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"content": "\u003cfigure id=\"attachment_34741\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34741\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903.jpg\" alt=\"3113816327_9a3e7bdaff_z-e1395356922903\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">\" credit=\"Flickr: fhwrdh\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap\" style=\"text-align: left\">Stanford psychologist \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\" target=\"_blank\" rel=\"noopener\">Carol Dweck’s work on growth mindsets\u003c/a> has dominated much of the attention around how students can influence their own learning. But there are other ways to help students tap into their own motivation, too. Here are a few other important mindsets to consider.\u003c/p>\n\u003cp>\u003cstrong>Belonging to an academic community:\u003c/strong> Feeling connected to adults and peers at school intellectually, not just socially, through an academic community, is a strong motivator. Feeling a sense of belonging in an intellectual community helps students interpret setbacks as a natural part of learning, and not as a personal deficit that sets them apart.\u003c/p>\n\u003cp>\u003cstrong>Belief in the likelihood of success:\u003c/strong> Students’ belief in their own self-efficacy is a better predictor of academic success than measured ability. Students need to feel that they're likely to succeed in order to sustain the hard work of learning something challenging. When students believe they'll fail, they often don’t invest in the work or devalue the task.\u003c/p>\n\u003cp>\u003cstrong>The work has meaning and value:\u003c/strong> The brain naturally looks for connections. When students find academic work to be relevant to lives, interests, and concerns they're much more likely to work on a task in a sustained way and to perform well. It takes much more energy to focus attention on a task that does not have direct value to the student.\u003c/p>\n\u003cp>\u003cstrong>Belief that abilities and intelligence can grow with effort:\u003c/strong> Known as a growth mindset, (Carol Dweck's theory we refer to above) if students believe the brain is a muscle that must be exercised, they're more likely to interpret setbacks as opportunities to learn and improve. This mindset is associated with the joy of mastering a task, rather than learning for a grade or to outperform others.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>FOSTERING ACADEMIC MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Schools can encourage students to develop these mindsets, but it requires an intentional focus. “One thing we like to do as a school is celebrate kids taking risks and failing and then learning from those failures,” said Stephen Mahoney, principal of \u003ca href=\"http://www.springfieldrenaissanceschool.com/\" target=\"_blank\" rel=\"noopener\">Springfield Renaissance School\u003c/a> on a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\" rel=\"noopener\">Deeper Learning MOOC panel\u003c/a>. The majority of Renaissance students receive free and reduced price lunch and 80 percent are students of color. Even the school’s honor roll is based on effort and perseverance rather than on objective performance. Setting school values in this way sends a strong message to students about what educators see as the most valuable skills school can teach.\u003c/p>\n\u003cp>[contextly_sidebar id=\"936a5b0cc610cbc6837d624b55af8462\"]\u003c/p>\n\u003cp>To help students see learning as a process, their assessments need to reflect the same ethos, including lots of informal feedback so students can improve on their work. “If they did something not very well, and they only get one chance to show what they know, that’s not a very good way to foster a growth mindset,” said \u003ca href=\"https://uei.uchicago.edu/about/staff/camille-farrington\" target=\"_blank\" rel=\"noopener\">Camille Farrington\u003c/a>, research associate at University of Chicago Consortium on Chicago School Research and author of a \u003ca href=\"http://www.hewlett.org/uploads/documents/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\" target=\"_blank\" rel=\"noopener\">white paper \u003c/a>on academic mindsets for the Hewlett Foundation.\u003c/p>\n\u003cp>To avoid that trap, schools can structure failure into the school culture, as Springfield Renaissance has done, so students don’t see a misstep as the end of their ability to succeed. “When students start reading the tea leaves and realize it’s impossible for them to succeed, they give up,” Farrington said. In points-based grading systems, students know when they’ve reached a point at which they can no longer pass, and stop trying.\u003c/p>\n\u003cp>“Students always have mindsets and they're always in the process of affirming the mindsets they already have,” Farrington said. “If they believe that they don’t belong or they can’t really do it then they’ll be looking for confirmation that that’s true.” It’s the teacher’s job to interrupt that negative mindset and turn it around to something positive and adaptive. Researchers have seen the impact of small, experimental interventions on a limited scale, so teachers who see kids every day can have a much bigger effect.\u003c/p>\n\u003cp>To make assessment feel worthwhile to students, and progressive in nature, educators can allow students to show their learning in multiple ways and at multiple stages in the learning process. Allowing students to assess themselves as part of the process creates a thoughtful, recurring time for them to look at their own growth and set new goals.\u003c/p>\n\u003cp>It also helps to give very specific feedback using behavior language. There’s a big difference between, “good job, you got the right answer,” and feedback that points out specific qualities in the work that were well done and how that connects to one of the academic mindsets being fostered or to the student’s stated learning goals.\u003c/p>\n\u003cp>\u003cstrong>TIPS FOR TEACHING MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Influencing how students view themselves as learners is challenging work. Students often won’t respond if a teacher just tells them how they should think -- that creates defensiveness. Instead, a good tactic is to teach them some of the neuroscience around learning, including that the brain is malleable.\u003c/p>\n\u003cp>“You're telling students that when you work on really challenging things that’s when your brain is growing the most,” said Carissa Romero, assistant director of \u003ca href=\"http://www.perts.net/home/about.php\" target=\"_blank\" rel=\"noopener\">Stanford’s PERTS center\u003c/a>, which studies academic motivation. Giving them a reason to care about their approach to learning helps them connect it to their own lives.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Adults in the building have to be very clear that you can’t have a focus on academic mindsets if all you’re going to be focused on is grades.”\u003c/aside>\n\u003cp>Another tactic is to ask students if they exhibited one of the academic mindsets in another area of their lives and help them see how it could apply to learning. When a student exhibits that mindset in school, it can then be identified and connected to the rest of their lives. It’s important in these conversations to honor who students are as people and where they come from.\u003c/p>\n\u003cp>Even in environments where test results dominate the conversation, teachers have control over the language they use. “Even if you're forced to give lots of assessments, the way that you talk about your assessments can promote a growth mindset,” Romero said. “Tell [students] this will help you know where you are, and we can use this together to get you to where you want to be, and help you reach your learning goals.”\u003c/p>\n\u003cp>\u003cstrong>THE TEACHER IS CENTRAL\u003c/strong>\u003c/p>\n\u003cp>“I think the best way to cultivate these academic mindsets is through the type of culture where every adult in the school is on the same page about what we're trying to do and how we're going about it,” said Ed Briceno, CEO of \u003ca href=\"http://www.mindsetworks.com/\" target=\"_blank\" rel=\"noopener\">MindSet Works\u003c/a>, a company offering professional development and curriculum based on Carol Dweck’s research. “And then everything we do on a daily basis fosters those positive academic mindsets.”\u003c/p>\n\u003cp>Creating that kind of culture starts by being honest with students about the kinds of goals educators are working towards and the challenges they faced along the way. “My kids know that I got kicked out of the Peace Corps and that I recovered from getting kicked out the Peace Corps,” said Mahoney. They also know his goal is to better support middle school math. He’s invited students to check in with him about that goal, and they do. By being transparent with students, Mahoney is modeling the kind of approach that he’d like to see students take.\u003c/p>\n\u003cp>“It starts with the conversation you direct in schools and it starts with the examples you set for kids,” Mahoney said. “The kids are watching and they’re making note of that. And it’s important to make this fun. Making it feel like a game for kids is just another way of making it not so bad to fail.”\u003c/p>\n\u003cp>Growth, community, a sense of personal agency, and creating meaningful work are not always the primary goals in many U.S. schools. Too often the conversation is focused on test scores, standards and pacing guides. Educators and researchers working to develop academic mindsets emphasized the importance of school culture to make kids believe in the concepts. “Adults in the building have to be very clear that you can’t have a focus on academic mindsets if all you’re going to be focused on is grades,” said Mahoney.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Fostering academic mindsets is a two-way street and requires teachers to listen to students. “If we’re thinking about what’s required of us as teachers to foster academic mindsets in classrooms -- and thereby foster student development and growth -- it’s a mindset in and of itself,” said Rob Riordan, co-founder of \u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\" rel=\"noopener\">High Tech High\u003c/a> and President of its Graduate School of Education. “It wants to know what students are thinking and how they’re thinking.”\u003c/p>\n\n",
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"excerpt": "Stanford psychologist Carol Dweck’s work on growth mindsets has dominated much of the attention around how students can influence their own learning. But there are other ways to help students tap into their own motivation, too. Here are a few other important mindsets to consider.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34741\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34741\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903.jpg\" alt=\"3113816327_9a3e7bdaff_z-e1395356922903\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">\" credit=\"Flickr: fhwrdh\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap\" style=\"text-align: left\">Stanford psychologist \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\" target=\"_blank\" rel=\"noopener\">Carol Dweck’s work on growth mindsets\u003c/a> has dominated much of the attention around how students can influence their own learning. But there are other ways to help students tap into their own motivation, too. Here are a few other important mindsets to consider.\u003c/p>\n\u003cp>\u003cstrong>Belonging to an academic community:\u003c/strong> Feeling connected to adults and peers at school intellectually, not just socially, through an academic community, is a strong motivator. Feeling a sense of belonging in an intellectual community helps students interpret setbacks as a natural part of learning, and not as a personal deficit that sets them apart.\u003c/p>\n\u003cp>\u003cstrong>Belief in the likelihood of success:\u003c/strong> Students’ belief in their own self-efficacy is a better predictor of academic success than measured ability. Students need to feel that they're likely to succeed in order to sustain the hard work of learning something challenging. When students believe they'll fail, they often don’t invest in the work or devalue the task.\u003c/p>\n\u003cp>\u003cstrong>The work has meaning and value:\u003c/strong> The brain naturally looks for connections. When students find academic work to be relevant to lives, interests, and concerns they're much more likely to work on a task in a sustained way and to perform well. It takes much more energy to focus attention on a task that does not have direct value to the student.\u003c/p>\n\u003cp>\u003cstrong>Belief that abilities and intelligence can grow with effort:\u003c/strong> Known as a growth mindset, (Carol Dweck's theory we refer to above) if students believe the brain is a muscle that must be exercised, they're more likely to interpret setbacks as opportunities to learn and improve. This mindset is associated with the joy of mastering a task, rather than learning for a grade or to outperform others.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>FOSTERING ACADEMIC MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Schools can encourage students to develop these mindsets, but it requires an intentional focus. “One thing we like to do as a school is celebrate kids taking risks and failing and then learning from those failures,” said Stephen Mahoney, principal of \u003ca href=\"http://www.springfieldrenaissanceschool.com/\" target=\"_blank\" rel=\"noopener\">Springfield Renaissance School\u003c/a> on a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\" rel=\"noopener\">Deeper Learning MOOC panel\u003c/a>. The majority of Renaissance students receive free and reduced price lunch and 80 percent are students of color. Even the school’s honor roll is based on effort and perseverance rather than on objective performance. Setting school values in this way sends a strong message to students about what educators see as the most valuable skills school can teach.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>To help students see learning as a process, their assessments need to reflect the same ethos, including lots of informal feedback so students can improve on their work. “If they did something not very well, and they only get one chance to show what they know, that’s not a very good way to foster a growth mindset,” said \u003ca href=\"https://uei.uchicago.edu/about/staff/camille-farrington\" target=\"_blank\" rel=\"noopener\">Camille Farrington\u003c/a>, research associate at University of Chicago Consortium on Chicago School Research and author of a \u003ca href=\"http://www.hewlett.org/uploads/documents/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\" target=\"_blank\" rel=\"noopener\">white paper \u003c/a>on academic mindsets for the Hewlett Foundation.\u003c/p>\n\u003cp>To avoid that trap, schools can structure failure into the school culture, as Springfield Renaissance has done, so students don’t see a misstep as the end of their ability to succeed. “When students start reading the tea leaves and realize it’s impossible for them to succeed, they give up,” Farrington said. In points-based grading systems, students know when they’ve reached a point at which they can no longer pass, and stop trying.\u003c/p>\n\u003cp>“Students always have mindsets and they're always in the process of affirming the mindsets they already have,” Farrington said. “If they believe that they don’t belong or they can’t really do it then they’ll be looking for confirmation that that’s true.” It’s the teacher’s job to interrupt that negative mindset and turn it around to something positive and adaptive. Researchers have seen the impact of small, experimental interventions on a limited scale, so teachers who see kids every day can have a much bigger effect.\u003c/p>\n\u003cp>To make assessment feel worthwhile to students, and progressive in nature, educators can allow students to show their learning in multiple ways and at multiple stages in the learning process. Allowing students to assess themselves as part of the process creates a thoughtful, recurring time for them to look at their own growth and set new goals.\u003c/p>\n\u003cp>It also helps to give very specific feedback using behavior language. There’s a big difference between, “good job, you got the right answer,” and feedback that points out specific qualities in the work that were well done and how that connects to one of the academic mindsets being fostered or to the student’s stated learning goals.\u003c/p>\n\u003cp>\u003cstrong>TIPS FOR TEACHING MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Influencing how students view themselves as learners is challenging work. Students often won’t respond if a teacher just tells them how they should think -- that creates defensiveness. Instead, a good tactic is to teach them some of the neuroscience around learning, including that the brain is malleable.\u003c/p>\n\u003cp>“You're telling students that when you work on really challenging things that’s when your brain is growing the most,” said Carissa Romero, assistant director of \u003ca href=\"http://www.perts.net/home/about.php\" target=\"_blank\" rel=\"noopener\">Stanford’s PERTS center\u003c/a>, which studies academic motivation. Giving them a reason to care about their approach to learning helps them connect it to their own lives.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Adults in the building have to be very clear that you can’t have a focus on academic mindsets if all you’re going to be focused on is grades.”\u003c/aside>\n\u003cp>Another tactic is to ask students if they exhibited one of the academic mindsets in another area of their lives and help them see how it could apply to learning. When a student exhibits that mindset in school, it can then be identified and connected to the rest of their lives. It’s important in these conversations to honor who students are as people and where they come from.\u003c/p>\n\u003cp>Even in environments where test results dominate the conversation, teachers have control over the language they use. “Even if you're forced to give lots of assessments, the way that you talk about your assessments can promote a growth mindset,” Romero said. “Tell [students] this will help you know where you are, and we can use this together to get you to where you want to be, and help you reach your learning goals.”\u003c/p>\n\u003cp>\u003cstrong>THE TEACHER IS CENTRAL\u003c/strong>\u003c/p>\n\u003cp>“I think the best way to cultivate these academic mindsets is through the type of culture where every adult in the school is on the same page about what we're trying to do and how we're going about it,” said Ed Briceno, CEO of \u003ca href=\"http://www.mindsetworks.com/\" target=\"_blank\" rel=\"noopener\">MindSet Works\u003c/a>, a company offering professional development and curriculum based on Carol Dweck’s research. “And then everything we do on a daily basis fosters those positive academic mindsets.”\u003c/p>\n\u003cp>Creating that kind of culture starts by being honest with students about the kinds of goals educators are working towards and the challenges they faced along the way. “My kids know that I got kicked out of the Peace Corps and that I recovered from getting kicked out the Peace Corps,” said Mahoney. They also know his goal is to better support middle school math. He’s invited students to check in with him about that goal, and they do. By being transparent with students, Mahoney is modeling the kind of approach that he’d like to see students take.\u003c/p>\n\u003cp>“It starts with the conversation you direct in schools and it starts with the examples you set for kids,” Mahoney said. “The kids are watching and they’re making note of that. And it’s important to make this fun. Making it feel like a game for kids is just another way of making it not so bad to fail.”\u003c/p>\n\u003cp>Growth, community, a sense of personal agency, and creating meaningful work are not always the primary goals in many U.S. schools. Too often the conversation is focused on test scores, standards and pacing guides. Educators and researchers working to develop academic mindsets emphasized the importance of school culture to make kids believe in the concepts. “Adults in the building have to be very clear that you can’t have a focus on academic mindsets if all you’re going to be focused on is grades,” said Mahoney.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Fostering academic mindsets is a two-way street and requires teachers to listen to students. “If we’re thinking about what’s required of us as teachers to foster academic mindsets in classrooms -- and thereby foster student development and growth -- it’s a mindset in and of itself,” said Rob Riordan, co-founder of \u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\" rel=\"noopener\">High Tech High\u003c/a> and President of its Graduate School of Education. “It wants to know what students are thinking and how they’re thinking.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can Focus On 'Grit' Work In School Cultures That Reward Grades?",
