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"content": "\u003cp>Springtime is science fair season. Thousands of kids across the country, from elementary through high school, spend weeks or months coaxing seedlings to grow, building devices to harness solar energy and carefully mixing acids and bases.\u003c/p>\n\u003cp>Often, as was certainly the case for me as an eighth grader in suburban Pennsylvania, the result is an all-hands-on-deck enterprise. Parents regularly join in the effort, helping students design their experiments and test their results — not to mention ferrying them back and forth from stores to pick up supplies.\u003c/p>\n\u003cp>For many, the task is stressful, but also formative. My science fair project, which involved investigating how compressing insulation affects its ability to block heat, was hardly glamorous but it was far and away the most memorable experiment of my first 13 years of school.\u003c/p>\n\u003cp>As educational opportunities, science fairs let students tackle the scientific method hands on. Classically \u003ca href=\"https://www.sciencebuddies.org/science-fair-projects/science-fair/steps-of-the-scientific-method\">that process begins\u003c/a> with identifying a question, developing a hypothesis to answer it and then devising an experiment to test that hunch. In principle, kids who participate will not only learn about science but may be inspired to join the next generation of scientists and engineers. But the fairs also have problems.\u003c/p>\n\u003cp>For starters, there’s a growing sense among some scientists and educators that many science fairs aren’t actually very good at teaching kids about, well, science. The field of science is ever changing and advancing, but the fair sticks to fairly rigid, traditional rules. Real scientific research can be observational, collaborative and creative — approaches that are sometimes verboten to science fair participants. For example, students often have to design experiments that involve manipulating a situation in some way, whereas many actual scientists, such as primatologists and astronomers, simply study their subjects over time, looking for patterns in that data.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Jane Goodall would not have had her science fair project accepted,” said William McComas, a professor of science education at the University of Arkansas, at the February meeting of the American Association for the Advancement of Science. “There’s a sort of archaic notion about how science works that’s embedded into a lot of the judging.”\u003c/p>\n\u003cp>And too often the fair is a burden on families and teachers. Jackie DeLisi, a research scientist at the Education Development Center, a Massachusetts nonprofit, \u003ca href=\"http://sciencefairstudy.edc.org/\">has found that\u003c/a> schools and families invest a lot of time and money in these fairs; teachers may spend as much as six weeks of class time preparing for them. Furthermore, if the fair becomes a contest between kids with financial resources and plenty of parental help, and students without access to fancy supplies or a grown-up’s guidance, it’s worth asking whether science fairs are fair.\u003c/p>\n\u003cp>The good news is that some schools are conducting truly radical experiments on the science fair itself. Among the most intriguing: taking the competition out of science fairs. Under this model, students are evaluated based on their mastery of the scientific method rather than being pitted against one another.\u003c/p>\n\u003cp>It’s a solution that could certainly reduce stress for parents. Susan Messina is a mother in Washington, D.C., whose parody science fair poster, entitled ‘How much turmoil does the science project cause families?’ went viral a few years ago. As she wrote in a \u003ca href=\"https://www.huffingtonpost.com/susan-messina/that-fake-science-fair-poster-that-went-viral-i-made-it-heres-why_b_5053008.html\">\u003cem>Huffington Post\u003c/em> article\u003c/a>: “[B]y getting rid of the stupid competition aspect, we wouldn’t have kids (or, let’s be clear, parents) competing to see who does the coolest project.”\u003c/p>\n\u003cp>And, argues bioethicist Frederick Grinnell of the University of Texas Southwestern Medical Center, the shift might enhance a student’s mastery and enjoyment of science. In a study published last year, Grinnell \u003ca href=\"http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0174252\">surveyed 302 students\u003c/a> (from high school through graduate school) about their experience with science fairs. As part of his analysis, he uncovered that while the students generally enjoyed participating in science fairs, they didn’t care for the competition. “None of the kids like requiring the competitive science fair,” he said.\u003c/p>\n\u003cp>Grinnell even suspects that competitive science fairs might hinder learning — and there’s some research to back him up. For three decades, researchers have been scrutinizing how \u003ca href=\"http://sohs.pbs.uam.es/webjesus/motiv_ev_autorr/lects%20extranjeras/anual%20review%202006.pdf\">competition motivates student behavior\u003c/a>. Experiments by Carol Dweck in 2003, then a professor of psychology at Columbia University, suggest that students who are driven to learn for its own sake or for personal growth tend to \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/14498789\">stick to their studies longer\u003c/a> than their highly competitive peers. People who want to outperform others, it turns out, get an emotional boost when they succeed, but any negative feedback stymies their interest in a subject. Individuals who value learning seem to be more resilient, persisting despite failures.\u003c/p>\n\u003cp>Another downside to competition? It’s distracting. In a pair of studies from 2015 and 2016, Rutgers University psychologists found that competition can \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4554955/\">harm how well our memories perform\u003c/a>. Using neuroimaging, the researchers discovered that when people in the study were told how they were doing on memory exercises relative to other participants, \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1002/hbm.23396\">areas of the brain\u003c/a> typically associated with how we think about ourselves fired up while actual memory performance weakened. “Participants are so worried about focusing on how the other person is doing they’re not adequately learning,” said Brynne DiMenichi, a research fellow and an author of both papers.\u003c/p>\n\u003cp>Yet competition has its uses. It is a powerful motivator, one that many people enjoy, and, as Dweck, now at Stanford University, points out, learning how to win or lose is valuable. “It’s too extreme to say competition is never good because it also could imply we shouldn’t hold children to standards,” she said.\u003c/p>\n\u003cp>The best approach, argues Dweck, foregrounds the goals of learning and mastery. To do that, she says, science fair judges would evaluate student projects based on the scientific process behind them rather than the flashy final product or spectacular results. Careful interviews with each child, she says, would push students to reflect on scientific inquiry itself. By this logic, a very simple study or an experiment with negative results could still be a winner.\u003c/p>\n\u003cp>The model she describes resembles the “\u003ca href=\"https://eric.ed.gov/?id=EJ921134\">Standards-Based Science Fair\u003c/a>,” developed by Peter Rillero, a professor of science education at Arizona State University in Phoenix. Judges evaluate budding scientists not against each other but based on their performance in certain categories: how well they form a hypothesis, for example, or analyze their data. Grinnell says this approach is now used by many schools that forgo competitive science fairs. Students who do want to push onward to district- or state-level competitions could still “opt in” to that experience, he notes.\u003c/p>\n\u003cp>Making science fairs noncompetitive is just one possible tweak on the classic model, but it’s a reminder that the science fair needs to be flexible to serve diverse communities. In one school DeLisi studied, for example, instructors decided to make the fair an entirely in-class project, thereby leveling the playing field for students from families with limited means. Other schools de-emphasize the scientific method entirely. They may instead prioritize students’ project management skills or focus on making science more interesting to kids by, for instance, inviting scientists discuss their work.\u003c/p>\n\u003cp>“Ultimately the schools need to figure out what they want their students to get out of the experience and how to structure the fair and invest resources to achieve those goals,” DeLisi said. That process may take some trial and error — but that, too, is in the spirit of the scientific method.\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003cem>our newsletter\u003c/em>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Jane Goodall would not have had her science fair project accepted,” said William McComas, a professor of science education at the University of Arkansas, at the February meeting of the American Association for the Advancement of Science. “There’s a sort of archaic notion about how science works that’s embedded into a lot of the judging.”\u003c/p>\n\u003cp>And too often the fair is a burden on families and teachers. Jackie DeLisi, a research scientist at the Education Development Center, a Massachusetts nonprofit, \u003ca href=\"http://sciencefairstudy.edc.org/\">has found that\u003c/a> schools and families invest a lot of time and money in these fairs; teachers may spend as much as six weeks of class time preparing for them. Furthermore, if the fair becomes a contest between kids with financial resources and plenty of parental help, and students without access to fancy supplies or a grown-up’s guidance, it’s worth asking whether science fairs are fair.\u003c/p>\n\u003cp>The good news is that some schools are conducting truly radical experiments on the science fair itself. Among the most intriguing: taking the competition out of science fairs. Under this model, students are evaluated based on their mastery of the scientific method rather than being pitted against one another.\u003c/p>\n\u003cp>It’s a solution that could certainly reduce stress for parents. Susan Messina is a mother in Washington, D.C., whose parody science fair poster, entitled ‘How much turmoil does the science project cause families?’ went viral a few years ago. As she wrote in a \u003ca href=\"https://www.huffingtonpost.com/susan-messina/that-fake-science-fair-poster-that-went-viral-i-made-it-heres-why_b_5053008.html\">\u003cem>Huffington Post\u003c/em> article\u003c/a>: “[B]y getting rid of the stupid competition aspect, we wouldn’t have kids (or, let’s be clear, parents) competing to see who does the coolest project.”\u003c/p>\n\u003cp>And, argues bioethicist Frederick Grinnell of the University of Texas Southwestern Medical Center, the shift might enhance a student’s mastery and enjoyment of science. In a study published last year, Grinnell \u003ca href=\"http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0174252\">surveyed 302 students\u003c/a> (from high school through graduate school) about their experience with science fairs. As part of his analysis, he uncovered that while the students generally enjoyed participating in science fairs, they didn’t care for the competition. “None of the kids like requiring the competitive science fair,” he said.\u003c/p>\n\u003cp>Grinnell even suspects that competitive science fairs might hinder learning — and there’s some research to back him up. For three decades, researchers have been scrutinizing how \u003ca href=\"http://sohs.pbs.uam.es/webjesus/motiv_ev_autorr/lects%20extranjeras/anual%20review%202006.pdf\">competition motivates student behavior\u003c/a>. Experiments by Carol Dweck in 2003, then a professor of psychology at Columbia University, suggest that students who are driven to learn for its own sake or for personal growth tend to \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/14498789\">stick to their studies longer\u003c/a> than their highly competitive peers. People who want to outperform others, it turns out, get an emotional boost when they succeed, but any negative feedback stymies their interest in a subject. Individuals who value learning seem to be more resilient, persisting despite failures.\u003c/p>\n\u003cp>Another downside to competition? It’s distracting. In a pair of studies from 2015 and 2016, Rutgers University psychologists found that competition can \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4554955/\">harm how well our memories perform\u003c/a>. Using neuroimaging, the researchers discovered that when people in the study were told how they were doing on memory exercises relative to other participants, \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1002/hbm.23396\">areas of the brain\u003c/a> typically associated with how we think about ourselves fired up while actual memory performance weakened. “Participants are so worried about focusing on how the other person is doing they’re not adequately learning,” said Brynne DiMenichi, a research fellow and an author of both papers.\u003c/p>\n\u003cp>Yet competition has its uses. It is a powerful motivator, one that many people enjoy, and, as Dweck, now at Stanford University, points out, learning how to win or lose is valuable. “It’s too extreme to say competition is never good because it also could imply we shouldn’t hold children to standards,” she said.\u003c/p>\n\u003cp>The best approach, argues Dweck, foregrounds the goals of learning and mastery. To do that, she says, science fair judges would evaluate student projects based on the scientific process behind them rather than the flashy final product or spectacular results. Careful interviews with each child, she says, would push students to reflect on scientific inquiry itself. By this logic, a very simple study or an experiment with negative results could still be a winner.\u003c/p>\n\u003cp>The model she describes resembles the “\u003ca href=\"https://eric.ed.gov/?id=EJ921134\">Standards-Based Science Fair\u003c/a>,” developed by Peter Rillero, a professor of science education at Arizona State University in Phoenix. Judges evaluate budding scientists not against each other but based on their performance in certain categories: how well they form a hypothesis, for example, or analyze their data. Grinnell says this approach is now used by many schools that forgo competitive science fairs. Students who do want to push onward to district- or state-level competitions could still “opt in” to that experience, he notes.\u003c/p>\n\u003cp>Making science fairs noncompetitive is just one possible tweak on the classic model, but it’s a reminder that the science fair needs to be flexible to serve diverse communities. In one school DeLisi studied, for example, instructors decided to make the fair an entirely in-class project, thereby leveling the playing field for students from families with limited means. Other schools de-emphasize the scientific method entirely. They may instead prioritize students’ project management skills or focus on making science more interesting to kids by, for instance, inviting scientists discuss their work.\u003c/p>\n\u003cp>“Ultimately the schools need to figure out what they want their students to get out of the experience and how to structure the fair and invest resources to achieve those goals,” DeLisi said. That process may take some trial and error — but that, too, is in the spirit of the scientific method.\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003cem>our newsletter\u003c/em>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>By all appearances, Sophia D. is the model of a successful student. A senior at an Ivy League college, she has maintained a grade-point average of 3.75 while working 10 hours a week, joining a sorority and running regularly. She carries herself with a subtle swagger that suggests confidence without arrogance, competence without hubris. She seems poised to conquer the world.\u003c/p>\n\u003cp>“Self-doubt drives me,” she said with a weak smile when asked to explain the root of her ambition. “It’s the key to my success.”\u003c/p>\n\u003cp>She assumes that her classmates are more intelligent and better prepared, and avoids participating in class discussions if possible to keep her perceived ignorance to herself. To avoid what she assumes will be inevitable failure, she studies well before exams, writes multiple drafts of papers, and postpones socializing until her work is completed. She’s been able to manage her anxiety well enough through college—though sleeping soundly remains difficult—but applying for jobs has been draining. Sophia has poured herself into the interviewing process, applying willy-nilly to jobs she knows little about and has little interest in because she believes her peers are more attractive applicants and worries that no one will hire her.\u003c/p>\n\u003cp>Self-doubt has been a defining feature of her life since high school. “It’s really rather exhausting,” she said.\u003c/p>\n\u003cp>According to social scientists, a self-doubting mindset leads to two common coping mechanisms: “self-handicapping”—when students underperform as a way to shield themselves from the psychic consequence of working hard and doing poorly—and “subjective overachievement,” taking heroic measures to guarantee a successful outcome, and attributing that success solely to effort. The overachieving variant of self-doubt, which afflicts Sophia, is common among high school and college students, said \u003ca href=\"https://lima.osu.edu/academics/departments/psychology/faculty/dr-patrick-j-carroll.html\">Patrick Carroll\u003c/a>, an assistant professor of psychology at Ohio State University who studies the problem.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Many kids experience it,” he said, though many find a way to conceal their anxiety. “You may know a ton of subjective overachievers and never appreciate their internal struggle and turmoil,” he added.\u003c/p>\n\u003cp>Self-doubt among students is prevalent today for two broad reasons, Carroll said. American culture, for one, places a premium on talent, which is rooted in the belief that success is a function of innate ability: Those born with natural talent are the select and privileged few. To gain favor, individuals have to demonstrate their innate competence. “Teachers and parents monitor SATS, achievement tests and grades as indicators of natural ability,” Carroll said. Fast-moving social changes also contribute to widespread self-doubt. The rate at which people change jobs, and move, and upend their daily lives provokes uncertainty.\u003c/p>\n\u003cp>Though common, relentless suspicion about one’s abilities corrodes confidence and limits learning, even when that anxiety produces successful outcomes, as it does with subjective overachievers. “The emotional drawbacks are intense,” Carroll said. Stress, anxiety and health problems associated with spikes in cortisol levels are byproducts.\u003c/p>\n\u003cp>Persistent fear of failure and focus on the outcome also impede clear thinking, so that learning may be compromised. What Carroll calls the “brain dump philosophy” takes hold: Students cram their subjects for the sake of a grade, expel the information at the right time, and vow never to look at it again. Homework, too, becomes an exercise in finding the answer rather than exploring the process of figuring it out. It’s so common among college students, Carroll said, that when he implores them to think about learning they “look at me like I’m a fuddy-duddy.”\u003c/p>\n\u003cp>Some amount of self-doubt is healthy and normal, Carroll added. Indeed, some have argued that the complete absence of self-doubt is associated with a lack of self-awareness and incompetence. “Those with extremely low levels of self-doubt may be the lowest achievers of all,” he said. What’s vital is for students to gain a sensible perspective on their abilities so that every assignment and challenge isn’t a referendum on their worth.\u003c/p>\n\u003cp>Parents and teachers of self-doubting kids can take steps to help buoy these students’ well-being.\u003c/p>\n\u003cp>\u003cstrong>Change the meaning of doubt\u003c/strong>. To start, students prone to subjective overachievement can work on changing their mindset toward the experience of doubt. Ordinarily, the first stabs of worry about an assignment can provoke internal questioning: Students think that if they’re feeling doubtful about their ability to tackle a project, say, then the work must not be for them. “It signals ‘I’m not good at it,’ ” Carroll explained. Students need to be reminded that doubt is a normal emotional response to a challenge rather than an indication of incompetence. “They should see doubt as a natural and normal sign that they’re on the path towards pursuing something worthwhile,” Carroll said. Just as a tough workout in the gym might result in sweating and sore muscles, a difficult intellectual challenge should involve mental struggle and uncertainty.\u003c/p>\n\u003cp>\u003cstrong>Challenge the self-doubting thoughts.\u003c/strong> Social worker and psychotherapist \u003ca href=\"https://www.psychologytoday.com/us/therapists/lauren-pardo-summit-nj/164957\">Lauren Pardo\u003c/a> said some self-doubt is normal and healthy, as it prevents exuberant grandiosity. But when the self-doubt starts to seep into relationships, body image and other aspects of well-being, she encourages her patients to interrogate their internal ruminations. “If a kid says, ‘I’m dumb,’ she can ask herself, ‘Is that a thought or a fact? Do ‘dumb’ people get into Ivy League schools? What is a more productive and rational thought?’ ”\u003c/p>\n\u003cp>Changing young persons’ minds about how they think of themselves is especially hard for self-doubters, because altering the way they think and behave would seem to threaten what is intrinsically working—in Sophia’s case, her high achievements. But working to alter an unforgiving self-perception is essential to avoid long-term psychological consequences, such as shame, Pardo said.\u003c/p>\n\u003cp>\u003cstrong>Step back in time. \u003c/strong>University of Pennsylvania professor and author Adam Grant \u003ca href=\"http://www.adamgrant.net/wondering\">offers\u003c/a> this advice to restless, never-happy strivers: Remember how you felt years ago before having achieved what you’ve now mastered. “Compare your current accomplishments to your past expectations,” Grant advised in a newsletter, “and for a few minutes, before you’re jolted back to the present, you’ll feel contented.” While not eliminating corrosive self-doubt, dwelling briefly in the past can provide short-term peace.\u003c/p>\n\u003cp>\u003cstrong>Focus on process rather than results.\u003c/strong> Teachers and parents can also shift from “person praise” when a child performs well to “process praise”: Rather than praising a child for being smart when she receives an \"A\" on a paper, acknowledge her effort and attention to the process of writing it. Zeroing in on the learning steps the student took to achieve a positive outcome reinforces the idea that subjects can be mastered with work. “If you can learn the procedures, you can do anything and do it well,” Carroll advised. This focus on process enhances learning and soothes emotional distress, while chipping away at the notion that innate ability determines all.\u003c/p>\n\u003cp>\u003cstrong>Visualize your successful future self.\u003c/strong> Carroll also advises students to cultivate what he calls the “vivid desired self” to supplant the fear of failure that triggers self-doubt. Common among subjective overachievers and self-handicappers is a tendency to fixate on negative outcomes and ruminate on coming failures. To draw mental attention away from these intense and negative mental images, children can be encouraged to dwell on their strengths and visualize their future selves succeeding. “Help them build their desired possible self—one that’s rooted in their competencies,” Carroll said. Developing a vivid desired self, he added, can be a kind of “psychological Ritalin.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Sophia will graduate from college this spring. After several rounds of interviews, she was offered a plum job at a top-rated company. Does she feel any less doubtful about her abilities now that she has secured the job? “I’m not actively worried about blowing it,” she said. “Maybe I will when it gets closer.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>By all appearances, Sophia D. is the model of a successful student. A senior at an Ivy League college, she has maintained a grade-point average of 3.75 while working 10 hours a week, joining a sorority and running regularly. She carries herself with a subtle swagger that suggests confidence without arrogance, competence without hubris. She seems poised to conquer the world.\u003c/p>\n\u003cp>“Self-doubt drives me,” she said with a weak smile when asked to explain the root of her ambition. “It’s the key to my success.”\u003c/p>\n\u003cp>She assumes that her classmates are more intelligent and better prepared, and avoids participating in class discussions if possible to keep her perceived ignorance to herself. To avoid what she assumes will be inevitable failure, she studies well before exams, writes multiple drafts of papers, and postpones socializing until her work is completed. She’s been able to manage her anxiety well enough through college—though sleeping soundly remains difficult—but applying for jobs has been draining. Sophia has poured herself into the interviewing process, applying willy-nilly to jobs she knows little about and has little interest in because she believes her peers are more attractive applicants and worries that no one will hire her.\u003c/p>\n\u003cp>Self-doubt has been a defining feature of her life since high school. “It’s really rather exhausting,” she said.\u003c/p>\n\u003cp>According to social scientists, a self-doubting mindset leads to two common coping mechanisms: “self-handicapping”—when students underperform as a way to shield themselves from the psychic consequence of working hard and doing poorly—and “subjective overachievement,” taking heroic measures to guarantee a successful outcome, and attributing that success solely to effort. The overachieving variant of self-doubt, which afflicts Sophia, is common among high school and college students, said \u003ca href=\"https://lima.osu.edu/academics/departments/psychology/faculty/dr-patrick-j-carroll.html\">Patrick Carroll\u003c/a>, an assistant professor of psychology at Ohio State University who studies the problem.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Many kids experience it,” he said, though many find a way to conceal their anxiety. “You may know a ton of subjective overachievers and never appreciate their internal struggle and turmoil,” he added.\u003c/p>\n\u003cp>Self-doubt among students is prevalent today for two broad reasons, Carroll said. American culture, for one, places a premium on talent, which is rooted in the belief that success is a function of innate ability: Those born with natural talent are the select and privileged few. To gain favor, individuals have to demonstrate their innate competence. “Teachers and parents monitor SATS, achievement tests and grades as indicators of natural ability,” Carroll said. Fast-moving social changes also contribute to widespread self-doubt. The rate at which people change jobs, and move, and upend their daily lives provokes uncertainty.\u003c/p>\n\u003cp>Though common, relentless suspicion about one’s abilities corrodes confidence and limits learning, even when that anxiety produces successful outcomes, as it does with subjective overachievers. “The emotional drawbacks are intense,” Carroll said. Stress, anxiety and health problems associated with spikes in cortisol levels are byproducts.\u003c/p>\n\u003cp>Persistent fear of failure and focus on the outcome also impede clear thinking, so that learning may be compromised. What Carroll calls the “brain dump philosophy” takes hold: Students cram their subjects for the sake of a grade, expel the information at the right time, and vow never to look at it again. Homework, too, becomes an exercise in finding the answer rather than exploring the process of figuring it out. It’s so common among college students, Carroll said, that when he implores them to think about learning they “look at me like I’m a fuddy-duddy.”\u003c/p>\n\u003cp>Some amount of self-doubt is healthy and normal, Carroll added. Indeed, some have argued that the complete absence of self-doubt is associated with a lack of self-awareness and incompetence. “Those with extremely low levels of self-doubt may be the lowest achievers of all,” he said. What’s vital is for students to gain a sensible perspective on their abilities so that every assignment and challenge isn’t a referendum on their worth.