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"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">Two decades into the 21st century, educators are still tackling the question of how to help young people \u003c/span>\u003ca href=\"https://hechingerreport.org/blurring-the-lines-between-education-and-workforce/\">\u003cspan style=\"font-weight: 400;\">prepare for a rapidly evolving work landscape\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Industry leaders have long called for more emphasis on skills such as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/critical-thinking\">\u003cspan style=\"font-weight: 400;\">critical thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, communication and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/problem-solving\">\u003cspan style=\"font-weight: 400;\">problem-solving\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, though the definitions and methods for teaching all of these can vary widely. At the International Society for Technology in Education conference in July, a number of education leaders and teachers discussed a framework that can help build students’ problem-solving skills in any subject: computational thinking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Much of the research and discussion on computational thinking in the last twenty years has focused on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/42886/what-a-school-district-designed-for-computational-thinking-looks-like\">\u003cspan style=\"font-weight: 400;\">computer science contexts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Harvard’s \u003c/span>\u003ca href=\"https://scholar.harvard.edu/kbrennan/home\">\u003cspan style=\"font-weight: 400;\">Karen Brennan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, for example, has led studies and developed resources on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55081/when-teachers-make-room-for-their-own-curiosity-they-defend-it-for-children\">\u003cspan style=\"font-weight: 400;\">computational thinking with Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003cspan style=\"font-weight: 400;\">But several advocates argued that these skills are not just applicable to coding and should be integrated across the curriculum. They outlined four \u003c/span>\u003cspan style=\"font-weight: 400;\">strategies that make up the computational thinking process:\u003c/span>\u003c/p>\n\u003cp>\u003cb>Decomposition\u003c/b>\u003cspan style=\"font-weight: 400;\"> - breaking a complex problem into smaller parts or questions\u003c/span>\u003c/p>\n\u003cp>\u003cb>Pattern recognition\u003c/b>\u003cspan style=\"font-weight: 400;\"> - identifying trends, differences or similarities in data\u003c/span>\u003c/p>\n\u003cp>\u003cb>Abstraction\u003c/b>\u003cspan style=\"font-weight: 400;\"> - removing unnecessary elements or data to focus on what’s useful in solving a problem\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>Algorithmic design\u003c/b>\u003cspan style=\"font-weight: 400;\"> - making steps and rules to solve problems\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Most problems will require students to employ multiple strategies. \u003c/span>\u003ca href=\"https://twitter.com/JulieEvans_PT\">\u003cspan style=\"font-weight: 400;\">Julie Evans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, CEO of the education nonprofit Project Tomorrow, illustrated that point by asking attendees at one session to draw a cat in less than 30 seconds. No drawing looked exactly the same, but the participating educators had to quickly break their mental image of a cat into important parts, such as a tail and whiskers (decomposition). They discarded unnecessary data; for instance, a cat can be conveyed by drawing its head and body or just its face (abstraction). And they envisioned and executed steps to get from a blank page to a completed drawing (algorithmic design).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Bryan Cox, who works in the Georgia Department of Education to broaden computer science education, offered practical and pedagogical reasons for integration. Not all schools offer computer science and even at schools that do, \u003c/span>\u003ca href=\"https://www.k12dive.com/news/report-more-high-schools-offer-computer-science-courses-but-enrollment-di/609890/\">\u003cspan style=\"font-weight: 400;\">not all students take those classes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. For elementary school teachers, stand-alone computer science lessons can feel like one more thing to add to an already packed curriculum. “Integration is less disruptive,” Cox said. He also said integration mirrors how computational thinking occurs in the real world in fields like medicine, automotives, law and sports.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Over the past two years, Project Tomorrow trained 120 teachers in New York City elementary schools to integrate computational thinking into their classrooms. In one example from a second and third grade writing unit, students wrote a realistic fiction story and created a movie to bring the story to life. That may sound like a pretty typical language arts project, but the difference was in the approach, according to Project Tomorrow instructional coach David Gomez. Rather than being told how to write a realistic fiction story, students developed an algorithm for the process, with steps such as making up a pretend character, giving the character a name, imagining the setting and so on. In this example and others, Gomez said that algorithms help students acknowledge the steps they are following during a task and increase their awareness of their work processes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Gomez works with teachers to help students recognize when they’re using other computational thinking strategies, too. One second grade teacher, for example, used a poster with sticky notes for students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46316/dont-leave-learning-up-to-chance-framing-and-reflection\">\u003cspan style=\"font-weight: 400;\">reflect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> on which strategies they’d used in different subjects throughout the day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Evans said she loves hearing kids identify the strategies in discussions with each other. She’s heard questions like “Did you try abstraction?” and “Why didn’t you do \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56566/what-it-looks-like-when-students-share-and-revise-rough-drafts-in-math-class\">\u003cspan style=\"font-weight: 400;\">pattern recognition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">?” from students chatting with classmates. “Those little tykes in second grade are already developing their problem-solving muscles, and they’ve got the vocabulary to have that be a sustainable skill for the future,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Crafting computational problems\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Not every question or problem is a computational one. Carolyn Sykora, senior director of the \u003ca href=\"https://www.iste.org/standards/iste-standards-for-computational-thinking\">ISTE Standards\u003c/a> programs, shared three characteristics that teachers can use to identify a computational problem:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli aria-level=\"1\">\u003cb>It’s open-ended with multiple potential solutions. \u003cspan style=\"font-weight: 400;\">“How can we design a car to get from point A to point B?” is an example that meets this criteria, whereas “How does a self-driving car work?” is a knowledge-based question.\u003c/span>\u003c/b>\u003c/li>\n\u003cli aria-level=\"1\">\u003cb>It requires using or collecting data.\u003c/b>\u003cspan style=\"font-weight: 400;\"> Data doesn’t just mean numbers. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">Two decades into the 21st century, educators are still tackling the question of how to help young people \u003c/span>\u003ca href=\"https://hechingerreport.org/blurring-the-lines-between-education-and-workforce/\">\u003cspan style=\"font-weight: 400;\">prepare for a rapidly evolving work landscape\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Industry leaders have long called for more emphasis on skills such as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/critical-thinking\">\u003cspan style=\"font-weight: 400;\">critical thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, communication and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/problem-solving\">\u003cspan style=\"font-weight: 400;\">problem-solving\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, though the definitions and methods for teaching all of these can vary widely. At the International Society for Technology in Education conference in July, a number of education leaders and teachers discussed a framework that can help build students’ problem-solving skills in any subject: computational thinking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Much of the research and discussion on computational thinking in the last twenty years has focused on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/42886/what-a-school-district-designed-for-computational-thinking-looks-like\">\u003cspan style=\"font-weight: 400;\">computer science contexts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Harvard’s \u003c/span>\u003ca href=\"https://scholar.harvard.edu/kbrennan/home\">\u003cspan style=\"font-weight: 400;\">Karen Brennan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, for example, has led studies and developed resources on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55081/when-teachers-make-room-for-their-own-curiosity-they-defend-it-for-children\">\u003cspan style=\"font-weight: 400;\">computational thinking with Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003cspan style=\"font-weight: 400;\">But several advocates argued that these skills are not just applicable to coding and should be integrated across the curriculum. They outlined four \u003c/span>\u003cspan style=\"font-weight: 400;\">strategies that make up the computational thinking process:\u003c/span>\u003c/p>\n\u003cp>\u003cb>Decomposition\u003c/b>\u003cspan style=\"font-weight: 400;\"> - breaking a complex problem into smaller parts or questions\u003c/span>\u003c/p>\n\u003cp>\u003cb>Pattern recognition\u003c/b>\u003cspan style=\"font-weight: 400;\"> - identifying trends, differences or similarities in data\u003c/span>\u003c/p>\n\u003cp>\u003cb>Abstraction\u003c/b>\u003cspan style=\"font-weight: 400;\"> - removing unnecessary elements or data to focus on what’s useful in solving a problem\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Algorithmic design\u003c/b>\u003cspan style=\"font-weight: 400;\"> - making steps and rules to solve problems\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Most problems will require students to employ multiple strategies. \u003c/span>\u003ca href=\"https://twitter.com/JulieEvans_PT\">\u003cspan style=\"font-weight: 400;\">Julie Evans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, CEO of the education nonprofit Project Tomorrow, illustrated that point by asking attendees at one session to draw a cat in less than 30 seconds. No drawing looked exactly the same, but the participating educators had to quickly break their mental image of a cat into important parts, such as a tail and whiskers (decomposition). They discarded unnecessary data; for instance, a cat can be conveyed by drawing its head and body or just its face (abstraction). And they envisioned and executed steps to get from a blank page to a completed drawing (algorithmic design).