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"content": "\u003cfigure id=\"attachment_34605\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/dfataustralianaid/10726320313/sizes/z/\">\u003cimg class=\"size-full wp-image-34605\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/10726320313_d78289b5f0_z-e1395244309451.jpg\" alt=\"10726320313_d78289b5f0_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/10726320313_d78289b5f0_z-e1395244309451.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/10726320313_d78289b5f0_z-e1395244309451-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/10726320313_d78289b5f0_z-e1395244309451-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Helping every student experience meaningful, deep learning is a constant challenge, in no small part because no two learners are alike. To reach students who are particularly challenged -- whether because of their ability to speak English or some other reason -- educators can find a way in by tapping into students' interests and passion.\u003c/p>\n\u003cp>“You don’t have to know how to read and write to think deeply,” said Claire Sylvan, founding executive director of \u003ca href=\"http://internationalsnps.org/\" target=\"_blank\">The Internationals Network For Public Schools\u003c/a>, schools that serve high school students who have been in the country fewer than four years. Sylvan spoke on a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\">Deeper Learning MOOC \u003c/a>panel focused on strategies for helping even the most challenged learners to engage in meaningful work.\u003c/p>\n\u003cp>Every student at an Internationals school is an English Language Learner, but not all have a common mother tongue. Internationals schools give students projects that involve complex thinking in both English and native languages. “Provide them with on-ramps that allow them to develop literacy in the environment that they now inhabit,” Sylvan said. There’s often a myth that students need to learn English before they can participate in more interesting work, but the Internationals Network has built an entire model on engaging students in learning through work that interests them, giving them a compelling reason to learn English.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The key thing about deeper learning for the kids we work with is not whether they can do it, but how can we structure classrooms so they can be successful.”\u003c/p>\n\u003c/aside>\n\u003cp>“The one context that’s not particularly useful is trying to teach language by itself as isolated words,” Sylvan said. “Mothers don’t put babies in a row and ask them to repeat. Language is learned by using it to describe things that you are experiencing; so if kids are engaged in a project they have a real reason to learn a language,” she said.\u003c/p>\n\u003cp>Engagement is important for all learners, but especially for those who have extra barriers to success. Connecting learning to the real world can be an easy way to increase classroom engagement because many of the most disaffected learners have a lot of real-life experience they can draw upon.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Those kids are often really talented in the real world,” said Ron Berger, chief academic officer for \u003ca href=\"http://elschools.org/\" target=\"_blank\">Expeditionary Learning\u003c/a>, a network of schools that has pioneered the deeper learning movement. “In real life they thrive in many ways, so the more ways that we can make academic work connect to the real world, we let those kids thrive.”\u003c/p>\n\u003cp>To that end, educators have to move past the idea that learning is a linear process. “It’s crazy to separate basic skills from engaging complex work,” Berger said. Instead, the basic skills should be in service of something exciting to students because few students show their capacity through textbook work.\u003c/p>\n\u003cp>An example of a project that meets every learner at their skill level was done in a fourth grade Spanish class in which there were students who had never studied Spanish before alongside native speakers. The teacher partnered with a school in Guatemala online that also had Spanish language learners because its students mostly spoke indigenous languages like Mayan. The two classrooms wrote books for one another. Some books had complicated story lines and others were simpler, but the project gave each student the chance to contribute something meaningful. “They all created something beautiful and of quality,” Berger said.\u003c/p>\n\u003cp>\u003cstrong>CREATING STRUCTURES FOR SUCCESS\u003c/strong>\u003c/p>\n\u003cp>Reaching all learners successfully is a tough job and requires carefully thought-out structures. “There's a misperception that deeper learning is unstructured,” Berger said. “It’s really just a question about what you’re going to be tight and loose about. In traditional classrooms they are tight about pacing and about kids being quiet. I’d rather be tight about kids being focused and courteous.” Changing the focus might make for a more chaotic classroom, but meaningful learning is often happening between students in that environment. “It’s an active peer-driven sense of working towards quality,” Berger said. “It’s not just sitting passively and letting someone tell you what to think.”\u003c/p>\n\u003cp>Careful grouping is important to give all learners the best chance at success. “The key thing about deeper learning for the kids we work with is not whether they can do it, but how can we structure classrooms so they can be successful,” said Joe Luft, senior director of programs for the Internationals Network and a former teacher and principal at one of their schools.\u003c/p>\n\u003cp>[contextly_sidebar id=\"e34bf526916a71e3a97c2e9322a32011\"]\u003c/p>\n\u003cp>“You want to be able to support students academically and in terms of literacy,” said Rosemary Milczewski, a math teacher at \u003ca href=\"http://www.flushinginternational.org/\" target=\"_blank\">Flushing International High School\u003c/a>. “They are arguing; they are talking to each other; and I’m walking around as a facilitator.” A common way to teach students for whom English isn’t their first language is to group them by proficiency. But Sylvan says that rarely works. Grouping is a delicate balance of English language ability, native language ability, and familiarity with the academic content. “The grouping would differ based on the task you are asking students to do,” Sylvan said.\u003c/p>\n\u003cp>\u003cstrong>TEACHER GROUPING\u003c/strong>\u003c/p>\n\u003cp>In addition to carefully grouping students for project work, it can be very helpful to group teaching staff to best serve the needs of students. At Internationals High Schools, five teachers all work with the same group of students. They coordinate closely on the literacy goals that cross all classes in addition to developing interesting projects together. For example, all teachers may be working on helping students use language to compare and contrast or to use cause and effect language, no matter what subject they teach.\u003c/p>\n\u003cp>Creating class structures that support student-self esteem and promote an open culture also help reluctant or traditionally hard-to-reach students. “The first thing that comes to mind for me is changing students' perceptions of themselves so they don’t see themselves as unable to learn,” said Thabiti Brown, principal of Codman Academy, a Boston charter school in the process of growing to be a K-12 school. “If they are thinking about themselves as students who are exercising that muscle, the brain, then it changes their perception of themselves.” Students also need to feel permission to express themselves and to know that their input is valued.\u003c/p>\n\u003cp>Milczewski immigrated to the U.S. when she was a teenager and attended an Internationals School. She uses her story to motivate her students and create a community of learners. “Telling them my story, I feel like it gives them some hope,” she said. “They realize they can graduate from high school, go to college and all they’ve got to do is work hard.”\u003c/p>\n\u003cp>\u003cstrong>SCHOOL STRUCTURES TO PROMOTE SUCCESS\u003c/strong>\u003c/p>\n\u003cp>Teachers working with challenged students need extra time to plan, tutor, and work together. We need a lot of different time to meet in lots of different configurations around a lot of different issues,” said Ben Daley, chief academic officer at \u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\">High Tech High\u003c/a>. At Flushing Internationals School teachers meet for two hours each week to discuss instructional work and ways to support specific students. They plan the language function and outcomes they’ll be working on and talk logistics.\u003c/p>\n\u003cp>Additionally, each week they meet to talk about social and emotional needs of students, and there’s always a morning meeting for team leaders to report back on the school-wide administrative issues. In addition to all of that, teachers are on committees to help make decisions about the schools. These school-wide structures help teachers feel supported and connected in their difficult work and keep the staff on the same page about learning goals, but they are often built into the school day, not an addition.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This type of group work also mirrors the project-based learning teachers are asking of students. Adults are working on a complex problem together, collaborating with people different from themselves, and bringing their strengths to the table. “High school people think of themselves as subject people,” Sylvan said. “When you group them across subject you allow teachers to focus on students.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Those kids are often really talented in the real world,” said Ron Berger, chief academic officer for \u003ca href=\"http://elschools.org/\" target=\"_blank\">Expeditionary Learning\u003c/a>, a network of schools that has pioneered the deeper learning movement. “In real life they thrive in many ways, so the more ways that we can make academic work connect to the real world, we let those kids thrive.”\u003c/p>\n\u003cp>To that end, educators have to move past the idea that learning is a linear process. “It’s crazy to separate basic skills from engaging complex work,” Berger said. Instead, the basic skills should be in service of something exciting to students because few students show their capacity through textbook work.\u003c/p>\n\u003cp>An example of a project that meets every learner at their skill level was done in a fourth grade Spanish class in which there were students who had never studied Spanish before alongside native speakers. The teacher partnered with a school in Guatemala online that also had Spanish language learners because its students mostly spoke indigenous languages like Mayan. The two classrooms wrote books for one another. Some books had complicated story lines and others were simpler, but the project gave each student the chance to contribute something meaningful. “They all created something beautiful and of quality,” Berger said.\u003c/p>\n\u003cp>\u003cstrong>CREATING STRUCTURES FOR SUCCESS\u003c/strong>\u003c/p>\n\u003cp>Reaching all learners successfully is a tough job and requires carefully thought-out structures. “There's a misperception that deeper learning is unstructured,” Berger said. “It’s really just a question about what you’re going to be tight and loose about. In traditional classrooms they are tight about pacing and about kids being quiet. I’d rather be tight about kids being focused and courteous.” Changing the focus might make for a more chaotic classroom, but meaningful learning is often happening between students in that environment. “It’s an active peer-driven sense of working towards quality,” Berger said. “It’s not just sitting passively and letting someone tell you what to think.”\u003c/p>\n\u003cp>Careful grouping is important to give all learners the best chance at success. “The key thing about deeper learning for the kids we work with is not whether they can do it, but how can we structure classrooms so they can be successful,” said Joe Luft, senior director of programs for the Internationals Network and a former teacher and principal at one of their schools.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“You want to be able to support students academically and in terms of literacy,” said Rosemary Milczewski, a math teacher at \u003ca href=\"http://www.flushinginternational.org/\" target=\"_blank\">Flushing International High School\u003c/a>. “They are arguing; they are talking to each other; and I’m walking around as a facilitator.” A common way to teach students for whom English isn’t their first language is to group them by proficiency. But Sylvan says that rarely works. Grouping is a delicate balance of English language ability, native language ability, and familiarity with the academic content. “The grouping would differ based on the task you are asking students to do,” Sylvan said.\u003c/p>\n\u003cp>\u003cstrong>TEACHER GROUPING\u003c/strong>\u003c/p>\n\u003cp>In addition to carefully grouping students for project work, it can be very helpful to group teaching staff to best serve the needs of students. At Internationals High Schools, five teachers all work with the same group of students. They coordinate closely on the literacy goals that cross all classes in addition to developing interesting projects together. For example, all teachers may be working on helping students use language to compare and contrast or to use cause and effect language, no matter what subject they teach.\u003c/p>\n\u003cp>Creating class structures that support student-self esteem and promote an open culture also help reluctant or traditionally hard-to-reach students. “The first thing that comes to mind for me is changing students' perceptions of themselves so they don’t see themselves as unable to learn,” said Thabiti Brown, principal of Codman Academy, a Boston charter school in the process of growing to be a K-12 school. “If they are thinking about themselves as students who are exercising that muscle, the brain, then it changes their perception of themselves.” Students also need to feel permission to express themselves and to know that their input is valued.\u003c/p>\n\u003cp>Milczewski immigrated to the U.S. when she was a teenager and attended an Internationals School. She uses her story to motivate her students and create a community of learners. “Telling them my story, I feel like it gives them some hope,” she said. “They realize they can graduate from high school, go to college and all they’ve got to do is work hard.”