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"content": "\u003cdiv id=\"attachment_27355\" class=\"module image right mceTemp\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-27355\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/design-thinking-620x399.jpg\" alt=\"design-thinking\" width=\"620\" height=\"399\">\n\u003cp class=\"wp-media-credit\">Getty Images\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Design thinking can seem a bit abstract to teachers. It’s not part of traditional teacher training programs and has only recently entered the teachers' vernacular.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/what-happens-when-teachers-think-like-designers/\">Design thinking\u003c/a> is an approach to learning that includes considering real-world problems, research, analysis, conceiving original ideas, lots of experimentation, and sometimes building things by hand. But few schools have the time or wherewithal to integrate these processes into the school day.\u003c/p>\n\u003cp>But at the \u003ca href=\"http://www.nuevaschool.org/\">Nueva School\u003c/a> in Hillsborough, Calif., a small, private school for grades K-8, design thinking is part of every class and subject, and has been integrated throughout the curriculum with support from a dedicated \u003ca href=\"http://www.nuevaschool.org/programs/i-lab/innovation-lab\">Innovation Lab\u003c/a> or the iLab.\u003c/p>\n\u003cp>“It’s really a way to make people more effective and to supercharge their innate capabilities,” said \u003ca href=\"http://nuevadesigninstitute.org/component/content/article/2-speakers/bios/6-kim-saxe\">Kim Saxe\u003c/a>, director of Nueva's iLab, and one of the champions of design thinking.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\"> “Design thinking weaves together a lot of the standards that need to be taught in ways that people will really need to use them.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At Nueva, students are asked to bring the principles of design to every problem, no matter what age or grade. One fourth-grade design challenge included designing an LED lamp for a family member. Rather than immediately jumping in with ideas about the coolest lamp design, students were told to go home and observe their family members surreptitiously and decide who most needed a new light source. They then had to design a lamp that suited that person’s need and interests.\u003c/p>\n\u003cp>A sixth grade health-related project required students to work with Kaiser Permanente to improve some of their products. Students interviewed real patients to understand their health experiences and to improve them. “I felt that if they interviewed people with health issues that the kids would \u003c!--more-->get some wisdom from them,” Saxe said. “Rather than being an overt health class it would infiltrate them.” And because students pitched their ideas to Kaiser -- not just to the teacher for evaluation and assessment -- they took the project very seriously.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/what-do-wii-remotes-have-to-do-with-science-ask-sixth-graders/\">What Do Wii Remotes Have to Do With Science?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Kindergartners are tackling simple design challenges too, learning about materials, and getting a taste of design thinking as part of all their lessons. By third grade the students are actually designing products that have a service component; they research the problem, come up with solutions and design presentations and brochures on their best idea.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“They have to be willing to deal with uncertainty themselves; you have to give up control.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>The projects teach students how to make a stable product, use tools, think about the needs of another, solve challenges, overcome setbacks and stay motivated on a long-term problem. The projects also teach students to build on the ideas of others, vet sources, generate questions, deeply analyze topics, and think creatively and analytically. Many of those same qualities are goals of the Common Core State Standards, Saxe said. “Design thinking weaves together a lot of the standards that need to be taught in ways that people will really need to use them,” Saxe said.\u003c/p>\n\u003cp>In addition to classwork, Saxe keeps the iLab open during recess so students can work on their own projects.\u003c/p>\n\u003cp>\u003cstrong>ELEMENTS OF DESIGN THINKING\u003c/strong>\u003c/p>\n\u003cp>A big part of what Saxe loves about her job is thinking about how to foster each student’s individual creativity, helping them think critically about how and \u003cem>where\u003c/em> they get their best ideas. One active student discovered his best ideas came after he’d tired out his body playing sports. Another student found that shutting herself in a closet where she wasn't affected by anyone else was the most productive.\u003c/p>\n\u003cp>Saxe has developed a strategy for pulling lots of great ideas from her students, but it runs contrary to the group brainstorming method that many entrepreneurs embrace. Instead, students spread out to a quiet, comfortable space for solo-brainstorming. When they come back into groups each student shares her favorite idea and the group builds on that idea. Then each student shares her wildest idea. “Innovation often comes from some seed of an idea that’s tucked into a wild idea,” Saxe said. The group can help tease out what works and what doesn't.\u003c/p>\n\u003cp>Other qualities of great design learning educators include being open and curiosity, the ability to question beyond the facts, a positive attitude, high energy levels, and excitement about interdisciplinary approaches. More than anything, Saxe said the educator should “firmly believe that if you tell an answer to a child you've deprived them of a great learning opportunity.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers as Designers\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>POSSIBLE TO SCALE?\u003c/strong>\u003c/p>\n\u003cp>Nueva's integrated design thinking program might seem impossible to achieve in a public school, but elements of design thinking are easy to implement anywhere, she said. Even at Nueva, which was highly receptive to the idea, implementation was slow. Saxe was careful not to force teachers to incorporate design elements; instead, she offered trainings and helped to plan and deliver lessons. Since the program started in 2007, the school has steadily added design learning elements to all grade levels and subject areas until the iLab and the classroom are woven together.\u003c/p>\n\u003cp>One of the things that sold design thinking to the faculty was the idea of attempting to solve a real problem and adding an element of making.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\"> Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“Our faculty loved that design thinking increased student empathy,” Saxe said. “We always have them designing for a classmate or someone in the community, rather than just themselves.” Most often students are trying to solve problems they've identified in the life of a family member or in the community around them.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Saxe became a design learning believer because of a personally transformative experience rediscovering her own good ideas. But she recognizes that teaching with design thinking takes some specific qualities. “I think it takes a fair amount of flexibility and resourcefulness,” she said. “They have to be willing to deal with uncertainty themselves. If you are going to let someone go into an area and identify the needs, you have to give up control.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At Nueva, students are asked to bring the principles of design to every problem, no matter what age or grade. One fourth-grade design challenge included designing an LED lamp for a family member. Rather than immediately jumping in with ideas about the coolest lamp design, students were told to go home and observe their family members surreptitiously and decide who most needed a new light source. They then had to design a lamp that suited that person’s need and interests.\u003c/p>\n\u003cp>A sixth grade health-related project required students to work with Kaiser Permanente to improve some of their products. Students interviewed real patients to understand their health experiences and to improve them. “I felt that if they interviewed people with health issues that the kids would \u003c!--more-->get some wisdom from them,” Saxe said. “Rather than being an overt health class it would infiltrate them.” And because students pitched their ideas to Kaiser -- not just to the teacher for evaluation and assessment -- they took the project very seriously.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/what-do-wii-remotes-have-to-do-with-science-ask-sixth-graders/\">What Do Wii Remotes Have to Do With Science?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Kindergartners are tackling simple design challenges too, learning about materials, and getting a taste of design thinking as part of all their lessons. By third grade the students are actually designing products that have a service component; they research the problem, come up with solutions and design presentations and brochures on their best idea.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“They have to be willing to deal with uncertainty themselves; you have to give up control.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>The projects teach students how to make a stable product, use tools, think about the needs of another, solve challenges, overcome setbacks and stay motivated on a long-term problem. The projects also teach students to build on the ideas of others, vet sources, generate questions, deeply analyze topics, and think creatively and analytically. 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Another student found that shutting herself in a closet where she wasn't affected by anyone else was the most productive.\u003c/p>\n\u003cp>Saxe has developed a strategy for pulling lots of great ideas from her students, but it runs contrary to the group brainstorming method that many entrepreneurs embrace. Instead, students spread out to a quiet, comfortable space for solo-brainstorming. When they come back into groups each student shares her favorite idea and the group builds on that idea. Then each student shares her wildest idea. “Innovation often comes from some seed of an idea that’s tucked into a wild idea,” Saxe said. The group can help tease out what works and what doesn't.\u003c/p>\n\u003cp>Other qualities of great design learning educators include being open and curiosity, the ability to question beyond the facts, a positive attitude, high energy levels, and excitement about interdisciplinary approaches. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Saxe became a design learning believer because of a personally transformative experience rediscovering her own good ideas. But she recognizes that teaching with design thinking takes some specific qualities. “I think it takes a fair amount of flexibility and resourcefulness,” she said. “They have to be willing to deal with uncertainty themselves. If you are going to let someone go into an area and identify the needs, you have to give up control.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ciframe width=\"560\" height=\"315\" src=\"http://www.youtube.com/embed/wLiEiLuq75A\" frameborder=\"0\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp class=\"dropcap-serif\">Educator Jaime McGrath and designer Drew Davies explain how to create a \"classroom of imagination\" by turning lessons into design problems and giving students space to be creative in this \u003ca href=\"https://www.youtube.com/watch?feature=player_embedded&v=wLiEiLuq75A\">Tedx video\u003c/a>. In a \u003cem>New York Times\u003c/em> op-ed The MacArthur Foundation's Digital Media and Learning Competition's co-director \u003ca href=\"http://opinionator.blogs.nytimes.com/2011/08/07/education-needs-a-digital-age-upgrade/\">Cathy Davidson said she thinks it's possible that 65 percent of students\u003c/a> today will end up doing jobs that haven't been created yet.\u003c/p>\n\u003cp>McGrath and Davies argue that school needs to keep up with the times by promoting creativity, entrepreneurship, design thinking and hands on skills. McGrath's experience teaching design problems has convinced him that the approach includes all learning styles, brings the best of project-based learning, encourages cooperation and integrates subject matter horizontally. But mostly, McGrath and Davies are impressed at the cool stuff kids design.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ciframe width=\"560\" height=\"315\" src=\"http://www.youtube.com/embed/wLiEiLuq75A\" frameborder=\"0\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp class=\"dropcap-serif\">Educator Jaime McGrath and designer Drew Davies explain how to create a \"classroom of imagination\" by turning lessons into design problems and giving students space to be creative in this \u003ca href=\"https://www.youtube.com/watch?feature=player_embedded&v=wLiEiLuq75A\">Tedx video\u003c/a>. In a \u003cem>New York Times\u003c/em> op-ed The MacArthur Foundation's Digital Media and Learning Competition's co-director \u003ca href=\"http://opinionator.blogs.nytimes.com/2011/08/07/education-needs-a-digital-age-upgrade/\">Cathy Davidson said she thinks it's possible that 65 percent of students\u003c/a> today will end up doing jobs that haven't been created yet.\u003c/p>\n\u003cp>McGrath and Davies argue that school needs to keep up with the times by promoting creativity, entrepreneurship, design thinking and hands on skills. McGrath's experience teaching design problems has convinced him that the approach includes all learning styles, brings the best of project-based learning, encourages cooperation and integrates subject matter horizontally. But mostly, McGrath and Davies are impressed at the cool stuff kids design.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_26018\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/boy-scouts-make-way-kids-explore-by-creating/hacker-scouts/\" rel=\"attachment wp-att-26018\">\u003cimg class=\"size-large wp-image-26018\" title=\"Hacker-Scouts\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/Hacker-Scouts-620x356.gif\" alt=\"\" width=\"620\" height=\"356\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Jon Kalish\u003c/p>\n\u003c/div>\n\u003ch5>By Jon Kalish\u003c/h5>\n\u003cp class=\"dropcap-serif\">Countless kids have grown up with the Girl Scouts, the Boy Scouts or Campfire Girls, but for some families, the uniforms and outdoor focus of traditional Scouting groups don't appeal.\u003c/p>\n\u003cp>In recent months, Scout like groups that concentrate on technology and do-it-yourself projects have been sprouting up around the country. They're coed and, like traditional Scouting organizations, award patches to kids who master skills.\u003c/p>\n\u003cp>\u003ca href=\"http://hackerscouts.acemonstertoys.org/\">Ace Monster Toys\u003c/a> is a hacker space in Oakland, Calif., where members share high-tech tools. Normally, grown-ups congregate there, working on electronics or woodworking projects. But two Sundays a month, the place is overrun by 50 kids and their parents for the gatherings of a group called Hacker Scouts.\u003c/p>\n\u003cp>The kids in Hacker Scouts are not breaking into computer networks. They make things with their hands, and at this particular meeting they are learning to solder and are building \"judobots,\" small robots made out of wooden Popsicle sticks.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It's old enough where they're ready to start developing skills, [but] they're not so old that they've already been set in their ways\"\u003c/p>\n\u003c/aside>\n\u003cp>On this warm fall day, Alicia Davis, 10, is wearing a wool hat she knit herself. As her dad stands nearby, she sews an LED bracelet with conductive thread.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I've been sewing on little felt pieces with this,\" Davis explains. \"The battery will power the LEDs and light up. It's pretty cool.\"\u003c/p>\n\u003cp>\u003cstrong>Crafting, Computers And The Physical World\u003c/strong>\u003c/p>\n\u003cp>Chris Cook, one of the parents active in organizing the Hacker Scouts, serves as president of the hacker space where the Scouts meet. He says the group has expressly targeted kids between the ages of 8 to 14.\u003c/p>\n\u003cp>\"It's old enough where they're ready to start developing skills, [but] they're not so old that they've already been set in their ways,\" Cook says, \"and they're more interested in what their peer groups are doing.\"\u003c/p>\n\u003cp>\"So, we felt it's the right kind of time to expose them to how to craft with their hands — how to take things from a computer and put them into the physical world,\" Cook says.\u003c!--more-->\u003c/p>\n\u003cp>The Hacker Scouts don't wear uniforms, but soon they'll be able to earn something akin to merit badges, made by the kid-friendly DIY electronics company Adafruit Industries.\u003c/p>\n\u003cp>Badges range from \"learn to solder,\" \"aerial quadcopter\" and \"high-altitude balloon\" badges to the \"Dumpster-diving\" badge — \"for when you get dirty but get some free stuff,\" explains Adafruit founder Limor Fried.