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M. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/the-great-school-rethink\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Great School Rethink\u003c/span>\u003c/a> (\u003cspan style=\"font-weight: 400\">p. 11-15)\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The easiest thing in the world to do is talk about improvement. It’s vastly tougher to actually do it. But, if you’re busy doing it without thinking long and hard about what you’re doing and why, mammoth efforts can yield meager gains. As the British philosopher Bertrand Russell once put it, “In all affairs, it’s a healthy thing now and then to hang a question mark on the things you have long taken for granted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ll try to put this more plainly. Think of a scrum of little kids building a sandcastle at the ocean’s edge. They can shovel, scoop, hustle, and hurry, only to see their project be repeatedly washed away.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61423 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink.jpeg 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">Don’t get me wrong. Hard work matters. Careful execution matters. Elbow grease matters. But, if we think about that sandcastle, the big problem is that the kids are building it in the wrong spot. If they paused and moved 20 feet up the beach, the exact same effort would deliver a much more satisfying result.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rethinking isn’t an alternative to the hard work of improving curriculum, instruction, educator morale or student well-being. It’s a way to facilitate those efforts. Three principles help make this a practical exercise rather than a theoretical one.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Retire the One-Stop-Shop Schoolhouse\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once upon a time, communication and transportation imposed harsh limits on schooling. Back in the 1980s (much less the 1880s!) students really needed to be in the same room as a teacher to learn from them. For students to read a book in class, schools needed sets of printed copies. Students could only be mentored or tutored by adults who lived within driving distance and had the time and means to meet them at school or the local library.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools operated as buildings that provided a sprawling array of services to students who lived in a geographic area. It made sense, but was also a lot to ask. After all, it’s hard for any organization to do many different things, much less do them all well. Advances in technology have made it so that schools no longer need be one-stop shops for everything. It’s now possible for students to access books, tutoring, courses and even telehealth online, creating an extraordinary opening to ask how schools should be organized.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today, school staff have to juggle all manner of tasks. Being a “teacher” means being an evaluator, remediator, lesson designer, hallway monitor, counselor, computer troubleshooter, secretary, coffeemaker and more. Maybe it doesn’t have to be this way. Are there better ways to organize the work that schools and teachers do, so as to empower educators while making their jobs more manageable? A good way to think about this is as “unbundling,” as in whether it’s possible to tease apart the many tasks schools have bundled together and then assemble them in more fruitful ways.22 This means asking what schools and educators should do by themselves, or when and how they might be better off tapping today’s vibrant ecosystem of nonschool resources and programs. Instead of lamenting how much schools and teachers are expected to do today, Rethinkers ask what we should expect them to do.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Take Personalization Seriously\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education is full of flowery talk about personalization. That’s fine. I sure don’t know anyone who says, “Schools should be less personal and more industrial.” In practice, though, school improvement efforts billed as “personalized” can have the opposite effect.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Remember that annual state testing was promoted, in part, as a way to be sure that individual students didn’t get overlooked. Yet the biggest complaint about annual assessment may be the way it can turn schools into impersonal test-prep factories. Education technology is touted as a tool of radical personalization. Yet, as we saw during the pandemic, remote instruction and classrooms of tablet-fixated kids can too easily feel dreary and soulless.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students a Chromebook or an iPad is not personalization. The personalization resides in how these tools are used. Think of it this way: 50 years ago, if you wanted to listen to your favorite song, you’d buy a record, go home, put it on your record player and listen to the album one side at a time. The same applied to every person who wanted to hear that song. Personalizing your music wasn’t easy. Digital music technology has changed all that. Today, any listener has easy access to intricate algorithms that pick among millions of songs to create customized playlists that reflect personal preferences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, personalization requires asking how tools and policies can be used to meet the varied needs of every learner. Expanded choices can better allow students at a given school to access courses, instructors, and programs that would otherwise be unavailable. New options may make it possible for bullied students to find a healthier, more welcoming environment or for parents to work more closely with their child on an array of school assignments. New technologies can allow one-size-fits-all curricula to be reconceived as more individualized playlists. But moving any of this from theory to practice is no easy thing.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Know What Problem You’re Solving\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education has a “fire, ready, aim” problem. Fueled by the high hopes of advocates and the expectation that every new superintendent will show up with novel solutions, education cycles through scads of reforms at an alarming pace. This makes it tough to be sure that the proposed fix is a good match for the problem — or even that we know exactly what the problem is.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before leaping on some new program or practice, rethinkers first seek to define the problem they’re trying to solve. Anything else can do more harm than good, with the serial embrace of reflexive solutions turning into a convenient distraction from the real work at hand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I talk about distractions, I’m thinking of the district that moved to digital textbooks and a digital curriculum before ensuring that the devices would work as needed. The superintendent got cheered as an innovator, but students and teachers wound up worse off. Books and resources took forever to load, turning 10-minute assignments into marathon sessions. Kids found it tough to do homework on the bus or on the way to soccer since they couldn’t get reliable access to online assignments. And that’s all separate from the frustrations of teachers who struggled with glitchy portals and forgotten passwords. The heralded “solution” created more problems than it solved.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A new SEL initiative might help if middle schoolers are disengaged, but probably not if their disinterest is due to confusing math instruction. Knowing whether an intervention will help requires knowing what the problem is. Which kids are struggling? Why? How do we know? Be skeptical of those who offer surefire solutions before getting those answers. Programs and policies should be the final step of rethinking, not the first.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/rickhess99\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61370 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg\" alt=\"Headshot of Rick Hess\" width=\"164\" height=\"230\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot.jpg 1500w\" sizes=\"(max-width: 164px) 100vw, 164px\">Frederick M. Hess\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a senior fellow and the director of Education Policy Studies at the American Enterprise Institute (AEI), where he works on K–12 and higher education issues. The author of Education Week’s popular blog “Rick Hess Straight Up,” Dr. Hess is also an executive editor of Education Next and a senior contributor to Forbes. He is the founder and chairman of AEI’s Conservative Education Reform Network. An educator, political scientist, and author, Dr. Hess has published in popular outlets including the New York Times, USA Today, the Wall Street Journal, and the Washington Post. Dr. Hess started his career as a high school social studies teacher and has since taught at colleges including Rice, Harvard, Georgetown, and the University of Virginia. His books include “The Great School Rethink,” “Spinning Wheels,” “Letters to a Young Education Reformer,” “Cage-Busting Leadership,” and “A Search for Common Ground.” Dr. Hess has an MA and a PhD in government, in addition to an MEd in teaching and curriculum, from Harvard University.\u003c/span>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In his new book “The Great School Rethink,” Frederick M. Hess explains how rethinking the organization of schools can help improve curriculum, instruction, educator morale and student well-being.","status":"publish","parent":0,"modified":1686710238,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1413},"headData":{"title":"3 principles for tackling the right problems in education | KQED","description":"In “The Great School Rethink,” Frederick M. Hess offers ideas to improve curriculum, instruction, educator morale and student well-being.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In “The Great School Rethink,” Frederick M. Hess offers ideas to improve curriculum, instruction, educator morale and student well-being.","schema":{"@context":"http://schema.org","@type":"Article","headline":"3 principles for tackling the right problems in education","datePublished":"2023-06-14T02:30:52.000Z","dateModified":"2023-06-14T02:37:18.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61369/3-principles-for-tackling-the-right-problems-in-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Hess, F. M. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/the-great-school-rethink\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Great School Rethink\u003c/span>\u003c/a> (\u003cspan style=\"font-weight: 400\">p. 11-15)\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The easiest thing in the world to do is talk about improvement. It’s vastly tougher to actually do it. But, if you’re busy doing it without thinking long and hard about what you’re doing and why, mammoth efforts can yield meager gains. As the British philosopher Bertrand Russell once put it, “In all affairs, it’s a healthy thing now and then to hang a question mark on the things you have long taken for granted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ll try to put this more plainly. Think of a scrum of little kids building a sandcastle at the ocean’s edge. They can shovel, scoop, hustle, and hurry, only to see their project be repeatedly washed away.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61423 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink.jpeg 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">Don’t get me wrong. Hard work matters. Careful execution matters. Elbow grease matters. But, if we think about that sandcastle, the big problem is that the kids are building it in the wrong spot. If they paused and moved 20 feet up the beach, the exact same effort would deliver a much more satisfying result.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rethinking isn’t an alternative to the hard work of improving curriculum, instruction, educator morale or student well-being. It’s a way to facilitate those efforts. Three principles help make this a practical exercise rather than a theoretical one.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Retire the One-Stop-Shop Schoolhouse\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once upon a time, communication and transportation imposed harsh limits on schooling. Back in the 1980s (much less the 1880s!) students really needed to be in the same room as a teacher to learn from them. For students to read a book in class, schools needed sets of printed copies. Students could only be mentored or tutored by adults who lived within driving distance and had the time and means to meet them at school or the local library.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools operated as buildings that provided a sprawling array of services to students who lived in a geographic area. It made sense, but was also a lot to ask. After all, it’s hard for any organization to do many different things, much less do them all well. Advances in technology have made it so that schools no longer need be one-stop shops for everything. It’s now possible for students to access books, tutoring, courses and even telehealth online, creating an extraordinary opening to ask how schools should be organized.