNumber=2583\">National PTA\u003c/a> has put together a grade-by-grade breakdown of what students are expected to know.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Cocuzza said parents should want to know how the Common Core will affect educational standards -- and it is their right to know. “Because of the disconnect between K-12 and higher education, the majority of students who earn a diploma today are not actually ready to move on,” she said. “These students spend money on remediation classes in college, which get them no closer to graduating with a degree, and they fail military entrance exams and entrance exams for good careers. So yes, I think parents should want to know, and it is their right to know these facts.”\u003c/p>\n\n",
"disqusIdentifier": "31200 http://blogs.kqed.org/mindshift/?p=31200",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/09/09/how-educators-can-address-parents-confusion-about-common-core/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1203,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 14
},
"modified": 1380162007,
"excerpt": "As more schools start implementing Common Core this year, the majority of public school parents said they didn't know about it, or if it was happening in their schools.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "As more schools start implementing Common Core this year, the majority of public school parents said they didn't know about it, or if it was happening in their schools.",
"title": "How Educators Can Address Parents' Confusion About Common Core | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Educators Can Address Parents' Confusion About Common Core ",
"datePublished": "2013-09-09T10:18:26-07:00",
"dateModified": "2013-09-25T19:20:07-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-educators-can-address-parents-confusion-about-common-core",
"status": "publish",
"path": "/mindshift/31200/how-educators-can-address-parents-confusion-about-common-core",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"alignright size-full wp-image-31231\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/questions-e1378747013637.jpg\" alt=\"questions\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/questions-e1378747013637.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/questions-e1378747013637-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/questions-e1378747013637-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Although 45 states and the District of Columbia have adopted the \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a>, a recent \u003ca href=\"http://pdkintl.org/noindex/2013_PDKGallup.pdf\">Gallup/Phi Delta Kappa Poll \u003c/a> revealed that 62 percent of Americans have never heard of Common Core, and 55 percent of public school parents don’t know what it is.\u003c/p>\n\u003cp dir=\"ltr\">\"Almost two of three Americans have never heard of the Common Core State Standards, arguably one of the most important education initiatives in decades, and most of those who say they know about the Common Core neither understand it nor embrace it,\" the Poll summary states.\u003c/p>\n\u003cp>More from the poll: \"Slightly more than one-third of Americans have ever heard of the Common Core; among Americans with children in public schools, fewer than half recognized the Core. The majority of those who said they have heard of the Common Core selected the 'somewhat knowledgeable' option. Among the third who had heard of the Common Core, only four of 10 said the standards can help make education in the United States more competitive globally; a majority said the standards will make the U.S. less competitive or have no effect. Of those Americans who had heard of the Common Core, many said — erroneously — that the standards are based on a blending of state standards, that the federal government is insisting that all states adopt the standards, andthat there is a plan to create standards in all academic areas.\"\u003c/p>\n\u003cp>Some educators aren’t really surprised about the lack of parent knowledge. Retired Indiana public school teacher Barbara Kuykendall said that, although she retired before the Common Core was implemented, she didn’t think parents were aware of the Indiana state standards before Common Core. “None of our parents had any idea what the standards were for each grade,” she said. “The Indiana standards were pretty easy to understand. It wasn't that the parents \u003cem>couldn't\u003c/em> understand them. The state provided booklets for every parent for years and I know they were just thrown away.”\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 dir=\"ltr\">\n\u003caside class=\"pullquote alignleft\">“Because this issue seems to have become more political than anything, I like to explain it, so parents can know, ‘What does this mean for my child’s education?’ instead of the polarizing topic it has become for some.”\u003c/aside>\n\u003c/p>\n\u003cp dir=\"ltr\">As more schools start implementing Common Core this year, some parents said they didn't know if it was happening in their schools.\u003c/p>\n\u003cp dir=\"ltr\">“I read an article in \u003cem>Parents\u003c/em> magazine last month,” said Nashville mom Jessica Kennedy, responding to our social media query. “Still not clear on the subject other than a lot of controversy over it.” And Michigan parent Laura Baumert said, “Never heard of it.”\u003c/p>\n\u003cp>Other seemed to know more. “I think there are benchmarks the kids are supposed to be hitting by certain points in their school careers. But that's about all I ‘know.’ Which is putting is loosely! People seem to be really upset about it,” said Janie Hesterly Wilkerson of Tennessee.\u003c/p>\n\u003cp>John Webster, a Minnesota parent, even joked about the controversy that has left him confused. “CCSS is a right-wing plot to destroy public education. CCSS is a left-wing plot to nationalize curricula. I can't decide which of these plots is for real -- or if both are!” he wrote.\u003c/p>\n\u003cp>\u003cstrong>SCHOOLS EDUCATE PARENTS\u003c/strong>\u003c/p>\n\u003cp>Whether because of, or in spite of, recent controversy over the Common Core, some schools are helping parents understand the new standards. Susie Masterson, elementary principal of Evansville Christian School in Evansville, Indiana, kept parents informed during the whole adoption process.\u003c/p>\n\u003cp>“We specifically told them [parents] that we were transitioning from Indiana Academic Content Standards to CCSS (now called INCC, Indiana Common Core), and how they would see that in the classroom,” she said. “We gave examples of how expository writing would be used, increased informational text, and then in math, the mathematical practices. For parents, we explained that beyond second grade, student instruction would focus less on memorization or rote facts, and more on accessing information and using it in more authentic activities,projects, and writing.”\u003c/p>\n\u003cp dir=\"ltr\"> Masterson said that overall, she has received about seven emails from parents, asking her to explain the standards or the controversy surrounding them, but she said for the most part their apprehension dissipated when she explained that the school has always been standards-based, and has always participated in state assessments.\u003c/p>\n\u003cfigure id=\"attachment_31219\" class=\"wp-caption alignright\" style=\"max-width: 281px\">\u003cimg class=\"size-full wp-image-31219\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Screen-Shot-2013-09-09-at-9.49.57-AM.png\" alt=\"Gallup\" width=\"281\" height=\"328\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp dir=\"ltr\">Parent involvement is key, she said, for student success. “Because this issue seems to have become more political than anything, I like to explain it, so parents can know, ‘What does this mean for my child’s education?’ instead of the polarizing topic it has become for some.”\u003c/p>\n\u003cp>Fifth-grade teacher Jenny Kavanaugh of St. Louis, Missouri, plans to explain her school’s adoption of the Common Core on Parent Night, and she believes the principal will also address it. “I do plan to discuss it with parents at our back to school night, and I will send home some info on it,” she said. “We are required to post each learning goal addressed in a given week for our students. I plan to include the CCSS goals for the week in my parent newsletter whenever possible.” Like Masterson, Kavanaugh thinks it is important for parents to know what Common Core is -- and what it isn’t. “The CCSS is \u003cem>not\u003c/em> a curriculum. It does not tell you exactly what your lessons will be,” she said. “That may be a useful distinction to make for parents. It is a set of learning goals and standards.”\u003c/p>\n\u003cp>Beth Cocuzza, Director of Math at \u003ca href=\"http://www.achievethecore.org/about-student-achievement-partners/principles-work/\">Student Achievement Partners\u003c/a>, a nonprofit formed by three contributing members of the Common Core, said that, of course, parents want to know what their child is learning, and if they’re showing progress. “Before the Common Core I don’t think many parents knew very much about previous state standards, either. That’s probably because standards don’t teach kids, teachers do,” she said. “These important conversations are informed by the new college and career readiness standards, but the conversation is about the kids.”\u003c/p>\n\u003cp>Cocuzza said if parents are interested in knowing more about the standards from a non-partisan source they can trust, the \u003ca href=\"http://pta.org/parents/content.cfm?ItemNumber=2583\">National PTA\u003c/a> has put together a grade-by-grade breakdown of what students are expected to know.\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>Cocuzza said parents should want to know how the Common Core will affect educational standards -- and it is their right to know. “Because of the disconnect between K-12 and higher education, the majority of students who earn a diploma today are not actually ready to move on,” she said. “These students spend money on remediation classes in college, which get them no closer to graduating with a degree, and they fail military entrance exams and entrance exams for good careers. So yes, I think parents should want to know, and it is their right to know these facts.”\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/31200/how-educators-can-address-parents-confusion-about-common-core",
"authors": [
"4445"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_1004",
"mindshift_1040"
],
"featImg": "mindshift_31230",
"label": "mindshift"
},
"mindshift_30577": {
"type": "posts",
"id": "mindshift_30577",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "30577",
"score": null,
"sort": [
1376428162000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1376428162,
"format": "aside",
"disqusTitle": "Are You Ready for Common Core? Teachers Weigh in",
"title": "Are You Ready for Common Core? Teachers Weigh in",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_30598\" class=\"wp-caption center\" style=\"max-width: 639px\">\u003cimg class=\"size-full wp-image-30598\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/76764392-e1376427868697.jpg\" alt=\"76764392\" width=\"639\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/76764392-e1376427868697.jpg 639w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/76764392-e1376427868697-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/76764392-e1376427868697-320x180.jpg 320w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Amanda Stupi\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">As the Common Core State Standards are rolled out around the country, parents and teachers are starting to piece together how it could change the way things are done in school. So far, 45 states and the District of Columbia have adopted the standards, though \u003ca href=\"http://www.edweek.org/ew/section/multimedia/anti-cc-bill.html\">some states are backing away\u003c/a>.\u003c/p>\n\u003cp>Some educators are looking forward to incorporating the new standards, encouraged by what they consider to be a higher level of rigor, but others believe big questions must be addressed before the standards are adopted. KQED's\u003cem>\u003ca href=\"http://www.kqed.org/radio/programs/forum/\"> Forum\u003c/a> \u003c/em>dove into the subject recently.\u003c/p>\n\u003cp>“I think we’re really moving in the right direction. We’re actually expecting students to think, talk about their thinking and analyze their thinking,\" said one Bay Area elementary school teacher who called in.\u003c/p>\n\u003cp>But she and others believe the heavy focus on assessments is too early at this point in the process.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The problem is, just like everything in education, we’re putting the cart before the horse with assessments,\" she said. \"Instead of spending our time training teachers on how to do this well, we’re spending our time trying to develop ways to measure this way of teaching that we haven’t even been trained how to do and haven’t even been able to pilot yet.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The majority of teachers in my school have not been to a single Common Core training so far.\"\u003c/aside>\n\u003cp>Some teachers argue that testing students (and likely, teacher performance) before educators have been adequately trained on the new system is unfair and that assessing the efficacy of Common Core is taking precedence over training teachers to implement it well.\u003c/p>\n\u003cp>Alice Mercer, a sixth-grade teacher at Bancroft Elementary School in Sacramento, agreed: “My concern is that a lot of this revolving around testing rather than the instruction at this point.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Mercer is also concerned that educators are not being adequately trained on how to implement the new standards.\u003c/p>\n\u003cp>““The majority of [teachers in my school] have not been to a single Common Core training so far,” Mercer said.\u003c/p>\n\u003cp>Though the standards themselves may provide a common set of criteria for students, there's no common training to learn about its implementation, other educators said.\u003c/p>\n\u003cp>“Some of the best and brightest teachers from my school have been putting together Common Core trainings but there’s no manual, there’s no specific program that has been developed learn how to get all of done,” said a history teacher who called in during the show.\u003c/p>\n\u003cp>And when it comes to tech integration, critics believe schools are investing in technologies that will only be used as testing tools, and gloss over their true potential for learning, a common criticism of profit-driven companies overshadowing the need for better learning outcomes.\u003c/p>\n\u003cp>“We do not want all of these iPads and all of this investment in technology that’s going to be happening over the next year, to be turning these devices into glorified test booklets,\" wrote Arun Ramanathan, executive director of the Education Trust-West in a tweet. \"These are powerful instruments that can really also accelerate student learning, especially for students who are behind.\"\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Listen to the show here:\u003cbr>\n\u003cobject width=\"335\" height=\"85\" classid=\"d27cdb6e-ae6d-11cf-96b8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"flashvars\" value=\"file=http://www.kqed.org/radio/archives/R201308010900.xml\">\u003cparam name=\"src\" value=\"http://www.kqed.org/assets/flash/kqedplayer.swf\">\u003cembed width=\"335\" height=\"85\" type=\"application/x-shockwave-flash\" src=\"http://www.kqed.org/assets/flash/kqedplayer.swf\" flashvars=\"file=http://www.kqed.org/radio/archives/R201308010900.xml\">\u003c/embed>\u003c/object>\u003c/p>\n\n",
"disqusIdentifier": "30577 http://blogs.kqed.org/mindshift/?p=30577",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/08/13/are-you-ready-for-common-core-teachers-weigh-in/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 555,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 16
},
"modified": 1377190573,
"excerpt": "Some educators are looking forward to incorporating the new standards, encouraged by what they consider to be a higher level of rigor, but others believe big questions must be addressed before the standards are adopted.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Some educators are looking forward to incorporating the new standards, encouraged by what they consider to be a higher level of rigor, but others believe big questions must be addressed before the standards are adopted.",
"title": "Are You Ready for Common Core? Teachers Weigh in | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Are You Ready for Common Core? Teachers Weigh in",
"datePublished": "2013-08-13T14:09:22-07:00",
"dateModified": "2013-08-22T09:56:13-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "are-you-ready-for-common-core-teachers-weigh-in",
"status": "publish",
"path": "/mindshift/30577/are-you-ready-for-common-core-teachers-weigh-in",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30598\" class=\"wp-caption center\" style=\"max-width: 639px\">\u003cimg class=\"size-full wp-image-30598\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/76764392-e1376427868697.jpg\" alt=\"76764392\" width=\"639\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/76764392-e1376427868697.jpg 639w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/76764392-e1376427868697-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/76764392-e1376427868697-320x180.jpg 320w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Amanda Stupi\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">As the Common Core State Standards are rolled out around the country, parents and teachers are starting to piece together how it could change the way things are done in school. So far, 45 states and the District of Columbia have adopted the standards, though \u003ca href=\"http://www.edweek.org/ew/section/multimedia/anti-cc-bill.html\">some states are backing away\u003c/a>.\u003c/p>\n\u003cp>Some educators are looking forward to incorporating the new standards, encouraged by what they consider to be a higher level of rigor, but others believe big questions must be addressed before the standards are adopted. KQED's\u003cem>\u003ca href=\"http://www.kqed.org/radio/programs/forum/\"> Forum\u003c/a> \u003c/em>dove into the subject recently.\u003c/p>\n\u003cp>“I think we’re really moving in the right direction. We’re actually expecting students to think, talk about their thinking and analyze their thinking,\" said one Bay Area elementary school teacher who called in.\u003c/p>\n\u003cp>But she and others believe the heavy focus on assessments is too early at this point in the process.\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>\"The problem is, just like everything in education, we’re putting the cart before the horse with assessments,\" she said. \"Instead of spending our time training teachers on how to do this well, we’re spending our time trying to develop ways to measure this way of teaching that we haven’t even been trained how to do and haven’t even been able to pilot yet.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The majority of teachers in my school have not been to a single Common Core training so far.\"\u003c/aside>\n\u003cp>Some teachers argue that testing students (and likely, teacher performance) before educators have been adequately trained on the new system is unfair and that assessing the efficacy of Common Core is taking precedence over training teachers to implement it well.\u003c/p>\n\u003cp>Alice Mercer, a sixth-grade teacher at Bancroft Elementary School in Sacramento, agreed: “My concern is that a lot of this revolving around testing rather than the instruction at this point.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Mercer is also concerned that educators are not being adequately trained on how to implement the new standards.\u003c/p>\n\u003cp>““The majority of [teachers in my school] have not been to a single Common Core training so far,” Mercer said.\u003c/p>\n\u003cp>Though the standards themselves may provide a common set of criteria for students, there's no common training to learn about its implementation, other educators said.\u003c/p>\n\u003cp>“Some of the best and brightest teachers from my school have been putting together Common Core trainings but there’s no manual, there’s no specific program that has been developed learn how to get all of done,” said a history teacher who called in during the show.\u003c/p>\n\u003cp>And when it comes to tech integration, critics believe schools are investing in technologies that will only be used as testing tools, and gloss over their true potential for learning, a common criticism of profit-driven companies overshadowing the need for better learning outcomes.\u003c/p>\n\u003cp>“We do not want all of these iPads and all of this investment in technology that’s going to be happening over the next year, to be turning these devices into glorified test booklets,\" wrote Arun Ramanathan, executive director of the Education Trust-West in a tweet. \"These are powerful instruments that can really also accelerate student learning, especially for students who are behind.\"\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Listen to the show here:\u003cbr>\n\u003cobject width=\"335\" height=\"85\" classid=\"d27cdb6e-ae6d-11cf-96b8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"flashvars\" value=\"file=http://www.kqed.org/radio/archives/R201308010900.xml\">\u003cparam name=\"src\" value=\"http://www.kqed.org/assets/flash/kqedplayer.swf\">\u003cembed width=\"335\" height=\"85\" type=\"application/x-shockwave-flash\" src=\"http://www.kqed.org/assets/flash/kqedplayer.swf\" flashvars=\"file=http://www.kqed.org/radio/archives/R201308010900.xml\">\u003c/embed>\u003c/object>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/30577/are-you-ready-for-common-core-teachers-weigh-in",