\u003c/p>\n\u003cp>\u003cstrong>SCHOOL STRUCTURES TO PROMOTE SUCCESS\u003c/strong>\u003c/p>\n\u003cp>Teachers working with challenged students need extra time to plan, tutor, and work together. We need a lot of different time to meet in lots of different configurations around a lot of different issues,” said Ben Daley, chief academic officer at \u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\">High Tech High\u003c/a>. At Flushing Internationals School teachers meet for two hours each week to discuss instructional work and ways to support specific students. They plan the language function and outcomes they’ll be working on and talk logistics.\u003c/p>\n\u003cp>Additionally, each week they meet to talk about social and emotional needs of students, and there’s always a morning meeting for team leaders to report back on the school-wide administrative issues. In addition to all of that, teachers are on committees to help make decisions about the schools. These school-wide structures help teachers feel supported and connected in their difficult work and keep the staff on the same page about learning goals, but they are often built into the school day, not an addition.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This type of group work also mirrors the project-based learning teachers are asking of students. Adults are working on a complex problem together, collaborating with people different from themselves, and bringing their strengths to the table. “High school people think of themselves as subject people,” Sylvan said. “When you group them across subject you allow teachers to focus on students.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_34510\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34510\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/erinscott_-7080.jpg\" alt=\"erinscott_-7080\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/erinscott_-7080.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/erinscott_-7080-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/erinscott_-7080-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Educators have lots of ideas about how to improve education, to better reach learners and to give students the skills they’ll need in college and beyond the classroom. But often those conversations remain between adults. The real test of any idea is in the classroom, though students are rarely asked about what they think about their education.\u003c/p>\n\u003cp>A panel of seven students attending schools that are part of the “\u003ca href=\"http://ww2.kqed.org/mindshift/tag/deeper-learning/\">deeper learning\u003c/a>” movement gave their perspective on what it means for them to learn and how educators can work to create a school culture that fosters creativity, collaboration, trust, the ability to fail, and perhaps most importantly, one in which students want to participate.\u003c/p>\n\u003cp>\u003cstrong>INTEGRATED PROJECTS\u003c/strong>\u003c/p>\n\u003cp>Project-based learning is the norm among these students, but they also have a lot of ideas about what makes a good project work. Students want projects to be \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/what-does-design-thinking-look-like-in-school/\" target=\"_blank\">integrated across subjects\u003c/a>, not separated by discipline. “When it’s integrated, each student can find something they like and everyone can get into it,” said Erina Chavez, a junior at \u003ca href=\"http://www.hightechhigh.org/schools/HTHNC/\" target=\"_blank\">High Tech High North County\u003c/a>. “I love when projects are integrated so you can find so many different aspects,” said Daniel Cohen, also a North County junior.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Treat students like adults. If the students feel like they’re worth it they’ll act more like adults.\"\u003c/aside>\n\u003cp>Students described an integrated biology and art project that asked them to research the origins of a disease that had significance for them, and to create an art project around it. They took drastically different approaches to researching an illness that ran in their family -- from interviewing family members about the experience for a video, to investigating whether stubbornness is genetic.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At first Chavez wasn’t excited about the project, but she ended up enjoying it because she loves art. “All of us found our own solution to the problem and our own answers with the guidance of our teachers,” said another North County junior Paris Gramann. “It was a struggle because we didn’t really know where we were going, but I always find those are the best ones.”\u003c/p>\n\u003cp>Students were also excited that this project resulted in a real product that they could display. Their work was recognized and displayed at the University of California at San Diego art gallery. “It got really real at the time it moved up to the exhibition,” said Chavez. “It wasn’t something we were just turning in for a grade, but it was something that we could do well and beautifully.”\u003c/p>\n\u003cp>Middle school students also appreciate those projects where different subjects are integrated. \u003ca href=\"http://www.hightechhigh.org/schools/HTMCV/\" target=\"_blank\">High Tech Middle Chula Vista\u003c/a> seventh grader Ana de Almeida Amaral described an integrated humanities and math/science project, when students read Sherlock Holmes, wrote their own versions, and became experts in one aspect of forensics. Together they created a crime scene in their classroom and then taught everyone assembled about a part of the forensics process through a stop animation video.\u003c/p>\n\u003cp>\u003cstrong>INTEREST-BASED AND RELEVANT\u003c/strong>\u003c/p>\n\u003cp>Students like to know why they're learning something and they want to access that information through \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/students-own-interests-will-drive-the-school-day-of-the-future/\" target=\"_blank\">a lens that interests them\u003c/a>. “If teachers give broad guidelines for the project and then have students do something they’re interested in it will bring students along the whole time,” said Gramann. “Treat students like adults. If the students feel like they’re worth it they’ll act more like adults.”\u003c/p>\n\u003cp>Projects can often last for several weeks, so students need motivation to stay engaged and committed to deeply engaging a topic. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/how-to-help-students-develop-the-motivation-to-learn/\" target=\"_blank\">Authentic choice\u003c/a> is one aspect of allowing that to happen. Students on the panel described real choices they make about their education on a daily basis, from which book they’ll read in Humanities to the different topics they want to research. And even though these students sound like natural learners, many of them haven’t always been. They need teachers to show them why they should care about each learning goal.\u003c/p>\n\u003cp>“If you really let them know, and use real life problems, it will help them understand it and they will feel like it’s worth doing,” said de Almeida Amaral. “The biggest thing that’s necessary is making sure the projects connect to the students,” said Gibran Huerta, a junior at \u003ca href=\"http://envisionacademy.org/\" target=\"_blank\">Envision Academy\u003c/a> in Oakland. “Teachers tend to give projects and benchmarks and create topics around things that students don’t really connect to.” He was adamant that learning how to connect a topic to oneself is the key to learning. “Throughout middle school you have to develop skills of how things connect to yourself,” he said.\u003c/p>\n\u003cp>\u003cstrong>MAKE IT HANDS-ON\u003c/strong>\u003c/p>\n\u003cp>“If you get hands-on and they’re really interacting with what they’re doing, it’s really helpful,” said Trey Lewis, a junior at North County. He’s had teachers that lecture a lot and much \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\" target=\"_blank\">prefers doing the work to being told about it\u003c/a>. He says it also adds a challenge since most hands-on projects at High Tech High North County are group projects, requiring \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/how-to-foster-collaboration-and-team-spirit/\" target=\"_blank\">collaboration\u003c/a>, a leadership skill that all students agree isn’t always easy.\u003c/p>\n\u003cp>“Collaborating productively is a leadership skill at this school,” said Dora Aguilar, a junior at \u003ca href=\"http://www.es-cat.org/\" target=\"_blank\">City Arts and Tech\u003c/a>, part of the Envision network. She says that while it can be hard, it can also be very rewarding because working with other people allows her to see the project through the eyes of her peers. Other students talked about difficult collaborations too, emphasizing that it runs more smoothly if one group member agrees to keep everyone on track. They also said it gets easier over time as students begin to understand one another’s needs and motivations and can begin to operate as a cohesive group.\u003c/p>\n\u003cp>\u003cstrong>KNOWING TEACHERS CARE\u003c/strong>\u003c/p>\n\u003cp>The number one thing that students on the panel said makes them want to try hard and succeed is knowing that teachers care about them and are \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/what-students-need-from-teachers/\" target=\"_blank\">part of the learning journey with them\u003c/a>. “I am not the perfect student,” said Aguilar. “What really helped me was the teachers and staff here who showed me that they cared about me. Students can feel that.” She described hating math for most of her life until a good teacher described what she could do with strong math skills in the future. “It got me motivated to learn more and I showed my potential as a student, which I never knew I had,” she said.\u003c/p>\n\u003cp>Every student reiterated that \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-will-students-perform-depends-on-teachers-expectations/\" target=\"_blank\">high expectations and strong support from teachers \u003c/a>are crucial. “I feel motivated because the teachers make me feel worth it,” said Gramann. “I feel that I have responsibility and credibility.”\u003c/p>\n\u003cp>Cohen actually transferred out of High Tech High North County at one point, thinking the school model wasn’t for him. But he quickly came back. “The teachers really do care about us and I think that’s something that makes our school really unique and special,” he said. Others reiterated that feeling connected to school is important to them. “It’s that strong connection between teachers and students that makes students feel like they are at home,” said Huerta. Envision Academy only has 400 students and teachers know all the students by name, contributing to the feeling of “being known.”\u003c/p>\n\u003cp>\u003cstrong>LEARNING FROM FAILURE\u003c/strong>\u003c/p>\n\u003cp>Every student on the panel had a story of big failure on an important class project. But because the culture of their schools \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\" target=\"_blank\">encourage them to learn from mistakes\u003c/a>, they can clearly articulate what they’d do differently next time and even laugh about it. Lewis described a solar oven he made that was working great up until the day of the exhibition when it started falling apart. “When we have projects that go wrong last minute and we have to think on our feet and fix it, I definitely think that’s a mistake that’s going to help me in the future,” he said.\u003c/p>\n\u003cp>Cohen described presenting a project expecting his group mates to be well prepared and have the correct information. But one student’s research was faulty and Cohen hadn’t seen it until the presentation, putting him in a difficult position. “I know now to check over all my work, always revise, make sure all the work is accurate,” he said.\u003c/p>\n\u003cp>\u003cstrong>EVALUATING WORK\u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>Project-based learning affords many \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/the-importance-of-low-stakes-student-feedback/\" target=\"_blank\">opportunities for feedback\u003c/a> both from teachers and from peers. “Some of the most meaningful feedback I’ve gotten is from students,” said Lewis. Students get used to giving and taking critique daily with each other and hearing it from educators as well. Their ease with it comes from practice and with the awareness that feedback isn’t the end of the process, it’s a part of improving their work.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>One tip students offer to educators: When evaluating student work, frame feedback in terms of the learner’s goals instead of referring to the standards. “Goals are more motivating for students to hear,” said Aguilar. While the education policy world may be obsessed with standards, students don’t care about them. They’d rather hear how the skill connects to their lives and interests.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34510\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34510\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/erinscott_-7080.jpg\" alt=\"erinscott_-7080\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/erinscott_-7080.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/erinscott_-7080-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/erinscott_-7080-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Educators have lots of ideas about how to improve education, to better reach learners and to give students the skills they’ll need in college and beyond the classroom. But often those conversations remain between adults. The real test of any idea is in the classroom, though students are rarely asked about what they think about their education.\u003c/p>\n\u003cp>A panel of seven students attending schools that are part of the “\u003ca href=\"http://ww2.kqed.org/mindshift/tag/deeper-learning/\">deeper learning\u003c/a>” movement gave their perspective on what it means for them to learn and how educators can work to create a school culture that fosters creativity, collaboration, trust, the ability to fail, and perhaps most importantly, one in which students want to participate.