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Bryan Cox, who works in the Georgia Department of Education to broaden computer science education, offered practical and pedagogical reasons for integration. Not all schools offer computer science and even at schools that do, \u003c/span>\u003ca href=\"https://www.k12dive.com/news/report-more-high-schools-offer-computer-science-courses-but-enrollment-di/609890/\">\u003cspan style=\"font-weight: 400;\">not all students take those classes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. For elementary school teachers, stand-alone computer science lessons can feel like one more thing to add to an already packed curriculum. “Integration is less disruptive,” Cox said. He also said integration mirrors how computational thinking occurs in the real world in fields like medicine, automotives, law and sports.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Over the past two years, Project Tomorrow trained 120 teachers in New York City elementary schools to integrate computational thinking into their classrooms. In one example from a second and third grade writing unit, students wrote a realistic fiction story and created a movie to bring the story to life. That may sound like a pretty typical language arts project, but the difference was in the approach, according to Project Tomorrow instructional coach David Gomez. Rather than being told how to write a realistic fiction story, students developed an algorithm for the process, with steps such as making up a pretend character, giving the character a name, imagining the setting and so on. In this example and others, Gomez said that algorithms help students acknowledge the steps they are following during a task and increase their awareness of their work processes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Gomez works with teachers to help students recognize when they’re using other computational thinking strategies, too. One second grade teacher, for example, used a poster with sticky notes for students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46316/dont-leave-learning-up-to-chance-framing-and-reflection\">\u003cspan style=\"font-weight: 400;\">reflect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> on which strategies they’d used in different subjects throughout the day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Evans said she loves hearing kids identify the strategies in discussions with each other. She’s heard questions like “Did you try abstraction?” and “Why didn’t you do \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56566/what-it-looks-like-when-students-share-and-revise-rough-drafts-in-math-class\">\u003cspan style=\"font-weight: 400;\">pattern recognition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">?” from students chatting with classmates. “Those little tykes in second grade are already developing their problem-solving muscles, and they’ve got the vocabulary to have that be a sustainable skill for the future,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Crafting computational problems\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Not every question or problem is a computational one. Carolyn Sykora, senior director of the \u003ca href=\"https://www.iste.org/standards/iste-standards-for-computational-thinking\">ISTE Standards\u003c/a> programs, shared three characteristics that teachers can use to identify a computational problem:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli aria-level=\"1\">\u003cb>It’s open-ended with multiple potential solutions. \u003cspan style=\"font-weight: 400;\">“How can we design a car to get from point A to point B?” is an example that meets this criteria, whereas “How does a self-driving car work?” is a knowledge-based question.\u003c/span>\u003c/b>\u003c/li>\n\u003cli aria-level=\"1\">\u003cb>It requires using or collecting data.\u003c/b>\u003cspan style=\"font-weight: 400;\"> Data doesn’t just mean numbers. It could, for example, be the lines in a poem or the notes in a musical composition.\u003c/span>\u003c/li>\n\u003cli aria-level=\"1\">\u003cb>It includes an opportunity to create a procedure or algorithm. \u003c/b>\u003cspan style=\"font-weight: 400;\">In some cases, such as an engineering challenge, it’s easy to identify where this opportunity will arise. But often that’s not so clear. “Sometimes you don’t understand where the algorithm design comes into play until you do your problem decomposition,” Sykora said.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Using these characteristics can help teachers rethink curriculum, rather than trying to add something new. “We have our tried and true lessons and the things that we want our kids to learn,” Sykora said. The next step is to look at those lessons and ask, “How can we take something that’s knowledge-based and turn it into a computational problem?”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "When Teachers Make Room For Their Own Curiosity They Defend It For Children",
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"content": "\u003cp>\u003ca href=\"https://scholar.harvard.edu/kbrennan/home\">Dr. Karen Brennan\u003c/a> has long been fascinated by learning environments that encourage kids to be curious. She’s spent her career thinking about how students develop \u003ca href=\"http://scratched.gse.harvard.edu/guide/\">computational thinking\u003c/a>, and what makes a learning environment fertile for kids to show their ingenuity. She developed \u003ca href=\"https://scratched.gse.harvard.edu/\">ScratchEd\u003c/a>, an online platform to support educators using Scratch in their classrooms, and has studied elements of effective teaching through \u003ca href=\"https://www.media.mit.edu/groups/lifelong-kindergarten/overview/\">MIT Media Lab's Lifelong Kindergarten\u003c/a> research group. Now she's a faculty member at the Harvard Graduate School of Education, leading the \u003ca href=\"http://creativecomputing.gse.harvard.edu/\">Creative Computing Lab.\u003c/a>\u003c/p>\n\u003cp>Since Scratch launched 12 years ago, users have created 43 million projects. That’s a lot of creativity on display. From studying the way kids use the platform, as well as effective classrooms, Brennan has seen four crucial ingredients to curiosity:\u003c/p>\n\u003cul>\n\u003cli>Pursue a question that matters to the learner\u003c/li>\n\u003cli>Create different representations of an evolving understanding\u003c/li>\n\u003cli>Participate in a community of learners\u003c/li>\n\u003cli>Constantly reflect on the learning\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/48684/mits-scratch-program-is-evolving-for-greater-more-mobile-creativity\">Scratch is an interactive community\u003c/a> where kids can use evolving programming skills to showcase their creativity. But not every child has access to Scratch or to environments that foster this type of curiosity and independence. That’s where teachers come in.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-theme=\"light\">\n\u003cp dir=\"ltr\" lang=\"en\">Great keynote by \u003ca href=\"https://twitter.com/karen_brennan?ref_src=twsrc%5Etfw\">@karen_brennan\u003c/a> and engaging conversations! \u003ca href=\"https://twitter.com/hashtag/BLC19?src=hash&ref_src=twsrc%5Etfw\">#BLC19\u003c/a> \u003ca href=\"https://twitter.com/PeelSchools?ref_src=twsrc%5Etfw\">@PeelSchools\u003c/a> \u003ca href=\"https://twitter.com/hashtag/boston?src=hash&ref_src=twsrc%5Etfw\">#boston\u003c/a> \u003ca href=\"https://t.co/QS04qRcmAO\">pic.twitter.com/QS04qRcmAO\u003c/a>\u003c/p>\n\u003cp>— J Varriano (@j_varriano) \u003ca href=\"https://twitter.com/j_varriano/status/1151498071454486530?ref_src=twsrc%5Etfw\">July 17, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The role of the teacher is essential if we really want to make this learning accessible to everyone,” Brennan said at the \u003ca href=\"https://novemberlearning.com/education-conference/\">Building Learning Communities\u003c/a> conference. She cited a seminal book on teaching by Neil Postman and Charles Weingartner, \u003cem>\u003ca href=\"https://www.amazon.com/Teaching-Subversive-Activity-Neil-Postman/dp/0385290098\">Teaching as a Subversive Activity\u003c/a>\u003c/em>:\u003c/p>\n\u003cblockquote>\u003cp>\"There can be no significant innovation in education that does not have at its center the attitudes of teachers, and it is an illusion to think otherwise. The beliefs, feelings, and assumptions of teachers are the air of a learning environment; they determine the quality of life within it.\"\u003c/p>\u003c/blockquote>\n\u003cp>Given the critical role teachers play in creating spaces where curiosity thrives, Brennan has spent years observing skilled teachers as they do the work. She noticed that in the most creative, curiosity-filled classrooms teachers actively design opportunities to:\u003c/p>\n\u003cul>\n\u003cli>Cultivate curiosity – Are young people designing questions, asking questions?\u003c/li>\n\u003cli>Create – This could take many forms.\u003c/li>\n\u003cli>Collaborate – Learn from and with others\u003c/li>\n\u003cli>Contemplate – \"We know there's no learning without reflection,\" Brennan said. \"What are the opportunities to think about their thinking?