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"content": "\u003cfigure id=\"attachment_23409\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/sfbrightworks/7566329228/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23409\" title=\"7566329228_4d5377458b_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7566329228_4d5377458b_z-620x410.jpg\" alt=\"\" width=\"620\" height=\"410\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students building a cafe at Brightworks School in San Francisco.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Suzie Boss\u003c/h5>\n\u003ch5>The following suggestions for turning K-12 classrooms into innovation spaces come from \u003ca href=\"http://archive.solution-tree.com/Public/LookInside.aspx?ProductCode=BKF546\">\u003cem>Bringing Innovation to School: Empowering Students to Thrive in a Changing World\u003c/em>\u003c/a>, published in July by Solution Tree.\u003c/h5>\n\u003cp class=\"dropcap-serif\">How can we prepare today’s students to become tomorrow’s innovators? It’s an urgent challenge, repeated by President Obama, corporate CEOs, and global education experts like Yong Zhao and Tony Wagner. Virtually every discussion of 21\u003csup>st\u003c/sup>-century learning puts innovation and its close cousin, creativity, atop the list of skills students must have for the future.\u003c/p>\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\u003cp>How do we fill the gap between saying we must encourage innovation and teaching students how to actually generate and execute original ideas? The answers are emerging from classrooms across the country where pioneering teachers are making innovation a priority. Their strategies vary widely, from tinkering workshops and design studios to digital gaming and global challenges. By emphasizing problem solving and creativity in the core curriculum, these advance scouts are demonstrating that innovation is both powerful and teachable.\u003c/p>\n\u003cp>Across disparate fields, from engineering and technology to the social and environmental sectors, innovators use a common problem-solving process. They frame problems carefully, looking at issues from all sides to find opportunity gaps. They may generate many possible solutions before focusing their efforts. They refine solutions through iterative cycles, learning from failure along with success. When they hit on worthy ideas, innovators network with others and share results widely.\u003c/p>\n\u003cp>In the classroom, this same process corresponds neatly with the stages of project-based learning. In PBL, students investigate intriguing questions that lead them to learn important academic content. They apply their learning to create something new, demonstrate their understanding, or teach others about the issue they have explored. By emphasizing key thinking skills throughout the PBL process, teachers can guide students to operate the same way that innovators do in all kinds of settings.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here are eight tips to borrow from classrooms where teachers are reinventing yesterday’s schools as tomorrow’s idea factories.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. WELCOME AUTHENTIC QUESTIONS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Good projects start with good questions. Listen closely to students to find out what makes them curious. Instead of presenting them with ready-made assignments, invite student feedback when \u003c!--more-->you are designing projects. Make sure your driving questions for projects involve real-world issues that students care about investigating.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>2. ENCOURAGE EFFECTIVE TEAMWORK.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Projects offer an ideal context to develop students’ collaboration skills, but make sure teamwork doesn’t feel contrived. If projects are too big for any one student to manage alone, team members will have a real reason to rely on each other’s contributions. Teach students how to break a big project into manageable pieces and bring out the best ideas from everyone on the team. Offer them examples of innovations (from the Mars rover to the iPad) that wouldn’t have been possible without team efforts.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>3. BE READY TO GO BIG.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Innovators have a tendency to think big. They know how to use social networking tools to make a worthy idea go viral. Encourage students to share their projects with audiences beyond the classroom, using digital tools like YouTube or online publishing sites. Help them build networks to exchange ideas with peers and learn from experts around the globe.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>4. BUILD EMPATHY. \u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>Innovation doesn’t happen in a vacuum. Innovators who have empathy can step outside their own perspective and see issues from multiple viewpoints. Approaching a problem this way leads to better solutions. Teach students strategies for making field observations, conducting focus groups or user interviews, or gathering stories that offer insights into others’ perspectives.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>5. UNCOVER PASSION.\u003c/strong>\u003c/p>\n\u003cp>Passion is what keeps innovators motivated to persist despite long odds and flawed first efforts. Find out what drives students’ interests during out-of-school time, and look for opportunities to connect these pursuits with school projects. Ask students: When you feel most creative, what are you doing? What tools or technologies are you using? Their answers should set the stage for more engaging projects.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>6. AMPLIFY WORTHY IDEAS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>In today’s flat world, where access to information is ubiquitous, innovation can happen anywhere. Opportunities to support good ideas are also getting flattened. Philanthropy and venture funding, once reserved for the wealthy, have been crowdsourced with online platforms like Kiva (\u003ca href=\"http://www.kiva.org\">www.kiva.org\u003c/a>) and Kickstarter (\u003ca href=\"http://www.kickstarter.com\">www.kickstarter.com\u003c/a>). To participate fully in the culture of innovation, students need to be able to do more than generate their own ideas. They also need to know how to critically evaluate others’ brainstorms and decide which ones are worth supporting. Develop classroom protocols for students to critically evaluate each other’s ideas. They may decide to throw their collective energy behind one promising idea or pull components from multiple teams into a final project.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>7. KNOW WHEN TO SAY NO.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Being a critical thinker also means being able to spot ideas that aren’t ready for prime time. Bold new ideas may have bugs that need to be worked out. An approach that appears to be a game-changer may be too expensive for the benefits it affords or may have unanticipated consequences. Give students opportunities to look for potential pitfalls and know when to say no.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>8. ENCOURAGE BREAKTHROUGHS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Will students come up with breakthrough ideas in every project? Probably not, but you can encourage them to stretch their thinking by setting ambitious goals. What would students be able to do or demonstrate if they were truly operating as innovators? Provide them with real-world examples by sharing stories of innovators from many fields, including social innovators who tackle wicked problems like poverty or illiteracy. Share the back stories of breakthroughs to show how much effort went into each inspired idea. Let students know they can’t expect to reach breakthrough solutions to every problem they tackle. Finding out what doesn’t work can be a useful outcome, too. Genuine innovation is indeed rare—but worth recognizing and celebrating when it happens.\u003c/p>\n\n",
