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"content": "\u003cp>What made Mozart great? Or Bobby Fischer? Or Serena Williams?\u003c/p>\n\u003cp>The answer sits somewhere on the scales of human achievement. On one side: natural talent. On the other: hard work. Many would argue that success hangs in some delicate balance between them. But not Anders Ericsson.\u003c/p>\n\u003cp>Ericsson has spent decades studying the power of practice, and in his new book, \u003cem>Peak: Secrets From The New Science Of Expertise\u003c/em>, co-authored with Robert Pool, he argues that \"talent\" is often a story we tell ourselves to justify our own failure or to protect children from the possibility of failure. He writes:\u003c/p>\n\u003cblockquote>\u003cp>This is the dark side of believing in innate talent. It can beget a tendency to assume that some people have a talent for something and others don't and that you can tell the difference early on. If you believe that, you encourage and support the 'talented' ones and discourage the rest, creating the self-fulfilling prophecy. ... The best way to avoid this is to recognize the potential in all of us — and work to find ways to develop it.\u003c/p>\u003c/blockquote>\n\u003cp>To underscore his point, Ericsson engages in a systematic takedown of the myths of famous prodigies, including Mozart and Paganini.\u003c/p>\n\u003cp>Masters of their crafts? To be sure.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Hard workers? Clearly.\u003c/p>\n\u003cp>Naturally gifted? Not so fast.\u003c/p>\n\u003cp>\"I have made it a hobby to investigate the stories of such prodigies,\" Ericsson writes, \"and I can report with confidence that I have never found a convincing case for anyone developing extraordinary abilities without intense, extended practice.\"\u003c/p>\n\u003cp>Because the word \"practice\" is a big tent capable of hiding habits both good and bad, I spoke with Ericsson, who is on the faculty at Florida State University, about what he considers the path to mastering a craft, whether playing tennis or trombone. He calls it \"deliberate practice.\"\u003c/p>\n\u003cp>\u003cstrong>What is the essence of deliberate practice?\u003c/strong>\u003c/p>\n\u003cp>The most optimal way to improve your performance is to find a teacher who has been teaching other people to reach the level of performance that you want to attain. This basically means that teacher will be able to tell you the most effective ways to improve. A good teacher will also be able to find suitable units of improvement, so you don't push yourself more than you can do.\u003c/p>\n\u003cp>Just start out, 15 or 20 minutes [a day]. Especially if you have a mentor and, ideally, a teacher. That teacher will be able to help you set reasonable expectations.\u003c/p>\n\u003cp>\u003cstrong>I need to ask the question that everyone asks you: Is talent a myth?\u003c/strong>\u003c/p>\n\u003cp>The idea that some people are born with gifts is a very counterproductive view — that your task as a high school student or college student is that you're supposed to go around testing things to find your gift. Because I have yet to find anybody who finds their gift.\u003c/p>\n\u003cp>What Robert and I are arguing is that it's much better to think of something you want to attain and then get the help of teachers and parents to start you on the path of creating that. On that path, you may decide you want to go in a different direction. That's fine. But you haven't simply been waiting around for something that would allow you to instantaneously become good because that's never happening. And I think the process of really seeing how you can improve is something that will transfer even if you try to improve in some other domain.\u003c/p>\n\u003cp>\u003cstrong>You talk about how playing a sport or an instrument doesn't mean the player is improving. What is the difference between playing regularly and deliberate practice that leads to improvement?\u003c/strong>\u003c/p>\n\u003cp>My favorite example is: Say you're playing doubles in tennis. And you just miss a backhand volley. Now, the game will just keep on going, and, if the same situation emerges a couple of hours later, you're not likely to do much better.\u003c/p>\n\u003cp>Now try a thought experiment — practicing with a coach. That coach allows you to stand by the net, ready to do your backhand volley — and then makes it increasingly more difficult. Eventually, he forces you to run up to the net to do it and then embed it in regular rallying. You can improve your performance more in those one or two hours with a coach than in 5 to 10 years of regular practice with your friends.\u003c/p>\n\u003cp>\u003cstrong>This is America, and we are obsessed with the stories of child prodigies. Do you believe they're simply kids who've practiced a lot?\u003c/strong>\u003c/p>\n\u003cp>Well, I've been doing research for over 30 years, and I've been looking for cases where somebody discovered that they just had this innate ability to do something really well. And in every example I've studied, once you look closer at what was happening before, you find a series of practice activities, many of them meeting the criteria of deliberate practice.\u003c/p>\n\u003cp>In Mozart's case, most people aren't aware that Mozart's father was a pioneer at designing training for young children to master musical instruments. He worked intensively with Mozart from age 3. So, when Mozart started to perform, he had been in training for several years and was being trained by someone who was very motivated to help his son reach a high level.\u003c/p>\n\u003cp>\u003cstrong>So practice is key to most prodigies' success — but so are parents?\u003c/strong>\u003c/p>\n\u003cp>Exactly. And that is one thing I would recommend to parents — that it is a pretty unique opportunity to be able to spend time with a child developing some kind of activity together. Now, there are abuses, where parents really push their children to perform. But, if you take the view that you're really trying to help the child develop this ability and become increasingly more able to monitor their own learning so they will eventually become independent, that is something that I think would be very beneficial for the parent and the child.\u003c/p>\n\u003cp>\u003cstrong>In education, there is a lot of attention right now around student \"grit\" or resilience. When you look at prodigies, what is it that motivates these kids to work so hard and reach the levels that they do?\u003c/strong>\u003c/p>\n\u003cp>I think there are some recent biographies — of [Andre] \u003ca href=\"http://www.biography.com/people/andre-agassi-9177078\">Agassi \u003c/a>and others — that really show that, in at least a few of these cases, the parents were putting enormous pressure on these children. And I think that is not appropriate.\u003c/p>\n\u003cp>I believe, however, that there is a way of helping a child get enjoyment from the mastery and the development of an ability. And I would argue that the young musicians who are most likely to succeed as adult musicians are the ones who acquire the ability to enjoy their own music-making. So they can sit down and play music for their own enjoyment.\u003c/p>\n\u003cp>\u003cstrong>So, at some point there is a shift, from 'I'm doing this because I am motivated by the approval or disapproval of a parent' to 'Wow, I am very good at this, and I enjoy doing it'?\u003c/strong>\u003c/p>\n\u003cp>When I've been talking to the parents of prodigies, what's interesting is that the kids really enjoy playing in front of audiences. When they perform well, they get a lot of respect and other social benefits that are key to understanding why they're willing to invest [so much practice time]. It's well known that, before a public performance a child is much more motivated to practice and work on things that will translate into a better performance.\u003c/p>\n\u003cp>In all sorts of activities, there are these sources of motivation and enjoyment that, the more a parent or teacher can help them access, that will provide them with the motivation to master something that may be difficult. But it's only a temporary difficulty, and then they will be able to enjoy the fruits of that effort.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Let's talk about what this means for those of us who, over the years, have convinced ourselves that we're simply not good at something. My editor told me just the other day, 'I'm just not a math person.'\u003c/strong>\u003c/p>\n\u003cp>Let's look at adult activities that are consequential. Say you're starting a new company; being able to make budgets and other things is going to become important to you. When that becomes important, you'll have the motivation and willingness to do the training that will allow you to reach a high level of proficiency.\u003c/p>\n\u003cp>I believe one of the problems with traditional education is that, with certain kinds of math activities it's hard to see how they will actually benefit you as an adult. So, I think education can be transformed into being more skills-based, where students will be able to see how, by learning certain skills, they'll be able to do things that they couldn't do before.\u003c/p>\n\u003cp>\u003cstrong>One lesson of your research seems to be: Schools telling students, \"Take our word for it, you should know this,\" isn't good enough. Because motivation is key to student learning.\u003c/strong>\u003c/p>\n\u003cp>Yes, and once you're repeating facts and procedures, you're not forced to understand and integrate that knowledge in a way that allows you to use it. And I think helping students to see how they can actually use this knowledge in a useful way motivates them to understand it and learn it in a more meaningful way.\u003c/p>\n\u003cp>I remember personally when I was in seventh or eighth grade, I decided I didn't want to memorize things. In history class, that presented problems. The way I solved that was to go to the library and read two or three books on the historical period. That allowed me to answer all the questions without memorizing. I could infer and relate things that were related to me in a meaningful way. That was really important to me.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Practice+Makes+Possible%3A+What+We+Learn+By+Studying+Amazing+Kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>What made Mozart great? Or Bobby Fischer? Or Serena Williams?\u003c/p>\n\u003cp>The answer sits somewhere on the scales of human achievement. On one side: natural talent. On the other: hard work. Many would argue that success hangs in some delicate balance between them. But not Anders Ericsson.\u003c/p>\n\u003cp>Ericsson has spent decades studying the power of practice, and in his new book, \u003cem>Peak: Secrets From The New Science Of Expertise\u003c/em>, co-authored with Robert Pool, he argues that \"talent\" is often a story we tell ourselves to justify our own failure or to protect children from the possibility of failure. He writes:\u003c/p>\n\u003cblockquote>\u003cp>This is the dark side of believing in innate talent. It can beget a tendency to assume that some people have a talent for something and others don't and that you can tell the difference early on. If you believe that, you encourage and support the 'talented' ones and discourage the rest, creating the self-fulfilling prophecy. ... The best way to avoid this is to recognize the potential in all of us — and work to find ways to develop it.\u003c/p>\u003c/blockquote>\n\u003cp>To underscore his point, Ericsson engages in a systematic takedown of the myths of famous prodigies, including Mozart and Paganini.\u003c/p>\n\u003cp>Masters of their crafts? To be sure.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Hard workers? Clearly.\u003c/p>\n\u003cp>Naturally gifted? Not so fast.\u003c/p>\n\u003cp>\"I have made it a hobby to investigate the stories of such prodigies,\" Ericsson writes, \"and I can report with confidence that I have never found a convincing case for anyone developing extraordinary abilities without intense, extended practice.\"\u003c/p>\n\u003cp>Because the word \"practice\" is a big tent capable of hiding habits both good and bad, I spoke with Ericsson, who is on the faculty at Florida State University, about what he considers the path to mastering a craft, whether playing tennis or trombone. He calls it \"deliberate practice.\"\u003c/p>\n\u003cp>\u003cstrong>What is the essence of deliberate practice?\u003c/strong>\u003c/p>\n\u003cp>The most optimal way to improve your performance is to find a teacher who has been teaching other people to reach the level of performance that you want to attain. This basically means that teacher will be able to tell you the most effective ways to improve. A good teacher will also be able to find suitable units of improvement, so you don't push yourself more than you can do.\u003c/p>\n\u003cp>Just start out, 15 or 20 minutes [a day]. Especially if you have a mentor and, ideally, a teacher. That teacher will be able to help you set reasonable expectations.\u003c/p>\n\u003cp>\u003cstrong>I need to ask the question that everyone asks you: Is talent a myth?\u003c/strong>\u003c/p>\n\u003cp>The idea that some people are born with gifts is a very counterproductive view — that your task as a high school student or college student is that you're supposed to go around testing things to find your gift. Because I have yet to find anybody who finds their gift.\u003c/p>\n\u003cp>What Robert and I are arguing is that it's much better to think of something you want to attain and then get the help of teachers and parents to start you on the path of creating that. On that path, you may decide you want to go in a different direction. That's fine. But you haven't simply been waiting around for something that would allow you to instantaneously become good because that's never happening. And I think the process of really seeing how you can improve is something that will transfer even if you try to improve in some other domain.\u003c/p>\n\u003cp>\u003cstrong>You talk about how playing a sport or an instrument doesn't mean the player is improving. What is the difference between playing regularly and deliberate practice that leads to improvement?\u003c/strong>\u003c/p>\n\u003cp>My favorite example is: Say you're playing doubles in tennis. And you just miss a backhand volley. Now, the game will just keep on going, and, if the same situation emerges a couple of hours later, you're not likely to do much better.\u003c/p>\n\u003cp>Now try a thought experiment — practicing with a coach. That coach allows you to stand by the net, ready to do your backhand volley — and then makes it increasingly more difficult. Eventually, he forces you to run up to the net to do it and then embed it in regular rallying. You can improve your performance more in those one or two hours with a coach than in 5 to 10 years of regular practice with your friends.\u003c/p>\n\u003cp>\u003cstrong>This is America, and we are obsessed with the stories of child prodigies. Do you believe they're simply kids who've practiced a lot?\u003c/strong>\u003c/p>\n\u003cp>Well, I've been doing research for over 30 years, and I've been looking for cases where somebody discovered that they just had this innate ability to do something really well. And in every example I've studied, once you look closer at what was happening before, you find a series of practice activities, many of them meeting the criteria of deliberate practice.\u003c/p>\n\u003cp>In Mozart's case, most people aren't aware that Mozart's father was a pioneer at designing training for young children to master musical instruments. He worked intensively with Mozart from age 3. So, when Mozart started to perform, he had been in training for several years and was being trained by someone who was very motivated to help his son reach a high level.\u003c/p>\n\u003cp>\u003cstrong>So practice is key to most prodigies' success — but so are parents?\u003c/strong>\u003c/p>\n\u003cp>Exactly. And that is one thing I would recommend to parents — that it is a pretty unique opportunity to be able to spend time with a child developing some kind of activity together. Now, there are abuses, where parents really push their children to perform. But, if you take the view that you're really trying to help the child develop this ability and become increasingly more able to monitor their own learning so they will eventually become independent, that is something that I think would be very beneficial for the parent and the child.\u003c/p>\n\u003cp>\u003cstrong>In education, there is a lot of attention right now around student \"grit\" or resilience. When you look at prodigies, what is it that motivates these kids to work so hard and reach the levels that they do?\u003c/strong>\u003c/p>\n\u003cp>I think there are some recent biographies — of [Andre] \u003ca href=\"http://www.biography.com/people/andre-agassi-9177078\">Agassi \u003c/a>and others — that really show that, in at least a few of these cases, the parents were putting enormous pressure on these children. And I think that is not appropriate.\u003c/p>\n\u003cp>I believe, however, that there is a way of helping a child get enjoyment from the mastery and the development of an ability. And I would argue that the young musicians who are most likely to succeed as adult musicians are the ones who acquire the ability to enjoy their own music-making. So they can sit down and play music for their own enjoyment.\u003c/p>\n\u003cp>\u003cstrong>So, at some point there is a shift, from 'I'm doing this because I am motivated by the approval or disapproval of a parent' to 'Wow, I am very good at this, and I enjoy doing it'?\u003c/strong>\u003c/p>\n\u003cp>When I've been talking to the parents of prodigies, what's interesting is that the kids really enjoy playing in front of audiences. When they perform well, they get a lot of respect and other social benefits that are key to understanding why they're willing to invest [so much practice time]. It's well known that, before a public performance a child is much more motivated to practice and work on things that will translate into a better performance.\u003c/p>\n\u003cp>In all sorts of activities, there are these sources of motivation and enjoyment that, the more a parent or teacher can help them access, that will provide them with the motivation to master something that may be difficult. But it's only a temporary difficulty, and then they will be able to enjoy the fruits of that effort.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Let's talk about what this means for those of us who, over the years, have convinced ourselves that we're simply not good at something. My editor told me just the other day, 'I'm just not a math person.'\u003c/strong>\u003c/p>\n\u003cp>Let's look at adult activities that are consequential. Say you're starting a new company; being able to make budgets and other things is going to become important to you. When that becomes important, you'll have the motivation and willingness to do the training that will allow you to reach a high level of proficiency.\u003c/p>\n\u003cp>I believe one of the problems with traditional education is that, with certain kinds of math activities it's hard to see how they will actually benefit you as an adult. So, I think education can be transformed into being more skills-based, where students will be able to see how, by learning certain skills, they'll be able to do things that they couldn't do before.\u003c/p>\n\u003cp>\u003cstrong>One lesson of your research seems to be: Schools telling students, \"Take our word for it, you should know this,\" isn't good enough. Because motivation is key to student learning.\u003c/strong>\u003c/p>\n\u003cp>Yes, and once you're repeating facts and procedures, you're not forced to understand and integrate that knowledge in a way that allows you to use it. And I think helping students to see how they can actually use this knowledge in a useful way motivates them to understand it and learn it in a more meaningful way.\u003c/p>\n\u003cp>I remember personally when I was in seventh or eighth grade, I decided I didn't want to memorize things. In history class, that presented problems. The way I solved that was to go to the library and read two or three books on the historical period. That allowed me to answer all the questions without memorizing. I could infer and relate things that were related to me in a meaningful way. That was really important to me.\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\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Practice+Makes+Possible%3A+What+We+Learn+By+Studying+Amazing+Kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "14 Books That Connect Students With Valuable Scientists' Struggles",
"title": "14 Books That Connect Students With Valuable Scientists' Struggles",
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"content": "\u003cp>\u003cb>\u003c/b>\u003cspan style=\"font-weight: 400\">Teens who read about the personal and intellectual struggles of scientists feel more motivated to learn science. That was the finding of a \u003c/span>\u003ca href=\"https://www.apa.org/pubs/journals/releases/edu-edu0000092.pdf\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of Teachers College, Columbia University and the University of Washington.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why? Many high school students view scientific ability as a \u003c/span>\u003ca href=\"http://news.stanford.edu/pr/2007/pr-dweck-020707.html\">\u003cspan style=\"font-weight: 400\">fixed trait\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that is not responsive to effort. As the researchers wrote: “When students struggle in science classes, they may misperceive their struggle as an indication that they are not good at science and will never succeed.” When students learn about how even famous scientists struggled, they began to see that learning and growing from setbacks is part of a successful professional journey.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers noted that published stories about scientists often focus on achievements but neglect mention challenges scientists faced. When Lisa Brennan, a middle school librarian at St. Christopher’s School in Virginia, read about this study in a recent \u003c/span>\u003ca href=\"http://ww2.kqed.org/mindshift/2016/05/10/how-teens-benefit-from-reading-about-the-struggles-of-scientists/\">\u003cspan style=\"font-weight: 400\">MindShift article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, her initial reaction was, “Wow, that parallels the \u003c/span>\u003ca href=\"http://www.nytimes.com/2012/03/18/opinion/sunday/the-neuroscience-of-your-brain-on-fiction.html?_r=2\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the connection between fiction and empathy.” She reached out to her extensive \u003c/span>\u003ca href=\"https://twitter.com/noveltalk/status/730399169580503040\">\u003cspan style=\"font-weight: 400\">Twitter followers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to start gathering titles that cover both the achievements and the struggles of exemplary scientists that could be used with older students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Brennan said that read aloud is a powerful tool in the middle and high school classroom, with \u003c/span>\u003ca href=\"https://www.jstor.org/stable/748056?\">\u003cspan style=\"font-weight: 400\">studies suggesting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that reading to adolescents increases their motivation to read independently. “The key to reading aloud with older students, in my experience, has been to carefully select brief and meaningful excerpts,” said Brennan. “You'll find that students can actually be captivated by the read aloud experience -- providing your text is targeted and your delivery is authentic.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The list below includes rich picture books that could be read aloud to teens as well as graphic novels, short biographies and collections of biographical sketches that teachers could draw on for excerpts. Brennan, Maggie Knapp (head middle and upper school librarian at Trinity Valley School) and Brooke Williams (a former children’s librarian at New Haven Free Public Library) contributed titles to this list. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Ada-Byron-Lovelace-Thinking-Machine/dp/1939547202\"> \u003cimg class=\"alignleft size-full wp-image-45259\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Ada-Byron-Lovelace.jpg\" alt=\"Ada Byron Lovelace\" width=\"260\" height=\"314\">Ada Byron Lovelace and the Thinking Machine\u003c/a>, \u003c/b>by Laurie Wallmark and April Chu\u003c/p>\n\u003cp>Ada Byron Lovelace was the world’s first computer programmer, creating a coding algorithm years before the modern computer was invented. This picture book biography describes how measles left her temporarily blind and paralyzed and how she overcame society’s negative attitudes towards women in the sciences.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb style=\"line-height: 1.5\">\u003ca href=\"http://www.amazon.com/Rachel-Carson-Book-Changed-World/dp/0823431932/\">\u003cimg class=\"alignleft size-full wp-image-45268\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Rachel-Carson-e1464212440471.jpg\" alt=\"Rachel Carson\" width=\"250\" height=\"224\">Rachel Carson and Her Book That Changed the World\u003c/a>,\u003c/b>\u003cspan style=\"line-height: 1.5\"> by Laurie Lawler and Laura Beingessner\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rachel Carson’s writing and research helped launch the modern environmental movement. This picture book shares her struggles growing up in poverty during the Great Depression, the sacrifices her family made to send her to college, and the challenges she faced entering a male-dominated field.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Beam-Light-Story-Albert-Einstein/dp/0811872351/\"> \u003cimg class=\"alignleft size-full wp-image-45266\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/On-a-Beam-of-Light-e1464212495407.jpg\" alt=\"On a Beam of Light\" width=\"250\" height=\"333\">On a Beam of Light\u003c/a>\u003c/b>, by \u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Jennifer Berne and\u003c/span>\u003cspan class=\"contribution\">\u003cspan class=\"a-color-secondary\"> \u003c/span>\u003c/span>\u003c/span>\u003cspan class=\"author notFaded\">Vladimir Radunsky \u003c/span>\u003c/p>\n\u003cp>Through simple text and stunning illustrations, this book explores Albert Einstein’s early struggles with learning and school – and how they propelled his later accomplishments. \u003cspan style=\"font-weight: 400\">The New York Times described this book as “\"something of an It Gets Better Project for mathematically precocious children.