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today, school staff have to juggle all manner of tasks. Being a “teacher” means being an evaluator, remediator, lesson designer, hallway monitor, counselor, computer troubleshooter, secretary, coffeemaker and more. Maybe it doesn’t have to be this way. Are there better ways to organize the work that schools and teachers do, so as to empower educators while making their jobs more manageable? A good way to think about this is as “unbundling,” as in whether it’s possible to tease apart the many tasks schools have bundled together and then assemble them in more fruitful ways.22 This means asking what schools and educators should do by themselves, or when and how they might be better off tapping today’s vibrant ecosystem of nonschool resources and programs. Instead of lamenting how much schools and teachers are expected to do today, Rethinkers ask what we should expect them to do.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Take Personalization Seriously\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education is full of flowery talk about personalization. That’s fine. I sure don’t know anyone who says, “Schools should be less personal and more industrial.” In practice, though, school improvement efforts billed as “personalized” can have the opposite effect.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Remember that annual state testing was promoted, in part, as a way to be sure that individual students didn’t get overlooked. Yet the biggest complaint about annual assessment may be the way it can turn schools into impersonal test-prep factories. Education technology is touted as a tool of radical personalization. Yet, as we saw during the pandemic, remote instruction and classrooms of tablet-fixated kids can too easily feel dreary and soulless.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students a Chromebook or an iPad is not personalization. The personalization resides in how these tools are used. Think of it this way: 50 years ago, if you wanted to listen to your favorite song, you’d buy a record, go home, put it on your record player and listen to the album one side at a time. The same applied to every person who wanted to hear that song. Personalizing your music wasn’t easy. Digital music technology has changed all that. Today, any listener has easy access to intricate algorithms that pick among millions of songs to create customized playlists that reflect personal preferences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, personalization requires asking how tools and policies can be used to meet the varied needs of every learner. Expanded choices can better allow students at a given school to access courses, instructors, and programs that would otherwise be unavailable. New options may make it possible for bullied students to find a healthier, more welcoming environment or for parents to work more closely with their child on an array of school assignments. New technologies can allow one-size-fits-all curricula to be reconceived as more individualized playlists. But moving any of this from theory to practice is no easy thing.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Know What Problem You’re Solving\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education has a “fire, ready, aim” problem. Fueled by the high hopes of advocates and the expectation that every new superintendent will show up with novel solutions, education cycles through scads of reforms at an alarming pace. This makes it tough to be sure that the proposed fix is a good match for the problem — or even that we know exactly what the problem is.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before leaping on some new program or practice, rethinkers first seek to define the problem they’re trying to solve. Anything else can do more harm than good, with the serial embrace of reflexive solutions turning into a convenient distraction from the real work at hand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I talk about distractions, I’m thinking of the district that moved to digital textbooks and a digital curriculum before ensuring that the devices would work as needed. The superintendent got cheered as an innovator, but students and teachers wound up worse off. Books and resources took forever to load, turning 10-minute assignments into marathon sessions. Kids found it tough to do homework on the bus or on the way to soccer since they couldn’t get reliable access to online assignments. And that’s all separate from the frustrations of teachers who struggled with glitchy portals and forgotten passwords. The heralded “solution” created more problems than it solved.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A new SEL initiative might help if middle schoolers are disengaged, but probably not if their disinterest is due to confusing math instruction. Knowing whether an intervention will help requires knowing what the problem is. Which kids are struggling? Why? How do we know? Be skeptical of those who offer surefire solutions before getting those answers. Programs and policies should be the final step of rethinking, not the first.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/rickhess99\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61370 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg\" alt=\"Headshot of Rick Hess\" width=\"164\" height=\"230\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot.jpg 1500w\" sizes=\"(max-width: 164px) 100vw, 164px\">Frederick M. Hess\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a senior fellow and the director of Education Policy Studies at the American Enterprise Institute (AEI), where he works on K–12 and higher education issues. The author of Education Week’s popular blog “Rick Hess Straight Up,” Dr. Hess is also an executive editor of Education Next and a senior contributor to Forbes. He is the founder and chairman of AEI’s Conservative Education Reform Network. An educator, political scientist, and author, Dr. Hess has published in popular outlets including the New York Times, USA Today, the Wall Street Journal, and the Washington Post. Dr. Hess started his career as a high school social studies teacher and has since taught at colleges including Rice, Harvard, Georgetown, and the University of Virginia. His books include “The Great School Rethink,” “Spinning Wheels,” “Letters to a Young Education Reformer,” “Cage-Busting Leadership,” and “A Search for Common Ground.” Dr. Hess has an MA and a PhD in government, in addition to an MEd in teaching and curriculum, from Harvard University.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61369/3-principles-for-tackling-the-right-problems-in-education","authors":["4354"],"categories":["mindshift_192","mindshift_21491","mindshift_21579"],"tags":["mindshift_21027","mindshift_21403","mindshift_722","mindshift_962","mindshift_20598","mindshift_421","mindshift_199","mindshift_943","mindshift_21398"],"featImg":"mindshift_61378","label":"mindshift"},"mindshift_60104":{"type":"posts","id":"mindshift_60104","meta":{"index":"posts_1591205157","site":"mindshift","id":"60104","score":null,"sort":[1669888859000]},"guestAuthors":[],"slug":"how-to-structure-academic-math-conversations-to-support-english-learners","title":"How to Structure Academic Math Conversations to Support English Learners","publishDate":1669888859,"format":"standard","headTitle":"How to Structure Academic Math Conversations to Support English Learners | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"http://www.johnseidlitz.com/Teaching-Math-to-English-Learners-100040.htm?categoryId=-1\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Teaching Math to English Learners\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Adrian Mendoza with Tina Beene. Published by Seidlitz Education, 2022.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Embracing academic conversations in the math classroom becomes routine when teachers intentionally prepare content-based linguistic supports to guide and scaffold language. These opportunities for language are important because verbalizing thinking helps students with sense- making, analysis, and reasoning. When students process and engage in sharing, they gain problem-solving perspectives and address misconceptions or incompleteness in their ideas more than if they worked independently (Webb et al., 2014).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-60172 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/teachingmathtoenglishlearners.jpeg\" alt=\"Teaching Math to English Learners book cover\" width=\"229\" height=\"330\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/teachingmathtoenglishlearners.jpeg 229w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/teachingmathtoenglishlearners-160x231.jpeg 160w\" sizes=\"(max-width: 229px) 100vw, 229px\">Structured conversations in a math classroom are especially crucial when teaching English learners (ELs) or students who may feel frustrated or anxious when classmates’ responses to questions bypass the problem-solving process and skip to the solution. When the EL has a different, viable perspective, they might struggle to communicate. There is still a misconception that the first to respond is smarter than the rest, leaving slower students with a feeling of failure or a self-perception that math is not for them. On the contrary, some of the best responses come from students who think carefully about the process they used to formulate an answer, but students must be reminded of this. In fact, some of the best mathematicians are slow thinkers (Boaler, 2015).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When providing structured conversations in math classrooms, equity also comes into play. We ensure that every student can engage in learning experiences as we provide them with academic, cognitive, linguistic, and affective support. Academic conversations are an essential component, as they directly affect reading and writing. The more structured opportunities students have to talk and process mathematical ideas, the better readers and writers they will become.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a former instructional coach in a school district, one of my goals was to identify what I call “ghost students,” or students who almost never give answers even though teachers want them to speak. These students often go from class to class and never practice academic English, much less the language of mathematics. Once I knew who these “ghost students” were, I intentionally created support systems to ensure 100 percent participation. This support provided all students with language learning opportunities during math lessons and held them accountable. Some strategies that assist with total participation include the use of sentence stems, word banks, visuals, total response signals, and student randomization and rotation.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60105\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-60105\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/ProficiencyAccommodationsChart-scaled-e1667775311677.jpg\" alt=\"\" width=\"1920\" height=\"854\">\u003cfigcaption class=\"wp-caption-text\">Table describing how to modify instruction for different levels of English fluency. \u003ccite>(Courtesy of Seidlitz Education.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cb>Conversations in Math\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Conversations in Math is a routine designed to provide opportunities for students to share their mathematical ideas, much like \u003c/span>\u003ca href=\"https://www.heinemann.com/products/e13748.aspx\">\u003cspan style=\"font-weight: 400\">Parrish’s Number Talks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (2014). The difference is that the structure has a language focus, and students gain access to language by discussing their strategies for solving a problem and explaining the reasoning behind their work.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Conversations in Math can be applied using the \u003c/span>\u003ca href=\"https://seidlitzblog.org/2019/03/27/qsssa-more-than-turn-talk/\">\u003cspan style=\"font-weight: 400\">QSSSA strategy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Seidlitz & Perryman, 2021) to help students generate strategic approaches to problem-solving. This strategy helps students use new academic language during conversation. The teacher asks the essential question that will be addressed in the conversation. Students show a signal when they are ready to respond and are given a sentence stem to use for their response. After sharing with a partner, students are chosen randomly to share with their own group.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Question: \u003c/b>\u003cspan style=\"font-weight: 400\">Present class with a problem. Ask the class a question seeking ideas about solving the math problem. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Example: “What is one way to find the product of 48 x 25?”\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Signal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Provide thinking time while students work on the math problem. Ask students to give you a response signal when they are ready to answer the question. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Example: Thumbs up on your chest when you have a response.\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Stem: \u003c/b>\u003cspan style=\"font-weight: 400\">Provide sentence stems to get the students ready to share their ideas. “\u003c/span>In my head, I saw…” “My first step was…” “I noticed” “One way to solve the problem is…” \u003ci>Example: One way to find the product of 48 x 25 is …\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Share: \u003c/b>\u003cspan style=\"font-weight: 400\">Have students share their responses with other students in pairs, triads, or groups. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Example: Have students share with their elbow partner.