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"content": "\u003cp>A good portion of the adult population hates math, and a lot of people believe they aren't good at it so they avoid it completely. Those perceptions often come from their experiences learning math in school, which may not have been positive. In her \u003ca href=\"http://www.theatlantic.com/education/archive/2014/10/teaching-math-to-people-who-think-they-hate-it/381125/2/\" target=\"_blank\">Atlantic article\u003c/a> Jessica Lahey writes about a Cornell professor who takes special pride in teaching non-math majors to appreciate numbers. He does it with an inquiry-based, hands-on approach that would likely work for kids learning math for the first time too. Lahey writes:\u003c/p>\n\u003cp>\"Twelve years of compulsory education in mathematics leaves us with a populace that is proud to announce they cannot balance their checkbook, when they would never share that they were illiterate. What we are doing — the way we are doing it — results in an enormous sector of the population that hates mathematics. The current system disenfranchises so many students.\"\u003cbr>\nhttp://www.theatlantic.com/education/archive/2014/10/teaching-math-to-people-who-think-they-hate-it/381125/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/Stockbyte.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/Stockbyte-640x360.png\" alt=\"Stockbyte\" width=\"640\" height=\"360\" class=\"alignnone size-large wp-image-37926\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Putting kids to work on meaningful projects can transform classrooms into beehives of inquiry and discovery, but relatively few rigorous studies have examined how well this teaching method actually works. An \u003ca href=\"http://www.sri.com/blog/how-curriculum-materials-make-difference-next-generation-science-learning\">encouraging new report \u003c/a>describes preliminary, first-year outcomes from a study of 3,000 middle school students that shows kids can, in fact, learn more in science classrooms that adopt a well-designed, project-focused curriculum. \u003c/p>\n\u003caside class=\"pullquote alignleft\">Students participate in the same basic ways that scientists would, with activities organized by important “driving questions” that are relevant in science but also meaningful for kids.\u003c/aside>\n\u003cp>When researchers analyzed test scores from those classrooms by students’ gender and ethnicity, there were no differences in learning performance. That’s a preliminary indication that high-quality project-based curricula might be able to help narrow the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/dismal-science-scores-in-u-s-public-schools/\">science education achievement gap\u003c/a> in children from low-income backgrounds or other groups that are underrepresented in STEM fields. The project-based science lessons “seem to work for all kinds of kids,” said report co-author Christopher Harris, a senior researcher at SRI International in Menlo Park, California. “Girls and boys learned at similar rates in this study.” He believes that the personal engagement in meaningful classroom activities that teachers can create through such curriculum materials “makes a difference.”\u003c/p>\n\u003cp>How well the benefits hold up or grow in the second year of implementation remains to be seen. But the researchers see \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/moving-towards-inquiry-how-to-reinvent-project-based-learning/\">project-based inquiry learning\u003c/a> as a promising strategy for helping school systems move toward \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/new-science-standards-aim-to-relate-concepts-to-students-lives/\" target=\"_blank\">new U.S. science education standards\u003c/a> that were released last year.\u003c/p>\n\u003cp>Access to good science curriculum materials is a “vexing issue,” Harris said. In urban public schools, science textbooks are often 10 years old and the standard curricula “provide very few opportunities for students to really engage in the science, beyond emphasizing the scientific canon or the knowledge that's been developed over time,” he said. “They typically don't have a hands-on approach.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To move beyond the rote memorization of disconnected science facts that traditional instruction tends to emphasize, in 2011 the U.S. National Research Council laid out a \u003ca href=\"http://sites.nationalacademies.org/dbasse/bose/framework_k12_science/index.htm\">new framework for revamping K-12 science education\u003c/a>. The \u003ca href=\"http://www.nextgenscience.org/next-generation-science-standards\">Next Generation Science Standards\u003c/a> embody that framework and aim to teach kids some of the core thought processes and practices that scientists and engineers use to investigate natural phenomena and solve problems.\u003c/p>\n\u003cp>Meeting those new standards will likely require a considerable shift in how schools teach science. Project-based inquiry learning programs seem well suited to be part of the solution: They get students to participate in educational projects in the same basic ways that scientists would, with activities organized by important “driving questions” that are relevant in science but also meaningful for kids, Harris said.\u003c/p>\n\u003cp>\u003cstrong>Putting Project-Based Science Classes to the Test\u003c/strong>\u003c/p>\n\u003cp>One such curriculum for grades 6-8 is Project-Based Inquiry Science (PBIS). Originally developed in the ‘90s at several universities with funding from the National Science Foundation (NSF), it incorporated the latest research knowledge on how students learn and how teachers can best teach them. An education publishing company named It's About Time brought \u003ca href=\"http://www.iat.com/courses/middle-school-science/project-based-inquiry-science/?type=introduction\">the curriculum\u003c/a> to the commercial market. \u003c/p>\n\u003cp>Currently, PBIS is one of the few curricula available that are fully aligned with the new science standards, and its structured activities emphasize core practices such as carrying out investigations, constructing science explanations and developing and using models. For instance, one physics project poses the driving question, “Why should I wear a helmet when I ride my bike?” – an inquiry that’s compelling because it connects directly to kids’ everyday lives, Harris said. To answer it, students work on a series of activities leading them to explore related questions that build their knowledge of the principles of force, motion, acceleration and gravity, so that they can grasp how a helmet would protect their heads from the impact of a potential collision. With guidance from their teacher, “they're conducting investigations, but there's also supports for kids to collect data, organize it, analyze it, share it, debate it, argue about it”—similar to how real-life scientists work, he said.\u003c/p>\n\u003cp>In an SRI research effort funded with a $5 million NSF grant, Harris recently conducted a randomized controlled trial of whether the PBIS materials are effective. Project collaborators included William Penuel of the University of Colorado and Joseph Krajcik, a Michigan State University professor who helped develop the new U.S. science standards as well as the original PBIS curriculum.\u003c/p>\n\u003cp>[contextly_auto_sidebar id=\"2MxgnbzA3Fn23YAcONABzumhuxn6n168\"]\u003cbr>\nThe experiment took place in sixth-grade science classes at 42 middle schools in a large, ethnically diverse urban public school district during the 2012-2014 academic years. About 55 percent of the pupils were eligible for free or reduced-price lunches. Half of those schools adopted PBIS curriculum units for physical science and earth science, with their teachers going through professional development training (provided by It’s About Time) in project-based teaching and the next-generation science standards. The rest of the schools taught science the traditional way, but their instructors also received training in the new standards. Almost 100 teachers and more than 3,000 students participated.\u003c/p>\n\u003cp>On average, kids in the project-based physical science classes performed roughly 8 percent better on an end-of-unit learning assessment than the kids in traditional classes. (Because the course content was new, the researchers also had to create entirely new assessment tests, which required a lot more demonstration of critical thinking skills than standard multiple-choice science tests.) That’s an improvement that would lift a student who scored in the 50th percentile on the test to the 58th percentile – a gain that “is actually really good for an education intervention,” Harris said. Pupils in the PBIS earth science classes showed a similar trend toward stronger scores, but that increase wasn’t statistically significant. \u003c/p>\n\u003cp>“It takes at least two years for teachers to become comfortable with new curriculum materials,” Harris noted. Nonetheless, instructors in year one of the trial were able to use the project-based materials “relatively effectively to support the kind of science learning called for in the new standards. We are very interested to see what the analysis will show for year two.”\u003c/p>\n\u003cp>\u003cstrong>Barriers Ahead – and the Potential Payoff \u003c/strong>\u003c/p>\n\u003cp>The research team is now analyzing data from year two and will evaluate how well teachers implemented the project-based curriculum. While the approach clearly \u003ca href=\"http://www.iat.com/testimonials/30/\">engages students \u003c/a>more, potential barriers to its wide adoption include the fact that it is resource intensive, Harris said. School districts have to buy not just the book and teacher’s guide but also the materials for classroom activities. Each PBIS unit costs roughly $23 per student.\u003c/p>\n\u003cp>And teachers need substantial training, including support throughout the school year, to learn how to coordinate kids to collaborate well on projects, and to ensure that important scientific concepts bubble up and get discussed. So project-based learning is generally a huge investment for school districts and more work for the teachers, but many of them “find that the hard work pays off,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Harris hopes to see more project-based science curricula coming out that are keyed to the new standards and grounded in research on learning. Such materials are badly needed in elementary schools, because too many children don’t get exposed to good science instruction on a consistent basis until middle school, he said. Catching kids earlier to help them see the big picture of what science is about could spark their excitement – and perhaps inspire new generations of young scientists from diverse backgrounds that STEM disciplines are greatly in want of.\u003c/p>\n\n",
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Project-based inquiry learning programs seem well suited to be part of the solution: They get students to participate in educational projects in the same basic ways that scientists would, with activities organized by important “driving questions” that are relevant in science but also meaningful for kids, Harris said.\u003c/p>\n\u003cp>\u003cstrong>Putting Project-Based Science Classes to the Test\u003c/strong>\u003c/p>\n\u003cp>One such curriculum for grades 6-8 is Project-Based Inquiry Science (PBIS). Originally developed in the ‘90s at several universities with funding from the National Science Foundation (NSF), it incorporated the latest research knowledge on how students learn and how teachers can best teach them. An education publishing company named It's About Time brought \u003ca href=\"http://www.iat.com/courses/middle-school-science/project-based-inquiry-science/?type=introduction\">the curriculum\u003c/a> to the commercial market. \u003c/p>\n\u003cp>Currently, PBIS is one of the few curricula available that are fully aligned with the new science standards, and its structured activities emphasize core practices such as carrying out investigations, constructing science explanations and developing and using models. For instance, one physics project poses the driving question, “Why should I wear a helmet when I ride my bike?” – an inquiry that’s compelling because it connects directly to kids’ everyday lives, Harris said. To answer it, students work on a series of activities leading them to explore related questions that build their knowledge of the principles of force, motion, acceleration and gravity, so that they can grasp how a helmet would protect their heads from the impact of a potential collision. With guidance from their teacher, “they're conducting investigations, but there's also supports for kids to collect data, organize it, analyze it, share it, debate it, argue about it”—similar to how real-life scientists work, he said.\u003c/p>\n\u003cp>In an SRI research effort funded with a $5 million NSF grant, Harris recently conducted a randomized controlled trial of whether the PBIS materials are effective. Project collaborators included William Penuel of the University of Colorado and Joseph Krajcik, a Michigan State University professor who helped develop the new U.S. science standards as well as the original PBIS curriculum.\u003c/p>\n\u003cp>[contextly_auto_sidebar id=\"2MxgnbzA3Fn23YAcONABzumhuxn6n168\"]\u003cbr>\nThe experiment took place in sixth-grade science classes at 42 middle schools in a large, ethnically diverse urban public school district during the 2012-2014 academic years. About 55 percent of the pupils were eligible for free or reduced-price lunches. Half of those schools adopted PBIS curriculum units for physical science and earth science, with their teachers going through professional development training (provided by It’s About Time) in project-based teaching and the next-generation science standards. The rest of the schools taught science the traditional way, but their instructors also received training in the new standards. Almost 100 teachers and more than 3,000 students participated.\u003c/p>\n\u003cp>On average, kids in the project-based physical science classes performed roughly 8 percent better on an end-of-unit learning assessment than the kids in traditional classes. (Because the course content was new, the researchers also had to create entirely new assessment tests, which required a lot more demonstration of critical thinking skills than standard multiple-choice science tests.) That’s an improvement that would lift a student who scored in the 50th percentile on the test to the 58th percentile – a gain that “is actually really good for an education intervention,” Harris said. Pupils in the PBIS earth science classes showed a similar trend toward stronger scores, but that increase wasn’t statistically significant. \u003c/p>\n\u003cp>“It takes at least two years for teachers to become comfortable with new curriculum materials,” Harris noted. Nonetheless, instructors in year one of the trial were able to use the project-based materials “relatively effectively to support the kind of science learning called for in the new standards. We are very interested to see what the analysis will show for year two.”\u003c/p>\n\u003cp>\u003cstrong>Barriers Ahead – and the Potential Payoff \u003c/strong>\u003c/p>\n\u003cp>The research team is now analyzing data from year two and will evaluate how well teachers implemented the project-based curriculum. While the approach clearly \u003ca href=\"http://www.iat.com/testimonials/30/\">engages students \u003c/a>more, potential barriers to its wide adoption include the fact that it is resource intensive, Harris said. School districts have to buy not just the book and teacher’s guide but also the materials for classroom activities. Each PBIS unit costs roughly $23 per student.\u003c/p>\n\u003cp>And teachers need substantial training, including support throughout the school year, to learn how to coordinate kids to collaborate well on projects, and to ensure that important scientific concepts bubble up and get discussed. So project-based learning is generally a huge investment for school districts and more work for the teachers, but many of them “find that the hard work pays off,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Harris hopes to see more project-based science curricula coming out that are keyed to the new standards and grounded in research on learning. Such materials are badly needed in elementary schools, because too many children don’t get exposed to good science instruction on a consistent basis until middle school, he said. Catching kids earlier to help them see the big picture of what science is about could spark their excitement – and perhaps inspire new generations of young scientists from diverse backgrounds that STEM disciplines are greatly in want of.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_36686\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-36686\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Independence-640x326.jpg\" alt=\"Independence Project/ image from Charles Tsai's movie\" width=\"640\" height=\"326\">\u003cfigcaption class=\"wp-caption-text\">The Independent Project/ image from Charles Tsai's movie\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When Sam Levin was a junior at Monument Mountain Regional High School in Great Barrington, Mass., he realized that two things were in short supply at his school: engagement and mastery. He also noticed that he and his peers were learning plenty of information, but not much about how to gather or create their own data. And he noticed that students were unhappy. So he took it upon himself to design a school where students would feel fully engaged, have an opportunity to develop expertise in something, and learn how to learn.\u003c/p>\n\u003cp>“He came up with a plan where the core areas could still be studied, but in a way where students were more of the driving force,” explains guidance counselor Mike Powell. The administration decided to take a chance on a semester-long pilot project, and The Independent Project debuted in the fall of 2010.\u003c/p>\n\u003cp>The pilot involved eight students — sophomores, juniors and seniors — chosen on the basis of written applications and interviews. “The idea was that it was for students who could manage their time well, were looking for something more than the traditional program, and had a passion for learning,” says Powell, who served as the group’s primary adviser. Academic performance didn’t matter — the group included straight-A students as well as students who were failing many of their classes. The group was fairly diverse in other ways, too, with the students hailing from a range of blue-collar and white-collar family backgrounds.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“It really establishes an idea of what self-motivation is. There is critiquing, but it all comes back to you. That’s really valuable.”\u003c/aside>\n\u003cp>Their time, other than daily group meetings, was theirs to manage. “This was pretty unheard of — teens being alone most of the day,” Powell notes.\u003c/p>\n\u003cp>They explored math, science, social science and literature topics that interested them, choosing one question each week, researching it, and presenting their findings to the group. They also chose books to read, discuss and write about in some form; worked on a semester-long individual project on a subject that excited them (the only requirement was that the project require effort, learning and mastery); and collaborated on a three-week-long group endeavor (they decided to\u003ca href=\"https://www.youtube.com/watch?v=MTmH1wS2NJY\"> make a video about education and their project\u003c/a>). They were responsible for giving a final presentation about their project, which helped to give them a specific goal to work toward.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As the adviser, Powell checked in with the group every morning; he also offered logistical support and helped the students locate resources. Three other faculty members — a science teacher, a math teacher and a social science teacher — served as an advisory committee, meeting with the students for one period a day to help them in whatever way was needed, such as to talk through some of the more complex ideas presented in a research book. The students also consulted other teachers and outside experts as needed. When members of the community were asked to share their knowledge, “the vast majority of the time, they came running,” Powell says.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES ALONG THE WAY\u003c/strong>\u003c/p>\n\u003cp>The program encountered some bumps. “We struggled with how to do peer-to-peer constructive criticism,” Powell says. “It’s a bit different in a classroom, where there’s a teacher setting boundaries and helping create structure. They found doing that with peers challenging. But that was a big part of the program—they had to be accountable for what they were doing. … They’re teens, so to think that at that age they will always make good choices and manage their time well is not realistic. Even adults aren’t like that.”\u003c/p>\n\u003cp>It was also difficult for some other faculty members to accept that students were earning credit for such an amorphous undertaking. So the group tried to be transparent and made their final presentations — which ran the gamut from performances to cooking a large meal — open to the public.\u003c/p>\n\u003cp>At the end of the semester, “everyone was satisfied - the parents, the students, and the school,” Powell says. The project’s “\u003ca href=\"https://docs.google.com/file/d/0B7amqLdzA9QHMWh1SnhDZld4NHc/edit\" target=\"_blank\">White Paper\u003c/a>” notes that parents “were very aware of what was going on in the program because the kids were talking about school at home much more than they ever had in the past.”