\" \u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Snowflake-Bentley-Jacqueline-Briggs-Martin/dp/0547248296/\"> \u003cimg class=\"alignleft size-full wp-image-45269\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Snowflake-Bentley-e1464212559859.jpg\" alt=\"Snowflake Bentley\" width=\"250\" height=\"243\">Snowflake Bentley\u003c/a>, \u003c/b>by \u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Jacqueline Briggs Martin and\u003c/span>\u003cspan class=\"contribution\">\u003cspan class=\"a-color-secondary\"> \u003c/span>\u003c/span>\u003c/span>\u003cspan class=\"author notFaded\">Mary Azarian \u003c/span>\u003c/p>\n\u003cp>Wilson Bentley was a nature photographer who showed the world that “no two snowflakes are alike.” This picture book describes his unstoppable grit in pursuit of his dream and includes sidebars with more information about the methods and science behind his work.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Tree-Lady-Tree-Loving-Changed-Forever/dp/1442414022/\">\u003cb> \u003cimg class=\"alignleft size-full wp-image-45271\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/The-Tree-Lady-e1464212624169.jpg\" alt=\"The-Tree-Lady\" width=\"250\" height=\"212\">The Tree Lady: The True Story of How One Tree-Loving Woman Changed a City Forever \u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">by \u003cspan class=\"author notFaded\">H. Joseph Hopkins and\u003cspan class=\"contribution\">\u003cspan class=\"a-color-secondary\"> \u003c/span>\u003c/span>\u003c/span>\u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Jill McElmurry \u003c/span>\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Botanist Kate Sessions, the first woman to graduate from the University of California with a science degree, is best known for transforming San Diego from a desert town to a green paradise. The picture book describes obstacles and social taboos that she faced and overcame, utilizing the refrain: “but she did.”\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Summer-Birds-Butterflies-Maria-Merian/dp/0805089373\"> \u003cimg class=\"alignleft size-full wp-image-45270\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/summer-birds-e1464212639406.jpg\" alt=\"summer-birds\" width=\"250\" height=\"250\">Summer Birds: The Butterflies of Maria Merian\u003c/a> \u003c/b>by \u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Margarita Engle and\u003c/span>\u003cspan class=\"contribution\">\u003cspan class=\"a-color-secondary\"> \u003c/span>\u003c/span>\u003c/span>\u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Julie Paschkis \u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the seventeenth century Europe -- when many thought butterflies were evil creatures that generated spontaneously from mud --entomolygist Maria Merian made her mission to study them. After years of study, she wrote and illustrated a groundbreaking book about the life-cycle of a butterfly. This picture book describes how she conducted much of her work in secret because of the negative perceptions around this insect.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Life-Ocean-Story-Oceanographer-Sylvia/dp/0374380686/\"> \u003cimg class=\"alignleft size-full wp-image-45264\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Life-in-the-Ocean-e1464212677875.jpg\" alt=\"Life in the Ocean\" width=\"250\" height=\"319\">Life in the Ocean: The Story of Oceanographer Sylvia Earle\u003c/a> by \u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Claire A. Nivola \u003c/span>\u003c/span>\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As her biography at National Geographic notes, “\u003c/span>\u003cspan style=\"font-weight: 400\">called ‘Her Deepness’ by the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">New Yorker\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">New York Times\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, ‘Living Legend’ by the Library of Congress, and first ‘Hero for the Planet’ by \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Time\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> magazine, [Sylvia Earle] is an oceanographer, explorer, author, and lecturer.” This beautifully illustrated picture book describes how a difficult move to a new state during her childhood awakened a life-long passion. The author’s note would also make a good read-aloud for teens, describing her scientific work in more depth and how she “defied conventional expectations at every stage of her life.”\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Brief-History-Deckle-Edge-Hardcover/dp/0345535286/\">\u003cimg class=\"alignleft size-full wp-image-45265\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/My-brief-history-e1464212668611.jpg\" alt=\"My brief history\" width=\"250\" height=\"369\">My Brief History\u003c/a>, by Stephen Hawking \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At 144 pages, this brief memoir is broken into several small chapters in which theoretical physicist and cosmologist Stephen Hawking writes about his childhood, his research and – of course – his life with ALS, which gradually paralyzed him over the course of decades and required him to develop compensatory methods for engaging in his research. Teachers could use or read aloud excerpts of this compelling autobiography.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Feynman-Jim-Ottaviani/dp/1596438274/\">\u003cimg class=\"alignleft size-full wp-image-45262\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Feynman-e1464212698817.jpg\" alt=\"Feynman\" width=\"250\" height=\"349\">Feynman\u003c/a> (Richard Feynman, physicist), \u003c/b>by Jim Ottaviani and Leland Myrick\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Written for teens, this graphic novel vividly portrays the life of the vivacious physicist Richard Feynman. It captures his tenacity in the face of trying circumstances -- from working on the Manhattan project to uncovering the cause of the Challenger explosion to caring for his ailing wife.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Primates-Fearless-Science-Goodall-Galdikas/dp/1250062934/\"> \u003cimg class=\"alignleft size-full wp-image-45267\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Primates-e1464212653802.jpg\" alt=\"Primates\" width=\"250\" height=\"337\">Primates: The Fearless Science of Jane Goodall, Dian Fossey, and Biruté Galdikas\u003c/a> \u003c/b>by Jim Ottaviani and Maris Wicks\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is another graphic novel for teens, tracing the lives of three primatologists who were students of Richard Leakey and who lived among the primates. As the Booklist review notes, “For all the playful mugging and gratifying discoveries, though, Ottaviani doesn’t shy away from the struggles of living and working in the bush.”\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Breakthrough-People-Changed-Medicine-Forever/dp/0547821832\"> \u003cimg class=\"alignleft size-full wp-image-45260\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Breakthrough-e1464212724298.jpg\" alt=\"Breakthrough!\" width=\"250\" height=\"322\">Breakthrough! How Three People Saved “Blue Babies” and Changed Medicine Forever\u003c/a>, \u003c/b>\u003cspan style=\"font-weight: 400\">by Jim Murphy\u003c/span>\u003c/p>\n\u003cp>Knapp describes this short nonfiction narrative as a “wonderfully written story of a black man, a white man and a woman, who all struggled in different ways (personally and professionally) to pioneer a surgery that saved the lives of ‘blue babies.’”\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/What-Color-World-African-American-Inventors/dp/0763664421\"> \u003cimg class=\"alignleft size-full wp-image-45272\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/What-color-is-my-world-e1464212596295.jpeg\" alt=\"What color is my world?\" width=\"250\" height=\"232\">What Color is My World? The Lost History of African-American Inventors\u003c/a>, \u003c/b>by Kareem Abdul-Jabbar and Raymond Obstfeld\u003c/p>\n\u003cp>This collection features several short life-sketches of African-American inventors – from Henry Sampson (who created the gamma-electric cell) to Percy Julian (who synthesized cortisone from soy). The stories emphasize the perseverance of these inventors in the face of racism and other life challenges.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Headstrong-Women-Changed-Science-World/dp/0553446797/\"> \u003cimg class=\"alignleft size-full wp-image-45263\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Headstrong-e1464212687374.jpg\" alt=\"Headstrong\" width=\"250\" height=\"371\">Headstrong: 52 Women Who Changed Science - and the World\u003c/a>, \u003c/b>by Rachel Swaby\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These short biographical sketches average four pages in length – an easy read aloud – and highlight female scientists in the following fields: medicine, biology and the environment, genetics and development, physics, earth and stars, math and technology, and invention. Several stories note obstacles they faced, including gender bias, illness, and family disapproval.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Brilliant-Blunders-Einstein-Scientists-Understanding/dp/1439192375/\"> \u003cimg class=\"alignleft size-full wp-image-45261\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Brilliant-Blunders-e1464212713208.jpg\" alt=\"Brilliant Blunders\" width=\"250\" height=\"378\">Brilliant Blunders: From Darwin to Einstein - Colossal Mistakes by Great Scientists That Changed Our Understanding of Life and the Universe\u003c/a>, \u003c/b>\u003cspan style=\"font-weight: 400\">by Mario Livio \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this 300+ page book, astrophysicist Mario Livio draws on the lives of five scientists (Charles Darwin, Lord Kelvin, Linus Pauling, Fred Hoyle, and Albert Einstein) to show how great progress often comes in the wake of “colossal mistakes.” This is a great resource book for high school science teachers who want to infuse their classes with stories about how can setbacks set the stage for progress -- if we let them.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>Bonus Resource: \u003c/b>The PBS/NOVA web-series, \u003ca href=\"http://www.pbs.org/wgbh/nova/secretlife/\">The Secret Life of Scientist\u003c/a> “provides a humanizing snapshot of scientists who are shaping our world.” Each episode profiles a contemporary scientists in three or four discrete, one-to-three minute video clips. The site is searchable by topic and includes blog posts and a teacher's guide.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=B0vGDfuWhfI\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "A study found that students who read about famous scientists' personal and intellectual struggles do better in their science classes. Librarians helped us put together a list of books that detail some of those struggles. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cb>\u003c/b>\u003cspan style=\"font-weight: 400\">Teens who read about the personal and intellectual struggles of scientists feel more motivated to learn science. That was the finding of a \u003c/span>\u003ca href=\"https://www.apa.org/pubs/journals/releases/edu-edu0000092.pdf\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of Teachers College, Columbia University and the University of Washington.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why? Many high school students view scientific ability as a \u003c/span>\u003ca href=\"http://news.stanford.edu/pr/2007/pr-dweck-020707.html\">\u003cspan style=\"font-weight: 400\">fixed trait\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that is not responsive to effort. As the researchers wrote: “When students struggle in science classes, they may misperceive their struggle as an indication that they are not good at science and will never succeed.” When students learn about how even famous scientists struggled, they began to see that learning and growing from setbacks is part of a successful professional journey.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers noted that published stories about scientists often focus on achievements but neglect mention challenges scientists faced. When Lisa Brennan, a middle school librarian at St. Christopher’s School in Virginia, read about this study in a recent \u003c/span>\u003ca href=\"http://ww2.kqed.org/mindshift/2016/05/10/how-teens-benefit-from-reading-about-the-struggles-of-scientists/\">\u003cspan style=\"font-weight: 400\">MindShift article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, her initial reaction was, “Wow, that parallels the \u003c/span>\u003ca href=\"http://www.nytimes.com/2012/03/18/opinion/sunday/the-neuroscience-of-your-brain-on-fiction.html?_r=2\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the connection between fiction and empathy.” She reached out to her extensive \u003c/span>\u003ca href=\"https://twitter.com/noveltalk/status/730399169580503040\">\u003cspan style=\"font-weight: 400\">Twitter followers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to start gathering titles that cover both the achievements and the struggles of exemplary scientists that could be used with older students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Brennan said that read aloud is a powerful tool in the middle and high school classroom, with \u003c/span>\u003ca href=\"https://www.jstor.org/stable/748056?\">\u003cspan style=\"font-weight: 400\">studies suggesting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that reading to adolescents increases their motivation to read independently. “The key to reading aloud with older students, in my experience, has been to carefully select brief and meaningful excerpts,” said Brennan. “You'll find that students can actually be captivated by the read aloud experience -- providing your text is targeted and your delivery is authentic.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The list below includes rich picture books that could be read aloud to teens as well as graphic novels, short biographies and collections of biographical sketches that teachers could draw on for excerpts. Brennan, Maggie Knapp (head middle and upper school librarian at Trinity Valley School) and Brooke Williams (a former children’s librarian at New Haven Free Public Library) contributed titles to this list. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Ada-Byron-Lovelace-Thinking-Machine/dp/1939547202\"> \u003cimg class=\"alignleft size-full wp-image-45259\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Ada-Byron-Lovelace.jpg\" alt=\"Ada Byron Lovelace\" width=\"260\" height=\"314\">Ada Byron Lovelace and the Thinking Machine\u003c/a>, \u003c/b>by Laurie Wallmark and April Chu\u003c/p>\n\u003cp>Ada Byron Lovelace was the world’s first computer programmer, creating a coding algorithm years before the modern computer was invented. This picture book biography describes how measles left her temporarily blind and paralyzed and how she overcame society’s negative attitudes towards women in the sciences.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb style=\"line-height: 1.5\">\u003ca href=\"http://www.amazon.com/Rachel-Carson-Book-Changed-World/dp/0823431932/\">\u003cimg class=\"alignleft size-full wp-image-45268\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Rachel-Carson-e1464212440471.jpg\" alt=\"Rachel Carson\" width=\"250\" height=\"224\">Rachel Carson and Her Book That Changed the World\u003c/a>,\u003c/b>\u003cspan style=\"line-height: 1.5\"> by Laurie Lawler and Laura Beingessner\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rachel Carson’s writing and research helped launch the modern environmental movement. This picture book shares her struggles growing up in poverty during the Great Depression, the sacrifices her family made to send her to college, and the challenges she faced entering a male-dominated field.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Beam-Light-Story-Albert-Einstein/dp/0811872351/\"> \u003cimg class=\"alignleft size-full wp-image-45266\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/On-a-Beam-of-Light-e1464212495407.jpg\" alt=\"On a Beam of Light\" width=\"250\" height=\"333\">On a Beam of Light\u003c/a>\u003c/b>, by \u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Jennifer Berne and\u003c/span>\u003cspan class=\"contribution\">\u003cspan class=\"a-color-secondary\"> \u003c/span>\u003c/span>\u003c/span>\u003cspan class=\"author notFaded\">Vladimir Radunsky \u003c/span>\u003c/p>\n\u003cp>Through simple text and stunning illustrations, this book explores Albert Einstein’s early struggles with learning and school – and how they propelled his later accomplishments. \u003cspan style=\"font-weight: 400\">The New York Times described this book as “\"something of an It Gets Better Project for mathematically precocious children.\" \u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Snowflake-Bentley-Jacqueline-Briggs-Martin/dp/0547248296/\"> \u003cimg class=\"alignleft size-full wp-image-45269\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Snowflake-Bentley-e1464212559859.jpg\" alt=\"Snowflake Bentley\" width=\"250\" height=\"243\">Snowflake Bentley\u003c/a>, \u003c/b>by \u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Jacqueline Briggs Martin and\u003c/span>\u003cspan class=\"contribution\">\u003cspan class=\"a-color-secondary\"> \u003c/span>\u003c/span>\u003c/span>\u003cspan class=\"author notFaded\">Mary Azarian \u003c/span>\u003c/p>\n\u003cp>Wilson Bentley was a nature photographer who showed the world that “no two snowflakes are alike.” This picture book describes his unstoppable grit in pursuit of his dream and includes sidebars with more information about the methods and science behind his work.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Tree-Lady-Tree-Loving-Changed-Forever/dp/1442414022/\">\u003cb> \u003cimg class=\"alignleft size-full wp-image-45271\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/The-Tree-Lady-e1464212624169.jpg\" alt=\"The-Tree-Lady\" width=\"250\" height=\"212\">The Tree Lady: The True Story of How One Tree-Loving Woman Changed a City Forever \u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">by \u003cspan class=\"author notFaded\">H. Joseph Hopkins and\u003cspan class=\"contribution\">\u003cspan class=\"a-color-secondary\"> \u003c/span>\u003c/span>\u003c/span>\u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Jill McElmurry \u003c/span>\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Botanist Kate Sessions, the first woman to graduate from the University of California with a science degree, is best known for transforming San Diego from a desert town to a green paradise. The picture book describes obstacles and social taboos that she faced and overcame, utilizing the refrain: “but she did.”\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Summer-Birds-Butterflies-Maria-Merian/dp/0805089373\"> \u003cimg class=\"alignleft size-full wp-image-45270\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/summer-birds-e1464212639406.jpg\" alt=\"summer-birds\" width=\"250\" height=\"250\">Summer Birds: The Butterflies of Maria Merian\u003c/a> \u003c/b>by \u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Margarita Engle and\u003c/span>\u003cspan class=\"contribution\">\u003cspan class=\"a-color-secondary\"> \u003c/span>\u003c/span>\u003c/span>\u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Julie Paschkis \u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the seventeenth century Europe -- when many thought butterflies were evil creatures that generated spontaneously from mud --entomolygist Maria Merian made her mission to study them. After years of study, she wrote and illustrated a groundbreaking book about the life-cycle of a butterfly. This picture book describes how she conducted much of her work in secret because of the negative perceptions around this insect.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Life-Ocean-Story-Oceanographer-Sylvia/dp/0374380686/\"> \u003cimg class=\"alignleft size-full wp-image-45264\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Life-in-the-Ocean-e1464212677875.jpg\" alt=\"Life in the Ocean\" width=\"250\" height=\"319\">Life in the Ocean: The Story of Oceanographer Sylvia Earle\u003c/a> by \u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Claire A. Nivola \u003c/span>\u003c/span>\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As her biography at National Geographic notes, “\u003c/span>\u003cspan style=\"font-weight: 400\">called ‘Her Deepness’ by the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">New Yorker\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">New York Times\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, ‘Living Legend’ by the Library of Congress, and first ‘Hero for the Planet’ by \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Time\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> magazine, [Sylvia Earle] is an oceanographer, explorer, author, and lecturer.” This beautifully illustrated picture book describes how a difficult move to a new state during her childhood awakened a life-long passion. The author’s note would also make a good read-aloud for teens, describing her scientific work in more depth and how she “defied conventional expectations at every stage of her life.”\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Brief-History-Deckle-Edge-Hardcover/dp/0345535286/\">\u003cimg class=\"alignleft size-full wp-image-45265\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/My-brief-history-e1464212668611.jpg\" alt=\"My brief history\" width=\"250\" height=\"369\">My Brief History\u003c/a>, by Stephen Hawking \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At 144 pages, this brief memoir is broken into several small chapters in which theoretical physicist and cosmologist Stephen Hawking writes about his childhood, his research and – of course – his life with ALS, which gradually paralyzed him over the course of decades and required him to develop compensatory methods for engaging in his research. Teachers could use or read aloud excerpts of this compelling autobiography.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Feynman-Jim-Ottaviani/dp/1596438274/\">\u003cimg class=\"alignleft size-full wp-image-45262\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Feynman-e1464212698817.jpg\" alt=\"Feynman\" width=\"250\" height=\"349\">Feynman\u003c/a> (Richard Feynman, physicist), \u003c/b>by Jim Ottaviani and Leland Myrick\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Written for teens, this graphic novel vividly portrays the life of the vivacious physicist Richard Feynman. It captures his tenacity in the face of trying circumstances -- from working on the Manhattan project to uncovering the cause of the Challenger explosion to caring for his ailing wife.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Primates-Fearless-Science-Goodall-Galdikas/dp/1250062934/\"> \u003cimg class=\"alignleft size-full wp-image-45267\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Primates-e1464212653802.jpg\" alt=\"Primates\" width=\"250\" height=\"337\">Primates: The Fearless Science of Jane Goodall, Dian Fossey, and Biruté Galdikas\u003c/a> \u003c/b>by Jim Ottaviani and Maris Wicks\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is another graphic novel for teens, tracing the lives of three primatologists who were students of Richard Leakey and who lived among the primates. As the Booklist review notes, “For all the playful mugging and gratifying discoveries, though, Ottaviani doesn’t shy away from the struggles of living and working in the bush.”\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Breakthrough-People-Changed-Medicine-Forever/dp/0547821832\"> \u003cimg class=\"alignleft size-full wp-image-45260\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Breakthrough-e1464212724298.jpg\" alt=\"Breakthrough!\" width=\"250\" height=\"322\">Breakthrough! How Three People Saved “Blue Babies” and Changed Medicine Forever\u003c/a>, \u003c/b>\u003cspan style=\"font-weight: 400\">by Jim Murphy\u003c/span>\u003c/p>\n\u003cp>Knapp describes this short nonfiction narrative as a “wonderfully written story of a black man, a white man and a woman, who all struggled in different ways (personally and professionally) to pioneer a surgery that saved the lives of ‘blue babies.’”\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/What-Color-World-African-American-Inventors/dp/0763664421\"> \u003cimg class=\"alignleft size-full wp-image-45272\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/What-color-is-my-world-e1464212596295.jpeg\" alt=\"What color is my world?\" width=\"250\" height=\"232\">What Color is My World? The Lost History of African-American Inventors\u003c/a>, \u003c/b>by Kareem Abdul-Jabbar and Raymond Obstfeld\u003c/p>\n\u003cp>This collection features several short life-sketches of African-American inventors – from Henry Sampson (who created the gamma-electric cell) to Percy Julian (who synthesized cortisone from soy). The stories emphasize the perseverance of these inventors in the face of racism and other life challenges.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Headstrong-Women-Changed-Science-World/dp/0553446797/\"> \u003cimg class=\"alignleft size-full wp-image-45263\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Headstrong-e1464212687374.jpg\" alt=\"Headstrong\" width=\"250\" height=\"371\">Headstrong: 52 Women Who Changed Science - and the World\u003c/a>, \u003c/b>by Rachel Swaby\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These short biographical sketches average four pages in length – an easy read aloud – and highlight female scientists in the following fields: medicine, biology and the environment, genetics and development, physics, earth and stars, math and technology, and invention. Several stories note obstacles they faced, including gender bias, illness, and family disapproval.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Brilliant-Blunders-Einstein-Scientists-Understanding/dp/1439192375/\"> \u003cimg class=\"alignleft size-full wp-image-45261\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Brilliant-Blunders-e1464212713208.jpg\" alt=\"Brilliant Blunders\" width=\"250\" height=\"378\">Brilliant Blunders: From Darwin to Einstein - Colossal Mistakes by Great Scientists That Changed Our Understanding of Life and the Universe\u003c/a>, \u003c/b>\u003cspan style=\"font-weight: 400\">by Mario Livio \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this 300+ page book, astrophysicist Mario Livio draws on the lives of five scientists (Charles Darwin, Lord Kelvin, Linus Pauling, Fred Hoyle, and Albert Einstein) to show how great progress often comes in the wake of “colossal mistakes.” This is a great resource book for high school science teachers who want to infuse their classes with stories about how can setbacks set the stage for progress -- if we let them.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>Bonus Resource: \u003c/b>The PBS/NOVA web-series, \u003ca href=\"http://www.pbs.org/wgbh/nova/secretlife/\">The Secret Life of Scientist\u003c/a> “provides a humanizing snapshot of scientists who are shaping our world.” Each episode profiles a contemporary scientists in three or four discrete, one-to-three minute video clips. The site is searchable by topic and includes blog posts and a teacher's guide.\u003c/p>\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/B0vGDfuWhfI'\n title='//www.youtube.com/embed/B0vGDfuWhfI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How A Strengths-Based Approach to Math Redefines Who Is 'Smart'",