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"content": "\u003cfigure id=\"attachment_23384\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/lessons-learned-how-a-progressive-new-school-evolves/7566338594_488672fb61/\" rel=\"attachment wp-att-23384\">\u003cimg class=\"size-full wp-image-23384\" title=\"7566338594_488672fb61\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7566338594_488672fb61.jpg\" alt=\"\" width=\"500\" height=\"331\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-320x212.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When we envision a well-rounded, progressive education for our kids, we think of a vibrant environment that nurtures students' passions, provides structure for rich and deep learning, a place where kids can get their hands on projects that are meaningful to them.\u003c/p>\n\u003cp>That's the goal at \u003ca title=\"Brightworks\" href=\"http://sfbrightworks.org\" target=\"_blank\">Brightworks\u003c/a>, a small, K-12 private school just starting its second year in San Francisco: to re-imagine traditional modes of education so that curiosity and creativity hold sway over standardized tests and worksheets. But in the course of creating this space for students' interests, the school has also had to refine some of its original ideas to make room for realities like assessments and how to group students.\u003c/p>\n\u003cp>\u003ca title=\"Brightworks: A School That Rethinks School\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/\" target=\"_blank\">Brightworks first opened \u003c/a>last fall, billed as a progressive school that allows kids to follow their own passions. It's organized very differently from traditional schools. Teachers are known as “collaborators” and the curriculum is centered on “\u003ca title=\"Bightworks arc\" href=\"http://sfbrightworks.org/the-brightworks-arc/\" target=\"_blank\">the Brightworks arc\u003c/a>,” which divides learning into three phases – exploration, expression, and exposition – based on a central theme. The students explore a theme, design projects around that theme, then present their work to the community. The idea is that these projects – such as building a wooden stage for a play they've written or using aerial silks to demonstrate kinetic energy – provide the context for learning core academic skills.\u003c/p>\n\u003cp>As with every experiment, the first year has provided plenty of opportunities for refining, according to founder and co-director \u003ca title=\"Brightworks staff\" href=\"http://sfbrightworks.org/our-staff/\" target=\"_blank\">Gever Tulley\u003c/a>.\u003c/p>\n\u003cp>“It’s been a great year. We’ve had great moments and we’ve had hiccup-y moments,” Tulley said.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Or as one parent, Amanda Moore, puts it, “It’s been everything we expected and nothing we\u003cstrong>\u003c/strong> expected.”\u003c/p>\n\u003cp>\u003cstrong>CREATING A STRUCTURE\u003c/strong>\u003c/p>\n\u003cp>While the school still follows the basic \"arc\" structure it started with, Tulley says there have been a lot of refinements. One major change has been how students are grouped. The year started with kids of all ages -- six to 12 -- working together on everything. But that proved problematic. What's easily graspable to a 12-year-old might be far over the head of a six-year-old, and what might be new and interesting to a six-year-old could bore a 12-year-old. Now, students are grouped into age-based cohorts, or “bands,” so that age-appropriate work could move along more smoothly.\u003c/p>\n\u003cp>What happens during the day is more or less fluid at Brightworks -- in fact, a typical day is hard to describe, as the school values spontaneity and student-directed work. Overall the typical structure involves a few key parts: 1) Morning Circle, when the entire school gets together to check in and make announcements; 2) \"band\" meetings, or small-group reflections where students check in with one another and the teacher about where they're at in a certain project arc and what they plan to do that day; 3) Exploration or Expression phase activities, often involving a field trip or a visit from a professional in some field; and 4) Closing Circle time when the entire school gathers again to reflect and part ways.\u003c/p>\n\u003cfigure id=\"attachment_23385\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800.jpg\">\u003cimg class=\"size-large wp-image-23385\" title=\"diagram800\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800-620x326.jpg\" alt=\"\" width=\"620\" height=\"326\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Brightworks Arc\u003c/figcaption>\u003c/figure>\n\u003cp>Tulley admits that the collaborators still struggle with the most appropriate way to integrate core academics into project work. “You don’t want to compromise the quality of the project phase by cramming a math exercise into it,” he says, but there are still plenty of teachable moments (building wooden structures involves math, for example) and collaborators are trying to build their knowledge base and comfort zones around those.\u003c/p>\n\u003cp>\u003cstrong>MEANINGFUL ASSESSMENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>“We’re still in a lot of discussions about meaningful ways to assess children without the harm of grading and testing,” Tulley says, adding that many students at traditional schools have optimized the ability to cram for a test, then to purge the information post-test. “I think that’s something that we’ll develop over time.”\u003c/p>\n\u003cp>Student assessment at Brightworks takes the holistic approach. At the end of last year, teachers pored over student work, progress, accomplishments, behavior, and everything else that contributed to a student's experience and put together a two- to three-page narrative assessment sent home to parents. These assessments were specifically tailored to each student, but were based on a template that Brightworks staff put together based on \"all of the things we want our students to eventually be,\" says Director Ellen Hathaway -- including qualifications in academic areas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Assessments are specifically tailored to each student, based on a template that staff put together based on “all of the things we want our students to eventually be.\"\u003c/p>\n\u003c/aside>\n\u003cp>The assessments covered three areas: students' project-based learning, social and emotional learning, and skills acquisition and quantitative learning, according to Program Coordinator Justine Macauley. \"Rather than assessing the students' work product, we looked at their work and development during the process of their project,\" asking questions like, \u003cem> Are they a supporter of other students' projects or do they spearhead their own? Do they listen to others? Do they self-advocate? What subject areas do they gravitate to?\u003c/em> and \u003cem>How adept is the student at organizing him/herself, their projects, their process? \u003c/em>\u003c/p>\n\u003cp>This coming school year, staff will be looking at the same three areas broadly, but with more specific focus on certain areas depending on the projects and the arc topic, Macauley said.\u003c/p>\n\u003cp>Another change is the frequency in assessments: They'll happen three times a year, instead of just once, which Hathaway says will be more effective and far easier for teachers to manage.\u003c/p>\n\u003cp>\u003cstrong>A YEAR IN REVIEW\u003c/strong>\u003c/p>\n\u003cp>Many parents and collaborators are excited to be part of the growing Brightworks community and are surprised by the positive effects the school has had on its students. Others are skeptical about both the model and its execution. Does this open-ended, student-driven approach mean that kids aren’t learning core academic skills? Is there too much time for free play? Are there adequate assessments in place so that learning can be measured?