\u003c/p>\n\u003cp>\u003cstrong>INTEGRATED PROJECTS\u003c/strong>\u003c/p>\n\u003cp>Project-based learning is the norm among these students, but they also have a lot of ideas about what makes a good project work. Students want projects to be \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/what-does-design-thinking-look-like-in-school/\" target=\"_blank\">integrated across subjects\u003c/a>, not separated by discipline. “When it’s integrated, each student can find something they like and everyone can get into it,” said Erina Chavez, a junior at \u003ca href=\"http://www.hightechhigh.org/schools/HTHNC/\" target=\"_blank\">High Tech High North County\u003c/a>. “I love when projects are integrated so you can find so many different aspects,” said Daniel Cohen, also a North County junior.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Treat students like adults. If the students feel like they’re worth it they’ll act more like adults.\"\u003c/aside>\n\u003cp>Students described an integrated biology and art project that asked them to research the origins of a disease that had significance for them, and to create an art project around it. They took drastically different approaches to researching an illness that ran in their family -- from interviewing family members about the experience for a video, to investigating whether stubbornness is genetic.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At first Chavez wasn’t excited about the project, but she ended up enjoying it because she loves art. “All of us found our own solution to the problem and our own answers with the guidance of our teachers,” said another North County junior Paris Gramann. “It was a struggle because we didn’t really know where we were going, but I always find those are the best ones.”\u003c/p>\n\u003cp>Students were also excited that this project resulted in a real product that they could display. Their work was recognized and displayed at the University of California at San Diego art gallery. “It got really real at the time it moved up to the exhibition,” said Chavez. “It wasn’t something we were just turning in for a grade, but it was something that we could do well and beautifully.”\u003c/p>\n\u003cp>Middle school students also appreciate those projects where different subjects are integrated. \u003ca href=\"http://www.hightechhigh.org/schools/HTMCV/\" target=\"_blank\">High Tech Middle Chula Vista\u003c/a> seventh grader Ana de Almeida Amaral described an integrated humanities and math/science project, when students read Sherlock Holmes, wrote their own versions, and became experts in one aspect of forensics. Together they created a crime scene in their classroom and then taught everyone assembled about a part of the forensics process through a stop animation video.\u003c/p>\n\u003cp>\u003cstrong>INTEREST-BASED AND RELEVANT\u003c/strong>\u003c/p>\n\u003cp>Students like to know why they're learning something and they want to access that information through \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/students-own-interests-will-drive-the-school-day-of-the-future/\" target=\"_blank\">a lens that interests them\u003c/a>. “If teachers give broad guidelines for the project and then have students do something they’re interested in it will bring students along the whole time,” said Gramann. “Treat students like adults. If the students feel like they’re worth it they’ll act more like adults.”\u003c/p>\n\u003cp>Projects can often last for several weeks, so students need motivation to stay engaged and committed to deeply engaging a topic. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/how-to-help-students-develop-the-motivation-to-learn/\" target=\"_blank\">Authentic choice\u003c/a> is one aspect of allowing that to happen. Students on the panel described real choices they make about their education on a daily basis, from which book they’ll read in Humanities to the different topics they want to research. And even though these students sound like natural learners, many of them haven’t always been. They need teachers to show them why they should care about each learning goal.\u003c/p>\n\u003cp>“If you really let them know, and use real life problems, it will help them understand it and they will feel like it’s worth doing,” said de Almeida Amaral. “The biggest thing that’s necessary is making sure the projects connect to the students,” said Gibran Huerta, a junior at \u003ca href=\"http://envisionacademy.org/\" target=\"_blank\">Envision Academy\u003c/a> in Oakland. “Teachers tend to give projects and benchmarks and create topics around things that students don’t really connect to.” He was adamant that learning how to connect a topic to oneself is the key to learning. “Throughout middle school you have to develop skills of how things connect to yourself,” he said.\u003c/p>\n\u003cp>\u003cstrong>MAKE IT HANDS-ON\u003c/strong>\u003c/p>\n\u003cp>“If you get hands-on and they’re really interacting with what they’re doing, it’s really helpful,” said Trey Lewis, a junior at North County. He’s had teachers that lecture a lot and much \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\" target=\"_blank\">prefers doing the work to being told about it\u003c/a>. He says it also adds a challenge since most hands-on projects at High Tech High North County are group projects, requiring \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/how-to-foster-collaboration-and-team-spirit/\" target=\"_blank\">collaboration\u003c/a>, a leadership skill that all students agree isn’t always easy.\u003c/p>\n\u003cp>“Collaborating productively is a leadership skill at this school,” said Dora Aguilar, a junior at \u003ca href=\"http://www.es-cat.org/\" target=\"_blank\">City Arts and Tech\u003c/a>, part of the Envision network. She says that while it can be hard, it can also be very rewarding because working with other people allows her to see the project through the eyes of her peers. Other students talked about difficult collaborations too, emphasizing that it runs more smoothly if one group member agrees to keep everyone on track. They also said it gets easier over time as students begin to understand one another’s needs and motivations and can begin to operate as a cohesive group.\u003c/p>\n\u003cp>\u003cstrong>KNOWING TEACHERS CARE\u003c/strong>\u003c/p>\n\u003cp>The number one thing that students on the panel said makes them want to try hard and succeed is knowing that teachers care about them and are \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/what-students-need-from-teachers/\" target=\"_blank\">part of the learning journey with them\u003c/a>. “I am not the perfect student,” said Aguilar. “What really helped me was the teachers and staff here who showed me that they cared about me. Students can feel that.” She described hating math for most of her life until a good teacher described what she could do with strong math skills in the future. “It got me motivated to learn more and I showed my potential as a student, which I never knew I had,” she said.\u003c/p>\n\u003cp>Every student reiterated that \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-will-students-perform-depends-on-teachers-expectations/\" target=\"_blank\">high expectations and strong support from teachers \u003c/a>are crucial. “I feel motivated because the teachers make me feel worth it,” said Gramann. “I feel that I have responsibility and credibility.”\u003c/p>\n\u003cp>Cohen actually transferred out of High Tech High North County at one point, thinking the school model wasn’t for him. But he quickly came back. “The teachers really do care about us and I think that’s something that makes our school really unique and special,” he said. Others reiterated that feeling connected to school is important to them. “It’s that strong connection between teachers and students that makes students feel like they are at home,” said Huerta. Envision Academy only has 400 students and teachers know all the students by name, contributing to the feeling of “being known.”\u003c/p>\n\u003cp>\u003cstrong>LEARNING FROM FAILURE\u003c/strong>\u003c/p>\n\u003cp>Every student on the panel had a story of big failure on an important class project. But because the culture of their schools \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\" target=\"_blank\">encourage them to learn from mistakes\u003c/a>, they can clearly articulate what they’d do differently next time and even laugh about it. Lewis described a solar oven he made that was working great up until the day of the exhibition when it started falling apart. “When we have projects that go wrong last minute and we have to think on our feet and fix it, I definitely think that’s a mistake that’s going to help me in the future,” he said.\u003c/p>\n\u003cp>Cohen described presenting a project expecting his group mates to be well prepared and have the correct information. But one student’s research was faulty and Cohen hadn’t seen it until the presentation, putting him in a difficult position. “I know now to check over all my work, always revise, make sure all the work is accurate,” he said.\u003c/p>\n\u003cp>\u003cstrong>EVALUATING WORK\u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>Project-based learning affords many \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/the-importance-of-low-stakes-student-feedback/\" target=\"_blank\">opportunities for feedback\u003c/a> both from teachers and from peers. “Some of the most meaningful feedback I’ve gotten is from students,” said Lewis. Students get used to giving and taking critique daily with each other and hearing it from educators as well. Their ease with it comes from practice and with the awareness that feedback isn’t the end of the process, it’s a part of improving their work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One tip students offer to educators: When evaluating student work, frame feedback in terms of the learner’s goals instead of referring to the standards. “Goals are more motivating for students to hear,” said Aguilar. While the education policy world may be obsessed with standards, students don’t care about them. They’d rather hear how the skill connects to their lives and interests.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Value of Internships: A Dose of the Real World in High School",
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"content": "\u003cfigure id=\"attachment_34381\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/usdagov/9840470025/sizes/l/\">\u003cimg class=\"size-full wp-image-34381\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/real-world.jpg\" alt=\"real-world\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/real-world.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/real-world-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/real-world-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Katie Gavares spent three weeks in England during her junior year at \u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\">High Tech High\u003c/a> in San Diego working with British educators to incorporate project-based learning. It was a mandatory school internship, a standard part of High Tech High’s education program, and it left a lasting impact on her. High Tech High is a network of charter schools devoted to project-based and real-world learning and a leader in the movement to spread tools and tactics to deepen learning nationwide.\u003c/p>\n\u003cp>“I took away so much from my experience,” Gavares said recently on a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\">Deeper Learning MOOC\u003c/a> panel dedicated to the opportunities and challenges around internships for middle and high school students. “It’s different to be the lead on an all-day thing, and being in charge of having everyone understand a concept by the end of the day.” Gavares worked for one week with university professors and high school headmasters talking through how school structures had to change to make room for project-based learning. During the second week, she helped teachers develop projects, and in the third week she worked with students as they executed the projects.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Very often we mispredict what our young folks are able to do... A stretch for a student is a good thing and students often respond to that stretch and do things even we weren’t sure they could do.\"\u003c/aside>\n\u003cp>“Because I saw such dramatic and quick changes, I felt like I was really getting through to the people I was talking to,” Gavares said. She’s still in touch with many of the educators she met during the internship and even does project-critiques with her teacher-partner in England. She says it was the most memorable experience of high school and helped make her the person she is today.\u003c/p>\n\u003cp>Gavares’ passion and excitement about her internship demonstrates the power of allowing students to collaborate with professionals in the real world. As a high school student, she brought expertise to British educators that they valued, and by sharing her deep knowledge of and personal experience with project-based learning from a student perspective, Gavares learned about some of the challenges that well-meaning administrators face too.\u003c/p>\n\u003cp>“The stakes were very very high and there was a high degree of uncertainty,” said Elliot Washor, co-founder of \u003ca href=\"http://www.bigpicture.org/\" target=\"_blank\">Big Pictures Schools\u003c/a> and a Deeper Learning MOOC panelist. Big Picture Learning is a non-profit that helps schools redesign systems based on student interests. “What she did had value to herself and to that organization and that made the stakes very high.” Gavares was invested in the project because of her positive experience with project-based learning and she wanted to do a good job for her partners. Her motivation to work hard and succeed were tied to a sense of purpose and the understanding that her work was valued.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She also gained valuable knowledge about where she’d like to grow in the future. “I’d like to get better at problem-solving,” Gavares said. “There were so many problems because English schools are so structurally different. And in these meetings we would come across the same problems. I was having a hard time not getting pulled down by this one barrier that we were really struggling with.”\u003c/p>\n\u003cp>\u003cstrong>STRUCTURING INTERNSHIPS\u003c/strong>\u003c/p>\n\u003cp>Internships are a core part of the education at certain schools, and there are at least two ways to structure internships at this level. High Tech High chooses to send its students on their internships for a three-week chunk of time in either January or June. That model fits their scheduling needs best and it allows teachers to visit students at their sites so they can bring elements of that experiential learning back into the classroom.