"title": "How A Strengths-Based Approach to Math Redefines Who Is 'Smart'",
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"content": "\u003cp>A group of young women who had graduated from high school between 1997 and 2006 sat at the front of the room crying and laughing about their experiences \u003ca href=\"http://fairfieldmathadvocates.com/wp-content/uploads/2013/01/Case-of-Railside.pdf\" target=\"_blank\">learning math at Railside High\u003c/a> (a research pseudonym for the school). This session of the \u003ca href=\"http://www.nctm.org/\" target=\"_blank\">National Council of Teachers of Mathematics\u003c/a> annual meeting didn’t focus on any specific mathematical practice and yet it was enlightening -- with the right approach, teachers can help kids who hate math feel like it’s their best subject.\u003c/p>\n\u003cp>One after another, these young women, who had all graduated from an urban high school serving many kids living in poverty, described how math class made them feel safe, heard and able to express their ideas without fear.\u003c/p>\n\u003cp>“I felt like they cared for me,” said Martha Hernandez, who graduated in 2002 and is now a social worker. “They cared for my education and they wanted me to succeed.”\u003c/p>\n\u003cp>Hernandez was designated an English language learner in high school and was the first in her family to go to college. She loved her math classes so much that almost 15 years later, in the NCTM session, she held out physical examples of her work as she cried about the impact the non-traditional math program at Railside High had on her confidence and future success.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It has expanded my thinking about what makes you smart at math.'\u003ccite>Tracy Thompson, High school math teacher\u003c/cite>\u003c/aside>\n\u003cp>“It changed what math meant,” said Maria Velazquez, who now studies education policy at the University of Wisconsin. “It was a process and it required other people. It wasn’t just you and your work and not talking.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Before high school, these young women, like many students in the U.S., experienced math as lecture, sitting at desks quietly. Many believed they weren’t good at math because they didn’t understand or compute quickly. But the math program at Railside High changed that for each of these women, showing them their strengths and allowing them to bring all of themselves to the pursuit of mathematics.\u003c/p>\n\u003cp>But what was so different about how these women learned math in high school? How did their math teachers form bonds so strong that years later they were attending students’ weddings in Mexico?\u003c/p>\n\u003cp>The answer: \u003ca href=\"http://cgi.stanford.edu/group/pci/cgi-bin/site.cgi\" target=\"_blank\">Complex Instruction\u003c/a>. This pedagogy is not specific to math and has been \u003ca href=\"http://cgi.stanford.edu/group/pci/cgi-bin/site.cgi?page=research.html\" target=\"_blank\">in the literature\u003c/a> for decades, originally researched by \u003ca href=\"http://cgi.stanford.edu/group/pci/cgi-bin/site.cgi?page=whos_who.html\" target=\"_blank\">Elizabeth Cohen and Rachel Lotan\u003c/a> at Stanford University. Teachers at Railside High discovered the methodology when they were undergoing an accreditation review and were told they needed to drastically change something to improve their results. The ultimatum prompted teachers to try something different -- heterogeneous classes, high expectations for all students and, above all, approaching math with an eye to students’ strengths.\u003c/p>\n\u003cfigure id=\"attachment_45185\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-45185 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Railside-2-e1463987977561.jpg\" alt=\"Railside 2\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Yuka Walton\u003c/figcaption>\u003c/figure>\n\u003cp>The three main tenets of Complex Instruction are that learning should have multi-ability access points, norms and roles that support interdependency between students, and attention to status and accountability for learning. In most Complex Instruction classrooms the majority of class time is spent with students working in groups of four on a rich task that has multiple entry points and ways it could be solved. If one student can solve the problem in his or her head, it’s not a rich task.\u003c/p>\n\u003cp>Each student in the group has a role: team captain, resource manager, recorder-reporter and facilitator. While these roles might sound cheesy to some students, they are important for helping groups to work equitably, ensuring that every group member has a crucial and intellectual task. The roles help students learn how to effectively participate and, because each role is necessary to solve a task, everyone must share their ideas.\u003c/p>\n\u003caside class=\"alignleft\">\n\u003ch3>More Resources on Complex Instruction\u003c/h3>\n\u003cp>These books delve more deeply into student experiences of Complex Instruction, details on how to create equitable groups and how to mitigate status issues.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://store.tcpress.com/0807755664.shtml\">\u003ci>Designing Groupwork\u003c/i>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.nctm.org/store/Products/Smarter-Together!-Collaboration-and-Equity-in-the-Elementary-Math-Classroom/\">\u003ci>Smarter Together! Collaboration and Equity in the Elementary Math Classroom\u003c/i>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://store.tcpress.com/0807755419.shtml\">\u003ci>Mathematics For Equity: A Framework For Successful Practice\u003c/i>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://store.tcpress.com/0807752460.shtml\">\u003ci>\"Heterogeneous\" Classrooms: Detracking Math and Science -- A Look at Groupwork in Action\u003c/i>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“Participation leads to more learning because learning is a socially constructed activity,” said \u003ca href=\"http://washington.academia.edu/LisaJilk/Papers\" target=\"_blank\">Lisa Jilk\u003c/a>, program director of Reculturing Math Departments for Excellence & Equity, part of the \u003ca href=\"http://www.matheducation.uw.edu/\" target=\"_blank\">Mathematics Education Project\u003c/a> at the University of Washington. Jilk taught at Railside High, and when she left to get her doctorate she studied how and why Complex Instruction worked for so many students from various backgrounds. Now she’s dedicated to helping other math departments around the country “reculture” themselves to think about what learners bring to math that will help them, rather than only about the information they are missing.\u003c/p>\n\u003cp>When the three tenets of Complex Instruction are all working together simultaneously it can feel like a magical experience. But getting there takes a lot of work. When Jilk starts training teachers, one of the first things that must be discussed is the idea of status in the classroom and how to break that down. Teaching with Complex Instruction is intimately tied to research in educational psychology, which says that to succeed students need more than content knowledge -- they need to see themselves as efficacious learners.\u003c/p>\n\u003cp>That is particularly hard in math, where many students believe they are dumb or incapable because of past math learning experiences. To combat that, a core part of Complex Instruction is to teach with a strengths-based approach, rather than only seeing student deficits.\u003c/p>\n\u003cp>“Every person who walks through our doors has mathematical strengths,” Jilk said. “They also have mathematical needs or weaknesses, things they have yet to learn. So we need each other.”\u003c/p>\n\u003cp>https://twitter.com/SFComplex_Instr/status/695004370312671232\u003c/p>\n\u003cp>The Complex Instruction model works because when students work in groups to grapple with a rich math task (Jilk says \u003ca href=\"http://cpm.org/textbooks/\" target=\"_blank\">College Prep Math\u003c/a> is a good place to look), they are each encouraged to bring their full personality and ways of seeing math to the task. The teacher’s job is to observe what’s going on within groups and assign status when she sees a great idea, technique or way of thinking.\u003c/p>\n\u003cp>“You definitely can’t fake these moments,” said Yuka Walton, a seventh- and eighth-grade math teacher at \u003ca href=\"http://www.sfusd.edu/en/schools/school-information/james-denman.html\" target=\"_blank\">James Denman Middle School\u003c/a> in San Francisco. “You can’t assign competence or publicly acknowledge kids for things that aren’t meaningful because then it feels super fake.” Kids are great at detecting inauthentic praise, which ends up sounding condescending.\u003c/p>\n\u003cp>But when a teacher recognizes competence in students who don’t often feel like they have much status as a math learner, it can make a huge difference. Walton remembers one student, Alexis, who would often push the limits in class and consistently referred to herself as bad at math. One day in group work, Walton’s Complex Instruction coach noticed that Alexis was using a really smart, unique technique to organize the numbers in the problem, and her method was propelling her group’s thinking forward. Walton publicly acknowledged how smart that specific technique was and why it was adding value to the group. From then on, the whole class started calling that technique the “Alexis Method.”\u003c/p>\n\u003cp>“It helped her feel ownership over her own learning and her own smartness and power,” Walton said. Over time, Alexis built an identity as a math person, and as she had more confidence in her ability to contribute to her group, other students started assigning her status on their own by asking her for help. In order for teachers to assign competence well, they need to be open to many ways of solving the problem and many kinds of “smartness.”\u003c/p>\n\u003cp>Tracy Thompson teaches math at \u003ca href=\"http://www.sfusd.edu/en/schools/school-information/george-washington.html\" target=\"_blank\">George Washington High School\u003c/a> in San Francisco. Her math department was one of the first in the district to take on Complex Instruction seven years ago, before San Francisco made the \u003ca href=\"http://ww2.kqed.org/news/2015/07/22/san-francisco-middle-schools-no-longer-teaching-algebra-1\" target=\"_blank\">decision to detrack \u003c/a>math classes through sophomore year of high school. When Thompson started trying this approach, she had a group of juniors taking a class called “Applied Math,” an alternative to Algebra II that mostly low-performing math students chose to take. The class counted for graduation credit, but many students couldn’t wait to finish and be done with their math requirements.\u003c/p>\n\u003cp>By the end of that year, students had changed their tune. “Most of the kids that were juniors told me on their own that they wanted to go to Algebra II now,” Thompson said. Even though these students came from 10 years of school where they felt bad at math, with one year of strengths-based instruction that focused on kids working together to figure out interesting problems, they wanted to take on more challenging math.\u003c/p>\n\u003cp>Both Thompson and Walton were clear that this is difficult work and that it doesn’t happen overnight. It can be overwhelming for teachers to balance all the elements: designing or choosing a rich task for every lesson, monitoring status issues, holding students accountable to the norms and roles of group work, and not helping too much when students struggle. It doesn’t always go perfectly. But both teachers say they’d never go back to teaching any other way.\u003c/p>\n\u003cp>“The most important thing is it makes you see so much more clearly,” Thompson said. “Even though things aren’t perfect, it gives me these tools to work with and it just becomes part of the lesson planning process.” Now, when a student is unengaged in the lesson she doesn’t assume he’s lazy. Instead, she tries to find ways to make the classroom a dynamic, comfortable place for him to share his ideas and to participate.\u003c/p>\n\u003cp>“It has expanded my thinking about what makes you smart at math,” Thompson said. “It’s really helped me understand that there are different strengths that people have and that also the fastest calculator is not the best math student always.” Thompson now teaches both Algebra II (which all juniors take) and Calculus BC, one of the few tracked classes for high achievers. She says she has more trouble getting her calculus students to explain their thinking because they believe the best students are godlike and don’t push on their thinking.\u003c/p>\n\u003cp>\u003cstrong>RECULTURING MATH DEPARTMENTS\u003c/strong>\u003c/p>\n\u003cp>San Francisco has been training teachers in Complex Instruction for seven years. The district started by focusing on high schools, bringing in cohorts of teachers who worked at the same school in order to build a community that could collaborate on this difficult and transformative work.\u003c/p>\n\u003cp>“We’re broadening this idea of smart,” said Angela Torres, high school math content specialist for SFUSD. She and Ho Nguyen have championed the Complex Instruction program within the district, slowly broadening its reach as teachers heard about the program and expressed interest.\u003c/p>\n\u003cp>“We literally have to reculture these spaces so we are providing people with a new message and a new narrative about what they bring, the strengths and smartness they bring, and redefine what they’re capable of,” Jilk said.\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/6b-WnJ3c2lo?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Just a few years after San Francisco began dabbling in Complex Instruction, California adopted Common Core standards, which require more focus on the conceptual underpinnings of math, explaining thinking and reasoning, and less focus on procedural quickness. The SFUSD math department responded to the new standards by inviting teacher leaders to help them write the new math curriculum, pilot test it and offer feedback. They’re still iterating on that work, but the result has been a more engaged math team throughout the district, and more interest in strategies like Complex Instruction that can help teachers get students where they need to go.\u003c/p>\n\u003cp>“It took us really about four years to really understand what it takes,” Nguyen said. “And it wasn’t just about teacher change. It was really about reculturing the math department. We had to go through our own struggles.” SFUSD teachers have received training from Lisa Jilk’s organization, including classroom coaching.\u003c/p>\n\u003cp>The district has also been working to build up its own capacity to coach teachers through Complex Instruction so they can continue sustaining and broadening the program’s reach throughout the district. Coaches watch teachers as they teach and often provide on-the-spot feedback when they notice a student displaying a strength that the teacher missed. The coach will often nudge the teacher to acknowledge that student, sometimes to the whole class, as a way of breaking down some of the status issues in the classroom.\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/ZUKue1upMv0?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Torres and Nguyen have strategically tried to build teams of teachers at school sites who have incubated the ideas and continue pushing each other. As with students, teachers each have their own strengths and issues of status. Working together to develop rich math tasks, align assessments and discuss strategies has helped them experience the kind of learning environment they are trying to create. And there are meetings to connect educators across the district doing Complex Instruction, as well as a \"video club\" to practice identifying and assigning competence to different students.\u003c/p>\n\u003cp>“When grading we see students are able to think in this critical way that they weren’t able to do before,” Walton said. She used to teach in a district that used direct instruction, a type of teaching that came naturally to her. But she noticed that her students struggled as soon as a problem involved something that had not been explicitly taught.\u003c/p>\n\u003cp>“After doing Complex Instruction, it didn’t matter how complicated the problem was. Even if kids hadn’t seen it before, they would dive right in and get started,” Walton said. Even better, “you see these moments where these kids who before were so discouraged, brighten up and engage and feel more empowered. It has made it so much more meaningful.”\u003c/p>\n\u003cp>All the teachers and coaches involved in Complex Instruction stress that like any other truly transformative teaching practice, getting good takes time. For this style of pedagogy to work well all three elements of the program must be in place and functioning simultaneously. Teachers have to have high expectations for all students, and a real belief that each learner is coming to the experience of learning math with strengths, not just gaps in learning. It takes time to get good at listening for authentic moments of brilliance in student work, and to help students create the interdependence on one another necessary for strong group work.\u003c/p>\n\u003cp>“If you do only one thing, and that is to create opportunities for kids to leverage their strengths in your classroom activities and then name those strengths for them, if you can create those strengths for them, you will already be changing things for most kids in ways that are otherwise not possible,” said Jilk.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And when it all starts to come together, and every student is in the “sweet spot,” it’s like magic. That’s when students start to feel the connection and recognition that the graduates of Railside High were so grateful to have experienced.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A group of young women who had graduated from high school between 1997 and 2006 sat at the front of the room crying and laughing about their experiences \u003ca href=\"http://fairfieldmathadvocates.com/wp-content/uploads/2013/01/Case-of-Railside.pdf\" target=\"_blank\">learning math at Railside High\u003c/a> (a research pseudonym for the school). This session of the \u003ca href=\"http://www.nctm.org/\" target=\"_blank\">National Council of Teachers of Mathematics\u003c/a> annual meeting didn’t focus on any specific mathematical practice and yet it was enlightening -- with the right approach, teachers can help kids who hate math feel like it’s their best subject.\u003c/p>\n\u003cp>One after another, these young women, who had all graduated from an urban high school serving many kids living in poverty, described how math class made them feel safe, heard and able to express their ideas without fear.\u003c/p>\n\u003cp>“I felt like they cared for me,” said Martha Hernandez, who graduated in 2002 and is now a social worker. “They cared for my education and they wanted me to succeed.”\u003c/p>\n\u003cp>Hernandez was designated an English language learner in high school and was the first in her family to go to college. She loved her math classes so much that almost 15 years later, in the NCTM session, she held out physical examples of her work as she cried about the impact the non-traditional math program at Railside High had on her confidence and future success.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It has expanded my thinking about what makes you smart at math.'\u003ccite>Tracy Thompson, High school math teacher\u003c/cite>\u003c/aside>\n\u003cp>“It changed what math meant,” said Maria Velazquez, who now studies education policy at the University of Wisconsin. “It was a process and it required other people. It wasn’t just you and your work and not talking.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Before high school, these young women, like many students in the U.S., experienced math as lecture, sitting at desks quietly. Many believed they weren’t good at math because they didn’t understand or compute quickly. But the math program at Railside High changed that for each of these women, showing them their strengths and allowing them to bring all of themselves to the pursuit of mathematics.\u003c/p>\n\u003cp>But what was so different about how these women learned math in high school? How did their math teachers form bonds so strong that years later they were attending students’ weddings in Mexico?\u003c/p>\n\u003cp>The answer: \u003ca href=\"http://cgi.stanford.edu/group/pci/cgi-bin/site.cgi\" target=\"_blank\">Complex Instruction\u003c/a>. This pedagogy is not specific to math and has been \u003ca href=\"http://cgi.stanford.edu/group/pci/cgi-bin/site.cgi?page=research.html\" target=\"_blank\">in the literature\u003c/a> for decades, originally researched by \u003ca href=\"http://cgi.stanford.edu/group/pci/cgi-bin/site.cgi?page=whos_who.html\" target=\"_blank\">Elizabeth Cohen and Rachel Lotan\u003c/a> at Stanford University. Teachers at Railside High discovered the methodology when they were undergoing an accreditation review and were told they needed to drastically change something to improve their results. The ultimatum prompted teachers to try something different -- heterogeneous classes, high expectations for all students and, above all, approaching math with an eye to students’ strengths.\u003c/p>\n\u003cfigure id=\"attachment_45185\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-45185 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Railside-2-e1463987977561.jpg\" alt=\"Railside 2\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Yuka Walton\u003c/figcaption>\u003c/figure>\n\u003cp>The three main tenets of Complex Instruction are that learning should have multi-ability access points, norms and roles that support interdependency between students, and attention to status and accountability for learning. In most Complex Instruction classrooms the majority of class time is spent with students working in groups of four on a rich task that has multiple entry points and ways it could be solved. If one student can solve the problem in his or her head, it’s not a rich task.\u003c/p>\n\u003cp>Each student in the group has a role: team captain, resource manager, recorder-reporter and facilitator. While these roles might sound cheesy to some students, they are important for helping groups to work equitably, ensuring that every group member has a crucial and intellectual task. The roles help students learn how to effectively participate and, because each role is necessary to solve a task, everyone must share their ideas.\u003c/p>\n\u003caside class=\"alignleft\">\n\u003ch3>More Resources on Complex Instruction\u003c/h3>\n\u003cp>These books delve more deeply into student experiences of Complex Instruction, details on how to create equitable groups and how to mitigate status issues.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://store.tcpress.com/0807755664.shtml\">\u003ci>Designing Groupwork\u003c/i>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.nctm.org/store/Products/Smarter-Together!-Collaboration-and-Equity-in-the-Elementary-Math-Classroom/\">\u003ci>Smarter Together! Collaboration and Equity in the Elementary Math Classroom\u003c/i>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://store.tcpress.com/0807755419.shtml\">\u003ci>Mathematics For Equity: A Framework For Successful Practice\u003c/i>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://store.tcpress.com/0807752460.shtml\">\u003ci>\"Heterogeneous\" Classrooms: Detracking Math and Science -- A Look at Groupwork in Action\u003c/i>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“Participation leads to more learning because learning is a socially constructed activity,” said \u003ca href=\"http://washington.academia.edu/LisaJilk/Papers\" target=\"_blank\">Lisa Jilk\u003c/a>, program director of Reculturing Math Departments for Excellence & Equity, part of the \u003ca href=\"http://www.matheducation.uw.edu/\" target=\"_blank\">Mathematics Education Project\u003c/a> at the University of Washington. Jilk taught at Railside High, and when she left to get her doctorate she studied how and why Complex Instruction worked for so many students from various backgrounds. Now she’s dedicated to helping other math departments around the country “reculture” themselves to think about what learners bring to math that will help them, rather than only about the information they are missing.\u003c/p>\n\u003cp>When the three tenets of Complex Instruction are all working together simultaneously it can feel like a magical experience. But getting there takes a lot of work. When Jilk starts training teachers, one of the first things that must be discussed is the idea of status in the classroom and how to break that down. Teaching with Complex Instruction is intimately tied to research in educational psychology, which says that to succeed students need more than content knowledge -- they need to see themselves as efficacious learners.\u003c/p>\n\u003cp>That is particularly hard in math, where many students believe they are dumb or incapable because of past math learning experiences. To combat that, a core part of Complex Instruction is to teach with a strengths-based approach, rather than only seeing student deficits.\u003c/p>\n\u003cp>“Every person who walks through our doors has mathematical strengths,” Jilk said. “They also have mathematical needs or weaknesses, things they have yet to learn. So we need each other.”\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>The Complex Instruction model works because when students work in groups to grapple with a rich math task (Jilk says \u003ca href=\"http://cpm.org/textbooks/\" target=\"_blank\">College Prep Math\u003c/a> is a good place to look), they are each encouraged to bring their full personality and ways of seeing math to the task. The teacher’s job is to observe what’s going on within groups and assign status when she sees a great idea, technique or way of thinking.\u003c/p>\n\u003cp>“You definitely can’t fake these moments,” said Yuka Walton, a seventh- and eighth-grade math teacher at \u003ca href=\"http://www.sfusd.edu/en/schools/school-information/james-denman.html\" target=\"_blank\">James Denman Middle School\u003c/a> in San Francisco. “You can’t assign competence or publicly acknowledge kids for things that aren’t meaningful because then it feels super fake.” Kids are great at detecting inauthentic praise, which ends up sounding condescending.