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"disqusTitle": "A Simple Exercise to Strengthen Emotional Intelligence in Teams",
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"content": "\u003cp>By Gayle Allen\u003c/p>\n\u003cp>“She needs every detail before we start, and it slows us down.”\u003c/p>\n\u003cp>“He acts before we agree on a plan, so we make a lot of mistakes.”\u003c/p>\n\u003cp>Sound familiar? These are just some of the frustrations participants share when asked to give feedback on a team experience. And they’re the reasons people often prefer to work alone.\u003c/p>\n\u003cp>Yet it’s been shown that working as a member of an effective team\u003ca href=\"http://www.forbes.com/sites/quora/2013/01/23/why-and-where-is-teamwork-important/\"> can boost morale and performance.\u003c/a> Team members get more feedback and they get it earlier. They also report learning more and feeling more motivated to work through project challenges. With \u003ca href=\"http://aim-strategies.com/AIMVTTrendsReport.pdf\">virtual teamwork on the rise\u003c/a>, the potential for ongoing learning and feedback is greater than ever before.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>What that means for educators is that emotional intelligence in the form of skills like empathy and collaboration is more important than ever. That’s where a simple team-building exercise, like the one below, that can help folks get started.\u003c/p>\n\u003cp>\u003cstrong>Quick Preparation\u003c/strong>\u003c/p>\n\u003cp>This activity is based on the \u003ca href=\"http://www.nsrfharmony.org/system/files/protocols/north_south_0.pdf\">Compass Points\u003c/a> protocol developed by members of the \u003ca href=\"http://www.nsrfharmony.org/\">National School Reform Faculty\u003c/a>, a non-profit professional development site for educators. This activity works well with students and with adults.\u003c/p>\n\u003cp>To prepare, you’ll want to create the four signs – North, South, East and West – in advance and post them on room walls before you begin. Be sure to have enough newsprint-size paper and markers for each of the four groups. Under each point, write out the traits associated with each sign, as directed by the Compass Points game:\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>North:\u003c/strong> Acting – “Let’s do it;” Likes to act, try things, plunge in.\u003cbr>\n\u003cstrong>East\u003c/strong>: Speculating – likes to look at the big picture and the possibilities before acting.\u003cbr>\n\u003cstrong>South:\u003c/strong> Caring – likes to know that everyone’s feelings have been taken into consideration and that their voices have been heard before acting.\u003cbr>\n\u003cstrong>West:\u003c/strong> Paying attention to detail —likes to know the who, what, when, where and why before acting.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>The Activity (Level 1: 20 minutes)\u003c/strong>\u003c/p>\n\u003cp>If you have only 20 minutes, you’ll want to stick to the protocol and also allow 2-3 minutes at the end for a takeaway wrap up. To start, draw everyone’s attention to the four compass points posted around the room. Ask them to read each one and then select the one that most accurately captures how they work with others on teams. They should stand at that point and remain there throughout the activity. Once everyone has decided, ask participants to observe who has ended up in which group. There may be some a-ha moments.\u003c/p>\n\u003cp>Next, ask each to select individuals for the following roles:\u003cbr>\nRecorder – record responses of the group\u003cbr>\nTimekeeper – keeps the group members on task\u003cbr>\nSpokesperson -- shares out on behalf of the group when time is called\u003c/p>\n\u003cp>Once selected, each group will have 5-8 minutes to respond to the following questions:\u003c/p>\n\u003cblockquote>\u003cp>1. What are the strengths of your style? (3-4 adjectives)\u003cbr>\n2. What are the limitations of your style? (3-4 adjectives)\u003cbr>\n3. What style do you find most difficult to work with and why?\u003cbr>\n4. What do people from other \"directions\" or styles need to know about you so you can work together effectively?\u003cbr>\n5. What's one thing you value about each of the other three styles?\u003c/p>\u003c/blockquote>\n\u003cp>Provide time for group members to share out their responses. Don’t be surprised if you hear:\u003c/p>\n\u003cul>\n\u003cli>North gets impatient with West’s need for details\u003c/li>\n\u003cli>West gets frustrated by North’s tendency to act before planning\u003c/li>\n\u003cli>South group members crave personal connections and get uncomfortable when team members’ emotional needs aren’t met\u003c/li>\n\u003cli>East group members get bored when West gets mired in details; East gets frustrated when North dives in before agreeing on big goals\u003c/li>\n\u003c/ul>\n\u003cp>Finally, provide at least 2 minutes at the end of the activity for all participants to share out key takeaways. If any of the following don’t come up, be sure to include them as part of the wrap up:\u003c/p>\n\u003cul>\n\u003cli>This activity increases our awareness of our own and others’ preferences\u003c/li>\n\u003cli>Increased awareness opens