\u003c/p>\n\u003cp>Parents and teachers of self-doubting kids can take steps to help buoy these students’ well-being.\u003c/p>\n\u003cp>\u003cstrong>Change the meaning of doubt\u003c/strong>. To start, students prone to subjective overachievement can work on changing their mindset toward the experience of doubt. Ordinarily, the first stabs of worry about an assignment can provoke internal questioning: Students think that if they’re feeling doubtful about their ability to tackle a project, say, then the work must not be for them. “It signals ‘I’m not good at it,’ ” Carroll explained. Students need to be reminded that doubt is a normal emotional response to a challenge rather than an indication of incompetence. “They should see doubt as a natural and normal sign that they’re on the path towards pursuing something worthwhile,” Carroll said. Just as a tough workout in the gym might result in sweating and sore muscles, a difficult intellectual challenge should involve mental struggle and uncertainty.\u003c/p>\n\u003cp>\u003cstrong>Challenge the self-doubting thoughts.\u003c/strong> Social worker and psychotherapist \u003ca href=\"https://www.psychologytoday.com/us/therapists/lauren-pardo-summit-nj/164957\">Lauren Pardo\u003c/a> said some self-doubt is normal and healthy, as it prevents exuberant grandiosity. But when the self-doubt starts to seep into relationships, body image and other aspects of well-being, she encourages her patients to interrogate their internal ruminations. “If a kid says, ‘I’m dumb,’ she can ask herself, ‘Is that a thought or a fact? Do ‘dumb’ people get into Ivy League schools? What is a more productive and rational thought?’ ”\u003c/p>\n\u003cp>Changing young persons’ minds about how they think of themselves is especially hard for self-doubters, because altering the way they think and behave would seem to threaten what is intrinsically working—in Sophia’s case, her high achievements. But working to alter an unforgiving self-perception is essential to avoid long-term psychological consequences, such as shame, Pardo said.\u003c/p>\n\u003cp>\u003cstrong>Step back in time. \u003c/strong>University of Pennsylvania professor and author Adam Grant \u003ca href=\"http://www.adamgrant.net/wondering\">offers\u003c/a> this advice to restless, never-happy strivers: Remember how you felt years ago before having achieved what you’ve now mastered. “Compare your current accomplishments to your past expectations,” Grant advised in a newsletter, “and for a few minutes, before you’re jolted back to the present, you’ll feel contented.” While not eliminating corrosive self-doubt, dwelling briefly in the past can provide short-term peace.\u003c/p>\n\u003cp>\u003cstrong>Focus on process rather than results.\u003c/strong> Teachers and parents can also shift from “person praise” when a child performs well to “process praise”: Rather than praising a child for being smart when she receives an \"A\" on a paper, acknowledge her effort and attention to the process of writing it. Zeroing in on the learning steps the student took to achieve a positive outcome reinforces the idea that subjects can be mastered with work. “If you can learn the procedures, you can do anything and do it well,” Carroll advised. This focus on process enhances learning and soothes emotional distress, while chipping away at the notion that innate ability determines all.\u003c/p>\n\u003cp>\u003cstrong>Visualize your successful future self.\u003c/strong> Carroll also advises students to cultivate what he calls the “vivid desired self” to supplant the fear of failure that triggers self-doubt. Common among subjective overachievers and self-handicappers is a tendency to fixate on negative outcomes and ruminate on coming failures. To draw mental attention away from these intense and negative mental images, children can be encouraged to dwell on their strengths and visualize their future selves succeeding. “Help them build their desired possible self—one that’s rooted in their competencies,” Carroll said. Developing a vivid desired self, he added, can be a kind of “psychological Ritalin.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>What are the hidden messages in the storybooks we read to our kids?\u003c/p>\n\u003cp>That's a question that may occur to parents as their children dive into the new books that arrived over the holidays.\u003c/p>\n\u003cp>And it's a question that inspired a team of researchers to set up a study. Specifically, they wondered how the lessons varied from storybooks of one country to another.\u003c/p>\n\u003cp>For a taste of their findings, take a typical book in China: \u003cem>The Cat That Eats Letters.\u003c/em>\u003c/p>\n\u003cp>Ostensibly it's about a cat that has an appetite for sloppy letters — \"written too large or too small, or if the letter is missing a stroke,\" explains one of the researchers, psychologist \u003ca href=\"https://psych.ucr.edu/faculty/cheung/index.html\">Cecilia Cheung\u003c/a>, a professor at University of California Riverside. \"So the only way children can stop their letters from being eaten is to write really carefully and practice every day.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But the underlying point is clear: \"This is really instilling the idea of effort — that children have to learn to consistently practice in order to achieve a certain level,\" says Cheung. And that idea, she says, is a core tenet of Chinese culture.\u003c/p>\n\u003cp>The book is one of dozens of storybooks from a list recommended by the education agencies of China, the United States and Mexico that Cheung and her collaborators \u003ca href=\"http://journals.sagepub.com/doi/full/10.1177/0022022117696801\">analyzed for the study\u003c/a>.\u003c/p>\n\u003cp>They created a list of \"learning-related\" values and checked to see how often the books promoted them. The values included setting a goal to achieve something difficult, putting in a lot effort to complete the task and generally viewing intelligence as a trait that can be acquired through hard work rather than a quality that you're born with.\u003c/p>\n\u003cp>The results — published in the \u003cem>Journal of Cross Cultural Psychology:\u003c/em> The storybooks from China stress those values about twice as frequently as the books from the U.S. and Mexico.\u003c/p>\n\u003cp>Take another typical example from China — \u003cem>The Foolish Old Man Who Removed The Mountain,\u003c/em> which recounts a folktale about a man who is literally trying to remove a mountain that's blocking the path from his village to the city.\u003c/p>\n\u003cp>\"Every day he has to dig some dirt from the mountain,\" says Cheung.\u003c/p>\n\u003cp>The book celebrates perseverance, of course — but also another value Cheung and her collaborators tracked: steering clear of bad influences. As Cheung puts it, \"avoiding a negative person and staying on track and not being distracted by things that would derail you from achieving your goals.\"\u003c/p>\n\u003cp>In this case the man keeps on digging \"even as he has to endure criticism from his fellow villagers who call him silly. And in the end he actually removes the mountain.\"\u003c/p>\n\u003cp>By contrast, Cheung says a typical book from the U.S. is one called \u003cem>The Jar of Happiness.\u003c/em>\u003c/p>\n\u003cp>\"A little girl attempts to make a potion of happiness in a jar,\" explains Cheung. Only to lose the jar. She's really upset — until all her friends come to cheer her up. \"At the end of the story she comes to the realization that happiness does not actually come from a jar of potion but from having good friends.\"\u003c/p>\n\u003cp>Cheung says this emphasis on happiness comes up a lot in the books from the U.S. In some cases it's overt – central to the plot of the story. But often it's more subtle.\u003c/p>\n\u003cp>\"They'll just have a lot of drawings of children who are playing happily in all sorts of settings — emphasizing that smiling is important, that laughing is important, that being surrounded by people who are happy is important.\"\u003c/p>\n\u003cp>The same held true of the books from Mexico.\u003c/p>\n\u003cp>\"They're just not so focused on the importance of achieving a particular goal or persisting so that you can overcome an obstacle. Those are much more emphasized in the storybooks from China.\"\u003c/p>\n\u003cp>What are the implications?\u003c/p>\n\u003cp>Cheung notes that children in China consistently score higher on academic tests compared to children in the U.S. and Mexico. But she says more research is needed to determine how much of that is due to the storybooks or even to the larger differences in cultural values that the books reflect. Other completely unrelated factors, such as different teaching techniques could be at work.\u003c/p>\n\u003cp>In the meantime, Cheung says her study suggests all three cultures might have something to learn from each other.\u003c/p>\n\u003cp>For instance American parents might want to take a cue from Chinese storybooks and supplement their children's reading with more tales that promote a view of intelligence as changeable.\u003c/p>\n\u003cp>After all, says Cheung, if you think intelligence is gained through effort, then when you're confronted with a challenge or even an outright failure, \"you just put more effort into it. You try to learn from the experience and you think about different ways of approaching the problem rather than saying, 'No, I'm just not smart and I'm just going to give up right away.'\"\u003c/p>\n\u003cp>Conversely, Chinese parents might want to learn from the American focus on encouraging children's happiness and sense of connection to others. \"This is something that's really important to instill in children,\" she says. \"And happiness is also important when it comes to learning. It can be a predictor of future achievement.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And lest you've been worrying about the fate of that cat — Cheung has reassuring news. Once the kids improve their handwriting, \"the cat feels very hungry,\" says Cheung. But then the kids take pity on him — and write a few sloppy letters for him to eat.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What%27s+The+Difference+Between+Children%27s+Books+In+China+And+The+U.S.%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>What are the hidden messages in the storybooks we read to our kids?\u003c/p>\n\u003cp>That's a question that may occur to parents as their children dive into the new books that arrived over the holidays.\u003c/p>\n\u003cp>And it's a question that inspired a team of researchers to set up a study. Specifically, they wondered how the lessons varied from storybooks of one country to another.\u003c/p>\n\u003cp>For a taste of their findings, take a typical book in China: \u003cem>The Cat That Eats Letters.\u003c/em>\u003c/p>\n\u003cp>Ostensibly it's about a cat that has an appetite for sloppy letters — \"written too large or too small, or if the letter is missing a stroke,\" explains one of the researchers, psychologist \u003ca href=\"https://psych.ucr.edu/faculty/cheung/index.html\">Cecilia Cheung\u003c/a>, a professor at University of California Riverside. \"So the only way children can stop their letters from being eaten is to write really carefully and practice every day.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the underlying point is clear: \"This is really instilling the idea of effort — that children have to learn to consistently practice in order to achieve a certain level,\" says Cheung. And that idea, she says, is a core tenet of Chinese culture.\u003c/p>\n\u003cp>The book is one of dozens of storybooks from a list recommended by the education agencies of China, the United States and Mexico that Cheung and her collaborators \u003ca href=\"http://journals.sagepub.com/doi/full/10.1177/0022022117696801\">analyzed for the study\u003c/a>.\u003c/p>\n\u003cp>They created a list of \"learning-related\" values and checked to see how often the books promoted them. The values included setting a goal to achieve something difficult, putting in a lot effort to complete the task and generally viewing intelligence as a trait that can be acquired through hard work rather than a quality that you're born with.\u003c/p>\n\u003cp>The results — published in the \u003cem>Journal of Cross Cultural Psychology:\u003c/em> The storybooks from China stress those values about twice as frequently as the books from the U.S. and Mexico.\u003c/p>\n\u003cp>Take another typical example from China — \u003cem>The Foolish Old Man Who Removed The Mountain,\u003c/em> which recounts a folktale about a man who is literally trying to remove a mountain that's blocking the path from his village to the city.\u003c/p>\n\u003cp>\"Every day he has to dig some dirt from the mountain,\" says Cheung.\u003c/p>\n\u003cp>The book celebrates perseverance, of course — but also another value Cheung and her collaborators tracked: steering clear of bad influences. As Cheung puts it, \"avoiding a negative person and staying on track and not being distracted by things that would derail you from achieving your goals.\"\u003c/p>\n\u003cp>In this case the man keeps on digging \"even as he has to endure criticism from his fellow villagers who call him silly. And in the end he actually removes the mountain.\"\u003c/p>\n\u003cp>By contrast, Cheung says a typical book from the U.S. is one called \u003cem>The Jar of Happiness.\u003c/em>\u003c/p>\n\u003cp>\"A little girl attempts to make a potion of happiness in a jar,\" explains Cheung. Only to lose the jar. She's really upset — until all her friends come to cheer her up. \"At the end of the story she comes to the realization that happiness does not actually come from a jar of potion but from having good friends.\"\u003c/p>\n\u003cp>Cheung says this emphasis on happiness comes up a lot in the books from the U.S. In some cases it's overt – central to the plot of the story. But often it's more subtle.\u003c/p>\n\u003cp>\"They'll just have a lot of drawings of children who are playing happily in all sorts of settings — emphasizing that smiling is important, that laughing is important, that being surrounded by people who are happy is important.\"\u003c/p>\n\u003cp>The same held true of the books from Mexico.\u003c/p>\n\u003cp>\"They're just not so focused on the importance of achieving a particular goal or persisting so that you can overcome an obstacle. Those are much more emphasized in the storybooks from China.\"\u003c/p>\n\u003cp>What are the implications?\u003c/p>\n\u003cp>Cheung notes that children in China consistently score higher on academic tests compared to children in the U.S. and Mexico. But she says more research is needed to determine how much of that is due to the storybooks or even to the larger differences in cultural values that the books reflect. Other completely unrelated factors, such as different teaching techniques could be at work.\u003c/p>\n\u003cp>In the meantime, Cheung says her study suggests all three cultures might have something to learn from each other.\u003c/p>\n\u003cp>For instance American parents might want to take a cue from Chinese storybooks and supplement their children's reading with more tales that promote a view of intelligence as changeable.\u003c/p>\n\u003cp>After all, says Cheung, if you think intelligence is gained through effort, then when you're confronted with a challenge or even an outright failure, \"you just put more effort into it. You try to learn from the experience and you think about different ways of approaching the problem rather than saying, 'No, I'm just not smart and I'm just going to give up right away.'\"\u003c/p>\n\u003cp>Conversely, Chinese parents might want to learn from the American focus on encouraging children's happiness and sense of connection to others. \"This is something that's really important to instill in children,\" she says. \"And happiness is also important when it comes to learning. It can be a predictor of future achievement.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And lest you've been worrying about the fate of that cat — Cheung has reassuring news. Once the kids improve their handwriting, \"the cat feels very hungry,\" says Cheung. But then the kids take pity on him — and write a few sloppy letters for him to eat.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What%27s+The+Difference+Between+Children%27s+Books+In+China+And+The+U.S.%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Schools Can Help Students Manage and Mitigate Anxiety",
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"content": "\u003cp>\u003cem>Did I study enough for this test? Won’t my friends do better than me? If I don’t get an A now, I won’t do well on the next exam, and then will I even get into a good college?\u003c/em>\u003c/p>\n\u003cp>Anxious thoughts such as these aren’t always just passing worries. They’re becoming \u003ca href=\"https://www.nytimes.com/2017/10/11/magazine/why-are-more-american-teenagers-than-ever-suffering-from-severe-anxiety.html?_r=0\" rel=\"nofollow\">deeply rooted, widespread mantras\u003c/a> for young people across America. Anxiety is the \u003ca href=\"https://childmind.org/topics/concerns/anxiety/\" rel=\"nofollow\">most common mental health challenge\u003c/a> that young people face, and it’s the \u003ca href=\"https://www.insidehighered.com/news/2017/03/29/anxiety-and-depression-are-primary-concerns-students-seeking-counseling-services\" rel=\"nofollow\">top reason why students seek mental health services\u003c/a> at college today. In severe cases, anxiety is stopping teens from doing homework, reaching out to friends, and even leaving their homes, and leading to depressive and suicidal thoughts.\u003c/p>\n\u003cp>Many anxious teens have some sort of trigger: a school subject that doesn’t come naturally, the cliques they face at school, or — hovering throughout their high school experience — pressure to apply and get into college. It can be tempting for the counselors and therapists who work with these students to remove as many of these instigators as possible, allowing students to simply walk out of class when the content gets tough, or eat lunch away from the chaotic cafeteria. But those solutions don’t usually get to the root of the problem, and in fact they can make it worse.\u003c/p>\n\u003cp>Instead, according a range of mental health experts, school counselors should focus on giving students the tools they need to overcome their anxiety, while fostering a school culture that embraces a sense of balance and self-regulatory skills.\u003c/p>\n\u003cp>\u003cstrong>A Lack of Resilience \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are a number of factors contributing to a rise in anxiety among teens. Local community trauma, poverty, and continual reports of violence from around the world can frighten young people. Social media rarely allows teens to take a break from their peers. And in many middle- and upper-middle class communities, according to psychologist \u003ca href=\"https://www.gse.harvard.edu/node/127492\" rel=\"nofollow\">Richard Weissbourd\u003c/a>, today’s most “potent ingredient” is “\u003cstrong>achievement pressure\u003c/strong>” — the pressure to excel across academic subjects and a wide range of extracurriculars, culminating in the stress of putting together an impeccable college admissions package.\u003c/p>\n\u003cp>Underlying each of these factors, though, is the stark reality that \u003cstrong>many young people have too few opportunities to practice and build resilience\u003c/strong>, says counselor and educator \u003ca href=\"https://www.gse.harvard.edu/node/126442\" rel=\"nofollow\">Josephine Kim\u003c/a>. More so than in past generations, many teens today have their basic needs met, and they haven’t had much practice making mistakes. Especially in affluent communities, their parents are hyper-involved in their academic and social lives, so it’s unusual for teenagers to study, arrange a meeting about a bad grade, or even resolve a disagreement with a friend without parental help.\u003c/p>\n\u003cp>When an uncomfortable or difficult situation arises, many teenagers just don’t have the skills to deal with it on their own. Instead, they worry, envision the worst, and shut down.\u003c/p>\n\u003cp>\u003cstrong>Coping with Anxiety\u003c/strong>\u003c/p>\n\u003cp>The good news is that schools are increasingly tuning in to mental health needs, and they’ve gotten better at diagnosing anxiety disorders, says school counseling expert and researcher \u003ca href=\"https://www.gse.harvard.edu/node/127122\" rel=\"nofollow\">Mandy Savitz-Romer\u003c/a>. With that awareness, though, comes the question of how counselors should best support anxious students.\u003c/p>\n\u003cp>\u003cstrong>To Support Diagnosed Students\u003c/strong>\u003c/p>\n\u003cp>Above all, it’s important that counselors teach students to \u003cem>overcome\u003c/em> their anxiety, not to escape their triggers. Anxious teens often just want counselors to help them feel safe again — but their problems will likely only escalate if they don’t learn how to cope with stress, discomfort, and panic.\u003c/p>\n\u003cp>While therapists do need to differentiate their approach for each young person, “the first step is usually to get the student back into class, comfortable, and able to learn,” says \u003ca href=\"https://www.newton.k12.ma.us/nnhs\" rel=\"nofollow\">Newton North High School\u003c/a> adjustment counselor Beth O’Brien. “And counselors need to give students to the tools to do that.”\u003c/p>\n\u003cp>O’Brien suggests that counselors start by isolating what specifically is making the student anxious, and brainstorm how to make that situation more manageable. If one class is the instigator, then the counselor can try suggesting that the student moves his seat, or talks to the teacher. These actions demonstrate to the student that he has some control over himself and his surroundings, a key factor to \u003ca href=\"https://www.gse.harvard.edu/news/uk/17/11/short-primer-resilience\">building resilience\u003c/a>.\u003c/p>\n\u003cp>During counseling sessions, O’Brien says, the student can practice strategies to calm down and refocus his thoughts — tools he can later use in anxiety-inducing situations. “Many students with anxiety want to avoid their trigger,” O’Brien says, “but counselors should expose students to what they’re fearful of, in a healthy way that won’t induce more panic.” Strengthening these self-regulatory skills such as prioritization, focus, and mental flexibility, researchers have \u003ca href=\"https://www.gse.harvard.edu/node/483491\" rel=\"nofollow\">found\u003c/a>, is another fundamental way to develop resilience over time.\u003c/p>\n\u003cp>Counselors should also set expectations for what types of accommodations students should expect, says Savitz-Romer, who is a senior lecturer at the \u003ca href=\"http://gse.harvard.edu/\" rel=\"nofollow\">Harvard Graduate School of Education\u003c/a> (HGSE). Schools are increasingly designating safe, quiet spaces for students to retreat to when they are feeling overwhelmed. While this is a necessary support in many circumstances, counselors should also establish and communicate limits on how long each student can stay in these quiet rooms before she needs to return to class. Attending school and completing work needs to be the goal — not something to be avoided.\u003c/p>\n\u003cp>\u003cstrong>To Mitigate an Anxiety Culture\u003c/strong>\u003c/p>\n\u003cp>Anxiety isn’t an individual student issue. School leaders and counselors are increasingly reporting schoolwide “anxiety epidemics,” with large numbers of students feeling too paralyzed to work, and stress being almost celebrated as proof of achievement. Counselors can partner with principals and teachers to foster a school culture that mitigates anxiety and fosters positive mental health.\u003c/p>\n\u003cp>In more affluent, high-achieving schools, where pressure to excel can be debilitating, counselors can advocate for students not to overwork themselves academically. “Balance is important,” says O’Brien. If students appear particularly overwhelmed, she says, it may be best for counselors to suggest they take fewer AP or honors classes. Counselors can also encourage students to take part in outside extracurriculars that bring them “joy and a sense of self-worth” — feelings that can mitigate the stressors of intense academic work.\u003c/p>\n\u003cp>If students are feeling especially burnt out and nervous about college applications, O’Brien says, help them consider and explore alternative routes to a four-year college: taking a gap year, or first taking classes at a community college.\u003c/p>\n\u003cp>At the whole-school level, counselors can work with teachers to provide lessons on managing stress, prioritizing, and mentally switching between tasks, so that all students have an idea of how to handle feeling overwhelmed, suggests clinical psychologist \u003ca href=\"https://www.gse.harvard.edu/node/127572\" rel=\"nofollow\">Jacqueline Zeller\u003c/a>. An evidence-backed curriculum on mindfulness and social-emotional learning can also give students, faculty, and staff shared terminology for labeling and managing their emotions, which helps ensure they’ll understand each other when problems arise.\u003c/p>\n\u003cp>Finally, counselors can encourage teachers to emphasize a growth mindset in their teaching, which can help students to embrace challenges, rather than feel overwhelmed by them. “Educators who take this approach offer positive encouragement that reinforces effort, as well as helpful instructional feedback on learning strategies,” says Zeller, also a lecturer at HGSE. “Helping students to have freedom to feel mistakes are part of the learning process will allow for students to focus more on developing effective strategies connected to the academic task at hand, rather than worrying about getting a perfect score on a test.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/leahjshafer\">Leah Shafer\u003c/a> is a staff writer for \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they're accessible to practitioners, policymakers, and parents. \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge \u003c/a>is based at the Harvard Graduate School of Education. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Did I study enough for this test? Won’t my friends do better than me? If I don’t get an A now, I won’t do well on the next exam, and then will I even get into a good college?\u003c/em>\u003c/p>\n\u003cp>Anxious thoughts such as these aren’t always just passing worries. They’re becoming \u003ca href=\"https://www.nytimes.com/2017/10/11/magazine/why-are-more-american-teenagers-than-ever-suffering-from-severe-anxiety.html?_r=0\" rel=\"nofollow\">deeply rooted, widespread mantras\u003c/a> for young people across America. Anxiety is the \u003ca href=\"https://childmind.org/topics/concerns/anxiety/\" rel=\"nofollow\">most common mental health challenge\u003c/a> that young people face, and it’s the \u003ca href=\"https://www.insidehighered.com/news/2017/03/29/anxiety-and-depression-are-primary-concerns-students-seeking-counseling-services\" rel=\"nofollow\">top reason why students seek mental health services\u003c/a> at college today. In severe cases, anxiety is stopping teens from doing homework, reaching out to friends, and even leaving their homes, and leading to depressive and suicidal thoughts.\u003c/p>\n\u003cp>Many anxious teens have some sort of trigger: a school subject that doesn’t come naturally, the cliques they face at school, or — hovering throughout their high school experience — pressure to apply and get into college. It can be tempting for the counselors and therapists who work with these students to remove as many of these instigators as possible, allowing students to simply walk out of class when the content gets tough, or eat lunch away from the chaotic cafeteria. But those solutions don’t usually get to the root of the problem, and in fact they can make it worse.\u003c/p>\n\u003cp>Instead, according a range of mental health experts, school counselors should focus on giving students the tools they need to overcome their anxiety, while fostering a school culture that embraces a sense of balance and self-regulatory skills.\u003c/p>\n\u003cp>\u003cstrong>A Lack of Resilience \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are a number of factors contributing to a rise in anxiety among teens. Local community trauma, poverty, and continual reports of violence from around the world can frighten young people. Social media rarely allows teens to take a break from their peers. And in many middle- and upper-middle class communities, according to psychologist \u003ca href=\"https://www.gse.harvard.edu/node/127492\" rel=\"nofollow\">Richard Weissbourd\u003c/a>, today’s most “potent ingredient” is “\u003cstrong>achievement pressure\u003c/strong>” — the pressure to excel across academic subjects and a wide range of extracurriculars, culminating in the stress of putting together an impeccable college admissions package.