\u003c/p>\n\u003cp>“There were so many moments where you could see students being inspired,” Powell says. “And they learned that with that much control comes a great deal of responsibility, to manage time and be accountable.”\u003c/p>\n\u003cfigure id=\"attachment_36688\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36688\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/420637_10150621450629293_1505357092_n-300x452.jpg\" alt=\"Sam Levin, creator of the Independence Project.\" width=\"300\" height=\"452\">\u003cfigcaption class=\"wp-caption-text\">Sam Levin, creator of the Independent Project.\u003c/figcaption>\u003c/figure>\n\u003cp>The school chose to continue the program, which runs for one semester each year and involves nine to 12 students who receive credit and a pass/fail. “It was really risky, because we didn’t know how colleges would interpret this on a transcript,” Powell says. “But so far we’ve had only an overwhelmingly positive response,” including from highly selective colleges, such as Oxford and Williams, that have accepted graduates.\u003c/p>\n\u003cp>Nevertheless, not a lot of students apply to participate in the project. “They know it involves more work [than taking regular classes] and that they have to push themselves to do it,” says science teacher Daniel Gray, who served as the group’s primary adviser this year. (He also had prior experience with this type of model—he had studied democratic education and then helped introduce some of those principles to a public middle school.)\u003c/p>\n\u003cp>Most high school students are neither interested nor ready for such an experience, he says. But he adds: “I think that if they had been given progressively more responsibility over the years, they would be ready. My seventh- and eighth-graders, after a year or two, they got it, and they were more mature than you would expect them to be at that age.”\u003c/p>\n\u003cp>\u003cstrong>APPLYING LESSONS LEARNED\u003c/strong>\u003c/p>\n\u003cp>Although some teachers at Monument Mountain remain skeptical, the majority of them now support the program. Some have even copied elements of it, for example letting English students choose which books to read. It has also spawned “positive” discussions about the most appropriate role for teachers, Powell says.\u003c/p>\n\u003cp>There have been a number of refinements over the years. One has been to hold the program in the spring, to avoid a sudden and tough transition back to taking regular classes where students can no longer control what they’re learning. And the number of faculty assigned to the project was reduced to three and then (for scheduling reasons) two. Each group has also introduced its own twist — this year the students had even more leeway and no subject-area requirements. The constants have been the weekly research question, the books component, and the individual endeavor, which has ranged from vocational pursuits such as building a kayak, to artistic tasks such as writing a novel, to scientific explorations such as examining how Western and Eastern medicine deal differently with Lyme disease.\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>\u003c/p>\n\u003cp>Securing assistance from teachers sometimes proved challenging. “It’s something most students aren’t used to doing,” says Logan Malik, a just-graduated senior who organized the program this year. “Instead of a teacher telling you what to do, you’re telling the teacher what you’re learning, what you want information on, and when you want to meet. And then they would have to do some prep.” Nevertheless, “teachers were very willing to help us, even if it was on their own time.” (The students also served as “a first-grade support group for each other,” Gray says.)\u003c/p>\n\u003cp>Although he’s heading to college to study pre-med, Logan’s individual endeavor this spring was to learn classical guitar. He watched a YouTube tutorial to learn the proper fingering and then practiced about four hours a day. He says he would never have been able to dive into the activity like this if he’d continued with his rigorous course load, and learning it over a summer wouldn’t have been as productive without a group and some structure. The Independent Project work kept him busy, he says, “but the busy-ness was easier to get through, compared to slaving through something you don’t want to be doing and don’t value as much.”\u003c/p>\n\u003cp>The stress was also less, because the evaluations (other than the final pass/fail) were formative rather than summative — intended not to judge, but to help students improve their work.\u003c/p>\n\u003cp>It was challenging sometimes to stay on task to meet deadlines that were not enforced by authorities, Malik says, “but we did well overall.” The students tried to be flexible and fair, and to account for the natural ebb and flow in people’s attention and motivation levels, as well as unexpected complications. Extensions were granted to students who asked for more time to research a question. “Once the person was given an extra week, they felt they needed to do more, and they worked hard,” Malik notes. Other times individuals were given a pass to give them a chance to get back on track. In the past, when tensions have arisen or the group’s energy has seemed particularly low, the group has literally taken a hike, while discussing their goals and potential improvements to the program.\u003c/p>\n\u003cp>Malik enjoyed many of his regular classes and sees this program as a complement rather than a complete replacement for them. “For a lot of subjects, like chemistry, it’s good to be taught by someone, so the structure of the class helps. And in social science, it’s good to be introduced to ideas by someone who understands those ideas really well.” But The Independent Project offers benefits that aren’t available in an adult-led classroom, he adds. “It really establishes an idea of what self-motivation is. There is critiquing, but it all comes back to you. That’s really valuable.”\u003c/p>\n\u003cp>\u003cstrong>CHANGES IN STUDENTS\u003c/strong>\u003c/p>\n\u003cp>Students who have gone through the program ask more questions and have a greater awareness of how to answer them; construct their questions more carefully; became more thoughtful in the way they consider ideas and evaluate sources; and became better at managing their time.\u003c/p>\n\u003cp>The “White Paper” also notes that the project instills a “sense of ownership of their education has stayed with the students long after the program ended. Although some students have continued to struggle academically, feedback from parents has suggested that they are pursuing more interests outside of school than they were before The Independent Project.”\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" 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\u003cp>It continues: “That is not to say no one will fail; any program or system will contain failure. In fact, in the pilot of the Independent Project one student struggled to complete the work, and did not receive full credit for the program … The goal, then, is to not make The Independent Project so that no one fails, but to make it so fewer people fail than in the current system, and to make success in The Independent Project carry more intellectual meaning than success often does in the current system.”\u003c/p>\n\u003cp>The program doesn’t require a lot of additional resources, and other public schools have visited Monument Valley to find out how to replicate it. (A professional filmmaker has also \u003ca href=\"https://www.youtube.com/watch?v=RElUmGI5gLc\">produced a video about it.\u003c/a>) Powell says it requires administrators who are open to focusing education on students, rather than teachers or a curriculum. But he offers a caution: “Because the focus is on the student, that’s where you need to start. This came from a student and was pushed by him, through all the red tape. A program like this probably won’t be terribly successful if it’s teacher-driven. If a group of adults want to replicate this, ... I would have conversations with the students about it, and see how they respond and where they take it. If students are interested in the concept, it will guide itself.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Meet some of the students in this video created by Charles Tsai.\u003cbr>\n[youtube http://www.youtube.com/watch?v=RElUmGI5gLc]\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36686\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-36686\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Independence-640x326.jpg\" alt=\"Independence Project/ image from Charles Tsai's movie\" width=\"640\" height=\"326\">\u003cfigcaption class=\"wp-caption-text\">The Independent Project/ image from Charles Tsai's movie\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When Sam Levin was a junior at Monument Mountain Regional High School in Great Barrington, Mass., he realized that two things were in short supply at his school: engagement and mastery. He also noticed that he and his peers were learning plenty of information, but not much about how to gather or create their own data. And he noticed that students were unhappy. So he took it upon himself to design a school where students would feel fully engaged, have an opportunity to develop expertise in something, and learn how to learn.\u003c/p>\n\u003cp>“He came up with a plan where the core areas could still be studied, but in a way where students were more of the driving force,” explains guidance counselor Mike Powell. The administration decided to take a chance on a semester-long pilot project, and The Independent Project debuted in the fall of 2010.\u003c/p>\n\u003cp>The pilot involved eight students — sophomores, juniors and seniors — chosen on the basis of written applications and interviews. “The idea was that it was for students who could manage their time well, were looking for something more than the traditional program, and had a passion for learning,” says Powell, who served as the group’s primary adviser. Academic performance didn’t matter — the group included straight-A students as well as students who were failing many of their classes. The group was fairly diverse in other ways, too, with the students hailing from a range of blue-collar and white-collar family backgrounds.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“It really establishes an idea of what self-motivation is. There is critiquing, but it all comes back to you. That’s really valuable.”\u003c/aside>\n\u003cp>Their time, other than daily group meetings, was theirs to manage. “This was pretty unheard of — teens being alone most of the day,” Powell notes.\u003c/p>\n\u003cp>They explored math, science, social science and literature topics that interested them, choosing one question each week, researching it, and presenting their findings to the group. They also chose books to read, discuss and write about in some form; worked on a semester-long individual project on a subject that excited them (the only requirement was that the project require effort, learning and mastery); and collaborated on a three-week-long group endeavor (they decided to\u003ca href=\"https://www.youtube.com/watch?v=MTmH1wS2NJY\"> make a video about education and their project\u003c/a>). They were responsible for giving a final presentation about their project, which helped to give them a specific goal to work toward.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As the adviser, Powell checked in with the group every morning; he also offered logistical support and helped the students locate resources. Three other faculty members — a science teacher, a math teacher and a social science teacher — served as an advisory committee, meeting with the students for one period a day to help them in whatever way was needed, such as to talk through some of the more complex ideas presented in a research book. The students also consulted other teachers and outside experts as needed. When members of the community were asked to share their knowledge, “the vast majority of the time, they came running,” Powell says.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES ALONG THE WAY\u003c/strong>\u003c/p>\n\u003cp>The program encountered some bumps. “We struggled with how to do peer-to-peer constructive criticism,” Powell says. “It’s a bit different in a classroom, where there’s a teacher setting boundaries and helping create structure. They found doing that with peers challenging. But that was a big part of the program—they had to be accountable for what they were doing. … They’re teens, so to think that at that age they will always make good choices and manage their time well is not realistic. Even adults aren’t like that.”\u003c/p>\n\u003cp>It was also difficult for some other faculty members to accept that students were earning credit for such an amorphous undertaking. So the group tried to be transparent and made their final presentations — which ran the gamut from performances to cooking a large meal — open to the public.\u003c/p>\n\u003cp>At the end of the semester, “everyone was satisfied - the parents, the students, and the school,” Powell says. The project’s “\u003ca href=\"https://docs.google.com/file/d/0B7amqLdzA9QHMWh1SnhDZld4NHc/edit\" target=\"_blank\">White Paper\u003c/a>” notes that parents “were very aware of what was going on in the program because the kids were talking about school at home much more than they ever had in the past.”\u003c/p>\n\u003cp>“There were so many moments where you could see students being inspired,” Powell says. “And they learned that with that much control comes a great deal of responsibility, to manage time and be accountable.”\u003c/p>\n\u003cfigure id=\"attachment_36688\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36688\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/420637_10150621450629293_1505357092_n-300x452.jpg\" alt=\"Sam Levin, creator of the Independence Project.\" width=\"300\" height=\"452\">\u003cfigcaption class=\"wp-caption-text\">Sam Levin, creator of the Independent Project.\u003c/figcaption>\u003c/figure>\n\u003cp>The school chose to continue the program, which runs for one semester each year and involves nine to 12 students who receive credit and a pass/fail. “It was really risky, because we didn’t know how colleges would interpret this on a transcript,” Powell says. “But so far we’ve had only an overwhelmingly positive response,” including from highly selective colleges, such as Oxford and Williams, that have accepted graduates.\u003c/p>\n\u003cp>Nevertheless, not a lot of students apply to participate in the project. “They know it involves more work [than taking regular classes] and that they have to push themselves to do it,” says science teacher Daniel Gray, who served as the group’s primary adviser this year. (He also had prior experience with this type of model—he had studied democratic education and then helped introduce some of those principles to a public middle school.)\u003c/p>\n\u003cp>Most high school students are neither interested nor ready for such an experience, he says. But he adds: “I think that if they had been given progressively more responsibility over the years, they would be ready. My seventh- and eighth-graders, after a year or two, they got it, and they were more mature than you would expect them to be at that age.”\u003c/p>\n\u003cp>\u003cstrong>APPLYING LESSONS LEARNED\u003c/strong>\u003c/p>\n\u003cp>Although some teachers at Monument Mountain remain skeptical, the majority of them now support the program. Some have even copied elements of it, for example letting English students choose which books to read. It has also spawned “positive” discussions about the most appropriate role for teachers, Powell says.\u003c/p>\n\u003cp>There have been a number of refinements over the years. One has been to hold the program in the spring, to avoid a sudden and tough transition back to taking regular classes where students can no longer control what they’re learning. And the number of faculty assigned to the project was reduced to three and then (for scheduling reasons) two. Each group has also introduced its own twist — this year the students had even more leeway and no subject-area requirements. The constants have been the weekly research question, the books component, and the individual endeavor, which has ranged from vocational pursuits such as building a kayak, to artistic tasks such as writing a novel, to scientific explorations such as examining how Western and Eastern medicine deal differently with Lyme disease.\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>\u003c/p>\n\u003cp>Securing assistance from teachers sometimes proved challenging. “It’s something most students aren’t used to doing,” says Logan Malik, a just-graduated senior who organized the program this year. “Instead of a teacher telling you what to do, you’re telling the teacher what you’re learning, what you want information on, and when you want to meet. And then they would have to do some prep.” Nevertheless, “teachers were very willing to help us, even if it was on their own time.” (The students also served as “a first-grade support group for each other,” Gray says.)\u003c/p>\n\u003cp>Although he’s heading to college to study pre-med, Logan’s individual endeavor this spring was to learn classical guitar. He watched a YouTube tutorial to learn the proper fingering and then practiced about four hours a day. He says he would never have been able to dive into the activity like this if he’d continued with his rigorous course load, and learning it over a summer wouldn’t have been as productive without a group and some structure. The Independent Project work kept him busy, he says, “but the busy-ness was easier to get through, compared to slaving through something you don’t want to be doing and don’t value as much.”\u003c/p>\n\u003cp>The stress was also less, because the evaluations (other than the final pass/fail) were formative rather than summative — intended not to judge, but to help students improve their work.\u003c/p>\n\u003cp>It was challenging sometimes to stay on task to meet deadlines that were not enforced by authorities, Malik says, “but we did well overall.” The students tried to be flexible and fair, and to account for the natural ebb and flow in people’s attention and motivation levels, as well as unexpected complications. Extensions were granted to students who asked for more time to research a question. “Once the person was given an extra week, they felt they needed to do more, and they worked hard,” Malik notes. Other times individuals were given a pass to give them a chance to get back on track. In the past, when tensions have arisen or the group’s energy has seemed particularly low, the group has literally taken a hike, while discussing their goals and potential improvements to the program.\u003c/p>\n\u003cp>Malik enjoyed many of his regular classes and sees this program as a complement rather than a complete replacement for them. “For a lot of subjects, like chemistry, it’s good to be taught by someone, so the structure of the class helps. And in social science, it’s good to be introduced to ideas by someone who understands those ideas really well.” But The Independent Project offers benefits that aren’t available in an adult-led classroom, he adds. “It really establishes an idea of what self-motivation is. There is critiquing, but it all comes back to you. That’s really valuable.”\u003c/p>\n\u003cp>\u003cstrong>CHANGES IN STUDENTS\u003c/strong>\u003c/p>\n\u003cp>Students who have gone through the program ask more questions and have a greater awareness of how to answer them; construct their questions more carefully; became more thoughtful in the way they consider ideas and evaluate sources; and became better at managing their time.\u003c/p>\n\u003cp>The “White Paper” also notes that the project instills a “sense of ownership of their education has stayed with the students long after the program ended. Although some students have continued to struggle academically, feedback from parents has suggested that they are pursuing more interests outside of school than they were before The Independent Project.”\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" 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\u003cp>It continues: “That is not to say no one will fail; any program or system will contain failure. In fact, in the pilot of the Independent Project one student struggled to complete the work, and did not receive full credit for the program … The goal, then, is to not make The Independent Project so that no one fails, but to make it so fewer people fail than in the current system, and to make success in The Independent Project carry more intellectual meaning than success often does in the current system.”\u003c/p>\n\u003cp>The program doesn’t require a lot of additional resources, and other public schools have visited Monument Valley to find out how to replicate it. (A professional filmmaker has also \u003ca href=\"https://www.youtube.com/watch?v=RElUmGI5gLc\">produced a video about it.\u003c/a>) Powell says it requires administrators who are open to focusing education on students, rather than teachers or a curriculum. But he offers a caution: “Because the focus is on the student, that’s where you need to start. This came from a student and was pushed by him, through all the red tape. A program like this probably won’t be terribly successful if it’s teacher-driven. If a group of adults want to replicate this, ... I would have conversations with the students about it, and see how they respond and where they take it. If students are interested in the concept, it will guide itself.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Meet some of the students in this video created by Charles Tsai.\u003cbr>\n\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/RElUmGI5gLc'\n title='//www.youtube.com/embed/RElUmGI5gLc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_36701\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36701\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Mindshift1_illo2_72.jpg\" alt=\"By Jane Mount/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift1_illo2_72.