\u003c/p>\n\u003cp>One of the critics, who commented on the \u003ca title=\"Brightworks: A School That Rethinks School comments\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/#comments\" target=\"_blank\">previous article on Brightworks,\u003c/a> responded to a few questions via e-mail on the condition of anonymity. Despite an appreciation for the school’s mission, the commenter -- who claims to be familiar with the inner-workings of the school -- finds that the departure from traditional curriculum at Brightworks forgoes academic rigor, daily structure, and basic classroom management. “Children need schedules to feel their environment is a safe and predictable place,” the commenter said, adding that there may be “students as old as 10 who don’t know how to do multiplication or how to use a dictionary. \"There are basic skills we need as adults to succeed in our culture, like critical thinking, analyzing, evaluating and synthesizing information.\"\u003c/p>\n\u003cp>These are common concerns when teachers and parents investigate a model like Brightworks. Is it okay to let a child learn to read and to do basic math later than what's typically done in traditional schools? Do students exercise critical thinking and analysis at Brightworks, or does the lack of structure inhibit learning?\u003c/p>\n\u003cp>For Amanda Moore, a teacher whose daughter is six and attends Brightworks, the results are evident in what she sees everyday. “The real feature of my day is that I show up at 3:30 and she does not want to leave. She feels empowered by her education. She understands that she’s responsible for things,” Moore says.\u003c/p>\n\u003cfigure id=\"attachment_23386\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z.jpg\">\u003cimg class=\"size-medium wp-image-23386\" title=\"7206259704_355833cf1e_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students work on projects throughout the school day.\u003c/figcaption>\u003c/figure>\n\u003cp>Adds Tulley, “Each child has his or her personal narrative through the school. That seems to be working really well. They each have an individualized experience. It feels like they have a story to tell; it feels personal.”\u003c/p>\n\u003cp>That’s also important for parent Angela Wall, whose nine-year-old will attend Brightworks this fall. During the past few years while her daughter has attended traditional schools, Wall says she would see her “flourish during vacations in developing her curiosity and seemingly become frustrated” during the school year. “I want her to be set up with a lifelong love of learning,” Wall says. “And I’m not convinced that the education she’s currently involved with is doing that. I see it squashing some of her passions, slowly.”\u003c/p>\n\u003cp>Wall says she arrived at Brightworks as a huge skeptic, grilling the collaborators and founders about academic skills, assessment, and even college admissions without standardized tests (although apparently, Brightworks has been talking with Stanford University about providing different admissions requirements for students who’ve been schooled in alternative ways). And she left feeling “very very inspired and ignited intellectually,” finding that Brightworks prioritizes collaboration between students and the ability to tackle a problem, embrace failure, and try again above all else – key skills in a collaborative age.\u003c/p>\n\u003cp>\u003cstrong>NOT FOR EVERY CHILD\u003c/strong>\u003c/p>\n\u003cp>Still, this school is not for every child, nor every parent, and part of Brightworks’ struggle is to accurately assess a kind of educational model that doesn’t have much precedent. “What we’re trying to develop is something difficult to test: the habits and abilities of a lifelong learner, someone who seeks challenge and enjoys looking at topics that they haven’t encountered before,” Tulley says.\u003c/p>\n\u003cp>Though for some parents, this kind of experimentation is worrisome, for parents like Amanda Moore, it’s ideal. “My six-year-old is learning how to draw a bird,” she says. “She’s learning math by measuring a wing span. I’m less worried about her being able to meet a reading benchmark. The question is, can she meet a challenge?”\u003c/p>\n\u003cp>Above all, says Tulley, Brightworks’ commitment to grow and evolve in conversation with its parents and community will be the key to its success. This coming year will involve more vetting and relationship-building with some of the professionals and experts they’ve brought in to collaborate with educators, for instance. They'll also bring in a fresh crop of educators to accommodate a few more students and develop a more focused, pre-planned Brightworks arc.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It may all fail,” says parent Angela Wall, who has committed to trying Brightworks for a year. “But I also want my daughter to know that people fail – and that when you go through failures, you figure out how to move on.” Sure, she says, “I’m taking a leap of faith with this school. But I’m willing to take that leap.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_23384\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/lessons-learned-how-a-progressive-new-school-evolves/7566338594_488672fb61/\" rel=\"attachment wp-att-23384\">\u003cimg class=\"size-full wp-image-23384\" title=\"7566338594_488672fb61\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7566338594_488672fb61.jpg\" alt=\"\" width=\"500\" height=\"331\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-320x212.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When we envision a well-rounded, progressive education for our kids, we think of a vibrant environment that nurtures students' passions, provides structure for rich and deep learning, a place where kids can get their hands on projects that are meaningful to them.\u003c/p>\n\u003cp>That's the goal at \u003ca title=\"Brightworks\" href=\"http://sfbrightworks.org\" target=\"_blank\">Brightworks\u003c/a>, a small, K-12 private school just starting its second year in San Francisco: to re-imagine traditional modes of education so that curiosity and creativity hold sway over standardized tests and worksheets. But in the course of creating this space for students' interests, the school has also had to refine some of its original ideas to make room for realities like assessments and how to group students.\u003c/p>\n\u003cp>\u003ca title=\"Brightworks: A School That Rethinks School\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/\" target=\"_blank\">Brightworks first opened \u003c/a>last fall, billed as a progressive school that allows kids to follow their own passions. It's organized very differently from traditional schools. Teachers are known as “collaborators” and the curriculum is centered on “\u003ca title=\"Bightworks arc\" href=\"http://sfbrightworks.org/the-brightworks-arc/\" target=\"_blank\">the Brightworks arc\u003c/a>,” which divides learning into three phases – exploration, expression, and exposition – based on a central theme. The students explore a theme, design projects around that theme, then present their work to the community. The idea is that these projects – such as building a wooden stage for a play they've written or using aerial silks to demonstrate kinetic energy – provide the context for learning core academic skills.\u003c/p>\n\u003cp>As with every experiment, the first year has provided plenty of opportunities for refining, according to founder and co-director \u003ca title=\"Brightworks staff\" href=\"http://sfbrightworks.org/our-staff/\" target=\"_blank\">Gever Tulley\u003c/a>.\u003c/p>\n\u003cp>“It’s been a great year. We’ve had great moments and we’ve had hiccup-y moments,” Tulley said.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Or as one parent, Amanda Moore, puts it, “It’s been everything we expected and nothing we\u003cstrong>\u003c/strong> expected.”\u003c/p>\n\u003cp>\u003cstrong>CREATING A STRUCTURE\u003c/strong>\u003c/p>\n\u003cp>While the school still follows the basic \"arc\" structure it started with, Tulley says there have been a lot of refinements. One major change has been how students are grouped. The year started with kids of all ages -- six to 12 -- working together on everything. But that proved problematic. What's easily graspable to a 12-year-old might be far over the head of a six-year-old, and what might be new and interesting to a six-year-old could bore a 12-year-old. Now, students are grouped into age-based cohorts, or “bands,” so that age-appropriate work could move along more smoothly.