\"\u003c/li>\n\u003c/ul>\n\u003cp>But it’s much easier to list elements of a creative classroom than to deal with the common roadblocks to creating that space. Brennan put forward three scenarios in which a teacher encounters a stumbling block, as well as some strategies teachers she has worked with used to get past them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://padlet.com/karen_brennan/BLC1\">Case Study #1\u003c/a>: \u003c/strong>\u003cbr>\n\u003cem>\u003cbr>\nAngela has just introduced her class of 7th-grade students to Scratch, offering them a brief introduction to how Scratch works and then inviting them to create an interactive book report based on something they have read this year. She expects the project to take several days and is excited to see which books her students will choose and how they will bring them to life with Scratch. At the end of the first day, Angela tours the classroom to see how projects are progressing. She talks with a student who has stopped working on their project and is playing a game. When she asks how things are going, the student—who has created a somewhat minimal project—proclaims, “I’m finished!” What advice would you give Angela?\u003c/em>\u003c/p>\n\u003cp>Asking the simple question: \"And what else could you do?\" had impressive effects in the classrooms Brennan observed. It was the nudge students needed to think more expansively.\u003c/p>\n\u003cp>\"That simple act of intervening with a question led to much more detail in the project,\" Brennan said. \"Suddenly you've got interactive sound, lightning bolts, a 'Fancy mode.'\"\u003c/p>\n\u003cp>Another technique successful teachers employed was to \u003ca href=\"https://hbr.org/2016/12/embracing-bad-ideas-to-get-to-good-ideas\">offer bad ideas\u003c/a>. The teacher offers the worst ideas they can think of to the student, paradoxically sparking more ingenuity.\u003c/p>\n\u003cp>\"What was so interesting about this strategy is it connects to business literature that bad ideas lead to good ideas,\" Brennan said.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://padlet.com/karen_brennan/BLC2\">Case Study #2\u003c/a>: \u003c/strong>\u003c/p>\n\u003cp>\u003cem>Guillermo has recently started teaching his first high school computer science course: a visual-arts-based introduction to programming with the Processing language. He has enjoyed preparing for the course, learning programming as he goes, and wants his students to enjoy the same type of creative exploration. Each day, Guillermo introduces a new concept and the students create self-directed projects based on the concept. As the course progresses and the concepts become more complicated, his students have an increasing number of questions—questions that he sometimes does not know how to answer. He is committed to open-ended work, but is anxious about not being able to help all students. What advice would you give Guillermo?\u003c/em>\u003c/p>\n\u003cp>This scenario is all too common in classrooms, especially when a teacher is new to a course. And it often makes many educators nervous. But it’s also the perfect opportunity to go on a learning journey together, modeling how to find quality resources and information when stuck.\u003c/p>\n\u003cp>Brennan’s research showed two strategies in particular helped with this type of situation. First, have students help one another. It takes the pressure off of the teacher as the \"one who knows,\" and encourages collaboration, communication and creativity among peers. One way to do this might be with snowball sharing, soliciting ideas on the problem from peers.\u003c/p>\n\u003cp>The second strategy that worked was \"midnight notes,\" stickies left on projects that pointed to a resource or idea that would further the project. This worked especially well when students were encouraged to leave midnight notes on one another's projects.\u003c/p>\n\u003cp>In the last scenario, a grade three teacher was having difficulty getting students to incorporate feedback into their projects.\u003c/p>\n\u003cp>Brennan’s research found that when students have an \u003ca href=\"https://www.kqed.org/mindshift/50443/whats-so-different-about-high-tech-high-anyway\">authentic audience\u003c/a> for their work they were more likely to incorporate feedback. One teacher developed a “works in progress showcase” just before the end of the project, when parents, community members and administration came into the classroom and talked with students about their projects. Afterwards, the students still had time to change their projects based on their interactions and feedback.\u003c/p>\n\u003cp>Other teachers gave each student a list of questions to reflect on in whatever modality they chose: writing, drawing, making a video. This helped them keep a running journal of how their learning was progressing.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Reflecting on \u003ca href=\"https://twitter.com/karen_brennan?ref_src=twsrc%5Etfw\">@karen_brennan\u003c/a>'s \u003ca href=\"https://twitter.com/hashtag/BLC19?src=hash&ref_src=twsrc%5Etfw\">#BLC19\u003c/a> keynote. One of my favorite things Karen said: \"Designing for students' curiosity depends on you designing for *your own* curiosity!\" I think this freedom to explore/implement/assess/iterate is one of my favorite things about being a teacher. \u003ca href=\"https://t.co/tePyhp7U53\">pic.twitter.com/tePyhp7U53\u003c/a>\u003c/p>\n\u003cp>— Stacey Roshan (@buddyxo) \u003ca href=\"https://twitter.com/buddyxo/status/1153011734044708865?ref_src=twsrc%5Etfw\">July 21, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Brennan believes \u003ca href=\"https://www.kqed.org/mindshift/34481/can-creativity-truly-be-fostered-in-classrooms-of-today\">fostering creativity\u003c/a> is an important goal in classrooms. Along with other researchers and economic analysts, she sees \u003ca href=\"https://www.kqed.org/mindshift/36412/employers-challenge-to-educators-make-school-relevant-to-students-lives\">the world changing\u003c/a>, requiring more flexible thinking, ingenuity, communication and collaboration skills. She also understands how mandates and required curricula can work against creativity, which is why she urges teachers who want to see more creative thinking in their students to first start with themselves.\u003c/p>\n\u003cp>“You need to design opportunities for yourself or for the teachers you support,” Brennan said, because without curiosity in teachers’ lives, it’s difficult to create that type of environment for students. In fact, her last recommendation to the teachers gathered at BLC quoted a teacher from the Bronx who said:\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Find your own voice, find your own path, find your own creativity. And then be willing to stand up and defend it for students.”\u003c/p>\n\n",
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"excerpt": "Harvard professor Dr. Karen Brennan makes the case that when teachers cultivate their own creativity they're more able to protect spaces in their classrooms for student creativity.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://scholar.harvard.edu/kbrennan/home\">Dr. Karen Brennan\u003c/a> has long been fascinated by learning environments that encourage kids to be curious. She’s spent her career thinking about how students develop \u003ca href=\"http://scratched.gse.harvard.edu/guide/\">computational thinking\u003c/a>, and what makes a learning environment fertile for kids to show their ingenuity. She developed \u003ca href=\"https://scratched.gse.harvard.edu/\">ScratchEd\u003c/a>, an online platform to support educators using Scratch in their classrooms, and has studied elements of effective teaching through \u003ca href=\"https://www.media.mit.edu/groups/lifelong-kindergarten/overview/\">MIT Media Lab's Lifelong Kindergarten\u003c/a> research group. Now she's a faculty member at the Harvard Graduate School of Education, leading the \u003ca href=\"http://creativecomputing.gse.harvard.edu/\">Creative Computing Lab.\u003c/a>\u003c/p>\n\u003cp>Since Scratch launched 12 years ago, users have created 43 million projects. That’s a lot of creativity on display. From studying the way kids use the platform, as well as effective classrooms, Brennan has seen four crucial ingredients to curiosity:\u003c/p>\n\u003cul>\n\u003cli>Pursue a question that matters to the learner\u003c/li>\n\u003cli>Create different representations of an evolving understanding\u003c/li>\n\u003cli>Participate in a community of learners\u003c/li>\n\u003cli>Constantly reflect on the learning\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/48684/mits-scratch-program-is-evolving-for-greater-more-mobile-creativity\">Scratch is an interactive community\u003c/a> where kids can use evolving programming skills to showcase their creativity. But not every child has access to Scratch or to environments that foster this type of curiosity and independence. That’s where teachers come in.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-theme=\"light\">\n\u003cp dir=\"ltr\" lang=\"en\">Great keynote by \u003ca href=\"https://twitter.com/karen_brennan?ref_src=twsrc%5Etfw\">@karen_brennan\u003c/a> and engaging conversations! \u003ca href=\"https://twitter.com/hashtag/BLC19?src=hash&ref_src=twsrc%5Etfw\">#BLC19\u003c/a> \u003ca href=\"https://twitter.com/PeelSchools?ref_src=twsrc%5Etfw\">@PeelSchools\u003c/a> \u003ca href=\"https://twitter.com/hashtag/boston?src=hash&ref_src=twsrc%5Etfw\">#boston\u003c/a> \u003ca href=\"https://t.co/QS04qRcmAO\">pic.twitter.com/QS04qRcmAO\u003c/a>\u003c/p>\n\u003cp>— J Varriano (@j_varriano) \u003ca href=\"https://twitter.com/j_varriano/status/1151498071454486530?ref_src=twsrc%5Etfw\">July 17, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The role of the teacher is essential if we really want to make this learning accessible to everyone,” Brennan said at the \u003ca href=\"https://novemberlearning.com/education-conference/\">Building Learning Communities\u003c/a> conference. She cited a seminal book on teaching by Neil Postman and Charles Weingartner, \u003cem>\u003ca href=\"https://www.amazon.com/Teaching-Subversive-Activity-Neil-Postman/dp/0385290098\">Teaching as a Subversive Activity\u003c/a>\u003c/em>:\u003c/p>\n\u003cblockquote>\u003cp>\"There can be no significant innovation in education that does not have at its center the attitudes of teachers, and it is an illusion to think otherwise. The beliefs, feelings, and assumptions of teachers are the air of a learning environment; they determine the quality of life within it.\"\u003c/p>\u003c/blockquote>\n\u003cp>Given the critical role teachers play in creating spaces where curiosity thrives, Brennan has spent years observing skilled teachers as they do the work. She noticed that in the most creative, curiosity-filled classrooms teachers actively design opportunities to:\u003c/p>\n\u003cul>\n\u003cli>Cultivate curiosity – Are young people designing questions, asking questions?\u003c/li>\n\u003cli>Create – This could take many forms.\u003c/li>\n\u003cli>Collaborate – Learn from and with others\u003c/li>\n\u003cli>Contemplate – \"We know there's no learning without reflection,\" Brennan said. \"What are the opportunities to think about their thinking?