\u003c/p>\n\u003cp>But when a teacher recognizes competence in students who don’t often feel like they have much status as a math learner, it can make a huge difference. Walton remembers one student, Alexis, who would often push the limits in class and consistently referred to herself as bad at math. One day in group work, Walton’s Complex Instruction coach noticed that Alexis was using a really smart, unique technique to organize the numbers in the problem, and her method was propelling her group’s thinking forward. Walton publicly acknowledged how smart that specific technique was and why it was adding value to the group. From then on, the whole class started calling that technique the “Alexis Method.”\u003c/p>\n\u003cp>“It helped her feel ownership over her own learning and her own smartness and power,” Walton said. Over time, Alexis built an identity as a math person, and as she had more confidence in her ability to contribute to her group, other students started assigning her status on their own by asking her for help. In order for teachers to assign competence well, they need to be open to many ways of solving the problem and many kinds of “smartness.”\u003c/p>\n\u003cp>Tracy Thompson teaches math at \u003ca href=\"http://www.sfusd.edu/en/schools/school-information/george-washington.html\" target=\"_blank\">George Washington High School\u003c/a> in San Francisco. Her math department was one of the first in the district to take on Complex Instruction seven years ago, before San Francisco made the \u003ca href=\"http://ww2.kqed.org/news/2015/07/22/san-francisco-middle-schools-no-longer-teaching-algebra-1\" target=\"_blank\">decision to detrack \u003c/a>math classes through sophomore year of high school. When Thompson started trying this approach, she had a group of juniors taking a class called “Applied Math,” an alternative to Algebra II that mostly low-performing math students chose to take. The class counted for graduation credit, but many students couldn’t wait to finish and be done with their math requirements.\u003c/p>\n\u003cp>By the end of that year, students had changed their tune. “Most of the kids that were juniors told me on their own that they wanted to go to Algebra II now,” Thompson said. Even though these students came from 10 years of school where they felt bad at math, with one year of strengths-based instruction that focused on kids working together to figure out interesting problems, they wanted to take on more challenging math.\u003c/p>\n\u003cp>Both Thompson and Walton were clear that this is difficult work and that it doesn’t happen overnight. It can be overwhelming for teachers to balance all the elements: designing or choosing a rich task for every lesson, monitoring status issues, holding students accountable to the norms and roles of group work, and not helping too much when students struggle. It doesn’t always go perfectly. But both teachers say they’d never go back to teaching any other way.\u003c/p>\n\u003cp>“The most important thing is it makes you see so much more clearly,” Thompson said. “Even though things aren’t perfect, it gives me these tools to work with and it just becomes part of the lesson planning process.” Now, when a student is unengaged in the lesson she doesn’t assume he’s lazy. Instead, she tries to find ways to make the classroom a dynamic, comfortable place for him to share his ideas and to participate.\u003c/p>\n\u003cp>“It has expanded my thinking about what makes you smart at math,” Thompson said. “It’s really helped me understand that there are different strengths that people have and that also the fastest calculator is not the best math student always.” Thompson now teaches both Algebra II (which all juniors take) and Calculus BC, one of the few tracked classes for high achievers. She says she has more trouble getting her calculus students to explain their thinking because they believe the best students are godlike and don’t push on their thinking.\u003c/p>\n\u003cp>\u003cstrong>RECULTURING MATH DEPARTMENTS\u003c/strong>\u003c/p>\n\u003cp>San Francisco has been training teachers in Complex Instruction for seven years. The district started by focusing on high schools, bringing in cohorts of teachers who worked at the same school in order to build a community that could collaborate on this difficult and transformative work.\u003c/p>\n\u003cp>“We’re broadening this idea of smart,” said Angela Torres, high school math content specialist for SFUSD. She and Ho Nguyen have championed the Complex Instruction program within the district, slowly broadening its reach as teachers heard about the program and expressed interest.\u003c/p>\n\u003cp>“We literally have to reculture these spaces so we are providing people with a new message and a new narrative about what they bring, the strengths and smartness they bring, and redefine what they’re capable of,” Jilk said.\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/6b-WnJ3c2lo?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Just a few years after San Francisco began dabbling in Complex Instruction, California adopted Common Core standards, which require more focus on the conceptual underpinnings of math, explaining thinking and reasoning, and less focus on procedural quickness. The SFUSD math department responded to the new standards by inviting teacher leaders to help them write the new math curriculum, pilot test it and offer feedback. They’re still iterating on that work, but the result has been a more engaged math team throughout the district, and more interest in strategies like Complex Instruction that can help teachers get students where they need to go.\u003c/p>\n\u003cp>“It took us really about four years to really understand what it takes,” Nguyen said. “And it wasn’t just about teacher change. It was really about reculturing the math department. We had to go through our own struggles.” SFUSD teachers have received training from Lisa Jilk’s organization, including classroom coaching.\u003c/p>\n\u003cp>The district has also been working to build up its own capacity to coach teachers through Complex Instruction so they can continue sustaining and broadening the program’s reach throughout the district. Coaches watch teachers as they teach and often provide on-the-spot feedback when they notice a student displaying a strength that the teacher missed. The coach will often nudge the teacher to acknowledge that student, sometimes to the whole class, as a way of breaking down some of the status issues in the classroom.\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/ZUKue1upMv0?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Torres and Nguyen have strategically tried to build teams of teachers at school sites who have incubated the ideas and continue pushing each other. As with students, teachers each have their own strengths and issues of status. Working together to develop rich math tasks, align assessments and discuss strategies has helped them experience the kind of learning environment they are trying to create. And there are meetings to connect educators across the district doing Complex Instruction, as well as a \"video club\" to practice identifying and assigning competence to different students.\u003c/p>\n\u003cp>“When grading we see students are able to think in this critical way that they weren’t able to do before,” Walton said. She used to teach in a district that used direct instruction, a type of teaching that came naturally to her. But she noticed that her students struggled as soon as a problem involved something that had not been explicitly taught.\u003c/p>\n\u003cp>“After doing Complex Instruction, it didn’t matter how complicated the problem was. Even if kids hadn’t seen it before, they would dive right in and get started,” Walton said. Even better, “you see these moments where these kids who before were so discouraged, brighten up and engage and feel more empowered. It has made it so much more meaningful.”\u003c/p>\n\u003cp>All the teachers and coaches involved in Complex Instruction stress that like any other truly transformative teaching practice, getting good takes time. For this style of pedagogy to work well all three elements of the program must be in place and functioning simultaneously. Teachers have to have high expectations for all students, and a real belief that each learner is coming to the experience of learning math with strengths, not just gaps in learning. It takes time to get good at listening for authentic moments of brilliance in student work, and to help students create the interdependence on one another necessary for strong group work.\u003c/p>\n\u003cp>“If you do only one thing, and that is to create opportunities for kids to leverage their strengths in your classroom activities and then name those strengths for them, if you can create those strengths for them, you will already be changing things for most kids in ways that are otherwise not possible,” said Jilk.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And when it all starts to come together, and every student is in the “sweet spot,” it’s like magic. That’s when students start to feel the connection and recognition that the graduates of Railside High were so grateful to have experienced.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Teens Benefit From Reading About the Struggles of Scientists",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">What kind of people can become scientists? When \u003c/span>\u003ca href=\"https://www.apa.org/pubs/journals/releases/edu-edu0000092.pdf\">\u003cspan style=\"font-weight: 400\">a group of researchers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> posed that question to ninth- and 10th-graders, almost every student gave empowering responses, such as “People who work hard” or “Anyone who seems interested in the field of science.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But despite these generalized beliefs, many of these same students struggled to imagine \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">themselves\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> as scientists, citing concerns such as “I’m not good at science” and “Even if I work hard, I will not do well.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s understandable that students might find imagining themselves as scientists a stretch -- great achievements in science get far more attention than the failed experiments, so it’s easy to see a scientist’s work as stemming from an innate talent. Additionally, several science fields have a long way to go to be more inclusive of women and underrepresented minorities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for high school students, learning more about some of the personal and intellectual struggles of scientists can help students feel more motivated to learn science. R\u003c/span>\u003cspan style=\"font-weight: 400\">esearchers at Teachers College, Columbia University and the University of Washington \u003ca href=\"http://www.tc.columbia.edu/articles/2016/february/learning-about-struggles-of-famous-scientists-may-help-students-succeed-in-scie/\">designed an intervention\u003c/a> to “confront students’ beliefs that scientific achievement reflects ability rather than effort by exposing students to stories of how accomplished scientists struggled and overcame challenges in their scientific endeavors.”\u003c/span>\u003c/p>\n\u003cp>During the study, the students read one of three types of stories about Albert Einstein, Marie Curie and Michael Faraday:\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Intellectual struggle stories\u003c/b>\u003cspan style=\"font-weight: 400\">: stories about how scientists “struggled intellectually,” such as making mistakes while tackling a scientific problem and learning from these setbacks.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Life struggle stories: \u003c/b>\u003cspan style=\"font-weight: 400\">stories about how scientists struggled in their personal lives, such as persevering in the face of poverty or lack of family support.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Achievement stories: \u003c/b>\u003cspan style=\"font-weight: 400\">stories about how scientists made great discoveries, without any discussion of concurrent challenges.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers found that students who heard either type of “struggle story” improved their science performance post-intervention, relative to students in the control group. The effect was especially pronounced for lower-performing students, for whom “exposure to struggling stories led to significantly better science-class performance than low-performing students who read achievement stories.” In addition, students who read struggle stories reported feeling more personally connected to the scientists.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright size-full wp-image-45053\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>Many high school students view scientific ability as a \u003ca href=\"http://news.stanford.edu/pr/2007/pr-dweck-020707.html\">fixed trait\u003c/a> that is not responsive to effort. As the researchers wrote: “When students struggle in science classes, they may misperceive their struggle as an indication that they are not good at science and will never succeed.” \u003cspan style=\"font-weight: 400\">By identifying a scientist’s struggles and introducing the growth mindset he or she applied to accomplish great works, the students were able to empathize with the scientists during their own struggles. The researchers identified stories as a learning tool because of stories' ability to influence readers' beliefs. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Struggles in the Science Classroom\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kristen Blabac, a middle and high school science teacher at \u003c/span>\u003ca href=\"https://www.montroseschool.org/\">\u003cspan style=\"font-weight: 400\">Montrose School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Medfield, Massachusetts, says that the results of this study make a lot of sense to her: “Scientists don’t just wake up one day and make a great discovery. It takes years of study, research, learning from mistakes and trying again.” When students hear the backstory to a discovery -- even briefly -- it can help demystify the work of scientists.\u003c/span>\u003c/p>\n\u003cp>Montrose began a schoolwide emphasis on “growth mindset” three years ago, and Blabac says that the science classroom is fertile ground for teaching teens about the power of embracing setbacks. Take the scientific process: Students begin an experiment by coming up with a hypothesis. If they come to the end of the process and discover they cannot support this hypothesis, students can feel defeated. “They might think, ‘Something went wrong. This is bad. I can’t do science,’ ” says Blabac. To counteract this, she spends time helping students reframe their thinking, asking them, “Did you learn something from this process? If you did this a second time, what would you do differently?”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These are the types of questions real scientists ask themselves, says Blabac, who keeps pictures of diverse scientists around her room to help students “put a face to the discovery.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recently, Blabac brought in several local scientists to judge the sixth-grade science fair — partly because interacting with them helps students counteract the mental image of \"an elusive scientist in a sterile lab with a white lab coat.” As her students pointed out, “they came in dressed like regular people,” and they talked about their families, their hobbies and their interests outside of science. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the judges, a chemical engineer at MIT, thanked students for sharing not just their successes, but also “their mishaps, what they learned from their experiments, and what they would do next if they were continuing the work.” One of those “mishaps” occurred in a group that tried to grow sugar crystals from three types of sugar. “They outlined a great plan,” says Blabac, “and it didn’t work at all! No sugar crystals. They could have gotten discouraged, but instead they decided to do the experiment again -- after the science fair is over. There’s no grade tied to this -- they just want to figure out why their experiment didn’t work.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Montrose head of school Karen Bohlin said that these experiences and stories help students reframe scientific “struggle” from a negative to a positive. When students hear about how real scientists engage in trial and error and learn from their mistakes -- and then practice this process themselves -- they begin to appreciate the importance of developing “intellectual carefulness, intellectual honesty and intellectual humility -- habits of mind essential to doing good science.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Or as Blabac tells her students, “If you only do the experiments you already know the answer to, you are not moving science forward. Scientific advancement always requires taking some risks. We can learn a lot of valuable information from ‘failed’ experiments.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">What kind of people can become scientists? When \u003c/span>\u003ca href=\"https://www.apa.org/pubs/journals/releases/edu-edu0000092.pdf\">\u003cspan style=\"font-weight: 400\">a group of researchers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> posed that question to ninth- and 10th-graders, almost every student gave empowering responses, such as “People who work hard” or “Anyone who seems interested in the field of science.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But despite these generalized beliefs, many of these same students struggled to imagine \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">themselves\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> as scientists, citing concerns such as “I’m not good at science” and “Even if I work hard, I will not do well.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s understandable that students might find imagining themselves as scientists a stretch -- great achievements in science get far more attention than the failed experiments, so it’s easy to see a scientist’s work as stemming from an innate talent. Additionally, several science fields have a long way to go to be more inclusive of women and underrepresented minorities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for high school students, learning more about some of the personal and intellectual struggles of scientists can help students feel more motivated to learn science. R\u003c/span>\u003cspan style=\"font-weight: 400\">esearchers at Teachers College, Columbia University and the University of Washington \u003ca href=\"http://www.tc.columbia.edu/articles/2016/february/learning-about-struggles-of-famous-scientists-may-help-students-succeed-in-scie/\">designed an intervention\u003c/a> to “confront students’ beliefs that scientific achievement reflects ability rather than effort by exposing students to stories of how accomplished scientists struggled and overcame challenges in their scientific endeavors.”\u003c/span>\u003c/p>\n\u003cp>During the study, the students read one of three types of stories about Albert Einstein, Marie Curie and Michael Faraday:\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Intellectual struggle stories\u003c/b>\u003cspan style=\"font-weight: 400\">: stories about how scientists “struggled intellectually,” such as making mistakes while tackling a scientific problem and learning from these setbacks.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Life struggle stories: \u003c/b>\u003cspan style=\"font-weight: 400\">stories about how scientists struggled in their personal lives, such as persevering in the face of poverty or lack of family support.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Achievement stories: \u003c/b>\u003cspan style=\"font-weight: 400\">stories about how scientists made great discoveries, without any discussion of concurrent challenges.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers found that students who heard either type of “struggle story” improved their science performance post-intervention, relative to students in the control group. The effect was especially pronounced for lower-performing students, for whom “exposure to struggling stories led to significantly better science-class performance than low-performing students who read achievement stories.” In addition, students who read struggle stories reported feeling more personally connected to the scientists.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright size-full wp-image-45053\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>Many high school students view scientific ability as a \u003ca href=\"http://news.stanford.edu/pr/2007/pr-dweck-020707.html\">fixed trait\u003c/a> that is not responsive to effort. As the researchers wrote: “When students struggle in science classes, they may misperceive their struggle as an indication that they are not good at science and will never succeed.” \u003cspan style=\"font-weight: 400\">By identifying a scientist’s struggles and introducing the growth mindset he or she applied to accomplish great works, the students were able to empathize with the scientists during their own struggles. The researchers identified stories as a learning tool because of stories' ability to influence readers' beliefs. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Struggles in the Science Classroom\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kristen Blabac, a middle and high school science teacher at \u003c/span>\u003ca href=\"https://www.montroseschool.org/\">\u003cspan style=\"font-weight: 400\">Montrose School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Medfield, Massachusetts, says that the results of this study make a lot of sense to her: “Scientists don’t just wake up one day and make a great discovery. It takes years of study, research, learning from mistakes and trying again.” When students hear the backstory to a discovery -- even briefly -- it can help demystify the work of scientists.\u003c/span>\u003c/p>\n\u003cp>Montrose began a schoolwide emphasis on “growth mindset” three years ago, and Blabac says that the science classroom is fertile ground for teaching teens about the power of embracing setbacks. Take the scientific process: Students begin an experiment by coming up with a hypothesis. If they come to the end of the process and discover they cannot support this hypothesis, students can feel defeated. “They might think, ‘Something went wrong. This is bad. I can’t do science,’ ” says Blabac. To counteract this, she spends time helping students reframe their thinking, asking them, “Did you learn something from this process? If you did this a second time, what would you do differently?”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These are the types of questions real scientists ask themselves, says Blabac, who keeps pictures of diverse scientists around her room to help students “put a face to the discovery.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recently, Blabac brought in several local scientists to judge the sixth-grade science fair — partly because interacting with them helps students counteract the mental image of \"an elusive scientist in a sterile lab with a white lab coat.” As her students pointed out, “they came in dressed like regular people,” and they talked about their families, their hobbies and their interests outside of science. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the judges, a chemical engineer at MIT, thanked students for sharing not just their successes, but also “their mishaps, what they learned from their experiments, and what they would do next if they were continuing the work.” One of those “mishaps” occurred in a group that tried to grow sugar crystals from three types of sugar. “They outlined a great plan,” says Blabac, “and it didn’t work at all! No sugar crystals. They could have gotten discouraged, but instead they decided to do the experiment again -- after the science fair is over. There’s no grade tied to this -- they just want to figure out why their experiment didn’t work.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Montrose head of school Karen Bohlin said that these experiences and stories help students reframe scientific “struggle” from a negative to a positive. When students hear about how real scientists engage in trial and error and learn from their mistakes -- and then practice this process themselves -- they begin to appreciate the importance of developing “intellectual carefulness, intellectual honesty and intellectual humility -- habits of mind essential to doing good science.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Or as Blabac tells her students, “If you only do the experiments you already know the answer to, you are not moving science forward. Scientific advancement always requires taking some risks. We can learn a lot of valuable information from ‘failed’ experiments.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Talking About Failure: What Parents Can Do to Motivate Kids in School",
"title": "Talking About Failure: What Parents Can Do to Motivate Kids in School",