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift1_illo2_72-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift1_illo2_72-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">By Jane Mount/MindShift\u003c/figcaption>\u003c/figure>\n\u003cdiv class=\"div_for_spokenlayer_player\" style=\"clear:both\">\u003c/div>\n\u003cp class=\"dropcap-serif\">When Mollie Cueva-Dabkoski was dissecting a sheep’s heart during an eighth-grade science class, she had an epiphany that changed her life. “That heart told the story of anatomy and physiology!” she said.\u003c/p>\n\u003cp>Realizing that science is best communicated through stories, Cueva-Dabkoski, now just 19 years old, went on to explore beetles in China. She's now at Johns Hopkins University, and continues to do research during breaks.\u003c/p>\n\u003cp>Cueva-Dabkoski is considered an \"\u003ca href=\"http://extremelearners.iftf.org/\" target=\"_blank\">Extreme Learner\u003c/a>,\" a designation applied to just 12 individuals by the \u003ca href=\"http://www.iftf.org/home/\" target=\"_blank\">Institute for the Future\u003c/a>, for her radical and gutsy approach to learning. Extreme Learners are self-directed, wide-ranging in their interests, comfortable with technology, and adept at building communities around their interests.\u003c/p>\n\u003cp>“Extreme learners aren’t so different from everybody else,” said \u003ca href=\"http://www.iftf.org/miltonchen/\" target=\"_blank\">Milton Chen\u003c/a>, a fellow at the Institute for the Future and advocate for education reform. “We picked people who are extreme in their passion for learning.\" They are also willing to go their own way when traditional educational institutions interfere with their pursuits.\u003c/p>\n\u003cp>Thomas Hunt, for example, another designated \"extreme learner,\" dropped out of high school when he was 14 to work on cancer research. Always interested in science, he found high school stultifying and needlessly time-consuming. Kids of varied interests were thrown together and taught in “the cookie-cutter method,” he said. After he left, Hunt found like-minded learners when he became one of 20 \u003ca href=\"http://www.thielfellowship.org/home/\" target=\"_blank\">Thiel Fellows\u003c/a>, formerly known as “\u003ca href=\"http://www.thielfellowship.org/20-under-20-thiel-fellowship-rules/\" target=\"_blank\">20 Under 20\u003c/a>,” which paid him $100,000 to drop out of school for two years and pursue his studies. “For some kids who have a vision of what they’re interested in, high school is not for them,” he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I’ve recognized that this is what makes me different: I may not know it, but I don’t see it has a barrier.”\u003c/aside>\n\u003cp>This was also true for Marc Roth, another extreme learner who dropped out of high school three times and never finished his community college education. (He earned his high school equivalency degree in three weeks.) Today, Roth is the founder of the \u003ca href=\"http://news.typeamachines.com/the-learning-shelter/\" target=\"_blank\">Learning Shelter\u003c/a>, a 90-day training program that teaches homeless people high-tech manufacturing skills. Roth is 40, and his improbable path to the Learning Shelter included delivering pizzas, programming and consulting in IT, sailing the seas on a cruise ship, and starting his own business. When that business collapsed, and Roth’s net worth fell from $21 million to nothing, he moved to San Francisco and lived in his car. When his car was broken into, Roth decamped to a homeless shelter for five months.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Roth reversed his fortune — and earned his bona fides as an Extreme Learner — when he was broke and living in the shelter. He heard others talking about a nearby \u003ca href=\"http://techshop.ws/\" target=\"_blank\">TechShop,\u003c/a> and decided to scrape up the $59 membership fee and give it a try. TechShops are stand-alone buildings with staffs and million-dollar tools that train high-tech skills to anyone interested and able to afford the modest fee; set up with laser cutters and plastics labs, among other tools, they are meant to promote creativity and skill-development. Roth devoured the learning opportunities at the TechShop in San Francisco, starting with sewing and vinyl cutting, and within two months moved from pupil to teacher. “When I only had pennies to my name, I turned everything I had into education instead of comforts or niceties,” he said.\u003c/p>\n\u003cp>\u003cstrong>INSATIABLE NEED FOR LEARNING\u003c/strong>\u003c/p>\n\u003cp>It’s the hunger for learning rather than raw intellect that distinguishes Extreme Learners from the gifted. Intensely motivated and harboring a breadth of interests, they also consider ignorance a temporary and reparable condition.\u003c/p>\n\u003cp>Lenore Edman, for example, who along with her husband designs and produces robotic kits for their company \u003ca href=\"http://www.evilmadscientist.com/\" target=\"_blank\">Evil Mad Scientist\u003c/a>, is motivated by what she doesn’t know. “I’ve recognized that this is what makes me different: I may not know it, but I don’t see it has a barrier,” she said, reflecting the premise behind the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset disposition\u003c/a>. “The most extreme thing is not being afraid to learn new things,” she added.\u003c/p>\n\u003cp>In her work, Edman erases boundaries between math and food, electricity and paper crafts. Recently, she sewed what she called a “missile command skirt,” styled after a vintage video game, and built a “circuitry snack” out of candy. “It was a fun project because we got to eat the candy at the end,” she said. She’s most interested in what happens when different fields intersect, and looks for ways to take the tools of one field and apply them to another.\u003c/p>\n\u003cp>What's the lesson here for schools? In short, standardization, repetition, and rigidity are deadly for the curious. “Nothing bores me more than seeing a list of redundant facts I have to memorize,” Mollie Cueva-Dabkoski said. Biology class dragged for Thomas Hunt, but the school turned him down when he tried to replace a few classes with work in a lab outside school. “High school is a big day care system,” Roth said.\u003c/p>\n\u003cfigure id=\"attachment_36703\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36703\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/image_1-300x165.jpg\" alt=\"Mollie Cueva-Dabkoski\" width=\"300\" height=\"165\">\u003cfigcaption class=\"wp-caption-text\">Mollie Cueva-Dabkoski\u003c/figcaption>\u003c/figure>\n\u003cp>But some schools have figured out how to engage their inquisitive students. Mollie Cueva-Dabkoski attended Ruth Asawa San Francisco School of the Arts, an arts-based school that rewarded exploration and free choice. “We were given a ridiculous amount of time to read and explore,” she said, which allowed her to discover her genuine interests. The school also encouraged creativity through arts, which Cueva-Dabkoski credits with stimulating her enthusiasm for the Brazilian arts. Outside school, she joined an Afro-Brazilian dance troupe and taught dance to kids in Oakland.\u003c/p>\n\u003cp>“Of all the places in school, in art kids can create exactly what they want,” she said. And in a conflict between depth and breadth of learning, the school rewarded depth. Rather than memorize the dates and key figures in World War II, for example, students were encouraged to go deep on one particular person or event. Time, freedom, and space to make art crystalized for Cueva-Dabkoski, who is scurrying to publish her extracurricular research on beetles before the summer ends and Johns Hopkins beckons.\u003c/p>\n\u003cp>“If you put the pieces together, you see a movement,” Chen said. Along with \u003ca href=\"http://makezine.com/2013/05/22/the-difference-between-hackerspaces-makerspaces-techshops-and-fablabs/\">MakerLabs, Maker Faires\u003c/a>, and TechShops, all of which foster independent learning and creativity, Extreme Learners have indulged their intellectual passions in their own time and on their own terms. Formal educational institutions have little to do with it.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“The main takeaway for teachers is, give students more flexibility and choice over what they’re working on,” Milton Chen said. “Give kids the tools to identify their interests and gather information. And help them find like-minded people to work with.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36701\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36701\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Mindshift1_illo2_72.jpg\" alt=\"By Jane Mount/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift1_illo2_72.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift1_illo2_72-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift1_illo2_72-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">By Jane Mount/MindShift\u003c/figcaption>\u003c/figure>\n\u003cdiv class=\"div_for_spokenlayer_player\" style=\"clear:both\">\u003c/div>\n\u003cp class=\"dropcap-serif\">When Mollie Cueva-Dabkoski was dissecting a sheep’s heart during an eighth-grade science class, she had an epiphany that changed her life. “That heart told the story of anatomy and physiology!” she said.\u003c/p>\n\u003cp>Realizing that science is best communicated through stories, Cueva-Dabkoski, now just 19 years old, went on to explore beetles in China. She's now at Johns Hopkins University, and continues to do research during breaks.\u003c/p>\n\u003cp>Cueva-Dabkoski is considered an \"\u003ca href=\"http://extremelearners.iftf.org/\" target=\"_blank\">Extreme Learner\u003c/a>,\" a designation applied to just 12 individuals by the \u003ca href=\"http://www.iftf.org/home/\" target=\"_blank\">Institute for the Future\u003c/a>, for her radical and gutsy approach to learning. Extreme Learners are self-directed, wide-ranging in their interests, comfortable with technology, and adept at building communities around their interests.\u003c/p>\n\u003cp>“Extreme learners aren’t so different from everybody else,” said \u003ca href=\"http://www.iftf.org/miltonchen/\" target=\"_blank\">Milton Chen\u003c/a>, a fellow at the Institute for the Future and advocate for education reform. “We picked people who are extreme in their passion for learning.\" They are also willing to go their own way when traditional educational institutions interfere with their pursuits.\u003c/p>\n\u003cp>Thomas Hunt, for example, another designated \"extreme learner,\" dropped out of high school when he was 14 to work on cancer research. Always interested in science, he found high school stultifying and needlessly time-consuming. Kids of varied interests were thrown together and taught in “the cookie-cutter method,” he said. After he left, Hunt found like-minded learners when he became one of 20 \u003ca href=\"http://www.thielfellowship.org/home/\" target=\"_blank\">Thiel Fellows\u003c/a>, formerly known as “\u003ca href=\"http://www.thielfellowship.org/20-under-20-thiel-fellowship-rules/\" target=\"_blank\">20 Under 20\u003c/a>,” which paid him $100,000 to drop out of school for two years and pursue his studies. “For some kids who have a vision of what they’re interested in, high school is not for them,” he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I’ve recognized that this is what makes me different: I may not know it, but I don’t see it has a barrier.”\u003c/aside>\n\u003cp>This was also true for Marc Roth, another extreme learner who dropped out of high school three times and never finished his community college education. (He earned his high school equivalency degree in three weeks.) Today, Roth is the founder of the \u003ca href=\"http://news.typeamachines.com/the-learning-shelter/\" target=\"_blank\">Learning Shelter\u003c/a>, a 90-day training program that teaches homeless people high-tech manufacturing skills. Roth is 40, and his improbable path to the Learning Shelter included delivering pizzas, programming and consulting in IT, sailing the seas on a cruise ship, and starting his own business. When that business collapsed, and Roth’s net worth fell from $21 million to nothing, he moved to San Francisco and lived in his car. When his car was broken into, Roth decamped to a homeless shelter for five months.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Roth reversed his fortune — and earned his bona fides as an Extreme Learner — when he was broke and living in the shelter. He heard others talking about a nearby \u003ca href=\"http://techshop.ws/\" target=\"_blank\">TechShop,\u003c/a> and decided to scrape up the $59 membership fee and give it a try. TechShops are stand-alone buildings with staffs and million-dollar tools that train high-tech skills to anyone interested and able to afford the modest fee; set up with laser cutters and plastics labs, among other tools, they are meant to promote creativity and skill-development. Roth devoured the learning opportunities at the TechShop in San Francisco, starting with sewing and vinyl cutting, and within two months moved from pupil to teacher. “When I only had pennies to my name, I turned everything I had into education instead of comforts or niceties,” he said.\u003c/p>\n\u003cp>\u003cstrong>INSATIABLE NEED FOR LEARNING\u003c/strong>\u003c/p>\n\u003cp>It’s the hunger for learning rather than raw intellect that distinguishes Extreme Learners from the gifted. Intensely motivated and harboring a breadth of interests, they also consider ignorance a temporary and reparable condition.\u003c/p>\n\u003cp>Lenore Edman, for example, who along with her husband designs and produces robotic kits for their company \u003ca href=\"http://www.evilmadscientist.com/\" target=\"_blank\">Evil Mad Scientist\u003c/a>, is motivated by what she doesn’t know. “I’ve recognized that this is what makes me different: I may not know it, but I don’t see it has a barrier,” she said, reflecting the premise behind the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset disposition\u003c/a>. “The most extreme thing is not being afraid to learn new things,” she added.\u003c/p>\n\u003cp>In her work, Edman erases boundaries between math and food, electricity and paper crafts. Recently, she sewed what she called a “missile command skirt,” styled after a vintage video game, and built a “circuitry snack” out of candy. “It was a fun project because we got to eat the candy at the end,” she said. She’s most interested in what happens when different fields intersect, and looks for ways to take the tools of one field and apply them to another.\u003c/p>\n\u003cp>What's the lesson here for schools? In short, standardization, repetition, and rigidity are deadly for the curious. “Nothing bores me more than seeing a list of redundant facts I have to memorize,” Mollie Cueva-Dabkoski said. Biology class dragged for Thomas Hunt, but the school turned him down when he tried to replace a few classes with work in a lab outside school. “High school is a big day care system,” Roth said.\u003c/p>\n\u003cfigure id=\"attachment_36703\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36703\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/image_1-300x165.jpg\" alt=\"Mollie Cueva-Dabkoski\" width=\"300\" height=\"165\">\u003cfigcaption class=\"wp-caption-text\">Mollie Cueva-Dabkoski\u003c/figcaption>\u003c/figure>\n\u003cp>But some schools have figured out how to engage their inquisitive students. Mollie Cueva-Dabkoski attended Ruth Asawa San Francisco School of the Arts, an arts-based school that rewarded exploration and free choice. “We were given a ridiculous amount of time to read and explore,” she said, which allowed her to discover her genuine interests. The school also encouraged creativity through arts, which Cueva-Dabkoski credits with stimulating her enthusiasm for the Brazilian arts. Outside school, she joined an Afro-Brazilian dance troupe and taught dance to kids in Oakland.\u003c/p>\n\u003cp>“Of all the places in school, in art kids can create exactly what they want,” she said. And in a conflict between depth and breadth of learning, the school rewarded depth. Rather than memorize the dates and key figures in World War II, for example, students were encouraged to go deep on one particular person or event. Time, freedom, and space to make art crystalized for Cueva-Dabkoski, who is scurrying to publish her extracurricular research on beetles before the summer ends and Johns Hopkins beckons.\u003c/p>\n\u003cp>“If you put the pieces together, you see a movement,” Chen said. Along with \u003ca href=\"http://makezine.com/2013/05/22/the-difference-between-hackerspaces-makerspaces-techshops-and-fablabs/\">MakerLabs, Maker Faires\u003c/a>, and TechShops, all of which foster independent learning and creativity, Extreme Learners have indulged their intellectual passions in their own time and on their own terms. Formal educational institutions have little to do with it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The main takeaway for teachers is, give students more flexibility and choice over what they’re working on,” Milton Chen said. “Give kids the tools to identify their interests and gather information. And help them find like-minded people to work with.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_33967\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33967\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/122576150-e1392150441116.jpg\" alt=\"122576150\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/122576150-e1392150441116.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/122576150-e1392150441116-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/122576150-e1392150441116-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Jonathan Wai\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">When you want to improve your physical health, you don’t have to eat one specific type of food or exercise in a specific way. Rather, you need an appropriate mix of healthy foods and exercise -- no one thing is required. Different types of exercise and foods are in some sense interchangeable. What matters is that you get the appropriate dose.\u003c/p>\n\u003cp>Could this common idea from health translate into the world of education?\u003c/p>\n\u003cp>Consider the cases of two hypothetical students, Suzie and Greg. Suzie goes to a summer science camp every year, she gets lost in Wikipedia for hours after school, competes in chess tournaments, and overall is engaged at school. Greg enjoys being home-schooled, regularly uses Khan Academy, walks to the library to read books, and recently joined a club that builds remote control helicopters. Although involved in very different activities, they are both intellectually stimulated, and that is the key. They each have an appropriate educational dose.\u003c/p>\n\u003cp>In a research collaboration with David Lubinski, Camilla Benbow, and James Steiger, \u003ca href=\"http://www.psychologytoday.com/files/attachments/56143/the-concept-educational-dose.pdf\">published in the \u003cem>Journal of Educational Psychology\u003c/em>\u003c/a>, we conceptualized education as a dose concept. Each different type of pre-college educational opportunity was summed to determine the dose level. For example, Suzie and Greg are both involved in four learning opportunities, so they each have a dose level of four. Our study focused on STEM learning opportunities and outcomes. From a sample of 1,467 academically advanced students, we formed two groups: those with a relatively higher educational dose and those with a relatively lower educational dose. We then compared these two groups on their STEM outcomes 25 years later — PhDs, publications, university tenure, patents, and occupations. The higher dose group was significantly more likely to earn each of these outcomes than the lower dose group. First, this study suggests a higher educational dose may be beneficial for real-world achievements. Second, it may not be any \u003cem>one\u003c/em> educational intervention, but an appropriate dose of different educational experiences that matter.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Although this research was on academically advanced students, the concept of educational dose could be applied to all students, because one size does not fit all—each person needs to be educated at the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/is-it-time-to-redefine-gifted-and-talented/\">level and in a way that is tailored for them\u003c/a>. Students need different kinds of stimulation, and they should seek opportunities they're interested in because no one thing is going to be the winning formula for everyone. These opportunities can be both inside and outside of school and on and off-line.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students need different kinds of stimulation, and they should seek opportunities they're interested in because no one thing is going to be the winning formula for everyone.\u003c/aside>\n\u003cp>Of course, some educational opportunities are certainly more effective than others. But this shows educational opportunities are, to some extent, interchangeable. This idea should free up parents from worrying that their kids must have one specific type of educational opportunity because each student has varied opportunities to learn and grow. What matters is each student takes advantage of whatever opportunities that surround them to stay consistently engaged.