"authors": [
"4354"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_108",
"mindshift_1004",
"mindshift_1040",
"mindshift_96"
],
"featImg": "mindshift_30598",
"label": "mindshift"
},
"mindshift_28820": {
"type": "posts",
"id": "mindshift_28820",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "28820",
"score": null,
"sort": [
1369058418000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1369058418,
"format": "aside",
"disqusTitle": "Inquiry Learning Vs. Standardized Content: Can They Coexist?",
"title": "Inquiry Learning Vs. Standardized Content: Can They Coexist?",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_28904\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/umjanedoan/497411105/\">\u003cimg class=\"size-full wp-image-28904\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/497411105_60c65df8ba_z1.jpg\" alt=\"497411105_60c65df8ba_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Thom Markham\u003c/h5>\n\u003cp class=\"dropcap\">As Common Core State Standards are incorporated from school to school across the country, educators are discussing their value. It may seem that educators are arguing over whether the CCSS will roll out as a substitute No Child Left Behind curriculum or as an innovative guide to encourage inquiry rather than rote learning. In reality, as time will prove, we’re arguing over whether content standards are still appropriate.\u003c/p>\n\u003cp>Everyday there is less standardization of information, making it nearly impossible to decide what a tenth-grader should know. Beyond the core literacies of reading, writing, computation, and research, the world-wide culture of innovation, discovery, multi-polarity, interdisciplinary thinking, and rapid change depends on the explosive potential of the human mind, not entombed truths from the past. Increasingly, any standards-based curriculum is at odds with the outside world.\u003c/p>\n\u003cp>There is only one resolution to the debate. Sooner or later, inquiry-standards will take precedence over content-based standards. Education’s core task is to prepare young people to generate new ideas, filter them through a net of critical analysis and reflection, and move the ideas through a design process to create a quality product, either as an idea or a material object. Students need information, facts, and specific knowledge for a successful outcome. But that information must be gathered during the process of creation, in a usable, just-in-time format not found in \"subjects.\"\u003c/p>\n\u003cp>If you’re a teacher in tune with the needs of your students, you sense the disconnect between the curriculum and reality. You’d like the freedom to respond more directly to student needs, but standardized information and testing remains a barrier to innovative teaching.\u003c/p>\n\u003cp>So how can you, as a teacher, help move the dialogue forward? First, you can focus on becoming a highly-effective project based learning (PBL) teacher. When done well, PBL is the most effective method education has at the moment to introduce and practice inquiry-based education.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But PBL is the near-term solution. The ultimate destination is to align education with the requirements of a process-based world. This means we need to invent and agree on a set of clearly prescribed methods that promote inquiry, permeate the learning environment, and become as embedded in education as the current content standards. The move to integrate 21\u003csup>st\u003c/sup> century skills into the curriculum is a start. But to really advance the cause, the following ideas will need to take root.\u003c/p>\n\u003cp>\u003cstrong>REDEFINE RIGOR. \u003c/strong>As the Google-age fully blossoms, the fundamental shift is from information to attitude. The instant, ubiquitous availability of knowledge puts enormous responsibility on the individual, as they try to sift through, discern, apply, and share information. This is not a simple cognitive exercise. Success in this environment requires a mix of self-awareness, empathy, and collaborative skills, as well as grit and self-direction. Eventually, the measure of student performance will be the demonstrated ability to use personal strengths to move gracefully through a connected world. We’ve started along this path, by the way. Portfolios measure personal growth and achievement; the best collaboration and teamwork rubrics assess empathy; many PBL teachers have found work ethic rubrics to be a great tool for measuring attitude and productivity.\u003cbr>\n\u003cstrong>BLEND CRITICAL THINKING, SOCIAL-EMOTIONAL LEARNING, AND OTHER VALUABLE SKILLS. \u003c/strong>In the search for better inquiry methods, the gaming industry has much to teach education. A case in point is a recent article by \u003cspan style=\"color: #000000\">\u003ca href=\"http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Our-Brains-Extended.aspx\">\u003cspan style=\"color: #000000\">Mark Prensky,\u003c/span>\u003c/a> a leading games and learning advocate, who suggests reorganizing the curriculum into four areas that blend inquiry and performance. Let's call these the 4 E’s: Effective Accomplishment, including portfolios, content mastery, tests, and assessment; Effective Action, including goal setting, persistence, and work ethic; Effective Relationships, including communication, teamwork, and empathy; and Effective Thinking, including critical thinking, creativity, and content acquisition. There are several advantages to developing this framework, chief of which it recognizes that the foundation for today’s skills is emotional balance and self-awareness, and it integrates valuable skills into the curriculum core, rather than extending their current status as an add on to academic work.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>TEACH INQUIRY SKILLS. \u003c/strong>Creativity, problem-solving, design thinking, and critical analysis are learnable skills that benefit from intentional instruction. The options are many, starting with exercises in creativity and brainstorming, regular use of protocols to practice sharing and giving feedback on divergent ideas; and consistent assessment of the inquiry process using high quality performance rubrics for problem solving, design or creativity. We’ve also made inroads here. The eight Mathematical Practices accompanying the CCSS math sequence is an impressive guide to inquiry skills. But so far it's been difficult to locate a missing link: A performance rubric for students that defines their level of performance on each practice.\u003c/p>\n\u003cp>\u003cstrong>MAKE COHORTS AND TEAMS THE PRACTICE, NOT THE EXCEPTION. \u003c/strong>Probably the most deeply embedded norm of industrial education, originating from the 15\u003csup>th \u003c/sup>century, is the ideal of the individual scholar. The default mode is to aim teaching at a single student, and assess and recognize accomplishments gained through individual performance. But we must shift this\u003cspan style=\"color: #000000\"> towards \u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/5-tools-to-help-students-learn-how-to-learn/\">5 Tools to Help Students Learn How to Learn\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">Creating Classrooms We Need: Ways Into Inquiry Learning\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/10-ways-to-teach-innovation/\">How to Teach Innovation\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cspan style=\"color: #0000ff\">\u003cspan style=\"color: #000000\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/how-to-foster-collaboration-and-team-spirit/\">\u003cspan style=\"color: #000000\">team learning\u003c/span>\u003c/a>. The collaborative world succeeds through interaction and exchange, and it's important to move towards deep, peer-driven learning and performance. A supportive team that meets regularly during the course of a unit will provide feedback and help each student produce a better individual product. In an inquiry-based classroom, this should be standard practice.\u003c/span> \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>SEE THE BALANCE BETWEEN INQUIRY AND CONTENT AS A DYNAMIC. \u003c/strong>This dilemma—<Should I teach content or turn students loose to figure out things on their own?—is at the heart of the debate over teacher preparation for the CCSS. Knowing when to teach directly, or allow for problem solving, is a high art. But that is what inquiry-based education demands. For some content, the best choice is <just teach it. Other topics can’t be taught, but must be learned through discovery, trial and error, or prototyping—all of which require more time. In an inquiry-based world, lesson design allows for fluidity, mini-lessons, and ample time for process. Success relies on whether teachers have the ability—and give themselves permission—to move back and forth between content and process.\u003c/p>\n\u003cp>\u003cstrong>THE CIRCLE OF CONTROL. \u003c/strong>The chief obstacle to an inquiry-based system is us. To give up a content-based curriculum, with its deep traditions, proven techniques for controlling behavior and outcomes, and dominating, standardized regimen, feels like giving a 14-year old the keys to the car and a full tank of gas. It’s scary. The shift into the next, non-industrial phase of schooling is a psychological issue, not just a logistical one. The world that is opening up requires faith that something new, and better, is being born, but in the short term, it can feel like it’s falling apart. But I’ll leave you with two thoughts. First, it’s happening, whether we agree or not. Second, we’ll need good minds to figure it out, meaning more of those young people in your classroom who have been well trained in the art and skill of inquiry.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"color: #333333\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">Thom Markham is a speaker, writer, psychologist, school redesign consultant, and the author of the \u003c/span>\u003c/span>\u003c/span>\u003cspan style=\"color: #0000ff\">\u003cspan style=\"text-decoration: underline\">\u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=sr_1_3?s=books&ie=UTF8&qid=1334257826&sr=1-3\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">Project Based Learning Design and Coaching Guide: Expert tools for inquiry and innovation for K-12 educators\u003c/span>\u003c/span>\u003c/a>\u003c/span>\u003c/span>\u003cspan style=\"color: #333333\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">. To download the tools for inquiry, go to the PBL tools page on \u003c/span>\u003c/span>\u003c/span>\u003cspan style=\"color: #0000ff\">\u003cspan style=\"text-decoration: underline\">\u003ca href=\"http://www.thommarkham.com/\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">www.thommarkham.com\u003c/span>\u003c/span>\u003c/a>\u003c/span>\u003c/span>\u003cspan style=\"color: #333333\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">. \u003c/span>\u003c/span>\u003c/span>\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "28820 http://blogs.kqed.org/mindshift/?p=28820",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/05/20/inquiry-learning-vs-standardized-content-can-they-coexist/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1293,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 14
},
"modified": 1372302666,
"excerpt": "Everyday there is less standardization of information, making it nearly impossible to decide what a student should know. Are sticking to content standards still appropriate?\r\n\r\n",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Everyday there is less standardization of information, making it nearly impossible to decide what a student should know. Are sticking to content standards still appropriate?\r\n\r\n",
"title": "Inquiry Learning Vs. Standardized Content: Can They Coexist? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Inquiry Learning Vs. Standardized Content: Can They Coexist?",
"datePublished": "2013-05-20T07:00:18-07:00",
"dateModified": "2013-06-26T20:11:06-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "inquiry-learning-vs-standardized-content-can-they-coexist",
"status": "publish",
"path": "/mindshift/28820/inquiry-learning-vs-standardized-content-can-they-coexist",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28904\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/umjanedoan/497411105/\">\u003cimg class=\"size-full wp-image-28904\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/497411105_60c65df8ba_z1.jpg\" alt=\"497411105_60c65df8ba_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Thom Markham\u003c/h5>\n\u003cp class=\"dropcap\">As Common Core State Standards are incorporated from school to school across the country, educators are discussing their value. It may seem that educators are arguing over whether the CCSS will roll out as a substitute No Child Left Behind curriculum or as an innovative guide to encourage inquiry rather than rote learning. In reality, as time will prove, we’re arguing over whether content standards are still appropriate.\u003c/p>\n\u003cp>Everyday there is less standardization of information, making it nearly impossible to decide what a tenth-grader should know. Beyond the core literacies of reading, writing, computation, and research, the world-wide culture of innovation, discovery, multi-polarity, interdisciplinary thinking, and rapid change depends on the explosive potential of the human mind, not entombed truths from the past. Increasingly, any standards-based curriculum is at odds with the outside world.\u003c/p>\n\u003cp>There is only one resolution to the debate. Sooner or later, inquiry-standards will take precedence over content-based standards. Education’s core task is to prepare young people to generate new ideas, filter them through a net of critical analysis and reflection, and move the ideas through a design process to create a quality product, either as an idea or a material object. Students need information, facts, and specific knowledge for a successful outcome. But that information must be gathered during the process of creation, in a usable, just-in-time format not found in \"subjects.\"\u003c/p>\n\u003cp>If you’re a teacher in tune with the needs of your students, you sense the disconnect between the curriculum and reality. You’d like the freedom to respond more directly to student needs, but standardized information and testing remains a barrier to innovative teaching.\u003c/p>\n\u003cp>So how can you, as a teacher, help move the dialogue forward? First, you can focus on becoming a highly-effective project based learning (PBL) teacher. When done well, PBL is the most effective method education has at the moment to introduce and practice inquiry-based education.\u003c!--more-->\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>But PBL is the near-term solution. The ultimate destination is to align education with the requirements of a process-based world. This means we need to invent and agree on a set of clearly prescribed methods that promote inquiry, permeate the learning environment, and become as embedded in education as the current content standards. The move to integrate 21\u003csup>st\u003c/sup> century skills into the curriculum is a start. But to really advance the cause, the following ideas will need to take root.\u003c/p>\n\u003cp>\u003cstrong>REDEFINE RIGOR. \u003c/strong>As the Google-age fully blossoms, the fundamental shift is from information to attitude. The instant, ubiquitous availability of knowledge puts enormous responsibility on the individual, as they try to sift through, discern, apply, and share information. This is not a simple cognitive exercise. Success in this environment requires a mix of self-awareness, empathy, and collaborative skills, as well as grit and self-direction. Eventually, the measure of student performance will be the demonstrated ability to use personal strengths to move gracefully through a connected world. We’ve started along this path, by the way. Portfolios measure personal growth and achievement; the best collaboration and teamwork rubrics assess empathy; many PBL teachers have found work ethic rubrics to be a great tool for measuring attitude and productivity.\u003cbr>\n\u003cstrong>BLEND CRITICAL THINKING, SOCIAL-EMOTIONAL LEARNING, AND OTHER VALUABLE SKILLS. \u003c/strong>In the search for better inquiry methods, the gaming industry has much to teach education. A case in point is a recent article by \u003cspan style=\"color: #000000\">\u003ca href=\"http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Our-Brains-Extended.aspx\">\u003cspan style=\"color: #000000\">Mark Prensky,\u003c/span>\u003c/a> a leading games and learning advocate, who suggests reorganizing the curriculum into four areas that blend inquiry and performance. Let's call these the 4 E’s: Effective Accomplishment, including portfolios, content mastery, tests, and assessment; Effective Action, including goal setting, persistence, and work ethic; Effective Relationships, including communication, teamwork, and empathy; and Effective Thinking, including critical thinking, creativity, and content acquisition. There are several advantages to developing this framework, chief of which it recognizes that the foundation for today’s skills is emotional balance and self-awareness, and it integrates valuable skills into the curriculum core, rather than extending their current status as an add on to academic work.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>TEACH INQUIRY SKILLS. \u003c/strong>Creativity, problem-solving, design thinking, and critical analysis are learnable skills that benefit from intentional instruction. The options are many, starting with exercises in creativity and brainstorming, regular use of protocols to practice sharing and giving feedback on divergent ideas; and consistent assessment of the inquiry process using high quality performance rubrics for problem solving, design or creativity. We’ve also made inroads here. The eight Mathematical Practices accompanying the CCSS math sequence is an impressive guide to inquiry skills. But so far it's been difficult to locate a missing link: A performance rubric for students that defines their level of performance on each practice.\u003c/p>\n\u003cp>\u003cstrong>MAKE COHORTS AND TEAMS THE PRACTICE, NOT THE EXCEPTION. \u003c/strong>Probably the most deeply embedded norm of industrial education, originating from the 15\u003csup>th \u003c/sup>century, is the ideal of the individual scholar. The default mode is to aim teaching at a single student, and assess and recognize accomplishments gained through individual performance. But we must shift this\u003cspan style=\"color: #000000\"> towards \u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/5-tools-to-help-students-learn-how-to-learn/\">5 Tools to Help Students Learn How to Learn\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">Creating Classrooms We Need: Ways Into Inquiry Learning\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/10-ways-to-teach-innovation/\">How to Teach Innovation\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cspan style=\"color: #0000ff\">\u003cspan style=\"color: #000000\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/how-to-foster-collaboration-and-team-spirit/\">\u003cspan style=\"color: #000000\">team learning\u003c/span>\u003c/a>. The collaborative world succeeds through interaction and exchange, and it's important to move towards deep, peer-driven learning and performance. A supportive team that meets regularly during the course of a unit will provide feedback and help each student produce a better individual product. In an inquiry-based classroom, this should be standard practice.\u003c/span> \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>SEE THE BALANCE BETWEEN INQUIRY AND CONTENT AS A DYNAMIC. \u003c/strong>This dilemma—<Should I teach content or turn students loose to figure out things on their own?—is at the heart of the debate over teacher preparation for the CCSS. Knowing when to teach directly, or allow for problem solving, is a high art. But that is what inquiry-based education demands. For some content, the best choice is <just teach it. Other topics can’t be taught, but must be learned through discovery, trial and error, or prototyping—all of which require more time. In an inquiry-based world, lesson design allows for fluidity, mini-lessons, and ample time for process. Success relies on whether teachers have the ability—and give themselves permission—to move back and forth between content and process.\u003c/p>\n\u003cp>\u003cstrong>THE CIRCLE OF CONTROL. \u003c/strong>The chief obstacle to an inquiry-based system is us. To give up a content-based curriculum, with its deep traditions, proven techniques for controlling behavior and outcomes, and dominating, standardized regimen, feels like giving a 14-year old the keys to the car and a full tank of gas. It’s scary. The shift into the next, non-industrial phase of schooling is a psychological issue, not just a logistical one. The world that is opening up requires faith that something new, and better, is being born, but in the short term, it can feel like it’s falling apart. But I’ll leave you with two thoughts. First, it’s happening, whether we agree or not. Second, we’ll need good minds to figure it out, meaning more of those young people in your classroom who have been well trained in the art and skill of inquiry.\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>\u003cspan style=\"color: #333333\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">Thom Markham is a speaker, writer, psychologist, school redesign consultant, and the author of the \u003c/span>\u003c/span>\u003c/span>\u003cspan style=\"color: #0000ff\">\u003cspan style=\"text-decoration: underline\">\u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=sr_1_3?s=books&ie=UTF8&qid=1334257826&sr=1-3\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">Project Based Learning Design and Coaching Guide: Expert tools for inquiry and innovation for K-12 educators\u003c/span>\u003c/span>\u003c/a>\u003c/span>\u003c/span>\u003cspan style=\"color: #333333\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">. To download the tools for inquiry, go to the PBL tools page on \u003c/span>\u003c/span>\u003c/span>\u003cspan style=\"color: #0000ff\">\u003cspan style=\"text-decoration: underline\">\u003ca href=\"http://www.thommarkham.com/\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">www.thommarkham.com\u003c/span>\u003c/span>\u003c/a>\u003c/span>\u003c/span>\u003cspan style=\"color: #333333\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">. \u003c/span>\u003c/span>\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/28820/inquiry-learning-vs-standardized-content-can-they-coexist",
