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"disqusTitle": "Reinventing School From the Ground Up For Inquiry Learning",
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"content": "\u003cfigure id=\"attachment_31282\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31282\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/lightbulbs-e1378920601726.jpg\" alt=\"lightbulbs\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/lightbulbs-e1378920601726.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/lightbulbs-e1378920601726-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/lightbulbs-e1378920601726-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"text-align: left\" align=\"center\">\u003cstrong>By Thom Markham\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">A grave miscalculation exists in the minds of many educators: That inquiry-based learning, project based learning, and 21\u003csup>st\u003c/sup> century competencies can flourish in industrial model schools. Under this world view, the inquiry goals of the Common Core State Standards are \"strategies\" to be added to the existing list of classroom techniques, while skills like collaboration, communication, or creativity can be taught despite 43-minute periods, desks in rows, and pacing guides set in stone.\u003c/p>\n\u003cp>In other words, reaching the top of Bloom’s Taxonomy is important, but less so than maintaining regimental order.\u003c/p>\n\u003cp>But what we know—from industry and neuroscience—is that organizational structure, environment, and human performance are deeply intertwined. It is inevitable that schools must be completely redesigned if society wants to tap the wellsprings of creativity and exploration that the industrial system subdues.\u003c/p>\n\u003cp>This redesign issue looms large. A small number of schools around the country that began life as charters or academies have developed successful inquiry-based systems. But spurred by the Common Core and the urgency to teach 21\u003csup>st\u003c/sup> century competencies, a huge wave of settlers is now trying to emulate the pioneers by becoming \"inquiry-based\" schools. By and large, this group is composed of well-performing K–12 schools—neighborhood schools with solid test scores, a traditional approach, and a winning formula that makes them resistant to change. To ramp up, they usually sponsor a few days of professional development in project-based learning or Common Core instruction, but don’t address the backbone of the school organization or culture. The results for project based learning have been predictable. High-quality, engaging project-based work has thrived in a few classrooms, but failed to establish itself and flourish. The breakthrough behaviors seen in the pioneering schools haven’t occurred. Teachers shrug, and carry on.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But a historical moment has arrived. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-educators-can-address-parents-confusion-about-common-core/\">Confusion over the Common Core\u003c/a> and uncertainty about the role of standards in general, explosive technologies that have finally reached and overwhelmed brick-and-mortar processes in schools, and the panicky recognition that competency in today’s world requires skills and resiliency in addition to a degree—these and other factors have suddenly fractured the industrial model beyond repair.\u003c/p>\n\u003cp>For all of us, as citizens and educators, in this country and others, it’s way past time for school \"improvement,\" and high time to invent fresh organizations \u003cem>designed \u003c/em>for inquiry— the ecosystem for inquiry, in which all elements of the environment act holistically to grow, nurture, and sustain the qualities of heart and mind necessary for students \u003cem>and\u003c/em> teachers to learn to ask good questions instead of finding right answers. That’s a very high bar, but that’s the ultimate goal of 21\u003csup>st\u003c/sup> century learning.\u003c/p>\n\u003cp>How to develop this ecosystem? Only two qualities are required: Imagination and bravery. The first is the least difficult. Schools that facilitate brightness and joy in young people have solved the initial mysteries of organizing learning around inquiry. There are models to emulate. But transforming an entire system under the pressure of future shock takes collective courage and a powerful foundation of collaboration, trust, and openness. Machiavelli, despite a negative reputation, was an astute observer of his own era. “The times are too big for our brains,” he said. So it is now. Disruption is hard. To work your way through it requires many minds and a shared commitment.\u003c/p>\n\u003cp>Beyond that, the ecosystem metaphor works. Inquiry grows with the right combination of soil, sun, and water. You start with a seed, and remove every barrier on its path to a flower. This is the reverse, of course, of the usual school redesign process, in which the child must fit the system. The great shift in our own thinking, in this age of Google and breathtaking events, is that the system must be fitted to the child.\u003c/p>\n\u003cp>So bravery and imagination might need an ally: \u003cem>Deep inquiry\u003c/em> of our own. In fact, if we as educators want deep learning, we’ll need to enter into the same process as students. What deep questions can we ask ourselves to start the process right? Here are a few ideas:\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are we moving towards personalized care for students? \u003c/em>\u003c/strong>Debating the efficacy of the Common Core is a sidebar conversation. Deeper learning and\u003cstrong>\u003cem> \u003c/em>\u003c/strong>inquiry happen in the presence of engagement, transcending lists of standards. Engagement is muted by teacher talk, disrespectful communications, too many \"thou shall not\" signs, classroom rules designed to enforce compliance rather than collaboration, a laundry list of outcomes, and a thousand other remnants of industrial herding. Experience in high-performing organizational cultures—and now neuroscience itself—tells us that fear and control limits the brain. Inquiry flows out of the frontal part of the brain—the place of wondering, questioning, and creativity—a part of the brain activated by the feeling of \"connectedness\" and stimulated by mentorship and communal care.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are we empowering ourselves as teachers? \u003c/em>\u003c/strong>In this day and age, change is peer-driven and crowd-sourced. Teachers need to see themselves as the leaders of change, not the tools of Superintendents or Departments of Education. This requires disruption on two levels. Conversations among teachers must range far beyond ordering new textbooks, deciding on a curriculum, or reviewing the tardy policy. Traditional structures, such as department meetings and grade-level teams, encourage this limited agenda. Professional Learning Networks offer a great structure, but must be energized by conversations oriented toward a meta-cognitive view of the organization rather than rearranging deck chairs. And, to make the collaboration deep and meaningful, the conversation must become more personal. Every teacher should be willing to share hopes and fears, examine biases, and reveal attitudes. This is the kind of ‘open space’ that develops the necessary momentum for shifting systems by linking people emotionally to a common mission.\u003c/p>\n\u003cp>\u003cstrong>\u003cem> Are we probing our mission and values? \u003c/em>\u003c/strong>Schools must fulfill their \u003cem>in loco parentis\u003c/em> responsibilities and have orderly processes for managing the learning of hundreds of young people. But the combination of seat time, instructional minutes, five-minute passing periods, zero periods, and other encrusted structures more often resemble a well-designed holding pen than the open architecture that meshes mind and surroundings to create joyful inquiry. A good place to start is to examine, collaboratively and sincerely, the District mission and values statements. Most of the statements are actually quite good; it’s just that industrial education hasn’t taken them seriously. But start there and ask: If this is what we promise, how do we do it?\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are we making 21\u003csup>st\u003c/sup> century competencies the centerpiece of instruction?\u003c/em>\u003c/strong> Often overlooked, even by experts in project based learning, is that inquiry isn’t designed to teach information; it’s designed to set up the conditions under which students become more \u003cem>skillful\u003c/em>. That’s why it’s inherently student-centered. Successful inquiry requires skillful competencies, which are a deep amalgam of habits, personality, and an experiential knowledge base. Schools of the future will always be just plain \u003cem>teaching\u003c/em> information, but it’s time for all schools to weave skills, subjects, and academic achievement into a seamless whole that defines expectations for students. How do schools begin to make skills central? Agree that every teacher, of every subject, shares equal responsibility for teaching and evaluating skills. Draw up standardized performance rubrics that gauge and reinforce the competencies in students. Make skills 60% of the grade. Those three steps alone will put any school on the path to creating an ecosystem for inquiry.\u003c/p>\n\u003cp>\u003ca href=\"http://www.thommarkham.com/\">Thom Markham\u003c/a> is a speaker, writer, psychologist, and internationally respected consultant in the critical areas of inquiry based education, project based learning, and creativity. Thom is the author of the best selling \u003cem>\u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=sr_1_2_title_1_per?s=books&ie=UTF8&qid=1373643076&sr=1-2&keywords=project+based+learning\">Project Based Learning Design and Coaching Guide: Expert tools for innovation and inquiry for K-12 educators.\u003c/a> Reach him through \u003ca href=\"http://www.thommarkham.com/\">www.thommarkham.com\u003c/a> or tweet him @thommarkham.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31282\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31282\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/lightbulbs-e1378920601726.jpg\" alt=\"lightbulbs\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/lightbulbs-e1378920601726.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/lightbulbs-e1378920601726-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/lightbulbs-e1378920601726-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"text-align: left\" align=\"center\">\u003cstrong>By Thom Markham\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">A grave miscalculation exists in the minds of many educators: That inquiry-based learning, project based learning, and 21\u003csup>st\u003c/sup> century competencies can flourish in industrial model schools. Under this world view, the inquiry goals of the Common Core State Standards are \"strategies\" to be added to the existing list of classroom techniques, while skills like collaboration, communication, or creativity can be taught despite 43-minute periods, desks in rows, and pacing guides set in stone.\u003c/p>\n\u003cp>In other words, reaching the top of Bloom’s Taxonomy is important, but less so than maintaining regimental order.\u003c/p>\n\u003cp>But what we know—from industry and neuroscience—is that organizational structure, environment, and human performance are deeply intertwined. It is inevitable that schools must be completely redesigned if society wants to tap the wellsprings of creativity and exploration that the industrial system subdues.\u003c/p>\n\u003cp>This redesign issue looms large. A small number of schools around the country that began life as charters or academies have developed successful inquiry-based systems. But spurred by the Common Core and the urgency to teach 21\u003csup>st\u003c/sup> century competencies, a huge wave of settlers is now trying to emulate the pioneers by becoming \"inquiry-based\" schools. By and large, this group is composed of well-performing K–12 schools—neighborhood schools with solid test scores, a traditional approach, and a winning formula that makes them resistant to change. To ramp up, they usually sponsor a few days of professional development in project-based learning or Common Core instruction, but don’t address the backbone of the school organization or culture. The results for project based learning have been predictable. High-quality, engaging project-based work has thrived in a few classrooms, but failed to establish itself and flourish. The breakthrough behaviors seen in the pioneering schools haven’t occurred. Teachers shrug, and carry on.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But a historical moment has arrived. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-educators-can-address-parents-confusion-about-common-core/\">Confusion over the Common Core\u003c/a> and uncertainty about the role of standards in general, explosive technologies that have finally reached and overwhelmed brick-and-mortar processes in schools, and the panicky recognition that competency in today’s world requires skills and resiliency in addition to a degree—these and other factors have suddenly fractured the industrial model beyond repair.\u003c/p>\n\u003cp>For all of us, as citizens and educators, in this country and others, it’s way past time for school \"improvement,\" and high time to invent fresh organizations \u003cem>designed \u003c/em>for inquiry— the ecosystem for inquiry, in which all elements of the environment act holistically to grow, nurture, and sustain the qualities of heart and mind necessary for students \u003cem>and\u003c/em> teachers to learn to ask good questions instead of finding right answers. That’s a very high bar, but that’s the ultimate goal of 21\u003csup>st\u003c/sup> century learning.\u003c/p>\n\u003cp>How to develop this ecosystem? Only two qualities are required: Imagination and bravery. The first is the least difficult. Schools that facilitate brightness and joy in young people have solved the initial mysteries of organizing learning around inquiry. There are models to emulate. But transforming an entire system under the pressure of future shock takes collective courage and a powerful foundation of collaboration, trust, and openness. Machiavelli, despite a negative reputation, was an astute observer of his own era. “The times are too big for our brains,” he said. So it is now. Disruption is hard. To work your way through it requires many minds and a shared commitment.\u003c/p>\n\u003cp>Beyond that, the ecosystem metaphor works. Inquiry grows with the right combination of soil, sun, and water. You start with a seed, and remove every barrier on its path to a flower. This is the reverse, of course, of the usual school redesign process, in which the child must fit the system. The great shift in our own thinking, in this age of Google and breathtaking events, is that the system must be fitted to the child.\u003c/p>\n\u003cp>So bravery and imagination might need an ally: \u003cem>Deep inquiry\u003c/em> of our own. In fact, if we as educators want deep learning, we’ll need to enter into the same process as students. What deep questions can we ask ourselves to start the process right? Here are a few ideas:\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are we moving towards personalized care for students? \u003c/em>\u003c/strong>Debating the efficacy of the Common Core is a sidebar conversation. Deeper learning and\u003cstrong>\u003cem> \u003c/em>\u003c/strong>inquiry happen in the presence of engagement, transcending lists of standards. Engagement is muted by teacher talk, disrespectful communications, too many \"thou shall not\" signs, classroom rules designed to enforce compliance rather than collaboration, a laundry list of outcomes, and a thousand other remnants of industrial herding. Experience in high-performing organizational cultures—and now neuroscience itself—tells us that fear and control limits the brain. Inquiry flows out of the frontal part of the brain—the place of wondering, questioning, and creativity—a part of the brain activated by the feeling of \"connectedness\" and stimulated by mentorship and communal care.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are we empowering ourselves as teachers? \u003c/em>\u003c/strong>In this day and age, change is peer-driven and crowd-sourced. Teachers need to see themselves as the leaders of change, not the tools of Superintendents or Departments of Education. This requires disruption on two levels. Conversations among teachers must range far beyond ordering new textbooks, deciding on a curriculum, or reviewing the tardy policy. Traditional structures, such as department meetings and grade-level teams, encourage this limited agenda. Professional Learning Networks offer a great structure, but must be energized by conversations oriented toward a meta-cognitive view of the organization rather than rearranging deck chairs. And, to make the collaboration deep and meaningful, the conversation must become more personal. Every teacher should be willing to share hopes and fears, examine biases, and reveal attitudes. This is the kind of ‘open space’ that develops the necessary momentum for shifting systems by linking people emotionally to a common mission.\u003c/p>\n\u003cp>\u003cstrong>\u003cem> Are we probing our mission and values? \u003c/em>\u003c/strong>Schools must fulfill their \u003cem>in loco parentis\u003c/em> responsibilities and have orderly processes for managing the learning of hundreds of young people. But the combination of seat time, instructional minutes, five-minute passing periods, zero periods, and other encrusted structures more often resemble a well-designed holding pen than the open architecture that meshes mind and surroundings to create joyful inquiry. A good place to start is to examine, collaboratively and sincerely, the District mission and values statements. Most of the statements are actually quite good; it’s just that industrial education hasn’t taken them seriously. But start there and ask: If this is what we promise, how do we do it?\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are we making 21\u003csup>st\u003c/sup> century competencies the centerpiece of instruction?\u003c/em>\u003c/strong> Often overlooked, even by experts in project based learning, is that inquiry isn’t designed to teach information; it’s designed to set up the conditions under which students become more \u003cem>skillful\u003c/em>. That’s why it’s inherently student-centered. Successful inquiry requires skillful competencies, which are a deep amalgam of habits, personality, and an experiential knowledge base. Schools of the future will always be just plain \u003cem>teaching\u003c/em> information, but it’s time for all schools to weave skills, subjects, and academic achievement into a seamless whole that defines expectations for students. How do schools begin to make skills central? Agree that every teacher, of every subject, shares equal responsibility for teaching and evaluating skills. Draw up standardized performance rubrics that gauge and reinforce the competencies in students. Make skills 60% of the grade. Those three steps alone will put any school on the path to creating an ecosystem for inquiry.\u003c/p>\n\u003cp>\u003ca href=\"http://www.thommarkham.com/\">Thom Markham\u003c/a> is a speaker, writer, psychologist, and internationally respected consultant in the critical areas of inquiry based education, project based learning, and creativity. Thom is the author of the best selling \u003cem>\u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=sr_1_2_title_1_per?s=books&ie=UTF8&qid=1373643076&sr=1-2&keywords=project+based+learning\">Project Based Learning Design and Coaching Guide: Expert tools for innovation and inquiry for K-12 educators.\u003c/a> Reach him through \u003ca href=\"http://www.thommarkham.com/\">www.thommarkham.com\u003c/a> or tweet him @thommarkham.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Looking For Real-World Math Problems? Try Google Earth!",