\u003c/p>\n\u003cp>Big Pictures Schools favor a model where students are working with mentors in the field two days a week. The internship is not an isolated experience, but a core part of the pedagogy. “We couldn’t run our school without our mentors,” said Joe Battaglia, Director of Curriculum and Instruction at \u003ca href=\"http://metcenter.org/\" target=\"_blank\">The Met,\u003c/a> a Big Picture school in Providence. They’re essential for us.” School administrators encourage the mentors to hold students to the same high standards they’d expect of employees. \"We have an expectation that the work will be high quality and real because it raises the stakes,” Battaglia said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"9477c0ae3cf3b512ea115ae01fc01688\"]\u003c/p>\n\u003cp>Students spend a large portion of their week at internship sites, so it’s important that advisers check in with students and mentors and help make connections to school standards. “Our advisers create a specific individual learning plan and set of curriculum for students that are based on standards, but very rarely will it cover all of them,” Battaglia said. “But I also have a bias that I don’t think they’re all covered in a traditional setting either.”\u003c/p>\n\u003cp>The Met makes a calculation to cover fewer standards more deeply and to have advisers deeply involved in shaping the experience so that the student gets practice in areas where they have skill gaps. “The point isn’t to be proficient at the specific work of that place, but to learn problem solving, to collaborate, to be able to have a foundation to develop academic investigations,” Battaglia said.\u003c/p>\n\u003cp>To help link the internship experience with the classroom, there's plenty of documentation. Students keep a journal about what they’re learning through the internship and often take pictures and videos to chronicle their reflections. “We have structures of rubrics and scales and scaffolds to help them reflect,” Battaglia said.\u003c/p>\n\u003cp>\u003cstrong>SPECIFIC SKILLS AREN'T THE OBJECTIVE\u003c/strong>\u003c/p>\n\u003cp>The biggest value of the internship experience is social. “It wasn’t about learning a career or a particular job,” said Rob Riordan, co-founder of High Tech High and president of the \u003ca href=\"http://gse.hightechhigh.org/\" target=\"_blank\">High Tech High Graduate School of Education\u003c/a>. “The result for students, particularly for lower income families with fewer resources, was that this was the introduction to those networks. They were meeting mentors who were going to recommend them for summer jobs and other opportunities.” The internship helps student build social capital, while feeling like their work has a real world purpose.\u003c/p>\n\u003cp>High Tech High emphasizes that, while students should look for an internship in an area of interest, they should also carefully pick a mentor, a key piece of the experience. “It’s not about narrowly predicting what they are going to spend the rest of their life doing,” said Ben Daley, chief academic officer for High Tech High. “It’s much more about the relationship between mentor and student.” Daley tells students to choose a good mentor over what might seem like the perfect experience.\u003c/p>\n\u003cp>Mentors often get a lot out of the experience as well. The Met gives mentors a brief training on what to expect when working with adolescents and tips for how to explain knowledge they know implicitly clearly to students. “Many of [our mentors] feel like it's the first time someone valued the work,” Battaglia said. “They’re extremely well supported by the students and there’s a real deep human connection.” Teaching someone else who is interested can help bring passion back to the work for many mentors.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES OF INTERNSHIPS\u003c/strong>\u003c/p>\n\u003cp>Internships take place in real workplaces and students work on real problems in a variety of industries. They offer tremendously diverse experiences to students, but don’t usually align with state standards, a challenge for public schools using this model.\u003c/p>\n\u003cp>“There’s going to be a less-is-more, a deeper focus,” Battaglia said. He’s confident that internship experiences are aligned with Common Core State Standard goals of creating students that can think creatively, problem solve and transfer knowledge. But his advisers also occasionally have trouble explaining to an internship mentor why a particular standard or skill should be incorporated into the experience. Mentors often say the skills aren’t necessary for the work and can become frustrated when seemingly meaningless learning goals are injected into the experience.\u003c/p>\n\u003cp>Students might also end up in internships for which they are under-qualified. Gavares described the experience of a friend, whose internship at the Salk Institute, was different than hers. That student had no idea what was expected of him on the first day and wasn’t sure he’d be able to live up to expectations. “The way they survived and ended up thriving was learning on site from their mentor and from other professionals on the job,” Gavares said. She noted that mentors often expect that kind of learning curve and it’s actually very realistic. “That’s one of the most exciting parts about the internship -- learning new things that weren’t expected from you.”\u003c/p>\n\u003cp>\u003cstrong>A GROWTHFUL EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>Ultimately, the internship experience is a taste of the real world, a glimpse into various fields of interest and an enticement for what school can help students achieve. But the experience often develops personal growth, as well.\u003c/p>\n\u003cp>“I think that internships are really, in essence, about an expansion of identity, of incorporating what you couldn’t have done before, and new relationships that you didn’t have before, into your sense of who you are,” said Riordan. “And that’s something that’s a rare commodity in our classrooms, but it’s there in abundance in the internship experiences.”\u003c/p>\n\u003cp>Teaching through the world of work can be messy. Students in both High Tech High schools and Big Picture schools have been fired from their internships -- a real and often appropriate consequence for various behaviors. Internships also require a lot of communication between students, mentors, and school advisers to make sure the student is getting to participate in real, authentic work, not playing a menial role in an office.\u003c/p>\n\u003cp>“They are not 'clean' systems,” said Battaglia. “If you are being responsive to kids and to mentors, you can try to rein it in, but there is always going to be some messiness, which is really healthy, I think.” For school leaders, choosing to incorporate internships takes some comfort with uncertainty and the ability to roll with circumstances as they change.\u003c/p>\n\u003cp>School leaders who have embraced the challenge have seen such positive trends in their high school students that they are considering how to bring similar, real-world experiences to younger students. “We’ve just started to look less at age and more at the capacity to do an internship,” Battaglia said. Some students aren’t ready for an internship experience in middle school, but others are and could benefit from the program. High Tech Middle schools have already seen good results working on real problems in the community as a full class.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Very often we mispredict what our young folks are able to do,” Riordan said. “One of the things we’ve learned to do is to understand that a stretch for student is a good thing and that students often respond to that stretch and do things even we weren’t sure they could do.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34381\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/usdagov/9840470025/sizes/l/\">\u003cimg class=\"size-full wp-image-34381\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/real-world.jpg\" alt=\"real-world\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/real-world.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/real-world-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/real-world-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Katie Gavares spent three weeks in England during her junior year at \u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\">High Tech High\u003c/a> in San Diego working with British educators to incorporate project-based learning. It was a mandatory school internship, a standard part of High Tech High’s education program, and it left a lasting impact on her. High Tech High is a network of charter schools devoted to project-based and real-world learning and a leader in the movement to spread tools and tactics to deepen learning nationwide.\u003c/p>\n\u003cp>“I took away so much from my experience,” Gavares said recently on a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\">Deeper Learning MOOC\u003c/a> panel dedicated to the opportunities and challenges around internships for middle and high school students. “It’s different to be the lead on an all-day thing, and being in charge of having everyone understand a concept by the end of the day.” Gavares worked for one week with university professors and high school headmasters talking through how school structures had to change to make room for project-based learning. During the second week, she helped teachers develop projects, and in the third week she worked with students as they executed the projects.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Very often we mispredict what our young folks are able to do... A stretch for a student is a good thing and students often respond to that stretch and do things even we weren’t sure they could do.\"\u003c/aside>\n\u003cp>“Because I saw such dramatic and quick changes, I felt like I was really getting through to the people I was talking to,” Gavares said. She’s still in touch with many of the educators she met during the internship and even does project-critiques with her teacher-partner in England. She says it was the most memorable experience of high school and helped make her the person she is today.\u003c/p>\n\u003cp>Gavares’ passion and excitement about her internship demonstrates the power of allowing students to collaborate with professionals in the real world. As a high school student, she brought expertise to British educators that they valued, and by sharing her deep knowledge of and personal experience with project-based learning from a student perspective, Gavares learned about some of the challenges that well-meaning administrators face too.\u003c/p>\n\u003cp>“The stakes were very very high and there was a high degree of uncertainty,” said Elliot Washor, co-founder of \u003ca href=\"http://www.bigpicture.org/\" target=\"_blank\">Big Pictures Schools\u003c/a> and a Deeper Learning MOOC panelist. Big Picture Learning is a non-profit that helps schools redesign systems based on student interests. “What she did had value to herself and to that organization and that made the stakes very high.” Gavares was invested in the project because of her positive experience with project-based learning and she wanted to do a good job for her partners. Her motivation to work hard and succeed were tied to a sense of purpose and the understanding that her work was valued.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She also gained valuable knowledge about where she’d like to grow in the future. “I’d like to get better at problem-solving,” Gavares said. “There were so many problems because English schools are so structurally different. And in these meetings we would come across the same problems. I was having a hard time not getting pulled down by this one barrier that we were really struggling with.”\u003c/p>\n\u003cp>\u003cstrong>STRUCTURING INTERNSHIPS\u003c/strong>\u003c/p>\n\u003cp>Internships are a core part of the education at certain schools, and there are at least two ways to structure internships at this level. High Tech High chooses to send its students on their internships for a three-week chunk of time in either January or June. That model fits their scheduling needs best and it allows teachers to visit students at their sites so they can bring elements of that experiential learning back into the classroom.\u003c/p>\n\u003cp>Big Pictures Schools favor a model where students are working with mentors in the field two days a week. The internship is not an isolated experience, but a core part of the pedagogy. “We couldn’t run our school without our mentors,” said Joe Battaglia, Director of Curriculum and Instruction at \u003ca href=\"http://metcenter.org/\" target=\"_blank\">The Met,\u003c/a> a Big Picture school in Providence. They’re essential for us.” School administrators encourage the mentors to hold students to the same high standards they’d expect of employees. \"We have an expectation that the work will be high quality and real because it raises the stakes,” Battaglia said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Students spend a large portion of their week at internship sites, so it’s important that advisers check in with students and mentors and help make connections to school standards. “Our advisers create a specific individual learning plan and set of curriculum for students that are based on standards, but very rarely will it cover all of them,” Battaglia said. “But I also have a bias that I don’t think they’re all covered in a traditional setting either.”\u003c/p>\n\u003cp>The Met makes a calculation to cover fewer standards more deeply and to have advisers deeply involved in shaping the experience so that the student gets practice in areas where they have skill gaps. “The point isn’t to be proficient at the specific work of that place, but to learn problem solving, to collaborate, to be able to have a foundation to develop academic investigations,” Battaglia said.\u003c/p>\n\u003cp>To help link the internship experience with the classroom, there's plenty of documentation. Students keep a journal about what they’re learning through the internship and often take pictures and videos to chronicle their reflections. “We have structures of rubrics and scales and scaffolds to help them reflect,” Battaglia said.