\u003c/p>\n\u003cp>What happens during the day is more or less fluid at Brightworks -- in fact, a typical day is hard to describe, as the school values spontaneity and student-directed work. Overall the typical structure involves a few key parts: 1) Morning Circle, when the entire school gets together to check in and make announcements; 2) \"band\" meetings, or small-group reflections where students check in with one another and the teacher about where they're at in a certain project arc and what they plan to do that day; 3) Exploration or Expression phase activities, often involving a field trip or a visit from a professional in some field; and 4) Closing Circle time when the entire school gathers again to reflect and part ways.\u003c/p>\n\u003cfigure id=\"attachment_23385\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800.jpg\">\u003cimg class=\"size-large wp-image-23385\" title=\"diagram800\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800-620x326.jpg\" alt=\"\" width=\"620\" height=\"326\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Brightworks Arc\u003c/figcaption>\u003c/figure>\n\u003cp>Tulley admits that the collaborators still struggle with the most appropriate way to integrate core academics into project work. “You don’t want to compromise the quality of the project phase by cramming a math exercise into it,” he says, but there are still plenty of teachable moments (building wooden structures involves math, for example) and collaborators are trying to build their knowledge base and comfort zones around those.\u003c/p>\n\u003cp>\u003cstrong>MEANINGFUL ASSESSMENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>“We’re still in a lot of discussions about meaningful ways to assess children without the harm of grading and testing,” Tulley says, adding that many students at traditional schools have optimized the ability to cram for a test, then to purge the information post-test. “I think that’s something that we’ll develop over time.”\u003c/p>\n\u003cp>Student assessment at Brightworks takes the holistic approach. At the end of last year, teachers pored over student work, progress, accomplishments, behavior, and everything else that contributed to a student's experience and put together a two- to three-page narrative assessment sent home to parents. These assessments were specifically tailored to each student, but were based on a template that Brightworks staff put together based on \"all of the things we want our students to eventually be,\" says Director Ellen Hathaway -- including qualifications in academic areas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Assessments are specifically tailored to each student, based on a template that staff put together based on “all of the things we want our students to eventually be.\"\u003c/p>\n\u003c/aside>\n\u003cp>The assessments covered three areas: students' project-based learning, social and emotional learning, and skills acquisition and quantitative learning, according to Program Coordinator Justine Macauley. \"Rather than assessing the students' work product, we looked at their work and development during the process of their project,\" asking questions like, \u003cem> Are they a supporter of other students' projects or do they spearhead their own? Do they listen to others? Do they self-advocate? What subject areas do they gravitate to?\u003c/em> and \u003cem>How adept is the student at organizing him/herself, their projects, their process? \u003c/em>\u003c/p>\n\u003cp>This coming school year, staff will be looking at the same three areas broadly, but with more specific focus on certain areas depending on the projects and the arc topic, Macauley said.\u003c/p>\n\u003cp>Another change is the frequency in assessments: They'll happen three times a year, instead of just once, which Hathaway says will be more effective and far easier for teachers to manage.\u003c/p>\n\u003cp>\u003cstrong>A YEAR IN REVIEW\u003c/strong>\u003c/p>\n\u003cp>Many parents and collaborators are excited to be part of the growing Brightworks community and are surprised by the positive effects the school has had on its students. Others are skeptical about both the model and its execution. Does this open-ended, student-driven approach mean that kids aren’t learning core academic skills? Is there too much time for free play? Are there adequate assessments in place so that learning can be measured?\u003c/p>\n\u003cp>One of the critics, who commented on the \u003ca title=\"Brightworks: A School That Rethinks School comments\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/#comments\" target=\"_blank\">previous article on Brightworks,\u003c/a> responded to a few questions via e-mail on the condition of anonymity. Despite an appreciation for the school’s mission, the commenter -- who claims to be familiar with the inner-workings of the school -- finds that the departure from traditional curriculum at Brightworks forgoes academic rigor, daily structure, and basic classroom management. “Children need schedules to feel their environment is a safe and predictable place,” the commenter said, adding that there may be “students as old as 10 who don’t know how to do multiplication or how to use a dictionary. \"There are basic skills we need as adults to succeed in our culture, like critical thinking, analyzing, evaluating and synthesizing information.\"\u003c/p>\n\u003cp>These are common concerns when teachers and parents investigate a model like Brightworks. Is it okay to let a child learn to read and to do basic math later than what's typically done in traditional schools? Do students exercise critical thinking and analysis at Brightworks, or does the lack of structure inhibit learning?\u003c/p>\n\u003cp>For Amanda Moore, a teacher whose daughter is six and attends Brightworks, the results are evident in what she sees everyday. “The real feature of my day is that I show up at 3:30 and she does not want to leave. She feels empowered by her education. She understands that she’s responsible for things,” Moore says.\u003c/p>\n\u003cfigure id=\"attachment_23386\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z.jpg\">\u003cimg class=\"size-medium wp-image-23386\" title=\"7206259704_355833cf1e_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students work on projects throughout the school day.\u003c/figcaption>\u003c/figure>\n\u003cp>Adds Tulley, “Each child has his or her personal narrative through the school. That seems to be working really well. They each have an individualized experience. It feels like they have a story to tell; it feels personal.”\u003c/p>\n\u003cp>That’s also important for parent Angela Wall, whose nine-year-old will attend Brightworks this fall. During the past few years while her daughter has attended traditional schools, Wall says she would see her “flourish during vacations in developing her curiosity and seemingly become frustrated” during the school year. “I want her to be set up with a lifelong love of learning,” Wall says. “And I’m not convinced that the education she’s currently involved with is doing that. I see it squashing some of her passions, slowly.”\u003c/p>\n\u003cp>Wall says she arrived at Brightworks as a huge skeptic, grilling the collaborators and founders about academic skills, assessment, and even college admissions without standardized tests (although apparently, Brightworks has been talking with Stanford University about providing different admissions requirements for students who’ve been schooled in alternative ways). And she left feeling “very very inspired and ignited intellectually,” finding that Brightworks prioritizes collaboration between students and the ability to tackle a problem, embrace failure, and try again above all else – key skills in a collaborative age.\u003c/p>\n\u003cp>\u003cstrong>NOT FOR EVERY CHILD\u003c/strong>\u003c/p>\n\u003cp>Still, this school is not for every child, nor every parent, and part of Brightworks’ struggle is to accurately assess a kind of educational model that doesn’t have much precedent. “What we’re trying to develop is something difficult to test: the habits and abilities of a lifelong learner, someone who seeks challenge and enjoys looking at topics that they haven’t encountered before,” Tulley says.