"authors": [
"4354"
],
"categories": [
"mindshift_20524",
"mindshift_193"
],
"tags": [
"mindshift_1004",
"mindshift_797",
"mindshift_256"
],
"featImg": "mindshift_28904",
"label": "mindshift"
},
"mindshift_28264": {
"type": "posts",
"id": "mindshift_28264",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "28264",
"score": null,
"sort": [
1366388919000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1366388919,
"format": "aside",
"disqusTitle": "In an Era of Global Competition, What Exactly Are We Testing For?",
"title": "In an Era of Global Competition, What Exactly Are We Testing For?",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_28268\" class=\"module image center mceTemp\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/rzganoza/4186516481/\">\u003cimg class=\"size-large wp-image-28268\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/test-taking-620x348.jpg\" alt=\"test-taking\" width=\"620\" height=\"348\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Renato Ganoza/Flickr\u003c/p>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003cp class=\"dropcap-serif\">In this era of global competition, test scores are used as the primary benchmark to call out which countries will produce \"successful\" students. Knowing that American students are competing against a global pool of the best and brightest has led education leaders to focus more on how they score on international tests compared to students from other countries.\u003c/p>\n\u003cp>But high test scores don't provide a complete picture of students' success, according to \u003ca href=\"http://zhaolearning.com/\">Yong Zhao\u003c/a>, world-renown author, scholar, and professor of education at University of Oregon.\u003c/p>\n\u003cp>“Countries that score highly, have students with lower confidence,” Zhao said in his keynote address to educators gathered online for the \u003ca href=\"http://admin20.org/page/summit\">2013 Leadership Summit\u003c/a>.\u003c/p>\n\u003cp>That seems counter-intuitive, and Zhao isn’t claiming a causal connection -- he questions whether focusing on test scores might inadvertently lower confidence. Zhao has analyzed data from the \u003ca href=\"http://nces.ed.gov/Timss/\">Trends in International Mathematics and Science Study\u003c/a> (TIMSS) and discovered a negative correlation between high math scores and confidence.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Countries that score highly, have students with lower confidence.”\u003c/strong>\u003c/aside>\n\u003cp>Similarly, in his analysis of the \u003ca href=\"http://www.oecd.org/pisa/\">Program for International Student Assessment\u003c/a> (PISA), a test that analyzes how countries score in reading, math and science, Zhao found a negative correlation between attitude and attainment. In other words, the countries with lower scores had students who reported higher interest in the subjects. Zhao analyzed media stories from high scoring countries like Korea and Japan, where students don’t show enough confidence or enthusiasm for subjects in which they excel.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>He found the same results when he looked at students’ belief in their entrepreneurial capacity, their ability to start businesses or be self-starters. “Everybody is trying to perfect this system and make \u003c!--more-->a good bet about the knowledge and skills that our children might need,” he said. “All of this says that the measures we use to measure education outcomes, to view them as the best education systems in terms of test scores, do not result in the same kinds of things we might value otherwise -- entrepreneurial capabilities, confidence, enjoyment.”\u003c/p>\n\u003cp>\u003cstrong>TESTING FOR THE WRONG QUALITIES\u003c/strong>\u003c/p>\n\u003cp>Zhao's findings have led him to question the value of the tests altogether. If the stated goal is to get kids ready for careers, and careers demand confidence, creativity, and an entrepreneurial attitude, then why focus on test scores that seem to produce the opposite effect?\u003c/p>\n\u003cp>“A lot of times teachers have been asked to improve our schools, to make our schools more effective, but the question I’m raising is, effective at what?” Zhao said. “Some reading programs could improve your students' reading scores, but cause your students to hate education.” He’s concerned that national initiatives like the Common Core State Standards could have unintended consequences.\u003c/p>\n\u003cp>In Zhao’s view, most education systems start out by defining the outcomes. They make a bet about which skills will be important and promise that if students master those skills, they will succeed. Zhao sees this as a flawed approach because it forces everyone into a homogenous group, a bit like making sausage out of all different kinds of meat. Defining outcomes allows systems to measure results, but it stamps out individuality.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“The new education needs to start with the child. Not with the prescribed content.”\u003c/strong>\u003c/aside>\n\u003cp>Countries that score well on international exams, like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/my-teacher-is-an-avatar/\">Korea\u003c/a>, have clearly defined outcomes, narrow curricula, and dictatorial systems with clear ranking and sorting systems. Students know exactly how they stack up in that system.\u003c/p>\n\u003cp>“Everybody is reminded everyday that they have to master the skills,” Zhao said. “But in the process you have people who are either kicked out of the system or put down into a different school and they will lose confidence.” By valuing what’s prescribed and assessed, the system creates a uniform group with little confidence in the individual’s unique contributions.\u003c/p>\n\u003cp>Zhao pointed to the tremendous amount of local control in the U.S. educational system as both its savior and a contributing factor to its lower test scores. It allows for different types of schools and for students to demonstrate that they can be good at different things. There are arts schools, engineering schools and schools focused on bi-lingual education. That kind of choice allows students the chance to find what they are good at. The U.S. system also gives learners many second chances to keep learning and find their strengths.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/some-ask-whats-the-value-of-common-core-state-standards/\">Some Ask: What's the Value of Common Core State Standards?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“The new education needs to start with the child. Not with the prescribed content,” Zhao said. “We start with individual differences; we start with their cultural strengths.” Beginning with the individual and building upwards from there allows each person to become uniquely great at something. And when students are passionate about anything, they can then be creative and entrepreneurial. For Zhao, the new model has to be about creating a new middle class based on creativity.\u003c/p>\n\u003cp>To do that, he suggests giving students more autonomy over their learning and emphasizing the importance of making authentic products that solve problems. He also emphasizes a global learning community that can collaborate to fill the gaps that each country, school or teacher experiences.\u003c/p>\n\u003cp>\u003cstrong>ZHAO'S INITIATIVES\u003c/strong>\u003c/p>\n\u003cp>Zhao is actively trying to create the learning experiences he has written and lectured about. He’s started an online education community called \u003ca href=\"https://www.obaworld.net/welcome/\">ObaWorld\u003c/a>, which costs $1 per student per year and is a closed, private site. It’s a cloud-based learning platform, like \u003ca href=\"https://moodle.org/\">Moodle\u003c/a>, and includes similar features like the ability to make and evaluate portfolios. But Zhao is most excited that he’s recruiting students and teachers from all over the world to participate. So a teacher can create a tool or course and put it on ObaWorld to help an educator on the other side of the country.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>His other big push is to create more entrepreneurial school leaders through the \u003ca href=\"https://education.uoregon.edu/educational-leadership-ma-ms-med/admissions\">Global Education Leadership Master’s program\u003c/a>, which is based online and accredited through University of Oregon. Students will have to create a product that will improve education and will be encouraged to think about schools as entrepreneurial global enterprises.\u003c/p>\n\n",
"disqusIdentifier": "28264 http://blogs.kqed.org/mindshift/?p=28264",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/04/19/in-an-era-of-global-competition-what-exactly-are-we-testing-for/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1059,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 19
},
"modified": 1366391791,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Renato Ganoza/Flickr In this era of global competition, test scores are used as the primary benchmark to call out which countries will produce "successful" students. Knowing that American students are competing against a global pool of the best and brightest has led education leaders to focus more on how they score on international tests",
"title": "In an Era of Global Competition, What Exactly Are We Testing For? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "In an Era of Global Competition, What Exactly Are We Testing For?",
"datePublished": "2013-04-19T09:28:39-07:00",
"dateModified": "2013-04-19T10:16:31-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "in-an-era-of-global-competition-what-exactly-are-we-testing-for",
"status": "publish",
"path": "/mindshift/28264/in-an-era-of-global-competition-what-exactly-are-we-testing-for",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_28268\" class=\"module image center mceTemp\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/rzganoza/4186516481/\">\u003cimg class=\"size-large wp-image-28268\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/test-taking-620x348.jpg\" alt=\"test-taking\" width=\"620\" height=\"348\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Renato Ganoza/Flickr\u003c/p>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003cp class=\"dropcap-serif\">In this era of global competition, test scores are used as the primary benchmark to call out which countries will produce \"successful\" students. Knowing that American students are competing against a global pool of the best and brightest has led education leaders to focus more on how they score on international tests compared to students from other countries.\u003c/p>\n\u003cp>But high test scores don't provide a complete picture of students' success, according to \u003ca href=\"http://zhaolearning.com/\">Yong Zhao\u003c/a>, world-renown author, scholar, and professor of education at University of Oregon.\u003c/p>\n\u003cp>“Countries that score highly, have students with lower confidence,” Zhao said in his keynote address to educators gathered online for the \u003ca href=\"http://admin20.org/page/summit\">2013 Leadership Summit\u003c/a>.\u003c/p>\n\u003cp>That seems counter-intuitive, and Zhao isn’t claiming a causal connection -- he questions whether focusing on test scores might inadvertently lower confidence. Zhao has analyzed data from the \u003ca href=\"http://nces.ed.gov/Timss/\">Trends in International Mathematics and Science Study\u003c/a> (TIMSS) and discovered a negative correlation between high math scores and confidence.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Countries that score highly, have students with lower confidence.”\u003c/strong>\u003c/aside>\n\u003cp>Similarly, in his analysis of the \u003ca href=\"http://www.oecd.org/pisa/\">Program for International Student Assessment\u003c/a> (PISA), a test that analyzes how countries score in reading, math and science, Zhao found a negative correlation between attitude and attainment. In other words, the countries with lower scores had students who reported higher interest in the subjects. Zhao analyzed media stories from high scoring countries like Korea and Japan, where students don’t show enough confidence or enthusiasm for subjects in which they excel.\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>He found the same results when he looked at students’ belief in their entrepreneurial capacity, their ability to start businesses or be self-starters. “Everybody is trying to perfect this system and make \u003c!--more-->a good bet about the knowledge and skills that our children might need,” he said. “All of this says that the measures we use to measure education outcomes, to view them as the best education systems in terms of test scores, do not result in the same kinds of things we might value otherwise -- entrepreneurial capabilities, confidence, enjoyment.”\u003c/p>\n\u003cp>\u003cstrong>TESTING FOR THE WRONG QUALITIES\u003c/strong>\u003c/p>\n\u003cp>Zhao's findings have led him to question the value of the tests altogether. If the stated goal is to get kids ready for careers, and careers demand confidence, creativity, and an entrepreneurial attitude, then why focus on test scores that seem to produce the opposite effect?\u003c/p>\n\u003cp>“A lot of times teachers have been asked to improve our schools, to make our schools more effective, but the question I’m raising is, effective at what?” Zhao said. “Some reading programs could improve your students' reading scores, but cause your students to hate education.” He’s concerned that national initiatives like the Common Core State Standards could have unintended consequences.\u003c/p>\n\u003cp>In Zhao’s view, most education systems start out by defining the outcomes. They make a bet about which skills will be important and promise that if students master those skills, they will succeed. Zhao sees this as a flawed approach because it forces everyone into a homogenous group, a bit like making sausage out of all different kinds of meat. Defining outcomes allows systems to measure results, but it stamps out individuality.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“The new education needs to start with the child. Not with the prescribed content.”\u003c/strong>\u003c/aside>\n\u003cp>Countries that score well on international exams, like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/my-teacher-is-an-avatar/\">Korea\u003c/a>, have clearly defined outcomes, narrow curricula, and dictatorial systems with clear ranking and sorting systems. Students know exactly how they stack up in that system.\u003c/p>\n\u003cp>“Everybody is reminded everyday that they have to master the skills,” Zhao said. “But in the process you have people who are either kicked out of the system or put down into a different school and they will lose confidence.” By valuing what’s prescribed and assessed, the system creates a uniform group with little confidence in the individual’s unique contributions.\u003c/p>\n\u003cp>Zhao pointed to the tremendous amount of local control in the U.S. educational system as both its savior and a contributing factor to its lower test scores. It allows for different types of schools and for students to demonstrate that they can be good at different things. There are arts schools, engineering schools and schools focused on bi-lingual education. That kind of choice allows students the chance to find what they are good at. The U.S. system also gives learners many second chances to keep learning and find their strengths.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/some-ask-whats-the-value-of-common-core-state-standards/\">Some Ask: What's the Value of Common Core State Standards?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“The new education needs to start with the child. Not with the prescribed content,” Zhao said. “We start with individual differences; we start with their cultural strengths.” Beginning with the individual and building upwards from there allows each person to become uniquely great at something. And when students are passionate about anything, they can then be creative and entrepreneurial. For Zhao, the new model has to be about creating a new middle class based on creativity.\u003c/p>\n\u003cp>To do that, he suggests giving students more autonomy over their learning and emphasizing the importance of making authentic products that solve problems. He also emphasizes a global learning community that can collaborate to fill the gaps that each country, school or teacher experiences.\u003c/p>\n\u003cp>\u003cstrong>ZHAO'S INITIATIVES\u003c/strong>\u003c/p>\n\u003cp>Zhao is actively trying to create the learning experiences he has written and lectured about. He’s started an online education community called \u003ca href=\"https://www.obaworld.net/welcome/\">ObaWorld\u003c/a>, which costs $1 per student per year and is a closed, private site. It’s a cloud-based learning platform, like \u003ca href=\"https://moodle.org/\">Moodle\u003c/a>, and includes similar features like the ability to make and evaluate portfolios. But Zhao is most excited that he’s recruiting students and teachers from all over the world to participate. So a teacher can create a tool or course and put it on ObaWorld to help an educator on the other side of the country.\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>His other big push is to create more entrepreneurial school leaders through the \u003ca href=\"https://education.uoregon.edu/educational-leadership-ma-ms-med/admissions\">Global Education Leadership Master’s program\u003c/a>, which is based online and accredited through University of Oregon. Students will have to create a product that will improve education and will be encouraged to think about schools as entrepreneurial global enterprises.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/28264/in-an-era-of-global-competition-what-exactly-are-we-testing-for",
"authors": [
"234"
],
"categories": [
"mindshift_192",
"mindshift_194",
"mindshift_193"
],
"tags": [
"mindshift_108",
"mindshift_121",
"mindshift_1004",
"mindshift_85",
"mindshift_421",
"mindshift_1029"
],
"featImg": "mindshift_28268",
"label": "mindshift"
},
"mindshift_28164": {
"type": "posts",
"id": "mindshift_28164",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "28164",
"score": null,
"sort": [
1366047352000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1366047352,
"format": "aside",
"disqusTitle": "Some Ask: What's the Value of Common Core State Standards?",