\u003c/p>\n\u003cp>\u003cstrong>SPECIFIC SKILLS AREN'T THE OBJECTIVE\u003c/strong>\u003c/p>\n\u003cp>The biggest value of the internship experience is social. “It wasn’t about learning a career or a particular job,” said Rob Riordan, co-founder of High Tech High and president of the \u003ca href=\"http://gse.hightechhigh.org/\" target=\"_blank\">High Tech High Graduate School of Education\u003c/a>. “The result for students, particularly for lower income families with fewer resources, was that this was the introduction to those networks. They were meeting mentors who were going to recommend them for summer jobs and other opportunities.” The internship helps student build social capital, while feeling like their work has a real world purpose.\u003c/p>\n\u003cp>High Tech High emphasizes that, while students should look for an internship in an area of interest, they should also carefully pick a mentor, a key piece of the experience. “It’s not about narrowly predicting what they are going to spend the rest of their life doing,” said Ben Daley, chief academic officer for High Tech High. “It’s much more about the relationship between mentor and student.” Daley tells students to choose a good mentor over what might seem like the perfect experience.\u003c/p>\n\u003cp>Mentors often get a lot out of the experience as well. The Met gives mentors a brief training on what to expect when working with adolescents and tips for how to explain knowledge they know implicitly clearly to students. “Many of [our mentors] feel like it's the first time someone valued the work,” Battaglia said. “They’re extremely well supported by the students and there’s a real deep human connection.” Teaching someone else who is interested can help bring passion back to the work for many mentors.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES OF INTERNSHIPS\u003c/strong>\u003c/p>\n\u003cp>Internships take place in real workplaces and students work on real problems in a variety of industries. They offer tremendously diverse experiences to students, but don’t usually align with state standards, a challenge for public schools using this model.\u003c/p>\n\u003cp>“There’s going to be a less-is-more, a deeper focus,” Battaglia said. He’s confident that internship experiences are aligned with Common Core State Standard goals of creating students that can think creatively, problem solve and transfer knowledge. But his advisers also occasionally have trouble explaining to an internship mentor why a particular standard or skill should be incorporated into the experience. Mentors often say the skills aren’t necessary for the work and can become frustrated when seemingly meaningless learning goals are injected into the experience.\u003c/p>\n\u003cp>Students might also end up in internships for which they are under-qualified. Gavares described the experience of a friend, whose internship at the Salk Institute, was different than hers. That student had no idea what was expected of him on the first day and wasn’t sure he’d be able to live up to expectations. “The way they survived and ended up thriving was learning on site from their mentor and from other professionals on the job,” Gavares said. She noted that mentors often expect that kind of learning curve and it’s actually very realistic. “That’s one of the most exciting parts about the internship -- learning new things that weren’t expected from you.”\u003c/p>\n\u003cp>\u003cstrong>A GROWTHFUL EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>Ultimately, the internship experience is a taste of the real world, a glimpse into various fields of interest and an enticement for what school can help students achieve. But the experience often develops personal growth, as well.\u003c/p>\n\u003cp>“I think that internships are really, in essence, about an expansion of identity, of incorporating what you couldn’t have done before, and new relationships that you didn’t have before, into your sense of who you are,” said Riordan. “And that’s something that’s a rare commodity in our classrooms, but it’s there in abundance in the internship experiences.”\u003c/p>\n\u003cp>Teaching through the world of work can be messy. Students in both High Tech High schools and Big Picture schools have been fired from their internships -- a real and often appropriate consequence for various behaviors. Internships also require a lot of communication between students, mentors, and school advisers to make sure the student is getting to participate in real, authentic work, not playing a menial role in an office.\u003c/p>\n\u003cp>“They are not 'clean' systems,” said Battaglia. “If you are being responsive to kids and to mentors, you can try to rein it in, but there is always going to be some messiness, which is really healthy, I think.” For school leaders, choosing to incorporate internships takes some comfort with uncertainty and the ability to roll with circumstances as they change.\u003c/p>\n\u003cp>School leaders who have embraced the challenge have seen such positive trends in their high school students that they are considering how to bring similar, real-world experiences to younger students. “We’ve just started to look less at age and more at the capacity to do an internship,” Battaglia said. Some students aren’t ready for an internship experience in middle school, but others are and could benefit from the program. High Tech Middle schools have already seen good results working on real problems in the community as a full class.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning? ",
"title": "Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning? ",
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"content": "\u003cfigure id=\"attachment_34271\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/inchoherent/5197618882/\">\u003cimg class=\"size-full wp-image-34271\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/sunshine.jpg\" alt=\"sunshine\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As educators across the country continue to examine the best ways of teaching and learning, a new lexicon is beginning to emerge that describes one particular approach -- \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">deeper learning\u003c/a>. The phrase implies a rich learning experience for students that allows them to really dig into a subject and understand it in a way that requires more than just memorizing facts.\u003c/p>\n\u003cp>The elements that make up this approach are not necessarily new -- great teachers have been employing these tactics for years. But now there's a movement to codify the different pieces that define the deeper learning approach, and to spread the knowledge from teacher to teacher, school to school in the form of a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\">Deeper Learning MOOC\u003c/a> (massive open online course), organized by a group of schools, non-profits, and sponsored by the \u003ca href=\"http://www.hewlett.org/programs/education-program/deeper-learning\" target=\"_blank\">Hewlett Foundation.\u003c/a>\u003c/p>\n\u003cp>So what defines deeper learning? This group has identified six competencies: mastering content, critical thinking, effective written and oral communication, collaboration, learning how to learn, and developing academic mindsets.\u003c/p>\n\u003cp>To help put these concepts in perspective, consider the example of a High Tech High sophomore class in San Diego that worked together in groups on a project combining humanities and physics through the lens of the rise and fall of ancient civilizations. Students were responsible for creating a mechanism to explain their theory about why those civilizations failed, drawing on what they’d learned about gears through the course of the project.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What you want to have is a sense of imagination, intuition and inspiration, and those don’t miss-predict based on socio-economic status, race, gender or language ability.\"\u003c/aside>\n\u003cp>“My individual mechanism didn’t work on exhibition day, when the whole school was watching,” said Maya Ervin, a sophomore at\u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\"> High Tech High\u003c/a> during the first online panel of the MOOC. The malfunction didn’t affect her entire grade because her teacher had been watching her collaborate and communicate with her group on the project for weeks and had many data points to assess her understanding of the material.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The great project for education everywhere is to reach all students and to discover that all students are capable of deeper learning,” said Rob Riordan, co-founder of High Tech High in describing the goal of the Deeper Learning MOOC. “The question then becomes, how do we find ways to offer access to all learners and in ways that all can shine.” That means letting students get their hands on materials to build things, giving them a real question or problem that’s worth pursuing and making them feel that they are engaged in authentic, valuable work.\u003c/p>\n\u003cp>“What you want to have is a sense of imagination, intuition and inspiration, and those don’t miss-predict based on socio-economic status, race, gender or language ability,\" said Larry Rosenstock, High Tech High’s other founder. \"Those are natural elements and talents that are all within us, but they’re not drawn upon in schools.” When schools try to draw out these innate human qualities, the social differences between students no longer matter for their achievement. But to achieve that vision of equitable learning, educators must recognize the varied strengths of students, some of which might not be strictly related to academic content.\u003c/p>\n\u003cp>\u003cstrong>CULTIVATING ACADEMIC MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Educators often discuss the difficulty of teaching students who don’t seem to want to learn. Without internal motivation and curiosity, school can feel like a chore to many students. But there are concrete ways to help students develop motivation and other positive academic mindsets.“The key is that we can develop in students that inner drive, that motivation for them to make the most out of those learning experiences,” said Eduardo Briceño, CEO of \u003ca href=\"http://www.mindsetworks.com/\" target=\"_blank\">Mindset Works\u003c/a>, a non-profit started by Stanford Professor Carol Dweck \u003ca href=\"http://www.mindsetworks.com/webnav/whatismindset.aspx\" target=\"_blank\">based on her research\u003c/a>.\u003c/p>\n\u003cp>To develop a positive academic mindset, these are four key beliefs students must hold:\u003c/p>\n\u003cul>\n\u003cli>I can change my intelligence and abilities through effort\u003c/li>\n\u003cli>I can succeed\u003c/li>\n\u003cli>I belong in this learning community\u003c/li>\n\u003cli>This work has value and purpose for me\u003c/li>\n\u003c/ul>\n\u003cp>When those beliefs are present and paired with learning strategies to help with effective self-management, any student can be successful. “We have to be deliberate about creating environments that foster those beliefs and strategies in students so they take ownership of learning,” Briceno said. “There is not one way to create deeper learning, different schools can design themselves in different ways to create deeper learning experiences and outcomes for their students.”\u003c/p>\n\u003cp>\u003cstrong>DEEPER LEARNING AND THE COMMON CORE\u003c/strong>\u003c/p>\n\u003cp>“Teachers consistently tell us the things that hold them back from deeper learning are state tests and college expectations,” said \u003ca href=\"http://www.gse.harvard.edu/directory/faculty/faculty-detail/?fc=78498&flt=m&sub=all\" target=\"_blank\">Jal Mehta\u003c/a>, professor at Harvard Graduate School of Education. Mehta has spent a lot of time visiting schools around the country, documenting deeper learning or its lack. In high school, teachers say there are too many required topics so classes turn into shallow treatments of a wide range of topics, rather than a deep dive on just a few.\u003c/p>\n\u003cp>[contextly_sidebar id=\"0e93f4040107474941fa290cdf0efecd\"]\u003c/p>\n\u003cp>The Common Core State Standards try to take a deeper approach to learning, but Deeper Learning MOOC panelists agreed that whether the standards live up to their expectations depends on implementation. “If you add a few letters to standards you get standardization and standardization is the death knell to innovation,” said Rosenstock. “I think that there’s a lot of ways that you can be accountable and the greatest risk for standards is that they devolve into content standards, instead of process standards.”\u003c/p>\n\u003cp>Panelists agreed that for the most part the Common Core Standards are trying to move in the right direction, but how those standards are assessed can become tricky. “Before we assess, we need to know what we are assessing for,” said Marc Chun, program officer at the Hewlett Foundation. What does effective collaboration look like? What does it really look like to be a critical thinker? These skill are more oriented towards process than content, making them difficult to assess in a standardized way.\u003c/p>\n\u003cp>\u003cstrong>EDUCATORS AND DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>“The relationship between teachers and administrators parallels the relationship between teachers and students,” said Mehta. If administrators hold tightly to hierarchy, teachers are more likely to see themselves as the authority figure in the classroom. Conversely, if there is a respectful partnership between administrators and teachers that approach transfers to the classroom, modeling how teachers can treat students as partners in the learning process.\u003c/p>\n\u003cp>Another important key to success is for educators to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/how-opening-up-classroom-doors-can-push-education-forward/\">move away from siloed disciplines and work together in groups\u003c/a>. Rosenstock said High Tech High teachers rarely work alone. Instead, they look for ways to create projects that cross the boundaries of disciplines, the way real world problems often do.\u003c/p>\n\u003cp>It’s also worth recognizing that deeper learning isn’t happening everywhere and some teachers may have never experienced that kind of learning in their own schooling. In those cases, it might help them to see deeper learning in action in order to understand how they might be able to implement it in their classrooms. “Despite the fact that there’s not that much deeper learning out there, when there is, it’s really powerful,” Mehta said.