\u003c/p>\n\u003cp>Though for some parents, this kind of experimentation is worrisome, for parents like Amanda Moore, it’s ideal. “My six-year-old is learning how to draw a bird,” she says. “She’s learning math by measuring a wing span. I’m less worried about her being able to meet a reading benchmark. The question is, can she meet a challenge?”\u003c/p>\n\u003cp>Above all, says Tulley, Brightworks’ commitment to grow and evolve in conversation with its parents and community will be the key to its success. This coming year will involve more vetting and relationship-building with some of the professionals and experts they’ve brought in to collaborate with educators, for instance. They'll also bring in a fresh crop of educators to accommodate a few more students and develop a more focused, pre-planned Brightworks arc.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_21157\" class=\"wp-caption center\" style=\"max-width: 506px\">\u003cimg class=\"size-full wp-image-21157\" title=\"78488786\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/78488786.jpg\" alt=\"\" width=\"506\" height=\"336\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/78488786.jpg 506w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/78488786-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/78488786-320x212.jpg 320w\" sizes=\"(max-width: 506px) 100vw, 506px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Do you think you’re creative?”\u003c/p>\n\u003cp>Ask this question of a group of second-graders, and about 95 percent of them will answer “Yes.” Three years later, when the kids are in fifth grade, that proportion will drop to 50 percent—and by the time they’re seniors in high school, it’s down to 5 percent.\u003c/p>\n\u003cp>Author Jonah Lehrer recently discussed the implications of these sobering statistics for education in his new book, \u003cem>\u003ca href=\"http://www.amazon.com/Imagine-Creativity-Works-Jonah-Lehrer/dp/0547386079\">Imagine: How Creativity Works\u003c/a>.\u003c/em> In a talk and question-and-answer session \u003ca href=\"www.commonwealthclub.org/events/2012-04-05/jonah-lehrer-how-creativity-works\">he participated in at the Commonwealth Club\u003c/a> in Palo Alto, California, last month, Lehrer talked about why children lose their playful sense of creativity as they get older, and how we can help them hang on to it.\u003c/p>\n\u003cp>Lehrer began by quoting Picasso: “Every child is born an artist. 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It’s during this period, he says, that many kids “conclude that they are not creative, and this is in large part because they start to realize that that their drawing is not quite as pretty as they would like, that they can put the brush in the wrong place, that their short stories don’t live up to their expectations—so they become self-conscious and self-aware, and then they shut themselves down.” Parents and teachers must intervene during this crucial window to ensure that children’s creativity doesn’t wither.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Right now we are grooming our kids to think in a very particular way, which assumes that the right way to be thinking is to be attentive, to stare straight ahead.\"\u003c/p>\n\u003c/aside>\n\u003cp>One such intervention: “We have to expand our notion of what productivity means,” said Lehrer. “Right now we are grooming our kids to think in a very particular way, which assumes that the right way to be thinking is to be attentive, to stare straight ahead—which is why we diagnose 20 percent of kids in many classrooms as having attention deficit disorders, when the research is actually more complicated.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>People with such conditions are actually more likely to become “eminent creative achievers” once they’re out in the real world, Lehrer noted. He cited research by Jordan Grafman of the University \u003c!--more-->of Toronto, showing that distractibility can be an asset as long as it’s combined with a moderately high IQ. “When you’re distractible, you’re always grabbing at seemingly irrelevant ideas and combining them with other ideas. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>People with such conditions are actually more likely to become “eminent creative achievers” once they’re out in the real world, Lehrer noted. He cited research by Jordan Grafman of the University \u003c!--more-->of Toronto, showing that distractibility can be an asset as long as it’s combined with a moderately high IQ. “When you’re distractible, you’re always grabbing at seemingly irrelevant ideas and combining them with other ideas. Most of those ideas won’t pan out, which is why being smart helps, because that means you can get rid of those ideas quickly,\" he said. \"But every once in a while, that new mash-up is going to be useful, is going to lead you somewhere interesting.”\u003c/p>\n\u003cp>Parents’ and teachers’ task, he said, is to help kids learn how to “productively daydream.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/nine-tenets-of-passion-based-learning/\">9 TENETS OF PASSION-BASED LEARNING\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/wheres-the-joy-in-learning/\">WHERE'S THE JOY IN LEARNING?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Lehrer’s second proposal: Teach children how to have “grit,” the perseverance and determination that’s required to create something new. He referenced the research on grit conducted by University of Pennsylvania psychologist Angela Duckworth, who professes the maxim “Choose easy, work hard.”\u003c/p>\n\u003cp>Lehrer elaborated: “What she means by that is that’s important to give kids a menu of possibilities pretty early on, a menu of things they might fall in love with—maybe it’s painting, maybe it’s drawing, maybe it’s writing, maybe it’s computer science—just a bunch of passions that they could discover. [You want them to] find these things that don’t feel like work, activities that just feel like fun. And then you have to remind them—‘OK, so you’ve found something you love, the goal you want to strive for. Now you have to work hard. Now you have to put in your thousands of hours of practice. Now you have to be willing to persevere through failure and frustrations.’”\u003c/p>\n\u003cp>With these key interventions, Lehrer suggested, children’s vital spirit of creativity can be kept alive.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/wwworks/3502480391/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-15593\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/3502480391_36f467ae3f-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:wwworks\u003c/p>\n\u003c/div>\n\u003cp>Could it be that the best way to learn happens in kindergarten? It's an intriguing proposition, one that's being explored at M.I.T. by folks like Mitch Resnick, the creator of the famous computer programming site for beginners called \u003ca href=\"http://www.scratch.mit.edu\">Scratch\u003c/a>.\u003c/p>\n\u003cp>Resnick brought up the idea last week at the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/an-attempt-at-describing-the-schools-of-tomorrow/\">New York Times' School for Tomorrow summit\u003c/a>, and proclaimed that \"schools should be on the edge of chaos,\" a comment that lit up the Twitterverse.\u003c/p>\n\u003cp>Resnick is one of three recipients, including Robert Beichner, a physics professor at North Carolina State University, and Julie Young, president of Florida Virtual School, of the \u003ca href=\"http://www.mcgraw-hill.com/site/about-us/mcgraw-prize\">McGraw Prize in\u003cbr>\nEducation.\u003c/a> The three of them worked on a paper that exemplifies how technology should work seamlessly with learning.\u003c/p>\n\u003cp>Here's Resnick's excerpt from the \u003ca href=\"http://www.mcgrawprizeined.com\">paper\u003c/a>\u003cstrong>, \u003c/strong>which in turn excerpts parts of \u003ca href=\"http://www.newcultureoflearning.com/\">\u003cem>A New Culture of Learning: Cultivating the Imagination for a World of Constant Change\u003c/em>\u003c/a> by Doug Thomas and John Seely Brown.