"title": "Some Ask: What's the Value of Common Core State Standards?",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_28166\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-28166\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/4263290667_6daa7cedd3-300x450.jpg\" alt=\"Stack of hardcover encyclopedias against red background\" width=\"300\" height=\"450\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://www.npr.org/2013/04/14/177175296/core-curriculum-puts-education-experts-at-odds\">By Claudio Sanchez\u003c/a>, NPR\u003c/h5>\n\u003cp>At 2 p.m., it's crunchtime for students who write for the \u003ca href=\"http://smeharbinger.net/\">Harbinger Online\u003c/a>\u003cem>,\u003c/em> the award-winning, student news site at Shawnee Mission East High just outside Kansas City, Kan. They've been investigating an initiative to develop common curriculum and test guidelines for states.\u003c/p>\n\u003cp>The young reporters have pored over countless documents about the \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a> and talked to Kansas state legislators who pushed for their adoption, trying to understand why they're necessary.\u003c/p>\n\u003cp>\"I think it's because we've known for years that there's something wrong with our education system; that there's better ways to be doing what we're doing,\" says Duncan MacLachlan, the 17-year-old co-editor of the site.\u003c/p>\n\u003cp>Although, that's not readily apparent at his school. After all, 98 percent of Shawnee Mission East High graduates go on to college. But experts say high-achieving schools like this one are the exception, not the rule. Most students finish school \u003ca href=\"http://www.npr.org/2013/04/08/176570802/even-highly-motivated-students-arent-ready-for-college\">without the knowledge and skills\u003c/a> necessary to succeed in college or the workplace.\u003c/p>\n\u003cp>The Common Core is an attempt to get all states to adopt the same, rigorous standards, beginning with English and math. But MacLachlan says its impact on learning in the classroom is unclear.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Our coverage of that has been sparse because we don't know,\" he says.\u003c/p>\n\u003ch4>\u003cstrong>Developing The Standards\u003c/strong>\u003c/h4>\n\u003cp>David Coleman is considered to be the architect of the Common Core Standards.\u003c/p>\n\u003cp>\"The most important thing to know is that it was actually teachers who had the most important\u003c/p>\n\u003cp>voice in the development of the Common Core standards,\" he says.\u003c!--more-->\u003c/p>\n\u003cp>He started working on the standards years ago, as one of the founders of the private consulting group Student Achievement Partners. Today, he's president of the College Board, which administers the SAT. Coleman credits 45 governors thus far for putting their political differences aside and moving to adopt Common Core.\u003c/p>\n\u003cp>\"So you had states bringing their best work to the table, the best of their work on their standards,\" he says.\u003c/p>\n\u003cp>Coleman says the Common Core standards — for kindergarten to 12th grade — are tougher and go much deeper. He says their rigor is why states that have field-tested them, like Kentucky, have seen kids' test scores plummet by as much as 30 percent.\u003c/p>\n\u003cp>\"Those kids who scored 30 percent lower, that's the number of kids who are on their way to remediation in college,\" Coleman says. \"So they may have been passing previous state tests, those tests were presenting kids as ready who were not.\"\u003c/p>\n\u003ch4>\u003cstrong>Lack Of Consensus\u003c/strong>\u003c/h4>\n\u003cp>To hear Coleman tell it, the Common Core standards will provide a more accurate snapshot of what kids actually know and are able to do. Not everybody thinks that's true.\u003c/p>\n\u003cp>Among them is Karl Krawitz, the principal at Shawnee Mission East.\u003c/p>\n\u003cp>\"In fact, I think Common Core [is] going to set education back even further because you're dictating curriculum,\" he says, \"what people are supposed to regurgitate on some kind of an assessment that's supposed to gauge how well kids have learned the material and how well teachers have taught the material. The reality is tests don't do either one of those things.\"\u003c/p>\n\u003cp>Krawitz, who still teaches chemistry at his school, says Common Core proponents also assume that there's a consensus about what should be taught.\u003c/p>\n\u003cp>\"Kansas is struggling right now. I mean, my goodness, we're still trying to figure out whether or not evolution should be taught,\" he says.\u003c/p>\n\u003cp>To be clear, the Common Core standards are only a guide for states to follow as they write their curricula. Still, critics argue that the standards are too rigorous, too complex and developmentally inappropriate, especially in the early grades. Some dispute that teachers actually wrote the standards.\u003c/p>\n\u003ch4>\u003cstrong>Is It Worth It?\u003c/strong>\u003c/h4>\n\u003cp>Krawitz worries that Common Core will impose more testing.\u003c/p>\n\u003cp>\"And there's a big thing people need to understand: Testing in this country is big business,\" he says.\u003c/p>\n\u003cp>He says the testing industry stands to make tons of money.\u003c/p>\n\u003cp>\"To me, the real question is not who makes money. The question is, is it worth it?\" Krawitz says.\u003c/p>\n\u003cp>Coleman says it is worth it because too many students, especially poor minority children, aren't being challenged.\u003c/p>\n\u003cp>\"These standards are the most serious attempt this country has yet made to come to grips with those early sources of inequality,\" he says.\u003c/p>\n\u003cp>Many school reformers say that's one big reason they support the Common Core standards. Convincing educators in the trenches, like Krawitz, is another matter.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I would do everything I can to keep Common Core out of this school,\" he says.\u003c/p>\n\n",
"disqusIdentifier": "28164 http://blogs.kqed.org/mindshift/?p=28164",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/04/15/some-ask-whats-the-value-of-common-core-state-standards/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 784,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 29
},
"modified": 1366047352,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "By Claudio Sanchez, NPR At 2 p.m., it's crunchtime for students who write for the Harbinger Online, the award-winning, student news site at Shawnee Mission East High just outside Kansas City, Kan. They've been investigating an initiative to develop common curriculum and test guidelines for states. The young reporters have pored over countless documents about",
"title": "Some Ask: What's the Value of Common Core State Standards? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Some Ask: What's the Value of Common Core State Standards?",
"datePublished": "2013-04-15T10:35:52-07:00",
"dateModified": "2013-04-15T10:35:52-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "some-ask-whats-the-value-of-common-core-state-standards",
"status": "publish",
"path": "/mindshift/28164/some-ask-whats-the-value-of-common-core-state-standards",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28166\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-28166\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/4263290667_6daa7cedd3-300x450.jpg\" alt=\"Stack of hardcover encyclopedias against red background\" width=\"300\" height=\"450\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://www.npr.org/2013/04/14/177175296/core-curriculum-puts-education-experts-at-odds\">By Claudio Sanchez\u003c/a>, NPR\u003c/h5>\n\u003cp>At 2 p.m., it's crunchtime for students who write for the \u003ca href=\"http://smeharbinger.net/\">Harbinger Online\u003c/a>\u003cem>,\u003c/em> the award-winning, student news site at Shawnee Mission East High just outside Kansas City, Kan. They've been investigating an initiative to develop common curriculum and test guidelines for states.\u003c/p>\n\u003cp>The young reporters have pored over countless documents about the \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a> and talked to Kansas state legislators who pushed for their adoption, trying to understand why they're necessary.\u003c/p>\n\u003cp>\"I think it's because we've known for years that there's something wrong with our education system; that there's better ways to be doing what we're doing,\" says Duncan MacLachlan, the 17-year-old co-editor of the site.\u003c/p>\n\u003cp>Although, that's not readily apparent at his school. After all, 98 percent of Shawnee Mission East High graduates go on to college. But experts say high-achieving schools like this one are the exception, not the rule. Most students finish school \u003ca href=\"http://www.npr.org/2013/04/08/176570802/even-highly-motivated-students-arent-ready-for-college\">without the knowledge and skills\u003c/a> necessary to succeed in college or the workplace.\u003c/p>\n\u003cp>The Common Core is an attempt to get all states to adopt the same, rigorous standards, beginning with English and math. But MacLachlan says its impact on learning in the classroom is unclear.\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>\"Our coverage of that has been sparse because we don't know,\" he says.\u003c/p>\n\u003ch4>\u003cstrong>Developing The Standards\u003c/strong>\u003c/h4>\n\u003cp>David Coleman is considered to be the architect of the Common Core Standards.\u003c/p>\n\u003cp>\"The most important thing to know is that it was actually teachers who had the most important\u003c/p>\n\u003cp>voice in the development of the Common Core standards,\" he says.\u003c!--more-->\u003c/p>\n\u003cp>He started working on the standards years ago, as one of the founders of the private consulting group Student Achievement Partners. Today, he's president of the College Board, which administers the SAT. Coleman credits 45 governors thus far for putting their political differences aside and moving to adopt Common Core.\u003c/p>\n\u003cp>\"So you had states bringing their best work to the table, the best of their work on their standards,\" he says.\u003c/p>\n\u003cp>Coleman says the Common Core standards — for kindergarten to 12th grade — are tougher and go much deeper. He says their rigor is why states that have field-tested them, like Kentucky, have seen kids' test scores plummet by as much as 30 percent.\u003c/p>\n\u003cp>\"Those kids who scored 30 percent lower, that's the number of kids who are on their way to remediation in college,\" Coleman says. \"So they may have been passing previous state tests, those tests were presenting kids as ready who were not.\"\u003c/p>\n\u003ch4>\u003cstrong>Lack Of Consensus\u003c/strong>\u003c/h4>\n\u003cp>To hear Coleman tell it, the Common Core standards will provide a more accurate snapshot of what kids actually know and are able to do. Not everybody thinks that's true.\u003c/p>\n\u003cp>Among them is Karl Krawitz, the principal at Shawnee Mission East.\u003c/p>\n\u003cp>\"In fact, I think Common Core [is] going to set education back even further because you're dictating curriculum,\" he says, \"what people are supposed to regurgitate on some kind of an assessment that's supposed to gauge how well kids have learned the material and how well teachers have taught the material. The reality is tests don't do either one of those things.\"\u003c/p>\n\u003cp>Krawitz, who still teaches chemistry at his school, says Common Core proponents also assume that there's a consensus about what should be taught.\u003c/p>\n\u003cp>\"Kansas is struggling right now. I mean, my goodness, we're still trying to figure out whether or not evolution should be taught,\" he says.\u003c/p>\n\u003cp>To be clear, the Common Core standards are only a guide for states to follow as they write their curricula. Still, critics argue that the standards are too rigorous, too complex and developmentally inappropriate, especially in the early grades. Some dispute that teachers actually wrote the standards.\u003c/p>\n\u003ch4>\u003cstrong>Is It Worth It?\u003c/strong>\u003c/h4>\n\u003cp>Krawitz worries that Common Core will impose more testing.\u003c/p>\n\u003cp>\"And there's a big thing people need to understand: Testing in this country is big business,\" he says.\u003c/p>\n\u003cp>He says the testing industry stands to make tons of money.\u003c/p>\n\u003cp>\"To me, the real question is not who makes money. The question is, is it worth it?\" Krawitz says.\u003c/p>\n\u003cp>Coleman says it is worth it because too many students, especially poor minority children, aren't being challenged.\u003c/p>\n\u003cp>\"These standards are the most serious attempt this country has yet made to come to grips with those early sources of inequality,\" he says.\u003c/p>\n\u003cp>Many school reformers say that's one big reason they support the Common Core standards. Convincing educators in the trenches, like Krawitz, is another matter.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I would do everything I can to keep Common Core out of this school,\" he says.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/28164/some-ask-whats-the-value-of-common-core-state-standards",
"authors": [
"4354"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_1004"
],
"featImg": "mindshift_28166",
"label": "mindshift"
},
"mindshift_28036": {
"type": "posts",
"id": "mindshift_28036",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "28036",
"score": null,
"sort": [
1365692418000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1365692418,
"format": "aside",
"disqusTitle": "Finding Solutions for Tech Troubles In Schools",
"title": "Finding Solutions for Tech Troubles In Schools",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cimg class=\"alignleft size-full wp-image-28109\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/112806574.jpg\" alt=\"112806574\" width=\"354\" height=\"483\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/112806574.jpg 354w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/112806574-320x437.jpg 320w\" sizes=\"(max-width: 354px) 100vw, 354px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">With the onset of the Common Core State Standards, which teachers are expected to implement next year, and the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/blended-learning/\">growth of blended learning\u003c/a>, the role of digital resources both for instruction and assessment has come under close scrutiny. The quickly shifting landscape is leaving many Internet Technology directors worrying that they won’t be able to meet the demand for fast and reliable Internet service.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cosn.org/\">The Consortium for School Networking\u003c/a>'s (CoSN) recently \u003ca href=\"http://www.cosn.org/Home/ITLeadershipSurvey/tabid/14326/Default.aspx\">surveyed IT leaders\u003c/a> and found their top three priorities are \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">Bring Your Own Device\u003c/a> (BYOD) policies, assessment readiness, and broadband access. All of these priorities hinge upon one thing – lots of bandwidth.\u003c/p>\n\u003cp>Recognizing the substantial challenge facing many school districts, CoSN has launched the Designing Education Network (DEN) initiative to compile best practices for how to quickly and carefully build up IT infrastructure.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If you’re first grader and you are learning to read and you've got a screen that takes 90 seconds to load, you may not be able to sit still that long.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“One of the reasons we want to identify best practices and vendor neutral resources is because districts don’t have resources to hire consultants for research and development,” said \u003ca href=\"http://www.linkedin.com/pub/denise-atkinson-shorey/7/2b2/581\">Denise Atkinson-Shorey\u003c/a>, project director for DEN. In fact, 80 percent of school districts predict they will have flat or declining IT budgets for the next school year.\u003c!--more-->\u003c/p>\n\u003cp>Most school districts have only a few IT specialists who are often responsible for both the central office systems and local site networks. What's more, CoSN's survey found that a majority of Chief Technology Officers in schools earn about half of the going salary in the private sector. They're faced with a huge task that will affect the learning of hundreds of children, but they're understaffed, under-resourced and could make a lot more money elsewhere.\u003c/p>\n\u003cp>DEN is trying to relieve some of that load by compiling best practices and advice that will be housed on a website. The first tools should be available in June, and DEN hopes to expand its offerings to include a community forum so that IT leaders across the country can learn from each other as they go through the process.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/what-it-takes-to-launch-a-mobile-learning-program-in-schools/\">What it Takes to Launch Mobile Learning Programs in Schools\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>One of the biggest concerns for schools is the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/privacy-equity-and-other-byod-concerns/\">quality and security of the network\u003c/a>. Another is accommodating the needs of various devices that students and teachers use to access the network, hoping to make all connections solid. “In the network, we have to think of how to get Internet access to a mobile device and how to do it securely,” Atkinson-Shorey said.\u003c/p>\n\u003cp>One thing they’re considering is more \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/is-the-school-in-the-cloud-the-future-of-learning/\">cloud based computing\u003c/a>, but that can come with challenges too. “If we move resources into the cloud it’s easier for wireless devices to have access, but it may not meet the learning needs of students and staff,” Atkinson-Shorey said. Many schools are trying to move ahead on many technological fronts simultaneously and they don’t realize how much bandwidth they’ll need.\u003c/p>\n\u003cp>BYOD policies have been touted as money savers, but in informal surveys Atkinson-Shorey has found that most students bring more than one device to school at a time. Demands on the network might be far greater than anyone imagined.\u003c/p>\n\u003cp>Another big concern is making sure that everyone, no matter what device they're using, gets the same speedy and reliable connection, which could hinder learning and affect the outcome of a student’s test. “If you’re first grader and you are learning to read and you’ve got a screen that takes 90 seconds to load, you may not be able to sit still that long,” Atkinson-Shorey said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">More School Districts Welcome Cell Phones in Class\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>One of the main services DEN will try to provide is a spending resource so districts know just how much they can expect to pay to move online. The tool will compare and contrast different tech models, taking into account the tech requirements for BYOD, laptop carts, or computer labs.\u003c/p>\n\u003cp>“Early adopters went through all this the hard way, but there’s no reason for all of us to have to do that,” Atkinson-Shorey said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The initiative is a boost for IT administrators at a time when social media networks are full of concerns that schools won’t be able to provide adequate broadband access in time for implementation goals of the Common Core. Some states are even seeking to delay implementation until they can get adequate tech support in place. As with all new launches, there will probably be glitches as schools role it out. The question will be whether schools are given a break if the technology doesn't perform.\u003c/p>\n\n",
"disqusIdentifier": "28036 http://blogs.kqed.org/mindshift/?p=28036",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/04/11/finding-ways-to-boost-broadband-for-schools/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 824,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 17
},
"modified": 1365700926,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "With the onset of the Common Core State Standards, which teachers are expected to implement next year, and the growth of blended learning, the role of digital resources both for instruction and assessment has come under close scrutiny. The quickly shifting landscape is leaving many Internet Technology directors worrying that they won’t be able to",
"title": "Finding Solutions for Tech Troubles In Schools | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Finding Solutions for Tech Troubles In Schools",
"datePublished": "2013-04-11T08:00:18-07:00",
"dateModified": "2013-04-11T10:22:06-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "finding-ways-to-boost-broadband-for-schools",
"status": "publish",
