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"content": "\u003cfigure id=\"attachment_27741\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/fhwrdh/3113816327/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-27741\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/3113816327_9a3e7bdaff_z-620x412.jpg\" alt=\"3113816327_9a3e7bdaff_z\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Scientists are always uncovering new ways into how people learn best, and some of the most recent neuroscience research has shown connections between basic survival functions, social and emotional reactions to the world, and creative impulses.\u003c/p>\n\u003cp>Students’ social and emotional reactions to learning are imperative to feeling motivated to learn and to their ability to creatively solve problems, according to \u003ca href=\"http://www-bcf.usc.edu/~immordin/\">Mary Helen Immordino-Yang\u003c/a>, who wrote \u003cem>Musings on the Neurobiological and Evolutionary Origins of Creativity via a Developmental Analysis of One Child’s Poetry\u003c/em> \u003ca href=\"http://www.usc.edu/programs/cerpp/docs/CreativityviaAnalysisofChildsPoetryYang.pdf\">[PDF\u003c/a>]. Her research tries to understand why emotions are so important to learning by examining what happens to brain functions.\u003c/p>\n\u003cp>“Neuroimaging experiments show us that we use the very same neural systems to feel our bodies as to feel our relationships, our moral judgments, and our creative inspiration,” said Immordino-Yang, a professor at USC’s Rossier School of Education and an expert on the neuroscience of learning and creativity. Her whose work focuses on how neuroscience can help teachers understand the ways students learn best, and to that end, she’s created a \u003ca href=\"http://www.learner.org/courses/neuroscience/index.html\">free online curriculum\u003c/a> for teachers.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“Help kids know how to make meaning and sense of what they are learning so they can see who they are.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The neuromechanisms responsible for feeling and managing the body’s physical survival and consciousness have been co-opted to also manage social survival. “Survival in the savanna depends on a brain that is wired to make sense of the environment, and to play out the things it notices through patterns of bodily and mental reactions,” Immordino-Yang writes. “This same brain, the same logic, helps us make sense of and survive in the social world of today.” To make something relevant to a learner, it should inspire an emotional reaction in the person, triggering these survivalist parts of the brain that indicate something is important.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\">Teaching Social and Emotional Skills in School\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“The way that we make meaning out of situations, and the way that we feel and evaluate things, is plated on the same neural platforms as do the basic job of managing our viscera,” Immordino Yang said. When a topic strikes a chord with a student it feels meaningful because the part of his brain firing is the same part that keeps him conscious and alive. It’s also the part of the brain responsible for novel, creative or new ideas.\u003c/p>\n\u003cp>“Creativity is representing some kind of relevant problem in a new way and making people \u003c!--more-->understand it, and feel about it, and have some insight into something that matters,” Immordino-Yang said. She argues that creative moments are motivated by caring deeply about a subject. Furthermore, humans make meaning by relating new information to feelings, memories and other personal information to give it context.\u003c/p>\n\u003cp>To undertake that complicated process of internalizing information Immordino-Yang has found that it’s necessary to shut out external inputs and focus intensely on what’s going on internally. Asking students to constantly pay attention or allowing them to be distracted by games, phones, and other stimuli may deprive them of the important inward-looking time crucial to deeper learning.\u003c/p>\n\u003cp>“The way in which people learn information, the way in which they make it their own, assimilate it, are dependent heavily on a neural system that is fundamentally incompatible with external information and distraction,” Immordino-Yang said. Long term learning happens when the brain calls up old memories and incorporates the new knowledge into a personalized understanding of the world. And that’s often a creative process. It takes creativity to synthesize new information within the context of old experiences and to reshape difficult concepts into something understandable. Immordino-Yang argues that the essence of that process requires the thinker to disengage from the world around them.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>]\u003c/p>\n\u003cp>That doesn't necessarily mean that daydreaming is the key to developing innovative ideas. There are times when insight strikes while the mind wanders, but Immordino-Yang says that in those cases the information is already present. When it comes to learning something new, the inward focus is often real work.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Help kids know how to make meaning and sense of what they are learning so they can see who they are,” Immordino-Yang said. “Creativity is just an extension of that.” She gave the example of her young daughter who wrote a song about loving her young brother, but the imagery in the song incorporated space, planets, and the galaxy. She had just learned about those concepts, but in order to really understand their significance, she needed to express them within the totally understood and emotional space of family love. Allowing kids the space for the interplay between the emotional and cognitive spaces will benefit the long-term learner.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27741\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/fhwrdh/3113816327/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-27741\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/3113816327_9a3e7bdaff_z-620x412.jpg\" alt=\"3113816327_9a3e7bdaff_z\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Scientists are always uncovering new ways into how people learn best, and some of the most recent neuroscience research has shown connections between basic survival functions, social and emotional reactions to the world, and creative impulses.\u003c/p>\n\u003cp>Students’ social and emotional reactions to learning are imperative to feeling motivated to learn and to their ability to creatively solve problems, according to \u003ca href=\"http://www-bcf.usc.edu/~immordin/\">Mary Helen Immordino-Yang\u003c/a>, who wrote \u003cem>Musings on the Neurobiological and Evolutionary Origins of Creativity via a Developmental Analysis of One Child’s Poetry\u003c/em> \u003ca href=\"http://www.usc.edu/programs/cerpp/docs/CreativityviaAnalysisofChildsPoetryYang.pdf\">[PDF\u003c/a>]. Her research tries to understand why emotions are so important to learning by examining what happens to brain functions.\u003c/p>\n\u003cp>“Neuroimaging experiments show us that we use the very same neural systems to feel our bodies as to feel our relationships, our moral judgments, and our creative inspiration,” said Immordino-Yang, a professor at USC’s Rossier School of Education and an expert on the neuroscience of learning and creativity. Her whose work focuses on how neuroscience can help teachers understand the ways students learn best, and to that end, she’s created a \u003ca href=\"http://www.learner.org/courses/neuroscience/index.html\">free online curriculum\u003c/a> for teachers.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“Help kids know how to make meaning and sense of what they are learning so they can see who they are.”\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>The neuromechanisms responsible for feeling and managing the body’s physical survival and consciousness have been co-opted to also manage social survival. “Survival in the savanna depends on a brain that is wired to make sense of the environment, and to play out the things it notices through patterns of bodily and mental reactions,” Immordino-Yang writes. “This same brain, the same logic, helps us make sense of and survive in the social world of today.” To make something relevant to a learner, it should inspire an emotional reaction in the person, triggering these survivalist parts of the brain that indicate something is important.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\">Teaching Social and Emotional Skills in School\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“The way that we make meaning out of situations, and the way that we feel and evaluate things, is plated on the same neural platforms as do the basic job of managing our viscera,” Immordino Yang said. When a topic strikes a chord with a student it feels meaningful because the part of his brain firing is the same part that keeps him conscious and alive. It’s also the part of the brain responsible for novel, creative or new ideas.\u003c/p>\n\u003cp>“Creativity is representing some kind of relevant problem in a new way and making people \u003c!--more-->understand it, and feel about it, and have some insight into something that matters,” Immordino-Yang said. She argues that creative moments are motivated by caring deeply about a subject. Furthermore, humans make meaning by relating new information to feelings, memories and other personal information to give it context.\u003c/p>\n\u003cp>To undertake that complicated process of internalizing information Immordino-Yang has found that it’s necessary to shut out external inputs and focus intensely on what’s going on internally. Asking students to constantly pay attention or allowing them to be distracted by games, phones, and other stimuli may deprive them of the important inward-looking time crucial to deeper learning.\u003c/p>\n\u003cp>“The way in which people learn information, the way in which they make it their own, assimilate it, are dependent heavily on a neural system that is fundamentally incompatible with external information and distraction,” Immordino-Yang said. Long term learning happens when the brain calls up old memories and incorporates the new knowledge into a personalized understanding of the world. And that’s often a creative process. It takes creativity to synthesize new information within the context of old experiences and to reshape difficult concepts into something understandable. Immordino-Yang argues that the essence of that process requires the thinker to disengage from the world around them.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>]\u003c/p>\n\u003cp>That doesn't necessarily mean that daydreaming is the key to developing innovative ideas. There are times when insight strikes while the mind wanders, but Immordino-Yang says that in those cases the information is already present. When it comes to learning something new, the inward focus is often real work.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Help kids know how to make meaning and sense of what they are learning so they can see who they are,” Immordino-Yang said. “Creativity is just an extension of that.” She gave the example of her young daughter who wrote a song about loving her young brother, but the imagery in the song incorporated space, planets, and the galaxy. She had just learned about those concepts, but in order to really understand their significance, she needed to express them within the totally understood and emotional space of family love. Allowing kids the space for the interplay between the emotional and cognitive spaces will benefit the long-term learner.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Creating Classrooms We Need: 8 Ways Into Inquiry Learning",
"title": "Creating Classrooms We Need: 8 Ways Into Inquiry Learning",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_27623\" class=\"wp-caption center\" style=\"max-width: 616px\">\u003ca href=\"http://www.flickr.com/photos/scratchpost/7171535345/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-27623\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/7171535345_65369bbb0b_z.jpg\" alt=\"7171535345_65369bbb0b_z\" width=\"616\" height=\"316\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z.jpg 616w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z-400x205.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z-320x164.jpg 320w\" sizes=\"(max-width: 616px) 100vw, 616px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If kids can access information from sources other than school, and if school is no longer the only place where information lives, what, then happens to the role of this institution?\u003c/p>\n\u003cp>\"Our whole reason for showing up for school has changed, but infrastructure has stayed behind,\" said Diana Laufenberg, who taught history at the progressive public school \u003ca href=\"http://www.scienceleadership.org/http://\">Science Leadership Academy\u003c/a> for many years. Laufenberg provided some insight into how she guided students to find their own learning paths at school, and enumerated some of these ideas at \u003ca href=\"http://schedule.sxswedu.com/events/event_EDUP14151\">SXSWEdu\u003c/a> last week.\u003c/p>\n\u003cp>\u003cstrong>1. BE FLEXIBLE.\u003c/strong>\u003cbr>\nThe less educators try to control what kids learn, the more students' voices will be heard and, eventually, their ability to drive their own learning. But that requires a flexible mindset on the part of the teacher. \"That's a scary proposition for teachers,\" Laufenberg said. \"'What do you mean I'm going to have 60 kids doing 60 different projects,' teachers might say. But that's exactly the way for kids to do interesting, high-end work that they're invested in.\"\u003c/p>\n\u003cp>Laufenberg recalled a group of tenacious students who continued to ask permission to focus their video project on the subject of drugs, despite her repeated objections. She finally relented -- with the caveat that they not resort to cliches. In turn, the students turned in one of the best video projects she'd ever seen: a \u003ca href=\"http://www.schooltube.com/video/31acc2c8a0044660b2b9/There%27s%20A%20Pill%20For%20That:%20A%20Nation%20Of%20Pill-Poppers\">well-produced, polished video \u003c/a>about Americans' dependence on pharmaceutical drugs that was dense with facts backed up by students' research. \"And I almost killed this project,\" she said. \"There are vastly creative minds that are \u003c!--more-->capable of doing intensely wonderful things with their learning but often we don't let that live and breathe. Thankfully I got out of their way and let them do the work they were capable of.\"\u003c/p>\n\u003cp>\u003cstrong>2. FOSTER INQUIRY BY SCAFFOLDING CURIOSITY.\u003c/strong>\u003cbr>\nTeachers always come up to Laufenberg wanting to learn more about her progressive pedagogy -- and they invariably ask, \"But when do you just tell them things? Don't you have to just tell them sometimes?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Laufenberg's answer: Get them curious enough in the subject to do research on their own.\u003cbr>\n\"Kids don't come to class just burning to know about the War of 1812,\" she said. \"And you just saying they have to know the facts is not good enough. But here's your chance to bring them along as a person and get them to learn about it.\"\u003c/p>\n\u003cp>For example, in exploring the subject of American identity with her history students, Laufenberg asked them to come up with words that convey to them the abstract idea of America, or what it means to be American. Many of her students came up with the words \"greedy\" and \"ignorant\" -- a trend she saw echoed throughout many of her classes during her years teaching at SLA. \"I got a clear vision of where my students were,\" she said.\u003c/p>\n\u003cp>She asked her students to find images that epitomized America, then asked them to talk about their ideas with their peers, studying data about immigration, taking the American citizenship test themselves (most received an average score of 3, across the board regardless of age), so they could understand the processes and become personally invested in the subject.\u003c/p>\n\u003cp>\"Rather than saying, 'We're going to study immigration,' I took them through a process where they become interested in it themselves,\" she said.\u003c/p>\n\u003cp>\u003cstrong>3. DESIGN ARCHITECTURE FOR PARTICIPATION.\u003c/strong>\u003cbr>\n\"There are so many ways that kids can be active in their learning, beyond the standard call-and-respond business,\" Laufenberg said. It may be hard to do with 140 students, but if you consider all the available tools at your disposal, ideas can start to take shape.\u003c/p>\n\u003cp>Example: Laufenberg asked her students to watch President Obama's State of the Union address and respond to what they watched and heard. She gave her students the option to either post comments on Twitter (fully public), Facebook (semi-public), Moodle (walled garden) or for low-tech participants, play Bingo with key words the students anticipated they might hear.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\">Why Inquiry Learning is Worth the Trouble\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>\u003c/li>\n\u003cli>\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/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Though some goofed around a bit with comments (\"Our school is so cool, we're tweeting the State of the Union\"), at the end of the speech, students had posted a total of 438 tweets and 18 pages of Moodle chat. (Interestingly, no one went on Facebook, though she had set up a separate conversation on the school's Facebook page.)\u003c/p>\n\u003cp>Laufenberg was not surprised with the high quality of responses she saw from her students. \"Does Obama have the power to reform and adjust how the other branches work?\" one student tweeted. \"He's not touching on Iran issue… not a good sign,\" another posted. \"High school dropout laws, rebuilding jobs in our country, and more equipment in schools… me gusta,\" wrote yet another.\u003c/p>\n\u003cp>\"I could have them face off against any pundit the next day,\" she said. \"They understood it. None of it went over their head -- they were making meaning of it. They were offering their own opinions, participating in the conversation.\"\u003c/p>\n\u003cp>Laufenberg used every tool she had at her disposal as a framework for her students to build their learning around.\u003c/p>\n\u003cp>\u003cstrong>4. TEACHERS TEACH KIDS, NOT SUBJECTS.\u003c/strong>\u003cbr>\nAs most teachers know, when students recognize that teachers are personally invested in their success, they do better, and that affirmation of students' disposition can help students achieve more. \"You can't ask kids to take risks if they don't trust that you care about them,\" Laufenberg said.\u003c/p>\n\u003cp>\u003cstrong>5. PROVIDE OPPORTUNITIES FOR EXPERIENTIAL LEARNING.\u003c/strong>\u003cbr>\nDuring the weeks and months that led up to the election, Laufenberg's students got into the neighborhoods and brought back stories from voters at the polls. Though they didn't always feel comfortable asking strangers questions, they went ahead with their assignments anyway. \"If none of it is ever real to them, if it's only in books, it lacks interest,\" she said. \"They \u003cem>want\u003c/em> to do real stuff, but we are perpetually underestimating what kids can do.\"\u003c/p>\n\u003cp>\u003cstrong>6. EMBRACE FAILURE.\u003c/strong>\u003cbr>\nLaufenberg made a point of defining the difference between \"blameworthy\" and \"praiseworthy\" failure. Blameworthy failure is when the student just decided not to participate in a project. But praiseworthy failure is quite different: kids take risks and experiments knowing that they might not get it right the first time.\u003c/p>\n\u003cp>\"No one talks about cancer research as blameworthy failure,\" she said. \"We don't expect a five-year-old to be able to shoot free-throws immediately. It's a process, and we value it in other things, but not when it comes to school. Kids are not coming in as perfect little products or machines -- they're human beings in the process of becoming.\"\u003c/p>\n\u003cp>In the engineering industry, for example, there are \"failure festivals\" and \"failure reports\" during which engineers discuss the processes they've tried that didn't work. \"We need to have kids do that with their own learning,\" she said. \"Be self-aware enough to do something with that information.\"\u003c/p>\n\u003cp>\u003cstrong>7. DON'T BE BORING.\u003c/strong>\u003cbr>\n\"I always told my kids, if I got boring, they should let me know, and if they got boring, I'd let them know,\" Laufenberg said. But here's the twist: kids may actually choose boring because it's easier, it's known, it's quantifiable. \"They know what they need to do to get a good score,\" she said. When it's not boring, when the answer is not predictable, that's when kids are actually challenged more.\u003c/p>\n\u003cp>\u003cstrong>8. FOSTER JOY.\u003c/strong>\u003cbr>\nFor a government history teacher, this last directive has been a tall order. But Laufenberg made a point of trying to create a space where her students were valued, where creativity was paramount, and their voices were allowed to shine through.\u003c/p>\n\u003cp>\"It's incredibly taxing work, but one of the most exciting and meaningful ways to create transformative spaces,\" she said.\u003c/p>\n\u003cp>Above all, what she wants to instill in her students is a sense of self-sufficiency.\u003c/p>\n\u003cp>\"If by the end of the year, they still need me, I haven't done my job,\" she said. \"I'm not coming with them to college. They have to be self-driven, independent thinkers.\"\u003c/p>\n\u003cp>Watch Laufenberg's fascinating TED Talk \u003ca href=\"http://www.ted.com/talks/lang/en/diana_laufenberg_3_ways_to_teach.html\">\"How to Learn? From Mistakes.\"\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ciframe src=\"http://embed.ted.com/talks/diana_laufenberg_3_ways_to_teach.html\" frameborder=\"0\" scrolling=\"no\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27623\" class=\"wp-caption center\" style=\"max-width: 616px\">\u003ca href=\"http://www.flickr.com/photos/scratchpost/7171535345/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-27623\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/7171535345_65369bbb0b_z.jpg\" alt=\"7171535345_65369bbb0b_z\" width=\"616\" height=\"316\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z.jpg 616w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z-400x205.