\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Assess: \u003c/b>\u003cspan style=\"font-weight: 400\">Determine the quality of student discussions and the level of understanding by randomly selecting students to share aloud or by having all students write their responses. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Example: Randomize to call on four students and hear their ideas.\u003c/span>\u003c/i>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">An anchor chart, using three or four student ideas per class period with their names, is encouraged. Record the ideas to create a visual for the class.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60106\" class=\"wp-caption alignnone\" style=\"max-width: 2354px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-60106\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/48x25chart.jpg\" alt=\"\" width=\"2354\" height=\"1864\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart.jpg 2354w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-800x633.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-1020x808.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-160x127.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-768x608.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-1536x1216.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-2048x1622.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-1920x1520.jpg 1920w\" sizes=\"(max-width: 2354px) 100vw, 2354px\">\u003cfigcaption class=\"wp-caption-text\">Example of an anchor chart for a math problem. \u003ccite>(Courtesy of Seidlitz Education.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/adrianmendozaed\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-60181\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Adrian-Mendoza-800x824.jpg\" alt=\"Adrian Mendoza\" width=\"150\" height=\"155\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-800x824.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-1020x1051.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-160x165.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-768x791.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-1491x1536.jpg 1491w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-1988x2048.jpg 1988w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-1920x1978.jpg 1920w\" sizes=\"(max-width: 150px) 100vw, 150px\">Adrian Mendoza\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a consultant with Seidlitz Education, providing professional development to educators in the areas of bilingual education, math and student engagement. Adrian previously worked as an instructional math coach in San Marcos CISD and has a master’s degree in educational leadership from Texas State University.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-60176\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Tina-Beene-800x824.jpg\" alt=\"Tina Beene\" width=\"150\" height=\"155\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-800x824.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-1020x1051.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-160x165.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-768x791.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-1491x1536.jpg 1491w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-1988x2048.jpg 1988w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-1920x1978.jpg 1920w\" sizes=\"(max-width: 150px) 100vw, 150px\">Tina Beene is a consultant with Seidlitz Education. She is the author of \u003c/span>\u003ca href=\"http://www.johnseidlitz.com/Teaching-Social-Studies-to-ELLs-900001.htm\">\u003cspan style=\"font-weight: 400\">Teaching Social Studies to ELLs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and co-author of \u003c/span>\u003ca href=\"http://www.johnseidlitz.com/Teaching-Science-to-ELs-900015.htm\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Teaching Science to English Learners\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with Stephen Fleenor. Before joining the Seidlitz team, she was a bilingual teacher, campus instructional coach and district program coordinator in North Texas. Tina has a bachelor’s degree in international studies with a focus on Latin American economies from Texas A&M and a master’s in education with reading specialist certification from Texas Wesleyan University.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"In “Teaching Math to English Learners,” Adrian Mendoza and Tina Beene write that linguistic supports are especially important in math class.","status":"publish","parent":0,"modified":1713834875,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":919},"headData":{"title":"How to Structure Academic Math Conversations to Support English Learners | KQED","description":"Linguistic supports are especially important in math class, so that speed doesn't prevent varied ideas from being shared.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Linguistic supports are especially important in math class, so that speed doesn't prevent varied ideas from being shared.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Structure Academic Math Conversations to Support English Learners","datePublished":"2022-12-01T10:00:59.000Z","dateModified":"2024-04-23T01:14:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60104/how-to-structure-academic-math-conversations-to-support-english-learners","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"http://www.johnseidlitz.com/Teaching-Math-to-English-Learners-100040.htm?categoryId=-1\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Teaching Math to English Learners\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Adrian Mendoza with Tina Beene. Published by Seidlitz Education, 2022.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Embracing academic conversations in the math classroom becomes routine when teachers intentionally prepare content-based linguistic supports to guide and scaffold language. These opportunities for language are important because verbalizing thinking helps students with sense- making, analysis, and reasoning. When students process and engage in sharing, they gain problem-solving perspectives and address misconceptions or incompleteness in their ideas more than if they worked independently (Webb et al., 2014).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-60172 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/teachingmathtoenglishlearners.jpeg\" alt=\"Teaching Math to English Learners book cover\" width=\"229\" height=\"330\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/teachingmathtoenglishlearners.jpeg 229w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/teachingmathtoenglishlearners-160x231.jpeg 160w\" sizes=\"(max-width: 229px) 100vw, 229px\">Structured conversations in a math classroom are especially crucial when teaching English learners (ELs) or students who may feel frustrated or anxious when classmates’ responses to questions bypass the problem-solving process and skip to the solution. When the EL has a different, viable perspective, they might struggle to communicate. There is still a misconception that the first to respond is smarter than the rest, leaving slower students with a feeling of failure or a self-perception that math is not for them. On the contrary, some of the best responses come from students who think carefully about the process they used to formulate an answer, but students must be reminded of this. In fact, some of the best mathematicians are slow thinkers (Boaler, 2015).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When providing structured conversations in math classrooms, equity also comes into play. We ensure that every student can engage in learning experiences as we provide them with academic, cognitive, linguistic, and affective support. Academic conversations are an essential component, as they directly affect reading and writing. The more structured opportunities students have to talk and process mathematical ideas, the better readers and writers they will become.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a former instructional coach in a school district, one of my goals was to identify what I call “ghost students,” or students who almost never give answers even though teachers want them to speak. These students often go from class to class and never practice academic English, much less the language of mathematics. Once I knew who these “ghost students” were, I intentionally created support systems to ensure 100 percent participation. This support provided all students with language learning opportunities during math lessons and held them accountable. Some strategies that assist with total participation include the use of sentence stems, word banks, visuals, total response signals, and student randomization and rotation.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60105\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-60105\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/ProficiencyAccommodationsChart-scaled-e1667775311677.jpg\" alt=\"\" width=\"1920\" height=\"854\">\u003cfigcaption class=\"wp-caption-text\">Table describing how to modify instruction for different levels of English fluency. \u003ccite>(Courtesy of Seidlitz Education.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cb>Conversations in Math\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Conversations in Math is a routine designed to provide opportunities for students to share their mathematical ideas, much like \u003c/span>\u003ca href=\"https://www.heinemann.com/products/e13748.aspx\">\u003cspan style=\"font-weight: 400\">Parrish’s Number Talks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (2014). The difference is that the structure has a language focus, and students gain access to language by discussing their strategies for solving a problem and explaining the reasoning behind their work.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Conversations in Math can be applied using the \u003c/span>\u003ca href=\"https://seidlitzblog.org/2019/03/27/qsssa-more-than-turn-talk/\">\u003cspan style=\"font-weight: 400\">QSSSA strategy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Seidlitz & Perryman, 2021) to help students generate strategic approaches to problem-solving. This strategy helps students use new academic language during conversation. The teacher asks the essential question that will be addressed in the conversation. Students show a signal when they are ready to respond and are given a sentence stem to use for their response. After sharing with a partner, students are chosen randomly to share with their own group.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Question: \u003c/b>\u003cspan style=\"font-weight: 400\">Present class with a problem. Ask the class a question seeking ideas about solving the math problem. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Example: “What is one way to find the product of 48 x 25?”\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Signal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Provide thinking time while students work on the math problem. Ask students to give you a response signal when they are ready to answer the question. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Example: Thumbs up on your chest when you have a response.\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Stem: \u003c/b>\u003cspan style=\"font-weight: 400\">Provide sentence stems to get the students ready to share their ideas. “\u003c/span>In my head, I saw…” “My first step was…” “I noticed” “One way to solve the problem is…” \u003ci>Example: One way to find the product of 48 x 25 is …\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Share: \u003c/b>\u003cspan style=\"font-weight: 400\">Have students share their responses with other students in pairs, triads, or groups. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Example: Have students share with their elbow partner.\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Assess: \u003c/b>\u003cspan style=\"font-weight: 400\">Determine the quality of student discussions and the level of understanding by randomly selecting students to share aloud or by having all students write their responses. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Example: Randomize to call on four students and hear their ideas.\u003c/span>\u003c/i>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">An anchor chart, using three or four student ideas per class period with their names, is encouraged. Record the ideas to create a visual for the class.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60106\" class=\"wp-caption alignnone\" style=\"max-width: 2354px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-60106\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/48x25chart.jpg\" alt=\"\" width=\"2354\" height=\"1864\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart.jpg 2354w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-800x633.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-1020x808.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-160x127.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-768x608.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-1536x1216.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-2048x1622.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-1920x1520.jpg 1920w\" sizes=\"(max-width: 2354px) 100vw, 2354px\">\u003cfigcaption class=\"wp-caption-text\">Example of an anchor chart for a math problem. \u003ccite>(Courtesy of Seidlitz Education.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/adrianmendozaed\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-60181\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Adrian-Mendoza-800x824.jpg\" alt=\"Adrian Mendoza\" width=\"150\" height=\"155\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-800x824.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-1020x1051.