“The most helpful thing with respect to learning about deeper learning was seeing it and then doing it.”\u003c/p>\n\u003cp>\u003cstrong>GETTING STARTED WITH DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>One easy way to try out deeper learning is to ask students what interests them. Don’t have any curricular goals in mind, just ask them genuinely what they care about. Throw the ideas up on the board and group them, looking for an overarching theme. “As educators you forget to go to students and ask a question,” said Maya Ervin, the High Tech High sophomore. “Sometimes it’s forgotten that the students are the ones that are most affected by deeper learning.”\u003c/p>\n\u003cp>Rob Riordan has tried this method with students of all ages. With one sixth grade class it was clear that all their questions were linked to the end of the world. The class ended up studying asteroids, earthquakes, the Mayan calendar and other apocalyptic events.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The core competencies of deeper learning will transfer beyond school and into the rest of students lives. That makes it imperative that all students acquire them through school and makes any discussions of deeper learning one about equity. “I think that the notion of deeper learning is ultimately a social justice issue,” said Chun. “We need to find ways for everyone to have this otherwise they’ll be left behind with the challenges we’ll face in the world.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34271\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/inchoherent/5197618882/\">\u003cimg class=\"size-full wp-image-34271\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/sunshine.jpg\" alt=\"sunshine\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As educators across the country continue to examine the best ways of teaching and learning, a new lexicon is beginning to emerge that describes one particular approach -- \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">deeper learning\u003c/a>. The phrase implies a rich learning experience for students that allows them to really dig into a subject and understand it in a way that requires more than just memorizing facts.\u003c/p>\n\u003cp>The elements that make up this approach are not necessarily new -- great teachers have been employing these tactics for years. But now there's a movement to codify the different pieces that define the deeper learning approach, and to spread the knowledge from teacher to teacher, school to school in the form of a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\">Deeper Learning MOOC\u003c/a> (massive open online course), organized by a group of schools, non-profits, and sponsored by the \u003ca href=\"http://www.hewlett.org/programs/education-program/deeper-learning\" target=\"_blank\">Hewlett Foundation.\u003c/a>\u003c/p>\n\u003cp>So what defines deeper learning? This group has identified six competencies: mastering content, critical thinking, effective written and oral communication, collaboration, learning how to learn, and developing academic mindsets.\u003c/p>\n\u003cp>To help put these concepts in perspective, consider the example of a High Tech High sophomore class in San Diego that worked together in groups on a project combining humanities and physics through the lens of the rise and fall of ancient civilizations. Students were responsible for creating a mechanism to explain their theory about why those civilizations failed, drawing on what they’d learned about gears through the course of the project.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What you want to have is a sense of imagination, intuition and inspiration, and those don’t miss-predict based on socio-economic status, race, gender or language ability.\"\u003c/aside>\n\u003cp>“My individual mechanism didn’t work on exhibition day, when the whole school was watching,” said Maya Ervin, a sophomore at\u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\"> High Tech High\u003c/a> during the first online panel of the MOOC. The malfunction didn’t affect her entire grade because her teacher had been watching her collaborate and communicate with her group on the project for weeks and had many data points to assess her understanding of the material.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The great project for education everywhere is to reach all students and to discover that all students are capable of deeper learning,” said Rob Riordan, co-founder of High Tech High in describing the goal of the Deeper Learning MOOC. “The question then becomes, how do we find ways to offer access to all learners and in ways that all can shine.” That means letting students get their hands on materials to build things, giving them a real question or problem that’s worth pursuing and making them feel that they are engaged in authentic, valuable work.\u003c/p>\n\u003cp>“What you want to have is a sense of imagination, intuition and inspiration, and those don’t miss-predict based on socio-economic status, race, gender or language ability,\" said Larry Rosenstock, High Tech High’s other founder. \"Those are natural elements and talents that are all within us, but they’re not drawn upon in schools.” When schools try to draw out these innate human qualities, the social differences between students no longer matter for their achievement. But to achieve that vision of equitable learning, educators must recognize the varied strengths of students, some of which might not be strictly related to academic content.\u003c/p>\n\u003cp>\u003cstrong>CULTIVATING ACADEMIC MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Educators often discuss the difficulty of teaching students who don’t seem to want to learn. Without internal motivation and curiosity, school can feel like a chore to many students. But there are concrete ways to help students develop motivation and other positive academic mindsets.“The key is that we can develop in students that inner drive, that motivation for them to make the most out of those learning experiences,” said Eduardo Briceño, CEO of \u003ca href=\"http://www.mindsetworks.com/\" target=\"_blank\">Mindset Works\u003c/a>, a non-profit started by Stanford Professor Carol Dweck \u003ca href=\"http://www.mindsetworks.com/webnav/whatismindset.aspx\" target=\"_blank\">based on her research\u003c/a>.\u003c/p>\n\u003cp>To develop a positive academic mindset, these are four key beliefs students must hold:\u003c/p>\n\u003cul>\n\u003cli>I can change my intelligence and abilities through effort\u003c/li>\n\u003cli>I can succeed\u003c/li>\n\u003cli>I belong in this learning community\u003c/li>\n\u003cli>This work has value and purpose for me\u003c/li>\n\u003c/ul>\n\u003cp>When those beliefs are present and paired with learning strategies to help with effective self-management, any student can be successful. “We have to be deliberate about creating environments that foster those beliefs and strategies in students so they take ownership of learning,” Briceno said. “There is not one way to create deeper learning, different schools can design themselves in different ways to create deeper learning experiences and outcomes for their students.”\u003c/p>\n\u003cp>\u003cstrong>DEEPER LEARNING AND THE COMMON CORE\u003c/strong>\u003c/p>\n\u003cp>“Teachers consistently tell us the things that hold them back from deeper learning are state tests and college expectations,” said \u003ca href=\"http://www.gse.harvard.edu/directory/faculty/faculty-detail/?fc=78498&flt=m&sub=all\" target=\"_blank\">Jal Mehta\u003c/a>, professor at Harvard Graduate School of Education. Mehta has spent a lot of time visiting schools around the country, documenting deeper learning or its lack. In high school, teachers say there are too many required topics so classes turn into shallow treatments of a wide range of topics, rather than a deep dive on just a few.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The Common Core State Standards try to take a deeper approach to learning, but Deeper Learning MOOC panelists agreed that whether the standards live up to their expectations depends on implementation. “If you add a few letters to standards you get standardization and standardization is the death knell to innovation,” said Rosenstock. “I think that there’s a lot of ways that you can be accountable and the greatest risk for standards is that they devolve into content standards, instead of process standards.”\u003c/p>\n\u003cp>Panelists agreed that for the most part the Common Core Standards are trying to move in the right direction, but how those standards are assessed can become tricky. “Before we assess, we need to know what we are assessing for,” said Marc Chun, program officer at the Hewlett Foundation. What does effective collaboration look like? What does it really look like to be a critical thinker? These skill are more oriented towards process than content, making them difficult to assess in a standardized way.\u003c/p>\n\u003cp>\u003cstrong>EDUCATORS AND DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>“The relationship between teachers and administrators parallels the relationship between teachers and students,” said Mehta. If administrators hold tightly to hierarchy, teachers are more likely to see themselves as the authority figure in the classroom. Conversely, if there is a respectful partnership between administrators and teachers that approach transfers to the classroom, modeling how teachers can treat students as partners in the learning process.\u003c/p>\n\u003cp>Another important key to success is for educators to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/how-opening-up-classroom-doors-can-push-education-forward/\">move away from siloed disciplines and work together in groups\u003c/a>. Rosenstock said High Tech High teachers rarely work alone. Instead, they look for ways to create projects that cross the boundaries of disciplines, the way real world problems often do.\u003c/p>\n\u003cp>It’s also worth recognizing that deeper learning isn’t happening everywhere and some teachers may have never experienced that kind of learning in their own schooling. In those cases, it might help them to see deeper learning in action in order to understand how they might be able to implement it in their classrooms. “Despite the fact that there’s not that much deeper learning out there, when there is, it’s really powerful,” Mehta said.“The most helpful thing with respect to learning about deeper learning was seeing it and then doing it.”\u003c/p>\n\u003cp>\u003cstrong>GETTING STARTED WITH DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>One easy way to try out deeper learning is to ask students what interests them. Don’t have any curricular goals in mind, just ask them genuinely what they care about. Throw the ideas up on the board and group them, looking for an overarching theme. “As educators you forget to go to students and ask a question,” said Maya Ervin, the High Tech High sophomore. “Sometimes it’s forgotten that the students are the ones that are most affected by deeper learning.”\u003c/p>\n\u003cp>Rob Riordan has tried this method with students of all ages. With one sixth grade class it was clear that all their questions were linked to the end of the world. The class ended up studying asteroids, earthquakes, the Mayan calendar and other apocalyptic events.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The core competencies of deeper learning will transfer beyond school and into the rest of students lives. That makes it imperative that all students acquire them through school and makes any discussions of deeper learning one about equity. “I think that the notion of deeper learning is ultimately a social justice issue,” said Chun. “We need to find ways for everyone to have this otherwise they’ll be left behind with the challenges we’ll face in the world.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_33529\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33529\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/3813941041_4af32fbde1_z-e1390324463665.jpg\" alt=\"3813941041_4af32fbde1_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/3813941041_4af32fbde1_z-e1390324463665.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/3813941041_4af32fbde1_z-e1390324463665-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/3813941041_4af32fbde1_z-e1390324463665-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By David Price\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">It might be time we re-thought student engagement. Are we measuring the right things? Are we taking disengagement seriously enough? January is a time for resolutions. Perhaps educators, in 2014, need to resolve to better understand student engagement, challenge the myths around it, and make it a higher priority in their relationships with students.\u003c/p>\n\u003cp>Let’s deal with the issue of the importance of engagement first. A \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1002/berj.3031/abstract\">recent longitudinal study\u003c/a> of Australian students has published conclusions that every government minister for education should heed. Tracking students over a 20-year period, researchers found that the more children felt connected to their school community and felt engaged (rather than bored), the greater their likelihood of achieving a higher educational qualification and going on to a professional or managerial career, over and above their academic attainment or socio-economic background. In other words, an engaged child from a low socio-economic background will have better opportunities in life than a disengaged child from a more privileged background. This is a crucial message for ministers grappling with the inequality gap.\u003c/p>\n\u003cp>But for these findings to translate into actions, we have to re-think what we mean by engagement. For too long we have confused engagement with compliance or, worse still, \"fun.\" This confusion has led to a number of myths distorting how we act, and what we look for, in the classroom.\u003c/p>\n\u003ch3>\u003cstrong>Myth #1: \"I can see when my students are engaged.\"\u003c/strong>\u003c/h3>\n\u003cp>Don’t be so sure. Those who have switched off are often only the visible tip of the disengagement iceberg. The ones below the surface could be \"invisibly disengaged\" -- complying but not engaging. A great empathetic principal once told me of her shock in discovering that one of her best students (in terms of behavior and achievement) had been bored every day in school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“But why didn’t any of your teachers spot this?” she asked.