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z-320x164.jpg 320w\" sizes=\"(max-width: 616px) 100vw, 616px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If kids can access information from sources other than school, and if school is no longer the only place where information lives, what, then happens to the role of this institution?\u003c/p>\n\u003cp>\"Our whole reason for showing up for school has changed, but infrastructure has stayed behind,\" said Diana Laufenberg, who taught history at the progressive public school \u003ca href=\"http://www.scienceleadership.org/http://\">Science Leadership Academy\u003c/a> for many years. Laufenberg provided some insight into how she guided students to find their own learning paths at school, and enumerated some of these ideas at \u003ca href=\"http://schedule.sxswedu.com/events/event_EDUP14151\">SXSWEdu\u003c/a> last week.\u003c/p>\n\u003cp>\u003cstrong>1. BE FLEXIBLE.\u003c/strong>\u003cbr>\nThe less educators try to control what kids learn, the more students' voices will be heard and, eventually, their ability to drive their own learning. But that requires a flexible mindset on the part of the teacher. \"That's a scary proposition for teachers,\" Laufenberg said. \"'What do you mean I'm going to have 60 kids doing 60 different projects,' teachers might say. But that's exactly the way for kids to do interesting, high-end work that they're invested in.\"\u003c/p>\n\u003cp>Laufenberg recalled a group of tenacious students who continued to ask permission to focus their video project on the subject of drugs, despite her repeated objections. She finally relented -- with the caveat that they not resort to cliches. In turn, the students turned in one of the best video projects she'd ever seen: a \u003ca href=\"http://www.schooltube.com/video/31acc2c8a0044660b2b9/There%27s%20A%20Pill%20For%20That:%20A%20Nation%20Of%20Pill-Poppers\">well-produced, polished video \u003c/a>about Americans' dependence on pharmaceutical drugs that was dense with facts backed up by students' research. \"And I almost killed this project,\" she said. \"There are vastly creative minds that are \u003c!--more-->capable of doing intensely wonderful things with their learning but often we don't let that live and breathe. Thankfully I got out of their way and let them do the work they were capable of.\"\u003c/p>\n\u003cp>\u003cstrong>2. FOSTER INQUIRY BY SCAFFOLDING CURIOSITY.\u003c/strong>\u003cbr>\nTeachers always come up to Laufenberg wanting to learn more about her progressive pedagogy -- and they invariably ask, \"But when do you just tell them things? Don't you have to just tell them sometimes?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Laufenberg's answer: Get them curious enough in the subject to do research on their own.\u003cbr>\n\"Kids don't come to class just burning to know about the War of 1812,\" she said. \"And you just saying they have to know the facts is not good enough. But here's your chance to bring them along as a person and get them to learn about it.\"\u003c/p>\n\u003cp>For example, in exploring the subject of American identity with her history students, Laufenberg asked them to come up with words that convey to them the abstract idea of America, or what it means to be American. Many of her students came up with the words \"greedy\" and \"ignorant\" -- a trend she saw echoed throughout many of her classes during her years teaching at SLA. \"I got a clear vision of where my students were,\" she said.\u003c/p>\n\u003cp>She asked her students to find images that epitomized America, then asked them to talk about their ideas with their peers, studying data about immigration, taking the American citizenship test themselves (most received an average score of 3, across the board regardless of age), so they could understand the processes and become personally invested in the subject.\u003c/p>\n\u003cp>\"Rather than saying, 'We're going to study immigration,' I took them through a process where they become interested in it themselves,\" she said.\u003c/p>\n\u003cp>\u003cstrong>3. DESIGN ARCHITECTURE FOR PARTICIPATION.\u003c/strong>\u003cbr>\n\"There are so many ways that kids can be active in their learning, beyond the standard call-and-respond business,\" Laufenberg said. It may be hard to do with 140 students, but if you consider all the available tools at your disposal, ideas can start to take shape.\u003c/p>\n\u003cp>Example: Laufenberg asked her students to watch President Obama's State of the Union address and respond to what they watched and heard. She gave her students the option to either post comments on Twitter (fully public), Facebook (semi-public), Moodle (walled garden) or for low-tech participants, play Bingo with key words the students anticipated they might hear.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\">Why Inquiry Learning is Worth the Trouble\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>\u003c/li>\n\u003cli>\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/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Though some goofed around a bit with comments (\"Our school is so cool, we're tweeting the State of the Union\"), at the end of the speech, students had posted a total of 438 tweets and 18 pages of Moodle chat. (Interestingly, no one went on Facebook, though she had set up a separate conversation on the school's Facebook page.)\u003c/p>\n\u003cp>Laufenberg was not surprised with the high quality of responses she saw from her students. \"Does Obama have the power to reform and adjust how the other branches work?\" one student tweeted. \"He's not touching on Iran issue… not a good sign,\" another posted. \"High school dropout laws, rebuilding jobs in our country, and more equipment in schools… me gusta,\" wrote yet another.\u003c/p>\n\u003cp>\"I could have them face off against any pundit the next day,\" she said. \"They understood it. None of it went over their head -- they were making meaning of it. They were offering their own opinions, participating in the conversation.\"\u003c/p>\n\u003cp>Laufenberg used every tool she had at her disposal as a framework for her students to build their learning around.\u003c/p>\n\u003cp>\u003cstrong>4. TEACHERS TEACH KIDS, NOT SUBJECTS.\u003c/strong>\u003cbr>\nAs most teachers know, when students recognize that teachers are personally invested in their success, they do better, and that affirmation of students' disposition can help students achieve more. \"You can't ask kids to take risks if they don't trust that you care about them,\" Laufenberg said.\u003c/p>\n\u003cp>\u003cstrong>5. PROVIDE OPPORTUNITIES FOR EXPERIENTIAL LEARNING.\u003c/strong>\u003cbr>\nDuring the weeks and months that led up to the election, Laufenberg's students got into the neighborhoods and brought back stories from voters at the polls. Though they didn't always feel comfortable asking strangers questions, they went ahead with their assignments anyway. \"If none of it is ever real to them, if it's only in books, it lacks interest,\" she said. \"They \u003cem>want\u003c/em> to do real stuff, but we are perpetually underestimating what kids can do.\"\u003c/p>\n\u003cp>\u003cstrong>6. EMBRACE FAILURE.\u003c/strong>\u003cbr>\nLaufenberg made a point of defining the difference between \"blameworthy\" and \"praiseworthy\" failure. Blameworthy failure is when the student just decided not to participate in a project. But praiseworthy failure is quite different: kids take risks and experiments knowing that they might not get it right the first time.\u003c/p>\n\u003cp>\"No one talks about cancer research as blameworthy failure,\" she said. \"We don't expect a five-year-old to be able to shoot free-throws immediately. It's a process, and we value it in other things, but not when it comes to school. Kids are not coming in as perfect little products or machines -- they're human beings in the process of becoming.\"\u003c/p>\n\u003cp>In the engineering industry, for example, there are \"failure festivals\" and \"failure reports\" during which engineers discuss the processes they've tried that didn't work. \"We need to have kids do that with their own learning,\" she said. \"Be self-aware enough to do something with that information.\"\u003c/p>\n\u003cp>\u003cstrong>7. DON'T BE BORING.\u003c/strong>\u003cbr>\n\"I always told my kids, if I got boring, they should let me know, and if they got boring, I'd let them know,\" Laufenberg said. But here's the twist: kids may actually choose boring because it's easier, it's known, it's quantifiable. \"They know what they need to do to get a good score,\" she said. When it's not boring, when the answer is not predictable, that's when kids are actually challenged more.\u003c/p>\n\u003cp>\u003cstrong>8. FOSTER JOY.\u003c/strong>\u003cbr>\nFor a government history teacher, this last directive has been a tall order. But Laufenberg made a point of trying to create a space where her students were valued, where creativity was paramount, and their voices were allowed to shine through.\u003c/p>\n\u003cp>\"It's incredibly taxing work, but one of the most exciting and meaningful ways to create transformative spaces,\" she said.\u003c/p>\n\u003cp>Above all, what she wants to instill in her students is a sense of self-sufficiency.\u003c/p>\n\u003cp>\"If by the end of the year, they still need me, I haven't done my job,\" she said. \"I'm not coming with them to college. They have to be self-driven, independent thinkers.\"\u003c/p>\n\u003cp>Watch Laufenberg's fascinating TED Talk \u003ca href=\"http://www.ted.com/talks/lang/en/diana_laufenberg_3_ways_to_teach.html\">\"How to Learn? From Mistakes.\"\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Nurturing the Next Van Gogh? Start With Small Steps",
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"content": "\u003cfigure id=\"attachment_27446\" class=\"wp-caption alignnone\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/edgygrrrl/2432101927/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-27446\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/2432101927_82ece60ed2_z-620x401.jpg\" alt=\"2432101927_82ece60ed2_z\" width=\"620\" height=\"401\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Flickr: edgygrrrl\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If it's true that\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\"> fostering creativity in learning\u003c/a> is not just a nice notion, but an imperative, then educators must find a way to integrate it into a system that has not made this intangible, un-testable attribute a priority. More and more, teachers are becoming alerted to the idea that nurturing creative minds is necessary to raise a generation of innovators.\u003c/p>\n\u003cp>Knowing that it's important is one thing, but integrating creativity into curriculum is harder than it sounds.\u003c/p>\n\u003cp>“In order for something to be creative, it has to be task appropriate,” said \u003ca href=\"http://psychology.csusb.edu/facultystaff/james_kaufman.htm\">Dr. James Kaufman\u003c/a>, director of the Learning Research Institute at California State University San Bernardino. Along with \u003ca href=\"https://education.uoregon.edu/users/beghetto\">Dr. Ronald Beghetto\u003c/a>, associate professor of Education Studies at University of Oregon, Kaufman has been studying how to make creativity more approachable for educators.\u003c/p>\n\u003cp>The first step is to help both students and educators understand \u003cem>productive\u003c/em> creativity. A wildly creative solution might not solve the problem. Conversely, it’s easy to come up with answers that aren't unique. Creativity is the ability to produce work that is unique and unexpected as well as appropriate, useful, and adaptive.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">What seems like a tangent could actually help other students think about the problem in a different way.\u003c/aside>\n\u003cp>The collective understanding puts creativity into two categories -- legendary status, like Van Gogh -- and everyday creativity, like cooking, scrapbooking, or drawing. Kaufman and Beghetto have dubbed these kinds of creativity “Big C” and “little C.\" The problem with this dichotomy, however, is that it privileges the legendary Big C above all else, making it seem that only few have the potential to be creative.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Instead Kaufman and Beghetto \u003ca href=\"http://pages.uoregon.edu/beghetto/KaufmanBeghetto2009.pdf\">favor what they call the 4 Cs\u003c/a>. They'd like to include “mini C” \u003c!--more-->moments, when one has a flash of inspiration or insight that is personally meaningful, but might not matter to anyone else, and “pro C” moments, when someone is an expert in their domain, but the full potential impact over time can't have been determined yet. With this more complete spectrum of creativity it’s easier to imagine becoming more creative. And, according to the researchers, to move from a “mini C” idea to a “little C,” all that’s needed is some feedback. And to move from “little C” to “pro C” a person just needs practice. Much harder is to move from “pro C” to “big C” because only time will tell what becomes legend. Still with us? Keep reading.\u003c/p>\n\u003cp>With creativity comes uncertainty, which many teachers would prefer to keep out of their classrooms. And, while everyone says they want creative thinkers, creativity isn't rewarded at the “mini-C” and “little-C” levels. Often the kids who operate at those levels are the ones considered to be distracting the class or straying off track. Because society favors the pro and big-C levels, it’s harder to nurture those lower levels.\u003c/p>\n\u003cp>But it's important to recognize that students can't get to be a legendary creative genius without having their creativity nurtured along the way -- recognizing the \"little C's.\" But that takes a shift in thinking for not just educators, but society at large -- that there's value in creativity beyond becoming the next Van Gogh.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/five-ways-to-bring-innovation-into-the-classroom/\">Five Ways to Bring Innovation Into the Classroom\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The result in classrooms is an either/or scenario in which \"creativity\" equals curricular chaos while \"learning\" equals mind-numbing conformity. An experienced teacher knows learning can exist alongside creativity and that uncertainty can lead to an opportunity. Beghetto sees the same fear of uncertainty with prospective educators who haven’t even had their own classroom yet. “When an uncertain moment appears, they don’t see that as an opportunity for creativity to manifest, they see it as an indicator of their own incompetence,” he said. Instead, they prefer to get expected responses to their questions – unexpected answers derail the class.\u003c/p>\n\u003cp>When kids leave high school, they become experts in what Beghetto calls the “asking known-answer-question syndrome.” They've learned it’s not really about how they understand it; it’s about how the teacher understands it and how she wants to hear it. That, then, becomes the definition of the \"educated mind.\"\u003c/p>\n\u003cp>Kaufman and Beghetto suggest teachers should meet unexpectedness with curiosity. Rather than shutting down a potentially creative solution to a problem, explore and evaluate it. What seems like a tangent could actually help other students think about the problem in a different way.\u003cbr>\nThey also note that part of incorporating creativity is helping students to read the situation. There’s a time and a place for a creative solution and kids need to learn when it’s appropriate to take the intellectual risk. They should also learn that there’s a cost to creativity; it takes effort, time, and resources and depending on the problem the most creative solution may not make sense.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\">Are We Wringing the Creativity Out of Kids?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>This discussion may seem removed from the rubrics and standards that dictate teachers’ lives, but Kaufman and Beghetto argue that fostering creative thinking is not mutually exclusive to meeting standards.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We do need academic domain knowledge in order to be creative,” Beghetto said. “The standards can serve as guideposts, but these should not be the end that we are driving towards.” They argue that constraint is always present in creativity and that something like memorization can provide the tools for improvisation within a discipline.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27446\" class=\"wp-caption alignnone\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/edgygrrrl/2432101927/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-27446\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/2432101927_82ece60ed2_z-620x401.jpg\" alt=\"2432101927_82ece60ed2_z\" width=\"620\" height=\"401\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Flickr: edgygrrrl\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If it's true that\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\"> fostering creativity in learning\u003c/a> is not just a nice notion, but an imperative, then educators must find a way to integrate it into a system that has not made this intangible, un-testable attribute a priority. More and more, teachers are becoming alerted to the idea that nurturing creative minds is necessary to raise a generation of innovators.\u003c/p>\n\u003cp>Knowing that it's important is one thing, but integrating creativity into curriculum is harder than it sounds.\u003c/p>\n\u003cp>“In order for something to be creative, it has to be task appropriate,” said \u003ca href=\"http://psychology.csusb.edu/facultystaff/james_kaufman.htm\">Dr. James Kaufman\u003c/a>, director of the Learning Research Institute at California State University San Bernardino. Along with \u003ca href=\"https://education.uoregon.edu/users/beghetto\">Dr. Ronald Beghetto\u003c/a>, associate professor of Education Studies at University of Oregon, Kaufman has been studying how to make creativity more approachable for educators.\u003c/p>\n\u003cp>The first step is to help both students and educators understand \u003cem>productive\u003c/em> creativity. A wildly creative solution might not solve the problem. Conversely, it’s easy to come up with answers that aren't unique. Creativity is the ability to produce work that is unique and unexpected as well as appropriate, useful, and adaptive.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">What seems like a tangent could actually help other students think about the problem in a different way.\u003c/aside>\n\u003cp>The collective understanding puts creativity into two categories -- legendary status, like Van Gogh -- and everyday creativity, like cooking, scrapbooking, or drawing. Kaufman and Beghetto have dubbed these kinds of creativity “Big C” and “little C.\" The problem with this dichotomy, however, is that it privileges the legendary Big C above all else, making it seem that only few have the potential to be creative.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Instead Kaufman and Beghetto \u003ca href=\"http://pages.uoregon.edu/beghetto/KaufmanBeghetto2009.pdf\">favor what they call the 4 Cs\u003c/a>. They'd like to include “mini C” \u003c!--more-->moments, when one has a flash of inspiration or insight that is personally meaningful, but might not matter to anyone else, and “pro C” moments, when someone is an expert in their domain, but the full potential impact over time can't have been determined yet. With this more complete spectrum of creativity it’s easier to imagine becoming more creative. And, according to the researchers, to move from a “mini C” idea to a “little C,” all that’s needed is some feedback. And to move from “little C” to “pro C” a person just needs practice. Much harder is to move from “pro C” to “big C” because only time will tell what becomes legend. Still with us? Keep reading.\u003c/p>\n\u003cp>With creativity comes uncertainty, which many teachers would prefer to keep out of their classrooms. And, while everyone says they want creative thinkers, creativity isn't rewarded at the “mini-C” and “little-C” levels. Often the kids who operate at those levels are the ones considered to be distracting the class or straying off track. Because society favors the pro and big-C levels, it’s harder to nurture those lower levels.\u003c/p>\n\u003cp>But it's important to recognize that students can't get to be a legendary creative genius without having their creativity nurtured along the way -- recognizing the \"little C's.\" But that takes a shift in thinking for not just educators, but society at large -- that there's value in creativity beyond becoming the next Van Gogh.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/five-ways-to-bring-innovation-into-the-classroom/\">Five Ways to Bring Innovation Into the Classroom\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The result in classrooms is an either/or scenario in which \"creativity\" equals curricular chaos while \"learning\" equals mind-numbing conformity. An experienced teacher knows learning can exist alongside creativity and that uncertainty can lead to an opportunity. Beghetto sees the same fear of uncertainty with prospective educators who haven’t even had their own classroom yet. “When an uncertain moment appears, they don’t see that as an opportunity for creativity to manifest, they see it as an indicator of their own incompetence,” he said. Instead, they prefer to get expected responses to their questions – unexpected answers derail the class.\u003c/p>\n\u003cp>When kids leave high school, they become experts in what Beghetto calls the “asking known-answer-question syndrome.” They've learned it’s not really about how they understand it; it’s about how the teacher understands it and how she wants to hear it. That, then, becomes the definition of the \"educated mind.