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-160x165.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-768x791.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-1491x1536.jpg 1491w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-1988x2048.jpg 1988w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-1920x1978.jpg 1920w\" sizes=\"(max-width: 150px) 100vw, 150px\">Adrian Mendoza\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a consultant with Seidlitz Education, providing professional development to educators in the areas of bilingual education, math and student engagement. Adrian previously worked as an instructional math coach in San Marcos CISD and has a master’s degree in educational leadership from Texas State University.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-60176\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Tina-Beene-800x824.jpg\" alt=\"Tina Beene\" width=\"150\" height=\"155\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-800x824.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-1020x1051.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-160x165.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-768x791.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-1491x1536.jpg 1491w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-1988x2048.jpg 1988w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-1920x1978.jpg 1920w\" sizes=\"(max-width: 150px) 100vw, 150px\">Tina Beene is a consultant with Seidlitz Education. She is the author of \u003c/span>\u003ca href=\"http://www.johnseidlitz.com/Teaching-Social-Studies-to-ELLs-900001.htm\">\u003cspan style=\"font-weight: 400\">Teaching Social Studies to ELLs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and co-author of \u003c/span>\u003ca href=\"http://www.johnseidlitz.com/Teaching-Science-to-ELs-900015.htm\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Teaching Science to English Learners\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with Stephen Fleenor. Before joining the Seidlitz team, she was a bilingual teacher, campus instructional coach and district program coordinator in North Texas. Tina has a bachelor’s degree in international studies with a focus on Latin American economies from Texas A&M and a master’s in education with reading specialist certification from Texas Wesleyan University.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60104/how-to-structure-academic-math-conversations-to-support-english-learners","authors":["4354"],"categories":["mindshift_21491","mindshift_193"],"tags":["mindshift_722","mindshift_20851","mindshift_392","mindshift_20975"],"featImg":"mindshift_60242","label":"mindshift"},"mindshift_46327":{"type":"posts","id":"mindshift_46327","meta":{"index":"posts_1591205157","site":"mindshift","id":"46327","score":null,"sort":[1473711783000]},"guestAuthors":[],"slug":"what-do-teachers-need-to-truly-challenge-every-kid-in-the-classroom","title":"What Do Teachers Need to Truly Challenge Every Kid in the Classroom?","publishDate":1473711783,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>They read a book quietly under their desks, pester the teacher for extra credit, or, perhaps, they simply check out and act up.\u003c/p>\n\u003cp>Every classroom has a few overachievers who perform above their grade level and don't feel challenged by the status quo. A new \u003ca href=\"http://education.jhu.edu/edpolicy/commentary/PerformAboveGradeLevel\">report\u003c/a> suggests they are surprisingly common — in some cases, nearly half of all students in a given grade.\u003c/p>\n\u003cp>\"The start of this was a little embarrassing,\" says Matthew Makel, who researches academically gifted children for Duke University's Talent Identification Program.\u003c/p>\n\u003cp>One day, a philanthropist asked one of Makel's colleagues, Jonathan Plucker at Johns Hopkins' Center for Talented Youth, what should have been a simple question, \"How many students score above grade level on standardized tests each year?\"\u003c/p>\n\u003cp>They couldn't answer. So Makel, Plucker and a few fellow researchers took a closer look at the data. Their results have just been published as a policy brief (not a peer-reviewed study) by Johns Hopkins.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The authors studied statewide results on the \u003ca href=\"http://www.smarterbalanced.org/\">Smarter Balanced\u003c/a> tests in Wisconsin and California; statewide results on the \u003ca href=\"http://www.fldoe.org/accountability/assessments/k-12-student-assessment/fsa.stml\">Florida Standards Assessment\u003c/a>; data from 33 states on the \u003ca href=\"https://www.nwea.org/\">NWEA MAP\u003c/a> test; and data from the National Assessment of Educational Progress, known as the \"\u003ca href=\"http://nces.ed.gov/nationsreportcard/\">Nation's Report Card\u003c/a>.\" The first two are high-stakes accountability tests, while the MAP test is usually given twice a year to benchmark student progress. The NAEP is a low-stakes national data collection.\u003c/p>\n\u003cp>Makel and his co-authors found that, on the NWEA, 35 percent of beginning fifth-graders were already scoring at levels you might only expect by the end of the year. And, on the NAEP, the top 25 percent of fourth-graders outscored the bottom 25 percent of eighth-graders every year but one — for \u003cem>26 years straight\u003c/em>.\u003c/p>\n\u003cp>On the state tests, the researchers took \"grade level\" to mean hitting the third-highest of four scoring levels — below basic, basic, proficient and advanced — for the grade \u003cem>above\u003c/em> the grade being tested. In every case, the researchers found large numbers of overachievers. These are students who, by spring, meet or exceed the grade level standard for the following year.\u003c/p>\n\u003cp>According to the report:\u003c/p>\n\u003cul>\n\u003cli>\"At the end of the 2014–2015 school year, between 25 percent and 45 percent of Wisconsin students scored at or above the next grade level in the spring of their current grade.\" For example, 38 percent of third-graders already knew enough fourth-grade math to pass.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\"Between 11 percent and 37 percent of California students scored at or above the next grade level in the spring of their current grade level.\" For example, 34 percent of eighth-graders would have passed ninth-grade math.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\"Between 30 percent and 44 percent of Florida students scored at or above the next grade level in the spring of their current grade levels.\" For example, 42 percent of seventh-graders would have passed eighth-grade reading.\u003c/li>\n\u003c/ul>\n\u003cp>That Florida figure isn't news to Lynda Hayes, director of the P.K. Yonge Developmental Research School in Gainesville, Fla. The public school serves as a lab school for the University of Florida and accepts students by lottery from 31 Florida cities.\u003c/p>\n\u003cp>\"I think aiming for grade-level achievement for all students is still an important goal for K-12 schools — but not to the detriment of growth and achievement for all students, including those that are achieving at the highest levels,\" Hayes says. \"We have had extended conversations at our school about enriching and deepening learning rather than simply accelerating students through grade-level courses.\"\u003c/p>\n\u003cp>Ultimately, this meant big changes. In the past few years, P.K. Yonge has opened a new, designed-from-scratch physical space that allows for clustering teachers in large teams to give them extra time for collaboration, training and prep.\u003c/p>\n\u003cp>Today, the elementary school has three multi-age groups, each with 108-132 students and seven teachers: K-first grade, second-third grade and fourth-fifth grade. Students are grouped by ability and subject in ways that change throughout the year. In rare cases, they may be placed with other students who are two or more years older.\u003c/p>\n\u003cp>Andrew Ho says this report from Makel and his colleagues isn't nearly as surprising as it might seem. Ho is a student measurement expert at the Harvard Graduate School of Education and has a word for the findings: \"obviousness.\" He points out that large numbers of students will score both above and below the cutoff of a standardized test.\u003c/p>\n\u003cp>It's also important to note that a score on a single test is not synonymous with being ready to achieve at a given grade level — academically, socially or emotionally. And the effective distance between grade levels is smaller in middle and high school than it is in elementary school.\u003c/p>\n\u003cp>However, for Makel the key question remains: If there are so many overachievers, why isn't more being done nationally to make sure they are being challenged appropriately, regardless of age?\u003c/p>\n\u003cp>A large, \u003ca href=\"http://www.nagc.org/sites/default/files/key%20reports/MIDDLE%20school%20GT%20Survey%20Report.pdf\">national survey\u003c/a> of districts from 2013 showed that two-thirds of middle schools offered acceleration by subject. Just under half offered acceleration by grade, but it's unclear how many students took advantage of those programs. Four out of five districts reported that state laws did not define \"gifted and talented.\"\u003c/p>\n\u003cp>\"There may be schools that do respond to these scores, and many students may be getting subject-specific or whole-grade acceleration. But there's no national policy, and many states and schools don't have policies on it either,\" says Makel.\u003c/p>\n\u003cp>Hayes compares traditional school design — both the physical spaces and systems — to an egg crate. She says, as long as teachers are forced to work in isolation with limited time for teamwork, professional development and lesson preparation, \"achieving what is possible in response to learner variability will be impossible.\"\u003c/p>\n\u003cp>Further complicating matters, Hayes says, are the many bureaucratic rules and traditions enforced at the school, district and state level, including teacher evaluations based on student test scores, extensive federal reporting requirements, and curricula that \"tell teachers what to teach and when and for how long no matter who the students are in front of them.\"\u003c/p>\n\u003cp>Dallas Dance, the superintendent of Baltimore County Public Schools, struggles with these forces on a districtwide scale. This fall, he proposed a policy change to how his schools handle \u003ca href=\"http://www.npr.org/sections/ed/2015/09/28/443193523/who-are-the-gifted-and-talented-and-what-do-they-need\">gifted and talented students\u003c/a>.\u003c/p>\n\u003cp>Previously, students had to be nominated for testing by a teacher or parent and were selected in third and fifth grades only. Now, Baltimore County will move to a universal screening process. And, rather than limit enrichment and acceleration to a predetermined group, Dance wants to allow for more flexible grouping, so that a student who needs \"advanced academics\" in just one subject or for a period of time can get it.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"We want to make sure that, in every area, we can extend, accelerate or enrich on an ongoing basis,\" Dance says. He agrees with the Johns Hopkins findings that there are large numbers of undiscovered overachievers who could benefit from these resources. The change in policy, though, has proved controversial, Dance says, and it's currently under review by the district's board of education.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Getting+Restless+At+The+Head+Of+The+Class&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A new report suggests that 20 to 45 percent of students are at least one grade level ahead in at least one subject.","status":"publish","parent":0,"modified":1473711783,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1225},"headData":{"title":"What Do Teachers Need to Truly Challenge Every Kid in the Classroom? | KQED","description":"A new report suggests that 20 to 45 percent of students are at least one grade level ahead in at least one subject.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Do Teachers Need to Truly Challenge Every Kid in the Classroom?","datePublished":"2016-09-12T20:23:03.000Z","dateModified":"2016-09-12T20:23:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46327 http://ww2.kqed.org/mindshift/?p=46327","disqusUrl":"https://ww2.kqed.org/mindshift/2016/09/12/what-do-teachers-need-to-truly-challenge-every-kid-in-the-classroom/","disqusTitle":"What Do Teachers Need to Truly Challenge Every Kid in the Classroom?","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz","nprImageAgency":"NPR","nprStoryId":"491092575","nprApiLink":"http://api.npr.org/query?id=491092575&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/09/12/491092575/getting-restless-at-the-head-of-the-class?ft=nprml&f=491092575","nprRetrievedStory":"1","nprPubDate":"Mon, 12 Sep 2016 11:31:00 -0400","nprStoryDate":"Mon, 12 Sep 2016 07:00:00 -0400","nprLastModifiedDate":"Mon, 12 Sep 2016 11:31:49 -0400","path":"/mindshift/46327/what-do-teachers-need-to-truly-challenge-every-kid-in-the-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>They read a book quietly under their desks, pester the teacher for extra credit, or, perhaps, they simply check out and act up.\u003c/p>\n\u003cp>Every classroom has a few overachievers who perform above their grade level and don't feel challenged by the status quo. A new \u003ca href=\"http://education.jhu.edu/edpolicy/commentary/PerformAboveGradeLevel\">report\u003c/a> suggests they are surprisingly common — in some cases, nearly half of all students in a given grade.\u003c/p>\n\u003cp>\"The start of this was a little embarrassing,\" says Matthew Makel, who researches academically gifted children for Duke University's Talent Identification Program.