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/create-capture-upload-new-site-keeps-kids-digital-projects/\">Create, Capture, Upload: New Site Features Kids' Digital Projects\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/ideas-for-fun-and-learning-during-the-holiday-break/\">Ideas For Fun and Learning During the Holiday Break\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\">Harvard Want to Know: How Does the Act of Making Shape Kids' Brains \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>The thought of a bunch of Hacker Scouts Dumpster-diving may be unsettling, but recycling and re-purposing are big with hacker groups. Grace McFadden, 11, of Madison, Conn., recently re-purposed juice cartons into the soles of a pair of felt slippers, earning her a \"salvager badge\" from DIY.org, a new website for kids.\u003c/p>\n\u003cp>The site awards more than 40 badges for skills ranging from bike mechanic to \"special effects wizard,\" and has started producing how-to videos for DIY projects, like a \u003ca href=\"https://diy.org/saxon/000bo1#15734\">shoebox harp\u003c/a> made from a box, a pencil and some rubber bands.\u003c/p>\n\u003cp>\"Right now, I really like making paper airplanes and origami,\" McFadden says. \"I have a whole fleet of paper airplanes.\" She learned to make them, she says, using an app on her iPod and by looking online.\u003c/p>\n\u003cp>\u003cstrong>A Scouting Handbook For Young Hackers\u003c/strong>\u003c/p>\n\u003cp>There are now 32,000 kids registered with DIY.org, which plans to organize local clubs around the country. The website even has an \u003ca href=\"https://diy.org/anthem#play\">animated anthem\u003c/a> exhorting kids to \"build, make, hack and grow.\"\u003c/p>\n\u003cp>The site's chief creative officer, Isaiah Saxon, says the group plans to create the digital equivalent of a Scouting handbook for mobile devices.\u003c/p>\n\u003cp>\"We hope that people's smartphones are eventually the Swiss army knife of our movement,\" Saxon says. \"And that you go out into the woods ... point your phone at a tree and peel it open [to] learn about the wood underneath.\"\u003c/p>\n\u003cp>Saxon also plans to offer visual guides and \"amazing experiences on the fly through these powerful handheld computers,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As these efforts take off online, the hacker Scout movement is also spreading around the country. Seattle now has a science-focused group called \"Geek Scouts,\" and a couple of tribes — not troops — of \"Maker Scouts\" are being formed in Milwaukee and Charleston, S.C.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26018\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/boy-scouts-make-way-kids-explore-by-creating/hacker-scouts/\" rel=\"attachment wp-att-26018\">\u003cimg class=\"size-large wp-image-26018\" title=\"Hacker-Scouts\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/Hacker-Scouts-620x356.gif\" alt=\"\" width=\"620\" height=\"356\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Jon Kalish\u003c/p>\n\u003c/div>\n\u003ch5>By Jon Kalish\u003c/h5>\n\u003cp class=\"dropcap-serif\">Countless kids have grown up with the Girl Scouts, the Boy Scouts or Campfire Girls, but for some families, the uniforms and outdoor focus of traditional Scouting groups don't appeal.\u003c/p>\n\u003cp>In recent months, Scout like groups that concentrate on technology and do-it-yourself projects have been sprouting up around the country. They're coed and, like traditional Scouting organizations, award patches to kids who master skills.\u003c/p>\n\u003cp>\u003ca href=\"http://hackerscouts.acemonstertoys.org/\">Ace Monster Toys\u003c/a> is a hacker space in Oakland, Calif., where members share high-tech tools. Normally, grown-ups congregate there, working on electronics or woodworking projects. But two Sundays a month, the place is overrun by 50 kids and their parents for the gatherings of a group called Hacker Scouts.\u003c/p>\n\u003cp>The kids in Hacker Scouts are not breaking into computer networks. They make things with their hands, and at this particular meeting they are learning to solder and are building \"judobots,\" small robots made out of wooden Popsicle sticks.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It's old enough where they're ready to start developing skills, [but] they're not so old that they've already been set in their ways\"\u003c/p>\n\u003c/aside>\n\u003cp>On this warm fall day, Alicia Davis, 10, is wearing a wool hat she knit herself. As her dad stands nearby, she sews an LED bracelet with conductive thread.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I've been sewing on little felt pieces with this,\" Davis explains. \"The battery will power the LEDs and light up. It's pretty cool.\"\u003c/p>\n\u003cp>\u003cstrong>Crafting, Computers And The Physical World\u003c/strong>\u003c/p>\n\u003cp>Chris Cook, one of the parents active in organizing the Hacker Scouts, serves as president of the hacker space where the Scouts meet. He says the group has expressly targeted kids between the ages of 8 to 14.\u003c/p>\n\u003cp>\"It's old enough where they're ready to start developing skills, [but] they're not so old that they've already been set in their ways,\" Cook says, \"and they're more interested in what their peer groups are doing.\"\u003c/p>\n\u003cp>\"So, we felt it's the right kind of time to expose them to how to craft with their hands — how to take things from a computer and put them into the physical world,\" Cook says.\u003c!--more-->\u003c/p>\n\u003cp>The Hacker Scouts don't wear uniforms, but soon they'll be able to earn something akin to merit badges, made by the kid-friendly DIY electronics company Adafruit Industries.\u003c/p>\n\u003cp>Badges range from \"learn to solder,\" \"aerial quadcopter\" and \"high-altitude balloon\" badges to the \"Dumpster-diving\" badge — \"for when you get dirty but get some free stuff,\" explains Adafruit founder Limor Fried.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/create-capture-upload-new-site-keeps-kids-digital-projects/\">Create, Capture, Upload: New Site Features Kids' Digital Projects\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/ideas-for-fun-and-learning-during-the-holiday-break/\">Ideas For Fun and Learning During the Holiday Break\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\">Harvard Want to Know: How Does the Act of Making Shape Kids' Brains \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>The thought of a bunch of Hacker Scouts Dumpster-diving may be unsettling, but recycling and re-purposing are big with hacker groups. Grace McFadden, 11, of Madison, Conn., recently re-purposed juice cartons into the soles of a pair of felt slippers, earning her a \"salvager badge\" from DIY.org, a new website for kids.\u003c/p>\n\u003cp>The site awards more than 40 badges for skills ranging from bike mechanic to \"special effects wizard,\" and has started producing how-to videos for DIY projects, like a \u003ca href=\"https://diy.org/saxon/000bo1#15734\">shoebox harp\u003c/a> made from a box, a pencil and some rubber bands.\u003c/p>\n\u003cp>\"Right now, I really like making paper airplanes and origami,\" McFadden says. \"I have a whole fleet of paper airplanes.\" She learned to make them, she says, using an app on her iPod and by looking online.\u003c/p>\n\u003cp>\u003cstrong>A Scouting Handbook For Young Hackers\u003c/strong>\u003c/p>\n\u003cp>There are now 32,000 kids registered with DIY.org, which plans to organize local clubs around the country. The website even has an \u003ca href=\"https://diy.org/anthem#play\">animated anthem\u003c/a> exhorting kids to \"build, make, hack and grow.\"\u003c/p>\n\u003cp>The site's chief creative officer, Isaiah Saxon, says the group plans to create the digital equivalent of a Scouting handbook for mobile devices.\u003c/p>\n\u003cp>\"We hope that people's smartphones are eventually the Swiss army knife of our movement,\" Saxon says. \"And that you go out into the woods ... point your phone at a tree and peel it open [to] learn about the wood underneath.\"\u003c/p>\n\u003cp>Saxon also plans to offer visual guides and \"amazing experiences on the fly through these powerful handheld computers,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As these efforts take off online, the hacker Scout movement is also spreading around the country. Seattle now has a science-focused group called \"Geek Scouts,\" and a couple of tribes — not troops — of \"Maker Scouts\" are being formed in Milwaukee and Charleston, S.C.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_25521\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/got-a-problem-students-can-find-the-solution/students-problem/\" rel=\"attachment wp-att-25521\">\u003cimg class=\"size-medium wp-image-25521\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/students-problem-300x282.jpg\" alt=\"\" width=\"300\" height=\"282\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">Schools are the perfect breeding ground for fostering students' questions, a place to spark students' interests and ideas for designing innovative solutions to real problems. Everyday, educators have opportunities to help kids develop the tools, skills and habits to come up with meaningful, lasting solutions to problems.\u003c/p>\n\u003cp>Take, for example, an incident that occurred in a first-grade teacher's classroom at Marin Country Day School in Northern California, which provided an opportunity to understand design thinking. Students were struck by the sound of a bird that crashed into the classroom window and died. After the teacher brought in a lower school science specialist to give an in-depth look at the qualities and characteristics of the bird, from sight to body structure, she challenged students to come up with designs to prevent another bird from crashing into the window. The teacher took her students through the \u003ca href=\"http://www.ideo.com/about/\">design thinking process\u003c/a> to figure out a way to save the birds.\u003c/p>\n\u003cp>For students to come up with authentic, functional designs, they had to have a deep understanding of birds. In scientific circles, the process goes like this, according to \u003ca href=\"http://www.tiesteach.org/about/\">Teaching Institute of Excellence in STEM\u003c/a> President Jan Morrison: \"Designing is cognitive modeling in which a person gains insight into a problem, determines alternative pathways, and assesses the likelihood of success between solution sets.\"\u003c/p>\n\u003cp>So the first grade students had to first gain insight into the problem. This is where the lower school science specialist and her expertise with birds came into play. The specialist was able to help students better understand the features and habits of birds, so that students could then \"determine alternative pathways\" to help the birds survive and not crash into the classroom windows.\u003c/p>\n\u003cp>In addition, STEM classrooms need to be \"equipped to support spontaneous questioning as well \u003c!--more-->as planned investigation,\" which is exactly what happened in this first-grade class. Students developed and tested prototypes and came up with effective solutions, which centered on colorful designs to put in the window space. For the rest of the year, not a single bird crashed into the classroom window.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another example: A group of fifth-graders wanted more Four Square courts. They approached the head of buildings and grounds and began to work with him on mapping and designing a new Four Square court, using measurement and mapping skills to find the right spot. They were able to implement a new Four Square court so more students could play at recess.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://wp.me/p2io8W-6gD\">How We Can Connect School Life to Real Life\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/what-happens-when-teachers-think-like-designers/\">Iterating and Ideating: Teachers Think Like Designers\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>And still another example: An eighth-grade student, eager to be able to ride his bike home from school each day, approached his school with a petition to be able to leave before the time allotted for carpoolers. The school, however, saw a safety issue in having the student leave out of the main gate and having to cross oncoming traffic. But working with the student, the school helped him build a new bike rack (which included learning welding skills) to place on the opposite side of the main road leading into the school, so that students could safely cross a foot bridge to exit the school grounds in the flow of traffic. And a result, the student's solution created lasting change for the entire school.\u003c/p>\n\u003cp>This student's project tapped into what Thomas Friedman calls attention to in a recent \u003ca href=\"http://www.nytimes.com/2012/11/18/opinion/sunday/Friedman-You-Got-the-Ski%20l%20ls.html?ref=thomaslfriedman&_r=0\">The New York Times column.\u003c/a> \"Welding is now a STEM job -- that is, a job that requires knowledge of science, technology, engineering and math,\" he writes, emphasizing the importance of skills and knowledge, and what to do with that knowledge in today's changing economy and education narrative.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Issues like these arise every day in schools. For educators, the key is to listen to students, enlist them in looking for and building solutions, and empower students to become changemakers and innovators. It all comes down to listening to the questions.\u003c/p>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25521\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/got-a-problem-students-can-find-the-solution/students-problem/\" rel=\"attachment wp-att-25521\">\u003cimg class=\"size-medium wp-image-25521\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/students-problem-300x282.jpg\" alt=\"\" width=\"300\" height=\"282\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">Schools are the perfect breeding ground for fostering students' questions, a place to spark students' interests and ideas for designing innovative solutions to real problems. Everyday, educators have opportunities to help kids develop the tools, skills and habits to come up with meaningful, lasting solutions to problems.\u003c/p>\n\u003cp>Take, for example, an incident that occurred in a first-grade teacher's classroom at Marin Country Day School in Northern California, which provided an opportunity to understand design thinking. Students were struck by the sound of a bird that crashed into the classroom window and died. After the teacher brought in a lower school science specialist to give an in-depth look at the qualities and characteristics of the bird, from sight to body structure, she challenged students to come up with designs to prevent another bird from crashing into the window. The teacher took her students through the \u003ca href=\"http://www.ideo.com/about/\">design thinking process\u003c/a> to figure out a way to save the birds.\u003c/p>\n\u003cp>For students to come up with authentic, functional designs, they had to have a deep understanding of birds. In scientific circles, the process goes like this, according to \u003ca href=\"http://www.tiesteach.org/about/\">Teaching Institute of Excellence in STEM\u003c/a> President Jan Morrison: \"Designing is cognitive modeling in which a person gains insight into a problem, determines alternative pathways, and assesses the likelihood of success between solution sets.\"\u003c/p>\n\u003cp>So the first grade students had to first gain insight into the problem. This is where the lower school science specialist and her expertise with birds came into play. The specialist was able to help students better understand the features and habits of birds, so that students could then \"determine alternative pathways\" to help the birds survive and not crash into the classroom windows.\u003c/p>\n\u003cp>In addition, STEM classrooms need to be \"equipped to support spontaneous questioning as well \u003c!--more-->as planned investigation,\" which is exactly what happened in this first-grade class. Students developed and tested prototypes and came up with effective solutions, which centered on colorful designs to put in the window space. For the rest of the year, not a single bird crashed into the classroom window.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another example: A group of fifth-graders wanted more Four Square courts. They approached the head of buildings and grounds and began to work with him on mapping and designing a new Four Square court, using measurement and mapping skills to find the right spot. They were able to implement a new Four Square court so more students could play at recess.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://wp.me/p2io8W-6gD\">How We Can Connect School Life to Real Life\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/what-happens-when-teachers-think-like-designers/\">Iterating and Ideating: Teachers Think Like Designers\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>And still another example: An eighth-grade student, eager to be able to ride his bike home from school each day, approached his school with a petition to be able to leave before the time allotted for carpoolers. The school, however, saw a safety issue in having the student leave out of the main gate and having to cross oncoming traffic. But working with the student, the school helped him build a new bike rack (which included learning welding skills) to place on the opposite side of the main road leading into the school, so that students could safely cross a foot bridge to exit the school grounds in the flow of traffic. And a result, the student's solution created lasting change for the entire school.