\"\u003c/p>\n\u003cp>Kaufman and Beghetto suggest teachers should meet unexpectedness with curiosity. Rather than shutting down a potentially creative solution to a problem, explore and evaluate it. What seems like a tangent could actually help other students think about the problem in a different way.\u003cbr>\nThey also note that part of incorporating creativity is helping students to read the situation. There’s a time and a place for a creative solution and kids need to learn when it’s appropriate to take the intellectual risk. They should also learn that there’s a cost to creativity; it takes effort, time, and resources and depending on the problem the most creative solution may not make sense.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\">Are We Wringing the Creativity Out of Kids?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>This discussion may seem removed from the rubrics and standards that dictate teachers’ lives, but Kaufman and Beghetto argue that fostering creative thinking is not mutually exclusive to meeting standards.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We do need academic domain knowledge in order to be creative,” Beghetto said. “The standards can serve as guideposts, but these should not be the end that we are driving towards.” They argue that constraint is always present in creativity and that something like memorization can provide the tools for improvisation within a discipline.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>By Holly Korbey\u003c/strong>\u003c/p>\n\u003cp>In Sherri Scott’s first grade class, the daily \"main lesson\" pages students work on -- essentially their handmade textbooks made up of words, numbers, and artwork -- are copied straight from the old-fashioned blackboard, not created. And that’s the point.\u003c/p>\n\u003cp>“It’s what we do in Waldorf schools,” Scott says. “In the lower grades, those initial main lesson pages are copied as closely as possible, to allow practice and more practice with shading, perspective, accuracy, spatial awareness. All that practice copying turns into a keen eye and skilled hand when given free rein in the upper grades.”\u003c/p>\n\u003cp>For many dedicated to re-making our schools as hubs of dynamic innovation and creativity, getting good at math or science or literacy might be better found in techniques like\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\"> inquiry-based learning,\u003c/a> less emphasis on\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/more-teachers-refuse-to-give-standardized-tests/\"> standardized testing\u003c/a>, and avoiding the soul-numbing\u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19fob-medium-heffernan-t.html?_r=0\"> \"drill and kill\" exercises\u003c/a> and worksheets used to instill basic skills.\u003c/p>\n\u003cp>But what if the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-much-practice-is-too-much/\">right drill -\u003c/a>- without the kill -- actually \u003cem>encourages\u003c/em> creativity?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>Teach Like a Champion\u003c/em> author Doug Lemov proposes this very idea in his new book, \u003ca href=\"http://www.amazon.com/Practice-Perfect-Getting-Better-ebook/dp/B007ZQ34V4\">\u003cem>Practice Perfect: 42 Rules for Getting Better at Getting Better\u003c/em>\u003c/a>. His Rule Number 4, “Unlock Creativity... With Repetition,” falls in line with virtuoso musicians, elite athletes, and \u003ca href=\"http://newswatch.nationalgeographic.com/2012/08/14/malcolm-gladwells-10000-hour-rule-visualized-practice-makes-perfect/\">Malcolm Gladwell's \"10,000 hours rule\"\u003c/a> -- that creativity actually comes after lots and lots of rote learning (also called practice)\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Creativity is play within a system of rules, and you can only play with the rules once you understand the systems.\"\u003c/strong>\u003c/aside>\n\u003cp>has built a solid foundation of skills. Focused practice, Lemov has found in his research training teachers, actually automates a process in one’s body, which then becomes fertile ground for creative breakthroughs and individual variations.\u003c/p>\n\u003cp>To explain why his teachers have had so much creative success with repetitive practice, Lemov told the story of a particularly good literature teacher who would get stumped when students \u003c!--more-->would respond to text questions with answers that were very far afield. “She would ask kids, ‘What do you think about \u003cem>x\u003c/em>,’ and they would say the darndest things,” Lemov recalls. “And the teacher would just freeze. She just didn’t know how to respond to the unexpected answers.” Lemov suggested she meet with another teacher once a week for 10 minutes and do nothing but respond to unexpected questions - in other words, practice receiving really wrong answers, so she could work on her response.\u003c/p>\n\u003cp>The results, according to Lemov, were outstanding. “After three or four weeks, she was a totally different teacher. She was more confident. Her mind wasn’t focused on, ‘What am I going to say?’ She had reallocated her thinking from lower-order task to higher-order task, and it made her more creative teaching in the moment when she needed it most.”\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-27299\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/111821658X.jpg\" alt=\"9781118216583_cover.indd\" width=\"187\" height=\"281\">But not everybody agrees with this premise. From a scientific standpoint, says John Kounios, Professor of Psychology at Drexel University and co-author of upcoming book \u003cem>Insight: Aha Moments, Creativity, and the Brain\u003c/em>, the connection between creativity and automaticity is complicated. “Yes, it is true that many 'Aha moment' breakthroughs come to people who have mastered an area. However, the opposite is often the case: once a person has mastered something, their thinking about it often becomes locked in and it's difficult for them to break out of this mental straightjacket.”\u003c/p>\n\u003cp>Some educators believe that a side-by-side combination of rote work and \"aha\" moments works better for students. While there’s no doubt that repeated practice is the key to mastering any craft, “much of the way we've structured education is about the repetition without actually getting to create at the task itself,\" says arts and literacy educator Kurt Wootton, co-author of \u003ca href=\"http://www.hepg.org/hep/book/164/AReasonToRead\">\u003cem>A Reason to Read.\u003c/em>\u003c/a> \"In my view, the repetition must not come before allowing students to participate in the creative tasks, but rather repeated practice walks side-by-side with the creative process.”\u003c/p>\n\u003cp>Wootton gave an example of his childhood piano lessons that were comprised of endless scales. “I never knew why I was practicing those scales or what they were for,\" he said. \"I was never given the chance to create anything musical in the ten years I played piano. It was always the repetition and practice without the chance to create. This would be the same as memorizing the rules of basketball and shooting endless free throws without ever learning to play the game.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-much-practice-is-too-much/\">How Much Practice is Too Much?\u003c/a>]\u003c/p>\n\u003cp>In Wootton’s experience, bringing in the creative process shows students “the whole game” and gives them a reason to go back and get better at specific skills that require rote practice. “Creativity is about immediate play. Students learn by doing and feeling the immediacy of the creative experience,” he said.\u003c/p>\n\u003cp>“In schools we do ‘drill and kill’ our students. We ask them to go through endless acts of practice and memorization (multiplication tables, memorizing the periodic table of elements, spelling quizzes, grammar lessons, scales, free throws, batting practice) often without the payoff of actually doing the real work the skills were meant for,” he said.\u003c/p>\n\u003cp>And don’t forget, says cognitive scientist Daniel Willingham, author of \u003ca href=\"http://www.amazon.com/Why-Dont-Students-Like-School/dp/047059196X\">\u003cem>Why Don’t Students Like School?\u003c/em>\u003c/a>, that the \u003cem>kill \u003c/em>in \"drill and kill\" refers to motivation, which is key to learning whatever skill is being taught. “I think terrible instruction would kill motivation for any topic, and that's regardless of the content,\" Willingham said. \"Can you imagine a hands-on workshop -- which should be an engaging method -- on a topic you find intrinsically interesting that was really boring? Sure, it's easy. Topic and method are no guarantee that students will be engaged, and therefore there's some risk that their motivation will drop.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Yes, it is true that many 'Aha moment' breakthroughs come to people who have mastered an area. However, the opposite is often the case: once a person has mastered something, their thinking about it often becomes locked in and it's difficult for them to break out of this mental straightjacket.”\u003c/strong>\u003c/aside>\n\u003cp>But, Willingham is quick to point out, “the risk for boredom and lack of engagement is higher for practicing things that students feel they already know. It's probably more demanding of the teacher to make it fresh and to keep students wanting to engage.”\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cstrong>APPLYING THEORY \u003c/strong>\u003c/h4>\n\u003cp>With her first graders, Sherri Scott works hard at finding the delicate balance between engaging them in creative play and performing rote tasks they’ll need later. As she described the myriad ways she has students learn “100,” through writing and counting, organizing and artwork, Scott affirmed her belief that rote practice pays off in creativity further down the road. “If you want to know what 100 ‘is,’ having those math facts internalized allows you to deal with 100 in so many, many ways. Rather than just knowing 10 x 10 is 100, or 4 x 25 is 100, you'd be able to pull 100 apart and put it back together without analyzing it.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-do-you-spark-a-love-of-math-in-kids/\">How Do You Spark a Love of Math in Kids?\u003c/a>]\u003c/p>\n\u003cp>Lemov would certainly agree: “Creativity is play within a system of rules, and you can only play with the rules once you understand the systems. You have to see the theme first to understand the variations.”\u003c/p>\n\u003cp>\u003cem>Practice Perfect\u003c/em> is a paean to the “humble power” of the kind of practice that makes you better, and more creative. In the book, Lemov quotes legendary UCLA basketball coach (and king of practice) John Wooden, who said, “Drilling creates a foundation on which individual initiative and imagination can flourish.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Perhaps Wooden is precisely what the British government had in mind when they recently designed a poetry contest that asks students to learn the \u003ca href=\"http://www.npr.org/2013/01/19/169731110/u-k-asks-students-to-learn-poetry-by-heart-not-by-rote\">poetry “by heart,” not by rote.\u003c/a> English poet Jean Sprackland explained the difference beautifully: \"Well, I suppose there's a great difference between learning by heart and the old-fashioned, rather dusty phrase 'learning by rote.' So there's a thought that if you learn by heart it means you take the poem right into yourself, it becomes part of you. And it remains with you, probably for the rest of your life. I think a lot of us can remember bits of poetry that we learned when we were very young. So it's something that lives with you forever.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Holly Korbey\u003c/strong>\u003c/p>\n\u003cp>In Sherri Scott’s first grade class, the daily \"main lesson\" pages students work on -- essentially their handmade textbooks made up of words, numbers, and artwork -- are copied straight from the old-fashioned blackboard, not created. And that’s the point.\u003c/p>\n\u003cp>“It’s what we do in Waldorf schools,” Scott says. “In the lower grades, those initial main lesson pages are copied as closely as possible, to allow practice and more practice with shading, perspective, accuracy, spatial awareness. All that practice copying turns into a keen eye and skilled hand when given free rein in the upper grades.”\u003c/p>\n\u003cp>For many dedicated to re-making our schools as hubs of dynamic innovation and creativity, getting good at math or science or literacy might be better found in techniques like\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\"> inquiry-based learning,\u003c/a> less emphasis on\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/more-teachers-refuse-to-give-standardized-tests/\"> standardized testing\u003c/a>, and avoiding the soul-numbing\u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19fob-medium-heffernan-t.html?_r=0\"> \"drill and kill\" exercises\u003c/a> and worksheets used to instill basic skills.\u003c/p>\n\u003cp>But what if the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-much-practice-is-too-much/\">right drill -\u003c/a>- without the kill -- actually \u003cem>encourages\u003c/em> creativity?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Teach Like a Champion\u003c/em> author Doug Lemov proposes this very idea in his new book, \u003ca href=\"http://www.amazon.com/Practice-Perfect-Getting-Better-ebook/dp/B007ZQ34V4\">\u003cem>Practice Perfect: 42 Rules for Getting Better at Getting Better\u003c/em>\u003c/a>. His Rule Number 4, “Unlock Creativity... With Repetition,” falls in line with virtuoso musicians, elite athletes, and \u003ca href=\"http://newswatch.nationalgeographic.com/2012/08/14/malcolm-gladwells-10000-hour-rule-visualized-practice-makes-perfect/\">Malcolm Gladwell's \"10,000 hours rule\"\u003c/a> -- that creativity actually comes after lots and lots of rote learning (also called practice)\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Creativity is play within a system of rules, and you can only play with the rules once you understand the systems.\"\u003c/strong>\u003c/aside>\n\u003cp>has built a solid foundation of skills. Focused practice, Lemov has found in his research training teachers, actually automates a process in one’s body, which then becomes fertile ground for creative breakthroughs and individual variations.\u003c/p>\n\u003cp>To explain why his teachers have had so much creative success with repetitive practice, Lemov told the story of a particularly good literature teacher who would get stumped when students \u003c!--more-->would respond to text questions with answers that were very far afield. “She would ask kids, ‘What do you think about \u003cem>x\u003c/em>,’ and they would say the darndest things,” Lemov recalls. “And the teacher would just freeze. She just didn’t know how to respond to the unexpected answers.” Lemov suggested she meet with another teacher once a week for 10 minutes and do nothing but respond to unexpected questions - in other words, practice receiving really wrong answers, so she could work on her response.\u003c/p>\n\u003cp>The results, according to Lemov, were outstanding. “After three or four weeks, she was a totally different teacher. She was more confident. Her mind wasn’t focused on, ‘What am I going to say?’ She had reallocated her thinking from lower-order task to higher-order task, and it made her more creative teaching in the moment when she needed it most.”\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-27299\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/111821658X.jpg\" alt=\"9781118216583_cover.indd\" width=\"187\" height=\"281\">But not everybody agrees with this premise. From a scientific standpoint, says John Kounios, Professor of Psychology at Drexel University and co-author of upcoming book \u003cem>Insight: Aha Moments, Creativity, and the Brain\u003c/em>, the connection between creativity and automaticity is complicated. “Yes, it is true that many 'Aha moment' breakthroughs come to people who have mastered an area. However, the opposite is often the case: once a person has mastered something, their thinking about it often becomes locked in and it's difficult for them to break out of this mental straightjacket.”\u003c/p>\n\u003cp>Some educators believe that a side-by-side combination of rote work and \"aha\" moments works better for students. While there’s no doubt that repeated practice is the key to mastering any craft, “much of the way we've structured education is about the repetition without actually getting to create at the task itself,\" says arts and literacy educator Kurt Wootton, co-author of \u003ca href=\"http://www.hepg.org/hep/book/164/AReasonToRead\">\u003cem>A Reason to Read.\u003c/em>\u003c/a> \"In my view, the repetition must not come before allowing students to participate in the creative tasks, but rather repeated practice walks side-by-side with the creative process.”\u003c/p>\n\u003cp>Wootton gave an example of his childhood piano lessons that were comprised of endless scales. “I never knew why I was practicing those scales or what they were for,\" he said. \"I was never given the chance to create anything musical in the ten years I played piano. It was always the repetition and practice without the chance to create. This would be the same as memorizing the rules of basketball and shooting endless free throws without ever learning to play the game.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-much-practice-is-too-much/\">How Much Practice is Too Much?\u003c/a>]\u003c/p>\n\u003cp>In Wootton’s experience, bringing in the creative process shows students “the whole game” and gives them a reason to go back and get better at specific skills that require rote practice. “Creativity is about immediate play. Students learn by doing and feeling the immediacy of the creative experience,” he said.\u003c/p>\n\u003cp>“In schools we do ‘drill and kill’ our students. We ask them to go through endless acts of practice and memorization (multiplication tables, memorizing the periodic table of elements, spelling quizzes, grammar lessons, scales, free throws, batting practice) often without the payoff of actually doing the real work the skills were meant for,” he said.\u003c/p>\n\u003cp>And don’t forget, says cognitive scientist Daniel Willingham, author of \u003ca href=\"http://www.amazon.com/Why-Dont-Students-Like-School/dp/047059196X\">\u003cem>Why Don’t Students Like School?\u003c/em>\u003c/a>, that the \u003cem>kill \u003c/em>in \"drill and kill\" refers to motivation, which is key to learning whatever skill is being taught. “I think terrible instruction would kill motivation for any topic, and that's regardless of the content,\" Willingham said. \"Can you imagine a hands-on workshop -- which should be an engaging method -- on a topic you find intrinsically interesting that was really boring? Sure, it's easy. Topic and method are no guarantee that students will be engaged, and therefore there's some risk that their motivation will drop.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Yes, it is true that many 'Aha moment' breakthroughs come to people who have mastered an area. However, the opposite is often the case: once a person has mastered something, their thinking about it often becomes locked in and it's difficult for them to break out of this mental straightjacket.”\u003c/strong>\u003c/aside>\n\u003cp>But, Willingham is quick to point out, “the risk for boredom and lack of engagement is higher for practicing things that students feel they already know. It's probably more demanding of the teacher to make it fresh and to keep students wanting to engage.”\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cstrong>APPLYING THEORY \u003c/strong>\u003c/h4>\n\u003cp>With her first graders, Sherri Scott works hard at finding the delicate balance between engaging them in creative play and performing rote tasks they’ll need later. As she described the myriad ways she has students learn “100,” through writing and counting, organizing and artwork, Scott affirmed her belief that rote practice pays off in creativity further down the road. “If you want to know what 100 ‘is,’ having those math facts internalized allows you to deal with 100 in so many, many ways. Rather than just knowing 10 x 10 is 100, or 4 x 25 is 100, you'd be able to pull 100 apart and put it back together without analyzing it.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-do-you-spark-a-love-of-math-in-kids/\">How Do You Spark a Love of Math in Kids?\u003c/a>]\u003c/p>\n\u003cp>Lemov would certainly agree: “Creativity is play within a system of rules, and you can only play with the rules once you understand the systems. You have to see the theme first to understand the variations.”\u003c/p>\n\u003cp>\u003cem>Practice Perfect\u003c/em> is a paean to the “humble power” of the kind of practice that makes you better, and more creative. In the book, Lemov quotes legendary UCLA basketball coach (and king of practice) John Wooden, who said, “Drilling creates a foundation on which individual initiative and imagination can flourish.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Perhaps Wooden is precisely what the British government had in mind when they recently designed a poetry contest that asks students to learn the \u003ca href=\"http://www.npr.org/2013/01/19/169731110/u-k-asks-students-to-learn-poetry-by-heart-not-by-rote\">poetry “by heart,” not by rote.\u003c/a> English poet Jean Sprackland explained the difference beautifully: \"Well, I suppose there's a great difference between learning by heart and the old-fashioned, rather dusty phrase 'learning by rote.' So there's a thought that if you learn by heart it means you take the poem right into yourself, it becomes part of you. And it remains with you, probably for the rest of your life. I think a lot of us can remember bits of poetry that we learned when we were very young. So it's something that lives with you forever.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27159\" class=\"wp-caption alignnone\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27159\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/photo1-620x365.jpg\" alt=\"photo\" width=\"620\" height=\"365\">\u003cfigcaption class=\"wp-caption-text\">\" credit=\"TB\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Free, unstructured playtime gives kids a chance to discover their interests and tap into their creativity. It’s a crucial element for building resilience in children, an attribute they’ll need in order to become happy, productive adults. That’s Kenneth Ginsburg’s thesis and the core of his book \u003ca href=\"http://www.fosteringresilience.com/books.php\">Building Resilience in Children and Teens\u003c/a>.