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"content": "\u003cfigure id=\"attachment_31193\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31193\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/google-earth.jpg\" alt=\"google-earth\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/google-earth.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/google-earth-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/google-earth-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">One of the most common questions math teachers hear from their students is, “why does this matter?” They are constantly trying to convince students that math is useful and could help them in their everyday lives. But it can be a tough sell. Word problems alone often feel contrived and students see right through them.\u003c/p>\n\u003cp>Thomas Petra has taught math at every level for more than 20 years and encountered dubious students at every grade level. That’s why he developed \u003ca href=\"http://www.realworldmath.org/\">Real World Math\u003c/a>, a free website with lessons based on Google Earth aimed at grades 5 - 10. “I was trying to show them actual applications of the math ideas that they see in the textbook,” Petra said.\u003c/p>\n\u003cp>Petra takes an inquiry learning approach to the Google Earth-based problems. “I want them to use the things they know already and I want them to learn new skills like critical thinking and problem solving on their own terms,” Petra said of his approach. To do that, Petra has developed more than 30 elaborate souped-up word problems based on downloadable Google Earth maps with additional information embedded at different points.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I want them to use the things they know already and I want them to learn new skills like critical thinking and problem solving on their own terms.” \u003c/aside>\n\u003cp>One lesson Petra did with middle school students helped them practice the distance formula: distance = rate x time. To get them practicing the formula and understanding what it means in practical terms, Petra developed a lesson based on the \u003ca href=\"http://iditarod.com/\">Iditarod\u003c/a> sled dog race in Alaska. He mapped the 22 Iditarod checkpoints and had students calculate the time it takes their mush team to get to each stop. They drew cards along the way with misfortunes or luck that increased or decreased their speed, forcing them to recalculate.\u003c/p>\n\u003cp>Petra grouped the students on teams, competing to win the race. The cards that determined speed were random, so even the slower learners had a chance of winning. Petra said for the first time he had students that hated math getting to class early.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another of Petra’s favorite lessons helped algebra students understand variables. He put them into teams and asked them to use search and rescue patterns to find a missing paddler. At first he didn’t give them much information. The students had to figure out what variables would affect the search and researched the real-world answers to those variables, like finding out how fast coast guard boats travel. Then they developed a search map using Google Maps. Petra developed a separate map for the paddler and afterwards the students could compare maps to discover if their search would have found the paddler.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/math-and-science-out-of-the-classroom-into-the-world/\">Math and Science: Out of the Classroom, Into the World\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“We went to the Coast Guard station and they explained how they did search and rescue,” Petra said. “We were probably five minutes in and my kids were completing their sentences.” The students had learned much more than algebra. They knew the ocean science and Coast Guard procedures and equipment through their research, which won them admiration and an “A-list tour,” according to Petra.\u003c/p>\n\u003cp>“Rather than a passive learner, it can make the student an active learner,” Petra said. His goal is not to tell students what to do, but to create the conditions so they can explore and create meaning.\u003c/p>\n\u003cp>While Google Earth is a great tool for math, another long-time educator, Jerome Burg, has found it just as useful in English. He developed another free site for teachers called \u003ca href=\"http://www.googlelittrips.com/GoogleLit/Home.html\">Google Lit Trips\u003c/a>, as a way to allow students to follow the travels of literature’s great characters. He has made literature maps where each stop on the map includes more relevant resources about the place and book. The tool doesn’t allow students to skip their reading, but it helps place them more firmly in the literary worlds they are studying.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Note: Real World Math is password protected so that students can’t see answer keys to lessons on the site. If you are an educator and want to access the tools go to the \u003ca href=\"http://www.realworldmath.org\">Real World Math website\u003c/a> and contact Petra for the password.\u003cbr>\n\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31193\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31193\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/google-earth.jpg\" alt=\"google-earth\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/google-earth.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/google-earth-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/google-earth-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">One of the most common questions math teachers hear from their students is, “why does this matter?” They are constantly trying to convince students that math is useful and could help them in their everyday lives. But it can be a tough sell. Word problems alone often feel contrived and students see right through them.\u003c/p>\n\u003cp>Thomas Petra has taught math at every level for more than 20 years and encountered dubious students at every grade level. That’s why he developed \u003ca href=\"http://www.realworldmath.org/\">Real World Math\u003c/a>, a free website with lessons based on Google Earth aimed at grades 5 - 10. “I was trying to show them actual applications of the math ideas that they see in the textbook,” Petra said.\u003c/p>\n\u003cp>Petra takes an inquiry learning approach to the Google Earth-based problems. “I want them to use the things they know already and I want them to learn new skills like critical thinking and problem solving on their own terms,” Petra said of his approach. To do that, Petra has developed more than 30 elaborate souped-up word problems based on downloadable Google Earth maps with additional information embedded at different points.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I want them to use the things they know already and I want them to learn new skills like critical thinking and problem solving on their own terms.” \u003c/aside>\n\u003cp>One lesson Petra did with middle school students helped them practice the distance formula: distance = rate x time. To get them practicing the formula and understanding what it means in practical terms, Petra developed a lesson based on the \u003ca href=\"http://iditarod.com/\">Iditarod\u003c/a> sled dog race in Alaska. He mapped the 22 Iditarod checkpoints and had students calculate the time it takes their mush team to get to each stop. They drew cards along the way with misfortunes or luck that increased or decreased their speed, forcing them to recalculate.\u003c/p>\n\u003cp>Petra grouped the students on teams, competing to win the race. The cards that determined speed were random, so even the slower learners had a chance of winning. Petra said for the first time he had students that hated math getting to class early.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another of Petra’s favorite lessons helped algebra students understand variables. He put them into teams and asked them to use search and rescue patterns to find a missing paddler. At first he didn’t give them much information. The students had to figure out what variables would affect the search and researched the real-world answers to those variables, like finding out how fast coast guard boats travel. Then they developed a search map using Google Maps. Petra developed a separate map for the paddler and afterwards the students could compare maps to discover if their search would have found the paddler.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/math-and-science-out-of-the-classroom-into-the-world/\">Math and Science: Out of the Classroom, Into the World\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“We went to the Coast Guard station and they explained how they did search and rescue,” Petra said. “We were probably five minutes in and my kids were completing their sentences.” The students had learned much more than algebra. They knew the ocean science and Coast Guard procedures and equipment through their research, which won them admiration and an “A-list tour,” according to Petra.\u003c/p>\n\u003cp>“Rather than a passive learner, it can make the student an active learner,” Petra said. His goal is not to tell students what to do, but to create the conditions so they can explore and create meaning.\u003c/p>\n\u003cp>While Google Earth is a great tool for math, another long-time educator, Jerome Burg, has found it just as useful in English. He developed another free site for teachers called \u003ca href=\"http://www.googlelittrips.com/GoogleLit/Home.html\">Google Lit Trips\u003c/a>, as a way to allow students to follow the travels of literature’s great characters. He has made literature maps where each stop on the map includes more relevant resources about the place and book. The tool doesn’t allow students to skip their reading, but it helps place them more firmly in the literary worlds they are studying.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Note: Real World Math is password protected so that students can’t see answer keys to lessons on the site. If you are an educator and want to access the tools go to the \u003ca href=\"http://www.realworldmath.org\">Real World Math website\u003c/a> and contact Petra for the password.\u003cbr>\n\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_30015\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30015\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/12869-flipped_news.jpg\" alt=\"The researchers drew on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images. \" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The researchers drew on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://news.stanford.edu/news/2013/july/flipped-learning-model-071613.html\">\u003cstrong>By David Plotnikoff\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">A new \u003ca href=\"http://www.computer.org/portal/web/tlt\">study\u003c/a> from the Stanford \u003ca href=\"https://ed.stanford.edu\">Graduate School of Education \u003c/a>flips upside down the notion that students learn best by first independently reading texts or watching online videos before coming to class to engage in hands-on projects. Studying a particular lesson, the Stanford researchers showed that when the order was reversed, students' performances improved substantially.\u003c/p>\n\u003cp>While the study has broad implications about how best to employ interactive learning technologies, it also focuses specifically on the teaching of neuroscience and underscores the effectiveness of a new interactive tabletop learning environment, called BrainExplorer, which was developed by Stanford GSE researchers to enhance neuroscience instruction.\u003c/p>\n\u003cp>The findings were featured in the April-June issue of \u003cem>IEEE Transactions on Learning Technologies\u003c/em>.\u003c/p>\n\u003cp>\"Our results suggest that students are better prepared to understand a theory after first exploring by themselves, and that tangible user interfaces are particularly well-suited for that purpose,\" said \u003ca href=\"http://blog.bertrandschneider.com/?page_id=13\">Bertrand Schneider\u003c/a>, a GSE graduate student who led the research under the direction of \u003ca href=\"https://ed.stanford.edu/faculty/paulob\">Paulo Blikstein\u003c/a>, an assistant professor of education. The two other co-authors of the research paper are \u003ca href=\"https://ed.stanford.edu/faculty/roypea\">Roy Pea\u003c/a>, a professor of education, and Stanford undergraduate Jenelle Wallace.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"We are showing that exploration, inquiry and problem solving are not just 'nice to have' things in classrooms. They are powerful learning mechanisms that increase performance by every measure we have.\" \u003c/strong> \u003c/aside>\n\u003cp>The study draws on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images. It features polymer reproductions of different regions of the brain and eyes, as well as cameras and infrared pens.\u003c/p>\n\u003cp>Students use the pen to manipulate and explore the neural network; by severing and reconfiguring the connections, they can see how perceptions of the visual field are transformed. (Schneider developed the device in collaboration with Wallace as a \u003ca href=\"http://beyondbitsandatomsblog.stanford.edu/spring2011/2011/05/28/bba-final-project-brain-explorer/\">final project\u003c/a> for a course, \u003cem>Beyond Bits and Atoms,\u003c/em> taught by Blikstein.)\u003c/p>\n\u003cp>The study involved 28 undergraduate and graduate students as participants, none of whom had studied neuroscience. After being given an initial test, half of the group read about the neuroscience of vision, while the others worked with BrainExplorer. When tested after those respective lessons, the performance of participants who used BrainExplorer increased significantly more – 30 percent – than those who had read the text.\u003c/p>\n\u003cp>Next the researchers had each of the two groups do the other learning activity: Those who had used BrainExplorer read the text, while those who had read the text used BrainExplorer. All the participants then took another test, and the findings revealed a 25-percent increase in performance when open-ended exploration came \u003cem>before\u003c/em> text study rather than after it. (A follow-up study showed identical results for video classes instead of text.)\u003c/p>\n\u003cp>\"We are showing that exploration, inquiry and problem solving are not just 'nice to have' things in classrooms,\" said Blikstein. \"They are powerful learning mechanisms that increase performance by every measure we have.\" Pea explained that these results indicate the value for learning of first engaging one's prior knowledge and intuitions in investigating problems in a learning domain – before being presented with abstracted knowledge. Having first explored how one believes a system works creates a knowledge-building relevance to the text or video that is then presented, he said.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\"Part of our goal is to create low-cost, easy-to-scale educational platforms based on open source, free software and off-the-shelf building blocks so that our system can be easily and cheaply deployed in classrooms.\"\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>The research comes out as the idea of a \"flipped classroom,\" in which students first watch videos or read texts and then do projects in the classroom, has been growing in popularity at colleges and graduate schools. The study's conclusion suggests that the current model of the flipped classroom should itself be flipped upside down. The researchers advocate the \"flipped flipped classroom,\" in which videos come after exploration and not before.\u003c/p>\n\u003cp>The authors chose neuroscience as the discipline for the study because it is a rapidly changing field that relies heavily on computers rather than paper texts or lectures. But the results extend beyond neuroscience. Similar technology could be projected onto other emerging data-intensive fields such as genomics and nanotechnology, which are quickly making their way into undergraduate and high school education everywhere.