"title": "Can Focus On 'Grit' Work In School Cultures That Reward Grades?",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_34549\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-34549\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/grit-3_slide-128b878762253cdb7a209c1135e3062f9c6d4a76-s40-c85-640x426.jpg\" alt=\" At the Lenox Academy in Brooklyn, N.Y., educators try to teach kids to see struggle as a normal part of learning. \" width=\"640\" height=\"426\">\u003cfigcaption class=\"wp-caption-text\">By Tovia SmithAt the Lenox Academy in Brooklyn, N.Y., educators try to teach kids to see struggle as a normal part of learning.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It's become the new buzz phrase in education: \"Got grit?\"\u003c/p>\n\u003cp>Around the nation, schools are beginning to see grit as key to students' success — and just as important to teach as reading and math.\u003c/p>\n\u003cp>Experts define grit as persistence, determination and resilience; it's that \u003cem>je ne sais quoi\u003c/em> that drives one kid to practice trumpet or study Spanish for hours — or years — on end, while another quits after the first setback.\u003c/p>\n\u003cp>\"This quality of being able to sustain your passions, and also work really hard at them, over really disappointingly long periods of time, that's grit,\" says Angela Duckworth, a psychology professor at the University of Pennsylvania who coined the term \"grit\" — and won a MacArthur \"genius grant\" for it.\u003c/p>\n\u003cp>\"It's a very, I think, American idea in some ways — really pursuing something against all odds,\" she says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Duckworth says \u003ca href=\"https://sites.sas.upenn.edu/duckworth/pages/research\" target=\"_blank\">her research\u003c/a> shows grit is actually a better predictor of success than IQ or other measures when it comes to achievements as varied as graduating from West Point or winning the National Spelling Bee.\u003c/p>\n\u003cp>Even the Obama administration is now on the \"grit\" bandwagon. A \u003ca href=\"http://www.ed.gov/edblogs/technology/files/2013/02/OET-Draft-Grit-Report-2-17-13.pdf\" target=\"_blank\">2013 report\u003c/a> from the Department of Education laments that kids are learning to \"do school,\" but aren't learning the skills they need in life.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>But \u003cem>can\u003c/em> grit be taught?\u003c/p>\n\u003cp>\"I hope so,\" says Duckworth, \"but I don't think we have enough evidence to know with certainty that we can do so.\" Part of the problem is figuring out how to assess grit. Duckworth says \"these things are really hard to measure with fidelity.\"\u003c/p>\n\u003cp>Even so, many schools around the nation have embarked on their own experiments — they see the promise of the concept as too great to wait.\u003c/p>\n\u003cp>\u003cstrong>Letting Kids 'Hit The Wall'\u003c/strong>\u003c/p>\n\u003cp>Jason Baehr\u003cstrong>\u003c/strong>, a philosophy professor at Loyola Marymount University, recently launched the Intellectual Virtues Academy in Long Beach, Calif. It's a charter middle school that's a kind of petri dish for grit, along with other so-called virtues like intellectual courage and curiosity.\u003c/p>\n\u003cp>\"This is all anecdotal at this point,\" Baehr says. \"But I'll say from our experience in the school, I see [kids learning to be grittier] all the time. ... You can create a classroom culture in which struggle and risk-taking is valued more than just getting the right answer.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The more we focus on [grit] ... the less likely it is that we make the kind of changes that can help our children go to better schools.\"\u003c/aside>\n\u003cp>One way to make kids more tenacious, the thinking goes, is to show them how grit has been important to the success of others, and how mistakes and failures are normal parts of learning — \u003cem>not\u003c/em> reasons to quit.\u003c/p>\n\u003cp>That message underlies every lesson at the Lenox Academy for Gifted Middle School Students in Brooklyn, N.Y., a public school that has been trying to make kids grittier for the past three years. On a recent day, in a typical lesson, a social studies class is studying Steve Jobs. Kids raise their hands to offer examples of Jobs' grit.\u003c/p>\n\u003cp>\"He had failed one of the Mac projects he was creating,\" says one student.\u003c/p>\n\u003cp>\"He used his mistakes to help him along his journey,\" says another.\u003c/p>\n\u003cp>Students also get to practice being gritty themselves. When a kid struggles to answer a question, for example, teachers resist the urge to swoop in and offer hints. Instead, they let students squirm a little through an awkward silence. The idea is to get kids \u003cem>comfortable\u003c/em> with struggle so they see it as just a normal part of learning.\u003c/p>\n\u003cp>Tom Hoerr leads the New City School, a private elementary school in St. Louis, Mo., that has also been working on grit. \"One of the sayings that you hear around here a great deal is, 'If our kids have graduated from here with nothing but success, then we have failed them, because they haven't learned how to respond to frustration and failure.' \"\u003c/p>\n\u003cp>After years of focusing on the theory known as \"multiple intelligences\" and trying to teach kids in their own style, Hoerr says he's now pulling kids out of their comfort zones intentionally.\u003c/p>\n\u003cp>\"The message is that life isn't always easy,\" Hoerr says. His goal is to make sure \"that no matter how talented [students are], they hit the wall, so they can learn to pick themselves up, hit the wall again and pick themselves up again, and ultimately persevere and succeed.\"\u003c/p>\n\u003cp>It is a major adjustment for everyone — perhaps most of all for parents. \"It's really easy to talk about in the abstract,\" Hoerr says. \"Parents love the notion of grit; they all want their kids to have it. However ... no parent wants their kid to cry.\"\u003c/p>\n\u003cp>\u003cstrong>\u003cimg class=\"alignright size-medium wp-image-34545\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/grit-2-c4c2553c97573943e390bdaf191ebd556557ffb7-300x224.jpg\" alt=\"Christa Quint teaches a math class at the Lenox Academy. Teachers at the school resist the urge to offer hints when a student struggles with a question.\" width=\"300\" height=\"224\">Changing Mindsets To Help Kids Persevere \u003c/strong>\u003c/p>\n\u003cp>In order to get parents and kids on board with the idea of struggle, educators say, they first need to be convinced that their struggle is likely to pay off. Or, as Stanford University professor Carol Dweck puts it, they need to have a \"growth mindset\" — the belief that success comes from effort — and not a \"fixed mindset\" — the notion that people succeed because they are born with a \"gift\" of intelligence or talent.\u003c/p>\n\u003cp>\"It's really hard to have high tolerance if you believe that your abilities or intelligence are fixed,\" says Eduardo Briceno, CEO of Mindset Works, a company he co-founded with Dweck. \"Because if you believe 'I can't change my own abilities,' then trying hard doesn't make any sense. It's like pounding your head against the wall.\"\u003c/p>\n\u003cp>Indeed, educators say they see it all the time: Kids with fixed mindsets who think they just don't have the \"gift\" don't bother applying themselves. Conversely, kids with fixed mindsets who were always told they were \"gifted\" and skated through school tend to crumble when they hit their first challenge; rather than risk looking like a loser, they just quit.\u003c/p>\n\u003cp>\"Kids came to our middle school, and when that curriculum got tough, a majority of them retreated,\" says Joe Giamportone, assistant principal of Lenox Academy. \"Performance declined over the course of three years.\"\u003c/p>\n\u003cp>Seventh-grader Jamal Parris is typical. After arriving at Lenox Academy, he began to struggle in math.\u003c/p>\n\u003cp>\"I started thinking that I wasn't that smart and I didn't deserve to make it into this school,\" says Parris. \"When I was in fifth grade, I used to be so good at math. And then when I came to Lenox Academy, like, I just hit a wall. I was like, '\u003cem>Whaaat\u003c/em>? Letters in math?!'\u003c/p>\n\u003cp>\"I couldn't understand anything,\" he continues. \"Some days I wouldn't even go home to study, because I was like, 'I'm just gonna get a low grade anyway, even if I study.' \"\u003c/p>\n\u003cp>That's what launched Giamportone on a kind of crusade three years ago to root out that kind of fixed mindset. Since then, he says, everyone at school has done such a mental and cultural 180 that even the very name of the Lenox Academy for Gifted Middle School Students is like a dirty word.\u003c/p>\n\u003cp>\"We don't use the word 'gifted' — \u003cem>ever\u003c/em>,\" \u003cspan style=\"color: #666699\">Giamportone\u003c/span> says. \"In our school, you will \u003cem>never\u003c/em> hear it.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch3>\u003cspan style=\"color: #808080\">Testing For Grit And Mindset\u003c/span>\u003c/h3>\n\u003cdiv>\n\u003cp>\u003cspan style=\"color: #808080\">University of Pennsylvania psychology professor Angela Duckworth says \"grit\" can be a better predictor of success than IQ or other measures. You can take a \u003ca href=\"https://sasupenn.qualtrics.com/SE/?SID=SV_06f6QSOS2pZW9qR\" target=\"_blank\">\"grit scale quiz\" here\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #808080\">Carol Dweck, a professor of psychology at Stanford University, has championed the notion of a \"growth mindset,\" the belief that success comes from effort, not innate intelligence or talent. Take her \u003ca href=\"http://mindsetonline.com/testyourmindset/step1.php\" target=\"_blank\">\"mindset\" test here\u003c/a>.\u003c/span>\u003c/p>\n\u003c/div>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>\" 'Smart' is like a curse,\" adds social studies teacher June Davenport.\u003c/p>\n\u003cp>Instead, the school is plastered with signs and handmade posters promoting a \"growth mindset.\"\u003c/p>\n\u003cp>\"This is a term in every class: 'Use the growth mindset. Have the growth mindset,' \" says eighth-grader Alina Blaze. \"You can put forth the effort to get something that you want.\"\u003c/p>\n\u003cp>The message is not unlike what Grandma always said: \"You can do anything,\" \"Just practice, practice, practice,\" and, \"Don't give up!\" But Blaze says what convinced her was the science.\u003c/p>\n\u003cp>The Mindset Works curriculum starts with Brainology, a kid-friendly computer-animated crash course in how the brain works like a muscle; the more you use it, the stronger it gets.\u003c/p>\n\u003cp>\"I learned how, every single day, the more you learn things, the more neurons that pop out of your brain,\" says sixth-grader Nyashka Laurore. Even after a few lessons, she says, she stopped feeling like school was just something she couldn't do.\u003c/p>\n\u003cp>\u003cstrong>Changing Approaches In The Classroom\u003c/strong>\u003c/p>\n\u003cp>The focus is always more on putting out effort than on getting the right answers. Teachers have been trained to change the way they see students, and how they speak to them.\u003c/p>\n\u003cp>[contextly_sidebar id=\"5b3d60e76efce255499c3a84ce4c8eba\"]\u003c/p>\n\u003cp>Kids no longer hear \"You're so smart!\" or \"Brilliant!\" Rather, teachers praise students for their focus and determination. \"You must have worked really hard!\" or \"To have performed this well, you must have put out a lot of effort.\"\u003c/p>\n\u003cp>The adjustment isn't always easy for teachers trained to focus on hitting high scores on standardized tests. \"It's really hard in certain subject areas to say that your process is more important than your product,\" says science teacher Nicole Trubnikov. \"But that is the underlying principle of this program — to say that it's all the effort that you put in that's most important.\"\u003c/p>\n\u003cp>Some schools even grade students on \"growth mindset\" and \"grit.\" It doesn't make it onto report cards at Lenox, but kids do get evaluated on it in class by teachers — and by other kids\u003cem>. \u003c/em>\u003c/p>\n\u003cp>In one history class, for example, eighth-graders observe their classmates discussing a reading passage, and then rate them on things like \"learning from past mistakes.\"\u003c/p>\n\u003cp>\"Normally, Timothy, he likes to talk to his friends outside of the group and, like, interrupt, and he don't pay attention that well, but he's able to take charge,\" offers one student.\u003c/p>\n\u003cp>\"If I was an outsider and I was hearing this conversation, I might think that this was some kind of hippie-dippy love fest,\" concedes the teacher, Nathan Cearley. \"But what you see is actually a more rigorous and risky learning environment.\"\u003c/p>\n\u003cp>In three years, Cearley says, he's seen kids grow less afraid of making mistakes, and more willing to ask for help. Test scores at Lenox have jumped 10 to 15 points.\u003c/p>\n\u003cp>\u003cstrong>The Latest Fad In Education?\u003c/strong>\u003c/p>\n\u003cp>The number of schools using Brainology is expected to double this year, from 500 to 1,000. But even Briceno concedes they are still just small islands in a culture that may give lip service to earning an \"A for effort,\" but that still rewards grades and scores above all.\u003c/p>\n\u003cp>Angela Duckworth, the grit guru who's also experimenting with making middle-schoolers grittier, agrees. A limited intervention, she says, if not consistently reinforced in and out of school, can only have limited results. \"We don't know whether we've had any effect — the jury's out,\" says Duckworth. \"It just seems to me extremely implausible that that's going to permanently and impressively change a child.\"\u003c/p>\n\u003cp>Indeed, even after three years at Lenox Academy, sometimes all it takes is one bad test score for kids to lapse back into the old mindset of \"I'm just not good at math.\"\u003c/p>\n\u003cp>\"Grit as a goal seems to be multiply flawed and very disturbing,\" says education writer Alfie Kohn. For starters, he says, \"the benefits of failure are vastly overstated, and the assumption that kids will pick themselves up and try even harder next time, darn it — that's wishful thinking.\"\u003c/p>\n\u003cp>Kohn sees the focus on grit as just the latest fad in education that will soon \"burn itself out,\" like many have before. He doesn't believe that kids today are any less gritty than before. And he says the research showing that gritty people tend to be more successful doesn't really offer any new insight. As Kohn put it, \"It's a pure circular assumption, like persistent people persist.\"\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>Besides, Kohn says, if there's a problem with how kids are learning, the onus should be on schools to get better at how they teach — not on kids to get better at enduring more of the same.\u003c/p>\n\u003cp>\"Grit's taken off as a fad in education, because that's a convenient distraction that doesn't address the pedagogical and curricular problems in the schools,\" he says. \"But the more we focus on [grit] ... the less likely it is that we make the kind of changes that can help our children go to better schools.\"\u003c/p>\n\u003cp>Some have also raised concerns about grading kids on grit and with calling grit a \"good character trait\" or a \"virtue.\" As University of Pennsylvania education professor Joan Goodman puts it, those are very loaded words with moral overtones.\u003c/p>\n\u003cp>\"The language is important, because you're talking about virtues, you're talking about character, and ... you don't want to generate the notion that you are a bad kid if you are not gritty, and you're a good kid if you are,\" says Goodman.\u003c/p>\n\u003cp>Besides, Goodman says, grit may not be a character trait at all, but rather a byproduct of other traits, like confidence, courage and curiosity. And, she says, people can be gritty in some things but not others\u003cem>. \u003c/em>A kid might be passionate about chess, for example, but completely disengaged in chemistry class.\u003c/p>\n\u003cp>That's a point well taken by Duckworth. She agrees that schools, teachers and parents all share in the responsibility to help inspire kids so they're intrinsically motivated.\u003c/p>\n\u003cp>\"I don't think people can become truly gritty and great at things they don't love,\" Duckworth says. \"So when we try to develop grit in kids, we also need to find and help them cultivate their passions. That's as much a part of the equation here as the hard work and the persistence.\"\u003c/p>\n\u003cp>It's a little bit of a chicken-and-egg kind of question. Passion may drive kids to be gritty, but being gritty and able to tolerate failure also enables kids to develop and pursue a passion.\u003c/p>\n\u003cp>Just ask eighth-grader Alina Blaze. Several years ago, she quit the viola out of fear that she would embarrass herself. \"I found it so difficult to learn, and I said, 'I'm just not good at this, so I might as well not try,' \" she says. \"And soon enough, I just put my viola up there on top of the closet, and that was the end of that.\"\u003c/p>\n\u003cp>But now, three years into the growth-mindset training at Lenox Academy, Blaze says, she believes \"you \u003cem>can\u003c/em> teach old dogs new tricks.\"\u003c/p>\n\u003cp>\"I think that if I just put in enough effort I can be the next Yow Ming,\" she declares. As her classmates begin to giggle beside her, she stammers, \"I mean, Yo-Yo Ming. I mean, Yo-Yo Ma!\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Mistakes like that one will always be embarrassing, Blaze says. But now, she recovers more easily. She's one who got the message, as they say around here, that the secret to success is failure.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Does+Teaching+Kids+To+Get+%27Gritty%27+Help+Them+Get+Ahead%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34549\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-34549\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/grit-3_slide-128b878762253cdb7a209c1135e3062f9c6d4a76-s40-c85-640x426.jpg\" alt=\" At the Lenox Academy in Brooklyn, N.Y., educators try to teach kids to see struggle as a normal part of learning. \" width=\"640\" height=\"426\">\u003cfigcaption class=\"wp-caption-text\">By Tovia SmithAt the Lenox Academy in Brooklyn, N.Y., educators try to teach kids to see struggle as a normal part of learning.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It's become the new buzz phrase in education: \"Got grit?\"\u003c/p>\n\u003cp>Around the nation, schools are beginning to see grit as key to students' success — and just as important to teach as reading and math.\u003c/p>\n\u003cp>Experts define grit as persistence, determination and resilience; it's that \u003cem>je ne sais quoi\u003c/em> that drives one kid to practice trumpet or study Spanish for hours — or years — on end, while another quits after the first setback.\u003c/p>\n\u003cp>\"This quality of being able to sustain your passions, and also work really hard at them, over really disappointingly long periods of time, that's grit,\" says Angela Duckworth, a psychology professor at the University of Pennsylvania who coined the term \"grit\" — and won a MacArthur \"genius grant\" for it.\u003c/p>\n\u003cp>\"It's a very, I think, American idea in some ways — really pursuing something against all odds,\" she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Duckworth says \u003ca href=\"https://sites.sas.upenn.edu/duckworth/pages/research\" target=\"_blank\">her research\u003c/a> shows grit is actually a better predictor of success than IQ or other measures when it comes to achievements as varied as graduating from West Point or winning the National Spelling Bee.\u003c/p>\n\u003cp>Even the Obama administration is now on the \"grit\" bandwagon. A \u003ca href=\"http://www.ed.gov/edblogs/technology/files/2013/02/OET-Draft-Grit-Report-2-17-13.pdf\" target=\"_blank\">2013 report\u003c/a> from the Department of Education laments that kids are learning to \"do school,\" but aren't learning the skills they need in life.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>But \u003cem>can\u003c/em> grit be taught?\u003c/p>\n\u003cp>\"I hope so,\" says Duckworth, \"but I don't think we have enough evidence to know with certainty that we can do so.\" Part of the problem is figuring out how to assess grit. Duckworth says \"these things are really hard to measure with fidelity.\"\u003c/p>\n\u003cp>Even so, many schools around the nation have embarked on their own experiments — they see the promise of the concept as too great to wait.\u003c/p>\n\u003cp>\u003cstrong>Letting Kids 'Hit The Wall'\u003c/strong>\u003c/p>\n\u003cp>Jason Baehr\u003cstrong>\u003c/strong>, a philosophy professor at Loyola Marymount University, recently launched the Intellectual Virtues Academy in Long Beach, Calif. It's a charter middle school that's a kind of petri dish for grit, along with other so-called virtues like intellectual courage and curiosity.\u003c/p>\n\u003cp>\"This is all anecdotal at this point,\" Baehr says. \"But I'll say from our experience in the school, I see [kids learning to be grittier] all the time. ... You can create a classroom culture in which struggle and risk-taking is valued more than just getting the right answer.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The more we focus on [grit] ... the less likely it is that we make the kind of changes that can help our children go to better schools.\"\u003c/aside>\n\u003cp>One way to make kids more tenacious, the thinking goes, is to show them how grit has been important to the success of others, and how mistakes and failures are normal parts of learning — \u003cem>not\u003c/em> reasons to quit.\u003c/p>\n\u003cp>That message underlies every lesson at the Lenox Academy for Gifted Middle School Students in Brooklyn, N.Y., a public school that has been trying to make kids grittier for the past three years. On a recent day, in a typical lesson, a social studies class is studying Steve Jobs. Kids raise their hands to offer examples of Jobs' grit.\u003c/p>\n\u003cp>\"He had failed one of the Mac projects he was creating,\" says one student.\u003c/p>\n\u003cp>\"He used his mistakes to help him along his journey,\" says another.