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"content": "\u003cp>Is failure a positive opportunity to learn and grow, or is it a negative experience that hinders success? How parents answer that question has a big influence on how much children think they can improve their intelligence through hard work, a study says.\u003c/p>\n\u003cp>\"Parents are a really critical force in child development when you think about how motivation and mindsets develop,\" says \u003ca href=\"http://https/psychology.stanford.edu/node/2343\">Kyla Haimovitz\u003c/a>, a professor of psychology at Stanford University. She coauthored the \u003ca href=\"http://pss.sagepub.com/content/early/2016/04/23/0956797616639727.abstract\">study, published\u003c/a> in \u003cem>Psychological Science\u003c/em> with colleague \u003ca href=\"http://https/psychology.stanford.edu/cdweck\">Carol Dweck\u003c/a>, who \u003ca href=\"http://https/www.ted.com/speakers/carol_dweck\">pioneered\u003c/a> \u003ca href=\"http://mindsetonline.com/abouttheauthor/\">research on mindsets\u003c/a>. \"Parents have this powerful effect really early on and throughout childhood to send messages about what is failure, how to respond to it.\"\u003c/p>\n\u003cp>Although there's been a lot of research on how these forces play out, relatively little looks at what parents can do to motivate their kids in school, Haimovitz says. This study begins filling that gap.\u003c/p>\n\u003cp>\"There is a fair amount of evidence showing that when children view their abilities as more malleable and something they can change over time, then they deal with obstacles in a more constructive way,\" says \u003ca href=\"http://heymanlab.ucsd.edu/\">Gail Heyman\u003c/a>, a professor of psychology at the University of California at San Diego who was not involved in this study.\u003c/p>\n\u003cp>But communicating that message to children is not simple.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Parents need to represent this to their kids in the ways they react about their kids' failures and setbacks,\" Haimovitz says. \"We need to really think about what's visible to the other person, what message I'm sending in terms of my words and my deeds.\"\u003c/p>\n\u003cp>In other words, if a child comes home with a D on a math test, how a parent responds will influence how the child perceives their own ability to learn math. Even a well-intentioned, comforting response of \"It's OK, you're still a great writer\" may send the message that it's time to give up on math rather than learn from the problems they got wrong, Haimovitz explains.\u003c/p>\n\u003cp>She and Dweck conducted a series of smaller studies to explore how the interactions between parents' failure and intelligence mindsets affected their children's beliefs about intelligence.\u003c/p>\n\u003cp>First they interviewed 73 parents and their fourth- and fifth-grade children about their beliefs on failure and intelligence. The parents were mostly mothers with at least a college degree; they lived in the San Francisco Bay Area. The questions focused on whether they viewed intelligence as something that could change and whether they saw failure as positive, facilitating growth and enhancing productivity or as negative, debilitating and inhibiting learning.\u003c/p>\n\u003cp>The way children perceived \"being smart\" was not related to how their parents perceived intelligence, but it was related to how their parents reacted toward failure.\u003c/p>\n\u003cp>\"Parents who had more of a failure-is-debilitating mindset had children who were significantly more likely to believe that intelligence is fixed,\" they found, even after accounting for how parents perceived their children's academic success.\u003c/p>\n\u003cp>\"The more parents believed that failure is debilitating, the more likely their children were to see them as concerned with their performance outcomes and grades rather than their learning and improvement,\" the study found.\u003c/p>\n\u003cp>Then the researchers surveyed 160 different parents online to find out how they would respond to their child coming home with a failing quiz grade. Those who saw failure as negative were more likely to worry about their child's abilities in that subject or to comfort their child about not being talented in all subjects. But parents who saw failure as an opportunity were more likely to ask their child what they learned from the quiz, what they still can learn and whether asking the teacher for help would be useful.\u003c/p>\n\u003cp>Through two more surveys of 102 Bay Area parents and their children and 100 fourth- and fifth-grade students, the researchers found that children could correctly identify their parents' beliefs about failure but not necessarily about intelligence — and it was the former that matched up with the children's own beliefs about intelligence. Finally, the researchers conducted a randomized experiment with 132 parents to discover whether parents' failure beliefs directly cause their children's beliefs through parents' reactions to failure: they did.\u003c/p>\n\u003cp>\"The takeaway is that when your child is struggling on something or has setbacks, don't focus on their abilities, focus on what they can learn from it,\" Haimovitz says. One way, she says, is to ask a child: \"How can you use this as a jumping-off point?\"\u003c/p>\n\u003cp>But it's unclear how much the study's findings relate to children of various ethnic, racial and socioeconomic backgrounds. Related research Heyman has done in China revealed a mixed bag in terms of results.\u003c/p>\n\u003cp>\"Cultures have very different beliefs about effort and ability, and asking subtly different questions you can get different answers,\" Heyman says.\u003c/p>\n\u003cp>Whereas academic success often correlates with athletic or social success among white students, the same is not necessarily true among black or Latino students, according to \u003ca href=\"http://gero.usc.edu/faculty/abdou/\">Cleopatra Abdou\u003c/a>, an assistant professor of psychology at the University of Southern California. What is consistent across cultures, however, is the powerful influence that beliefs people internalize as children follow them through life.\u003c/p>\n\u003cp>\"The messages we get from our parents, whether explicitly or symbolically or subconsciously, stay with us and are very hard to unlearn and to overcome\" if they're not helpful, she says. \"Sometimes we have internalized faulty beliefs or beliefs that don't serve us.\"\u003c/p>\n\u003cp>Further, taking the learn-from-failure message too far might backfire eventually. \"If you're being told this message you can learn anything and you've done everything you can and you're not getting anywhere, then maybe at a certain point you say you're going to say I just don't believe this,\" she adds.\u003c/p>\n\u003cp>Further, children's mindsets can also be influenced by their temperament, such as their tolerance for frustration, Heyman says.\u003c/p>\n\u003cp>\"One thing we do know in recent years, there's too much blaming of parents,\" Heyman says. \"Temperament is extremely important and it's biologically based, and to deny that causes all kinds of problems.\"\u003c/p>\n\u003cp>The challenge for parents is to support children without setting them up for failure.\u003c/p>\n\u003cp>\"There's this very difficult fine line between parents and teachers helping children enough so that they can do things on their own that they couldn't do otherwise but not to help them so much that they expect other people to do it for them and don't get pulled up to a higher level,\" Heyman says. \"You slowly pull back as the kids get better on their own, but not let them flail around so much that they get frustrated and give up.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Tara Haelle is the co-author of \u003c/em>\u003ca href=\"http://www.npr.org/books/titles/473075468/the-informed-parent-a-science-based-resource-for-your-childs-first-four-years\">The Informed Parent: A Science-Based Resource for Your Child's First Four Years\u003c/a>\u003cem>. She's on Twitter: \u003c/em>\u003ca href=\"https://twitter.com/tarahaelle\">@tarahaelle\u003c/a>\u003c/p>\n\u003chr>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Teach+Children+That+Failure+Is+The+Secret+To+Success&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Is failure a positive opportunity to learn and grow, or is it a negative experience that hinders success? How parents answer that question has a big influence on how much children think they can improve their intelligence through hard work, a study says.\u003c/p>\n\u003cp>\"Parents are a really critical force in child development when you think about how motivation and mindsets develop,\" says \u003ca href=\"http://https/psychology.stanford.edu/node/2343\">Kyla Haimovitz\u003c/a>, a professor of psychology at Stanford University. She coauthored the \u003ca href=\"http://pss.sagepub.com/content/early/2016/04/23/0956797616639727.abstract\">study, published\u003c/a> in \u003cem>Psychological Science\u003c/em> with colleague \u003ca href=\"http://https/psychology.stanford.edu/cdweck\">Carol Dweck\u003c/a>, who \u003ca href=\"http://https/www.ted.com/speakers/carol_dweck\">pioneered\u003c/a> \u003ca href=\"http://mindsetonline.com/abouttheauthor/\">research on mindsets\u003c/a>. \"Parents have this powerful effect really early on and throughout childhood to send messages about what is failure, how to respond to it.\"\u003c/p>\n\u003cp>Although there's been a lot of research on how these forces play out, relatively little looks at what parents can do to motivate their kids in school, Haimovitz says. This study begins filling that gap.\u003c/p>\n\u003cp>\"There is a fair amount of evidence showing that when children view their abilities as more malleable and something they can change over time, then they deal with obstacles in a more constructive way,\" says \u003ca href=\"http://heymanlab.ucsd.edu/\">Gail Heyman\u003c/a>, a professor of psychology at the University of California at San Diego who was not involved in this study.\u003c/p>\n\u003cp>But communicating that message to children is not simple.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Parents need to represent this to their kids in the ways they react about their kids' failures and setbacks,\" Haimovitz says. \"We need to really think about what's visible to the other person, what message I'm sending in terms of my words and my deeds.\"\u003c/p>\n\u003cp>In other words, if a child comes home with a D on a math test, how a parent responds will influence how the child perceives their own ability to learn math. Even a well-intentioned, comforting response of \"It's OK, you're still a great writer\" may send the message that it's time to give up on math rather than learn from the problems they got wrong, Haimovitz explains.\u003c/p>\n\u003cp>She and Dweck conducted a series of smaller studies to explore how the interactions between parents' failure and intelligence mindsets affected their children's beliefs about intelligence.\u003c/p>\n\u003cp>First they interviewed 73 parents and their fourth- and fifth-grade children about their beliefs on failure and intelligence. The parents were mostly mothers with at least a college degree; they lived in the San Francisco Bay Area. The questions focused on whether they viewed intelligence as something that could change and whether they saw failure as positive, facilitating growth and enhancing productivity or as negative, debilitating and inhibiting learning.\u003c/p>\n\u003cp>The way children perceived \"being smart\" was not related to how their parents perceived intelligence, but it was related to how their parents reacted toward failure.\u003c/p>\n\u003cp>\"Parents who had more of a failure-is-debilitating mindset had children who were significantly more likely to believe that intelligence is fixed,\" they found, even after accounting for how parents perceived their children's academic success.\u003c/p>\n\u003cp>\"The more parents believed that failure is debilitating, the more likely their children were to see them as concerned with their performance outcomes and grades rather than their learning and improvement,\" the study found.\u003c/p>\n\u003cp>Then the researchers surveyed 160 different parents online to find out how they would respond to their child coming home with a failing quiz grade. Those who saw failure as negative were more likely to worry about their child's abilities in that subject or to comfort their child about not being talented in all subjects. But parents who saw failure as an opportunity were more likely to ask their child what they learned from the quiz, what they still can learn and whether asking the teacher for help would be useful.\u003c/p>\n\u003cp>Through two more surveys of 102 Bay Area parents and their children and 100 fourth- and fifth-grade students, the researchers found that children could correctly identify their parents' beliefs about failure but not necessarily about intelligence — and it was the former that matched up with the children's own beliefs about intelligence. Finally, the researchers conducted a randomized experiment with 132 parents to discover whether parents' failure beliefs directly cause their children's beliefs through parents' reactions to failure: they did.\u003c/p>\n\u003cp>\"The takeaway is that when your child is struggling on something or has setbacks, don't focus on their abilities, focus on what they can learn from it,\" Haimovitz says. One way, she says, is to ask a child: \"How can you use this as a jumping-off point?\"\u003c/p>\n\u003cp>But it's unclear how much the study's findings relate to children of various ethnic, racial and socioeconomic backgrounds. Related research Heyman has done in China revealed a mixed bag in terms of results.\u003c/p>\n\u003cp>\"Cultures have very different beliefs about effort and ability, and asking subtly different questions you can get different answers,\" Heyman says.\u003c/p>\n\u003cp>Whereas academic success often correlates with athletic or social success among white students, the same is not necessarily true among black or Latino students, according to \u003ca href=\"http://gero.usc.edu/faculty/abdou/\">Cleopatra Abdou\u003c/a>, an assistant professor of psychology at the University of Southern California. What is consistent across cultures, however, is the powerful influence that beliefs people internalize as children follow them through life.\u003c/p>\n\u003cp>\"The messages we get from our parents, whether explicitly or symbolically or subconsciously, stay with us and are very hard to unlearn and to overcome\" if they're not helpful, she says. \"Sometimes we have internalized faulty beliefs or beliefs that don't serve us.\"\u003c/p>\n\u003cp>Further, taking the learn-from-failure message too far might backfire eventually. \"If you're being told this message you can learn anything and you've done everything you can and you're not getting anywhere, then maybe at a certain point you say you're going to say I just don't believe this,\" she adds.\u003c/p>\n\u003cp>Further, children's mindsets can also be influenced by their temperament, such as their tolerance for frustration, Heyman says.\u003c/p>\n\u003cp>\"One thing we do know in recent years, there's too much blaming of parents,\" Heyman says. \"Temperament is extremely important and it's biologically based, and to deny that causes all kinds of problems.\"\u003c/p>\n\u003cp>The challenge for parents is to support children without setting them up for failure.\u003c/p>\n\u003cp>\"There's this very difficult fine line between parents and teachers helping children enough so that they can do things on their own that they couldn't do otherwise but not to help them so much that they expect other people to do it for them and don't get pulled up to a higher level,\" Heyman says. \"You slowly pull back as the kids get better on their own, but not let them flail around so much that they get frustrated and give up.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Tara Haelle is the co-author of \u003c/em>\u003ca href=\"http://www.npr.org/books/titles/473075468/the-informed-parent-a-science-based-resource-for-your-childs-first-four-years\">The Informed Parent: A Science-Based Resource for Your Child's First Four Years\u003c/a>\u003cem>. She's on Twitter: \u003c/em>\u003ca href=\"https://twitter.com/tarahaelle\">@tarahaelle\u003c/a>\u003c/p>\n\u003chr>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Teach+Children+That+Failure+Is+The+Secret+To+Success&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Girls often excel in school, sitting quietly and following teacher directions more carefully than their male peers. There's \u003ca href=\"https://psychology.stanford.edu/sites/all/files/cdweckmathgift_0.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">evidence to suggest that girls are also being socialized\u003c/a> to be \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/24/giving-good-praise-to-girls-what-messages-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">perfect\u003c/a>, which makes them less likely to tackle challenges in areas where they don't already excel. In her TED Talk, \u003ca href=\"https://www.ted.com/talks/reshma_saujani_teach_girls_bravery_not_perfection#t-610430\" target=\"_blank\" rel=\"noopener noreferrer\">Reshma Saujani\u003c/a> recognizes that tendency in herself, highlighting her first really courageous career move at age 33. She argues it's time society stops socializing girls to be perfect, because it's doing them harm in the long run.\u003c/p>\n\u003cp>Saujani founded \u003ca href=\"http://girlswhocode.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Girls Who Code\u003c/a>, an organization working to teach girls how to code. Saujani says coding teaches bravery because it requires trial and error, perseverance, and not being perfect. In the first week of a coding course, students will commonly call the instructor over and say \"I don't know what code to write.\" The screen will be blank and the instructor could easily think the girl has been staring at a blank screen for 20 minutes. But when the instructor presses \"undo\" a few times, she sees the girl tried, wrote code that got pretty close, but didn't get it perfectly, so erased her work.\u003c/p>\n\u003cp>\"Instead of showing the progress she made she'd rather show nothing,\" Saujani said. That's the mentality she believes educators and parents must fight against. Because if we can teach young girls to be brave, not perfect, they will add their intellect, compassion and empathy to solving the world's big problems.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=fC9da6eqaqg\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Girls often excel in school, sitting quietly and following teacher directions more carefully than their male peers. There's \u003ca href=\"https://psychology.stanford.edu/sites/all/files/cdweckmathgift_0.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">evidence to suggest that girls are also being socialized\u003c/a> to be \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/24/giving-good-praise-to-girls-what-messages-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">perfect\u003c/a>, which makes them less likely to tackle challenges in areas where they don't already excel. In her TED Talk, \u003ca href=\"https://www.ted.com/talks/reshma_saujani_teach_girls_bravery_not_perfection#t-610430\" target=\"_blank\" rel=\"noopener noreferrer\">Reshma Saujani\u003c/a> recognizes that tendency in herself, highlighting her first really courageous career move at age 33. She argues it's time society stops socializing girls to be perfect, because it's doing them harm in the long run.\u003c/p>\n\u003cp>Saujani founded \u003ca href=\"http://girlswhocode.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Girls Who Code\u003c/a>, an organization working to teach girls how to code. Saujani says coding teaches bravery because it requires trial and error, perseverance, and not being perfect. In the first week of a coding course, students will commonly call the instructor over and say \"I don't know what code to write.\" The screen will be blank and the instructor could easily think the girl has been staring at a blank screen for 20 minutes. But when the instructor presses \"undo\" a few times, she sees the girl tried, wrote code that got pretty close, but didn't get it perfectly, so erased her work.\u003c/p>\n\u003cp>\"Instead of showing the progress she made she'd rather show nothing,\" Saujani said. That's the mentality she believes educators and parents must fight against. Because if we can teach young girls to be brave, not perfect, they will add their intellect, compassion and empathy to solving the world's big problems.\u003c/p>\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/fC9da6eqaqg'\n title='//www.youtube.com/embed/fC9da6eqaqg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Learning from failure has become a popular idea in education recently, partly because it feels like common sense to many people. In a general way, the idea of “picking yourself up after a fall” has long existed in American culture as in many other parts of the world. Teachers are hoping that if they can instill this idea in their students, the small, everyday setbacks inherent to learning new things won’t feel so emotionally charged to students, who might instead see them as part of the \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/12/what-do-students-lose-by-being-perfect-valuable-failure/\" target=\"_blank\">path to greater understanding \u003c/a>and ultimate success.\u003c/p>\n\u003cp>But turning the difficult experience of failure into a positive isn’t as easy as telling students to change their mindsets; it takes careful lesson design, a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\">strong classroom culture\u003c/a> and an instructor trained in getting results from small failures so his or her students succeed when it matters.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It is failure-based activation of knowledge to prepare them to learn.'\u003ccite>Manu Kapur\u003c/cite>\u003c/aside>\n\u003cp>\u003ca href=\"https://www.ied.edu.hk/ps/view.php?secid=50175\" target=\"_blank\">Manu Kapur\u003c/a> has been studying what he calls “productive failure” for most of his career, attempting to turn the general advice to “learn from mistakes” into a clearly defined, specific pedagogical design process that yields strong learning results. Now a professor of psychological studies at the \u003ca href=\"https://www.ied.edu.hk/ps/view.php?secid=50175\">Education University of Hong Kong\u003c/a>, Kapur has conducted both quasi-experimental and randomized controlled trials on how \u003ca href=\"https://www.learntechlib.org/p/167229/\" target=\"_blank\">teaching through productive failure\u003c/a> measures up to \u003ca href=\"http://www.tandfonline.com/doi/full/10.1080/00461520.2016.1155457\" target=\"_blank\">both direct instruction as well as more constructivist problem-solving approaches\u003c/a>.\u003c/p>\n\u003cp>For Kapur, productive failure is not just a maxim about persisting through challenges; it's an effective teaching strategy that enables students to not only do well on short term measures of knowledge, like tests, but also affords better conceptual understanding, creative thinking, and helps students to transfer learning to novel situations.\u003c/p>\n\u003cp>“Learning from failure is a very intuitive and compelling idea that’s been around for ages, but teachers may not know how to use it,” Kapur said. He has run enough experiments both in lab settings and in real classrooms to have a fairly good idea of how to structure lessons that include failure up front, followed by consolidation of understanding through instruction.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The general idea is to develop tasks that students will not be able to solve, but require them to call upon their preexisting knowledge to try to solve the problem. That knowledge can be of the subject itself, as well as the informal insights students bring from their lives. The students will inevitably fail -- as the teacher expects them to -- but that failure is framed as part of learning and so is not seen as shameful. This process primes students’ brains to learn the new concept from their instructor after the initial failure.\u003c/p>\n\u003cp>“It is failure-based activation of knowledge to prepare them to learn,” Kapur said.\u003c/p>\n\u003cp>It might seem like this process would frustrate kids until they stop trying, but Kapur’s studies found that instead of feeling bad about their inability to solve the problem, students’ interest in the concept spiked. “I think that’s a great place to get students to before we teach them something,” Kapur said.\u003c/p>\n\u003cp>After students experience failure in their own discovery and problem solving process, the teacher facilitates a discussion that highlights various student attempts and teaches the new concept, consolidating students’ understanding of the processes required to complete the task.\u003c/p>\n\u003cp>\u003cstrong>PRINCIPLES OF PRODUCTIVE FAILURE LESSON DESIGN\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Tasks must be challenging enough to engage learners, but not so challenging they give up.\u003c/li>\n\u003cli>Tasks must have multiple ideas, solutions or ways to solve so that students generate a multitude of ideas. It cannot be a closed task with only one path to finding a correct answer.\u003c/li>\n\u003cli>The task must activate prior knowledge, and not just formal learning from a previous lesson. “If you design a task where a student only displays their prior class learning it’s not good because then you aren’t tapping into their intuitive reasoning,” Kapur said. Intuitive reasoning is a big part of how students transfer knowledge to new situations.\u003c/li>\n\u003cli>While the task should activate knowledge, it should be designed so that the knowledge students have is not sufficient to solve the problem. They should hit a roadblock that they can’t get around. “It makes the child aware of what he or she knows, and the limits of what he or she knows, and that creates a motivation to figure out what it is they need to know to solve this problem,” Kapur said.\u003c/li>\n\u003cli>It helps if that task as an “affective draw,” in that it’s related to something students care about or is concerns something with which they identify.\u003c/li>\n\u003c/ul>\n\u003cp>Kapur has tested productive failure teaching strategies with students of varying abilities in Singapore and has found it to work with all students, regardless of ability. “Initial pre-existing conditions between students do not predict how much they learn,” Kapur said. “How they solve the initial problem is what predicts how much they learn.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We won’t make the assumption that you’re prepared to learn yet; what we will do is activate your formal and informal knowledge systems.'\u003c/aside>\n\u003cp>Singapore tracks students into ability-based schools after primary school, which makes it easy to conduct research that compares low, middle and high achievers. However, Kapur has also tested productive failure in Indian schools in which students were not grouped by ability. He saw good results there as well. “The task is open enough that kids from different abilities can work together,” Kapur said.\u003c/p>\n\u003cp>Part of Kapur’s research has been to show that teaching with productive failure doesn’t harm students’ ability to perform on tests, but does \u003ca href=\"https://www.causeweb.org/cause/research/literature/inventing-prepare-future-learning-hidden-efficiency-encouraging-original-stude-0\" target=\"_blank\">improve knowledge transfer and conceptual understanding\u003c/a>. In the process he’s discovered an interesting element of creative thinking in math that appears to disprove the generally held notion that students need basic content knowledge before they can move on to more creative uses of the information.\u003c/p>\n\u003cp>“We’ve found that creativity actually suffers if you teach kids something too early,” Kapur said. When students who have been taught with direct instruction are later asked to generate as many ways of solving the problem as they can, many can’t go beyond the method they have already been taught.\u003c/p>\n\u003cp>“They were locked into that way of thinking,” Kapur said. “When we start with generating or exploring we find that students still learn the material later on, but the knowledge was more flexible.” This finding tells Kapur that creativity is itself a function of how students’ acquire information.\u003c/p>\n\u003cp>\u003cstrong>SINGAPORE TAKES IT TO SCALE\u003c/strong>\u003c/p>\n\u003cp>Kapur’s research on productive failure has convinced Singapore’s Ministry of Education to use the pedagogical model for the statistical portion of it’s A-level curriculum. Statistics make up about one third of the Cambridge A-level exam, Kapur said. All university-track junior-college students in Singapore are in school to pass that exam (junior-college in Singapore is like high school in the US).