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"content": "\u003cp>Creative studies programs have been around since the 1960s, but as education and business leaders put more emphasis on creativity as a core academic skill, the discipline is growing. In a \u003ca href=\"http://www.nytimes.com/2014/02/09/education/edlife/creativity-becomes-an-academic-discipline.html?smid=tw-share&_r=0\" target=\"_blank\">New York Times article\u003c/a>, Laura Pappano explores the curriculum and ethos of teaching something as individualistic as creativity. Starting with the premise that everyone has good ideas, how can universities challenge students to grow creatively?\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://static01.nyt.com/images/2014/02/06/world/edlife/edlife-videoSixteenByNine1050.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.nytimes.com/2014/02/09/education/edlife/creativity-becomes-an-academic-discipline.html?smid=tw-share&_r=0\" target=\"_blank\">Creativity Becomes an Academic Discipline\u003c/a>IT BOTHERS MATTHEW LAHUE and it surely bothers you: enter a public restroom and the stall lock is broken. Fortunately, Mr. Lahue has a solution. It's called the Bathroom Bodyguard. Standing before his Buffalo State College classmates and professor, Cyndi Burnett, Mr. Lahue displayed a device he concocted from a large washer, metal ring, wall hook, rubber bands and Lincoln Log.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.nytimes.com%2F2014%2F02%2F09%2Feducation%2Fedlife%2Fcreativity-becomes-an-academic-discipline.html%3Fsmid%3Dtw-share%26_r%3D0\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.nytimes.com\" target=\"_blank\">Nytimes\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>In an attempt to improve academic achievement, schools and districts are considering a variety of reforms including lengthening the school day, shortening vacation time and any and all interventions to improve test scores. But what is lost when a child's life becomes increasingly scheduled? Writing for \u003ca href=\"http://www.independent.co.uk/voices/comment/give-childhood-back-to-children-if-we-want-our-offspring-to-have-happy-productive-and-moral-lives-we-must-allow-more-time-for-play-not-less-are-you-listening-gove-9054433.html\" target=\"_blank\">The Independent\u003c/a>, Dr. Peter Gray makes the case for free play, arguing that in those moments of fun and freedom kids, are learning how to be creative, deal with fear, and form emotional bonds. They're also solving real world problems. Gray writes:\u003c/p>\n\u003cp>\"We can't teach creativity, but we can drive it out of people through schooling that centers not on children’s own questions but on questions dictated by an imposed curriculum that operates as if all questions have one right answer and everyone must learn the same things.\"\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://www.independent.co.uk/incoming/article9054575.ece/BINARY/original/33-Children-Playing-Gettyv1.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.independent.co.uk/voices/comment/give-childhood-back-to-children-if-we-want-our-offspring-to-have-happy-productive-and-moral-lives-we-must-allow-more-time-for-play-not-less-are-you-listening-gove-9054433.html\" target=\"_blank\">Give childhood back to children: if we want our offspring to have happy, productive and moral lives, we must allow more time for play, not less\u003c/a>I'm a research bio-psychologist with a PhD, so I've done lots of school. I'm a pretty good problem-solver, in my work and in the rest of my life, but that has little to do with the schooling I've had.\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.independent.co.uk%2Fvoices%2Fcomment%2Fgive-childhood-back-to-children-if-we-want-our-offspring-to-have-happy-productive-and-moral-lives-we-must-allow-more-time-for-play-not-less-are-you-listening-gove-9054433.html\" 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.independent.co.uk\" target=\"_blank\">Independent\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In an attempt to improve academic achievement, schools and districts are considering a variety of reforms including lengthening the school day, shortening vacation time and any and all interventions to improve test scores. But what is lost when a child's life becomes increasingly scheduled? Writing for \u003ca href=\"http://www.independent.co.uk/voices/comment/give-childhood-back-to-children-if-we-want-our-offspring-to-have-happy-productive-and-moral-lives-we-must-allow-more-time-for-play-not-less-are-you-listening-gove-9054433.html\" target=\"_blank\">The Independent\u003c/a>, Dr. Peter Gray makes the case for free play, arguing that in those moments of fun and freedom kids, are learning how to be creative, deal with fear, and form emotional bonds. They're also solving real world problems. Gray writes:\u003c/p>\n\u003cp>\"We can't teach creativity, but we can drive it out of people through schooling that centers not on children’s own questions but on questions dictated by an imposed curriculum that operates as if all questions have one right answer and everyone must learn the same things.\"\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://www.independent.co.uk/incoming/article9054575.ece/BINARY/original/33-Children-Playing-Gettyv1.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.independent.co.uk/voices/comment/give-childhood-back-to-children-if-we-want-our-offspring-to-have-happy-productive-and-moral-lives-we-must-allow-more-time-for-play-not-less-are-you-listening-gove-9054433.html\" target=\"_blank\">Give childhood back to children: if we want our offspring to have happy, productive and moral lives, we must allow more time for play, not less\u003c/a>I'm a research bio-psychologist with a PhD, so I've done lots of school. I'm a pretty good problem-solver, in my work and in the rest of my life, but that has little to do with the schooling I've had.\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.independent.co.uk%2Fvoices%2Fcomment%2Fgive-childhood-back-to-children-if-we-want-our-offspring-to-have-happy-productive-and-moral-lives-we-must-allow-more-time-for-play-not-less-are-you-listening-gove-9054433.html\" 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.independent.co.uk\" target=\"_blank\">Independent\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Do Rigid College Admissions Leave Room for Creative Thinkers?",
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"content": "\u003cfigure id=\"attachment_33391\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/brainchildvn/2280342987/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-33391\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/2280342987_0009b29238_z-e1389378534251.jpg\" alt=\"2280342987_0009b29238_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/2280342987_0009b29238_z-e1389378534251.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/2280342987_0009b29238_z-e1389378534251-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/2280342987_0009b29238_z-e1389378534251-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Getting kids into college is the main goal of many high schools. There are plenty of arguments about why higher education isn’t right for every student and myriad ideas about how young adults could productively spend time exploring their passions. But in most cases, high schools have a close eye on application requirements at universities and strive to produce “college ready” graduates, students who are equipped to make informed choices about the next phase of their lives and are prepared academically to succeed in college.\u003c/p>\n\u003cp>Universities say they're looking for students who are engaged citizens and independent thinkers with a desire to be a part of the school’s community. But many of the measures used to determine college admission don’t test for those qualities. Instead, colleges look at SAT or ACT test scores, the number of Advanced Placement classes a student has completed, GPAs and the ability to write a strong essay. There is often a disconnect between the kind of student colleges say they want and what students have to do to be admitted. That’s why high school graduates are increasingly becoming, “robo students” in the words of Stanford Lecturer Denise Pope, young people “doing school,” but not necessarily learning.\u003c/p>\n\u003cp>\u003cstrong>CHANGE COMING SLOWLY\u003c/strong>\u003c/p>\n\u003cp>Given this phenomenon, some universities and colleges are beginning to rethink their admission policies and recognize more directly how their requirements influence the kind of teaching and learning that happens at the K-12 level.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We need to send the message to high schools that we’re looking for more.”\u003c/aside>\n\u003cp>“I think that colleges need to change what they look for,” said \u003ca href=\"http://www.sagepub.com/authorDetails.nav?contribId=526373\">Robert Sternberg\u003c/a>, who recently resigned as president of the University of Wyoming (UW). “We should be admitting students for their active citizenship and leadership skills, the kinds of skills that are really important for life.” Sternberg spent 30 years as a professor at Yale University, five years as a dean at Tufts University and was the Provost of Oklahoma State University for three years before becoming President of UW. In all of these roles, Sternberg has pushed the institutions to rethink admissions policies.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The tests we rely on so heavily really don’t measure creative thinking and they don’t measure common sense thinking, wisdom, ethics, work ethic -- they don’t measure your character,” Sternberg said. In his view, students go to college to develop into active and engaged citizens. If colleges kept that ultimate goal in mind in their admissions process, it would send a message to high schools about the skills that universities value and want to see in prospetive students.\u003c/p>\n\u003cp>Sternberg's research as a psychology professor at Yale centered on measuring intelligence and creativity shows how socialization steers the way kids develop. Kids who grow up in adverse circumstances learn to adapt with practical survival skills, while more affluent kids are often asked to focus on analytical and memory skills. The traditional college application process largely tests analytical skills, giving the kids who developed in an environment that valued those qualities an advantage. That system doesn’t allow colleges to admit the most creative and adaptable student populations, Sternberg said.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-medium wp-image-33399\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/successful-intelligence2-300x466.jpg\" alt=\"successful-intelligence2\" width=\"300\" height=\"466\">While at Tufts, he helped the school pilot a new \u003ca href=\"http://www.insidehighered.com/news/2010/09/28/sternberg\">admissions policy based on testing students for their creative and practical skills\u003c/a> in addition to their analytical skills. The school found that the new method helped them better predict student success. The application asked questions like, “How would you persuade a friend of an idea that the friend didn’t immediately accept?” Or, “How could one of your personal passions positively affect the world?” Students could choose to express their answers in multiple ways including essays, creative YouTube videos, and through drawings. Admissions officers were trained to look for the thinking behind the answers, not just writing skills.\u003c/p>\n\u003cp>Tufts had to hire a few more admissions officers and retrain the existing ones, but Sternberg said gradually the student population began to change. “The benefits were much greater than the costs because admissions should be based on the mission of your college or university,” Sternberg said. “It changes the kids who are accepted and it begins to change how you think about what it means to have a talented student,” he said.\u003c/p>\n\u003cp>Students learn what's important for them to know from their environment. “The point is that what you ought to be measuring is how well they’ve learned the skills that allow them to adapt to the environment in which they grew up,” Sternberg said. That knowledge will help colleges understand how the student will adapt in a new environment. Tests weighted towards skill sets that weren’t necessary for survival in certain environments, make those students look comparatively much worse.\u003c/p>\n\u003cp>“We need to send the message to high schools that we’re looking for more,” Sternberg said. “The way to do that is augment what we use to admit kids.”\u003c/p>\n\u003cp>\u003cstrong>THE HIGH SCHOOL PERSPECTIVE\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> (SLA), a public magnet high school in Philadelphia is a fairly young school, just eight years old. But in that short time, it's developed a reputation around the country as a shining example of the merits of inquiry-based learning approach. Colleges sometimes have a difficult time understanding the school’s approach to developing autonomous, critical thinkers. For example, SLA doesn’t offer Advanced Placement (AP) courses, because making students take a summative test at the end of the year is antithetical to the concept of allowing students to guide their own learning based on interest and collaborative work -- and just as importantly, the value of the incremental learning process.\u003c/p>\n\u003cp>“You can never be a revolutionary at the expense of the kids,” said SLA principal Chris Lehmann. He says there are plenty of things that high schools can do that are innovative and different, but schools need to know when that is appropriate and when experimentation might hurt its students. SLA has a good track record of sending students to college, despite some of its non-traditional practices -- 97 percent are accepted to colleges.\u003c/p>\n\u003cp>Lehmann describes SLA as taking the traditionally recognizable school mold and stretching it to its edge. “One of the reasons we chose to do that was because we knew we had to get kids into college,” Lehmann said. “There are so many colleges who really want kids who can problem solve, who can lead, who can think and who have a really innovative mind,” he said. That’s why SLA invites college representatives to visit the school and observe for themselves the kind of learning taking place there.\u003c/p>\n\u003cp>“We’ve spent a lot of time bringing colleges to SLA and showing them what SLA kids can do,” Lehmann said. “What sells colleges on our kids is our kids,” he said. But that doesn’t mean it’s easy. Lehmann says a school doing something out of the mold always has to be prepared to argue for its approach, especially when it’s a new district school, not an established private one. Lehmann says he has been pleasantly surprised at how well college representatives respond to the SLA model.\u003c/p>\n\u003caside class=\"pullquote alignright\">“Colleges sometimes are slow to recognize the good work and best practice that is happening around them.\"\u003c/aside>\n\u003cp>Grades are another area where Science Leadership Academy has compromised between its ideal and what colleges want. Teachers give a lot of narrative and qualitative feedback on student work, but at the end of the class they also give students a letter grade -- that’s what colleges want to see. It’s a delicate balance between building school cultures and practices that genuinely reflect the values of its educators and playing within the system. It can be done -- but it takes extra effort and awareness.