\u003c/p>\n\u003cp>One day, a philanthropist asked one of Makel's colleagues, Jonathan Plucker at Johns Hopkins' Center for Talented Youth, what should have been a simple question, \"How many students score above grade level on standardized tests each year?\"\u003c/p>\n\u003cp>They couldn't answer. So Makel, Plucker and a few fellow researchers took a closer look at the data. Their results have just been published as a policy brief (not a peer-reviewed study) by Johns Hopkins.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The authors studied statewide results on the \u003ca href=\"http://www.smarterbalanced.org/\">Smarter Balanced\u003c/a> tests in Wisconsin and California; statewide results on the \u003ca href=\"http://www.fldoe.org/accountability/assessments/k-12-student-assessment/fsa.stml\">Florida Standards Assessment\u003c/a>; data from 33 states on the \u003ca href=\"https://www.nwea.org/\">NWEA MAP\u003c/a> test; and data from the National Assessment of Educational Progress, known as the \"\u003ca href=\"http://nces.ed.gov/nationsreportcard/\">Nation's Report Card\u003c/a>.\" The first two are high-stakes accountability tests, while the MAP test is usually given twice a year to benchmark student progress. The NAEP is a low-stakes national data collection.\u003c/p>\n\u003cp>Makel and his co-authors found that, on the NWEA, 35 percent of beginning fifth-graders were already scoring at levels you might only expect by the end of the year. And, on the NAEP, the top 25 percent of fourth-graders outscored the bottom 25 percent of eighth-graders every year but one — for \u003cem>26 years straight\u003c/em>.\u003c/p>\n\u003cp>On the state tests, the researchers took \"grade level\" to mean hitting the third-highest of four scoring levels — below basic, basic, proficient and advanced — for the grade \u003cem>above\u003c/em> the grade being tested. In every case, the researchers found large numbers of overachievers. These are students who, by spring, meet or exceed the grade level standard for the following year.\u003c/p>\n\u003cp>According to the report:\u003c/p>\n\u003cul>\n\u003cli>\"At the end of the 2014–2015 school year, between 25 percent and 45 percent of Wisconsin students scored at or above the next grade level in the spring of their current grade.\" For example, 38 percent of third-graders already knew enough fourth-grade math to pass.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\"Between 11 percent and 37 percent of California students scored at or above the next grade level in the spring of their current grade level.\" For example, 34 percent of eighth-graders would have passed ninth-grade math.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\"Between 30 percent and 44 percent of Florida students scored at or above the next grade level in the spring of their current grade levels.\" For example, 42 percent of seventh-graders would have passed eighth-grade reading.\u003c/li>\n\u003c/ul>\n\u003cp>That Florida figure isn't news to Lynda Hayes, director of the P.K. Yonge Developmental Research School in Gainesville, Fla. The public school serves as a lab school for the University of Florida and accepts students by lottery from 31 Florida cities.\u003c/p>\n\u003cp>\"I think aiming for grade-level achievement for all students is still an important goal for K-12 schools — but not to the detriment of growth and achievement for all students, including those that are achieving at the highest levels,\" Hayes says. \"We have had extended conversations at our school about enriching and deepening learning rather than simply accelerating students through grade-level courses.\"\u003c/p>\n\u003cp>Ultimately, this meant big changes. In the past few years, P.K. Yonge has opened a new, designed-from-scratch physical space that allows for clustering teachers in large teams to give them extra time for collaboration, training and prep.\u003c/p>\n\u003cp>Today, the elementary school has three multi-age groups, each with 108-132 students and seven teachers: K-first grade, second-third grade and fourth-fifth grade. Students are grouped by ability and subject in ways that change throughout the year. In rare cases, they may be placed with other students who are two or more years older.\u003c/p>\n\u003cp>Andrew Ho says this report from Makel and his colleagues isn't nearly as surprising as it might seem. Ho is a student measurement expert at the Harvard Graduate School of Education and has a word for the findings: \"obviousness.\" He points out that large numbers of students will score both above and below the cutoff of a standardized test.\u003c/p>\n\u003cp>It's also important to note that a score on a single test is not synonymous with being ready to achieve at a given grade level — academically, socially or emotionally. And the effective distance between grade levels is smaller in middle and high school than it is in elementary school.\u003c/p>\n\u003cp>However, for Makel the key question remains: If there are so many overachievers, why isn't more being done nationally to make sure they are being challenged appropriately, regardless of age?\u003c/p>\n\u003cp>A large, \u003ca href=\"http://www.nagc.org/sites/default/files/key%20reports/MIDDLE%20school%20GT%20Survey%20Report.pdf\">national survey\u003c/a> of districts from 2013 showed that two-thirds of middle schools offered acceleration by subject. Just under half offered acceleration by grade, but it's unclear how many students took advantage of those programs. Four out of five districts reported that state laws did not define \"gifted and talented.\"\u003c/p>\n\u003cp>\"There may be schools that do respond to these scores, and many students may be getting subject-specific or whole-grade acceleration. But there's no national policy, and many states and schools don't have policies on it either,\" says Makel.\u003c/p>\n\u003cp>Hayes compares traditional school design — both the physical spaces and systems — to an egg crate. She says, as long as teachers are forced to work in isolation with limited time for teamwork, professional development and lesson preparation, \"achieving what is possible in response to learner variability will be impossible.\"\u003c/p>\n\u003cp>Further complicating matters, Hayes says, are the many bureaucratic rules and traditions enforced at the school, district and state level, including teacher evaluations based on student test scores, extensive federal reporting requirements, and curricula that \"tell teachers what to teach and when and for how long no matter who the students are in front of them.\"\u003c/p>\n\u003cp>Dallas Dance, the superintendent of Baltimore County Public Schools, struggles with these forces on a districtwide scale. This fall, he proposed a policy change to how his schools handle \u003ca href=\"http://www.npr.org/sections/ed/2015/09/28/443193523/who-are-the-gifted-and-talented-and-what-do-they-need\">gifted and talented students\u003c/a>.\u003c/p>\n\u003cp>Previously, students had to be nominated for testing by a teacher or parent and were selected in third and fifth grades only. Now, Baltimore County will move to a universal screening process. And, rather than limit enrichment and acceleration to a predetermined group, Dance wants to allow for more flexible grouping, so that a student who needs \"advanced academics\" in just one subject or for a period of time can get it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We want to make sure that, in every area, we can extend, accelerate or enrich on an ongoing basis,\" Dance says. He agrees with the Johns Hopkins findings that there are large numbers of undiscovered overachievers who could benefit from these resources. The change in policy, though, has proved controversial, Dance says, and it's currently under review by the district's board of education.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Getting+Restless+At+The+Head+Of+The+Class&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46327/what-do-teachers-need-to-truly-challenge-every-kid-in-the-classroom","authors":["byline_mindshift_46327"],"categories":["mindshift_192"],"tags":["mindshift_722","mindshift_1040","mindshift_381"],"featImg":"mindshift_46328","label":"mindshift"},"mindshift_44818":{"type":"posts","id":"mindshift_44818","meta":{"index":"posts_1591205157","site":"mindshift","id":"44818","score":null,"sort":[1466492743000]},"guestAuthors":[],"slug":"how-to-break-into-smaller-groups-in-the-classroom-to-focus-on-writing","title":"How to Break into Smaller Groups in the Classroom to Focus on Writing","publishDate":1466492743,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Teachers would love to give each student individual attention whenever they need it, but packed classrooms often make that a difficult task. As a result, it's not uncommon for teachers to move on to new concepts even when some are still struggling to implement the skills that have already been covered. Educators are working to solve this problem in diverse ways, some moving to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/competency-based-education/\" target=\"_blank\">competency based learning\u003c/a> systems that let kids move through curriculum at their own pace, and others doing the best to get students working independently part of the time while giving focused attention to others.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.teachingchannel.org/videos/teaching-diverse-learners\" target=\"_blank\">Teaching Channel video\u003c/a> spotlights Geneviève DeBose's efforts to do a better job supporting diverse learning needs in one large public school classroom. DeBose teaches seventh grade English Language Arts at Bronx Studio School for Writers and Artists in New York City. Over a third of her students either don't speak English as their first language or are struggling in school. She noticed that many of her students were having difficulty citing textual evidence to support their analysis. In an experiment, DeBose broke the class into four stations and used her student teacher and the two paraprofessionals in the room to help lead the lesson.\u003c/p>\n\u003cp>DeBose focused on helping students identify key events in the text by giving them a bookmark with questions they can ask themselves as they try to figure out which events are core to understanding the text and which are merely detail. DeBose also leveraged peer tutors whose writing showed they understood the learning goal to help support the groups.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/164335737\" width=\"640\" height=\"360\" align=\"left\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ca href=\"https://vimeo.com/164335737\">Meeting the Needs of Diverse Learners\u003c/a> from \u003ca href=\"https://vimeo.com/user11426713\">Teaching Channel\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"South Bronx teacher demonstrates how she broke down a key part of writing with evidence to support students who needed more help with the concept.","status":"publish","parent":0,"modified":1466492743,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://player.vimeo.com/video/164335737"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":280},"headData":{"title":"How to Break into Smaller Groups in the Classroom to Focus on Writing | KQED","description":"South Bronx teacher demonstrates how she broke down a key part of writing with evidence to support students who needed more help with the concept.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Break into Smaller Groups in the Classroom to Focus on Writing","datePublished":"2016-06-21T07:05:43.000Z","dateModified":"2016-06-21T07:05:43.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44818 http://ww2.kqed.org/mindshift/?p=44818","disqusUrl":"https://ww2.kqed.org/mindshift/2016/06/21/how-to-break-into-smaller-groups-in-the-classroom-to-focus-on-writing/","disqusTitle":"How to Break into Smaller Groups in the Classroom to Focus on Writing","path":"/mindshift/44818/how-to-break-into-smaller-groups-in-the-classroom-to-focus-on-writing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers would love to give each student individual attention whenever they need it, but packed classrooms often make that a difficult task. As a result, it's not uncommon for teachers to move on to new concepts even when some are still struggling to implement the skills that have already been covered. Educators are working to solve this problem in diverse ways, some moving to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/competency-based-education/\" target=\"_blank\">competency based learning\u003c/a> systems that let kids move through curriculum at their own pace, and others doing the best to get students working independently part of the time while giving focused attention to others.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.teachingchannel.org/videos/teaching-diverse-learners\" target=\"_blank\">Teaching Channel video\u003c/a> spotlights Geneviève DeBose's efforts to do a better job supporting diverse learning needs in one large public school classroom. DeBose teaches seventh grade English Language Arts at Bronx Studio School for Writers and Artists in New York City. Over a third of her students either don't speak English as their first language or are struggling in school. She noticed that many of her students were having difficulty citing textual evidence to support their analysis. In an experiment, DeBose broke the class into four stations and used her student teacher and the two paraprofessionals in the room to help lead the lesson.\u003c/p>\n\u003cp>DeBose focused on helping students identify key events in the text by giving them a bookmark with questions they can ask themselves as they try to figure out which events are core to understanding the text and which are merely detail. DeBose also leveraged peer tutors whose writing showed they understood the learning goal to help support the groups.