\u003c/p>\n\u003cp>The BrainExplorer system is a proof-of-concept that may have applications in any field where teaching demands visualization and exploration of complex systems. \"Part of our goal,\" the researchers write, \"is to create low-cost, easy-to-scale educational platforms based on open source, free software and off-the-shelf building blocks such as web cameras and infrared pens so that our system can be easily and cheaply deployed in classrooms.\"\u003c/p>\n\u003cp>The study buttresses what many educational researchers and cognitive scientists have been asserting for many years: the \"exploration first\" model is a better way to learn. In addition to these published findings, the researchers spoke at an American Educational Research Association meeting earlier this year about another study that used instructional video instead of text and obtained the same results. The team is now conducting follow-up studies.\u003c/p>\n\u003cp>\"With this study, we are showing that research in education is useful because sometimes our intuitions about 'what works' are simply dead wrong,\" said Blikstein.\u003c/p>\n\u003cp>The study was funded with support from the National Science Foundation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>David Plotnikoff writes frequently for the Graduate School of Education. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30015\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30015\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/12869-flipped_news.jpg\" alt=\"The researchers drew on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images. \" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The researchers drew on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://news.stanford.edu/news/2013/july/flipped-learning-model-071613.html\">\u003cstrong>By David Plotnikoff\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">A new \u003ca href=\"http://www.computer.org/portal/web/tlt\">study\u003c/a> from the Stanford \u003ca href=\"https://ed.stanford.edu\">Graduate School of Education \u003c/a>flips upside down the notion that students learn best by first independently reading texts or watching online videos before coming to class to engage in hands-on projects. Studying a particular lesson, the Stanford researchers showed that when the order was reversed, students' performances improved substantially.\u003c/p>\n\u003cp>While the study has broad implications about how best to employ interactive learning technologies, it also focuses specifically on the teaching of neuroscience and underscores the effectiveness of a new interactive tabletop learning environment, called BrainExplorer, which was developed by Stanford GSE researchers to enhance neuroscience instruction.\u003c/p>\n\u003cp>The findings were featured in the April-June issue of \u003cem>IEEE Transactions on Learning Technologies\u003c/em>.\u003c/p>\n\u003cp>\"Our results suggest that students are better prepared to understand a theory after first exploring by themselves, and that tangible user interfaces are particularly well-suited for that purpose,\" said \u003ca href=\"http://blog.bertrandschneider.com/?page_id=13\">Bertrand Schneider\u003c/a>, a GSE graduate student who led the research under the direction of \u003ca href=\"https://ed.stanford.edu/faculty/paulob\">Paulo Blikstein\u003c/a>, an assistant professor of education. The two other co-authors of the research paper are \u003ca href=\"https://ed.stanford.edu/faculty/roypea\">Roy Pea\u003c/a>, a professor of education, and Stanford undergraduate Jenelle Wallace.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"We are showing that exploration, inquiry and problem solving are not just 'nice to have' things in classrooms. They are powerful learning mechanisms that increase performance by every measure we have.\" \u003c/strong> \u003c/aside>\n\u003cp>The study draws on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images. It features polymer reproductions of different regions of the brain and eyes, as well as cameras and infrared pens.\u003c/p>\n\u003cp>Students use the pen to manipulate and explore the neural network; by severing and reconfiguring the connections, they can see how perceptions of the visual field are transformed. (Schneider developed the device in collaboration with Wallace as a \u003ca href=\"http://beyondbitsandatomsblog.stanford.edu/spring2011/2011/05/28/bba-final-project-brain-explorer/\">final project\u003c/a> for a course, \u003cem>Beyond Bits and Atoms,\u003c/em> taught by Blikstein.)\u003c/p>\n\u003cp>The study involved 28 undergraduate and graduate students as participants, none of whom had studied neuroscience. After being given an initial test, half of the group read about the neuroscience of vision, while the others worked with BrainExplorer. When tested after those respective lessons, the performance of participants who used BrainExplorer increased significantly more – 30 percent – than those who had read the text.\u003c/p>\n\u003cp>Next the researchers had each of the two groups do the other learning activity: Those who had used BrainExplorer read the text, while those who had read the text used BrainExplorer. All the participants then took another test, and the findings revealed a 25-percent increase in performance when open-ended exploration came \u003cem>before\u003c/em> text study rather than after it. (A follow-up study showed identical results for video classes instead of text.)\u003c/p>\n\u003cp>\"We are showing that exploration, inquiry and problem solving are not just 'nice to have' things in classrooms,\" said Blikstein. \"They are powerful learning mechanisms that increase performance by every measure we have.\" Pea explained that these results indicate the value for learning of first engaging one's prior knowledge and intuitions in investigating problems in a learning domain – before being presented with abstracted knowledge. Having first explored how one believes a system works creates a knowledge-building relevance to the text or video that is then presented, he said.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\"Part of our goal is to create low-cost, easy-to-scale educational platforms based on open source, free software and off-the-shelf building blocks so that our system can be easily and cheaply deployed in classrooms.\"\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>The research comes out as the idea of a \"flipped classroom,\" in which students first watch videos or read texts and then do projects in the classroom, has been growing in popularity at colleges and graduate schools. The study's conclusion suggests that the current model of the flipped classroom should itself be flipped upside down. The researchers advocate the \"flipped flipped classroom,\" in which videos come after exploration and not before.\u003c/p>\n\u003cp>The authors chose neuroscience as the discipline for the study because it is a rapidly changing field that relies heavily on computers rather than paper texts or lectures. But the results extend beyond neuroscience. Similar technology could be projected onto other emerging data-intensive fields such as genomics and nanotechnology, which are quickly making their way into undergraduate and high school education everywhere.\u003c/p>\n\u003cp>The BrainExplorer system is a proof-of-concept that may have applications in any field where teaching demands visualization and exploration of complex systems. \"Part of our goal,\" the researchers write, \"is to create low-cost, easy-to-scale educational platforms based on open source, free software and off-the-shelf building blocks such as web cameras and infrared pens so that our system can be easily and cheaply deployed in classrooms.\"\u003c/p>\n\u003cp>The study buttresses what many educational researchers and cognitive scientists have been asserting for many years: the \"exploration first\" model is a better way to learn. In addition to these published findings, the researchers spoke at an American Educational Research Association meeting earlier this year about another study that used instructional video instead of text and obtained the same results. The team is now conducting follow-up studies.\u003c/p>\n\u003cp>\"With this study, we are showing that research in education is useful because sometimes our intuitions about 'what works' are simply dead wrong,\" said Blikstein.\u003c/p>\n\u003cp>The study was funded with support from the National Science Foundation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>David Plotnikoff writes frequently for the Graduate School of Education. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Trigger Students' Inquiry Through Projects",
"title": "How to Trigger Students' Inquiry Through Projects",
"headTitle": "PROJECT BASED LEARNING | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_29973\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29973\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/PBLInquiry.jpg\" alt=\"PBLInquiry\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/PBLInquiry.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/PBLInquiry-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/PBLInquiry-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp align=\"left\">\u003cstrong>By Jane Krauss and Suzie Boss\u003c/strong>\u003c/p>\n\u003cp align=\"left\">\u003cem>Excerpt from \u003ca href=\"http://www.sagepub.com/booksProdDesc.nav?prodId=Book237204\">Thinking Through Project-Based Learning: Guiding Deeper Inquiry\u003c/a>, published by Corwin, 2013.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">When students engage in quality projects, they develop knowledge, skills, and dispositions that serve them in the moment and in the long term. Unfortunately, not all projects live up to their potential. Sometimes the problem lies in the design process. It's easy to jump directly into planning the activities students will engage in without addressing important elements that will affect the overall quality of the project.\u003c/p>\n\u003cp>With more intentional planning, we can design projects that get at the universal themes that have explicit value to our students and to others. We can design projects to be rigorous, so students' actions mirror the efforts of accomplished adults. They will feel the burn as they learn and build up their fitness for learning challenges to come.\u003c/p>\n\u003cp>There are several ways to start designing projects. One is to select among learning objectives described in the curriculum and textbooks that guide your teaching and to plan learning experiences based on these. Another is to \"back in\" to the standards, starting with a compelling idea and then mapping it to objectives to ensure there is a fit with what students are expected to learn. The second method can be more generative, as any overarching and enduring concept is likely to support underlying objectives in the core subject matter and in associated disciplines, too. Either way you begin, the first step is to identify a project-worthy idea.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We have condensed the project design process into six steps. After outlining the steps briefly below, we offer examples that show how one might use these steps to develop a germ of an idea into a project plan that emphasizes inquiry. Read the steps and examples all the way through before digging in to your own plan.\u003c/p>\n\u003ch3>Step 1—Identify Project-worthy Concepts\u003c/h3>\n\u003cp>Ask yourself: What important and enduring concepts are fundamental to the subjects I teach? Identify four or five BIG concepts for each subject.\u003c/p>\n\u003ch3>Step 2—Explore Their Significance and Relevance\u003c/h3>\n\u003cp>Now, think: Why do these topics or concepts matter\u003cem>?\u003c/em> What should students remember about this topic in 5 years? For a lifetime? Think beyond school and ask: In what ways are they important and enduring? What is their relevance in different people’s lives? In different parts of the world? Explore each concept, rejecting and adding ideas until you arrive at a short list of meaningful topics.\u003c/p>\n\u003ch3>Step 3—Find Real-Life Contexts\u003c/h3>\n\u003cp>Look back to three or four concepts you explored and think about real-life contexts. Who engages in these topics? Who are the people for whom these topics are central to their work? See if you can list five to seven professions for each concept.\u003c/p>\n\u003cp>With that done, now think: What are the interdisciplinary connections? In what ways might the topic extend beyond my subject matter? For example, if your subject specialty was math and you imagined an entrepreneur taking a product to market, the central work might involve investment, expense, and profit analyses. The project might also involve supply chains and transportation (geography), writing a prospectus for a venture capitalist (language arts), and designing a marketing campaign (language arts, graphic design, technology).\u003c/p>\n\u003ch3>Step 4—Engage Critical Thinking\u003c/h3>\n\u003cp>As you begin to imagine these topics in the context of a project, ask yourself, what might you ask of students? How might you push past rote learning into investigation, analysis, and synthesis? Consider how you can engage critical thinking in a project by asking students to:\u003c/p>\n\u003cul>\n\u003cli>Compare and contrast\u003c/li>\n\u003cli>Predict\u003c/li>\n\u003cli>Make a well-founded judgment or informed decision\u003c/li>\n\u003cli>Understand causal relationships (cause and effect)\u003c/li>\n\u003cli>Determine how parts relate to the whole (systems)\u003c/li>\n\u003cli>Identify patterns or trends\u003c/li>\n\u003cli>Examine perspectives and alternate points of view\u003c/li>\n\u003cli>Extrapolate to create something new\u003c/li>\n\u003cli>Evaluate reliability of sources\u003c/li>\n\u003c/ul>\n\u003ch3>Step 5—Write a Project Sketch\u003c/h3>\n\u003cp>Now, step back and write a project sketch—or two or three. For each, give an overview of the project. Describe the scenario and the activities students are likely to engage in. Anyone reading it should be able to tell what students will learn by doing the project. The process of writing will help you refine your ideas. There are dozens of project sketches in this book (and all are included in the Project Library in the Appendix). Use them as a guide.\u003c/p>\n\u003ch3>Step 6—Plan the Setup\u003c/h3>\n\u003cp>Three small but useful elements are left, and together with the project sketch, they provide a framework for the project. Write a title, entry event, and driving question for your project.\u003c/p>\n\u003cp>Project title.\u003cem> \u003c/em>A good title goes a long way toward anchoring the project in the minds of your school community. A short and memorable title is best.\u003c/p>\n\u003cp>Teachers at Birkdale School in New Zealand take their projects seriously. They not only provide them with proper names but also fly a special flag in the school’s entry when a new project begins. You might not need to go this far, but a good title conveys a sense of importance and helps make a project memorable. Let these project titles inspire you.\u003c/p>\n\u003cul>\n\u003cli>Lest We Forget—A project involving war memorials in New Zealand\u003c/li>\n\u003cli>Mingling at the Renaissance Ball—A social studies investigation that culminates in a celebration of human achievement\u003c/li>\n\u003cli>Lessons from the Gulf—A collection of collaborative projects by schools concerned about U.S. Gulf Coast devastation\u003c/li>\n\u003cli>AD 1095 and All That—Time-traveling students intervene to stop religious wars in medieval Europe.\u003c/li>\n\u003cli>Risk and Reward—Students acting as financial counselors present stock information to clients and advise on investments.\u003c/li>\n\u003cli>Stay or Leave?—Students examine economic factors that influence people’s decisions about where they live.\u003c/li>\n\u003cli>YouVille—Students explore past civilizations to design their own utopias.\u003c/li>\n\u003c/ul>\n\u003cp>Entry event.\u003cem> \u003c/em>Plan to start off the project with a “grabber,” a mysterious letter, jarring “news,” a provocative video, or other attention-getting event. As we discussed in Chapter 4, make sure it is novel (to make students alert) and has emotional significance (to make them care). Read these examples and imagine how your students might respond. Then plan an entry event for your project.\u003c/p>\n\u003cul>\n\u003cli>A newspaper article describes hazards associated with a clinic’s use of poorly refurbished X-ray machines.\u003c/li>\n\u003cli>Distraught warrior king Gilgamesh appears in class and appeals to his “subjects” to help him learn why an enemy’s technological prowess in battle outstrips his own.\u003c/li>\n\u003cli>A process server slaps student “witnesses” with subpoenas, compelling them to testify in an upcoming trial.\u003c/li>\n\u003cli>A letter from an elder describes her desire to capture stories before she and other storytellers are no more.\u003c/li>\n\u003cli>A television news story on “designer” babies kicks off an investigation about the ethical implications of genetic manipulation.\u003c/li>\n\u003cli>A forest owlet from a wildlife rescue center visits school bringing Owl Mail and asks students to investigate hazards to its survival.\u003c/li>\n\u003c/ul>\n\u003cp>Driving question.\u003cem> \u003c/em>Kick off your project with a research question students will feel compelled to investigate. Imagine a driving question that leads to more questions, which, in their answering, contribute to greater understanding. Good questions grab student interest (they are provocative, intriguing, or urgent), are open ended (you can’t Google your way to an answer), and connect to key learning goals.\u003c/p>\n\u003cp>Consider how to write a good question based on these “remodeled” examples (Larmer, 2009):\u003c/p>\n\u003cul>\n\u003cli>What are archetypes in literature? à To \u003cspan style=\"text-decoration: underline\">increase relevance\u003c/span>, you might ask à How do archetypes inform our culture today?\u003c/li>\n\u003cli>What causes tornadoes? à To \u003cspan style=\"text-decoration: underline\">add\u003c/span> \u003cspan style=\"text-decoration: underline\">context\u003c/span>, you might ask à How can we prepare for a natural disaster in our region?\u003c/li>\n\u003cli>What are the requirements to sustain life? à To \u003cspan style=\"text-decoration: underline\">add interest\u003c/span>, you might ask àHow can we design a biome that is self-sustaining?\u003c/li>\n\u003cli>How can we purify water? à To \u003cspan style=\"text-decoration: underline\">increase challenge\u003c/span>, you might ask à How can we advise a village in the developing world to choose an inexpensive water purification system?\u003c/li>\n\u003c/ul>\n\u003ch3>One Last Step\u003c/h3>\n\u003cp>Workshop your project idea, especially at steps 5 and 6. Colleagues, students, parents, and subject matter experts will ask questions that will clarify your thinking and contribute ideas you might not have considered.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>For more about the book, check out Suzie Boss's \u003ca href=\"http://www.slideshare.net/mikegwaltney/deeper-inquiry-in-pbl-iste-2013-suzie-boss-and-mike-gwaltney\">ISTE presentation\u003c/a>.\u003c/p>\n\n",