\u003c/p>\n\u003cp>Although Singapore’s education system is very test-based, its Ministry of Education is interested in research-proven pedagogical approaches that lead to lasting learning beyond the test. “There is a very strong policy emphasis on changing how we teach,” Kapur said of Singapore. “Just because there are tests does not mean we can’t teach in ways that lead to very deep learning while doing well on the tests.”\u003c/p>\n\u003cp>Kapur was able to show that productive failure worked well with students at the least prestigious of Singapore’s 20 junior colleges, which provided a compelling proof of concept to scale up to all students studying for the Cambridge A-levels. Kapur and his team have designed a curriculum of tasks that use productive failure, and are training Singapore’s teachers in the method.\u003c/p>\n\u003cp>The concept is new to many Singaporean teachers and Kapur says the first part of his training focuses on helping teachers understand the \u003ca href=\"http://cadrek12.org/sites/default/files/Schwartz.Chase_.Oppezzo.Chin_2011_PracticingVsInventing.pdf\" target=\"_blank\">problems with direct instruction\u003c/a>. He uses the analogy of watching a film. The average viewer focuses on plot, and perhaps pays some attention to acting ability or cinematography. When a director watches the same film, on the other hand, she is likely noticing nuances of camera placement, shot selection, and much more. That’s the difference between what a novice sees and what an expert sees.\u003c/p>\n\u003cp>“No matter how engaging, entertaining or logically structured the new information is, the novice by definition is not going to see the same thing as the expert in the presentation,” Kapur said. He works to help teachers understand the flawed assumption that students will understand after a concept has been told to them, explaining that direct instruction doesn't prime students’ brains to process the new information.\u003c/p>\n\u003cp>“We won’t make the assumption that you’re prepared to learn yet; what we will do is activate your formal and informal knowledge systems,” Kapur said.\u003c/p>\n\u003cp>The teacher training program also focuses on improving teachers’ content knowledge. Working with student ideas and misconceptions requires the instructor have a deep understanding of the subject matter. Finally, Kapur helps teachers improve on important pedagogical aspects of this model like facilitating group work and consolidating ideas after students have grappled with a problem and failed.\u003c/p>\n\u003cp>“Your job as a teacher is to first prepare them, to give them the proverbial eyes to be able to see what is important, and then show them what is important in interesting and engaging ways,” Kapur said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Singapore’s Ministry of Education has agreed to give Kapur’s team four years to build teachers’ capacity in this new style of teaching before evaluating its effectiveness. Kapur sees this as a huge gift, knowing that the effectiveness of any program lies in its implementation and that it takes time to get people up to speed.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Learning from failure has become a popular idea in education recently, partly because it feels like common sense to many people. In a general way, the idea of “picking yourself up after a fall” has long existed in American culture as in many other parts of the world. Teachers are hoping that if they can instill this idea in their students, the small, everyday setbacks inherent to learning new things won’t feel so emotionally charged to students, who might instead see them as part of the \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/12/what-do-students-lose-by-being-perfect-valuable-failure/\" target=\"_blank\">path to greater understanding \u003c/a>and ultimate success.\u003c/p>\n\u003cp>But turning the difficult experience of failure into a positive isn’t as easy as telling students to change their mindsets; it takes careful lesson design, a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\">strong classroom culture\u003c/a> and an instructor trained in getting results from small failures so his or her students succeed when it matters.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It is failure-based activation of knowledge to prepare them to learn.'\u003ccite>Manu Kapur\u003c/cite>\u003c/aside>\n\u003cp>\u003ca href=\"https://www.ied.edu.hk/ps/view.php?secid=50175\" target=\"_blank\">Manu Kapur\u003c/a> has been studying what he calls “productive failure” for most of his career, attempting to turn the general advice to “learn from mistakes” into a clearly defined, specific pedagogical design process that yields strong learning results. Now a professor of psychological studies at the \u003ca href=\"https://www.ied.edu.hk/ps/view.php?secid=50175\">Education University of Hong Kong\u003c/a>, Kapur has conducted both quasi-experimental and randomized controlled trials on how \u003ca href=\"https://www.learntechlib.org/p/167229/\" target=\"_blank\">teaching through productive failure\u003c/a> measures up to \u003ca href=\"http://www.tandfonline.com/doi/full/10.1080/00461520.2016.1155457\" target=\"_blank\">both direct instruction as well as more constructivist problem-solving approaches\u003c/a>.\u003c/p>\n\u003cp>For Kapur, productive failure is not just a maxim about persisting through challenges; it's an effective teaching strategy that enables students to not only do well on short term measures of knowledge, like tests, but also affords better conceptual understanding, creative thinking, and helps students to transfer learning to novel situations.\u003c/p>\n\u003cp>“Learning from failure is a very intuitive and compelling idea that’s been around for ages, but teachers may not know how to use it,” Kapur said. He has run enough experiments both in lab settings and in real classrooms to have a fairly good idea of how to structure lessons that include failure up front, followed by consolidation of understanding through instruction.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The general idea is to develop tasks that students will not be able to solve, but require them to call upon their preexisting knowledge to try to solve the problem. That knowledge can be of the subject itself, as well as the informal insights students bring from their lives. The students will inevitably fail -- as the teacher expects them to -- but that failure is framed as part of learning and so is not seen as shameful. This process primes students’ brains to learn the new concept from their instructor after the initial failure.\u003c/p>\n\u003cp>“It is failure-based activation of knowledge to prepare them to learn,” Kapur said.\u003c/p>\n\u003cp>It might seem like this process would frustrate kids until they stop trying, but Kapur’s studies found that instead of feeling bad about their inability to solve the problem, students’ interest in the concept spiked. “I think that’s a great place to get students to before we teach them something,” Kapur said.\u003c/p>\n\u003cp>After students experience failure in their own discovery and problem solving process, the teacher facilitates a discussion that highlights various student attempts and teaches the new concept, consolidating students’ understanding of the processes required to complete the task.\u003c/p>\n\u003cp>\u003cstrong>PRINCIPLES OF PRODUCTIVE FAILURE LESSON DESIGN\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Tasks must be challenging enough to engage learners, but not so challenging they give up.\u003c/li>\n\u003cli>Tasks must have multiple ideas, solutions or ways to solve so that students generate a multitude of ideas. It cannot be a closed task with only one path to finding a correct answer.\u003c/li>\n\u003cli>The task must activate prior knowledge, and not just formal learning from a previous lesson. “If you design a task where a student only displays their prior class learning it’s not good because then you aren’t tapping into their intuitive reasoning,” Kapur said. Intuitive reasoning is a big part of how students transfer knowledge to new situations.\u003c/li>\n\u003cli>While the task should activate knowledge, it should be designed so that the knowledge students have is not sufficient to solve the problem. They should hit a roadblock that they can’t get around. “It makes the child aware of what he or she knows, and the limits of what he or she knows, and that creates a motivation to figure out what it is they need to know to solve this problem,” Kapur said.\u003c/li>\n\u003cli>It helps if that task as an “affective draw,” in that it’s related to something students care about or is concerns something with which they identify.\u003c/li>\n\u003c/ul>\n\u003cp>Kapur has tested productive failure teaching strategies with students of varying abilities in Singapore and has found it to work with all students, regardless of ability. “Initial pre-existing conditions between students do not predict how much they learn,” Kapur said. “How they solve the initial problem is what predicts how much they learn.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We won’t make the assumption that you’re prepared to learn yet; what we will do is activate your formal and informal knowledge systems.'\u003c/aside>\n\u003cp>Singapore tracks students into ability-based schools after primary school, which makes it easy to conduct research that compares low, middle and high achievers. However, Kapur has also tested productive failure in Indian schools in which students were not grouped by ability. He saw good results there as well. “The task is open enough that kids from different abilities can work together,” Kapur said.\u003c/p>\n\u003cp>Part of Kapur’s research has been to show that teaching with productive failure doesn’t harm students’ ability to perform on tests, but does \u003ca href=\"https://www.causeweb.org/cause/research/literature/inventing-prepare-future-learning-hidden-efficiency-encouraging-original-stude-0\" target=\"_blank\">improve knowledge transfer and conceptual understanding\u003c/a>. In the process he’s discovered an interesting element of creative thinking in math that appears to disprove the generally held notion that students need basic content knowledge before they can move on to more creative uses of the information.\u003c/p>\n\u003cp>“We’ve found that creativity actually suffers if you teach kids something too early,” Kapur said. When students who have been taught with direct instruction are later asked to generate as many ways of solving the problem as they can, many can’t go beyond the method they have already been taught.\u003c/p>\n\u003cp>“They were locked into that way of thinking,” Kapur said. “When we start with generating or exploring we find that students still learn the material later on, but the knowledge was more flexible.” This finding tells Kapur that creativity is itself a function of how students’ acquire information.\u003c/p>\n\u003cp>\u003cstrong>SINGAPORE TAKES IT TO SCALE\u003c/strong>\u003c/p>\n\u003cp>Kapur’s research on productive failure has convinced Singapore’s Ministry of Education to use the pedagogical model for the statistical portion of it’s A-level curriculum. Statistics make up about one third of the Cambridge A-level exam, Kapur said. All university-track junior-college students in Singapore are in school to pass that exam (junior-college in Singapore is like high school in the US).\u003c/p>\n\u003cp>Although Singapore’s education system is very test-based, its Ministry of Education is interested in research-proven pedagogical approaches that lead to lasting learning beyond the test. “There is a very strong policy emphasis on changing how we teach,” Kapur said of Singapore. “Just because there are tests does not mean we can’t teach in ways that lead to very deep learning while doing well on the tests.”\u003c/p>\n\u003cp>Kapur was able to show that productive failure worked well with students at the least prestigious of Singapore’s 20 junior colleges, which provided a compelling proof of concept to scale up to all students studying for the Cambridge A-levels. Kapur and his team have designed a curriculum of tasks that use productive failure, and are training Singapore’s teachers in the method.\u003c/p>\n\u003cp>The concept is new to many Singaporean teachers and Kapur says the first part of his training focuses on helping teachers understand the \u003ca href=\"http://cadrek12.org/sites/default/files/Schwartz.Chase_.Oppezzo.Chin_2011_PracticingVsInventing.pdf\" target=\"_blank\">problems with direct instruction\u003c/a>. He uses the analogy of watching a film. The average viewer focuses on plot, and perhaps pays some attention to acting ability or cinematography. When a director watches the same film, on the other hand, she is likely noticing nuances of camera placement, shot selection, and much more. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Singapore’s Ministry of Education has agreed to give Kapur’s team four years to build teachers’ capacity in this new style of teaching before evaluating its effectiveness. Kapur sees this as a huge gift, knowing that the effectiveness of any program lies in its implementation and that it takes time to get people up to speed.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"p1\">Nearly all kids learn how to count using their fingers. But as kids grow older and math problems become more advanced, the act of counting on fingers is often discouraged or seen as a less intelligent way to think. However, educators, parents and students who frown on kids for using their fingers may be cutting short a greater opportunity: the strengthening of brain networks.\u003c/p>\n\u003cp class=\"p1\">Stanford professor Jo Boaler writes in \u003ca href=\"http://www.theatlantic.com/education/archive/2016/04/why-kids-should-use-their-fingers-in-math-class/478053/\">The Atlantic \u003c/a>about the neurological benefits of using fingers and how it can contribute to advanced thinking in higher math.\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p3\">Stopping students from using their fingers when they count could, according to the new brain research, be akin to halting their mathematical development. Fingers are probably one of our most useful visual aids, and the finger area of our brain is used well into adulthood. The need for and importance of finger perception could even be the reason that pianists, and other musicians, often \u003ca href=\"http://www.livescience.com/51370-does-music-give-you-math-skills.html\">\u003cspan class=\"s1\">display higher mathematical understanding\u003c/span>\u003c/a> than people who don’t learn a musical instrument.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p1\">Boaler has developed \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\">research and curriculum\u003c/a> to support a more engaging way to teach math by applying visual thinking, numeracy and growth mindset. Her program, \u003ca href=\"https://www.youcubed.org/\">YouCubed\u003c/a>, at Stanford University, helps students and teachers get past roadblocks to learning math. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/21/why-kids-take-on-adults-math-anxiety/\">Math anxiety\u003c/a> has been well-documented as an obstruction to learning math. By drawing attention to these disparities and rethinking how math is taught, Boaler is creating a wider path for students, and adults, to develop a love of math.\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p3\">It is hardly surprising that students so often feel that math is inaccessible and uninteresting when they are plunged into a world of abstraction and numbers in classrooms. Students are made to memorize math facts, and plough through worksheets of numbers, with few visual or creative representations of math, often because of policy directives and faulty curriculum guides. The Common Core standards for kindergarten through eighth grade pay more attention to visual work than many previous sets of learning benchmarks, but their high-school content commits teachers to numerical and abstract thinking. And where the Common Core does encourage visual work, it’s usually encouraged as a prelude to the development of abstract ideas rather than a tool for seeing and extending mathematical ideas and strengthening important brain networks.\u003c/p>\n\u003c/blockquote>\n\u003cp>http://www.theatlantic.com/education/archive/2016/04/why-kids-should-use-their-fingers-in-math-class/478053/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">Nearly all kids learn how to count using their fingers. But as kids grow older and math problems become more advanced, the act of counting on fingers is often discouraged or seen as a less intelligent way to think. However, educators, parents and students who frown on kids for using their fingers may be cutting short a greater opportunity: the strengthening of brain networks.\u003c/p>\n\u003cp class=\"p1\">Stanford professor Jo Boaler writes in \u003ca href=\"http://www.theatlantic.com/education/archive/2016/04/why-kids-should-use-their-fingers-in-math-class/478053/\">The Atlantic \u003c/a>about the neurological benefits of using fingers and how it can contribute to advanced thinking in higher math.\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p3\">Stopping students from using their fingers when they count could, according to the new brain research, be akin to halting their mathematical development. Fingers are probably one of our most useful visual aids, and the finger area of our brain is used well into adulthood. The need for and importance of finger perception could even be the reason that pianists, and other musicians, often \u003ca href=\"http://www.livescience.com/51370-does-music-give-you-math-skills.html\">\u003cspan class=\"s1\">display higher mathematical understanding\u003c/span>\u003c/a> than people who don’t learn a musical instrument.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p1\">Boaler has developed \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\">research and curriculum\u003c/a> to support a more engaging way to teach math by applying visual thinking, numeracy and growth mindset. Her program, \u003ca href=\"https://www.youcubed.org/\">YouCubed\u003c/a>, at Stanford University, helps students and teachers get past roadblocks to learning math. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/21/why-kids-take-on-adults-math-anxiety/\">Math anxiety\u003c/a> has been well-documented as an obstruction to learning math. By drawing attention to these disparities and rethinking how math is taught, Boaler is creating a wider path for students, and adults, to develop a love of math.\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p3\">It is hardly surprising that students so often feel that math is inaccessible and uninteresting when they are plunged into a world of abstraction and numbers in classrooms. Students are made to memorize math facts, and plough through worksheets of numbers, with few visual or creative representations of math, often because of policy directives and faulty curriculum guides. The Common Core standards for kindergarten through eighth grade pay more attention to visual work than many previous sets of learning benchmarks, but their high-school content commits teachers to numerical and abstract thinking. And where the Common Core does encourage visual work, it’s usually encouraged as a prelude to the development of abstract ideas rather than a tool for seeing and extending mathematical ideas and strengthening important brain networks.\u003c/p>\n\u003c/blockquote>\n\u003cp>http://www.theatlantic.com/education/archive/2016/04/why-kids-should-use-their-fingers-in-math-class/478053/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Carol Dweck's work on \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset \u003c/a>and its power to help people view challenges as opportunities to improve has helped many students understand their beliefs about themselves. When empowered with the understanding that intelligence is malleable, students can develop how they approach school and life. But the revelations around mindsets don't end there -- they apply to other areas of education, including how \u003ca href=\"http://wendyberrymendes.com/cms/uploads/CDPS_reappraisal.pdf\" target=\"_blank\">students view and react to stress\u003c/a>.\u003c/p>\n\u003cp>There is a lot of research about how stress negatively impacts health, cognitive functioning and \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/11/research-based-strategies-to-help-children-develop-self-control/\" target=\"_blank\">self-control\u003c/a>, but less often discussed are how those findings change when people \u003ca href=\"https://mbl.stanford.edu/sites/default/files/crum_rethinkingstress_jpsp_2013_0.pdf\" target=\"_blank\">see their stress as a positive motivator\u003c/a>. “In a number of situations, accepting and embracing the stress instead of trying to calm down helped students to do better,” said Kelly McGonigal, a health psychologist and lecturer at Stanford University at a \u003ca href=\"http://www.learningandthebrain.com/Event-328/Shaping-Student-Mindsets/Program\" target=\"_blank\">Learning and the Brain conference\u003c/a> on mindsets.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you are able to look back on your life and tell yourself a story about your stress that includes how you learned from it, it continues to create a narrative of strength, learning and growth.'\u003ccite>Kelly McGonigal, Stanford lecturer, author\u003c/cite>\u003c/aside>\n\u003cp>McGonigal defines stress as “what arises in your body, in your brain and in your community when something you care about is at stake.” She acknowledges that stress can make some people feel paralyzed and might lead them to underperform. She calls that reaction a “threat response” to stress, but says if educators can help students to have a “challenge response” to stress, which includes the realization that they have the resources to handle the situation, the stress can actually energize students to do better.\u003c/p>\n\u003cp>This more positive approach doesn’t negate the very real effects on the brain from constant high levels of stress. McGonigal is clear that the first priority in any situation is to relieve suffering. She says it’s useful to help students learn tactics to calm down in the moment, like\u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/17/low-income-schools-see-big-benefits-in-teaching-mindfulness/\" target=\"_blank\"> mindfulness\u003c/a> or other cortisol-reduction exercises, but those strategies aren’t enough on their own. Life is stressful in big and small ways; rather than trying to erase stress from life, it may be beneficial to approach inevitable stress more positively.\u003c/p>\n\u003cp>“There is almost no relationship between the amount of stress you are under and your stress mindset,” said McGonigal. Learning tactics to change one’s outlook on stress can be beneficial for anyone. “How you think about stress seems to influence how you cope with stress,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When people try to avoid stress or stressful situations, they often behave in escapist ways. They look for distractions or use coping mechanisms like drinking to deal with the stress they feel. Conversely, people who have a more balanced or welcoming approach to stress tend to be more proactive. When they start to feel stressed out, they are more likely to address the source of the stress, ask for help, talk about their stress or even find the humor in it.\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/RcGyVTAoXEU\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>When students learn to think about stress in this more positive way, they can actually use it to improve learning, to find purpose and to form stronger emotional connections to others, McGonigal said. In her popular TED talk, McGonigal describes how the stress hormone oxytocin primes people to take action and makes them crave closeness. Even as the body is releasing adrenaline and cortisol that produce anxious feelings, it is also releasing oxytocin, which can help people build resiliency against that anxiety.\u003c/p>\n\u003cp>McGonigal views the dual nature of the body’s stress response as an opportunity. She suggests three interventions to help students (or anyone) change their approach to stress and create resiliency in the face of anxiety.\u003c/p>\n\u003cp>\u003cstrong>#1 Caring for others builds resiliency against stress\u003c/strong>\u003c/p>\n\u003cp>To help people reset their mindsets about stress, encourage them to care for others. The biological reaction to stress naturally includes a desire to connect with others. Nurturing that inclination can dramatically reduce the harmful negative effects of stress.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.psychologicalscience.org/index.php/news/releases/helping-others-dampens-the-effects-of-everyday-stress.html\" target=\"_blank\">study\u003c/a> done at Yale in 2015 asked 77 adults to report every stressful event that happened to them each day, including work, school, interpersonal or financial stresses. They also kept track of all the times they helped someone throughout the day. Finally, every day the subjects took a mental health well-being test because researchers wanted to see how caring behavior affected well-being. They found that on stressful days when the person had engaged in few acts of kindness, mental health tanked. But when the person experienced a lot of stress, but also helped others, often their well-being stayed even.\u003c/p>\n\u003cp>\u003ca href=\"http://sites.northwestern.edu/foundationsofhealth/files/2013/05/13-JAMA-Pediatrics-volunteering-CV-risk.pdf\" target=\"_blank\">Another study\u003c/a> done at the University of British Columbia and Northwestern with 106 10th-graders found that kids who were randomly assigned to offer acts of kindness throughout the day had lower levels of toxic stress. They had less inflammation, lower cholesterol, and better heart and metabolic health. In their summary of results, the authors write, “Preliminary analyses within the intervention group suggest that those who increased the most in empathy and altruistic behaviors, and who decreased the most in negative mood, also showed the greatest decreases in cardiovascular risk over time.”\u003c/p>\n\u003cp>Even something as simple as a visual reminder, like a wristband, to be \u003ca href=\"http://compassionit.com/programs/\" target=\"_blank\">compassionate toward others\u003c/a> can have surprising results. It reminds kids that their teachers and parents value caring as much as academics, and gives them a sanctioned reason to point out compassionate behavior in others, as well as practicing it themselves.