\u003c/p>\n\u003cp>He replied, “I learned how to fall asleep with my eyes open.\"\u003c/p>\n\u003cp>Students are learning to modify their behavior in class so that they appear to be engaged while, in reality, they’ve intellectually checked-out.\u003c/p>\n\u003ch3>Myth #2 : \"They must be engaged -- look at their test scores!\"\u003c/h3>\n\u003cp>In a culture driven by test results, it’s understandable that teachers should assume that students must be engaged when their grades improve. But this culture has given rise to a relatively new phenomenon: the disengaged achiever. I speak from personal experience, being the father of two bright sons who got good high school grades, but they reasoned that the control and direction over their learning that they sought was best achieved by leaving formal education and continuing to learn socially, outside school.\u003c/p>\n\u003ch3>Myth #3 : \"They must be engaged -- they’re having fun.\"\u003c/h3>\n\u003cp>The wise-cracking, charismatic teacher might look great in the movies, but that doesn’t always lead to deep student engagement. Humor is important, of course, but students need intellectual stretch -- shallow engagement isn’t enough. Seymour Papert coined the phrase \"hard fun\" to describe learning activities that absorb and challenge students, because they have rigor, relevance and stretch.\u003c/p>\n\u003cp>So, if we recalibrate what we mean by deeper, more challenging, forms of engagement how do we achieve it? Current research suggests that there’s no single magic ingredient. \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0959475213000327\">Another important study\u003c/a>, published at the end of 2013 by University of Pennsylvania and University of Michigan, indicates that success is likely to be found in combining a number of motivators: agency, choice, purpose and relevance:\u003c/p>\n\u003cp>\"Opportunities for decision making or freedom of action are less important than the extent to which the decision making and action opportunities available reflect personal goals, interests, or values.”\u003c/p>\n\u003cp>The revered Indian philosopher and educator, Sri Aurobindo, knew a thing or two about engagement. His three principles for learning still serve as an important guide in designing engaging learning:\u003c/p>\n\u003cul>\n\u003cli>Nothing can be \"taught\" -- engagement precedes learning, so students need to actively buy in to their learning, in order to bring discretionary activity to the process (that is, above and beyond the required outcomes)\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>The mind must be consulted in its own growth. Activities need to personally matter to students, tapping in to their values and passions.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Work from the near to the far. Make activities relevant to the world students inhabit, but build in intellectual stretch to take them beyond their cognitive \"comfort zone.\"\u003c/li>\n\u003c/ul>\n\u003cp>So, we know engagement can’t be done to students; we are realizing its importance in improving the life-chances of some of our poorer students; we now know it’s a lot more than just compliance.\u003c/p>\n\u003cp>Our challenge, in 2014 is this: Can we become designers of learning, rather than deliverers of worksheets? Can we create opportunities for learning which simultaneously inspire, challenge and deepen students’ innate love of learning?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/DavidPriceOBE\">David Price\u003c/a> is an author, learning futurist and senior associate at the Innovation Unit in London, England. His new book is \u003ca href=\"http://www.amazon.com/OPEN-well-work-learn-future-ebook/dp/B00FLYFS98\">OPEN: How We’ll Work, Live And Learn In The Future\u003c/a> is available on Amazon\u003c/em>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33529\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33529\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/3813941041_4af32fbde1_z-e1390324463665.jpg\" alt=\"3813941041_4af32fbde1_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/3813941041_4af32fbde1_z-e1390324463665.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/3813941041_4af32fbde1_z-e1390324463665-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/3813941041_4af32fbde1_z-e1390324463665-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By David Price\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">It might be time we re-thought student engagement. Are we measuring the right things? Are we taking disengagement seriously enough? January is a time for resolutions. Perhaps educators, in 2014, need to resolve to better understand student engagement, challenge the myths around it, and make it a higher priority in their relationships with students.\u003c/p>\n\u003cp>Let’s deal with the issue of the importance of engagement first. A \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1002/berj.3031/abstract\">recent longitudinal study\u003c/a> of Australian students has published conclusions that every government minister for education should heed. Tracking students over a 20-year period, researchers found that the more children felt connected to their school community and felt engaged (rather than bored), the greater their likelihood of achieving a higher educational qualification and going on to a professional or managerial career, over and above their academic attainment or socio-economic background. In other words, an engaged child from a low socio-economic background will have better opportunities in life than a disengaged child from a more privileged background. This is a crucial message for ministers grappling with the inequality gap.\u003c/p>\n\u003cp>But for these findings to translate into actions, we have to re-think what we mean by engagement. For too long we have confused engagement with compliance or, worse still, \"fun.\" This confusion has led to a number of myths distorting how we act, and what we look for, in the classroom.\u003c/p>\n\u003ch3>\u003cstrong>Myth #1: \"I can see when my students are engaged.\"\u003c/strong>\u003c/h3>\n\u003cp>Don’t be so sure. Those who have switched off are often only the visible tip of the disengagement iceberg. The ones below the surface could be \"invisibly disengaged\" -- complying but not engaging. A great empathetic principal once told me of her shock in discovering that one of her best students (in terms of behavior and achievement) had been bored every day in school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“But why didn’t any of your teachers spot this?” she asked.\u003c/p>\n\u003cp>He replied, “I learned how to fall asleep with my eyes open.\"\u003c/p>\n\u003cp>Students are learning to modify their behavior in class so that they appear to be engaged while, in reality, they’ve intellectually checked-out.\u003c/p>\n\u003ch3>Myth #2 : \"They must be engaged -- look at their test scores!\"\u003c/h3>\n\u003cp>In a culture driven by test results, it’s understandable that teachers should assume that students must be engaged when their grades improve. But this culture has given rise to a relatively new phenomenon: the disengaged achiever. I speak from personal experience, being the father of two bright sons who got good high school grades, but they reasoned that the control and direction over their learning that they sought was best achieved by leaving formal education and continuing to learn socially, outside school.\u003c/p>\n\u003ch3>Myth #3 : \"They must be engaged -- they’re having fun.\"\u003c/h3>\n\u003cp>The wise-cracking, charismatic teacher might look great in the movies, but that doesn’t always lead to deep student engagement. Humor is important, of course, but students need intellectual stretch -- shallow engagement isn’t enough. Seymour Papert coined the phrase \"hard fun\" to describe learning activities that absorb and challenge students, because they have rigor, relevance and stretch.\u003c/p>\n\u003cp>So, if we recalibrate what we mean by deeper, more challenging, forms of engagement how do we achieve it? Current research suggests that there’s no single magic ingredient. \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0959475213000327\">Another important study\u003c/a>, published at the end of 2013 by University of Pennsylvania and University of Michigan, indicates that success is likely to be found in combining a number of motivators: agency, choice, purpose and relevance:\u003c/p>\n\u003cp>\"Opportunities for decision making or freedom of action are less important than the extent to which the decision making and action opportunities available reflect personal goals, interests, or values.”\u003c/p>\n\u003cp>The revered Indian philosopher and educator, Sri Aurobindo, knew a thing or two about engagement. His three principles for learning still serve as an important guide in designing engaging learning:\u003c/p>\n\u003cul>\n\u003cli>Nothing can be \"taught\" -- engagement precedes learning, so students need to actively buy in to their learning, in order to bring discretionary activity to the process (that is, above and beyond the required outcomes)\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>The mind must be consulted in its own growth. Activities need to personally matter to students, tapping in to their values and passions.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Work from the near to the far. Make activities relevant to the world students inhabit, but build in intellectual stretch to take them beyond their cognitive \"comfort zone.\"\u003c/li>\n\u003c/ul>\n\u003cp>So, we know engagement can’t be done to students; we are realizing its importance in improving the life-chances of some of our poorer students; we now know it’s a lot more than just compliance.\u003c/p>\n\u003cp>Our challenge, in 2014 is this: Can we become designers of learning, rather than deliverers of worksheets? Can we create opportunities for learning which simultaneously inspire, challenge and deepen students’ innate love of learning?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/DavidPriceOBE\">David Price\u003c/a> is an author, learning futurist and senior associate at the Innovation Unit in London, England. His new book is \u003ca href=\"http://www.amazon.com/OPEN-well-work-learn-future-ebook/dp/B00FLYFS98\">OPEN: How We’ll Work, Live And Learn In The Future\u003c/a> is available on Amazon\u003c/em>.\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 ",
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"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",
"title": "Top 10 Posts of 2012: Deep, Meaningful and Creative Learning | KQED",
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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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"disqusTitle": "How Do We Define and Measure \"Deeper Learning\"?",
"title": "How Do We Define and Measure \"Deeper Learning\"?",
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"content": "\u003cdiv id=\"attachment_23819\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/saxtourigr-2/\" rel=\"attachment wp-att-23819\">\u003cimg class=\"size-full wp-image-23819\" title=\"saxtourigr\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/saxtourigr.jpg\" alt=\"\" width=\"500\" height=\"406\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/saxtourigr.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/saxtourigr-400x325.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/saxtourigr-320x260.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Saxtourigr\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">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.\u003c/p>\n\u003cp>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 in a recent \u003ca href=\"http://media.all4ed.org/webinar-sep-12-2012\">webinar\u003c/a>. \"You have procedural knowledge of how, why, and when to apply it to answer questions and solve problems.\"\u003c/p>\n\u003cp>To deconstruct the definition of deeper learning further, the researchers came up with what they call three domains of competence: \u003cstrong>cognitive\u003c/strong>, \u003cstrong>intrapersonal\u003c/strong> and \u003cstrong>interpersonal\u003c/strong>. Cognitive refers to reasoning and problem solving; intrapersonal refers to self-management, self-directedness, and conscientiousness; and interpersonal refers to expressing ideas and communicating and working with others.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The kinds of tasks we need to assess take kids more time to enact and more time to score.\"\u003c/p>\n\u003c/aside>\n\u003cp>These three broad competencies are related to each other, Pellegrino said, and there's good evidence that shows they can lead to success in not only education, but also in career and health. In fact, conscientiousness is most highly correlated with successful outcomes.\u003c/p>\n\u003cp>If deeper learning is the ultimate goal, can it be taught? To a certain degree. But for educators to engage in deeper learning with students, researchers say they must begin with clear goals and let \u003c!--more-->students know what's expected of them. They must provide multiple and different kinds of ideas and tasks. They must encourage questioning and discussion, challenge them and offer support and guidance. They must use carefully selected curriculum and use formative assessments to measure and support students' progress.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Students can't learn in an absence of feedback,\" Pellegrino said. \"It's not just assessing, but providing feedback that's actionable on the part of students.\"\u003c/p>\n\u003cp>\u003cstrong>HOW TO SUPPORT DEEPER LEARNING THROUGH POLICY \u003c/strong>\u003c/p>\n\u003cp>In order for deeper learning to become the norm rather than the exception, it has to be a priority for local, state, and national policymakers, said Linda Darling-Hammond, professor of education at the Stanford and advocate for education reform. Common Core State Standards, which begin to push towards critical reasoning and problem solving and application of knowledge, are only being applied to math and literacy, she said. \"What about other subjects?\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/screen-shot-2012-09-12-at-1-41-58-pm-3/\" rel=\"attachment wp-att-23833\">\u003cimg class=\"alignright size-full wp-image-23833\" title=\"Deeper Learning\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png\" alt=\"\" width=\"464\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png 464w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2-400x259.