\u003c/p>\n\u003cp>While change is slow, Lehmann says some schools are beginning to shift how they teach to be more in line with SLA’s inquiry-based approach. Schools like Drexel University and MIT are trying out hands-on programs, and \u003ca href=\"http://www.rhobserver.com/20148/bard-elevates-its-entrance-exam/\">Bard is experimenting with its admissions strategy\u003c/a>. “Colleges sometimes are slow to recognize the good work and best practice that is happening around them,” Lehmann said.\u003c/p>\n\u003cp>“For me the evolution of education has to understand that it requires one part vision and one part history,” Lehmann said. “Let’s not think that we need to remake everything that has ever happened without an eye to the past. That’s when you make mistakes.”\u003c/p>\n\u003cp>\u003cstrong>THE MODERN WORLD REQUIRES HYBRID-THINKING\u003c/strong>\u003c/p>\n\u003cp>From the perspective of employers, college graduates need to be ready to enter a working world that requires flexible, adaptable, nimble thinkers and doers.\u003c/p>\n\u003cp>\u003ca href=\"http://www.jumpassociates.com/\">Jump Associates\u003c/a>, a strategy and information firm, is an example of a company that requires a more \"hybrid\" nature of skill sets in the working world. Companies hire Jump to solve complex, ambiguous problems. For example, the company worked with Samsung to try and come up with a tablet that would outshine Apple’s iPad before the iPad had even been released. There was very little information on hand, but a solution had to be reached.\u003c/p>\n\u003cp>“All of these organizations are facing problems of extreme ambiguity,” said Dev Patnaik, CEO of Jump Associates. ‘The world is changing, what do I do about that.’ In that situation the biggest problem is to define the problem.” To do that, Jump Associates tries to hire what they call “hybrid-thinkers,” people who are \"one part technologist, one part humanist and one part capitalist.\" “What we’ve learned is you start with people who have deep expertise in multiple disciplines at the same time,” Patnaik said.\u003c/p>\n\u003cp>But universities don’t often encourage that kind of cross-discipline thinking naturally. “Universities are set up to be incredibly siloed,” said Patnaik who teaches a class at Stanford. “These bigger more nebulous, more meaningful questions live in between and across these silos.” But it’s difficult to change the system because most people came up through that a system that encourages them to continually narrow their focus of study.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Universities are set up to be incredibly siloed.”\u003c/aside>\n\u003cp>Patnaik thinks the U.S. is getting off track by trying to compete with China and India in math and science because of the assumption that those fields lead to jobs. “I worry that the last five years of economic recession has made us all very scared, and when you’re scared, you start thinking, 'What’s in it for me in the short term,'” he said. He doesn’t think the U.S. will ever be as good at pumping out math and science majors as India or China, but if the it plays to its traditional strengths – creativity, innovation, bridging cognitive gaps – then there’s an opportunity to be the country that shapes the problem. “We’re throwing that all away out of fear and calling it STEM,” he said.\u003c/p>\n\u003cp>Jump Associates asks its employees to solve seemingly unsolvable problems. “We need people to come up with ideas about what ought to be designed,” Patnaik said. While universities are slowly evolving to meet this challenge, focusing on more interdisciplinary learning for instance, students are often still focused on learning to become “successful,” rather than on learning because it makes them well-rounded and productive humans.\u003c/p>\n\u003cp>\u003cstrong>UNIVERSITY OF THE FUTURE?\u003c/strong>\u003c/p>\n\u003cp>One start-up is tackling the notion of what an elite college education might look like. The \u003ca href=\"http://www.minervaproject.com/\">Minerva Project\u003c/a> received $25 million in seed money to produce what they call \"high quality\" higher education, entirely online. The university plans to accept its first class in September of 2014 and is working to finalize its hybrid curriculum and online delivery mechanisms.\u003c/p>\n\u003cp>“Our goal is to create leaders and innovators in a variety of disciplines that operate in a global context,” said \u003ca href=\"http://chronicle.com/article/Behavior-Expert-Seizes-Chance/138375/\">Stephen Kosslyn, dean of faculty at Minerva Project\u003c/a>. “That’s where we start.” By starting from scratch, the school is free of the traditions and expectations that become stumbling blocks for older institutions grappling with change.\u003c/p>\n\u003cp>Kosslyn has a lot of experience with tradition-laden institutions -- he was on the \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=kosslynlab\">faculty of Harvard\u003c/a> for more than 30 years, teaching psychology, and then as the Dean of Social Sciences. He’s familiar with slow moving initiatives to change the way universities run. “I was ready for something else,” Kosslyn said. “I wanted to do something that would really make a difference.”\u003c/p>\n\u003cp>The Minerva Project has thrown out all the assumptions about “college readiness” that have long existed. Instead, the founders focused on the skills students should have when they finish -- critical analysis, creative thinking and effective communication – and backed into thinking about how to get them to that point. Kosslyn admits that it’s difficult to define what is meant in each of those categories. Critical analysis involves critical thinking and the ability to evaluate tradeoffs and various outcomes. But critical thinking can also be more than one thing. “Breaking it down, we get to the point that we can teach things,” Kosslyn said.\u003c/p>\n\u003cp>Kosslyn and his team intend to help students prepare for an unknown future by developing skill sets that allow them to adapt. “We’re interested in cultivating habits of mind that become very effortless and automatic and allow you to do these things,” Kosslyn said. It also means they're looking for very different qualities in students they accept.\u003c/p>\n\u003cp>“We’re looking for a combination of cognitive abilities and personality characteristics,” Kosslyn said, not SAT scores. Minerva wants students that exhibit grit, an openness to new experiences, and maturity. They’re using a test they've created that tries to measure these qualities that's agnostic of a student's class, background, and country of origin, important for a university expecting a global population. But Kosslyn said those test won’t make or break an application. “What you need to do is look at the entire picture, including what they’ve done before,” he said.\u003c/p>\n\u003cp>Students who attend Minerva will have to be self-directed and good at working collaboratively. Their courses will be delivered online and the university will likely leverage the information on the web to require students to be independently motivated. “What you need is people who are really motivated and have enough ability that they can teach themselves or can function in a group that’s helping them to learn,” Kosslyn said.\u003c/p>\n\u003cp>The hope is that students will begin to know their own strengths and bring those to collaborations. “The problems we are faced with are complex enough that we will need to solve them in teams,” Kosslyn said. And since collaborative work is a required skill in most jobs, Minerva students will learn it.\u003c/p>\n\u003cp>In fact, in the first year the students will take four courses: multi-modal communication, complex systems, empirical systems, and computational sciences. The intention is for traditionally separate subjects to be integrated if they involve complimentary skills.\u003c/p>\n\u003cp>\u003cstrong>COMPETENCY-BASED UNIVERSITIES\u003c/strong>\u003c/p>\n\u003cp>As the Minerva experiment develops, some existing universities are taking steps to award college credit based on skills learned, not the amount of time they've been enrolled.\u003c/p>\n\u003cp>One approach to this problem is to standardize the definition by a college degree. “The learning and expectations should be the constant and if you can do it faster why should that be a problem,” said Jamie Marisotis, CEO of the \u003ca href=\"http://www.luminafoundation.org/\">Lumina Foundation\u003c/a>, an organization working to ensure that 60 percent of Americans have post-secondary degrees by 2025. The Lumina Foundation supports experiments like \u003ca href=\"http://collegeforamerica.org/\">College For America\u003c/a>, a project of Southern New Hampshire University and the \u003ca href=\"http://flex.wisconsin.edu/\">University of Wisconsin’s Flexible Option\u003c/a>. These programs are experimenting with degree programs based on mastering required skills and contents at a pace the student sets.\u003c/p>\n\u003cp>“Competency should not mean competency in tasks,” Marisotis said. “What we’re really talking about in terms of competency are those broader things like constructing an argument.” He’d like higher education to follow the example set by K-12 education with the Common Core State Standards, a set of broad criteria that students master before graduating.\u003c/p>\n\u003cp>By eliminating the four-year degree and making sure that every student graduates with a similar set of skills, \u003ca href=\"http://www.nytimes.com/2013/11/03/education/edlife/degrees-based-on-what-you-can-do-not-how-long-you-went.html?pagewanted=2&_r=2&hp\">a college education would become less expensive\u003c/a> and more accessible to a broader population. But, it would also undermine the pedagogical approaches of many university departments.\u003c/p>\n\u003cp>“I’m very sympathetic to the perspective of the faculty because what we’re talking about is very different than what they have done and what they’ve gone into their careers to do,” Marisotis said. He says those who want to see change in higher education need to be patient with faculty who are crucial to making any new system work.\u003c/p>\n\u003cp>“The main model is to produce high quality learners with high quality outcomes that they can apply in their lives,” Marisotis said. But to do that, he believes universities need to be clearer about what the learning expectations should be and where faculty fit into the vision.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33391\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/brainchildvn/2280342987/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-33391\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/2280342987_0009b29238_z-e1389378534251.jpg\" alt=\"2280342987_0009b29238_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/2280342987_0009b29238_z-e1389378534251.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/2280342987_0009b29238_z-e1389378534251-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/2280342987_0009b29238_z-e1389378534251-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Getting kids into college is the main goal of many high schools. There are plenty of arguments about why higher education isn’t right for every student and myriad ideas about how young adults could productively spend time exploring their passions. But in most cases, high schools have a close eye on application requirements at universities and strive to produce “college ready” graduates, students who are equipped to make informed choices about the next phase of their lives and are prepared academically to succeed in college.\u003c/p>\n\u003cp>Universities say they're looking for students who are engaged citizens and independent thinkers with a desire to be a part of the school’s community. But many of the measures used to determine college admission don’t test for those qualities. Instead, colleges look at SAT or ACT test scores, the number of Advanced Placement classes a student has completed, GPAs and the ability to write a strong essay. There is often a disconnect between the kind of student colleges say they want and what students have to do to be admitted. That’s why high school graduates are increasingly becoming, “robo students” in the words of Stanford Lecturer Denise Pope, young people “doing school,” but not necessarily learning.\u003c/p>\n\u003cp>\u003cstrong>CHANGE COMING SLOWLY\u003c/strong>\u003c/p>\n\u003cp>Given this phenomenon, some universities and colleges are beginning to rethink their admission policies and recognize more directly how their requirements influence the kind of teaching and learning that happens at the K-12 level.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We need to send the message to high schools that we’re looking for more.”\u003c/aside>\n\u003cp>“I think that colleges need to change what they look for,” said \u003ca href=\"http://www.sagepub.com/authorDetails.nav?contribId=526373\">Robert Sternberg\u003c/a>, who recently resigned as president of the University of Wyoming (UW). “We should be admitting students for their active citizenship and leadership skills, the kinds of skills that are really important for life.” Sternberg spent 30 years as a professor at Yale University, five years as a dean at Tufts University and was the Provost of Oklahoma State University for three years before becoming President of UW. In all of these roles, Sternberg has pushed the institutions to rethink admissions policies.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The tests we rely on so heavily really don’t measure creative thinking and they don’t measure common sense thinking, wisdom, ethics, work ethic -- they don’t measure your character,” Sternberg said. In his view, students go to college to develop into active and engaged citizens. If colleges kept that ultimate goal in mind in their admissions process, it would send a message to high schools about the skills that universities value and want to see in prospetive students.\u003c/p>\n\u003cp>Sternberg's research as a psychology professor at Yale centered on measuring intelligence and creativity shows how socialization steers the way kids develop. Kids who grow up in adverse circumstances learn to adapt with practical survival skills, while more affluent kids are often asked to focus on analytical and memory skills. The traditional college application process largely tests analytical skills, giving the kids who developed in an environment that valued those qualities an advantage. That system doesn’t allow colleges to admit the most creative and adaptable student populations, Sternberg said.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-medium wp-image-33399\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/successful-intelligence2-300x466.jpg\" alt=\"successful-intelligence2\" width=\"300\" height=\"466\">While at Tufts, he helped the school pilot a new \u003ca href=\"http://www.insidehighered.com/news/2010/09/28/sternberg\">admissions policy based on testing students for their creative and practical skills\u003c/a> in addition to their analytical skills. The school found that the new method helped them better predict student success. The application asked questions like, “How would you persuade a friend of an idea that the friend didn’t immediately accept?” Or, “How could one of your personal passions positively affect the world?” Students could choose to express their answers in multiple ways including essays, creative YouTube videos, and through drawings. Admissions officers were trained to look for the thinking behind the answers, not just writing skills.\u003c/p>\n\u003cp>Tufts had to hire a few more admissions officers and retrain the existing ones, but Sternberg said gradually the student population began to change. “The benefits were much greater than the costs because admissions should be based on the mission of your college or university,” Sternberg said. “It changes the kids who are accepted and it begins to change how you think about what it means to have a talented student,” he said.