\u003c/p>\n\u003cp>This student's project tapped into what Thomas Friedman calls attention to in a recent \u003ca href=\"http://www.nytimes.com/2012/11/18/opinion/sunday/Friedman-You-Got-the-Ski%20l%20ls.html?ref=thomaslfriedman&_r=0\">The New York Times column.\u003c/a> \"Welding is now a STEM job -- that is, a job that requires knowledge of science, technology, engineering and math,\" he writes, emphasizing the importance of skills and knowledge, and what to do with that knowledge in today's changing economy and education narrative.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Issues like these arise every day in schools. For educators, the key is to listen to students, enlist them in looking for and building solutions, and empower students to become changemakers and innovators. It all comes down to listening to the questions.\u003c/p>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_25326\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 446px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/the-maker-movement-goes-global/two-boys/\" rel=\"attachment wp-att-25326\">\u003cimg class=\"size-full wp-image-25326\" title=\"Two Boys\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Two-Boys.jpeg\" alt=\"\" width=\"446\" height=\"309\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys.jpeg 446w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-400x277.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-320x222.jpeg 320w\" sizes=\"(max-width: 446px) 100vw, 446px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Courtesy: Exploratorium\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">In step with the popularity and growing momentum of \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a>, the \"maker movement\" is going global with the help of the \u003ca class=\"dropcap-serif\">Exploratorium\u003c/a> museum's \u003ca href=\"http://www.exploratorium.edu/globalstudios/\">Global Studios\u003c/a>.\u003c/p>\n\u003cp>After 40 plus years of work in this field, the Exploratorium, which is based in San Francisco, is stepping up its involvement in hands-on, informal science and technology education by working with groups across the world to spread and grow the movement. In addition to participating in all the Maker Faire events, bringing mini Tinkering Studios™ where visitors can \u003ca href=\"http://blogs.exploratorium.edu/tinkering/2012/05/25/tinkering-at-bay-area-maker-faire-2012/\">experiment with the activities freely\u003c/a>, the museum has also been called on to teach these ideas in far-reaching spots like Saudi Arabia and Italy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Tinkering offers an opportunity to decide for yourself what it is you are interested in learning”\u003c/p>\n\u003c/aside>\n\u003cp>“Tinkering is not something we invented or anyone invented,” said Luigi Anzivino, scientific content developer for the Tinkering Studio in the museum. “I think it’s a fundamental way that human beings have of being in the world. There’s nothing that we’ve discovered about this. So, it belongs to everyone. All we are trying to do is reveal that and allow people to let that come to the surface.\"\u003c/p>\n\u003cp>The group's goal is to leave a lasting impression on the sites they visit -- what they call a tinkering disposition. “A tinkering disposition is something that tells you that the world is knowable; you can find out something about the world by yourself and you don’t have to be an expert in any one \u003c!--more-->discipline to start,\" Anzivino said. \"You can just begin by doing something and then it’s a practice.”\u003c/p>\n\u003cp>Giving a child the chance to illustrate what she knows in three dimensions connects the abstract concept to its real-life application. But, in the Tinkering Studio, Luigi and his staff don’t have to connect what a child makes to formal school learning. “The content is the thing that the kids are making, there’s no separation,” Anzivino said. “We know that they are becoming more sophisticated in their thinking because the things that they're making become more sophisticated and complex.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Educators from around the world have asked Anizvino and his staff to facilitate similar learning experiences and to set up parallel tinkering studios. Anzivino has noticed an interesting phenomenon: it's challenging to get even the most ardent \"tinkering\" enthusiasts to stop “teaching” and let a student explore. And a whole other challenge to see the value in “content” disconnected from a specific academic goal.\u003c/p>\n\u003cp>Sparking an interest in science, engineering and design is increasingly a priority for educators, museums and even governments around the world. “We think it really unlocks potential in individuals, potential in society, potential in terms of advancing science, technology, art, all of those things,” said Silva Raker, director of Global Studios. For her, the project is finding pockets of interest in this work anywhere it exists and helping to nurture people who want to see it grow.\u003c/p>\n\u003cp>The Exploratorium has a long track record of cultivating a national network of inquiry-based educators through the \u003ca href=\"http://www.exploratorium.edu/about/professional_development/institute_for_inquiry/\">Institute for Inquiry\u003c/a> which trains teachers in the learning techniques used to make science fun at the museum. “Frank Oppenheimer [the museum’s founder] believed that one of the great ways to scale the impact of the Exploratorium was to work with teachers because over the course of their careers they’ll interact with many thousands of kids,” Raker said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\">Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>They're also cultivating networks of educators around the nation interested in this work and supporting them to become facilitators of inquiry-based learning. This work mirrors what will come out of Global Studios – where educators approach the Exploratorium for help designing, setting up and putting into practice Tinkering Studios or other exhibits.\u003c/p>\n\u003cp>Anzivino went through years of training to become a neuroscientist before he found the Exploratorium. He says his traditional schooling helped him to fully appreciate what inquiry-based learning and tinkering can mean to kids. “It offers an opportunity to decide for yourself what it is you are interested in learning,” he said. “And to be validated in your own path toward finding the answer, even if it goes nowhere, even if it’s full of false starts and avenues that go nowhere.” And that, in and of itself, is a little radical.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25326\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 446px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/the-maker-movement-goes-global/two-boys/\" rel=\"attachment wp-att-25326\">\u003cimg class=\"size-full wp-image-25326\" title=\"Two Boys\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Two-Boys.jpeg\" alt=\"\" width=\"446\" height=\"309\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys.jpeg 446w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-400x277.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-320x222.jpeg 320w\" sizes=\"(max-width: 446px) 100vw, 446px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Courtesy: Exploratorium\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">In step with the popularity and growing momentum of \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a>, the \"maker movement\" is going global with the help of the \u003ca class=\"dropcap-serif\">Exploratorium\u003c/a> museum's \u003ca href=\"http://www.exploratorium.edu/globalstudios/\">Global Studios\u003c/a>.\u003c/p>\n\u003cp>After 40 plus years of work in this field, the Exploratorium, which is based in San Francisco, is stepping up its involvement in hands-on, informal science and technology education by working with groups across the world to spread and grow the movement. In addition to participating in all the Maker Faire events, bringing mini Tinkering Studios™ where visitors can \u003ca href=\"http://blogs.exploratorium.edu/tinkering/2012/05/25/tinkering-at-bay-area-maker-faire-2012/\">experiment with the activities freely\u003c/a>, the museum has also been called on to teach these ideas in far-reaching spots like Saudi Arabia and Italy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Tinkering offers an opportunity to decide for yourself what it is you are interested in learning”\u003c/p>\n\u003c/aside>\n\u003cp>“Tinkering is not something we invented or anyone invented,” said Luigi Anzivino, scientific content developer for the Tinkering Studio in the museum. “I think it’s a fundamental way that human beings have of being in the world. There’s nothing that we’ve discovered about this. So, it belongs to everyone. All we are trying to do is reveal that and allow people to let that come to the surface.\"\u003c/p>\n\u003cp>The group's goal is to leave a lasting impression on the sites they visit -- what they call a tinkering disposition. “A tinkering disposition is something that tells you that the world is knowable; you can find out something about the world by yourself and you don’t have to be an expert in any one \u003c!--more-->discipline to start,\" Anzivino said. \"You can just begin by doing something and then it’s a practice.”\u003c/p>\n\u003cp>Giving a child the chance to illustrate what she knows in three dimensions connects the abstract concept to its real-life application. But, in the Tinkering Studio, Luigi and his staff don’t have to connect what a child makes to formal school learning. “The content is the thing that the kids are making, there’s no separation,” Anzivino said. “We know that they are becoming more sophisticated in their thinking because the things that they're making become more sophisticated and complex.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Educators from around the world have asked Anizvino and his staff to facilitate similar learning experiences and to set up parallel tinkering studios. Anzivino has noticed an interesting phenomenon: it's challenging to get even the most ardent \"tinkering\" enthusiasts to stop “teaching” and let a student explore. And a whole other challenge to see the value in “content” disconnected from a specific academic goal.\u003c/p>\n\u003cp>Sparking an interest in science, engineering and design is increasingly a priority for educators, museums and even governments around the world. “We think it really unlocks potential in individuals, potential in society, potential in terms of advancing science, technology, art, all of those things,” said Silva Raker, director of Global Studios. For her, the project is finding pockets of interest in this work anywhere it exists and helping to nurture people who want to see it grow.\u003c/p>\n\u003cp>The Exploratorium has a long track record of cultivating a national network of inquiry-based educators through the \u003ca href=\"http://www.exploratorium.edu/about/professional_development/institute_for_inquiry/\">Institute for Inquiry\u003c/a> which trains teachers in the learning techniques used to make science fun at the museum. “Frank Oppenheimer [the museum’s founder] believed that one of the great ways to scale the impact of the Exploratorium was to work with teachers because over the course of their careers they’ll interact with many thousands of kids,” Raker said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\">Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>They're also cultivating networks of educators around the nation interested in this work and supporting them to become facilitators of inquiry-based learning. This work mirrors what will come out of Global Studios – where educators approach the Exploratorium for help designing, setting up and putting into practice Tinkering Studios or other exhibits.\u003c/p>\n\u003cp>Anzivino went through years of training to become a neuroscientist before he found the Exploratorium. He says his traditional schooling helped him to fully appreciate what inquiry-based learning and tinkering can mean to kids. “It offers an opportunity to decide for yourself what it is you are interested in learning,” he said. “And to be validated in your own path toward finding the answer, even if it goes nowhere, even if it’s full of false starts and avenues that go nowhere.” And that, in and of itself, is a little radical.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains?",
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"content": "\u003cp style=\"text-align: left\" align=\"center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/boybuilds/\" rel=\"attachment wp-att-24751\">\u003cimg class=\"alignright size-full wp-image-24751\" title=\"boybuilds\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/boybuilds.jpg\" alt=\"\" width=\"620\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/boybuilds.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/boybuilds-400x258.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/boybuilds-320x206.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">A group of Harvard researchers is teaming up with schools in Oakland, Calif. to explore how kids learn through making. Through an initiative called \u003ca href=\"http://www.pz.harvard.edu/\">Project Zero\u003c/a>, they're investigating the theory that kids learn best when they're actively engaged in designing and creating projects to explore concepts. It's closely aligned with the idea of \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/design-thinking-sparks-learning-in-rural-n-carolina/\">design thinking\u003c/a> and the \u003ca href=\"http://www.sfgate.com/opinion/article/Maker-movement-inspires-students-teachers-3535681.php\">Maker Movement\u003c/a> that's quickly taking shape in progressive education circles.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Though it's still in very early stages -- just launched at the beginning of this school year -- researchers and educators at the school want to know how kids learn by \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/adam-savage-permission-to-make/>\">tinkering\u003c/a> – fooling around with something until one understands how it works. They want to know what happens cognitively – how this learning process helps form habits of mind, builds character and how it affects the individual.\u003c/p>\n\u003cp>To do that, they are working with both private and public schools in Oakland, headed by the Harvard researchers and 15 participating teachers who meet in study groups every six weeks to share ideas and to form a community.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“It’s not a lesson plan; it’s not a curriculum; it’s a way to look at the world.”\u003c/p>\n\u003c/aside>\n\u003cp>Harvard will give teachers specific activities to incorporate into the lessons they already plan to teach. Educators will report back to the researchers on how the class behaved and what they noticed about their students through surveys and conversations. “Schools have been really open to this,” said Jennifer Ryan, the Project Zero coordinator. “It’s not a lesson plan; it’s not a curriculum; it’s a way to look at the world.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>IDEAS AND ACTIVITIES\u003c/strong>\u003c/p>\n\u003cp>The most recent activity required students to spend time examining an object – first looking at all its parts individually, then examining what each part does and how that fits within the whole, and ultimately identifying the complexities of the object. An elementary school teacher did this activity with physical objects in the classroom, like tennis shoes. At Oakland International High School, the technology teacher had students examine a Google Doc. Some teachers took the exercise a step further and had students re-purpose the object by redesigning it to be something else.\u003c/p>\n\u003cp>“In my experience with the kids, it allows them to more quickly gain a deeper understanding of what makes up that object and its purposes and its complexities,” said Ilya Pratt, Director of the DesignME program at \u003ca href=\"http://www.parkdayschool.org/site/default.aspx?PageID=1\">Park Day School\u003c/a>, an independent elementary and middle school. Pratt hopes that by designing things from an early age, kids will be able to explain concepts they've learned spatially. “As kids try to express their understanding in three dimensions it adds so much more to how they engage with a concept and wrap their mind around it,” she said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>\u003cstrong>RELATED READING\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/what-happens-when-teachers-think-like-designers/\">Iterating and Ideating: Teachers Think Like Designers\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Project Zero is also asking teachers to look at student work differently. Rather than judging it based on the criteria they have in mind at the outset of the lesson, teachers are encouraged to take more time examining the work and the mind that created it before coming to a judgment. Project Zero has given teachers thinking routines to go through in order to practice a different way of seeing student work.\u003c/p>\n\u003cp>For the researchers the collaboration is about understanding theoretical questions around how children learn and what’s going on in the brain when they create, but it’s also about what happens on the ground, in classrooms. That’s unusual for them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“You get to see it in action and things happen that maybe you didn't expect, or that are very provocative and it allows you to change directions in ways you might not have otherwise,” Pratt said. She’s excited about the iterative approach and hopes that by the end of the three-year project they will not only have produced academic research in how design thinking affects education, but they will also know what works and what doesn't in the classroom.\u003c/p>\n\n",