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2-320x207.png 320w\" sizes=\"(max-width: 464px) 100vw, 464px\">\u003c/a>What's more, social-emotional skills have to be taken into account anytime we address deeper learning, she said. Some states have developed standards for social emotional skills, and it could be good strategy for others to follow as well.\u003c/p>\n\u003cp>The way to achieve deeper learning is through curriculum and instruction, in assessments, and teachers' professional development, she said.\u003c/p>\n\u003cp>The curriculum schools use now was created by a 10-member committee of men in 1893, Darling-Hammond said.\"We need a new committee,\" she said. \"Maybe with women and with people color, and maybe even with 20 people.\"\u003c/p>\n\u003cp>Curriculum should go deeper into application of skills, cover fewer topics that are more carefully selected and more deeply taught, and she said Common Core tries to do this. She repeated the mantra of many progressive educators: \"Teach less, learn more.\"\u003c/p>\n\u003cp>As for assessment, Darling-Hammond said our goals must be far more ambitious than they are now. Policymakers should follow the lead of schools that have been using digital portfolios and projects as assessments, rather than relying on standardized tests. \"Students are able to take feedback and revise their work,\" she said. \"Their conscientiousness is tested. We know that in contexts like that, we have evidence that students are making it through college in higher numbers.\"\u003c/p>\n\u003cp>Our current standardized tests focus on recall of facts and procedures, the lowest levels of types of learning, Pellegrino added. \"They’re easily scored and quantified for accountability procedures. They’re not optimal in measuring the kinds of competencies that represent deeper learning,\" he said.\u003c/p>\n\u003cp>But in order to use assessments that are valuable to students, we need to invest more money and time. \"The kinds of tasks we need to assess take kids more time to enact and more time to score,\" she said. Currently, the U.S. spends $10 to $20 per child on assessments, but in other countries where kids are doing deep inquiries and investigations, assessments cost about $200 per student.\u003c/p>\n\u003cp>\"We need to rethink the way we make those investments, as part of our policy agendas,\" she said, because, as Pellegrino put it, what gets tested governs what gets taught.\u003c/p>\n\u003cp>Another big component of deeper learning involves collaboration, she said, and \"collaboration is not cheating... it's part of problem-solving. Collaboration is a skill not a deficit.\"\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Collaboration is a skill, not a deficit.\"\u003c/p>\n\u003c/aside>\n\u003cp>Professional development is another key part of bringing deeper learning to students. School principals, who play a big role in curriculum adoption, as well as educators, must learn about problem-solving, child development, and content pedagogy in order to understand how to set up collaborative and project-based learning.\u003c/p>\n\u003cp>But in order to do their jobs well, educators must be given enough time to create thoughtful curriculum. In other countries, Darling-Hammond said, educators are allotted 15 to 20 hours a week just dedicated to curriculum creation.\u003c/p>\n\u003cp>For those interested in pursuing deeper learning strategies in class, she suggested pulling out the key ideas from current standards and going deep into those subjects, such as ratio and proportion in math. She also suggested reading books and learning more about complex instruction and how to develop collaborative group work, even in classes where there's a wide range of student skills.\u003c/p>\n\u003cp>\u003cstrong>BYPRODUCT OF DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>From an \u003ca href=\"http://blogs.edweek.org/edweek/inside-school-research/2012/07/study_deeper_learning_needs_st_1.html\">Edweek article \u003c/a>that reported on findings from the same study:\u003c/p>\n\u003cblockquote>\u003cp>The committee pointed to one 2008 five-year longitudinal study of 700 California students in three high schools: one urban and one rural school, each with large proportions of minority and English-language learner students, and another overwhelmingly wealthy, white school. While at the start of the study, incoming 9th graders in the diverse urban school performed significantly below the students in the other schools in mathematics, the school designed its algebra and geometry courses to highlight multiple dimensions of math concepts and approaches to problem-solving, self- and group-assessment and developing good questions. When tested at the end of the first year, the students exposed to the \"deeper learning\" math had caught up with their peers in algebra, and they performed significantly better than students in the other schools in the following year. By the 4th year of the study, 41 percent of students at the urban diverse school were taking calculus, in comparison to only 27 percent at the other two schools.\u003c/p>\u003c/blockquote>\n\u003cp>The study was partially funded by the William and Flora Hewlett Foundation\u003cem>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23819\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/saxtourigr-2/\" rel=\"attachment wp-att-23819\">\u003cimg class=\"size-full wp-image-23819\" title=\"saxtourigr\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/saxtourigr.jpg\" alt=\"\" width=\"500\" height=\"406\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/saxtourigr.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/saxtourigr-400x325.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/saxtourigr-320x260.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Saxtourigr\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">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.\u003c/p>\n\u003cp>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 in a recent \u003ca href=\"http://media.all4ed.org/webinar-sep-12-2012\">webinar\u003c/a>. \"You have procedural knowledge of how, why, and when to apply it to answer questions and solve problems.\"\u003c/p>\n\u003cp>To deconstruct the definition of deeper learning further, the researchers came up with what they call three domains of competence: \u003cstrong>cognitive\u003c/strong>, \u003cstrong>intrapersonal\u003c/strong> and \u003cstrong>interpersonal\u003c/strong>. Cognitive refers to reasoning and problem solving; intrapersonal refers to self-management, self-directedness, and conscientiousness; and interpersonal refers to expressing ideas and communicating and working with others.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The kinds of tasks we need to assess take kids more time to enact and more time to score.\"\u003c/p>\n\u003c/aside>\n\u003cp>These three broad competencies are related to each other, Pellegrino said, and there's good evidence that shows they can lead to success in not only education, but also in career and health. In fact, conscientiousness is most highly correlated with successful outcomes.\u003c/p>\n\u003cp>If deeper learning is the ultimate goal, can it be taught? To a certain degree. But for educators to engage in deeper learning with students, researchers say they must begin with clear goals and let \u003c!--more-->students know what's expected of them. They must provide multiple and different kinds of ideas and tasks. They must encourage questioning and discussion, challenge them and offer support and guidance. They must use carefully selected curriculum and use formative assessments to measure and support students' progress.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Students can't learn in an absence of feedback,\" Pellegrino said. \"It's not just assessing, but providing feedback that's actionable on the part of students.\"\u003c/p>\n\u003cp>\u003cstrong>HOW TO SUPPORT DEEPER LEARNING THROUGH POLICY \u003c/strong>\u003c/p>\n\u003cp>In order for deeper learning to become the norm rather than the exception, it has to be a priority for local, state, and national policymakers, said Linda Darling-Hammond, professor of education at the Stanford and advocate for education reform. Common Core State Standards, which begin to push towards critical reasoning and problem solving and application of knowledge, are only being applied to math and literacy, she said. \"What about other subjects?\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/screen-shot-2012-09-12-at-1-41-58-pm-3/\" rel=\"attachment wp-att-23833\">\u003cimg class=\"alignright size-full wp-image-23833\" title=\"Deeper Learning\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png\" alt=\"\" width=\"464\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png 464w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2-400x259.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2-320x207.png 320w\" sizes=\"(max-width: 464px) 100vw, 464px\">\u003c/a>What's more, social-emotional skills have to be taken into account anytime we address deeper learning, she said. Some states have developed standards for social emotional skills, and it could be good strategy for others to follow as well.\u003c/p>\n\u003cp>The way to achieve deeper learning is through curriculum and instruction, in assessments, and teachers' professional development, she said.\u003c/p>\n\u003cp>The curriculum schools use now was created by a 10-member committee of men in 1893, Darling-Hammond said.\"We need a new committee,\" she said. \"Maybe with women and with people color, and maybe even with 20 people.\"\u003c/p>\n\u003cp>Curriculum should go deeper into application of skills, cover fewer topics that are more carefully selected and more deeply taught, and she said Common Core tries to do this. She repeated the mantra of many progressive educators: \"Teach less, learn more.\"\u003c/p>\n\u003cp>As for assessment, Darling-Hammond said our goals must be far more ambitious than they are now. Policymakers should follow the lead of schools that have been using digital portfolios and projects as assessments, rather than relying on standardized tests. \"Students are able to take feedback and revise their work,\" she said. \"Their conscientiousness is tested. We know that in contexts like that, we have evidence that students are making it through college in higher numbers.\"\u003c/p>\n\u003cp>Our current standardized tests focus on recall of facts and procedures, the lowest levels of types of learning, Pellegrino added. \"They’re easily scored and quantified for accountability procedures. They’re not optimal in measuring the kinds of competencies that represent deeper learning,\" he said.\u003c/p>\n\u003cp>But in order to use assessments that are valuable to students, we need to invest more money and time. \"The kinds of tasks we need to assess take kids more time to enact and more time to score,\" she said. Currently, the U.S. spends $10 to $20 per child on assessments, but in other countries where kids are doing deep inquiries and investigations, assessments cost about $200 per student.\u003c/p>\n\u003cp>\"We need to rethink the way we make those investments, as part of our policy agendas,\" she said, because, as Pellegrino put it, what gets tested governs what gets taught.\u003c/p>\n\u003cp>Another big component of deeper learning involves collaboration, she said, and \"collaboration is not cheating... it's part of problem-solving. Collaboration is a skill not a deficit.\"\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Collaboration is a skill, not a deficit.\"\u003c/p>\n\u003c/aside>\n\u003cp>Professional development is another key part of bringing deeper learning to students. School principals, who play a big role in curriculum adoption, as well as educators, must learn about problem-solving, child development, and content pedagogy in order to understand how to set up collaborative and project-based learning.\u003c/p>\n\u003cp>But in order to do their jobs well, educators must be given enough time to create thoughtful curriculum. In other countries, Darling-Hammond said, educators are allotted 15 to 20 hours a week just dedicated to curriculum creation.\u003c/p>\n\u003cp>For those interested in pursuing deeper learning strategies in class, she suggested pulling out the key ideas from current standards and going deep into those subjects, such as ratio and proportion in math. She also suggested reading books and learning more about complex instruction and how to develop collaborative group work, even in classes where there's a wide range of student skills.\u003c/p>\n\u003cp>\u003cstrong>BYPRODUCT OF DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>From an \u003ca href=\"http://blogs.edweek.org/edweek/inside-school-research/2012/07/study_deeper_learning_needs_st_1.html\">Edweek article \u003c/a>that reported on findings from the same study:\u003c/p>\n\u003cblockquote>\u003cp>The committee pointed to one 2008 five-year longitudinal study of 700 California students in three high schools: one urban and one rural school, each with large proportions of minority and English-language learner students, and another overwhelmingly wealthy, white school. While at the start of the study, incoming 9th graders in the diverse urban school performed significantly below the students in the other schools in mathematics, the school designed its algebra and geometry courses to highlight multiple dimensions of math concepts and approaches to problem-solving, self- and group-assessment and developing good questions. When tested at the end of the first year, the students exposed to the \"deeper learning\" math had caught up with their peers in algebra, and they performed significantly better than students in the other schools in the following year. By the 4th year of the study, 41 percent of students at the urban diverse school were taking calculus, in comparison to only 27 percent at the other two schools.\u003c/p>\u003c/blockquote>\n\u003cp>The study was partially funded by the William and Flora Hewlett Foundation\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"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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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"radiolab": {
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
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