\"\u003c/li>\n\u003c/ul>\n\u003cp>But it’s much easier to list elements of a creative classroom than to deal with the common roadblocks to creating that space. Brennan put forward three scenarios in which a teacher encounters a stumbling block, as well as some strategies teachers she has worked with used to get past them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://padlet.com/karen_brennan/BLC1\">Case Study #1\u003c/a>: \u003c/strong>\u003cbr>\n\u003cem>\u003cbr>\nAngela has just introduced her class of 7th-grade students to Scratch, offering them a brief introduction to how Scratch works and then inviting them to create an interactive book report based on something they have read this year. She expects the project to take several days and is excited to see which books her students will choose and how they will bring them to life with Scratch. At the end of the first day, Angela tours the classroom to see how projects are progressing. She talks with a student who has stopped working on their project and is playing a game. When she asks how things are going, the student—who has created a somewhat minimal project—proclaims, “I’m finished!” What advice would you give Angela?\u003c/em>\u003c/p>\n\u003cp>Asking the simple question: \"And what else could you do?\" had impressive effects in the classrooms Brennan observed. It was the nudge students needed to think more expansively.\u003c/p>\n\u003cp>\"That simple act of intervening with a question led to much more detail in the project,\" Brennan said. \"Suddenly you've got interactive sound, lightning bolts, a 'Fancy mode.'\"\u003c/p>\n\u003cp>Another technique successful teachers employed was to \u003ca href=\"https://hbr.org/2016/12/embracing-bad-ideas-to-get-to-good-ideas\">offer bad ideas\u003c/a>. The teacher offers the worst ideas they can think of to the student, paradoxically sparking more ingenuity.\u003c/p>\n\u003cp>\"What was so interesting about this strategy is it connects to business literature that bad ideas lead to good ideas,\" Brennan said.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://padlet.com/karen_brennan/BLC2\">Case Study #2\u003c/a>: \u003c/strong>\u003c/p>\n\u003cp>\u003cem>Guillermo has recently started teaching his first high school computer science course: a visual-arts-based introduction to programming with the Processing language. He has enjoyed preparing for the course, learning programming as he goes, and wants his students to enjoy the same type of creative exploration. Each day, Guillermo introduces a new concept and the students create self-directed projects based on the concept. As the course progresses and the concepts become more complicated, his students have an increasing number of questions—questions that he sometimes does not know how to answer. He is committed to open-ended work, but is anxious about not being able to help all students. What advice would you give Guillermo?\u003c/em>\u003c/p>\n\u003cp>This scenario is all too common in classrooms, especially when a teacher is new to a course. And it often makes many educators nervous. But it’s also the perfect opportunity to go on a learning journey together, modeling how to find quality resources and information when stuck.\u003c/p>\n\u003cp>Brennan’s research showed two strategies in particular helped with this type of situation. First, have students help one another. It takes the pressure off of the teacher as the \"one who knows,\" and encourages collaboration, communication and creativity among peers. One way to do this might be with snowball sharing, soliciting ideas on the problem from peers.\u003c/p>\n\u003cp>The second strategy that worked was \"midnight notes,\" stickies left on projects that pointed to a resource or idea that would further the project. This worked especially well when students were encouraged to leave midnight notes on one another's projects.\u003c/p>\n\u003cp>In the last scenario, a grade three teacher was having difficulty getting students to incorporate feedback into their projects.\u003c/p>\n\u003cp>Brennan’s research found that when students have an \u003ca href=\"https://www.kqed.org/mindshift/50443/whats-so-different-about-high-tech-high-anyway\">authentic audience\u003c/a> for their work they were more likely to incorporate feedback. One teacher developed a “works in progress showcase” just before the end of the project, when parents, community members and administration came into the classroom and talked with students about their projects. Afterwards, the students still had time to change their projects based on their interactions and feedback.\u003c/p>\n\u003cp>Other teachers gave each student a list of questions to reflect on in whatever modality they chose: writing, drawing, making a video. This helped them keep a running journal of how their learning was progressing.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Reflecting on \u003ca href=\"https://twitter.com/karen_brennan?ref_src=twsrc%5Etfw\">@karen_brennan\u003c/a>'s \u003ca href=\"https://twitter.com/hashtag/BLC19?src=hash&ref_src=twsrc%5Etfw\">#BLC19\u003c/a> keynote. One of my favorite things Karen said: \"Designing for students' curiosity depends on you designing for *your own* curiosity!\" I think this freedom to explore/implement/assess/iterate is one of my favorite things about being a teacher. \u003ca href=\"https://t.co/tePyhp7U53\">pic.twitter.com/tePyhp7U53\u003c/a>\u003c/p>\n\u003cp>— Stacey Roshan (@buddyxo) \u003ca href=\"https://twitter.com/buddyxo/status/1153011734044708865?ref_src=twsrc%5Etfw\">July 21, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Brennan believes \u003ca href=\"https://www.kqed.org/mindshift/34481/can-creativity-truly-be-fostered-in-classrooms-of-today\">fostering creativity\u003c/a> is an important goal in classrooms. Along with other researchers and economic analysts, she sees \u003ca href=\"https://www.kqed.org/mindshift/36412/employers-challenge-to-educators-make-school-relevant-to-students-lives\">the world changing\u003c/a>, requiring more flexible thinking, ingenuity, communication and collaboration skills. She also understands how mandates and required curricula can work against creativity, which is why she urges teachers who want to see more creative thinking in their students to first start with themselves.\u003c/p>\n\u003cp>“You need to design opportunities for yourself or for the teachers you support,” Brennan said, because without curiosity in teachers’ lives, it’s difficult to create that type of environment for students. In fact, her last recommendation to the teachers gathered at BLC quoted a teacher from the Bronx who said:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>In recent years there's been a lot of emphasis on teaching kids computer science \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\">both in high school\u003c/a> and at \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/06/from-dabbling-to-doing-6-tools-that-excite-kids-about-coding/\" target=\"_blank\">much younger ages\u003c/a>. Computers are an integral part of schools and workplaces; many educators and parents believe learning to code is now a skill akin to\u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/15/engage-kids-with-coding-by-letting-them-design-create-and-tell-stories/\"> learning to write\u003c/a>. And as employers recognize that American students \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\">aren't graduating with the skills they need\u003c/a> at their companies, there has been a push for more science, technology, engineering and math courses. Computer science has sparked a lot of excitement as a field where \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/22/coding-bootcamps-emerge-as-fast-tracks-to-6-figure-salaries/\" target=\"_blank\">well-paid jobs will exist\u003c/a> in the future.\u003c/p>\n\u003cp>But beyond writing the code itself, many argue that the thinking processes inherent to a computer related problem are important for all people to learn. Advocates say what's known as \"computational thinking\" is useful for anyone trying to break a large problem down into more manageable parts. In her \u003ca href=\"https://www.nytimes.com/2017/04/04/education/edlife/teaching-students-computer-code.html?_r=0\">New York Times article \u003c/a>Laura Pappano writes that \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/24/what-a-school-district-designed-for-computational-thinking-looks-like/\" target=\"_blank\">computational thinking is another problem solving strategy\u003c/a> that could be applied to the humanities as well as technology. She interviewed Microsoft's Jeannette M. Wing, who is a former professor at Carnegie Mellon and author of an influential paper on computational thinking:\u003c/p>\n\u003cblockquote>\u003cp>\"Computing practices like reformulating tough problems into ones we know how to solve, seeing trade-offs between time and space, and pipelining (allowing the next action in line to begin before the first completes the sequence) have many applications, she said.\u003c/p>\n\u003cp>Consider the buffet line. 'When you go to a lunch buffet, you see the forks and knives are the first station,” she said. “I find that very annoying. They should be last. You shouldn’t have to balance your plate while you have your fork and knife.' Dr. Wing, who equates a child filling her backpack to caching (how computers retrieve and store information needed later), sees the buffet's inefficiency as a failure to apply logical thinking and sequencing.\u003c/p>\n\u003cp>Computational thinking, she said, can aid a basic task like planning a trip — breaking it into booking flights, hotels, car rental — or be used 'for something as complicated as health care or policy decision-making.' Identifying subproblems and describing their relationship to the larger problem allows for targeted work. 'Once you have well-defined interfaces,' she said, 'you can ignore the complexity of the rest of the problem.'\"\u003c/p>\u003c/blockquote>\n\u003cp>Of course not everyone agrees that computational thinking is a crucial skill. Even some within the field acknowledge that the hype around coding has gotten out of hand. Others say that the ability to think critically, break down problems and apply logic are present in many disciplines. Still, the specific step-by-step processes of computer scientists may be an asset for those who tend towards the big picture. A strong strategy to slow down and look at individual pieces of a complex system is never a bad thing.