\u003c/p>\n\u003cp>Underlying each of these factors, though, is the stark reality that \u003cstrong>many young people have too few opportunities to practice and build resilience\u003c/strong>, says counselor and educator \u003ca href=\"https://www.gse.harvard.edu/node/126442\" rel=\"nofollow\">Josephine Kim\u003c/a>. More so than in past generations, many teens today have their basic needs met, and they haven’t had much practice making mistakes. Especially in affluent communities, their parents are hyper-involved in their academic and social lives, so it’s unusual for teenagers to study, arrange a meeting about a bad grade, or even resolve a disagreement with a friend without parental help.\u003c/p>\n\u003cp>When an uncomfortable or difficult situation arises, many teenagers just don’t have the skills to deal with it on their own. Instead, they worry, envision the worst, and shut down.\u003c/p>\n\u003cp>\u003cstrong>Coping with Anxiety\u003c/strong>\u003c/p>\n\u003cp>The good news is that schools are increasingly tuning in to mental health needs, and they’ve gotten better at diagnosing anxiety disorders, says school counseling expert and researcher \u003ca href=\"https://www.gse.harvard.edu/node/127122\" rel=\"nofollow\">Mandy Savitz-Romer\u003c/a>. With that awareness, though, comes the question of how counselors should best support anxious students.\u003c/p>\n\u003cp>\u003cstrong>To Support Diagnosed Students\u003c/strong>\u003c/p>\n\u003cp>Above all, it’s important that counselors teach students to \u003cem>overcome\u003c/em> their anxiety, not to escape their triggers. Anxious teens often just want counselors to help them feel safe again — but their problems will likely only escalate if they don’t learn how to cope with stress, discomfort, and panic.\u003c/p>\n\u003cp>While therapists do need to differentiate their approach for each young person, “the first step is usually to get the student back into class, comfortable, and able to learn,” says \u003ca href=\"https://www.newton.k12.ma.us/nnhs\" rel=\"nofollow\">Newton North High School\u003c/a> adjustment counselor Beth O’Brien. “And counselors need to give students to the tools to do that.”\u003c/p>\n\u003cp>O’Brien suggests that counselors start by isolating what specifically is making the student anxious, and brainstorm how to make that situation more manageable. If one class is the instigator, then the counselor can try suggesting that the student moves his seat, or talks to the teacher. These actions demonstrate to the student that he has some control over himself and his surroundings, a key factor to \u003ca href=\"https://www.gse.harvard.edu/news/uk/17/11/short-primer-resilience\">building resilience\u003c/a>.\u003c/p>\n\u003cp>During counseling sessions, O’Brien says, the student can practice strategies to calm down and refocus his thoughts — tools he can later use in anxiety-inducing situations. “Many students with anxiety want to avoid their trigger,” O’Brien says, “but counselors should expose students to what they’re fearful of, in a healthy way that won’t induce more panic.” Strengthening these self-regulatory skills such as prioritization, focus, and mental flexibility, researchers have \u003ca href=\"https://www.gse.harvard.edu/node/483491\" rel=\"nofollow\">found\u003c/a>, is another fundamental way to develop resilience over time.\u003c/p>\n\u003cp>Counselors should also set expectations for what types of accommodations students should expect, says Savitz-Romer, who is a senior lecturer at the \u003ca href=\"http://gse.harvard.edu/\" rel=\"nofollow\">Harvard Graduate School of Education\u003c/a> (HGSE). Schools are increasingly designating safe, quiet spaces for students to retreat to when they are feeling overwhelmed. While this is a necessary support in many circumstances, counselors should also establish and communicate limits on how long each student can stay in these quiet rooms before she needs to return to class. Attending school and completing work needs to be the goal — not something to be avoided.\u003c/p>\n\u003cp>\u003cstrong>To Mitigate an Anxiety Culture\u003c/strong>\u003c/p>\n\u003cp>Anxiety isn’t an individual student issue. School leaders and counselors are increasingly reporting schoolwide “anxiety epidemics,” with large numbers of students feeling too paralyzed to work, and stress being almost celebrated as proof of achievement. Counselors can partner with principals and teachers to foster a school culture that mitigates anxiety and fosters positive mental health.\u003c/p>\n\u003cp>In more affluent, high-achieving schools, where pressure to excel can be debilitating, counselors can advocate for students not to overwork themselves academically. “Balance is important,” says O’Brien. If students appear particularly overwhelmed, she says, it may be best for counselors to suggest they take fewer AP or honors classes. Counselors can also encourage students to take part in outside extracurriculars that bring them “joy and a sense of self-worth” — feelings that can mitigate the stressors of intense academic work.\u003c/p>\n\u003cp>If students are feeling especially burnt out and nervous about college applications, O’Brien says, help them consider and explore alternative routes to a four-year college: taking a gap year, or first taking classes at a community college.\u003c/p>\n\u003cp>At the whole-school level, counselors can work with teachers to provide lessons on managing stress, prioritizing, and mentally switching between tasks, so that all students have an idea of how to handle feeling overwhelmed, suggests clinical psychologist \u003ca href=\"https://www.gse.harvard.edu/node/127572\" rel=\"nofollow\">Jacqueline Zeller\u003c/a>. An evidence-backed curriculum on mindfulness and social-emotional learning can also give students, faculty, and staff shared terminology for labeling and managing their emotions, which helps ensure they’ll understand each other when problems arise.\u003c/p>\n\u003cp>Finally, counselors can encourage teachers to emphasize a growth mindset in their teaching, which can help students to embrace challenges, rather than feel overwhelmed by them. “Educators who take this approach offer positive encouragement that reinforces effort, as well as helpful instructional feedback on learning strategies,” says Zeller, also a lecturer at HGSE. “Helping students to have freedom to feel mistakes are part of the learning process will allow for students to focus more on developing effective strategies connected to the academic task at hand, rather than worrying about getting a perfect score on a test.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/leahjshafer\">Leah Shafer\u003c/a> is a staff writer for \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they're accessible to practitioners, policymakers, and parents. \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge \u003c/a>is based at the Harvard Graduate School of Education. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Many educators work hard to make students feel that the classroom is a place of learning, and that means making mistakes, rethinking strategies, and learning from setbacks. Based on Stanford psychologist \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\" rel=\"noopener\">Carol Dweck's work on growth mindset\u003c/a>, teachers encourage students to see their intelligence as something malleable, that changes and grows, not a fixed asset assigned at birth. Despite the \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/29/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains/\" target=\"_blank\" rel=\"noopener\">popularity of these ideas \u003c/a>in education, there are still \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/06/does-the-focus-on-student-mindsets-let-schools-off-the-hook/\" target=\"_blank\" rel=\"noopener\">systemic practices and requirements\u003c/a> that undermine the message at every turn.\u003c/p>\n\u003cp>Stanford education professor Jo Boaler has been one of the most outspoken advocates of growth mindset, \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\" target=\"_blank\" rel=\"noopener\">particularly in math education\u003c/a>, where students often have fixed mindsets about their abilities. Boaler says she has seen the damage in adults and students who believe they don't have \"math brains\" or that they'll never be good at math. To \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/05/five-ways-to-shift-teaching-practice-so-students-feel-less-math-anxious/\" target=\"_blank\" rel=\"noopener\">counteract these negative messages\u003c/a>, Boaler encourages teachers to use open-ended, visual math tasks, and to mix content with mindset messages. She's even created a website, \u003ca href=\"https://www.youcubed.org/\" target=\"_blank\" rel=\"noopener\">YouCubed\u003c/a>, with videos, research, and classroom activities to help teachers get started.\u003c/p>\n\u003cp>Boaler teaches Stanford students, high achievers who often felt they had to be perfect to get into one of the most selective universities in the country. Through personal conversations with her students, Boaler began to see how being labeled \"gifted\" or \"smart\" as children stunted even these bright and successful young people. When growth mindset was still a fairly new concept in the education world, many teachers of gifted children saw its potential with that population, who often feel they've gained a special status for being smart. It's not uncommon for gifted students to fear failure more than other students because \u003ca href=\"https://www.npr.org/sections/ed/2014/03/17/290089998/does-teaching-kids-to-get-gritty-help-them-get-ahead\" target=\"_blank\" rel=\"noopener\">they feel they have more to lose\u003c/a>.\u003c/p>\n\u003cp>Boaler made a \u003ca href=\"https://www.youcubed.org/rethinking-giftedness-film/\" rel=\"noopener\" target=\"_blank\">short video\u003c/a> with Citizen Film of Stanford students reflecting on how they were labeled as students. It's hard to feel sorry for Stanford students, many of whom have had amazing opportunities not offered to peers precisely because someone recognized them as smart, but their experiences do call into \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/29/time-to-ditch-gifted-label-every-child-should-be-challenged-in-school/\" target=\"_blank\" rel=\"noopener\">question the practice of labeling\u003c/a> in the first place.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/240018463\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://vimeo.com/240018463\">Rethinking Giftedness\u003c/a> from \u003ca href=\"https://vimeo.com/citizenfilm\">Citizen Film\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Many educators work hard to make students feel that the classroom is a place of learning, and that means making mistakes, rethinking strategies, and learning from setbacks. Based on Stanford psychologist \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\" rel=\"noopener\">Carol Dweck's work on growth mindset\u003c/a>, teachers encourage students to see their intelligence as something malleable, that changes and grows, not a fixed asset assigned at birth. Despite the \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/29/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains/\" target=\"_blank\" rel=\"noopener\">popularity of these ideas \u003c/a>in education, there are still \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/06/does-the-focus-on-student-mindsets-let-schools-off-the-hook/\" target=\"_blank\" rel=\"noopener\">systemic practices and requirements\u003c/a> that undermine the message at every turn.\u003c/p>\n\u003cp>Stanford education professor Jo Boaler has been one of the most outspoken advocates of growth mindset, \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\" target=\"_blank\" rel=\"noopener\">particularly in math education\u003c/a>, where students often have fixed mindsets about their abilities. Boaler says she has seen the damage in adults and students who believe they don't have \"math brains\" or that they'll never be good at math. To \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/05/five-ways-to-shift-teaching-practice-so-students-feel-less-math-anxious/\" target=\"_blank\" rel=\"noopener\">counteract these negative messages\u003c/a>, Boaler encourages teachers to use open-ended, visual math tasks, and to mix content with mindset messages. She's even created a website, \u003ca href=\"https://www.youcubed.org/\" target=\"_blank\" rel=\"noopener\">YouCubed\u003c/a>, with videos, research, and classroom activities to help teachers get started.\u003c/p>\n\u003cp>Boaler teaches Stanford students, high achievers who often felt they had to be perfect to get into one of the most selective universities in the country. Through personal conversations with her students, Boaler began to see how being labeled \"gifted\" or \"smart\" as children stunted even these bright and successful young people. When growth mindset was still a fairly new concept in the education world, many teachers of gifted children saw its potential with that population, who often feel they've gained a special status for being smart. It's not uncommon for gifted students to fear failure more than other students because \u003ca href=\"https://www.npr.org/sections/ed/2014/03/17/290089998/does-teaching-kids-to-get-gritty-help-them-get-ahead\" target=\"_blank\" rel=\"noopener\">they feel they have more to lose\u003c/a>.\u003c/p>\n\u003cp>Boaler made a \u003ca href=\"https://www.youcubed.org/rethinking-giftedness-film/\" rel=\"noopener\" target=\"_blank\">short video\u003c/a> with Citizen Film of Stanford students reflecting on how they were labeled as students. It's hard to feel sorry for Stanford students, many of whom have had amazing opportunities not offered to peers precisely because someone recognized them as smart, but their experiences do call into \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/29/time-to-ditch-gifted-label-every-child-should-be-challenged-in-school/\" target=\"_blank\" rel=\"noopener\">question the practice of labeling\u003c/a> in the first place.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/240018463\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://vimeo.com/240018463\">Rethinking Giftedness\u003c/a> from \u003ca href=\"https://vimeo.com/citizenfilm\">Citizen Film\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How the Google Suite Can Enhance Open-Ended Math Exploration",
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"content": "\u003cp>Stanford education professor Jo Boaler’s message about teaching math in visual ways that don’t emphasize one right procedure has become a rallying cry for many math educators ready for a seismic shift in how American schools teach mathematics. But \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\" target=\"_blank\" rel=\"noopener noreferrer\">her ideas\u003c/a> also challenge much of what has been done in classrooms for decades, including the ways that current teachers and parents learned themselves. \u003ca href=\"http://alicekeeler.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Alice Keeler\u003c/a> is one of the converted, despite the fact she taught math traditionally for many years.\u003c/p>\n\u003cp>“I was a math teacher, and I’ll be honest,\" Keeler said, \"I didn’t teach it to be creative.\" She always felt pressure to move more quickly through the curriculum. Every day brought a new topic, whether or not students had deeply understood what came before. When Keeler read Boaler’s book, \u003cem>\u003ca href=\"https://www.goodreads.com/book/show/26067736-mathematical-mindsets\" target=\"_blank\" rel=\"noopener noreferrer\">Mathematical Mindsets\u003c/a>\u003c/em>, she saw herself as a young student in much of what Boaler described. With tears in her eyes, she told a group of educators at the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE)\u003c/a> that since fourth grade she secretly thought she was dumb because she couldn’t pass timed math tests. Boaler’s message that fast is not the same thing as smart was liberating to her as a person and as a math teacher.\u003c/p>\n\u003cp>“When we work on a math problem, any type of problem, there are five different pathways in the brain that light up and are working,” Boaler said by video call at the same presentation. “Two of them are visual.” She argues that much of traditional math teaching focuses on numerical representations, teachers demonstrating procedures, and memorization, when it would be more effective to try to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/21/what-neuroscience-can-tell-us-about-making-fractions-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">strengthen connections between the various parts of the brain\u003c/a> needed when working on math.\u003c/p>\n\u003cp>“That comes about by showing information in different ways,” Boaler said. Representations of math problems using words, images and numbers each use different parts of the brain, so the concept gets hardwired in a neural network drawing on multiple brain faculties instead of one numerical pathway.\u003c/p>\n\u003cp>“The least likely way of helping kids have those brain connections is having kids sit and listen to lectures,” Boaler said. That doesn’t mean all math classes need to be project-based or that direct instruction is always bad, but when lecture is the default classroom mode, it doesn’t require students to use their brains to make sense of the new ideas.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Boaler’s website \u003ca href=\"https://www.youcubed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">YouCubed\u003c/a> has many \u003ca href=\"https://www.youcubed.org/tasks/\" target=\"_blank\" rel=\"noopener noreferrer\">activities\u003c/a> to help teachers learn to open up the exploration of math from one of closed questions with a right and wrong answer, to one where \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/05/five-ways-to-shift-teaching-practice-so-students-feel-less-math-anxious/\" target=\"_blank\" rel=\"noopener noreferrer\">different ways of seeing and articulating math \u003c/a>are valued. When teachers ask students to explain why their thinking makes sense, students are forced to articulate their thought process, how it compares and contrasts to ideas peers have shared, and in doing so may help the teacher identify any \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/18/getting-inside-students-minds-why-misconceptions-are-so-powerful/\" target=\"_blank\" rel=\"noopener noreferrer\">misconceptions\u003c/a>.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/129139086?title=0&byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>A simple example of opening up math in this way starts with a closed question: Divide one by two-thirds. But rather than asking students to apply a rule, ask students to come up with a visual proof. “What happens is the kids have these amazing discussions with different visual proofs, and it’s such a great way of taking a very closed question and opening it up,” Boaler said.\u003c/p>\n\u003cp>As a math teacher Alice Keeler loves the ideas on YouCubed and readily admits most of them can be done without technology. However, Keeler sees many ways that technology could enhance the visual and collaboration elements of the work, so she has adapted several YouCubed activities for the Google Suite. While Keeler spent 14 years in the classroom, she now has her own consulting business and teaches at California State University Fresno. She also co-wrote \u003ca href=\"http://alicekeeler.com/google-classroom/\">two books on using Google Classroom\u003c/a> with Libbi Miller: \u003cem>50 Things You Can Do with Google Classroom\u003c/em> and \u003cem>50 Things To Go Further With Google Classroom.\u003c/em>\u003c/p>\n\u003cp>“It’s not about being digital and it’s not about being paperless,” Keeler said. “That doesn’t make learning better. But collaboration does.” She likes doing open-ended math activities in Google Slides because each student can play with visual representations, give feedback to peers, and receive ongoing feedback from the teacher. She usually makes blank slides and gives editing power to students.\u003c/p>\n\u003cp>“I ask each student to add their own slides explaining how they did it, how they visualized it, and we’re all doing it together in the Google Slides,” Keeler said. She’s found that when students can see how a peer visualized the problem, they then reflect on different approaches. She also values her ability to comment in real time with students because it becomes a conversation, not a static comment on returned work that the student may or may not look at again.\u003c/p>\n\u003cp>“I can have conversations with them around the ideas and help them to develop their thinking rather than just marking things right and wrong,” Keeler said. A math teacher who isn’t using G-Suite in class could also have these kinds of formative conversations by circling the room and talking with students working in groups, but Keeler likes using the technology because she can easily see how each individual is thinking about the problem. And students can interact with one another’s ideas, even when they aren’t physically in her class.\u003c/p>\n\u003cfigure id=\"attachment_49164\" class=\"wp-caption alignnone\" style=\"max-width: 754px\">\u003cimg class=\"wp-image-49164 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/how-close-to-100.jpg\" alt='An adaptation of the <a href=\"https://www.youcubed.org/tasks/how-close-to-100/\">\"How Close to 100\"</a> YouCubed activity that can be done in Google Sheets. (<a href=\"http://alicekeeler.com/\">Alice Keeler</a>' width=\"754\" height=\"424\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100.jpg 754w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-520x292.jpg 520w\" sizes=\"(max-width: 754px) 100vw, 754px\">\u003cfigcaption class=\"wp-caption-text\">An adaptation of the \u003ca href=\"https://www.youcubed.org/tasks/how-close-to-100/\">\"How Close to 100\"\u003c/a> YouCubed activity that can be done in Google Sheets. (\u003ca href=\"http://alicekeeler.com/\">Alice Keeler)\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>Keeler often tells students not to delete mistakes from the slides, instead telling them to duplicate the slide and keep working. That way she can see the progression of their thinking. This also helps students to see how far they’ve come.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.youcubed.org/tasks/the-four-4s/\" target=\"_blank\" rel=\"noopener noreferrer\">popular YouCubed problem \u003c/a>asks students to take exactly four 4s and use any combination of operations to come up with the numbers 1-20. Keeler often \u003ca href=\"http://www.alicekeeler.com/four4s\" target=\"_blank\" rel=\"noopener noreferrer\">does this in Google Slides\u003c/a>, where each slide is a place for students to show how they combined four 4s to get “1” and then on the next slide the work for “2,” etc.\u003c/p>\n\u003cp>She likes working in Google Slides because students can add media or even do work on paper and upload an image. This gives different types of learners options. Students with disabilities or who benefit from speech-to-text help can also participate using \u003ca href=\"https://chrome.google.com/webstore/detail/equatio-math-made-digital/hjngolefdpdnooamgdldlkjgmdcmcjnc?hl=en-US\" target=\"_blank\" rel=\"noopener noreferrer\">EquatIO\u003c/a>, a Chrome add-on that has voice typing capabilities, as well as handwriting recognition. EquatIO used to be g(Math), and now also makes it possible to use math symbols in slides and other Google apps.\u003c/p>\n\u003cfigure id=\"attachment_49170\" class=\"wp-caption alignnone\" style=\"max-width: 753px\">\u003cimg class=\"size-full wp-image-49170\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/pixelart-math-1.jpg\" alt=\"\" width=\"753\" height=\"421\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1.jpg 753w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-160x89.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-240x134.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-375x210.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-520x291.jpg 520w\" sizes=\"(max-width: 753px) 100vw, 753px\">\u003cfigcaption class=\"wp-caption-text\">Alice Keeler adapted a YouCubed activity, asking students to visualize the math using pixel art. \u003ccite>(\u003ca href=\"http://alicekeeler.com/2016/07/17/modeling-division-brownies-joboaler/\">Alice Keeler\u003c/a> )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another popular YouCubed activity asks students to visualize division by divvying up a pan of brownies equally among friends. Keeler does this activity in \u003ca href=\"http://alicekeeler.com/2016/07/17/modeling-division-brownies-joboaler/\" target=\"_blank\" rel=\"noopener noreferrer\">a spreadsheet\u003c/a>, and often asks students to create their own brownie pans -- their own problems -- in the next tab. “It allows them to experiment and play,” she said.\u003c/p>\n\u003cp>Keeler has become something of an \u003ca href=\"http://alicekeeler.com/2016/02/10/teaching-math-with-google-googlemath/\" target=\"_blank\" rel=\"noopener noreferrer\">evangelist for technology in math classrooms\u003c/a>, learning how to set up conditional statements and even simple code in Google Sheets to aid her purposes (she also shares these ideas regularly on \u003ca href=\"http://@alicekeeler\" target=\"_blank\" rel=\"noopener noreferrer\">Twitter\u003c/a>, including activity templates). Over time her teaching evolved and by the time she left the K-12 classroom she had upended some of the practices she once considered fundamental, like assigning \u003ca href=\"https://ww2.kqed.org/mindshift/2012/11/16/parents-wonder-why-so-much-homework/\" target=\"_blank\" rel=\"noopener noreferrer\">homework\u003c/a>.\u003c/p>\n\u003cp>One of the most controversial ideas in math education revolves around \u003ca href=\"https://ww2.kqed.org/mindshift/2013/02/22/can-repetitive-exercises-actually-feed-the-creative-process/\" target=\"_blank\" rel=\"noopener noreferrer\">how, when and how much students should practice\u003c/a>. Many teachers believe it is important for students to do homework so they can practice new concepts learned in class. Boaler agrees that practice is important, but doesn’t think that requires doing the same type of rote problem over and over. Boaler explained this to her daughter’s teacher and was pleasantly surprised at how she used the feedback. After their discussion, the teacher started giving students four problems to practice the calculations and then asked them to represent the concept some other way. They could write a story, make a drawing or come up with something else. The key was showing their knowledge in different ways.\u003c/p>\n\u003cp>Many elementary school educators are willing to consider that homework is not necessary for the young learners they teach, but far fewer high school teachers agree. Keeler taught Algebra and AP Statistics when she was in the classroom. She found that “the only kids who did the homework were the ones who didn’t need to,” so she stopped assigning homework. “It didn’t make a lick of difference” in terms of achievement, she said, but kids started enjoying class more. When she eliminated homework, Keeler found she had much more positive relationships with students and parents, a benefit that far outweighed what she called the “marginal gains of more rote practice.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Ultimately both Keeler and Boaler hope that by making math a subject that’s about \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/18/what-can-we-learn-from-countries-that-effectively-teach-math/\" target=\"_blank\" rel=\"noopener noreferrer\">ideas, discussion, differing viewpoints \u003c/a>and visual representations, students will learn they can not only do math, but excel at it. Too many students don’t feel that way now, which is why teachers are beginning to see the need for a new approach.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Stanford education professor Jo Boaler’s message about teaching math in visual ways that don’t emphasize one right procedure has become a rallying cry for many math educators ready for a seismic shift in how American schools teach mathematics. But \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\" target=\"_blank\" rel=\"noopener noreferrer\">her ideas\u003c/a> also challenge much of what has been done in classrooms for decades, including the ways that current teachers and parents learned themselves. \u003ca href=\"http://alicekeeler.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Alice Keeler\u003c/a> is one of the converted, despite the fact she taught math traditionally for many years.\u003c/p>\n\u003cp>“I was a math teacher, and I’ll be honest,\" Keeler said, \"I didn’t teach it to be creative.