"path": "/mindshift/28036/finding-ways-to-boost-broadband-for-schools",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"alignleft size-full wp-image-28109\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/112806574.jpg\" alt=\"112806574\" width=\"354\" height=\"483\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/112806574.jpg 354w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/112806574-320x437.jpg 320w\" sizes=\"(max-width: 354px) 100vw, 354px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">With the onset of the Common Core State Standards, which teachers are expected to implement next year, and the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/blended-learning/\">growth of blended learning\u003c/a>, the role of digital resources both for instruction and assessment has come under close scrutiny. The quickly shifting landscape is leaving many Internet Technology directors worrying that they won’t be able to meet the demand for fast and reliable Internet service.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cosn.org/\">The Consortium for School Networking\u003c/a>'s (CoSN) recently \u003ca href=\"http://www.cosn.org/Home/ITLeadershipSurvey/tabid/14326/Default.aspx\">surveyed IT leaders\u003c/a> and found their top three priorities are \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">Bring Your Own Device\u003c/a> (BYOD) policies, assessment readiness, and broadband access. All of these priorities hinge upon one thing – lots of bandwidth.\u003c/p>\n\u003cp>Recognizing the substantial challenge facing many school districts, CoSN has launched the Designing Education Network (DEN) initiative to compile best practices for how to quickly and carefully build up IT infrastructure.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If you’re first grader and you are learning to read and you've got a screen that takes 90 seconds to load, you may not be able to sit still that long.”\u003c/aside>\n\u003cp>\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>“One of the reasons we want to identify best practices and vendor neutral resources is because districts don’t have resources to hire consultants for research and development,” said \u003ca href=\"http://www.linkedin.com/pub/denise-atkinson-shorey/7/2b2/581\">Denise Atkinson-Shorey\u003c/a>, project director for DEN. In fact, 80 percent of school districts predict they will have flat or declining IT budgets for the next school year.\u003c!--more-->\u003c/p>\n\u003cp>Most school districts have only a few IT specialists who are often responsible for both the central office systems and local site networks. What's more, CoSN's survey found that a majority of Chief Technology Officers in schools earn about half of the going salary in the private sector. They're faced with a huge task that will affect the learning of hundreds of children, but they're understaffed, under-resourced and could make a lot more money elsewhere.\u003c/p>\n\u003cp>DEN is trying to relieve some of that load by compiling best practices and advice that will be housed on a website. The first tools should be available in June, and DEN hopes to expand its offerings to include a community forum so that IT leaders across the country can learn from each other as they go through the process.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/what-it-takes-to-launch-a-mobile-learning-program-in-schools/\">What it Takes to Launch Mobile Learning Programs in Schools\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>One of the biggest concerns for schools is the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/privacy-equity-and-other-byod-concerns/\">quality and security of the network\u003c/a>. Another is accommodating the needs of various devices that students and teachers use to access the network, hoping to make all connections solid. “In the network, we have to think of how to get Internet access to a mobile device and how to do it securely,” Atkinson-Shorey said.\u003c/p>\n\u003cp>One thing they’re considering is more \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/is-the-school-in-the-cloud-the-future-of-learning/\">cloud based computing\u003c/a>, but that can come with challenges too. “If we move resources into the cloud it’s easier for wireless devices to have access, but it may not meet the learning needs of students and staff,” Atkinson-Shorey said. Many schools are trying to move ahead on many technological fronts simultaneously and they don’t realize how much bandwidth they’ll need.\u003c/p>\n\u003cp>BYOD policies have been touted as money savers, but in informal surveys Atkinson-Shorey has found that most students bring more than one device to school at a time. Demands on the network might be far greater than anyone imagined.\u003c/p>\n\u003cp>Another big concern is making sure that everyone, no matter what device they're using, gets the same speedy and reliable connection, which could hinder learning and affect the outcome of a student’s test. “If you’re first grader and you are learning to read and you’ve got a screen that takes 90 seconds to load, you may not be able to sit still that long,” Atkinson-Shorey said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">More School Districts Welcome Cell Phones in Class\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>One of the main services DEN will try to provide is a spending resource so districts know just how much they can expect to pay to move online. The tool will compare and contrast different tech models, taking into account the tech requirements for BYOD, laptop carts, or computer labs.\u003c/p>\n\u003cp>“Early adopters went through all this the hard way, but there’s no reason for all of us to have to do that,” Atkinson-Shorey said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The initiative is a boost for IT administrators at a time when social media networks are full of concerns that schools won’t be able to provide adequate broadband access in time for implementation goals of the Common Core. Some states are even seeking to delay implementation until they can get adequate tech support in place. As with all new launches, there will probably be glitches as schools role it out. The question will be whether schools are given a break if the technology doesn't perform.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/28036/finding-ways-to-boost-broadband-for-schools",
"authors": [
"234"
],
"categories": [
"mindshift_192",
"mindshift_195"
],
"tags": [
"mindshift_410",
"mindshift_1004",
"mindshift_544"
],
"featImg": "mindshift_28109",
"label": "mindshift"
},
"mindshift_28114": {
"type": "posts",
"id": "mindshift_28114",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "28114",
"score": null,
"sort": [
1365598834000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1365598834,
"format": "aside",
"disqusTitle": "New Science Standards Aim to Relate Concepts to Students' Lives",
"title": "New Science Standards Aim to Relate Concepts to Students' Lives",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_28127\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/ganesha_isis/4998563119/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28127\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/4998563119_3cc0f30a9b_z-620x412.jpg\" alt=\"4998563119_3cc0f30a9b_z\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A consortium of science and education organizations \u003ca href=\"http://www.achieve.org/next-generation-science-standards-released\">has released\u003c/a> the first set of science standards since the original set prepared by the \u003ca href=\"http://www.nationalacademies.org/nrc/\">National Research Council\u003c/a> and the \u003ca href=\"http://www.aaas.org/\">American Association for Advancement in Science\u003c/a> 15 years ago. The \u003ca href=\"http://www.nextgenscience.org/\">Next Generation Science Standards\u003c/a> (NGSS) aim to incorporate the scientific community’s understanding of science as it has grown and changed.\u003c/p>\n\u003cp>The new NGSS standards represent the core scientific concepts that practicing scientists agree K-12 students should know by the time they graduate. The framework for the standards was developed by the National Research Council, the \u003ca href=\"http://www.nsta.org/\">National Science Teachers Association\u003c/a>, the American Association for the Advancement of Science, and \u003ca href=\"http://www.achieve.org/\">Achieve\u003c/a>. Together they built compiled principals and solicited input from states about what pedagogy and curricular specifics to build in.\u003c/p>\n\u003cp>“Students need to understand how science works, the practices and the crosscutting concepts in order to be ready to assume their roles in a scientifically complex world,” said Frank Neipold, co-chair of the \u003ca href=\"http://www.slideshare.net/usgcrp/usgcrp-education-interagency-working-group\">Climate Education Interagency Working Group\u003c/a> at the U.S. Global Change Research Program. Neipold has worked on the standards in many capacities and sees them as vitally important to educating the next generation to think critically about how systems work together.\u003c/p>\n\u003cp>Twenty-six states helped write the standards, and while there is no obligation that states adopt them, many likely will. The standards focus on fewer core concepts, are meant to go deeper within \u003c!--more-->each concept, and emphasize the interdisciplinary nature of science.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/five-amazing-videos-that-show-why-science-is-awesome/\">Five Amazing Videos That Show Why Science is Awesome\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The standards are organized in \u003ca href=\"http://www.nextgenscience.org/three-dimensions\">three dimensions\u003c/a>: key concepts, crosscutting concepts, and practices. Key concepts are broadly important and teachable over a series of years, such as the subject of climate change, which can get more complex as students build upon their knowledge. The second dimension is crosscutting concepts, things that span the scientific disciplines like energy and matter, cause and effect or systems. Lastly, students will be expected to understand the practice of science, undertaking scientific inquiry and comparing the practices of science with those of engineers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The interesting and important part of the NGSS is that they really are about critical thinking in these cross cutting competencies,” said Don Boesch, president of the \u003ca href=\"http://www.umces.edu/\">University of Maryland Center for Environmental Science\u003c/a> and leader of a \u003ca href=\"http://www.madeclear.org/\">project to implement the standards\u003c/a> in Maryland and Delaware. “So I think teachers will really have the chance to help students think critically about these topics.”\u003c/p>\n\u003cp>While the NGSS are not part of the \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a> -- those were developed under the auspices of federal government and focus only on math and literacy -- there are some similarities. Proponents of both sets of standards say they're meant to emphasize close reading of non-fiction tests, performance-based standards, and an integrated approach to learning across disciplines.\u003c/p>\n\u003cp>\u003cstrong>CLIMATE CHANGE INCLUDED\u003c/strong>\u003c/p>\n\u003cp>One of the more controversial aspects of the new science standards is the inclusion of climate change in the curriculum. \"There was never a debate about whether climate change would be in there,\" Heidi Schweingruber of the National Research Council \u003ca href=\"http://www.npr.org/2013/03/27/174141194/a-hot-topic-climate-change-coming-to-classrooms\">told National Public Radio\u003c/a>. \"It is a fundamental part of science, and so that's what our work is based on, the scientific consensus.\"\u003c/p>\n\u003cp>Still, science teachers often find themselves pulled in to help bolster math and reading scores, leaving them with little time to teach science, let alone incorporate complicated new topics. Teaching climate change science can feel daunting to many teachers who don’t have a firm grasp of all the information, he said.\u003c/p>\n\u003cp>“We have not trained our teachers very well to work across disciplines,” Boesch said. Teaching climate change inherently requires integration of things like earth sciences, chemistry and systems. A changing climate will affect all parts of life. Teachers aren’t always comfortable teaching all the elements and will need to be trained.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/combining-robotics-with-poetry-art-and-engineering-can-co-exist/\">Combining Robotics With Poetry? Art and Engineering Can Co-Exist\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The standards are meant to lead the student through a progression of concepts, providing building blocks early on that can scaffold more complicated concepts in higher grades.\u003c/p>\n\u003cp>“We as a nation have a real deep and multidimensional problem on our hands that has to involve education of our young people,” said Boesch on the subject of climate change. “We need to equip people to have the skills as well as the knowledge to deal with it.”\u003c/p>\n\u003cp>The new standards will also require a whole new emphasis on revamping \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/its-here-a-science-book-thats-always-up-to-date/\">science textbooks\u003c/a>. “A lot of materials out there are sub-par,” Neipold said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Climate change is not a political issue and it’s not a debate,” said Mario Molina, deputy director for the \u003ca href=\"http://www.acespace.org/\">Alliance for Climate Education\u003c/a>. “It’s science, strongly researched and thoroughly vetted science. So our hope is that teachers will not see this as political debate.” He believes students have the right to study climate change as it unfolds, as well as solutions to the problem.\u003c/p>\n\n",
"disqusIdentifier": "28114 http://blogs.kqed.org/mindshift/?p=28114",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/04/10/new-science-standards-aim-to-relate-concepts-to-students-lives/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 843,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 16
},
"modified": 1365610521,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "A consortium of science and education organizations has released the first set of science standards since the original set prepared by the National Research Council and the American Association for Advancement in Science 15 years ago. The Next Generation Science Standards (NGSS) aim to incorporate the scientific community’s understanding of science as it has grown",
"title": "New Science Standards Aim to Relate Concepts to Students' Lives | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "New Science Standards Aim to Relate Concepts to Students' Lives",
"datePublished": "2013-04-10T06:00:34-07:00",
"dateModified": "2013-04-10T09:15:21-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "new-science-standards-aim-to-relate-concepts-to-students-lives",
"status": "publish",
"path": "/mindshift/28114/new-science-standards-aim-to-relate-concepts-to-students-lives",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28127\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/ganesha_isis/4998563119/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28127\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/4998563119_3cc0f30a9b_z-620x412.jpg\" alt=\"4998563119_3cc0f30a9b_z\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A consortium of science and education organizations \u003ca href=\"http://www.achieve.org/next-generation-science-standards-released\">has released\u003c/a> the first set of science standards since the original set prepared by the \u003ca href=\"http://www.nationalacademies.org/nrc/\">National Research Council\u003c/a> and the \u003ca href=\"http://www.aaas.org/\">American Association for Advancement in Science\u003c/a> 15 years ago. The \u003ca href=\"http://www.nextgenscience.org/\">Next Generation Science Standards\u003c/a> (NGSS) aim to incorporate the scientific community’s understanding of science as it has grown and changed.\u003c/p>\n\u003cp>The new NGSS standards represent the core scientific concepts that practicing scientists agree K-12 students should know by the time they graduate. The framework for the standards was developed by the National Research Council, the \u003ca href=\"http://www.nsta.org/\">National Science Teachers Association\u003c/a>, the American Association for the Advancement of Science, and \u003ca href=\"http://www.achieve.org/\">Achieve\u003c/a>. Together they built compiled principals and solicited input from states about what pedagogy and curricular specifics to build in.\u003c/p>\n\u003cp>“Students need to understand how science works, the practices and the crosscutting concepts in order to be ready to assume their roles in a scientifically complex world,” said Frank Neipold, co-chair of the \u003ca href=\"http://www.slideshare.net/usgcrp/usgcrp-education-interagency-working-group\">Climate Education Interagency Working Group\u003c/a> at the U.S. Global Change Research Program. Neipold has worked on the standards in many capacities and sees them as vitally important to educating the next generation to think critically about how systems work together.\u003c/p>\n\u003cp>Twenty-six states helped write the standards, and while there is no obligation that states adopt them, many likely will. The standards focus on fewer core concepts, are meant to go deeper within \u003c!--more-->each concept, and emphasize the interdisciplinary nature of science.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/five-amazing-videos-that-show-why-science-is-awesome/\">Five Amazing Videos That Show Why Science is Awesome\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The standards are organized in \u003ca href=\"http://www.nextgenscience.org/three-dimensions\">three dimensions\u003c/a>: key concepts, crosscutting concepts, and practices. Key concepts are broadly important and teachable over a series of years, such as the subject of climate change, which can get more complex as students build upon their knowledge. The second dimension is crosscutting concepts, things that span the scientific disciplines like energy and matter, cause and effect or systems. Lastly, students will be expected to understand the practice of science, undertaking scientific inquiry and comparing the practices of science with those of engineers.\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>“The interesting and important part of the NGSS is that they really are about critical thinking in these cross cutting competencies,” said Don Boesch, president of the \u003ca href=\"http://www.umces.edu/\">University of Maryland Center for Environmental Science\u003c/a> and leader of a \u003ca href=\"http://www.madeclear.org/\">project to implement the standards\u003c/a> in Maryland and Delaware. “So I think teachers will really have the chance to help students think critically about these topics.”\u003c/p>\n\u003cp>While the NGSS are not part of the \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a> -- those were developed under the auspices of federal government and focus only on math and literacy -- there are some similarities. Proponents of both sets of standards say they're meant to emphasize close reading of non-fiction tests, performance-based standards, and an integrated approach to learning across disciplines.\u003c/p>\n\u003cp>\u003cstrong>CLIMATE CHANGE INCLUDED\u003c/strong>\u003c/p>\n\u003cp>One of the more controversial aspects of the new science standards is the inclusion of climate change in the curriculum. \"There was never a debate about whether climate change would be in there,\" Heidi Schweingruber of the National Research Council \u003ca href=\"http://www.npr.org/2013/03/27/174141194/a-hot-topic-climate-change-coming-to-classrooms\">told National Public Radio\u003c/a>. \"It is a fundamental part of science, and so that's what our work is based on, the scientific consensus.\"\u003c/p>\n\u003cp>Still, science teachers often find themselves pulled in to help bolster math and reading scores, leaving them with little time to teach science, let alone incorporate complicated new topics. Teaching climate change science can feel daunting to many teachers who don’t have a firm grasp of all the information, he said.\u003c/p>\n\u003cp>“We have not trained our teachers very well to work across disciplines,” Boesch said. Teaching climate change inherently requires integration of things like earth sciences, chemistry and systems. A changing climate will affect all parts of life. Teachers aren’t always comfortable teaching all the elements and will need to be trained.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/combining-robotics-with-poetry-art-and-engineering-can-co-exist/\">Combining Robotics With Poetry? Art and Engineering Can Co-Exist\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The standards are meant to lead the student through a progression of concepts, providing building blocks early on that can scaffold more complicated concepts in higher grades.\u003c/p>\n\u003cp>“We as a nation have a real deep and multidimensional problem on our hands that has to involve education of our young people,” said Boesch on the subject of climate change. “We need to equip people to have the skills as well as the knowledge to deal with it.”\u003c/p>\n\u003cp>The new standards will also require a whole new emphasis on revamping \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/its-here-a-science-book-thats-always-up-to-date/\">science textbooks\u003c/a>. “A lot of materials out there are sub-par,” Neipold said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Climate change is not a political issue and it’s not a debate,” said Mario Molina, deputy director for the \u003ca href=\"http://www.acespace.org/\">Alliance for Climate Education\u003c/a>. “It’s science, strongly researched and thoroughly vetted science. So our hope is that teachers will not see this as political debate.” He believes students have the right to study climate change as it unfolds, as well as solutions to the problem.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/28114/new-science-standards-aim-to-relate-concepts-to-students-lives",
"authors": [