\u003c/p>\n\u003cp>https://www.nytimes.com/2017/04/04/education/edlife/teaching-students-computer-code.html\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In recent years there's been a lot of emphasis on teaching kids computer science \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\">both in high school\u003c/a> and at \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/06/from-dabbling-to-doing-6-tools-that-excite-kids-about-coding/\" target=\"_blank\">much younger ages\u003c/a>. Computers are an integral part of schools and workplaces; many educators and parents believe learning to code is now a skill akin to\u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/15/engage-kids-with-coding-by-letting-them-design-create-and-tell-stories/\"> learning to write\u003c/a>. And as employers recognize that American students \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\">aren't graduating with the skills they need\u003c/a> at their companies, there has been a push for more science, technology, engineering and math courses. Computer science has sparked a lot of excitement as a field where \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/22/coding-bootcamps-emerge-as-fast-tracks-to-6-figure-salaries/\" target=\"_blank\">well-paid jobs will exist\u003c/a> in the future.\u003c/p>\n\u003cp>But beyond writing the code itself, many argue that the thinking processes inherent to a computer related problem are important for all people to learn. Advocates say what's known as \"computational thinking\" is useful for anyone trying to break a large problem down into more manageable parts. In her \u003ca href=\"https://www.nytimes.com/2017/04/04/education/edlife/teaching-students-computer-code.html?_r=0\">New York Times article \u003c/a>Laura Pappano writes that \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/24/what-a-school-district-designed-for-computational-thinking-looks-like/\" target=\"_blank\">computational thinking is another problem solving strategy\u003c/a> that could be applied to the humanities as well as technology. She interviewed Microsoft's Jeannette M. Wing, who is a former professor at Carnegie Mellon and author of an influential paper on computational thinking:\u003c/p>\n\u003cblockquote>\u003cp>\"Computing practices like reformulating tough problems into ones we know how to solve, seeing trade-offs between time and space, and pipelining (allowing the next action in line to begin before the first completes the sequence) have many applications, she said.\u003c/p>\n\u003cp>Consider the buffet line. 'When you go to a lunch buffet, you see the forks and knives are the first station,” she said. “I find that very annoying. They should be last. You shouldn’t have to balance your plate while you have your fork and knife.' Dr. Wing, who equates a child filling her backpack to caching (how computers retrieve and store information needed later), sees the buffet's inefficiency as a failure to apply logical thinking and sequencing.\u003c/p>\n\u003cp>Computational thinking, she said, can aid a basic task like planning a trip — breaking it into booking flights, hotels, car rental — or be used 'for something as complicated as health care or policy decision-making.' Identifying subproblems and describing their relationship to the larger problem allows for targeted work. 'Once you have well-defined interfaces,' she said, 'you can ignore the complexity of the rest of the problem.'\"\u003c/p>\u003c/blockquote>\n\u003cp>Of course not everyone agrees that computational thinking is a crucial skill. Even some within the field acknowledge that the hype around coding has gotten out of hand. Others say that the ability to think critically, break down problems and apply logic are present in many disciplines. Still, the specific step-by-step processes of computer scientists may be an asset for those who tend towards the big picture. A strong strategy to slow down and look at individual pieces of a complex system is never a bad thing.\u003c/p>\n\u003cp>https://www.nytimes.com/2017/04/04/education/edlife/teaching-students-computer-code.html\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>SOUTH FAYETTE, PA. — Diagrams of simple machines — a pulley, an inclined plane, a lever — appeared on the massive whiteboard of a school STEAM lab (STEM subjects plus Art) in South Fayette, a fast-growing suburb of Pittsburgh. Two dozen fifth graders, split into teams of four, busily sketched designs for “Rube Goldberg machines” that would turn on and off lights or feed the lab’s pet fish. No single child designed a complete machine. Instead, each team member spent a few minutes sketching out how one part — a marble run, say, or a Lego Robotics kicking foot — would operate within the machine. Then they switched papers and the next person added onto the design with another part.\u003c/p>\n\u003cp>There are two other STEAM labs in this school for third, fourth and fifth graders, which South Fayette opened in 2013. They’re in the center of each floor, with regular classrooms on either side, a layout that reflects a philosophy transforming the entire district. In the past five years, South Fayette has leveraged grant funding, new-school construction and creative scheduling to give nearly 3,000 kids, from kindergarten through 12th grade, dedicated spaces for hands-on projects — coding, 3-D printing, computer-aided design and robotics — as part of their regular curriculum. The STEAM labs, STEAM coordinators and technology education teachers are part of a district-wide embrace of “computational thinking.”\u003c/p>\n\u003cp>Computational thinking is intimately related to computer coding, which every kid in South Fayette starts learning in first grade. But they are not one and the same. At its core, computational thinking means breaking complex challenges into smaller questions that can be solved with a computer’s number crunching, data compiling and sorting capabilities. Proponents say it’s a problem-solving approach that works in any field, noting that computer modeling, big data and simulations are used in everything from textual analysis to medical research and environmental protection.\u003c/p>\n\u003cp>In the last few years, many schools and enterprising teachers have tried to infuse coding and computational thinking into a wide range of classes, including arts and humanities courses. What makes South Fayette unique is that computational thinking is now at the heart of everything they do — from students’ first day of kindergarten until they graduate from high school. Could it be a model for taking ed-tech full throttle?\u003c/p>\n\u003cp>South Fayette’s four schools all sit on a single campus overlooking a rolling green expanse of farmland that will soon be gobbled up by housing developments. The population in this region around Pittsburgh is surging, thanks to a thriving medical and technology economy and a natural gas-fracking boom. South Fayette’s high-performing schools make it attractive for newcomers with kids, and it’s among the fastest-growing districts in Pennsylvania.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The South Fayette school district’s transformation began on a rainy October afternoon in 2010 when Aileen Owens, the district’s newly hired director of technology and innovation, got a call from Frank Kruth, a middle school science teacher. Kruth ran an after-school STEAM club for girls, and the rain had dashed their hopes of launching rockets. He needed a plan B. So he asked Owens if she could swing by and teach the girls Scratch, a “block-based” computer programming language in which students program computers by stacking color-coded digital blocks of plain English commands rather than keying in the precise syntax of a text-based coding language such as Java.\u003c/p>\n\u003cp>“I went in, and the girls were so enamored with coding that they asked me back the next week,” Owens recalled. The girls quickly moved well beyond the tutorials and started experimenting and coding little animations related to topics they were studying in school.\u003c/p>\n\u003cp>The STEAM club success gave Owens and like-minded teachers such as Kruth, who is now the middle school STEAM coordinator, a model they would use to remake the entire district over the next five years. They started incubating coding, robotics and other computational project classes in after-school programs and summer clubs. Then they would show off the students’ projects and enthusiasm to teachers, who would soon ask for help incorporating the technology into their classes.\u003c/p>\n\u003cp>“We started being invited into classrooms,” said Owens. “We might go to a third-grade teacher or the middle school art teacher and say, ‘What do you think about using Scratch?’ Then we would go in and co-teach a class with them and help them fit it into their lesson plans.”\u003c/p>\n\u003cfigure id=\"attachment_42891\" class=\"wp-caption alignnone\" style=\"max-width: 816px\">\u003cimg class=\"size-full wp-image-42891\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/Berdik-4.jpg\" alt=\"Children in fifth grade at South Fayette elementary school collaborate to make their Rube Goldberg machines do what they wish. \" width=\"816\" height=\"612\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-4.jpg 816w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-4-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-4-800x600.jpg 800w\" sizes=\"(max-width: 816px) 100vw, 816px\">\u003cfigcaption class=\"wp-caption-text\">Children in fifth grade at South Fayette elementary school collaborate to make their Rube Goldberg machines do what they wish. \u003ccite>(Chris Berdik)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Owen’s first STEAM assistant, Melissa Unger, now teaches the elementary school STEAM lab, which is filled with bins of age-appropriate supplies—markers, clay, straws, motors, pipe cleaners, bottle caps, sensors, felt and wires. On multicolored posters, kids have translated lines of Scratch into English: “Start flag. Go forward five. Go right two. Wait two seconds. Spin around three times. Repeat.”\u003c/p>\n\u003cp>Classroom teachers take kids through Unger’s lab for one period, three days in a row, followed by six days off. To make a little extra room in the schedule, on lab days the teachers also dispense with the morning “seat time” of class announcements and discussion. And the STEAM projects mingle with their regular lesson plans. For instance, one class of second-graders recently learned how to use simple circuits to make a game in which the correct answer to a double-digit math problem would light up a little bulb.\u003c/p>\n\u003cp>“Last year, we did a digital storytelling project in here using stop-motion photography,” Unger said. “It was spring, and the kids were learning about the life cycle of a butterfly in their regular classroom. So the teachers took that technology piece out of here and back to their classrooms, where students created animations of the life cycle.”