\u003c/p>\n\u003cp>Students learn what's important for them to know from their environment. “The point is that what you ought to be measuring is how well they’ve learned the skills that allow them to adapt to the environment in which they grew up,” Sternberg said. That knowledge will help colleges understand how the student will adapt in a new environment. Tests weighted towards skill sets that weren’t necessary for survival in certain environments, make those students look comparatively much worse.\u003c/p>\n\u003cp>“We need to send the message to high schools that we’re looking for more,” Sternberg said. “The way to do that is augment what we use to admit kids.”\u003c/p>\n\u003cp>\u003cstrong>THE HIGH SCHOOL PERSPECTIVE\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> (SLA), a public magnet high school in Philadelphia is a fairly young school, just eight years old. But in that short time, it's developed a reputation around the country as a shining example of the merits of inquiry-based learning approach. Colleges sometimes have a difficult time understanding the school’s approach to developing autonomous, critical thinkers. For example, SLA doesn’t offer Advanced Placement (AP) courses, because making students take a summative test at the end of the year is antithetical to the concept of allowing students to guide their own learning based on interest and collaborative work -- and just as importantly, the value of the incremental learning process.\u003c/p>\n\u003cp>“You can never be a revolutionary at the expense of the kids,” said SLA principal Chris Lehmann. He says there are plenty of things that high schools can do that are innovative and different, but schools need to know when that is appropriate and when experimentation might hurt its students. SLA has a good track record of sending students to college, despite some of its non-traditional practices -- 97 percent are accepted to colleges.\u003c/p>\n\u003cp>Lehmann describes SLA as taking the traditionally recognizable school mold and stretching it to its edge. “One of the reasons we chose to do that was because we knew we had to get kids into college,” Lehmann said. “There are so many colleges who really want kids who can problem solve, who can lead, who can think and who have a really innovative mind,” he said. That’s why SLA invites college representatives to visit the school and observe for themselves the kind of learning taking place there.\u003c/p>\n\u003cp>“We’ve spent a lot of time bringing colleges to SLA and showing them what SLA kids can do,” Lehmann said. “What sells colleges on our kids is our kids,” he said. But that doesn’t mean it’s easy. Lehmann says a school doing something out of the mold always has to be prepared to argue for its approach, especially when it’s a new district school, not an established private one. Lehmann says he has been pleasantly surprised at how well college representatives respond to the SLA model.\u003c/p>\n\u003caside class=\"pullquote alignright\">“Colleges sometimes are slow to recognize the good work and best practice that is happening around them.\"\u003c/aside>\n\u003cp>Grades are another area where Science Leadership Academy has compromised between its ideal and what colleges want. Teachers give a lot of narrative and qualitative feedback on student work, but at the end of the class they also give students a letter grade -- that’s what colleges want to see. It’s a delicate balance between building school cultures and practices that genuinely reflect the values of its educators and playing within the system. It can be done -- but it takes extra effort and awareness.\u003c/p>\n\u003cp>While change is slow, Lehmann says some schools are beginning to shift how they teach to be more in line with SLA’s inquiry-based approach. Schools like Drexel University and MIT are trying out hands-on programs, and \u003ca href=\"http://www.rhobserver.com/20148/bard-elevates-its-entrance-exam/\">Bard is experimenting with its admissions strategy\u003c/a>. “Colleges sometimes are slow to recognize the good work and best practice that is happening around them,” Lehmann said.\u003c/p>\n\u003cp>“For me the evolution of education has to understand that it requires one part vision and one part history,” Lehmann said. “Let’s not think that we need to remake everything that has ever happened without an eye to the past. That’s when you make mistakes.”\u003c/p>\n\u003cp>\u003cstrong>THE MODERN WORLD REQUIRES HYBRID-THINKING\u003c/strong>\u003c/p>\n\u003cp>From the perspective of employers, college graduates need to be ready to enter a working world that requires flexible, adaptable, nimble thinkers and doers.\u003c/p>\n\u003cp>\u003ca href=\"http://www.jumpassociates.com/\">Jump Associates\u003c/a>, a strategy and information firm, is an example of a company that requires a more \"hybrid\" nature of skill sets in the working world. Companies hire Jump to solve complex, ambiguous problems. For example, the company worked with Samsung to try and come up with a tablet that would outshine Apple’s iPad before the iPad had even been released. There was very little information on hand, but a solution had to be reached.\u003c/p>\n\u003cp>“All of these organizations are facing problems of extreme ambiguity,” said Dev Patnaik, CEO of Jump Associates. ‘The world is changing, what do I do about that.’ In that situation the biggest problem is to define the problem.” To do that, Jump Associates tries to hire what they call “hybrid-thinkers,” people who are \"one part technologist, one part humanist and one part capitalist.\" “What we’ve learned is you start with people who have deep expertise in multiple disciplines at the same time,” Patnaik said.\u003c/p>\n\u003cp>But universities don’t often encourage that kind of cross-discipline thinking naturally. “Universities are set up to be incredibly siloed,” said Patnaik who teaches a class at Stanford. “These bigger more nebulous, more meaningful questions live in between and across these silos.” But it’s difficult to change the system because most people came up through that a system that encourages them to continually narrow their focus of study.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Universities are set up to be incredibly siloed.”\u003c/aside>\n\u003cp>Patnaik thinks the U.S. is getting off track by trying to compete with China and India in math and science because of the assumption that those fields lead to jobs. “I worry that the last five years of economic recession has made us all very scared, and when you’re scared, you start thinking, 'What’s in it for me in the short term,'” he said. He doesn’t think the U.S. will ever be as good at pumping out math and science majors as India or China, but if the it plays to its traditional strengths – creativity, innovation, bridging cognitive gaps – then there’s an opportunity to be the country that shapes the problem. “We’re throwing that all away out of fear and calling it STEM,” he said.\u003c/p>\n\u003cp>Jump Associates asks its employees to solve seemingly unsolvable problems. “We need people to come up with ideas about what ought to be designed,” Patnaik said. While universities are slowly evolving to meet this challenge, focusing on more interdisciplinary learning for instance, students are often still focused on learning to become “successful,” rather than on learning because it makes them well-rounded and productive humans.\u003c/p>\n\u003cp>\u003cstrong>UNIVERSITY OF THE FUTURE?\u003c/strong>\u003c/p>\n\u003cp>One start-up is tackling the notion of what an elite college education might look like. The \u003ca href=\"http://www.minervaproject.com/\">Minerva Project\u003c/a> received $25 million in seed money to produce what they call \"high quality\" higher education, entirely online. The university plans to accept its first class in September of 2014 and is working to finalize its hybrid curriculum and online delivery mechanisms.\u003c/p>\n\u003cp>“Our goal is to create leaders and innovators in a variety of disciplines that operate in a global context,” said \u003ca href=\"http://chronicle.com/article/Behavior-Expert-Seizes-Chance/138375/\">Stephen Kosslyn, dean of faculty at Minerva Project\u003c/a>. “That’s where we start.” By starting from scratch, the school is free of the traditions and expectations that become stumbling blocks for older institutions grappling with change.\u003c/p>\n\u003cp>Kosslyn has a lot of experience with tradition-laden institutions -- he was on the \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=kosslynlab\">faculty of Harvard\u003c/a> for more than 30 years, teaching psychology, and then as the Dean of Social Sciences. He’s familiar with slow moving initiatives to change the way universities run. “I was ready for something else,” Kosslyn said. “I wanted to do something that would really make a difference.”\u003c/p>\n\u003cp>The Minerva Project has thrown out all the assumptions about “college readiness” that have long existed. Instead, the founders focused on the skills students should have when they finish -- critical analysis, creative thinking and effective communication – and backed into thinking about how to get them to that point. Kosslyn admits that it’s difficult to define what is meant in each of those categories. Critical analysis involves critical thinking and the ability to evaluate tradeoffs and various outcomes. But critical thinking can also be more than one thing. “Breaking it down, we get to the point that we can teach things,” Kosslyn said.\u003c/p>\n\u003cp>Kosslyn and his team intend to help students prepare for an unknown future by developing skill sets that allow them to adapt. “We’re interested in cultivating habits of mind that become very effortless and automatic and allow you to do these things,” Kosslyn said. It also means they're looking for very different qualities in students they accept.\u003c/p>\n\u003cp>“We’re looking for a combination of cognitive abilities and personality characteristics,” Kosslyn said, not SAT scores. Minerva wants students that exhibit grit, an openness to new experiences, and maturity. They’re using a test they've created that tries to measure these qualities that's agnostic of a student's class, background, and country of origin, important for a university expecting a global population. But Kosslyn said those test won’t make or break an application. “What you need to do is look at the entire picture, including what they’ve done before,” he said.\u003c/p>\n\u003cp>Students who attend Minerva will have to be self-directed and good at working collaboratively. Their courses will be delivered online and the university will likely leverage the information on the web to require students to be independently motivated. “What you need is people who are really motivated and have enough ability that they can teach themselves or can function in a group that’s helping them to learn,” Kosslyn said.\u003c/p>\n\u003cp>The hope is that students will begin to know their own strengths and bring those to collaborations. “The problems we are faced with are complex enough that we will need to solve them in teams,” Kosslyn said. And since collaborative work is a required skill in most jobs, Minerva students will learn it.\u003c/p>\n\u003cp>In fact, in the first year the students will take four courses: multi-modal communication, complex systems, empirical systems, and computational sciences. The intention is for traditionally separate subjects to be integrated if they involve complimentary skills.\u003c/p>\n\u003cp>\u003cstrong>COMPETENCY-BASED UNIVERSITIES\u003c/strong>\u003c/p>\n\u003cp>As the Minerva experiment develops, some existing universities are taking steps to award college credit based on skills learned, not the amount of time they've been enrolled.\u003c/p>\n\u003cp>One approach to this problem is to standardize the definition by a college degree. “The learning and expectations should be the constant and if you can do it faster why should that be a problem,” said Jamie Marisotis, CEO of the \u003ca href=\"http://www.luminafoundation.org/\">Lumina Foundation\u003c/a>, an organization working to ensure that 60 percent of Americans have post-secondary degrees by 2025. The Lumina Foundation supports experiments like \u003ca href=\"http://collegeforamerica.org/\">College For America\u003c/a>, a project of Southern New Hampshire University and the \u003ca href=\"http://flex.wisconsin.edu/\">University of Wisconsin’s Flexible Option\u003c/a>. These programs are experimenting with degree programs based on mastering required skills and contents at a pace the student sets.\u003c/p>\n\u003cp>“Competency should not mean competency in tasks,” Marisotis said. “What we’re really talking about in terms of competency are those broader things like constructing an argument.” He’d like higher education to follow the example set by K-12 education with the Common Core State Standards, a set of broad criteria that students master before graduating.\u003c/p>\n\u003cp>By eliminating the four-year degree and making sure that every student graduates with a similar set of skills, \u003ca href=\"http://www.nytimes.com/2013/11/03/education/edlife/degrees-based-on-what-you-can-do-not-how-long-you-went.html?pagewanted=2&_r=2&hp\">a college education would become less expensive\u003c/a> and more accessible to a broader population. But, it would also undermine the pedagogical approaches of many university departments.\u003c/p>\n\u003cp>“I’m very sympathetic to the perspective of the faculty because what we’re talking about is very different than what they have done and what they’ve gone into their careers to do,” Marisotis said. He says those who want to see change in higher education need to be patient with faculty who are crucial to making any new system work.\u003c/p>\n\u003cp>“The main model is to produce high quality learners with high quality outcomes that they can apply in their lives,” Marisotis said. But to do that, he believes universities need to be clearer about what the learning expectations should be and where faculty fit into the vision.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_32814\" class=\"wp-caption center\" style=\"max-width: 520px\">\u003cimg class=\"size-full wp-image-32814\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM.png\" alt=\"Screen Shot 2013-11-25 at 7.29.08 PM\" width=\"520\" height=\"242\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM-400x186.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM-320x149.png 320w\" sizes=\"(max-width: 520px) 100vw, 520px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Younger kids typically love to draw and aren't too worried about the outcomes of their artwork -- until they get older. By the time they've learned to read and write, art takes a back burner to academics, primarily because of what most schools prioritize. Over time it becomes harder for kids to think in pictures the way they once did. But what if students were encouraged to think in pictures alongside words?\u003c/p>\n\u003cp>“There’s something about writing that is a link to your brain,” said \u003ca href=\"http://www.marissamoss.com/\">Marissa Moss\u003c/a>, author of the popular children’s book series \u003ca href=\"http://www.marissamoss.com/books.php?series=amelia\">Amelia’s Notebook\u003c/a>. In the books, Moss takes on the persona of a little girl expressing her ideas about the world and people around her. The books are a combination of words and drawings and look free form – as though Amelia sketched them herself.\u003c/p>\n\u003cp>Taking a cue from Moss, teachers from \u003ca href=\"http://oakknoll.mpcsd.org/modules/cms/announce.phtml?sessionid=f5209f8c8981312fcb7a852c762ce48a\">Oak Knoll Elementary School\u003c/a> in Menlo Park, Calif., decided to have their students keep notebooks in a similar style. The notebooks aren’t graded; rather, they're a place of private, free expression. Karen Clancy and Andrea Boatright presented the project at the \u003ca href=\"http://www.innovativelearningconference.org/\">Innovative Learning Conference\u003c/a> hosted by the Nueva School recently.