\u003c/p>\n\u003cp>Ginsburg, a pediatrician at the Children’s Hospital of Philadelphia who also works with homeless children, has spent a lot of time trying to help young people build tools they’ll need to succeed -- even when trauma has marred early lives.\u003c/p>\n\u003cp>But the word \"success\" can be loaded, often carrying different connotations. To Ginsburg, a successful child is one who finds something he loves to do, is generous, empathetic and compassionate, committed to repairing the world, shows grit and the ability to collaborate, creativity and can take constructive criticism. These are what will serve young people as they move into the world on their own.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\"> “Play is integral to being able to build resilience.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“So many of the things that we care about are completely learned through the creative process,” Ginsberg said at an event hosted by the \u003ca href=\"http://www.baykidsmuseum.org/\">Bay Area Discovery Museum\u003c/a>. When kids are allowed free time to play, they learn how to work in groups, negotiate, share, self-advocate, and make decisions.\u003c/p>\n\u003cp>Ginsburg cautions parents that putting too much pressure on children's academics might have negative effects in the long term. The way he frames parents' ultimate goals: Raise healthy, wise \u003c!--more-->35-year-olds. Parenting with long-term vision helps keep the little things in perspective.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\">Are We Wringing the Creativity Out of Kids?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“All the best ideas haven’t been thought of yet. If you have people who are only thinking about fitting in the box, then you aren't going to get ideas outside the box,” Ginsburg said. Parents and educators shouldn't be trying to shape children into cogs for an economy that hasn't figured out what kind of machine it will be in 20 years.\u003c/p>\n\u003cp>Instead, one of the most important skills a parent can foster in children is resilience, which he says can be fostered through creativity. Ginsburg relies on the “\u003ca href=\"http://www.fosteringresilience.com/7cs.php\">Seven C’s of Resilience\u003c/a>” as a road map for helping students to find their inner grit.\u003c/p>\n\u003ch4>7 C’s of Resilience\u003c/h4>\n\u003col>\n\u003cli>\u003cstrong>\u003cspan>\u003cstrong>COMPETENCE\u003c/strong>: \u003c/span>\u003c/strong>\u003cspan>Young people need to be recognized when they're doing something right and to be given opportunities to develop specific skills.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cspan>\u003cstrong>CONFIDENCE\u003c/strong>: \u003c/span>\u003c/strong>\u003cspan>Confidence comes from building real skills that parents and educators can teach and nurture. Confidence can be easily undermined, but also bolstered by tasks that push learners without making the goal feel unachievable.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CONNECTION:\u003c/strong>\u003cspan> Being part of a community helps kids know they aren't alone if they struggle and that they can develop creative solutions to problems.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CHARACTER\u003c/strong>\u003cspan>. Kids need an understanding of right and what wrong and the capacity to follow a moral compass. That will allow them see that they cannot be put down.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CONTRIBUTION:\u003c/strong>\u003cspan> The experience of offering their own service makes it easier for young people to ask for help when they need it. Once kids understand how good it can feel to give to others, it becomes easier to ask for that same support when it’s needed. And being willing to ask for help is a big part of being resilient.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>COPING\u003c/strong>\u003cspan>: Kids need to learn mechanisms to manage their stress by learning methods to both engage and disengage at times. Some strategies for doing this include breaking down seemingly insurmountable problems into smaller, achievable pieces, avoiding things that trigger extreme anxiety, and just letting some things go. After all, resilience is about conserving energy to fit the long game and kids need to know realistically what they can affect and what should be let go.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CONTROL:\u003c/strong>\u003cspan> In order to truly be resilient a child need to believe that she has control over her world. Feeling secure helps engender control, which is why kids test limits.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>Creativity plays an integral part of developing these seven skill sets. “Play is exactly about learning to control your environment, to figure things out,” he said. “Play is integral to being able to build resilience.” When kids play, they make mistakes and learn how to recover. It’s also a unique time for parents to observe their children and offer gentle guidance about skill development or how to share.\u003c/p>\n\u003cp>Keeping children on rigid, academically driven schedules denies them the space for some of the real self-learning that will see them through unexpected challenges, the ones that aren't on the test.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“So many of the things that we care about are completely learned through the creative process,” Ginsberg said at an event hosted by the \u003ca href=\"http://www.baykidsmuseum.org/\">Bay Area Discovery Museum\u003c/a>. When kids are allowed free time to play, they learn how to work in groups, negotiate, share, self-advocate, and make decisions.\u003c/p>\n\u003cp>Ginsburg cautions parents that putting too much pressure on children's academics might have negative effects in the long term. The way he frames parents' ultimate goals: Raise healthy, wise \u003c!--more-->35-year-olds. Parenting with long-term vision helps keep the little things in perspective.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\">Are We Wringing the Creativity Out of Kids?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“All the best ideas haven’t been thought of yet. If you have people who are only thinking about fitting in the box, then you aren't going to get ideas outside the box,” Ginsburg said. Parents and educators shouldn't be trying to shape children into cogs for an economy that hasn't figured out what kind of machine it will be in 20 years.\u003c/p>\n\u003cp>Instead, one of the most important skills a parent can foster in children is resilience, which he says can be fostered through creativity. Ginsburg relies on the “\u003ca href=\"http://www.fosteringresilience.com/7cs.php\">Seven C’s of Resilience\u003c/a>” as a road map for helping students to find their inner grit.\u003c/p>\n\u003ch4>7 C’s of Resilience\u003c/h4>\n\u003col>\n\u003cli>\u003cstrong>\u003cspan>\u003cstrong>COMPETENCE\u003c/strong>: \u003c/span>\u003c/strong>\u003cspan>Young people need to be recognized when they're doing something right and to be given opportunities to develop specific skills.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cspan>\u003cstrong>CONFIDENCE\u003c/strong>: \u003c/span>\u003c/strong>\u003cspan>Confidence comes from building real skills that parents and educators can teach and nurture. Confidence can be easily undermined, but also bolstered by tasks that push learners without making the goal feel unachievable.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CONNECTION:\u003c/strong>\u003cspan> Being part of a community helps kids know they aren't alone if they struggle and that they can develop creative solutions to problems.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CHARACTER\u003c/strong>\u003cspan>. Kids need an understanding of right and what wrong and the capacity to follow a moral compass. That will allow them see that they cannot be put down.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CONTRIBUTION:\u003c/strong>\u003cspan> The experience of offering their own service makes it easier for young people to ask for help when they need it. Once kids understand how good it can feel to give to others, it becomes easier to ask for that same support when it’s needed. And being willing to ask for help is a big part of being resilient.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>COPING\u003c/strong>\u003cspan>: Kids need to learn mechanisms to manage their stress by learning methods to both engage and disengage at times. Some strategies for doing this include breaking down seemingly insurmountable problems into smaller, achievable pieces, avoiding things that trigger extreme anxiety, and just letting some things go. After all, resilience is about conserving energy to fit the long game and kids need to know realistically what they can affect and what should be let go.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CONTROL:\u003c/strong>\u003cspan> In order to truly be resilient a child need to believe that she has control over her world. Feeling secure helps engender control, which is why kids test limits.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>Creativity plays an integral part of developing these seven skill sets. “Play is exactly about learning to control your environment, to figure things out,” he said. “Play is integral to being able to build resilience.” When kids play, they make mistakes and learn how to recover. It’s also a unique time for parents to observe their children and offer gentle guidance about skill development or how to share.\u003c/p>\n\u003cp>Keeping children on rigid, academically driven schedules denies them the space for some of the real self-learning that will see them through unexpected challenges, the ones that aren't on the test.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/gear-brains/\" rel=\"attachment wp-att-26266\">\u003cimg class=\"alignright size-large wp-image-26266\" title=\"gear-brains\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/gear-brains-620x377.jpg\" alt=\"\" width=\"620\" height=\"377\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Educators are always striving to find ways to make curriculum relevant in students’ everyday lives. 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These strategies are all part of a larger goal to help students connect to social and cultural spaces.\u003c/p>\n\u003cp>And it's part of what defines “participatory learning,” coined by University of Southern California Annenberg Professor \u003ca href=\"http://annenberg.usc.edu/Faculty/Communication%20and%20Journalism/JenkinsH.aspx\">Henry Jenkins\u003c/a>, who published his first article on the topic “\u003ca href=\"http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF\">Confronting the Challenges of Participatory Culture\u003c/a>,” in 2006. His work sprang out of the desire to understand the grassroots nature of creativity, how projects are being shared online and what an increasingly networked culture looks like. Since then, he and a team of researchers at \u003ca href=\"http://www.annenberglab.com/\">USC’s Annenberg Innovation Lab\u003c/a> have been trying to understand the skills that young people need to creatively participate in a networked world.\u003c!--more-->\u003c/p>\n\u003cp>In an effort to change how American schools think about teaching, Jenkins’ team developed a strategy called \u003ca href=\"http://www.slideshare.net/ebreilly1/play-doc-01-15613677\">PLAY \u003c/a>(Participatory Learning and You) to explain the exploratory and experimental approach to teaching they think students would benefit from. The team worked with teachers in the Los Angeles Unified School District, and recently \u003ca href=\"http://www.slideshare.net/amandafo/play-doc-02\">released a series of studies\u003c/a> that describe what they found.\u003c/p>\n\u003cp>“PLAY describes a mode of experimentation, of testing materials, trying out new solutions, exploring new horizons,” Jenkins said. It’s how kids interact with games – throwing themselves in without reading the rules, testing the limits and feeling free to try and fail. But this learning style is hard to achieve in a system ruled by high-stakes testing where there is no room for students to fail. Everything they do goes on their academic record and they have become unaccustomed to experimenting.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The teachers who let it get a little messy are finding something very powerful.\"\u003c/p>\n\u003c/aside>\n\u003cp style=\"text-align: left\">Ed-tech has claimed a noisy role in the debate about how to engage kids with class work, but it isn’t the only way, he said. The ed-tech movement is one part of the participatory learning that Jenkins discusses, but there are other ways to help kids develop skills that will allow them to creatively connect with a culture that's increasingly networked.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: left\">“It’s about a shift in how they think rather than thinking that tech is going to save them or that they need to learn all these tools in order to play, in order to experiment and tinker,” said \u003ca href=\"http://annenberg.usc.edu/Faculty/Communication%20and%20Journalism/ReillyE.aspx\">Erin Reilly\u003c/a>, the project's research director who has led efforts to work with teachers on developing specific strategies for teaching kids ways to collaborate, problem-solve and think creatively.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #888888\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/fun-failure-how-to-make-learning-irresistible/\">\u003cstrong>How to Connect School Life to Real Life\u003c/strong>\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>What defines the PLAY strategy are things like creativity, co-learning, engagement and motivation, making learning relevant, and thinking of education as an ecosystem, where the connections between school, home, community and the broader world are all equally important. Using those principles, the goal is to teach skills students will need in the outside world -- things like exercising sound judgment.\u003c/p>\n\u003cp>“We’ve always wanted young people to critically engage with the information around them,” Jenkins said. “That takes on more urgency in an age of networked communication,” he said. Other skills have risen out of the technology’s influence, like the ability to visualize knowledge and understand visual information. Other skills, like multi-tasking and networking, have been around for a long time, but aren’t always emphasized in traditional classrooms.\u003c/p>\n\u003cp>The skills that PLAY fosters are based on values that lie beneath the social and cultural experience of this generation, Jenkins said. Educators in Los Angeles who have been incorporating PLAY methods learned how deeply these ideas run in society, no longer worried as much about the specific technology they used to teach. Instead, they felt the freedom to try low-tech ways of getting at the same ideas. The tools were far less important than the tactics that served the learning goals.\u003c/p>\n\u003cp>One of the biggest challenges for teachers attempting to implement PLAY’s pedagogy is letting go of some of the control that teachers are taught to maintain over their classrooms. A teacher-centered approach can stifle the creative, experimental, and sometimes accidental learning that can be transformative.\u003c/p>\n\u003cp>“What we hear a lot is teachers describing our approaches as messy, as getting out of control,” Jenkins said. “But the teachers who let it get a little messy are finding something very powerful.” Students might not be learning exactly the same thing, but they involve themselves and their passions in the learning, instilling a sense of ownership. But an apparently uncontrolled classroom can be hard to explain to an administrator who drops in, making it feel risky to teachers who are often alone in the fight to change public education.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #888888\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should Be Messy\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>One teacher in the study had every intention of letting her students experiment in content, but had a harder time letting go of the format. She had her students create public service announcements on whatever topic felt relevant to them. Students spoke to their families and friends before picking topics they found meaningful. One group worked on depression and shared personal experiences as part of the process.\u003c/p>\n\u003cp>When it came time to create a project, the teacher wanted students to use PowerPoint, a tool \u003cem>she\u003c/em> was familiar with, but let go of the idea and allowed them to make their projects on technology with which she was unfamiliar. Teacher and students learned together, each bringing something unique to the table. That type of co-learning is exactly what PLAY mentors feel needs to happen more often in classrooms.\u003c/p>\n\u003cp>But it’s not easy to be the sole innovator in a school. “Teachers all over the country are fighting this fight alone,” Jenkins said. “By putting our weight behind those teachers we can be a support to that evolution.” The USC team knows that they are working with early adopters and that scalability will be difficult. Still the long term goal is to eliminate a common question heard from students, “when will I ever have to use this.”\u003c/p>\n\u003ch4>WHAT ABOUT ASSESSMENTS?\u003c/h4>\n\u003cp>To gauge the impact of the PLAY program, the group performed a variety of assessments, including surveys, interviews, peer reflected videos. \"In the test-driven environment of the contemporary classroom, there is hardly ever any free time,\" Reilly said. \"Even in after-school programs, there is a strong push for evaluation, assessment, and continuation of the school day, leaving fewer opportunities for children to play, explore and use their imaginations.\"\u003c/p>\n\u003cp>Despite decades of calls for inquiry-based learning, many teachers find they have less time to experiment with open-learning practices, she added, and as a result, the goal to help learners develop 21st century skills is in direct opposition to the expectation that they teach to the test.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/got-a-problem-students-can-find-the-solution/\">Got a Problem? Let Students Find the Solution\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>So the group approached assessments in this way, Reilly said: \"We understand the Common Core Standards define what all students are expected to know and be able to do, but not how teachers should teach. We introduced teachers to new practices and ways of thinking about teaching. This, in turn was not to detract from addressing the requirement teachers have of preparing their students for the tests, but instead to give new practices that could result in perhaps more engaged students with material relevant to them so that the knowledge was gained in a different way -- thus resulting in we hope better results for the tests.\"\u003c/p>\n\u003cp>For instance, one middle school science teacher, experimented with a new activity that required letting go: rather than leading his students to a solution, he allowed for unexpected outcomes as his students used their collective knowledge to understand and solve the problem. The teacher gave students an array of artifacts, such as plastic tubing, paper and tape, and asked them to create a physical representation of what they had learned about how the digestive system functions. He wanted to use this opportunity to explore assessment in collaborative learning settings, and to examine how peer-to-peer processes could foster deep learning.\u003c/p>\n\u003cp>In addition to the project, the teacher also implemented a traditional written test, asking them to sequentially identify how the digestive system works. More than 98 percent scored well, Reilly said.\u003c/p>\n\u003cp>“They used the time order transitional words correctly... and that is actually a California Standards Test question that they have to take at the end of this year,” the teacher said. From that point forward, students continued to suggest ways of applying the tools and resources around them to creatively and collaboratively engage in their assignments.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>For more information, read \u003ca href=\"http://www.slideshare.net/ebreilly1/designing-with-teachers-participatory-models-of-professional-development\">Designing With Teachers: Participatory to Professional Development in Education\u003c/a>, \u003ca href=\"http://www.slideshare.net/ebreilly1/play-doc-01-15613677\">Shall We Play? \u003c/a>and \u003ca href=\"http://www.slideshare.net/ebreilly1/play-participatory-learning-and-you\">PLAY! Participatory Learning and You\u003c/a>.\u003c/p>\n\n",