\u003c/p>\n\u003cp>\u003cstrong>#2 Purpose in life reduces stress\u003c/strong>\u003c/p>\n\u003cp>At the University of Illinois \u003ca href=\"https://www.researchgate.net/publication/225439629_Purpose_Mood_and_Pleasure_in_Predicting_Satisfaction_Judgments\" target=\"_blank\">researchers studied\u003c/a> how purpose in life related to happiness and mood in 222 college students. They found that students with low life-purpose were satisfied with their lives when they were happy, but very unsatisfied when their mood was low. In contrast, students with high life-purpose were satisfied with their lives whether or not they were having a bad day. Their purpose created resiliency.\u003c/p>\n\u003cp>“People who have a meaningful life worry more and have more stress than people with a less meaningful life,” McGonigal said. But that isn’t necessarily bad. People feel stress around things they care about, so when they have a high sense of purpose they naturally experience more stress. “Stress and meaning go together,” she said. She’s convinced that how we think about stress in relationship to meaning will determine whether we’re on the stress-induced heart attack side of stress or the energized, motivated side of stress.\u003c/p>\n\u003cp>To increase students’ sense of purpose, McGonigal suggests teachers simply ask students to reflect on a series of questions that help illuminate their values.\u003c/p>\n\u003cul>\n\u003cli>What quality or strength do you value about yourself? (This is different than what a teacher or adult would value about you.)\u003c/li>\n\u003cli>What activity, role or relationship brings you meaning, satisfaction or joy? McGonigal says students often point out things like sports, art or being a sibling. The point is to get at something bigger than self.\u003c/li>\n\u003cli>What mission, purpose or community do you serve? This question expands the sense of self and gets at what a student cares about.\u003c/li>\n\u003cli>Why are these important to you?\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"http://itp.wceruw.org/documents/Cohenannurev-psych-psychologyofchange_final_E2.pdf\" target=\"_blank\">Studies on simple self-affirmation exercises\u003c/a> like this one can have dramatic impacts on how students view their ability to handle difficult situations. “It has been shown to increase students’ ability to see the meaning when they face stress or adversity and have a sense of themselves as adequate to the challenge,” McGonigal said.\u003c/p>\n\u003cp>\u003cstrong>#3 Focus on how stress can help students grow\u003c/strong>\u003c/p>\n\u003cp>Here’s where growth mindset comes back into the story, because thinking of challenges -- no matter the context -- as learning opportunities can reframe even the toughest experiences.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Typically, human beings learn and grow from even the experiences we'd want to protect them from.'\u003c/aside>\n\u003cp>\u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/25346382\" target=\"_blank\">Researchers at the University of Southern California asked \u003c/a>564 alternative high school students about the worst experience of their lives. Many teenagers have already experienced really terrible things, including sexual abuse, cancer and homelessness. “Kids in the study had experienced real adversity, in additional to typical teenage adversity,” McGonigal said. The students were then asked how that experience affected their personal strength, compassion, activities, closeness to others, spiritual understanding, handling difficulties, direction in life and appreciation for life. On every measure students reported a positive change because of the terrible experience.\u003c/p>\n\u003cp>“Typically, human beings learn and grow from even the experiences we’d want to protect them from,” McGonigal said. Carol Dweck’s work has shown how important this growth can be in the academic world, but it can be \u003ca href=\"http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0136427\" target=\"_blank\">true about stressful life events, too\u003c/a>.\u003c/p>\n\u003cp>A \u003ca href=\"http://digitalcommons.hope.edu/cgi/viewcontent.cgi?article=1297&context=faculty_publications\" target=\"_blank\">study at Hope College\u003c/a> asked students to think about an experience that was personally painful, bothersome or embarrassing. An experimental group was told doing this was an opportunity to learn, grow and become stronger. “This was not hard for people to do, no matter what the experience was,” McGonigal said. “And when they did it, they shifted into a different stress state, one that looked more like resilience.”\u003c/p>\n\u003cp>The group that thought about that painful experience without the intervention, however, exhibited signs of toxic stress. All these studies demonstrate that how students think about and perceive their experiences are very important to how their bodies react to the resulting stress.\u003c/p>\n\u003cp>“If you are able to look back on your life and tell yourself a story about your stress that includes how you learned from it, it continues to create a narrative of strength, learning and growth,” McGonigal said.\u003c/p>\n\u003cp>An easy intervention to help students build a growth mindset about stressful situations is to break into small groups and share stories of facing challenges and persevering through them. The stories don’t have to be academic, but it should be a time when the student got better at that skill or learned something. Then students can write about the strengths they drew on, reflect on who or what supported them, and think about what they learned and how they grew. This is particularly powerful when adults share, too.\u003c/p>\n\u003cp>Sharing with a group can help students see that struggle is common to everyone. It can also help highlight different strategies people used in those moments of adversity and how productive challenges can be.\u003c/p>\n\u003cp>“The most effective mindset interventions start with a new idea, some science, and then you have people talk about it,” McGonigal said. When students can relate the idea to their own experiences, it becomes much more powerful.\u003c/p>\n\u003cp>“When we are anxious, stop interpreting it as a sign we are inadequate and start seeing it as a way we can rise to the challenge,” McGonigal said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>To her, the best of these three interventions is that they can help convert mindsets about stress, even when a person isn’t conscious of it. Like mindfulness training, these strategies can shift the narrative and subtly color experiences of stress going forward.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Carol Dweck's work on \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset \u003c/a>and its power to help people view challenges as opportunities to improve has helped many students understand their beliefs about themselves. When empowered with the understanding that intelligence is malleable, students can develop how they approach school and life. But the revelations around mindsets don't end there -- they apply to other areas of education, including how \u003ca href=\"http://wendyberrymendes.com/cms/uploads/CDPS_reappraisal.pdf\" target=\"_blank\">students view and react to stress\u003c/a>.\u003c/p>\n\u003cp>There is a lot of research about how stress negatively impacts health, cognitive functioning and \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/11/research-based-strategies-to-help-children-develop-self-control/\" target=\"_blank\">self-control\u003c/a>, but less often discussed are how those findings change when people \u003ca href=\"https://mbl.stanford.edu/sites/default/files/crum_rethinkingstress_jpsp_2013_0.pdf\" target=\"_blank\">see their stress as a positive motivator\u003c/a>. “In a number of situations, accepting and embracing the stress instead of trying to calm down helped students to do better,” said Kelly McGonigal, a health psychologist and lecturer at Stanford University at a \u003ca href=\"http://www.learningandthebrain.com/Event-328/Shaping-Student-Mindsets/Program\" target=\"_blank\">Learning and the Brain conference\u003c/a> on mindsets.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you are able to look back on your life and tell yourself a story about your stress that includes how you learned from it, it continues to create a narrative of strength, learning and growth.'\u003ccite>Kelly McGonigal, Stanford lecturer, author\u003c/cite>\u003c/aside>\n\u003cp>McGonigal defines stress as “what arises in your body, in your brain and in your community when something you care about is at stake.” She acknowledges that stress can make some people feel paralyzed and might lead them to underperform. She calls that reaction a “threat response” to stress, but says if educators can help students to have a “challenge response” to stress, which includes the realization that they have the resources to handle the situation, the stress can actually energize students to do better.\u003c/p>\n\u003cp>This more positive approach doesn’t negate the very real effects on the brain from constant high levels of stress. McGonigal is clear that the first priority in any situation is to relieve suffering. She says it’s useful to help students learn tactics to calm down in the moment, like\u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/17/low-income-schools-see-big-benefits-in-teaching-mindfulness/\" target=\"_blank\"> mindfulness\u003c/a> or other cortisol-reduction exercises, but those strategies aren’t enough on their own. Life is stressful in big and small ways; rather than trying to erase stress from life, it may be beneficial to approach inevitable stress more positively.\u003c/p>\n\u003cp>“There is almost no relationship between the amount of stress you are under and your stress mindset,” said McGonigal. Learning tactics to change one’s outlook on stress can be beneficial for anyone. “How you think about stress seems to influence how you cope with stress,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When people try to avoid stress or stressful situations, they often behave in escapist ways. They look for distractions or use coping mechanisms like drinking to deal with the stress they feel. Conversely, people who have a more balanced or welcoming approach to stress tend to be more proactive. When they start to feel stressed out, they are more likely to address the source of the stress, ask for help, talk about their stress or even find the humor in it.\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/RcGyVTAoXEU\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>When students learn to think about stress in this more positive way, they can actually use it to improve learning, to find purpose and to form stronger emotional connections to others, McGonigal said. In her popular TED talk, McGonigal describes how the stress hormone oxytocin primes people to take action and makes them crave closeness. Even as the body is releasing adrenaline and cortisol that produce anxious feelings, it is also releasing oxytocin, which can help people build resiliency against that anxiety.\u003c/p>\n\u003cp>McGonigal views the dual nature of the body’s stress response as an opportunity. She suggests three interventions to help students (or anyone) change their approach to stress and create resiliency in the face of anxiety.\u003c/p>\n\u003cp>\u003cstrong>#1 Caring for others builds resiliency against stress\u003c/strong>\u003c/p>\n\u003cp>To help people reset their mindsets about stress, encourage them to care for others. The biological reaction to stress naturally includes a desire to connect with others. Nurturing that inclination can dramatically reduce the harmful negative effects of stress.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.psychologicalscience.org/index.php/news/releases/helping-others-dampens-the-effects-of-everyday-stress.html\" target=\"_blank\">study\u003c/a> done at Yale in 2015 asked 77 adults to report every stressful event that happened to them each day, including work, school, interpersonal or financial stresses. They also kept track of all the times they helped someone throughout the day. Finally, every day the subjects took a mental health well-being test because researchers wanted to see how caring behavior affected well-being. They found that on stressful days when the person had engaged in few acts of kindness, mental health tanked. But when the person experienced a lot of stress, but also helped others, often their well-being stayed even.\u003c/p>\n\u003cp>\u003ca href=\"http://sites.northwestern.edu/foundationsofhealth/files/2013/05/13-JAMA-Pediatrics-volunteering-CV-risk.pdf\" target=\"_blank\">Another study\u003c/a> done at the University of British Columbia and Northwestern with 106 10th-graders found that kids who were randomly assigned to offer acts of kindness throughout the day had lower levels of toxic stress. They had less inflammation, lower cholesterol, and better heart and metabolic health. In their summary of results, the authors write, “Preliminary analyses within the intervention group suggest that those who increased the most in empathy and altruistic behaviors, and who decreased the most in negative mood, also showed the greatest decreases in cardiovascular risk over time.”\u003c/p>\n\u003cp>Even something as simple as a visual reminder, like a wristband, to be \u003ca href=\"http://compassionit.com/programs/\" target=\"_blank\">compassionate toward others\u003c/a> can have surprising results. It reminds kids that their teachers and parents value caring as much as academics, and gives them a sanctioned reason to point out compassionate behavior in others, as well as practicing it themselves.\u003c/p>\n\u003cp>\u003cstrong>#2 Purpose in life reduces stress\u003c/strong>\u003c/p>\n\u003cp>At the University of Illinois \u003ca href=\"https://www.researchgate.net/publication/225439629_Purpose_Mood_and_Pleasure_in_Predicting_Satisfaction_Judgments\" target=\"_blank\">researchers studied\u003c/a> how purpose in life related to happiness and mood in 222 college students. They found that students with low life-purpose were satisfied with their lives when they were happy, but very unsatisfied when their mood was low. In contrast, students with high life-purpose were satisfied with their lives whether or not they were having a bad day. Their purpose created resiliency.\u003c/p>\n\u003cp>“People who have a meaningful life worry more and have more stress than people with a less meaningful life,” McGonigal said. But that isn’t necessarily bad. People feel stress around things they care about, so when they have a high sense of purpose they naturally experience more stress. “Stress and meaning go together,” she said. She’s convinced that how we think about stress in relationship to meaning will determine whether we’re on the stress-induced heart attack side of stress or the energized, motivated side of stress.\u003c/p>\n\u003cp>To increase students’ sense of purpose, McGonigal suggests teachers simply ask students to reflect on a series of questions that help illuminate their values.\u003c/p>\n\u003cul>\n\u003cli>What quality or strength do you value about yourself? (This is different than what a teacher or adult would value about you.)\u003c/li>\n\u003cli>What activity, role or relationship brings you meaning, satisfaction or joy? McGonigal says students often point out things like sports, art or being a sibling. The point is to get at something bigger than self.\u003c/li>\n\u003cli>What mission, purpose or community do you serve? This question expands the sense of self and gets at what a student cares about.\u003c/li>\n\u003cli>Why are these important to you?\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"http://itp.wceruw.org/documents/Cohenannurev-psych-psychologyofchange_final_E2.pdf\" target=\"_blank\">Studies on simple self-affirmation exercises\u003c/a> like this one can have dramatic impacts on how students view their ability to handle difficult situations. “It has been shown to increase students’ ability to see the meaning when they face stress or adversity and have a sense of themselves as adequate to the challenge,” McGonigal said.\u003c/p>\n\u003cp>\u003cstrong>#3 Focus on how stress can help students grow\u003c/strong>\u003c/p>\n\u003cp>Here’s where growth mindset comes back into the story, because thinking of challenges -- no matter the context -- as learning opportunities can reframe even the toughest experiences.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Typically, human beings learn and grow from even the experiences we'd want to protect them from.'\u003c/aside>\n\u003cp>\u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/25346382\" target=\"_blank\">Researchers at the University of Southern California asked \u003c/a>564 alternative high school students about the worst experience of their lives. Many teenagers have already experienced really terrible things, including sexual abuse, cancer and homelessness. “Kids in the study had experienced real adversity, in additional to typical teenage adversity,” McGonigal said. The students were then asked how that experience affected their personal strength, compassion, activities, closeness to others, spiritual understanding, handling difficulties, direction in life and appreciation for life. On every measure students reported a positive change because of the terrible experience.\u003c/p>\n\u003cp>“Typically, human beings learn and grow from even the experiences we’d want to protect them from,” McGonigal said. Carol Dweck’s work has shown how important this growth can be in the academic world, but it can be \u003ca href=\"http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0136427\" target=\"_blank\">true about stressful life events, too\u003c/a>.\u003c/p>\n\u003cp>A \u003ca href=\"http://digitalcommons.hope.edu/cgi/viewcontent.cgi?article=1297&context=faculty_publications\" target=\"_blank\">study at Hope College\u003c/a> asked students to think about an experience that was personally painful, bothersome or embarrassing. An experimental group was told doing this was an opportunity to learn, grow and become stronger. “This was not hard for people to do, no matter what the experience was,” McGonigal said. “And when they did it, they shifted into a different stress state, one that looked more like resilience.”\u003c/p>\n\u003cp>The group that thought about that painful experience without the intervention, however, exhibited signs of toxic stress. All these studies demonstrate that how students think about and perceive their experiences are very important to how their bodies react to the resulting stress.\u003c/p>\n\u003cp>“If you are able to look back on your life and tell yourself a story about your stress that includes how you learned from it, it continues to create a narrative of strength, learning and growth,” McGonigal said.\u003c/p>\n\u003cp>An easy intervention to help students build a growth mindset about stressful situations is to break into small groups and share stories of facing challenges and persevering through them. The stories don’t have to be academic, but it should be a time when the student got better at that skill or learned something. Then students can write about the strengths they drew on, reflect on who or what supported them, and think about what they learned and how they grew. This is particularly powerful when adults share, too.\u003c/p>\n\u003cp>Sharing with a group can help students see that struggle is common to everyone. It can also help highlight different strategies people used in those moments of adversity and how productive challenges can be.\u003c/p>\n\u003cp>“The most effective mindset interventions start with a new idea, some science, and then you have people talk about it,” McGonigal said. When students can relate the idea to their own experiences, it becomes much more powerful.\u003c/p>\n\u003cp>“When we are anxious, stop interpreting it as a sign we are inadequate and start seeing it as a way we can rise to the challenge,” McGonigal said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To her, the best of these three interventions is that they can help convert mindsets about stress, even when a person isn’t conscious of it. Like mindfulness training, these strategies can shift the narrative and subtly color experiences of stress going forward.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>This is an installment of the \u003ca href=\"http://ww2.kqed.org/mindshift/category/stories-teachers-share/\">Stories Teachers Share\u003c/a> podcast. Listen above or \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">on iTunes\u003c/a> to hear how the story unfolds.\u003c/em>\u003c/p>\n\u003cp>Classroom teachers feel a lot of top down pressure to help their students achieve academically. Most understand that in order to do that they must have strong relationships with students, but the realities of some schools and schedules can make it very difficult for teachers to get to know students as much as they would like. That’s why some of the most influential teachers come into kids lives after school, during sports practice, band or robotics club. Sometimes it’s in these less formal situations when the lessons of a great teacher can really take hold.\u003c/p>\n\u003cp>No one knows that better than Jim Clark, a veteran science teacher who also coached high school basketball for part of his career. Clark isn’t surprised many of his former players stay in touch with him — he still talks to his old high school coach too. “I think if you talk to most coaches they’ll say they stay in touch with a bunch of their guys,” Clark said. “It’s kind of unfortunate that coaching is different from the classroom. Sometimes I think it should be more of the same. When you push kids outside their comfort zone and they realize that it’s made them better, kids appreciate that.”\u003c/p>\n\u003cp>Marcus Williams is one former player of Clark’s who is still in touch. Over the years their friendship has only deepened, and Clark has been a supportive presence for Williams as he navigated the incredibly difficult process of getting into and through medical school. From the outside, their loyalty to one another seems special, but Clark says it’s just part of being a coach.\u003c/p>\n\u003cp>“I think most coaches, who’ve coached for awhile, you have those relationships,” Clark said. Although he doesn’t coach anymore, Clark is trying to bring some of the\u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/02/how-to-weave-growth-mindset-into-school-culture/\" target=\"_blank\" rel=\"noopener\"> motivational skills he learned on the court to his science classroom\u003c/a>. And Marcus Williams is always a featured character.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>https://youtu.be/Rzdn78bEuU0\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003cp>\u003cimg decoding=\"async\" class=\"alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/MindShift-graphic-e1453796424833.png\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don’t miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This is an installment of the \u003ca href=\"http://ww2.kqed.org/mindshift/category/stories-teachers-share/\">Stories Teachers Share\u003c/a> podcast. Listen above or \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">on iTunes\u003c/a> to hear how the story unfolds.\u003c/em>\u003c/p>\n\u003cp>Classroom teachers feel a lot of top down pressure to help their students achieve academically. Most understand that in order to do that they must have strong relationships with students, but the realities of some schools and schedules can make it very difficult for teachers to get to know students as much as they would like. That’s why some of the most influential teachers come into kids lives after school, during sports practice, band or robotics club. Sometimes it’s in these less formal situations when the lessons of a great teacher can really take hold.\u003c/p>\n\u003cp>No one knows that better than Jim Clark, a veteran science teacher who also coached high school basketball for part of his career. Clark isn’t surprised many of his former players stay in touch with him — he still talks to his old high school coach too. “I think if you talk to most coaches they’ll say they stay in touch with a bunch of their guys,” Clark said. “It’s kind of unfortunate that coaching is different from the classroom. Sometimes I think it should be more of the same. When you push kids outside their comfort zone and they realize that it’s made them better, kids appreciate that.”\u003c/p>\n\u003cp>Marcus Williams is one former player of Clark’s who is still in touch. Over the years their friendship has only deepened, and Clark has been a supportive presence for Williams as he navigated the incredibly difficult process of getting into and through medical school. From the outside, their loyalty to one another seems special, but Clark says it’s just part of being a coach.\u003c/p>\n\u003cp>“I think most coaches, who’ve coached for awhile, you have those relationships,” Clark said. Although he doesn’t coach anymore, Clark is trying to bring some of the\u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/02/how-to-weave-growth-mindset-into-school-culture/\" target=\"_blank\" rel=\"noopener\"> motivational skills he learned on the court to his science classroom\u003c/a>. And Marcus Williams is always a featured character.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Many teachers are excited about the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/16/new-research-students-benefit-from-learning-that-intelligence-is-not-fixed/\" target=\"_blank\">compelling research\u003c/a> on the power of a growth mindset to change student perceptions of themselves as learners. Stanford psychology professor \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\">Carol Dweck\u003c/a> discovered that when kids receive a message that their brains are malleable and their \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/16/growth-mindset-clearing-up-some-common-confusions/\">abilities can be developed\u003c/a>, they approach learning as a challenge that they are ready to embrace. That message resonates with many teachers who have long wanted that type of classroom environment. But while the research is compelling, many teachers still struggle to weave growth mindset into their daily teaching practice.\u003c/p>\n\u003cp>To help provide resources for teaching growth mindset the ed-tech company \u003ca href=\"https://www.classdojo.com/\" target=\"_blank\">ClassDojo\u003c/a> is teaming up with \u003ca href=\"https://www.perts.net/about\" target=\"_blank\">Stanford’s Project for Education Research That Scales (PERTS) center\u003c/a> to produce a series of five animated videos on growth mindset featuring the ClassDojo characters many students already know.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We’ll learn both what they’re already doing and how what they’re doing changes as a result of using the videos.'