the door to empathy\u003c/li>\n\u003cli>Our preferences have their strengths and their limitations\u003c/li>\n\u003cli>A diversity of preferences is what makes for better team work and results\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Deepen the Learning (Level 2: 30 minutes)\u003c/strong>\u003c/p>\n\u003cp>If you have 30 minutes for this activity, consider adding a step to the Level 1 exercise to make it personally relevant: after participants have chosen a preference compass point, but before they’ve responded to activity questions, ask them to recall a personal past team experience that was either very positive or very negative. They should keep this experience to themselves for now. Let them know that they’ll be talking about it later in the exercise, so that they select one they feel comfortable sharing.\u003c/p>\n\u003cp>Once the groups have worked through the activity and shared out responses, ask participants to recall their personal positive or negative team experience. Direct them to take a moment to reflect on whether there was anything they learned from this exercise that now helps them better understand why this past team experience was either very negative or very positive. The goal in this step is to encourage them to apply what they’ve been learning. There may be some a-ha moments. Provide several minutes for sharing out and then shift into key takeaways (see above).\u003c/p>\n\u003cp>\u003cstrong>Activity Enrichment (Level 3: 45 minutes)\u003c/strong>\u003c/p>\n\u003cp>If you have 45 minutes for this activity, consider adding a starting warm-up and some preferences background information before shifting into the “deepen the learning” level listed above.\u003c/p>\n\u003cp>For the warm up, begin by projecting an image of team members working together to achieve a goal. For example, there’s a terrific image of Universal Picture’s \u003ca href=\"http://i.ytimg.com/vi/C8MJUox3Llg/hqdefault.jpg\">minions working together to screw in a light bulb\u003c/a>. Ask participants to pair up and discuss what they notice about the team – their interactions, their facial expressions, and their progress. This can be a lighthearted yet focused way to kick off the exercise.\u003c/p>\n\u003cp>Next, take a few minutes to emphasize what preferences are. Share that they are our natural inclinations or tendencies. In this case, they’re how we tend to behave in teams. Also share what they are not, that is, that they are not ways to label, categorize or judge us. They are also not good or bad. Some history here can also be helpful. Talking briefly about psychiatrist \u003ca href=\"http://en.wikipedia.org/wiki/Psychological_Types\">Carl Jung’s\u003c/a> work on psychology types, specifically extraversion and introversion and how Myers-Briggs’ personality types research is based on Jung’s work and resulted in what we now know as the \u003ca href=\"http://en.wikipedia.org/wiki/Myers%E2%80%93Briggs_Type_Indicator\">Myers-Briggs Personality Type Indicator\u003c/a> can be useful background information.\u003c/p>\n\u003cp>Then dive into the activity. Be sure to allow time for participants to decide on and then share out on a personal team experience. After groups share responses and individuals share some reflections on ways what they’ve learned applies to past team experiences, provide a few minutes for key takeaways.\u003c/p>\n\u003cp>\u003cstrong>Useful at Any Stage\u003c/strong>\u003c/p>\n\u003cp>If possible, use this activity with teams before their work begins. It’s a great way to prime them for the work ahead. If teams have already begun their work or have been working together for a while, it can still be a useful tool for mid-process reflection and course corrections. Finally, if the team has completed their work, this activity still serves a useful purpose: it allows team members to reflect on interpersonal skills and what they might consider for next time. No matter when you use it, it will serve as a handy reference for ongoing discussions. If you’re looking for an interactive and engaging way to strengthen team members’ emotional intelligence, then this one’s a winner.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Gayle Allen spent nearly two decades as a teacher, school leader and founder of two professional development institutes. She holds an Ed.D. from Teachers College, Columbia University, where she focused her research on teacher learning. Gayle currently serves on the advisory board for \u003ca href=\"http://biobuilder.org/\">BioBuilder Educational Foundation\u003c/a> and is an edupreneur at BrightBytes. She blogs at\u003ca href=\"http://www.gayleallen.net/\">Connecting the Thoughts\u003c/a> and tweets \u003ca href=\"https://twitter.com/GAllenTC\">@GAllenTC\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>By Gayle Allen\u003c/p>\n\u003cp>“She needs every detail before we start, and it slows us down.”\u003c/p>\n\u003cp>“He acts before we agree on a plan, so we make a lot of mistakes.”\u003c/p>\n\u003cp>Sound familiar? These are just some of the frustrations participants share when asked to give feedback on a team experience. And they’re the reasons people often prefer to work alone.