\u003c/p>\n\u003cp>Clearly, low-income or rural students will not have as many options as students in higher-income communities with larger populations. Access to their devices in school may \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">help bridge this divide\u003c/a>. What matters is whether students have a say in what personally motivates them, as well as guidance from parents and teachers to leverage those interests into learning opportunities. There are almost infinite numbers of free online education opportunities, from MOOCs to sites like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/online-game-challenges-gifted-students-to-compete-against-each-other/\">brilliant.org for advanced students\u003c/a>. Just check out these lists of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">open education sites\u003c/a>.\u003c/p>\n\u003cp>But just access to computers and the internet might not be enough. As the \u003ca href=\"http://www.nytimes.com/2013/12/15/opinion/sunday/in-math-and-science-the-best-fend-for-themselves.html?_r=0\">\u003cem>New York \u003c/em>Times editorial board \u003c/a>recently pointed out, public national funding for academically advanced students is currently zero, so talented students from low-income backgrounds who don’t have parents who can provide challenging learning opportunities outside of school often lose out because they're not appropriately challenged.\u003c/p>\n\u003cp>However, based on a new research study, \u003ca href=\"http://thehill.com/opinion/op-ed/197989-after-school-activities-empower-kids\">Deborah Lowe Vandell argues\u003c/a> that consistent after school stimulation—day in and day out—can be especially beneficial for low-income students. Ultimately, we need to do everything we can to ensure unique individuals from every level and background have the chance to be stimulated each day.\u003c/p>\n\u003cp>If you consider that what matters is for each student to get a consistent and sufficient educational dose across a long span of time, this essentially composes what we might consider as life-long learning. And in that sense, perhaps this concept is helpful not only for students, but all of us.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.psychologytoday.com/experts/jonathan-wai-phd\">Jonathan Wai\u003c/a> is a researcher at the Duke University Talent Identification Program and Case Western Reserve University and writes “Finding the Next Einstein: Why Smart is Relative” for Psychology Today.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33967\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33967\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/122576150-e1392150441116.jpg\" alt=\"122576150\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/122576150-e1392150441116.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/122576150-e1392150441116-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/122576150-e1392150441116-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Jonathan Wai\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">When you want to improve your physical health, you don’t have to eat one specific type of food or exercise in a specific way. Rather, you need an appropriate mix of healthy foods and exercise -- no one thing is required. Different types of exercise and foods are in some sense interchangeable. What matters is that you get the appropriate dose.\u003c/p>\n\u003cp>Could this common idea from health translate into the world of education?\u003c/p>\n\u003cp>Consider the cases of two hypothetical students, Suzie and Greg. Suzie goes to a summer science camp every year, she gets lost in Wikipedia for hours after school, competes in chess tournaments, and overall is engaged at school. Greg enjoys being home-schooled, regularly uses Khan Academy, walks to the library to read books, and recently joined a club that builds remote control helicopters. Although involved in very different activities, they are both intellectually stimulated, and that is the key. They each have an appropriate educational dose.\u003c/p>\n\u003cp>In a research collaboration with David Lubinski, Camilla Benbow, and James Steiger, \u003ca href=\"http://www.psychologytoday.com/files/attachments/56143/the-concept-educational-dose.pdf\">published in the \u003cem>Journal of Educational Psychology\u003c/em>\u003c/a>, we conceptualized education as a dose concept. Each different type of pre-college educational opportunity was summed to determine the dose level. For example, Suzie and Greg are both involved in four learning opportunities, so they each have a dose level of four. Our study focused on STEM learning opportunities and outcomes. From a sample of 1,467 academically advanced students, we formed two groups: those with a relatively higher educational dose and those with a relatively lower educational dose. We then compared these two groups on their STEM outcomes 25 years later — PhDs, publications, university tenure, patents, and occupations. The higher dose group was significantly more likely to earn each of these outcomes than the lower dose group. First, this study suggests a higher educational dose may be beneficial for real-world achievements. Second, it may not be any \u003cem>one\u003c/em> educational intervention, but an appropriate dose of different educational experiences that matter.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Although this research was on academically advanced students, the concept of educational dose could be applied to all students, because one size does not fit all—each person needs to be educated at the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/is-it-time-to-redefine-gifted-and-talented/\">level and in a way that is tailored for them\u003c/a>. Students need different kinds of stimulation, and they should seek opportunities they're interested in because no one thing is going to be the winning formula for everyone. These opportunities can be both inside and outside of school and on and off-line.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students need different kinds of stimulation, and they should seek opportunities they're interested in because no one thing is going to be the winning formula for everyone.\u003c/aside>\n\u003cp>Of course, some educational opportunities are certainly more effective than others. But this shows educational opportunities are, to some extent, interchangeable. This idea should free up parents from worrying that their kids must have one specific type of educational opportunity because each student has varied opportunities to learn and grow. What matters is each student takes advantage of whatever opportunities that surround them to stay consistently engaged.\u003c/p>\n\u003cp>Clearly, low-income or rural students will not have as many options as students in higher-income communities with larger populations. Access to their devices in school may \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">help bridge this divide\u003c/a>. What matters is whether students have a say in what personally motivates them, as well as guidance from parents and teachers to leverage those interests into learning opportunities. There are almost infinite numbers of free online education opportunities, from MOOCs to sites like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/online-game-challenges-gifted-students-to-compete-against-each-other/\">brilliant.org for advanced students\u003c/a>. Just check out these lists of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">open education sites\u003c/a>.\u003c/p>\n\u003cp>But just access to computers and the internet might not be enough. As the \u003ca href=\"http://www.nytimes.com/2013/12/15/opinion/sunday/in-math-and-science-the-best-fend-for-themselves.html?_r=0\">\u003cem>New York \u003c/em>Times editorial board \u003c/a>recently pointed out, public national funding for academically advanced students is currently zero, so talented students from low-income backgrounds who don’t have parents who can provide challenging learning opportunities outside of school often lose out because they're not appropriately challenged.\u003c/p>\n\u003cp>However, based on a new research study, \u003ca href=\"http://thehill.com/opinion/op-ed/197989-after-school-activities-empower-kids\">Deborah Lowe Vandell argues\u003c/a> that consistent after school stimulation—day in and day out—can be especially beneficial for low-income students. Ultimately, we need to do everything we can to ensure unique individuals from every level and background have the chance to be stimulated each day.\u003c/p>\n\u003cp>If you consider that what matters is for each student to get a consistent and sufficient educational dose across a long span of time, this essentially composes what we might consider as life-long learning. And in that sense, perhaps this concept is helpful not only for students, but all of us.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.psychologytoday.com/experts/jonathan-wai-phd\">Jonathan Wai\u003c/a> is a researcher at the Duke University Talent Identification Program and Case Western Reserve University and writes “Finding the Next Einstein: Why Smart is Relative” for Psychology Today.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Reinvent Project Based Learning to Be More Meaningful",
"title": "How to Reinvent Project Based Learning to Be More Meaningful",
"headTitle": "PROJECT BASED LEARNING | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_34630\" class=\"wp-caption center\" style=\"max-width: 638px\">\u003ca href=\"http://www.flickr.com/photos/michale/2857917490/sizes/z/\">\u003cimg class=\"size-full wp-image-34630\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/2857917490_ec823748d8_z-e1395254848176.jpg\" alt=\"2857917490_ec823748d8_z\" width=\"638\" height=\"430\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/2857917490_ec823748d8_z-e1395254848176.jpg 638w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/2857917490_ec823748d8_z-e1395254848176-400x270.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/2857917490_ec823748d8_z-e1395254848176-320x216.jpg 320w\" sizes=\"(max-width: 638px) 100vw, 638px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">This is a crucial time for education. Every system in every country is in the process of figuring out how to reboot education to teach skills, application, and attitude in addition to recall and understanding. Helping students be able to grapple with increased problem solving and inquiry, be better critical and creative thinkers, show greater independence and engagement, and exhibit skills as presenters and collaborators is the challenge of the moment.\u003c/p>\n\u003cp>That's why so many educators are using the project based learning (PBL) model. PBL has proven to be a means for setting up the kind of problem-solving challenges that engage students in deeper learning and critical inquiry. It requires students to research, collaborate, decide on the value of information and evidence, accept feedback, design solutions, and present findings in a public space—all factors that create the conditions under which high performance and mastery are most likely to emerge. The rise of PBL, in fact, is a success story for education.\u003c/p>\n\u003cp>However, it’s also time to reboot PBL. It continues to be misinterpreted as a single teaching strategy rather than as a set of design principles that allow us to introduce the philosophy of inquiry into education in an intelligent and grounded way. It’s plagued by misunderstandings about when it \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\" target=\"_blank\">should be used, and when not\u003c/a>, and to what extent it can fulfill the mandate of a standards-based system. Too often, it ends with enthusiastic students delivering mediocre work — and teachers aren’t sure what went wrong or right.\u003c/p>\n\u003cp>If PBL is to become a powerful, accepted model of instruction in the future, a vocabulary change may be in order -- preferably to the term \u003cem>project based inquiry\u003c/em>. It’s time to not only address the flaws in PBL, but to reinvent it in a way that leads to deeper learning, creative inquiry, and a better fit with a collaborative world in which doing and knowing are one thing. Here are thoughts about five areas in which PBL needs to move forward.\u003c/p>\n\u003ch3>1. Put PBL on a continuum of inquiry.\u003c/h3>\n\u003cp>Infusing inquiry into the curriculum is the goal, so that instruction starts with questions rather than broadcasting content. But PBL is only one way to do that. Good teachers use many methods to help students observe, pose questions, engage in experimentation and error, and learn to analyze and reason. So it’s not necessary to use PBL 24/7 across all subjects. Instead:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>First, think skills.\u003c/strong> A coherent approach to inquiry begins with knowing that skills, not content, underlie the inquiry process. To link PBL with other parts of the school, have all teachers to sign onto the two chief skills required in PBL, teamwork and presentation. Use school-wide rubrics to assess the skills. Think of projects as the time when students really practice those skills at a high level for public consumption.\u003c/p>\n\u003cp>\u003cstrong>Think strategically.\u003c/strong> Plan for PBL over the course of the year, but don’t expect every teacher to do a project. For instance, step back and analyze an entire ninth-grade class. How many projects will they experience in the course of the year? Who will conduct the projects? If students participate in three or four projects every year, they will get what they need.\u003c/p>\n\u003cp>\u003cstrong>Use PBL for entrepreneurial inquiry.\u003c/strong> When teachers want students to go deep into an important topic, grapple with a community issue, or experience the persistence and intellectual rigor necessary to dig in to something meaningful, that’s the perfect time for PBL. Otherwise, normal inquiry gets the job done.\u003c/p>\n\u003cp>\u003cstrong>Differentiate subjects.\u003c/strong> Not all subjects fit PBL in the same way. Courses such as AP Calculus and Physics may use a shorter, more contained problem-based approach, or a more activity-based approach. Humanities projects may take on community issues. Both approaches are valid and use similar design principles, but have different objectives.\u003c/p>\n\u003ch3>2. Blend surface knowledge and deeper learning.\u003c/h3>\n\u003cp>It is impossible at this historical juncture to figure out how much students need to put into hard-wired long term memory versus how much information they simply download, pass through, and apply. Google is ruining the curriculum, no doubt about it. On the other hand, you have to know in order to think. But in the zeal to expand the constructivist side of PBL, we’re losing the knowing—the kind of facts, terms, and vocabulary of the discipline that allow a student to express knowledge coherently. This is not a matter of test preparation as much as a design issue to make sure students have a sufficient knowledge base. Some solutions:\u003c/p>\n\u003cp>[contextly_sidebar id=\"972d38da16bb1880fe85920c8dfe3242\"]\u003c/p>\n\u003cp>\u003cstrong>Let go of theory.\u003c/strong> In theory, a question or challenge posed in PBL is so compelling that students will learn all essential facts necessary to answer the question. In practice, this doesn’t work. Teachers must make an intentional effort to design surface knowledge into a project. This is not so easy, because PBL focuses on authentic questions that lead to open ended problem solving. Content can get lost, and often does.\u003c/p>\n\u003cp>\u003cstrong>Analyze the project.\u003c/strong> Start a project design with a creative challenge and end with an authentic product, but carefully analyze the design to make sure essential facts and concepts will be taught. If students require certain facts and concepts for tests, but those facts don’t fit into the design, take a breath and just teach them. The project won’t fail because you took one day to ‘cover’ material.\u003c/p>\n\u003cp>\u003cstrong>Use direct instruction.\u003c/strong> Direct instruction is not the same as boring lectures—and it’s time to distinguish them. Direct instruction works quite well when dosed with questioning and small group discussions. Use it to transmit essential information efficiently and quickly during the course of a project.\u003c/p>\n\u003ch3>3. Start with a sophisticated student-centered culture.\u003c/h3>\n\u003cp>The greatest number of failures in PBL occurs in schools that attempt to graft PBL onto a traditional, row-centered, front of the room classroom culture. A teacher-centered system and a student-centered system are different life forms. One is focused on content delivery and a \"hand it in, hand it back\" approach; the other requires openness, coaching, and an \"errors are fine\" philosophy. Unless a teacher uses the tools of a positive culture and high performance, students don’t engage at the level necessary to persist, investigate, and hold themselves accountable for mastery. Creating this culture requires more than liking your students. Instead, it is necessary for educators to intentionally teach students to perform skillfully and learn to coach those skills at a high level. Some steps:\u003c/p>\n\u003cp>\u003cstrong>Reflect.\u003c/strong> Your personality and attitude, particularly listening skills and openness, will directly affect the quality of the project. System wide, remember that PBL is personality driven. If certain teachers don’t embrace PBL, but do a good job of stimulating inquiry, let them be. Everyone will be happier.\u003c/p>\n\u003cp>\u003cstrong>Build student capacity.\u003c/strong> Prior to projects, take time for students to reflect on their skills and attitudes, practice team building, setting norms, and examining responsibilities and aspirations. For PBL to succeed, the entire pace of instruction must be slowed.\u003c/p>\n\u003cp>\u003cstrong>Know the neuroscience.\u003c/strong> Every study shows the same results: Your attitude, beliefs, and hidden expectations are communicated to students—and change their brain. Take care with messaging.\u003c/p>\n\u003ch3>4. Make collaboration as powerful in school as it is in life.\u003c/h3>\n\u003cp>Group work and cooperative learning are giving PBL a hangover. It is time to make a fundamental shift in the direction of teamwork. In a relationship-driven world, the era of the individual scholar is coming to an end. PBL is a perfect method for helping reveal how peers will work together in the future to create and analyze content. Teachers can speed this process.\u003c/p>\n\u003cp>\u003cstrong>Make collaboration the foundational skill.\u003c/strong> Instead of seeing 21st-century skills as a laundry list, prioritize by making teamwork the basis for academic work, particularly in projects. Move from the loose language of \"groups\" to the more accountable language of teams and cohorts.\u003c/p>\n\u003cp>\u003cstrong>Make teams purposeful.\u003c/strong> Bring \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/how-to-foster-collaboration-and-team-spirit/\" target=\"_blank\">teams together for the purpose of creating better products\u003c/a>, not just discussing and brainstorming.\u003c/p>\n\u003cp>\u003cstrong>Require teams to participate deeply in the design process.\u003c/strong> Have them regularly and frequently exchange design ideas, test prototypes, follow protocols, use the vocabulary of the discipline, and exhibit mature responses to feedback from peers.\u003c/p>\n\u003cp>\u003cstrong>Make peer review the norm.\u003c/strong> Don’t look at any student work until it has gone through a peer review process that pushes students to present their best work for your evaluation and feedback.\u003c/p>\n\u003ch3>5. Understand that PBL cannot be done alone.\u003c/h3>\n\u003cp>PBL is a complex form of teaching, with many moving parts and a creative element. Teachers will benefit enormously, and grow their expertise much faster, if they can discuss and refine their projects together. The opposite is true, also; if schools continue to limit collaborative time to Monday mornings between 8 am and 9 am, or something similar, PBL will fail. Inquiry simply demands more depth and conversation than the traditional system allows. Many changes are required here, but the step with the greatest leverage? Try this.\u003c/p>\n\u003cp>\u003cstrong>Institutionalize Critical Friends Protocols.\u003c/strong> A 25 minute protocol, in which teachers present ideas to peers and receive feedback about a project in a respectful, professional environment, is a game changer. It sets a higher bar for discourse, encourages teachers to think more deeply, and takes education away from its familiar staples of \"neat\" ideas and endless inputs. The protocols work well in department meetings, staff meetings, or at PD days.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-admin/thom@thommarkham.com\">Thom Markham\u003c/a> is a psychologist, school redesign consultant, and the author of the \u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=sr_1_3?s=books&ie=UTF8&qid=1334257826&sr=1-3\">Project Based Learning Design and Coaching Guide: Expert tools for inquiry and innovation for K-12 educators\u003c/a>. Find many more resources on his website, \u003ca href=\"http://www.thommarkham.com/\">www.thommarkham.com\u003c/a>.\u003cbr>\n\u003c/em>\u003c/em>\u003c/p>\n\n",
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"excerpt": "Project-based learning continues to be misinterpreted as a single teaching strategy rather than as a set of design principles that allow us to introduce the philosophy of inquiry into education in an intelligent and grounded way. It’s time to not only address the flaws in PBL, but to reinvent it in a way that leads to deeper learning, creative inquiry, and a better fit with a collaborative world in which doing and knowing are one thing. ",