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"description": "Educators are always striving to find ways to make curriculum relevant in students’ everyday lives. More and more teachers are using social media around lessons, allowing students to use their cell phones to do research and participate in class, and developing their curriculum around projects to ground learning around an activity. These strategies are all",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/gear-brains/\" rel=\"attachment wp-att-26266\">\u003cimg class=\"alignright size-large wp-image-26266\" title=\"gear-brains\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/gear-brains-620x377.jpg\" alt=\"\" width=\"620\" height=\"377\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Educators are always striving to find ways to make curriculum relevant in students’ everyday lives. More and more teachers are using \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">social media around lessons\u003c/a>, allowing students to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">use their cell phones\u003c/a> to do research and participate in class, and developing their \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/whats-the-best-way-to-practice-project-based-learning/\">curriculum around projects\u003c/a> to ground learning around an activity. These strategies are all part of a larger goal to help students connect to social and cultural spaces.\u003c/p>\n\u003cp>And it's part of what defines “participatory learning,” coined by University of Southern California Annenberg Professor \u003ca href=\"http://annenberg.usc.edu/Faculty/Communication%20and%20Journalism/JenkinsH.aspx\">Henry Jenkins\u003c/a>, who published his first article on the topic “\u003ca href=\"http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF\">Confronting the Challenges of Participatory Culture\u003c/a>,” in 2006. His work sprang out of the desire to understand the grassroots nature of creativity, how projects are being shared online and what an increasingly networked culture looks like. Since then, he and a team of researchers at \u003ca href=\"http://www.annenberglab.com/\">USC’s Annenberg Innovation Lab\u003c/a> have been trying to understand the skills that young people need to creatively participate in a networked world.\u003c!--more-->\u003c/p>\n\u003cp>In an effort to change how American schools think about teaching, Jenkins’ team developed a strategy called \u003ca href=\"http://www.slideshare.net/ebreilly1/play-doc-01-15613677\">PLAY \u003c/a>(Participatory Learning and You) to explain the exploratory and experimental approach to teaching they think students would benefit from. The team worked with teachers in the Los Angeles Unified School District, and recently \u003ca href=\"http://www.slideshare.net/amandafo/play-doc-02\">released a series of studies\u003c/a> that describe what they found.\u003c/p>\n\u003cp>“PLAY describes a mode of experimentation, of testing materials, trying out new solutions, exploring new horizons,” Jenkins said. It’s how kids interact with games – throwing themselves in without reading the rules, testing the limits and feeling free to try and fail. But this learning style is hard to achieve in a system ruled by high-stakes testing where there is no room for students to fail. Everything they do goes on their academic record and they have become unaccustomed to experimenting.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The teachers who let it get a little messy are finding something very powerful.\"\u003c/p>\n\u003c/aside>\n\u003cp style=\"text-align: left\">Ed-tech has claimed a noisy role in the debate about how to engage kids with class work, but it isn’t the only way, he said. The ed-tech movement is one part of the participatory learning that Jenkins discusses, but there are other ways to help kids develop skills that will allow them to creatively connect with a culture that's increasingly networked.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\">“It’s about a shift in how they think rather than thinking that tech is going to save them or that they need to learn all these tools in order to play, in order to experiment and tinker,” said \u003ca href=\"http://annenberg.usc.edu/Faculty/Communication%20and%20Journalism/ReillyE.aspx\">Erin Reilly\u003c/a>, the project's research director who has led efforts to work with teachers on developing specific strategies for teaching kids ways to collaborate, problem-solve and think creatively.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #888888\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/fun-failure-how-to-make-learning-irresistible/\">\u003cstrong>How to Connect School Life to Real Life\u003c/strong>\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>What defines the PLAY strategy are things like creativity, co-learning, engagement and motivation, making learning relevant, and thinking of education as an ecosystem, where the connections between school, home, community and the broader world are all equally important. Using those principles, the goal is to teach skills students will need in the outside world -- things like exercising sound judgment.\u003c/p>\n\u003cp>“We’ve always wanted young people to critically engage with the information around them,” Jenkins said. “That takes on more urgency in an age of networked communication,” he said. Other skills have risen out of the technology’s influence, like the ability to visualize knowledge and understand visual information. Other skills, like multi-tasking and networking, have been around for a long time, but aren’t always emphasized in traditional classrooms.\u003c/p>\n\u003cp>The skills that PLAY fosters are based on values that lie beneath the social and cultural experience of this generation, Jenkins said. Educators in Los Angeles who have been incorporating PLAY methods learned how deeply these ideas run in society, no longer worried as much about the specific technology they used to teach. Instead, they felt the freedom to try low-tech ways of getting at the same ideas. The tools were far less important than the tactics that served the learning goals.\u003c/p>\n\u003cp>One of the biggest challenges for teachers attempting to implement PLAY’s pedagogy is letting go of some of the control that teachers are taught to maintain over their classrooms. A teacher-centered approach can stifle the creative, experimental, and sometimes accidental learning that can be transformative.\u003c/p>\n\u003cp>“What we hear a lot is teachers describing our approaches as messy, as getting out of control,” Jenkins said. “But the teachers who let it get a little messy are finding something very powerful.” Students might not be learning exactly the same thing, but they involve themselves and their passions in the learning, instilling a sense of ownership. But an apparently uncontrolled classroom can be hard to explain to an administrator who drops in, making it feel risky to teachers who are often alone in the fight to change public education.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #888888\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should Be Messy\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>One teacher in the study had every intention of letting her students experiment in content, but had a harder time letting go of the format. She had her students create public service announcements on whatever topic felt relevant to them. Students spoke to their families and friends before picking topics they found meaningful. One group worked on depression and shared personal experiences as part of the process.\u003c/p>\n\u003cp>When it came time to create a project, the teacher wanted students to use PowerPoint, a tool \u003cem>she\u003c/em> was familiar with, but let go of the idea and allowed them to make their projects on technology with which she was unfamiliar. Teacher and students learned together, each bringing something unique to the table. That type of co-learning is exactly what PLAY mentors feel needs to happen more often in classrooms.\u003c/p>\n\u003cp>But it’s not easy to be the sole innovator in a school. “Teachers all over the country are fighting this fight alone,” Jenkins said. “By putting our weight behind those teachers we can be a support to that evolution.” The USC team knows that they are working with early adopters and that scalability will be difficult. Still the long term goal is to eliminate a common question heard from students, “when will I ever have to use this.”\u003c/p>\n\u003ch4>WHAT ABOUT ASSESSMENTS?\u003c/h4>\n\u003cp>To gauge the impact of the PLAY program, the group performed a variety of assessments, including surveys, interviews, peer reflected videos. \"In the test-driven environment of the contemporary classroom, there is hardly ever any free time,\" Reilly said. \"Even in after-school programs, there is a strong push for evaluation, assessment, and continuation of the school day, leaving fewer opportunities for children to play, explore and use their imaginations.\"\u003c/p>\n\u003cp>Despite decades of calls for inquiry-based learning, many teachers find they have less time to experiment with open-learning practices, she added, and as a result, the goal to help learners develop 21st century skills is in direct opposition to the expectation that they teach to the test.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/got-a-problem-students-can-find-the-solution/\">Got a Problem? Let Students Find the Solution\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>So the group approached assessments in this way, Reilly said: \"We understand the Common Core Standards define what all students are expected to know and be able to do, but not how teachers should teach. We introduced teachers to new practices and ways of thinking about teaching. This, in turn was not to detract from addressing the requirement teachers have of preparing their students for the tests, but instead to give new practices that could result in perhaps more engaged students with material relevant to them so that the knowledge was gained in a different way -- thus resulting in we hope better results for the tests.\"\u003c/p>\n\u003cp>For instance, one middle school science teacher, experimented with a new activity that required letting go: rather than leading his students to a solution, he allowed for unexpected outcomes as his students used their collective knowledge to understand and solve the problem. The teacher gave students an array of artifacts, such as plastic tubing, paper and tape, and asked them to create a physical representation of what they had learned about how the digestive system functions. He wanted to use this opportunity to explore assessment in collaborative learning settings, and to examine how peer-to-peer processes could foster deep learning.\u003c/p>\n\u003cp>In addition to the project, the teacher also implemented a traditional written test, asking them to sequentially identify how the digestive system works. More than 98 percent scored well, Reilly said.\u003c/p>\n\u003cp>“They used the time order transitional words correctly... and that is actually a California Standards Test question that they have to take at the end of this year,” the teacher said. From that point forward, students continued to suggest ways of applying the tools and resources around them to creatively and collaboratively engage in their assignments.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For more information, read \u003ca href=\"http://www.slideshare.net/ebreilly1/designing-with-teachers-participatory-models-of-professional-development\">Designing With Teachers: Participatory to Professional Development in Education\u003c/a>, \u003ca href=\"http://www.slideshare.net/ebreilly1/play-doc-01-15613677\">Shall We Play? \u003c/a>and \u003ca href=\"http://www.slideshare.net/ebreilly1/play-participatory-learning-and-you\">PLAY! Participatory Learning and You\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Top 10 Posts of 2012: Deep, Meaningful and Creative Learning ",
"title": "Top 10 Posts of 2012: Deep, Meaningful and Creative Learning ",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_25985\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/cricristina/5542560570/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-25985\" title=\"kid\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/kid.png\" alt=\"\" width=\"620\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid.png 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid-400x218.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid-320x174.png 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: CriCristina\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">It may come as no surprise that the ideas that are top-of-mind for educators, parents, and policymakers are the very topics conveyed in the most popular MindShift posts this year. Giving kids the tools to create, teachers the freedom to innovate, making students' work relevant in the real world, giving them access to valuable technology. These are the aspirations that have resonated most with MindShift readers this year. Here are the top 10 posts from 2012.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>1. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">EASY WAYS TO INTRODUCE PROGRAMMING TO KIDS\u003c/a>.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>Being able to use the Internet and operate computers is one thing, but it may be just as valuable to teach students how to code. Giving students an introduction to programming helps peel back the layers of what happens inside computers and how computers communicate with one another online. Programming knowledge, even at a very basic level, makes technology seem less magical and more manageable. Programming also teaches other important skills, including math and logic.\u003c/p>\n\u003ch4>\u003cstrong>2. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-things-in-school-that-should-be-obsolete/\">10 THINGS IN SCHOOL THAT SHOULD BE OBSOLETE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>So much about how and where kids learn has changed over the years, but the physical structure of schools has not. Looking around most school facilities — even those that aren't old and crumbling – it’s obvious that so much of it is obsolete today, and yet still in wide use.\u003c!--more-->\u003c/p>\n\u003ch4>\u003cstrong>3. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">WHY KIDS NEED SCHOOLS TO CHANGE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>The conversation in education has shifted towards outcomes and training kids for jobs of the future, and in many ways the traditional classroom has become obsolete. And yet many people fear change, preferring to hunker down and take the conservative route. Yet, it’s exactly during these uncertain times when people \u003cem>must\u003c/em> be willing to try new things, to be more open, curious and experimental, said educator Madeline Levine.\u003c/p>\n\u003ch4>\u003cstrong>4. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">LEARNING SHOULD BE MESSY\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>Can creativity be taught? Absolutely. The real question is: “How do we teach it?” In school, instead of crossing subjects and classes, we teach them in a very rigid manner. Very rarely do you witness math and science teachers or English and history teachers collaborating with each other. Sticking in your silo, shell, and expertise is comfortable. Well, it’s time to crack that shell. It’s time to abolish silos and subjects.\u003c/p>\n\u003ch4>\u003cstrong>5. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">MAKING CELL PHONES WORK IN THE CLASSROOM\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>At its core, the issues associated with mobile learning get to the very fundamentals of what happens in class everyday. At their best, cell phones and mobile devices seamlessly facilitate what students and teachers already do in thriving, inspiring classrooms. Students communicate and collaborate with each other and the teacher. They apply facts and information they've found to formulate or back up their ideas. They create projects to deepen their understanding, association with, and presentation of ideas.\u003c/p>\n\u003ch4>\u003cstrong>6. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/how-to-turn-your-classroom-into-an-idea-factory/\">TURN YOUR CLASSROOM INTO AN IDEA FACTORY\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>If we’re serious about preparing students to become innovators, educators have some hard work ahead. Getting students ready to tackle tomorrow’s challenges means helping them develop a new set of skills and fresh ways of thinking that they won’t acquire through textbook-driven instruction. Students need opportunities to practice these skills on right-sized projects, with supports in place to scaffold learning. They need to persist and learn from setbacks. That’s how they’ll develop the confidence to tackle difficult problems.\u003c/p>\n\u003ch4>\u003cstrong>7. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">OPEN EDUCATION RESOURCES FOR ALL\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>As open educational resources and OpenCourseWare (OCW) increase in popularity and usage, there are a number of new resources out there that do offer opportunity for interaction and engagement with the material.\u003c/p>\n\u003ch4>\u003cstrong>8. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/\">FOR STUDENTS, WHY THE QUESTION IS MORE IMPORTANT THAN THE ANSWER\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>In a traditional classroom, the teacher is the center of attention, the owner of knowledge and information. Teachers often ask questions of their students to gauge comprehension, but it’s a passive model that relies on students to absorb information they need to reproduce on tests. What would happen if the roles were flipped and students asked the questions?\u003c/p>\n\u003ch4>\u003cstrong>9. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">DEFINING DEEPER LEARNING\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>In preparing students for the world outside school, what skills are important to learn? This goes to the heart of the research addressed in the \u003ca href=\"http://www7.nationalacademies.org/bota/Deeper_Learning_Report_Homepage2.html\">Deeper Learning Report \u003c/a>released by the National Research Council of the National Academies of Science in Washington. Simply defined, “deeper learning” is the “process of learning for transfer,” meaning it allows a student to take what’s learned in one situation and apply it to another, explained James Pellegrino, one of the authors of the report. “You can use knowledge in ways that make it useful in new situations,” he said.\u003c/p>\n\u003ch4>\u003cstrong>10. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">HOW CAN WE CONNECT SCHOOL LIFE TO REAL LIFE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>So what if we were to say that, starting this year, even with our children in K– 5, at least half of the time they spend on schoolwork must be on stuff that can’t end up in a folder we put away? That the reason they’re doing their schoolwork isn't just for a grade or for it to be pinned up in the hallway? It should be because their work is something they create on their own, or with others, that has real value in the real world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"description": "Flickr: CriCristina It may come as no surprise that the ideas that are top-of-mind for educators, parents, and policymakers are the very topics conveyed in the most popular MindShift posts this year. Giving kids the tools to create, teachers the freedom to innovate, making students' work relevant in the real world, giving them access to",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25985\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/cricristina/5542560570/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-25985\" title=\"kid\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/kid.png\" alt=\"\" width=\"620\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid.png 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid-400x218.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid-320x174.png 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: CriCristina\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">It may come as no surprise that the ideas that are top-of-mind for educators, parents, and policymakers are the very topics conveyed in the most popular MindShift posts this year. Giving kids the tools to create, teachers the freedom to innovate, making students' work relevant in the real world, giving them access to valuable technology. These are the aspirations that have resonated most with MindShift readers this year. Here are the top 10 posts from 2012.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>1. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">EASY WAYS TO INTRODUCE PROGRAMMING TO KIDS\u003c/a>.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>Being able to use the Internet and operate computers is one thing, but it may be just as valuable to teach students how to code. Giving students an introduction to programming helps peel back the layers of what happens inside computers and how computers communicate with one another online. Programming knowledge, even at a very basic level, makes technology seem less magical and more manageable. Programming also teaches other important skills, including math and logic.\u003c/p>\n\u003ch4>\u003cstrong>2. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-things-in-school-that-should-be-obsolete/\">10 THINGS IN SCHOOL THAT SHOULD BE OBSOLETE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>So much about how and where kids learn has changed over the years, but the physical structure of schools has not. Looking around most school facilities — even those that aren't old and crumbling – it’s obvious that so much of it is obsolete today, and yet still in wide use.\u003c!--more-->\u003c/p>\n\u003ch4>\u003cstrong>3. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">WHY KIDS NEED SCHOOLS TO CHANGE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>The conversation in education has shifted towards outcomes and training kids for jobs of the future, and in many ways the traditional classroom has become obsolete. And yet many people fear change, preferring to hunker down and take the conservative route. Yet, it’s exactly during these uncertain times when people \u003cem>must\u003c/em> be willing to try new things, to be more open, curious and experimental, said educator Madeline Levine.\u003c/p>\n\u003ch4>\u003cstrong>4. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">LEARNING SHOULD BE MESSY\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>Can creativity be taught? Absolutely. The real question is: “How do we teach it?” In school, instead of crossing subjects and classes, we teach them in a very rigid manner. Very rarely do you witness math and science teachers or English and history teachers collaborating with each other. Sticking in your silo, shell, and expertise is comfortable. Well, it’s time to crack that shell. It’s time to abolish silos and subjects.\u003c/p>\n\u003ch4>\u003cstrong>5. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">MAKING CELL PHONES WORK IN THE CLASSROOM\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>At its core, the issues associated with mobile learning get to the very fundamentals of what happens in class everyday. At their best, cell phones and mobile devices seamlessly facilitate what students and teachers already do in thriving, inspiring classrooms. Students communicate and collaborate with each other and the teacher. They apply facts and information they've found to formulate or back up their ideas. They create projects to deepen their understanding, association with, and presentation of ideas.