\u003c/p>\n\u003cp>Yet it’s been shown that working as a member of an effective team\u003ca href=\"http://www.forbes.com/sites/quora/2013/01/23/why-and-where-is-teamwork-important/\"> can boost morale and performance.\u003c/a> Team members get more feedback and they get it earlier. They also report learning more and feeling more motivated to work through project challenges. With \u003ca href=\"http://aim-strategies.com/AIMVTTrendsReport.pdf\">virtual teamwork on the rise\u003c/a>, the potential for ongoing learning and feedback is greater than ever before.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>What that means for educators is that emotional intelligence in the form of skills like empathy and collaboration is more important than ever. That’s where a simple team-building exercise, like the one below, that can help folks get started.\u003c/p>\n\u003cp>\u003cstrong>Quick Preparation\u003c/strong>\u003c/p>\n\u003cp>This activity is based on the \u003ca href=\"http://www.nsrfharmony.org/system/files/protocols/north_south_0.pdf\">Compass Points\u003c/a> protocol developed by members of the \u003ca href=\"http://www.nsrfharmony.org/\">National School Reform Faculty\u003c/a>, a non-profit professional development site for educators. This activity works well with students and with adults.\u003c/p>\n\u003cp>To prepare, you’ll want to create the four signs – North, South, East and West – in advance and post them on room walls before you begin. Be sure to have enough newsprint-size paper and markers for each of the four groups. Under each point, write out the traits associated with each sign, as directed by the Compass Points game:\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>North:\u003c/strong> Acting – “Let’s do it;” Likes to act, try things, plunge in.\u003cbr>\n\u003cstrong>East\u003c/strong>: Speculating – likes to look at the big picture and the possibilities before acting.\u003cbr>\n\u003cstrong>South:\u003c/strong> Caring – likes to know that everyone’s feelings have been taken into consideration and that their voices have been heard before acting.\u003cbr>\n\u003cstrong>West:\u003c/strong> Paying attention to detail —likes to know the who, what, when, where and why before acting.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>The Activity (Level 1: 20 minutes)\u003c/strong>\u003c/p>\n\u003cp>If you have only 20 minutes, you’ll want to stick to the protocol and also allow 2-3 minutes at the end for a takeaway wrap up. To start, draw everyone’s attention to the four compass points posted around the room. Ask them to read each one and then select the one that most accurately captures how they work with others on teams. They should stand at that point and remain there throughout the activity. Once everyone has decided, ask participants to observe who has ended up in which group. There may be some a-ha moments.\u003c/p>\n\u003cp>Next, ask each to select individuals for the following roles:\u003cbr>\nRecorder – record responses of the group\u003cbr>\nTimekeeper – keeps the group members on task\u003cbr>\nSpokesperson -- shares out on behalf of the group when time is called\u003c/p>\n\u003cp>Once selected, each group will have 5-8 minutes to respond to the following questions:\u003c/p>\n\u003cblockquote>\u003cp>1. What are the strengths of your style? (3-4 adjectives)\u003cbr>\n2. What are the limitations of your style? (3-4 adjectives)\u003cbr>\n3. What style do you find most difficult to work with and why?\u003cbr>\n4. What do people from other \"directions\" or styles need to know about you so you can work together effectively?\u003cbr>\n5. What's one thing you value about each of the other three styles?\u003c/p>\u003c/blockquote>\n\u003cp>Provide time for group members to share out their responses. Don’t be surprised if you hear:\u003c/p>\n\u003cul>\n\u003cli>North gets impatient with West’s need for details\u003c/li>\n\u003cli>West gets frustrated by North’s tendency to act before planning\u003c/li>\n\u003cli>South group members crave personal connections and get uncomfortable when team members’ emotional needs aren’t met\u003c/li>\n\u003cli>East group members get bored when West gets mired in details; East gets frustrated when North dives in before agreeing on big goals\u003c/li>\n\u003c/ul>\n\u003cp>Finally, provide at least 2 minutes at the end of the activity for all participants to share out key takeaways. If any of the following don’t come up, be sure to include them as part of the wrap up:\u003c/p>\n\u003cul>\n\u003cli>This activity increases our awareness of our own and others’ preferences\u003c/li>\n\u003cli>Increased awareness opens the door to empathy\u003c/li>\n\u003cli>Our preferences have their strengths and their limitations\u003c/li>\n\u003cli>A diversity of preferences is what makes for better team work and results\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Deepen the Learning (Level 2: 30 minutes)\u003c/strong>\u003c/p>\n\u003cp>If you have 30 minutes for this activity, consider adding a step to the Level 1 exercise to make it personally relevant: after participants have chosen a preference compass point, but before they’ve responded to activity questions, ask them to recall a personal past team experience that was either very positive or very negative. They should keep this experience to themselves for now. Let them know that they’ll be talking about it later in the exercise, so that they select one they feel comfortable sharing.