\" She always felt pressure to move more quickly through the curriculum. Every day brought a new topic, whether or not students had deeply understood what came before. When Keeler read Boaler’s book, \u003cem>\u003ca href=\"https://www.goodreads.com/book/show/26067736-mathematical-mindsets\" target=\"_blank\" rel=\"noopener noreferrer\">Mathematical Mindsets\u003c/a>\u003c/em>, she saw herself as a young student in much of what Boaler described. With tears in her eyes, she told a group of educators at the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE)\u003c/a> that since fourth grade she secretly thought she was dumb because she couldn’t pass timed math tests. Boaler’s message that fast is not the same thing as smart was liberating to her as a person and as a math teacher.\u003c/p>\n\u003cp>“When we work on a math problem, any type of problem, there are five different pathways in the brain that light up and are working,” Boaler said by video call at the same presentation. “Two of them are visual.” She argues that much of traditional math teaching focuses on numerical representations, teachers demonstrating procedures, and memorization, when it would be more effective to try to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/21/what-neuroscience-can-tell-us-about-making-fractions-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">strengthen connections between the various parts of the brain\u003c/a> needed when working on math.\u003c/p>\n\u003cp>“That comes about by showing information in different ways,” Boaler said. Representations of math problems using words, images and numbers each use different parts of the brain, so the concept gets hardwired in a neural network drawing on multiple brain faculties instead of one numerical pathway.\u003c/p>\n\u003cp>“The least likely way of helping kids have those brain connections is having kids sit and listen to lectures,” Boaler said. That doesn’t mean all math classes need to be project-based or that direct instruction is always bad, but when lecture is the default classroom mode, it doesn’t require students to use their brains to make sense of the new ideas.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Boaler’s website \u003ca href=\"https://www.youcubed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">YouCubed\u003c/a> has many \u003ca href=\"https://www.youcubed.org/tasks/\" target=\"_blank\" rel=\"noopener noreferrer\">activities\u003c/a> to help teachers learn to open up the exploration of math from one of closed questions with a right and wrong answer, to one where \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/05/five-ways-to-shift-teaching-practice-so-students-feel-less-math-anxious/\" target=\"_blank\" rel=\"noopener noreferrer\">different ways of seeing and articulating math \u003c/a>are valued. When teachers ask students to explain why their thinking makes sense, students are forced to articulate their thought process, how it compares and contrasts to ideas peers have shared, and in doing so may help the teacher identify any \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/18/getting-inside-students-minds-why-misconceptions-are-so-powerful/\" target=\"_blank\" rel=\"noopener noreferrer\">misconceptions\u003c/a>.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/129139086?title=0&byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>A simple example of opening up math in this way starts with a closed question: Divide one by two-thirds. But rather than asking students to apply a rule, ask students to come up with a visual proof. “What happens is the kids have these amazing discussions with different visual proofs, and it’s such a great way of taking a very closed question and opening it up,” Boaler said.\u003c/p>\n\u003cp>As a math teacher Alice Keeler loves the ideas on YouCubed and readily admits most of them can be done without technology. However, Keeler sees many ways that technology could enhance the visual and collaboration elements of the work, so she has adapted several YouCubed activities for the Google Suite. While Keeler spent 14 years in the classroom, she now has her own consulting business and teaches at California State University Fresno. She also co-wrote \u003ca href=\"http://alicekeeler.com/google-classroom/\">two books on using Google Classroom\u003c/a> with Libbi Miller: \u003cem>50 Things You Can Do with Google Classroom\u003c/em> and \u003cem>50 Things To Go Further With Google Classroom.\u003c/em>\u003c/p>\n\u003cp>“It’s not about being digital and it’s not about being paperless,” Keeler said. “That doesn’t make learning better. But collaboration does.” She likes doing open-ended math activities in Google Slides because each student can play with visual representations, give feedback to peers, and receive ongoing feedback from the teacher. She usually makes blank slides and gives editing power to students.\u003c/p>\n\u003cp>“I ask each student to add their own slides explaining how they did it, how they visualized it, and we’re all doing it together in the Google Slides,” Keeler said. She’s found that when students can see how a peer visualized the problem, they then reflect on different approaches. She also values her ability to comment in real time with students because it becomes a conversation, not a static comment on returned work that the student may or may not look at again.\u003c/p>\n\u003cp>“I can have conversations with them around the ideas and help them to develop their thinking rather than just marking things right and wrong,” Keeler said. A math teacher who isn’t using G-Suite in class could also have these kinds of formative conversations by circling the room and talking with students working in groups, but Keeler likes using the technology because she can easily see how each individual is thinking about the problem. And students can interact with one another’s ideas, even when they aren’t physically in her class.\u003c/p>\n\u003cfigure id=\"attachment_49164\" class=\"wp-caption alignnone\" style=\"max-width: 754px\">\u003cimg class=\"wp-image-49164 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/how-close-to-100.jpg\" alt='An adaptation of the <a href=\"https://www.youcubed.org/tasks/how-close-to-100/\">\"How Close to 100\"</a> YouCubed activity that can be done in Google Sheets. (<a href=\"http://alicekeeler.com/\">Alice Keeler</a>' width=\"754\" height=\"424\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100.jpg 754w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-520x292.jpg 520w\" sizes=\"(max-width: 754px) 100vw, 754px\">\u003cfigcaption class=\"wp-caption-text\">An adaptation of the \u003ca href=\"https://www.youcubed.org/tasks/how-close-to-100/\">\"How Close to 100\"\u003c/a> YouCubed activity that can be done in Google Sheets. (\u003ca href=\"http://alicekeeler.com/\">Alice Keeler)\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>Keeler often tells students not to delete mistakes from the slides, instead telling them to duplicate the slide and keep working. That way she can see the progression of their thinking. This also helps students to see how far they’ve come.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.youcubed.org/tasks/the-four-4s/\" target=\"_blank\" rel=\"noopener noreferrer\">popular YouCubed problem \u003c/a>asks students to take exactly four 4s and use any combination of operations to come up with the numbers 1-20. Keeler often \u003ca href=\"http://www.alicekeeler.com/four4s\" target=\"_blank\" rel=\"noopener noreferrer\">does this in Google Slides\u003c/a>, where each slide is a place for students to show how they combined four 4s to get “1” and then on the next slide the work for “2,” etc.\u003c/p>\n\u003cp>She likes working in Google Slides because students can add media or even do work on paper and upload an image. This gives different types of learners options. Students with disabilities or who benefit from speech-to-text help can also participate using \u003ca href=\"https://chrome.google.com/webstore/detail/equatio-math-made-digital/hjngolefdpdnooamgdldlkjgmdcmcjnc?hl=en-US\" target=\"_blank\" rel=\"noopener noreferrer\">EquatIO\u003c/a>, a Chrome add-on that has voice typing capabilities, as well as handwriting recognition. EquatIO used to be g(Math), and now also makes it possible to use math symbols in slides and other Google apps.\u003c/p>\n\u003cfigure id=\"attachment_49170\" class=\"wp-caption alignnone\" style=\"max-width: 753px\">\u003cimg class=\"size-full wp-image-49170\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/pixelart-math-1.jpg\" alt=\"\" width=\"753\" height=\"421\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1.jpg 753w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-160x89.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-240x134.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-375x210.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-520x291.jpg 520w\" sizes=\"(max-width: 753px) 100vw, 753px\">\u003cfigcaption class=\"wp-caption-text\">Alice Keeler adapted a YouCubed activity, asking students to visualize the math using pixel art. \u003ccite>(\u003ca href=\"http://alicekeeler.com/2016/07/17/modeling-division-brownies-joboaler/\">Alice Keeler\u003c/a> )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another popular YouCubed activity asks students to visualize division by divvying up a pan of brownies equally among friends. Keeler does this activity in \u003ca href=\"http://alicekeeler.com/2016/07/17/modeling-division-brownies-joboaler/\" target=\"_blank\" rel=\"noopener noreferrer\">a spreadsheet\u003c/a>, and often asks students to create their own brownie pans -- their own problems -- in the next tab. “It allows them to experiment and play,” she said.\u003c/p>\n\u003cp>Keeler has become something of an \u003ca href=\"http://alicekeeler.com/2016/02/10/teaching-math-with-google-googlemath/\" target=\"_blank\" rel=\"noopener noreferrer\">evangelist for technology in math classrooms\u003c/a>, learning how to set up conditional statements and even simple code in Google Sheets to aid her purposes (she also shares these ideas regularly on \u003ca href=\"http://@alicekeeler\" target=\"_blank\" rel=\"noopener noreferrer\">Twitter\u003c/a>, including activity templates). Over time her teaching evolved and by the time she left the K-12 classroom she had upended some of the practices she once considered fundamental, like assigning \u003ca href=\"https://ww2.kqed.org/mindshift/2012/11/16/parents-wonder-why-so-much-homework/\" target=\"_blank\" rel=\"noopener noreferrer\">homework\u003c/a>.\u003c/p>\n\u003cp>One of the most controversial ideas in math education revolves around \u003ca href=\"https://ww2.kqed.org/mindshift/2013/02/22/can-repetitive-exercises-actually-feed-the-creative-process/\" target=\"_blank\" rel=\"noopener noreferrer\">how, when and how much students should practice\u003c/a>. Many teachers believe it is important for students to do homework so they can practice new concepts learned in class. Boaler agrees that practice is important, but doesn’t think that requires doing the same type of rote problem over and over. Boaler explained this to her daughter’s teacher and was pleasantly surprised at how she used the feedback. After their discussion, the teacher started giving students four problems to practice the calculations and then asked them to represent the concept some other way. They could write a story, make a drawing or come up with something else. The key was showing their knowledge in different ways.\u003c/p>\n\u003cp>Many elementary school educators are willing to consider that homework is not necessary for the young learners they teach, but far fewer high school teachers agree. Keeler taught Algebra and AP Statistics when she was in the classroom. She found that “the only kids who did the homework were the ones who didn’t need to,” so she stopped assigning homework. “It didn’t make a lick of difference” in terms of achievement, she said, but kids started enjoying class more. When she eliminated homework, Keeler found she had much more positive relationships with students and parents, a benefit that far outweighed what she called the “marginal gains of more rote practice.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ultimately both Keeler and Boaler hope that by making math a subject that’s about \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/18/what-can-we-learn-from-countries-that-effectively-teach-math/\" target=\"_blank\" rel=\"noopener noreferrer\">ideas, discussion, differing viewpoints \u003c/a>and visual representations, students will learn they can not only do math, but excel at it. Too many students don’t feel that way now, which is why teachers are beginning to see the need for a new approach.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A lot of parents are worried about helping their children get ahead in a world that feels increasingly competitive, demanding, and high-stakes. That anxiety can take many shapes including \u003ca href=\"https://ww2.kqed.org/mindshift/2015/06/09/what-overparenting-looks-like-from-a-stanford-deans-perspective/\" target=\"_blank\" rel=\"noopener noreferrer\">overparenting\u003c/a>, \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/29/can-free-play-prevent-depression-and-anxiety-in-kids/\" target=\"_blank\" rel=\"noopener noreferrer\">over-scheduling\u003c/a>, and constantly looking for that special opportunity that will give a child the competitive edge. But while parents are fretting about what they can do to help their kids academically and socially, it's easy to forget about the emotional health that is a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/01/02/why-emotional-learning-may-be-as-important-as-the-abcs/\" target=\"_blank\" rel=\"noopener noreferrer\">foundation for success\u003c/a> in life. Discussions of \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\" rel=\"noopener noreferrer\">growth mindset\u003c/a> and \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/14/how-to-develop-mindsets-for-compassion-and-caring-in-students/\" target=\"_blank\" rel=\"noopener noreferrer\">resiliency\u003c/a> have become more common in recent years, but how can parents foster a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/08/talking-about-failure-what-parents-can-do-to-motivate-kids-in-school/\" target=\"_blank\" rel=\"noopener noreferrer\">healthy view of struggle\u003c/a> in their kids?\u003c/p>\n\u003cp>Organizational psychologist \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/14/what-kind-of-group-work-encourages-the-most-original-thinking/\" target=\"_blank\" rel=\"noopener noreferrer\">Adam Grant\u003c/a> says protecting kids from struggle may be counterproductive. He shared one tactic he uses with his own children with \u003ca href=\"https://www.theatlantic.com/video/index/536442/raising-children-in-the-participation-trophy-era/\" target=\"_blank\" rel=\"noopener noreferrer\">The Atlantic\u003c/a> at the Aspen Ideas Festival. It's not hard to do; he asks his kids for help when he faces a setback. He not only gets good advice from his kids, but he can reflect that wisdom back to them when they struggle. And, by putting his mistakes out in the open, he's \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\" rel=\"noopener noreferrer\">normalizing the experience of struggle\u003c/a>.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/n9slDgJioS0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A lot of parents are worried about helping their children get ahead in a world that feels increasingly competitive, demanding, and high-stakes. That anxiety can take many shapes including \u003ca href=\"https://ww2.kqed.org/mindshift/2015/06/09/what-overparenting-looks-like-from-a-stanford-deans-perspective/\" target=\"_blank\" rel=\"noopener noreferrer\">overparenting\u003c/a>, \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/29/can-free-play-prevent-depression-and-anxiety-in-kids/\" target=\"_blank\" rel=\"noopener noreferrer\">over-scheduling\u003c/a>, and constantly looking for that special opportunity that will give a child the competitive edge. But while parents are fretting about what they can do to help their kids academically and socially, it's easy to forget about the emotional health that is a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/01/02/why-emotional-learning-may-be-as-important-as-the-abcs/\" target=\"_blank\" rel=\"noopener noreferrer\">foundation for success\u003c/a> in life. Discussions of \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\" rel=\"noopener noreferrer\">growth mindset\u003c/a> and \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/14/how-to-develop-mindsets-for-compassion-and-caring-in-students/\" target=\"_blank\" rel=\"noopener noreferrer\">resiliency\u003c/a> have become more common in recent years, but how can parents foster a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/08/talking-about-failure-what-parents-can-do-to-motivate-kids-in-school/\" target=\"_blank\" rel=\"noopener noreferrer\">healthy view of struggle\u003c/a> in their kids?\u003c/p>\n\u003cp>Organizational psychologist \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/14/what-kind-of-group-work-encourages-the-most-original-thinking/\" target=\"_blank\" rel=\"noopener noreferrer\">Adam Grant\u003c/a> says protecting kids from struggle may be counterproductive. He shared one tactic he uses with his own children with \u003ca href=\"https://www.theatlantic.com/video/index/536442/raising-children-in-the-participation-trophy-era/\" target=\"_blank\" rel=\"noopener noreferrer\">The Atlantic\u003c/a> at the Aspen Ideas Festival. It's not hard to do; he asks his kids for help when he faces a setback. He not only gets good advice from his kids, but he can reflect that wisdom back to them when they struggle. And, by putting his mistakes out in the open, he's \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\" rel=\"noopener noreferrer\">normalizing the experience of struggle\u003c/a>.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/n9slDgJioS0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "What Do We Mean When We Say 'Social And Emotional Skills'?",
"title": "What Do We Mean When We Say 'Social And Emotional Skills'?",
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"content": "\u003cp>More and more, people in education agree on the importance of schools' paying attention to stuff other than academics.\u003c/p>\n\u003cp>But still, no one agrees on what to call that \"stuff.\"\u003c/p>\n\u003cp>I originally published a story on this topic\u003ca href=\"http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them\"> two years ago\u003c/a>.\u003c/p>\n\u003cp>As I reported back then, there were a bunch of overlapping terms in play, from \"character\" to \"grit\" to \"noncognitive skills.\"\u003c/p>\n\u003cp>This bagginess bugged me, as a member of the education media. It bugged researchers and policymakers too. It still does.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If anything, the case for nonacademics has gotten even stronger since then. In fact, it has been enshrined in federal law. The Every Student Succeeds Act mandates that states measure at least one nonacademic indicator of school success.\u003c/p>\n\u003cp>There is also new research indicating that school-based interventions to promote social and emotional skills have large, and long-term, positive impacts: an average of $11 for every dollar invested, according to \u003ca href=\"http://www.rwjf.org/en/library/research/2017/07/improving-social-emotional-skills-in-childhood-enhances-long-term-well-being.html\">an analysis\u003c/a> by the Robert Wood Johnson Foundation (which is a supporter of NPR).\u003c/p>\n\u003cp>But despite all the hoopla there is still — still! — no consensus on how to define these indicators, or even on what to call them.\u003c/p>\n\u003cp>\"Basically, we're trying to explain student success educationally or in the labor market with skills not directly measured by standardized tests,\" Martin West, at the Harvard Graduate School of Education, originally told me.\u003c/p>\n\u003cp>\"The problem is, you go to meetings and everyone spends the first two hours complaining and arguing about semantics.\"\u003c/p>\n\u003cp>West studies what he calls \"noncognitive skills,\" although he is not completely happy with that term.\u003c/p>\n\u003cp>This isn't just a semantic issue, argues Laura Bornfreund at the New America Foundation. She \u003ca href=\"http://www.npr.org/sections/ed/2014/11/25/366561443/what-every-school-can-learn-from-preschools\">wrote a paper\u003c/a> on what she called \"Skills for Success\" because she didn't like any of these other terms.\u003c/p>\n\u003cp>\"There's a lot of different terms floating around but also a lack of agreement on what really is most important to students.\"\u003c/p>\n\u003cp>As Noah Webster, the great American lexicographer and educator, put it \u003ca href=\"http://press-pubs.uchicago.edu/founders/documents/v1ch18s26.html\">back in 1788\u003c/a>: \"The \u003cem>virtues\u003c/em> of men are of more consequence to society than their \u003cem>abilities\u003c/em>; and for this reason, the \u003cem>heart\u003c/em> should be cultivated with more assiduity than the\u003cem> head.\u003c/em>\"\u003c/p>\n\u003cp>Yet he didn't come up with a good catchall, either.\u003c/p>\n\u003cp>So, in Webster's tradition, here is a short glossary of terms that are being used to talk about that cultivation of the heart.\u003c/p>\n\u003cp>\u003cstrong>21st Century Skills\u003c/strong>\u003c/p>\n\u003cp>According to the \u003ca href=\"http://www.p21.org/about-us/p21-framework\">Partnership for 21st Century Learning,\u003c/a>, a research and advocacy group, these include the \"4Cs of critical thinking, collaboration, communication and creativity,\" as well as \"life and career skills\" and \"information, media and technology skills.\"\u003c/p>\n\u003cp>The problem, says West, is that \"if anything, all the evidence would suggest that in the closing decades of the 20th and 21st centuries, \u003cem>cognitive\u003c/em> skills became more important than ever.\" So this term, although it's often heard in business and technology circles, doesn't necessarily signal the shift in focus that some researchers want.\u003c/p>\n\u003cp>\u003cstrong>Character\u003c/strong>\u003c/p>\n\u003cp>Character education has a long history in the U.S., with a major vogue in the 1930s and a revival in the 1980s and 1990s. The KIPP (Knowledge is Power Program) network of charter schools, for example has a curriculum of seven \"character strengths\": grit, zest, optimism, self-control, gratitude, social intelligence and curiosity.\u003c/p>\n\u003cp>\"We're not religious, we're not talking about ethics, we're not going to give any kind of doctrine about what is right from wrong,\" says Leyla Bravo-Willey of KIPP Infinity in Harlem. \"But there are some fundamental things that make people really great citizens, which usually include being kind.\"\u003c/p>\n\u003cp>West argues that the use of \"character\" is inappropriate in research and policymaking because of its moral and religious connotations.\u003c/p>\n\u003cp>He notes that many of the qualities on the KIPP list — grit and self-control, for example — are designed to prepare students for success. \"That's in tension with a traditional understanding of character, which often implies something being good in and of itself — which often includes some notion of self sacrifice,\" says West.\u003c/p>\n\u003cp>That distinction doesn't bother Bravo-Willey. She says that the school is responding to parents' own wishes that their children be happy and good as well as successful.\u003c/p>\n\u003cp>See also: These days you might hear educators talk about the importance of \u003cem>empathy\u003c/em> or \u003cem>perspective-taking\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Grit\u003c/strong>\u003c/p>\n\u003cp>Grit is a pioneer virtue with a long American history — think of the classic Western \u003cem>True Grit\u003c/em>. When Angela Duckworth was working on her dissertation in the mid-2000s, she chose the term to encapsulate the measures of self-control, persistence and conscientiousness that she was finding to be powerful determinants of success. It quickly caught on — maybe too quickly, the University of Pennsylvania psychologist told me.\u003c/p>\n\u003cp>\"I'm grateful for the attention, but that gratitude and amazement was quickly replaced by anxiety about people thinking that we had figured things out already.\" She is worried that grit is being overemphasized: In \u003ca href=\"http://www.npr.org/sections/ed/2015/05/13/405891613/a-key-researcher-says-grit-isnt-ready-for-high-stakes-measures\">a 2015 paper,\u003c/a> she argued that grit measures aren't ready to be incorporated into high-stakes accountability systems. \"I'm also concerned that people interpret my position to be that grit's the only thing that matters.\"\u003c/p>\n\u003cp>Grit has attracted a lot of attention, and naturally, that comes with criticism.\u003c/p>\n\u003cp>In the past two years, some researchers have argued that \u003ca href=\"http://www.npr.org/sections/ed/2016/05/25/479172868/angela-duckworth-responds-to-a-new-critique-of-grit\">grit effects have been overblown\u003c/a>. Others have argued for more attention to the social context of the trait. A child growing up in the lap of luxury simply faces fewer obstacles. \"Grit\" may be seen as a way of blaming kids who are struggling for the impact of poor neighborhoods or underresourced schools.\u003c/p>\n\u003cp>\u003cstrong>Agency\u003c/strong>\u003c/p>\n\u003cp>See also: Agency. Anindya Kundu, a doctoral student at New York University who counts Duckworth as a mentor and Pedro Noguera, an eminent scholar of the achievement gap, as an adviser, is investigating a concept called agency. It's like grit, but different.\u003c/p>\n\u003cp>\"Agency is one of sociology's oldest concepts,\" he says. Basically, it's \"the amount of power that a person has to influence their own life.\"\u003c/p>\n\u003cp>Agency brings in social context, structural inequality and cultural difference. People who manage to succeed despite growing up in poverty, Kundu has found, guard their own mental health and happiness, taking an optimistic view. They learn how to cultivate networks, both trusted intimates and new mentors. And they form goals and are dissatisfied until they reach them.\u003c/p>\n\u003cp>Kundu sees his work as being \"in dialogue with\" grit research, taking in people's social circumstances as well as their inner abilities.\u003c/p>\n\u003cp>\u003cstrong>Growth Mindset\u003c/strong>\u003c/p>\n\u003cp>Carol Dweck, the Stanford University psychologist, chose the term \"mindset\" in 2007 for the title of her bestselling book.\u003c/p>\n\u003cp>\"Growth mindset\" is the belief that positive traits, including intelligence, can be developed with practice. \"Fixed mindset\" refers to the idea that intelligence and other talents are set at birth.\u003c/p>\n\u003cp>\"In my research papers, I had some very, very clunky scientific-sounding term for the fixed and the growth mindset,\" she says. \"When I went to write the book I thought, these will not do at all.\"\u003c/p>\n\u003cp>Mindset has caught on tremendously in both the business and education worlds. But Dweck's concern is that it's being used willy-nilly to justify any old intuition that people might have about positive thinking in the classroom.\u003c/p>\n\u003cp>\"When people start thinking, 'I'll make the kids feel good and they'll learn,' that's how something like the self-esteem movement gains traction.\" That 1980s trend led to lots of trophies but little improvement in achievement.\u003c/p>\n\u003cp>\u003cstrong>Resilience\u003c/strong>\u003c/p>\n\u003cp>See also: \u003cem>Resilience.\u003c/em> Pamela Cantor, of \u003ca href=\"http://www.npr.org/sections/ed/2017/06/12/530893427/how-to-apply-the-brain-science-of-resilience-to-the-classroom\">Turnaround for Children\u003c/a>, began her medical practice in mental health care in poor communities in the Bronx.\u003c/p>\n\u003cp>\"What has been called social and emotional learning is now being expanded to be thought of as: How do children become learners?\" she says. Children who struggle with impulse control or attention, she says, very often have faced adversity and trauma.\u003c/p>\n\u003cp>At the same time, she says, children's brains are especially malleable. In a safe environment and with trusting relationships, they can improve their readiness to learn. This is resilience.\u003c/p>\n\u003cp>Cantor's organization addresses a lot of the qualities under the social-emotional umbrella, like mindfulness, growth mindset, self-regulation, attachment, executive function and social awareness. But in many ways, resilience is at the heart of what they do.\u003c/p>\n\u003cp>\"Once children have a success behaviorally and they come to recognize that they actually do have control over their behavior and can make better choices, and you acknowledge it, then they make better choices.\" And then they can learn.