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"excerpt": "When students engage in quality projects, they develop knowledge, skills, and dispositions that serve them in the moment and in the long term. There are several ways to start designing projects. Here are six steps that will help you get started.\r\n\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29973\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29973\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/PBLInquiry.jpg\" alt=\"PBLInquiry\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/PBLInquiry.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/PBLInquiry-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/PBLInquiry-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp align=\"left\">\u003cstrong>By Jane Krauss and Suzie Boss\u003c/strong>\u003c/p>\n\u003cp align=\"left\">\u003cem>Excerpt from \u003ca href=\"http://www.sagepub.com/booksProdDesc.nav?prodId=Book237204\">Thinking Through Project-Based Learning: Guiding Deeper Inquiry\u003c/a>, published by Corwin, 2013.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">When students engage in quality projects, they develop knowledge, skills, and dispositions that serve them in the moment and in the long term. Unfortunately, not all projects live up to their potential. Sometimes the problem lies in the design process. It's easy to jump directly into planning the activities students will engage in without addressing important elements that will affect the overall quality of the project.\u003c/p>\n\u003cp>With more intentional planning, we can design projects that get at the universal themes that have explicit value to our students and to others. We can design projects to be rigorous, so students' actions mirror the efforts of accomplished adults. They will feel the burn as they learn and build up their fitness for learning challenges to come.\u003c/p>\n\u003cp>There are several ways to start designing projects. One is to select among learning objectives described in the curriculum and textbooks that guide your teaching and to plan learning experiences based on these. Another is to \"back in\" to the standards, starting with a compelling idea and then mapping it to objectives to ensure there is a fit with what students are expected to learn. The second method can be more generative, as any overarching and enduring concept is likely to support underlying objectives in the core subject matter and in associated disciplines, too. Either way you begin, the first step is to identify a project-worthy idea.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We have condensed the project design process into six steps. After outlining the steps briefly below, we offer examples that show how one might use these steps to develop a germ of an idea into a project plan that emphasizes inquiry. Read the steps and examples all the way through before digging in to your own plan.\u003c/p>\n\u003ch3>Step 1—Identify Project-worthy Concepts\u003c/h3>\n\u003cp>Ask yourself: What important and enduring concepts are fundamental to the subjects I teach? Identify four or five BIG concepts for each subject.\u003c/p>\n\u003ch3>Step 2—Explore Their Significance and Relevance\u003c/h3>\n\u003cp>Now, think: Why do these topics or concepts matter\u003cem>?\u003c/em> What should students remember about this topic in 5 years? For a lifetime? Think beyond school and ask: In what ways are they important and enduring? What is their relevance in different people’s lives? In different parts of the world? Explore each concept, rejecting and adding ideas until you arrive at a short list of meaningful topics.\u003c/p>\n\u003ch3>Step 3—Find Real-Life Contexts\u003c/h3>\n\u003cp>Look back to three or four concepts you explored and think about real-life contexts. Who engages in these topics? Who are the people for whom these topics are central to their work? See if you can list five to seven professions for each concept.\u003c/p>\n\u003cp>With that done, now think: What are the interdisciplinary connections? In what ways might the topic extend beyond my subject matter? For example, if your subject specialty was math and you imagined an entrepreneur taking a product to market, the central work might involve investment, expense, and profit analyses. The project might also involve supply chains and transportation (geography), writing a prospectus for a venture capitalist (language arts), and designing a marketing campaign (language arts, graphic design, technology).\u003c/p>\n\u003ch3>Step 4—Engage Critical Thinking\u003c/h3>\n\u003cp>As you begin to imagine these topics in the context of a project, ask yourself, what might you ask of students? How might you push past rote learning into investigation, analysis, and synthesis? Consider how you can engage critical thinking in a project by asking students to:\u003c/p>\n\u003cul>\n\u003cli>Compare and contrast\u003c/li>\n\u003cli>Predict\u003c/li>\n\u003cli>Make a well-founded judgment or informed decision\u003c/li>\n\u003cli>Understand causal relationships (cause and effect)\u003c/li>\n\u003cli>Determine how parts relate to the whole (systems)\u003c/li>\n\u003cli>Identify patterns or trends\u003c/li>\n\u003cli>Examine perspectives and alternate points of view\u003c/li>\n\u003cli>Extrapolate to create something new\u003c/li>\n\u003cli>Evaluate reliability of sources\u003c/li>\n\u003c/ul>\n\u003ch3>Step 5—Write a Project Sketch\u003c/h3>\n\u003cp>Now, step back and write a project sketch—or two or three. For each, give an overview of the project. Describe the scenario and the activities students are likely to engage in. Anyone reading it should be able to tell what students will learn by doing the project. The process of writing will help you refine your ideas. There are dozens of project sketches in this book (and all are included in the Project Library in the Appendix). Use them as a guide.\u003c/p>\n\u003ch3>Step 6—Plan the Setup\u003c/h3>\n\u003cp>Three small but useful elements are left, and together with the project sketch, they provide a framework for the project. Write a title, entry event, and driving question for your project.\u003c/p>\n\u003cp>Project title.\u003cem> \u003c/em>A good title goes a long way toward anchoring the project in the minds of your school community. A short and memorable title is best.\u003c/p>\n\u003cp>Teachers at Birkdale School in New Zealand take their projects seriously. They not only provide them with proper names but also fly a special flag in the school’s entry when a new project begins. You might not need to go this far, but a good title conveys a sense of importance and helps make a project memorable. Let these project titles inspire you.\u003c/p>\n\u003cul>\n\u003cli>Lest We Forget—A project involving war memorials in New Zealand\u003c/li>\n\u003cli>Mingling at the Renaissance Ball—A social studies investigation that culminates in a celebration of human achievement\u003c/li>\n\u003cli>Lessons from the Gulf—A collection of collaborative projects by schools concerned about U.S. Gulf Coast devastation\u003c/li>\n\u003cli>AD 1095 and All That—Time-traveling students intervene to stop religious wars in medieval Europe.\u003c/li>\n\u003cli>Risk and Reward—Students acting as financial counselors present stock information to clients and advise on investments.\u003c/li>\n\u003cli>Stay or Leave?—Students examine economic factors that influence people’s decisions about where they live.\u003c/li>\n\u003cli>YouVille—Students explore past civilizations to design their own utopias.\u003c/li>\n\u003c/ul>\n\u003cp>Entry event.\u003cem> \u003c/em>Plan to start off the project with a “grabber,” a mysterious letter, jarring “news,” a provocative video, or other attention-getting event. As we discussed in Chapter 4, make sure it is novel (to make students alert) and has emotional significance (to make them care). Read these examples and imagine how your students might respond. Then plan an entry event for your project.\u003c/p>\n\u003cul>\n\u003cli>A newspaper article describes hazards associated with a clinic’s use of poorly refurbished X-ray machines.\u003c/li>\n\u003cli>Distraught warrior king Gilgamesh appears in class and appeals to his “subjects” to help him learn why an enemy’s technological prowess in battle outstrips his own.\u003c/li>\n\u003cli>A process server slaps student “witnesses” with subpoenas, compelling them to testify in an upcoming trial.\u003c/li>\n\u003cli>A letter from an elder describes her desire to capture stories before she and other storytellers are no more.\u003c/li>\n\u003cli>A television news story on “designer” babies kicks off an investigation about the ethical implications of genetic manipulation.\u003c/li>\n\u003cli>A forest owlet from a wildlife rescue center visits school bringing Owl Mail and asks students to investigate hazards to its survival.\u003c/li>\n\u003c/ul>\n\u003cp>Driving question.\u003cem> \u003c/em>Kick off your project with a research question students will feel compelled to investigate. Imagine a driving question that leads to more questions, which, in their answering, contribute to greater understanding. Good questions grab student interest (they are provocative, intriguing, or urgent), are open ended (you can’t Google your way to an answer), and connect to key learning goals.\u003c/p>\n\u003cp>Consider how to write a good question based on these “remodeled” examples (Larmer, 2009):\u003c/p>\n\u003cul>\n\u003cli>What are archetypes in literature? à To \u003cspan style=\"text-decoration: underline\">increase relevance\u003c/span>, you might ask à How do archetypes inform our culture today?\u003c/li>\n\u003cli>What causes tornadoes? à To \u003cspan style=\"text-decoration: underline\">add\u003c/span> \u003cspan style=\"text-decoration: underline\">context\u003c/span>, you might ask à How can we prepare for a natural disaster in our region?\u003c/li>\n\u003cli>What are the requirements to sustain life? à To \u003cspan style=\"text-decoration: underline\">add interest\u003c/span>, you might ask àHow can we design a biome that is self-sustaining?\u003c/li>\n\u003cli>How can we purify water? à To \u003cspan style=\"text-decoration: underline\">increase challenge\u003c/span>, you might ask à How can we advise a village in the developing world to choose an inexpensive water purification system?\u003c/li>\n\u003c/ul>\n\u003ch3>One Last Step\u003c/h3>\n\u003cp>Workshop your project idea, especially at steps 5 and 6. Colleagues, students, parents, and subject matter experts will ask questions that will clarify your thinking and contribute ideas you might not have considered.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For more about the book, check out Suzie Boss's \u003ca href=\"http://www.slideshare.net/mikegwaltney/deeper-inquiry-in-pbl-iste-2013-suzie-boss-and-mike-gwaltney\">ISTE presentation\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Challenges and Realities of Inquiry-Based Learning",
"title": "The Challenges and Realities of Inquiry-Based Learning",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_29719\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29719\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/163861447.jpg\" alt=\"163861447\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/163861447.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/163861447-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/163861447-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"text-align: left\" align=\"center\">\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Teachers in a rural southeast Michigan high school were recently discussing the odd behavior of the senior class. It seems the 12\u003csup>th\u003c/sup> graders were acting more civilly toward the junior class in the hallways. The prom was also quieter and more well-mannered than in previous years. More perplexing, prom was over, it was mid-May, and the seniors were still engaged in learning.\u003c/p>\n\u003cp>The teachers’ explanation: \u003cem>Project-based learning\u003c/em>.\u003c/p>\n\u003cp>Here’s the back story. All seniors at this school spend one half of their day hard at work on interdisciplinary projects, in an expansive new space designed to encourage relationships, collaboration, self-management, deeper inquiry, and an easy interface between students and teachers. A year in this environment matured the seniors beyond the usual. Acting out was no longer required.\u003c/p>\n\u003cp>Stories like this are about to become more important to educators. As education continues the march toward a student-driven, project-oriented approach that values intelligent solutions to open-ended problems, it won’t be sufficient to focus on the wonderful discoveries and authentic work that result from an inquiry-based system. Instead, a far more difficult issue will come to the fore: How will we know if inquiry-based learning is successful, and what non-standardized measures of achievement, like better \u003cem>attitude,\u003c/em> apply?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This is a steep challenge because it forces education to cross a philosophic divide. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/inquiry-learning-vs-standardized-content-can-they-coexist/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29\">Inquiry-based learning is disruptive to test-based standards\u003c/a> and, by extension, the industrialized system itself. Tests reward the right answer, and even brief essays are expected to abide by the perimeters of known knowledge and standardized terms. But open-ended problems result in idiosyncratic solutions, derived from a process of exploration in which students practice evidence-finding, thoughtful exchange, and creative design. During that process, they change and grow as people, not just as test-takers. It will take thoughtful development of new metrics, some strange to education, to develop an assessment system that captures the richness of inquiry-based education.\u003c/p>\n\u003cdiv class=\"lcp_catlist aside half left cats-by-2\">\n\u003ch2 class=\"feat-title\">DIG INTO INQUIRY LEARNING\u003c/h2>\n\u003cp>[catlist categorypage=\"yes\" numberposts=\"5\" thumbnail=\"yes\" excludeposts=\"this\" class=\"\" title_tag=\"h3\" title_class=\"post-title\" thumbnail_class=\"thumbnail\"]\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>Standardizing Valuable Skills \u003c/strong>\u003c/p>\n\u003cp>To put a new system in place, a first key step is to disseminate and train every teacher on a clear set of performance standards to assess skills required for effective inquiry, such as communication, collaboration, critical thinking, and creativity. Replacing one set of standards with these \u003ca href=\"http://www.edleader21.com/\">4C’s\u003c/a> may not sound progressive, but right now rubrics are generally created by individual classroom teachers, rarely shared school-wide, and often poorly written. The goal is to adopt world class rubrics for use at every grade level, in every class, in every district. This sends a message to students that inquiry is a standards-based \u003cem>process\u003c/em>. Plus, rubrics are an essential training tool. Students graded against good performance rubrics will perform better over time as they assimilate the new requirements for skills-based learning.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: Right now, a standards-based environment forces teachers to straddle the inquiry process. Most projects employ performance assessment tools, but a majority of projects end up designed more for academic coverage than exploration and invention, which means they lack power and depth. And a more difficult issue looms: It is likely to prove impossible to objectively measure the more subterranean aspects of inquiry, such as creativity and critical thinking.\u003c/p>\n\u003cp>\u003cstrong>Assessing Collaborative Learning\u003c/strong>\u003c/p>\n\u003cp>The iconic model of the individual scholar has been replaced by team-based inquiry. In industry, team members are assessed for individual accountability and performance, as well as overall team productivity. Teachers will need to learn to easily navigate between teams and team member performance, engage high end students accustomed to book work, use effective coaching for reluctant students, and take greater care to assess individual mastery during presentations.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: Effective collaborative inquiry requires that students learn how to perform in a team, not a \"group.\" New scaffolds include listening, brainstorming, and appropriate body language. But the skills issue is secondary. Teams depend on positive relationships fostered through communication, openness, and shared values. Team building will have to be built into the curriculum.