\u003c/p>\n\u003ch4>\u003cstrong>6. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/how-to-turn-your-classroom-into-an-idea-factory/\">TURN YOUR CLASSROOM INTO AN IDEA FACTORY\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>If we’re serious about preparing students to become innovators, educators have some hard work ahead. Getting students ready to tackle tomorrow’s challenges means helping them develop a new set of skills and fresh ways of thinking that they won’t acquire through textbook-driven instruction. Students need opportunities to practice these skills on right-sized projects, with supports in place to scaffold learning. They need to persist and learn from setbacks. That’s how they’ll develop the confidence to tackle difficult problems.\u003c/p>\n\u003ch4>\u003cstrong>7. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">OPEN EDUCATION RESOURCES FOR ALL\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>As open educational resources and OpenCourseWare (OCW) increase in popularity and usage, there are a number of new resources out there that do offer opportunity for interaction and engagement with the material.\u003c/p>\n\u003ch4>\u003cstrong>8. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/\">FOR STUDENTS, WHY THE QUESTION IS MORE IMPORTANT THAN THE ANSWER\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>In a traditional classroom, the teacher is the center of attention, the owner of knowledge and information. Teachers often ask questions of their students to gauge comprehension, but it’s a passive model that relies on students to absorb information they need to reproduce on tests. What would happen if the roles were flipped and students asked the questions?\u003c/p>\n\u003ch4>\u003cstrong>9. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">DEFINING DEEPER LEARNING\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>In preparing students for the world outside school, what skills are important to learn? This goes to the heart of the research addressed in the \u003ca href=\"http://www7.nationalacademies.org/bota/Deeper_Learning_Report_Homepage2.html\">Deeper Learning Report \u003c/a>released by the National Research Council of the National Academies of Science in Washington. Simply defined, “deeper learning” is the “process of learning for transfer,” meaning it allows a student to take what’s learned in one situation and apply it to another, explained James Pellegrino, one of the authors of the report. “You can use knowledge in ways that make it useful in new situations,” he said.\u003c/p>\n\u003ch4>\u003cstrong>10. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">HOW CAN WE CONNECT SCHOOL LIFE TO REAL LIFE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>So what if we were to say that, starting this year, even with our children in K– 5, at least half of the time they spend on schoolwork must be on stuff that can’t end up in a folder we put away? That the reason they’re doing their schoolwork isn't just for a grade or for it to be pinned up in the hallway? It should be because their work is something they create on their own, or with others, that has real value in the real world.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"headTitle": "PROJECT BASED LEARNING | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_24418\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/classroom.jpg\">\u003cimg class=\"size-large wp-image-24418\" title=\"classroom\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/classroom-620x300.jpg\" alt=\"\" width=\"620\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>The following is an excerpt of \u003ca href=\"http://www.amazon.com/gp/product/0974525219/ref=cm_cr_pr_product_top\">One Size Does Not Fit All: A Student’s Assessment of School\u003c/a>, by 17-year-old Nikhil Goyal, a senior at Syosset High School in Woodbury, New York.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Can creativity be taught? Absolutely. The real question is: “How do we teach it?” In school, instead of crossing subjects and classes, we teach them in a very rigid manner. Very rarely do you witness math and science teachers or English and history teachers collaborating with each other. Sticking in your silo, shell, and expertise is comfortable. Well, it’s time to crack that shell. It’s time to abolish silos and subjects. Joichi Ito, director of the M.I.T. Media Lab, told me that rather than interdisciplinary education, which merges two or more disciplines, we need anti-disciplinary education, a term coined by Sandy Pentland, head of the lab’s Human Dynamics group.\u003c/p>\n\u003cp>“Today’s problems — from global poverty to climate change to the obesity epidemic — are more interconnected and intertwined than ever before and they can’t possibly be solved in the academic or research ‘silos’ of the twentieth century,” writes Frank Moss, the former head of the M.I.T. Media Lab.\u003c/p>\n\u003cp>Schools cannot just simply add a “creativity hour” and call it a day.\u003c/p>\n\u003cp>Principal at High Tech High, an innovative, project-based learning school in San Diego, California, Larry Rosenstock, points out, “If you were to hike the Appalachian trail, which would take you months and months, and you reflect upon it, you do not divide the experience into the historic, scientific, mathematic, and English aspects of it. You would look at it holistically.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>After indicating the problem at hand, scoop out the tools, research, networks, and people required to get it solved. Get out of your comfort zone.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"You can have students do laboratories and hands-on activities and learn nothing, because they are following the cookbook and going through the motions without having their brains on.\"\u003c/p>\n\u003c/aside>\n\u003cp>In practice, this means the elimination of English, mathematics, history, and science class. Instead, we need to arrange the curriculum around big ideas, questions, and conundrums. What does learning look like in this model? Letting kids learn by doing — the essence of the philosophy of educator John Dewey. He wrote: “The school must represent present life — life as real and vital to the child as that which he carries on in the home, in the neighborhood, or on the playground.” Let kids travel to places, work with mentors, and inquire about the world around them.\u003c/p>\n\u003cp>Diana Laufenberg, former teacher at the Science Leadership Academy, described to me, “The role of inquiry is the starting point of learning. School-based education has always been about telling and getting of information, rather than exploring or investigating.” Let kids create for themselves. We can start by employing project-based learning, where students probe real world problems collaboratively. Back in 1918, William Heard Kilpatrick wrote a famous article laying out what he called the “project method”: a curriculum based on “wholehearted purposeful activity proceeding in a social environment...the essential factor [being] the presence of a dominating purpose.” In \u003c!--more-->project-based classrooms, learning literally comes alive.\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY: BRIGHTWORKS\u003c/strong>\u003c/p>\n\u003cp>Let’s examine three institutions: The Brightworks School, a K-12 private school; Stanford d.school, an institute of design; and the M.I.T. Media Lab, a graduate program.\u003c/p>\n\u003cp>The Brightworks School in San Francisco, California, which opened its doors in September 2011, epitomizes a new style of learning. Founder Gever Tulley told me, “If the pedagogical unit of traditional public education is a day divided into a series of 45 minute periods, then the pedagogical unit of Brightworks is the arc, which is divided into three phrases.” Each arc, he says, has a central theme.\u003c/p>\n\u003cp>The first phase of the arc is called exploration. “Within this phase,” Tulley says, “we create a landscape of experiences populated by passionate people who have devoted some portion of their lives to an aspect of the topic.” The children begin a journey looking through a kaleidoscope of perspectives and eventually mold a clear statement of what they intend to accomplish in the next phase. The second phase is expression. Tulley notes, “During this phrase, the mixed age teams work together, sharing skills, to take the ideas to completion — within the deadline.” The final phase is called exposition, where the public gets to view what the kids have done.\u003c/p>\n\u003cp>The first topic of the previous school year was cities. For three weeks, the students looked at the history of cities, how cities work, and the future of cities. 18 field trips were built into their schedule. Almost every day, Tulley explains, “we went into the city to see something or work with someone who has dedicated their life to some aspect of the city. Be they in waste water management, city planners, or architects.”\u003c/p>\n\u003cp>“The point is to see the topic in as many ways as you possibly can,” says Tulley. “Part of that is to expand the notion of cities in the students’ minds.”\u003c/p>\n\u003cp>Note: project-based learning is not necessarily expensive. He reveals, “If you look at the net aggregate cost of putting a child through a nearby public school in terms of public expenditure, at Brightworks, we do not spend anymore on kids in our private school in terms of net aggregate cost.”\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY: STANFORD D.SCHOOL\u003c/strong>\u003c/p>\n\u003cp>At the Stanford d.school, projects drive the curriculum. Bringing majors from engineering, business, medicine, science, and design to come together to solve real or abstract problems is the underpinning of the institution’s philosophy. The goal is to have students become what are called “T-shaped” students, who have depth in a particular field of study but also breadth across multiple disciplines. Its founder and director is David Kelley, whose mission is to transmit “empathy” into his students to encourage them to see the human side of the challenges posed in class and regain their creative confidence, often lost in the early years of schooling.\u003c/p>\n\u003cp>Based on the axioms of what Kelley has called “design thinking,” instead of being spoon-fed problems to solve, students must first define problems themselves through observation, research, and dialogue. After, students visualize and brainstorm potential solutions with one another in the stage of “ideation.” Next, by means of prototypes, students make sketches and three-dimensional models of potential ideas to iterate continuously. Lastly, students make the final touches on a finished prototype.\u003c/p>\n\u003cp>The school concentrates on four areas: the developing world, sustainability, health and wellness, and K-12 education. From extracting water for irrigation in Burma to supplying solar lanterns for the poor in rural India and Africa to building infant warmers in Nepal, these students are certainly making their mark on the world.\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY: M.I.T. MEDIA LAB\u003c/strong>\u003c/p>\n\u003cp>Similarly, the M.I.T. Media Lab has an anti-disciplinary approach to learning. Their research program is “focused on inventing a better future through creative applications of innovative digital technologies.” Instead of lectures, grading, and tests, roughly 25 groups of graduate student researchers and a few undergraduate researchers work with faculty members and scientists on a research topic. Due to its non-linear and collaborative process, fascinating innovations are born from Aida, a dashboard-mounted robot for cars and trucks to a trillion-frame-per-second video to Huggable, a robot teddy bear companion for pediatric hospital patients.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“If you go into a [traditional] classroom where there isn’t that structure, kids aren’t exactly on pace, projects look messy, and it’s loud, teachers have gotten in trouble for that.”\u003c/p>\n\u003c/aside>\n\u003cp>How can we evaluate projects? We can’t grade them the same way as tests. Gever Tulley offered me a very relevant hypothetical situation.\u003c/p>\n\u003cp>“Suppose you and I decided to build a boat. Our hypothesis might be: we can build a boat under $30 using recycled materials and sail it across the Hudson River. Our teacher or mentor can help us shape that to ensure that the challenge meets our cognitive and intellectual development. If the teacher thought the task was too easy for us, he or she might add a twist — the boat needs to have two masts or sail power. Half a day, a few times a week, you and I would work on this project and we have a deadline.”\u003c/p>\n\u003cp>“Suppose then we build the boat, drop it in the Hudson River, and it sinks. No one has to tell us that our boat is not working. We don’t need the ‘F.’ Its unnecessary and inappropriate. That first version of the boat could have been a hypothesis. We learned from the experience and the next version will be more well thought out. So after going back to drawing board and making tweaks, we test the final version. We find that the boat sails well downwind, but cannot sail upwind.”\u003c/p>\n\u003cp>“What grade should a teacher give? Is that a ‘C’ because it only went in one direction? Or is that an ‘A’ because we tried a bold idea but we neglected 3,000 years of sailing history and would have been able to sail it in both directions if we had done our research? You can’t decide. The feedback from the boat is its own incentive to improve our thinking for the next project.”\u003c/p>\n\u003cp>The point is that evaluation is no longer about giving a single number, but rather a documented process from start to finish. At the Brightworks School, students will leave with an iPad, filled with all the projects they completed in their term. Plus, portfolios and publishing your work online is one of the biggest motivators for kids. When she was teaching at the Science Leadership Academy, Diana Laufenberg said that if you Googled her students’ names, you would find an entire web history linked to them. Couple that with the fact that in project-based learning, kids are working on something they have a passion for, thus they have a stake in the outcome and will keep trying even when something isn’t working. That’s true in life as well.\u003c/p>\n\u003cfigure id=\"attachment_24421\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/7566329228_4d5377458b_z.jpg\">\u003cimg class=\"size-medium wp-image-24421\" title=\"7566329228_4d5377458b_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/7566329228_4d5377458b_z-300x198.jpg\" alt=\"\" width=\"300\" height=\"198\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>PROJECT-BASED LEARNING IS MESSY\u003c/strong>\u003c/p>\n\u003cp>Why hasn’t project-based learning picked up yet? There are a few reasons. First, the model of education says principal Chris Lehmann where kids sit in rows, read textbooks, and hear lectures has lasted so long, because it never goes that wrong. “It’s boring as hell, but most principals don’t yell at their teachers if they walk by their classroom and all they see is a quiet classroom with kids reading the textbook. No one gets in trouble.”\u003c/p>\n\u003cp>“If you go into a classroom,” says Lehmann, “where there isn’t that structure, kids aren’t exactly on pace, projects look messy, and it’s loud, teachers have gotten in trouble for that.”\u003c/p>\n\u003cp>Second, the way students attempt to learn via projects does not work. Tulley says, “It amounts to kit-based experiences in 45 minute periods. ‘We’re going to do a biology kit.’ We already know that those recipe like exercises do not stimulate creativity.”\u003c/p>\n\u003cp>I also spoke with Harvard Professor Eric Mazur on this issue as well. He says, “You can have students do laboratories and hands-on activities and learn nothing, because they are following the cookbook and going through the motions without having their brains on. The word ‘hands-on’ is overused and abused.”\u003c/p>\n\u003cp>The role of the teacher in project-based learning as Laufenberg likes to say is an “architect of opportunity. Through a scaffolding strategy, they help us make sense of what we have learned. Still, teachers must understand that learning is uncomfortable, messy, and complicated.” Get over compliance and control!\u003c/p>\n\u003cp>In a summary published on Edutopia, Brigid Barron and Linda Darling-Hammond reviewed numerous studies and found that:\u003c/p>\n\u003col>\n\u003cli>Students learn more deeply when they can apply classroom-gathered knowledge to real-world problems, and when they take part in projects that require sustained engagement and collaboration.\u003c/li>\n\u003cli>Active-learning practices have a more significant impact on student performance than any other variable, including student background and prior achievement.\u003c/li>\n\u003cli>Students are most successful when they are taught how to learn as well as what to learn.\u003c/li>\n\u003c/ol>\n\u003cp>As the old adage goes, “Tell me and I forget, show me and I remember, involve me and I understand.” Harvard Professor Howard Gardner said to me that schools should incorporate the best of two models of learning: a hands-on children’s museum, which encourages open-ended exploration, and an apprenticeship, which provides a more structured environment for practicing meaningful skills in an authentic, real-life context.\u003c/p>\n\u003cp>The bottom line is that you don’t have to learn the boring stuff before you start applying it. Start rolling around in the dirt from the get go.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Nikhil Goyal lives with his family in Woodbury, New York. His work has appeared in the New York Times, Wall Street Journal, MSNBC Melissa Harris-Perry, Fox and Friends, Fox Business: Varney & Co., NBC Nightly News, and Huffington Post.\u003c/em>\u003c/p>\n\n",
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"description": "The following is an excerpt of One Size Does Not Fit All: A Student’s Assessment of School, by 17-year-old Nikhil Goyal, a senior at Syosset High School in Woodbury, New York. Can creativity be taught? Absolutely. The real question is: “How do we teach it?” In school, instead of crossing subjects and classes, we teach",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_24418\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/classroom.jpg\">\u003cimg class=\"size-large wp-image-24418\" title=\"classroom\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/classroom-620x300.jpg\" alt=\"\" width=\"620\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>The following is an excerpt of \u003ca href=\"http://www.amazon.com/gp/product/0974525219/ref=cm_cr_pr_product_top\">One Size Does Not Fit All: A Student’s Assessment of School\u003c/a>, by 17-year-old Nikhil Goyal, a senior at Syosset High School in Woodbury, New York.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Can creativity be taught? Absolutely. The real question is: “How do we teach it?” In school, instead of crossing subjects and classes, we teach them in a very rigid manner. Very rarely do you witness math and science teachers or English and history teachers collaborating with each other. Sticking in your silo, shell, and expertise is comfortable. Well, it’s time to crack that shell. It’s time to abolish silos and subjects. Joichi Ito, director of the M.I.T. Media Lab, told me that rather than interdisciplinary education, which merges two or more disciplines, we need anti-disciplinary education, a term coined by Sandy Pentland, head of the lab’s Human Dynamics group.\u003c/p>\n\u003cp>“Today’s problems — from global poverty to climate change to the obesity epidemic — are more interconnected and intertwined than ever before and they can’t possibly be solved in the academic or research ‘silos’ of the twentieth century,” writes Frank Moss, the former head of the M.I.T. Media Lab.\u003c/p>\n\u003cp>Schools cannot just simply add a “creativity hour” and call it a day.\u003c/p>\n\u003cp>Principal at High Tech High, an innovative, project-based learning school in San Diego, California, Larry Rosenstock, points out, “If you were to hike the Appalachian trail, which would take you months and months, and you reflect upon it, you do not divide the experience into the historic, scientific, mathematic, and English aspects of it. You would look at it holistically.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>After indicating the problem at hand, scoop out the tools, research, networks, and people required to get it solved. Get out of your comfort zone.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"You can have students do laboratories and hands-on activities and learn nothing, because they are following the cookbook and going through the motions without having their brains on.\"\u003c/p>\n\u003c/aside>\n\u003cp>In practice, this means the elimination of English, mathematics, history, and science class. Instead, we need to arrange the curriculum around big ideas, questions, and conundrums. What does learning look like in this model? Letting kids learn by doing — the essence of the philosophy of educator John Dewey. He wrote: “The school must represent present life — life as real and vital to the child as that which he carries on in the home, in the neighborhood, or on the playground.” Let kids travel to places, work with mentors, and inquire about the world around them.\u003c/p>\n\u003cp>Diana Laufenberg, former teacher at the Science Leadership Academy, described to me, “The role of inquiry is the starting point of learning. School-based education has always been about telling and getting of information, rather than exploring or investigating.” Let kids create for themselves. We can start by employing project-based learning, where students probe real world problems collaboratively. Back in 1918, William Heard Kilpatrick wrote a famous article laying out what he called the “project method”: a curriculum based on “wholehearted purposeful activity proceeding in a social environment...the essential factor [being] the presence of a dominating purpose.” In \u003c!