\u003c/p>\n\u003ch5>By Mitch Resnick:\u003c/h5>\n\u003cp>At the \u003ca href=\"http://www.media.mit.edu/\">Media Lab at the Massachusetts Institute of Technology\u003c/a> our goal is to design technologies that empower people to explore, experiment, and express themselves in new ways. My \u003ca href=\"http://llk.media.mit.edu/\">Lifelong Kindergarten group\u003c/a> develops tools that engage people in creative learning experiences, emphasizing the type of interest-driven, collaborative activities that traditionally exist in kindergarten.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In the spirit of the blocks and finger paint of kindergarten, [let's] expand the range of what people can design, create, and learn.\"\u003c/aside>\n\u003cp>We are inspired by the way kindergarten students learn through a spiraling process in which they imagine what they want to do, create a project based on their ideas, play with their creations, share their ideas and creations with others, and reflect on their experiences – all of which leads them to imagine new ideas and new projects. This iterative learning process is ideal preparation for today’s \u003c!--more-->fast-changing society in which people must continually come up with innovative solutions to unexpected situations in their lives.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We work to develop new technologies that, in the spirit of the blocks and finger paint of kindergarten, expand the range of what people can design, create, and learn – thus sowing the seeds for a more creative society. Our goal is to help children learn to think creatively, reason systematically, work collaboratively, and learn continuously – essential skills for success in the 21st century. We are developing a new generation of technologies that not only enable children to connect with new concepts and ideas but also enable them to connect with other people, providing new pathways for sharing, collaborating, and empathizing with one another.\u003c/p>\n\u003cp>Examples from two of my projects – Scratch and the Computer Clubhouse – illustrate this point.\u003cbr>\nScratch is a graphical programming environment that makes it easy for children ages eight and up to create their own interactive stories, games, animations, and simulations – and then share their creations with one another online. Roughly one million children have joined the \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a> online community, where they share more than 2,000 new Scratch projects each day.\u003c/p>\n\u003cp>The way students use this online community provides a compelling example of how valuable human connections can be fostered by new digital tools. Participants in the Scratch community serve alternately as peers and teachers, solving problems and perfecting programs together. The following excerpt from \u003ca href=\"http://www.newcultureoflearning.com/\">\u003cem>A New Culture of Learning: Cultivating the Imagination for a World of Constant Change\u003c/em>\u003c/a>, a recent book by Doug Thomas and John Seely Brown, describes the experiences of nine-year-old Sam, who uses Scratch to create his own animations and games:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Scratch has an additional element that takes the experience to a different level: a collective, a community of similarly minded people who helped Sam learn and meet the very particular set of needs that he had. When Sam posted his game online to that community, it became accessible to thousands of other kids who were also working with Scratch, and that’s when some very interesting things started to happen. The other players were able not only to play Sam’s game, but also, with the click of a button, to download it into the Scratch interface, see the code, and modify it if they wished.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Perhaps the most important aspect of all, however, was the users’ ability to comment on projects they liked by clicking a “Love it?” button. What Sam found when he joined the online community was that he was no longer simply creating animations or games; he was part of a larger conversation. He was excited about receiving his first comment, of course. But when we asked Sam what it meant to be a good member of the Scratch community, we were surprised by his answer. It had nothing to do with building games or posting animations. Instead, Sam told us that the single most important thing was to “not be mean” in your comments and to make sure that you commented on something good when you came across it, as well. The game does not just teach programming; it cultivated citizenship...\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Sam made perhaps the most revealing comment, one that tells us the most about the new culture of learning, when we asked him what he looks for in other people’s programs. He told us, “something really cool that you could never know yourself.” While playing Scratch, Sam has learned a lot about programming and a lot about participating in online communities. But what he has learned most of all is how to learn from others.\u003c/em>\u003c/p>\n\u003cp>The following example illustrates how a 13-year-old girl, identified as “BalaBethany,” learned to program through interactions with peers online:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>BalaBethany enjoys drawing anime characters. So when she started using Scratch, it was natural for her to program animated stories featuring these characters. She began sharing her projects on the Scratch Web site, and other members of the community responded positively, posting glowing comments under her projects (such as “Awesome!” and “OMG I LUV IT!!!!!!”), along with questions about how she achieved certain visual effects (such as “How do you make a sprite look see-through?”). Encouraged, BalaBethany then created and shared new Scratch projects on a regular basis, like episodes in a TV series.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>She periodically added new characters to her series and at one point asked why not involve the whole Scratch community in the process? She created and uploaded a new Scratch project that announced a “contest,” asking other community members to design a sister for one of her characters. The project listed a set of requirements for the new character, including “Must have red or blue hair, please choose” and “Has to have either cat or ram horns, or a combo of both.”\u003c/em>\u003cbr>\n\u003cem> The project received more than 100 comments. One was from a community member who wanted to enter the contest but said she didn’t know how to draw anime characters. So BalaBethany produced another Scratch project, a step-by step tutorial, demonstrating a 13-step process for drawing and coloring anime characters.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Over the course of a year, BalaBethany programmed and shared more than 200 Scratch projects, covering a range of project types (stories, contests, tutorials, and more). Her programming and artistic skills progressed, and her projects clearly resonated with the Scratch community, receiving more than 12,000 comments.\u003c/em>\u003c/p>\n\u003cp>Our group at MIT also founded the \u003ca href=\"http://www.computerclubhouse.org/\">Computer Clubhouse project\u003c/a>, an international network of 100 after-school centers where low-income youth ages 10-18 learn to express themselves creatively with new technologies. With support from adult mentors, participants create interactive stories, music videos, and robotic constructions. The following excerpt underscores how technology can help children forge their identities and establish themselves as part of a community:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Consider Mike Lee, who spent time at the original Computer Clubhouse in Boston. Mike first came to the Clubhouse after he had dropped out of high school. His true passion was drawing. He filled up notebook after notebook with sketches of cartoon characters. At the Clubhouse, Mike developed a new method for his artwork. First, he would draw black-and-white sketches by hand. Then, he would scan the sketches into the computer and use the computer to color them in. His work often involved comic-book images of himself and his friends.