"234"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_1004",
"mindshift_551",
"mindshift_1022",
"mindshift_47"
],
"featImg": "mindshift_28127",
"label": "mindshift"
},
"mindshift_27512": {
"type": "posts",
"id": "mindshift_27512",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "27512",
"score": null,
"sort": [
1363273245000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift",
"term": 20658
},
"blocks": [],
"publishDate": 1363273245,
"format": "aside",
"disqusTitle": "SimCityEDU: Using Games for Formative Assessment ",
"title": "SimCityEDU: Using Games for Formative Assessment ",
"headTitle": "ASSESSMENT | MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_27520\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/?attachment_id=27520\" rel=\"attachment wp-att-27520\">\u003cimg class=\"size-large wp-image-27520\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/SimCityEDU-620x344.jpg\" alt=\"SimCityEDU\" width=\"620\" height=\"344\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">SimCity\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As game-based learning gains momentum in education circles, teachers increasingly want substantive proof that games are helpful for learning. The game-makers at the non-profit \u003ca href=\"http://www.instituteofplay.org/2012/06/glass-lab-transforming-learning-and-assessment-through-digital-games/\">GlassLab\u003c/a> are hoping to do this with the popular video game \u003ca href=\"http://www.simcity.com\">SimCity\u003c/a>.\u003c/p>\n\u003cp>GlassLab is working with commercial game companies, assessment experts, and those versed in digital classrooms to build \u003cem>\u003ca href=\"http://www.simcity.com/en_US/simcityedu\">SimCityEDU\u003c/a>\u003c/em>, a downloadable game designed for sixth graders. Scheduled to be be released in the fall of 2013, it builds on SimCity's city management theme, but provides specific challenges to players in the subject of STEM.\u003c/p>\n\u003cp>“The big pain point we've heard from teachers is that they cannot entertain their kids to the level that they are being entertained outside of the classroom,” said Jessica Lindl, general manager of GlassLab. “They want to be able to create meaningful learning experiences and they just can’t compete with the digital tools their kids are accessing all the time.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“None of the other games are trying to do formative assessment to the level we are. They aren’t validating whether they are assessing what they should be assessing.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teachers have been using the commercial version of SimCity as a classroom tool for a long time, but with the newest version recently released and the EDU version soon to follow, GlassLab is trying to convene an online community of educators already working in the space, asking them to \u003c!--more-->think creatively about what the game could do, offering lesson plans, and helping teachers to collaborate and share ideas.\u003c/p>\n\u003cp>SimCityEDU grew out of research conducted by the MacArthur foundation on how \u003ca href=\"http://myweb.fsu.edu/vshute/pdf/GLA%20Dirk%20chapter.pdf\">gaming can mirror formative assessments\u003c/a> [PDF] – measuring understanding regularly along the learning path, rather than occasionally or at the end of a unit, as is most common. Their research found that games gather data about the player as he or she makes choices within the game, affecting the outcome. In games, players “level-up,\" moving on to higher levels when they've mastered the necessary skills; similarly teachers scaffold lessons to deepen understanding as a student grasps the easier concepts.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in School?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>SimCityEDU, funded by the Gates and Macarthur foundations, will provide assessments that are aligned with Common Core State Standards. The EDU version uses the same code as the commercial game, but with the addition of using students' choices during challenges as a method of assessment. GlassLab is still working to develop all the challenges based on focus-group feedback on student interests, but the one challenge they know they’ll include focuses on the environment, based on positive feedback from the focus groups.\u003c/p>\n\u003cp>“These kids are fascinated by the environment,” Lindl said.\u003c/p>\n\u003cp>Students will be asked to conduct interviews and look at research to determine what kind of power plant to build in the town. As they play, taking photo documentation, interpreting the information they’ve gathered, drawing conclusions, graphing the data and finally making a decision, the game assesses each choice. Teachers will have a tool to see how each child’s play matches up against Common Core standards.\u003c/p>\n\u003cp>And game developers hope that the incremental data will help teachers know when to step in and offer more help. For example, if an interview contradicts scientific evidence, the student will have to discern bias, figure out how to weight the various pieces of evidence differently, and back up conclusions with data and text.\u003c/p>\n\u003cp>SimCityEDU will not go to market until third-party assessor, \u003ca href=\"http://www.sri.com/\">SRI International\u003c/a>, has validated by testing students who’ve played the game using a completely different assessment tool to ensure the game works.\u003c/p>\n\u003cp>\u003cstrong>FOCUSED LEARNING VS. EXPLORATION\u003c/strong>\u003c/p>\n\u003cp>GlassLab plans to offer the downloadable game at little to no cost for schools and teachers, Lindl said. However, the clear narrative and objectives within SimCityEDU depart from other commercial games that have been appropriated by teachers -- \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">like\u003c/a> Minecraft. That game offers a free-form experience that teachers can easily manipulate to serve their lessons, a quality many teachers like.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Teachers Transform Commercial Game for Class Use\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“We want teachers to be able to choose between a free exploration or something more focused,” Lindl said. But there’s a catch. If educators want to use the broader SimCity world for free-form exploration they’ll have to buy the commercial license – a cost of about $60. Getting both the focused and free-form experience could cost more than many educators are willing to pay.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Not all education experts agree that assessment should be built into games. “The game should be a place of play and experimentation,” said Henry Jenkins, a USC professor on the forefront of game-based learning. “Meta-gaming is where the learning could be without disrupting the ecology of the game.” The “meta-game” is the world outside the game often composed of fans who discuss what they are making in the game with one another, write fan fiction and in other ways continue to create material even when not playing.\u003c/p>\n\n",
"disqusIdentifier": "27512 http://blogs.kqed.org/mindshift/?p=27512",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/03/14/video-games-as-assessment-tools-game-changer/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 869,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 18
},
"modified": 1363273246,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "SimCity As game-based learning gains momentum in education circles, teachers increasingly want substantive proof that games are helpful for learning. The game-makers at the non-profit GlassLab are hoping to do this with the popular video game SimCity. GlassLab is working with commercial game companies, assessment experts, and those versed in digital classrooms to build SimCityEDU, a",
"title": "SimCityEDU: Using Games for Formative Assessment | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "SimCityEDU: Using Games for Formative Assessment ",
"datePublished": "2013-03-14T08:00:45-07:00",
"dateModified": "2013-03-14T08:00:46-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "video-games-as-assessment-tools-game-changer",
"status": "publish",
"path": "/mindshift/27512/video-games-as-assessment-tools-game-changer",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_27520\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/?attachment_id=27520\" rel=\"attachment wp-att-27520\">\u003cimg class=\"size-large wp-image-27520\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/SimCityEDU-620x344.jpg\" alt=\"SimCityEDU\" width=\"620\" height=\"344\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">SimCity\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As game-based learning gains momentum in education circles, teachers increasingly want substantive proof that games are helpful for learning. The game-makers at the non-profit \u003ca href=\"http://www.instituteofplay.org/2012/06/glass-lab-transforming-learning-and-assessment-through-digital-games/\">GlassLab\u003c/a> are hoping to do this with the popular video game \u003ca href=\"http://www.simcity.com\">SimCity\u003c/a>.\u003c/p>\n\u003cp>GlassLab is working with commercial game companies, assessment experts, and those versed in digital classrooms to build \u003cem>\u003ca href=\"http://www.simcity.com/en_US/simcityedu\">SimCityEDU\u003c/a>\u003c/em>, a downloadable game designed for sixth graders. Scheduled to be be released in the fall of 2013, it builds on SimCity's city management theme, but provides specific challenges to players in the subject of STEM.\u003c/p>\n\u003cp>“The big pain point we've heard from teachers is that they cannot entertain their kids to the level that they are being entertained outside of the classroom,” said Jessica Lindl, general manager of GlassLab. “They want to be able to create meaningful learning experiences and they just can’t compete with the digital tools their kids are accessing all the time.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“None of the other games are trying to do formative assessment to the level we are. They aren’t validating whether they are assessing what they should be assessing.”\u003c/aside>\n\u003cp>\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>Teachers have been using the commercial version of SimCity as a classroom tool for a long time, but with the newest version recently released and the EDU version soon to follow, GlassLab is trying to convene an online community of educators already working in the space, asking them to \u003c!--more-->think creatively about what the game could do, offering lesson plans, and helping teachers to collaborate and share ideas.\u003c/p>\n\u003cp>SimCityEDU grew out of research conducted by the MacArthur foundation on how \u003ca href=\"http://myweb.fsu.edu/vshute/pdf/GLA%20Dirk%20chapter.pdf\">gaming can mirror formative assessments\u003c/a> [PDF] – measuring understanding regularly along the learning path, rather than occasionally or at the end of a unit, as is most common. Their research found that games gather data about the player as he or she makes choices within the game, affecting the outcome. In games, players “level-up,\" moving on to higher levels when they've mastered the necessary skills; similarly teachers scaffold lessons to deepen understanding as a student grasps the easier concepts.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in School?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>SimCityEDU, funded by the Gates and Macarthur foundations, will provide assessments that are aligned with Common Core State Standards. The EDU version uses the same code as the commercial game, but with the addition of using students' choices during challenges as a method of assessment. GlassLab is still working to develop all the challenges based on focus-group feedback on student interests, but the one challenge they know they’ll include focuses on the environment, based on positive feedback from the focus groups.\u003c/p>\n\u003cp>“These kids are fascinated by the environment,” Lindl said.\u003c/p>\n\u003cp>Students will be asked to conduct interviews and look at research to determine what kind of power plant to build in the town. As they play, taking photo documentation, interpreting the information they’ve gathered, drawing conclusions, graphing the data and finally making a decision, the game assesses each choice. Teachers will have a tool to see how each child’s play matches up against Common Core standards.\u003c/p>\n\u003cp>And game developers hope that the incremental data will help teachers know when to step in and offer more help. For example, if an interview contradicts scientific evidence, the student will have to discern bias, figure out how to weight the various pieces of evidence differently, and back up conclusions with data and text.\u003c/p>\n\u003cp>SimCityEDU will not go to market until third-party assessor, \u003ca href=\"http://www.sri.com/\">SRI International\u003c/a>, has validated by testing students who’ve played the game using a completely different assessment tool to ensure the game works.\u003c/p>\n\u003cp>\u003cstrong>FOCUSED LEARNING VS. EXPLORATION\u003c/strong>\u003c/p>\n\u003cp>GlassLab plans to offer the downloadable game at little to no cost for schools and teachers, Lindl said. However, the clear narrative and objectives within SimCityEDU depart from other commercial games that have been appropriated by teachers -- \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">like\u003c/a> Minecraft. That game offers a free-form experience that teachers can easily manipulate to serve their lessons, a quality many teachers like.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Teachers Transform Commercial Game for Class Use\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“We want teachers to be able to choose between a free exploration or something more focused,” Lindl said. But there’s a catch. If educators want to use the broader SimCity world for free-form exploration they’ll have to buy the commercial license – a cost of about $60. Getting both the focused and free-form experience could cost more than many educators are willing to pay.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Not all education experts agree that assessment should be built into games. “The game should be a place of play and experimentation,” said Henry Jenkins, a USC professor on the forefront of game-based learning. “Meta-gaming is where the learning could be without disrupting the ecology of the game.” The “meta-game” is the world outside the game often composed of fans who discuss what they are making in the game with one another, write fan fiction and in other ways continue to create material even when not playing.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/27512/video-games-as-assessment-tools-game-changer",
"authors": [
"234"
],
"series": [
"mindshift_20658"
],
"categories": [
"mindshift_192",
"mindshift_195",
"mindshift_193"
],
"tags": [
"mindshift_108",
"mindshift_1004",
"mindshift_281",
"mindshift_548",
"mindshift_1012",
"mindshift_47"
],
"featImg": "mindshift_27520",
"label": "mindshift_20658"
}
},
"podcastsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"podcasts": {}
},
"radioProgramsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"radioPrograms": {}
},
"programsReducer": {
"all-things-considered": {
"id": "all-things-considered",
"title": "All Things Considered",
"info": "Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.",
"airtime": "MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/all-things-considered/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/all-things-considered"
},
"american-suburb-podcast": {
"id": "american-suburb-podcast",
"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg",
"officialWebsiteLink": "/news/series/american-suburb-podcast",
"meta": {
"site": "news",
"source": "kqed",
"order": 19
},
"link": "/news/series/american-suburb-podcast/",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/RBrW",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328",
"tuneIn": "https://tunein.com/radio/American-Suburb-p1086805/",
"rss": "https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"
}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Bay Curious",
"officialWebsiteLink": "/news/series/baycurious",
"meta": {
"site": "news",
"source": "kqed",
"order": 3
},
"link": "/podcasts/baycurious",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/bay-curious/id1172473406",
"npr": "https://www.npr.org/podcasts/500557090/bay-curious",
"rss": "https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast",
"amazon": "https://music.amazon.com/podcasts/9a90d476-aa04-455d-9a4c-0871ed6216d4/bay-curious",
"stitcher": "https://www.stitcher.com/podcast/kqed/bay-curious",
"spotify": "https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"
}
},
"bbc-world-service": {
"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
"site": "news",
"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report",
"officialWebsiteLink": "/californiareport",
"meta": {
"site": "news",
"source": "kqed",
"order": 8
},
"link": "/californiareport",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-the-california-report/id79681292",
"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
"npr": "https://www.npr.org/podcasts/432285393/the-california-report",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-the-california-report-podcast-8838",
"rss": "https://ww2.kqed.org/news/tag/tcram/feed/podcast"
}
},
"californiareportmagazine": {
"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report Magazine",
"officialWebsiteLink": "/californiareportmagazine",
"meta": {
"site": "news",
"source": "kqed",
"order": 10
},
"link": "/californiareportmagazine",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-california-report-magazine/id1314750545",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
"npr": "https://www.npr.org/podcasts/564733126/the-california-report-magazine",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-california-report-magazine",
"rss": "https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"
}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
"tagline": "Your irreverent guide to the trends redefining our world",
"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/02/CAT_2_Tile-scaled.jpg",
"imageAlt": "KQED Close All Tabs",
"officialWebsiteLink": "/podcasts/closealltabs",
"meta": {
"site": "news",
"source": "kqed",
"order": 1
},
"link": "/podcasts/closealltabs",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/close-all-tabs/id214663465",
"rss": "https://feeds.megaphone.fm/KQINC6993880386",
"amazon": "https://music.amazon.com/podcasts/92d9d4ac-67a3-4eed-b10a-fb45d45b1ef2/close-all-tabs",
"spotify": "https://open.spotify.com/show/6LAJFHnGK1pYXYzv6SIol6?si=deb0cae19813417c"
}
},
"code-switch-life-kit": {
"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. 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": 9
},
"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. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
"airtime": "MON-FRI 7pm-8pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/fresh-air/",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/fresh-air",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Fresh-Air-p17/",
"rss": "https://feeds.npr.org/381444908/podcast.xml"
}
},
"here-and-now": {
"id": "here-and-now",
"title": "Here & Now",
"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
"airtime": "MON-THU 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://www.wbur.org/hereandnow",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/here-and-now",
"subsdcribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661",
"tuneIn": "https://tunein.com/radio/Here--Now-p211/",
"rss": "https://feeds.npr.org/510051/podcast.xml"
}
},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/hidden-brain/id1028908750?mt=2",
"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
"tuneIn": "https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/",
"rss": "https://feeds.npr.org/510313/podcast.xml"
}
},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
"site": "news",
"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/hyphenaci%C3%B3n/id1191591838",
"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
"youtube": "https://www.youtube.com/c/kqedarts",
"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
"site": "news",
"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
"subscribe": {
"npr": "https://www.npr.org/podcasts/790253322/the-political-mind-of-jerry-brown",
"apple": "https://itunes.apple.com/us/podcast/id1492194549",
"rss": "https://ww2.kqed.org/news/series/jerrybrown/feed/podcast/",
"tuneIn": "http://tun.in/pjGcK",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-political-mind-of-jerry-brown",
"spotify": "https://open.spotify.com/show/54C1dmuyFyKMFttY6X2j6r?si=K8SgRCoISNK6ZbjpXrX5-w",
"amazon": "https://music.amazon.com/podcasts/44420f75-3b0e-4301-ab3b-16da6b09e543/the-political-mind-of-jerry-brown"
}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Latino-USA-p621/",
"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/APM-Marketplace-p88/",
"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"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": 12
},
"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. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