\u003c/p>\n\u003cp>This term is most strongly associated with the work of Nobel Prize-winning economist James Heckman. He really got this whole field rolling, by analyzing large data sets to show that attributes such as self-discipline and persistence — not just academic achievement — affected education, labor market and life outcomes.\u003c/p>\n\u003cp>This term is \"ugly, broad, nonspecific,\" argues Carol Dweck — and she is a fan. \"I'm the only person who likes the term,\" she says. \"And I'll tell you why: It is a very diverse group of factors and the reason it's been hard to come up with a name is that they don't necessarily belong together.\"\u003c/p>\n\u003cp>\u003cstrong>Non-Cognitive Traits and Habits\u003c/strong>\u003c/p>\n\u003cp>Martin West at Harvard uses this term himself, but he says he is always careful to acknowledge that it can be \"misleading.\"\u003c/p>\n\u003cp>\"Every skill or trait is cognitive in the sense that it involves and reflects the processing of information of some kind in our brains,\" he says. And West adds that traditional academic skills more often than not are complements, not substitutes, for the attitudes and personality traits captured by the term \"non-cognitive skills.\"\u003c/p>\n\u003cp>\u003cstrong>Social and Emotional Skills\u003c/strong>\u003c/p>\n\u003cp>Social & Emotional Learning. Nobody I spoke with hates this term. And in the past two years, it seems to have gained currency.\u003c/p>\n\u003cp>\"Increasingly teachers who are on the front line say that it's very important to teach kids to be more socially and emotionally competent,\" says Roger P. Weissberg, chief knowledge officer of the Collaborative for Social and Emotional Learning, which promotes the concept and the term nationwide. \"Teachers feel, and growing research supports, that it helps them academically, it improves school climate, it improves discipline, and it's going to help them to be college and career — and life — ready.\"\u003c/p>\n\u003cp>Harvard has a lab called Ecological Approaches to Social Emotional Learning, or EASEL. Stephanie Jones, who directs the lab, says, \"when you get into definition and terminology there are many overlaps\" between fields. EASEL is a big taxonomy project to sort out these overlaps and the evidence-based approaches that go with them, for about a dozen skills.\u003c/p>\n\u003cp>The only problem is that the \"learning\" part may not be seen as encompassing things that are more like attitudes or beliefs, like growth mindset. And the \"social and emotional\" part, again, may be seen as excluding skills that are really cognitive in nature.\u003c/p>\n\u003cp>\u003cstrong>SEL Stalemate? \u003c/strong>\u003c/p>\n\u003cp>Reached this month, two years later, Martin West says we may be ready to declare a winner by default.\u003c/p>\n\u003cp>\"The semantic debates have died down a bit, but more from exhaustion than from progress toward consensus. Most people seem to be using social and emotional (or social-emotional/socioemotional) learning as a catchall.\"\u003c/p>\n\u003cp>But Bornfreund is sticking to her guns. \"I still refer to them as Skills for Success for short; skills, habits and mindsets for success would be the full descriptor. Because they are both cognitive and academic, and more than character traits, those labels don't fit. I haven't heard any new terms that fit better.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Have you? Reach out to us on Twitter at \u003ca href=\"https://twitter.com/npr_ed?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">@npr_ed\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Social+And+Emotional+Skills%3A+Everybody+Loves+Them%2C+But+Still+Can%27t+Define+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "Social-emotional learning. Grit. Resilience. Agency. Empathy. Executive function. Education experts agree these are all crucial for student success, but the agreement stops there.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>More and more, people in education agree on the importance of schools' paying attention to stuff other than academics.\u003c/p>\n\u003cp>But still, no one agrees on what to call that \"stuff.\"\u003c/p>\n\u003cp>I originally published a story on this topic\u003ca href=\"http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them\"> two years ago\u003c/a>.\u003c/p>\n\u003cp>As I reported back then, there were a bunch of overlapping terms in play, from \"character\" to \"grit\" to \"noncognitive skills.\"\u003c/p>\n\u003cp>This bagginess bugged me, as a member of the education media. It bugged researchers and policymakers too. It still does.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If anything, the case for nonacademics has gotten even stronger since then. In fact, it has been enshrined in federal law. The Every Student Succeeds Act mandates that states measure at least one nonacademic indicator of school success.\u003c/p>\n\u003cp>There is also new research indicating that school-based interventions to promote social and emotional skills have large, and long-term, positive impacts: an average of $11 for every dollar invested, according to \u003ca href=\"http://www.rwjf.org/en/library/research/2017/07/improving-social-emotional-skills-in-childhood-enhances-long-term-well-being.html\">an analysis\u003c/a> by the Robert Wood Johnson Foundation (which is a supporter of NPR).\u003c/p>\n\u003cp>But despite all the hoopla there is still — still! — no consensus on how to define these indicators, or even on what to call them.\u003c/p>\n\u003cp>\"Basically, we're trying to explain student success educationally or in the labor market with skills not directly measured by standardized tests,\" Martin West, at the Harvard Graduate School of Education, originally told me.\u003c/p>\n\u003cp>\"The problem is, you go to meetings and everyone spends the first two hours complaining and arguing about semantics.\"\u003c/p>\n\u003cp>West studies what he calls \"noncognitive skills,\" although he is not completely happy with that term.\u003c/p>\n\u003cp>This isn't just a semantic issue, argues Laura Bornfreund at the New America Foundation. She \u003ca href=\"http://www.npr.org/sections/ed/2014/11/25/366561443/what-every-school-can-learn-from-preschools\">wrote a paper\u003c/a> on what she called \"Skills for Success\" because she didn't like any of these other terms.\u003c/p>\n\u003cp>\"There's a lot of different terms floating around but also a lack of agreement on what really is most important to students.\"\u003c/p>\n\u003cp>As Noah Webster, the great American lexicographer and educator, put it \u003ca href=\"http://press-pubs.uchicago.edu/founders/documents/v1ch18s26.html\">back in 1788\u003c/a>: \"The \u003cem>virtues\u003c/em> of men are of more consequence to society than their \u003cem>abilities\u003c/em>; and for this reason, the \u003cem>heart\u003c/em> should be cultivated with more assiduity than the\u003cem> head.\u003c/em>\"\u003c/p>\n\u003cp>Yet he didn't come up with a good catchall, either.\u003c/p>\n\u003cp>So, in Webster's tradition, here is a short glossary of terms that are being used to talk about that cultivation of the heart.\u003c/p>\n\u003cp>\u003cstrong>21st Century Skills\u003c/strong>\u003c/p>\n\u003cp>According to the \u003ca href=\"http://www.p21.org/about-us/p21-framework\">Partnership for 21st Century Learning,\u003c/a>, a research and advocacy group, these include the \"4Cs of critical thinking, collaboration, communication and creativity,\" as well as \"life and career skills\" and \"information, media and technology skills.\"\u003c/p>\n\u003cp>The problem, says West, is that \"if anything, all the evidence would suggest that in the closing decades of the 20th and 21st centuries, \u003cem>cognitive\u003c/em> skills became more important than ever.\" So this term, although it's often heard in business and technology circles, doesn't necessarily signal the shift in focus that some researchers want.\u003c/p>\n\u003cp>\u003cstrong>Character\u003c/strong>\u003c/p>\n\u003cp>Character education has a long history in the U.S., with a major vogue in the 1930s and a revival in the 1980s and 1990s. The KIPP (Knowledge is Power Program) network of charter schools, for example has a curriculum of seven \"character strengths\": grit, zest, optimism, self-control, gratitude, social intelligence and curiosity.\u003c/p>\n\u003cp>\"We're not religious, we're not talking about ethics, we're not going to give any kind of doctrine about what is right from wrong,\" says Leyla Bravo-Willey of KIPP Infinity in Harlem. \"But there are some fundamental things that make people really great citizens, which usually include being kind.\"\u003c/p>\n\u003cp>West argues that the use of \"character\" is inappropriate in research and policymaking because of its moral and religious connotations.\u003c/p>\n\u003cp>He notes that many of the qualities on the KIPP list — grit and self-control, for example — are designed to prepare students for success. \"That's in tension with a traditional understanding of character, which often implies something being good in and of itself — which often includes some notion of self sacrifice,\" says West.\u003c/p>\n\u003cp>That distinction doesn't bother Bravo-Willey. She says that the school is responding to parents' own wishes that their children be happy and good as well as successful.\u003c/p>\n\u003cp>See also: These days you might hear educators talk about the importance of \u003cem>empathy\u003c/em> or \u003cem>perspective-taking\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Grit\u003c/strong>\u003c/p>\n\u003cp>Grit is a pioneer virtue with a long American history — think of the classic Western \u003cem>True Grit\u003c/em>. When Angela Duckworth was working on her dissertation in the mid-2000s, she chose the term to encapsulate the measures of self-control, persistence and conscientiousness that she was finding to be powerful determinants of success. It quickly caught on — maybe too quickly, the University of Pennsylvania psychologist told me.\u003c/p>\n\u003cp>\"I'm grateful for the attention, but that gratitude and amazement was quickly replaced by anxiety about people thinking that we had figured things out already.\" She is worried that grit is being overemphasized: In \u003ca href=\"http://www.npr.org/sections/ed/2015/05/13/405891613/a-key-researcher-says-grit-isnt-ready-for-high-stakes-measures\">a 2015 paper,\u003c/a> she argued that grit measures aren't ready to be incorporated into high-stakes accountability systems. \"I'm also concerned that people interpret my position to be that grit's the only thing that matters.\"\u003c/p>\n\u003cp>Grit has attracted a lot of attention, and naturally, that comes with criticism.\u003c/p>\n\u003cp>In the past two years, some researchers have argued that \u003ca href=\"http://www.npr.org/sections/ed/2016/05/25/479172868/angela-duckworth-responds-to-a-new-critique-of-grit\">grit effects have been overblown\u003c/a>. Others have argued for more attention to the social context of the trait. A child growing up in the lap of luxury simply faces fewer obstacles. \"Grit\" may be seen as a way of blaming kids who are struggling for the impact of poor neighborhoods or underresourced schools.\u003c/p>\n\u003cp>\u003cstrong>Agency\u003c/strong>\u003c/p>\n\u003cp>See also: Agency. Anindya Kundu, a doctoral student at New York University who counts Duckworth as a mentor and Pedro Noguera, an eminent scholar of the achievement gap, as an adviser, is investigating a concept called agency. It's like grit, but different.\u003c/p>\n\u003cp>\"Agency is one of sociology's oldest concepts,\" he says. Basically, it's \"the amount of power that a person has to influence their own life.\"\u003c/p>\n\u003cp>Agency brings in social context, structural inequality and cultural difference. People who manage to succeed despite growing up in poverty, Kundu has found, guard their own mental health and happiness, taking an optimistic view. They learn how to cultivate networks, both trusted intimates and new mentors. And they form goals and are dissatisfied until they reach them.\u003c/p>\n\u003cp>Kundu sees his work as being \"in dialogue with\" grit research, taking in people's social circumstances as well as their inner abilities.\u003c/p>\n\u003cp>\u003cstrong>Growth Mindset\u003c/strong>\u003c/p>\n\u003cp>Carol Dweck, the Stanford University psychologist, chose the term \"mindset\" in 2007 for the title of her bestselling book.\u003c/p>\n\u003cp>\"Growth mindset\" is the belief that positive traits, including intelligence, can be developed with practice. \"Fixed mindset\" refers to the idea that intelligence and other talents are set at birth.\u003c/p>\n\u003cp>\"In my research papers, I had some very, very clunky scientific-sounding term for the fixed and the growth mindset,\" she says. \"When I went to write the book I thought, these will not do at all.\"\u003c/p>\n\u003cp>Mindset has caught on tremendously in both the business and education worlds. But Dweck's concern is that it's being used willy-nilly to justify any old intuition that people might have about positive thinking in the classroom.\u003c/p>\n\u003cp>\"When people start thinking, 'I'll make the kids feel good and they'll learn,' that's how something like the self-esteem movement gains traction.\" That 1980s trend led to lots of trophies but little improvement in achievement.\u003c/p>\n\u003cp>\u003cstrong>Resilience\u003c/strong>\u003c/p>\n\u003cp>See also: \u003cem>Resilience.\u003c/em> Pamela Cantor, of \u003ca href=\"http://www.npr.org/sections/ed/2017/06/12/530893427/how-to-apply-the-brain-science-of-resilience-to-the-classroom\">Turnaround for Children\u003c/a>, began her medical practice in mental health care in poor communities in the Bronx.\u003c/p>\n\u003cp>\"What has been called social and emotional learning is now being expanded to be thought of as: How do children become learners?\" she says. Children who struggle with impulse control or attention, she says, very often have faced adversity and trauma.\u003c/p>\n\u003cp>At the same time, she says, children's brains are especially malleable. In a safe environment and with trusting relationships, they can improve their readiness to learn. This is resilience.\u003c/p>\n\u003cp>Cantor's organization addresses a lot of the qualities under the social-emotional umbrella, like mindfulness, growth mindset, self-regulation, attachment, executive function and social awareness. But in many ways, resilience is at the heart of what they do.\u003c/p>\n\u003cp>\"Once children have a success behaviorally and they come to recognize that they actually do have control over their behavior and can make better choices, and you acknowledge it, then they make better choices.\" And then they can learn.\u003c/p>\n\u003cp>This term is most strongly associated with the work of Nobel Prize-winning economist James Heckman. He really got this whole field rolling, by analyzing large data sets to show that attributes such as self-discipline and persistence — not just academic achievement — affected education, labor market and life outcomes.\u003c/p>\n\u003cp>This term is \"ugly, broad, nonspecific,\" argues Carol Dweck — and she is a fan. \"I'm the only person who likes the term,\" she says. \"And I'll tell you why: It is a very diverse group of factors and the reason it's been hard to come up with a name is that they don't necessarily belong together.\"\u003c/p>\n\u003cp>\u003cstrong>Non-Cognitive Traits and Habits\u003c/strong>\u003c/p>\n\u003cp>Martin West at Harvard uses this term himself, but he says he is always careful to acknowledge that it can be \"misleading.\"\u003c/p>\n\u003cp>\"Every skill or trait is cognitive in the sense that it involves and reflects the processing of information of some kind in our brains,\" he says. And West adds that traditional academic skills more often than not are complements, not substitutes, for the attitudes and personality traits captured by the term \"non-cognitive skills.\"\u003c/p>\n\u003cp>\u003cstrong>Social and Emotional Skills\u003c/strong>\u003c/p>\n\u003cp>Social & Emotional Learning. Nobody I spoke with hates this term. And in the past two years, it seems to have gained currency.\u003c/p>\n\u003cp>\"Increasingly teachers who are on the front line say that it's very important to teach kids to be more socially and emotionally competent,\" says Roger P. Weissberg, chief knowledge officer of the Collaborative for Social and Emotional Learning, which promotes the concept and the term nationwide. \"Teachers feel, and growing research supports, that it helps them academically, it improves school climate, it improves discipline, and it's going to help them to be college and career — and life — ready.\"\u003c/p>\n\u003cp>Harvard has a lab called Ecological Approaches to Social Emotional Learning, or EASEL. Stephanie Jones, who directs the lab, says, \"when you get into definition and terminology there are many overlaps\" between fields. EASEL is a big taxonomy project to sort out these overlaps and the evidence-based approaches that go with them, for about a dozen skills.\u003c/p>\n\u003cp>The only problem is that the \"learning\" part may not be seen as encompassing things that are more like attitudes or beliefs, like growth mindset. And the \"social and emotional\" part, again, may be seen as excluding skills that are really cognitive in nature.\u003c/p>\n\u003cp>\u003cstrong>SEL Stalemate? \u003c/strong>\u003c/p>\n\u003cp>Reached this month, two years later, Martin West says we may be ready to declare a winner by default.\u003c/p>\n\u003cp>\"The semantic debates have died down a bit, but more from exhaustion than from progress toward consensus. Most people seem to be using social and emotional (or social-emotional/socioemotional) learning as a catchall.\"\u003c/p>\n\u003cp>But Bornfreund is sticking to her guns. \"I still refer to them as Skills for Success for short; skills, habits and mindsets for success would be the full descriptor. Because they are both cognitive and academic, and more than character traits, those labels don't fit. I haven't heard any new terms that fit better.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Have you? Reach out to us on Twitter at \u003ca href=\"https://twitter.com/npr_ed?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">@npr_ed\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Social+And+Emotional+Skills%3A+Everybody+Loves+Them%2C+But+Still+Can%27t+Define+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why Mistakes Matter in Creating A Path For Learning",
"title": "Why Mistakes Matter in Creating A Path For Learning",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>Once a month, this column \u003c/em>\u003cem>will examine the insights that science offers about the way people learn, and how such findings could influence schools. \u003c/em>\u003c/p>\n\u003cp>Most of us can remember a moment like this from our school years: the teacher poses a question – maybe it’s math, maybe history. You raise your hand, you give your answer with full assurance. And then? You’re shot down. You got it wrong.\u003c/p>\n\u003cp>We remember moments like this because they brim with some of our least favorite emotions: shame, humiliation, self-recrimination, and that gutting sense that you want to melt into the floor. Ah yes, I remember it well.\u003c/p>\n\u003cp>As it turns out, though, such moments are ripe with learning opportunity. Contrary to what many of us might guess, making a mistake with high confidence and then being corrected is one of the most powerful ways to absorb something and retain it.\u003c/p>\n\u003cp>In recent years, cognitive scientists have done gobs of research on how making mistakes help us learn, much of it funded by the federal Institute for Education Science. Some findings make intuitive sense. Some are completely surprising. And many important findings that are relevant to teaching are not making it into the classroom, or penetrating very slowly.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Traditionally, educators and psychologists in the U.S. were not fans of allowing students to flounder. B.F. Skinner, the hugely influential 20\u003csup>th\u003c/sup> century behavioral psychologist, didn’t even like his lab rats and pigeons to err and constructed experiments to shape their behavior toward always getting the task right. “He thought if they made a mistake, the mistake would get entrenched, and you’d have to backtrack to erase it,” explains Janet Metcalfe, a professor of psychology at Columbia University, and the author of an impressive scientific review titled \u003ca href=\"http://www.annualreviews.org/doi/abs/10.1146/annurev-psych-010416-044022\">“Learning from Errors,”\u003c/a> published earlier this year in \u003cem>Annual Review of Psychology.\u003c/em>\u003c/p>\n\u003cp>American educators, perhaps influenced by Skinner, have tended to see things the same way. Classic studies by psychologists James Stigler of UCLA and the late Harold Stevenson, detailed in their 1994 book \u003ca href=\"https://books.google.com/books/about/Learning_Gap.html?id=HIfBn5W6LMcC\">\u003cem>The Learning Gap\u003c/em>\u003c/a>\u003cem>, \u003c/em>compared videotaped lessons in eighth-grade math in several countries. They found that American teachers emphasized specific procedures for solving problems, largely ignored errors and praised correct answers. Japanese teachers, by contrast, asked students to find their own way through problems and then led a discussion of common errors, why they might seem plausible and why they were wrong. Praise was rarely given and students were meant to see struggle and setbacks as part of learning. The difference, the authors believed, is one reason that Japanese students outperform Americans in math.\u003c/p>\n\u003cp>“Learning about what is wrong may hasten understanding of why the correct procedures are appropriate,” they wrote, “but errors may also be interpreted as failure. And Americans … strive to avoid situations where this might happen.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'Being in this environment where we are openly discussing mistakes, where mistakes are good, really opened the door for certain kids who had math phobias.'\u003ccite>Kushal Patel, teacher, Columbia Secondary School for School for Math, Science and Engineering, New York City\u003c/cite>\u003c/aside>\n\u003cp>The American allergy to errors began to ease with a burst of new studies by cognitive psychologists beginning this century. They showed clear benefits to engaging with mistakes—in both verbal and math tasks. For instance, Nate Kornell of Williams College conducted a word-pair experiment in which people were cued with a word (say, tree) and then asked to pair it a related “target” word (say, oak). He found that they remembered the target word significantly better if they had made a wrong guess (like maple or pine) and were corrected than if they were simply given the correct pairing and asked to memorize it.\u003c/p>\n\u003cp>Numerous other studies have confirmed and expanded upon this finding. Metcalfe and others have shown that on tests involving general knowledge (What’s the capital of Australia?), a wild guess doesn’t help with learning. “They have to be making a serious stab at the answer,” she notes. And it was Metcalfe and colleagues who showed that the more certain you are of your wrong answer, the better you will learn the right one after being corrected.\u003c/p>\n\u003cp>Why is this? The answer isn’t completely clear but it likely involves the fact that making an error rallies your attention — and even more so if you’re surprised that you got it wrong. In addition, it is easier to learn something new after you’ve summoned up your prior knowledge — a process neuroscientists call memory reconsolidation.\u003c/p>\n\u003cp>There’s hard, biological evidence for some of this. By placing electroencephalogram caps on subjects as they play video games or do other tasks, scientists have identified specific signals in the brain linked to making errors. The first one, known as Error-Related Negativity or ERN, occurs just 50 millionths of a second after the error. That’s well before you are even conscious of the mistake! A second wave, called error positivity (Pe for short), comes 50 to 550 milliseconds later and is believed to reflect conscious attention to the error, usually followed by an effort to avoid repeating it.\u003c/p>\n\u003cp>As an undergrad at Michigan State, Hans Schroder became so obsessed with error-related brain signaling that, he recalls, “I actually ‘married’ it on Facebook.” He also did serious work on the subject in psychologist Jason Moser’s lab there. Past research had shown that these signals relate to academic performance.\u003c/p>\n\u003cp>“The ERN tends to correlate with grade-point average. It’s linked with the ability to recognize when things don’t go as expected and to better working memory,” Schroder explains. “The Pe is more linked to effort, becoming aware of mistakes and rebounding.” While both signals emanate from a brain region called the anterior cingulate, the Pe involves more widespread activity as you allocate mental resources to improve your performance.\u003c/p>\n\u003caside class=\"pullquote alignright\">'By taking the grade off their test I thought they might spend more time looking at what they got right and what they got wrong. I wanted to refocus them on actually learning the content.'\u003ccite> Leah Alcala, math teacher in Berkeley, Calif.\u003c/cite>\u003c/aside>\n\u003cp>Schroder was especially interested in this effort-related activity and wanted to know if it was linked to a person’s attitude or mindset about his or her own ability. Stanford University psychologist Carol Dweck kicked off a wave of research in education and psychology with her work — and popular 2006 book, \u003cem>Mindset\u003c/em>— defining two distinct “mindsets”: the belief that one’s intelligence is fixed or that it is fluid and can grow with effort. People with a fixed mindset (as measured on a standard questionnaire) tend to see errors as signs that they are not good at something. Those with a \u003ca href=\"https://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset \u003c/a>see them as signs they need to work harder.\u003c/p>\n\u003cp>Schroder theorized that people with a growth mindset would have a stronger Pe signal following an error. This proved to be true in studies with both children and adults. Just as important, growth-minded people raised their game more in the wake of an error. For instance, he reports, growth-minded children playing a videogame in which they had to round up escaped zoo animals “were more accurate after making a mistake than kids who were fixed-minded.”\u003c/p>\n\u003cp>How do these psych lab results translate to the messier world of the classroom? A number of researchers are attempting to answer that question with studies that more closely mimic educational situations or by conducting research within schools.\u003c/p>\n\u003cp>Carnegie Mellon psychologist Robert Siegler, an expert on how children learn math, has delved deeply into the best way to give feedback on student errors. He has shown, for instance, that asking third and fourth graders to explain how someone got the wrong answer and also how someone got the right answer is enormously effective – more so than just asking the child to explain the correct procedure, as teachers so often do. Dislodging wrong ideas is important, he notes: “These wrong approaches are like crab grass, they are hard to get rid of and often have deep roots. You really have to undermine the roots of the misconception as well as strengthen the correct conception.”\u003c/p>\n\u003cp>Metcalfe is exploring that approach in an experiment with eighth-grade math teachers at the Columbia Secondary School for Math, Science and Engineering — a New York City public school affiliated with Columbia University. For the past two years, her team has been monitoring what happens to performance on the state’s Common Core Regents algebra test when teachers give frequent practice quizzes followed each time by a review of the students’ specific errors, in a continuous cycle four days a week for four weeks prior to the statewide exam.\u003c/p>\n\u003cp>The results, which have not yet been published, seem promising. “We had a 100% pass rate on the Algebra 1 Regents for eighth grade, which was pretty awesome,” says Kushal Patel, a participating teacher. Patel notes that even though the passing grade for special education students is 55 rather than the typical 65, all of the special ed students passed with the higher grade. Performance across the class was even stronger the second year than the first. Metcalfe’s team is now analyzing videos of class sessions second by second, looking at exactly what teachers did and how it relates to the errors individual children made. Preliminary results suggest that the improvement in performance was closely tied to the error-focused feedback.\u003c/p>\n\u003cp>“Being in this environment where we are openly discussing mistakes, where mistakes are good, really opened the door for certain kids who had math phobias,” Patel observes.