\u003c/p>\n\u003cp>Once the groups have worked through the activity and shared out responses, ask participants to recall their personal positive or negative team experience. Direct them to take a moment to reflect on whether there was anything they learned from this exercise that now helps them better understand why this past team experience was either very negative or very positive. The goal in this step is to encourage them to apply what they’ve been learning. There may be some a-ha moments. Provide several minutes for sharing out and then shift into key takeaways (see above).\u003c/p>\n\u003cp>\u003cstrong>Activity Enrichment (Level 3: 45 minutes)\u003c/strong>\u003c/p>\n\u003cp>If you have 45 minutes for this activity, consider adding a starting warm-up and some preferences background information before shifting into the “deepen the learning” level listed above.\u003c/p>\n\u003cp>For the warm up, begin by projecting an image of team members working together to achieve a goal. For example, there’s a terrific image of Universal Picture’s \u003ca href=\"http://i.ytimg.com/vi/C8MJUox3Llg/hqdefault.jpg\">minions working together to screw in a light bulb\u003c/a>. Ask participants to pair up and discuss what they notice about the team – their interactions, their facial expressions, and their progress. This can be a lighthearted yet focused way to kick off the exercise.\u003c/p>\n\u003cp>Next, take a few minutes to emphasize what preferences are. Share that they are our natural inclinations or tendencies. In this case, they’re how we tend to behave in teams. Also share what they are not, that is, that they are not ways to label, categorize or judge us. They are also not good or bad. Some history here can also be helpful. Talking briefly about psychiatrist \u003ca href=\"http://en.wikipedia.org/wiki/Psychological_Types\">Carl Jung’s\u003c/a> work on psychology types, specifically extraversion and introversion and how Myers-Briggs’ personality types research is based on Jung’s work and resulted in what we now know as the \u003ca href=\"http://en.wikipedia.org/wiki/Myers%E2%80%93Briggs_Type_Indicator\">Myers-Briggs Personality Type Indicator\u003c/a> can be useful background information.\u003c/p>\n\u003cp>Then dive into the activity. Be sure to allow time for participants to decide on and then share out on a personal team experience. After groups share responses and individuals share some reflections on ways what they’ve learned applies to past team experiences, provide a few minutes for key takeaways.\u003c/p>\n\u003cp>\u003cstrong>Useful at Any Stage\u003c/strong>\u003c/p>\n\u003cp>If possible, use this activity with teams before their work begins. It’s a great way to prime them for the work ahead. If teams have already begun their work or have been working together for a while, it can still be a useful tool for mid-process reflection and course corrections. Finally, if the team has completed their work, this activity still serves a useful purpose: it allows team members to reflect on interpersonal skills and what they might consider for next time. No matter when you use it, it will serve as a handy reference for ongoing discussions. If you’re looking for an interactive and engaging way to strengthen team members’ emotional intelligence, then this one’s a winner.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>There's a gap between what adults say they value in their kids and what they show they value through their actions. And kids are picking up on it. A recent Harvard study found that when asked what is more important to them, \"achieving at a high level, happiness or caring for others,\" 80 percent of the middle and high school applicants put themselves first. Jessica Lahey explains the rhetoric gap in an \u003ca href=\"http://www.theatlantic.com/education/archive/2014/06/most-kids-believe-that-achievement-trumps-empathy/373378/\" target=\"_blank\">Atlantic article\u003c/a>.\u003c/p>\n\u003cp>\"While 96 percent of parents say they want to raise ethical, caring children, and cite the development of moral character as 'very important, if not essential,' 80 percent of the youths surveyed reported that their parents 'are more concerned about achievement or happiness than caring for others.' Approximately the same percentage reported that their teachers prioritize student achievement over caring. Surveyed students were three times as likely to agree as disagree with the statement, 'My parents are prouder if I get good grades in my class than if I’m a caring community member in class and school.'\"\u003cbr>\nhttp://www.theatlantic.com/education/archive/2014/06/most-kids-believe-that-achievement-trumps-empathy/373378/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cfigure id=\"attachment_36450\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36450\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/2708811013_284b9f0f5c_z.jpg\" alt=\"David Robert Bliwas\" width=\"640\" height=\"388\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/2708811013_284b9f0f5c_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/2708811013_284b9f0f5c_z-400x243.