"npr": "https://rpb3r.app.goo.gl/onourwatch",
"spotify": "https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x",
"tuneIn": "https://tunein.com/radio/On-Our-Watch-p1436229/",
"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
"site": "radio",
"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
}
},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/political-breakdown/id1327641087",
"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
"stitcher": "https://www.stitcher.com/podcast/kqed/political-breakdown",
"spotify": "https://open.spotify.com/show/07RVyIjIdk2WDuVehvBMoN",
"rss": "https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"
}
},
"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
"site": "news",
"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/possible/id1677184070",
"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
}
},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pri.org/programs/the-world",
"meta": {
"site": "news",
"source": "PRI"
},
"link": "/radio/program/pri-the-world",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pris-the-world-latest-edition/id278196007?mt=2",
"tuneIn": "https://tunein.com/podcasts/News--Politics-Podcasts/PRIs-The-World-p24/",
"rss": "http://feeds.feedburner.com/pri/theworld"
}
},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
"airtime": "SUN 12am-1am, SAT 2pm-3pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/radiolab1400.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/radiolab/",
"meta": {
"site": "science",
"source": "WNYC"
},
"link": "/radio/program/radiolab",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/radiolab/id152249110?mt=2",
"tuneIn": "https://tunein.com/radio/RadioLab-p68032/",
"rss": "https://feeds.wnyc.org/radiolab"
}
},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/reveal",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/reveal/id886009669",
"tuneIn": "https://tunein.com/radio/Reveal-p679597/",
"rss": "http://feeds.revealradio.org/revealpodcast"
}
},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Rightnowish-Podcast-Tile-500x500-1.jpg",
"imageAlt": "KQED Rightnowish with Pendarvis Harshaw",
"officialWebsiteLink": "/podcasts/rightnowish",
"meta": {
"site": "arts",
"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
"subscribe": {
"npr": "https://www.npr.org/podcasts/721590300/rightnowish",
"rss": "https://ww2.kqed.org/arts/programs/rightnowish/feed/podcast",
"apple": "https://podcasts.apple.com/us/podcast/rightnowish/id1482187648",
"stitcher": "https://www.stitcher.com/podcast/kqed/rightnowish",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMxMjU5MTY3NDc4",
"spotify": "https://open.spotify.com/show/7kEJuafTzTVan7B78ttz1I"
}
},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
"airtime": "FRI 11am-1pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/science-friday",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/science-friday",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=73329284&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Science-Friday-p394/",
"rss": "http://feeds.wnyc.org/science-friday"
}
},
"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
"airtime": "SAT 1pm-2pm, 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/05/Snap-Judgment-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Snap Judgment",
"officialWebsiteLink": "https://snapjudgment.org",
"meta": {
"site": "arts",
"source": "kqed",
"order": 4
},
"link": "https://snapjudgment.org",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/snap-judgment/id283657561",
"npr": "https://www.npr.org/podcasts/449018144/snap-judgment",
"stitcher": "https://www.pandora.com/podcast/snap-judgment/PC:241?source=stitcher-sunset",
"spotify": "https://open.spotify.com/show/3Cct7ZWmxHNAtLgBTqjC5v",
"rss": "https://snap.feed.snapjudgment.org/"
}
},
"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Sold-Out-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Sold Out: Rethinking Housing in America",
"officialWebsiteLink": "/podcasts/soldout",
"meta": {
"site": "news",
"source": "kqed",
"order": 13
},
"link": "/podcasts/soldout",
"subscribe": {
"npr": "https://www.npr.org/podcasts/911586047/s-o-l-d-o-u-t-a-new-future-for-housing",
"apple": "https://podcasts.apple.com/us/podcast/introducing-sold-out-rethinking-housing-in-america/id1531354937",
"rss": "https://feeds.megaphone.fm/soldout",
"spotify": "https://open.spotify.com/show/38dTBSk2ISFoPiyYNoKn1X",
"stitcher": "https://www.stitcher.com/podcast/kqed/sold-out-rethinking-housing-in-america",
"tunein": "https://tunein.com/radio/SOLD-OUT-Rethinking-Housing-in-America-p1365871/"
}
},
"spooked": {
"id": "spooked",
"title": "Spooked",
"tagline": "True-life supernatural stories",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/10/Spooked-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Spooked",
"officialWebsiteLink": "https://spookedpodcast.org/",
"meta": {
"site": "news",
"source": "kqed",
"order": 7
},
"link": "https://spookedpodcast.org/",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/spooked/id1279361017",
"npr": "https://www.npr.org/podcasts/549547848/snap-judgment-presents-spooked",
"spotify": "https://open.spotify.com/show/76571Rfl3m7PLJQZKQIGCT",
"rss": "https://feeds.simplecast.com/TBotaapn"
}
},
"tech-nation": {
"id": "tech-nation",
"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
"airtime": "FRI 10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Tech-Nation-Radio-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://technation.podomatic.com/",
"meta": {
"site": "science",
"source": "Tech Nation Media"
},
"link": "/radio/program/tech-nation",
"subscribe": {
"rss": "https://technation.podomatic.com/rss2.xml"
}
},
"ted-radio-hour": {
"id": "ted-radio-hour",
"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
"airtime": "SUN 3pm-4pm, SAT 10pm-11pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/tedRadioHour.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/ted-radio-hour/?showDate=2018-06-22",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/ted-radio-hour",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/8vsS",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=523121474&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/TED-Radio-Hour-p418021/",
"rss": "https://feeds.npr.org/510298/podcast.xml"
}
},
"thebay": {
"id": "thebay",
"title": "The Bay",
"tagline": "Local news to keep you rooted",
"info": "Host Devin Katayama walks you through the biggest story of the day with reporters and newsmakers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Bay-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Bay",
"officialWebsiteLink": "/podcasts/thebay",
"meta": {
"site": "radio",
"source": "kqed",
"order": 2
},
"link": "/podcasts/thebay",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-bay/id1350043452",
"amazon": "https://music.amazon.com/podcasts/d800ea4c-7a2c-42f2-b861-edaf78a5db0b/the-bay",
"npr": "https://www.npr.org/podcasts/586725995/the-bay",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-bay",
"spotify": "https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ",
"rss": "https://feeds.megaphone.fm/KQINC8259786327"
}
},
"thelatest": {
"id": "thelatest",
"title": "The Latest",
"tagline": "Trusted local news in real time",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/05/The-Latest-2025-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Latest",
"officialWebsiteLink": "/thelatest",
"meta": {
"site": "news",
"source": "kqed",
"order": 6
},
"link": "/thelatest",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-latest-from-kqed/id1197721799",
"npr": "https://www.npr.org/podcasts/1257949365/the-latest-from-k-q-e-d",
"spotify": "https://open.spotify.com/show/5KIIXMgM9GTi5AepwOYvIZ?si=bd3053fec7244dba",
"rss": "https://feeds.megaphone.fm/KQINC9137121918"
}
},
"theleap": {
"id": "theleap",
"title": "The Leap",
"tagline": "What if you closed your eyes, and jumped?",
"info": "Stories about people making dramatic, risky changes, told by award-winning public radio reporter Judy Campbell.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Leap-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Leap",
"officialWebsiteLink": "/podcasts/theleap",
"meta": {
"site": "news",
"source": "kqed",
"order": 17
},
"link": "/podcasts/theleap",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-leap/id1046668171",
"npr": "https://www.npr.org/podcasts/447248267/the-leap",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-leap",
"spotify": "https://open.spotify.com/show/3sSlVHHzU0ytLwuGs1SD1U",
"rss": "https://ww2.kqed.org/news/programs/the-leap/feed/podcast"
}
},
"the-moth-radio-hour": {
"id": "the-moth-radio-hour",
"title": "The Moth Radio Hour",
"info": "Since its launch in 1997, The Moth has presented thousands of true stories, told live and without notes, to standing-room-only crowds worldwide. Moth storytellers stand alone, under a spotlight, with only a microphone and a roomful of strangers. The storyteller and the audience embark on a high-wire act of shared experience which is both terrifying and exhilarating. Since 2008, The Moth podcast has featured many of our favorite stories told live on Moth stages around the country. For information on all of our programs and live events, visit themoth.org.",
"airtime": "SAT 8pm-9pm and SUN 11am-12pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/theMoth.jpg",
"officialWebsiteLink": "https://themoth.org/",
"meta": {
"site": "arts",
"source": "prx"
},
"link": "/radio/program/the-moth-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/the-moth-podcast/id275699983?mt=2",
"tuneIn": "https://tunein.com/radio/The-Moth-p273888/",
"rss": "http://feeds.themoth.org/themothpodcast"
}
},
"the-new-yorker-radio-hour": {
"id": "the-new-yorker-radio-hour",
"title": "The New Yorker Radio Hour",
"info": "The New Yorker Radio Hour is a weekly program presented by the magazine's editor, David Remnick, and produced by WNYC Studios and The New Yorker. Each episode features a diverse mix of interviews, profiles, storytelling, and an occasional burst of humor inspired by the magazine, and shaped by its writers, artists, and editors. This isn't a radio version of a magazine, but something all its own, reflecting the rich possibilities of audio storytelling and conversation. Theme music for the show was composed and performed by Merrill Garbus of tUnE-YArDs.",
"airtime": "SAT 10am-11am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-New-Yorker-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/tnyradiohour",
"meta": {
"site": "arts",
"source": "WNYC"
},
"link": "/radio/program/the-new-yorker-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/id1050430296",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/New-Yorker-Radio-Hour-p803804/",
"rss": "https://feeds.feedburner.com/newyorkerradiohour"
}
},
"the-sam-sanders-show": {
"id": "the-sam-sanders-show",
"title": "The Sam Sanders Show",
"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
"airtime": "FRI 12-1pm AND SAT 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/11/The-Sam-Sanders-Show-Podcast-Tile-400x400-1.jpg",
"officialWebsiteLink": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"meta": {
"site": "arts",
"source": "KCRW"
},
"link": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"subscribe": {
"rss": "https://feed.cdnstream1.com/zjb/feed/download/ac/28/59/ac28594c-e1d0-4231-8728-61865cdc80e8.xml"
}
},
"the-splendid-table": {
"id": "the-splendid-table",
"title": "The Splendid Table",
"info": "\u003cem>The Splendid Table\u003c/em> hosts our nation's conversations about cooking, sustainability and food culture.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Splendid-Table-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.splendidtable.org/",
"airtime": "SUN 10-11 pm",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/the-splendid-table"
},
"this-american-life": {
"id": "this-american-life",
"title": "This American Life",
"info": "This American Life is a weekly public radio show, heard by 2.2 million people on more than 500 stations. Another 2.5 million people download the weekly podcast. It is hosted by Ira Glass, produced in collaboration with Chicago Public Media, delivered to stations by PRX The Public Radio Exchange, and has won all of the major broadcasting awards.",
"airtime": "SAT 12pm-1pm, 7pm-8pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/thisAmericanLife.png",
"officialWebsiteLink": "https://www.thisamericanlife.org/",
"meta": {
"site": "news",
"source": "wbez"
},
"link": "/radio/program/this-american-life",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201671138&at=11l79Y&ct=nprdirectory",
"rss": "https://www.thisamericanlife.org/podcast/rss.xml"
}
},
"tinydeskradio": {
"id": "tinydeskradio",
"title": "Tiny Desk Radio",
"info": "We're bringing the best of Tiny Desk to the airwaves, only on public radio.",
"airtime": "SUN 8pm and SAT 9pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/04/300x300-For-Member-Station-Logo-Tiny-Desk-Radio-@2x.png",
"officialWebsiteLink": "https://www.npr.org/series/g-s1-52030/tiny-desk-radio",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/tinydeskradio",
"subscribe": {
"rss": "https://feeds.npr.org/g-s1-52030/rss.xml"
}
},
"wait-wait-dont-tell-me": {
"id": "wait-wait-dont-tell-me",
"title": "Wait Wait... Don't Tell Me!",
"info": "Peter Sagal and Bill Kurtis host the weekly NPR News quiz show alongside some of the best and brightest news and entertainment personalities.",
"airtime": "SUN 10am-11am, SAT 11am-12pm, SAT 6pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Wait-Wait-Podcast-Tile-300x300-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/wait-wait-dont-tell-me/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/wait-wait-dont-tell-me",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/Xogv",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=121493804&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Wait-Wait-Dont-Tell-Me-p46/",
"rss": "https://feeds.npr.org/344098539/podcast.xml"
}
},
"weekend-edition-saturday": {
"id": "weekend-edition-saturday",
"title": "Weekend Edition Saturday",
"info": "Weekend Edition Saturday wraps up the week's news and offers a mix of analysis and features on a wide range of topics, including arts, sports, entertainment, and human interest stories. The two-hour program is hosted by NPR's Peabody Award-winning Scott Simon.",
"airtime": "SAT 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-saturday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-saturday"
},
"weekend-edition-sunday": {
"id": "weekend-edition-sunday",
"title": "Weekend Edition Sunday",
"info": "Weekend Edition Sunday features interviews with newsmakers, artists, scientists, politicians, musicians, writers, theologians and historians. The program has covered news events from Nelson Mandela's 1990 release from a South African prison to the capture of Saddam Hussein.",
"airtime": "SUN 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-sunday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-sunday"
}
},
"racesReducer": {},
"racesGenElectionReducer": {},
"racesGenElection2026Reducer": {},
"radioSchedulesReducer": {},
"listsReducer": {
"posts/mindshift?tag=common-core": {
"isFetching": false,
"latestQuery": {
"from": 12,
"size": 12
},
"vitalsOnly": false,
"totalRequested": 12,
"isLoading": false,
"isLoadingMore": true,
"total": {
"value": 25,
"relation": "eq"
},
"items": [
"mindshift_33687",
"mindshift_33309",
"mindshift_32702",
"mindshift_32583",
"mindshift_31200",
"mindshift_30577",
"mindshift_28820",
"mindshift_28264",
"mindshift_28164",
"mindshift_28036",
"mindshift_28114",
"mindshift_27512"
],
"complete": true
}
},
"recallGuideReducer": {
"intros": {},
"policy": {},
"candidates": {}
},
"savedArticleReducer": {
"articles": [],
"status": {}
},
"newslettersReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"newsletters": {},
"isSubscribing": false,
"isUnsubscribing": false,
"subscribedNewsletters": {}
},
"termsReducer": {
"about": {
"name": "About",
"type": "terms",
"id": "about",
"slug": "about",
"link": "/about",
"taxonomy": "site"
},
"arts": {
"name": "Arts & Culture",
"grouping": [
"arts",
"pop",
"trulyca"
],
"description": "KQED Arts provides daily in-depth coverage of the Bay Area's music, art, film, performing arts, literature and arts news, as well as cultural commentary and criticism.",
"type": "terms",
"id": "arts",
"slug": "arts",
"link": "/arts",
"taxonomy": "site"
},
"artschool": {
"name": "Art School",
"parent": "arts",
"type": "terms",
"id": "artschool",
"slug": "artschool",
"link": "/artschool",
"taxonomy": "site"
},
"bayareabites": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "bayareabites",
"slug": "bayareabites",
"link": "/food",
"taxonomy": "site"
},
"bayareahiphop": {
"name": "Bay Area Hiphop",
"type": "terms",
"id": "bayareahiphop",
"slug": "bayareahiphop",
"link": "/bayareahiphop",
"taxonomy": "site"
},
"campaign21": {
"name": "Campaign 21",
"type": "terms",
"id": "campaign21",
"slug": "campaign21",
"link": "/campaign21",
"taxonomy": "site"
},
"careers": {
"name": "Careers",
"type": "terms",
"id": "careers",
"slug": "careers",
"link": "/careers",
"taxonomy": "site"
},
"checkplease": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "checkplease",
"slug": "checkplease",
"link": "/food",
"taxonomy": "site"
},
"education": {
"name": "Education",
"grouping": [
"education"
],
"type": "terms",
"id": "education",
"slug": "education",
"link": "/education",
"taxonomy": "site"
},
"elections": {
"name": "Elections",
"type": "terms",
"id": "elections",
"slug": "elections",
"link": "/elections",
"taxonomy": "site"
},
"events": {
"name": "Events",
"type": "terms",
"id": "events",
"slug": "events",
"link": "/events",
"taxonomy": "site"
},
"event": {
"name": "Event",
"alias": "events",
"type": "terms",
"id": "event",
"slug": "event",
"link": "/event",
"taxonomy": "site"
},
"filmschoolshorts": {
"name": "Film School Shorts",
"type": "terms",
"id": "filmschoolshorts",
"slug": "filmschoolshorts",
"link": "/filmschoolshorts",
"taxonomy": "site"
},
"food": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"type": "terms",
"id": "food",
"slug": "food",
"link": "/food",
"taxonomy": "site"
},
"forum": {
"name": "Forum",
"relatedContentQuery": "posts/forum?",
"parent": "news",
"type": "terms",
"id": "forum",
"slug": "forum",
"link": "/forum",
"taxonomy": "site"
},
"futureofyou": {
"name": "Future of You",
"grouping": [
"science",
"futureofyou"
],
"parent": "science",
"type": "terms",
"id": "futureofyou",
"slug": "futureofyou",
"link": "/futureofyou",
"taxonomy": "site"
},
"jpepinheart": {
"name": "KQED food",
"relatedContentQuery": "posts/food,bayareabites,checkplease",
"parent": "food",
"type": "terms",
"id": "jpepinheart",
"slug": "jpepinheart",
"link": "/food",
"taxonomy": "site"
},
"liveblog": {
"name": "Live Blog",
"type": "terms",
"id": "liveblog",
"slug": "liveblog",
"link": "/liveblog",
"taxonomy": "site"
},
"livetv": {
"name": "Live TV",
"parent": "tv",
"type": "terms",
"id": "livetv",
"slug": "livetv",
"link": "/livetv",
"taxonomy": "site"
},
"lowdown": {
"name": "The Lowdown",
"relatedContentQuery": "posts/lowdown?",
"parent": "news",
"type": "terms",
"id": "lowdown",
"slug": "lowdown",
"link": "/lowdown",
"taxonomy": "site"
},
"mindshift": {
"name": "Mindshift",
"parent": "news",
"description": "MindShift explores the future of education by highlighting the innovative – and sometimes counterintuitive – ways educators and parents are helping all children succeed.",
"type": "terms",
"id": "mindshift",
"slug": "mindshift",
"link": "/mindshift",
"taxonomy": "site"
},
"news": {
"name": "News",
"grouping": [
"news",
"forum"
],
"type": "terms",
"id": "news",
"slug": "news",
"link": "/news",
"taxonomy": "site"
},
"newsletters": {
"name": "newsletters",
"type": "terms",
"id": "newsletters",
"slug": "newsletters",
"link": "/newsletters",
"taxonomy": "site"
},
"perspectives": {
"name": "Perspectives",
"parent": "radio",
"type": "terms",
"id": "perspectives",
"slug": "perspectives",
"link": "/perspectives",
"taxonomy": "site"
},
"podcasts": {
"name": "Podcasts",
"type": "terms",
"id": "podcasts",
"slug": "podcasts",
"link": "/podcasts",
"taxonomy": "site"
},
"pop": {
"name": "Pop",
"parent": "arts",
"type": "terms",
"id": "pop",
"slug": "pop",
"link": "/pop",
"taxonomy": "site"
},
"pressroom": {
"name": "Pressroom",
"type": "terms",
"id": "pressroom",
"slug": "pressroom",
"link": "/pressroom",
"taxonomy": "site"
},
"quest": {
"name": "Quest",
"parent": "science",
"type": "terms",
"id": "quest",
"slug": "quest",
"link": "/quest",
"taxonomy": "site"
},
"radio": {
"name": "Radio",
"grouping": [
"forum",
"perspectives"
],
"description": "Listen to KQED Public Radio – home of Forum and The California Report – on 88.5 FM in San Francisco, 89.3 FM in Sacramento, 88.3 FM in Santa Rosa and 88.1 FM in Martinez.",
"type": "terms",
"id": "radio",
"slug": "radio",
"link": "/radio",
"taxonomy": "site"
},
"root": {
"name": "KQED",
"image": "https://ww2.kqed.org/app/uploads/2020/02/KQED-OG-Image@1x.png",
"imageWidth": 1200,
"imageHeight": 630,
"headData": {
"title": "KQED | News, Radio, Podcasts, TV | Public Media for Northern California",
"description": "KQED provides public radio, television, and independent reporting on issues that matter to the Bay Area. We’re the NPR and PBS member station for Northern California."