\u003c/p>\n\u003cp>Students also get to practice being gritty themselves. When a kid struggles to answer a question, for example, teachers resist the urge to swoop in and offer hints. Instead, they let students squirm a little through an awkward silence. The idea is to get kids \u003cem>comfortable\u003c/em> with struggle so they see it as just a normal part of learning.\u003c/p>\n\u003cp>Tom Hoerr leads the New City School, a private elementary school in St. Louis, Mo., that has also been working on grit. \"One of the sayings that you hear around here a great deal is, 'If our kids have graduated from here with nothing but success, then we have failed them, because they haven't learned how to respond to frustration and failure.' \"\u003c/p>\n\u003cp>After years of focusing on the theory known as \"multiple intelligences\" and trying to teach kids in their own style, Hoerr says he's now pulling kids out of their comfort zones intentionally.\u003c/p>\n\u003cp>\"The message is that life isn't always easy,\" Hoerr says. His goal is to make sure \"that no matter how talented [students are], they hit the wall, so they can learn to pick themselves up, hit the wall again and pick themselves up again, and ultimately persevere and succeed.\"\u003c/p>\n\u003cp>It is a major adjustment for everyone — perhaps most of all for parents. \"It's really easy to talk about in the abstract,\" Hoerr says. \"Parents love the notion of grit; they all want their kids to have it. However ... no parent wants their kid to cry.\"\u003c/p>\n\u003cp>\u003cstrong>\u003cimg class=\"alignright size-medium wp-image-34545\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/grit-2-c4c2553c97573943e390bdaf191ebd556557ffb7-300x224.jpg\" alt=\"Christa Quint teaches a math class at the Lenox Academy. Teachers at the school resist the urge to offer hints when a student struggles with a question.\" width=\"300\" height=\"224\">Changing Mindsets To Help Kids Persevere \u003c/strong>\u003c/p>\n\u003cp>In order to get parents and kids on board with the idea of struggle, educators say, they first need to be convinced that their struggle is likely to pay off. Or, as Stanford University professor Carol Dweck puts it, they need to have a \"growth mindset\" — the belief that success comes from effort — and not a \"fixed mindset\" — the notion that people succeed because they are born with a \"gift\" of intelligence or talent.\u003c/p>\n\u003cp>\"It's really hard to have high tolerance if you believe that your abilities or intelligence are fixed,\" says Eduardo Briceno, CEO of Mindset Works, a company he co-founded with Dweck. \"Because if you believe 'I can't change my own abilities,' then trying hard doesn't make any sense. It's like pounding your head against the wall.\"\u003c/p>\n\u003cp>Indeed, educators say they see it all the time: Kids with fixed mindsets who think they just don't have the \"gift\" don't bother applying themselves. Conversely, kids with fixed mindsets who were always told they were \"gifted\" and skated through school tend to crumble when they hit their first challenge; rather than risk looking like a loser, they just quit.\u003c/p>\n\u003cp>\"Kids came to our middle school, and when that curriculum got tough, a majority of them retreated,\" says Joe Giamportone, assistant principal of Lenox Academy. \"Performance declined over the course of three years.\"\u003c/p>\n\u003cp>Seventh-grader Jamal Parris is typical. After arriving at Lenox Academy, he began to struggle in math.\u003c/p>\n\u003cp>\"I started thinking that I wasn't that smart and I didn't deserve to make it into this school,\" says Parris. \"When I was in fifth grade, I used to be so good at math. And then when I came to Lenox Academy, like, I just hit a wall. I was like, '\u003cem>Whaaat\u003c/em>? Letters in math?!'\u003c/p>\n\u003cp>\"I couldn't understand anything,\" he continues. \"Some days I wouldn't even go home to study, because I was like, 'I'm just gonna get a low grade anyway, even if I study.' \"\u003c/p>\n\u003cp>That's what launched Giamportone on a kind of crusade three years ago to root out that kind of fixed mindset. Since then, he says, everyone at school has done such a mental and cultural 180 that even the very name of the Lenox Academy for Gifted Middle School Students is like a dirty word.\u003c/p>\n\u003cp>\"We don't use the word 'gifted' — \u003cem>ever\u003c/em>,\" \u003cspan style=\"color: #666699\">Giamportone\u003c/span> says. \"In our school, you will \u003cem>never\u003c/em> hear it.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch3>\u003cspan style=\"color: #808080\">Testing For Grit And Mindset\u003c/span>\u003c/h3>\n\u003cdiv>\n\u003cp>\u003cspan style=\"color: #808080\">University of Pennsylvania psychology professor Angela Duckworth says \"grit\" can be a better predictor of success than IQ or other measures. You can take a \u003ca href=\"https://sasupenn.qualtrics.com/SE/?SID=SV_06f6QSOS2pZW9qR\" target=\"_blank\">\"grit scale quiz\" here\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #808080\">Carol Dweck, a professor of psychology at Stanford University, has championed the notion of a \"growth mindset,\" the belief that success comes from effort, not innate intelligence or talent. Take her \u003ca href=\"http://mindsetonline.com/testyourmindset/step1.php\" target=\"_blank\">\"mindset\" test here\u003c/a>.\u003c/span>\u003c/p>\n\u003c/div>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>\" 'Smart' is like a curse,\" adds social studies teacher June Davenport.\u003c/p>\n\u003cp>Instead, the school is plastered with signs and handmade posters promoting a \"growth mindset.\"\u003c/p>\n\u003cp>\"This is a term in every class: 'Use the growth mindset. Have the growth mindset,' \" says eighth-grader Alina Blaze. \"You can put forth the effort to get something that you want.\"\u003c/p>\n\u003cp>The message is not unlike what Grandma always said: \"You can do anything,\" \"Just practice, practice, practice,\" and, \"Don't give up!\" But Blaze says what convinced her was the science.\u003c/p>\n\u003cp>The Mindset Works curriculum starts with Brainology, a kid-friendly computer-animated crash course in how the brain works like a muscle; the more you use it, the stronger it gets.\u003c/p>\n\u003cp>\"I learned how, every single day, the more you learn things, the more neurons that pop out of your brain,\" says sixth-grader Nyashka Laurore. Even after a few lessons, she says, she stopped feeling like school was just something she couldn't do.\u003c/p>\n\u003cp>\u003cstrong>Changing Approaches In The Classroom\u003c/strong>\u003c/p>\n\u003cp>The focus is always more on putting out effort than on getting the right answers. Teachers have been trained to change the way they see students, and how they speak to them.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Kids no longer hear \"You're so smart!\" or \"Brilliant!\" Rather, teachers praise students for their focus and determination. \"You must have worked really hard!\" or \"To have performed this well, you must have put out a lot of effort.\"\u003c/p>\n\u003cp>The adjustment isn't always easy for teachers trained to focus on hitting high scores on standardized tests. \"It's really hard in certain subject areas to say that your process is more important than your product,\" says science teacher Nicole Trubnikov. \"But that is the underlying principle of this program — to say that it's all the effort that you put in that's most important.\"\u003c/p>\n\u003cp>Some schools even grade students on \"growth mindset\" and \"grit.\" It doesn't make it onto report cards at Lenox, but kids do get evaluated on it in class by teachers — and by other kids\u003cem>. \u003c/em>\u003c/p>\n\u003cp>In one history class, for example, eighth-graders observe their classmates discussing a reading passage, and then rate them on things like \"learning from past mistakes.\"\u003c/p>\n\u003cp>\"Normally, Timothy, he likes to talk to his friends outside of the group and, like, interrupt, and he don't pay attention that well, but he's able to take charge,\" offers one student.\u003c/p>\n\u003cp>\"If I was an outsider and I was hearing this conversation, I might think that this was some kind of hippie-dippy love fest,\" concedes the teacher, Nathan Cearley. \"But what you see is actually a more rigorous and risky learning environment.\"\u003c/p>\n\u003cp>In three years, Cearley says, he's seen kids grow less afraid of making mistakes, and more willing to ask for help. Test scores at Lenox have jumped 10 to 15 points.\u003c/p>\n\u003cp>\u003cstrong>The Latest Fad In Education?\u003c/strong>\u003c/p>\n\u003cp>The number of schools using Brainology is expected to double this year, from 500 to 1,000. But even Briceno concedes they are still just small islands in a culture that may give lip service to earning an \"A for effort,\" but that still rewards grades and scores above all.\u003c/p>\n\u003cp>Angela Duckworth, the grit guru who's also experimenting with making middle-schoolers grittier, agrees. A limited intervention, she says, if not consistently reinforced in and out of school, can only have limited results. \"We don't know whether we've had any effect — the jury's out,\" says Duckworth. \"It just seems to me extremely implausible that that's going to permanently and impressively change a child.\"\u003c/p>\n\u003cp>Indeed, even after three years at Lenox Academy, sometimes all it takes is one bad test score for kids to lapse back into the old mindset of \"I'm just not good at math.\"\u003c/p>\n\u003cp>\"Grit as a goal seems to be multiply flawed and very disturbing,\" says education writer Alfie Kohn. For starters, he says, \"the benefits of failure are vastly overstated, and the assumption that kids will pick themselves up and try even harder next time, darn it — that's wishful thinking.\"\u003c/p>\n\u003cp>Kohn sees the focus on grit as just the latest fad in education that will soon \"burn itself out,\" like many have before. He doesn't believe that kids today are any less gritty than before. And he says the research showing that gritty people tend to be more successful doesn't really offer any new insight. As Kohn put it, \"It's a pure circular assumption, like persistent people persist.\"\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>Besides, Kohn says, if there's a problem with how kids are learning, the onus should be on schools to get better at how they teach — not on kids to get better at enduring more of the same.\u003c/p>\n\u003cp>\"Grit's taken off as a fad in education, because that's a convenient distraction that doesn't address the pedagogical and curricular problems in the schools,\" he says. \"But the more we focus on [grit] ... the less likely it is that we make the kind of changes that can help our children go to better schools.\"\u003c/p>\n\u003cp>Some have also raised concerns about grading kids on grit and with calling grit a \"good character trait\" or a \"virtue.\" As University of Pennsylvania education professor Joan Goodman puts it, those are very loaded words with moral overtones.\u003c/p>\n\u003cp>\"The language is important, because you're talking about virtues, you're talking about character, and ... you don't want to generate the notion that you are a bad kid if you are not gritty, and you're a good kid if you are,\" says Goodman.\u003c/p>\n\u003cp>Besides, Goodman says, grit may not be a character trait at all, but rather a byproduct of other traits, like confidence, courage and curiosity. And, she says, people can be gritty in some things but not others\u003cem>. \u003c/em>A kid might be passionate about chess, for example, but completely disengaged in chemistry class.\u003c/p>\n\u003cp>That's a point well taken by Duckworth. She agrees that schools, teachers and parents all share in the responsibility to help inspire kids so they're intrinsically motivated.\u003c/p>\n\u003cp>\"I don't think people can become truly gritty and great at things they don't love,\" Duckworth says. \"So when we try to develop grit in kids, we also need to find and help them cultivate their passions. That's as much a part of the equation here as the hard work and the persistence.\"\u003c/p>\n\u003cp>It's a little bit of a chicken-and-egg kind of question. Passion may drive kids to be gritty, but being gritty and able to tolerate failure also enables kids to develop and pursue a passion.\u003c/p>\n\u003cp>Just ask eighth-grader Alina Blaze. Several years ago, she quit the viola out of fear that she would embarrass herself. \"I found it so difficult to learn, and I said, 'I'm just not good at this, so I might as well not try,' \" she says. \"And soon enough, I just put my viola up there on top of the closet, and that was the end of that.\"\u003c/p>\n\u003cp>But now, three years into the growth-mindset training at Lenox Academy, Blaze says, she believes \"you \u003cem>can\u003c/em> teach old dogs new tricks.\"\u003c/p>\n\u003cp>\"I think that if I just put in enough effort I can be the next Yow Ming,\" she declares. As her classmates begin to giggle beside her, she stammers, \"I mean, Yo-Yo Ming. I mean, Yo-Yo Ma!\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mistakes like that one will always be embarrassing, Blaze says. But now, she recovers more easily. She's one who got the message, as they say around here, that the secret to success is failure.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Does+Teaching+Kids+To+Get+%27Gritty%27+Help+Them+Get+Ahead%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_34206\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/cristic/359572657/sizes/l/\">\u003cimg class=\"size-medium wp-image-34206\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/359572657_89c53cca6e_b-e1393260279978-300x204.jpg\" alt=\"359572657_89c53cca6e_b\" width=\"300\" height=\"204\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“Let them eat cake,” said Marie Antoinette. Should teachers, parents, and managers say of the learners in their charge, “Let them struggle”?\u003c/p>\n\u003cp>Allowing learners to struggle will actually help them learn better, according to research on “productive failure” conducted by Manu Kapur, a researcher at the Learning Sciences Lab at the National Institute of Education of Singapore. Kapur’s investigations find that while the model adopted by many teachers and employers when introducing others to new knowledge—providing lots of structure and guidance early on, until the students or workers show that they can do it on their own—makes intuitive sense, it’s not the best way to promote learning. Rather, it’s better to let neophytes wrestle with the material on their own for a while, refraining from giving them any assistance at the start.\u003c/p>\n\u003cp>In a recent \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/10508406.2011.591717?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=faef8ce879-Brilliant_Report_16_1_2012&utm_medium=email&utm_term=0_9c734401c1-faef8ce879-299116541&#.Uw7UvF42zdG\" target=\"_blank\"> study\u003c/a> published in the \u003cem>Journal of the Learning Sciences\u003c/em>, Kapur and a co-author, Katerine Bielaczyc, applied the principle of productive failure to mathematical problem solving in three schools in Singapore. With one group of students, the teacher provided intensive “scaffolding”—instructional support—and feedback. With the teacher’s help, these pupils were able to find the answers to their set of problems.\u003c/p>\n\u003cp>Meanwhile, a second group was directed to solve the same problems by collaborating with one another, absent any prompts from their instructor. These students weren’t able to complete the problems correctly. But in the course of trying to do so, they generated a lot of ideas about the nature of the problems and about what potential solutions would look like. And when the two groups were tested on what they’d learned, the second group “significantly outperformed” the first.\u003c/p>\n\u003cp>[contextly_sidebar id=\"68dcc25855a385776b253a99ecccdce8\"]\u003c/p>\n\u003cp>The struggles of the second group have what Kapur calls a “hidden efficacy”: they lead people to understand the deep structure of problems, not simply their correct solutions. When these students encounter a new problem of the same type on a test, they’re able to transfer the knowledge they’ve gathered more effectively than those who were the passive recipients of someone else’s expertise.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the real world, problems rarely come neatly packaged, so being able to discern their deep structure is key. But, Kapur notes, none of us like to fail, no matter how often Silicon Valley entrepreneurs praise the salutary effects of an idea that flops or a start-up that crashes and burns. So, he says, we need to “design for productive failure” by intentionally managing the \u003cem>way\u003c/em> learners fail.\u003c/p>\n\u003cp>Kapur has identified three conditions that promote a beneficial struggle. First, choose problems to work on that “challenge but do not frustrate.” Second, provide learners with opportunities to explain and elaborate on what they’re doing. Third, give learners the chance to compare and contrast good and bad solutions to the problems.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By allowing learners to experience the discomfort of struggle first, and the triumph of understanding second, we can ensure that they have their cake and eat it, too\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34206\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/cristic/359572657/sizes/l/\">\u003cimg class=\"size-medium wp-image-34206\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/359572657_89c53cca6e_b-e1393260279978-300x204.jpg\" alt=\"359572657_89c53cca6e_b\" width=\"300\" height=\"204\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“Let them eat cake,” said Marie Antoinette. Should teachers, parents, and managers say of the learners in their charge, “Let them struggle”?\u003c/p>\n\u003cp>Allowing learners to struggle will actually help them learn better, according to research on “productive failure” conducted by Manu Kapur, a researcher at the Learning Sciences Lab at the National Institute of Education of Singapore. Kapur’s investigations find that while the model adopted by many teachers and employers when introducing others to new knowledge—providing lots of structure and guidance early on, until the students or workers show that they can do it on their own—makes intuitive sense, it’s not the best way to promote learning. Rather, it’s better to let neophytes wrestle with the material on their own for a while, refraining from giving them any assistance at the start.\u003c/p>\n\u003cp>In a recent \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/10508406.2011.591717?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=faef8ce879-Brilliant_Report_16_1_2012&utm_medium=email&utm_term=0_9c734401c1-faef8ce879-299116541&#.Uw7UvF42zdG\" target=\"_blank\"> study\u003c/a> published in the \u003cem>Journal of the Learning Sciences\u003c/em>, Kapur and a co-author, Katerine Bielaczyc, applied the principle of productive failure to mathematical problem solving in three schools in Singapore. With one group of students, the teacher provided intensive “scaffolding”—instructional support—and feedback. With the teacher’s help, these pupils were able to find the answers to their set of problems.\u003c/p>\n\u003cp>Meanwhile, a second group was directed to solve the same problems by collaborating with one another, absent any prompts from their instructor. These students weren’t able to complete the problems correctly. But in the course of trying to do so, they generated a lot of ideas about the nature of the problems and about what potential solutions would look like. And when the two groups were tested on what they’d learned, the second group “significantly outperformed” the first.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The struggles of the second group have what Kapur calls a “hidden efficacy”: they lead people to understand the deep structure of problems, not simply their correct solutions. When these students encounter a new problem of the same type on a test, they’re able to transfer the knowledge they’ve gathered more effectively than those who were the passive recipients of someone else’s expertise.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_28392\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/wwworks/8081866129/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28392\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/8081866129_45189a1250_z-620x404.jpg\" alt=\"8081866129_45189a1250_z\" width=\"620\" height=\"404\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">How to praise kids: It's a hot topic for many parents and educators. A lot of the conversation around it has stemmed from studies by \u003ca href=\"https://www.stanford.edu/dept/psychology/cgi-bin/drupalm/cdweck\">Carol Dweck\u003c/a>, professor of psychology at Stanford who has been researching this specific topic for many years.\u003c/p>\n\u003cp>“My research shows that praise for intelligence or ability backfires,” said Dweck, who co-authored a seminal \u003ca href=\"https://www.stanford.edu/dept/psychology/cgi-bin/drupalm/system/files/Intelligence%20Praise%20Can%20Undermine%20Motivation%20and%20Performance.pdf\">research paper\u003c/a> on the effects of praise on motivation and performance. “What we’ve shown is that when you praise someone, say, ‘You’re smart at this,’ the next time they struggle, they think they’re not. It’s really about praising the process they engage in, not how smart they are or how good they are at it, but taking on difficulty, trying many different strategies, sticking to it and achieving over time.”\u003c/p>\n\u003cp>But what some might not know is that this paradox is strongest for girls.