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Over time, Mike learned to use more advanced computer techniques in his artwork. Everyone in the Clubhouse was impressed with Mike’s creations, and other youth began to come to him for advice. Some members explicitly mimicked Mike’s artistic style. Before long, a collection of “Mike Lee style” artwork filled the bulletin boards of the Clubhouse. “It’s kind of flattering,” said Mike.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>For the first time in Mike’s life, other people were looking up to him. He began to feel a new sense of responsibility. He decided to stop using guns in his artwork, feeling that it was a bad influence on the younger Clubhouse members. “My own personal artwork is more hard core, about street violence. I had a close friend who was shot and died,” Mike explained. “But I don’t want to bring that here. I have an extra responsibility. Kids don’t understand about guns; they think it’s cool. They see a fight, it’s natural they want to go see it. They don't understand. They’re just kids.”\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Mike began working with others at the Clubhouse on collaborative projects. Together, they created an Online Art Gallery on the Web. Once a week, they met with a local artist who agreed to be a mentor for the project. After a year, their online art show was accepted as an exhibition at Siggraph, the world’s premiere computer-graphics conference.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>As Mike worked with others at the Clubhouse, he began to experiment with new artistic techniques. He added more computer effects, and he began working on digital collages combining photographs and graphics, while still maintaining his distinctive style. Over time, Mike explored how he might use his artwork as a form of social commentary and political expression.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>As he worked at the Clubhouse, Mike Lee clearly learned a lot about computers and about graphic design. But he also began to develop his own ideas about teaching and learning. “At the Clubhouse, I was free to do what I wanted, learn what I wanted,” said Mike. “Whatever I did was just for me. If I had taken computer courses [in school], there would have been all those assignments. Here I could be totally creative.” Mike remembers – and appreciates – how the Clubhouse staff members treated him when he first started at the Clubhouse. They asked him to design the sign for the entrance to the Clubhouse, and looked to him as a resource. They never thought of him as a “high-school dropout” but as an artist.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>After several years of volunteer work at the Clubhouse, Mike earned his high- school equivalency diploma, then landed a job as a graphic designer at a high- tech company near Boston, designing graphics for the company’s web pages, stationery, catalogs, and brochures.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Mike’s experiences at the Computer Clubhouse illustrate the power of human interaction and digital learning to support and encourage a learner who felt alienated by his traditional school experience. With access to the technology and social support at the Computer Clubhouse, Mike learned how to develop his artistic skills, to share his expertise with others, and to become an active and productive member of his community.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/wwworks/3502480391/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-15593\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/3502480391_36f467ae3f-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:wwworks\u003c/p>\n\u003c/div>\n\u003cp>Could it be that the best way to learn happens in kindergarten? It's an intriguing proposition, one that's being explored at M.I.T. by folks like Mitch Resnick, the creator of the famous computer programming site for beginners called \u003ca href=\"http://www.scratch.mit.edu\">Scratch\u003c/a>.\u003c/p>\n\u003cp>Resnick brought up the idea last week at the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/an-attempt-at-describing-the-schools-of-tomorrow/\">New York Times' School for Tomorrow summit\u003c/a>, and proclaimed that \"schools should be on the edge of chaos,\" a comment that lit up the Twitterverse.\u003c/p>\n\u003cp>Resnick is one of three recipients, including Robert Beichner, a physics professor at North Carolina State University, and Julie Young, president of Florida Virtual School, of the \u003ca href=\"http://www.mcgraw-hill.com/site/about-us/mcgraw-prize\">McGraw Prize in\u003cbr>\nEducation.\u003c/a> The three of them worked on a paper that exemplifies how technology should work seamlessly with learning.\u003c/p>\n\u003cp>Here's Resnick's excerpt from the \u003ca href=\"http://www.mcgrawprizeined.com\">paper\u003c/a>\u003cstrong>, \u003c/strong>which in turn excerpts parts of \u003ca href=\"http://www.newcultureoflearning.com/\">\u003cem>A New Culture of Learning: Cultivating the Imagination for a World of Constant Change\u003c/em>\u003c/a> by Doug Thomas and John Seely Brown.\u003c/p>\n\u003ch5>By Mitch Resnick:\u003c/h5>\n\u003cp>At the \u003ca href=\"http://www.media.mit.edu/\">Media Lab at the Massachusetts Institute of Technology\u003c/a> our goal is to design technologies that empower people to explore, experiment, and express themselves in new ways. My \u003ca href=\"http://llk.media.mit.edu/\">Lifelong Kindergarten group\u003c/a> develops tools that engage people in creative learning experiences, emphasizing the type of interest-driven, collaborative activities that traditionally exist in kindergarten.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In the spirit of the blocks and finger paint of kindergarten, [let's] expand the range of what people can design, create, and learn.\"\u003c/aside>\n\u003cp>We are inspired by the way kindergarten students learn through a spiraling process in which they imagine what they want to do, create a project based on their ideas, play with their creations, share their ideas and creations with others, and reflect on their experiences – all of which leads them to imagine new ideas and new projects. This iterative learning process is ideal preparation for today’s \u003c!--more-->fast-changing society in which people must continually come up with innovative solutions to unexpected situations in their lives.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We work to develop new technologies that, in the spirit of the blocks and finger paint of kindergarten, expand the range of what people can design, create, and learn – thus sowing the seeds for a more creative society. Our goal is to help children learn to think creatively, reason systematically, work collaboratively, and learn continuously – essential skills for success in the 21st century. We are developing a new generation of technologies that not only enable children to connect with new concepts and ideas but also enable them to connect with other people, providing new pathways for sharing, collaborating, and empathizing with one another.\u003c/p>\n\u003cp>Examples from two of my projects – Scratch and the Computer Clubhouse – illustrate this point.\u003cbr>\nScratch is a graphical programming environment that makes it easy for children ages eight and up to create their own interactive stories, games, animations, and simulations – and then share their creations with one another online. Roughly one million children have joined the \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a> online community, where they share more than 2,000 new Scratch projects each day.