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"title": "How to Reinvent Project Based Learning to Be More Meaningful | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34630\" class=\"wp-caption center\" style=\"max-width: 638px\">\u003ca href=\"http://www.flickr.com/photos/michale/2857917490/sizes/z/\">\u003cimg class=\"size-full wp-image-34630\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/2857917490_ec823748d8_z-e1395254848176.jpg\" alt=\"2857917490_ec823748d8_z\" width=\"638\" height=\"430\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/2857917490_ec823748d8_z-e1395254848176.jpg 638w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/2857917490_ec823748d8_z-e1395254848176-400x270.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/2857917490_ec823748d8_z-e1395254848176-320x216.jpg 320w\" sizes=\"(max-width: 638px) 100vw, 638px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">This is a crucial time for education. Every system in every country is in the process of figuring out how to reboot education to teach skills, application, and attitude in addition to recall and understanding. Helping students be able to grapple with increased problem solving and inquiry, be better critical and creative thinkers, show greater independence and engagement, and exhibit skills as presenters and collaborators is the challenge of the moment.\u003c/p>\n\u003cp>That's why so many educators are using the project based learning (PBL) model. PBL has proven to be a means for setting up the kind of problem-solving challenges that engage students in deeper learning and critical inquiry. It requires students to research, collaborate, decide on the value of information and evidence, accept feedback, design solutions, and present findings in a public space—all factors that create the conditions under which high performance and mastery are most likely to emerge. The rise of PBL, in fact, is a success story for education.\u003c/p>\n\u003cp>However, it’s also time to reboot PBL. It continues to be misinterpreted as a single teaching strategy rather than as a set of design principles that allow us to introduce the philosophy of inquiry into education in an intelligent and grounded way. It’s plagued by misunderstandings about when it \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\" target=\"_blank\">should be used, and when not\u003c/a>, and to what extent it can fulfill the mandate of a standards-based system. Too often, it ends with enthusiastic students delivering mediocre work — and teachers aren’t sure what went wrong or right.\u003c/p>\n\u003cp>If PBL is to become a powerful, accepted model of instruction in the future, a vocabulary change may be in order -- preferably to the term \u003cem>project based inquiry\u003c/em>. It’s time to not only address the flaws in PBL, but to reinvent it in a way that leads to deeper learning, creative inquiry, and a better fit with a collaborative world in which doing and knowing are one thing. Here are thoughts about five areas in which PBL needs to move forward.\u003c/p>\n\u003ch3>1. Put PBL on a continuum of inquiry.\u003c/h3>\n\u003cp>Infusing inquiry into the curriculum is the goal, so that instruction starts with questions rather than broadcasting content. But PBL is only one way to do that. Good teachers use many methods to help students observe, pose questions, engage in experimentation and error, and learn to analyze and reason. So it’s not necessary to use PBL 24/7 across all subjects. Instead:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>First, think skills.\u003c/strong> A coherent approach to inquiry begins with knowing that skills, not content, underlie the inquiry process. To link PBL with other parts of the school, have all teachers to sign onto the two chief skills required in PBL, teamwork and presentation. Use school-wide rubrics to assess the skills. Think of projects as the time when students really practice those skills at a high level for public consumption.\u003c/p>\n\u003cp>\u003cstrong>Think strategically.\u003c/strong> Plan for PBL over the course of the year, but don’t expect every teacher to do a project. For instance, step back and analyze an entire ninth-grade class. How many projects will they experience in the course of the year? Who will conduct the projects? If students participate in three or four projects every year, they will get what they need.\u003c/p>\n\u003cp>\u003cstrong>Use PBL for entrepreneurial inquiry.\u003c/strong> When teachers want students to go deep into an important topic, grapple with a community issue, or experience the persistence and intellectual rigor necessary to dig in to something meaningful, that’s the perfect time for PBL. Otherwise, normal inquiry gets the job done.\u003c/p>\n\u003cp>\u003cstrong>Differentiate subjects.\u003c/strong> Not all subjects fit PBL in the same way. Courses such as AP Calculus and Physics may use a shorter, more contained problem-based approach, or a more activity-based approach. Humanities projects may take on community issues. Both approaches are valid and use similar design principles, but have different objectives.\u003c/p>\n\u003ch3>2. Blend surface knowledge and deeper learning.\u003c/h3>\n\u003cp>It is impossible at this historical juncture to figure out how much students need to put into hard-wired long term memory versus how much information they simply download, pass through, and apply. Google is ruining the curriculum, no doubt about it. On the other hand, you have to know in order to think. But in the zeal to expand the constructivist side of PBL, we’re losing the knowing—the kind of facts, terms, and vocabulary of the discipline that allow a student to express knowledge coherently. This is not a matter of test preparation as much as a design issue to make sure students have a sufficient knowledge base. Some solutions:\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Let go of theory.\u003c/strong> In theory, a question or challenge posed in PBL is so compelling that students will learn all essential facts necessary to answer the question. In practice, this doesn’t work. Teachers must make an intentional effort to design surface knowledge into a project. This is not so easy, because PBL focuses on authentic questions that lead to open ended problem solving. Content can get lost, and often does.\u003c/p>\n\u003cp>\u003cstrong>Analyze the project.\u003c/strong> Start a project design with a creative challenge and end with an authentic product, but carefully analyze the design to make sure essential facts and concepts will be taught. If students require certain facts and concepts for tests, but those facts don’t fit into the design, take a breath and just teach them. The project won’t fail because you took one day to ‘cover’ material.\u003c/p>\n\u003cp>\u003cstrong>Use direct instruction.\u003c/strong> Direct instruction is not the same as boring lectures—and it’s time to distinguish them. Direct instruction works quite well when dosed with questioning and small group discussions. Use it to transmit essential information efficiently and quickly during the course of a project.\u003c/p>\n\u003ch3>3. Start with a sophisticated student-centered culture.\u003c/h3>\n\u003cp>The greatest number of failures in PBL occurs in schools that attempt to graft PBL onto a traditional, row-centered, front of the room classroom culture. A teacher-centered system and a student-centered system are different life forms. One is focused on content delivery and a \"hand it in, hand it back\" approach; the other requires openness, coaching, and an \"errors are fine\" philosophy. Unless a teacher uses the tools of a positive culture and high performance, students don’t engage at the level necessary to persist, investigate, and hold themselves accountable for mastery. Creating this culture requires more than liking your students. Instead, it is necessary for educators to intentionally teach students to perform skillfully and learn to coach those skills at a high level. Some steps:\u003c/p>\n\u003cp>\u003cstrong>Reflect.\u003c/strong> Your personality and attitude, particularly listening skills and openness, will directly affect the quality of the project. System wide, remember that PBL is personality driven. If certain teachers don’t embrace PBL, but do a good job of stimulating inquiry, let them be. Everyone will be happier.\u003c/p>\n\u003cp>\u003cstrong>Build student capacity.\u003c/strong> Prior to projects, take time for students to reflect on their skills and attitudes, practice team building, setting norms, and examining responsibilities and aspirations. For PBL to succeed, the entire pace of instruction must be slowed.\u003c/p>\n\u003cp>\u003cstrong>Know the neuroscience.\u003c/strong> Every study shows the same results: Your attitude, beliefs, and hidden expectations are communicated to students—and change their brain. Take care with messaging.\u003c/p>\n\u003ch3>4. Make collaboration as powerful in school as it is in life.\u003c/h3>\n\u003cp>Group work and cooperative learning are giving PBL a hangover. It is time to make a fundamental shift in the direction of teamwork. In a relationship-driven world, the era of the individual scholar is coming to an end. PBL is a perfect method for helping reveal how peers will work together in the future to create and analyze content. Teachers can speed this process.\u003c/p>\n\u003cp>\u003cstrong>Make collaboration the foundational skill.\u003c/strong> Instead of seeing 21st-century skills as a laundry list, prioritize by making teamwork the basis for academic work, particularly in projects. Move from the loose language of \"groups\" to the more accountable language of teams and cohorts.\u003c/p>\n\u003cp>\u003cstrong>Make teams purposeful.\u003c/strong> Bring \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/how-to-foster-collaboration-and-team-spirit/\" target=\"_blank\">teams together for the purpose of creating better products\u003c/a>, not just discussing and brainstorming.\u003c/p>\n\u003cp>\u003cstrong>Require teams to participate deeply in the design process.\u003c/strong> Have them regularly and frequently exchange design ideas, test prototypes, follow protocols, use the vocabulary of the discipline, and exhibit mature responses to feedback from peers.\u003c/p>\n\u003cp>\u003cstrong>Make peer review the norm.\u003c/strong> Don’t look at any student work until it has gone through a peer review process that pushes students to present their best work for your evaluation and feedback.\u003c/p>\n\u003ch3>5. Understand that PBL cannot be done alone.\u003c/h3>\n\u003cp>PBL is a complex form of teaching, with many moving parts and a creative element. Teachers will benefit enormously, and grow their expertise much faster, if they can discuss and refine their projects together. The opposite is true, also; if schools continue to limit collaborative time to Monday mornings between 8 am and 9 am, or something similar, PBL will fail. Inquiry simply demands more depth and conversation than the traditional system allows. Many changes are required here, but the step with the greatest leverage? Try this.\u003c/p>\n\u003cp>\u003cstrong>Institutionalize Critical Friends Protocols.\u003c/strong> A 25 minute protocol, in which teachers present ideas to peers and receive feedback about a project in a respectful, professional environment, is a game changer. It sets a higher bar for discourse, encourages teachers to think more deeply, and takes education away from its familiar staples of \"neat\" ideas and endless inputs. The protocols work well in department meetings, staff meetings, or at PD days.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-admin/thom@thommarkham.com\">Thom Markham\u003c/a> is a psychologist, school redesign consultant, and the author of the \u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=sr_1_3?s=books&ie=UTF8&qid=1334257826&sr=1-3\">Project Based Learning Design and Coaching Guide: Expert tools for inquiry and innovation for K-12 educators\u003c/a>. Find many more resources on his website, \u003ca href=\"http://www.thommarkham.com/\">www.thommarkham.com\u003c/a>.\u003cbr>\n\u003c/em>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Teach the Standards Without Becoming Standardized",
"title": "How to Teach the Standards Without Becoming Standardized",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_34408\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34408\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/different-pencil.jpg\" alt=\"different-pencil\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/different-pencil.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/different-pencil-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/different-pencil-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Is it possible for teachers to meet standards without teaching in a standardized way? This question is at the heart of the ambivalence around Common Core State Standards for many educators.\u003c/p>\n\u003cp>Supporters of the Common Core, including the developers and many educators, maintain that the new standards are a move away from No Child Left Behind because they focus on developing students' skills rather than specific content areas that teachers should cover. But because a standardized test will be used to evaluate how effectively students are learning those skills, the temptation to try and teach to the test still exists.\u003c/p>\n\u003cp>Educators say they're already feeling pressure from administrators to teach the same things at the same time in an attempt to ensure strong test results. “It certainly isn’t how you inspire teachers to stay in the classroom,” said veteran teacher \u003ca href=\"http://laufenberg.wordpress.com/\" target=\"_blank\">Diana Laufenberg\u003c/a> at \u003ca href=\"http://educonphilly.org/\" target=\"_blank\">EduCon\u003c/a> conference hosted by \u003ca href=\"http://www.scienceleadership.org/\" target=\"_blank\">Science Leadership Academy\u003c/a> in Philadelphia.\u003c/p>\n\u003cp>Still, it often seems easier or safer to standardize instruction instead of trusting educators to engage and challenge students. But Laufenberg says there's another way. “Teach past the test to this other meaningful, creative work and you will get the test, but you’ll get all this other stuff too,” Laufenberg said. “If you only teach to the test that’s all you’ll get.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Teach past the test to this other meaningful, creative work and you will get the test, but you’ll get all this other stuff too.” \u003c/aside>\n\u003cp>The standards are the learning goal, the “what” of education, but there are many approaches to how those standards are taught.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“When you empower kids in that way in a standards-driven space, you see amazing things,” Laufenberg said. Standards can also give teachers a common language to talk about one another’s ideas. “It can open up doors that you might not have otherwise had,” said Chris Loeffler, a third grade teacher at Wilmington Friends School.\u003c/p>\n\u003cp>\u003cstrong>STRATEGIES FOR TEACHING STANDARDS IN AUTHENTIC WAYS\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>1. \u003c/strong>Make the standards fit into student interests.\u003c/em> “My job as a classroom teacher is to find how the standards fit what the kids want to learn,” said educator Michelle Baldwin. “I could present patterns in ten thousand different ways, but it’s not going to grab them unless they decide.” Using students' interests as the guide would prevent standardization by tapping into the unique qualities of each student.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>2. \u003c/strong>Teach students to question.\u003c/em> When kids develop effective questioning techniques they become active partners in constructing learning. They can shape and create meaning by questioning if educators encourage them to do so.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>3.\u003c/strong> Focus on the skills and language of learning.\u003c/em> When students can talk about their own learning, they can begin to make connections themselves, broadening conversations beyond standards and moving towards authentic, individualized learning.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>4.\u003c/strong> Be open to many answers\u003c/em>. When educators focus on discovering how students know what they know, and are open to that manifesting in multiple ways, it gives students the opportunity to bring creative demonstrations of learning to the table.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>5.\u003c/strong> Have authentic conversations about motivations\u003c/em>. Many students have significant responsibilities outside of school that have made them skeptical about what school can do for them. Starting the year with a conversation about why they are motivated to learn helps educators get to know their students and can help dispel the feeling that school exists in an alternate reality from life.\u003c/p>\n\u003cp>[contextly_sidebar id=\"a7aeba1315f4aa9cd32e586fc0c9af93\"]\u003c/p>\n\u003cp>“You can’t just one day say ‘learn’ and then move on,” Laufenberg said. “It’s because they’re not engaged in it. They don’t feel connected. It’s not that authentic conversation.”\u003c/p>\n\u003cp>\u003cstrong>\u003cem>6. \u003c/em>\u003c/strong>\u003cem>Emulate effective risk taking\u003c/em>. Most schools have successful teachers that take risks and garner respect from fellow teachers. Emulate their methods. “It’s not about what they do, it’s about \u003cem>how\u003c/em> they do it,” said one educator at Educon.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>7.\u003c/strong> Use professional learning communities\u003c/em>. It’s hard to go against the grain in education, especially without administrative support. Use groups of like-minded educators to work through ideas and to find inspiration.\u003cbr>\n\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>8.\u003c/strong> Share the many success stories\u003c/em>. Many teachers at Educon discussed the need for effective educators who teach standards in creative ways that resist standardization to share their work. Creating dialogue around the common goal of a standard “what” and multiple “hows” could help more timid educators find the courage to see the power of education that celebrates the individual.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>There are many ways educators can push back against standardization, but too much change could cause even more confusion. “What we are supposed to be teaching has become a political football,” Laufenberg said. “The danger I see is that every new governor and new president could shift what we are expected to teach.” If education content turns into a constant “churn of the new,” teachers never have time to settle into one set of expectations and get creative with their teaching.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34408\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34408\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/different-pencil.jpg\" alt=\"different-pencil\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/different-pencil.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/different-pencil-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/different-pencil-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Is it possible for teachers to meet standards without teaching in a standardized way? This question is at the heart of the ambivalence around Common Core State Standards for many educators.\u003c/p>\n\u003cp>Supporters of the Common Core, including the developers and many educators, maintain that the new standards are a move away from No Child Left Behind because they focus on developing students' skills rather than specific content areas that teachers should cover. But because a standardized test will be used to evaluate how effectively students are learning those skills, the temptation to try and teach to the test still exists.\u003c/p>\n\u003cp>Educators say they're already feeling pressure from administrators to teach the same things at the same time in an attempt to ensure strong test results. “It certainly isn’t how you inspire teachers to stay in the classroom,” said veteran teacher \u003ca href=\"http://laufenberg.wordpress.com/\" target=\"_blank\">Diana Laufenberg\u003c/a> at \u003ca href=\"http://educonphilly.org/\" target=\"_blank\">EduCon\u003c/a> conference hosted by \u003ca href=\"http://www.scienceleadership.org/\" target=\"_blank\">Science Leadership Academy\u003c/a> in Philadelphia.\u003c/p>\n\u003cp>Still, it often seems easier or safer to standardize instruction instead of trusting educators to engage and challenge students. But Laufenberg says there's another way. “Teach past the test to this other meaningful, creative work and you will get the test, but you’ll get all this other stuff too,” Laufenberg said. “If you only teach to the test that’s all you’ll get.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Teach past the test to this other meaningful, creative work and you will get the test, but you’ll get all this other stuff too.” \u003c/aside>\n\u003cp>The standards are the learning goal, the “what” of education, but there are many approaches to how those standards are taught.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“When you empower kids in that way in a standards-driven space, you see amazing things,” Laufenberg said. Standards can also give teachers a common language to talk about one another’s ideas. “It can open up doors that you might not have otherwise had,” said Chris Loeffler, a third grade teacher at Wilmington Friends School.\u003c/p>\n\u003cp>\u003cstrong>STRATEGIES FOR TEACHING STANDARDS IN AUTHENTIC WAYS\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>1. \u003c/strong>Make the standards fit into student interests.\u003c/em> “My job as a classroom teacher is to find how the standards fit what the kids want to learn,” said educator Michelle Baldwin. “I could present patterns in ten thousand different ways, but it’s not going to grab them unless they decide.” Using students' interests as the guide would prevent standardization by tapping into the unique qualities of each student.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>2. \u003c/strong>Teach students to question.