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/164335737\" width=\"640\" height=\"360\" align=\"left\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ca href=\"https://vimeo.com/164335737\">Meeting the Needs of Diverse Learners\u003c/a> from \u003ca href=\"https://vimeo.com/user11426713\">Teaching Channel\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44818/how-to-break-into-smaller-groups-in-the-classroom-to-focus-on-writing","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_722","mindshift_20784","mindshift_1040","mindshift_851"],"featImg":"mindshift_44830","label":"mindshift"},"mindshift_31363":{"type":"posts","id":"mindshift_31363","meta":{"index":"posts_1591205157","site":"mindshift","id":"31363","score":null,"sort":[1379340040000]},"guestAuthors":[],"slug":"is-it-time-to-redefine-gifted-and-talented","title":"Is it Time to Redefine \"Gifted and Talented\"?","publishDate":1379340040,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"aligncenter size-large wp-image-31367\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/180402806-e1379300996476.jpg\" alt=\"180402806\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/180402806-e1379300996476.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/180402806-e1379300996476-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/180402806-e1379300996476-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Manhattan mom Heather McFadden is grateful that entrance into the prized New York City Gifted and Talented program has worked out for her two kids. Her daughter cleared both hurdles - she scored in the 99th percentile on the test, and then was lucky enough to get chosen for the lottery. Her son tested in as well. “I am thankful they [gifted programs] exist. There simply wasn't a school in our district we would send our kids to because of their ratings,” McFadden said. “G and T [Gifted and Talented] was our only chance besides moving.” She had also heard from teachers that kids who are more advanced would not be challenged in a standard setting.\u003c/p>\n\u003cp>While McFadden knows that her kids will receive an extra push in Gifted and Talented, not everyone in New York is so lucky. More than \u003ca href=\"http://www.nytimes.com/2013/04/20/education/score-corrections-qualify-nearly-2700-more-pupils-for-gifted-programs.html\">11,700 kids qualified\u003c/a> for about 2,700 Gifted and Talented seats last year.\u003c/p>\n\u003cp>What does it mean to be “gifted” -- at least by school standards? The U.S. Department of Education \u003ca href=\"http://www.nsgt.org/giftedness-defined/\">defines gifted and talented\u003c/a> as “Children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience or environment.” According to the National Society of Gifted and Talented \u003ca href=\"http://www.nsgt.org/giftedness-defined/\">website\u003c/a>, areas of talent include “creative ability, general and specific intellectual ability, leadership, psychomotor ability, and visual and performing arts abilities.”\u003c/p>\n\u003cp>But how “giftedness” plays out in the classroom for the roughly \u003ca href=\"http://www.nsgt.org/giftedness-defined/%20\">3 million students\u003c/a> who qualify can be hard to characterize. Some gifted and talented programs emphasize critical thinking and problem solving, others focus on creativity, and still others take what’s going on in standard classrooms and go into greater depth and complexity. Some G/T programs have separate schools, others have students for just an hour or two a week in a special classroom, and still others try to serve G/T students in standard classrooms by differentiating instruction in classes of mixed ability.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The wide variety of programs and curricula can mean that many G/T programs may end up being essentially ineffective to high potential learners. “The field of gifted education lacks convincing research as to what works,” \u003ca href=\"http://www.theatlantic.com/national/archive/2012/12/gifted-students-have-special-needs-too/266544/%20\">writes Chester E. Finn, Jr\u003c/a>, coauthor with Jessica Hockett of \u003ca href=\"http://www.amazon.com/Exam-Schools-Inside-Americas-Selective/dp/0691156670\">Exam Schools: Inside America’s Most Selective Public High Schools\u003c/a>. “We found just two smallish studies focusing on the actual effectiveness of selective-admission public high schools. Worse, those two studies found scant advantage for the selective-admission schools.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“It is just one learning style that needs to be met, due to the speed and ease at which the student learns. It does not mean they are better or likely to become more successful in life than their peers.”\u003c/aside>\n\u003cp>Compounding the effectiveness of G/T programs is what it takes to qualify for entrance, usually IQ or other intelligence tests. According to cognitive psychologist Scott Barry Kaufman, author of \u003cem>\u003ca href=\"http://www.amazon.com/Ungifted-Intelligence-Scott-Barry-Kaufman/dp/0465025544\">Ungifted: Intelligence Redefined\u003c/a>\u003c/em>, the overwhelming use of IQ tests to understand student potential is limiting at best, and damaging at worst. Besides treating all students with the same IQ as having the same academic needs, Kaufman \u003ca href=\"http://www.latimes.com/news/opinion/opinionla/la-oe-0721-kaufman-gifted-psychology-iq-20130721,0,5283920.story\">writes in the LA Times\u003c/a>, defining students by a test only measures one aspect of their potential to be successful: “Even done well, standardized testing has limits. Many other factors contribute to learning and real-world success, from active learning strategies to intrinsic motivation, grit, self-regulation and outside support and encouragement.”\u003c/p>\n\u003cp>In addition, Kaufman warns that abilities and talents can change as students get older, but often, tests that measure cognitive ability like the IQ test are taken early in life, and the scores follow children throughout their school careers, their numbers becoming immutable. “Although no state permits a single IQ score to determine gifted eligibility, 18 states set strict cutoff scores, and testing is typically a one-shot deal,” Kaufman writes. “You're either gifted or you're not, for the rest of your life.” Kaufman, who was diagnosed with a learning disability early in life, went on to defy his label and attained a PhD at Yale.\u003c/p>\n\u003cp>According to a North Carolina G/T teacher, Lisa, who asked to remain anonymous due to her district’s media policy, what many misunderstand is that being gifted is a learning need, not a privilege. “It is just one learning style that needs to be met, due to the speed and ease at which the student learns,” she said. “It does not mean they are better or likely to become more successful in life than their peers.”\u003c/p>\n\u003cp>In Lisa’s Academically and Intellectually Gifted program (AIG) for 4th and 5th graders, students are taken out of class for 45 minutes a week to focus on deeper conceptual understanding of what they’re already working on in standard classes. Lisa gave examples using math and reading instruction.\u003c/p>\n\u003cp>“When working with place value in a regular classroom, for example, in AIG I usually teach a 6-week class on alternative number systems, where we look at Roman numerals, Mayan numbers, binary numbers, as well as other number systems that don't use a base 10,” she said. “In reading, we may work on a novel, or tie in social studies content such as doing a unit with American History that look at ‘History’s Mysteries’ such as The Abraham Lincoln Conspiracy, Lindbergh baby kidnapping, or the Lost Colony.”\u003c/p>\n\u003cp>Lisa’s main concern with the AIG program is time -- or lack of it. “If I could change anything it would be the amount of time we are allowed to spend with the students,” she said. “In order to insure equity in the program, we are limited to 45 minutes a week in the areas identified as strong or very strong need. To say a student has these needs and only serve them 1/30th of the time they are in school seems, to me, to be problematic.”\u003c/p>\n\u003cp>\u003cstrong>NAVIGATING THE SYSTEM\u003c/strong>\u003c/p>\n\u003cp>For some parents of high-ability students, navigating the Gifted and Talented programs can be frustrating. Matt Prewett of Austin, Texas, doesn’t particularly like the term “gifted,” because it is easily misconstrued. He prefers to say “advanced in particular subjects.” He decided to pull his son, who was advanced in both language arts and math according to test scores and class performance, out of the local public school -- not because they didn’t have a G/T program, but because he felt it was poorly implemented. “We pulled our son out of the district elementary school after 3rd grade, because we felt they had an inadequate system for ability-grouping,” he said.\u003c/p>\n\u003cp>Prewett gave an example of how the local school grouped for math ability: “They advertise a program for advanced students but there is only one chance to qualify, and it is on the first couple of days of school,” he said. “My son was very upset about attending a new school and cried during the exam, and didn't qualify for the program. Despite good grades in math and extremely high scores on standardized exams, his teacher said there was no flexibility for students to move from the standard program to the advanced program. This is because the way they make the math program ‘advanced’ is by teaching them the curriculum from the next grade level: acceleration rather than enrichment.”\u003c/p>\n\u003caside class=\"pullquote alignright\">“Schools need to provide a way of making sure that children are educated at the level that is appropriate for them.”\u003c/aside>\n\u003cp>Prewett, who has since become a fierce advocate for more and better advanced programs in schools, founded the Texas Parents Union to advocate for more quality education options for all parents. He worries that children at the top of the achievement ladder are often under-served.\u003c/p>\n\u003cp>“Schools need to provide a way of making sure that children are educated at the level that is appropriate for them,” he said. “While putting all abilities in the same classroom might be easier to manage, it results in a high likelihood that at least one group of children will be neglected. With NCLB and the focus on proficiency, the odds are that the advanced students will be neglected since principals/teaches know that they will pass standardized exams.”\u003c/p>\n\u003cp>Kaufman takes it one step further: perhaps it’s time to step back and re-define what it means to be gifted and talented. “It may be time for a paradigm shift,” he writes. “Perhaps we should stop describing people as gifted or ungifted and start describing a wide range of personal characteristics and environmental factors as potential gifts — and promote an educational culture that develops them.”\u003c/p>\n\u003cp>Kaufman recommends the work of another North Carolina organization, \u003ca href=\"http://today.duke.edu/2011/03/darity.html\">Project Bright Idea\u003c/a>, a pilot program offering Gifted and Talented curriculum to every student. According to one of the program’s founders, Duke professor at the Sanford School of Public Policy William “Sandy” Darity, Project Bright Idea “shows an \u003ca href=\"http://www.ncschoolreportcard.org/src/schDetails.jsp?pYear=2011-2012&pLEACode=100&pSchCode=320\">extraordinary increase in overall test scores\u003c/a> despite demographic trends toward more ‘at-risk’ students (90% poverty rate at the end of the period),” he said. Even though some of the schools’ students wouldn’t have ever qualified for G/T programs, after two years using a G/T curriculum, nearly one in four was identified as “gifted.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Project Bright Idea’s success has spread to 20 North Carolina public schools, and maybe the idea is growing. Brooklyn mom Karina Gauge reports that her two sons receive Gifted and Talented curriculum at their neighborhood school, P.S. 58, although they’ve never had to stress over getting in: “They have never had a G/T program, because our principal believes that all of the kids should be treated as gifted and receive the same quality education,” she said.\u003c/p>\n\n","blocks":[],"excerpt":"How “giftedness” plays out in the classroom for the roughly 3 million students who qualify can be hard to characterize. Some gifted and talented programs emphasize critical thinking and problem solving, others focus on creativity, and still others take what’s going on in standard classrooms and go into greater depth and complexity. ","status":"publish","parent":0,"modified":1380162147,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1713},"headData":{"title":"Is it Time to Redefine \"Gifted and Talented\"? | KQED","description":"How “giftedness” plays out in the classroom for the roughly 3 million students who qualify can be hard to characterize. Some gifted and talented programs emphasize critical thinking and problem solving, others focus on creativity, and still others take what’s going on in standard classrooms and go into greater depth and complexity. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Is it Time to Redefine \"Gifted and Talented\"?","datePublished":"2013-09-16T14:00:40.000Z","dateModified":"2013-09-26T02:22:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"31363 http://blogs.kqed.org/mindshift/?p=31363","disqusUrl":"https://ww2.kqed.org/mindshift/2013/09/16/is-it-time-to-redefine-gifted-and-talented/","disqusTitle":"Is it Time to Redefine \"Gifted and Talented\"?","path":"/mindshift/31363/is-it-time-to-redefine-gifted-and-talented","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-large wp-image-31367\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/180402806-e1379300996476.jpg\" alt=\"180402806\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/180402806-e1379300996476.