\u003c/p>\n\u003cp>\u003cstrong>Making Depth of Thinking Evident\u003c/strong>\u003c/p>\n\u003cp>Thinking is very difficult to evaluate, but key signs include use of appropriate vocabulary, the ability to exchange ideas in a protocol-based format, and the ultimate skill of delivering a cogent solution supported by explanation, insight, and evidence. In inquiry-based education, all of these become assessable items. But each requires well thought out criteria that education has only begun to identify.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: In inquiry, process is as critical as the product. This shifts the grading process. Formative assessments will take on new meaning as teachers look for ways to give targeted feedback as students move through a problem, and to credit students with insights as they grapple with potential solutions.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">How will we know if inquiry-based learning is successful, and what non-standardized measures of achievement, like better \u003cem>attitude,\u003c/em> apply?\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Turning Engagement from Metaphor to Metric \u003c/strong>\u003c/p>\n\u003cp>The traditional model of information management stresses knowledge, skills, and attitude as the qualities required to perform in a job. A relationship-driven, information-based world turns the formula around: Performance begins with attitude and manifests as skills and achievement, a lesson evident in the behavior of the 12\u003csup>th\u003c/sup> graders in the Michigan high school, whose year began with two weeks of teamwork and ‘attitude adjustment’ exercises. Over the year, their attitude shift resulted in noticeable engagement and deeper learning. Education will need to develop consistent methods for assessing engagement, using qualitative tools such as reflection tools, problem logs, Socratic discussion, and regular school climate surveys.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: Since attitude is self-referenced and personal, this is highly disruptive to schools, which are used to defining how students ‘should’ feel about their education. But inquiry shifts the terrain. Inescapably, schools will have to move toward pleasing the customer rather than directing the show.\u003c/p>\n\u003cp>\u003cstrong>Overcoming Reductive Notions of Cognition\u003c/strong>\u003c/p>\n\u003cp>The engagement issue is really a buoy marking deeper waters. The old proxies for educational management—IQ, the ‘high level’ kids, standardized tests, academic intervention strategies—will come under increasing assault from the values and personal strengths that fuel good inquiry, such as perseverance, self-management, flexibility, resilience, and creativity. These qualities are not the exclusive domain of cognition and, in fact, will be delayed by continuing the \u003ca href=\"http://www.edweek.org/ew/articles/2013/01/16/17rose_ep.h32.html\">reductive approach\u003c/a> to learning. This requires not only a personalized learning environment but a personalized assessment system. A portfolio system is the prototype for this kind of assessment, but portfolios that stick to academic and career basics won’t be sufficient.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: Inquiry is intimately connected to character, social meaning, and aspects of emotional intelligence associated with personality. None of these are well understood, even by neuroscientists. It is likely, in fact, that inquiry will be accompanied by dramatic shifts in our explanation of intelligence itself.\u003c/p>\n\u003cp>\u003cstrong>Figuring Out Knowledge\u003c/strong>\u003c/p>\n\u003cp>This is the elephant in the room. Both brain research and common sense tells us that powerful inquiry requires a foundation of facts, concepts, and a knowledge base. This means that the standardized curriculum and conventional teaching methods will not disappear, nor should they. But the already heated arguments over the Common Core State Standards point to intense discussion over the next few years about the scope and nature of standards. How much do we teach young people, and what do we leave to inquiry?\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: The inquiry approach is nested in the more transformational issue of the \u003ca href=\"http://www.universityworldnews.com/article.php?story=20130524144726593\">changing nature of global knowledge\u003c/a> itself. At some point, it will be difficult to pinpoint exactly what an ‘educated’ person should know. Where inquiry will lead us then, it’s hard to predict. But it would be best to have inquiry-based assessments in place before that time arrives.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Thom Markham is a psychologist, \u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=tmm_pap_title_0?ie=UTF8&qid=1371313898&sr=8-2\">author\u003c/a>, speaker, educator, and consultant to schools and districts focused on project based learning, 21\u003csup>st\u003c/sup> century skills, and school redesign. Reach him through \u003ca href=\"http://www.thommarkham.com/\">www.thommarkham.com\u003c/a> or tweet him @thommarkham.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29719\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29719\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/163861447.jpg\" alt=\"163861447\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/163861447.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/163861447-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/163861447-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"text-align: left\" align=\"center\">\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Teachers in a rural southeast Michigan high school were recently discussing the odd behavior of the senior class. It seems the 12\u003csup>th\u003c/sup> graders were acting more civilly toward the junior class in the hallways. The prom was also quieter and more well-mannered than in previous years. More perplexing, prom was over, it was mid-May, and the seniors were still engaged in learning.\u003c/p>\n\u003cp>The teachers’ explanation: \u003cem>Project-based learning\u003c/em>.\u003c/p>\n\u003cp>Here’s the back story. All seniors at this school spend one half of their day hard at work on interdisciplinary projects, in an expansive new space designed to encourage relationships, collaboration, self-management, deeper inquiry, and an easy interface between students and teachers. A year in this environment matured the seniors beyond the usual. Acting out was no longer required.\u003c/p>\n\u003cp>Stories like this are about to become more important to educators. As education continues the march toward a student-driven, project-oriented approach that values intelligent solutions to open-ended problems, it won’t be sufficient to focus on the wonderful discoveries and authentic work that result from an inquiry-based system. Instead, a far more difficult issue will come to the fore: How will we know if inquiry-based learning is successful, and what non-standardized measures of achievement, like better \u003cem>attitude,\u003c/em> apply?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This is a steep challenge because it forces education to cross a philosophic divide. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/inquiry-learning-vs-standardized-content-can-they-coexist/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29\">Inquiry-based learning is disruptive to test-based standards\u003c/a> and, by extension, the industrialized system itself. Tests reward the right answer, and even brief essays are expected to abide by the perimeters of known knowledge and standardized terms. But open-ended problems result in idiosyncratic solutions, derived from a process of exploration in which students practice evidence-finding, thoughtful exchange, and creative design. During that process, they change and grow as people, not just as test-takers. It will take thoughtful development of new metrics, some strange to education, to develop an assessment system that captures the richness of inquiry-based education.\u003c/p>\n\u003cdiv class=\"lcp_catlist aside half left cats-by-2\">\n\u003ch2 class=\"feat-title\">DIG INTO INQUIRY LEARNING\u003c/h2>\n\u003cp>[catlist categorypage=\"yes\" numberposts=\"5\" thumbnail=\"yes\" excludeposts=\"this\" class=\"\" title_tag=\"h3\" title_class=\"post-title\" thumbnail_class=\"thumbnail\"]\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>Standardizing Valuable Skills \u003c/strong>\u003c/p>\n\u003cp>To put a new system in place, a first key step is to disseminate and train every teacher on a clear set of performance standards to assess skills required for effective inquiry, such as communication, collaboration, critical thinking, and creativity. Replacing one set of standards with these \u003ca href=\"http://www.edleader21.com/\">4C’s\u003c/a> may not sound progressive, but right now rubrics are generally created by individual classroom teachers, rarely shared school-wide, and often poorly written. The goal is to adopt world class rubrics for use at every grade level, in every class, in every district. This sends a message to students that inquiry is a standards-based \u003cem>process\u003c/em>. Plus, rubrics are an essential training tool. Students graded against good performance rubrics will perform better over time as they assimilate the new requirements for skills-based learning.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: Right now, a standards-based environment forces teachers to straddle the inquiry process. Most projects employ performance assessment tools, but a majority of projects end up designed more for academic coverage than exploration and invention, which means they lack power and depth. And a more difficult issue looms: It is likely to prove impossible to objectively measure the more subterranean aspects of inquiry, such as creativity and critical thinking.\u003c/p>\n\u003cp>\u003cstrong>Assessing Collaborative Learning\u003c/strong>\u003c/p>\n\u003cp>The iconic model of the individual scholar has been replaced by team-based inquiry. In industry, team members are assessed for individual accountability and performance, as well as overall team productivity. Teachers will need to learn to easily navigate between teams and team member performance, engage high end students accustomed to book work, use effective coaching for reluctant students, and take greater care to assess individual mastery during presentations.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: Effective collaborative inquiry requires that students learn how to perform in a team, not a \"group.\" New scaffolds include listening, brainstorming, and appropriate body language. But the skills issue is secondary. Teams depend on positive relationships fostered through communication, openness, and shared values. Team building will have to be built into the curriculum.\u003c/p>\n\u003cp>\u003cstrong>Making Depth of Thinking Evident\u003c/strong>\u003c/p>\n\u003cp>Thinking is very difficult to evaluate, but key signs include use of appropriate vocabulary, the ability to exchange ideas in a protocol-based format, and the ultimate skill of delivering a cogent solution supported by explanation, insight, and evidence. In inquiry-based education, all of these become assessable items. But each requires well thought out criteria that education has only begun to identify.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: In inquiry, process is as critical as the product. This shifts the grading process. Formative assessments will take on new meaning as teachers look for ways to give targeted feedback as students move through a problem, and to credit students with insights as they grapple with potential solutions.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">How will we know if inquiry-based learning is successful, and what non-standardized measures of achievement, like better \u003cem>attitude,\u003c/em> apply?\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Turning Engagement from Metaphor to Metric \u003c/strong>\u003c/p>\n\u003cp>The traditional model of information management stresses knowledge, skills, and attitude as the qualities required to perform in a job. A relationship-driven, information-based world turns the formula around: Performance begins with attitude and manifests as skills and achievement, a lesson evident in the behavior of the 12\u003csup>th\u003c/sup> graders in the Michigan high school, whose year began with two weeks of teamwork and ‘attitude adjustment’ exercises. Over the year, their attitude shift resulted in noticeable engagement and deeper learning. Education will need to develop consistent methods for assessing engagement, using qualitative tools such as reflection tools, problem logs, Socratic discussion, and regular school climate surveys.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: Since attitude is self-referenced and personal, this is highly disruptive to schools, which are used to defining how students ‘should’ feel about their education. But inquiry shifts the terrain. Inescapably, schools will have to move toward pleasing the customer rather than directing the show.\u003c/p>\n\u003cp>\u003cstrong>Overcoming Reductive Notions of Cognition\u003c/strong>\u003c/p>\n\u003cp>The engagement issue is really a buoy marking deeper waters. The old proxies for educational management—IQ, the ‘high level’ kids, standardized tests, academic intervention strategies—will come under increasing assault from the values and personal strengths that fuel good inquiry, such as perseverance, self-management, flexibility, resilience, and creativity. These qualities are not the exclusive domain of cognition and, in fact, will be delayed by continuing the \u003ca href=\"http://www.edweek.org/ew/articles/2013/01/16/17rose_ep.h32.html\">reductive approach\u003c/a> to learning. This requires not only a personalized learning environment but a personalized assessment system. A portfolio system is the prototype for this kind of assessment, but portfolios that stick to academic and career basics won’t be sufficient.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: Inquiry is intimately connected to character, social meaning, and aspects of emotional intelligence associated with personality. None of these are well understood, even by neuroscientists. It is likely, in fact, that inquiry will be accompanied by dramatic shifts in our explanation of intelligence itself.\u003c/p>\n\u003cp>\u003cstrong>Figuring Out Knowledge\u003c/strong>\u003c/p>\n\u003cp>This is the elephant in the room. Both brain research and common sense tells us that powerful inquiry requires a foundation of facts, concepts, and a knowledge base. This means that the standardized curriculum and conventional teaching methods will not disappear, nor should they. 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"content": "\u003cfigure id=\"attachment_28904\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/umjanedoan/497411105/\">\u003cimg class=\"size-full wp-image-28904\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/497411105_60c65df8ba_z1.jpg\" alt=\"497411105_60c65df8ba_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Thom Markham\u003c/h5>\n\u003cp class=\"dropcap\">As Common Core State Standards are incorporated from school to school across the country, educators are discussing their value. It may seem that educators are arguing over whether the CCSS will roll out as a substitute No Child Left Behind curriculum or as an innovative guide to encourage inquiry rather than rote learning. In reality, as time will prove, we’re arguing over whether content standards are still appropriate.\u003c/p>\n\u003cp>Everyday there is less standardization of information, making it nearly impossible to decide what a tenth-grader should know. Beyond the core literacies of reading, writing, computation, and research, the world-wide culture of innovation, discovery, multi-polarity, interdisciplinary thinking, and rapid change depends on the explosive potential of the human mind, not entombed truths from the past. Increasingly, any standards-based curriculum is at odds with the outside world.\u003c/p>\n\u003cp>There is only one resolution to the debate. Sooner or later, inquiry-standards will take precedence over content-based standards. Education’s core task is to prepare young people to generate new ideas, filter them through a net of critical analysis and reflection, and move the ideas through a design process to create a quality product, either as an idea or a material object. Students need information, facts, and specific knowledge for a successful outcome. But that information must be gathered during the process of creation, in a usable, just-in-time format not found in \"subjects.\"\u003c/p>\n\u003cp>If you’re a teacher in tune with the needs of your students, you sense the disconnect between the curriculum and reality. You’d like the freedom to respond more directly to student needs, but standardized information and testing remains a barrier to innovative teaching.\u003c/p>\n\u003cp>So how can you, as a teacher, help move the dialogue forward? First, you can focus on becoming a highly-effective project based learning (PBL) teacher. When done well, PBL is the most effective method education has at the moment to introduce and practice inquiry-based education.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But PBL is the near-term solution. The ultimate destination is to align education with the requirements of a process-based world. This means we need to invent and agree on a set of clearly prescribed methods that promote inquiry, permeate the learning environment, and become as embedded in education as the current content standards. The move to integrate 21\u003csup>st\u003c/sup> century skills into the curriculum is a start. But to really advance the cause, the following ideas will need to take root.