\u003c/p>\n\u003cp>“They’re not used to being given permission to write about whatever they want,” Clancy said. But once her students realized that they really weren’t being graded and that they had freedom of expression, they eventually came to demand time to write.\u003c/p>\n\u003cp>Moss says writing without fear of consequences is key to developing a writer’s voice. “If you're perfect you are guaranteed to not write a thing,” Moss said. “It’s like driving with one foot on the gas and one foot on the break.” She has developed some\u003ca href=\"http://www.marissamoss.com/teacherinfo.php\"> guides\u003c/a> to help teachers coax students into using art and writing in their journals at the same time, as a way of flexing their visual thinking along with literacy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“You have no power when you are a kid, but when you are telling stories you have incredible power. Kids get that.” \u003c/aside>\n\u003cp>She thinks it’s important for students to have a space to express themselves without specific writing assignments or limitations. They write and draw what matters in their own lives and in the process develop their voice, humor, and point of view. They get to play with language and break out of cookie cutter forms of writing like the persuasive essay.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At Oak Knoll, the students love what they call their Lifebook Journals, writing in them daily in addition to other, more formal writing assigned and graded by the teacher. “This will affect their ability to do all the other things they need to know,” said Andrea Boatright, another teacher at Oak Knoll who uses Lifebooks.\u003c/p>\n\u003cp>“You have no power when you are a kid, but when you are telling stories you have incredible power,” Moss said. “Kids get that.” And when they have the space to write and draw some realize they like to write, and by extension read, more than they thought. “It’s so easy to quash people and then they never want to write again,” Moss said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"cd213b82ebaac523aaa94882ed2fb4ae\"]\u003c/p>\n\u003cp>While her students love their journals now, Boatright admits it was a little hard to get even young students to believe they wouldn’t be graded on their writing. So at first, Boatright gave her students “beginner Lifebooks,” just pieces of paper stapled together with construction paper covers. She discussed with the class how to write and draw out their thoughts. She even modeled what the Lifebook could look like. When students were writing in the Lifebooks, so was she. It took her students about a month to settle into the project.\u003c/p>\n\u003cp>Once the students were more comfortable with the idea of free expression, Boatright asked students to pick one thing they’d written and share it with the class, one what she called a “museum day.” After sharing, students were allowed to graduate to a permanent Lifebook -- a composition notebook personalized by the owner.\u003c/p>\n\u003cp>Now, the students write four to five times a week for 45 minutes at a time. Boatright helps prompt kids that get stuck and some kids choose to do comic strips at first, easing into heavier writing later. Other students have worked collaboratively on Lifebook stories.\u003c/p>\n\u003cp>Boatright says her students’ word choice, voice and sentence fluency improved dramatically after starting the Lifebook project. She compared a class that used Lifebooks with another class in the school that otherwise used the same curriculum, but didn’t incorporate Lifebooks. She found that students who kept Lifebooks had an increased motivation to write, something parents noticed as well.\u003c/p>\n\u003cp>“Writing and reading go together,” Moss pointed out. “If you write well, you’ll be more excited about reading.” Often English class focuses on formal skills and formalized assessments. But those assignments often don’t allow students to develop a distinct voice, one of the hardest things to teach, she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32814\" class=\"wp-caption center\" style=\"max-width: 520px\">\u003cimg class=\"size-full wp-image-32814\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM.png\" alt=\"Screen Shot 2013-11-25 at 7.29.08 PM\" width=\"520\" height=\"242\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM-400x186.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM-320x149.png 320w\" sizes=\"(max-width: 520px) 100vw, 520px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Younger kids typically love to draw and aren't too worried about the outcomes of their artwork -- until they get older. By the time they've learned to read and write, art takes a back burner to academics, primarily because of what most schools prioritize. Over time it becomes harder for kids to think in pictures the way they once did. But what if students were encouraged to think in pictures alongside words?\u003c/p>\n\u003cp>“There’s something about writing that is a link to your brain,” said \u003ca href=\"http://www.marissamoss.com/\">Marissa Moss\u003c/a>, author of the popular children’s book series \u003ca href=\"http://www.marissamoss.com/books.php?series=amelia\">Amelia’s Notebook\u003c/a>. In the books, Moss takes on the persona of a little girl expressing her ideas about the world and people around her. The books are a combination of words and drawings and look free form – as though Amelia sketched them herself.\u003c/p>\n\u003cp>Taking a cue from Moss, teachers from \u003ca href=\"http://oakknoll.mpcsd.org/modules/cms/announce.phtml?sessionid=f5209f8c8981312fcb7a852c762ce48a\">Oak Knoll Elementary School\u003c/a> in Menlo Park, Calif., decided to have their students keep notebooks in a similar style. The notebooks aren’t graded; rather, they're a place of private, free expression. Karen Clancy and Andrea Boatright presented the project at the \u003ca href=\"http://www.innovativelearningconference.org/\">Innovative Learning Conference\u003c/a> hosted by the Nueva School recently.\u003c/p>\n\u003cp>“They’re not used to being given permission to write about whatever they want,” Clancy said. But once her students realized that they really weren’t being graded and that they had freedom of expression, they eventually came to demand time to write.\u003c/p>\n\u003cp>Moss says writing without fear of consequences is key to developing a writer’s voice. “If you're perfect you are guaranteed to not write a thing,” Moss said. “It’s like driving with one foot on the gas and one foot on the break.” She has developed some\u003ca href=\"http://www.marissamoss.com/teacherinfo.php\"> guides\u003c/a> to help teachers coax students into using art and writing in their journals at the same time, as a way of flexing their visual thinking along with literacy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“You have no power when you are a kid, but when you are telling stories you have incredible power. Kids get that.” \u003c/aside>\n\u003cp>She thinks it’s important for students to have a space to express themselves without specific writing assignments or limitations. They write and draw what matters in their own lives and in the process develop their voice, humor, and point of view. They get to play with language and break out of cookie cutter forms of writing like the persuasive essay.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At Oak Knoll, the students love what they call their Lifebook Journals, writing in them daily in addition to other, more formal writing assigned and graded by the teacher. “This will affect their ability to do all the other things they need to know,” said Andrea Boatright, another teacher at Oak Knoll who uses Lifebooks.\u003c/p>\n\u003cp>“You have no power when you are a kid, but when you are telling stories you have incredible power,” Moss said. “Kids get that.” And when they have the space to write and draw some realize they like to write, and by extension read, more than they thought. “It’s so easy to quash people and then they never want to write again,” Moss said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>While her students love their journals now, Boatright admits it was a little hard to get even young students to believe they wouldn’t be graded on their writing. So at first, Boatright gave her students “beginner Lifebooks,” just pieces of paper stapled together with construction paper covers. She discussed with the class how to write and draw out their thoughts. She even modeled what the Lifebook could look like. When students were writing in the Lifebooks, so was she. It took her students about a month to settle into the project.\u003c/p>\n\u003cp>Once the students were more comfortable with the idea of free expression, Boatright asked students to pick one thing they’d written and share it with the class, one what she called a “museum day.” After sharing, students were allowed to graduate to a permanent Lifebook -- a composition notebook personalized by the owner.\u003c/p>\n\u003cp>Now, the students write four to five times a week for 45 minutes at a time. Boatright helps prompt kids that get stuck and some kids choose to do comic strips at first, easing into heavier writing later. Other students have worked collaboratively on Lifebook stories.\u003c/p>\n\u003cp>Boatright says her students’ word choice, voice and sentence fluency improved dramatically after starting the Lifebook project. She compared a class that used Lifebooks with another class in the school that otherwise used the same curriculum, but didn’t incorporate Lifebooks. She found that students who kept Lifebooks had an increased motivation to write, something parents noticed as well.\u003c/p>\n\u003cp>“Writing and reading go together,” Moss pointed out. “If you write well, you’ll be more excited about reading.” Often English class focuses on formal skills and formalized assessments. But those assignments often don’t allow students to develop a distinct voice, one of the hardest things to teach, she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_32102\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-32102\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/154062807-640x413.jpg\" alt=\"154062807\" width=\"640\" height=\"413\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Increasingly, educators are looking to research about \u003ca href=\"http://ww2.kqed.org/mindshift/feature/learning-smarter/\">how kids learn\u003c/a> to influence teaching practices and tools. What seemed like on-the-fringe experiments, like game-based learning, have turned into real trends, and have gradually made their way into many (though certainly not most) classrooms.\u003c/p>\n\u003cp>\u003cstrong>BRAIN-BASED TEACHING\u003c/strong>\u003c/p>\n\u003cp>Many educators are using researchers’ insights into how children best learn to inform their teaching practices. Stanford professor Carol Dweck’s research on encouraging children to develop a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\">growth-mindset\u003c/a> continues to grow in popularity, as educators try to praise effort, not outcomes. Dweck writes that if children believe their abilities are fixed -- that either that they're smart or they're not -- they approach the world in different ways and aren’t as able to face adversity. When they believe skills and abilities can grow throughout one's lifetime, they're better able to rise to challenges.\u003c/p>\n\u003cp>\u003ca href=\"http://www.mindsetworks.com/webnav/program.aspx\">Brainology\u003c/a>, Dweck's program, is just one of many such school-based programs that teachers can use in classrooms, as is \u003ca href=\"http://www.brainworks.info/bwsystem/SchoolYearProgram.aspx\">Brainworks.\u003c/a>\u003c/p>\n\u003cp>Educators are also \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/smart-strategies-that-help-students-learn-how-to-learn/\">teaching learning strategies\u003c/a>, helping students find out the best ways to not just learn content, but \u003cem>how\u003c/em> to learn. Ideas like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-music-can-improve-memory/\">remembering facts when they are set to music\u003c/a>. This practice has been employed since the days of oral storytelling, but teachers are reviving it to help students in modern classrooms. Recent studies show that adults learn new languages more easily when they are set to a beat. Some educators are even experimenting with breaking up classical literature into bite sized raps.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are plenty more examples of brain-based research on learning making its way into classroom practices.\u003c/p>\n\u003cp>\u003cstrong>GAME-BASED LEARNING\u003c/strong>\u003c/p>\n\u003cp>Games have long been used to engage students. But as \u003ca href=\"http://ww2.kqed.org/mindshift/tag/game-based-learning/\">game-based learning\u003c/a> becomes more prevalent in schools, researchers are interested in how game structure mirrors the learning process. In many games, students explore ideas and try out solutions. When they learn the skills required at one level, they move up. Failure to complete tasks is reframed as part of the path towards learning how to conquer a level.\u003c/p>\n\u003cp>Universities like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-do-you-teach-empathy-harvard-pilots-game-simulation/\">Harvard\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/mit-unleashes-new-online-game-for-math-and-science/\">MIT\u003c/a> and the \u003ca href=\"http://www.gameslearningsociety.org/\">University of Wisconsin's Game and Learning Society\u003c/a> are studying how game-playing helps student engagement and achievement, and well-known researchers in the field like \u003ca href=\"http://www.jamespaulgee.com/\">James Paul Gee\u003c/a> and University of Wisconsin professor \u003ca href=\"http://website.education.wisc.edu/kdsquire/tenure-files/09-PIQ-Squire-submitted.pdf\">Kurt Squire\u003c/a> show are using their own studies to show that games help students learn.\u003c/p>\n\u003cp>Once the terrain of experimental classrooms, digital games are now becoming \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">more common in classrooms\u003c/a>. In a recent survey by the Joan Ganz Cooney Center, half of 505 K-8 teachers said they use digital games with their students two or more days a week, and 18 percent use them daily.\u003cstrong> \u003c/strong>Educators are using commercial games like \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Minecraft\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/world-of-warcraft-finds-its-way-into-class/\">World of Warcraft\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">SimCity\u003c/a> for education. The Institute of Play continues to study game-based learning and helps support two \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-to-design-classroom-games-for-learning/\">Quest to Learn \u003c/a>schools, which are based around the idea of games and learning.\u003c/p>\n\u003cp>\u003cstrong>POWER OF PERSEVERANCE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Paul Tough’s book, \u003cem>How Children Succeed\u003c/em>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/\">popularized the ideas of grit and perseverance\u003c/a>. Now those ideas have made their way into a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-foster-grit-tenacity-and-perseverance-an-educators-guide/\">U.S. Department of Education’s Technology office report\u003c/a> as well as the Common Core State Standards, which many states are already implementing. The idea that failure is an opportunity to learn and improve, not a roadblock to achievement, is often referenced as one of the most important life skills a student can take with him beyond the classroom.