\u003c/p>\n\u003cp>Dweck's research, which focuses on what makes people seek challenging tasks, persist through difficulty and do well over time, has shown that many girls believe their abilities are fixed, that individuals are born with gifts and can't change. Her research finds that when girls think this way, they often give up, rather than persisting through difficulties. They don't think they possess the ability to improve, and nowhere is the phenomenon stronger than in math.\u003c!--more-->\u003c/p>\n\u003cp>“Of all the subjects on earth, people think math is the most fixed,” Dweck said. “It’s a gift, you either have it or you don’t. And that it’s most indicative of your intelligence.” This attitude presents an especially sticky problem to educators working to boost girls' interest and passion for science, technology, engineering and math – STEM subjects. For many boys, believing math is a fixed ability doesn’t hamper achievement -- they just assume they have it, Dweck said. But girls don’t seem to possess that same confidence, and in their efforts to achieve perfection, Dweck’s research shows they shy away from subjects where they might fail.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/#more-18057\">Girls and Math: Busting the Stereotype\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“We have research showing that women who believe math is an acquired set of skills, not a gift you have or don’t have, fare very well,” Dweck said. “Even when they have a period of difficulty and even when they’re in an environment that they say is full of negative stereotyping.” \u003ca href=\"https://www.stanford.edu/dept/psychology/cgi-bin/drupalm/system/files/cdweckmathgift.pdf\">This research suggests\u003c/a> parents and educators should rethink what implicit and explicit messages are being sent to young girls about achievement.\u003c/p>\n\u003cp>If adults emphasize that all skills are learned through a process of engagement, value challenge and praise efforts to supersede frustration rather than only showing excitement over the right answer, girls will show resilience. It also might help to provide a roadmap to correct the gender imbalance that already exists in fields requiring math and science, jobs that often involve setbacks, \"failing,\" and overcoming challenges.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\"The kids who are getting this process praise, those are the kids who want the challenge.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Dweck has found that socialization and beliefs about learning ability are developed at early ages. “Mother’s praise to their babies, one to three years of age, predicts that child’s mindset and desire for challenge five years later,” Dweck said. “It doesn’t mean it is set in stone, but it means that kind of value system -- what you’re praising, what you say is important -- it’s sinking in. And the kids who are getting this process praise, strategy and taking on hard things and sticking to them, those are the kids who want the challenge.”\u003c/p>\n\u003cp>Dweck understands it isn’t easy to praise process and emphasize the fun in challenging situations. Kids like direct praise, but to Dweck lauding achievement is like feeding them junk food – it’s bad for them.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-important-is-grit-in-student-achievement/\">How Important is Grit in Student Achievement?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>An implicit argument here is that failure in small doses is good. Dweck’s not the first person to make that argument; advocates of game-based learning say one of its strongest attributes lies in a player's ability to fail and start over without being stigmatized. Students learn as they go, getting better each time they attempt a task in the game. But the current education system leaves little room for failure, and consequently anxious parents often don’t tolerate small setbacks either.\u003c/p>\n\u003cp>“If you have little failures along the way and have them understand that’s part of learning, and that you can actually derive useful information about what to do next, that’s really useful,” Dweck said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She believes families should sit around the dinner table discussing the day's struggles and new strategies for attacking the problem. In life no one can be perfect, and learning to view little failures as learning experiences, or opportunities to grow could be the most valuable lesson of all.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/#more-18057\">Girls and Math: Busting the Stereotype\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“We have research showing that women who believe math is an acquired set of skills, not a gift you have or don’t have, fare very well,” Dweck said. “Even when they have a period of difficulty and even when they’re in an environment that they say is full of negative stereotyping.” \u003ca href=\"https://www.stanford.edu/dept/psychology/cgi-bin/drupalm/system/files/cdweckmathgift.pdf\">This research suggests\u003c/a> parents and educators should rethink what implicit and explicit messages are being sent to young girls about achievement.\u003c/p>\n\u003cp>If adults emphasize that all skills are learned through a process of engagement, value challenge and praise efforts to supersede frustration rather than only showing excitement over the right answer, girls will show resilience. It also might help to provide a roadmap to correct the gender imbalance that already exists in fields requiring math and science, jobs that often involve setbacks, \"failing,\" and overcoming challenges.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\"The kids who are getting this process praise, those are the kids who want the challenge.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Dweck has found that socialization and beliefs about learning ability are developed at early ages. “Mother’s praise to their babies, one to three years of age, predicts that child’s mindset and desire for challenge five years later,” Dweck said. “It doesn’t mean it is set in stone, but it means that kind of value system -- what you’re praising, what you say is important -- it’s sinking in. And the kids who are getting this process praise, strategy and taking on hard things and sticking to them, those are the kids who want the challenge.”\u003c/p>\n\u003cp>Dweck understands it isn’t easy to praise process and emphasize the fun in challenging situations. Kids like direct praise, but to Dweck lauding achievement is like feeding them junk food – it’s bad for them.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-important-is-grit-in-student-achievement/\">How Important is Grit in Student Achievement?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>An implicit argument here is that failure in small doses is good. Dweck’s not the first person to make that argument; advocates of game-based learning say one of its strongest attributes lies in a player's ability to fail and start over without being stigmatized. Students learn as they go, getting better each time they attempt a task in the game. But the current education system leaves little room for failure, and consequently anxious parents often don’t tolerate small setbacks either.\u003c/p>\n\u003cp>“If you have little failures along the way and have them understand that’s part of learning, and that you can actually derive useful information about what to do next, that’s really useful,” Dweck said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She believes families should sit around the dinner table discussing the day's struggles and new strategies for attacking the problem. In life no one can be perfect, and learning to view little failures as learning experiences, or opportunities to grow could be the most valuable lesson of all.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/gear-brains/\" rel=\"attachment wp-att-26266\">\u003cimg class=\"alignright size-large wp-image-26266\" title=\"gear-brains\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/gear-brains-620x377.jpg\" alt=\"\" width=\"620\" height=\"377\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Educators are always striving to find ways to make curriculum relevant in students’ everyday lives. More and more teachers are using \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">social media around lessons\u003c/a>, allowing students to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">use their cell phones\u003c/a> to do research and participate in class, and developing their \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/whats-the-best-way-to-practice-project-based-learning/\">curriculum around projects\u003c/a> to ground learning around an activity. These strategies are all part of a larger goal to help students connect to social and cultural spaces.\u003c/p>\n\u003cp>And it's part of what defines “participatory learning,” coined by University of Southern California Annenberg Professor \u003ca href=\"http://annenberg.usc.edu/Faculty/Communication%20and%20Journalism/JenkinsH.aspx\">Henry Jenkins\u003c/a>, who published his first article on the topic “\u003ca href=\"http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF\">Confronting the Challenges of Participatory Culture\u003c/a>,” in 2006. His work sprang out of the desire to understand the grassroots nature of creativity, how projects are being shared online and what an increasingly networked culture looks like. Since then, he and a team of researchers at \u003ca href=\"http://www.annenberglab.com/\">USC’s Annenberg Innovation Lab\u003c/a> have been trying to understand the skills that young people need to creatively participate in a networked world.\u003c!--more-->\u003c/p>\n\u003cp>In an effort to change how American schools think about teaching, Jenkins’ team developed a strategy called \u003ca href=\"http://www.slideshare.net/ebreilly1/play-doc-01-15613677\">PLAY \u003c/a>(Participatory Learning and You) to explain the exploratory and experimental approach to teaching they think students would benefit from. The team worked with teachers in the Los Angeles Unified School District, and recently \u003ca href=\"http://www.slideshare.net/amandafo/play-doc-02\">released a series of studies\u003c/a> that describe what they found.\u003c/p>\n\u003cp>“PLAY describes a mode of experimentation, of testing materials, trying out new solutions, exploring new horizons,” Jenkins said. It’s how kids interact with games – throwing themselves in without reading the rules, testing the limits and feeling free to try and fail. But this learning style is hard to achieve in a system ruled by high-stakes testing where there is no room for students to fail. Everything they do goes on their academic record and they have become unaccustomed to experimenting.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The teachers who let it get a little messy are finding something very powerful.\"\u003c/p>\n\u003c/aside>\n\u003cp style=\"text-align: left\">Ed-tech has claimed a noisy role in the debate about how to engage kids with class work, but it isn’t the only way, he said. The ed-tech movement is one part of the participatory learning that Jenkins discusses, but there are other ways to help kids develop skills that will allow them to creatively connect with a culture that's increasingly networked.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: left\">“It’s about a shift in how they think rather than thinking that tech is going to save them or that they need to learn all these tools in order to play, in order to experiment and tinker,” said \u003ca href=\"http://annenberg.usc.edu/Faculty/Communication%20and%20Journalism/ReillyE.aspx\">Erin Reilly\u003c/a>, the project's research director who has led efforts to work with teachers on developing specific strategies for teaching kids ways to collaborate, problem-solve and think creatively.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #888888\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/fun-failure-how-to-make-learning-irresistible/\">\u003cstrong>How to Connect School Life to Real Life\u003c/strong>\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>What defines the PLAY strategy are things like creativity, co-learning, engagement and motivation, making learning relevant, and thinking of education as an ecosystem, where the connections between school, home, community and the broader world are all equally important. Using those principles, the goal is to teach skills students will need in the outside world -- things like exercising sound judgment.\u003c/p>\n\u003cp>“We’ve always wanted young people to critically engage with the information around them,” Jenkins said. “That takes on more urgency in an age of networked communication,” he said. Other skills have risen out of the technology’s influence, like the ability to visualize knowledge and understand visual information. Other skills, like multi-tasking and networking, have been around for a long time, but aren’t always emphasized in traditional classrooms.\u003c/p>\n\u003cp>The skills that PLAY fosters are based on values that lie beneath the social and cultural experience of this generation, Jenkins said. Educators in Los Angeles who have been incorporating PLAY methods learned how deeply these ideas run in society, no longer worried as much about the specific technology they used to teach. Instead, they felt the freedom to try low-tech ways of getting at the same ideas. The tools were far less important than the tactics that served the learning goals.\u003c/p>\n\u003cp>One of the biggest challenges for teachers attempting to implement PLAY’s pedagogy is letting go of some of the control that teachers are taught to maintain over their classrooms. A teacher-centered approach can stifle the creative, experimental, and sometimes accidental learning that can be transformative.\u003c/p>\n\u003cp>“What we hear a lot is teachers describing our approaches as messy, as getting out of control,” Jenkins said. “But the teachers who let it get a little messy are finding something very powerful.” Students might not be learning exactly the same thing, but they involve themselves and their passions in the learning, instilling a sense of ownership. But an apparently uncontrolled classroom can be hard to explain to an administrator who drops in, making it feel risky to teachers who are often alone in the fight to change public education.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #888888\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should Be Messy\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>One teacher in the study had every intention of letting her students experiment in content, but had a harder time letting go of the format. She had her students create public service announcements on whatever topic felt relevant to them. Students spoke to their families and friends before picking topics they found meaningful. One group worked on depression and shared personal experiences as part of the process.\u003c/p>\n\u003cp>When it came time to create a project, the teacher wanted students to use PowerPoint, a tool \u003cem>she\u003c/em> was familiar with, but let go of the idea and allowed them to make their projects on technology with which she was unfamiliar. Teacher and students learned together, each bringing something unique to the table. That type of co-learning is exactly what PLAY mentors feel needs to happen more often in classrooms.\u003c/p>\n\u003cp>But it’s not easy to be the sole innovator in a school. “Teachers all over the country are fighting this fight alone,” Jenkins said. “By putting our weight behind those teachers we can be a support to that evolution.” The USC team knows that they are working with early adopters and that scalability will be difficult. Still the long term goal is to eliminate a common question heard from students, “when will I ever have to use this.”\u003c/p>\n\u003ch4>WHAT ABOUT ASSESSMENTS?\u003c/h4>\n\u003cp>To gauge the impact of the PLAY program, the group performed a variety of assessments, including surveys, interviews, peer reflected videos. \"In the test-driven environment of the contemporary classroom, there is hardly ever any free time,\" Reilly said. \"Even in after-school programs, there is a strong push for evaluation, assessment, and continuation of the school day, leaving fewer opportunities for children to play, explore and use their imaginations.\"\u003c/p>\n\u003cp>Despite decades of calls for inquiry-based learning, many teachers find they have less time to experiment with open-learning practices, she added, and as a result, the goal to help learners develop 21st century skills is in direct opposition to the expectation that they teach to the test.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/got-a-problem-students-can-find-the-solution/\">Got a Problem? Let Students Find the Solution\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>So the group approached assessments in this way, Reilly said: \"We understand the Common Core Standards define what all students are expected to know and be able to do, but not how teachers should teach. We introduced teachers to new practices and ways of thinking about teaching. This, in turn was not to detract from addressing the requirement teachers have of preparing their students for the tests, but instead to give new practices that could result in perhaps more engaged students with material relevant to them so that the knowledge was gained in a different way -- thus resulting in we hope better results for the tests.\"\u003c/p>\n\u003cp>For instance, one middle school science teacher, experimented with a new activity that required letting go: rather than leading his students to a solution, he allowed for unexpected outcomes as his students used their collective knowledge to understand and solve the problem. The teacher gave students an array of artifacts, such as plastic tubing, paper and tape, and asked them to create a physical representation of what they had learned about how the digestive system functions. He wanted to use this opportunity to explore assessment in collaborative learning settings, and to examine how peer-to-peer processes could foster deep learning.\u003c/p>\n\u003cp>In addition to the project, the teacher also implemented a traditional written test, asking them to sequentially identify how the digestive system works. More than 98 percent scored well, Reilly said.\u003c/p>\n\u003cp>“They used the time order transitional words correctly... and that is actually a California Standards Test question that they have to take at the end of this year,” the teacher said. From that point forward, students continued to suggest ways of applying the tools and resources around them to creatively and collaboratively engage in their assignments.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>For more information, read \u003ca href=\"http://www.slideshare.net/ebreilly1/designing-with-teachers-participatory-models-of-professional-development\">Designing With Teachers: Participatory to Professional Development in Education\u003c/a>, \u003ca href=\"http://www.slideshare.net/ebreilly1/play-doc-01-15613677\">Shall We Play? \u003c/a>and \u003ca href=\"http://www.slideshare.net/ebreilly1/play-participatory-learning-and-you\">PLAY! Participatory Learning and You\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/gear-brains/\" rel=\"attachment wp-att-26266\">\u003cimg class=\"alignright size-large wp-image-26266\" title=\"gear-brains\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/gear-brains-620x377.jpg\" alt=\"\" width=\"620\" height=\"377\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Educators are always striving to find ways to make curriculum relevant in students’ everyday lives. More and more teachers are using \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">social media around lessons\u003c/a>, allowing students to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">use their cell phones\u003c/a> to do research and participate in class, and developing their \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/whats-the-best-way-to-practice-project-based-learning/\">curriculum around projects\u003c/a> to ground learning around an activity. These strategies are all part of a larger goal to help students connect to social and cultural spaces.\u003c/p>\n\u003cp>And it's part of what defines “participatory learning,” coined by University of Southern California Annenberg Professor \u003ca href=\"http://annenberg.usc.edu/Faculty/Communication%20and%20Journalism/JenkinsH.aspx\">Henry Jenkins\u003c/a>, who published his first article on the topic “\u003ca href=\"http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF\">Confronting the Challenges of Participatory Culture\u003c/a>,” in 2006. His work sprang out of the desire to understand the grassroots nature of creativity, how projects are being shared online and what an increasingly networked culture looks like. Since then, he and a team of researchers at \u003ca href=\"http://www.annenberglab.com/\">USC’s Annenberg Innovation Lab\u003c/a> have been trying to understand the skills that young people need to creatively participate in a networked world.\u003c!--more-->\u003c/p>\n\u003cp>In an effort to change how American schools think about teaching, Jenkins’ team developed a strategy called \u003ca href=\"http://www.slideshare.net/ebreilly1/play-doc-01-15613677\">PLAY \u003c/a>(Participatory Learning and You) to explain the exploratory and experimental approach to teaching they think students would benefit from. The team worked with teachers in the Los Angeles Unified School District, and recently \u003ca href=\"http://www.slideshare.net/amandafo/play-doc-02\">released a series of studies\u003c/a> that describe what they found.