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"title": "Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains? | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp style=\"text-align: left\" align=\"center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/boybuilds/\" rel=\"attachment wp-att-24751\">\u003cimg class=\"alignright size-full wp-image-24751\" title=\"boybuilds\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/boybuilds.jpg\" alt=\"\" width=\"620\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/boybuilds.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/boybuilds-400x258.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/boybuilds-320x206.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">A group of Harvard researchers is teaming up with schools in Oakland, Calif. to explore how kids learn through making. Through an initiative called \u003ca href=\"http://www.pz.harvard.edu/\">Project Zero\u003c/a>, they're investigating the theory that kids learn best when they're actively engaged in designing and creating projects to explore concepts. It's closely aligned with the idea of \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/design-thinking-sparks-learning-in-rural-n-carolina/\">design thinking\u003c/a> and the \u003ca href=\"http://www.sfgate.com/opinion/article/Maker-movement-inspires-students-teachers-3535681.php\">Maker Movement\u003c/a> that's quickly taking shape in progressive education circles.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Though it's still in very early stages -- just launched at the beginning of this school year -- researchers and educators at the school want to know how kids learn by \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/adam-savage-permission-to-make/>\">tinkering\u003c/a> – fooling around with something until one understands how it works. They want to know what happens cognitively – how this learning process helps form habits of mind, builds character and how it affects the individual.\u003c/p>\n\u003cp>To do that, they are working with both private and public schools in Oakland, headed by the Harvard researchers and 15 participating teachers who meet in study groups every six weeks to share ideas and to form a community.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“It’s not a lesson plan; it’s not a curriculum; it’s a way to look at the world.”\u003c/p>\n\u003c/aside>\n\u003cp>Harvard will give teachers specific activities to incorporate into the lessons they already plan to teach. Educators will report back to the researchers on how the class behaved and what they noticed about their students through surveys and conversations. “Schools have been really open to this,” said Jennifer Ryan, the Project Zero coordinator. “It’s not a lesson plan; it’s not a curriculum; it’s a way to look at the world.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>IDEAS AND ACTIVITIES\u003c/strong>\u003c/p>\n\u003cp>The most recent activity required students to spend time examining an object – first looking at all its parts individually, then examining what each part does and how that fits within the whole, and ultimately identifying the complexities of the object. An elementary school teacher did this activity with physical objects in the classroom, like tennis shoes. At Oakland International High School, the technology teacher had students examine a Google Doc. Some teachers took the exercise a step further and had students re-purpose the object by redesigning it to be something else.\u003c/p>\n\u003cp>“In my experience with the kids, it allows them to more quickly gain a deeper understanding of what makes up that object and its purposes and its complexities,” said Ilya Pratt, Director of the DesignME program at \u003ca href=\"http://www.parkdayschool.org/site/default.aspx?PageID=1\">Park Day School\u003c/a>, an independent elementary and middle school. Pratt hopes that by designing things from an early age, kids will be able to explain concepts they've learned spatially. “As kids try to express their understanding in three dimensions it adds so much more to how they engage with a concept and wrap their mind around it,” she said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>\u003cstrong>RELATED READING\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/what-happens-when-teachers-think-like-designers/\">Iterating and Ideating: Teachers Think Like Designers\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Project Zero is also asking teachers to look at student work differently. Rather than judging it based on the criteria they have in mind at the outset of the lesson, teachers are encouraged to take more time examining the work and the mind that created it before coming to a judgment. Project Zero has given teachers thinking routines to go through in order to practice a different way of seeing student work.\u003c/p>\n\u003cp>For the researchers the collaboration is about understanding theoretical questions around how children learn and what’s going on in the brain when they create, but it’s also about what happens on the ground, in classrooms. That’s unusual for them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“You get to see it in action and things happen that maybe you didn't expect, or that are very provocative and it allows you to change directions in ways you might not have otherwise,” Pratt said. She’s excited about the iterative approach and hopes that by the end of the three-year project they will not only have produced academic research in how design thinking affects education, but they will also know what works and what doesn't in the classroom.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_24130\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/screen-shot-2012-09-12-at-3-26-23-pm/\" rel=\"attachment wp-att-24130\">\u003cimg class=\"size-large wp-image-24130\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/Screen-shot-2012-09-12-at-3.26.23-PM-620x455.png\" alt=\"\" width=\"620\" height=\"455\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Studio H's design/build curriculum in Realm Charter School in Berkeley.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Melanie Kahl\u003c/h5>\n\u003cp class=\"dropcap-serif\">Designers are privileged to work within a fascinating collision of fields at a time when the conversation could not be more pertinent. The intersection of design and education is ripe for exploration –– its metaphors, roles, spaces, and philosophies. These worlds have a lot to learn from one another.\u003c/p>\n\u003cp>The\u003ca href=\"http://www.designcouncil.org.uk/about-design/What-design-is-and-why-it-matters/\"> design\u003c/a> field covers the gamut of industries in art and science of making ideas, mindsets, and methodologies tangible. And the education world comprises a collection of formal and informal institutions focused on cultivating and refining skills and knowledge. In our ever-accelerating and complex world, the fields of education and design are a powerful combination.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The biggest thing that design gives students is this amazing sense of possibility...that everything and anything is possible.\"\u003c/p>\n\u003c/aside>\n\u003cp>Bringing ideas to life is inherently empowering. And solving design problems with a community or team and seeing their immediate impact is that much more compelling. This simple and powerful act of creation is where we will begin our exploration recasting the role of students, teachers, parents, and education leaders as designers.\u003c/p>\n\u003cp>In fact, the classroom is a strong platform on which to tap into the principles of design practice: what can the\u003ca href=\"http://www.fastcodesign.com/1665654/4-lessons-the-classroom-can-learn-from-the-design-studio\"> classroom learn from the studio\u003c/a>, and maybe more importantly, what can education \u003c!--more-->stakeholders––students, teachers, parents, activists, entrepreneurs –- learn from the role of the designer? How does recasting one’s role transform the way one approaches problems, teams, and one’s own practice?\u003c/p>\n\u003cp>In this series, we will explore what it means to export various lenses of design in learning settings. From empowerment to empathy and iteration to co-creation–– how might we better illuminate this fertile intersection of design and learning?\u003c/p>\n\u003cfigure id=\"attachment_24131\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/528974_10151136166550820_1531606610_n/\" rel=\"attachment wp-att-24131\">\u003cimg class=\"size-medium wp-image-24131\" title=\"528974_10151136166550820_1531606610_n\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/528974_10151136166550820_1531606610_n-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students gather community ideas with Public Workshop in Chicago.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>DESIGN AS AN ACT OF EMPOWERMENT\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Emily Pilloton and Matthew Miller, co-founders of \u003ca href=\"http://www.projecthdesign.org\">Project H Design\u003c/a>, launched \u003ca href=\"http://www.studio-h.org\">Studio H\u003c/a>, a \"design/build\" curriculum to spark student-driven community development through real-world projects in rural North Carolina and Berkeley, California. In the Bertie, North Carolina program, students designed and built parts of their own school and other important structures in the community. In Berkeley, Studio H is headquartered at and integrated into both the learning and community at Realm Charter School.\u003c/p>\n\u003cp dir=\"ltr\">“I started Project H out of a frustration with the design world and then serendipitously discovered that a lot of the things that I felt were lost in my own design practice could be really interesting inserted into a public education classroom,” she said.\u003c/p>\n\u003cp>Pilloton, who gave a \u003ca href=\"http://www.ted.com/talks/emily_pilloton_teaching_design_for_change.html\">compelling TED talk\u003c/a> about her work in North Carolina, said that in her experience working with youth both urban and rural, there is a common thread – the power of design to be a transformative personal learning experience.\u003c/p>\n\u003cp>“The biggest thing that design gives students is this amazing sense of possibility,\" she said. \"Especially at an age in high school when you're starting to feel bogged down––by family, college, friends, peer pressure, grades – you name it– it is a time when things feel heavy on your shoulders. Design opens different doors. We saw this in students in Bertie –- this wide-eyed look in seeing a\u003ca href=\"http://www.studio-h.org/category/blog/year-1-project-2-public-chicken-coops\"> chicken coop\u003c/a> come to life, or being at the\u003ca href=\"http://www.studio-h.org/recap-of-grand-opening-ceremony\"> opening ceremony\u003c/a> of a farmers’ market that they designed and built for their community –- there is this amazing sense that everything and anything is possible.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/what-happens-when-teachers-think-like-designers/\">Iterating and Ideating: Teachers Think Like Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is Designed\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://kqed.argoproject.org/2010/11/09/design-thinking-sparks-learning-in-rural-n-carolina/\">Students Design and Build Their Own School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Alex Gilliam of\u003ca href=\"http://publicworkshop.us/\"> Public Workshop\u003c/a> knows what it takes to be a \"cheerleader of possibility\" -- it's written in his \u003ca href=\"http://publicworkshop.us/about/\">mission statement\u003c/a>. Public Workshop is empowering teens through design across the U.S. -- from its \u003ca href=\"http://publicworkshop.us/blog/2012/06/22/public-workshopbreadboardthe-hacktory-nextfab-launch-civic-innovation-workshop-steam-lab-in-philly/\">home base in Philadelphia\u003c/a> to the \u003ca href=\"http://publicworkshop.us/blog/2012/09/08/design-thinking-helps-7th-graders-write-faster-and-better-yup/\">Bronx\u003c/a>to the neighborhoods of Chicago. This summer, Gilliam partnered with \u003ca href=\"http://www.demoiselle2femme.org/\">Demoiselle 2 Femme\u003c/a>, a holistic young women’s empowerment program on Chicago’s South Side, to create a \u003ca href=\"http://www.chicagotribune.com/news/columnists/ct-met-trice-girls-playground-0813-20120813,0,1310580.column\">Community Design Leadership Boot Camp\u003c/a>. A ‘doing’ camp, this \u003ca href=\"http://www.facebook.com/media/set/?set=a.10151128073970820.500517.144465320819&type=3\">design-build workshop\u003c/a> focused on active learning, with the premise that young adults are strong agents of change in their community. After two weeks, countless community interviews and interventions, a spontaneous sidewalk fundraiser on a corner more known for drug deals than lemonade stands, and countless exchanges with curious passersby –– a whimsical, colorful playspace was born.\u003c/p>\n\u003cp dir=\"ltr\">\"It's about that ownership. When you're building something, the fact that it's tangible and visible and that you can see a direct manifestation of your efforts is huge,\" Gilliam said. \"It is cataclysmically different. Their sense of self efficacy and power was through the roof. They develop a new swagger, but also a tenacity that they didn’t have.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"They develop a new swagger, but also a tenacity that they didn’t have. And that is priceless.\"\u003c/p>\n\u003c/aside>\n\u003cp>In Gilliam’s and Pilloton’s work to activate teens, we discover that the magic of design in a learning setting is empowerment. “At the most basic level, when you are not specifically trying to churn out designers, [design thinking and design] is really about empowerment,” Gilliam said. Empowerment emanates from the dynamic pairing of possibility and agency, ownership and impact, and the right tools and critical thought to make it all happen.\u003c/p>\n\u003cp>This process of seeing possibility and acting upon it is a central concept in critical and engaged pedagogy. It is easy to get excited about the novelty of design and designers in an education setting. But in many ways, the intersection of design and learning is more natural than novel. It illuminates the innately empowering and democratic power that is true learning. In a time when critical and constructive educational theories are threatened, our attention to design thinking in the classroom is crucial.\u003c/p>\n\u003cp>The sense of possibility and efficacy that student designers feel, “that is priceless,” says Pilloton. From a designer who finds herself in the classroom, it’s the point: “If I can provide that [sense of possibility] to every student that comes through our doors, then I think I will have done my job.”\u003c/p>\n\u003cp>\u003cem>Melanie Kahl is a learning and design strategist with \u003c/em>\u003ca href=\"http://thethirdteacherplus.com/\">The Third Teacher+\u003c/a> \u003cem>team, a learning design consultancy at \u003c/em>\u003ca href=\"http://cannondesign.com/\">Cannon Design\u003c/a>\u003cem>. She also acts as a communication architect, experience designer, and organizational and policy specialist. Melanie is particularly interested in the ways in which the design of learning programs and places can act as a catalyst for community development. Her writing has appeared in FastCo Design, American School & University, and The Creativity Post.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Update 10/2/12: The current version reflects the correct attribution of quotes to sources.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_24130\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/screen-shot-2012-09-12-at-3-26-23-pm/\" rel=\"attachment wp-att-24130\">\u003cimg class=\"size-large wp-image-24130\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/Screen-shot-2012-09-12-at-3.26.23-PM-620x455.png\" alt=\"\" width=\"620\" height=\"455\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Studio H's design/build curriculum in Realm Charter School in Berkeley.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Melanie Kahl\u003c/h5>\n\u003cp class=\"dropcap-serif\">Designers are privileged to work within a fascinating collision of fields at a time when the conversation could not be more pertinent. The intersection of design and education is ripe for exploration –– its metaphors, roles, spaces, and philosophies. These worlds have a lot to learn from one another.\u003c/p>\n\u003cp>The\u003ca href=\"http://www.designcouncil.org.uk/about-design/What-design-is-and-why-it-matters/\"> design\u003c/a> field covers the gamut of industries in art and science of making ideas, mindsets, and methodologies tangible. And the education world comprises a collection of formal and informal institutions focused on cultivating and refining skills and knowledge. In our ever-accelerating and complex world, the fields of education and design are a powerful combination.