\u003c/p>\n\u003cp>\u003cstrong>REDEFINE RIGOR. \u003c/strong>As the Google-age fully blossoms, the fundamental shift is from information to attitude. The instant, ubiquitous availability of knowledge puts enormous responsibility on the individual, as they try to sift through, discern, apply, and share information. This is not a simple cognitive exercise. Success in this environment requires a mix of self-awareness, empathy, and collaborative skills, as well as grit and self-direction. Eventually, the measure of student performance will be the demonstrated ability to use personal strengths to move gracefully through a connected world. We’ve started along this path, by the way. Portfolios measure personal growth and achievement; the best collaboration and teamwork rubrics assess empathy; many PBL teachers have found work ethic rubrics to be a great tool for measuring attitude and productivity.\u003cbr>\n\u003cstrong>BLEND CRITICAL THINKING, SOCIAL-EMOTIONAL LEARNING, AND OTHER VALUABLE SKILLS. \u003c/strong>In the search for better inquiry methods, the gaming industry has much to teach education. A case in point is a recent article by \u003cspan style=\"color: #000000\">\u003ca href=\"http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Our-Brains-Extended.aspx\">\u003cspan style=\"color: #000000\">Mark Prensky,\u003c/span>\u003c/a> a leading games and learning advocate, who suggests reorganizing the curriculum into four areas that blend inquiry and performance. Let's call these the 4 E’s: Effective Accomplishment, including portfolios, content mastery, tests, and assessment; Effective Action, including goal setting, persistence, and work ethic; Effective Relationships, including communication, teamwork, and empathy; and Effective Thinking, including critical thinking, creativity, and content acquisition. There are several advantages to developing this framework, chief of which it recognizes that the foundation for today’s skills is emotional balance and self-awareness, and it integrates valuable skills into the curriculum core, rather than extending their current status as an add on to academic work.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>TEACH INQUIRY SKILLS. \u003c/strong>Creativity, problem-solving, design thinking, and critical analysis are learnable skills that benefit from intentional instruction. The options are many, starting with exercises in creativity and brainstorming, regular use of protocols to practice sharing and giving feedback on divergent ideas; and consistent assessment of the inquiry process using high quality performance rubrics for problem solving, design or creativity. We’ve also made inroads here. The eight Mathematical Practices accompanying the CCSS math sequence is an impressive guide to inquiry skills. But so far it's been difficult to locate a missing link: A performance rubric for students that defines their level of performance on each practice.\u003c/p>\n\u003cp>\u003cstrong>MAKE COHORTS AND TEAMS THE PRACTICE, NOT THE EXCEPTION. \u003c/strong>Probably the most deeply embedded norm of industrial education, originating from the 15\u003csup>th \u003c/sup>century, is the ideal of the individual scholar. The default mode is to aim teaching at a single student, and assess and recognize accomplishments gained through individual performance. But we must shift this\u003cspan style=\"color: #000000\"> towards \u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/5-tools-to-help-students-learn-how-to-learn/\">5 Tools to Help Students Learn How to Learn\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">Creating Classrooms We Need: Ways Into Inquiry Learning\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/10-ways-to-teach-innovation/\">How to Teach Innovation\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cspan style=\"color: #0000ff\">\u003cspan style=\"color: #000000\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/how-to-foster-collaboration-and-team-spirit/\">\u003cspan style=\"color: #000000\">team learning\u003c/span>\u003c/a>. The collaborative world succeeds through interaction and exchange, and it's important to move towards deep, peer-driven learning and performance. A supportive team that meets regularly during the course of a unit will provide feedback and help each student produce a better individual product. In an inquiry-based classroom, this should be standard practice.\u003c/span> \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>SEE THE BALANCE BETWEEN INQUIRY AND CONTENT AS A DYNAMIC. \u003c/strong>This dilemma—<Should I teach content or turn students loose to figure out things on their own?—is at the heart of the debate over teacher preparation for the CCSS. Knowing when to teach directly, or allow for problem solving, is a high art. But that is what inquiry-based education demands. For some content, the best choice is <just teach it. Other topics can’t be taught, but must be learned through discovery, trial and error, or prototyping—all of which require more time. In an inquiry-based world, lesson design allows for fluidity, mini-lessons, and ample time for process. Success relies on whether teachers have the ability—and give themselves permission—to move back and forth between content and process.\u003c/p>\n\u003cp>\u003cstrong>THE CIRCLE OF CONTROL. \u003c/strong>The chief obstacle to an inquiry-based system is us. To give up a content-based curriculum, with its deep traditions, proven techniques for controlling behavior and outcomes, and dominating, standardized regimen, feels like giving a 14-year old the keys to the car and a full tank of gas. It’s scary. The shift into the next, non-industrial phase of schooling is a psychological issue, not just a logistical one. The world that is opening up requires faith that something new, and better, is being born, but in the short term, it can feel like it’s falling apart. But I’ll leave you with two thoughts. First, it’s happening, whether we agree or not. Second, we’ll need good minds to figure it out, meaning more of those young people in your classroom who have been well trained in the art and skill of inquiry.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"color: #333333\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">Thom Markham is a speaker, writer, psychologist, school redesign consultant, and the author of the \u003c/span>\u003c/span>\u003c/span>\u003cspan style=\"color: #0000ff\">\u003cspan style=\"text-decoration: underline\">\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\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">Project Based Learning Design and Coaching Guide: Expert tools for inquiry and innovation for K-12 educators\u003c/span>\u003c/span>\u003c/a>\u003c/span>\u003c/span>\u003cspan style=\"color: #333333\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">. To download the tools for inquiry, go to the PBL tools page on \u003c/span>\u003c/span>\u003c/span>\u003cspan style=\"color: #0000ff\">\u003cspan style=\"text-decoration: underline\">\u003ca href=\"http://www.thommarkham.com/\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">www.thommarkham.com\u003c/span>\u003c/span>\u003c/a>\u003c/span>\u003c/span>\u003cspan style=\"color: #333333\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">. \u003c/span>\u003c/span>\u003c/span>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28904\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/umjanedoan/497411105/\">\u003cimg class=\"size-full wp-image-28904\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/497411105_60c65df8ba_z1.jpg\" alt=\"497411105_60c65df8ba_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Thom Markham\u003c/h5>\n\u003cp class=\"dropcap\">As Common Core State Standards are incorporated from school to school across the country, educators are discussing their value. It may seem that educators are arguing over whether the CCSS will roll out as a substitute No Child Left Behind curriculum or as an innovative guide to encourage inquiry rather than rote learning. In reality, as time will prove, we’re arguing over whether content standards are still appropriate.\u003c/p>\n\u003cp>Everyday there is less standardization of information, making it nearly impossible to decide what a tenth-grader should know. Beyond the core literacies of reading, writing, computation, and research, the world-wide culture of innovation, discovery, multi-polarity, interdisciplinary thinking, and rapid change depends on the explosive potential of the human mind, not entombed truths from the past. Increasingly, any standards-based curriculum is at odds with the outside world.\u003c/p>\n\u003cp>There is only one resolution to the debate. Sooner or later, inquiry-standards will take precedence over content-based standards. Education’s core task is to prepare young people to generate new ideas, filter them through a net of critical analysis and reflection, and move the ideas through a design process to create a quality product, either as an idea or a material object. Students need information, facts, and specific knowledge for a successful outcome. But that information must be gathered during the process of creation, in a usable, just-in-time format not found in \"subjects.\"\u003c/p>\n\u003cp>If you’re a teacher in tune with the needs of your students, you sense the disconnect between the curriculum and reality. You’d like the freedom to respond more directly to student needs, but standardized information and testing remains a barrier to innovative teaching.\u003c/p>\n\u003cp>So how can you, as a teacher, help move the dialogue forward? First, you can focus on becoming a highly-effective project based learning (PBL) teacher. When done well, PBL is the most effective method education has at the moment to introduce and practice inquiry-based education.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But PBL is the near-term solution. The ultimate destination is to align education with the requirements of a process-based world. This means we need to invent and agree on a set of clearly prescribed methods that promote inquiry, permeate the learning environment, and become as embedded in education as the current content standards. The move to integrate 21\u003csup>st\u003c/sup> century skills into the curriculum is a start. But to really advance the cause, the following ideas will need to take root.\u003c/p>\n\u003cp>\u003cstrong>REDEFINE RIGOR. \u003c/strong>As the Google-age fully blossoms, the fundamental shift is from information to attitude. The instant, ubiquitous availability of knowledge puts enormous responsibility on the individual, as they try to sift through, discern, apply, and share information. This is not a simple cognitive exercise. Success in this environment requires a mix of self-awareness, empathy, and collaborative skills, as well as grit and self-direction. Eventually, the measure of student performance will be the demonstrated ability to use personal strengths to move gracefully through a connected world. We’ve started along this path, by the way. Portfolios measure personal growth and achievement; the best collaboration and teamwork rubrics assess empathy; many PBL teachers have found work ethic rubrics to be a great tool for measuring attitude and productivity.\u003cbr>\n\u003cstrong>BLEND CRITICAL THINKING, SOCIAL-EMOTIONAL LEARNING, AND OTHER VALUABLE SKILLS. \u003c/strong>In the search for better inquiry methods, the gaming industry has much to teach education. A case in point is a recent article by \u003cspan style=\"color: #000000\">\u003ca href=\"http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Our-Brains-Extended.aspx\">\u003cspan style=\"color: #000000\">Mark Prensky,\u003c/span>\u003c/a> a leading games and learning advocate, who suggests reorganizing the curriculum into four areas that blend inquiry and performance. Let's call these the 4 E’s: Effective Accomplishment, including portfolios, content mastery, tests, and assessment; Effective Action, including goal setting, persistence, and work ethic; Effective Relationships, including communication, teamwork, and empathy; and Effective Thinking, including critical thinking, creativity, and content acquisition. There are several advantages to developing this framework, chief of which it recognizes that the foundation for today’s skills is emotional balance and self-awareness, and it integrates valuable skills into the curriculum core, rather than extending their current status as an add on to academic work.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>TEACH INQUIRY SKILLS. \u003c/strong>Creativity, problem-solving, design thinking, and critical analysis are learnable skills that benefit from intentional instruction. The options are many, starting with exercises in creativity and brainstorming, regular use of protocols to practice sharing and giving feedback on divergent ideas; and consistent assessment of the inquiry process using high quality performance rubrics for problem solving, design or creativity. We’ve also made inroads here. The eight Mathematical Practices accompanying the CCSS math sequence is an impressive guide to inquiry skills. But so far it's been difficult to locate a missing link: A performance rubric for students that defines their level of performance on each practice.\u003c/p>\n\u003cp>\u003cstrong>MAKE COHORTS AND TEAMS THE PRACTICE, NOT THE EXCEPTION. \u003c/strong>Probably the most deeply embedded norm of industrial education, originating from the 15\u003csup>th \u003c/sup>century, is the ideal of the individual scholar. The default mode is to aim teaching at a single student, and assess and recognize accomplishments gained through individual performance. But we must shift this\u003cspan style=\"color: #000000\"> towards \u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/5-tools-to-help-students-learn-how-to-learn/\">5 Tools to Help Students Learn How to Learn\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">Creating Classrooms We Need: Ways Into Inquiry Learning\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/10-ways-to-teach-innovation/\">How to Teach Innovation\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cspan style=\"color: #0000ff\">\u003cspan style=\"color: #000000\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/how-to-foster-collaboration-and-team-spirit/\">\u003cspan style=\"color: #000000\">team learning\u003c/span>\u003c/a>. The collaborative world succeeds through interaction and exchange, and it's important to move towards deep, peer-driven learning and performance. A supportive team that meets regularly during the course of a unit will provide feedback and help each student produce a better individual product. In an inquiry-based classroom, this should be standard practice.\u003c/span> \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>SEE THE BALANCE BETWEEN INQUIRY AND CONTENT AS A DYNAMIC. \u003c/strong>This dilemma—<Should I teach content or turn students loose to figure out things on their own?—is at the heart of the debate over teacher preparation for the CCSS. Knowing when to teach directly, or allow for problem solving, is a high art. But that is what inquiry-based education demands. For some content, the best choice is <just teach it. Other topics can’t be taught, but must be learned through discovery, trial and error, or prototyping—all of which require more time. In an inquiry-based world, lesson design allows for fluidity, mini-lessons, and ample time for process. Success relies on whether teachers have the ability—and give themselves permission—to move back and forth between content and process.\u003c/p>\n\u003cp>\u003cstrong>THE CIRCLE OF CONTROL. \u003c/strong>The chief obstacle to an inquiry-based system is us. To give up a content-based curriculum, with its deep traditions, proven techniques for controlling behavior and outcomes, and dominating, standardized regimen, feels like giving a 14-year old the keys to the car and a full tank of gas. It’s scary. The shift into the next, non-industrial phase of schooling is a psychological issue, not just a logistical one. The world that is opening up requires faith that something new, and better, is being born, but in the short term, it can feel like it’s falling apart. But I’ll leave you with two thoughts. First, it’s happening, whether we agree or not. 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"title": "5 Tools to Help Students Learn How to Learn",