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/2708811013_284b9f0f5c_z-320x194.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">David Robert Bliwas\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Gayle Allen and Deborah Farmer Kris \u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">When searching for toys for their kids at chain toy stores, parents typically encounter the following scenario: toy aisles are color-coded pink and blue. They shouldn't bother looking for LEGOS, blocks, and trucks in the pink aisle, and they certainly won't find baby dolls in the blue aisle.\u003c/p>\n\u003cp>While parents, researchers, and educators decry the lack of STEM toys for girls -- and rightly so -- what often goes unnoticed is that assigning genders to toys harms boys, as well. Too often children’s playrooms reinforce gender stereotypes that put boys at risk of failing to gain skills critical for success in life and work. The most important of these? Empathy.\u003c/p>\n\u003cp>\u003ca href=\"https://www.linkedin.com/today/post/article/20140424221331-1407199-why-empathy-is-the-critical-21st-century-skill\">Meg Bear\u003c/a>, Group Vice President of Oracle’s Social Cloud, calls empathy “the critical 21st century skill.” She believes it’s the “difference between good and great” when it comes to personal and professional success. Researchers at \u003ca href=\"http://greatergood.berkeley.edu/\">Greater Good Science Center\u003c/a> out of the \u003ca href=\"http://berkeley.edu/index.html\">University of California, Berkeley\u003c/a>, echo Bear’s assertion. They define empathy as “the ability to sense other people’s emotions, coupled with the ability to imagine what someone else might be thinking or feeling.\u003c/p>\n\u003cp>Why is empathy important? First, empathy breeds courage. In a recent study of nearly 900 youth, ages 11-13, \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/josi.12053/abstract\">Nicola \u003c/a>\u003ca href=\"http://www.google.com/url?q=http%3A%2F%2Fonlinelibrary.wiley.com%2Fdoi%2F10.1111%2Fjosi.12053%2Fabstract&sa=D&sntz=1&usg=AFQjCNGEY0Gui6TUWuqkZXWPzkJzZbsd8A\">Abbott\u003c/a>\u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/josi.12053/abstract\"> and Lindsey Cameron’s, psychology researchers at University of Kent,\u003c/a> found that participants with higher levels of empathy were more likely to engage in “assertive bystander behavior.” In other words, they were willing to stand up to a bully on behalf of someone outside their peer group. This kind of courage can be life changing for a victim of bullying and prevent the damaging effects of social isolation and exclusion that often lead to anxiety and depression.\u003c/p>\n\u003caside class=\"pullquote alignleft\">It’s clear we need to cultivate empathy in all children, but gender stereotypes -- often reinforced in playrooms -- risk leaving boys, in particular, with a social deficit.\u003c/aside>\n\u003cp>Empathy also yields happiness. People with empathy have \u003ca href=\"http://switchandshift.com/empathy-and-good-managers\">stronger interpersonal connections\u003c/a> and are more eager to collaborate, effectively negotiate, demonstrate compassion, and offer support. They’re team players, and employers recognize this. So important has this skill become that a research team in England, after engaging in a six-month review of its schools, submitted a \u003ca href=\"http://www.bbc.com/news/education-25881774\">report\u003c/a> that placed empathy in the top three of important outcomes for its students. Similarly, employers, when asked to compile a list of the “\u003ca href=\"http://www.forbes.com/sites/jacquelynsmith/2013/11/15/the-20-people-skills-you-need-to-succeed-at-work/\">20 People Skills You Need to Succeed at Work\u003c/a>,” placed it fifth.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Empathy drives thoughtful problem solving. Empathic problem solvers put themselves in others’ shoes in a way that allows them to design life-saving \u003ca href=\"http://www.bbc.com/news/business-23817127\">baby warmers\u003c/a>, easily collapsible \u003ca href=\"http://www.thebus.org/howtoride/RulesReg.asp\">baby strollers\u003c/a>, and energy-saving \u003ca href=\"http://www.csmonitor.com/Environment/Energy-Voices/2014/0203/Shareable-economy-Sharing-cars-means-saving-energy\">car sharing services\u003c/a>. In addition, they’re often willing to work with others to solve persistent and, at times, larger problems. Rather than hoarding their knowledge and expertise, they open themselves up to what Greg Satell calls \u003ca href=\"http://www.digitaltonto.com/2013/the-new-era-of-cognitive-collaboration/\">cognitive collaboration\u003c/a>, in order to serve patients, clients, students, and even their respective fields, more effectively.\u003c/p>\n\u003cp>It’s clear we need to cultivate empathy in all children, but gender stereotypes -- often reinforced in playrooms -- risk leaving boys, in particular, with a social deficit.