\u003c/p>\n\u003cp>“PLAY describes a mode of experimentation, of testing materials, trying out new solutions, exploring new horizons,” Jenkins said. It’s how kids interact with games – throwing themselves in without reading the rules, testing the limits and feeling free to try and fail. But this learning style is hard to achieve in a system ruled by high-stakes testing where there is no room for students to fail. Everything they do goes on their academic record and they have become unaccustomed to experimenting.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The teachers who let it get a little messy are finding something very powerful.\"\u003c/p>\n\u003c/aside>\n\u003cp style=\"text-align: left\">Ed-tech has claimed a noisy role in the debate about how to engage kids with class work, but it isn’t the only way, he said. The ed-tech movement is one part of the participatory learning that Jenkins discusses, but there are other ways to help kids develop skills that will allow them to creatively connect with a culture that's increasingly networked.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\">“It’s about a shift in how they think rather than thinking that tech is going to save them or that they need to learn all these tools in order to play, in order to experiment and tinker,” said \u003ca href=\"http://annenberg.usc.edu/Faculty/Communication%20and%20Journalism/ReillyE.aspx\">Erin Reilly\u003c/a>, the project's research director who has led efforts to work with teachers on developing specific strategies for teaching kids ways to collaborate, problem-solve and think creatively.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #888888\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/fun-failure-how-to-make-learning-irresistible/\">\u003cstrong>How to Connect School Life to Real Life\u003c/strong>\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>What defines the PLAY strategy are things like creativity, co-learning, engagement and motivation, making learning relevant, and thinking of education as an ecosystem, where the connections between school, home, community and the broader world are all equally important. Using those principles, the goal is to teach skills students will need in the outside world -- things like exercising sound judgment.\u003c/p>\n\u003cp>“We’ve always wanted young people to critically engage with the information around them,” Jenkins said. “That takes on more urgency in an age of networked communication,” he said. Other skills have risen out of the technology’s influence, like the ability to visualize knowledge and understand visual information. Other skills, like multi-tasking and networking, have been around for a long time, but aren’t always emphasized in traditional classrooms.\u003c/p>\n\u003cp>The skills that PLAY fosters are based on values that lie beneath the social and cultural experience of this generation, Jenkins said. Educators in Los Angeles who have been incorporating PLAY methods learned how deeply these ideas run in society, no longer worried as much about the specific technology they used to teach. Instead, they felt the freedom to try low-tech ways of getting at the same ideas. The tools were far less important than the tactics that served the learning goals.\u003c/p>\n\u003cp>One of the biggest challenges for teachers attempting to implement PLAY’s pedagogy is letting go of some of the control that teachers are taught to maintain over their classrooms. A teacher-centered approach can stifle the creative, experimental, and sometimes accidental learning that can be transformative.\u003c/p>\n\u003cp>“What we hear a lot is teachers describing our approaches as messy, as getting out of control,” Jenkins said. “But the teachers who let it get a little messy are finding something very powerful.” Students might not be learning exactly the same thing, but they involve themselves and their passions in the learning, instilling a sense of ownership. But an apparently uncontrolled classroom can be hard to explain to an administrator who drops in, making it feel risky to teachers who are often alone in the fight to change public education.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #888888\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should Be Messy\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>One teacher in the study had every intention of letting her students experiment in content, but had a harder time letting go of the format. She had her students create public service announcements on whatever topic felt relevant to them. Students spoke to their families and friends before picking topics they found meaningful. One group worked on depression and shared personal experiences as part of the process.\u003c/p>\n\u003cp>When it came time to create a project, the teacher wanted students to use PowerPoint, a tool \u003cem>she\u003c/em> was familiar with, but let go of the idea and allowed them to make their projects on technology with which she was unfamiliar. Teacher and students learned together, each bringing something unique to the table. That type of co-learning is exactly what PLAY mentors feel needs to happen more often in classrooms.\u003c/p>\n\u003cp>But it’s not easy to be the sole innovator in a school. “Teachers all over the country are fighting this fight alone,” Jenkins said. “By putting our weight behind those teachers we can be a support to that evolution.” The USC team knows that they are working with early adopters and that scalability will be difficult. Still the long term goal is to eliminate a common question heard from students, “when will I ever have to use this.”\u003c/p>\n\u003ch4>WHAT ABOUT ASSESSMENTS?\u003c/h4>\n\u003cp>To gauge the impact of the PLAY program, the group performed a variety of assessments, including surveys, interviews, peer reflected videos. \"In the test-driven environment of the contemporary classroom, there is hardly ever any free time,\" Reilly said. \"Even in after-school programs, there is a strong push for evaluation, assessment, and continuation of the school day, leaving fewer opportunities for children to play, explore and use their imaginations.\"\u003c/p>\n\u003cp>Despite decades of calls for inquiry-based learning, many teachers find they have less time to experiment with open-learning practices, she added, and as a result, the goal to help learners develop 21st century skills is in direct opposition to the expectation that they teach to the test.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/got-a-problem-students-can-find-the-solution/\">Got a Problem? Let Students Find the Solution\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>So the group approached assessments in this way, Reilly said: \"We understand the Common Core Standards define what all students are expected to know and be able to do, but not how teachers should teach. We introduced teachers to new practices and ways of thinking about teaching. This, in turn was not to detract from addressing the requirement teachers have of preparing their students for the tests, but instead to give new practices that could result in perhaps more engaged students with material relevant to them so that the knowledge was gained in a different way -- thus resulting in we hope better results for the tests.\"\u003c/p>\n\u003cp>For instance, one middle school science teacher, experimented with a new activity that required letting go: rather than leading his students to a solution, he allowed for unexpected outcomes as his students used their collective knowledge to understand and solve the problem. The teacher gave students an array of artifacts, such as plastic tubing, paper and tape, and asked them to create a physical representation of what they had learned about how the digestive system functions. He wanted to use this opportunity to explore assessment in collaborative learning settings, and to examine how peer-to-peer processes could foster deep learning.\u003c/p>\n\u003cp>In addition to the project, the teacher also implemented a traditional written test, asking them to sequentially identify how the digestive system works. More than 98 percent scored well, Reilly said.\u003c/p>\n\u003cp>“They used the time order transitional words correctly... and that is actually a California Standards Test question that they have to take at the end of this year,” the teacher said. From that point forward, students continued to suggest ways of applying the tools and resources around them to creatively and collaboratively engage in their assignments.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For more information, read \u003ca href=\"http://www.slideshare.net/ebreilly1/designing-with-teachers-participatory-models-of-professional-development\">Designing With Teachers: Participatory to Professional Development in Education\u003c/a>, \u003ca href=\"http://www.slideshare.net/ebreilly1/play-doc-01-15613677\">Shall We Play? \u003c/a>and \u003ca href=\"http://www.slideshare.net/ebreilly1/play-participatory-learning-and-you\">PLAY! Participatory Learning and You\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Beyond Talent and Smarts: Why Even Geniuses Struggle",
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"content": "\u003cdiv id=\"attachment_25106\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/bunchesandbits/5638667887/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-25106\" title=\"5638667887_54066a7c10_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/5638667887_54066a7c10_z-620x391.jpg\" alt=\"\" width=\"620\" height=\"391\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Bunchesandbits\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">“The struggle with writing is over.”\u003c/p>\n\u003cp>That message, written on a Post-It note and affixed to his computer, brings the novelist Philip Roth great relief and contentment these days, according to a profile published earlier this week in the \u003ca href=\"http://www.nytimes.com/2012/11/18/books/struggle-over-philip-roth-reflects-on-putting-down-his-pen.html?pagewanted=all&pagewanted=print\">\u003cem>New York Times\u003c/em>\u003c/a>. At the age of 79, the author of more than 31 acclaimed books says he is finished with writing, and he couldn’t be happier. “I look at that note every morning,” he told \u003cem>Times\u003c/em> reporter Charles McGrath, “and it gives me such strength.”\u003c/p>\n\u003cp>Fans of Roth’s books—which include \u003cem>Goodbye Columbus\u003c/em>, \u003cem>Portnoy’s Complaint\u003c/em>, \u003cem>The Human Stain\u003c/em>, and the Pulitzer Prize-winning \u003cem>American Pastoral\u003c/em>—may be surprised to learn that he regarded writing as a struggle at all.\u003c/p>\n\u003cp>His words flowed so easily on the page, and his books arrived with such frequency in the stores: at times, close to one every year. But behind that proficiency and productivity was arduous, unrelenting work. Roth told his interviewer that he’d enjoyed spending time with friends at his house in Connecticut this past summer: “In the old days I couldn’t have people in the house all the time. When they came for the weekend, I couldn’t get out to write.”\u003c/p>\n\u003cp>Americans have a complicated relationship with this kind of relentless striving. We extol the virtues of hard work even as we idolize the “natural,” the star who effortlessly achieves, who wins the race \u003c!--more-->without breaking a sweat. The writer Malcolm Gladwell has called this tendency “\u003ca href=\"http://www.upenn.edu/pennnews/current/node/2048\">the naturalness bias\u003c/a>,” and notes that we bring it to bear on individuals ranging from athletes to artists to “gifted” children. In \u003ca href=\"www.fas.harvard.edu/~mrbworks/articles/2011_JESP.pdf\">a study published in the \u003cem>Journal of Experimental Social Psychology\u003c/em>\u003c/a> last year, Harvard\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\">Can Everyone Be Smart at Everything?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/struggle-means-learning-difference-in-eastern-and-western-cultures/\">Struggle Means Learning: The Difference Between Eastern and Western Cultures\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">Why Kids Need School to Change\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>psychologists Mahzarin Banaji and Chia-Jung Tsay applied a scientific lens to the phenomenon, gathering a group of professional musicians as subjects. The experimenters first asked the musicians their opinion on the source of musical achievement: Was \"effortful\" training more important, they inquired, or innate ability? The former, the musicians replied, expressing “the strong belief that strivers will achieve over naturals.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Banaji and Tsay then described two pianists, equal in achievement but different in their paths to success: one was a natural, showing early evidence of high innate ability; the other was a striver, exhibiting early evidence of high motivation and perseverance. The investigators played an audio clip of each pianist performing, and asked the musicians for their judgments. Despite their stated belief in the value of effort, the naturalness bias won out: the musicians rated the “natural” performer as more talented, more likely to succeed, and more hirable than the striver. (In fact, the clips were played by the same performer, pianist Gwhyneth Chen.)\u003c/p>\n\u003cp>\u003ca href=\"http://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/Even-Geniuses-Work-Hard.aspx\">Research by another psychologist\u003c/a>, Carol Dweck of Stanford University, has shown that children and adults who believe in the power of effort to overcome challenges (what she calls a “growth mindset”) are more resilient and ultimately more successful than those who are convinced that ability is innate (the “fixed mindset”). Banaji and Tsay’s experiment suggests that our faith in inborn talent “may operate less than consciously,” leading us to make “suboptimal choices and evaluations”—because, as volumes of research show, elite performance really is the product of striving.\u003c/p>\n\u003cp>Take it from Philip Roth, who’s spent a lifetime laboring to write perfect sentences. Or from Carol Dweck, who puts it more prosaically: “Even geniuses work hard.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25106\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/bunchesandbits/5638667887/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-25106\" title=\"5638667887_54066a7c10_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/5638667887_54066a7c10_z-620x391.jpg\" alt=\"\" width=\"620\" height=\"391\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Bunchesandbits\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">“The struggle with writing is over.”\u003c/p>\n\u003cp>That message, written on a Post-It note and affixed to his computer, brings the novelist Philip Roth great relief and contentment these days, according to a profile published earlier this week in the \u003ca href=\"http://www.nytimes.com/2012/11/18/books/struggle-over-philip-roth-reflects-on-putting-down-his-pen.html?pagewanted=all&pagewanted=print\">\u003cem>New York Times\u003c/em>\u003c/a>. At the age of 79, the author of more than 31 acclaimed books says he is finished with writing, and he couldn’t be happier. “I look at that note every morning,” he told \u003cem>Times\u003c/em> reporter Charles McGrath, “and it gives me such strength.”\u003c/p>\n\u003cp>Fans of Roth’s books—which include \u003cem>Goodbye Columbus\u003c/em>, \u003cem>Portnoy’s Complaint\u003c/em>, \u003cem>The Human Stain\u003c/em>, and the Pulitzer Prize-winning \u003cem>American Pastoral\u003c/em>—may be surprised to learn that he regarded writing as a struggle at all.\u003c/p>\n\u003cp>His words flowed so easily on the page, and his books arrived with such frequency in the stores: at times, close to one every year. But behind that proficiency and productivity was arduous, unrelenting work. Roth told his interviewer that he’d enjoyed spending time with friends at his house in Connecticut this past summer: “In the old days I couldn’t have people in the house all the time. When they came for the weekend, I couldn’t get out to write.”\u003c/p>\n\u003cp>Americans have a complicated relationship with this kind of relentless striving. We extol the virtues of hard work even as we idolize the “natural,” the star who effortlessly achieves, who wins the race \u003c!--more-->without breaking a sweat. The writer Malcolm Gladwell has called this tendency “\u003ca href=\"http://www.upenn.edu/pennnews/current/node/2048\">the naturalness bias\u003c/a>,” and notes that we bring it to bear on individuals ranging from athletes to artists to “gifted” children. In \u003ca href=\"www.fas.harvard.edu/~mrbworks/articles/2011_JESP.pdf\">a study published in the \u003cem>Journal of Experimental Social Psychology\u003c/em>\u003c/a> last year, Harvard\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\">Can Everyone Be Smart at Everything?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/struggle-means-learning-difference-in-eastern-and-western-cultures/\">Struggle Means Learning: The Difference Between Eastern and Western Cultures\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">Why Kids Need School to Change\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>psychologists Mahzarin Banaji and Chia-Jung Tsay applied a scientific lens to the phenomenon, gathering a group of professional musicians as subjects. The experimenters first asked the musicians their opinion on the source of musical achievement: Was \"effortful\" training more important, they inquired, or innate ability? The former, the musicians replied, expressing “the strong belief that strivers will achieve over naturals.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Banaji and Tsay then described two pianists, equal in achievement but different in their paths to success: one was a natural, showing early evidence of high innate ability; the other was a striver, exhibiting early evidence of high motivation and perseverance. The investigators played an audio clip of each pianist performing, and asked the musicians for their judgments. Despite their stated belief in the value of effort, the naturalness bias won out: the musicians rated the “natural” performer as more talented, more likely to succeed, and more hirable than the striver. (In fact, the clips were played by the same performer, pianist Gwhyneth Chen.)\u003c/p>\n\u003cp>\u003ca href=\"http://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/Even-Geniuses-Work-Hard.aspx\">Research by another psychologist\u003c/a>, Carol Dweck of Stanford University, has shown that children and adults who believe in the power of effort to overcome challenges (what she calls a “growth mindset”) are more resilient and ultimately more successful than those who are convinced that ability is innate (the “fixed mindset”). Banaji and Tsay’s experiment suggests that our faith in inborn talent “may operate less than consciously,” leading us to make “suboptimal choices and evaluations”—because, as volumes of research show, elite performance really is the product of striving.\u003c/p>\n\u003cp>Take it from Philip Roth, who’s spent a lifetime laboring to write perfect sentences. Or from Carol Dweck, who puts it more prosaically: “Even geniuses work hard.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Struggle Means Learning: Difference in Eastern and Western Cultures",