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-important-is-grit-in-student-achievement/\">Angela Duckworth’s research on grit\u003c/a> has shown that often students, who scored lower on intelligence tests, end up doing better in class. They were compensating for their lack of innate intelligence with hard work and that paid off in their GPAs. Duckworth has even developed a “Grit Scale” that allows students to self-report their “grittiness.”\u003c/p>\n\u003cp>\u003cstrong>QUESTIONING HOMEWORK\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/parents-wonder-why-so-much-homework/\">growing movement against homework\u003c/a> in the U.S. challenges the notion that the amount of homework a student is asked to do at home is an indication of rigor, and homework opponents argue that the increasing amount of “busy work” is unnecessarily taking up students’ out-of-school-time. They argue that downtime, free play, and family time are just as important to a child’s social and emotional development as what happens in school.\u003c/p>\n\u003cp>Some research has shown that too much homework has “little to no impact” on student test scores. Other research on how brains work challenges the common method of asking students to practice one discreet skill at home. Overall, there’s a push to reevaluate the kinds of work students are being asked to do at home and to ask \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-can-we-make-homework-worthwhile/\">whether it adds value to their learning\u003c/a>. If the work is repetitive or tangential, it may add no real value, and teachers across the country are starting to institute no-homework policies. Even principals are \u003ca href=\"http://www.nytimes.com/2011/06/16/education/16homework.html?_r=0\">starting to revolt\u003c/a> and schools are instituting “no homework” nights or substituting “goals” for homework.\u003c/p>\n\u003cp>\u003cstrong>CULTIVATING CREATIVITY\u003c/strong>\u003c/p>\n\u003cp>Increasingly business leaders and educators are realizing that \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/if-robots-will-run-the-world-what-should-students-learn/\">creativity is a uniquely human quality\u003c/a> that will set future graduates apart from the ever smarter computers that are playing increasingly important roles in society. There’s been a focus on \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">stimulating curiosity\u003c/a> and creativity through Science Technology Engineering and Math (\u003ca href=\"http://ww2.kqed.org/mindshift/tag/stem/\">STEM\u003c/a>) courses, including \u003ca href=\"http://ww2.kqed.org/mindshift/tag/coding/\">computer coding\u003c/a>, as well as integrating art and design into courses. The \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/what-does-design-thinking-look-like-in-school/\">design thinking\u003c/a> movement is a good example of schools working to develop students’ ability to think for themselves, brainstorm ideas and execute them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Many schools are also shifting towards \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">project-based learning to help leverage student interests \u003c/a>and passions in their school work. Long-form projects often allow students to demonstrate their creativity more than assignments that every student must complete the same way. The trend towards project-based learning is one indication that schools are actively looking to build creativity into curricula.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32102\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-32102\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/154062807-640x413.jpg\" alt=\"154062807\" width=\"640\" height=\"413\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Increasingly, educators are looking to research about \u003ca href=\"http://ww2.kqed.org/mindshift/feature/learning-smarter/\">how kids learn\u003c/a> to influence teaching practices and tools. What seemed like on-the-fringe experiments, like game-based learning, have turned into real trends, and have gradually made their way into many (though certainly not most) classrooms.\u003c/p>\n\u003cp>\u003cstrong>BRAIN-BASED TEACHING\u003c/strong>\u003c/p>\n\u003cp>Many educators are using researchers’ insights into how children best learn to inform their teaching practices. Stanford professor Carol Dweck’s research on encouraging children to develop a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\">growth-mindset\u003c/a> continues to grow in popularity, as educators try to praise effort, not outcomes. Dweck writes that if children believe their abilities are fixed -- that either that they're smart or they're not -- they approach the world in different ways and aren’t as able to face adversity. When they believe skills and abilities can grow throughout one's lifetime, they're better able to rise to challenges.\u003c/p>\n\u003cp>\u003ca href=\"http://www.mindsetworks.com/webnav/program.aspx\">Brainology\u003c/a>, Dweck's program, is just one of many such school-based programs that teachers can use in classrooms, as is \u003ca href=\"http://www.brainworks.info/bwsystem/SchoolYearProgram.aspx\">Brainworks.\u003c/a>\u003c/p>\n\u003cp>Educators are also \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/smart-strategies-that-help-students-learn-how-to-learn/\">teaching learning strategies\u003c/a>, helping students find out the best ways to not just learn content, but \u003cem>how\u003c/em> to learn. Ideas like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-music-can-improve-memory/\">remembering facts when they are set to music\u003c/a>. This practice has been employed since the days of oral storytelling, but teachers are reviving it to help students in modern classrooms. Recent studies show that adults learn new languages more easily when they are set to a beat. Some educators are even experimenting with breaking up classical literature into bite sized raps.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are plenty more examples of brain-based research on learning making its way into classroom practices.\u003c/p>\n\u003cp>\u003cstrong>GAME-BASED LEARNING\u003c/strong>\u003c/p>\n\u003cp>Games have long been used to engage students. But as \u003ca href=\"http://ww2.kqed.org/mindshift/tag/game-based-learning/\">game-based learning\u003c/a> becomes more prevalent in schools, researchers are interested in how game structure mirrors the learning process. In many games, students explore ideas and try out solutions. When they learn the skills required at one level, they move up. Failure to complete tasks is reframed as part of the path towards learning how to conquer a level.\u003c/p>\n\u003cp>Universities like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-do-you-teach-empathy-harvard-pilots-game-simulation/\">Harvard\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/mit-unleashes-new-online-game-for-math-and-science/\">MIT\u003c/a> and the \u003ca href=\"http://www.gameslearningsociety.org/\">University of Wisconsin's Game and Learning Society\u003c/a> are studying how game-playing helps student engagement and achievement, and well-known researchers in the field like \u003ca href=\"http://www.jamespaulgee.com/\">James Paul Gee\u003c/a> and University of Wisconsin professor \u003ca href=\"http://website.education.wisc.edu/kdsquire/tenure-files/09-PIQ-Squire-submitted.pdf\">Kurt Squire\u003c/a> show are using their own studies to show that games help students learn.\u003c/p>\n\u003cp>Once the terrain of experimental classrooms, digital games are now becoming \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">more common in classrooms\u003c/a>. In a recent survey by the Joan Ganz Cooney Center, half of 505 K-8 teachers said they use digital games with their students two or more days a week, and 18 percent use them daily.\u003cstrong> \u003c/strong>Educators are using commercial games like \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Minecraft\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/world-of-warcraft-finds-its-way-into-class/\">World of Warcraft\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">SimCity\u003c/a> for education. The Institute of Play continues to study game-based learning and helps support two \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-to-design-classroom-games-for-learning/\">Quest to Learn \u003c/a>schools, which are based around the idea of games and learning.\u003c/p>\n\u003cp>\u003cstrong>POWER OF PERSEVERANCE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Paul Tough’s book, \u003cem>How Children Succeed\u003c/em>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/\">popularized the ideas of grit and perseverance\u003c/a>. Now those ideas have made their way into a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-foster-grit-tenacity-and-perseverance-an-educators-guide/\">U.S. Department of Education’s Technology office report\u003c/a> as well as the Common Core State Standards, which many states are already implementing. The idea that failure is an opportunity to learn and improve, not a roadblock to achievement, is often referenced as one of the most important life skills a student can take with him beyond the classroom.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-important-is-grit-in-student-achievement/\">Angela Duckworth’s research on grit\u003c/a> has shown that often students, who scored lower on intelligence tests, end up doing better in class. They were compensating for their lack of innate intelligence with hard work and that paid off in their GPAs. Duckworth has even developed a “Grit Scale” that allows students to self-report their “grittiness.”\u003c/p>\n\u003cp>\u003cstrong>QUESTIONING HOMEWORK\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/parents-wonder-why-so-much-homework/\">growing movement against homework\u003c/a> in the U.S. challenges the notion that the amount of homework a student is asked to do at home is an indication of rigor, and homework opponents argue that the increasing amount of “busy work” is unnecessarily taking up students’ out-of-school-time. They argue that downtime, free play, and family time are just as important to a child’s social and emotional development as what happens in school.\u003c/p>\n\u003cp>Some research has shown that too much homework has “little to no impact” on student test scores. Other research on how brains work challenges the common method of asking students to practice one discreet skill at home. Overall, there’s a push to reevaluate the kinds of work students are being asked to do at home and to ask \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-can-we-make-homework-worthwhile/\">whether it adds value to their learning\u003c/a>. If the work is repetitive or tangential, it may add no real value, and teachers across the country are starting to institute no-homework policies. Even principals are \u003ca href=\"http://www.nytimes.com/2011/06/16/education/16homework.html?_r=0\">starting to revolt\u003c/a> and schools are instituting “no homework” nights or substituting “goals” for homework.\u003c/p>\n\u003cp>\u003cstrong>CULTIVATING CREATIVITY\u003c/strong>\u003c/p>\n\u003cp>Increasingly business leaders and educators are realizing that \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/if-robots-will-run-the-world-what-should-students-learn/\">creativity is a uniquely human quality\u003c/a> that will set future graduates apart from the ever smarter computers that are playing increasingly important roles in society. 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Long-form projects often allow students to demonstrate their creativity more than assignments that every student must complete the same way. The trend towards project-based learning is one indication that schools are actively looking to build creativity into curricula.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>An \u003ca href=\"http://www.openideo.com/open/creative-confidence/brief.html\">OpenIDEO challenge\u003c/a> cooked up by Tom and David Kelley, authors of \u003ca href=\"http://www.creativeconfidence.com/\">Creative Confidence\u003c/a>, asks students to show their creative confidence by answering a challenge question.\u003c/p>\n\u003cp>\"As young children, we’re all creative. We draw, sing, build, and dream. Yet somewhere along the way – due to the influence of others or our own insecurity – many of us put down these creative instincts. Together with IDEO and our partners, we’re asking the OpenIDEO community to design fun, inspiring and new ways to help teenagers and young adults around the world preserve and nurture their own creative confidence. At a time when our world faces unprecedented challenges, how might we ensure that young people practice their creative confidence today so that they have a shot at becoming successful leaders tomorrow?\"\u003c/p>\n\u003cdiv class=\"mceItemEmbedly\" style=\"overflow:hidden\">\n\u003cdiv class=\"embedly\">\u003ciframe src=\"http://player.vimeo.com/video/74731545\" width=\"640\" height=\"360\" frameborder=\"0\" webkitallowfullscreen mozallowfullscreen allowfullscreen>\u003c/iframe>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float:right\">\u003ca target=\"_blank\" href=\"http://embed.ly?src=anywhere\" title=\"Powered by Embedly\">\u003cimg src=\"//static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">\u003cspan>via \u003c/span>\u003ca href=\"https://vimeo.com/\" class=\"media-attribution-link\" target=\"_blank\">Vimeo\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003ch5>\u003c/h5>\n\u003cdiv id=\"attachment_28290\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 462px\">\n\u003cp>\u003cimg class=\"size-full wp-image-28290\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/Imagination-stage2.jpg\" alt=\"Imagination-stage2\" width=\"462\" height=\"323\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/Imagination-stage2.jpg 462w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/Imagination-stage2-400x280.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/Imagination-stage2-320x224.jpg 320w\" sizes=\"(max-width: 462px) 100vw, 462px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Jeremy Rusnock/Courtesy Imagination Stage\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://www.npr.org/2013/04/17/177040995/more-than-50-years-of-putting-kids-creativity-to-the-test\">By Elizabeth Blair, NPR\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Let's start with a question from a standardized test: \"How would the world be different if we all had a third eye in the back of our heads?\"\u003c/p>\n\u003cp>It's not a typical standardized question, but as part of the Next Generation Creativity Survey, it's used to help measure creativity a bit like an IQ test measures intelligence. And it's not the only creativity test out there.\u003c/p>\n\u003cp>So why bother measuring creativity? James Catterall, a psychologist and director of the Centers for Research on Creativity in Los Angeles, says the simple answer is that if society, business and education demands it, then we need to know when it's happening; otherwise, we're just guessing when it's there.\u003c/p>\n\u003cp>He says, \"Measuring is an important aspect of knowing where our investments pay off.\"\u003c/p>\n\u003cp>\u003cstrong>Troublemaker Or Misunderstood Creative Genius?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the late 1950s, a man named E. Paul Torrance was similarly interested in children's creativity. Torrance was a Georgia farm boy-turned-psychologist, and one of his first jobs was working with boys at a military academy. It was there that he began to see creativity as something that was \u003c!--more-->misunderstood. Bonnie Cramond, director of the \u003ca href=\"http://www.coe.uga.edu/torrance/\">Torrance Center for Creativity and Talent Development\u003c/a> at the University of Georgia, says a lot of the boys Torrance worked with were thought to be troublemakers.