--more-->project-based classrooms, learning literally comes alive.\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY: BRIGHTWORKS\u003c/strong>\u003c/p>\n\u003cp>Let’s examine three institutions: The Brightworks School, a K-12 private school; Stanford d.school, an institute of design; and the M.I.T. Media Lab, a graduate program.\u003c/p>\n\u003cp>The Brightworks School in San Francisco, California, which opened its doors in September 2011, epitomizes a new style of learning. Founder Gever Tulley told me, “If the pedagogical unit of traditional public education is a day divided into a series of 45 minute periods, then the pedagogical unit of Brightworks is the arc, which is divided into three phrases.” Each arc, he says, has a central theme.\u003c/p>\n\u003cp>The first phase of the arc is called exploration. “Within this phase,” Tulley says, “we create a landscape of experiences populated by passionate people who have devoted some portion of their lives to an aspect of the topic.” The children begin a journey looking through a kaleidoscope of perspectives and eventually mold a clear statement of what they intend to accomplish in the next phase. The second phase is expression. Tulley notes, “During this phrase, the mixed age teams work together, sharing skills, to take the ideas to completion — within the deadline.” The final phase is called exposition, where the public gets to view what the kids have done.\u003c/p>\n\u003cp>The first topic of the previous school year was cities. For three weeks, the students looked at the history of cities, how cities work, and the future of cities. 18 field trips were built into their schedule. Almost every day, Tulley explains, “we went into the city to see something or work with someone who has dedicated their life to some aspect of the city. Be they in waste water management, city planners, or architects.”\u003c/p>\n\u003cp>“The point is to see the topic in as many ways as you possibly can,” says Tulley. “Part of that is to expand the notion of cities in the students’ minds.”\u003c/p>\n\u003cp>Note: project-based learning is not necessarily expensive. He reveals, “If you look at the net aggregate cost of putting a child through a nearby public school in terms of public expenditure, at Brightworks, we do not spend anymore on kids in our private school in terms of net aggregate cost.”\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY: STANFORD D.SCHOOL\u003c/strong>\u003c/p>\n\u003cp>At the Stanford d.school, projects drive the curriculum. Bringing majors from engineering, business, medicine, science, and design to come together to solve real or abstract problems is the underpinning of the institution’s philosophy. The goal is to have students become what are called “T-shaped” students, who have depth in a particular field of study but also breadth across multiple disciplines. Its founder and director is David Kelley, whose mission is to transmit “empathy” into his students to encourage them to see the human side of the challenges posed in class and regain their creative confidence, often lost in the early years of schooling.\u003c/p>\n\u003cp>Based on the axioms of what Kelley has called “design thinking,” instead of being spoon-fed problems to solve, students must first define problems themselves through observation, research, and dialogue. After, students visualize and brainstorm potential solutions with one another in the stage of “ideation.” Next, by means of prototypes, students make sketches and three-dimensional models of potential ideas to iterate continuously. Lastly, students make the final touches on a finished prototype.\u003c/p>\n\u003cp>The school concentrates on four areas: the developing world, sustainability, health and wellness, and K-12 education. From extracting water for irrigation in Burma to supplying solar lanterns for the poor in rural India and Africa to building infant warmers in Nepal, these students are certainly making their mark on the world.\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY: M.I.T. MEDIA LAB\u003c/strong>\u003c/p>\n\u003cp>Similarly, the M.I.T. Media Lab has an anti-disciplinary approach to learning. Their research program is “focused on inventing a better future through creative applications of innovative digital technologies.” Instead of lectures, grading, and tests, roughly 25 groups of graduate student researchers and a few undergraduate researchers work with faculty members and scientists on a research topic. Due to its non-linear and collaborative process, fascinating innovations are born from Aida, a dashboard-mounted robot for cars and trucks to a trillion-frame-per-second video to Huggable, a robot teddy bear companion for pediatric hospital patients.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“If you go into a [traditional] classroom where there isn’t that structure, kids aren’t exactly on pace, projects look messy, and it’s loud, teachers have gotten in trouble for that.”\u003c/p>\n\u003c/aside>\n\u003cp>How can we evaluate projects? We can’t grade them the same way as tests. Gever Tulley offered me a very relevant hypothetical situation.\u003c/p>\n\u003cp>“Suppose you and I decided to build a boat. Our hypothesis might be: we can build a boat under $30 using recycled materials and sail it across the Hudson River. Our teacher or mentor can help us shape that to ensure that the challenge meets our cognitive and intellectual development. If the teacher thought the task was too easy for us, he or she might add a twist — the boat needs to have two masts or sail power. Half a day, a few times a week, you and I would work on this project and we have a deadline.”\u003c/p>\n\u003cp>“Suppose then we build the boat, drop it in the Hudson River, and it sinks. No one has to tell us that our boat is not working. We don’t need the ‘F.’ Its unnecessary and inappropriate. That first version of the boat could have been a hypothesis. We learned from the experience and the next version will be more well thought out. So after going back to drawing board and making tweaks, we test the final version. We find that the boat sails well downwind, but cannot sail upwind.”\u003c/p>\n\u003cp>“What grade should a teacher give? Is that a ‘C’ because it only went in one direction? Or is that an ‘A’ because we tried a bold idea but we neglected 3,000 years of sailing history and would have been able to sail it in both directions if we had done our research? You can’t decide. The feedback from the boat is its own incentive to improve our thinking for the next project.”\u003c/p>\n\u003cp>The point is that evaluation is no longer about giving a single number, but rather a documented process from start to finish. At the Brightworks School, students will leave with an iPad, filled with all the projects they completed in their term. Plus, portfolios and publishing your work online is one of the biggest motivators for kids. When she was teaching at the Science Leadership Academy, Diana Laufenberg said that if you Googled her students’ names, you would find an entire web history linked to them. Couple that with the fact that in project-based learning, kids are working on something they have a passion for, thus they have a stake in the outcome and will keep trying even when something isn’t working. That’s true in life as well.\u003c/p>\n\u003cfigure id=\"attachment_24421\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/7566329228_4d5377458b_z.jpg\">\u003cimg class=\"size-medium wp-image-24421\" title=\"7566329228_4d5377458b_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/7566329228_4d5377458b_z-300x198.jpg\" alt=\"\" width=\"300\" height=\"198\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>PROJECT-BASED LEARNING IS MESSY\u003c/strong>\u003c/p>\n\u003cp>Why hasn’t project-based learning picked up yet? There are a few reasons. First, the model of education says principal Chris Lehmann where kids sit in rows, read textbooks, and hear lectures has lasted so long, because it never goes that wrong. “It’s boring as hell, but most principals don’t yell at their teachers if they walk by their classroom and all they see is a quiet classroom with kids reading the textbook. No one gets in trouble.”\u003c/p>\n\u003cp>“If you go into a classroom,” says Lehmann, “where there isn’t that structure, kids aren’t exactly on pace, projects look messy, and it’s loud, teachers have gotten in trouble for that.”\u003c/p>\n\u003cp>Second, the way students attempt to learn via projects does not work. Tulley says, “It amounts to kit-based experiences in 45 minute periods. ‘We’re going to do a biology kit.’ We already know that those recipe like exercises do not stimulate creativity.”\u003c/p>\n\u003cp>I also spoke with Harvard Professor Eric Mazur on this issue as well. He says, “You can have students do laboratories and hands-on activities and learn nothing, because they are following the cookbook and going through the motions without having their brains on. The word ‘hands-on’ is overused and abused.”\u003c/p>\n\u003cp>The role of the teacher in project-based learning as Laufenberg likes to say is an “architect of opportunity. Through a scaffolding strategy, they help us make sense of what we have learned. Still, teachers must understand that learning is uncomfortable, messy, and complicated.” Get over compliance and control!\u003c/p>\n\u003cp>In a summary published on Edutopia, Brigid Barron and Linda Darling-Hammond reviewed numerous studies and found that:\u003c/p>\n\u003col>\n\u003cli>Students learn more deeply when they can apply classroom-gathered knowledge to real-world problems, and when they take part in projects that require sustained engagement and collaboration.\u003c/li>\n\u003cli>Active-learning practices have a more significant impact on student performance than any other variable, including student background and prior achievement.\u003c/li>\n\u003cli>Students are most successful when they are taught how to learn as well as what to learn.\u003c/li>\n\u003c/ol>\n\u003cp>As the old adage goes, “Tell me and I forget, show me and I remember, involve me and I understand.” Harvard Professor Howard Gardner said to me that schools should incorporate the best of two models of learning: a hands-on children’s museum, which encourages open-ended exploration, and an apprenticeship, which provides a more structured environment for practicing meaningful skills in an authentic, real-life context.\u003c/p>\n\u003cp>The bottom line is that you don’t have to learn the boring stuff before you start applying it. Start rolling around in the dirt from the get go.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Nikhil Goyal lives with his family in Woodbury, New York. His work has appeared in the New York Times, Wall Street Journal, MSNBC Melissa Harris-Perry, Fox and Friends, Fox Business: Varney & Co., NBC Nightly News, and Huffington Post.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why Kids Need Schools to Change",
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"content": "\u003cdiv id=\"attachment_23963\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/elizabeth_albert/4998473663/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23963\" title=\"4998473663_7ce553c966_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/4998473663_7ce553c966_z-620x414.jpg\" alt=\"\" width=\"620\" height=\"414\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Elizabeth Albert\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The current structure of the school day is obsolete, most would agree. Created during the Industrial Age, the assembly line system we have in place now has little relevance to what we know kids actually need to thrive.\u003c/p>\n\u003cp>Most of us know this, and yet making room for the huge shift in the system that's necessary has been difficult, if not impossible because of fear of the unknown, says educator Madeline Levine, author of \u003ca href=\"http://madelinelevine.com/teach-your-children-well/\">\u003cem>Teach Your Children Well\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>\"People don’t like change, especially in times of great uncertainty,\" she said. \"People naturally go conservative and buckle down and don't want to try something new. There are schools that are trying to do things differently, and although on the one hand they’re heralded as having terrific vision, they’re still seen as experimental.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"I’m astounded at the glacial pace of change in education.\"\u003c/p>\n\u003c/aside>\n\u003cp>During this time of economic uncertainty, especially, Levine said parents want to make sure their kids won't fall into the ranks of the unemployed and disenfranchised young people who return home because they're unable to find jobs. \"There's so much anxiety around the economy, they're thinking, What can I do to make sure that my kid isn’t one of the unemployed\"? she said.\u003c/p>\n\u003cp>Yet therein lies the paradox. It's exactly during these uncertain times when people \u003cem>must\u003c/em> be willing to try new things, to be more open, curious and experimental, she said. In education, although there are great new models of learning and schooling, they are the exceptions, and the progressive movement has not gained much momentum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I’m astounded at the glacial pace of change in education,\" she said. \"Like many academic areas, there’s a huge disconnect between what’s known and what’s in practice. It’s very slow moving.\"\u003c!--more-->\u003c/p>\n\u003cp>Levine, who was a teacher herself for many years, said she has tremendous respect for educators and believes they need full support from parents and administrators. But until the directive comes from those in power -- national and state policymakers, superintendents, principals -- what can teachers do individually to make learning relevant for their students?\u003c/p>\n\u003cp>\"One thing we know for sure is that kids learn better when teachers are invested and paying attention and showing they care,\" she said. \"The biggest impact you'll have as a teachers is the relationship you establish with your student.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5> RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/if-school-is-not-relevant/\">If School is Not Relevant\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/beyond-grades-and-trophies-teaching-kids-the-definition-of-success/\">Beyond Grades and Trophies, Teaching Kids the Definition of Success\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\">Are We Wringing the Creativity Out of Kids?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Try to integrate what students are interested in within what's happening in class, get to know each student, and have high expectations. Taking seriously the range of interests kids have, she said.\u003c/p>\n\u003cp>In addition to individual attention, Levine believes a child's time in school should look much like what kindergarten did.\u003c/p>\n\u003cp>\"There's probably no better example of the throttling of creativity than the difference between what we observe in a kindergarten classroom and what we observe in a high school classroom,\" she writes in \u003cem>Teach Your Children Well\u003c/em>. \"Take a room full of five-year-olds and you will see creativity in all its forms positively flowing around the room. A decade later you will see these same children passively sitting at their desks, half asleep or trying to decipher what will be on the next test.\"\u003c/p>\n\u003cp>In an ideal world, the school day would reflect kids' changing needs and rhythms. There would be time for free play; school would start later to allow time for students' much-needed rest; the transition time between classes would be longer, allowing time for kids to walk down the hall and say hi to their friends and plan their next moves; kids would have the opportunity to step away from school \"work\" in order to regroup and process what they've absorbed. \"The actual encoding of information doesn't take place when you're hunched over a desk,\" she said.\u003c/p>\n\u003cp>And just as importantly, the arts would be integrated into a curriculum, not as an ancillary addition, but as a primary part of learning. \"For developing creativity and flexible and divergent thinking, we need to bring back the arts,\" she said. \"It's a travesty that kids don't have arts anymore.\"\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/TYCWcover1.png\">\u003cimg class=\"alignright size-full wp-image-23959\" title=\"TYCWcover1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/TYCWcover1.png\" alt=\"\" width=\"200\" height=\"302\">\u003c/a>FIVE AREAS FOR CHANGE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\"We're operating on a 200- year-old paradigm in a world that needs an entirely different skill set,\" she said. \"When we talk to business owners, we hear this large and increasing drumbeat that the jobs are there, but kids applying for jobs don't have the kinds of skills they need.\"\u003c/p>\n\u003cp>Levine spends a lot of her time at \u003ca href=\"http://www.challengesuccess.org/\">Challenge Success\u003c/a>, a school training program at Stanford that's been incorporated into about 100 schools across the country. The \u003ca href=\"http://challengesuccess.org/resources/sample-policies-and-practices-space.aspx\">five criteria\u003c/a> that Challenge Success brings to schools attempts to modernize the obsolete system in place today: scheduling, project based learning, alternative assessment, climate of care, and parent education.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>PROJECT BASED LEARNING. \u003c/strong>Project-based learning has shown to be a much more effective way to think about learning, \"particularly when you live in a world that’s incredibly unclear on what content is going to be relevant in not just 10 or 20 years, but in three years,\" she said. \"Over and over business leaders say kids need to be collaborative, work across time zones and cultures because problems are so complex.\"\u003c/li>\n\u003cli>\u003cstrong>ALTERNATIVE ASSESSMENT. \u003c/strong>\"You don’t have the opportunity to show what you know in a regular school because standardized tests that are mandated only show what some kids know, but leave out a whole bunch of kids who aren't able to show what they know in different ways,\" she said. We should have alternative criteria for gauging students' knowledge and ability to show what they know.\u003c/li>\n\u003cli>\u003cstrong>SCHEDULING\u003c/strong>. Neuroscience research on sleep is becoming more compelling by the day, particularly around depression, Levine said. \"We’d always thought fatigue is symptom of depression, but now it's looking more like lack of sleep \u003cem>causes\u003c/em> depression, and that’s something looked at seriously.\" Kids needs nine hours of sleep, and if schools were in synch developmentally with teenagers, should would start at 10 a.m., especially when kids enter adolescence. Teachers should also coordinate their exams with each other to ensure that students are not taking multiple tests on the same day.\u003c/li>\n\u003cli>\u003cstrong>CLIMATE OF CARE.\u003c/strong> Research shows that kids do better in classes where teachers know their names and say hello to them, and when they have their own advocates or advisers at school. \"Almost every private school has advisory, a person for each kid to go to,\" Levine said. \"But in public schools, there are just a few counselors for a thousand kids or more. By the time you’re hitting high school, you need someone apart from parents to test ideas with, to kick around problems, a go-to person who a kid feels knows them.\"\u003c/li>\n\u003cli>\u003cstrong>PARENT EDUCATION. \u003c/strong>Well-meaning parents are confounded with how to approach managing their kids' times. Kids needs playtime, downtime, and family time, Levine said. \"We've robbed kids at each stage of childhood and adolescence of tasks that belong in that particular stage,\" she said. \"You can't push kids outside their developmental zone and expect them to learn. You want to push them towards the edge of it, but not over.\"\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "The current structure of the school day is obsolete, most would agree. Created during the Industrial Age, the assembly line system we have in place now has little relevance to what we know kids actually need to thrive. Most of us know this, and yet making room for the huge shift in the system that's necessary has been difficult, if not impossible because of fear of the unknown.",