\u003c/em> When kids develop effective questioning techniques they become active partners in constructing learning. They can shape and create meaning by questioning if educators encourage them to do so.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>3.\u003c/strong> Focus on the skills and language of learning.\u003c/em> When students can talk about their own learning, they can begin to make connections themselves, broadening conversations beyond standards and moving towards authentic, individualized learning.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>4.\u003c/strong> Be open to many answers\u003c/em>. When educators focus on discovering how students know what they know, and are open to that manifesting in multiple ways, it gives students the opportunity to bring creative demonstrations of learning to the table.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>5.\u003c/strong> Have authentic conversations about motivations\u003c/em>. Many students have significant responsibilities outside of school that have made them skeptical about what school can do for them. Starting the year with a conversation about why they are motivated to learn helps educators get to know their students and can help dispel the feeling that school exists in an alternate reality from life.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“You can’t just one day say ‘learn’ and then move on,” Laufenberg said. “It’s because they’re not engaged in it. They don’t feel connected. It’s not that authentic conversation.”\u003c/p>\n\u003cp>\u003cstrong>\u003cem>6. \u003c/em>\u003c/strong>\u003cem>Emulate effective risk taking\u003c/em>. Most schools have successful teachers that take risks and garner respect from fellow teachers. Emulate their methods. “It’s not about what they do, it’s about \u003cem>how\u003c/em> they do it,” said one educator at Educon.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>7.\u003c/strong> Use professional learning communities\u003c/em>. It’s hard to go against the grain in education, especially without administrative support. Use groups of like-minded educators to work through ideas and to find inspiration.\u003cbr>\n\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>8.\u003c/strong> Share the many success stories\u003c/em>. Many teachers at Educon discussed the need for effective educators who teach standards in creative ways that resist standardization to share their work. Creating dialogue around the common goal of a standard “what” and multiple “hows” could help more timid educators find the courage to see the power of education that celebrates the individual.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>There are many ways educators can push back against standardization, but too much change could cause even more confusion. “What we are supposed to be teaching has become a political football,” Laufenberg said. “The danger I see is that every new governor and new president could shift what we are expected to teach.” If education content turns into a constant “churn of the new,” teachers never have time to settle into one set of expectations and get creative with their teaching.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/idea-book.jpg\">\u003cimg class=\"aligncenter size-full wp-image-34157\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/idea-book.jpg\" alt=\"idea-book\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/idea-book.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/idea-book-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/idea-book-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Some university teaching practices are held sacred, but perhaps college professors can learn from progressive teaching tactics of K-12 classrooms.\u003c/p>\n\u003cp>Case in point: \u003ca href=\"http://joshuaspodek.com/\" target=\"_blank\">Joshua Spodek\u003c/a> who attended \u003ca href=\"http://educonphilly.org/\" target=\"_blank\">EduCon\u003c/a>, a conference designed for K-12 educators mostly out of curiosity, left the weekend committed to revamping a New York University graduate level business course using what he learned about the tenets of inquiry-based learning. Educators at the conference helped him think through how it would work and pointed out how well suited his class would be for inquiry -- for one primary reason: His students pay money to take courses they have already expressed interest in learning.\u003c/p>\n\u003cp>“As I heard more people talking, I realized that [an inquiry] style of teaching would be more useful to me than the traditional style,” Spodek said. He’d originally prepared to lead the entrepreneurial marketing and sales class the way many professors do; he sat down and figured out what he wanted students to know, put that information in a specific order and mapped out how he’d teach the content to them. He planned on giving them homework to make sure they were understanding the information he fed them and he would test them to make sure they were doing the work.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“College professors don’t learn how to teach, they learn their subject. So you teach how you were taught.”\u003c/aside>\n\u003cp>“It takes a lot of work because I have to anticipate all their questions,” Spodek said. As a new professor, he was stressed out cramming to make sure he could be the authority on all the information he might need to know. “This way, I first have to think about what’s interesting to the student, about why they care about this,” he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Spodek scrapped his original plan. He spent much of the first class meeting getting to know his students and asking them to share about themselves with one another. Most came from outside the U.S. and had very different reasons for wanting to take the course. Since everything from that point forward would be based on peer collaboration and review, Spodek wanted to be sure each student knew where the others were coming from.\u003c/p>\n\u003cp>The first assignment was to sell an apple for the highest profit possible. Spodek learned from K-12 educators at the conference that it isn’t fair to throw students into an inquiry question without preparing them a little. As a class, they discussed strategies for selling an apple, and one student asked how she could sell something if she didn’t know why a person would want it. That's when Spodek knew he’d made the right choice to teach with inquiry -- students were asking the important questions they would need in real world sales. “This class isn’t just going to teach you the theory of doing it, I’m going to teach you how to do it,” he said.\u003c/p>\n\u003cp>It might seem obvious that business school classes should be taught based on projects, but they often aren’t. Even though students expect to leave the graduate program with a specific skill set that will get them a job in their field, many business courses don’t teach using real world, hands-on experiences, Spodek said. “When I went to business school, I had a couple of classes that were a little like this,” Spodek said. But most were lectures, case studies, homework, and maybe a little role playing.\u003c/p>\n\u003cp>[contextly_sidebar id=\"bfbc0ac445be2419955ea64f77651825\"]\u003c/p>\n\u003cp>“The idea is by the end of this, they’ll be able to do the marketing and sales part of an entrepreneurial start up,” Spodek said. He has encouraged students to work on their own ideas, projects they’d like to bring to market in the future.\u003c/p>\n\u003cp>Several weeks into the 15-week course, he’s getting good feedback from students. One student in her mid-twenties said it was the best class she’d ever taken because it was useful, not theoretical. Spodek isn’t using any tests; instead, students critique each others' work and make improvements. The accountability is built into that review process and students are attentive because they are expected to participate.\u003c/p>\n\u003cp>The experiment has also drastically changed Spodek’s approach to teaching. “I’m a lot more engaged myself,” Spodek said. “Instead of worrying that all the information is comprehensive and thorough, I want them to know they can get that information, but the time in class is better used in an interactive way.”\u003c/p>\n\u003cp>Spodek is so excited about the experiment that he’s planning to retool all his courses to follow a more project-based, real-world style of inquiry that will have meaning to students. He’s got a lot more freedom than many K-12 teachers, but he’s still pleased that other faculty are beginning to take notice of his success.\u003c/p>\n\u003cp>Still, changing post-secondary teaching styles is an uphill battle. “College professors don’t learn how to teach, they learn their subject,” Spodek said. “So you teach how you were taught.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/idea-book.jpg\">\u003cimg class=\"aligncenter size-full wp-image-34157\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/idea-book.jpg\" alt=\"idea-book\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/idea-book.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/idea-book-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/idea-book-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Some university teaching practices are held sacred, but perhaps college professors can learn from progressive teaching tactics of K-12 classrooms.\u003c/p>\n\u003cp>Case in point: \u003ca href=\"http://joshuaspodek.com/\" target=\"_blank\">Joshua Spodek\u003c/a> who attended \u003ca href=\"http://educonphilly.org/\" target=\"_blank\">EduCon\u003c/a>, a conference designed for K-12 educators mostly out of curiosity, left the weekend committed to revamping a New York University graduate level business course using what he learned about the tenets of inquiry-based learning. Educators at the conference helped him think through how it would work and pointed out how well suited his class would be for inquiry -- for one primary reason: His students pay money to take courses they have already expressed interest in learning.\u003c/p>\n\u003cp>“As I heard more people talking, I realized that [an inquiry] style of teaching would be more useful to me than the traditional style,” Spodek said. He’d originally prepared to lead the entrepreneurial marketing and sales class the way many professors do; he sat down and figured out what he wanted students to know, put that information in a specific order and mapped out how he’d teach the content to them. He planned on giving them homework to make sure they were understanding the information he fed them and he would test them to make sure they were doing the work.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“College professors don’t learn how to teach, they learn their subject. So you teach how you were taught.”\u003c/aside>\n\u003cp>“It takes a lot of work because I have to anticipate all their questions,” Spodek said. As a new professor, he was stressed out cramming to make sure he could be the authority on all the information he might need to know. “This way, I first have to think about what’s interesting to the student, about why they care about this,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Spodek scrapped his original plan. He spent much of the first class meeting getting to know his students and asking them to share about themselves with one another. Most came from outside the U.S. and had very different reasons for wanting to take the course. Since everything from that point forward would be based on peer collaboration and review, Spodek wanted to be sure each student knew where the others were coming from.\u003c/p>\n\u003cp>The first assignment was to sell an apple for the highest profit possible. Spodek learned from K-12 educators at the conference that it isn’t fair to throw students into an inquiry question without preparing them a little. As a class, they discussed strategies for selling an apple, and one student asked how she could sell something if she didn’t know why a person would want it. That's when Spodek knew he’d made the right choice to teach with inquiry -- students were asking the important questions they would need in real world sales. “This class isn’t just going to teach you the theory of doing it, I’m going to teach you how to do it,” he said.\u003c/p>\n\u003cp>It might seem obvious that business school classes should be taught based on projects, but they often aren’t. Even though students expect to leave the graduate program with a specific skill set that will get them a job in their field, many business courses don’t teach using real world, hands-on experiences, Spodek said. “When I went to business school, I had a couple of classes that were a little like this,” Spodek said. But most were lectures, case studies, homework, and maybe a little role playing.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“The idea is by the end of this, they’ll be able to do the marketing and sales part of an entrepreneurial start up,” Spodek said. He has encouraged students to work on their own ideas, projects they’d like to bring to market in the future.\u003c/p>\n\u003cp>Several weeks into the 15-week course, he’s getting good feedback from students. One student in her mid-twenties said it was the best class she’d ever taken because it was useful, not theoretical. Spodek isn’t using any tests; instead, students critique each others' work and make improvements. The accountability is built into that review process and students are attentive because they are expected to participate.\u003c/p>\n\u003cp>The experiment has also drastically changed Spodek’s approach to teaching. “I’m a lot more engaged myself,” Spodek said. “Instead of worrying that all the information is comprehensive and thorough, I want them to know they can get that information, but the time in class is better used in an interactive way.”\u003c/p>\n\u003cp>Spodek is so excited about the experiment that he’s planning to retool all his courses to follow a more project-based, real-world style of inquiry that will have meaning to students. He’s got a lot more freedom than many K-12 teachers, but he’s still pleased that other faculty are beginning to take notice of his success.\u003c/p>\n\u003cp>Still, changing post-secondary teaching styles is an uphill battle. “College professors don’t learn how to teach, they learn their subject,” Spodek said. “So you teach how you were taught.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Would Be a Radically Different Vision of School? ",
"title": "What Would Be a Radically Different Vision of School? ",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/new-ideas.jpg\">\u003cimg class=\"aligncenter size-full wp-image-34173\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/new-ideas.jpg\" alt=\"new-ideas\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/new-ideas.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/new-ideas-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/new-ideas-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">There’s no shortage of different opinions about how the education system should adapt to a shifting world and a future with unknown demands, but for the most part, only two dominant narratives of education reform have emerged.\u003c/p>\n\u003cp>“The predominant narrative is that schools are broken,” said veteran educator and author \u003ca href=\"http://ww2.kqed.org/mindshift/tag/will-richardson/\" target=\"_blank\">Will Richardson\u003c/a> recently at a gathering of teachers at \u003ca href=\"http://educonphilly.org/\" target=\"_blank\">Educon\u003c/a>. “Our test scores aren’t great and kids aren’t learning what they need to be successful.” This narrative is dominated by those who believe schools need to be organized and funded differently, but Richardson claims that the essential outcomes of improved test scores and other measurable results are the same as the current system. “Different isn’t really different,” Richardson said. “It’s the same outcome, but maybe different paths to get there.”\u003c/p>\n\u003cp>The other dominant narrative holds that schools aren’t broken -- they just need to do what they’re already doing, but better. To improve education, this faction argues society needs to support teachers more and limit standardized testing. “It’s this idea of preservation and improvement rather than doing it in any way fundamentally different,” Richardson said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"d6c6d9d0687b7e9bfa4ff9c69325b58b\"]\u003c/p>\n\u003cp>But neither of these narratives frames the core goals and elements of a successful education differently. Richardson believes there are many educators that don’t completely agree with either of the narratives dominating the debate about education and wants to define a third narrative for those who think education needs to radically shift away from current models. That third narrative would help articulate what goes into creating powerful learning experiences and holds that technology will be a crucial factor in future learning.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We need to begin to think about schools in a fundamentally different way,” Richardson said. In his vision of this third narrative, reformers would focus on creating an education system that supports\u003ca href=\"http://ww2.kqed.org/mindshift/tag/inquiry-learning/\" target=\"_blank\"> inquiry-based\u003c/a>, student-centered learning, where students are encouraged to find entry points into the mandated curriculum in ways that are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/connected-learning-tying-to-student-passions-to-school-subjects/\" target=\"_blank\">meaningful to them\u003c/a>. Technology is an integral part of Richardson’s vision because it allows students to create and demonstrate their knowledge. “That piece of it really allows kids to create things and connect with other people, arguably more important than much of the traditional curriculum that schools are built around,” Richardson said.\u003c/p>\n\u003cp>A group of progressive educators at the Educon conference discussed other qualities that successful future citizens will need and that a good education should offer. A successful student should be able to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/teach-kids-to-be-their-own-filter/\" target=\"_blank\">manage massive amounts of information\u003c/a>, a crucial skill as life becomes more digital. Students should learn in ways that disregard traditional disciplines like English and math, instead focusing on real world problems that allow for crossover and interplay. The focus should be on providing student-centered experiences that bring out qualities in students that \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/in-an-era-of-global-competition-what-exactly-are-we-testing-for/\" target=\"_blank\">aren’t necessarily measurable\u003c/a>. Students should learn to build and manipulate computers, not just use them. Perhaps most importantly students should be taught\u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/smart-strategies-that-help-students-learn-how-to-learn/\" target=\"_blank\">\u003cem> how\u003c/em> to learn\u003c/a>, especially since the content or specific skills needed in the future are as yet unknown.\u003c/p>\n\u003caside class=\"pullquote alignright\">“We need to find a narrative that has at its core a very different valuable thing.”\u003c/aside>\n\u003cp>These qualities are different than what one might find in an average public school, but they aren’t impossible to achieve. In isolated pockets around the country schools and teachers are already teaching using many of these principles, but they haven’t coalesced into a movement.\u003c/p>\n\u003cp>“We need to find a narrative that has at its core a very different valuable thing,” said Chris Lehmann, Principal of \u003ca href=\"http://www.scienceleadership.org/\" target=\"_blank\">Science Leadership Academy (SLA)\u003c/a>. “It may not be the most efficient thing, but it could be the most quality thing to do.” It’s hard to convince people that a new narrative can work until they see a physical manifestation of it. “What we have become is a place that people can see and hold onto,” said Diana Laufenberg, lead teacher at SLA, which has based its foundation on inquiry-based, student-led learning. “We’re a place that can get kids into college.” Now families clamor to get their students into the school, but they didn’t trust the idea at the outset.\u003c/p>\n\u003cp>“Modern learning is about the ability to self-organize your education, to create meaning for things that have value in the world and not answer to this institution,” Richardson said. But as educators discussed the issue more in depth, it became clear there was more than one definition of what a third education narrative would look like. “I’m not sure if we all wrote down our definition of modern learning right now that we’d all be near each other,” Richardson said.\u003c/p>\n\u003cp>And yet there was a clear hunger for something other than charter schools or a defense of the status quo. “The underlying problem for any new kind of education is putting out there that level of uncertainty, that level of messiness that exists in the world, the ugly problems that are going to need to be solved by people, not by corporations,” said one teacher. An ambiguous vision of education is hard to sell to politicians, parents, and students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Most teachers didn’t sign up for this moment that we’re in, this shifty moment,” said Richardson. As ideas about what makes a useful education morph, some educators are feeling left behind, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/why-some-teachers-may-question-new-education-trends/\" target=\"_blank\">reeling from all the changes\u003c/a>. Others are fighting to hold onto the accountability tools that were used to measure them. But assessing this as-yet amorphous concept of the future of learning would necessarily be varied. More than anything, educators would guide students on a learning journey through the lens of their interests and help them discover who they are as learners.\u003c/p>\n\n",