\u003c/p>\n\u003ch3>\u003cstrong>What Parents Can Do\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Play with dolls. \u003c/strong>Parents will find that boys can be just as interested as girls in playing with dolls. Just watch little boys when they interact with an infant: they want to pat the baby's head and see the little toes, and their faces show distress when that baby starts to cry. Recognizing the importance of young children’s interactions with babies for building social skills, organizations like \u003ca href=\"http://www.rootsofempathy.org/en.html\">Roots of Empathy\u003c/a> do just that. They bring babies into elementary school classrooms as part of their empathy building, evidence-based programs. Don’t have a baby at hand? Dolls allow young children to simulate dressing, feeding, calming and caring for babies – particularly if adults participate and model this care. For parents of boys, it’s worth a trip to the pink aisles to find one.\u003c/p>\n\u003cp>\u003cstrong>Pretend play\u003c/strong> helps children self-regulate, develop a strong “theory of mind,” and integrate positive and negative emotions. When kids adopt different personas, they face dilemmas and solve problems “in character” – in essence, they’re taking empathy for a test drive. Play researcher \u003ca href=\"http://medicine.yale.edu/childstudy/zigler/people/dsinger.aspx\">Dorothy Singer\u003c/a>, Senior Researcher at \u003ca href=\"http://medicine.yale.edu/index.aspx\">Yale University’s School of Medicine\u003c/a>, contends that make believe helps children “be anyone they wish.” Through it, they “learn how to cope with feelings, how to bring the large, confusing world into a small, manageable size; and how to become socially adept as they share, take turns and cooperate with each other.” Parents can expand boy’s empathic skills through pretend play by blurring the traditional pink-blue boundary lines. Toy kitchens should co-exist with trucks, doll houses with action figures.\u003c/p>\n\u003cp>\u003cstrong>Read together. \u003c/strong>\u003ca href=\"http://www.sciencemag.org/content/342/6156/377.abstract\">Researchers\u003c/a> have shown that reading fiction promotes empathy. Children’s book author and illustrator, \u003ca href=\"http://blogs.wsj.com/speakeasy/2013/08/07/why-reading-to-children-is-crucial-not-just-for-literacy/\">Anne Dewdney\u003c/a>, echoes that finding when she argues that, “When we open a book, and share our voice and imagination with a child, that child learns to see the world through someone else’s eyes.” Sadly, \u003ca href=\"http://www.theatlantic.com/sexes/archive/2013/05/there-are-plenty-of-reasons-why-parents-may-read-more-with-their-daughters/276054/\">studies\u003c/a> reveal that parents in the U.S., Canada, and Great Britain spend less time reading and telling stories to their sons than to their daughters. In fact, in as early as nine months, researchers found a gender gap in literary activities. To address this, turn to picture books as empathy primers. Together parents and boys can look at a character’s body language and facial expressions and then identify corresponding emotions. Parents can pause while reading to ask: How do you think that make her feel? How would that make you feel? What would help him feel better?\u003c/p>\n\u003cp>Empathy, “\u003ca href=\"http://blogs.wsj.com/speakeasy/2013/08/07/why-reading-to-children-is-crucial-not-just-for-literacy/\">an understanding that other people have feelings, and that those feelings count,\u003c/a>” is a learned behavior. For boys, as for girls, that learning begins in infancy. As University of Wisconsin’s\u003ca href=\"http://well.blogs.nytimes.com/2012/12/10/understanding-how-children-develop-empathy/?_php=true&_type=blogs&_r=0\"> Carolyn Zahn-Waxler\u003c/a> aptly notes, “There is no gene for empathy.” Parents play a key role in nurturing empathy, from explaining others’ feelings to encouraging prosocial behaviors with friends and siblings. Playroom toys and forms of play are equally important. Given all the benefits associated with empathy for success in life and work, it seems like now, more than ever, we need to mind the gap.\u003c/p>\n\u003cp>\u003cem>Gayle Allen spent nearly two decades as a teacher, school leader, and founder of two professional development institutes. She holds an Ed.D. from Teachers College, Columbia University, where she focused her research on teacher learning. Gayle currently serves on the advisory board for \u003ca href=\"http://biobuilder.org/\">BioBuilder Educational Foundation\u003c/a>. She blogs at \u003ca href=\"http://www.gayleallen.net/\">Connecting the Thoughts\u003c/a> and tweets \u003ca href=\"https://twitter.com/GAllenTC\">@GAllenTC\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Deborah Farmer Kris has taught elementary, middle, and high school and served as a charter school administrator. She spent a decade as an associate at Boston University's \u003ca href=\"http://www.bu.edu/ccsr/about-us/\">Center for the Advancement of Ethics and Character\u003c/a> researching, writing, and consulting with schools. She is the mother of two young children.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36450\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36450\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/2708811013_284b9f0f5c_z.jpg\" alt=\"David Robert Bliwas\" width=\"640\" height=\"388\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/2708811013_284b9f0f5c_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/2708811013_284b9f0f5c_z-400x243.