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"description": "The current structure of the school day is obsolete, most would agree. Created during the Industrial Age, the assembly line system we have in place now has little relevance to what we know kids actually need to thrive. Most of us know this, and yet making room for the huge shift in the system that's necessary has been difficult, if not impossible because of fear of the unknown.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23963\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/elizabeth_albert/4998473663/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23963\" title=\"4998473663_7ce553c966_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/4998473663_7ce553c966_z-620x414.jpg\" alt=\"\" width=\"620\" height=\"414\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Elizabeth Albert\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The current structure of the school day is obsolete, most would agree. Created during the Industrial Age, the assembly line system we have in place now has little relevance to what we know kids actually need to thrive.\u003c/p>\n\u003cp>Most of us know this, and yet making room for the huge shift in the system that's necessary has been difficult, if not impossible because of fear of the unknown, says educator Madeline Levine, author of \u003ca href=\"http://madelinelevine.com/teach-your-children-well/\">\u003cem>Teach Your Children Well\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>\"People don’t like change, especially in times of great uncertainty,\" she said. \"People naturally go conservative and buckle down and don't want to try something new. There are schools that are trying to do things differently, and although on the one hand they’re heralded as having terrific vision, they’re still seen as experimental.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"I’m astounded at the glacial pace of change in education.\"\u003c/p>\n\u003c/aside>\n\u003cp>During this time of economic uncertainty, especially, Levine said parents want to make sure their kids won't fall into the ranks of the unemployed and disenfranchised young people who return home because they're unable to find jobs. \"There's so much anxiety around the economy, they're thinking, What can I do to make sure that my kid isn’t one of the unemployed\"? she said.\u003c/p>\n\u003cp>Yet therein lies the paradox. It's exactly during these uncertain times when people \u003cem>must\u003c/em> be willing to try new things, to be more open, curious and experimental, she said. In education, although there are great new models of learning and schooling, they are the exceptions, and the progressive movement has not gained much momentum.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I’m astounded at the glacial pace of change in education,\" she said. \"Like many academic areas, there’s a huge disconnect between what’s known and what’s in practice. It’s very slow moving.\"\u003c!--more-->\u003c/p>\n\u003cp>Levine, who was a teacher herself for many years, said she has tremendous respect for educators and believes they need full support from parents and administrators. But until the directive comes from those in power -- national and state policymakers, superintendents, principals -- what can teachers do individually to make learning relevant for their students?\u003c/p>\n\u003cp>\"One thing we know for sure is that kids learn better when teachers are invested and paying attention and showing they care,\" she said. \"The biggest impact you'll have as a teachers is the relationship you establish with your student.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5> RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/if-school-is-not-relevant/\">If School is Not Relevant\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/beyond-grades-and-trophies-teaching-kids-the-definition-of-success/\">Beyond Grades and Trophies, Teaching Kids the Definition of Success\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\">Are We Wringing the Creativity Out of Kids?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Try to integrate what students are interested in within what's happening in class, get to know each student, and have high expectations. Taking seriously the range of interests kids have, she said.\u003c/p>\n\u003cp>In addition to individual attention, Levine believes a child's time in school should look much like what kindergarten did.\u003c/p>\n\u003cp>\"There's probably no better example of the throttling of creativity than the difference between what we observe in a kindergarten classroom and what we observe in a high school classroom,\" she writes in \u003cem>Teach Your Children Well\u003c/em>. \"Take a room full of five-year-olds and you will see creativity in all its forms positively flowing around the room. A decade later you will see these same children passively sitting at their desks, half asleep or trying to decipher what will be on the next test.\"\u003c/p>\n\u003cp>In an ideal world, the school day would reflect kids' changing needs and rhythms. There would be time for free play; school would start later to allow time for students' much-needed rest; the transition time between classes would be longer, allowing time for kids to walk down the hall and say hi to their friends and plan their next moves; kids would have the opportunity to step away from school \"work\" in order to regroup and process what they've absorbed. \"The actual encoding of information doesn't take place when you're hunched over a desk,\" she said.\u003c/p>\n\u003cp>And just as importantly, the arts would be integrated into a curriculum, not as an ancillary addition, but as a primary part of learning. \"For developing creativity and flexible and divergent thinking, we need to bring back the arts,\" she said. \"It's a travesty that kids don't have arts anymore.\"\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/TYCWcover1.png\">\u003cimg class=\"alignright size-full wp-image-23959\" title=\"TYCWcover1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/TYCWcover1.png\" alt=\"\" width=\"200\" height=\"302\">\u003c/a>FIVE AREAS FOR CHANGE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\"We're operating on a 200- year-old paradigm in a world that needs an entirely different skill set,\" she said. \"When we talk to business owners, we hear this large and increasing drumbeat that the jobs are there, but kids applying for jobs don't have the kinds of skills they need.\"\u003c/p>\n\u003cp>Levine spends a lot of her time at \u003ca href=\"http://www.challengesuccess.org/\">Challenge Success\u003c/a>, a school training program at Stanford that's been incorporated into about 100 schools across the country. The \u003ca href=\"http://challengesuccess.org/resources/sample-policies-and-practices-space.aspx\">five criteria\u003c/a> that Challenge Success brings to schools attempts to modernize the obsolete system in place today: scheduling, project based learning, alternative assessment, climate of care, and parent education.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>PROJECT BASED LEARNING. \u003c/strong>Project-based learning has shown to be a much more effective way to think about learning, \"particularly when you live in a world that’s incredibly unclear on what content is going to be relevant in not just 10 or 20 years, but in three years,\" she said. \"Over and over business leaders say kids need to be collaborative, work across time zones and cultures because problems are so complex.\"\u003c/li>\n\u003cli>\u003cstrong>ALTERNATIVE ASSESSMENT. \u003c/strong>\"You don’t have the opportunity to show what you know in a regular school because standardized tests that are mandated only show what some kids know, but leave out a whole bunch of kids who aren't able to show what they know in different ways,\" she said. We should have alternative criteria for gauging students' knowledge and ability to show what they know.\u003c/li>\n\u003cli>\u003cstrong>SCHEDULING\u003c/strong>. Neuroscience research on sleep is becoming more compelling by the day, particularly around depression, Levine said. \"We’d always thought fatigue is symptom of depression, but now it's looking more like lack of sleep \u003cem>causes\u003c/em> depression, and that’s something looked at seriously.\" Kids needs nine hours of sleep, and if schools were in synch developmentally with teenagers, should would start at 10 a.m., especially when kids enter adolescence. Teachers should also coordinate their exams with each other to ensure that students are not taking multiple tests on the same day.\u003c/li>\n\u003cli>\u003cstrong>CLIMATE OF CARE.\u003c/strong> Research shows that kids do better in classes where teachers know their names and say hello to them, and when they have their own advocates or advisers at school. \"Almost every private school has advisory, a person for each kid to go to,\" Levine said. \"But in public schools, there are just a few counselors for a thousand kids or more. By the time you’re hitting high school, you need someone apart from parents to test ideas with, to kick around problems, a go-to person who a kid feels knows them.\"\u003c/li>\n\u003cli>\u003cstrong>PARENT EDUCATION. \u003c/strong>Well-meaning parents are confounded with how to approach managing their kids' times. Kids needs playtime, downtime, and family time, Levine said. \"We've robbed kids at each stage of childhood and adolescence of tasks that belong in that particular stage,\" she said. \"You can't push kids outside their developmental zone and expect them to learn. You want to push them towards the edge of it, but not over.\"\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How to Fuel the Innovation Engine in Learning",
"title": "How to Fuel the Innovation Engine in Learning",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_23698\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/231372270_fd881f152e_b1.jpg\">\u003cimg class=\"size-large wp-image-23698\" title=\"231372270_fd881f152e_b\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/231372270_fd881f152e_b1-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:JUvertson\u003c/p>\n\u003c/div>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap\">Can creativity be taught? If innovation is truly the key to this country's success, then it's time to think strategically about engendering creativity into our education system.\u003c/p>\n\u003cp>That's part of Tina Seelig's thesis in her new book \u003ca href=\"http://www.amazon.com/inGenius-A-Crash-Course-Creativity/dp/0062020706\">Ingenius: A Crash Course on Creativity\u003c/a>. Case in point: In schools, when we give students math problems to solve, we ask simply, “What’s the sum of 10+10?” to which there is only one right answer. But Seelig says we should turn the question on its head, and ask, “How many ways can you add 10+10?” The question you ask is the frame in which the answers will fall, Seelig says.\u003c/p>\n\u003cp>This approach is fundamental to Seelig’s work as a professor at the Hasso Plattner Institute of Design at Stanford. The Institute (or “d.school”), renowned for incubating inventive new businesses, is committed to teaching students about design thinking. And it’s in her course on creativity where Seelig introduces students to her celebrated Innovation Engine, which she says represents all the values we need to unlock creativity.\u003c/p>\n\u003cp>The Engine has six parallel lines in a Möbius strip design. Three internal human factors comprise our knowledge, imagination, and attitude.\u003c/p>\n\u003cp>As \u003ca href=\"http://creativityrulz.blogspot.com/2012/03/introducing-innovation-engine.html\">Seelig describes it\u003c/a>:\u003c/p>\n\u003cul>\n\u003cli>Your knowledge provides the fuel for your imagination.\u003c/li>\n\u003cli>Your imagination is the catalyst for transforming knowledge into ideas.\u003c/li>\n\u003cli>Your attitude is the spark that sets the Innovation Engine in motion.\u003c/li>\n\u003c/ul>\n\u003cp>The \u003ca href=\"http://creativityrulz.blogspot.com/2012/03/introducing-innovation-engine.html\">other three lines \u003c/a>include external influences of resources, habitat and culture.\u003c/p>\n\u003cul>\n\u003cli>Resources are all the assets available to you.\u003c/li>\n\u003cli>Habitat includes the space, rules, constraints, and people around you.\u003c/li>\n\u003cli>Culture is the collective beliefs, values, & behaviors of your community.\u003c/li>\n\u003c/ul>\n\u003cp>These inside and outside strips are woven together because nothing can be looked at in isolation. \u003c!--more-->The best part? You can start anywhere.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>USING FAILURE TO LEARN\u003c/strong>\u003c/p>\n\u003cp>If this strip is the engine, then the chassis is a modest idea that failure gives us useful data.\u003cbr>\n“I crafted the Innovation Engine dozens of ways before finding one that clicked,” Seelig writes. Failure is not a waste of time, rather it is constantly testing new ideas. “The big idea is by looking at ‘failures’ as ‘data’ we enhance everyone’s willingness to experiment.”\u003c/p>\n\u003cp>A willingness to experiment in order to unlock creativity drives Seelig’s outlandish d.school lessons. In sync with some of the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/\">au courant ideas about students and failure\u003c/a>, Seelig created a workshop called “The Failure Faire” for her students to experiment with failure, and to challenge their assumptions about its definition. In traditional educational settings, students are encouraged to perfect their material before they share it with others. Seelig takes an altogether different tack, suggesting that the sharing of all kinds of unedited ideas, even the bad ones, is a practice that cultivates collaboration and innovation in earnest.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/12028902.jpg\">\u003cimg class=\"alignleft size-full wp-image-23690\" title=\"12028902\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/12028902.jpg\" alt=\"\" width=\"258\" height=\"258\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-75x75.jpg 75w\" sizes=\"(max-width: 258px) 100vw, 258px\">\u003c/a>Seelig’s classroom exercises and experiments carry the same message over and over: Everything you see is ripe for innovation. In one example she cites in the book, Seeling asked students in Osaka to squeeze out as much value as they could from the contents of a single trash can in two hours. As a challenge, it's actually not that far removed from the realities of what most cities around the world -- especially high-population areas in Asia -- are tackling.\u003c/p>\n\u003cp>Another popular approach Seelig mentions is the “Marshmallow Challenge,” which all types of people can use: everyone from cross-functional corporate teams, to kids in \u003ca href=\"http://www.destinationimagination.org/\">Destination Imagination \u003c/a>programs. Teams are given 18 minutes to build the tallest freestanding structure possible out of 20 sticks of spaghetti, one yard of string, one yard of masking tape and one marshmallow. The marshmallow goes on the top of the structure. Of all the different teams who've tried this, it might come as no surprise to teachers to learn that children are the most creative and had the most fun with the challenge.\u003c/p>\n\u003cp>Teachers and students of all ages may want to consider starting toward the back of the book with the chapter “Move Fast, Break Things.” This chapter is particularly useful for educators who want to reframe how they envision brainstorming, or turn their classrooms into \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/how-to-turn-your-classroom-into-an-idea-factory/\">fruitful idea labs\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Quoting Henry Ford, Seelig reiterates: “Failure is only the opportunity to begin again more intelligently.”\u003c/p>\n\n",
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"description": "Flickr:JUvertson By Jennie Rose Can creativity be taught? If innovation is truly the key to this country's success, then it's time to think strategically about engendering creativity into our education system. That's part of Tina Seelig's thesis in her new book Ingenius: A Crash Course on Creativity. Case in point: In schools, when we give",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23698\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/231372270_fd881f152e_b1.jpg\">\u003cimg class=\"size-large wp-image-23698\" title=\"231372270_fd881f152e_b\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/231372270_fd881f152e_b1-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:JUvertson\u003c/p>\n\u003c/div>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap\">Can creativity be taught? If innovation is truly the key to this country's success, then it's time to think strategically about engendering creativity into our education system.\u003c/p>\n\u003cp>That's part of Tina Seelig's thesis in her new book \u003ca href=\"http://www.amazon.com/inGenius-A-Crash-Course-Creativity/dp/0062020706\">Ingenius: A Crash Course on Creativity\u003c/a>. Case in point: In schools, when we give students math problems to solve, we ask simply, “What’s the sum of 10+10?” to which there is only one right answer. But Seelig says we should turn the question on its head, and ask, “How many ways can you add 10+10?” The question you ask is the frame in which the answers will fall, Seelig says.\u003c/p>\n\u003cp>This approach is fundamental to Seelig’s work as a professor at the Hasso Plattner Institute of Design at Stanford. The Institute (or “d.school”), renowned for incubating inventive new businesses, is committed to teaching students about design thinking. And it’s in her course on creativity where Seelig introduces students to her celebrated Innovation Engine, which she says represents all the values we need to unlock creativity.\u003c/p>\n\u003cp>The Engine has six parallel lines in a Möbius strip design. Three internal human factors comprise our knowledge, imagination, and attitude.\u003c/p>\n\u003cp>As \u003ca href=\"http://creativityrulz.blogspot.com/2012/03/introducing-innovation-engine.html\">Seelig describes it\u003c/a>:\u003c/p>\n\u003cul>\n\u003cli>Your knowledge provides the fuel for your imagination.\u003c/li>\n\u003cli>Your imagination is the catalyst for transforming knowledge into ideas.\u003c/li>\n\u003cli>Your attitude is the spark that sets the Innovation Engine in motion.\u003c/li>\n\u003c/ul>\n\u003cp>The \u003ca href=\"http://creativityrulz.blogspot.com/2012/03/introducing-innovation-engine.html\">other three lines \u003c/a>include external influences of resources, habitat and culture.\u003c/p>\n\u003cul>\n\u003cli>Resources are all the assets available to you.\u003c/li>\n\u003cli>Habitat includes the space, rules, constraints, and people around you.\u003c/li>\n\u003cli>Culture is the collective beliefs, values, & behaviors of your community.\u003c/li>\n\u003c/ul>\n\u003cp>These inside and outside strips are woven together because nothing can be looked at in isolation. \u003c!--more-->The best part? You can start anywhere.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>USING FAILURE TO LEARN\u003c/strong>\u003c/p>\n\u003cp>If this strip is the engine, then the chassis is a modest idea that failure gives us useful data.\u003cbr>\n“I crafted the Innovation Engine dozens of ways before finding one that clicked,” Seelig writes. Failure is not a waste of time, rather it is constantly testing new ideas. “The big idea is by looking at ‘failures’ as ‘data’ we enhance everyone’s willingness to experiment.”\u003c/p>\n\u003cp>A willingness to experiment in order to unlock creativity drives Seelig’s outlandish d.school lessons. In sync with some of the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/\">au courant ideas about students and failure\u003c/a>, Seelig created a workshop called “The Failure Faire” for her students to experiment with failure, and to challenge their assumptions about its definition. In traditional educational settings, students are encouraged to perfect their material before they share it with others. Seelig takes an altogether different tack, suggesting that the sharing of all kinds of unedited ideas, even the bad ones, is a practice that cultivates collaboration and innovation in earnest.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/12028902.jpg\">\u003cimg class=\"alignleft size-full wp-image-23690\" title=\"12028902\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/12028902.jpg\" alt=\"\" width=\"258\" height=\"258\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-75x75.jpg 75w\" sizes=\"(max-width: 258px) 100vw, 258px\">\u003c/a>Seelig’s classroom exercises and experiments carry the same message over and over: Everything you see is ripe for innovation. In one example she cites in the book, Seeling asked students in Osaka to squeeze out as much value as they could from the contents of a single trash can in two hours. As a challenge, it's actually not that far removed from the realities of what most cities around the world -- especially high-population areas in Asia -- are tackling.\u003c/p>\n\u003cp>Another popular approach Seelig mentions is the “Marshmallow Challenge,” which all types of people can use: everyone from cross-functional corporate teams, to kids in \u003ca href=\"http://www.destinationimagination.org/\">Destination Imagination \u003c/a>programs. Teams are given 18 minutes to build the tallest freestanding structure possible out of 20 sticks of spaghetti, one yard of string, one yard of masking tape and one marshmallow. The marshmallow goes on the top of the structure. Of all the different teams who've tried this, it might come as no surprise to teachers to learn that children are the most creative and had the most fun with the challenge.\u003c/p>\n\u003cp>Teachers and students of all ages may want to consider starting toward the back of the book with the chapter “Move Fast, Break Things.” This chapter is particularly useful for educators who want to reframe how they envision brainstorming, or turn their classrooms into \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/how-to-turn-your-classroom-into-an-idea-factory/\">fruitful idea labs\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Quoting Henry Ford, Seelig reiterates: “Failure is only the opportunity to begin again more intelligently.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
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},
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"order": 1
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"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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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
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"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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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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"id": "fresh-air",
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"hidden-brain": {
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"airtime": "SUN 7pm-8pm",
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"airtime": "SUN 7:30pm-8pm",
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"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. ",
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"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. ",
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"order": 18
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},
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"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/",
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},
"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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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
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"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",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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