\u003c/p>\n\u003cp>And in keeping with a growth mindset, students began to see errors as a path to learning rather than humiliation. When he shared students’ errors anonymously with the class, he says, “the kids got really good about saying ‘Hey, that’s my mistake! Let me talk about what I did wrong.’ It was incredible. They got past the shy moment of, ‘Oh, I screwed up.’”\u003c/p>\n\u003cp>Next year Metcalfe will be testing a new system for reviewing errors that combines computerized feedback with teacher-led instruction.\u003c/p>\n\u003cp>In Berkeley, Calif., math teacher Leah Alcala witnessed a similar change in middle school and high school students when she began spotlighting what she calls her “favorite errors.” Alcala likes to hand out test results without grades but with highlights indicating the precise spots in a math problem where things took a wrong turn.\u003c/p>\n\u003cp>“By taking the grade off their test I thought they might spend more time looking at what they got right and what they got wrong,” she explains. “I wanted to refocus them on actually learning the content.” You can see her method in an \u003ca href=\"https://www.teachingchannel.org/videos/math-test-grading-tips\">online Teaching Channel video\u003c/a>.\u003c/p>\n\u003cp>Like Patel, Alcala says she was influenced by Dweck’s mindset framework. While not everyone in her economically and ethnically diverse classes masters all the math, “what I know for sure is that my kids never give up on my class.”\u003c/p>\n\u003cp>Such robust examples of teaching kids how to learn from their errors remain the exception in U.S. classrooms. Probably the biggest reason, Siegler suggests, is that “the people who write the textbooks don’t know about the research findings. There’s a lot of knowledge in the psychology of learning that hasn’t been incorporated into education.” Also, he notes, there’s a “common sense wisdom” to focusing almost exclusively on correct procedures. It’s what American teachers have always done.\u003c/p>\n\u003cp>And it’s what most of us believe in, the evidence be damned. Metcalfe has found that people are generally unaware of the benefits of bumping up against mistakes. This is true even after they participate in studies in which, again and again, they improve their performance after getting something wrong and being set straight. When asked if they did better in trials where they were given the answer or those in which they erred and were corrected, they chose the former.\u003c/p>\n\u003cp>“Isn’t that amazing!” she says of this metacognitive blind spot. No wonder so many educators err when it comes to errors. “If teachers don’t realize that making errors will help learning, they will be like Skinner and say ‘I’ll just teach them the right thing.’ ”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, the nonprofit, independent news website focused on inequality and innovation in education. \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage2.com/subscribe?u=66c306eebb323868c3ce353c1&id=a4f3e0748b\">\u003cem>Sign up for our newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Once a month, this column \u003c/em>\u003cem>will examine the insights that science offers about the way people learn, and how such findings could influence schools. \u003c/em>\u003c/p>\n\u003cp>Most of us can remember a moment like this from our school years: the teacher poses a question – maybe it’s math, maybe history. You raise your hand, you give your answer with full assurance. And then? You’re shot down. You got it wrong.\u003c/p>\n\u003cp>We remember moments like this because they brim with some of our least favorite emotions: shame, humiliation, self-recrimination, and that gutting sense that you want to melt into the floor. Ah yes, I remember it well.\u003c/p>\n\u003cp>As it turns out, though, such moments are ripe with learning opportunity. Contrary to what many of us might guess, making a mistake with high confidence and then being corrected is one of the most powerful ways to absorb something and retain it.\u003c/p>\n\u003cp>In recent years, cognitive scientists have done gobs of research on how making mistakes help us learn, much of it funded by the federal Institute for Education Science. Some findings make intuitive sense. Some are completely surprising. And many important findings that are relevant to teaching are not making it into the classroom, or penetrating very slowly.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Traditionally, educators and psychologists in the U.S. were not fans of allowing students to flounder. B.F. Skinner, the hugely influential 20\u003csup>th\u003c/sup> century behavioral psychologist, didn’t even like his lab rats and pigeons to err and constructed experiments to shape their behavior toward always getting the task right. “He thought if they made a mistake, the mistake would get entrenched, and you’d have to backtrack to erase it,” explains Janet Metcalfe, a professor of psychology at Columbia University, and the author of an impressive scientific review titled \u003ca href=\"http://www.annualreviews.org/doi/abs/10.1146/annurev-psych-010416-044022\">“Learning from Errors,”\u003c/a> published earlier this year in \u003cem>Annual Review of Psychology.\u003c/em>\u003c/p>\n\u003cp>American educators, perhaps influenced by Skinner, have tended to see things the same way. Classic studies by psychologists James Stigler of UCLA and the late Harold Stevenson, detailed in their 1994 book \u003ca href=\"https://books.google.com/books/about/Learning_Gap.html?id=HIfBn5W6LMcC\">\u003cem>The Learning Gap\u003c/em>\u003c/a>\u003cem>, \u003c/em>compared videotaped lessons in eighth-grade math in several countries. They found that American teachers emphasized specific procedures for solving problems, largely ignored errors and praised correct answers. Japanese teachers, by contrast, asked students to find their own way through problems and then led a discussion of common errors, why they might seem plausible and why they were wrong. Praise was rarely given and students were meant to see struggle and setbacks as part of learning. The difference, the authors believed, is one reason that Japanese students outperform Americans in math.\u003c/p>\n\u003cp>“Learning about what is wrong may hasten understanding of why the correct procedures are appropriate,” they wrote, “but errors may also be interpreted as failure. And Americans … strive to avoid situations where this might happen.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'Being in this environment where we are openly discussing mistakes, where mistakes are good, really opened the door for certain kids who had math phobias.'\u003ccite>Kushal Patel, teacher, Columbia Secondary School for School for Math, Science and Engineering, New York City\u003c/cite>\u003c/aside>\n\u003cp>The American allergy to errors began to ease with a burst of new studies by cognitive psychologists beginning this century. They showed clear benefits to engaging with mistakes—in both verbal and math tasks. For instance, Nate Kornell of Williams College conducted a word-pair experiment in which people were cued with a word (say, tree) and then asked to pair it a related “target” word (say, oak). He found that they remembered the target word significantly better if they had made a wrong guess (like maple or pine) and were corrected than if they were simply given the correct pairing and asked to memorize it.\u003c/p>\n\u003cp>Numerous other studies have confirmed and expanded upon this finding. Metcalfe and others have shown that on tests involving general knowledge (What’s the capital of Australia?), a wild guess doesn’t help with learning. “They have to be making a serious stab at the answer,” she notes. And it was Metcalfe and colleagues who showed that the more certain you are of your wrong answer, the better you will learn the right one after being corrected.\u003c/p>\n\u003cp>Why is this? The answer isn’t completely clear but it likely involves the fact that making an error rallies your attention — and even more so if you’re surprised that you got it wrong. In addition, it is easier to learn something new after you’ve summoned up your prior knowledge — a process neuroscientists call memory reconsolidation.\u003c/p>\n\u003cp>There’s hard, biological evidence for some of this. By placing electroencephalogram caps on subjects as they play video games or do other tasks, scientists have identified specific signals in the brain linked to making errors. The first one, known as Error-Related Negativity or ERN, occurs just 50 millionths of a second after the error. That’s well before you are even conscious of the mistake! A second wave, called error positivity (Pe for short), comes 50 to 550 milliseconds later and is believed to reflect conscious attention to the error, usually followed by an effort to avoid repeating it.\u003c/p>\n\u003cp>As an undergrad at Michigan State, Hans Schroder became so obsessed with error-related brain signaling that, he recalls, “I actually ‘married’ it on Facebook.” He also did serious work on the subject in psychologist Jason Moser’s lab there. Past research had shown that these signals relate to academic performance.\u003c/p>\n\u003cp>“The ERN tends to correlate with grade-point average. It’s linked with the ability to recognize when things don’t go as expected and to better working memory,” Schroder explains. “The Pe is more linked to effort, becoming aware of mistakes and rebounding.” While both signals emanate from a brain region called the anterior cingulate, the Pe involves more widespread activity as you allocate mental resources to improve your performance.\u003c/p>\n\u003caside class=\"pullquote alignright\">'By taking the grade off their test I thought they might spend more time looking at what they got right and what they got wrong. I wanted to refocus them on actually learning the content.'\u003ccite> Leah Alcala, math teacher in Berkeley, Calif.\u003c/cite>\u003c/aside>\n\u003cp>Schroder was especially interested in this effort-related activity and wanted to know if it was linked to a person’s attitude or mindset about his or her own ability. Stanford University psychologist Carol Dweck kicked off a wave of research in education and psychology with her work — and popular 2006 book, \u003cem>Mindset\u003c/em>— defining two distinct “mindsets”: the belief that one’s intelligence is fixed or that it is fluid and can grow with effort. People with a fixed mindset (as measured on a standard questionnaire) tend to see errors as signs that they are not good at something. Those with a \u003ca href=\"https://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset \u003c/a>see them as signs they need to work harder.\u003c/p>\n\u003cp>Schroder theorized that people with a growth mindset would have a stronger Pe signal following an error. This proved to be true in studies with both children and adults. Just as important, growth-minded people raised their game more in the wake of an error. For instance, he reports, growth-minded children playing a videogame in which they had to round up escaped zoo animals “were more accurate after making a mistake than kids who were fixed-minded.”\u003c/p>\n\u003cp>How do these psych lab results translate to the messier world of the classroom? A number of researchers are attempting to answer that question with studies that more closely mimic educational situations or by conducting research within schools.\u003c/p>\n\u003cp>Carnegie Mellon psychologist Robert Siegler, an expert on how children learn math, has delved deeply into the best way to give feedback on student errors. He has shown, for instance, that asking third and fourth graders to explain how someone got the wrong answer and also how someone got the right answer is enormously effective – more so than just asking the child to explain the correct procedure, as teachers so often do. Dislodging wrong ideas is important, he notes: “These wrong approaches are like crab grass, they are hard to get rid of and often have deep roots. You really have to undermine the roots of the misconception as well as strengthen the correct conception.”\u003c/p>\n\u003cp>Metcalfe is exploring that approach in an experiment with eighth-grade math teachers at the Columbia Secondary School for Math, Science and Engineering — a New York City public school affiliated with Columbia University. For the past two years, her team has been monitoring what happens to performance on the state’s Common Core Regents algebra test when teachers give frequent practice quizzes followed each time by a review of the students’ specific errors, in a continuous cycle four days a week for four weeks prior to the statewide exam.\u003c/p>\n\u003cp>The results, which have not yet been published, seem promising. “We had a 100% pass rate on the Algebra 1 Regents for eighth grade, which was pretty awesome,” says Kushal Patel, a participating teacher. Patel notes that even though the passing grade for special education students is 55 rather than the typical 65, all of the special ed students passed with the higher grade. Performance across the class was even stronger the second year than the first. Metcalfe’s team is now analyzing videos of class sessions second by second, looking at exactly what teachers did and how it relates to the errors individual children made. Preliminary results suggest that the improvement in performance was closely tied to the error-focused feedback.\u003c/p>\n\u003cp>“Being in this environment where we are openly discussing mistakes, where mistakes are good, really opened the door for certain kids who had math phobias,” Patel observes.\u003c/p>\n\u003cp>And in keeping with a growth mindset, students began to see errors as a path to learning rather than humiliation. When he shared students’ errors anonymously with the class, he says, “the kids got really good about saying ‘Hey, that’s my mistake! Let me talk about what I did wrong.’ It was incredible. They got past the shy moment of, ‘Oh, I screwed up.’”\u003c/p>\n\u003cp>Next year Metcalfe will be testing a new system for reviewing errors that combines computerized feedback with teacher-led instruction.\u003c/p>\n\u003cp>In Berkeley, Calif., math teacher Leah Alcala witnessed a similar change in middle school and high school students when she began spotlighting what she calls her “favorite errors.” Alcala likes to hand out test results without grades but with highlights indicating the precise spots in a math problem where things took a wrong turn.\u003c/p>\n\u003cp>“By taking the grade off their test I thought they might spend more time looking at what they got right and what they got wrong,” she explains. “I wanted to refocus them on actually learning the content.” You can see her method in an \u003ca href=\"https://www.teachingchannel.org/videos/math-test-grading-tips\">online Teaching Channel video\u003c/a>.\u003c/p>\n\u003cp>Like Patel, Alcala says she was influenced by Dweck’s mindset framework. While not everyone in her economically and ethnically diverse classes masters all the math, “what I know for sure is that my kids never give up on my class.”\u003c/p>\n\u003cp>Such robust examples of teaching kids how to learn from their errors remain the exception in U.S. classrooms. Probably the biggest reason, Siegler suggests, is that “the people who write the textbooks don’t know about the research findings. There’s a lot of knowledge in the psychology of learning that hasn’t been incorporated into education.” Also, he notes, there’s a “common sense wisdom” to focusing almost exclusively on correct procedures. It’s what American teachers have always done.\u003c/p>\n\u003cp>And it’s what most of us believe in, the evidence be damned. Metcalfe has found that people are generally unaware of the benefits of bumping up against mistakes. This is true even after they participate in studies in which, again and again, they improve their performance after getting something wrong and being set straight. When asked if they did better in trials where they were given the answer or those in which they erred and were corrected, they chose the former.\u003c/p>\n\u003cp>“Isn’t that amazing!” she says of this metacognitive blind spot. No wonder so many educators err when it comes to errors. “If teachers don’t realize that making errors will help learning, they will be like Skinner and say ‘I’ll just teach them the right thing.’ ”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, the nonprofit, independent news website focused on inequality and innovation in education. \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage2.com/subscribe?u=66c306eebb323868c3ce353c1&id=a4f3e0748b\">\u003cem>Sign up for our newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why 'Unlearning' Old Habits Is An Essential Step For Innovation",
"title": "Why 'Unlearning' Old Habits Is An Essential Step For Innovation",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Teachers are increasingly being asked to embrace new ideas and styles of teaching, but schools don't always give their educators time or the mental space to absorb and apply those concepts. That's why the idea of “unlearning” was worth exploring for \u003ca href=\"http://www.edweek.org/ew/section/multimedia/at-43k-private-school-tech-opens-doors.html\">Beaver Country Day School\u003c/a>, a private 6-12 school in Massachusetts, which serves as something of a lab for unlearning in practice.\u003c/p>\n\u003cp>For head of school Peter Hutton, \u003ca href=\"https://www.bostonglobe.com/metro/regionals/west/2016/10/21/should-students-learning-unlearning/uvpDTMsdvuYtkXjNtUrRFN/story.html\">unlearning\u003c/a> means “new ways to think in the face of established practices.”\u003c/p>\n\u003cp>Marga Biller, project director of Harvard's \u003ca href=\"http://www.pz.harvard.edu/projects/learning-innovations-laboratory\">Learning Innovations Laboratory\u003c/a>, typically explores \u003ca href=\"https://scholar.harvard.edu/files/mrigolizzo/files/empowering_learning_-_three_stances.pdf\">human and organizational \u003c/a>development with non-profits and government agencies. Because she and colleague Chris Dede serve on the board of Beaver Country Day School, they ended up working with Hutton on the concept of unlearning. They presented their findings earlier this year at \u003ca href=\"http://schedule.sxswedu.com/events/event_PP61868\">SXSWedu\u003c/a>.\u003c/p>\n\u003cp>Biller said in more traditional organizations, when changes are introduced, there is this message of just “figure it out and go.”\u003c/p>\n\u003cp class=\"p1\">\"We’ve all gone to workshops and seminars and learned from a class,\" she said. \"We go there, gain skills, change mindsets, we get very excited, and then we head back to work and things get in the way. And then we wonder why change isn’t taking place.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">She said often what stands in the way of implementing change is the inability to see things beyond what they've always been in the past. In order to figure out if something needs to be unlearned to make room for change, Biller asks four questions:\u003c/p>\n\u003cblockquote>\u003cp>1. Do I need to think, behave, do or perceive in a new way?\u003cbr>\n2. Is there previous learning that is getting in the way of my thinking, behaving or perceiving in new ways?\u003cbr>\n3. Is what I am trying to learn a threat/challenge to my identity, to how I see myself or how I see the world?\u003cbr>\n4. Would trying harder give me the results I am looking for or might it create more entrenchment?\u003c/p>\u003c/blockquote>\n\u003cp>If something needs to be unlearned, Biller has three frameworks for implementing unlearning: changing mindsets, changing habits and changing organizations.\u003c/p>\n\u003cp>\u003cstrong>CHANGING MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Changing mindsets has a lot to do with identity, according to Biller. “The way we see ourselves and the way that others see us is threatened when we are asked to do something different,” she said.\u003c/p>\n\u003cp>When schools implement something like project-based curriculum, administrators are asking experienced teachers to drop what they see as their role in the classroom. They are no longer meant to be the person who keeps all the knowledge.\u003c/p>\n\u003cp>“A lot of unlearning is how you perceive your identity and role,” Hutton said.\u003c/p>\n\u003cp>He recalled how one teacher at this school was reluctant to have kids work in small groups. She later admitted that what made her uneasy was that if someone walked into her classroom, they would see that she wasn't standing in the front; she worried that people would then perceive her as not doing anything.\u003c/p>\n\u003cp>“For her it was a total identity change and that what kids needed from her was a very different kind of skill than what she'd been taught to deliver,” said Hutton.\u003c/p>\n\u003cp>\u003cstrong>CHANGING HABITS\u003c/strong>\u003c/p>\n\u003cp>Math teacher Jayne Everson said unlearning is really about examining all the assumptions she brings to any space. In her classroom, instead of studying geometry theorems out of a textbook, she lets students develop their own rules by exploring the relationship between lines in famous artwork.\u003c/p>\n\u003cp>It's been a blast to watch the kids derive the geometry on their own, she said. “We [used to] feel we had to get it perfect the first time and that's not the case.”\u003c/p>\n\u003cp>Another part of unlearning is reappraising those old habits, said Biller. This is especially difficult for successful teachers. “We've all been successful because we've had routines and processes that really work for us,” Biller said.\u003c/p>\n\u003cp>When changing habits, “We have to ask ourselves, are those habits that are currently in place helping us reach the goals that we want? And if they're not, how do we change them?” A teacher might only need to slightly change an existing habit, or put in place a whole set of new habits.\u003c/p>\n\u003cp>Teachers have to think about their own habits in the context of the classroom and what that triggers in terms of behaviors for themselves and students, said Biller.\u003c/p>\n\u003cp>The system itself has to reset if change is to be successful at a school. In changing systems, administrators need to think about ways in which they provide feedback to teachers and students. It all starts with questions: How do we measure success in a new way that fit with the changes being implemented?\u003c/p>\n\u003cp>Students in Everson's class, for instance, are not require to complete a final two hour exam on geometry. Instead they work on final projects. One year, that involved making holograms.\u003c/p>\n\u003cp>“Their proofs were beautiful and elegant,” said Everson. She said students aren't missing out on learning the logic and the skills coming out of a traditional classroom. Instead students see themselves as problem solvers and builders. That's a shift from being a “passive receiver,” said Everson.\u003c/p>\n\u003cp>And, it doesn't take two-hour exam to “prove” students learned their subject, according to Hutton. “If the kids didn't know the geometry, they couldn't have done the project,” he said.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPING TRUST\u003c/strong>\u003c/p>\n\u003cp>In getting started with unlearning, “trust” is a big theme. Administrators trust their teachers to guide students to proficiency with core skills. Teachers trust their students to figure it out without hand-holding.\u003c/p>\n\u003cp>Everson said that you can start developing trust by letting your students have a voice in what they do in the classroom. She also added that trusting your students is the area where you'll unlearn the most. “I've never been disappointed,” she said. “They always exceed my expectations.”\u003c/p>\n\u003cp>Teachers can also start by asking questions of themselves, something Biller does all the time. If she finds herself resistant to a concept or group, Biller asks “why am I reacting this way?” If Biller meets someone she disagrees with, she doesn't say that person is wrong. Instead, she asks “what is it I can learn from that person?”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It has opened up to new ways of dealing with people,” she said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers are increasingly being asked to embrace new ideas and styles of teaching, but schools don't always give their educators time or the mental space to absorb and apply those concepts. That's why the idea of “unlearning” was worth exploring for \u003ca href=\"http://www.edweek.org/ew/section/multimedia/at-43k-private-school-tech-opens-doors.html\">Beaver Country Day School\u003c/a>, a private 6-12 school in Massachusetts, which serves as something of a lab for unlearning in practice.\u003c/p>\n\u003cp>For head of school Peter Hutton, \u003ca href=\"https://www.bostonglobe.com/metro/regionals/west/2016/10/21/should-students-learning-unlearning/uvpDTMsdvuYtkXjNtUrRFN/story.html\">unlearning\u003c/a> means “new ways to think in the face of established practices.”\u003c/p>\n\u003cp>Marga Biller, project director of Harvard's \u003ca href=\"http://www.pz.harvard.edu/projects/learning-innovations-laboratory\">Learning Innovations Laboratory\u003c/a>, typically explores \u003ca href=\"https://scholar.harvard.edu/files/mrigolizzo/files/empowering_learning_-_three_stances.pdf\">human and organizational \u003c/a>development with non-profits and government agencies. Because she and colleague Chris Dede serve on the board of Beaver Country Day School, they ended up working with Hutton on the concept of unlearning. They presented their findings earlier this year at \u003ca href=\"http://schedule.sxswedu.com/events/event_PP61868\">SXSWedu\u003c/a>.\u003c/p>\n\u003cp>Biller said in more traditional organizations, when changes are introduced, there is this message of just “figure it out and go.”\u003c/p>\n\u003cp class=\"p1\">\"We’ve all gone to workshops and seminars and learned from a class,\" she said. \"We go there, gain skills, change mindsets, we get very excited, and then we head back to work and things get in the way. And then we wonder why change isn’t taking place.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">She said often what stands in the way of implementing change is the inability to see things beyond what they've always been in the past. In order to figure out if something needs to be unlearned to make room for change, Biller asks four questions:\u003c/p>\n\u003cblockquote>\u003cp>1. Do I need to think, behave, do or perceive in a new way?\u003cbr>\n2. Is there previous learning that is getting in the way of my thinking, behaving or perceiving in new ways?\u003cbr>\n3. Is what I am trying to learn a threat/challenge to my identity, to how I see myself or how I see the world?\u003cbr>\n4. Would trying harder give me the results I am looking for or might it create more entrenchment?\u003c/p>\u003c/blockquote>\n\u003cp>If something needs to be unlearned, Biller has three frameworks for implementing unlearning: changing mindsets, changing habits and changing organizations.\u003c/p>\n\u003cp>\u003cstrong>CHANGING MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Changing mindsets has a lot to do with identity, according to Biller. “The way we see ourselves and the way that others see us is threatened when we are asked to do something different,” she said.\u003c/p>\n\u003cp>When schools implement something like project-based curriculum, administrators are asking experienced teachers to drop what they see as their role in the classroom. They are no longer meant to be the person who keeps all the knowledge.\u003c/p>\n\u003cp>“A lot of unlearning is how you perceive your identity and role,” Hutton said.\u003c/p>\n\u003cp>He recalled how one teacher at this school was reluctant to have kids work in small groups. She later admitted that what made her uneasy was that if someone walked into her classroom, they would see that she wasn't standing in the front; she worried that people would then perceive her as not doing anything.\u003c/p>\n\u003cp>“For her it was a total identity change and that what kids needed from her was a very different kind of skill than what she'd been taught to deliver,” said Hutton.\u003c/p>\n\u003cp>\u003cstrong>CHANGING HABITS\u003c/strong>\u003c/p>\n\u003cp>Math teacher Jayne Everson said unlearning is really about examining all the assumptions she brings to any space. In her classroom, instead of studying geometry theorems out of a textbook, she lets students develop their own rules by exploring the relationship between lines in famous artwork.\u003c/p>\n\u003cp>It's been a blast to watch the kids derive the geometry on their own, she said. “We [used to] feel we had to get it perfect the first time and that's not the case.”\u003c/p>\n\u003cp>Another part of unlearning is reappraising those old habits, said Biller. This is especially difficult for successful teachers. “We've all been successful because we've had routines and processes that really work for us,” Biller said.