\u003c/p>\n\u003cp>In elementary school, students learn the foundations of computational thinking, such as collaborative problem-solving and trial and error. For example, Unger made sure the kids tested every circuit they made for their math game before moving on to the next one. If one didn’t work, they needed to figure out why and fix it. That required persistence and good communication with fellow students, two of the \u003ca href=\"http://www.chsvt.org/wdp/Habits_of_Mind.pdf\">“habits of mind”\u003c/a> prominently displayed and reinforced in South Fayette classrooms as critical supports for successful computational problem-solving.\u003c/p>\n\u003cp>It’s not just South Fayette’s students who must master this type of self-directed, collaborative, project-based learning. Classroom teachers admit that it took some time to adjust to the new focus.\u003c/p>\n\u003cp>“At first, it scared me to death,” said fourth-grade teacher Samantha Bozzer. “If you give them a challenge, and no hands shoot up with the answer, your first thought is, ‘I must be a terrible teacher.’ You have to get comfortable watching them struggle.”\u003c/p>\n\u003cp>In her third year at South Fayette, Bozzer said she’s still getting used to it: “There are times when they’re just looking at me like, ‘help!’ And I want to help. But when I tell them to turn to each other, use prior knowledge, explore and work through it, that’s when some of the best, deepest learning happens.”\u003c/p>\n\u003cfigure id=\"attachment_42889\" class=\"wp-caption alignnone\" style=\"max-width: 816px\">\u003cimg class=\"size-full wp-image-42889\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/Berdik-2.jpg\" alt=\"Lauren Damico, a fifth grader, draws her contribution to the design of her class’s Rube Goldberg machine. \" width=\"816\" height=\"612\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-2.jpg 816w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-2-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-2-800x600.jpg 800w\" sizes=\"(max-width: 816px) 100vw, 816px\">\u003cfigcaption class=\"wp-caption-text\">Lauren Damico, a fifth grader, draws her contribution to the design of her class’s Rube Goldberg machine. \u003ccite>(Aileen Owens)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Three new 3-D printers hummed quietly in Anthony Mannarino’s seventh-grade technology education class. A large display window allowed passersby in the hallway to watch the printer platforms pivot and gyrate as various student projects gradually took shape in orange plastic. Students have created everything from model planes to gears to more ergonomic handles for pots and pans, all designed on the computer and printed out here.\u003c/p>\n\u003cp>“Whatever you design, there’s a lot of math,” one student said. And there’s plenty of trial and error. “I printed a case for my phone, and the first time, it was a couple millimeters off,” the student explained. “So I had to fix it and print it again. You have to keep trying until you get the result that you want.”\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>An after-school club of middle school girls assembled and programmed these printers with grant-purchased kits from the Ohio-based education technology company INVENTORCloud. According to Owens, a couple of girls from that group let slip that they couldn’t wait for a printer malfunction so they could show off their technical chops and fix it.\u003c/p>\n\u003cp>Middle school in South Fayette starts the transition to specific technology skill courses, such as mobile app development. Also, a STEAM coordinator works with subject teachers to weave the technologies into their lesson plans. Students have made apps to help learn foreign languages. They have parlayed a science lesson on energy into the building of tiny, electrified, energy-efficient houses. They’ve used Scratch to animate their writings from English class and mixed music lessons with coding to build digital bands.\u003c/p>\n\u003cp>In Mannarino’s classroom, the 3-D printer hum was soon drowned out by the excited chatter of kids taking their seats at computer workstations.\u003c/p>\n\u003cp>“Ok guys, let’s settle down! Now, go ahead and open up App Inventor,” Mannarino called out, referring to another block-based coding language, developed at MIT for making mobile apps. The class was finishing a tutorial begun the day before: how to build a simple app in which a button with a cat picture meowed when tapped.\u003c/p>\n\u003cp>“I want to go over a few little things that I saw some people were having trouble with,” Mannarino said. He walked them through the steps for adding and subtracting components, such as sounds and buttons, and for changing the properties of those components. Within minutes, a chorus of meows filled the room.\u003c/p>\n\u003cp>The students’ next app project was a “magic 8 ball” that generated answers to questions when somebody shook the phone. The app used a sensor hardwired into smartphones called an accelerometer, which detects physical movement. It’s what triggers the display to shift from vertical to horizontal when a phone flips. After some initial instructions, Mannarino stepped away from his computer monitor’s projection at the front of the room, and his students set to work on the app.\u003c/p>\n\u003cp>“In every class, I have a few students who go above and beyond, and go home to teach themselves and create their own apps that they bring into to show me,” Mannarino said. He showed off a few student-created games on his tablet — one with a Pong-like bouncing ball and another in which a basket caught falling apples while avoiding falling bombs.\u003c/p>\n\u003cp>South Fayette teachers and administrators recruit such self-motivated students for more practical challenges in after-school and summer workshops. For instance, last year, Owen asked Parv Shrivastava, who was then in seventh grade and had taught himself Java and C++, to help a team of high school coders. The team was making an app that could use radio-frequency tags to keep track of students getting on or off school buses. This year, an after-school group is working on an app linked to moisture sensors in the school’s outdoor “Discovery Garden” that will send alerts when the plants need water.\u003c/p>\n\u003cp>In Mannarino’s next class, students used a Scratch-like code to program robots for a simulated search-and-rescue mission. The kids had three classes to get their robot through the floor plan of a building where the first room had a “fire” that the robot had to extinguish; the next room was cluttered with debris that the robot had to navigate; the third room had to be searched and signaled “all clear,” and the fourth room had a box of “explosives” that the robot needed to pick up and carry to a safe area.\u003c/p>\n\u003cp>“In the first class, I told them to break it down into four smaller codes, because if they try to program everything at once, there’s just going to be a ton of issues,” Mannarino explained.\u003c/p>\n\u003cfigure id=\"attachment_42888\" class=\"wp-caption alignnone\" style=\"max-width: 816px\">\u003cimg class=\"size-full wp-image-42888\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/Berdik-1.jpg\" alt=\"Fifth graders at work on their Rube Goldberg machine in the STEAM Lab in South Fayette intermediate school. \" width=\"816\" height=\"612\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-1.jpg 816w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-1-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-1-800x600.jpg 800w\" sizes=\"(max-width: 816px) 100vw, 816px\">\u003cfigcaption class=\"wp-caption-text\">Fifth graders at work on their Rube Goldberg machine in the STEAM Lab in South Fayette intermediate school. \u003ccite>(Chris Berdik)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Admittedly, South Fayette is a relatively affluent district. Only about 12 percent of its students are eligible for free or reduced-price lunch, according to district administrators, compared to the state average of 40 percent, and it has a higher median household income than 85 percent of Pennsylvania districts, according to the most recent Census data. Computing devices and broadband Internet are abundant both inside and outside of school.\u003c/p>\n\u003cp>Still, the district’s leaders insist that their model isn’t just for wealthy schools. Since 2013, South Fayette has partnered on grants with less-advantaged districts to help their schools upgrade devices and jumpstart their own STEAM labs and after-school technology pilots. The districts include the inner city Manchester Academic Charter School in Pittsburgh and nearby Fort Cherry, where farms still dominate the landscape. South Fayette has hosted students from these neighboring schools for coding and robotics workshops, and its STEAM coordinators have given the schools classroom support and professional development.\u003c/p>\n\u003cp>According to Fort Cherry’s curriculum director, Trisha Craig, before her district’s partnerships with South Fayette began, their technology programs “were sporadic” rather than aligned. “We had good technology initiatives here,” said Craig, “but we didn’t have the K-12 comprehensive program, and that’s what we really wanted.”\u003c/p>\n\u003cp>Back in South Fayette, they aren’t finished building. Plans for a major expansion of the high school include a “fab lab” filled with 3-D printers and other computer-guided fabrication machinery. Technology integration in the high school is similar to the middle school, but more advanced and more elective — students can take courses in technology entrepreneurship and human-centered design, as well as the usual Advanced Placement programming classes. Several of South Fayette’s high school students have printed up business cards declaring themselves “computational thinking consultants,” and they have competed and won a number of statewide and national STEM innovation challenges.\u003c/p>\n\u003cp>Last April, for example, a team of South Fayette high school coders presented their customizable flashcard application called MyEduDecks at an education technology workshop hosted by Microsoft in Seattle. Another South Fayette team won an award for engineering a new geriatric walker that deploys an extra stabilizer when helping someone get up from a chair and sounds an alarm when the walker is tipped beyond its center of gravity, among other features.\u003c/p>\n\u003cp>Asked if there are aspects of education in which computational thinking is extraneous, or if a school might risk losing something by focusing too much on computational learning, South Fayette superintendent Bille Rondinelli demurred.