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The biggest thing that design gives students is this amazing sense of possibility...that everything and anything is possible.\"\u003c/p>\n\u003c/aside>\n\u003cp>Bringing ideas to life is inherently empowering. And solving design problems with a community or team and seeing their immediate impact is that much more compelling. This simple and powerful act of creation is where we will begin our exploration recasting the role of students, teachers, parents, and education leaders as designers.\u003c/p>\n\u003cp>In fact, the classroom is a strong platform on which to tap into the principles of design practice: what can the\u003ca href=\"http://www.fastcodesign.com/1665654/4-lessons-the-classroom-can-learn-from-the-design-studio\"> classroom learn from the studio\u003c/a>, and maybe more importantly, what can education \u003c!--more-->stakeholders––students, teachers, parents, activists, entrepreneurs –- learn from the role of the designer? How does recasting one’s role transform the way one approaches problems, teams, and one’s own practice?\u003c/p>\n\u003cp>In this series, we will explore what it means to export various lenses of design in learning settings. From empowerment to empathy and iteration to co-creation–– how might we better illuminate this fertile intersection of design and learning?\u003c/p>\n\u003cfigure id=\"attachment_24131\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/528974_10151136166550820_1531606610_n/\" rel=\"attachment wp-att-24131\">\u003cimg class=\"size-medium wp-image-24131\" title=\"528974_10151136166550820_1531606610_n\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/528974_10151136166550820_1531606610_n-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students gather community ideas with Public Workshop in Chicago.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>DESIGN AS AN ACT OF EMPOWERMENT\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Emily Pilloton and Matthew Miller, co-founders of \u003ca href=\"http://www.projecthdesign.org\">Project H Design\u003c/a>, launched \u003ca href=\"http://www.studio-h.org\">Studio H\u003c/a>, a \"design/build\" curriculum to spark student-driven community development through real-world projects in rural North Carolina and Berkeley, California. In the Bertie, North Carolina program, students designed and built parts of their own school and other important structures in the community. In Berkeley, Studio H is headquartered at and integrated into both the learning and community at Realm Charter School.\u003c/p>\n\u003cp dir=\"ltr\">“I started Project H out of a frustration with the design world and then serendipitously discovered that a lot of the things that I felt were lost in my own design practice could be really interesting inserted into a public education classroom,” she said.\u003c/p>\n\u003cp>Pilloton, who gave a \u003ca href=\"http://www.ted.com/talks/emily_pilloton_teaching_design_for_change.html\">compelling TED talk\u003c/a> about her work in North Carolina, said that in her experience working with youth both urban and rural, there is a common thread – the power of design to be a transformative personal learning experience.\u003c/p>\n\u003cp>“The biggest thing that design gives students is this amazing sense of possibility,\" she said. \"Especially at an age in high school when you're starting to feel bogged down––by family, college, friends, peer pressure, grades – you name it– it is a time when things feel heavy on your shoulders. Design opens different doors. We saw this in students in Bertie –- this wide-eyed look in seeing a\u003ca href=\"http://www.studio-h.org/category/blog/year-1-project-2-public-chicken-coops\"> chicken coop\u003c/a> come to life, or being at the\u003ca href=\"http://www.studio-h.org/recap-of-grand-opening-ceremony\"> opening ceremony\u003c/a> of a farmers’ market that they designed and built for their community –- there is this amazing sense that everything and anything is possible.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/what-happens-when-teachers-think-like-designers/\">Iterating and Ideating: Teachers Think Like Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is Designed\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://kqed.argoproject.org/2010/11/09/design-thinking-sparks-learning-in-rural-n-carolina/\">Students Design and Build Their Own School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Alex Gilliam of\u003ca href=\"http://publicworkshop.us/\"> Public Workshop\u003c/a> knows what it takes to be a \"cheerleader of possibility\" -- it's written in his \u003ca href=\"http://publicworkshop.us/about/\">mission statement\u003c/a>. Public Workshop is empowering teens through design across the U.S. -- from its \u003ca href=\"http://publicworkshop.us/blog/2012/06/22/public-workshopbreadboardthe-hacktory-nextfab-launch-civic-innovation-workshop-steam-lab-in-philly/\">home base in Philadelphia\u003c/a> to the \u003ca href=\"http://publicworkshop.us/blog/2012/09/08/design-thinking-helps-7th-graders-write-faster-and-better-yup/\">Bronx\u003c/a>to the neighborhoods of Chicago. This summer, Gilliam partnered with \u003ca href=\"http://www.demoiselle2femme.org/\">Demoiselle 2 Femme\u003c/a>, a holistic young women’s empowerment program on Chicago’s South Side, to create a \u003ca href=\"http://www.chicagotribune.com/news/columnists/ct-met-trice-girls-playground-0813-20120813,0,1310580.column\">Community Design Leadership Boot Camp\u003c/a>. A ‘doing’ camp, this \u003ca href=\"http://www.facebook.com/media/set/?set=a.10151128073970820.500517.144465320819&type=3\">design-build workshop\u003c/a> focused on active learning, with the premise that young adults are strong agents of change in their community. After two weeks, countless community interviews and interventions, a spontaneous sidewalk fundraiser on a corner more known for drug deals than lemonade stands, and countless exchanges with curious passersby –– a whimsical, colorful playspace was born.\u003c/p>\n\u003cp dir=\"ltr\">\"It's about that ownership. When you're building something, the fact that it's tangible and visible and that you can see a direct manifestation of your efforts is huge,\" Gilliam said. \"It is cataclysmically different. Their sense of self efficacy and power was through the roof. They develop a new swagger, but also a tenacity that they didn’t have.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"They develop a new swagger, but also a tenacity that they didn’t have. And that is priceless.\"\u003c/p>\n\u003c/aside>\n\u003cp>In Gilliam’s and Pilloton’s work to activate teens, we discover that the magic of design in a learning setting is empowerment. “At the most basic level, when you are not specifically trying to churn out designers, [design thinking and design] is really about empowerment,” Gilliam said. Empowerment emanates from the dynamic pairing of possibility and agency, ownership and impact, and the right tools and critical thought to make it all happen.\u003c/p>\n\u003cp>This process of seeing possibility and acting upon it is a central concept in critical and engaged pedagogy. It is easy to get excited about the novelty of design and designers in an education setting. But in many ways, the intersection of design and learning is more natural than novel. It illuminates the innately empowering and democratic power that is true learning. In a time when critical and constructive educational theories are threatened, our attention to design thinking in the classroom is crucial.\u003c/p>\n\u003cp>The sense of possibility and efficacy that student designers feel, “that is priceless,” says Pilloton. From a designer who finds herself in the classroom, it’s the point: “If I can provide that [sense of possibility] to every student that comes through our doors, then I think I will have done my job.”\u003c/p>\n\u003cp>\u003cem>Melanie Kahl is a learning and design strategist with \u003c/em>\u003ca href=\"http://thethirdteacherplus.com/\">The Third Teacher+\u003c/a> \u003cem>team, a learning design consultancy at \u003c/em>\u003ca href=\"http://cannondesign.com/\">Cannon Design\u003c/a>\u003cem>. She also acts as a communication architect, experience designer, and organizational and policy specialist. Melanie is particularly interested in the ways in which the design of learning programs and places can act as a catalyst for community development. Her writing has appeared in FastCo Design, American School & University, and The Creativity Post.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_22874\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://www.flickr.com/photos/cleopold73/2906486794/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-22874\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/2906486794_80400b009e.jpg\" alt=\"\" width=\"500\" height=\"334\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/2906486794_80400b009e.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/2906486794_80400b009e-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/2906486794_80400b009e-320x214.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>Flickr: Corey Leopold\u003c/p>\n\u003c/div>\n\u003ch5>By Greg Stack\u003c/h5>\n\u003cp class=\"dropcap-serif\">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/p>\n\u003cdiv>\n\u003cp>\u003cstrong>1. COMPUTER LABS\u003c/strong>. Students are connected to the Internet everywhere except in school. Regardless of their income bracket, most kids carry around a world of information in their pockets on their mobile devices, and yet we force them to power down and disconnect, and we confine them in obsolete computer labs. A modern school needs to have connectivity everywhere and treat computers more like pencils than microscopes.\u003c/p>\n\u003cfigure id=\"attachment_22877\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://schooldesignmatters.blogspot.com/\">\u003cimg class=\"size-medium wp-image-22877\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/IMG_1567-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">At Northern Beaches Christian School students learn everywhere.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>2. LEARNING IN PRESCRIBED PLACES. \u003c/strong>\u003cstrong>\u003c/strong>When you ask people to remember a meaningful learning experience from high school, chances are the experience didn't take place in a space designed for learning. Working in groups, while on a trip, while doing a project or learning while talking with friends -- those are the lasting, meaningful learning experiences. Yet we don’t design schools to accommodate these activities and focus only on the formal spaces.\u003c/p>\n\u003cdiv>\u003cstrong>3. TEACHER-CENTERED CLASSROOM\u003c/strong>. Classrooms were designed for lecture and crowd control, with the teacher as the central figure of knowledge and authority. The teacher had knowledge to impart through direct instruction and the current classroom structure works pretty well for this. This basic classrooms structure is the same, though in some schools, the chalkboard has been replaced by the interactive \"Smart Board.\" In progressive classrooms, the structure has changed: small groups of kids working, project work, and student presentations require rethinking this model.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003cstrong>4. ISOLATED CLASSROOMS\u003c/strong>. Tony Wagner of the Harvard School of Education and the author of the Global Achievement Gap says: “Isolation is the enemy of improvement” and yet most schools \u003c!--more-->are designed in a way that isolates teachers from each other. Teachers often learn to teach in isolated boxes and perpetuate that style throughout their career. Interior windows get “papered over” and blinds are shut. Yet out of school, people work in teams and are visually and often aurally connected. \u003cstrong>\u003c/strong>\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003cstrong>5. \u003c/strong> \u003cstrong>DEPARTMENTAL ORGANIZATIONS. \u003c/strong>In order to break down the size of schools and to allow students to learn across curriculum, it's essential to organize schools so that teachers of various subjects are located together. This not only emulates how people work today – in collaborative groups – but encourages teachers to consider students holistically, not only as they perform in a specific subject.\u003c/div>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cfigure id=\"attachment_22878\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-22878\" title=\"Screen Shot 2012-07-20 at 11.42.30 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-20-at-11.42.30-AM-300x198.png\" alt=\"\" width=\"300\" height=\"198\">\u003cfigcaption class=\"wp-caption-text\">Corridors at Machias Elementary are used for informal learning\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>6. SCHOOL CORRIDORS. \u003c/strong>Corridors take up a lot of valuable real estate in a school and are unoccupied most of the time. If rooms are arranged in groups around a common space, corridors are not necessary. And unused corridors can be made into informal learning spaces.\u003c/p>\n\u003cp>\u003cstrong>7. TRADITIONAL SCHOOL LIBRARIES. \u003c/strong>In a modern school a library should be more of a learning commons able to support a variety of student activities as they learn to access and evaluate information. Books have their place but they are not the end-all of libraries. A learning commons is no longer the quiet sanctum of old, rather it is a space that can be central or distributed, used formally or informally, and one that can stimulate a spirit of inquiry in students.\u003c/p>\n\u003cdiv>\n\u003cdiv>\u003cstrong>8. DARK, INDOOR GYMS\u003c/strong>\u003cstrong>\u003c/strong>. Most gyms have no access to natural light because of fear of glare that might interfere with sporting events. But with soaring energy costs, being able to turn off lights in a gym can amount to big savings. Designing glare-free gyms is possible but typically requires more natural light not less. Skylights, well placed windows and ample light create a great experience and a functional space.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cfigure id=\"attachment_22879\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-20-at-11.43.30-AM.png\">\u003cimg class=\"size-medium wp-image-22879\" title=\"Screen-Shot-2012-07-20-at-11.43.30-AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-20-at-11.43.30-AM-300x198.png\" alt=\"\" width=\"300\" height=\"198\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Learner Centered Classroom at Riverview Elementary School.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>9. INSTITUTIONAL FOOD SERVICE\u003c/strong>. School food service usually involves folding tables that are placed and replaced throughout the day. With cleanup activities it takes the commons/cafeteria out of action most of the day. Why sacrifice this valuable space when it could serve multiple purposes? Creating spaces that require less movement of furniture while remaining flexible will allow them to be used more effectively. Common spaces can also be less institutional, which in turn increases their flexibility. Decentralizing food service allows students to eat in smaller groups and also allows multi-use of spaces. Even if the food isn’t better, the space can be.\u003c/p>\n\u003cdiv>\n\u003cp>\u003cstrong>10. LARGE RESTROOMS\u003c/strong>. Students try to avoid using school restrooms even in new schools because of concerns over privacy, bullying, and cleanliness contribute. To avoid restroom use, students stop drinking water and become dehydrated, and unable to focus. In Finland and other parts of Europe, they use individual restrooms that are located in the shared learning areas between classrooms. There seems to be a feeling of ownership for these, so they don’t get trashed. Also, they have more privacy, and there's less bullying.\u003c/p>\n\u003ch5>\u003cem>Greg Stack is an architect for NAC Architecture and specializes in developing best practices for the planning and design of educational environments. A version of this post originally appeared on \u003ca href=\"http://schooldesignmatters.blogspot.com/\">School Design Matters\u003c/a>. \u003c/em>\u003c/h5>\n\u003ch5>\u003c/h5>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22874\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://www.flickr.com/photos/cleopold73/2906486794/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-22874\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/2906486794_80400b009e.jpg\" alt=\"\" width=\"500\" height=\"334\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/2906486794_80400b009e.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/2906486794_80400b009e-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/2906486794_80400b009e-320x214.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>Flickr: Corey Leopold\u003c/p>\n\u003c/div>\n\u003ch5>By Greg Stack\u003c/h5>\n\u003cp class=\"dropcap-serif\">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/p>\n\u003cdiv>\n\u003cp>\u003cstrong>1. COMPUTER LABS\u003c/strong>. Students are connected to the Internet everywhere except in school. Regardless of their income bracket, most kids carry around a world of information in their pockets on their mobile devices, and yet we force them to power down and disconnect, and we confine them in obsolete computer labs. A modern school needs to have connectivity everywhere and treat computers more like pencils than microscopes.