\u003c/p>\n\u003cp>\"They were high-energy kids with ideas,\" she says, \"and those don't always fit into a very structured school situation. And so [Torrance] did a lot of research in how, for example, teachers much prefer highly intelligent kids and often don't like highly creative kids because they are harder to control and they're misunderstood.\"\u003c/p>\n\u003cp>Torrance set out to change that, or at least to prove that creativity was as important as intelligence, not just in the arts, but in every field. As part of that mission, he devised a number of ways to test for creativity. Today, the system he created is called the Torrance Test.\u003c/p>\n\u003cp>\u003cstrong>Rewarding The 'More Elaborate Route'\u003c/strong>\u003c/p>\n\u003cp>Janet Stanford is the artistic director of \u003ca href=\"http://www.imaginationstage.org/\">Imagination Stage\u003c/a>, a professional children's theater company and arts center in Bethesda, Md. She says when she first heard about the Torrance Test, she was skeptical. \"Initially I thought, as many people do, 'Well, creativity is not something you can measure. It's this sort of wonderful gift and let's not question it too carefully.' \"\u003c/p>\n\u003cp>But Stanford was curious, so she ordered the test packet anyway, and she also got to see some of the results. In the \"figural\" section of the test, there's a page with a large, black egg shape in the middle. Test-takers are asked to make a picture out of it that \"no one else will think of.\"\u003c/p>\n\u003cp>\"One little boy created a cave out of it,\" Stanford remembers. \"He put a cliff around it, and so there was a ladder going up to this hole as if it was a great cave. And then there was a Martian or some kind of alien spaceship in the air, and this little boy who was hiding from the aliens. I mean, the world that he created was complete.\"\u003c/p>\n\u003cp>Stanford was intrigued enough that she asked her entire staff to take the test. There was some resistance at first, but then a few members like Lauren Williams learned to grade the test. Williams says that for a test about creativity, it has a lot of unexpected details. Take, for example, the test's \"resistance to premature closure\" section, where test-takers are asked to turn lines on the page into a picture somehow. \"They look for people who choose not to take the quickest way and to choose a longer, more elaborate route instead,\" she says. \"And you get points for that.\"\u003c/p>\n\u003cp>\u003cstrong>Shining Light On A Hidden Problem\u003c/strong>\u003c/p>\n\u003cp>The Torrance Test has been translated into several languages and is mostly used for admission to gifted and talented programs. But other creativity tests are also in the works — James Catterall and his team at the Centers for Research on Creativity are still tweaking theirs.\u003c/p>\n\u003cp>Catterall says they made an interesting discovery while they were testing out their survey: Elementary school kids scored better on it than high school kids did. \"I think the expression that many people use is that the schools have a tendency to suck the creativity out of kids over time,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And that's a problem — a problem that will require enormous creativity to solve.\u003c/p>\n\n",
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"description": "Jeremy Rusnock/Courtesy Imagination Stage By Elizabeth Blair, NPR Let's start with a question from a standardized test: "How would the world be different if we all had a third eye in the back of our heads?" It's not a typical standardized question, but as part of the Next Generation Creativity Survey, it's used to help",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003c/h5>\n\u003cdiv id=\"attachment_28290\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 462px\">\n\u003cp>\u003cimg class=\"size-full wp-image-28290\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/Imagination-stage2.jpg\" alt=\"Imagination-stage2\" width=\"462\" height=\"323\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/Imagination-stage2.jpg 462w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/Imagination-stage2-400x280.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/Imagination-stage2-320x224.jpg 320w\" sizes=\"(max-width: 462px) 100vw, 462px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Jeremy Rusnock/Courtesy Imagination Stage\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://www.npr.org/2013/04/17/177040995/more-than-50-years-of-putting-kids-creativity-to-the-test\">By Elizabeth Blair, NPR\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Let's start with a question from a standardized test: \"How would the world be different if we all had a third eye in the back of our heads?\"\u003c/p>\n\u003cp>It's not a typical standardized question, but as part of the Next Generation Creativity Survey, it's used to help measure creativity a bit like an IQ test measures intelligence. And it's not the only creativity test out there.\u003c/p>\n\u003cp>So why bother measuring creativity? James Catterall, a psychologist and director of the Centers for Research on Creativity in Los Angeles, says the simple answer is that if society, business and education demands it, then we need to know when it's happening; otherwise, we're just guessing when it's there.\u003c/p>\n\u003cp>He says, \"Measuring is an important aspect of knowing where our investments pay off.\"\u003c/p>\n\u003cp>\u003cstrong>Troublemaker Or Misunderstood Creative Genius?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the late 1950s, a man named E. Paul Torrance was similarly interested in children's creativity. Torrance was a Georgia farm boy-turned-psychologist, and one of his first jobs was working with boys at a military academy. It was there that he began to see creativity as something that was \u003c!--more-->misunderstood. Bonnie Cramond, director of the \u003ca href=\"http://www.coe.uga.edu/torrance/\">Torrance Center for Creativity and Talent Development\u003c/a> at the University of Georgia, says a lot of the boys Torrance worked with were thought to be troublemakers.\u003c/p>\n\u003cp>\"They were high-energy kids with ideas,\" she says, \"and those don't always fit into a very structured school situation. And so [Torrance] did a lot of research in how, for example, teachers much prefer highly intelligent kids and often don't like highly creative kids because they are harder to control and they're misunderstood.\"\u003c/p>\n\u003cp>Torrance set out to change that, or at least to prove that creativity was as important as intelligence, not just in the arts, but in every field. As part of that mission, he devised a number of ways to test for creativity. Today, the system he created is called the Torrance Test.\u003c/p>\n\u003cp>\u003cstrong>Rewarding The 'More Elaborate Route'\u003c/strong>\u003c/p>\n\u003cp>Janet Stanford is the artistic director of \u003ca href=\"http://www.imaginationstage.org/\">Imagination Stage\u003c/a>, a professional children's theater company and arts center in Bethesda, Md. She says when she first heard about the Torrance Test, she was skeptical. \"Initially I thought, as many people do, 'Well, creativity is not something you can measure. It's this sort of wonderful gift and let's not question it too carefully.' \"\u003c/p>\n\u003cp>But Stanford was curious, so she ordered the test packet anyway, and she also got to see some of the results. In the \"figural\" section of the test, there's a page with a large, black egg shape in the middle. Test-takers are asked to make a picture out of it that \"no one else will think of.\"\u003c/p>\n\u003cp>\"One little boy created a cave out of it,\" Stanford remembers. \"He put a cliff around it, and so there was a ladder going up to this hole as if it was a great cave. And then there was a Martian or some kind of alien spaceship in the air, and this little boy who was hiding from the aliens. I mean, the world that he created was complete.\"\u003c/p>\n\u003cp>Stanford was intrigued enough that she asked her entire staff to take the test. There was some resistance at first, but then a few members like Lauren Williams learned to grade the test. Williams says that for a test about creativity, it has a lot of unexpected details. Take, for example, the test's \"resistance to premature closure\" section, where test-takers are asked to turn lines on the page into a picture somehow. \"They look for people who choose not to take the quickest way and to choose a longer, more elaborate route instead,\" she says. \"And you get points for that.\"\u003c/p>\n\u003cp>\u003cstrong>Shining Light On A Hidden Problem\u003c/strong>\u003c/p>\n\u003cp>The Torrance Test has been translated into several languages and is mostly used for admission to gifted and talented programs. But other creativity tests are also in the works — James Catterall and his team at the Centers for Research on Creativity are still tweaking theirs.\u003c/p>\n\u003cp>Catterall says they made an interesting discovery while they were testing out their survey: Elementary school kids scored better on it than high school kids did. \"I think the expression that many people use is that the schools have a tendency to suck the creativity out of kids over time,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And that's a problem — a problem that will require enormous creativity to solve.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "If Robots Will Run the World, What Should Students Learn?",
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"content": "\u003cfigure id=\"attachment_28146\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28146\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/155282685-620x440.jpg\" alt=\"155282685\" width=\"620\" height=\"440\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Education reformers have been \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">calling for a different type of education\u003c/a>, one that nurtures creative and innovative thinkers. But for many, that future is hard to see and even harder to influence.\u003c/p>\n\u003cp>Science fiction writers and blockbuster movies have been predicting a world run by robots for decades, and for most of us, the fantasy has stayed in the realm of fiction. But artificial intelligence has \u003ca href=\"http://www.gizmag.com/activision-real-time-character-rendering/26862/\">made rapid progress\u003c/a> and robots are becoming more a part of everyday life than many people realize. Those who study robots and their impact on life foresee a day not too far off when many jobs now held by people will be automated.\u003c/p>\n\u003cp>“If you can detect a pattern, you can automate it,” said \u003ca href=\"http://www.thefivethings.org/charles-fadel/#\">Charles Fadel\u003c/a>, founder of the Center for Curriculum Redesign and a visiting practitioner at Harvard’s Graduate School of Education, who spoke at the recent \u003ca href=\"http://www.learningandthebrain.com/Event-130/Educating-for-Creative-Minds/Program\">Learning and the Brain Conference\u003c/a>. Fadel sees signs that robots are already becoming a part of everyday life. Google has a self-driving car. Japan recently put on \u003ca href=\"http://www.youtube.com/watch?v=DTXO7KGHtjI\">a concert\u003c/a>, attended by thousands of people, featuring a hologram popstar with a synthesized voice. \u003ca href=\"http://online.wsj.com/article/SB10001424127887323468604578249752619254898.html\">Virtual models\u003c/a> are gradually being put to work displaying the newest styles, and \u003ca href=\"http://www.nytimes.com/2011/02/17/science/17jeopardy-watson.html?pagewanted=all&_r=0\">Watson the supercomputer whooped-on the best Jeopardy players\u003c/a>. Signs of robotic intelligence are everywhere and educators need to be preparing students to enter a dramatically different world, Fadel said.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The role of the educator is to channel and guide what is fundamentally an improvisational process.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As artificial intelligence improves and slowly takes over aspects of daily life, the only way for people to continue to be useful is to “up-skill” -- and that takes creativity. “Incremental creativity is just improving on something, but radical creativity is thinking something up,” Fadel said. He believes that, in time, computers will be capable of incremental creativity, slowly improving a process and building on its success. What they will never be able to do is generate a radically new idea.\u003c/p>\n\u003cp>“We’re being pushed upwards in abstraction, in some senses,” Fadel said. Recognizing how sophisticated computers already are, and how much better the algorithms are getting will be important as the education system evolves. Implicit in Fadel’s stark view of how artificial \u003c!--more-->intelligence fits into human kind’s future is a question about the value of education. Why teach content when everything is searchable? Why teach specific skills when computers will one day be able to do that work, he asks.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Education has to focus on learning \u003cem>how\u003c/em> to learn – metacognition. School will still be important, but not to impart what happened during the Revolutionary War or to teach the quadratic formula. School, he said, should focus on teaching young people the intangibles, the things that make humans unique: relationships, flexibility, humanity, how to make discriminating decisions, resilience, innovation, adaptability, wisdom, ethics, curiosity, how to ask good questions, synthesizing and integrating information, and of course, creating.\u003c/p>\n\u003cp>In the future, computers and humans will be working together to create the next big invention and when that happens, people can distinguish themselves by controlling the process and the strategy. Humans will define the goals and will think creatively about solutions.\u003c/p>\n\u003cp>But to get to that place, the education system needs to nurture creative young people. That isn’t happening right now, he says.\u003c/p>\n\u003cp>\u003cstrong>EDUCATORS CAN HELP\u003c/strong>\u003c/p>\n\u003cp>Most political leaders and education experts agree that the education system needs to adapt to the technological realities of the age and work to produce more creative thinkers. “The whole culture is coming out with support for more and greater creativity in students,” said\u003ca href=\"http://education.wustl.edu/people/sawyer_r-keith\"> R. Keith Sawyer\u003c/a>, professor of education and psychology studying creativity and learning at Washington University in St. Louis, at the same conference.\u003c/p>\n\u003cp>Sawyer says fostering creativity starts by recognizing that it’s a collaborative process, not one big idea from a genius. Rather, it’s more like improvisational theater. “Each person contributes a small idea or contribution and the next person picks it up and takes it somewhere,” Sawyer said. “It’s unpredictable and unplanned but something wonderful emerges.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“In the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Recognizing that much of the creative work generated comes out of collaborative group work, teachers can think about their classrooms as places for improvisational flow, where teachers and students are building knowledge together. Structure is needed, but some flexibility as well.\u003c/p>\n\u003cp>“The role of the educator is to channel and guide what is fundamentally an improvisational process,” Sawyer said. “Students learn what they need to learn but in a way that allows them to be creative.”