\u003c/p>\n\u003cp>When changing habits, “We have to ask ourselves, are those habits that are currently in place helping us reach the goals that we want? And if they're not, how do we change them?” A teacher might only need to slightly change an existing habit, or put in place a whole set of new habits.\u003c/p>\n\u003cp>Teachers have to think about their own habits in the context of the classroom and what that triggers in terms of behaviors for themselves and students, said Biller.\u003c/p>\n\u003cp>The system itself has to reset if change is to be successful at a school. In changing systems, administrators need to think about ways in which they provide feedback to teachers and students. It all starts with questions: How do we measure success in a new way that fit with the changes being implemented?\u003c/p>\n\u003cp>Students in Everson's class, for instance, are not require to complete a final two hour exam on geometry. Instead they work on final projects. One year, that involved making holograms.\u003c/p>\n\u003cp>“Their proofs were beautiful and elegant,” said Everson. She said students aren't missing out on learning the logic and the skills coming out of a traditional classroom. Instead students see themselves as problem solvers and builders. That's a shift from being a “passive receiver,” said Everson.\u003c/p>\n\u003cp>And, it doesn't take two-hour exam to “prove” students learned their subject, according to Hutton. “If the kids didn't know the geometry, they couldn't have done the project,” he said.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPING TRUST\u003c/strong>\u003c/p>\n\u003cp>In getting started with unlearning, “trust” is a big theme. Administrators trust their teachers to guide students to proficiency with core skills. Teachers trust their students to figure it out without hand-holding.\u003c/p>\n\u003cp>Everson said that you can start developing trust by letting your students have a voice in what they do in the classroom. She also added that trusting your students is the area where you'll unlearn the most. “I've never been disappointed,” she said. “They always exceed my expectations.”\u003c/p>\n\u003cp>Teachers can also start by asking questions of themselves, something Biller does all the time. If she finds herself resistant to a concept or group, Biller asks “why am I reacting this way?” If Biller meets someone she disagrees with, she doesn't say that person is wrong. Instead, she asks “what is it I can learn from that person?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Neuroscience isn't on many elementary school lesson plans. But this spring, a second grade class at Fairmont Neighborhood School in the South Bronx is plunging in.\u003c/p>\n\u003cp>Sarah Wechsler, an instructional coach with wide eyes and a marathoner's energy, asks the students to think about the development and progress that they've made already in their lives.\u003c/p>\n\u003cp>\"You probably don't remember, but there was a time when you didn't know how to speak and you were just like 'Wah wah wah blah blah blah, mama, mama!' \" she tells the kids. \"Our brain grows and changes when you try hard things, when you learn new things.\"\u003c/p>\n\u003cp>The children offer their own ideas. \"Brains are pink!\"\u003c/p>\n\u003cp>\"Your brain can get smarter. For example if you need help with your work, your brain is there in your head for you\u003cstrong>.\" \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>After watching a video with a cartoon brain, and doing an exercise where yarn stands in for connections between neurons, they seem to have absorbed the main point of the lesson. \"There is stuff in your brain that if you take on a challenge and if you stick with it, it makes your brain smarter and it makes you smarter,\" says one girl.\u003c/p>\n\u003cp>And Wechsler makes sure they also know the day's big vocabulary word.\u003c/p>\n\u003cp>\"Neuroplasticity! Say it to the light! Say it to the floor! Tell it to your brain!\"\u003c/p>\n\u003ch3>The science of adversity\u003c/h3>\n\u003cp>The children here aren't just learning this word for a little science enrichment. They're learning it because their school, and the nonprofit Wechsler works with, called Turnaround for Children, are trying to put a wave of science experiments into practice. The big mission: empower children growing up in poverty with the research-based tools to transform their own developing brains. And that means, in part, giving them the understanding that brains can indeed grow, change, and heal.\u003c/p>\n\u003cp>In the part of the South Bronx where Fairmont Neighborhood School is located, 49 percent of kids are growing up in single-mother households, according to Census data. Nearly half of families earn $25,000 a year or less; 17.5 percent make less than $10,000 a year.\u003c/p>\n\u003cp>That kind of poverty is inherently stressful, says Fairmont's principal, Scott Wolfson. \"Some of our students are sleeping in shelters, or not even in shelters but on the streets. They're thinking about, 'Where is Mom right now? And where am I going to sleep tonight?' That's a huge thing for an 8-year-old to carry.\"\u003c/p>\n\u003cp>Chronic stress and uncertainty, not to mention missed meals and restless nights, make it physically and mentally difficult for children to concentrate or form trusting bonds with adults. They become hypervigilant, prone to emotional meltdowns, with bodies thrown into fight-or-flight mode at the slightest disturbance.\u003c/p>\n\u003cp>\"There's a body of knowledge that is not a hypothesis, it's a fact,\" says Dr. Pamela Cantor, the founder of Turnaround for Children. \"Adversity alters how children develop as learners, and not in a good way.\"\u003c/p>\n\u003cp>Cantor first learned about the impact of trauma on the brain and body in medical school at Cornell in the 1980s. She worked in mental health in poor communities in the Bronx as part of her training, and saw what she called a \"symptom cluster.\"\u003c/p>\n\u003cp>\"It began to be obvious to me that all the children that I was seeing were struggling with relationships,\" she says. \"They were struggling with learning. They were struggling with trust, struggling with attention span.\" And regardless of the details of their lives, she adds, these struggles had an underlying cause.\u003c/p>\n\u003cp>\"Adversity has a biological impact on children's development through the mechanism of stress,\" she explains. \"Cortisol [the hormone released when a person is under stress] is toxic to the developing brain and immune system. It impacts the development of the architecture of the brain so that children don't grow up to have the attentional or behavioral control to be able to engage as learners.\"\u003c/p>\n\u003cp>She says it's taken far too long for the science she first learned three decades ago to make it into schools.\u003c/p>\n\u003cp>So Cantor took things into her own hands by founding Turnaround for Children. The group has been working at Fairmont since Wolfson took over as principal in 2014. And they are now expanding to 10 schools in New York City, Newark and Washington, D.C., while also working on research and policy to spread the word about the science of trauma and the science of resilience.\u003c/p>\n\u003ch3>Drawing ACEs\u003c/h3>\n\u003cp>Along with poverty itself, research shows that children in communities like these are more likely to have \"adverse childhood experiences,\" known as ACES for short. These include the death of a caregiver, the incarceration of a family member, domestic violence, physical or sexual abuse, neglect, or addiction or mental illness in someone close to the child. When a child has more than four \"ACEs,\" the impact lasts for decades. It can be seen not only in mental health but in the incidence of chronic diseases and even cancer.\u003c/p>\n\u003cp>But, Cantor says, there's a flip side. While the young brain is impressionable to trauma, it can also be resilient. In a safe and orderly environment full of caring adults, she explains, children can find calm. They can build relationships. If they are given a chance to make better choices when they act out, rather than being punished, they learn that they can exert self-control. That, in turn, readies them to learn. \"Neuroplasticity,\" that five-dollar word taught to the second graders at Fairmont, is the term that captures the ability of the brain to grow, change and form new connections into adulthood.\u003c/p>\n\u003cp>That safe and caring environment is what Principal Wolfson and his teachers are trying to create at Fairmont, with Turnaround's help. Damon Cohen, who teaches second grade, is a middle-aged man with a beatific smile. \"We are in the inner city and it's edgy,\" he says. \"I want them to be peaceful, social creatures that know how to work and act and communicate.\"\u003c/p>\n\u003ch3>Calming the chaos\u003c/h3>\n\u003cp>The school has come a long way, but also has far to go.\u003c/p>\n\u003cp>A previous school in this building, P.S. 50, was phased out by the city due to poor performance. Fairmont was founded to replace it using nearly $3 million of federal grant money, by a principal who was gone within a few months. Wolfson, who was raised in the Bronx and has spent most of his education career here, stepped in midyear.\u003c/p>\n\u003cp>Both he and parents say the building used to be chaotic, with children roaming the hallways and fights in the classrooms.\u003c/p>\n\u003cp>Tameka Cassaberry has two girls at Fairmont and is the PTA president. Her older daughter, Kya Anpong, now 10, started in the previous school in kindergarten. At Kya's end-of-kindergarten celebration, a physical fight started among family members in the audience, and spilled onto the stage, Cassaberry says.\u003c/p>\n\u003cp>\"My family was there recording it, and it was out of control and it was embarrassing. People left, they didn't get to see my daughter perform. She was afraid to.\"\u003c/p>\n\u003cp>Cassaberry pulled her daughter out and sent her to school across the district, a tough commute. Now they're back at Fairmont. \"With my older daughter, I've seen a crazy improvement,\" she says. \"Her reading is amazing.\"\u003c/p>\n\u003cp>Wolfson reached out to nonprofits like the Children's Aid Society and the Girl Scouts to provide afterschool programs and other services. One day when I visit, several children in each classroom are wearing brand-new glasses supplied by donation.\u003c/p>\n\u003cp>He turned to Turnaround to help his teaching staff.\u003c/p>\n\u003cp>\"Teachers needed a lot of professional development,\" he says. \"They needed to be able to create physical environments that would be able to support children's success,\" and \"allow and encourage children to work together.\"\u003c/p>\n\u003cp>Turnaround spent their first year in the school helping teachers perfect order, habit and discipline. The theory here is that chaotic schools — a loud hallway, a messy class — simply reproduce the stress that children may bring from home. Rules should be the same across the school, so students know what to expect. And students should be met with understanding and patience.\u003c/p>\n\u003cp>No detail is too small. I sit in on an individual session with Wechsler, Turnaround's instructional coach. She and a new teacher hash out whether to line up for lunch by girls and boys, or by table.\u003c/p>\n\u003cp>Many classes are team-taught, or have paraprofessional aides to help with behavior issues; nearly a third of the students are in special education. When children act out, teachers give them a chance to calm themselves, and look for root causes.\u003c/p>\n\u003cp>\"My son was having issues a couple years ago, so he was seeing a social worker,\" at the school, says Tracy White, who has three boys at Fairmont. \"She'll bring him to the office, have him color or take a walk so he could get his anger down.\" Principal Wolfson says that with concerted effort, suspensions have fallen to fewer than one a year.\u003c/p>\n\u003cp>Last year, Turnaround introduced daily mindfulness sessions, after lunch, which had been a tough transition time.\u003c/p>\n\u003cp>They use an app called Headspace. The classroom I visited fell perfectly silent for 10 minutes while the British-accented voice of a former monk filled the room, narrating a guided relaxation exercise. Some students stretched out on the rug and closed their eyes. Others pulled their hoods over their heads. Students say Headspace \"quiets down your mind,\" \"makes me feel calm and is fun.\"\u003c/p>\n\u003cp>It's more than that too, says Cantor. \"Meditation has roots in neuroscience.\" Regular mindfulness-based stress reduction, she says, can actually shrink the amygdala, the \"fear center\" in the brain. Children who practice calming themselves get better at it. They spend more time in a state of mind where they are open to learning.\u003c/p>\n\u003ch3>Believing in effort\u003c/h3>\n\u003cp>This year, while continuing the mindfulness program, Turnaround has been applying another set of research findings by training the whole school in growth mindset.\u003c/p>\n\u003cp>This is the term coined by \u003ca href=\"http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them\" target=\"_blank\" rel=\"noopener noreferrer\">Stanford psychologist Carol Dweck\u003c/a> to describe the belief that people can progress and get better through effort, as opposed to \"fixed mindset,\" the belief that ability is innate and unchanging. Experiments show each of these mindsets can become a self-fulfilling prophecy.\u003c/p>\n\u003cp>In a group professional development session, Wechsler coaches teachers on giving feedback. Instead of telling a child \"Good job!\" \"You're so smart!\" or \"Wrong answer!\", the teachers are encouraged to praise a student's effort; ask them about another strategy they might try; or even talk directly about how hard their brains are stretching and growing. Before the session, Wolfson speaks to the teachers about how he himself is trying to adopt a growth mindset about the progress that needs to be made at Fairmont.\u003c/p>\n\u003cp>\"Thinking of ourselves as learners means that we will have the ability to get better through practice, through effort, and through possibly failures along the way,\" he tells me. \"Growth mindset is helping, not only my children, but also my teachers, to understand that.\"\u003c/p>\n\u003cp>Over the course of the spring, Wechsler comes into each classroom, from kindergarten to fifth grade, to help teach growth mindset. It takes some time to schedule these, because the school also has to get ready for an intensive quality review from the district, as well as spring testing.\u003c/p>\n\u003cp>The changes at Fairmont have yet to be reflected in dramatic improvement in academics. Last year, just 10 percent of students met state standards on the English Language Arts test, and just 8 percent in math. That compares with 40 and 39 percent citywide.\u003c/p>\n\u003cp>Turnaround for Children is tracking its impact across schools in other ways. They have documented improvements in classroom management and student engagement, using independent observers. They have also seen drops in suspensions and increased referrals to mental health services. And most recently, they've found that students' theories of intelligence are changing. After the growth mindset lessons, they are more likely to say they can get smarter if they try.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I do worry about our test scores,\" says Wolfson. \"Unfortunately, that's like the bottom line for us. But without the social-emotional support we can't address the academics. We have to support the whole child.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Apply+The+Brain+Science+Of+Resilience+To+The+Classroom&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Neuroscience isn't on many elementary school lesson plans. But this spring, a second grade class at Fairmont Neighborhood School in the South Bronx is plunging in.\u003c/p>\n\u003cp>Sarah Wechsler, an instructional coach with wide eyes and a marathoner's energy, asks the students to think about the development and progress that they've made already in their lives.\u003c/p>\n\u003cp>\"You probably don't remember, but there was a time when you didn't know how to speak and you were just like 'Wah wah wah blah blah blah, mama, mama!' \" she tells the kids. \"Our brain grows and changes when you try hard things, when you learn new things.\"\u003c/p>\n\u003cp>The children offer their own ideas. \"Brains are pink!\"\u003c/p>\n\u003cp>\"Your brain can get smarter. For example if you need help with your work, your brain is there in your head for you\u003cstrong>.\" \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>After watching a video with a cartoon brain, and doing an exercise where yarn stands in for connections between neurons, they seem to have absorbed the main point of the lesson. \"There is stuff in your brain that if you take on a challenge and if you stick with it, it makes your brain smarter and it makes you smarter,\" says one girl.\u003c/p>\n\u003cp>And Wechsler makes sure they also know the day's big vocabulary word.\u003c/p>\n\u003cp>\"Neuroplasticity! Say it to the light! Say it to the floor! Tell it to your brain!\"\u003c/p>\n\u003ch3>The science of adversity\u003c/h3>\n\u003cp>The children here aren't just learning this word for a little science enrichment. They're learning it because their school, and the nonprofit Wechsler works with, called Turnaround for Children, are trying to put a wave of science experiments into practice. The big mission: empower children growing up in poverty with the research-based tools to transform their own developing brains. And that means, in part, giving them the understanding that brains can indeed grow, change, and heal.\u003c/p>\n\u003cp>In the part of the South Bronx where Fairmont Neighborhood School is located, 49 percent of kids are growing up in single-mother households, according to Census data. Nearly half of families earn $25,000 a year or less; 17.5 percent make less than $10,000 a year.\u003c/p>\n\u003cp>That kind of poverty is inherently stressful, says Fairmont's principal, Scott Wolfson. \"Some of our students are sleeping in shelters, or not even in shelters but on the streets. They're thinking about, 'Where is Mom right now? And where am I going to sleep tonight?' That's a huge thing for an 8-year-old to carry.\"\u003c/p>\n\u003cp>Chronic stress and uncertainty, not to mention missed meals and restless nights, make it physically and mentally difficult for children to concentrate or form trusting bonds with adults. They become hypervigilant, prone to emotional meltdowns, with bodies thrown into fight-or-flight mode at the slightest disturbance.\u003c/p>\n\u003cp>\"There's a body of knowledge that is not a hypothesis, it's a fact,\" says Dr. Pamela Cantor, the founder of Turnaround for Children. \"Adversity alters how children develop as learners, and not in a good way.\"\u003c/p>\n\u003cp>Cantor first learned about the impact of trauma on the brain and body in medical school at Cornell in the 1980s. She worked in mental health in poor communities in the Bronx as part of her training, and saw what she called a \"symptom cluster.\"\u003c/p>\n\u003cp>\"It began to be obvious to me that all the children that I was seeing were struggling with relationships,\" she says. \"They were struggling with learning. They were struggling with trust, struggling with attention span.\" And regardless of the details of their lives, she adds, these struggles had an underlying cause.\u003c/p>\n\u003cp>\"Adversity has a biological impact on children's development through the mechanism of stress,\" she explains. \"Cortisol [the hormone released when a person is under stress] is toxic to the developing brain and immune system. It impacts the development of the architecture of the brain so that children don't grow up to have the attentional or behavioral control to be able to engage as learners.\"\u003c/p>\n\u003cp>She says it's taken far too long for the science she first learned three decades ago to make it into schools.\u003c/p>\n\u003cp>So Cantor took things into her own hands by founding Turnaround for Children. The group has been working at Fairmont since Wolfson took over as principal in 2014. And they are now expanding to 10 schools in New York City, Newark and Washington, D.C., while also working on research and policy to spread the word about the science of trauma and the science of resilience.\u003c/p>\n\u003ch3>Drawing ACEs\u003c/h3>\n\u003cp>Along with poverty itself, research shows that children in communities like these are more likely to have \"adverse childhood experiences,\" known as ACES for short. These include the death of a caregiver, the incarceration of a family member, domestic violence, physical or sexual abuse, neglect, or addiction or mental illness in someone close to the child. When a child has more than four \"ACEs,\" the impact lasts for decades. It can be seen not only in mental health but in the incidence of chronic diseases and even cancer.\u003c/p>\n\u003cp>But, Cantor says, there's a flip side. While the young brain is impressionable to trauma, it can also be resilient. In a safe and orderly environment full of caring adults, she explains, children can find calm. They can build relationships. If they are given a chance to make better choices when they act out, rather than being punished, they learn that they can exert self-control. That, in turn, readies them to learn. \"Neuroplasticity,\" that five-dollar word taught to the second graders at Fairmont, is the term that captures the ability of the brain to grow, change and form new connections into adulthood.\u003c/p>\n\u003cp>That safe and caring environment is what Principal Wolfson and his teachers are trying to create at Fairmont, with Turnaround's help. Damon Cohen, who teaches second grade, is a middle-aged man with a beatific smile. \"We are in the inner city and it's edgy,\" he says. \"I want them to be peaceful, social creatures that know how to work and act and communicate.\"\u003c/p>\n\u003ch3>Calming the chaos\u003c/h3>\n\u003cp>The school has come a long way, but also has far to go.\u003c/p>\n\u003cp>A previous school in this building, P.S. 50, was phased out by the city due to poor performance. Fairmont was founded to replace it using nearly $3 million of federal grant money, by a principal who was gone within a few months. Wolfson, who was raised in the Bronx and has spent most of his education career here, stepped in midyear.\u003c/p>\n\u003cp>Both he and parents say the building used to be chaotic, with children roaming the hallways and fights in the classrooms.\u003c/p>\n\u003cp>Tameka Cassaberry has two girls at Fairmont and is the PTA president. Her older daughter, Kya Anpong, now 10, started in the previous school in kindergarten. At Kya's end-of-kindergarten celebration, a physical fight started among family members in the audience, and spilled onto the stage, Cassaberry says.\u003c/p>\n\u003cp>\"My family was there recording it, and it was out of control and it was embarrassing. People left, they didn't get to see my daughter perform. She was afraid to.\"\u003c/p>\n\u003cp>Cassaberry pulled her daughter out and sent her to school across the district, a tough commute. Now they're back at Fairmont. \"With my older daughter, I've seen a crazy improvement,\" she says. \"Her reading is amazing.\"\u003c/p>\n\u003cp>Wolfson reached out to nonprofits like the Children's Aid Society and the Girl Scouts to provide afterschool programs and other services. One day when I visit, several children in each classroom are wearing brand-new glasses supplied by donation.\u003c/p>\n\u003cp>He turned to Turnaround to help his teaching staff.\u003c/p>\n\u003cp>\"Teachers needed a lot of professional development,\" he says. \"They needed to be able to create physical environments that would be able to support children's success,\" and \"allow and encourage children to work together.\"\u003c/p>\n\u003cp>Turnaround spent their first year in the school helping teachers perfect order, habit and discipline. The theory here is that chaotic schools — a loud hallway, a messy class — simply reproduce the stress that children may bring from home. Rules should be the same across the school, so students know what to expect. And students should be met with understanding and patience.\u003c/p>\n\u003cp>No detail is too small. I sit in on an individual session with Wechsler, Turnaround's instructional coach. She and a new teacher hash out whether to line up for lunch by girls and boys, or by table.\u003c/p>\n\u003cp>Many classes are team-taught, or have paraprofessional aides to help with behavior issues; nearly a third of the students are in special education. When children act out, teachers give them a chance to calm themselves, and look for root causes.\u003c/p>\n\u003cp>\"My son was having issues a couple years ago, so he was seeing a social worker,\" at the school, says Tracy White, who has three boys at Fairmont. \"She'll bring him to the office, have him color or take a walk so he could get his anger down.\" Principal Wolfson says that with concerted effort, suspensions have fallen to fewer than one a year.\u003c/p>\n\u003cp>Last year, Turnaround introduced daily mindfulness sessions, after lunch, which had been a tough transition time.\u003c/p>\n\u003cp>They use an app called Headspace. The classroom I visited fell perfectly silent for 10 minutes while the British-accented voice of a former monk filled the room, narrating a guided relaxation exercise. Some students stretched out on the rug and closed their eyes. Others pulled their hoods over their heads. Students say Headspace \"quiets down your mind,\" \"makes me feel calm and is fun.\"\u003c/p>\n\u003cp>It's more than that too, says Cantor. \"Meditation has roots in neuroscience.\" Regular mindfulness-based stress reduction, she says, can actually shrink the amygdala, the \"fear center\" in the brain. Children who practice calming themselves get better at it. They spend more time in a state of mind where they are open to learning.\u003c/p>\n\u003ch3>Believing in effort\u003c/h3>\n\u003cp>This year, while continuing the mindfulness program, Turnaround has been applying another set of research findings by training the whole school in growth mindset.\u003c/p>\n\u003cp>This is the term coined by \u003ca href=\"http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them\" target=\"_blank\" rel=\"noopener noreferrer\">Stanford psychologist Carol Dweck\u003c/a> to describe the belief that people can progress and get better through effort, as opposed to \"fixed mindset,\" the belief that ability is innate and unchanging. Experiments show each of these mindsets can become a self-fulfilling prophecy.\u003c/p>\n\u003cp>In a group professional development session, Wechsler coaches teachers on giving feedback. Instead of telling a child \"Good job!\" \"You're so smart!\" or \"Wrong answer!\", the teachers are encouraged to praise a student's effort; ask them about another strategy they might try; or even talk directly about how hard their brains are stretching and growing. Before the session, Wolfson speaks to the teachers about how he himself is trying to adopt a growth mindset about the progress that needs to be made at Fairmont.\u003c/p>\n\u003cp>\"Thinking of ourselves as learners means that we will have the ability to get better through practice, through effort, and through possibly failures along the way,\" he tells me. \"Growth mindset is helping, not only my children, but also my teachers, to understand that.\"\u003c/p>\n\u003cp>Over the course of the spring, Wechsler comes into each classroom, from kindergarten to fifth grade, to help teach growth mindset. It takes some time to schedule these, because the school also has to get ready for an intensive quality review from the district, as well as spring testing.\u003c/p>\n\u003cp>The changes at Fairmont have yet to be reflected in dramatic improvement in academics. Last year, just 10 percent of students met state standards on the English Language Arts test, and just 8 percent in math. That compares with 40 and 39 percent citywide.\u003c/p>\n\u003cp>Turnaround for Children is tracking its impact across schools in other ways. They have documented improvements in classroom management and student engagement, using independent observers. They have also seen drops in suspensions and increased referrals to mental health services. And most recently, they've found that students' theories of intelligence are changing. After the growth mindset lessons, they are more likely to say they can get smarter if they try.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I do worry about our test scores,\" says Wolfson. \"Unfortunately, that's like the bottom line for us. But without the social-emotional support we can't address the academics. We have to support the whole child.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Apply+The+Brain+Science+Of+Resilience+To+The+Classroom&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Four Teaching Moves That Promote A Growth Mindset In All Readers",