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"content": "\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/7437999566_6f1d4a170c_z-1-e1380204683826.jpg\" alt=\"7437999566_6f1d4a170c_z-1\" width=\"640\" height=\"360\" class=\"aligncenter size-full wp-image-31655\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/7437999566_6f1d4a170c_z-1-e1380204683826.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7437999566_6f1d4a170c_z-1-e1380204683826-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7437999566_6f1d4a170c_z-1-e1380204683826-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Helping students learn how to learn: That's what most educators strive for, and that's the goal of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/inquiry-learning/\">inquiry learning.\u003c/a> That skill transfers to other academic subject areas and even to the workplace where employers have consistently said that \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/faces-of-the-new-higher-ed-learning-by-working/\">they want creative, innovative and adaptive thinkers\u003c/a>. Inquiry learning is an integrated approach that includes kinds of learning: content, literacy, information literacy, learning how to learn, and social or collaborative skills. Students think about the choices they make throughout the process and the way they feel as they learn. Those observations are as important as the content they learn or the projects they create.\u003c/p>\n\u003cp>“We want students thinking about their thinking,” said \u003ca href=\"http://www.classroom20.com/profile/lesliemaniotes\">Leslie Maniotes\u003c/a> a teacher effectiveness coach in the Denver Public Schools and one of the authors of \u003cem>\u003ca href=\"http://books.google.com/books/about/Guided_Inquiry.html?id=z4RmUhkg7lAC\">Guided Inquiry: Learning in the 21st Century\u003c/a>\u003c/em>. “We want them reflecting on the process and the content.” Inquiry learning works best on longer, deep dive projects when students have to create something of their own out of what they've found.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“When they are able to see where they came from and where they got to it is very powerful for them.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A good example is a long term \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/why-googling-it-is-not-enough/\">research project\u003c/a>. There are several common stages in longer projects and researchers have studied how students feel, think and act around the different stages. Students initiate the project, select a topic, explore it further, begin to formulate an approach, collect specific materials relevant to a focus and finally present on their findings.\u003c/p>\n\u003cp>During the process, students will go through different stages of emotions. They might feel \u003c!--more-->uncertainty as they begin, optimism when they select a project, then confusion or frustration when they've gathered a lot of information and don’t know where to go with it. As they begin to sift through the information, they gain a sense of clarity and direction and begin formulating and executing the project. By the end of the process, they'll have a sense of satisfaction or disappointment on the outcome of their presentation.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">\u003cspan style=\"color: #808080\">Creating Classrooms We Need: 8 Ways Into Inquiry Learning\u003c/span>\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-parents-and-schools-can-help-build-kids-emotional-strength/\">Understanding how students may feel \u003c/a>as they move through the stages of inquiry offers educators the opportunity to intervene at critical moments when frustration threatens to derail them. \u003ca href=\"http://cissl.rutgers.edu/joomla-license/impact-studies?start=6\">Research shows\u003c/a> that letting students spend longer time exploring a topic before choosing helps them choose something worthy of inquiry. “Jumping right into identifying a question leads to low level learning,” said Maniotes. She offers specific and simple tools to help guide the inquiry learning process.\u003c/p>\n\u003cp>\u003cstrong>FIVE TOOLS TO GUIDE INQUIRY LEARNING\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong> An \u003c/span>\u003cstrong>Inquiry Community \u003c/strong>\u003cspan>is the class itself. Each member is exploring a topic related to the same class unit and students can help one another clarify ideas. “All of this is set within the social context of an inquiry community,” said Maniotes. “We value that community and we’re using all these other tools to inform the level of conversation we might have within that community.”\u003c/span>\u003c/li>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong>An \u003c/span>\u003cstrong>Inquiry Circle\u003c/strong>\u003cspan> is a small group where students can talk to one another around a specific topic that fits within the umbrella of the broader class unit. Inquiry circles are a place for students to talk out all their wild ideas and work best when instructors leave them alone.\u003c/span>\u003c/li>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong>The \u003c/span>\u003cstrong>Inquiry Journal\u003c/strong>\u003cspan> is one of the most powerful tools in the inquiry learning repertoire and should be utilized throughout the process. It’s a place for students to reflect on both the process and the content they discover as they go along. It’s important to emphasize to students that the journals should be used to reflect on how he or she learns best and what feelings come up at different points in the process. It’s meant to give them a moment to stop and think about what they've read and why it’s important. The journal can also be a good bridge between the student and instructor.\u003c/span>\u003c/li>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong>The \u003c/span>\u003cstrong>Inquiry Log\u003c/strong>\u003cspan> helps students to keep track of the learning journey and every choice, change in direction or exciting moment along the way. “When they are able to see where they came from and where they got to it is very powerful for them,” said Maniotes.\u003c/span>\u003c/li>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong>The \u003c/span>\u003cstrong>Inquiry Chart\u003c/strong>\u003cspan> is a great tool to help students identify a central question. They can chart, brainstorm and map their ideas in many ways. Getting them down on paper can help visualize what areas of research are well fleshed out and would make good focus points and which are tangential. Part of inquiry learning is teaching students how to make good academic decisions on resources and content, as well as recognizing when persistence is needed to dig deeper.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>Taken together these five tools, which are deceptively simple, can give students the experience of deeper inquiry, insight into their own learning habits and preferences, as well as the experience of working through emotions that arise during the process. All these experiences help them to encounter the next challenge effectively, even when not being asked to follow a rigid process.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Inquiry learning should also be a social and language-based process. “Inquiry tools support English language use,” said Maniotes. “Students are able to use authentic language and they are constantly speaking, reading, writing, and viewing throughout the process.” It also helps to set clear expectations for the project and to routinely use the tools so students recognize their function. When instructors reflect on how the tools are used at various points, modeling meta-cognitive processing about how the tools support the inquiry process, students do more of that too. “If students hear that kind of talk then they know how to do it themselves,” said Maniotes.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The tools also give instructors a way to assess student learning along the way. This type of formative assessment gives teachers a chance to intervene and shape the inquiry process or offer encouragement. The journal and log especially tell a teacher a lot about the process each student went through to arrive at a final presentation, offering far more data points for assessment.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/7437999566_6f1d4a170c_z-1-e1380204683826.jpg\" alt=\"7437999566_6f1d4a170c_z-1\" width=\"640\" height=\"360\" class=\"aligncenter size-full wp-image-31655\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/7437999566_6f1d4a170c_z-1-e1380204683826.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7437999566_6f1d4a170c_z-1-e1380204683826-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7437999566_6f1d4a170c_z-1-e1380204683826-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Helping students learn how to learn: That's what most educators strive for, and that's the goal of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/inquiry-learning/\">inquiry learning.\u003c/a> That skill transfers to other academic subject areas and even to the workplace where employers have consistently said that \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/faces-of-the-new-higher-ed-learning-by-working/\">they want creative, innovative and adaptive thinkers\u003c/a>. Inquiry learning is an integrated approach that includes kinds of learning: content, literacy, information literacy, learning how to learn, and social or collaborative skills. Students think about the choices they make throughout the process and the way they feel as they learn. Those observations are as important as the content they learn or the projects they create.\u003c/p>\n\u003cp>“We want students thinking about their thinking,” said \u003ca href=\"http://www.classroom20.com/profile/lesliemaniotes\">Leslie Maniotes\u003c/a> a teacher effectiveness coach in the Denver Public Schools and one of the authors of \u003cem>\u003ca href=\"http://books.google.com/books/about/Guided_Inquiry.html?id=z4RmUhkg7lAC\">Guided Inquiry: Learning in the 21st Century\u003c/a>\u003c/em>. “We want them reflecting on the process and the content.” Inquiry learning works best on longer, deep dive projects when students have to create something of their own out of what they've found.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“When they are able to see where they came from and where they got to it is very powerful for them.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A good example is a long term \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/why-googling-it-is-not-enough/\">research project\u003c/a>. There are several common stages in longer projects and researchers have studied how students feel, think and act around the different stages. Students initiate the project, select a topic, explore it further, begin to formulate an approach, collect specific materials relevant to a focus and finally present on their findings.\u003c/p>\n\u003cp>During the process, students will go through different stages of emotions. They might feel \u003c!--more-->uncertainty as they begin, optimism when they select a project, then confusion or frustration when they've gathered a lot of information and don’t know where to go with it. As they begin to sift through the information, they gain a sense of clarity and direction and begin formulating and executing the project. By the end of the process, they'll have a sense of satisfaction or disappointment on the outcome of their presentation.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">\u003cspan style=\"color: #808080\">Creating Classrooms We Need: 8 Ways Into Inquiry Learning\u003c/span>\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-parents-and-schools-can-help-build-kids-emotional-strength/\">Understanding how students may feel \u003c/a>as they move through the stages of inquiry offers educators the opportunity to intervene at critical moments when frustration threatens to derail them. \u003ca href=\"http://cissl.rutgers.edu/joomla-license/impact-studies?start=6\">Research shows\u003c/a> that letting students spend longer time exploring a topic before choosing helps them choose something worthy of inquiry. “Jumping right into identifying a question leads to low level learning,” said Maniotes. She offers specific and simple tools to help guide the inquiry learning process.\u003c/p>\n\u003cp>\u003cstrong>FIVE TOOLS TO GUIDE INQUIRY LEARNING\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong> An \u003c/span>\u003cstrong>Inquiry Community \u003c/strong>\u003cspan>is the class itself. Each member is exploring a topic related to the same class unit and students can help one another clarify ideas. “All of this is set within the social context of an inquiry community,” said Maniotes. “We value that community and we’re using all these other tools to inform the level of conversation we might have within that community.”\u003c/span>\u003c/li>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong>An \u003c/span>\u003cstrong>Inquiry Circle\u003c/strong>\u003cspan> is a small group where students can talk to one another around a specific topic that fits within the umbrella of the broader class unit. Inquiry circles are a place for students to talk out all their wild ideas and work best when instructors leave them alone.\u003c/span>\u003c/li>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong>The \u003c/span>\u003cstrong>Inquiry Journal\u003c/strong>\u003cspan> is one of the most powerful tools in the inquiry learning repertoire and should be utilized throughout the process. It’s a place for students to reflect on both the process and the content they discover as they go along. It’s important to emphasize to students that the journals should be used to reflect on how he or she learns best and what feelings come up at different points in the process. It’s meant to give them a moment to stop and think about what they've read and why it’s important. The journal can also be a good bridge between the student and instructor.\u003c/span>\u003c/li>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong>The \u003c/span>\u003cstrong>Inquiry Log\u003c/strong>\u003cspan> helps students to keep track of the learning journey and every choice, change in direction or exciting moment along the way. “When they are able to see where they came from and where they got to it is very powerful for them,” said Maniotes.\u003c/span>\u003c/li>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong>The \u003c/span>\u003cstrong>Inquiry Chart\u003c/strong>\u003cspan> is a great tool to help students identify a central question. They can chart, brainstorm and map their ideas in many ways. Getting them down on paper can help visualize what areas of research are well fleshed out and would make good focus points and which are tangential. Part of inquiry learning is teaching students how to make good academic decisions on resources and content, as well as recognizing when persistence is needed to dig deeper.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>Taken together these five tools, which are deceptively simple, can give students the experience of deeper inquiry, insight into their own learning habits and preferences, as well as the experience of working through emotions that arise during the process. All these experiences help them to encounter the next challenge effectively, even when not being asked to follow a rigid process.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Inquiry learning should also be a social and language-based process. “Inquiry tools support English language use,” said Maniotes. “Students are able to use authentic language and they are constantly speaking, reading, writing, and viewing throughout the process.” It also helps to set clear expectations for the project and to routinely use the tools so students recognize their function. When instructors reflect on how the tools are used at various points, modeling meta-cognitive processing about how the tools support the inquiry process, students do more of that too. “If students hear that kind of talk then they know how to do it themselves,” said Maniotes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The tools also give instructors a way to assess student learning along the way. This type of formative assessment gives teachers a chance to intervene and shape the inquiry process or offer encouragement. The journal and log especially tell a teacher a lot about the process each student went through to arrive at a final presentation, offering far more data points for assessment.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Emotional Connections Can Trigger Creativity and Learning",
"title": "How Emotional Connections Can Trigger Creativity and Learning",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_27741\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/fhwrdh/3113816327/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-27741\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/3113816327_9a3e7bdaff_z-620x412.jpg\" alt=\"3113816327_9a3e7bdaff_z\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Scientists are always uncovering new ways into how people learn best, and some of the most recent neuroscience research has shown connections between basic survival functions, social and emotional reactions to the world, and creative impulses.\u003c/p>\n\u003cp>Students’ social and emotional reactions to learning are imperative to feeling motivated to learn and to their ability to creatively solve problems, according to \u003ca href=\"http://www-bcf.usc.edu/~immordin/\">Mary Helen Immordino-Yang\u003c/a>, who wrote \u003cem>Musings on the Neurobiological and Evolutionary Origins of Creativity via a Developmental Analysis of One Child’s Poetry\u003c/em> \u003ca href=\"http://www.usc.edu/programs/cerpp/docs/CreativityviaAnalysisofChildsPoetryYang.pdf\">[PDF\u003c/a>]. Her research tries to understand why emotions are so important to learning by examining what happens to brain functions.\u003c/p>\n\u003cp>“Neuroimaging experiments show us that we use the very same neural systems to feel our bodies as to feel our relationships, our moral judgments, and our creative inspiration,” said Immordino-Yang, a professor at USC’s Rossier School of Education and an expert on the neuroscience of learning and creativity. Her whose work focuses on how neuroscience can help teachers understand the ways students learn best, and to that end, she’s created a \u003ca href=\"http://www.learner.org/courses/neuroscience/index.html\">free online curriculum\u003c/a> for teachers.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“Help kids know how to make meaning and sense of what they are learning so they can see who they are.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The neuromechanisms responsible for feeling and managing the body’s physical survival and consciousness have been co-opted to also manage social survival. “Survival in the savanna depends on a brain that is wired to make sense of the environment, and to play out the things it notices through patterns of bodily and mental reactions,” Immordino-Yang writes. “This same brain, the same logic, helps us make sense of and survive in the social world of today.” To make something relevant to a learner, it should inspire an emotional reaction in the person, triggering these survivalist parts of the brain that indicate something is important.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\">Teaching Social and Emotional Skills in School\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“The way that we make meaning out of situations, and the way that we feel and evaluate things, is plated on the same neural platforms as do the basic job of managing our viscera,” Immordino Yang said. When a topic strikes a chord with a student it feels meaningful because the part of his brain firing is the same part that keeps him conscious and alive. It’s also the part of the brain responsible for novel, creative or new ideas.