\u003c/p>\n\u003cp>To arrive at an improvisational classroom, educators can \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/does-our-current-education-system-support-innovation/\">move away from an instructional model \u003c/a>for the classroom. The traditional model clings to the notion that children need to learn particular facts and it’s the teacher’s job to impart that information to students. Facts and information build incrementally and turn into more complex ideas, and learning is measured by testing knowledge of facts.\u003c/p>\n\u003cp>But many argue that this model results in superficial knowledge and low retention, weak transfer to new situations, inability to integrate facts and apply to other situations, Sawyer said.\u003c/p>\n\u003cp>Sawyer proposes that schooling should be constructionist, focusing on a deeper, conceptual understanding of topics with the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/7-essential-principles-of-innovative-learning/\">ability to build new knowledge in new situations\u003c/a>. To do this, students need to take facts, skills, and concepts and apply them to real-word problems. Learning should start with a driving question. This way, students can explore the topic through inquiry and discussion, working in teams, just as they would in the workplace or other life situations. Students create a tangible product that addresses the issue at hand, and along the way an instructor guides the process.\u003c/p>\n\u003cp>Sawyer is not naïve about the challenges to this model. It’s hard to develop a good design question. “The really good problems are not too hard, not too easy and they result in the acquisition of required content,” Sawyer said. But even after coming up with a perfect problem, it’s difficult to get students to actively engage and to collaborate effectively. It’s hard to assess learning this way and to effectively critique in a way that doesn’t stunt ideas, but helps guide the process.\u003c/p>\n\u003cp>It may seem daunting to change the current system into something that resembles the constructionist model Sawyer and others champion. But Sawyer said it's happening in schools across the country, and educators are passing along these ideas to each other.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">Fostering Creativity Is Not An Option\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“Every teacher is a creative professional,” Sawyer said. “And in the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.” The creative act of teaching needs to be a collaborative one, like a startup team working on the next innovative product. If each teacher continues to tinker and offer ideas to the larger group, a creative breakthrough will emerge.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It's going to be every one of us that contributes ideas along the way,” Sawyer said. And in doing so, teachers everywhere can create the institutional change that stands between them and implementing the ideas that to many are obvious and instinctual.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28146\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28146\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/155282685-620x440.jpg\" alt=\"155282685\" width=\"620\" height=\"440\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Education reformers have been \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">calling for a different type of education\u003c/a>, one that nurtures creative and innovative thinkers. But for many, that future is hard to see and even harder to influence.\u003c/p>\n\u003cp>Science fiction writers and blockbuster movies have been predicting a world run by robots for decades, and for most of us, the fantasy has stayed in the realm of fiction. But artificial intelligence has \u003ca href=\"http://www.gizmag.com/activision-real-time-character-rendering/26862/\">made rapid progress\u003c/a> and robots are becoming more a part of everyday life than many people realize. Those who study robots and their impact on life foresee a day not too far off when many jobs now held by people will be automated.\u003c/p>\n\u003cp>“If you can detect a pattern, you can automate it,” said \u003ca href=\"http://www.thefivethings.org/charles-fadel/#\">Charles Fadel\u003c/a>, founder of the Center for Curriculum Redesign and a visiting practitioner at Harvard’s Graduate School of Education, who spoke at the recent \u003ca href=\"http://www.learningandthebrain.com/Event-130/Educating-for-Creative-Minds/Program\">Learning and the Brain Conference\u003c/a>. Fadel sees signs that robots are already becoming a part of everyday life. Google has a self-driving car. Japan recently put on \u003ca href=\"http://www.youtube.com/watch?v=DTXO7KGHtjI\">a concert\u003c/a>, attended by thousands of people, featuring a hologram popstar with a synthesized voice. \u003ca href=\"http://online.wsj.com/article/SB10001424127887323468604578249752619254898.html\">Virtual models\u003c/a> are gradually being put to work displaying the newest styles, and \u003ca href=\"http://www.nytimes.com/2011/02/17/science/17jeopardy-watson.html?pagewanted=all&_r=0\">Watson the supercomputer whooped-on the best Jeopardy players\u003c/a>. Signs of robotic intelligence are everywhere and educators need to be preparing students to enter a dramatically different world, Fadel said.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The role of the educator is to channel and guide what is fundamentally an improvisational process.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As artificial intelligence improves and slowly takes over aspects of daily life, the only way for people to continue to be useful is to “up-skill” -- and that takes creativity. “Incremental creativity is just improving on something, but radical creativity is thinking something up,” Fadel said. He believes that, in time, computers will be capable of incremental creativity, slowly improving a process and building on its success. What they will never be able to do is generate a radically new idea.\u003c/p>\n\u003cp>“We’re being pushed upwards in abstraction, in some senses,” Fadel said. Recognizing how sophisticated computers already are, and how much better the algorithms are getting will be important as the education system evolves. Implicit in Fadel’s stark view of how artificial \u003c!--more-->intelligence fits into human kind’s future is a question about the value of education. Why teach content when everything is searchable? Why teach specific skills when computers will one day be able to do that work, he asks.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Education has to focus on learning \u003cem>how\u003c/em> to learn – metacognition. School will still be important, but not to impart what happened during the Revolutionary War or to teach the quadratic formula. School, he said, should focus on teaching young people the intangibles, the things that make humans unique: relationships, flexibility, humanity, how to make discriminating decisions, resilience, innovation, adaptability, wisdom, ethics, curiosity, how to ask good questions, synthesizing and integrating information, and of course, creating.\u003c/p>\n\u003cp>In the future, computers and humans will be working together to create the next big invention and when that happens, people can distinguish themselves by controlling the process and the strategy. Humans will define the goals and will think creatively about solutions.\u003c/p>\n\u003cp>But to get to that place, the education system needs to nurture creative young people. That isn’t happening right now, he says.\u003c/p>\n\u003cp>\u003cstrong>EDUCATORS CAN HELP\u003c/strong>\u003c/p>\n\u003cp>Most political leaders and education experts agree that the education system needs to adapt to the technological realities of the age and work to produce more creative thinkers. “The whole culture is coming out with support for more and greater creativity in students,” said\u003ca href=\"http://education.wustl.edu/people/sawyer_r-keith\"> R. Keith Sawyer\u003c/a>, professor of education and psychology studying creativity and learning at Washington University in St. Louis, at the same conference.\u003c/p>\n\u003cp>Sawyer says fostering creativity starts by recognizing that it’s a collaborative process, not one big idea from a genius. Rather, it’s more like improvisational theater. “Each person contributes a small idea or contribution and the next person picks it up and takes it somewhere,” Sawyer said. “It’s unpredictable and unplanned but something wonderful emerges.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“In the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Recognizing that much of the creative work generated comes out of collaborative group work, teachers can think about their classrooms as places for improvisational flow, where teachers and students are building knowledge together. Structure is needed, but some flexibility as well.\u003c/p>\n\u003cp>“The role of the educator is to channel and guide what is fundamentally an improvisational process,” Sawyer said. “Students learn what they need to learn but in a way that allows them to be creative.”\u003c/p>\n\u003cp>To arrive at an improvisational classroom, educators can \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/does-our-current-education-system-support-innovation/\">move away from an instructional model \u003c/a>for the classroom. The traditional model clings to the notion that children need to learn particular facts and it’s the teacher’s job to impart that information to students. Facts and information build incrementally and turn into more complex ideas, and learning is measured by testing knowledge of facts.\u003c/p>\n\u003cp>But many argue that this model results in superficial knowledge and low retention, weak transfer to new situations, inability to integrate facts and apply to other situations, Sawyer said.\u003c/p>\n\u003cp>Sawyer proposes that schooling should be constructionist, focusing on a deeper, conceptual understanding of topics with the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/7-essential-principles-of-innovative-learning/\">ability to build new knowledge in new situations\u003c/a>. To do this, students need to take facts, skills, and concepts and apply them to real-word problems. Learning should start with a driving question. This way, students can explore the topic through inquiry and discussion, working in teams, just as they would in the workplace or other life situations. Students create a tangible product that addresses the issue at hand, and along the way an instructor guides the process.\u003c/p>\n\u003cp>Sawyer is not naïve about the challenges to this model. It’s hard to develop a good design question. “The really good problems are not too hard, not too easy and they result in the acquisition of required content,” Sawyer said. But even after coming up with a perfect problem, it’s difficult to get students to actively engage and to collaborate effectively. It’s hard to assess learning this way and to effectively critique in a way that doesn’t stunt ideas, but helps guide the process.\u003c/p>\n\u003cp>It may seem daunting to change the current system into something that resembles the constructionist model Sawyer and others champion. But Sawyer said it's happening in schools across the country, and educators are passing along these ideas to each other.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">Fostering Creativity Is Not An Option\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“Every teacher is a creative professional,” Sawyer said. “And in the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.” The creative act of teaching needs to be a collaborative one, like a startup team working on the next innovative product. If each teacher continues to tinker and offer ideas to the larger group, a creative breakthrough will emerge.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It's going to be every one of us that contributes ideas along the way,” Sawyer said. And in doing so, teachers everywhere can create the institutional change that stands between them and implementing the ideas that to many are obvious and instinctual.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch5>\u003c/h5>\n\u003cdiv id=\"attachment_27883\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-27883\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/problem-solution-620x285.gif\" alt=\"problem-solution\" width=\"620\" height=\"285\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://www.thommarkham.com/blog/default/ten-ways-to-teach-innovation-2/\">By Thom Markham\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">One overriding challenge is now coming to the fore in public consciousness: We need to reinvent just about everything. Whether scientific advances, technology breakthroughs, new political and economic structures, environmental solutions, or an updated code of ethics for 21st century life, everything is in flux—and everything demands innovative, out of the box thinking.\u003c/p>\n\u003cp>The burden of reinvention, of course, falls on today’s generation of students. So it follows that education should focus on fostering innovation by putting curiosity, critical thinking, deep understanding, the rules and tools of inquiry, and creative brainstorming at the center of the curriculum.\u003c/p>\n\u003cp>This is hardly the case, as we know. In fact, innovation and the current classroom model most often operate as antagonists. The system is evolving, but not quickly enough to get young people ready for the new world. But there are a number of ways that teachers can bypass the system and offer students the tools and experiences that spur an innovative mindset. Here are ten ideas:\u003c/p>\n\u003cp>\u003cstrong>Move from projects to Project Based Learning. \u003c/strong>Most teachers have done projects, but the majority do not use the defined set of methods associated with high-quality PBL. These methods include developing a focused question, using solid, well crafted performance assessments, \u003c!--more-->allowing for multiple solutions, enlisting community resources, and choosing engaging, meaningful themes for projects. PBL offers the best method we have presently for combining inquiry with accountability, and should be part of every teacher’s repertoire. See \u003ca href=\"http://www.thommarkham.com\">my website\u003c/a> or the \u003ca href=\"http://www.bie.org\">Buck Institute\u003c/a> for methods.\u003c/p>\n\u003cp>\u003cstrong>Teach concepts, not facts. \u003c/strong>\u003ca href=\"http://www.amazon.com/Concept-Based-Curriculum-Instruction-Thinking-Classroom/dp/141291700X\">Concept-based instruction\u003c/a> overcomes the fact-based, rote-oriented nature of standardized curriculum. If your curriculum is not organized conceptually, use you own knowledge and resources to teach ideas and deep understanding, not test items.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Distinguish concepts from critical information. \u003c/strong>Preparing students for tests is part of the job. But they need information for a more important reason: To innovate, they need to know something. The craft precedes the art. Find the right blend between open-ended inquiry and direct instruction.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>Make skills as important as knowledge. \u003c/strong>Innovation and 21st century skills are closely related. Choose several \u003ca href=\"http://www.p21.org/overview/skills-framework\">21st century skills\u003c/a>, such as collaboration or critical thinking, to focus on throughout the year. Incorporate them into lessons. Use detailed rubrics to assess and grade the skills.