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"excerpt": "Setting aside the two predominant narratives of education, there's a third vision taking shape that's yet to be defined. What would a reimagined education system value and teach?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/new-ideas.jpg\">\u003cimg class=\"aligncenter size-full wp-image-34173\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/new-ideas.jpg\" alt=\"new-ideas\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/new-ideas.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/new-ideas-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/new-ideas-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">There’s no shortage of different opinions about how the education system should adapt to a shifting world and a future with unknown demands, but for the most part, only two dominant narratives of education reform have emerged.\u003c/p>\n\u003cp>“The predominant narrative is that schools are broken,” said veteran educator and author \u003ca href=\"http://ww2.kqed.org/mindshift/tag/will-richardson/\" target=\"_blank\">Will Richardson\u003c/a> recently at a gathering of teachers at \u003ca href=\"http://educonphilly.org/\" target=\"_blank\">Educon\u003c/a>. “Our test scores aren’t great and kids aren’t learning what they need to be successful.” This narrative is dominated by those who believe schools need to be organized and funded differently, but Richardson claims that the essential outcomes of improved test scores and other measurable results are the same as the current system. “Different isn’t really different,” Richardson said. “It’s the same outcome, but maybe different paths to get there.”\u003c/p>\n\u003cp>The other dominant narrative holds that schools aren’t broken -- they just need to do what they’re already doing, but better. To improve education, this faction argues society needs to support teachers more and limit standardized testing. “It’s this idea of preservation and improvement rather than doing it in any way fundamentally different,” Richardson said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>But neither of these narratives frames the core goals and elements of a successful education differently. Richardson believes there are many educators that don’t completely agree with either of the narratives dominating the debate about education and wants to define a third narrative for those who think education needs to radically shift away from current models. That third narrative would help articulate what goes into creating powerful learning experiences and holds that technology will be a crucial factor in future learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We need to begin to think about schools in a fundamentally different way,” Richardson said. In his vision of this third narrative, reformers would focus on creating an education system that supports\u003ca href=\"http://ww2.kqed.org/mindshift/tag/inquiry-learning/\" target=\"_blank\"> inquiry-based\u003c/a>, student-centered learning, where students are encouraged to find entry points into the mandated curriculum in ways that are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/connected-learning-tying-to-student-passions-to-school-subjects/\" target=\"_blank\">meaningful to them\u003c/a>. Technology is an integral part of Richardson’s vision because it allows students to create and demonstrate their knowledge. “That piece of it really allows kids to create things and connect with other people, arguably more important than much of the traditional curriculum that schools are built around,” Richardson said.\u003c/p>\n\u003cp>A group of progressive educators at the Educon conference discussed other qualities that successful future citizens will need and that a good education should offer. A successful student should be able to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/teach-kids-to-be-their-own-filter/\" target=\"_blank\">manage massive amounts of information\u003c/a>, a crucial skill as life becomes more digital. Students should learn in ways that disregard traditional disciplines like English and math, instead focusing on real world problems that allow for crossover and interplay. The focus should be on providing student-centered experiences that bring out qualities in students that \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/in-an-era-of-global-competition-what-exactly-are-we-testing-for/\" target=\"_blank\">aren’t necessarily measurable\u003c/a>. Students should learn to build and manipulate computers, not just use them. Perhaps most importantly students should be taught\u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/smart-strategies-that-help-students-learn-how-to-learn/\" target=\"_blank\">\u003cem> how\u003c/em> to learn\u003c/a>, especially since the content or specific skills needed in the future are as yet unknown.\u003c/p>\n\u003caside class=\"pullquote alignright\">“We need to find a narrative that has at its core a very different valuable thing.”\u003c/aside>\n\u003cp>These qualities are different than what one might find in an average public school, but they aren’t impossible to achieve. In isolated pockets around the country schools and teachers are already teaching using many of these principles, but they haven’t coalesced into a movement.\u003c/p>\n\u003cp>“We need to find a narrative that has at its core a very different valuable thing,” said Chris Lehmann, Principal of \u003ca href=\"http://www.scienceleadership.org/\" target=\"_blank\">Science Leadership Academy (SLA)\u003c/a>. “It may not be the most efficient thing, but it could be the most quality thing to do.” It’s hard to convince people that a new narrative can work until they see a physical manifestation of it. “What we have become is a place that people can see and hold onto,” said Diana Laufenberg, lead teacher at SLA, which has based its foundation on inquiry-based, student-led learning. “We’re a place that can get kids into college.” Now families clamor to get their students into the school, but they didn’t trust the idea at the outset.\u003c/p>\n\u003cp>“Modern learning is about the ability to self-organize your education, to create meaning for things that have value in the world and not answer to this institution,” Richardson said. But as educators discussed the issue more in depth, it became clear there was more than one definition of what a third education narrative would look like. “I’m not sure if we all wrote down our definition of modern learning right now that we’d all be near each other,” Richardson said.\u003c/p>\n\u003cp>And yet there was a clear hunger for something other than charter schools or a defense of the status quo. “The underlying problem for any new kind of education is putting out there that level of uncertainty, that level of messiness that exists in the world, the ugly problems that are going to need to be solved by people, not by corporations,” said one teacher. An ambiguous vision of education is hard to sell to politicians, parents, and students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Most teachers didn’t sign up for this moment that we’re in, this shifty moment,” said Richardson. As ideas about what makes a useful education morph, some educators are feeling left behind, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/why-some-teachers-may-question-new-education-trends/\" target=\"_blank\">reeling from all the changes\u003c/a>. Others are fighting to hold onto the accountability tools that were used to measure them. But assessing this as-yet amorphous concept of the future of learning would necessarily be varied. More than anything, educators would guide students on a learning journey through the lens of their interests and help them discover who they are as learners.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Wish List: Piecing Together an Ideal School From the Ground Up",
"title": "Wish List: Piecing Together an Ideal School From the Ground Up",
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"content": "\u003cp>\u003ca href=\"http://brooklyncompass.org/\">\u003cimg class=\"aligncenter size-large wp-image-33820\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/town-2-640x399.jpg\" alt=\"town-2\" width=\"640\" height=\"399\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">It started as an effort to shine a spotlight on creative schools and teaching practices all over the country and became the inspiration for a new school. Three teachers, Michelle Healy, Brooke Peters and Todd Sutler, started out on a year-long journey they called \u003ca href=\"http://www.odysseyinitiative.org/about/#topofpage\" target=\"_blank\">The Odyssey Initiative\u003c/a> to visit a list of schools they’d put together based on recommendations from education professors, journalists, and other teachers.\u003c/p>\n\u003cp>“It stemmed from the idea of giving the public a window into what the daily life of a teacher was like -- and that our schools aren’t necessarily failing,” said Michelle Healy, co-founder of \u003ca href=\"http://brooklyncompass.org/\" target=\"_blank\">Compass Charter School\u003c/a>. “There are a lot of special amazing schools in our system that we could learn from.” Last school year, they traveled across the country documenting noteworthy teaching practices at district public schools, charter, private and parochial schools.\u003c/p>\n\u003cp>The trip inspired the three teachers to launch Compass in Brooklyn, New York, set to open with two kindergarten classrooms and two first grades in the fall of 2014. When it has reached its full capacity, the school will have roughly 250 K-5 students. “We saw how the best practices we were witnessing could inform a really transformative school model,” Healy said.\u003c/p>\n\u003cp>Here's what they learned.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>1. INQUIRY WORKS AT ALL AGES\u003c/strong>\u003c/p>\n\u003cp>Brooke Peters taught kindergarten before embarking on this project, and has experience using the interests and passions of the youngest learners to drive learning. “It comes down to trusting kids,\" she said. \"We need to create wider boundaries of what we expect from young kids.” That often means getting out into the community and letting kindergarteners ask questions about the world around them. \"We need to create an environment that allows for a little more room and a little more exploration,” Peters said.\u003c/p>\n\u003cp>That process is easier when teachers know their students well. “The adults in the building will be getting to know the students really well,” Healy said. “Not just academically, but as people. It’s important that the kids be known and all these things can be brought into the classroom.” Using this information, teachers can develop relevant project-based learning experiences that drive student inquiry through their own curiosity about the world around them. “It’s centered towards each individual learner,” Healy said. “The teachers in a progressive classroom are viewed as facilitators who know their learners well and can tailor instruction to each student who comes their way and to each level as well.”\u003c/p>\n\u003cp>\u003cstrong>2. INTEGRATED CURRICULUM IS POWERFUL \u003c/strong>\u003c/p>\n\u003cp>A visit to \u003ca href=\"http://iaa.bsd.schoolfusion.us/modules/cms/announce.phtml?sessionid=9e425c3a95ee142f9267ec2a69bae8d1\" target=\"_blank\">H.O. Wheeler\u003c/a>, a public magnet school in Burlington, Vermont, convinced the team that integrating art and sustainability themes will add depth to the curriculum. At Wheeler, an art teacher and a subject teacher work together to develop lessons that access traditional classroom content in more creative ways. Healy described a science lesson they witnessed on leaf categorization; students created their own replicas and categorized those in addition to the ones they’d found outside.\u003c/p>\n\u003cp>“It gave them a more powerful experience and a bigger venue for communicating their thinking,” Healy said. “It was a powerful example of why the arts should be integrated into the curriculum on a regular basis.”\u003c/p>\n\u003cp>\u003cstrong>3. MULTIPLE ASSESSMENTS GIVE A FULL PICTURE\u003c/strong>\u003c/p>\n\u003cp>Standardized tests are a reality, at least for the foreseeable future, and there are schools across the country, including well-known examples like Science Leadership Academy, that strike a balance between providing the exploration-based education that inspires teachers and learners, as well as preparing kids for the tests.\u003c/p>\n\u003cp>“There needs to be balance struck between these two models because the stakes are so high,” Healy said. Instead of teaching to the test, she described treating the test as a genre of education whose pitfalls and structure can be analyzed. “We need to be real that we need to prepare our kids and have them look at this test and negotiate it kind of in the way they’d look at a fiction text or a biography,” she said.\u003c/p>\n\u003cp>While acknowledging that the state tests will be important for students’ future, the co-founders saw that multiple modes of assessment, including interviewing families and keeping portfolios of student work, help round out the academic picture. “We can’t ignore [the tests], but at the same time there are lots of different ways for us to look at if they are doing well,” said Peters.\u003c/p>\n\u003cp>\u003cstrong>4. BUILT IN PROFESSIONAL DEVELOPMENT SUSTAINS TEACHERS\u003c/strong>\u003c/p>\n\u003cp>Almost every school doing innovative and exciting things has built-in time for teachers to work together, reflect on their practice and develop new ideas. Planning and prep time can be considered part of keeping schools sustainable because they prevent teacher burnout and help keep teachers satisfied. One model for professional development used by many Odyssey Initiative schools is an early release day. Students get out early one day a week, allowing teachers to meet in grade-level groups, teach one another and have adequate time to plan projects and lessons.\u003c/p>\n\u003cp>“We don’t feel like it’s very sustainable to ask our teachers to work for their whole weekends or late into the night on grading,” Healy said. She acknowledges that teachers always have too much to do, but school leaders should try to minimize that.\u003c/p>\n\u003cp>\u003cstrong>5. OPEN-ENDED TECHNOLOGY USE\u003c/strong>\u003c/p>\n\u003cp>\"Our stance on technology is that it’s purposeful, open-ended, and developmentally appropriate,\" Healy said. She cited \u003ca href=\"http://www.aap.org/en-us/about-the-aap/aap-press-room/Pages/Managing-Media-We-Need-a-Plan.aspx\" target=\"_blank\">studies by pediatric doctors\u003c/a> warning parents to limit screen time for all children and eliminate it for children under two entirely.\u003c/p>\n\u003cp>\"It’s important that young kids have ways to document their own work,” Peters added. She’s seen that done with cheap flip cameras, as well as iPads. But the two teachers expect technology to be treated as an extension of the inquiry based process. “We don’t want our students to be limited by our thinking,” Peters said. “As much as we are open-ended in our thinking we are still a product of our lives. It’s about allowing the possibilities to happen.”\u003c/p>\n\u003cp>One thing the two teachers are adamant they won’t be using are closed-system games or software often dubbed “drill and kill” programs. They saw instances of technology used in open-ended exercises, like at \u003ca href=\"http://www.sidwell.edu/\" target=\"_blank\">Sidwell Friends School\u003c/a> in Washington, D.C. , where they sat in on a fourth grade math class. Students used tools like Educreations or ShowMe to write out their work on tablets with a stylus, explaining their thinking at the same time. “It was really pushing on that understanding and comprehension of the subject,” Healy said.\u003c/p>\n\u003cp>\u003cstrong>6. LEARNING SHOULD BE GROUNDED IN PLACE\u003c/strong>\u003c/p>\n\u003cp>When the Odyssey Initiative visited \u003ca href=\"http://aceleadership.org/\" target=\"_blank\">ACE Leadership high school\u003c/a> in New Mexico, they found a great example of how grounding a school in its physical location can enhance learning. The school focuses all its teaching through the lens of architecture, construction and engineering, offering a hands-on learning model. Many students at ACE dropped out of other high schools, but were happy in this experiential school model. The school partners with community members for almost all its projects, which are often based on solving real-world problems. For example, when Healy and Peters visited, the students were designing a bridge for U.S Fish and Wildlife Service taking into account a hatchery located nearby. Students studied the affect their bridge would have on the hatchery and made proposals to Fish and Wildlife officials. Based on their favorable impression of the students' work, the officials asked students to design the informational kiosks found in the adjacent park.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Visiting ACE helped crystallize what Sutler, Healy and Peters already knew as long time teachers -- every school is different and reflects the broader community. Although the three educators are opening a school in an already crowded education landscape, they don't intend to grow. \"We're not looking to be a network; we’re not looking to open 100 locations across the city,\" Healy said. “We don’t think that’s a sustainable model for providing schools that are grounded in the communities they’re in.” Instead, Compass hopes to use the surrounding community for the kids benefit, grounding them in place.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://brooklyncompass.org/\">\u003cimg class=\"aligncenter size-large wp-image-33820\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/town-2-640x399.jpg\" alt=\"town-2\" width=\"640\" height=\"399\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">It started as an effort to shine a spotlight on creative schools and teaching practices all over the country and became the inspiration for a new school. Three teachers, Michelle Healy, Brooke Peters and Todd Sutler, started out on a year-long journey they called \u003ca href=\"http://www.odysseyinitiative.org/about/#topofpage\" target=\"_blank\">The Odyssey Initiative\u003c/a> to visit a list of schools they’d put together based on recommendations from education professors, journalists, and other teachers.\u003c/p>\n\u003cp>“It stemmed from the idea of giving the public a window into what the daily life of a teacher was like -- and that our schools aren’t necessarily failing,” said Michelle Healy, co-founder of \u003ca href=\"http://brooklyncompass.org/\" target=\"_blank\">Compass Charter School\u003c/a>. “There are a lot of special amazing schools in our system that we could learn from.” Last school year, they traveled across the country documenting noteworthy teaching practices at district public schools, charter, private and parochial schools.\u003c/p>\n\u003cp>The trip inspired the three teachers to launch Compass in Brooklyn, New York, set to open with two kindergarten classrooms and two first grades in the fall of 2014. When it has reached its full capacity, the school will have roughly 250 K-5 students. “We saw how the best practices we were witnessing could inform a really transformative school model,” Healy said.\u003c/p>\n\u003cp>Here's what they learned.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>1. INQUIRY WORKS AT ALL AGES\u003c/strong>\u003c/p>\n\u003cp>Brooke Peters taught kindergarten before embarking on this project, and has experience using the interests and passions of the youngest learners to drive learning. “It comes down to trusting kids,\" she said. \"We need to create wider boundaries of what we expect from young kids.” That often means getting out into the community and letting kindergarteners ask questions about the world around them. \"We need to create an environment that allows for a little more room and a little more exploration,” Peters said.\u003c/p>\n\u003cp>That process is easier when teachers know their students well. “The adults in the building will be getting to know the students really well,” Healy said. “Not just academically, but as people. It’s important that the kids be known and all these things can be brought into the classroom.” Using this information, teachers can develop relevant project-based learning experiences that drive student inquiry through their own curiosity about the world around them. “It’s centered towards each individual learner,” Healy said. “The teachers in a progressive classroom are viewed as facilitators who know their learners well and can tailor instruction to each student who comes their way and to each level as well.”\u003c/p>\n\u003cp>\u003cstrong>2. INTEGRATED CURRICULUM IS POWERFUL \u003c/strong>\u003c/p>\n\u003cp>A visit to \u003ca href=\"http://iaa.bsd.schoolfusion.us/modules/cms/announce.phtml?sessionid=9e425c3a95ee142f9267ec2a69bae8d1\" target=\"_blank\">H.O. Wheeler\u003c/a>, a public magnet school in Burlington, Vermont, convinced the team that integrating art and sustainability themes will add depth to the curriculum. At Wheeler, an art teacher and a subject teacher work together to develop lessons that access traditional classroom content in more creative ways. Healy described a science lesson they witnessed on leaf categorization; students created their own replicas and categorized those in addition to the ones they’d found outside.\u003c/p>\n\u003cp>“It gave them a more powerful experience and a bigger venue for communicating their thinking,” Healy said. “It was a powerful example of why the arts should be integrated into the curriculum on a regular basis.”