\u003c/p>\n\u003cfigure id=\"attachment_22877\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://schooldesignmatters.blogspot.com/\">\u003cimg class=\"size-medium wp-image-22877\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/IMG_1567-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">At Northern Beaches Christian School students learn everywhere.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>2. LEARNING IN PRESCRIBED PLACES. \u003c/strong>\u003cstrong>\u003c/strong>When you ask people to remember a meaningful learning experience from high school, chances are the experience didn't take place in a space designed for learning. Working in groups, while on a trip, while doing a project or learning while talking with friends -- those are the lasting, meaningful learning experiences. Yet we don’t design schools to accommodate these activities and focus only on the formal spaces.\u003c/p>\n\u003cdiv>\u003cstrong>3. TEACHER-CENTERED CLASSROOM\u003c/strong>. Classrooms were designed for lecture and crowd control, with the teacher as the central figure of knowledge and authority. The teacher had knowledge to impart through direct instruction and the current classroom structure works pretty well for this. This basic classrooms structure is the same, though in some schools, the chalkboard has been replaced by the interactive \"Smart Board.\" In progressive classrooms, the structure has changed: small groups of kids working, project work, and student presentations require rethinking this model.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003cstrong>4. ISOLATED CLASSROOMS\u003c/strong>. Tony Wagner of the Harvard School of Education and the author of the Global Achievement Gap says: “Isolation is the enemy of improvement” and yet most schools \u003c!--more-->are designed in a way that isolates teachers from each other. Teachers often learn to teach in isolated boxes and perpetuate that style throughout their career. Interior windows get “papered over” and blinds are shut. Yet out of school, people work in teams and are visually and often aurally connected. \u003cstrong>\u003c/strong>\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003cstrong>5. \u003c/strong> \u003cstrong>DEPARTMENTAL ORGANIZATIONS. \u003c/strong>In order to break down the size of schools and to allow students to learn across curriculum, it's essential to organize schools so that teachers of various subjects are located together. This not only emulates how people work today – in collaborative groups – but encourages teachers to consider students holistically, not only as they perform in a specific subject.\u003c/div>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cfigure id=\"attachment_22878\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-22878\" title=\"Screen Shot 2012-07-20 at 11.42.30 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-20-at-11.42.30-AM-300x198.png\" alt=\"\" width=\"300\" height=\"198\">\u003cfigcaption class=\"wp-caption-text\">Corridors at Machias Elementary are used for informal learning\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>6. SCHOOL CORRIDORS. \u003c/strong>Corridors take up a lot of valuable real estate in a school and are unoccupied most of the time. If rooms are arranged in groups around a common space, corridors are not necessary. And unused corridors can be made into informal learning spaces.\u003c/p>\n\u003cp>\u003cstrong>7. TRADITIONAL SCHOOL LIBRARIES. \u003c/strong>In a modern school a library should be more of a learning commons able to support a variety of student activities as they learn to access and evaluate information. Books have their place but they are not the end-all of libraries. A learning commons is no longer the quiet sanctum of old, rather it is a space that can be central or distributed, used formally or informally, and one that can stimulate a spirit of inquiry in students.\u003c/p>\n\u003cdiv>\n\u003cdiv>\u003cstrong>8. DARK, INDOOR GYMS\u003c/strong>\u003cstrong>\u003c/strong>. Most gyms have no access to natural light because of fear of glare that might interfere with sporting events. But with soaring energy costs, being able to turn off lights in a gym can amount to big savings. Designing glare-free gyms is possible but typically requires more natural light not less. Skylights, well placed windows and ample light create a great experience and a functional space.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cfigure id=\"attachment_22879\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-20-at-11.43.30-AM.png\">\u003cimg class=\"size-medium wp-image-22879\" title=\"Screen-Shot-2012-07-20-at-11.43.30-AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-20-at-11.43.30-AM-300x198.png\" alt=\"\" width=\"300\" height=\"198\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Learner Centered Classroom at Riverview Elementary School.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>9. INSTITUTIONAL FOOD SERVICE\u003c/strong>. School food service usually involves folding tables that are placed and replaced throughout the day. With cleanup activities it takes the commons/cafeteria out of action most of the day. Why sacrifice this valuable space when it could serve multiple purposes? Creating spaces that require less movement of furniture while remaining flexible will allow them to be used more effectively. Common spaces can also be less institutional, which in turn increases their flexibility. Decentralizing food service allows students to eat in smaller groups and also allows multi-use of spaces. Even if the food isn’t better, the space can be.\u003c/p>\n\u003cdiv>\n\u003cp>\u003cstrong>10. LARGE RESTROOMS\u003c/strong>. Students try to avoid using school restrooms even in new schools because of concerns over privacy, bullying, and cleanliness contribute. To avoid restroom use, students stop drinking water and become dehydrated, and unable to focus. In Finland and other parts of Europe, they use individual restrooms that are located in the shared learning areas between classrooms. There seems to be a feeling of ownership for these, so they don’t get trashed. Also, they have more privacy, and there's less bullying.\u003c/p>\n\u003ch5>\u003cem>Greg Stack is an architect for NAC Architecture and specializes in developing best practices for the planning and design of educational environments. A version of this post originally appeared on \u003ca href=\"http://schooldesignmatters.blogspot.com/\">School Design Matters\u003c/a>. \u003c/em>\u003c/h5>\n\u003ch5>\u003c/h5>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_12026\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-12026\" title=\"DesignThinking\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/DesignThinking1-300x155.png\" alt=\"\" width=\"300\" height=\"155\">\u003cfigcaption class=\"wp-caption-text\">Teacher Karen Fierst tries out design thinking.\u003c/figcaption>\u003c/figure>\n\u003cp>What do a designer and teacher have in common? Turns out there are a lot of similarities.\u003c/p>\n\u003cp>\"Teachers design everyday. They structure all kinds of solutions,\" says Sandy Speicher from seminal design firm Ideo. \"At any given moment, they’re designing a response to a student and how they bring out content in different ways so kids can understand it if they’re struggling. All of these are design decisions.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"This is about making what you already do more enjoyable and more effective.\"\u003c/aside>\n\u003cp>It's just a much a matter of how they perceive themselves. When Speicher explains her idea to teachers, she says \"there’s this 'Aha,' this shift to realizing that they do the have power of changing the situation in front of them.\"\u003c/p>\n\u003cp>With the help of on-the-ground teachers, Speicher and her design colleagues at Ideo have come up with a \u003ca href=\"http://www.designthinkingforeducators.com/\">toolkit, \u003c/a>\u003ca href=\"http://www.designthinkingforeducators.com/\">and an entire website called Design Thinking for Educators\u003c/a> devoted to explaining how to use it, to help educators build the design process into their day.\u003c!--more-->\u003c/p>\n\u003cp>The toolkit is meant to create a set of processes and methods used by professional designers that's been rewritten in the context of education and the school environment. Speicher hopes teachers who use the toolkit will eventually default to this way of design thinking for any situation that comes up -- in or out of the class.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here's what that looks like (excerpted from \u003ca href=\"http://www.designthinkingforeducators.com/\">Design Thinking For Educators\u003c/a>.)\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>DISCOVERY\u003c/strong>. I have a challenge. How do I approach it? Creating meaningful solutions for people begins with a deep understanding for their needs.\u003c/li>\n\u003cli>\n\u003cdiv id=\"icon\">\n\u003cdiv id=\"process_header\">\u003cstrong>INTERPRETATION\u003c/strong>. I learned something. How do I interpret it? It involves storytelling, sorting and condensing thoughts, until a compelling point of view and clear direction for ideation emerge.\u003c/div>\n\u003c/div>\n\u003c/li>\n\u003cli>\u003cstrong>IDEATION. \u003c/strong>I see an opportunity. What do I create? With careful preparation and a set of rules to follow, a brainstorm session can yield hundreds of fresh ideas.\u003c/li>\n\u003cli>\n\u003cdiv id=\"icon\">\n\u003cdiv id=\"process_header\">\u003cstrong>EXPERIMENTATION. \u003c/strong>Building prototypes means making ideas tangible, learning while building them, and sharing them with other people.\u003c/div>\n\u003c/div>\n\u003c/li>\n\u003cli>\u003cstrong>EVOLUTION. \u003c/strong>This involves planning next steps, communicating the idea to people who can help realize it, and documenting the process.\u003c/li>\n\u003c/ul>\n\u003cp>Who has time to build design thinking into the day, not to mention rewire the way they think about their jobs? For those who already feel overwhelmed by the long list of to-dos, Speicher says investing time on the front end behooves teachers in different ways.\u003c/p>\n\u003cp>\"This is about making what you already do more enjoyable and more effective,\" she says. \"It's not the only answer, it’s an invitation by which you can approach things that come to you.\"\u003c/p>\n\u003cp>Speicher says the teachers she's worked with say the design process has made them feel refreshed, happy, and engaged as teachers. \"Teachers are hungry for resources that inspire them,\" she says.\u003c/p>\n\u003cp>Karen Fierst, a K-5 learning specialist at \u003ca href=\"http://www.riverdale.edu/\">Riverdale Country School\u003c/a>, an independent school in the Bronx in New York, helped Ideo finesse the details of the toolkit and says she's used it a few times at her school already. She and her colleagues have applied design thinking to the process of updating the school's ethics and culture code. They've also used it to plan strategies in welcoming the new head of lower school.\u003c/p>\n\u003cp>\"It's been really useful in guiding us,\" Fierst says. \"It moves things along in a way that’s really productive. On one hand, it’s a long process you're committing to, but it promises an outcome with a timeline.\"\u003c/p>\n\u003cp>Teachers really do want to do well, they really want to be serving stuents, create great stuff. Often they want to do it in collbaoraiton with others. But structure gets in the way.\u003c/p>\n\u003cp>Watch how another incorporated design thinking into the physical design of his classroom -- based on his students' input.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://vimeo.com/22548195\">Michael\u003c/a> from \u003ca href=\"http://vimeo.com/dtfe\">Design Thinking for Educators\u003c/a> on \u003ca href=\"http://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_12026\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-12026\" title=\"DesignThinking\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/DesignThinking1-300x155.png\" alt=\"\" width=\"300\" height=\"155\">\u003cfigcaption class=\"wp-caption-text\">Teacher Karen Fierst tries out design thinking.\u003c/figcaption>\u003c/figure>\n\u003cp>What do a designer and teacher have in common? Turns out there are a lot of similarities.\u003c/p>\n\u003cp>\"Teachers design everyday. They structure all kinds of solutions,\" says Sandy Speicher from seminal design firm Ideo. \"At any given moment, they’re designing a response to a student and how they bring out content in different ways so kids can understand it if they’re struggling. All of these are design decisions.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"This is about making what you already do more enjoyable and more effective.\"\u003c/aside>\n\u003cp>It's just a much a matter of how they perceive themselves. When Speicher explains her idea to teachers, she says \"there’s this 'Aha,' this shift to realizing that they do the have power of changing the situation in front of them.\"\u003c/p>\n\u003cp>With the help of on-the-ground teachers, Speicher and her design colleagues at Ideo have come up with a \u003ca href=\"http://www.designthinkingforeducators.com/\">toolkit, \u003c/a>\u003ca href=\"http://www.designthinkingforeducators.com/\">and an entire website called Design Thinking for Educators\u003c/a> devoted to explaining how to use it, to help educators build the design process into their day.\u003c!--more-->\u003c/p>\n\u003cp>The toolkit is meant to create a set of processes and methods used by professional designers that's been rewritten in the context of education and the school environment. Speicher hopes teachers who use the toolkit will eventually default to this way of design thinking for any situation that comes up -- in or out of the class.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here's what that looks like (excerpted from \u003ca href=\"http://www.designthinkingforeducators.com/\">Design Thinking For Educators\u003c/a>.)\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>DISCOVERY\u003c/strong>. I have a challenge. How do I approach it? Creating meaningful solutions for people begins with a deep understanding for their needs.\u003c/li>\n\u003cli>\n\u003cdiv id=\"icon\">\n\u003cdiv id=\"process_header\">\u003cstrong>INTERPRETATION\u003c/strong>. I learned something. How do I interpret it? It involves storytelling, sorting and condensing thoughts, until a compelling point of view and clear direction for ideation emerge.\u003c/div>\n\u003c/div>\n\u003c/li>\n\u003cli>\u003cstrong>IDEATION. \u003c/strong>I see an opportunity. What do I create? With careful preparation and a set of rules to follow, a brainstorm session can yield hundreds of fresh ideas.\u003c/li>\n\u003cli>\n\u003cdiv id=\"icon\">\n\u003cdiv id=\"process_header\">\u003cstrong>EXPERIMENTATION. \u003c/strong>Building prototypes means making ideas tangible, learning while building them, and sharing them with other people.\u003c/div>\n\u003c/div>\n\u003c/li>\n\u003cli>\u003cstrong>EVOLUTION. \u003c/strong>This involves planning next steps, communicating the idea to people who can help realize it, and documenting the process.\u003c/li>\n\u003c/ul>\n\u003cp>Who has time to build design thinking into the day, not to mention rewire the way they think about their jobs? For those who already feel overwhelmed by the long list of to-dos, Speicher says investing time on the front end behooves teachers in different ways.\u003c/p>\n\u003cp>\"This is about making what you already do more enjoyable and more effective,\" she says. \"It's not the only answer, it’s an invitation by which you can approach things that come to you.\"\u003c/p>\n\u003cp>Speicher says the teachers she's worked with say the design process has made them feel refreshed, happy, and engaged as teachers. \"Teachers are hungry for resources that inspire them,\" she says.\u003c/p>\n\u003cp>Karen Fierst, a K-5 learning specialist at \u003ca href=\"http://www.riverdale.edu/\">Riverdale Country School\u003c/a>, an independent school in the Bronx in New York, helped Ideo finesse the details of the toolkit and says she's used it a few times at her school already. She and her colleagues have applied design thinking to the process of updating the school's ethics and culture code. They've also used it to plan strategies in welcoming the new head of lower school.\u003c/p>\n\u003cp>\"It's been really useful in guiding us,\" Fierst says. \"It moves things along in a way that’s really productive. On one hand, it’s a long process you're committing to, but it promises an outcome with a timeline.\"\u003c/p>\n\u003cp>Teachers really do want to do well, they really want to be serving stuents, create great stuff. Often they want to do it in collbaoraiton with others. But structure gets in the way.\u003c/p>\n\u003cp>Watch how another incorporated design thinking into the physical design of his classroom -- based on his students' input.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://vimeo.com/22548195\">Michael\u003c/a> from \u003ca href=\"http://vimeo.com/dtfe\">Design Thinking for Educators\u003c/a> on \u003ca href=\"http://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_8613\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/medieval-reenactment-orange-sm/\" rel=\"attachment wp-att-8613\">\u003cimg class=\"size-large wp-image-8613\" title=\"medieval-reenactment-orange-sm\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/medieval-reenactment-orange-sm-620x465.jpg\" alt=\"\" width=\"620\" height=\"465\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Stoking a child's imagination: a 12-year-old's vision of a medieval war.\u003c/figcaption>\u003c/figure>\n\u003ch4>Unpredictable, inconsistent, and designed to be wildly relevant for learners, their engagement, and their development.