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/2708811013_284b9f0f5c_z-320x194.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">David Robert Bliwas\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Gayle Allen and Deborah Farmer Kris \u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">When searching for toys for their kids at chain toy stores, parents typically encounter the following scenario: toy aisles are color-coded pink and blue. They shouldn't bother looking for LEGOS, blocks, and trucks in the pink aisle, and they certainly won't find baby dolls in the blue aisle.\u003c/p>\n\u003cp>While parents, researchers, and educators decry the lack of STEM toys for girls -- and rightly so -- what often goes unnoticed is that assigning genders to toys harms boys, as well. Too often children’s playrooms reinforce gender stereotypes that put boys at risk of failing to gain skills critical for success in life and work. The most important of these? Empathy.\u003c/p>\n\u003cp>\u003ca href=\"https://www.linkedin.com/today/post/article/20140424221331-1407199-why-empathy-is-the-critical-21st-century-skill\">Meg Bear\u003c/a>, Group Vice President of Oracle’s Social Cloud, calls empathy “the critical 21st century skill.” She believes it’s the “difference between good and great” when it comes to personal and professional success. Researchers at \u003ca href=\"http://greatergood.berkeley.edu/\">Greater Good Science Center\u003c/a> out of the \u003ca href=\"http://berkeley.edu/index.html\">University of California, Berkeley\u003c/a>, echo Bear’s assertion. They define empathy as “the ability to sense other people’s emotions, coupled with the ability to imagine what someone else might be thinking or feeling.\u003c/p>\n\u003cp>Why is empathy important? First, empathy breeds courage. In a recent study of nearly 900 youth, ages 11-13, \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/josi.12053/abstract\">Nicola \u003c/a>\u003ca href=\"http://www.google.com/url?q=http%3A%2F%2Fonlinelibrary.wiley.com%2Fdoi%2F10.1111%2Fjosi.12053%2Fabstract&sa=D&sntz=1&usg=AFQjCNGEY0Gui6TUWuqkZXWPzkJzZbsd8A\">Abbott\u003c/a>\u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/josi.12053/abstract\"> and Lindsey Cameron’s, psychology researchers at University of Kent,\u003c/a> found that participants with higher levels of empathy were more likely to engage in “assertive bystander behavior.” In other words, they were willing to stand up to a bully on behalf of someone outside their peer group. This kind of courage can be life changing for a victim of bullying and prevent the damaging effects of social isolation and exclusion that often lead to anxiety and depression.\u003c/p>\n\u003caside class=\"pullquote alignleft\">It’s clear we need to cultivate empathy in all children, but gender stereotypes -- often reinforced in playrooms -- risk leaving boys, in particular, with a social deficit.\u003c/aside>\n\u003cp>Empathy also yields happiness. People with empathy have \u003ca href=\"http://switchandshift.com/empathy-and-good-managers\">stronger interpersonal connections\u003c/a> and are more eager to collaborate, effectively negotiate, demonstrate compassion, and offer support. They’re team players, and employers recognize this. So important has this skill become that a research team in England, after engaging in a six-month review of its schools, submitted a \u003ca href=\"http://www.bbc.com/news/education-25881774\">report\u003c/a> that placed empathy in the top three of important outcomes for its students. Similarly, employers, when asked to compile a list of the “\u003ca href=\"http://www.forbes.com/sites/jacquelynsmith/2013/11/15/the-20-people-skills-you-need-to-succeed-at-work/\">20 People Skills You Need to Succeed at Work\u003c/a>,” placed it fifth.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Empathy drives thoughtful problem solving. Empathic problem solvers put themselves in others’ shoes in a way that allows them to design life-saving \u003ca href=\"http://www.bbc.com/news/business-23817127\">baby warmers\u003c/a>, easily collapsible \u003ca href=\"http://www.thebus.org/howtoride/RulesReg.asp\">baby strollers\u003c/a>, and energy-saving \u003ca href=\"http://www.csmonitor.com/Environment/Energy-Voices/2014/0203/Shareable-economy-Sharing-cars-means-saving-energy\">car sharing services\u003c/a>. In addition, they’re often willing to work with others to solve persistent and, at times, larger problems. Rather than hoarding their knowledge and expertise, they open themselves up to what Greg Satell calls \u003ca href=\"http://www.digitaltonto.com/2013/the-new-era-of-cognitive-collaboration/\">cognitive collaboration\u003c/a>, in order to serve patients, clients, students, and even their respective fields, more effectively.\u003c/p>\n\u003cp>It’s clear we need to cultivate empathy in all children, but gender stereotypes -- often reinforced in playrooms -- risk leaving boys, in particular, with a social deficit.