},
"type": "terms",
"id": "root",
"slug": "root",
"link": "/root",
"taxonomy": "site"
},
"science": {
"name": "Science",
"grouping": [
"science",
"futureofyou"
],
"description": "KQED Science brings you award-winning science and environment coverage from the Bay Area and beyond.",
"type": "terms",
"id": "science",
"slug": "science",
"link": "/science",
"taxonomy": "site"
},
"stateofhealth": {
"name": "State of Health",
"parent": "science",
"type": "terms",
"id": "stateofhealth",
"slug": "stateofhealth",
"link": "/stateofhealth",
"taxonomy": "site"
},
"support": {
"name": "Support",
"type": "terms",
"id": "support",
"slug": "support",
"link": "/support",
"taxonomy": "site"
},
"thedolist": {
"name": "The Do List",
"parent": "arts",
"type": "terms",
"id": "thedolist",
"slug": "thedolist",
"link": "/thedolist",
"taxonomy": "site"
},
"trulyca": {
"name": "Truly CA",
"grouping": [
"arts",
"pop",
"trulyca"
],
"parent": "arts",
"type": "terms",
"id": "trulyca",
"slug": "trulyca",
"link": "/trulyca",
"taxonomy": "site"
},
"tv": {
"name": "TV",
"type": "terms",
"id": "tv",
"slug": "tv",
"link": "/tv",
"taxonomy": "site"
},
"voterguide": {
"name": "Voter Guide",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "voterguide",
"slug": "voterguide",
"link": "/voterguide",
"taxonomy": "site"
},
"guiaelectoral": {
"name": "Guia Electoral",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "guiaelectoral",
"slug": "guiaelectoral",
"link": "/guiaelectoral",
"taxonomy": "site"
},
"mindshift_tag_common-core": {
"isLoading": true
},
"mindshift_1004": {
"type": "terms",
"id": "mindshift_1004",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1004",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Common Core State Standards",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Common Core State Standards Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1009,
"slug": "common-core",
"isLoading": false,
"link": "/mindshift/tag/common-core"
},
"mindshift_193": {
"type": "terms",
"id": "mindshift_193",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "193",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Teaching Strategies",
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"title": "Teaching Strategies Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 193,
"slug": "teaching-strategies",
"isLoading": false,
"link": "/mindshift/category/teaching-strategies"
},
"mindshift_1040": {
"type": "terms",
"id": "mindshift_1040",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1040",
"found": true
},
"relationships": {},
"featImg": null,
"name": "full-image",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "full-image Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1045,
"slug": "full-image",
"isLoading": false,
"link": "/mindshift/tag/full-image"
},
"mindshift_195": {
"type": "terms",
"id": "mindshift_195",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "195",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Digital Tools",
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"title": "Digital Tools Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 195,
"slug": "digital-tools",
"isLoading": false,
"link": "/mindshift/category/digital-tools"
},
"mindshift_108": {
"type": "terms",
"id": "mindshift_108",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "108",
"found": true
},
"relationships": {},
"featImg": null,
"name": "assessment",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "assessment Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 108,
"slug": "assessments",
"isLoading": false,
"link": "/mindshift/tag/assessments"
},
"mindshift_65": {
"type": "terms",
"id": "mindshift_65",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "65",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Technology in Schools",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Technology in Schools Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 65,
"slug": "technology-in-schools",
"isLoading": false,
"link": "/mindshift/tag/technology-in-schools"
},
"mindshift_20584": {
"type": "terms",
"id": "mindshift_20584",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20584",
"found": true
},
"relationships": {},
"featImg": null,
"name": "text complexity",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "text complexity Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19861,
"slug": "text-complexity",
"isLoading": false,
"link": "/mindshift/tag/text-complexity"
},
"mindshift_96": {
"type": "terms",
"id": "mindshift_96",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "96",
"found": true
},
"relationships": {},
"featImg": null,
"name": "professional development",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "professional development Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 96,
"slug": "professional-development",
"isLoading": false,
"link": "/mindshift/tag/professional-development"
},
"mindshift_20524": {
"type": "terms",
"id": "mindshift_20524",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20524",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Inquiry Learning",
"description": null,
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Inquiry Learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19801,
"slug": "inquiry-learning-2",
"isLoading": false,
"link": "/mindshift/category/inquiry-learning-2"
},
"mindshift_797": {
"type": "terms",
"id": "mindshift_797",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "797",
"found": true
},
"relationships": {},
"featImg": null,
"name": "inquiry learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "inquiry learning Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 800,
"slug": "inquiry-learning",
"isLoading": false,
"link": "/mindshift/tag/inquiry-learning"
},
"mindshift_256": {
"type": "terms",
"id": "mindshift_256",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "256",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Project Based Learning",
"description": "Educators use Project Based Learning to allow students to make projects as they learn certain subjects.",
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Educators use Project Based Learning to allow students to make projects as they learn certain subjects.",
"title": "Project Based Learning Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 256,
"slug": "project-based-learning",
"isLoading": false,
"link": "/mindshift/tag/project-based-learning"
},
"mindshift_192": {
"type": "terms",
"id": "mindshift_192",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "192",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Big Ideas",
"description": "The latest findings from experts in the field related to the future of learning.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "The latest findings from experts in the field related to the future of learning.",
"title": "Big Ideas Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 192,
"slug": "big-ideas",
"isLoading": false,
"link": "/mindshift/category/big-ideas"
},
"mindshift_194": {
"type": "terms",
"id": "mindshift_194",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "194",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Culture",
"description": "How trends in technology – social networks, Internet privacy, cyberbullying – influence education.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "How trends in technology – social networks, Internet privacy, cyberbullying – influence education.",
"title": "Culture Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 194,
"slug": "culture",
"isLoading": false,
"link": "/mindshift/category/culture"
},
"mindshift_121": {
"type": "terms",
"id": "mindshift_121",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "121",
"found": true
},
"relationships": {},
"featImg": null,
"name": "collaborative learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "collaborative learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 121,
"slug": "collaborative-learning",
"isLoading": false,
"link": "/mindshift/tag/collaborative-learning"
},
"mindshift_85": {
"type": "terms",
"id": "mindshift_85",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "85",
"found": true
},
"relationships": {},
"featImg": null,
"name": "global learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "global learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 85,
"slug": "global-learning",
"isLoading": false,
"link": "/mindshift/tag/global-learning"
},
"mindshift_421": {
"type": "terms",
"id": "mindshift_421",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "421",
"found": true
},
"relationships": {},
"featImg": null,
"name": "personalized learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "personalized learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 422,
"slug": "personalized-learning",
"isLoading": false,
"link": "/mindshift/tag/personalized-learning"
},
"mindshift_1029": {
"type": "terms",
"id": "mindshift_1029",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1029",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Yong Zhao",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Yong Zhao Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1034,
"slug": "yong-zhao",
"isLoading": false,
"link": "/mindshift/tag/yong-zhao"
},
"mindshift_410": {
"type": "terms",
"id": "mindshift_410",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "410",
"found": true
},
"relationships": {},
"featImg": null,
"name": "broadband",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "broadband Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 411,
"slug": "broadband",
"isLoading": false,
"link": "/mindshift/tag/broadband"
},
"mindshift_544": {
"type": "terms",
"id": "mindshift_544",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "544",
"found": true
},
"relationships": {},
"featImg": null,
"name": "CoSN",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "CoSN Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 547,
"slug": "cosn",
"isLoading": false,
"link": "/mindshift/tag/cosn"
},
"mindshift_551": {
"type": "terms",
"id": "mindshift_551",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "551",
"found": true
},
"relationships": {},
"featImg": null,
"name": "science",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "science Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 554,
"slug": "science",
"isLoading": false,
"link": "/mindshift/tag/science"
},
"mindshift_1022": {
"type": "terms",
"id": "mindshift_1022",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1022",
"found": true
},
"relationships": {},
"featImg": null,
"name": "science standards",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "science standards Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1027,
"slug": "science-standards",
"isLoading": false,
"link": "/mindshift/tag/science-standards"
},
"mindshift_47": {
"type": "terms",
"id": "mindshift_47",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "47",
"found": true
},
"relationships": {},
"featImg": null,
"name": "STEM",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "STEM Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 47,
"slug": "stem",
"isLoading": false,
"link": "/mindshift/tag/stem"
},
"mindshift_20658": {
"type": "terms",
"id": "mindshift_20658",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20658",
"found": true
},
"relationships": {},
"featImg": null,
"name": "ASSESSMENT",
"description": "Assessing, or measuring, students’ content knowledge and skills is one of the most complex and controversial topics of discussion in education. For more than 10 years, the word assessment has been synonymous with high stakes standardized tests, used to compare schools and states against one another, to allocate federal funding and increasingly to evaluate teachers. Many have argued that in their current state, \u003ca href=\"http://blogs.kqed.org/mindshift/2011/03/the-bubble-test-the-bane-of-learning/\">assessments have become accountability tools\u003c/a> that end up hurting teachers, rather than helpful tools for teachers.\r\n\r\nBut the \u003ca href=\"http://blogs.kqed.org/mindshift/2012/04/movement-against-standardized-testing-grows-as-parents-opt-out/\">movement against standardized testing grows\u003c/a>, as parents are choosing to opt their children out, even if it means \u003ca href=\"http://blogs.kqed.org/mindshift/2013/12/what-happens-when-parents-decide-to-opt-out-of-standardized-tests/\">there may be repercussions\u003c/a>.\r\n\r\nAmidst this backlash against standardized tests, many \u003ca href=\"http://blogs.kqed.org/mindshift/2013/06/will-new-tests-measure-any-valuable-skills/\">schools and teachers are finding ways to give students meaningful feedback\u003c/a> on their work before testing them, so they have time to improve or shift course. These \u003ca href=\"http://blogs.kqed.org/mindshift/2014/01/the-importance-of-low-stakes-student-feedback/\">formative assessments\u003c/a> -- check-ins on how well students are learning stage by stage -- help teachers recalibrate and meet students they are. To that end, educators will find a \u003ca href=\"http://blogs.kqed.org/mindshift/2013/09/are-teachers-and-ed-tech-businesses-working-towards-the-same-goal/\">slew of tech products\u003c/a> that promise to make these formative assessments easier.\r\n\r\nTake a look at the posts below, which provide examples of how teachers are using technology to help assess student learning moment by moment, including one effort to use \u003ca href=\"http://blogs.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">video games for assessment\u003c/a>.\r\n\r\n\u003cstrong>DIG INTO ASSESSMENT\u003c/strong>\r\n\r\n1. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/01/the-importance-of-low-stakes-student-feedback/\">The Importance of Low-Stakes Student Feedback\u003c/a>\r\n\r\n2. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/06/will-new-tests-measure-any-valuable-skills/\">Rethinking Assessment: Trusting Teachers to Evaluate Student Learning\u003c/a>\r\n\r\n3. \u003ca href=\"http://blogs.kqed.org/mindshift/2011/07/beyond-the-bubble-test-how-will-we-measure-learning/\">Beyond the Bubble Test: How Will We Measure Learning in the Future?\u003c/a>\r\n\r\n4. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/04/in-an-era-of-global-competition-what-exactly-are-we-testing-for/\">In an Era of Global Competition, What Exactly Are We Testing For?\u003c/a>\r\n\r\n5. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/03/how-do-you-measure-learning/\">How Do You Measure Learning?\u003c/a>\r\n\r\n6. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">SimCityEDU: Using Games for Formative Assessment\u003c/a>\r\n\r\n7. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/02/is-kindergarten-too-young-to-test/\">Is Kindergarten Too Young to Test?\u003c/a>\r\n\r\n8. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/04/more-progressive-ways-to-measure-deeper-level-of-learning/\" target=\"_blank\">More Progressive Ways to Measure Deeper Level of Learning\u003c/a>",
"taxonomy": "series",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Assessing, or measuring, students’ content knowledge and skills is one of the most complex and controversial topics of discussion in education. For more than 10 years, the word assessment has been synonymous with high stakes standardized tests, used to compare schools and states against one another, to allocate federal funding and increasingly to evaluate teachers. Many have argued that in their current state, assessments have become accountability tools that end up hurting teachers, rather than helpful tools for teachers. But the movement against standardized testing grows, as parents are choosing to opt their children out, even if it means there may be repercussions. Amidst this backlash against standardized tests, many schools and teachers are finding ways to give students meaningful feedback on their work before testing them, so they have time to improve or shift course. These formative assessments -- check-ins on how well students are learning stage by stage -- help teachers recalibrate and meet students they are. To that end, educators will find a slew of tech products that promise to make these formative assessments easier. Take a look at the posts below, which provide examples of how teachers are using technology to help assess student learning moment by moment, including one effort to use video games for assessment. DIG INTO ASSESSMENT 1. The Importance of Low-Stakes Student Feedback 2. Rethinking Assessment: Trusting Teachers to Evaluate Student Learning 3. Beyond the Bubble Test: How Will We Measure Learning in the Future? 4. In an Era of Global Competition, What Exactly Are We Testing For? 5. How Do You Measure Learning? 6. SimCityEDU: Using Games for Formative Assessment 7. Is Kindergarten Too Young to Test? 8. More Progressive Ways to Measure Deeper Level of Learning",
"title": "ASSESSMENT Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19935,
"slug": "assessment-authentic-formative-summative-tests-testing",
"isLoading": false,
"link": "/mindshift/series/assessment-authentic-formative-summative-tests-testing"
},
"mindshift_281": {
"type": "terms",
"id": "mindshift_281",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "281",
"found": true
},
"relationships": {},
"featImg": null,
"name": "computer games",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "computer games Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 282,
"slug": "computer-games",
"isLoading": false,
"link": "/mindshift/tag/computer-games"
},
"mindshift_548": {
"type": "terms",
"id": "mindshift_548",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "548",
"found": true
},
"relationships": {},
"featImg": null,
"name": "game-based learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "game-based learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 551,
"slug": "game-based-learning",
"isLoading": false,
"link": "/mindshift/tag/game-based-learning"
},
"mindshift_1012": {
"type": "terms",
"id": "mindshift_1012",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1012",
"found": true
},
"relationships": {},
"featImg": null,
"name": "SimCityEDU",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "SimCityEDU Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1017,
"slug": "simcityedu",
"isLoading": false,
"link": "/mindshift/tag/simcityedu"
}
},
"userPermissionsReducer": {
"wpLoggedIn": false
},
"eventsReducer": {},
"fssReducer": {},
"tvDailyScheduleReducer": {},
"tvWeeklyScheduleReducer": {},
"tvPrimetimeScheduleReducer": {},
"tvMonthlyScheduleReducer": {},
"userAccountReducer": {
"user": {
"email": null,
"emailStatus": "EMAIL_UNVALIDATED",
"loggedStatus": "LOGGED_OUT",
"loggingChecked": false,
"articles": [],
"firstName": null,
"lastName": null,
"phoneNumber": null,
"fetchingMembership": false,
"membershipError": false,
"memberships": [
{
"id": null,
"startDate": null,
"firstName": null,
"lastName": null,
"familyNumber": null,
"memberNumber": null,
"memberSince": null,
"expirationDate": null,
"pfsEligible": false,
"isSustaining": false,
"membershipLevel": "Prospect",
"membershipStatus": "Non Member",
"lastGiftDate": null,
"renewalDate": null,
"lastDonationAmount": null
}
]
},
"authModal": {
"isOpen": false,
"view": "LANDING_VIEW"
},
"error": null
},
"youthMediaReducer": {},
"checkPleaseReducer": {
"filterData": {
"region": {
"key": "Restaurant Region",
"filters": [
"Any Region"
]
},
"cuisine": {
"key": "Restaurant Cuisine",
"filters": [
"Any Cuisine"
]
}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
}
}