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We are not out to create an army of coders; we want to create students who will be successful in the world,” Rondinelli said. “It’s not that we’ve veered away from traditional education. But we’ve built in a research and development space with these labs and STEAM coordinators that allows us to change and adapt as the world changes.”\u003c/p>\n\u003caside class=\"article-quote new-pullquote is-double-quote\">\u003c/aside>\n\u003caside class=\"article-quote new-pullquote is-double-quote\">South Fayette’s assistant superintendent, Michael Loughead, noted that the district’s already impressive statewide assessment scores have increased in tandem with the computational-thinking initiatives. In 2015, South Fayette was number one in the \u003cem>Pittsburgh Business Times\u003c/em> annual rankings of western Pennsylvania school districts, completing a steady climb from number 15 in 2007. “Some districts feel that the only way to raise test scores is to focus on the test,” Loughead said. “But when we have engaged students who understand concepts deeply, we don’t need to sacrifice one thing for the other.”When pressed, a few high school students admitted to one or two classes in which technology or a computational project didn’t seem to add much value. But the dominant sentiment from interviews with these students was that they wished they’d gotten in on the ground floor of the district’s computational overhaul.In his elementary and middle school years, junior Nick Wilke, a member of the MyEduDecks team, considered coding to be “black magic.” His computer, he said, “was this magic box that I played games on. Actually making my own games for it seemed unattainable, really.”Indeed, the real value of South Fayette’s initiative will only be evident when today’s first-graders are high school seniors, said Brian Garlick, the high school industrial technology teacher. Last summer, Garlick agreed to lead a 3-D printing workshop for a group of fourth- through seventh-graders.\n\u003cp>“I’ve been a high school teacher my whole career, and I’ve had some pretty bright kids. But these kids are going to blow them away,” said Garlick. “They were able to do the sequential steps of designing something on the computer without even thinking. They are so in tune with the tools at their discretion. Coding and 3-D printing is all second nature to them. I’m in the 27th year of my career, and I’m excited. I want to hang on for another ten years just to see what these kids can do.”\u003c/p>\n\u003cp>\u003cem>This story was produced by\u003c/em> \u003ca href=\"http://www.hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. This story also appeared in Slate. Read more about\u003c/em>\u003ca href=\"http://hechingerreport.org/special-reports/blended-learning/\">\u003cem>Blended Learning\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003c/aside>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>SOUTH FAYETTE, PA. — Diagrams of simple machines — a pulley, an inclined plane, a lever — appeared on the massive whiteboard of a school STEAM lab (STEM subjects plus Art) in South Fayette, a fast-growing suburb of Pittsburgh. Two dozen fifth graders, split into teams of four, busily sketched designs for “Rube Goldberg machines” that would turn on and off lights or feed the lab’s pet fish. No single child designed a complete machine. Instead, each team member spent a few minutes sketching out how one part — a marble run, say, or a Lego Robotics kicking foot — would operate within the machine. Then they switched papers and the next person added onto the design with another part.\u003c/p>\n\u003cp>There are two other STEAM labs in this school for third, fourth and fifth graders, which South Fayette opened in 2013. They’re in the center of each floor, with regular classrooms on either side, a layout that reflects a philosophy transforming the entire district. In the past five years, South Fayette has leveraged grant funding, new-school construction and creative scheduling to give nearly 3,000 kids, from kindergarten through 12th grade, dedicated spaces for hands-on projects — coding, 3-D printing, computer-aided design and robotics — as part of their regular curriculum. The STEAM labs, STEAM coordinators and technology education teachers are part of a district-wide embrace of “computational thinking.”\u003c/p>\n\u003cp>Computational thinking is intimately related to computer coding, which every kid in South Fayette starts learning in first grade. But they are not one and the same. At its core, computational thinking means breaking complex challenges into smaller questions that can be solved with a computer’s number crunching, data compiling and sorting capabilities. Proponents say it’s a problem-solving approach that works in any field, noting that computer modeling, big data and simulations are used in everything from textual analysis to medical research and environmental protection.\u003c/p>\n\u003cp>In the last few years, many schools and enterprising teachers have tried to infuse coding and computational thinking into a wide range of classes, including arts and humanities courses. What makes South Fayette unique is that computational thinking is now at the heart of everything they do — from students’ first day of kindergarten until they graduate from high school. Could it be a model for taking ed-tech full throttle?\u003c/p>\n\u003cp>South Fayette’s four schools all sit on a single campus overlooking a rolling green expanse of farmland that will soon be gobbled up by housing developments. The population in this region around Pittsburgh is surging, thanks to a thriving medical and technology economy and a natural gas-fracking boom. South Fayette’s high-performing schools make it attractive for newcomers with kids, and it’s among the fastest-growing districts in Pennsylvania.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The South Fayette school district’s transformation began on a rainy October afternoon in 2010 when Aileen Owens, the district’s newly hired director of technology and innovation, got a call from Frank Kruth, a middle school science teacher. Kruth ran an after-school STEAM club for girls, and the rain had dashed their hopes of launching rockets. He needed a plan B. So he asked Owens if she could swing by and teach the girls Scratch, a “block-based” computer programming language in which students program computers by stacking color-coded digital blocks of plain English commands rather than keying in the precise syntax of a text-based coding language such as Java.\u003c/p>\n\u003cp>“I went in, and the girls were so enamored with coding that they asked me back the next week,” Owens recalled. The girls quickly moved well beyond the tutorials and started experimenting and coding little animations related to topics they were studying in school.\u003c/p>\n\u003cp>The STEAM club success gave Owens and like-minded teachers such as Kruth, who is now the middle school STEAM coordinator, a model they would use to remake the entire district over the next five years. They started incubating coding, robotics and other computational project classes in after-school programs and summer clubs. Then they would show off the students’ projects and enthusiasm to teachers, who would soon ask for help incorporating the technology into their classes.\u003c/p>\n\u003cp>“We started being invited into classrooms,” said Owens. “We might go to a third-grade teacher or the middle school art teacher and say, ‘What do you think about using Scratch?’ Then we would go in and co-teach a class with them and help them fit it into their lesson plans.”\u003c/p>\n\u003cfigure id=\"attachment_42891\" class=\"wp-caption alignnone\" style=\"max-width: 816px\">\u003cimg class=\"size-full wp-image-42891\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/Berdik-4.jpg\" alt=\"Children in fifth grade at South Fayette elementary school collaborate to make their Rube Goldberg machines do what they wish. \" width=\"816\" height=\"612\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-4.jpg 816w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-4-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-4-800x600.jpg 800w\" sizes=\"(max-width: 816px) 100vw, 816px\">\u003cfigcaption class=\"wp-caption-text\">Children in fifth grade at South Fayette elementary school collaborate to make their Rube Goldberg machines do what they wish. \u003ccite>(Chris Berdik)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Owen’s first STEAM assistant, Melissa Unger, now teaches the elementary school STEAM lab, which is filled with bins of age-appropriate supplies—markers, clay, straws, motors, pipe cleaners, bottle caps, sensors, felt and wires. On multicolored posters, kids have translated lines of Scratch into English: “Start flag. Go forward five. Go right two. Wait two seconds. Spin around three times. Repeat.”\u003c/p>\n\u003cp>Classroom teachers take kids through Unger’s lab for one period, three days in a row, followed by six days off. To make a little extra room in the schedule, on lab days the teachers also dispense with the morning “seat time” of class announcements and discussion. And the STEAM projects mingle with their regular lesson plans. For instance, one class of second-graders recently learned how to use simple circuits to make a game in which the correct answer to a double-digit math problem would light up a little bulb.\u003c/p>\n\u003cp>“Last year, we did a digital storytelling project in here using stop-motion photography,” Unger said. “It was spring, and the kids were learning about the life cycle of a butterfly in their regular classroom. So the teachers took that technology piece out of here and back to their classrooms, where students created animations of the life cycle.”\u003c/p>\n\u003cp>In elementary school, students learn the foundations of computational thinking, such as collaborative problem-solving and trial and error. For example, Unger made sure the kids tested every circuit they made for their math game before moving on to the next one. If one didn’t work, they needed to figure out why and fix it. That required persistence and good communication with fellow students, two of the \u003ca href=\"http://www.chsvt.org/wdp/Habits_of_Mind.pdf\">“habits of mind”\u003c/a> prominently displayed and reinforced in South Fayette classrooms as critical supports for successful computational problem-solving.\u003c/p>\n\u003cp>It’s not just South Fayette’s students who must master this type of self-directed, collaborative, project-based learning. Classroom teachers admit that it took some time to adjust to the new focus.