\u003c/p>\n\u003cp>\u003cstrong>Form teams, not groups. \u003c/strong>Innovation now emerges from teams and networks—and we can teach students to work collectively and become better collective thinkers. Group work is common, but \u003cem>team\u003c/em> work is rare. Some tips: Use specific methods to form teams; assess teamwork and work ethic; facilitate high quality interaction through protocols and critique; teach the cycle of revision; and expect students to reflect critically on both ongoing work and final products. For peer collaboration rubrics, see these free \u003ca href=\"http://www.thommarkham.com/PBL_tools.html\">PBL Tools\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Use thinking tools. \u003c/strong>Hundreds of interesting, thought provoking tools exist for thinking through problems, sharing insights, finding solutions, and encouraging divergent solutions. Use \u003ca href=\"http://www.amazon.com/Big-Think-Metacognative-Strategies-Beginning/dp/193317045X/ref=sr_1_1?s=books&ie=UTF8&qid=1322941461&sr=1-1\">Big Think\u003c/a> tools or the \u003ca href=\"http://pzweb.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.html\">Visible Thinking Routines\u003c/a> developed at Harvard’s Project Zero.\u003c/p>\n\u003cp>\u003cstrong>Use creativity tools. \u003c/strong>Industry uses a set of cutting edge tools to stimulate creativity and innovation. As described in books such as \u003ca href=\"http://www.amazon.com/Gamestorming-Playbook-Innovators-Rulebreakers-Changemakers/dp/0596804172\">Gamestorming\u003c/a> or \u003ca href=\"http://www.amazon.com/Beyond-Words-Guide-Drawing-Ideas/dp/0898159113/ref=sr_1_3?s=books&ie=UTF8&qid=1322941969&sr=1-3\">Beyond Words\u003c/a>, the tools include playful games and visual exercises that can easily be used in the classroom.\u003c/p>\n\u003cp>\u003cstrong>Reward discovery. \u003c/strong>Innovation is mightily discouraged by our system of assessment, which rewards the mastery of known information. Step up the reward system by using rubrics with a blank column to acknowledge and reward innovation and creativity. I call it the Breakthrough column. All of the rubrics on the \u003ca href=\"http://www.thommarkham.com/PBL_tools.html\">PBL Tools\u003c/a> section of my website have a breakthrough column.\u003c/p>\n\u003cp>\u003cstrong>Make reflection part of the lesson. \u003c/strong>Because of the coverage imperative, the tendency is to move on quickly from the last chapter and begin the next chapter. But reflection is necessary to anchor learning and stimulate deeper thinking and understanding. There is no innovation without rumination.\u003c/p>\n\u003cp>\u003cstrong>Be innovative yourself. \u003c/strong>This is the kicker, because innovation requires the willingness to fail, a focus on fuzzy outcomes rather than standardized measures, and the bravery to resist the system’s emphasis on strict accountability. But the reward is a kind of liberating creativity that makes teaching exciting and fun, engages students, and—most critical—helps students find the passion and resources necessary to design a better life for themselves and others.\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"https://mail.kqed.org/owa/redir.aspx?C=055ab46694374484b75bfa91ca6bb653&URL=http%3a%2f%2fwww.thommarkham.com%2fblog%2fdefault%2ften-ways-to-teach-innovation-2%2f\" target=\"_blank\">ThomMarkham's blog\u003c/a>.Thom Markham, Ph.D., is a psychologist and school redesign consultant who assists teachers in designing high quality, rigorous projects that incorporate 21\u003csup>st\u003c/sup> century skills and the principles of youth development. He is also the author of the \u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=nosim/thommarkhamco-20\">Project Based Learning Design and Coaching Guide: Expert tools for innovation and inquiry for k-12 teachers\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Innovation and the current classroom model most often operate as antagonists. The system is evolving, but not quickly enough to get young people ready for the new world. But there are a number of ways that teachers can bypass the system and offer students the tools and experiences that spur an innovative mindset. Here are ten ideas.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003c/h5>\n\u003cdiv id=\"attachment_27883\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-27883\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/problem-solution-620x285.gif\" alt=\"problem-solution\" width=\"620\" height=\"285\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://www.thommarkham.com/blog/default/ten-ways-to-teach-innovation-2/\">By Thom Markham\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">One overriding challenge is now coming to the fore in public consciousness: We need to reinvent just about everything. Whether scientific advances, technology breakthroughs, new political and economic structures, environmental solutions, or an updated code of ethics for 21st century life, everything is in flux—and everything demands innovative, out of the box thinking.\u003c/p>\n\u003cp>The burden of reinvention, of course, falls on today’s generation of students. So it follows that education should focus on fostering innovation by putting curiosity, critical thinking, deep understanding, the rules and tools of inquiry, and creative brainstorming at the center of the curriculum.\u003c/p>\n\u003cp>This is hardly the case, as we know. In fact, innovation and the current classroom model most often operate as antagonists. The system is evolving, but not quickly enough to get young people ready for the new world. But there are a number of ways that teachers can bypass the system and offer students the tools and experiences that spur an innovative mindset. Here are ten ideas:\u003c/p>\n\u003cp>\u003cstrong>Move from projects to Project Based Learning. \u003c/strong>Most teachers have done projects, but the majority do not use the defined set of methods associated with high-quality PBL. These methods include developing a focused question, using solid, well crafted performance assessments, \u003c!--more-->allowing for multiple solutions, enlisting community resources, and choosing engaging, meaningful themes for projects. PBL offers the best method we have presently for combining inquiry with accountability, and should be part of every teacher’s repertoire. See \u003ca href=\"http://www.thommarkham.com\">my website\u003c/a> or the \u003ca href=\"http://www.bie.org\">Buck Institute\u003c/a> for methods.\u003c/p>\n\u003cp>\u003cstrong>Teach concepts, not facts. \u003c/strong>\u003ca href=\"http://www.amazon.com/Concept-Based-Curriculum-Instruction-Thinking-Classroom/dp/141291700X\">Concept-based instruction\u003c/a> overcomes the fact-based, rote-oriented nature of standardized curriculum. If your curriculum is not organized conceptually, use you own knowledge and resources to teach ideas and deep understanding, not test items.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_27656\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-27656\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/students-collaborate-620x369.jpg\" alt=\"students-collaborate\" width=\"620\" height=\"369\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Bestselling author and educational expert Alan November's new book \u003cem>\u003ca href=\"http://novemberlearning.com/educational-resources-for-educators/books-on-educational-technology/\">Who Owns the Learning?: Preparing Students for Success in the Digital Age\u003c/a>\u003c/em> compiles lessons learned over 30 years of educational experience. Beginning with his first teaching job, November began to realize that the most powerful education happens when students take ownership of their learning and when they feel that what they produce contributes meaningfully to a community.\u003c/p>\n\u003cp>Using those two principles as his guide, November's book profiles innovative teachers' efforts to make learning meaningful to their students, sharing concrete ways to transform schools. The book uses the family farm as a metaphor to explain the importance of making students central contributors to the modern education system. The excerpt below helps explain the type of work students could do in this model and how technology can help along the way.\u003c/p>\n\u003ch4>Owning Their Learning: Student Jobs on the Digital Learning Farm\u003c/h4>\n\u003cp>Perhaps the greatest role shift in the Digital Learning Farm model is that of the student. As we help to transform students from passive receptors of information into active drivers of their educational \u003c!--more-->experiences and designers of their educational goals, we need to provide them with the incentives of meaningful work and authentic audiences. Here are the four types of jobs for students that we will discuss in this book:\u003c/p>\n\u003cp>1. Tutorial designers\u003cbr>\n2. Student scribes\u003cbr>\n3. Student researchers\u003cbr>\n4. Global communicators and collaborators\u003c/p>\n\u003ch4>Tutorial Designers\u003c/h4>\n\u003cp>Students often learn better from other students; they listen more intently, understand more completely, and participate more readily. Using webcams, video software, and other freely available recording and broadcasting tools, students can create tutorials that other students, parents, and viewers can access and use from any location. As you will learn in chapter 2 (page 25), teacher Eric Marcos and his students from Lincoln Middle School in Santa Monica, California, have energized their school through the use of screencasted tutorials they produce. Creating tutorials increases student engagement and provides struggling students with more opportunities for reviewing troubling concepts. As one of Eric’s students reminds us, “In order to teach it you really have to learn it” (personal communication, December 2011).\u003c/p>\n\u003ch4>Student Scribes\u003c/h4>\n\u003cp>Not all students take excellent notes every day, but free online collaboration tools can give any class the opportunity to collaboratively build one set of perfect notes. Using a shared blog, wiki, \u003ca href=\"http://docs.google.com\">Google Docs,\u003c/a> or another collaborative writing tool, students work together to create a detailed set of notes that can be used by the entire class. (Visit go.solution-tree.com/instruction for live links to the websites mentioned in this book.) Darren Kuropatwa, a high school calculus teacher, uses this student scribe technique to transform his classroom into a collaborative learning community. In chapter 3 (page 39), you will learn more about Darren’s \u003ca href=\"http://tinyurl.com/68djoz\">student scribe program\u003c/a> in which each day a new student is responsible for taking notes and collecting diagrams that become part of his class’s online calculus textbook. Using a student scribe program encourages students who don’t take notes to do so, and it helps students who struggle to take good notes improve their technique through positive feedback and advice from their teachers and peers.\u003c/p>\n\u003ch4>Student Researchers\u003c/h4>\n\u003cp>Many classrooms have one computer sitting in the back of the room or on the teacher’s desk that gets very little use while instruction is taking place. What if that computer became the official research station where one student each day was responsible for finding answers to all the questions in class—including the teacher’s questions? Assigning students the research job can be a very effective learning tool, and it’s an incredibly simple process: each day, assign a different student to sit by that computer. When questions come up during class, it is that student’s responsibility to search out the correct answer. In chapter 4 (page 49), you will learn details about using this student job to build a class search engine that meets course standards for curriculum content and reliability of resources. Training students in the role of researcher offers guided opportunities and teachable moments that allow them to hone their research skills.\u003c/p>\n\u003ch4>Global Communicators and Collaborators\u003c/h4>\n\u003cp>It wasn't that long ago when it was cost prohibitive to have your class connect with other classes and subject experts around the world. That time is gone! In an ever-shrinking world, we now have free access to make these very connections. In chapter 5 (page 65), you learn how educators are using \u003ca href=\"http://www.skype.com\">Skype\u003c/a> and other online tools to establish and maintain working relationships via the Internet with classrooms and topic experts from around the world. (Visit go.solution-tree.com/instruction for live links to the websites mentioned in this book.) Students can develop questions, conduct interviews, and build their skills in online learning and collaboration with people from different countries and cultures. This Digital Learning Farm job offers hundreds of opportunities for any adventurous group of students to bring the world into its classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>These jobs offer just four examples of work that gives students valuable opportunities to make real contributions to their learning community. While educators can implement these and other student jobs individually, we can create a more balanced approach to teaching and learning by bringing multiple jobs together to work in harmony. I have talked with educators who assign different jobs to their students. If the work results in meaningful activities that advance student contributions and ownership in the learning process, it probably deserves a place in the classroom.\u003c/p>\n\n",
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"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",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"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 />",
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"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.",
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"source": "Commonwealth Club of California"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"title": "Forum",
"tagline": "The conversation starts here",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"meta": {
"site": "radio",
"source": "WNYC"
},
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"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.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
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"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"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.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"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",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"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",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"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": {
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"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": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"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)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
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"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": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"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/",
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"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",
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"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"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",
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"meta": {
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"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/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
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"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",
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"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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