\u003c/p>\n\u003cp>\u003cstrong>3. MULTIPLE ASSESSMENTS GIVE A FULL PICTURE\u003c/strong>\u003c/p>\n\u003cp>Standardized tests are a reality, at least for the foreseeable future, and there are schools across the country, including well-known examples like Science Leadership Academy, that strike a balance between providing the exploration-based education that inspires teachers and learners, as well as preparing kids for the tests.\u003c/p>\n\u003cp>“There needs to be balance struck between these two models because the stakes are so high,” Healy said. Instead of teaching to the test, she described treating the test as a genre of education whose pitfalls and structure can be analyzed. “We need to be real that we need to prepare our kids and have them look at this test and negotiate it kind of in the way they’d look at a fiction text or a biography,” she said.\u003c/p>\n\u003cp>While acknowledging that the state tests will be important for students’ future, the co-founders saw that multiple modes of assessment, including interviewing families and keeping portfolios of student work, help round out the academic picture. “We can’t ignore [the tests], but at the same time there are lots of different ways for us to look at if they are doing well,” said Peters.\u003c/p>\n\u003cp>\u003cstrong>4. BUILT IN PROFESSIONAL DEVELOPMENT SUSTAINS TEACHERS\u003c/strong>\u003c/p>\n\u003cp>Almost every school doing innovative and exciting things has built-in time for teachers to work together, reflect on their practice and develop new ideas. Planning and prep time can be considered part of keeping schools sustainable because they prevent teacher burnout and help keep teachers satisfied. One model for professional development used by many Odyssey Initiative schools is an early release day. Students get out early one day a week, allowing teachers to meet in grade-level groups, teach one another and have adequate time to plan projects and lessons.\u003c/p>\n\u003cp>“We don’t feel like it’s very sustainable to ask our teachers to work for their whole weekends or late into the night on grading,” Healy said. She acknowledges that teachers always have too much to do, but school leaders should try to minimize that.\u003c/p>\n\u003cp>\u003cstrong>5. OPEN-ENDED TECHNOLOGY USE\u003c/strong>\u003c/p>\n\u003cp>\"Our stance on technology is that it’s purposeful, open-ended, and developmentally appropriate,\" Healy said. She cited \u003ca href=\"http://www.aap.org/en-us/about-the-aap/aap-press-room/Pages/Managing-Media-We-Need-a-Plan.aspx\" target=\"_blank\">studies by pediatric doctors\u003c/a> warning parents to limit screen time for all children and eliminate it for children under two entirely.\u003c/p>\n\u003cp>\"It’s important that young kids have ways to document their own work,” Peters added. She’s seen that done with cheap flip cameras, as well as iPads. But the two teachers expect technology to be treated as an extension of the inquiry based process. “We don’t want our students to be limited by our thinking,” Peters said. “As much as we are open-ended in our thinking we are still a product of our lives. It’s about allowing the possibilities to happen.”\u003c/p>\n\u003cp>One thing the two teachers are adamant they won’t be using are closed-system games or software often dubbed “drill and kill” programs. They saw instances of technology used in open-ended exercises, like at \u003ca href=\"http://www.sidwell.edu/\" target=\"_blank\">Sidwell Friends School\u003c/a> in Washington, D.C. , where they sat in on a fourth grade math class. Students used tools like Educreations or ShowMe to write out their work on tablets with a stylus, explaining their thinking at the same time. “It was really pushing on that understanding and comprehension of the subject,” Healy said.\u003c/p>\n\u003cp>\u003cstrong>6. LEARNING SHOULD BE GROUNDED IN PLACE\u003c/strong>\u003c/p>\n\u003cp>When the Odyssey Initiative visited \u003ca href=\"http://aceleadership.org/\" target=\"_blank\">ACE Leadership high school\u003c/a> in New Mexico, they found a great example of how grounding a school in its physical location can enhance learning. The school focuses all its teaching through the lens of architecture, construction and engineering, offering a hands-on learning model. Many students at ACE dropped out of other high schools, but were happy in this experiential school model. The school partners with community members for almost all its projects, which are often based on solving real-world problems. For example, when Healy and Peters visited, the students were designing a bridge for U.S Fish and Wildlife Service taking into account a hatchery located nearby. Students studied the affect their bridge would have on the hatchery and made proposals to Fish and Wildlife officials. Based on their favorable impression of the students' work, the officials asked students to design the informational kiosks found in the adjacent park.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Visiting ACE helped crystallize what Sutler, Healy and Peters already knew as long time teachers -- every school is different and reflects the broader community. Although the three educators are opening a school in an already crowded education landscape, they don't intend to grow. \"We're not looking to be a network; we’re not looking to open 100 locations across the city,\" Healy said. “We don’t think that’s a sustainable model for providing schools that are grounded in the communities they’re in.” Instead, Compass hopes to use the surrounding community for the kids benefit, grounding them in place.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_33742\" class=\"module image center mceTemp\" style=\"width: 640px\">\u003c/div>\n\u003cfigure id=\"attachment_33742\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/SLA-math-360.jpg\">\u003cimg class=\"size-full wp-image-33742\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/SLA-math-360.jpg\" alt=\"A Science Leadership Academy sophomore puts the finishing touches on a geometry project during her lunch period.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/SLA-math-360.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/SLA-math-360-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/SLA-math-360-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A Science Leadership Academy sophomore puts the finishing touches on a geometry project during her lunch period.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For subjects like math and foreign language, which are traditionally taught in a linear and highly structured context, using more open-ended \u003ca href=\"http://ww2.kqed.org/mindshift/tag/inquiry-learning/\" target=\"_blank\">inquiry-based models\u003c/a> can be challenging. Teachers of these subjects may find it hard to break out of linear teaching style because the assumption is that students can’t move to more complicated skills before mastering basic ones. But inquiry learning is based on the premise that, with a little bit of structure and guidance, teachers can support students to ask questions that lead them to learn those same important skills -- in ways that are meaningful to them.\u003c/p>\n\u003cp>This model, however, can be especially hard to follow in public school classrooms tied to pre-set curricula. Class time, class size, assessments, resources, student buy-in, administrative pressures, and students' learned helplessness are just a few of the reasons why it can be challenging to create learning experiences that are deep, authentic, and driven by inquiry, according to participants at \u003ca href=\"http://educonphilly.org/\" target=\"_blank\">EduCon 2.6\u003c/a> hosted by \u003ca href=\"http://www.scienceleadership.org/\" target=\"_blank\">Science Leadership Academy (SLA)\u003c/a>, a public high school in Philadelphia recently.\u003c/p>\n\u003cp>Science Leadership Academy, which has an established track record as an inquiry-based school, has just opened a second campus in Philadelphia called the \u003ca href=\"http://slabeeber.org/\" target=\"_blank\">Beeber school\u003c/a>, whose teachers are still adapting to the inquiry model. With one freshmen class and a new crop of teachers still adjusting to project-based and inquiry driven approaches to learning, the school is a good model for learning how these complex ideas flesh out.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"As much as we can say it's okay for students to fail within the class, if they don’t pass the test at the end of the year, it’s suddenly not okay.\"\u003c/aside>\n\u003cp>“You have to spend a lot of time and a lot of energy supporting kids to unlearn how they’ve been taught to learn for the majority of their lives,” said Marina Isakowitz, a ninth-grade math teacher at Beeber. Students at both SLA campuses come from public middle schools across the city and enter with varying levels of proficiency and very little experience with inquiry learning.\u003c/p>\n\u003cp>Isakowitz starts the year by asking lots of low-stakes, but complex questions as a way of scaffolding a new kind of learning for her students. Gradually, she says, they realize that this math class isn't going to be like others they've been in and they begin to understand and appreciate the freedom they've been given. It’s about providing just enough structure that the class holds together, but not so much that teachers are telling students what to do and how to do it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Watching students struggle with how to ask good questions and discover answers can be hard. “I, as the teacher say, 'I’m going to let you bruise yourself, and that’s going to be hard to watch, but I’m not going to step in and help,'” Isakowitz said. That can feel like she’s not doing her job, she said, but she knows it's an important part of getting them to take ownership of their learning.\u003c/p>\n\u003cp>“It’s so terrifying as a teacher when you have this notion of what looks right, and they’re not doing it right and I’m failing as a teacher because of that,” Isakowitz said. She’s had to learn to hang back and watch what develops. She’s also had to challenge her own ideas about math education, including the notion that students must learn one skill in order to move onto the next one.\u003c/p>\n\u003cp>[contextly_sidebar id=\"c8fa7cb09f91b16054b27f17cd80548e\"]\u003c/p>\n\u003cp>\"How much of this hierarchy comes from the idea that they need to know A in order to do B,\" Isakowitz said. She’s constantly asking herself, “How can I let them explore something and let them learn the skills along the way?” For example, Isakowitz designed a project based on students' complaints over the unbearably high temperatures at the school in the summer. They are working to come up with a solution to a problem they are physically invested in by researching air conditioning systems, figuring out how many units their school would need based on its size and layout, and calculating costs. In the process, students are learning about things like systems of equations and slope.\u003c/p>\n\u003cp>“Sometimes that means letting them go down a dead end -- that I know is a dead end -- because they just need to figure it out,” Isakowitz said. Within the framework of research and discovery she is building in different ideas and units that the state requires ninth graders to learn. Even with the best of intentions, there are times when the class has to cover a topic that will be on the test but it doesn’t fit into a project. In those cases, Isakowitz tries to be honest about why the learning style has changed.\u003c/p>\n\u003cfigure id=\"attachment_33745\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/SLA-engineering.jpg\">\u003cimg class=\"size-medium wp-image-33745\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/SLA-engineering-300x434.jpg\" alt=\"An SLA senior explains how he got interested in robotics during his senior engineering seminar.\" width=\"300\" height=\"434\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">An SLA senior explains how he got interested in robotics during his senior engineering seminar.\u003c/figcaption>\u003c/figure>\n\u003cp>“As much as we can say it's okay for students to fail within the class, if they don’t pass the test at the end of the year it’s suddenly not okay,” one teacher said in response to the discussion. That mixed message is a challenge to many teachers who understand that learning from mistakes is an important part of a good education.\u003c/p>\n\u003cp>Isakowitz faces that challenge every year when her students have to take a test that determines if they graduate. “I’m wagering my students' ability to graduate high school on this teaching practice,” she said.\u003c/p>\n\u003cp>Using a project-based inquiry approach to learning math is not easier, but kids are learning the material in ways that are relevant to them. Consequently, there are some topics that Isakowitz knows she won’t be able to cover. She’s hoping that her students have learned the topics she covered deeply well enough to make up for any gaps in knowledge on the state tests.\u003c/p>\n\u003cp>“Parents are having a hard time watching their kids struggle,” another teacher participant said. “Especially kids who were successful learning the other way.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Teaching a topic like math without the traditional sequencing can be hard for everyone in the community to understand and requires tolerance for failure. The payoff is when, for example, a student becomes a senior and chooses mechanical engineering as an elective because he loves solving problems and has been learning to do it all through high school.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_33742\" class=\"module image center mceTemp\" style=\"width: 640px\">\u003c/div>\n\u003cfigure id=\"attachment_33742\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/SLA-math-360.jpg\">\u003cimg class=\"size-full wp-image-33742\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/SLA-math-360.jpg\" alt=\"A Science Leadership Academy sophomore puts the finishing touches on a geometry project during her lunch period.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/SLA-math-360.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/SLA-math-360-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/SLA-math-360-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A Science Leadership Academy sophomore puts the finishing touches on a geometry project during her lunch period.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For subjects like math and foreign language, which are traditionally taught in a linear and highly structured context, using more open-ended \u003ca href=\"http://ww2.kqed.org/mindshift/tag/inquiry-learning/\" target=\"_blank\">inquiry-based models\u003c/a> can be challenging. Teachers of these subjects may find it hard to break out of linear teaching style because the assumption is that students can’t move to more complicated skills before mastering basic ones. But inquiry learning is based on the premise that, with a little bit of structure and guidance, teachers can support students to ask questions that lead them to learn those same important skills -- in ways that are meaningful to them.\u003c/p>\n\u003cp>This model, however, can be especially hard to follow in public school classrooms tied to pre-set curricula. Class time, class size, assessments, resources, student buy-in, administrative pressures, and students' learned helplessness are just a few of the reasons why it can be challenging to create learning experiences that are deep, authentic, and driven by inquiry, according to participants at \u003ca href=\"http://educonphilly.org/\" target=\"_blank\">EduCon 2.6\u003c/a> hosted by \u003ca href=\"http://www.scienceleadership.org/\" target=\"_blank\">Science Leadership Academy (SLA)\u003c/a>, a public high school in Philadelphia recently.\u003c/p>\n\u003cp>Science Leadership Academy, which has an established track record as an inquiry-based school, has just opened a second campus in Philadelphia called the \u003ca href=\"http://slabeeber.org/\" target=\"_blank\">Beeber school\u003c/a>, whose teachers are still adapting to the inquiry model. With one freshmen class and a new crop of teachers still adjusting to project-based and inquiry driven approaches to learning, the school is a good model for learning how these complex ideas flesh out.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"As much as we can say it's okay for students to fail within the class, if they don’t pass the test at the end of the year, it’s suddenly not okay.\"\u003c/aside>\n\u003cp>“You have to spend a lot of time and a lot of energy supporting kids to unlearn how they’ve been taught to learn for the majority of their lives,” said Marina Isakowitz, a ninth-grade math teacher at Beeber. Students at both SLA campuses come from public middle schools across the city and enter with varying levels of proficiency and very little experience with inquiry learning.\u003c/p>\n\u003cp>Isakowitz starts the year by asking lots of low-stakes, but complex questions as a way of scaffolding a new kind of learning for her students. Gradually, she says, they realize that this math class isn't going to be like others they've been in and they begin to understand and appreciate the freedom they've been given. It’s about providing just enough structure that the class holds together, but not so much that teachers are telling students what to do and how to do it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Watching students struggle with how to ask good questions and discover answers can be hard. “I, as the teacher say, 'I’m going to let you bruise yourself, and that’s going to be hard to watch, but I’m not going to step in and help,'” Isakowitz said. That can feel like she’s not doing her job, she said, but she knows it's an important part of getting them to take ownership of their learning.\u003c/p>\n\u003cp>“It’s so terrifying as a teacher when you have this notion of what looks right, and they’re not doing it right and I’m failing as a teacher because of that,” Isakowitz said. She’s had to learn to hang back and watch what develops. She’s also had to challenge her own ideas about math education, including the notion that students must learn one skill in order to move onto the next one.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"How much of this hierarchy comes from the idea that they need to know A in order to do B,\" Isakowitz said. She’s constantly asking herself, “How can I let them explore something and let them learn the skills along the way?” For example, Isakowitz designed a project based on students' complaints over the unbearably high temperatures at the school in the summer. They are working to come up with a solution to a problem they are physically invested in by researching air conditioning systems, figuring out how many units their school would need based on its size and layout, and calculating costs. In the process, students are learning about things like systems of equations and slope.\u003c/p>\n\u003cp>“Sometimes that means letting them go down a dead end -- that I know is a dead end -- because they just need to figure it out,” Isakowitz said. Within the framework of research and discovery she is building in different ideas and units that the state requires ninth graders to learn. Even with the best of intentions, there are times when the class has to cover a topic that will be on the test but it doesn’t fit into a project. In those cases, Isakowitz tries to be honest about why the learning style has changed.\u003c/p>\n\u003cfigure id=\"attachment_33745\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/SLA-engineering.jpg\">\u003cimg class=\"size-medium wp-image-33745\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/SLA-engineering-300x434.jpg\" alt=\"An SLA senior explains how he got interested in robotics during his senior engineering seminar.\" width=\"300\" height=\"434\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">An SLA senior explains how he got interested in robotics during his senior engineering seminar.\u003c/figcaption>\u003c/figure>\n\u003cp>“As much as we can say it's okay for students to fail within the class, if they don’t pass the test at the end of the year it’s suddenly not okay,” one teacher said in response to the discussion. That mixed message is a challenge to many teachers who understand that learning from mistakes is an important part of a good education.\u003c/p>\n\u003cp>Isakowitz faces that challenge every year when her students have to take a test that determines if they graduate. “I’m wagering my students' ability to graduate high school on this teaching practice,” she said.\u003c/p>\n\u003cp>Using a project-based inquiry approach to learning math is not easier, but kids are learning the material in ways that are relevant to them. Consequently, there are some topics that Isakowitz knows she won’t be able to cover. She’s hoping that her students have learned the topics she covered deeply well enough to make up for any gaps in knowledge on the state tests.\u003c/p>\n\u003cp>“Parents are having a hard time watching their kids struggle,” another teacher participant said. “Especially kids who were successful learning the other way.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teaching a topic like math without the traditional sequencing can be hard for everyone in the community to understand and requires tolerance for failure. The payoff is when, for example, a student becomes a senior and chooses mechanical engineering as an elective because he loves solving problems and has been learning to do it all through high school.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"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.",
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"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>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
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},
"science-friday": {
"id": "science-friday",
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"snap-judgment": {
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