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"content": "\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/struggle-means-learning-difference-in-eastern-and-western-cultures/attachment/832525401/\" rel=\"attachment wp-att-24957\">\u003cimg class=\"alignright size-large wp-image-24957\" title=\"83252540(1)\" src=\"//ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/832525401-620x373.jpg\" alt=\"\" width=\"620\" height=\"373\">\u003c/a>\u003c/h5>\n\u003ch5>By \u003ca href=\"http://www.npr.org/people/90889243/alix-spiegel\" rel=\"author\">Alix Spiegel\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">In 1979, when Jim Stigler was still a graduate student at the University of Michigan, he went to Japan to research teaching methods and found himself sitting in the back row of a crowded fourth-grade math class.\u003c/p>\n\u003cp>\"The teacher was trying to teach the class how to draw three-dimensional cubes on paper,\" Stigler explains, \"and one kid was just totally having trouble with it. His cube looked all cockeyed, so the teacher said to him, 'Why don't you go put yours on the board?' So right there I thought, 'That's interesting! He took the one who can't do it and told him to go and put it on the board.' \"\u003c/p>\n\u003cp>Stigler knew that in American classrooms, it was usually the best kid in the class who was invited to the board. And so he watched with interest as the Japanese student dutifully came to the board and started drawing, but still couldn't complete the cube. Every few minutes, the teacher would ask the rest of the class whether the kid had gotten it right, and the class would look up from their work, and shake their heads no. And as the period progressed, Stigler noticed that he — Stigler — was getting more and more anxious.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>In Japanese classrooms, teachers consciously design tasks that are slightly beyond the capabilities of the students they teach, so the students can actually experience struggling with something just outside their reach.\u003c/p>\n\u003c/aside>\n\u003cp>\"I realized that I was sitting there starting to perspire,\" he says, \"because I was really empathizing with this kid. I thought, 'This kid is going to break into tears!' \"\u003c/p>\n\u003cp>But the kid didn't break into tears. Stigler says the child continued to draw his cube with equanimity. \"And at the end of the class, he did make his cube look right! And the teacher said to the class, 'How does that look, class?' And they all looked up and said, 'He did it!' And they broke into applause.\" The kid smiled a huge smile and sat down, clearly proud of himself.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.psych.ucla.edu/faculty/faculty_page?id=63&area=4\">Stigler\u003c/a> is now a professor of psychology at UCLA who studies teaching and learning around the world, and he says it was this small experience that first got him thinking about how differently East and West approach the experience of intellectual struggle.\u003c/p>\n\u003cp>\"I think that from very early ages we [in America] see struggle as an indicator that you're just not very smart,\" Stigler says. \"It's a sign of low ability — people who are smart don't struggle, they just naturally get it, that's our folk theory. Whereas in Asian cultures they tend to see struggle more as an opportunity.\"\u003c/p>\n\u003cp>In Eastern cultures, Stigler says, it's just assumed that struggle is a predictable part of the learning process. Everyone is expected to struggle in the process of learning, and so struggling becomes a chance to show that you, the student, have what it takes emotionally to resolve the problem by persisting through that struggle.\u003c/p>\n\u003cp>\"They've taught them that suffering can be a good thing,\" Stigler says. \"I mean it sounds bad, but I think that's what they've taught them.\"\u003c/p>\n\u003cp>Granting that there is a lot of cultural diversity within East and West and it's possible to point to counterexamples in each, Stigler still sums up the difference this way: For the most part in American culture, intellectual struggle in schoolchildren is seen as an indicator of weakness, while in Eastern cultures it is not only tolerated but is often used to measure emotional strength.\u003c/p>\n\u003cp>It's a small difference in approach that Stigler believes has some very big implications.\u003c/p>\n\u003cp>\u003cstrong>'Struggle'\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Stigler is not the first psychologist to notice the difference in how East and West approach the experience of intellectual struggle.\u003c/p>\n\u003cp>\u003ca href=\"http://research.brown.edu/research/profile.php?id=1127251261\">Jin Li\u003c/a> is a professor at Brown University who, like Stigler, compares the learning beliefs of Asian and U.S. children. She says that to understand why these two cultures view struggle so differently, it's good to step back and examine how they think about where academic excellence comes from.\u003c/p>\n\u003cp>For the past decade or so, Li has been recording conversations between American mothers and their children, and Taiwanese mothers and their children. Li then analyzes those conversations to see how the mothers talk to the children about school.\u003c/p>\n\u003cp>She shared with me one conversation that she had recorded between an American mother and her 8-year-old son.\u003c/p>\n\u003cp>The mother and the son are discussing books. The son, though young, is a great student who loves to learn. He tells his mother that he and his friends talk about books even during recess, and she responds with this:\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>Mother:\u003c/strong> Do you know that's what smart people do, smart grown-ups?\u003c/p>\n\u003cp>\u003cstrong>Child:\u003c/strong> I know ... talk about books.\u003c/p>\n\u003cp>\u003cstrong>Mother:\u003c/strong> Yeah. So that's a pretty smart thing to do to talk about a book.\u003c/p>\n\u003cp>\u003cstrong>Child:\u003c/strong> Hmmm mmmm.\u003c/p>\u003c/blockquote>\n\u003cp>It's a small exchange — a moment. But Li says, this drop of conversation contains a world of cultural assumptions and beliefs.\u003c/p>\n\u003cp>Essentially, the American mother is communicating to her son that the cause of his success in school is his intelligence. He's smart — which, Li says, is a common American view.\u003c/p>\n\u003cp>\"The idea of intelligence is believed in the West as a cause,\" Li explains. \"She is telling him that there is something in him, in his mind, that enables him to do what he does.\"\u003c/p>\n\u003cp>But in many Asian cultures, Li says, academic excellence isn't linked with intelligence in the same way. \"It resides in what they do, but not who they are, what they're born with,\" she says.\u003c/p>\n\u003cp>[contextly_sidebar id=\"d6266b491d62640b760bb7cb41a8ee0b\"]\u003c/p>\n\u003cp>She shares another conversation, this time between a Taiwanese mother and her 9-year-old son. They are talking about the piano — the boy won first place in a competition, and the mother is explaining to him why.\u003c/p>\n\u003cp>\"You practiced and practiced with lots of energy,\" she tells him. \"It got really hard, but you made a great effort. You \u003cem>\u003c/em>insisted on practicing yourself.\"\u003c/p>\n\u003cp>\"So the focus is on the process of persisting through it despite the challenges, not giving up, and that's what leads to success,\" Li says.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>If struggle indicates strength — an ability to face down the challenges that inevitably occur when you are trying to learn something — you're more willing to accept it.\u003c/p>\n\u003c/aside>\n\u003cp>All of this matters because the way you conceptualize the act of struggling with something profoundly affects your actual behavior.\u003c/p>\n\u003cp>Obviously if struggle indicates weakness — a lack of intelligence — it makes you feel bad, and so you're less likely to put up with it. But if struggle indicates strength — an ability to face down the challenges that inevitably occur when you are trying to learn something — you're more willing to accept it.\u003c/p>\n\u003cp>And Stigler feels in the real world it is easy to see the consequences of these different interpretations of struggle.\u003c/p>\n\u003cp>\"We did a study many years ago with first-grade students,\" he tells me. \"We decided to go out and give the students an impossible math problem to work on, and then we would measure how long they worked on it before they gave up.\"\u003c/p>\n\u003cp>The American students \"worked on it less than 30 seconds on average and then they basically looked at us and said, 'We haven't had this,' \" he says.\u003c/p>\n\u003cp>But the Japanese students worked for the entire hour on the impossible problem. \"And finally we had to stop the session because the hour was up. And then we had to debrief them and say, 'Oh, that was not a possible problem; that was an impossible problem!' and they looked at us like, 'What kind of animals are we?' \" Stigler recalls.\u003c/p>\n\u003cp>\"Think about that [kind of behavior] spread over a lifetime,\" he says. \"That's a big difference.\"\u003c/p>\n\u003cp>\u003cstrong>Not East Versus West\u003c/strong>\u003c/p>\n\u003cp>This is not to imply that the Eastern way of interpreting struggle — or anything else — is better than the Western way, or vice versa. Each have their strengths and weaknesses, which both sides know. Westerns tend to worry that their kids won't be able to compete against Asian kids who excel in many areas but especially in math and science. Li says that educators from Asian countries have their own set of worries.\u003c/p>\n\u003cp>\" 'Our children are not creative. Our children do not have individuality. They're just robots.' You hear the educators from Asian countries express that concern, a lot,\" she notes.\u003c/p>\n\u003cp>So, is it possible for one culture to adopt the beliefs of another culture if they see that culture producing better results?\u003c/p>\n\u003cp>Both Stigler and Li think that changing culture is hard, but that it's possible to think differently in ways that can help. \"Could we change our views of learning and place more emphasis on struggle?\" Stigler asks. \"Yeah.\"\u003c/p>\n\u003cp>For example, Stigler says, in the Japanese classrooms that he's studied, teachers consciously design tasks that are slightly beyond the capabilities of the students they teach, so the students can actually experience struggling with something just outside their reach. Then, once the task is mastered, the teachers actively point out that the student was able to accomplish it through hard work and struggle.\u003c/p>\n\u003cp>\"And I just think that especially in schools, we don't create enough of those experiences, and then we don't point them out clearly enough.\"\u003c/p>\n\u003cp>But we can, Stigler says.\u003c/p>\n\u003cp>In the meantime, he and the other psychologists doing this work say there are more differences to map — differences that allow both cultures to more clearly see who they are.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://www.npr.org/blogs/health/2012/11/12/164793058/struggle-for-smarts-how-eastern-and-western-cultures-tackle-learning\">NPR\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/struggle-means-learning-difference-in-eastern-and-western-cultures/attachment/832525401/\" rel=\"attachment wp-att-24957\">\u003cimg class=\"alignright size-large wp-image-24957\" title=\"83252540(1)\" src=\"//ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/832525401-620x373.jpg\" alt=\"\" width=\"620\" height=\"373\">\u003c/a>\u003c/h5>\n\u003ch5>By \u003ca href=\"http://www.npr.org/people/90889243/alix-spiegel\" rel=\"author\">Alix Spiegel\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">In 1979, when Jim Stigler was still a graduate student at the University of Michigan, he went to Japan to research teaching methods and found himself sitting in the back row of a crowded fourth-grade math class.\u003c/p>\n\u003cp>\"The teacher was trying to teach the class how to draw three-dimensional cubes on paper,\" Stigler explains, \"and one kid was just totally having trouble with it. His cube looked all cockeyed, so the teacher said to him, 'Why don't you go put yours on the board?' So right there I thought, 'That's interesting! He took the one who can't do it and told him to go and put it on the board.' \"\u003c/p>\n\u003cp>Stigler knew that in American classrooms, it was usually the best kid in the class who was invited to the board. And so he watched with interest as the Japanese student dutifully came to the board and started drawing, but still couldn't complete the cube. Every few minutes, the teacher would ask the rest of the class whether the kid had gotten it right, and the class would look up from their work, and shake their heads no. And as the period progressed, Stigler noticed that he — Stigler — was getting more and more anxious.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>In Japanese classrooms, teachers consciously design tasks that are slightly beyond the capabilities of the students they teach, so the students can actually experience struggling with something just outside their reach.\u003c/p>\n\u003c/aside>\n\u003cp>\"I realized that I was sitting there starting to perspire,\" he says, \"because I was really empathizing with this kid. I thought, 'This kid is going to break into tears!' \"\u003c/p>\n\u003cp>But the kid didn't break into tears. Stigler says the child continued to draw his cube with equanimity. \"And at the end of the class, he did make his cube look right! And the teacher said to the class, 'How does that look, class?' And they all looked up and said, 'He did it!' And they broke into applause.\" The kid smiled a huge smile and sat down, clearly proud of himself.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.psych.ucla.edu/faculty/faculty_page?id=63&area=4\">Stigler\u003c/a> is now a professor of psychology at UCLA who studies teaching and learning around the world, and he says it was this small experience that first got him thinking about how differently East and West approach the experience of intellectual struggle.\u003c/p>\n\u003cp>\"I think that from very early ages we [in America] see struggle as an indicator that you're just not very smart,\" Stigler says. \"It's a sign of low ability — people who are smart don't struggle, they just naturally get it, that's our folk theory. Whereas in Asian cultures they tend to see struggle more as an opportunity.\"\u003c/p>\n\u003cp>In Eastern cultures, Stigler says, it's just assumed that struggle is a predictable part of the learning process. Everyone is expected to struggle in the process of learning, and so struggling becomes a chance to show that you, the student, have what it takes emotionally to resolve the problem by persisting through that struggle.\u003c/p>\n\u003cp>\"They've taught them that suffering can be a good thing,\" Stigler says. \"I mean it sounds bad, but I think that's what they've taught them.\"\u003c/p>\n\u003cp>Granting that there is a lot of cultural diversity within East and West and it's possible to point to counterexamples in each, Stigler still sums up the difference this way: For the most part in American culture, intellectual struggle in schoolchildren is seen as an indicator of weakness, while in Eastern cultures it is not only tolerated but is often used to measure emotional strength.\u003c/p>\n\u003cp>It's a small difference in approach that Stigler believes has some very big implications.\u003c/p>\n\u003cp>\u003cstrong>'Struggle'\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Stigler is not the first psychologist to notice the difference in how East and West approach the experience of intellectual struggle.\u003c/p>\n\u003cp>\u003ca href=\"http://research.brown.edu/research/profile.php?id=1127251261\">Jin Li\u003c/a> is a professor at Brown University who, like Stigler, compares the learning beliefs of Asian and U.S. children. She says that to understand why these two cultures view struggle so differently, it's good to step back and examine how they think about where academic excellence comes from.\u003c/p>\n\u003cp>For the past decade or so, Li has been recording conversations between American mothers and their children, and Taiwanese mothers and their children. Li then analyzes those conversations to see how the mothers talk to the children about school.\u003c/p>\n\u003cp>She shared with me one conversation that she had recorded between an American mother and her 8-year-old son.\u003c/p>\n\u003cp>The mother and the son are discussing books. The son, though young, is a great student who loves to learn. He tells his mother that he and his friends talk about books even during recess, and she responds with this:\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>Mother:\u003c/strong> Do you know that's what smart people do, smart grown-ups?\u003c/p>\n\u003cp>\u003cstrong>Child:\u003c/strong> I know ... talk about books.\u003c/p>\n\u003cp>\u003cstrong>Mother:\u003c/strong> Yeah. So that's a pretty smart thing to do to talk about a book.\u003c/p>\n\u003cp>\u003cstrong>Child:\u003c/strong> Hmmm mmmm.\u003c/p>\u003c/blockquote>\n\u003cp>It's a small exchange — a moment. But Li says, this drop of conversation contains a world of cultural assumptions and beliefs.\u003c/p>\n\u003cp>Essentially, the American mother is communicating to her son that the cause of his success in school is his intelligence. He's smart — which, Li says, is a common American view.\u003c/p>\n\u003cp>\"The idea of intelligence is believed in the West as a cause,\" Li explains. \"She is telling him that there is something in him, in his mind, that enables him to do what he does.\"\u003c/p>\n\u003cp>But in many Asian cultures, Li says, academic excellence isn't linked with intelligence in the same way. \"It resides in what they do, but not who they are, what they're born with,\" she says.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>She shares another conversation, this time between a Taiwanese mother and her 9-year-old son. They are talking about the piano — the boy won first place in a competition, and the mother is explaining to him why.\u003c/p>\n\u003cp>\"You practiced and practiced with lots of energy,\" she tells him. \"It got really hard, but you made a great effort. You \u003cem>\u003c/em>insisted on practicing yourself.\"\u003c/p>\n\u003cp>\"So the focus is on the process of persisting through it despite the challenges, not giving up, and that's what leads to success,\" Li says.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>If struggle indicates strength — an ability to face down the challenges that inevitably occur when you are trying to learn something — you're more willing to accept it.\u003c/p>\n\u003c/aside>\n\u003cp>All of this matters because the way you conceptualize the act of struggling with something profoundly affects your actual behavior.\u003c/p>\n\u003cp>Obviously if struggle indicates weakness — a lack of intelligence — it makes you feel bad, and so you're less likely to put up with it. But if struggle indicates strength — an ability to face down the challenges that inevitably occur when you are trying to learn something — you're more willing to accept it.\u003c/p>\n\u003cp>And Stigler feels in the real world it is easy to see the consequences of these different interpretations of struggle.\u003c/p>\n\u003cp>\"We did a study many years ago with first-grade students,\" he tells me. \"We decided to go out and give the students an impossible math problem to work on, and then we would measure how long they worked on it before they gave up.\"\u003c/p>\n\u003cp>The American students \"worked on it less than 30 seconds on average and then they basically looked at us and said, 'We haven't had this,' \" he says.\u003c/p>\n\u003cp>But the Japanese students worked for the entire hour on the impossible problem. \"And finally we had to stop the session because the hour was up. And then we had to debrief them and say, 'Oh, that was not a possible problem; that was an impossible problem!' and they looked at us like, 'What kind of animals are we?' \" Stigler recalls.\u003c/p>\n\u003cp>\"Think about that [kind of behavior] spread over a lifetime,\" he says. \"That's a big difference.\"\u003c/p>\n\u003cp>\u003cstrong>Not East Versus West\u003c/strong>\u003c/p>\n\u003cp>This is not to imply that the Eastern way of interpreting struggle — or anything else — is better than the Western way, or vice versa. Each have their strengths and weaknesses, which both sides know. Westerns tend to worry that their kids won't be able to compete against Asian kids who excel in many areas but especially in math and science. Li says that educators from Asian countries have their own set of worries.\u003c/p>\n\u003cp>\" 'Our children are not creative. Our children do not have individuality. They're just robots.' You hear the educators from Asian countries express that concern, a lot,\" she notes.\u003c/p>\n\u003cp>So, is it possible for one culture to adopt the beliefs of another culture if they see that culture producing better results?\u003c/p>\n\u003cp>Both Stigler and Li think that changing culture is hard, but that it's possible to think differently in ways that can help. \"Could we change our views of learning and place more emphasis on struggle?\" Stigler asks. \"Yeah.\"\u003c/p>\n\u003cp>For example, Stigler says, in the Japanese classrooms that he's studied, teachers consciously design tasks that are slightly beyond the capabilities of the students they teach, so the students can actually experience struggling with something just outside their reach. Then, once the task is mastered, the teachers actively point out that the student was able to accomplish it through hard work and struggle.\u003c/p>\n\u003cp>\"And I just think that especially in schools, we don't create enough of those experiences, and then we don't point them out clearly enough.\"\u003c/p>\n\u003cp>But we can, Stigler says.\u003c/p>\n\u003cp>In the meantime, he and the other psychologists doing this work say there are more differences to map — differences that allow both cultures to more clearly see who they are.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://www.npr.org/blogs/health/2012/11/12/164793058/struggle-for-smarts-how-eastern-and-western-cultures-tackle-learning\">NPR\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Fuel the Innovation Engine in Learning",