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/180402806-e1379300996476-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/180402806-e1379300996476-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Manhattan mom Heather McFadden is grateful that entrance into the prized New York City Gifted and Talented program has worked out for her two kids. Her daughter cleared both hurdles - she scored in the 99th percentile on the test, and then was lucky enough to get chosen for the lottery. Her son tested in as well. “I am thankful they [gifted programs] exist. There simply wasn't a school in our district we would send our kids to because of their ratings,” McFadden said. “G and T [Gifted and Talented] was our only chance besides moving.” She had also heard from teachers that kids who are more advanced would not be challenged in a standard setting.\u003c/p>\n\u003cp>While McFadden knows that her kids will receive an extra push in Gifted and Talented, not everyone in New York is so lucky. More than \u003ca href=\"http://www.nytimes.com/2013/04/20/education/score-corrections-qualify-nearly-2700-more-pupils-for-gifted-programs.html\">11,700 kids qualified\u003c/a> for about 2,700 Gifted and Talented seats last year.\u003c/p>\n\u003cp>What does it mean to be “gifted” -- at least by school standards? The U.S. Department of Education \u003ca href=\"http://www.nsgt.org/giftedness-defined/\">defines gifted and talented\u003c/a> as “Children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience or environment.” According to the National Society of Gifted and Talented \u003ca href=\"http://www.nsgt.org/giftedness-defined/\">website\u003c/a>, areas of talent include “creative ability, general and specific intellectual ability, leadership, psychomotor ability, and visual and performing arts abilities.”\u003c/p>\n\u003cp>But how “giftedness” plays out in the classroom for the roughly \u003ca href=\"http://www.nsgt.org/giftedness-defined/%20\">3 million students\u003c/a> who qualify can be hard to characterize. Some gifted and talented programs emphasize critical thinking and problem solving, others focus on creativity, and still others take what’s going on in standard classrooms and go into greater depth and complexity. Some G/T programs have separate schools, others have students for just an hour or two a week in a special classroom, and still others try to serve G/T students in standard classrooms by differentiating instruction in classes of mixed ability.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The wide variety of programs and curricula can mean that many G/T programs may end up being essentially ineffective to high potential learners. “The field of gifted education lacks convincing research as to what works,” \u003ca href=\"http://www.theatlantic.com/national/archive/2012/12/gifted-students-have-special-needs-too/266544/%20\">writes Chester E. Finn, Jr\u003c/a>, coauthor with Jessica Hockett of \u003ca href=\"http://www.amazon.com/Exam-Schools-Inside-Americas-Selective/dp/0691156670\">Exam Schools: Inside America’s Most Selective Public High Schools\u003c/a>. “We found just two smallish studies focusing on the actual effectiveness of selective-admission public high schools. Worse, those two studies found scant advantage for the selective-admission schools.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“It is just one learning style that needs to be met, due to the speed and ease at which the student learns. It does not mean they are better or likely to become more successful in life than their peers.”\u003c/aside>\n\u003cp>Compounding the effectiveness of G/T programs is what it takes to qualify for entrance, usually IQ or other intelligence tests. According to cognitive psychologist Scott Barry Kaufman, author of \u003cem>\u003ca href=\"http://www.amazon.com/Ungifted-Intelligence-Scott-Barry-Kaufman/dp/0465025544\">Ungifted: Intelligence Redefined\u003c/a>\u003c/em>, the overwhelming use of IQ tests to understand student potential is limiting at best, and damaging at worst. Besides treating all students with the same IQ as having the same academic needs, Kaufman \u003ca href=\"http://www.latimes.com/news/opinion/opinionla/la-oe-0721-kaufman-gifted-psychology-iq-20130721,0,5283920.story\">writes in the LA Times\u003c/a>, defining students by a test only measures one aspect of their potential to be successful: “Even done well, standardized testing has limits. Many other factors contribute to learning and real-world success, from active learning strategies to intrinsic motivation, grit, self-regulation and outside support and encouragement.”\u003c/p>\n\u003cp>In addition, Kaufman warns that abilities and talents can change as students get older, but often, tests that measure cognitive ability like the IQ test are taken early in life, and the scores follow children throughout their school careers, their numbers becoming immutable. “Although no state permits a single IQ score to determine gifted eligibility, 18 states set strict cutoff scores, and testing is typically a one-shot deal,” Kaufman writes. “You're either gifted or you're not, for the rest of your life.” Kaufman, who was diagnosed with a learning disability early in life, went on to defy his label and attained a PhD at Yale.\u003c/p>\n\u003cp>According to a North Carolina G/T teacher, Lisa, who asked to remain anonymous due to her district’s media policy, what many misunderstand is that being gifted is a learning need, not a privilege. “It is just one learning style that needs to be met, due to the speed and ease at which the student learns,” she said. “It does not mean they are better or likely to become more successful in life than their peers.”\u003c/p>\n\u003cp>In Lisa’s Academically and Intellectually Gifted program (AIG) for 4th and 5th graders, students are taken out of class for 45 minutes a week to focus on deeper conceptual understanding of what they’re already working on in standard classes. Lisa gave examples using math and reading instruction.\u003c/p>\n\u003cp>“When working with place value in a regular classroom, for example, in AIG I usually teach a 6-week class on alternative number systems, where we look at Roman numerals, Mayan numbers, binary numbers, as well as other number systems that don't use a base 10,” she said. “In reading, we may work on a novel, or tie in social studies content such as doing a unit with American History that look at ‘History’s Mysteries’ such as The Abraham Lincoln Conspiracy, Lindbergh baby kidnapping, or the Lost Colony.”\u003c/p>\n\u003cp>Lisa’s main concern with the AIG program is time -- or lack of it. “If I could change anything it would be the amount of time we are allowed to spend with the students,” she said. “In order to insure equity in the program, we are limited to 45 minutes a week in the areas identified as strong or very strong need. To say a student has these needs and only serve them 1/30th of the time they are in school seems, to me, to be problematic.”\u003c/p>\n\u003cp>\u003cstrong>NAVIGATING THE SYSTEM\u003c/strong>\u003c/p>\n\u003cp>For some parents of high-ability students, navigating the Gifted and Talented programs can be frustrating. Matt Prewett of Austin, Texas, doesn’t particularly like the term “gifted,” because it is easily misconstrued. He prefers to say “advanced in particular subjects.” He decided to pull his son, who was advanced in both language arts and math according to test scores and class performance, out of the local public school -- not because they didn’t have a G/T program, but because he felt it was poorly implemented. “We pulled our son out of the district elementary school after 3rd grade, because we felt they had an inadequate system for ability-grouping,” he said.\u003c/p>\n\u003cp>Prewett gave an example of how the local school grouped for math ability: “They advertise a program for advanced students but there is only one chance to qualify, and it is on the first couple of days of school,” he said. “My son was very upset about attending a new school and cried during the exam, and didn't qualify for the program. Despite good grades in math and extremely high scores on standardized exams, his teacher said there was no flexibility for students to move from the standard program to the advanced program. This is because the way they make the math program ‘advanced’ is by teaching them the curriculum from the next grade level: acceleration rather than enrichment.”\u003c/p>\n\u003caside class=\"pullquote alignright\">“Schools need to provide a way of making sure that children are educated at the level that is appropriate for them.”\u003c/aside>\n\u003cp>Prewett, who has since become a fierce advocate for more and better advanced programs in schools, founded the Texas Parents Union to advocate for more quality education options for all parents. He worries that children at the top of the achievement ladder are often under-served.\u003c/p>\n\u003cp>“Schools need to provide a way of making sure that children are educated at the level that is appropriate for them,” he said. “While putting all abilities in the same classroom might be easier to manage, it results in a high likelihood that at least one group of children will be neglected. With NCLB and the focus on proficiency, the odds are that the advanced students will be neglected since principals/teaches know that they will pass standardized exams.”\u003c/p>\n\u003cp>Kaufman takes it one step further: perhaps it’s time to step back and re-define what it means to be gifted and talented. “It may be time for a paradigm shift,” he writes. “Perhaps we should stop describing people as gifted or ungifted and start describing a wide range of personal characteristics and environmental factors as potential gifts — and promote an educational culture that develops them.”\u003c/p>\n\u003cp>Kaufman recommends the work of another North Carolina organization, \u003ca href=\"http://today.duke.edu/2011/03/darity.html\">Project Bright Idea\u003c/a>, a pilot program offering Gifted and Talented curriculum to every student. According to one of the program’s founders, Duke professor at the Sanford School of Public Policy William “Sandy” Darity, Project Bright Idea “shows an \u003ca href=\"http://www.ncschoolreportcard.org/src/schDetails.jsp?pYear=2011-2012&pLEACode=100&pSchCode=320\">extraordinary increase in overall test scores\u003c/a> despite demographic trends toward more ‘at-risk’ students (90% poverty rate at the end of the period),” he said. Even though some of the schools’ students wouldn’t have ever qualified for G/T programs, after two years using a G/T curriculum, nearly one in four was identified as “gifted.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Project Bright Idea’s success has spread to 20 North Carolina public schools, and maybe the idea is growing. Brooklyn mom Karina Gauge reports that her two sons receive Gifted and Talented curriculum at their neighborhood school, P.S. 58, although they’ve never had to stress over getting in: “They have never had a G/T program, because our principal believes that all of the kids should be treated as gifted and receive the same quality education,” she said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/31363/is-it-time-to-redefine-gifted-and-talented","authors":["4445"],"categories":["mindshift_192"],"tags":["mindshift_722","mindshift_1040","mindshift_20555"],"label":"mindshift"},"mindshift_15754":{"type":"posts","id":"mindshift_15754","meta":{"index":"posts_1591205157","site":"mindshift","id":"15754","score":null,"sort":[1317763148000]},"guestAuthors":[],"slug":"can-apple-products-pave-the-way-to-personalized-learning","title":"Can Apple Products Pave the Way to Personalized Learning?","publishDate":1317763148,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_15310\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/how-technology-fuels-learning/11_1-21_ipad_algebra_0238-3/\" rel=\"attachment wp-att-15310\">\u003cimg class=\"size-medium wp-image-15310\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/11_1.21_Ipad_Algebra_0238-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">San Francisco middle school students watch instructional videos on their school-issued iPads.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://apple.com\">Apple\u003c/a> held a press event today at its Cupertino headquarters, unveiling a variety of improvements to its line of iPods and iPhones, including an update to its mobile operating system and a brand new version of its wildly popular iPhone. As always happens around these Apple announcements, there's a flurry of excitement -- before, during, and after -- about what the company will reveal. Other tech companies hold similar press events, sure, but few seem to garner as much buzz as Apple's.\u003c/p>\n\u003cp>Some of that allure came from its former CEO. When Steve Jobs announced in August that he was \u003ca href=\"http://www.apple.com/pr/library/2011/08/24Steve-Jobs-Resigns-as-CEO-of-Apple.html\">stepping down\u003c/a> from his position as CEO, there was a \u003ca href=\"http://www.google.com/#q=steve+jobs+resigns\">massive outpouring of reflections and analyses\u003c/a> by the technology press about the impact that he and his company have had on technology -- on both hardware and software. Indeed, it's hard to understate that impact when you look at the role that Apple played in the development and adoption of personal computers, portable music devices, mobile phones, and tablets. By extension, Apple's influence has helped usher in new opportunities for digital content in the entertainment and publishing industries.