\u003c/p>\n\u003ch3>\u003cstrong>What Parents Can Do\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Play with dolls. \u003c/strong>Parents will find that boys can be just as interested as girls in playing with dolls. Just watch little boys when they interact with an infant: they want to pat the baby's head and see the little toes, and their faces show distress when that baby starts to cry. Recognizing the importance of young children’s interactions with babies for building social skills, organizations like \u003ca href=\"http://www.rootsofempathy.org/en.html\">Roots of Empathy\u003c/a> do just that. They bring babies into elementary school classrooms as part of their empathy building, evidence-based programs. Don’t have a baby at hand? Dolls allow young children to simulate dressing, feeding, calming and caring for babies – particularly if adults participate and model this care. For parents of boys, it’s worth a trip to the pink aisles to find one.\u003c/p>\n\u003cp>\u003cstrong>Pretend play\u003c/strong> helps children self-regulate, develop a strong “theory of mind,” and integrate positive and negative emotions. When kids adopt different personas, they face dilemmas and solve problems “in character” – in essence, they’re taking empathy for a test drive. Play researcher \u003ca href=\"http://medicine.yale.edu/childstudy/zigler/people/dsinger.aspx\">Dorothy Singer\u003c/a>, Senior Researcher at \u003ca href=\"http://medicine.yale.edu/index.aspx\">Yale University’s School of Medicine\u003c/a>, contends that make believe helps children “be anyone they wish.” Through it, they “learn how to cope with feelings, how to bring the large, confusing world into a small, manageable size; and how to become socially adept as they share, take turns and cooperate with each other.” Parents can expand boy’s empathic skills through pretend play by blurring the traditional pink-blue boundary lines. Toy kitchens should co-exist with trucks, doll houses with action figures.\u003c/p>\n\u003cp>\u003cstrong>Read together. \u003c/strong>\u003ca href=\"http://www.sciencemag.org/content/342/6156/377.abstract\">Researchers\u003c/a> have shown that reading fiction promotes empathy. Children’s book author and illustrator, \u003ca href=\"http://blogs.wsj.com/speakeasy/2013/08/07/why-reading-to-children-is-crucial-not-just-for-literacy/\">Anne Dewdney\u003c/a>, echoes that finding when she argues that, “When we open a book, and share our voice and imagination with a child, that child learns to see the world through someone else’s eyes.” Sadly, \u003ca href=\"http://www.theatlantic.com/sexes/archive/2013/05/there-are-plenty-of-reasons-why-parents-may-read-more-with-their-daughters/276054/\">studies\u003c/a> reveal that parents in the U.S., Canada, and Great Britain spend less time reading and telling stories to their sons than to their daughters. In fact, in as early as nine months, researchers found a gender gap in literary activities. To address this, turn to picture books as empathy primers. Together parents and boys can look at a character’s body language and facial expressions and then identify corresponding emotions. Parents can pause while reading to ask: How do you think that make her feel? How would that make you feel? What would help him feel better?\u003c/p>\n\u003cp>Empathy, “\u003ca href=\"http://blogs.wsj.com/speakeasy/2013/08/07/why-reading-to-children-is-crucial-not-just-for-literacy/\">an understanding that other people have feelings, and that those feelings count,\u003c/a>” is a learned behavior. For boys, as for girls, that learning begins in infancy. As University of Wisconsin’s\u003ca href=\"http://well.blogs.nytimes.com/2012/12/10/understanding-how-children-develop-empathy/?_php=true&_type=blogs&_r=0\"> Carolyn Zahn-Waxler\u003c/a> aptly notes, “There is no gene for empathy.” Parents play a key role in nurturing empathy, from explaining others’ feelings to encouraging prosocial behaviors with friends and siblings. Playroom toys and forms of play are equally important. Given all the benefits associated with empathy for success in life and work, it seems like now, more than ever, we need to mind the gap.\u003c/p>\n\u003cp>\u003cem>Gayle Allen spent nearly two decades as a teacher, school leader, and founder of two professional development institutes. She holds an Ed.D. from Teachers College, Columbia University, where she focused her research on teacher learning. Gayle currently serves on the advisory board for \u003ca href=\"http://biobuilder.org/\">BioBuilder Educational Foundation\u003c/a>. She blogs at \u003ca href=\"http://www.gayleallen.net/\">Connecting the Thoughts\u003c/a> and tweets \u003ca href=\"https://twitter.com/GAllenTC\">@GAllenTC\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"officialWebsiteLink": "/californiareport",
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"order": 8
},
"link": "/californiareport",
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},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"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": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"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. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
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