\u003c/p>\n\u003cp>The way students use this online community provides a compelling example of how valuable human connections can be fostered by new digital tools. Participants in the Scratch community serve alternately as peers and teachers, solving problems and perfecting programs together. The following excerpt from \u003ca href=\"http://www.newcultureoflearning.com/\">\u003cem>A New Culture of Learning: Cultivating the Imagination for a World of Constant Change\u003c/em>\u003c/a>, a recent book by Doug Thomas and John Seely Brown, describes the experiences of nine-year-old Sam, who uses Scratch to create his own animations and games:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Scratch has an additional element that takes the experience to a different level: a collective, a community of similarly minded people who helped Sam learn and meet the very particular set of needs that he had. When Sam posted his game online to that community, it became accessible to thousands of other kids who were also working with Scratch, and that’s when some very interesting things started to happen. The other players were able not only to play Sam’s game, but also, with the click of a button, to download it into the Scratch interface, see the code, and modify it if they wished.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Perhaps the most important aspect of all, however, was the users’ ability to comment on projects they liked by clicking a “Love it?” button. What Sam found when he joined the online community was that he was no longer simply creating animations or games; he was part of a larger conversation. He was excited about receiving his first comment, of course. But when we asked Sam what it meant to be a good member of the Scratch community, we were surprised by his answer. It had nothing to do with building games or posting animations. Instead, Sam told us that the single most important thing was to “not be mean” in your comments and to make sure that you commented on something good when you came across it, as well. The game does not just teach programming; it cultivated citizenship...\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Sam made perhaps the most revealing comment, one that tells us the most about the new culture of learning, when we asked him what he looks for in other people’s programs. He told us, “something really cool that you could never know yourself.” While playing Scratch, Sam has learned a lot about programming and a lot about participating in online communities. But what he has learned most of all is how to learn from others.\u003c/em>\u003c/p>\n\u003cp>The following example illustrates how a 13-year-old girl, identified as “BalaBethany,” learned to program through interactions with peers online:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>BalaBethany enjoys drawing anime characters. So when she started using Scratch, it was natural for her to program animated stories featuring these characters. She began sharing her projects on the Scratch Web site, and other members of the community responded positively, posting glowing comments under her projects (such as “Awesome!” and “OMG I LUV IT!!!!!!”), along with questions about how she achieved certain visual effects (such as “How do you make a sprite look see-through?”). Encouraged, BalaBethany then created and shared new Scratch projects on a regular basis, like episodes in a TV series.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>She periodically added new characters to her series and at one point asked why not involve the whole Scratch community in the process? She created and uploaded a new Scratch project that announced a “contest,” asking other community members to design a sister for one of her characters. The project listed a set of requirements for the new character, including “Must have red or blue hair, please choose” and “Has to have either cat or ram horns, or a combo of both.”\u003c/em>\u003cbr>\n\u003cem> The project received more than 100 comments. One was from a community member who wanted to enter the contest but said she didn’t know how to draw anime characters. So BalaBethany produced another Scratch project, a step-by step tutorial, demonstrating a 13-step process for drawing and coloring anime characters.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Over the course of a year, BalaBethany programmed and shared more than 200 Scratch projects, covering a range of project types (stories, contests, tutorials, and more). Her programming and artistic skills progressed, and her projects clearly resonated with the Scratch community, receiving more than 12,000 comments.\u003c/em>\u003c/p>\n\u003cp>Our group at MIT also founded the \u003ca href=\"http://www.computerclubhouse.org/\">Computer Clubhouse project\u003c/a>, an international network of 100 after-school centers where low-income youth ages 10-18 learn to express themselves creatively with new technologies. With support from adult mentors, participants create interactive stories, music videos, and robotic constructions. The following excerpt underscores how technology can help children forge their identities and establish themselves as part of a community:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Consider Mike Lee, who spent time at the original Computer Clubhouse in Boston. Mike first came to the Clubhouse after he had dropped out of high school. His true passion was drawing. He filled up notebook after notebook with sketches of cartoon characters. At the Clubhouse, Mike developed a new method for his artwork. First, he would draw black-and-white sketches by hand. Then, he would scan the sketches into the computer and use the computer to color them in. His work often involved comic-book images of himself and his friends.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Over time, Mike learned to use more advanced computer techniques in his artwork. Everyone in the Clubhouse was impressed with Mike’s creations, and other youth began to come to him for advice. Some members explicitly mimicked Mike’s artistic style. Before long, a collection of “Mike Lee style” artwork filled the bulletin boards of the Clubhouse. “It’s kind of flattering,” said Mike.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>For the first time in Mike’s life, other people were looking up to him. He began to feel a new sense of responsibility. He decided to stop using guns in his artwork, feeling that it was a bad influence on the younger Clubhouse members. “My own personal artwork is more hard core, about street violence. I had a close friend who was shot and died,” Mike explained. “But I don’t want to bring that here. I have an extra responsibility. Kids don’t understand about guns; they think it’s cool. They see a fight, it’s natural they want to go see it. They don't understand. They’re just kids.”\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Mike began working with others at the Clubhouse on collaborative projects. Together, they created an Online Art Gallery on the Web. Once a week, they met with a local artist who agreed to be a mentor for the project. After a year, their online art show was accepted as an exhibition at Siggraph, the world’s premiere computer-graphics conference.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>As Mike worked with others at the Clubhouse, he began to experiment with new artistic techniques. He added more computer effects, and he began working on digital collages combining photographs and graphics, while still maintaining his distinctive style. Over time, Mike explored how he might use his artwork as a form of social commentary and political expression.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>As he worked at the Clubhouse, Mike Lee clearly learned a lot about computers and about graphic design. But he also began to develop his own ideas about teaching and learning. “At the Clubhouse, I was free to do what I wanted, learn what I wanted,” said Mike. “Whatever I did was just for me. If I had taken computer courses [in school], there would have been all those assignments. Here I could be totally creative.” Mike remembers – and appreciates – how the Clubhouse staff members treated him when he first started at the Clubhouse. They asked him to design the sign for the entrance to the Clubhouse, and looked to him as a resource. They never thought of him as a “high-school dropout” but as an artist.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>After several years of volunteer work at the Clubhouse, Mike earned his high- school equivalency diploma, then landed a job as a graphic designer at a high- tech company near Boston, designing graphics for the company’s web pages, stationery, catalogs, and brochures.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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