"title": "Four Teaching Moves That Promote A Growth Mindset In All Readers",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Reading can be a very fraught topic for parents, teachers and students. Strong reading skills are essential for accessing later curriculum, so teachers put a lot of emphasis on it early. But the pressure and angst of getting students reading on schedule can sap the joy out of an activity that many young children love. At its heart, reading is a way to access stories, which in turn make readers wonder about the world. In the race to get kids reading, it can be easy to treat reading like a procedure, instead of the complicated experience that it is.\u003c/p>\n\u003cp>In her ten years of teaching, Courtney Rejent has had many students pass through her classes who claimed they hated reading, but rather than forcing them to read books they hate or making them fill out reading logs to show they read at home, Rejent has taken to heart an approach to reading that is much more relationship-based. Her sixth grade classroom runs on a reader's and writer's workshop model, which means students are doing the majority of their reading and writing in class, where Rejent can help them.\u003c/p>\n\u003caside class=\"pullquote alignright\">'These kids come with some amazing ideas, amazing qualities, amazing thinking and we need to value that as educators as well.'\u003ccite>Courtney Rejent\u003c/cite>\u003c/aside>\n\u003cp>“Readers, especially struggling readers, often have this mindset that they’ll never be a good reader,” Rejent said. By middle or high school, kids who struggle with reading are acutely aware that they aren’t reading on grade level and often avoid reading because they’ve experienced so little success. Rejent believes that every student comes to her classroom with skills and strengths, but they often don’t recognize them that way. Her first step with a student who states he hates to read is to name what that student is doing positively, as a way to build rapport and help the student see it for himself.\u003c/p>\n\u003cp>Rejent remembers one student at the beginning of the year who would “find anything else to do besides read.” In her first conference with him she pointed out that when he sat down to read he would find where he left off and then re-read a little bit. The boy mumbled he did that because he couldn’t remember what happened. But Rejent celebrated that reading strategy, acknowledging that all readers do that.\u003c/p>\n\u003cp>“It’s almost small little moments you have with readers that then piece together to make a kid realize they can grow,” Rejent said. That boy grew tremendously in his reading ability over the year. He started noticing character development and growth, and began looking across the text to make connections between events driving the narrative. He may not have finished sixth grade reading at grade level, but he’d begun to engage with reading again and had made huge progress.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“These kids come with some amazing ideas, amazing qualities, amazing thinking and we need to value that as educators as well,” Rejent said. “Seeing the positives allow us to build, rather than to fix.”\u003c/p>\n\u003cp>She also doesn’t think it’s appropriate for kids to be so aware of their own reading level. “Levels are important for the teacher to know so you know what the student needs to know next, but it’s not something the child should be labeled as,” Rejent said. She continually goes back to the idea that whether a student likes to read or not is often an accumulation of experiences around reading. So she never focuses on the reading level; instead she encourages students to try different strategies and tries to help each learner on his or her individual path.\u003c/p>\n\u003cp>\u003cstrong>STRATEGIES \u003c/strong>\u003c/p>\n\u003cp>Rejent learned many of the approaches to reading she now uses daily from \u003ca href=\"http://www.drgravitygoldberg.com/\" target=\"_blank\">Gravity Goldberg\u003c/a>, a former teacher and current literacy consultant and \u003ca href=\"https://us.corwin.com/en-us/nam/gravity-goldberg\">author\u003c/a> who works with the English Language Arts teachers at Westbrook Middle School where Rejent teaches. Goldberg’s approaches are based in research, but focus on how individual children relate to reading. She says often teachers need to shift their role in the classroom in order for students to take more ownership over their reading growth.\u003c/p>\n\u003cp>Most often teachers spend their time assigning what students should read and how they should show what they read, monitoring to make sure students have done what was asked, and making decisions about what students will do and how they will do it. Those roles make the teacher the main driver of the learning. In order to step back from those traditional roles, teachers have to replace them with new strategies.\u003c/p>\n\u003cp>“There’s a place for those three, but when that’s our main role there isn't space for ownership and to develop that \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/29/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains/\" target=\"_blank\">growth mindset\u003c/a>,” Goldberg said. She coaches teachers to think of themselves in four very different roles, and to step back from constantly stepping in when students \u003ca href=\"https://ww2.kqed.org/mindshift/2012/11/15/struggle-means-learning-difference-in-eastern-and-western-cultures/\" target=\"_blank\">struggle\u003c/a>. A big part of that is making it clear that struggle is part of reading, not a unique experience to students learning to read. It’s common to start a book and be confused, or to read a passage and miss something, but teachers don’t often make it clear how universal that experience is, no matter one’s reading level. Rather than being assignors, monitors and managers, Goldberg coaches teachers to see themselves as miners, mirrors, models and mentors.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=o8gY_4PLdWc&w=640&h=360]\u003c/p>\n\u003cp>\u003cstrong>MINER: \u003c/strong>To understand what is driving reluctance in each individual, Goldberg says teachers need to step back and observe how the student interacts with reading, what they say about their approaches to reading, and how they feel about it in order to understand what particular strategies will move them forward. This might be one of the hardest and most rewarding parts of teaching reading. Students dislike reading for many reasons and different strategies will work with different kids. A student who can articulate what he tried, what he didn’t understand, and what he needs help with is signaling that he’s willing to lean into the struggle. That’s very different from a student who avoids reading altogether.\u003c/p>\n\u003cp>And Goldberg says this more nuanced, personal picture of a reader won’t come from standard reading tests. Instead, it often comes from a student’s word choice, her body language, her process. Fifth grade teacher Gail Cordello says taking the time to observe students was a tough transition for her.\u003c/p>\n\u003cp>“I thought it was a waste of time,” she said. She wanted to jump in with data from reading tests and start focusing on the deficits she saw in her students. But when she did finally step back and try to notice positives she could give feedback on first, the classroom dynamic shifted in a meaningful way.\u003c/p>\n\u003cp>“When you flip that, all of a sudden you have kids who are open to you,” Cordello said. She tries to give specific, process-oriented feedback and to stay very positive at the outset of a relationship with a student. Pretty soon she started realizing even her best students were reading because they knew they had to in order to do well in school. But when the classroom dynamic started to shift “they started to do things for themselves and not because the teacher asked them to do it.”\u003c/p>\n\u003cp>\u003cstrong>MIRROR:\u003c/strong> This is where teachers can give students growth mindset oriented feedback that calls out the work students put into reading, focusing on the strategies they used and not on the end result. Goldberg says language is very important in this feedback. Even saying something simple like, “I like how you made a prediction,” can indicate satisfaction with an end goal. She suggests thinking about it as a narrative, rather than a label. Describe what the reader did, rather than labeling it. “That way we’re acknowledging the work they put in,” she said.\u003cbr>\n\u003cstrong>\u003cbr>\nMODEL:\u003c/strong> This is when teachers get to show students how to use strategies that may help them improve. It’s the third “teacher move” on Goldberg’s list because before teachers can effectively model, they need to have a sense of the individual reader and to have given feedback on the strategies already in use. But, “if students aren't taking time to preview their book ahead of time, just telling them probably isn’t enough,” Goldberg said. She suggests thinking of it like a cooking TV program by showing students why the strategy is useful and when they might choose to use it.\u003c/p>\n\u003cp>“We have our own books and we show them in our books how we go about the process of reading,” Goldberg said. If the teacher recognizes that many students are skipping words they don’t know, for example, she might choose to model what she does when she comes across a word she doesn’t know in a shared reading exercise. She might go back and re-read the sentence, talk through how she can use contextual clues to figure it out, and maybe even look it up. This modeling process not only helps students understand why a strategy is useful, but it also shows them that everyone struggles when reading.\u003c/p>\n\u003cp>Another important part of modeling is to help students understand how to transfer reading strategies across books. For example, when reading out loud to students the teacher could stop, identify a conflict in the plot and discuss with students how that conflict reflects all the decisions a character makes. Then students can go back to their independent reading books to practice the same strategy on a different book, aiding transfer. If teachers focus too much on the specifics of one book, then students may not naturally extrapolate the strategy to their own reading.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=4JNvFTOP31U&w=640&h=360]\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nMENTOR:\u003c/strong> When a student is trying to use a new strategy, she might struggle. That’s when a teacher can do a little coaching, like “try reading it again,” or “what other words do you know that have that part,” to help cue the strategy. Crucially, though, teachers aren’t stepping in to do the work for students. Goldberg says when teachers help too much they rob the student of the “learning high,” that exultant feeling after getting something that didn’t come naturally.\u003c/p>\n\u003cp>She acknowledges that it can be very hard to let students struggle, even when teachers know the skill is within the student’s reach. She suggests three tips that work for her. First, she’ll just take a step back. “That little bit of space reminds me it’s not my job to fix it,” Goldberg said. She also might write the struggle down on a clipboard so she can talk to the student about it in a reading conference later. That gives her permission to step away in the moment. Lastly, she suggests naming the struggle. So, for example, “You’re confused about the main idea.” When said with empathy it might give the student a little shove in the right direction without solving the problem for her.\u003c/p>\n\u003cp>Goldberg’s approach to reading instruction works well within the reader’s workshop model because students are reading in front of teachers. When teachers expect most reading to happen at home, it either doesn’t happen at all or the teacher has very little information about how it went and what the student might still need to learn. Rejent only has students for 60 minutes a day, but she’s seen huge gains in reading growth when she can conference with students on reading during class time.\u003c/p>\n\u003cp>But reading in class doesn’t mean student shouldn’t also read at home. In fact, parents can use many of the strategies Goldberg describes for teachers. Reading aloud and modeling the reading process, trying to get at the heart of why a child doesn’t like to read instead of forcing them to do it, letting them choose what they read, these are all good parental strategies that support reading too.\u003c/p>\n\u003cp>\u003cstrong>REWARDS FOR READING\u003c/strong>\u003c/p>\n\u003cp>Most kids loved stories when they were little, but as they grew up and learned to read the joy and pleasure of the story may have become buried under the stress, or shame, or frustration of reading. When working to build readers back up, Goldberg says she doesn’t recommend \u003ca href=\"https://ww2.kqed.org/mindshift/2017/03/19/why-even-great-teaching-strategies-can-backfire-and-what-to-do-about-it/\" target=\"_blank\">external rewards for reading\u003c/a>. Pizza parties and extra recess for reading send the message that reading is work, not play.\u003c/p>\n\u003cp>Adults don’t read because someone will give them a pizza party. They read because they get invested in characters, or they want to understand something better, or they want to be able to talk about a book everyone is reading. Reading for children shouldn’t be so different. If rewards are already in place, Goldberg suggests using reading-focused rewards when kids reach their goals. Maybe that means ten extra minutes of reading time or a trip to the bookstore or library where the child can pick out anything he or she wants.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Teachers like Rejent and Cordello using some of the strategies Goldberg recommends say they’ve seen huge shifts in the ownership students have over reading. “I actually saw kids get enthusiastic and engaged with reading for the length of the year,” Cordello said. Before, they were just doing what they were told because it was a school subject. Now they argue over whether they’d rather have a read aloud or independent reading time.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Reading can be a very fraught topic for parents, teachers and students. Strong reading skills are essential for accessing later curriculum, so teachers put a lot of emphasis on it early. But the pressure and angst of getting students reading on schedule can sap the joy out of an activity that many young children love. At its heart, reading is a way to access stories, which in turn make readers wonder about the world. In the race to get kids reading, it can be easy to treat reading like a procedure, instead of the complicated experience that it is.\u003c/p>\n\u003cp>In her ten years of teaching, Courtney Rejent has had many students pass through her classes who claimed they hated reading, but rather than forcing them to read books they hate or making them fill out reading logs to show they read at home, Rejent has taken to heart an approach to reading that is much more relationship-based. Her sixth grade classroom runs on a reader's and writer's workshop model, which means students are doing the majority of their reading and writing in class, where Rejent can help them.\u003c/p>\n\u003caside class=\"pullquote alignright\">'These kids come with some amazing ideas, amazing qualities, amazing thinking and we need to value that as educators as well.'\u003ccite>Courtney Rejent\u003c/cite>\u003c/aside>\n\u003cp>“Readers, especially struggling readers, often have this mindset that they’ll never be a good reader,” Rejent said. By middle or high school, kids who struggle with reading are acutely aware that they aren’t reading on grade level and often avoid reading because they’ve experienced so little success. Rejent believes that every student comes to her classroom with skills and strengths, but they often don’t recognize them that way. Her first step with a student who states he hates to read is to name what that student is doing positively, as a way to build rapport and help the student see it for himself.\u003c/p>\n\u003cp>Rejent remembers one student at the beginning of the year who would “find anything else to do besides read.” In her first conference with him she pointed out that when he sat down to read he would find where he left off and then re-read a little bit. The boy mumbled he did that because he couldn’t remember what happened. But Rejent celebrated that reading strategy, acknowledging that all readers do that.\u003c/p>\n\u003cp>“It’s almost small little moments you have with readers that then piece together to make a kid realize they can grow,” Rejent said. That boy grew tremendously in his reading ability over the year. He started noticing character development and growth, and began looking across the text to make connections between events driving the narrative. He may not have finished sixth grade reading at grade level, but he’d begun to engage with reading again and had made huge progress.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“These kids come with some amazing ideas, amazing qualities, amazing thinking and we need to value that as educators as well,” Rejent said. “Seeing the positives allow us to build, rather than to fix.”\u003c/p>\n\u003cp>She also doesn’t think it’s appropriate for kids to be so aware of their own reading level. “Levels are important for the teacher to know so you know what the student needs to know next, but it’s not something the child should be labeled as,” Rejent said. She continually goes back to the idea that whether a student likes to read or not is often an accumulation of experiences around reading. So she never focuses on the reading level; instead she encourages students to try different strategies and tries to help each learner on his or her individual path.\u003c/p>\n\u003cp>\u003cstrong>STRATEGIES \u003c/strong>\u003c/p>\n\u003cp>Rejent learned many of the approaches to reading she now uses daily from \u003ca href=\"http://www.drgravitygoldberg.com/\" target=\"_blank\">Gravity Goldberg\u003c/a>, a former teacher and current literacy consultant and \u003ca href=\"https://us.corwin.com/en-us/nam/gravity-goldberg\">author\u003c/a> who works with the English Language Arts teachers at Westbrook Middle School where Rejent teaches. Goldberg’s approaches are based in research, but focus on how individual children relate to reading. She says often teachers need to shift their role in the classroom in order for students to take more ownership over their reading growth.\u003c/p>\n\u003cp>Most often teachers spend their time assigning what students should read and how they should show what they read, monitoring to make sure students have done what was asked, and making decisions about what students will do and how they will do it. Those roles make the teacher the main driver of the learning. In order to step back from those traditional roles, teachers have to replace them with new strategies.\u003c/p>\n\u003cp>“There’s a place for those three, but when that’s our main role there isn't space for ownership and to develop that \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/29/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains/\" target=\"_blank\">growth mindset\u003c/a>,” Goldberg said. She coaches teachers to think of themselves in four very different roles, and to step back from constantly stepping in when students \u003ca href=\"https://ww2.kqed.org/mindshift/2012/11/15/struggle-means-learning-difference-in-eastern-and-western-cultures/\" target=\"_blank\">struggle\u003c/a>. A big part of that is making it clear that struggle is part of reading, not a unique experience to students learning to read. It’s common to start a book and be confused, or to read a passage and miss something, but teachers don’t often make it clear how universal that experience is, no matter one’s reading level. Rather than being assignors, monitors and managers, Goldberg coaches teachers to see themselves as miners, mirrors, models and mentors.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/o8gY_4PLdWc'\n title='//www.youtube.com/embed/o8gY_4PLdWc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>MINER: \u003c/strong>To understand what is driving reluctance in each individual, Goldberg says teachers need to step back and observe how the student interacts with reading, what they say about their approaches to reading, and how they feel about it in order to understand what particular strategies will move them forward. This might be one of the hardest and most rewarding parts of teaching reading. Students dislike reading for many reasons and different strategies will work with different kids. A student who can articulate what he tried, what he didn’t understand, and what he needs help with is signaling that he’s willing to lean into the struggle. That’s very different from a student who avoids reading altogether.\u003c/p>\n\u003cp>And Goldberg says this more nuanced, personal picture of a reader won’t come from standard reading tests. Instead, it often comes from a student’s word choice, her body language, her process. Fifth grade teacher Gail Cordello says taking the time to observe students was a tough transition for her.\u003c/p>\n\u003cp>“I thought it was a waste of time,” she said. She wanted to jump in with data from reading tests and start focusing on the deficits she saw in her students. But when she did finally step back and try to notice positives she could give feedback on first, the classroom dynamic shifted in a meaningful way.\u003c/p>\n\u003cp>“When you flip that, all of a sudden you have kids who are open to you,” Cordello said. She tries to give specific, process-oriented feedback and to stay very positive at the outset of a relationship with a student. Pretty soon she started realizing even her best students were reading because they knew they had to in order to do well in school. But when the classroom dynamic started to shift “they started to do things for themselves and not because the teacher asked them to do it.”\u003c/p>\n\u003cp>\u003cstrong>MIRROR:\u003c/strong> This is where teachers can give students growth mindset oriented feedback that calls out the work students put into reading, focusing on the strategies they used and not on the end result. Goldberg says language is very important in this feedback. Even saying something simple like, “I like how you made a prediction,” can indicate satisfaction with an end goal. She suggests thinking about it as a narrative, rather than a label. Describe what the reader did, rather than labeling it. “That way we’re acknowledging the work they put in,” she said.\u003cbr>\n\u003cstrong>\u003cbr>\nMODEL:\u003c/strong> This is when teachers get to show students how to use strategies that may help them improve. It’s the third “teacher move” on Goldberg’s list because before teachers can effectively model, they need to have a sense of the individual reader and to have given feedback on the strategies already in use. But, “if students aren't taking time to preview their book ahead of time, just telling them probably isn’t enough,” Goldberg said. She suggests thinking of it like a cooking TV program by showing students why the strategy is useful and when they might choose to use it.\u003c/p>\n\u003cp>“We have our own books and we show them in our books how we go about the process of reading,” Goldberg said. If the teacher recognizes that many students are skipping words they don’t know, for example, she might choose to model what she does when she comes across a word she doesn’t know in a shared reading exercise. She might go back and re-read the sentence, talk through how she can use contextual clues to figure it out, and maybe even look it up. This modeling process not only helps students understand why a strategy is useful, but it also shows them that everyone struggles when reading.\u003c/p>\n\u003cp>Another important part of modeling is to help students understand how to transfer reading strategies across books. For example, when reading out loud to students the teacher could stop, identify a conflict in the plot and discuss with students how that conflict reflects all the decisions a character makes. Then students can go back to their independent reading books to practice the same strategy on a different book, aiding transfer. If teachers focus too much on the specifics of one book, then students may not naturally extrapolate the strategy to their own reading.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/4JNvFTOP31U'\n title='//www.youtube.com/embed/4JNvFTOP31U'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nMENTOR:\u003c/strong> When a student is trying to use a new strategy, she might struggle. That’s when a teacher can do a little coaching, like “try reading it again,” or “what other words do you know that have that part,” to help cue the strategy. Crucially, though, teachers aren’t stepping in to do the work for students. Goldberg says when teachers help too much they rob the student of the “learning high,” that exultant feeling after getting something that didn’t come naturally.\u003c/p>\n\u003cp>She acknowledges that it can be very hard to let students struggle, even when teachers know the skill is within the student’s reach. She suggests three tips that work for her. First, she’ll just take a step back. “That little bit of space reminds me it’s not my job to fix it,” Goldberg said. She also might write the struggle down on a clipboard so she can talk to the student about it in a reading conference later. That gives her permission to step away in the moment. Lastly, she suggests naming the struggle. So, for example, “You’re confused about the main idea.” When said with empathy it might give the student a little shove in the right direction without solving the problem for her.\u003c/p>\n\u003cp>Goldberg’s approach to reading instruction works well within the reader’s workshop model because students are reading in front of teachers. When teachers expect most reading to happen at home, it either doesn’t happen at all or the teacher has very little information about how it went and what the student might still need to learn. Rejent only has students for 60 minutes a day, but she’s seen huge gains in reading growth when she can conference with students on reading during class time.\u003c/p>\n\u003cp>But reading in class doesn’t mean student shouldn’t also read at home. In fact, parents can use many of the strategies Goldberg describes for teachers. Reading aloud and modeling the reading process, trying to get at the heart of why a child doesn’t like to read instead of forcing them to do it, letting them choose what they read, these are all good parental strategies that support reading too.\u003c/p>\n\u003cp>\u003cstrong>REWARDS FOR READING\u003c/strong>\u003c/p>\n\u003cp>Most kids loved stories when they were little, but as they grew up and learned to read the joy and pleasure of the story may have become buried under the stress, or shame, or frustration of reading. When working to build readers back up, Goldberg says she doesn’t recommend \u003ca href=\"https://ww2.kqed.org/mindshift/2017/03/19/why-even-great-teaching-strategies-can-backfire-and-what-to-do-about-it/\" target=\"_blank\">external rewards for reading\u003c/a>. Pizza parties and extra recess for reading send the message that reading is work, not play.\u003c/p>\n\u003cp>Adults don’t read because someone will give them a pizza party. They read because they get invested in characters, or they want to understand something better, or they want to be able to talk about a book everyone is reading. Reading for children shouldn’t be so different. If rewards are already in place, Goldberg suggests using reading-focused rewards when kids reach their goals. Maybe that means ten extra minutes of reading time or a trip to the bookstore or library where the child can pick out anything he or she wants.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"link": "/radio/program/bbc-world-service",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
"meta": {
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
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}
},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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},
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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},
"freakonomics-radio": {
"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"here-and-now": {
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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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/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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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": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
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