\u003c/p>\n\u003cp>And, of course, the company has had a huge impact on education. Apple has had a long history of pushing its computers into the classrooms. For many years, a child's first exposure to a computer had been at school, and often that computer was an Apple. The company made a push back in the \u003c!--more-->1980s to get its PCs into the classroom, and even with the ascendancy of Microsoft and Windows in the personal computing market, schools have remained a stronghold for Apple.\u003c/p>\n\u003cp>The shift to mobile devices -- first the iPods, then the iPhones, and now the iPads -- has once again put Apple in the lead in the consumer market, and it's interesting to think about how the company continues to be embraced by schools and to influence education. Indeed, Steve Jobs often said that the company exists at the \"\u003ca href=\"http://www.wired.com/epicenter/2011/08/apple-liberal-arts/all/1\">intersection of technology and the liberal arts\u003c/a>,\" and as such arguably has had a very different approach to the devices it's produced -- their design and their capabilities -- as well as to these devices' applications and the types of software that runs on them.\u003c/p>\n\u003cp>The buzz around Apple products often seems to prompt both the company and its users to make sweeping predictions about their \"magic\" and about their \"\u003ca href=\"http://www.apple.com/education/ipad/\">revolutionary\u003c/a>\" impact on the world. That's particularly true for education. On stage today in Cupertino, Apple's new CEO Tim Cook told the audience that iPads are \"showing up everywhere\" and that in schools they are \"changing the way teachers teach and kids learn, and many educators agree with us.\" He added that there is an iPad deployment program in every state.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But as ZDNet's Christopher Dawson recently noted, \"\u003ca href=\"http://www.zdnet.com/blog/education/the-jury-is-still-out-on-school-ipad-deployments/4703?tag=mantle_skin;content\">the jury's still out\u003c/a>\" on the success of these deployments. Despite the move towards a more paper-free classroom and despite all the new apps and e-books available, it's hard to know if the adoption of the Apple devices -- the tablets as well as iPod Touches -- is necessarily changing things. Without adjusting classroom instruction to take full advantage of a one-to-one classroom, many of these schools are just doing the \"same old thing\" but using more expensive tools to do so. And the operative word here may be \"expensive\" too.\u003c/p>\n\u003cp>The idea of a one-to-one classroom does mean that students have their own computing devices, ones they carry with them at all times, at school and at home. That helps support mobile learning opportunities, as students have access to the Internet, to their digital textbooks, to their assignments and so on, no matter where they are. The desirability for Apple devices seems to have pushed forward the one-to-one \"buzz\" at a level that laptops and netbooks, the devices typically associated with one-to-one, never has.\u003c/p>\n\u003cp>But Apple's mobile devices are at their core consumer products. It's important to remember that its mobile operating system is thoroughly integrated with its App Store, which raises questions about the control of content there. (There is, obviously, still access to the Web on these devices, giving users and developers some opportunity to skirt iTunes.) Despite the rush to adopt Apple devices, it's still not easy to sync them simultaneously to one administrative account, nor is it possible to blend a school's iTunes account with a student's school account with her or his personal account. That may be a great stumbling block for the promise of having a truly personalized computing device with all its associated software and applications.\u003c/p>\n\u003cp>The promise of a personalized device was the \"big reveal\" at the end of today's Apple event, when the company unveiled its plans to integrate the Siri personal assistant technology into its iPhones. Siri allows users to now control many aspects of their iPhones with their voices, including asking research questions (among its resources are \u003ca href=\"http://wikipedia.org\">Wikipedia\u003c/a> and \u003ca href=\"wolframalpha.com\">WolframAlpha\u003c/a>) and listening to, dictating and transcribing messages.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Of course, personalization in education (and education technology) means a lot more than just having a device that recognizes your voice. It could mean a technology that knows what you \"like\" (arguably, of course, that's Facebook). It could mean one that knows your academic strengths and weaknesses -- what you could or should be studying. It could mean recommending courses, books, and apps. I'm not sure that the artificial intelligence that underlies the new iPhone personal assistant is a first step towards any of this (not to mention if it's something that's possible or something we'd want), but considering the continued love of Apple products by teachers and students, I'm curious to see how the next generation of Apple devices will impact education.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1317763159,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":989},"headData":{"title":"Can Apple Products Pave the Way to Personalized Learning? | KQED","description":"Apple held a press event today at its Cupertino headquarters, unveiling a variety of improvements to its line of iPods and iPhones, including an update to its mobile operating system and a brand new version of its wildly popular iPhone. As always happens around these Apple announcements, there's a flurry of excitement -- before, during,","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Apple Products Pave the Way to Personalized Learning?","datePublished":"2011-10-04T21:19:08.000Z","dateModified":"2011-10-04T21:19:19.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"15754 http://blogs.kqed.org/mindshift/?p=15754","disqusUrl":"https://ww2.kqed.org/mindshift/2011/10/04/can-apple-products-pave-the-way-to-personalized-learning/","disqusTitle":"Can Apple Products Pave the Way to Personalized Learning?","path":"/mindshift/15754/can-apple-products-pave-the-way-to-personalized-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_15310\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/how-technology-fuels-learning/11_1-21_ipad_algebra_0238-3/\" rel=\"attachment wp-att-15310\">\u003cimg class=\"size-medium wp-image-15310\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/11_1.21_Ipad_Algebra_0238-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">San Francisco middle school students watch instructional videos on their school-issued iPads.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://apple.com\">Apple\u003c/a> held a press event today at its Cupertino headquarters, unveiling a variety of improvements to its line of iPods and iPhones, including an update to its mobile operating system and a brand new version of its wildly popular iPhone. As always happens around these Apple announcements, there's a flurry of excitement -- before, during, and after -- about what the company will reveal. Other tech companies hold similar press events, sure, but few seem to garner as much buzz as Apple's.\u003c/p>\n\u003cp>Some of that allure came from its former CEO. When Steve Jobs announced in August that he was \u003ca href=\"http://www.apple.com/pr/library/2011/08/24Steve-Jobs-Resigns-as-CEO-of-Apple.html\">stepping down\u003c/a> from his position as CEO, there was a \u003ca href=\"http://www.google.com/#q=steve+jobs+resigns\">massive outpouring of reflections and analyses\u003c/a> by the technology press about the impact that he and his company have had on technology -- on both hardware and software. Indeed, it's hard to understate that impact when you look at the role that Apple played in the development and adoption of personal computers, portable music devices, mobile phones, and tablets. By extension, Apple's influence has helped usher in new opportunities for digital content in the entertainment and publishing industries.\u003c/p>\n\u003cp>And, of course, the company has had a huge impact on education. Apple has had a long history of pushing its computers into the classrooms. For many years, a child's first exposure to a computer had been at school, and often that computer was an Apple. The company made a push back in the \u003c!--more-->1980s to get its PCs into the classroom, and even with the ascendancy of Microsoft and Windows in the personal computing market, schools have remained a stronghold for Apple.\u003c/p>\n\u003cp>The shift to mobile devices -- first the iPods, then the iPhones, and now the iPads -- has once again put Apple in the lead in the consumer market, and it's interesting to think about how the company continues to be embraced by schools and to influence education. Indeed, Steve Jobs often said that the company exists at the \"\u003ca href=\"http://www.wired.com/epicenter/2011/08/apple-liberal-arts/all/1\">intersection of technology and the liberal arts\u003c/a>,\" and as such arguably has had a very different approach to the devices it's produced -- their design and their capabilities -- as well as to these devices' applications and the types of software that runs on them.\u003c/p>\n\u003cp>The buzz around Apple products often seems to prompt both the company and its users to make sweeping predictions about their \"magic\" and about their \"\u003ca href=\"http://www.apple.com/education/ipad/\">revolutionary\u003c/a>\" impact on the world. That's particularly true for education. On stage today in Cupertino, Apple's new CEO Tim Cook told the audience that iPads are \"showing up everywhere\" and that in schools they are \"changing the way teachers teach and kids learn, and many educators agree with us.\" He added that there is an iPad deployment program in every state.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But as ZDNet's Christopher Dawson recently noted, \"\u003ca href=\"http://www.zdnet.com/blog/education/the-jury-is-still-out-on-school-ipad-deployments/4703?tag=mantle_skin;content\">the jury's still out\u003c/a>\" on the success of these deployments. Despite the move towards a more paper-free classroom and despite all the new apps and e-books available, it's hard to know if the adoption of the Apple devices -- the tablets as well as iPod Touches -- is necessarily changing things. Without adjusting classroom instruction to take full advantage of a one-to-one classroom, many of these schools are just doing the \"same old thing\" but using more expensive tools to do so. And the operative word here may be \"expensive\" too.\u003c/p>\n\u003cp>The idea of a one-to-one classroom does mean that students have their own computing devices, ones they carry with them at all times, at school and at home. That helps support mobile learning opportunities, as students have access to the Internet, to their digital textbooks, to their assignments and so on, no matter where they are. The desirability for Apple devices seems to have pushed forward the one-to-one \"buzz\" at a level that laptops and netbooks, the devices typically associated with one-to-one, never has.\u003c/p>\n\u003cp>But Apple's mobile devices are at their core consumer products. It's important to remember that its mobile operating system is thoroughly integrated with its App Store, which raises questions about the control of content there. (There is, obviously, still access to the Web on these devices, giving users and developers some opportunity to skirt iTunes.) Despite the rush to adopt Apple devices, it's still not easy to sync them simultaneously to one administrative account, nor is it possible to blend a school's iTunes account with a student's school account with her or his personal account. That may be a great stumbling block for the promise of having a truly personalized computing device with all its associated software and applications.\u003c/p>\n\u003cp>The promise of a personalized device was the \"big reveal\" at the end of today's Apple event, when the company unveiled its plans to integrate the Siri personal assistant technology into its iPhones. Siri allows users to now control many aspects of their iPhones with their voices, including asking research questions (among its resources are \u003ca href=\"http://wikipedia.org\">Wikipedia\u003c/a> and \u003ca href=\"wolframalpha.com\">WolframAlpha\u003c/a>) and listening to, dictating and transcribing messages.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Of course, personalization in education (and education technology) means a lot more than just having a device that recognizes your voice. It could mean a technology that knows what you \"like\" (arguably, of course, that's Facebook). It could mean one that knows your academic strengths and weaknesses -- what you could or should be studying. It could mean recommending courses, books, and apps. I'm not sure that the artificial intelligence that underlies the new iPhone personal assistant is a first step towards any of this (not to mention if it's something that's possible or something we'd want), but considering the continued love of Apple products by teachers and students, I'm curious to see how the next generation of Apple devices will impact education.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/15754/can-apple-products-pave-the-way-to-personalized-learning","authors":["4352"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_23","mindshift_722","mindshift_81","mindshift_213","mindshift_421"],"label":"mindshift"}},"programsReducer":{"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/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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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. 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