\u003c/p>\n\u003cp>“At first, it scared me to death,” said fourth-grade teacher Samantha Bozzer. “If you give them a challenge, and no hands shoot up with the answer, your first thought is, ‘I must be a terrible teacher.’ You have to get comfortable watching them struggle.”\u003c/p>\n\u003cp>In her third year at South Fayette, Bozzer said she’s still getting used to it: “There are times when they’re just looking at me like, ‘help!’ And I want to help. But when I tell them to turn to each other, use prior knowledge, explore and work through it, that’s when some of the best, deepest learning happens.”\u003c/p>\n\u003cfigure id=\"attachment_42889\" class=\"wp-caption alignnone\" style=\"max-width: 816px\">\u003cimg class=\"size-full wp-image-42889\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/Berdik-2.jpg\" alt=\"Lauren Damico, a fifth grader, draws her contribution to the design of her class’s Rube Goldberg machine. \" width=\"816\" height=\"612\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-2.jpg 816w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-2-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-2-800x600.jpg 800w\" sizes=\"(max-width: 816px) 100vw, 816px\">\u003cfigcaption class=\"wp-caption-text\">Lauren Damico, a fifth grader, draws her contribution to the design of her class’s Rube Goldberg machine. \u003ccite>(Aileen Owens)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Three new 3-D printers hummed quietly in Anthony Mannarino’s seventh-grade technology education class. A large display window allowed passersby in the hallway to watch the printer platforms pivot and gyrate as various student projects gradually took shape in orange plastic. Students have created everything from model planes to gears to more ergonomic handles for pots and pans, all designed on the computer and printed out here.\u003c/p>\n\u003cp>“Whatever you design, there’s a lot of math,” one student said. And there’s plenty of trial and error. “I printed a case for my phone, and the first time, it was a couple millimeters off,” the student explained. “So I had to fix it and print it again. You have to keep trying until you get the result that you want.”\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>An after-school club of middle school girls assembled and programmed these printers with grant-purchased kits from the Ohio-based education technology company INVENTORCloud. According to Owens, a couple of girls from that group let slip that they couldn’t wait for a printer malfunction so they could show off their technical chops and fix it.\u003c/p>\n\u003cp>Middle school in South Fayette starts the transition to specific technology skill courses, such as mobile app development. Also, a STEAM coordinator works with subject teachers to weave the technologies into their lesson plans. Students have made apps to help learn foreign languages. They have parlayed a science lesson on energy into the building of tiny, electrified, energy-efficient houses. They’ve used Scratch to animate their writings from English class and mixed music lessons with coding to build digital bands.\u003c/p>\n\u003cp>In Mannarino’s classroom, the 3-D printer hum was soon drowned out by the excited chatter of kids taking their seats at computer workstations.\u003c/p>\n\u003cp>“Ok guys, let’s settle down! Now, go ahead and open up App Inventor,” Mannarino called out, referring to another block-based coding language, developed at MIT for making mobile apps. The class was finishing a tutorial begun the day before: how to build a simple app in which a button with a cat picture meowed when tapped.\u003c/p>\n\u003cp>“I want to go over a few little things that I saw some people were having trouble with,” Mannarino said. He walked them through the steps for adding and subtracting components, such as sounds and buttons, and for changing the properties of those components. Within minutes, a chorus of meows filled the room.\u003c/p>\n\u003cp>The students’ next app project was a “magic 8 ball” that generated answers to questions when somebody shook the phone. The app used a sensor hardwired into smartphones called an accelerometer, which detects physical movement. It’s what triggers the display to shift from vertical to horizontal when a phone flips. After some initial instructions, Mannarino stepped away from his computer monitor’s projection at the front of the room, and his students set to work on the app.\u003c/p>\n\u003cp>“In every class, I have a few students who go above and beyond, and go home to teach themselves and create their own apps that they bring into to show me,” Mannarino said. He showed off a few student-created games on his tablet — one with a Pong-like bouncing ball and another in which a basket caught falling apples while avoiding falling bombs.\u003c/p>\n\u003cp>South Fayette teachers and administrators recruit such self-motivated students for more practical challenges in after-school and summer workshops. For instance, last year, Owen asked Parv Shrivastava, who was then in seventh grade and had taught himself Java and C++, to help a team of high school coders. The team was making an app that could use radio-frequency tags to keep track of students getting on or off school buses. This year, an after-school group is working on an app linked to moisture sensors in the school’s outdoor “Discovery Garden” that will send alerts when the plants need water.\u003c/p>\n\u003cp>In Mannarino’s next class, students used a Scratch-like code to program robots for a simulated search-and-rescue mission. The kids had three classes to get their robot through the floor plan of a building where the first room had a “fire” that the robot had to extinguish; the next room was cluttered with debris that the robot had to navigate; the third room had to be searched and signaled “all clear,” and the fourth room had a box of “explosives” that the robot needed to pick up and carry to a safe area.\u003c/p>\n\u003cp>“In the first class, I told them to break it down into four smaller codes, because if they try to program everything at once, there’s just going to be a ton of issues,” Mannarino explained.\u003c/p>\n\u003cfigure id=\"attachment_42888\" class=\"wp-caption alignnone\" style=\"max-width: 816px\">\u003cimg class=\"size-full wp-image-42888\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/Berdik-1.jpg\" alt=\"Fifth graders at work on their Rube Goldberg machine in the STEAM Lab in South Fayette intermediate school. \" width=\"816\" height=\"612\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-1.jpg 816w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-1-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Berdik-1-800x600.jpg 800w\" sizes=\"(max-width: 816px) 100vw, 816px\">\u003cfigcaption class=\"wp-caption-text\">Fifth graders at work on their Rube Goldberg machine in the STEAM Lab in South Fayette intermediate school. \u003ccite>(Chris Berdik)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Admittedly, South Fayette is a relatively affluent district. Only about 12 percent of its students are eligible for free or reduced-price lunch, according to district administrators, compared to the state average of 40 percent, and it has a higher median household income than 85 percent of Pennsylvania districts, according to the most recent Census data. Computing devices and broadband Internet are abundant both inside and outside of school.\u003c/p>\n\u003cp>Still, the district’s leaders insist that their model isn’t just for wealthy schools. Since 2013, South Fayette has partnered on grants with less-advantaged districts to help their schools upgrade devices and jumpstart their own STEAM labs and after-school technology pilots. The districts include the inner city Manchester Academic Charter School in Pittsburgh and nearby Fort Cherry, where farms still dominate the landscape. South Fayette has hosted students from these neighboring schools for coding and robotics workshops, and its STEAM coordinators have given the schools classroom support and professional development.\u003c/p>\n\u003cp>According to Fort Cherry’s curriculum director, Trisha Craig, before her district’s partnerships with South Fayette began, their technology programs “were sporadic” rather than aligned. “We had good technology initiatives here,” said Craig, “but we didn’t have the K-12 comprehensive program, and that’s what we really wanted.”\u003c/p>\n\u003cp>Back in South Fayette, they aren’t finished building. Plans for a major expansion of the high school include a “fab lab” filled with 3-D printers and other computer-guided fabrication machinery. Technology integration in the high school is similar to the middle school, but more advanced and more elective — students can take courses in technology entrepreneurship and human-centered design, as well as the usual Advanced Placement programming classes. Several of South Fayette’s high school students have printed up business cards declaring themselves “computational thinking consultants,” and they have competed and won a number of statewide and national STEM innovation challenges.\u003c/p>\n\u003cp>Last April, for example, a team of South Fayette high school coders presented their customizable flashcard application called MyEduDecks at an education technology workshop hosted by Microsoft in Seattle. Another South Fayette team won an award for engineering a new geriatric walker that deploys an extra stabilizer when helping someone get up from a chair and sounds an alarm when the walker is tipped beyond its center of gravity, among other features.\u003c/p>\n\u003cp>Asked if there are aspects of education in which computational thinking is extraneous, or if a school might risk losing something by focusing too much on computational learning, South Fayette superintendent Bille Rondinelli demurred.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"politicalbreakdown": {
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"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.",
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"possible": {
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"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.",
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"pri-the-world": {
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"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.",
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},
"radiolab": {
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
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"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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},
"science-friday": {
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