\u003c/h4>\n\u003cp>\u003cem>Sandy Speicher leads IDEO’s \u003ca href=\"http://www.ideo.com/expertise/education/\">Design for Learning domain\u003c/a>, which brings human-centered thinking to systemic challenges in education. Her work helps educators use design tools and methods to work in new ways, to prepare for future challenges, and to transform their organizations and communities.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Sandy Speicher\u003c/strong>\u003c/p>\n\u003cp>Some children will be reading in comfortable chairs. Some will be digging into a scientific research question by conducting readings on a nearby pond. Some will be working on computers refining their skills in math while others are sequencing DNA. Some will be collaborating around a design challenge with new friends across the globe. One group will reenact a battle from medieval times, while others are learning on site, at jobs. Building, making, imagining, interacting, investigating, reflecting, connecting, shaping, participating. There will be challenge. There will be high expectations. And there will be tons of variation. With all of its possibility, the school day of the future will be one thing: it will be \u003cem>designed\u003c/em>.\u003c/p>\n\u003cp>Elliot Eisner, one of my favorite education professors, often asked the question, “If aliens landed on our planet and walked into our schools, what would they think the school is meant for?” We’d brainstorm: Learning to sit in rows? Learning to get up and move en masse at the sound of a bell? Learning to stay in place for 40-minute increments? Learning to override your bodily functions? Learning to answer the questions that the person standing in front of the room already knows the answer to? It’s hard not to realize that a school, upon pure observation, looks like a training ground for behavioral management.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Designing the day around discovery of information, connections to real world challenges, discussions digging into our experiences with the world.\u003c/aside>\n\u003cp>In the end, it’s not that much different than the design of most of our industrial work environments – time, constraints, structures, tasks, a consistent and organized system. It’s what we adults tend to design without really thinking.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But when you watch children – undeniable natural learners – they create different solutions: play, discovery, interaction. They observe the world, they stick things in their mouth, they touch things. They connect with the world to learn it. They experience it through their senses. And in discussions with the people around them, they create language and meaning and amazing new ideas and interpretations that the rest of us get the benefit of learning from.\u003c/p>\n\u003cp>It’s not too big of a leap to want the school day designed around these notions of how we naturally, and individually, \u003cem>learn\u003c/em>. Designing the day around discovery of information, connections to real world challenges, discussions digging into our experiences with the world.\u003c/p>\n\u003cp>One thing to keep in mind, of course, is that not every child is starting in the same place, and not every child is headed toward the same place. Some need freedom in order to learn. Some need structure. Some need a mix. But all need respect for their individuality, trust in their abilities to succeed, and adults who have the foresight to design experience to bring out individual greatness.\u003c/p>\n\u003cfigure id=\"attachment_8628\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/genetical-engineering-blue-sm/\" rel=\"attachment wp-att-8628\">\u003cimg class=\"size-medium wp-image-8628\" title=\"genetical-engineering-blue-sm\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/genetical-engineering-blue-sm-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A 10-year-old illustrates \"genetical engineering.\"\u003c/figcaption>\u003c/figure>\n\u003cp>The School of One in New York City, for instance, is creating an exciting model of individualized learning that integrates technology and personal attention. Their school day revolves around formative assessments which technology helps capture, so that the teachers can look at the data at the end of the day. The teachers discuss – together – how each student is doing, and develop a strategy for the following day which can include any number of formats for what the student needs – teacher-led instruction, one-on-one tutoring, self-learning, or virtual tutoring. They’ve broken the model of one class with one teacher and created a network of learning toward specific goals.\u003c/p>\n\u003cp>Then there are \u003ca href=\"http://www.leadps.org/\">Leadership Public Schools\u003c/a>, whose students have unique needs of their own. The majority of their students are performing at an elementary level when they enter in the ninth grade. They have created a portfolio of adaptive learning technologies which allow students to access ninth-grade content while learning basic skills. It’s not \"Drill and Kill\" -- they’ve integrated technology into the daily experience by helping students learn to create with it. This is putting them on the track not just for incredible academic gains, but also for immediate relevance in the job market – an important need for their students.\u003c/p>\n\u003cp>Students at schools in the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/\">New Tech Network\u003c/a> are learning in related ways, but with a different design. They use projects to inspire new understandings. They’re also using technology to capture learnings – building videos and slideshow presentations – and they’re most often working in teams, learning different subject-matter content through real world challenges.\u003c/p>\n\u003cp>Teachers at \u003ca href=\"http://www.pvsd.net/22711072172842493/site/default.asp\">Ormondale Elementary School\u003c/a> in California build their curriculum from student passions. They have a range of approaches – inspiring children through teacher-defined projects, allowing them to define the end goals of any given exploration, capturing a student's passion toward a particular topic and using that as the vehicle for exploration through teacher- or student-defined assignments. Their school day allows for this range of experience, and the “investigations” happening throughout the day vary greatly class by class, child by child.\u003c/p>\n\u003cp>All of these innovative models are showing us that incredible results, and experiences are possible when we design the school day with the needs of the student in mind. The historic “one-size-fits-all” model of set periods of time with groups of somewhere between 20-30 kids lined up in rows and one teacher in the front of the room orchestrating the conversation…. well, Sage on Stage, Chalk and Talk, and Spray and Pray might just have met their match.\u003c/p>\n\u003cp>The school day of the future will be unpredictable, inconsistent, and designed to be wildly relevant for the learner, their engagement, and their development.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/ms_school_future_th1342f08-8/\" rel=\"attachment wp-att-8631\">\u003cimg class=\"alignleft size-full wp-image-8631\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/MS_school_future_th1342F082.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/02/MS_school_future_th1342F082.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/02/MS_school_future_th1342F082-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/p>\n\u003ch5>Read more in the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future series\u003c/a>.\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_8613\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/medieval-reenactment-orange-sm/\" rel=\"attachment wp-att-8613\">\u003cimg class=\"size-large wp-image-8613\" title=\"medieval-reenactment-orange-sm\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/medieval-reenactment-orange-sm-620x465.jpg\" alt=\"\" width=\"620\" height=\"465\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Stoking a child's imagination: a 12-year-old's vision of a medieval war.\u003c/figcaption>\u003c/figure>\n\u003ch4>Unpredictable, inconsistent, and designed to be wildly relevant for learners, their engagement, and their development.\u003c/h4>\n\u003cp>\u003cem>Sandy Speicher leads IDEO’s \u003ca href=\"http://www.ideo.com/expertise/education/\">Design for Learning domain\u003c/a>, which brings human-centered thinking to systemic challenges in education. Her work helps educators use design tools and methods to work in new ways, to prepare for future challenges, and to transform their organizations and communities.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Sandy Speicher\u003c/strong>\u003c/p>\n\u003cp>Some children will be reading in comfortable chairs. Some will be digging into a scientific research question by conducting readings on a nearby pond. Some will be working on computers refining their skills in math while others are sequencing DNA. Some will be collaborating around a design challenge with new friends across the globe. One group will reenact a battle from medieval times, while others are learning on site, at jobs. Building, making, imagining, interacting, investigating, reflecting, connecting, shaping, participating. There will be challenge. There will be high expectations. And there will be tons of variation. With all of its possibility, the school day of the future will be one thing: it will be \u003cem>designed\u003c/em>.\u003c/p>\n\u003cp>Elliot Eisner, one of my favorite education professors, often asked the question, “If aliens landed on our planet and walked into our schools, what would they think the school is meant for?” We’d brainstorm: Learning to sit in rows? Learning to get up and move en masse at the sound of a bell? Learning to stay in place for 40-minute increments? Learning to override your bodily functions? Learning to answer the questions that the person standing in front of the room already knows the answer to? It’s hard not to realize that a school, upon pure observation, looks like a training ground for behavioral management.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Designing the day around discovery of information, connections to real world challenges, discussions digging into our experiences with the world.\u003c/aside>\n\u003cp>In the end, it’s not that much different than the design of most of our industrial work environments – time, constraints, structures, tasks, a consistent and organized system. It’s what we adults tend to design without really thinking.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But when you watch children – undeniable natural learners – they create different solutions: play, discovery, interaction. They observe the world, they stick things in their mouth, they touch things. They connect with the world to learn it. They experience it through their senses. And in discussions with the people around them, they create language and meaning and amazing new ideas and interpretations that the rest of us get the benefit of learning from.\u003c/p>\n\u003cp>It’s not too big of a leap to want the school day designed around these notions of how we naturally, and individually, \u003cem>learn\u003c/em>. Designing the day around discovery of information, connections to real world challenges, discussions digging into our experiences with the world.\u003c/p>\n\u003cp>One thing to keep in mind, of course, is that not every child is starting in the same place, and not every child is headed toward the same place. Some need freedom in order to learn. Some need structure. Some need a mix. But all need respect for their individuality, trust in their abilities to succeed, and adults who have the foresight to design experience to bring out individual greatness.\u003c/p>\n\u003cfigure id=\"attachment_8628\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/genetical-engineering-blue-sm/\" rel=\"attachment wp-att-8628\">\u003cimg class=\"size-medium wp-image-8628\" title=\"genetical-engineering-blue-sm\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/genetical-engineering-blue-sm-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A 10-year-old illustrates \"genetical engineering.\"\u003c/figcaption>\u003c/figure>\n\u003cp>The School of One in New York City, for instance, is creating an exciting model of individualized learning that integrates technology and personal attention. Their school day revolves around formative assessments which technology helps capture, so that the teachers can look at the data at the end of the day. The teachers discuss – together – how each student is doing, and develop a strategy for the following day which can include any number of formats for what the student needs – teacher-led instruction, one-on-one tutoring, self-learning, or virtual tutoring. They’ve broken the model of one class with one teacher and created a network of learning toward specific goals.\u003c/p>\n\u003cp>Then there are \u003ca href=\"http://www.leadps.org/\">Leadership Public Schools\u003c/a>, whose students have unique needs of their own. The majority of their students are performing at an elementary level when they enter in the ninth grade. They have created a portfolio of adaptive learning technologies which allow students to access ninth-grade content while learning basic skills. It’s not \"Drill and Kill\" -- they’ve integrated technology into the daily experience by helping students learn to create with it. This is putting them on the track not just for incredible academic gains, but also for immediate relevance in the job market – an important need for their students.\u003c/p>\n\u003cp>Students at schools in the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/\">New Tech Network\u003c/a> are learning in related ways, but with a different design. They use projects to inspire new understandings. They’re also using technology to capture learnings – building videos and slideshow presentations – and they’re most often working in teams, learning different subject-matter content through real world challenges.\u003c/p>\n\u003cp>Teachers at \u003ca href=\"http://www.pvsd.net/22711072172842493/site/default.asp\">Ormondale Elementary School\u003c/a> in California build their curriculum from student passions. They have a range of approaches – inspiring children through teacher-defined projects, allowing them to define the end goals of any given exploration, capturing a student's passion toward a particular topic and using that as the vehicle for exploration through teacher- or student-defined assignments. Their school day allows for this range of experience, and the “investigations” happening throughout the day vary greatly class by class, child by child.\u003c/p>\n\u003cp>All of these innovative models are showing us that incredible results, and experiences are possible when we design the school day with the needs of the student in mind. The historic “one-size-fits-all” model of set periods of time with groups of somewhere between 20-30 kids lined up in rows and one teacher in the front of the room orchestrating the conversation…. well, Sage on Stage, Chalk and Talk, and Spray and Pray might just have met their match.\u003c/p>\n\u003cp>The school day of the future will be unpredictable, inconsistent, and designed to be wildly relevant for the learner, their engagement, and their development.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/ms_school_future_th1342f08-8/\" rel=\"attachment wp-att-8631\">\u003cimg class=\"alignleft size-full wp-image-8631\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/MS_school_future_th1342F082.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/02/MS_school_future_th1342F082.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/02/MS_school_future_th1342F082-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/p>\n\u003ch5>Read more in the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future series\u003c/a>.\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_3868\" class=\"module image right mceTemp\" style=\"width: 300px\">\n\u003cp>\u003cspan style=\"text-decoration: underline\">\u003ca href=\"http://www.studio-h.org/about\">\u003cimg class=\"size-medium wp-image-3868\" title=\"bertie\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/bertie1-300x174.jpg\" alt=\"\" width=\"300\" height=\"174\">\u003c/a>\u003c/span>\u003c/p>\n\u003cp class=\"credit\">\u003cspan style=\"text-decoration: underline\">StudioH\u003c/span>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>There's so much fraught discussion over education reform, but at times, it all seems to become circular, undefinable, inconclusive.\u003c/p>\n\u003cp>Enter 28-year-old Emily Pilloton. The founder of \u003ca href=\"http://projecthdesign.org/\">Project H Design\u003c/a> has harnessed her considerable talents as a designer to tackle the struggling public education system of Bertie County, North Carolina, a rural community with a population of 20,000, a third of whom live in poverty. When she embarked on the ambitious project last year, only 27% of third-through-eighth graders were passing state standards in reading and math.\u003c/p>\n\u003cp>At the behest of the school's superintendent, Dr. Chip Zullinger, Pilloton and her partner Matt Miller, moved to Bertie County to apply their design principles to repair the ailing school district and struggling community.\u003c!