"title": "How to Fuel the Innovation Engine in Learning",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_23698\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/231372270_fd881f152e_b1.jpg\">\u003cimg class=\"size-large wp-image-23698\" title=\"231372270_fd881f152e_b\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/231372270_fd881f152e_b1-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:JUvertson\u003c/p>\n\u003c/div>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap\">Can creativity be taught? If innovation is truly the key to this country's success, then it's time to think strategically about engendering creativity into our education system.\u003c/p>\n\u003cp>That's part of Tina Seelig's thesis in her new book \u003ca href=\"http://www.amazon.com/inGenius-A-Crash-Course-Creativity/dp/0062020706\">Ingenius: A Crash Course on Creativity\u003c/a>. Case in point: In schools, when we give students math problems to solve, we ask simply, “What’s the sum of 10+10?” to which there is only one right answer. But Seelig says we should turn the question on its head, and ask, “How many ways can you add 10+10?” The question you ask is the frame in which the answers will fall, Seelig says.\u003c/p>\n\u003cp>This approach is fundamental to Seelig’s work as a professor at the Hasso Plattner Institute of Design at Stanford. The Institute (or “d.school”), renowned for incubating inventive new businesses, is committed to teaching students about design thinking. And it’s in her course on creativity where Seelig introduces students to her celebrated Innovation Engine, which she says represents all the values we need to unlock creativity.\u003c/p>\n\u003cp>The Engine has six parallel lines in a Möbius strip design. Three internal human factors comprise our knowledge, imagination, and attitude.\u003c/p>\n\u003cp>As \u003ca href=\"http://creativityrulz.blogspot.com/2012/03/introducing-innovation-engine.html\">Seelig describes it\u003c/a>:\u003c/p>\n\u003cul>\n\u003cli>Your knowledge provides the fuel for your imagination.\u003c/li>\n\u003cli>Your imagination is the catalyst for transforming knowledge into ideas.\u003c/li>\n\u003cli>Your attitude is the spark that sets the Innovation Engine in motion.\u003c/li>\n\u003c/ul>\n\u003cp>The \u003ca href=\"http://creativityrulz.blogspot.com/2012/03/introducing-innovation-engine.html\">other three lines \u003c/a>include external influences of resources, habitat and culture.\u003c/p>\n\u003cul>\n\u003cli>Resources are all the assets available to you.\u003c/li>\n\u003cli>Habitat includes the space, rules, constraints, and people around you.\u003c/li>\n\u003cli>Culture is the collective beliefs, values, & behaviors of your community.\u003c/li>\n\u003c/ul>\n\u003cp>These inside and outside strips are woven together because nothing can be looked at in isolation. \u003c!--more-->The best part? You can start anywhere.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>USING FAILURE TO LEARN\u003c/strong>\u003c/p>\n\u003cp>If this strip is the engine, then the chassis is a modest idea that failure gives us useful data.\u003cbr>\n“I crafted the Innovation Engine dozens of ways before finding one that clicked,” Seelig writes. Failure is not a waste of time, rather it is constantly testing new ideas. “The big idea is by looking at ‘failures’ as ‘data’ we enhance everyone’s willingness to experiment.”\u003c/p>\n\u003cp>A willingness to experiment in order to unlock creativity drives Seelig’s outlandish d.school lessons. In sync with some of the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/\">au courant ideas about students and failure\u003c/a>, Seelig created a workshop called “The Failure Faire” for her students to experiment with failure, and to challenge their assumptions about its definition. In traditional educational settings, students are encouraged to perfect their material before they share it with others. Seelig takes an altogether different tack, suggesting that the sharing of all kinds of unedited ideas, even the bad ones, is a practice that cultivates collaboration and innovation in earnest.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/12028902.jpg\">\u003cimg class=\"alignleft size-full wp-image-23690\" title=\"12028902\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/12028902.jpg\" alt=\"\" width=\"258\" height=\"258\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-75x75.jpg 75w\" sizes=\"(max-width: 258px) 100vw, 258px\">\u003c/a>Seelig’s classroom exercises and experiments carry the same message over and over: Everything you see is ripe for innovation. In one example she cites in the book, Seeling asked students in Osaka to squeeze out as much value as they could from the contents of a single trash can in two hours. As a challenge, it's actually not that far removed from the realities of what most cities around the world -- especially high-population areas in Asia -- are tackling.\u003c/p>\n\u003cp>Another popular approach Seelig mentions is the “Marshmallow Challenge,” which all types of people can use: everyone from cross-functional corporate teams, to kids in \u003ca href=\"http://www.destinationimagination.org/\">Destination Imagination \u003c/a>programs. Teams are given 18 minutes to build the tallest freestanding structure possible out of 20 sticks of spaghetti, one yard of string, one yard of masking tape and one marshmallow. The marshmallow goes on the top of the structure. Of all the different teams who've tried this, it might come as no surprise to teachers to learn that children are the most creative and had the most fun with the challenge.\u003c/p>\n\u003cp>Teachers and students of all ages may want to consider starting toward the back of the book with the chapter “Move Fast, Break Things.” This chapter is particularly useful for educators who want to reframe how they envision brainstorming, or turn their classrooms into \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/how-to-turn-your-classroom-into-an-idea-factory/\">fruitful idea labs\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Quoting Henry Ford, Seelig reiterates: “Failure is only the opportunity to begin again more intelligently.”\u003c/p>\n\n",
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"description": "Flickr:JUvertson By Jennie Rose Can creativity be taught? If innovation is truly the key to this country's success, then it's time to think strategically about engendering creativity into our education system. That's part of Tina Seelig's thesis in her new book Ingenius: A Crash Course on Creativity. Case in point: In schools, when we give",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23698\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/231372270_fd881f152e_b1.jpg\">\u003cimg class=\"size-large wp-image-23698\" title=\"231372270_fd881f152e_b\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/231372270_fd881f152e_b1-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:JUvertson\u003c/p>\n\u003c/div>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap\">Can creativity be taught? If innovation is truly the key to this country's success, then it's time to think strategically about engendering creativity into our education system.\u003c/p>\n\u003cp>That's part of Tina Seelig's thesis in her new book \u003ca href=\"http://www.amazon.com/inGenius-A-Crash-Course-Creativity/dp/0062020706\">Ingenius: A Crash Course on Creativity\u003c/a>. Case in point: In schools, when we give students math problems to solve, we ask simply, “What’s the sum of 10+10?” to which there is only one right answer. But Seelig says we should turn the question on its head, and ask, “How many ways can you add 10+10?” The question you ask is the frame in which the answers will fall, Seelig says.\u003c/p>\n\u003cp>This approach is fundamental to Seelig’s work as a professor at the Hasso Plattner Institute of Design at Stanford. The Institute (or “d.school”), renowned for incubating inventive new businesses, is committed to teaching students about design thinking. And it’s in her course on creativity where Seelig introduces students to her celebrated Innovation Engine, which she says represents all the values we need to unlock creativity.\u003c/p>\n\u003cp>The Engine has six parallel lines in a Möbius strip design. Three internal human factors comprise our knowledge, imagination, and attitude.\u003c/p>\n\u003cp>As \u003ca href=\"http://creativityrulz.blogspot.com/2012/03/introducing-innovation-engine.html\">Seelig describes it\u003c/a>:\u003c/p>\n\u003cul>\n\u003cli>Your knowledge provides the fuel for your imagination.\u003c/li>\n\u003cli>Your imagination is the catalyst for transforming knowledge into ideas.\u003c/li>\n\u003cli>Your attitude is the spark that sets the Innovation Engine in motion.\u003c/li>\n\u003c/ul>\n\u003cp>The \u003ca href=\"http://creativityrulz.blogspot.com/2012/03/introducing-innovation-engine.html\">other three lines \u003c/a>include external influences of resources, habitat and culture.\u003c/p>\n\u003cul>\n\u003cli>Resources are all the assets available to you.\u003c/li>\n\u003cli>Habitat includes the space, rules, constraints, and people around you.\u003c/li>\n\u003cli>Culture is the collective beliefs, values, & behaviors of your community.\u003c/li>\n\u003c/ul>\n\u003cp>These inside and outside strips are woven together because nothing can be looked at in isolation. \u003c!--more-->The best part? You can start anywhere.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>USING FAILURE TO LEARN\u003c/strong>\u003c/p>\n\u003cp>If this strip is the engine, then the chassis is a modest idea that failure gives us useful data.\u003cbr>\n“I crafted the Innovation Engine dozens of ways before finding one that clicked,” Seelig writes. Failure is not a waste of time, rather it is constantly testing new ideas. “The big idea is by looking at ‘failures’ as ‘data’ we enhance everyone’s willingness to experiment.”\u003c/p>\n\u003cp>A willingness to experiment in order to unlock creativity drives Seelig’s outlandish d.school lessons. In sync with some of the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/\">au courant ideas about students and failure\u003c/a>, Seelig created a workshop called “The Failure Faire” for her students to experiment with failure, and to challenge their assumptions about its definition. In traditional educational settings, students are encouraged to perfect their material before they share it with others. Seelig takes an altogether different tack, suggesting that the sharing of all kinds of unedited ideas, even the bad ones, is a practice that cultivates collaboration and innovation in earnest.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/12028902.jpg\">\u003cimg class=\"alignleft size-full wp-image-23690\" title=\"12028902\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/12028902.jpg\" alt=\"\" width=\"258\" height=\"258\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-75x75.jpg 75w\" sizes=\"(max-width: 258px) 100vw, 258px\">\u003c/a>Seelig’s classroom exercises and experiments carry the same message over and over: Everything you see is ripe for innovation. In one example she cites in the book, Seeling asked students in Osaka to squeeze out as much value as they could from the contents of a single trash can in two hours. As a challenge, it's actually not that far removed from the realities of what most cities around the world -- especially high-population areas in Asia -- are tackling.\u003c/p>\n\u003cp>Another popular approach Seelig mentions is the “Marshmallow Challenge,” which all types of people can use: everyone from cross-functional corporate teams, to kids in \u003ca href=\"http://www.destinationimagination.org/\">Destination Imagination \u003c/a>programs. Teams are given 18 minutes to build the tallest freestanding structure possible out of 20 sticks of spaghetti, one yard of string, one yard of masking tape and one marshmallow. The marshmallow goes on the top of the structure. Of all the different teams who've tried this, it might come as no surprise to teachers to learn that children are the most creative and had the most fun with the challenge.\u003c/p>\n\u003cp>Teachers and students of all ages may want to consider starting toward the back of the book with the chapter “Move Fast, Break Things.” This chapter is particularly useful for educators who want to reframe how they envision brainstorming, or turn their classrooms into \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/how-to-turn-your-classroom-into-an-idea-factory/\">fruitful idea labs\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Quoting Henry Ford, Seelig reiterates: “Failure is only the opportunity to begin again more intelligently.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_23002\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/mishism/3545946507/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23002\" title=\"3545946507_a9e9d7c7d3_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/3545946507_a9e9d7c7d3_z-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Miish\u003c/p>\n\u003c/div>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap-serif\">\u003cspan style=\"color: #000000\">In his new book \u003cem>How Children Succeed: Grit, Curiosity, and the Hidden Power of Character, \u003c/em>author Paul Tough makes the case that persistence and grit are the biggest indicators of student success. Being resilient against failure, he says, is the fundamental quality we should be teaching kids, and he gives examples of where that's being done.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">Dominic Randolph, the headmaster at the elite \u003ca href=\"http://www.riverdale.edu/default.aspx\">\u003cspan style=\"color: #000000\">Riverdale Country School\u003c/span>\u003c/a> in the Bronx, New York, who believes students don’t know how to fail, is one of the sources in Tough’s book who has set out on a road to change an “impoverished view” of learning. Rather than producing students adept at “gaming” the system, “we have got to change the educational system to think about different outcomes and different capacities,” he says.\u003c/span>\u003c/p>\n\u003cp dir=\"ltr\">\u003cspan style=\"color: #000000\">Another primary source in the book is David Levin, co-founder of the charter \u003ca href=\"http://www.kipp.org/about-kipp/\">\u003cspan style=\"color: #000000\">KIPP Academy\u003c/span>\u003c/a>, who developed a student character report card to cultivate this resilience and self control in his students. With Levin’s KIPP Academy as a case study, Tough tracks persistence among low-income kids who aim to go to college, taking special note of those who have the skill in\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"What I think is important on the road to success is learning to deal with failure, to manage adversity. That's a skill that parents can certainly help their children develop—but so can teachers and coaches and mentors and neighbors and lots of other people.\"\u003c/p>\n\u003c/aside>\n\u003cp dir=\"ltr\">\u003cspan style=\"color: #000000\">engaging with people who are different from them, or what educators refer to as “code switching.” Tough's research indicates that students who possess this “code switching” ability, as well as self control, optimism, and curiosity, also show an ability to recover from setbacks.\u003c/span>\u003c/p>\n\u003cp dir=\"ltr\">\u003cspan style=\"color: #000000\">At KIPP Academy, kids wear school spirit sweatshirts with pro self-control slogans like “Don’t Eat the Marshmallow!”-- a nod to \u003ca href=\"http://en.wikipedia.org/wiki/Stanford_marshmallow_experiment\">\u003cspan style=\"color: #000000\">Walter Mischel’s renowned cognitive psychology study\u003c/span>\u003c/a> on self \u003c!--more-->control. But it's hard to teach kids how to be grateful, how to demonstrate self control, so KIPP teachers use character language to show kids how to slow them down, to understand the mistakes they're making.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">Tough, who wrote \u003cem>Whatever It Takes\u003c/em> in 2008, about Geoffrey Canada and the Harlem Children's Zone, \u003ca href=\"http://www.hmhbooks.com/howchildrensucceed/qanda.html\">\u003cspan style=\"color: #000000\">said in an interview\u003c/span>\u003c/a> that these intangible qualities -- self-control, perseverance, and grit -- are far more important than letter grades in accounting for student success.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/children_succeed_hi/\" rel=\"attachment wp-att-22997\">\u003cimg class=\"alignright size-medium wp-image-22997\" title=\"Children_Succeed_hi\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Children_Succeed_hi-300x452.jpg\" alt=\"\" width=\"196\" height=\"296\">\u003c/a>\u003cspan style=\"color: #000000\">\"Until recently, most economists and psychologists believed that the most important factor in a child's success was the IQ. This notion is behind our national obsession with test scores. From preschool-admission tests to the SAT and the ACT—even when we tell ourselves as individuals that these tests don't matter, as a culture we put great faith in them. All because we believe, on some level, that they measure what matters,\" he said. \"But the scientists whose work I followed for \u003cem>How Children Succeed\u003c/em> have identified a very different set of skills that they believe are crucial to success. They include qualities like persistence, curiosity, conscientiousness, optimism, and self-control. Economists call these non-cognitive skills. Psychologists call them personality traits. Neuroscientists sometimes use the term executive functions. The rest of us often sum them up with the word character.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">Critics have argued that what Tough is really talking about are life skills that can't be taught. But a \u003ca href=\"http://www.nap.edu/catalog.php?record_id=13398\">\u003cspan style=\"color: #000000\">report \u003c/span>\u003c/a>released recently by the National Research Council of the National Academies of Science in Washington suggests that recognizing the intangible qualities is an important part of education. The report, \u003cem>Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century \u003c/em>describes \"important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">It's that idea -- whether kids can learn to learn -- that concerns both parents and teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\"What I think is important on the road to success is learning to deal with failure, to manage adversity,\" Tough said. \"That's a skill that parents can certainly help their children develop—but so can teachers and coaches and mentors and neighbors and lots of other people.\"\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cem>Watch Paul Tough \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-character-be-taught/\">\u003cspan style=\"color: #000000\">in an interview about his book\u003c/span>\u003c/a> at the Aspen Ideas Festival.\u003c/em>\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23002\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/mishism/3545946507/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23002\" title=\"3545946507_a9e9d7c7d3_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/3545946507_a9e9d7c7d3_z-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Miish\u003c/p>\n\u003c/div>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap-serif\">\u003cspan style=\"color: #000000\">In his new book \u003cem>How Children Succeed: Grit, Curiosity, and the Hidden Power of Character, \u003c/em>author Paul Tough makes the case that persistence and grit are the biggest indicators of student success. Being resilient against failure, he says, is the fundamental quality we should be teaching kids, and he gives examples of where that's being done.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">Dominic Randolph, the headmaster at the elite \u003ca href=\"http://www.riverdale.edu/default.aspx\">\u003cspan style=\"color: #000000\">Riverdale Country School\u003c/span>\u003c/a> in the Bronx, New York, who believes students don’t know how to fail, is one of the sources in Tough’s book who has set out on a road to change an “impoverished view” of learning. Rather than producing students adept at “gaming” the system, “we have got to change the educational system to think about different outcomes and different capacities,” he says.\u003c/span>\u003c/p>\n\u003cp dir=\"ltr\">\u003cspan style=\"color: #000000\">Another primary source in the book is David Levin, co-founder of the charter \u003ca href=\"http://www.kipp.org/about-kipp/\">\u003cspan style=\"color: #000000\">KIPP Academy\u003c/span>\u003c/a>, who developed a student character report card to cultivate this resilience and self control in his students. With Levin’s KIPP Academy as a case study, Tough tracks persistence among low-income kids who aim to go to college, taking special note of those who have the skill in\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"What I think is important on the road to success is learning to deal with failure, to manage adversity. That's a skill that parents can certainly help their children develop—but so can teachers and coaches and mentors and neighbors and lots of other people.\"\u003c/p>\n\u003c/aside>\n\u003cp dir=\"ltr\">\u003cspan style=\"color: #000000\">engaging with people who are different from them, or what educators refer to as “code switching.” Tough's research indicates that students who possess this “code switching” ability, as well as self control, optimism, and curiosity, also show an ability to recover from setbacks.\u003c/span>\u003c/p>\n\u003cp dir=\"ltr\">\u003cspan style=\"color: #000000\">At KIPP Academy, kids wear school spirit sweatshirts with pro self-control slogans like “Don’t Eat the Marshmallow!”-- a nod to \u003ca href=\"http://en.wikipedia.org/wiki/Stanford_marshmallow_experiment\">\u003cspan style=\"color: #000000\">Walter Mischel’s renowned cognitive psychology study\u003c/span>\u003c/a> on self \u003c!--more-->control. But it's hard to teach kids how to be grateful, how to demonstrate self control, so KIPP teachers use character language to show kids how to slow them down, to understand the mistakes they're making.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">Tough, who wrote \u003cem>Whatever It Takes\u003c/em> in 2008, about Geoffrey Canada and the Harlem Children's Zone, \u003ca href=\"http://www.hmhbooks.com/howchildrensucceed/qanda.html\">\u003cspan style=\"color: #000000\">said in an interview\u003c/span>\u003c/a> that these intangible qualities -- self-control, perseverance, and grit -- are far more important than letter grades in accounting for student success.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/children_succeed_hi/\" rel=\"attachment wp-att-22997\">\u003cimg class=\"alignright size-medium wp-image-22997\" title=\"Children_Succeed_hi\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Children_Succeed_hi-300x452.jpg\" alt=\"\" width=\"196\" height=\"296\">\u003c/a>\u003cspan style=\"color: #000000\">\"Until recently, most economists and psychologists believed that the most important factor in a child's success was the IQ. This notion is behind our national obsession with test scores. From preschool-admission tests to the SAT and the ACT—even when we tell ourselves as individuals that these tests don't matter, as a culture we put great faith in them. All because we believe, on some level, that they measure what matters,\" he said. \"But the scientists whose work I followed for \u003cem>How Children Succeed\u003c/em> have identified a very different set of skills that they believe are crucial to success. They include qualities like persistence, curiosity, conscientiousness, optimism, and self-control. Economists call these non-cognitive skills. Psychologists call them personality traits. Neuroscientists sometimes use the term executive functions. The rest of us often sum them up with the word character.