\u003c/aside>\n\u003cp>ClassDojo started out as a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/24/what-works-in-tech-tools-spotlight-on-classdojo/\" target=\"_blank\">behavior management tool\u003c/a>, allowing teachers to award students positive points when they behave well or demonstrate a new skill. The tool has since grown into a communication platform where teachers can share videos, photos and text messages with parents about what’s going on in the classroom. ClassDojo is now being used by teachers in half of all U.S schools, as well as by teachers in 180 other countries.\u003c/p>\n\u003cp>PERTS executive director Dave Paunesku is excited by ClassDojo’s ability to reach so many teachers with this growth mindset message. The collaborators plan to survey both teachers and students who use the videos before and after to get an idea of how well the messaging works.\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/2zrtHt3bBmQ?list=PLIChyVOpASG3UTHeoU-z6GuwyAFIFfpFj\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The scope of this study goes beyond just these videos. We really are going to try to understand what teachers are doing on a day to day basis,” Paunesku said. He’s excited to find out from teachers what kind of growth mindset messages they are already giving students both explicitly and implicitly through their teaching practices. Understanding how teachers are currently working and determining which strategies already work, as well as those that don’t, is big goal of this collaboration.\u003c/p>\n\u003cp>“We’ll learn both what they’re already doing and how what they’re doing changes as a result of using the videos,” Paunesku said. And, because ClassDojo can track engagement with their videos and tools, the PERTS researchers can gather new insights into how the growth mindset message changes student engagement levels. Conversely, Paunesku also wants to know if the videos don’t work.\u003c/p>\n\u003cp>“To the extent the videos fall short on some things, that’s really important information for making more resources in the future,” Paunesku said. ClassDojo has made five 2-to-3-minute videos that will be released over five weeks and are available for free to the public. They've also put together discussion guides to help teachers jumpstart classroom discussion. The five videos build upon one another in a sequence:\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.youtube.com/watch?list=PLIChyVOpASG3UTHeoU-z6GuwyAFIFfpFj&v=2zrtHt3bBmQ\">Video 1: A secret about the brain\u003c/a>\u003cbr>\nVideo 2: The magic of mistakes\u003cbr>\nVideo 3: The power of \"yet\"\u003cbr>\nVideo 4: The mysterious world of neurons\u003cbr>\nVideo 5: Little by little\u003c/em>\u003c/p>\n\u003cp>“We have this belief that teachers and parents and students are this bottom up force in education,” said Liam Don, co-founder and chief product officer of ClassDojo. “So to actually bring real evidence-based research is a real opportunity.”\u003c/p>\n\u003cp>Don is proud that his company has always solicited teacher input and incorporated that feedback into the company’s tools. ClassDojo’s initial focus on behavior management through positive reinforcement came from teachers. And the expansion to become a closed circuit communication tool – basically a window into the classroom for parents – also came from educators.\u003c/p>\n\u003cp>“I use it to recognize and acknowledge positive behavior in the classroom,” said Jennifer Ellison, who teaches computer classes to all grades at Phillips Elementary in Napa, California. “But I also use it for community building.” Her students often recognize one another for demonstrating mastery over new skills or for behavior that helps another student. That in turn helps foster a positive classroom culture.\u003c/p>\n\u003cp>The teachers at Ellison’s school have read \"\u003ca href=\"http://www.amazon.com/Mindset-The-New-Psychology-Success/dp/0345472322\">Mindset\u003c/a>,\" by Carol Dweck, and have already been trying to incorporate growth mindset messages into their teaching. But Ellison is excited about the ClassDojo videos after seeing the pilot. “We’ve already been talking to our students about it, but the video is really cute and they love the little monster on Dojo,” she said.\u003c/p>\n\u003cp>Ellison often uses her own experiences as a learner when she talks about growth mindset with students. She remembers that her older sister always learned new math problems on the first try, whereas she had to struggle to understand new concepts. Growing up, she tells students, she believed that meant her sister was smart and she was not.\u003c/p>\n\u003cp>That feeling of inadequacy resonates with many students. But then she explains that everybody’s brains are capable of growing and changing when they are confronted with new ideas. Her struggles to understand math didn’t mean she was any less smart, she just had to try more strategies and work harder to understand, growing her brain in the process. She intends to continue that personal approach, but thinks an engaging, short video is a great way to kick off the conversation.\u003c/p>\n\u003cp>“I think the videos head in the right direction,” Ellison said. “Certainly the idea that intelligence is not fixed is important for kids to hear over and over again.” She is also excited at the potential for the growth mindset conversation to travel back to students’ homes and become a larger part of the school community.\u003c/p>\n\u003cp>Ellison says ClassDojo has increased parent engagement with her classes. The tool offers translations in 40 languages -- a huge help in her school where many students come from homes where English is not the first language -- and because much of what teachers post is visual, parents can finally see what goes on during school hours. ClassDojo only has anecdotal evidence of this increased engagement from teachers’ stories and social media, but they do know that 8,000 messages are exchanged every minute between teachers and parents on the platform.\u003c/p>\n\u003cp>ClassDojo executives have already released a pilot video to teachers and got good feedback, so they believe the video series will be well received. “I think there’s a lot of pent up enthusiasm for this idea,” Don said. Many teachers have heard of growth mindset, but aren’t quite sure how to work it into their lessons. Don believes the partnership between ClassDojo and PERTS will reach a huge number of teachers and help them begin these conversations.\u003c/p>\n\u003cp>“Teachers are willing to put in work to make a good idea work in their classroom,” Don said. “We’ve seen that over and over when we’ve released things in the past.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>PERTS hopes to have some preliminary data on how the messaging affects engagement and student attitudes about learning by March.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Many teachers are excited about the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/16/new-research-students-benefit-from-learning-that-intelligence-is-not-fixed/\" target=\"_blank\">compelling research\u003c/a> on the power of a growth mindset to change student perceptions of themselves as learners. Stanford psychology professor \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\">Carol Dweck\u003c/a> discovered that when kids receive a message that their brains are malleable and their \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/16/growth-mindset-clearing-up-some-common-confusions/\">abilities can be developed\u003c/a>, they approach learning as a challenge that they are ready to embrace. That message resonates with many teachers who have long wanted that type of classroom environment. But while the research is compelling, many teachers still struggle to weave growth mindset into their daily teaching practice.\u003c/p>\n\u003cp>To help provide resources for teaching growth mindset the ed-tech company \u003ca href=\"https://www.classdojo.com/\" target=\"_blank\">ClassDojo\u003c/a> is teaming up with \u003ca href=\"https://www.perts.net/about\" target=\"_blank\">Stanford’s Project for Education Research That Scales (PERTS) center\u003c/a> to produce a series of five animated videos on growth mindset featuring the ClassDojo characters many students already know.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We’ll learn both what they’re already doing and how what they’re doing changes as a result of using the videos.'\u003c/aside>\n\u003cp>ClassDojo started out as a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/24/what-works-in-tech-tools-spotlight-on-classdojo/\" target=\"_blank\">behavior management tool\u003c/a>, allowing teachers to award students positive points when they behave well or demonstrate a new skill. The tool has since grown into a communication platform where teachers can share videos, photos and text messages with parents about what’s going on in the classroom. ClassDojo is now being used by teachers in half of all U.S schools, as well as by teachers in 180 other countries.\u003c/p>\n\u003cp>PERTS executive director Dave Paunesku is excited by ClassDojo’s ability to reach so many teachers with this growth mindset message. The collaborators plan to survey both teachers and students who use the videos before and after to get an idea of how well the messaging works.\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/2zrtHt3bBmQ?list=PLIChyVOpASG3UTHeoU-z6GuwyAFIFfpFj\" 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>“The scope of this study goes beyond just these videos. We really are going to try to understand what teachers are doing on a day to day basis,” Paunesku said. He’s excited to find out from teachers what kind of growth mindset messages they are already giving students both explicitly and implicitly through their teaching practices. Understanding how teachers are currently working and determining which strategies already work, as well as those that don’t, is big goal of this collaboration.\u003c/p>\n\u003cp>“We’ll learn both what they’re already doing and how what they’re doing changes as a result of using the videos,” Paunesku said. And, because ClassDojo can track engagement with their videos and tools, the PERTS researchers can gather new insights into how the growth mindset message changes student engagement levels. Conversely, Paunesku also wants to know if the videos don’t work.\u003c/p>\n\u003cp>“To the extent the videos fall short on some things, that’s really important information for making more resources in the future,” Paunesku said. ClassDojo has made five 2-to-3-minute videos that will be released over five weeks and are available for free to the public. They've also put together discussion guides to help teachers jumpstart classroom discussion. The five videos build upon one another in a sequence:\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.youtube.com/watch?list=PLIChyVOpASG3UTHeoU-z6GuwyAFIFfpFj&v=2zrtHt3bBmQ\">Video 1: A secret about the brain\u003c/a>\u003cbr>\nVideo 2: The magic of mistakes\u003cbr>\nVideo 3: The power of \"yet\"\u003cbr>\nVideo 4: The mysterious world of neurons\u003cbr>\nVideo 5: Little by little\u003c/em>\u003c/p>\n\u003cp>“We have this belief that teachers and parents and students are this bottom up force in education,” said Liam Don, co-founder and chief product officer of ClassDojo. “So to actually bring real evidence-based research is a real opportunity.”\u003c/p>\n\u003cp>Don is proud that his company has always solicited teacher input and incorporated that feedback into the company’s tools. ClassDojo’s initial focus on behavior management through positive reinforcement came from teachers. And the expansion to become a closed circuit communication tool – basically a window into the classroom for parents – also came from educators.\u003c/p>\n\u003cp>“I use it to recognize and acknowledge positive behavior in the classroom,” said Jennifer Ellison, who teaches computer classes to all grades at Phillips Elementary in Napa, California. “But I also use it for community building.” Her students often recognize one another for demonstrating mastery over new skills or for behavior that helps another student. That in turn helps foster a positive classroom culture.\u003c/p>\n\u003cp>The teachers at Ellison’s school have read \"\u003ca href=\"http://www.amazon.com/Mindset-The-New-Psychology-Success/dp/0345472322\">Mindset\u003c/a>,\" by Carol Dweck, and have already been trying to incorporate growth mindset messages into their teaching. But Ellison is excited about the ClassDojo videos after seeing the pilot. “We’ve already been talking to our students about it, but the video is really cute and they love the little monster on Dojo,” she said.\u003c/p>\n\u003cp>Ellison often uses her own experiences as a learner when she talks about growth mindset with students. She remembers that her older sister always learned new math problems on the first try, whereas she had to struggle to understand new concepts. Growing up, she tells students, she believed that meant her sister was smart and she was not.\u003c/p>\n\u003cp>That feeling of inadequacy resonates with many students. But then she explains that everybody’s brains are capable of growing and changing when they are confronted with new ideas. Her struggles to understand math didn’t mean she was any less smart, she just had to try more strategies and work harder to understand, growing her brain in the process. She intends to continue that personal approach, but thinks an engaging, short video is a great way to kick off the conversation.\u003c/p>\n\u003cp>“I think the videos head in the right direction,” Ellison said. “Certainly the idea that intelligence is not fixed is important for kids to hear over and over again.” She is also excited at the potential for the growth mindset conversation to travel back to students’ homes and become a larger part of the school community.\u003c/p>\n\u003cp>Ellison says ClassDojo has increased parent engagement with her classes. The tool offers translations in 40 languages -- a huge help in her school where many students come from homes where English is not the first language -- and because much of what teachers post is visual, parents can finally see what goes on during school hours. ClassDojo only has anecdotal evidence of this increased engagement from teachers’ stories and social media, but they do know that 8,000 messages are exchanged every minute between teachers and parents on the platform.\u003c/p>\n\u003cp>ClassDojo executives have already released a pilot video to teachers and got good feedback, so they believe the video series will be well received. “I think there’s a lot of pent up enthusiasm for this idea,” Don said. Many teachers have heard of growth mindset, but aren’t quite sure how to work it into their lessons. Don believes the partnership between ClassDojo and PERTS will reach a huge number of teachers and help them begin these conversations.\u003c/p>\n\u003cp>“Teachers are willing to put in work to make a good idea work in their classroom,” Don said. “We’ve seen that over and over when we’ve released things in the past.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>PERTS hopes to have some preliminary data on how the messaging affects engagement and student attitudes about learning by March.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>The excerpt below is from the book \"\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-0470894520,descCd-buy.html\">Mathematical Mindsets: Unleashing Students' Potential Through Creative Math, Inspiring Messages and Innovative Teaching\u003c/a>,\" by Jo Boaler. This excerpt is from the chapter entitled “Teaching Mathematics for a Growth Mindset.”\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Believe in All of Your Students\u003c/strong>\u003c/p>\n\u003cp>I have always known how important it is that students know their teacher believes in them; I knew this as a teacher and more recently became more acutely aware of it as a parent. When my daughter was five, she realized the teacher of her class in England was giving other students harder math problems, and she came home to me and asked why. When she realized that the teacher did not think she had potential—and sadly, this was true; the teacher had decided she had limited ability—her self-belief was shattered, and she developed a terribly fixed mindset that damaged her learning and confidence for a long time afterward. Now, some years later, after a lot of work from her parents and some wonderful teachers, she is transformed: she has a growth mindset and loves math. Despite the fact that the teacher never said to my daughter that she did not believe in her, she managed to communicate that message loud and clear, and this was understood by my daughter even at the young age of five.\u003c/p>\n\u003cp>The school that my daughter attended in England put students into ability groups in second grade, but they stopped this practice after reading the research evidence and learning about the strategies for teaching heterogeneous groups. After they made this change, the principal wrote to tell me it had transformed math classes and raised achievement across the school. If students are placed into ability groups, even if they have innocuous names such as the red and blue groups, students will know, and their mindsets will become more fixed. When children were put into ability groups in my daughter’s school, children from the lower groups came home saying “All the clever children have gone into another group now.” The messages the students received about their potential as learners in general (not just about math) were devastating for them. One of the first steps we need to take, as a nation, is to move away from outdated methods of fixed mindset grouping and communicate to all students that they can achieve.\u003c/p>\n\u003cfigure id=\"attachment_42983\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-42983\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Boaler-e1449126976155.jpg\" alt=\"Jo Boaler\" width=\"250\" height=\"312\">\u003cfigcaption class=\"wp-caption-text\">Jo Boaler\u003c/figcaption>\u003c/figure>\n\u003cp>The importance of students thinking their teacher believes in them was confirmed in a recent study that had an extremely powerful result (Cohen & Garcia, 2014). Hundreds of students were involved in this experimental study of high school English classes. All of the students wrote essays and received critical diagnostic feedback from their teachers, but half the students received a single extra sentence on the bottom of the feedback. The students who received the extra sentence achieved at significantly higher levels a year later, even though the teachers did not know who received the sentence and there were no other differences between the groups. It may seem incredible that one sentence could change students’ learning trajectories to the extent that they achieve at higher levels a year later, with no other change, but this was the extra sentence:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I am giving you this feedback because I believe in you.”\u003c/p>\n\u003cp>Students who received this sentence scored at higher levels a year later. This effect was particularly significant for students of color, who often feel less valued by their teachers (Cohen & Garcia, 2014). I share this finding with teachers frequently, and they always fully understand its significance. I do not share the result in the hope that teachers will add this same sentence to all of their students’ work. That would lead students to think the sentence was not genuine, which would be counterproductive. I share it to emphasize the power of teachers’ words and the beliefs they hold about students, and to encourage teachers to instill positive belief messages at all times.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-42982\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Mathematical-Mindsets-cover-image-e1449127016383.jpg\" alt=\"Mathematical Mindsets cover image\" width=\"250\" height=\"311\">\u003c/p>\n\u003cp>Teachers can communicate positive expectations to students by using encouraging words, and it is easy to do this with students who appear motivated, who learn easily, or who are quick. But it is even more important to communicate positive beliefs and expectations to students who are slow, appear unmotivated, or struggle. It is also important to realize that the speed at which students appear to grasp concepts is not indicative of their mathematics potential (Schwartz, 2001). As hard as it is, it is important to not have any preconceptions about who will work well on a math task in advance of their getting the task. We must be open at all times to any student’s working really well. Some students give the impression that math is a constant struggle for them, and they may ask a lot of questions or keep saying they are stuck, but they are just hiding their mathematics potential and are likely to be suffering from a fixed mindset. Some students have had bad math experiences and messages from a young age, or have not received opportunities for brain growth and learning that other students have, so they are at lower levels than other students, but this does not mean they cannot take off with good mathematics teaching, positive messages, and, perhaps most important, high expectations from their teacher. You can be the person who turns things around for them and liberates their learning path. It usually takes just one person—a person whom students will never forget.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://@joboaler\">Jo Boaler\u003c/a> is a Professor of Mathematics Education at Stanford University and co-founder of \u003ca href=\"http://www.youcubed.org/\">www.youcubed.org\u003c/a>. Former roles have included being the Marie Curie Professor of Mathematics Education in England, and a mathematics teacher in London comprehensive schools. She is the author of eight books including \u003ca href=\"http://www.amazon.com/Whats-Math-Got-Do-It/dp/0143115715\">What's Math Got To Do With It?\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I am giving you this feedback because I believe in you.”\u003c/p>\n\u003cp>Students who received this sentence scored at higher levels a year later. This effect was particularly significant for students of color, who often feel less valued by their teachers (Cohen & Garcia, 2014). I share this finding with teachers frequently, and they always fully understand its significance. I do not share the result in the hope that teachers will add this same sentence to all of their students’ work. That would lead students to think the sentence was not genuine, which would be counterproductive. I share it to emphasize the power of teachers’ words and the beliefs they hold about students, and to encourage teachers to instill positive belief messages at all times.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-42982\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Mathematical-Mindsets-cover-image-e1449127016383.jpg\" alt=\"Mathematical Mindsets cover image\" width=\"250\" height=\"311\">\u003c/p>\n\u003cp>Teachers can communicate positive expectations to students by using encouraging words, and it is easy to do this with students who appear motivated, who learn easily, or who are quick. But it is even more important to communicate positive beliefs and expectations to students who are slow, appear unmotivated, or struggle. It is also important to realize that the speed at which students appear to grasp concepts is not indicative of their mathematics potential (Schwartz, 2001). As hard as it is, it is important to not have any preconceptions about who will work well on a math task in advance of their getting the task. We must be open at all times to any student’s working really well. Some students give the impression that math is a constant struggle for them, and they may ask a lot of questions or keep saying they are stuck, but they are just hiding their mathematics potential and are likely to be suffering from a fixed mindset. Some students have had bad math experiences and messages from a young age, or have not received opportunities for brain growth and learning that other students have, so they are at lower levels than other students, but this does not mean they cannot take off with good mathematics teaching, positive messages, and, perhaps most important, high expectations from their teacher. You can be the person who turns things around for them and liberates their learning path. It usually takes just one person—a person whom students will never forget.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://@joboaler\">Jo Boaler\u003c/a> is a Professor of Mathematics Education at Stanford University and co-founder of \u003ca href=\"http://www.youcubed.org/\">www.youcubed.org\u003c/a>. Former roles have included being the Marie Curie Professor of Mathematics Education in England, and a mathematics teacher in London comprehensive schools. She is the author of eight books including \u003ca href=\"http://www.amazon.com/Whats-Math-Got-Do-It/dp/0143115715\">What's Math Got To Do With It?\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/news/series/baycurious",
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"source": "kqed",
"order": 3
},
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}
},
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"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
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"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
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"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",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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}
},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"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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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"source": "kqed",
"order": 1
},
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"id": "code-switch-life-kit",
"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": {
"site": "radio",
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},
"link": "/radio/program/code-switch-life-kit",
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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
},
"link": "/forum",
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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",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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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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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"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",
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"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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}
},
"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": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"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",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
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