--more-->\u003c/p>\n\u003cfigure id=\"attachment_3870\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/design-thinking-sparks-learning-in-rural-n-carolina/instructors-1/\" rel=\"attachment wp-att-3870\">\u003cimg class=\"size-medium wp-image-3870\" title=\"instructors-1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/instructors-1-e1289333497744-300x111.jpg\" alt=\"\" width=\"300\" height=\"111\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Emily and Matt\u003c/figcaption>\u003c/figure>\n\u003cp>With their motto to \"design with, not for,\" the couple's mission was to use education as a vehicle to inject what she calls \"creative capital\" towards community development -- not just resulting in new computer labs, playgrounds, and classes, but a way to galvanize the community through the school system.\u003c/p>\n\u003cp>They landed on three approaches that converge at the intersection of design and education:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>1) \u003cstrong>Design for Education\u003c/strong>. Dealing with the actual physical instruction spaces and materials. They renovated old computer labs, which had students facing blank walls to take test after \"drill-and-kill\" test, and transformed those into creative, engaging spaces that encouraged communication and collaboration. They also created spaces for teachers to actually teach in the labs.\u003c/p>\n\u003cp>Outside in the playground, they built a Learning Landscape, where students learned math through game play and activity on outdoor equipment. Students not only achieved higher scores, but many were motivated to tackle problems they would not have in the classroom, and teachers were able to use those activities as part of student assessment.\u003c/p>\n\u003cp>2)\u003cstrong> Redesigning Education\u003c/strong>. Working on a systems level on how and to whom education is being offered and creating conditions under which change is possible.\u003c/p>\n\u003cp>To that end, they created a community-wide campaign called Connect Bertie. The goal was to put a desktop computer and broadband access the home of every student in the public education system in a community where there are scant few wireless public access spots. In the town, o\u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/design-thinking-sparks-learning-in-rural-n-carolina/labs/\" rel=\"attachment wp-att-3873\">\u003cimg class=\"alignright size-medium wp-image-3873\" title=\"labs\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/labs-300x194.jpg\" alt=\"\" width=\"300\" height=\"194\">\u003c/a>nly 10% have in-home broadband connection.\u003c/p>\n\u003cp>The idea here is to find a way that the school system can become a catalyst to change in the community outside school walls, and play a role in the community's development. The first batch of computers was installed last summer.\u003c/p>\n\u003cp>3) \u003cstrong>Design as Education\u003c/strong>. To teach design thinking as part of the curriculum within the public school system, in conjunction with real product design and building skills, and apply it toward the tangible needs of the community.\u003c/p>\n\u003cp>\"This type of design offers an antidote to boring, rigid verbal instruction that most school districts are plagued by,\" Pilloton says. \"It's hands on, in your face and requires active engagement that applies core subject learning in real ways.\"\u003c/p>\n\u003cp>With the disappearance of the legacy shop class, which focused on projects like \"making birdhouse for Mom for Christmas,\" Pilloton's idea was to bring it back with a more relevant, community-oriented spin. So she and Matt became certified teachers and created a one-year curriculum for high school juniors.\u003c/p>\n\u003cp>The class: two semesters, three hours a day every day, which requires that students conduct ethnographic research in the field, define the community's needs, visualize design that works, and build prototypes in the 4,500 square foot studio. Next summer, Studio H will pay them to build their projects: an open-air farmer's market downtown, bus shelters, and home improvements for the elderly.\u003c/p>\n\u003cp>As she describes it: \"The classroom is now the building that may well become the future farmers' market, their homework assignment is going out in the community to interview neighbors about what food they buy and why, and the ribbon-cutting is the final exam.\"\u003c/p>\n\u003cp>It's precisely this type of creative thinking that should be applied to education reform: Defining one problem at a time, involving the most important stakeholders in the process, and using sound ideas to push for progress.\u003c/p>\n\u003cp>Can this model be scaled to other rural communities? Pilloton certainly thinks so. As she puts it, \"Ultimately design is a process of constant education.\"\u003c/p>\n\u003cp>Pilloton walks through all this and much more in her inspiring \u003ca href=\"http://www.ted.com/talks/emily_pilloton_teaching_design_for_change.html\">TED Talk\u003c/a> below, which I recommend watching in complete. But there's a lot more to their work that's worth looking over in more detail on the \u003ca href=\"http://www.studio-h.org/\">Studio H website\u003c/a>.\u003c/p>\n\u003cp>Enjoy.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cobject width=\"446\" height=\"326\" classid=\"d27cdb6e-ae6d-11cf-96b8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"wmode\" value=\"transparent\">\u003cparam name=\"bgColor\" value=\"#ffffff\">\u003cparam name=\"flashvars\" value=\"vu=http://video.ted.com/talks/dynamic/EmilyPilloton_2010G-medium.flv&su=http://images.ted.com/images/ted/tedindex/embed-posters/EmilyPilloton-2010G.embed_thumbnail.jpg&vw=432&vh=240&ap=0&ti=1002&introDuration=15330&adDuration=4000&postAdDuration=830&adKeys=talk=emily_pilloton_teaching_design_for_change;year=2010;theme=the_creative_spark;theme=a_taste_of_tedglobal_2010;theme=new_on_ted_com;theme=rethinking_poverty;event=TEDGlobal+2010;&preAdTag=tconf.ted/embed;tile=1;sz=512x288;\">\u003cparam name=\"src\" value=\"http://video.ted.com/assets/player/swf/EmbedPlayer.swf\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cembed width=\"446\" height=\"326\" type=\"application/x-shockwave-flash\" src=\"http://video.ted.com/assets/player/swf/EmbedPlayer.swf\" allowfullscreen=\"true\" allowscriptaccess=\"always\" wmode=\"transparent\" bgcolor=\"#ffffff\" flashvars=\"vu=http://video.ted.com/talks/dynamic/EmilyPilloton_2010G-medium.flv&su=http://images.ted.com/images/ted/tedindex/embed-posters/EmilyPilloton-2010G.embed_thumbnail.jpg&vw=432&vh=240&ap=0&ti=1002&introDuration=15330&adDuration=4000&postAdDuration=830&adKeys=talk=emily_pilloton_teaching_design_for_change;year=2010;theme=the_creative_spark;theme=a_taste_of_tedglobal_2010;theme=new_on_ted_com;theme=rethinking_poverty;event=TEDGlobal+2010;&preAdTag=tconf.ted/embed;tile=1;sz=512x288;\">\u003c/embed>\u003c/object>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_3868\" class=\"module image right mceTemp\" style=\"width: 300px\">\n\u003cp>\u003cspan style=\"text-decoration: underline\">\u003ca href=\"http://www.studio-h.org/about\">\u003cimg class=\"size-medium wp-image-3868\" title=\"bertie\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/bertie1-300x174.jpg\" alt=\"\" width=\"300\" height=\"174\">\u003c/a>\u003c/span>\u003c/p>\n\u003cp class=\"credit\">\u003cspan style=\"text-decoration: underline\">StudioH\u003c/span>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>There's so much fraught discussion over education reform, but at times, it all seems to become circular, undefinable, inconclusive.\u003c/p>\n\u003cp>Enter 28-year-old Emily Pilloton. The founder of \u003ca href=\"http://projecthdesign.org/\">Project H Design\u003c/a> has harnessed her considerable talents as a designer to tackle the struggling public education system of Bertie County, North Carolina, a rural community with a population of 20,000, a third of whom live in poverty. When she embarked on the ambitious project last year, only 27% of third-through-eighth graders were passing state standards in reading and math.\u003c/p>\n\u003cp>At the behest of the school's superintendent, Dr. Chip Zullinger, Pilloton and her partner Matt Miller, moved to Bertie County to apply their design principles to repair the ailing school district and struggling community.\u003c!--more-->\u003c/p>\n\u003cfigure id=\"attachment_3870\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/design-thinking-sparks-learning-in-rural-n-carolina/instructors-1/\" rel=\"attachment wp-att-3870\">\u003cimg class=\"size-medium wp-image-3870\" title=\"instructors-1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/instructors-1-e1289333497744-300x111.jpg\" alt=\"\" width=\"300\" height=\"111\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Emily and Matt\u003c/figcaption>\u003c/figure>\n\u003cp>With their motto to \"design with, not for,\" the couple's mission was to use education as a vehicle to inject what she calls \"creative capital\" towards community development -- not just resulting in new computer labs, playgrounds, and classes, but a way to galvanize the community through the school system.\u003c/p>\n\u003cp>They landed on three approaches that converge at the intersection of design and education:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>1) \u003cstrong>Design for Education\u003c/strong>. Dealing with the actual physical instruction spaces and materials. They renovated old computer labs, which had students facing blank walls to take test after \"drill-and-kill\" test, and transformed those into creative, engaging spaces that encouraged communication and collaboration. They also created spaces for teachers to actually teach in the labs.\u003c/p>\n\u003cp>Outside in the playground, they built a Learning Landscape, where students learned math through game play and activity on outdoor equipment. Students not only achieved higher scores, but many were motivated to tackle problems they would not have in the classroom, and teachers were able to use those activities as part of student assessment.\u003c/p>\n\u003cp>2)\u003cstrong> Redesigning Education\u003c/strong>. Working on a systems level on how and to whom education is being offered and creating conditions under which change is possible.\u003c/p>\n\u003cp>To that end, they created a community-wide campaign called Connect Bertie. The goal was to put a desktop computer and broadband access the home of every student in the public education system in a community where there are scant few wireless public access spots. In the town, o\u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/design-thinking-sparks-learning-in-rural-n-carolina/labs/\" rel=\"attachment wp-att-3873\">\u003cimg class=\"alignright size-medium wp-image-3873\" title=\"labs\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/labs-300x194.jpg\" alt=\"\" width=\"300\" height=\"194\">\u003c/a>nly 10% have in-home broadband connection.\u003c/p>\n\u003cp>The idea here is to find a way that the school system can become a catalyst to change in the community outside school walls, and play a role in the community's development. The first batch of computers was installed last summer.\u003c/p>\n\u003cp>3) \u003cstrong>Design as Education\u003c/strong>. To teach design thinking as part of the curriculum within the public school system, in conjunction with real product design and building skills, and apply it toward the tangible needs of the community.\u003c/p>\n\u003cp>\"This type of design offers an antidote to boring, rigid verbal instruction that most school districts are plagued by,\" Pilloton says. \"It's hands on, in your face and requires active engagement that applies core subject learning in real ways.\"\u003c/p>\n\u003cp>With the disappearance of the legacy shop class, which focused on projects like \"making birdhouse for Mom for Christmas,\" Pilloton's idea was to bring it back with a more relevant, community-oriented spin. So she and Matt became certified teachers and created a one-year curriculum for high school juniors.\u003c/p>\n\u003cp>The class: two semesters, three hours a day every day, which requires that students conduct ethnographic research in the field, define the community's needs, visualize design that works, and build prototypes in the 4,500 square foot studio. Next summer, Studio H will pay them to build their projects: an open-air farmer's market downtown, bus shelters, and home improvements for the elderly.\u003c/p>\n\u003cp>As she describes it: \"The classroom is now the building that may well become the future farmers' market, their homework assignment is going out in the community to interview neighbors about what food they buy and why, and the ribbon-cutting is the final exam.\"\u003c/p>\n\u003cp>It's precisely this type of creative thinking that should be applied to education reform: Defining one problem at a time, involving the most important stakeholders in the process, and using sound ideas to push for progress.\u003c/p>\n\u003cp>Can this model be scaled to other rural communities? Pilloton certainly thinks so. 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But there's a lot more to their work that's worth looking over in more detail on the \u003ca href=\"http://www.studio-h.org/\">Studio H website\u003c/a>.\u003c/p>\n\u003cp>Enjoy.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cobject width=\"446\" height=\"326\" classid=\"d27cdb6e-ae6d-11cf-96b8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"wmode\" value=\"transparent\">\u003cparam name=\"bgColor\" value=\"#ffffff\">\u003cparam name=\"flashvars\" value=\"vu=http://video.ted.com/talks/dynamic/EmilyPilloton_2010G-medium.flv&su=http://images.ted.com/images/ted/tedindex/embed-posters/EmilyPilloton-2010G.embed_thumbnail.jpg&vw=432&vh=240&ap=0&ti=1002&introDuration=15330&adDuration=4000&postAdDuration=830&adKeys=talk=emily_pilloton_teaching_design_for_change;year=2010;theme=the_creative_spark;theme=a_taste_of_tedglobal_2010;theme=new_on_ted_com;theme=rethinking_poverty;event=TEDGlobal+2010;&preAdTag=tconf.ted/embed;tile=1;sz=512x288;\">\u003cparam name=\"src\" value=\"http://video.ted.com/assets/player/swf/EmbedPlayer.swf\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cembed width=\"446\" height=\"326\" type=\"application/x-shockwave-flash\" src=\"http://video.ted.com/assets/player/swf/EmbedPlayer.swf\" allowfullscreen=\"true\" allowscriptaccess=\"always\" wmode=\"transparent\" bgcolor=\"#ffffff\" flashvars=\"vu=http://video.ted.com/talks/dynamic/EmilyPilloton_2010G-medium.flv&su=http://images.ted.com/images/ted/tedindex/embed-posters/EmilyPilloton-2010G.embed_thumbnail.jpg&vw=432&vh=240&ap=0&ti=1002&introDuration=15330&adDuration=4000&postAdDuration=830&adKeys=talk=emily_pilloton_teaching_design_for_change;year=2010;theme=the_creative_spark;theme=a_taste_of_tedglobal_2010;theme=new_on_ted_com;theme=rethinking_poverty;event=TEDGlobal+2010;&preAdTag=tconf.ted/embed;tile=1;sz=512x288;\">\u003c/embed>\u003c/object>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_3547\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://feltandwireshop.com/products/repeat-press-feedback-loop-notebook\">\u003cimg class=\"size-medium wp-image-3547\" title=\"RepeatPress_FrontSMALL\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/RepeatPress_FrontSMALL-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Notebook funds charity\u003c/figcaption>\u003c/figure>\n\u003cp>Design thinking is not just for professional designers. Anyone, including high school students, can find a way to apply creative problem-solving skills to important social problems.\u003c/p>\n\u003cp>And that's the point of \u003ca href=\"http://www.designigniteschange.org/pages/36-mentoring-school-by-design\">School: By Design\u003c/a>, as reported by \u003ca href=\"http://www.designigniteschange.org/pages/36-mentoring-school-by-design\">Good's Allison Arieff\u003c/a>. The youth-mentoring program, initatied by \u003ca href=\"http://www.designigniteschange.org/\">Design Ignites Change\u003c/a> challenges high-schoolers in underserved communities to redesign their schools with the help of college or professional design mentors.\u003c/p>\n\u003cp>Their objective is to design a sustainable school -- but with an expanded definition of the word \"sustainable.\" \"In this program, 'sustainability' will extend beyond customary notions of green design and eco-friendliness, to the more meaningful aspects of cultural, social and economic sustainability,\" the site explains.\u003c/p>\n\u003cp>The winning high school wins $10,000 to be implemented toward their dream school. Deadline for registration is Dec. 31, 2010.\u003c/p>\n\u003cp>Those who want to help fund the prize can\u003ca href=\"http://feltandwireshop.com/products/repeat-press-feedback-loop-notebook\"> invest in this notebook,\u003c/a> created by Mohawk Loop, which will donate 100% of the proceeds to the program.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"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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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
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"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"perspectives": {
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"order": 14
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"title": "Political Breakdown",
"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.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"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.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"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": {
"id": "reveal",
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