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">Critics have argued that what Tough is really talking about are life skills that can't be taught. But a \u003ca href=\"http://www.nap.edu/catalog.php?record_id=13398\">\u003cspan style=\"color: #000000\">report \u003c/span>\u003c/a>released recently by the National Research Council of the National Academies of Science in Washington suggests that recognizing the intangible qualities is an important part of education. The report, \u003cem>Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century \u003c/em>describes \"important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">It's that idea -- whether kids can learn to learn -- that concerns both parents and teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\"What I think is important on the road to success is learning to deal with failure, to manage adversity,\" Tough said. \"That's a skill that parents can certainly help their children develop—but so can teachers and coaches and mentors and neighbors and lots of other people.\"\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cem>Watch Paul Tough \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-character-be-taught/\">\u003cspan style=\"color: #000000\">in an interview about his book\u003c/span>\u003c/a> at the Aspen Ideas Festival.\u003c/em>\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_22828\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660153575/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-22828\" title=\"6660153575_0ee7b9bd58\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/6660153575_0ee7b9bd58.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/6660153575_0ee7b9bd58.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/6660153575_0ee7b9bd58-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/6660153575_0ee7b9bd58-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Innovation is the currency of progress. In our world of seismic changes, innovation has become a holy grail that promises to shepherd us through these uncertain and challenging times. And there isn't a more visible symbol of innovation than the iPad. It's captured the hearts and minds of disparate subcultures and organizations.\u003c/p>\n\u003cp>In education it's been widely hailed as a revolutionary device, promising to transform education as we know it. Unfortunately, it's not as simple as bulk purchasing iPads and deploying them into the wilds of education. Innovation can't be installed. It has to be grown -- and generally from the margins.\u003c/p>\n\u003cp>The profusion of digital technology at work, home and everywhere in between is evident to even the most causal observer. In this climate, it's understandable why many schools are interested in technological integration and innovation. While it seems clear that students will increasingly be expected to be adept at using digital tools in their professional and personal lives, there isn't great clarity on how exactly these tools should be used. Often visions and goals are nebulous -- if they exist at all. We can't just buy iPads (or any device), add water, and hope that strategy will usher schools to the leading edge of 21st century education. Technology, by itself, isn't curative. Human agency shapes the path.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>We can't just buy iPads (or any device), add water, and hope that strategy will usher schools to the leading edge of 21st century education.\u003c/p>\n\u003c/aside>\n\u003cp>In light of this dynamic, two critical questions need to be asked and provisionally answered when integrating technology into education. The first question, while obvious at first glance, isn't always fully articulated: \"What are the educational goals of technology integration?\"\u003c/p>\n\u003cp>The second question is equally important and often more elusive: \"Do the current systems and processes support the integrative and innovative goals?\"\u003c/p>\n\u003ch4>Adapting Teaching To Technology\u003c/h4>\n\u003cp>The answer to the first question -- about the goals of technology integration -- often orbits around 21st century skills. The problem is that most of the curriculum within schools today is distinctly tied to the 20th century. The first phase of technology integration usually focuses on the transition from an analog to a digital environment, but after that happens, the use of technology raises deeper \u003c!--more-->pedagogical questions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The best schools throughout history prepared their students for the social and economic realities of their time. Our system of universal education was designed to meet the social and economic needs of the industrial revolution, which was defined by a world of standardization. While the industrial revolution has been added to the annals of history, our system of education has not.\u003c/p>\n\u003cp>The social and economic world of today and tomorrow require people who can critically and creatively work in teams to solve problems. Technology widens the spectrum of how individuals and teams can access, construct and communicate knowledge. Education, for the most part, isn't creating learners along these lines. Meanwhile, computers are challenging the legitimacy of expert-driven knowledge, i.e., of the teacher at the front of the classroom being the authority. All computing devices -- from laptops to tablets to smartphones -- are dismantling knowledge silos and are therefore transforming the role of a teacher into something that is more of a facilitator and coach.\u003c/p>\n\u003cp>This isn't to say that teachers are becoming obsolete. Great teachers are needed now more than ever. But what it means to be a teacher and student is changing -- as it has throughout history. The main point is that technology is helping to drive a pedagogical change, and schools need to be mindful of this influence and thoughtful of how they'd like to facilitate this transition. This is why linking technology to learning objectives is so important. Otherwise, schools could find themselves in a position where the cart (technology) is before the horse (pedagogy).\u003c/p>\n\u003ch4>Does Our Current System Support Innovation?\u003c/h4>\n\u003cp>Answers to the second question (Do the current systems and processes support the integrative and innovative goals?) are rarely offered because the question is seldom asked.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>Uncertainty and experimentation are perceived as a waste of time within the current model because there is curriculum that needs to be covered and tests that need to be taken within a prescribed schedule.\u003c/p>\n\u003c/aside>\n\u003cp>The organization of schools -- their systems, processes and values -- were deliberately designed to accomplish specific objectives. Departments, 50-minute classes, bells, rows of desks, lectures, textbooks, standardized tests, and grades are all aspects of schools' organizational structure that were conceived to train students in the image of industrial society. Within this model, standardization and mass production rule supreme.\u003c/p>\n\u003cp>The systems and values of industrial education were not designed with innovation and digital tools in mind. Innovation, whether it's with technology, assessment or instruction, requires time and space for experimentation and a high tolerance for uncertainty. Disruption of established patterns is the \u003cem>modus operandi\u003c/em> of innovation. We like the fruits of innovation, but few of us have the mettle to run the gauntlet of innovation.\u003c/p>\n\u003ch4>Innovation from the Margins\u003c/h4>\n\u003cp>Because integration and innovation with technology can be so disruptive to established systems, innovation is more likely to take root if it is grown on the margins. The margin can be a small percentage of class time that's carved out each week for experimentation, or it can be a technology incubator designed to function beyond the conventional boundaries of school systems.\u003c/p>\n\u003cp>Wherever the appropriate margin is identified for technological innovation, the climate within the margin needs to be such that teachers and students are supported in exploring the edges of uncertainty. This is critical because uncertainty and experimentation are perceived as a waste of time within the current model because there is curriculum that needs to be covered and tests that need to be taken within a prescribed schedule. One can't begin to have more time and space for innovating in class unless one loosens the reigns on traditional objectives and creates more flexibility and leverage within classrooms and schools.\u003c/p>\n\u003cp>This is easier said than done. To varying degrees we've all come through the traditional model of education that has trained us to seek certainty. Combine that with the fact that we are wired to look for negative information -- and uncertainty would definitely fit into the negative category for most of us -- and we have a compound society that is increasingly risk averse. Yet without taking risks, we can't have breakthroughs.\u003c/p>\n\u003cp>Learning environments of the future are in incubation. And therein lies the challenge: Learning environments that don't exist can't be analyzed. Moving into the unknown requires a pioneering spirit. Helen Keller reminds us that is the truth of not only our age, but of all ages: \"Security is mostly a superstition. It does not exist in nature, nor do the children of men as a whole experience it. Avoiding danger is no safer in the long run than outright exposure. Life is either a daring adventure, or nothing.\"\u003c/p>\n\u003cp>\u003cem>Aran Levasseur taught middle school history and science for five years, where he integrated technology into his classes to enhance his teaching and student learning and is currently the Academic Technology Coordinator at San Francisco University High School. You can follow him \u003ca href=\"http://www.twitter.com/fusionjones\">@fusionjones on Twitter\u003c/a>.\u003c/em>\u003c/p>\n\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/pbs-mediashift-logo-final.jpg\">\u003cimg class=\"alignleft size-thumbnail wp-image-22454\" title=\"pbs-mediashift-logo-final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"39\" height=\"39\">\u003c/a>\u003c/h5>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://www.pbs.org/mediashift/2012/06/as-e-book-demand-rises-libraries-struggle-with-publishers-budgets-to-deliver178.html\">MediaShift\u003c/a>, which covers the intersection of media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/p>\n\u003ch5>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22828\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660153575/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-22828\" title=\"6660153575_0ee7b9bd58\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/6660153575_0ee7b9bd58.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/6660153575_0ee7b9bd58.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/6660153575_0ee7b9bd58-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/6660153575_0ee7b9bd58-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Innovation is the currency of progress. In our world of seismic changes, innovation has become a holy grail that promises to shepherd us through these uncertain and challenging times. And there isn't a more visible symbol of innovation than the iPad. It's captured the hearts and minds of disparate subcultures and organizations.\u003c/p>\n\u003cp>In education it's been widely hailed as a revolutionary device, promising to transform education as we know it. Unfortunately, it's not as simple as bulk purchasing iPads and deploying them into the wilds of education. Innovation can't be installed. It has to be grown -- and generally from the margins.\u003c/p>\n\u003cp>The profusion of digital technology at work, home and everywhere in between is evident to even the most causal observer. In this climate, it's understandable why many schools are interested in technological integration and innovation. While it seems clear that students will increasingly be expected to be adept at using digital tools in their professional and personal lives, there isn't great clarity on how exactly these tools should be used. Often visions and goals are nebulous -- if they exist at all. We can't just buy iPads (or any device), add water, and hope that strategy will usher schools to the leading edge of 21st century education. Technology, by itself, isn't curative. Human agency shapes the path.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>We can't just buy iPads (or any device), add water, and hope that strategy will usher schools to the leading edge of 21st century education.\u003c/p>\n\u003c/aside>\n\u003cp>In light of this dynamic, two critical questions need to be asked and provisionally answered when integrating technology into education. The first question, while obvious at first glance, isn't always fully articulated: \"What are the educational goals of technology integration?\"\u003c/p>\n\u003cp>The second question is equally important and often more elusive: \"Do the current systems and processes support the integrative and innovative goals?\"\u003c/p>\n\u003ch4>Adapting Teaching To Technology\u003c/h4>\n\u003cp>The answer to the first question -- about the goals of technology integration -- often orbits around 21st century skills. The problem is that most of the curriculum within schools today is distinctly tied to the 20th century. The first phase of technology integration usually focuses on the transition from an analog to a digital environment, but after that happens, the use of technology raises deeper \u003c!--more-->pedagogical questions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The best schools throughout history prepared their students for the social and economic realities of their time. Our system of universal education was designed to meet the social and economic needs of the industrial revolution, which was defined by a world of standardization. While the industrial revolution has been added to the annals of history, our system of education has not.\u003c/p>\n\u003cp>The social and economic world of today and tomorrow require people who can critically and creatively work in teams to solve problems. Technology widens the spectrum of how individuals and teams can access, construct and communicate knowledge. Education, for the most part, isn't creating learners along these lines. Meanwhile, computers are challenging the legitimacy of expert-driven knowledge, i.e., of the teacher at the front of the classroom being the authority. All computing devices -- from laptops to tablets to smartphones -- are dismantling knowledge silos and are therefore transforming the role of a teacher into something that is more of a facilitator and coach.\u003c/p>\n\u003cp>This isn't to say that teachers are becoming obsolete. Great teachers are needed now more than ever. But what it means to be a teacher and student is changing -- as it has throughout history. The main point is that technology is helping to drive a pedagogical change, and schools need to be mindful of this influence and thoughtful of how they'd like to facilitate this transition. This is why linking technology to learning objectives is so important. Otherwise, schools could find themselves in a position where the cart (technology) is before the horse (pedagogy).\u003c/p>\n\u003ch4>Does Our Current System Support Innovation?\u003c/h4>\n\u003cp>Answers to the second question (Do the current systems and processes support the integrative and innovative goals?) are rarely offered because the question is seldom asked.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>Uncertainty and experimentation are perceived as a waste of time within the current model because there is curriculum that needs to be covered and tests that need to be taken within a prescribed schedule.\u003c/p>\n\u003c/aside>\n\u003cp>The organization of schools -- their systems, processes and values -- were deliberately designed to accomplish specific objectives. Departments, 50-minute classes, bells, rows of desks, lectures, textbooks, standardized tests, and grades are all aspects of schools' organizational structure that were conceived to train students in the image of industrial society. Within this model, standardization and mass production rule supreme.\u003c/p>\n\u003cp>The systems and values of industrial education were not designed with innovation and digital tools in mind. Innovation, whether it's with technology, assessment or instruction, requires time and space for experimentation and a high tolerance for uncertainty. Disruption of established patterns is the \u003cem>modus operandi\u003c/em> of innovation. We like the fruits of innovation, but few of us have the mettle to run the gauntlet of innovation.\u003c/p>\n\u003ch4>Innovation from the Margins\u003c/h4>\n\u003cp>Because integration and innovation with technology can be so disruptive to established systems, innovation is more likely to take root if it is grown on the margins. The margin can be a small percentage of class time that's carved out each week for experimentation, or it can be a technology incubator designed to function beyond the conventional boundaries of school systems.\u003c/p>\n\u003cp>Wherever the appropriate margin is identified for technological innovation, the climate within the margin needs to be such that teachers and students are supported in exploring the edges of uncertainty. This is critical because uncertainty and experimentation are perceived as a waste of time within the current model because there is curriculum that needs to be covered and tests that need to be taken within a prescribed schedule. One can't begin to have more time and space for innovating in class unless one loosens the reigns on traditional objectives and creates more flexibility and leverage within classrooms and schools.\u003c/p>\n\u003cp>This is easier said than done. To varying degrees we've all come through the traditional model of education that has trained us to seek certainty. Combine that with the fact that we are wired to look for negative information -- and uncertainty would definitely fit into the negative category for most of us -- and we have a compound society that is increasingly risk averse. Yet without taking risks, we can't have breakthroughs.\u003c/p>\n\u003cp>Learning environments of the future are in incubation. And therein lies the challenge: Learning environments that don't exist can't be analyzed. Moving into the unknown requires a pioneering spirit. Helen Keller reminds us that is the truth of not only our age, but of all ages: \"Security is mostly a superstition. 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You can follow him \u003ca href=\"http://www.twitter.com/fusionjones\">@fusionjones on Twitter\u003c/a>.\u003c/em>\u003c/p>\n\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/pbs-mediashift-logo-final.jpg\">\u003cimg class=\"alignleft size-thumbnail wp-image-22454\" title=\"pbs-mediashift-logo-final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"39\" height=\"39\">\u003c/a>\u003c/h5>\n\u003cp>\u003c/p>\u003c/div>",
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"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?",
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},
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"id": "baycurious",
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"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. And you join us on the journey to find the answers.",
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},
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},
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
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"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.",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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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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"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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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"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",
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"order": 9
},
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"meta": {
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"source": "WNYC"
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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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"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",
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"source": "NPR"
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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.",
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"airtime": "SUN 7:30pm-8pm",
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"hyphenacion": {
"id": "hyphenacion",
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"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. ",
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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. ",
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"order": 18
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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": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"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": {
"site": "radio",
"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
},
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