\u003c/p>\n\u003cp>“Creativity is representing some kind of relevant problem in a new way and making people \u003c!--more-->understand it, and feel about it, and have some insight into something that matters,” Immordino-Yang said. She argues that creative moments are motivated by caring deeply about a subject. Furthermore, humans make meaning by relating new information to feelings, memories and other personal information to give it context.\u003c/p>\n\u003cp>To undertake that complicated process of internalizing information Immordino-Yang has found that it’s necessary to shut out external inputs and focus intensely on what’s going on internally. Asking students to constantly pay attention or allowing them to be distracted by games, phones, and other stimuli may deprive them of the important inward-looking time crucial to deeper learning.\u003c/p>\n\u003cp>“The way in which people learn information, the way in which they make it their own, assimilate it, are dependent heavily on a neural system that is fundamentally incompatible with external information and distraction,” Immordino-Yang said. Long term learning happens when the brain calls up old memories and incorporates the new knowledge into a personalized understanding of the world. And that’s often a creative process. It takes creativity to synthesize new information within the context of old experiences and to reshape difficult concepts into something understandable. Immordino-Yang argues that the essence of that process requires the thinker to disengage from the world around them.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>]\u003c/p>\n\u003cp>That doesn't necessarily mean that daydreaming is the key to developing innovative ideas. There are times when insight strikes while the mind wanders, but Immordino-Yang says that in those cases the information is already present. When it comes to learning something new, the inward focus is often real work.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Help kids know how to make meaning and sense of what they are learning so they can see who they are,” Immordino-Yang said. “Creativity is just an extension of that.” She gave the example of her young daughter who wrote a song about loving her young brother, but the imagery in the song incorporated space, planets, and the galaxy. She had just learned about those concepts, but in order to really understand their significance, she needed to express them within the totally understood and emotional space of family love. Allowing kids the space for the interplay between the emotional and cognitive spaces will benefit the long-term learner.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27741\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/fhwrdh/3113816327/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-27741\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/3113816327_9a3e7bdaff_z-620x412.jpg\" alt=\"3113816327_9a3e7bdaff_z\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Scientists are always uncovering new ways into how people learn best, and some of the most recent neuroscience research has shown connections between basic survival functions, social and emotional reactions to the world, and creative impulses.\u003c/p>\n\u003cp>Students’ social and emotional reactions to learning are imperative to feeling motivated to learn and to their ability to creatively solve problems, according to \u003ca href=\"http://www-bcf.usc.edu/~immordin/\">Mary Helen Immordino-Yang\u003c/a>, who wrote \u003cem>Musings on the Neurobiological and Evolutionary Origins of Creativity via a Developmental Analysis of One Child’s Poetry\u003c/em> \u003ca href=\"http://www.usc.edu/programs/cerpp/docs/CreativityviaAnalysisofChildsPoetryYang.pdf\">[PDF\u003c/a>]. Her research tries to understand why emotions are so important to learning by examining what happens to brain functions.\u003c/p>\n\u003cp>“Neuroimaging experiments show us that we use the very same neural systems to feel our bodies as to feel our relationships, our moral judgments, and our creative inspiration,” said Immordino-Yang, a professor at USC’s Rossier School of Education and an expert on the neuroscience of learning and creativity. Her whose work focuses on how neuroscience can help teachers understand the ways students learn best, and to that end, she’s created a \u003ca href=\"http://www.learner.org/courses/neuroscience/index.html\">free online curriculum\u003c/a> for teachers.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“Help kids know how to make meaning and sense of what they are learning so they can see who they are.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The neuromechanisms responsible for feeling and managing the body’s physical survival and consciousness have been co-opted to also manage social survival. “Survival in the savanna depends on a brain that is wired to make sense of the environment, and to play out the things it notices through patterns of bodily and mental reactions,” Immordino-Yang writes. “This same brain, the same logic, helps us make sense of and survive in the social world of today.” To make something relevant to a learner, it should inspire an emotional reaction in the person, triggering these survivalist parts of the brain that indicate something is important.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\">Teaching Social and Emotional Skills in School\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“The way that we make meaning out of situations, and the way that we feel and evaluate things, is plated on the same neural platforms as do the basic job of managing our viscera,” Immordino Yang said. When a topic strikes a chord with a student it feels meaningful because the part of his brain firing is the same part that keeps him conscious and alive. It’s also the part of the brain responsible for novel, creative or new ideas.\u003c/p>\n\u003cp>“Creativity is representing some kind of relevant problem in a new way and making people \u003c!--more-->understand it, and feel about it, and have some insight into something that matters,” Immordino-Yang said. She argues that creative moments are motivated by caring deeply about a subject. Furthermore, humans make meaning by relating new information to feelings, memories and other personal information to give it context.\u003c/p>\n\u003cp>To undertake that complicated process of internalizing information Immordino-Yang has found that it’s necessary to shut out external inputs and focus intensely on what’s going on internally. Asking students to constantly pay attention or allowing them to be distracted by games, phones, and other stimuli may deprive them of the important inward-looking time crucial to deeper learning.\u003c/p>\n\u003cp>“The way in which people learn information, the way in which they make it their own, assimilate it, are dependent heavily on a neural system that is fundamentally incompatible with external information and distraction,” Immordino-Yang said. Long term learning happens when the brain calls up old memories and incorporates the new knowledge into a personalized understanding of the world. And that’s often a creative process. It takes creativity to synthesize new information within the context of old experiences and to reshape difficult concepts into something understandable. Immordino-Yang argues that the essence of that process requires the thinker to disengage from the world around them.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>]\u003c/p>\n\u003cp>That doesn't necessarily mean that daydreaming is the key to developing innovative ideas. There are times when insight strikes while the mind wanders, but Immordino-Yang says that in those cases the information is already present. When it comes to learning something new, the inward focus is often real work.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Help kids know how to make meaning and sense of what they are learning so they can see who they are,” Immordino-Yang said. “Creativity is just an extension of that.” She gave the example of her young daughter who wrote a song about loving her young brother, but the imagery in the song incorporated space, planets, and the galaxy. She had just learned about those concepts, but in order to really understand their significance, she needed to express them within the totally understood and emotional space of family love. Allowing kids the space for the interplay between the emotional and cognitive spaces will benefit the long-term learner.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27623\" class=\"wp-caption center\" style=\"max-width: 616px\">\u003ca href=\"http://www.flickr.com/photos/scratchpost/7171535345/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-27623\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/7171535345_65369bbb0b_z.jpg\" alt=\"7171535345_65369bbb0b_z\" width=\"616\" height=\"316\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z.jpg 616w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z-400x205.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z-320x164.jpg 320w\" sizes=\"(max-width: 616px) 100vw, 616px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If kids can access information from sources other than school, and if school is no longer the only place where information lives, what, then happens to the role of this institution?\u003c/p>\n\u003cp>\"Our whole reason for showing up for school has changed, but infrastructure has stayed behind,\" said Diana Laufenberg, who taught history at the progressive public school \u003ca href=\"http://www.scienceleadership.org/http://\">Science Leadership Academy\u003c/a> for many years. Laufenberg provided some insight into how she guided students to find their own learning paths at school, and enumerated some of these ideas at \u003ca href=\"http://schedule.sxswedu.com/events/event_EDUP14151\">SXSWEdu\u003c/a> last week.\u003c/p>\n\u003cp>\u003cstrong>1. BE FLEXIBLE.\u003c/strong>\u003cbr>\nThe less educators try to control what kids learn, the more students' voices will be heard and, eventually, their ability to drive their own learning. But that requires a flexible mindset on the part of the teacher. \"That's a scary proposition for teachers,\" Laufenberg said. \"'What do you mean I'm going to have 60 kids doing 60 different projects,' teachers might say. But that's exactly the way for kids to do interesting, high-end work that they're invested in.\"\u003c/p>\n\u003cp>Laufenberg recalled a group of tenacious students who continued to ask permission to focus their video project on the subject of drugs, despite her repeated objections. She finally relented -- with the caveat that they not resort to cliches. In turn, the students turned in one of the best video projects she'd ever seen: a \u003ca href=\"http://www.schooltube.com/video/31acc2c8a0044660b2b9/There%27s%20A%20Pill%20For%20That:%20A%20Nation%20Of%20Pill-Poppers\">well-produced, polished video \u003c/a>about Americans' dependence on pharmaceutical drugs that was dense with facts backed up by students' research. \"And I almost killed this project,\" she said. \"There are vastly creative minds that are \u003c!--more-->capable of doing intensely wonderful things with their learning but often we don't let that live and breathe. Thankfully I got out of their way and let them do the work they were capable of.\"\u003c/p>\n\u003cp>\u003cstrong>2. FOSTER INQUIRY BY SCAFFOLDING CURIOSITY.\u003c/strong>\u003cbr>\nTeachers always come up to Laufenberg wanting to learn more about her progressive pedagogy -- and they invariably ask, \"But when do you just tell them things? Don't you have to just tell them sometimes?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Laufenberg's answer: Get them curious enough in the subject to do research on their own.\u003cbr>\n\"Kids don't come to class just burning to know about the War of 1812,\" she said. \"And you just saying they have to know the facts is not good enough. But here's your chance to bring them along as a person and get them to learn about it.\"\u003c/p>\n\u003cp>For example, in exploring the subject of American identity with her history students, Laufenberg asked them to come up with words that convey to them the abstract idea of America, or what it means to be American. Many of her students came up with the words \"greedy\" and \"ignorant\" -- a trend she saw echoed throughout many of her classes during her years teaching at SLA. \"I got a clear vision of where my students were,\" she said.\u003c/p>\n\u003cp>She asked her students to find images that epitomized America, then asked them to talk about their ideas with their peers, studying data about immigration, taking the American citizenship test themselves (most received an average score of 3, across the board regardless of age), so they could understand the processes and become personally invested in the subject.\u003c/p>\n\u003cp>\"Rather than saying, 'We're going to study immigration,' I took them through a process where they become interested in it themselves,\" she said.\u003c/p>\n\u003cp>\u003cstrong>3. DESIGN ARCHITECTURE FOR PARTICIPATION.\u003c/strong>\u003cbr>\n\"There are so many ways that kids can be active in their learning, beyond the standard call-and-respond business,\" Laufenberg said. It may be hard to do with 140 students, but if you consider all the available tools at your disposal, ideas can start to take shape.\u003c/p>\n\u003cp>Example: Laufenberg asked her students to watch President Obama's State of the Union address and respond to what they watched and heard. She gave her students the option to either post comments on Twitter (fully public), Facebook (semi-public), Moodle (walled garden) or for low-tech participants, play Bingo with key words the students anticipated they might hear.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\">Why Inquiry Learning is Worth the Trouble\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Though some goofed around a bit with comments (\"Our school is so cool, we're tweeting the State of the Union\"), at the end of the speech, students had posted a total of 438 tweets and 18 pages of Moodle chat. (Interestingly, no one went on Facebook, though she had set up a separate conversation on the school's Facebook page.)\u003c/p>\n\u003cp>Laufenberg was not surprised with the high quality of responses she saw from her students. \"Does Obama have the power to reform and adjust how the other branches work?\" one student tweeted. \"He's not touching on Iran issue… not a good sign,\" another posted. \"High school dropout laws, rebuilding jobs in our country, and more equipment in schools… me gusta,\" wrote yet another.\u003c/p>\n\u003cp>\"I could have them face off against any pundit the next day,\" she said. \"They understood it. None of it went over their head -- they were making meaning of it. They were offering their own opinions, participating in the conversation.\"\u003c/p>\n\u003cp>Laufenberg used every tool she had at her disposal as a framework for her students to build their learning around.\u003c/p>\n\u003cp>\u003cstrong>4. TEACHERS TEACH KIDS, NOT SUBJECTS.\u003c/strong>\u003cbr>\nAs most teachers know, when students recognize that teachers are personally invested in their success, they do better, and that affirmation of students' disposition can help students achieve more. \"You can't ask kids to take risks if they don't trust that you care about them,\" Laufenberg said.\u003c/p>\n\u003cp>\u003cstrong>5. PROVIDE OPPORTUNITIES FOR EXPERIENTIAL LEARNING.\u003c/strong>\u003cbr>\nDuring the weeks and months that led up to the election, Laufenberg's students got into the neighborhoods and brought back stories from voters at the polls. Though they didn't always feel comfortable asking strangers questions, they went ahead with their assignments anyway. \"If none of it is ever real to them, if it's only in books, it lacks interest,\" she said. \"They \u003cem>want\u003c/em> to do real stuff, but we are perpetually underestimating what kids can do.\"\u003c/p>\n\u003cp>\u003cstrong>6. EMBRACE FAILURE.\u003c/strong>\u003cbr>\nLaufenberg made a point of defining the difference between \"blameworthy\" and \"praiseworthy\" failure. Blameworthy failure is when the student just decided not to participate in a project. But praiseworthy failure is quite different: kids take risks and experiments knowing that they might not get it right the first time.\u003c/p>\n\u003cp>\"No one talks about cancer research as blameworthy failure,\" she said. \"We don't expect a five-year-old to be able to shoot free-throws immediately. It's a process, and we value it in other things, but not when it comes to school. Kids are not coming in as perfect little products or machines -- they're human beings in the process of becoming.\"\u003c/p>\n\u003cp>In the engineering industry, for example, there are \"failure festivals\" and \"failure reports\" during which engineers discuss the processes they've tried that didn't work. \"We need to have kids do that with their own learning,\" she said. \"Be self-aware enough to do something with that information.\"\u003c/p>\n\u003cp>\u003cstrong>7. DON'T BE BORING.\u003c/strong>\u003cbr>\n\"I always told my kids, if I got boring, they should let me know, and if they got boring, I'd let them know,\" Laufenberg said. But here's the twist: kids may actually choose boring because it's easier, it's known, it's quantifiable. \"They know what they need to do to get a good score,\" she said. When it's not boring, when the answer is not predictable, that's when kids are actually challenged more.\u003c/p>\n\u003cp>\u003cstrong>8. FOSTER JOY.\u003c/strong>\u003cbr>\nFor a government history teacher, this last directive has been a tall order. But Laufenberg made a point of trying to create a space where her students were valued, where creativity was paramount, and their voices were allowed to shine through.\u003c/p>\n\u003cp>\"It's incredibly taxing work, but one of the most exciting and meaningful ways to create transformative spaces,\" she said.\u003c/p>\n\u003cp>Above all, what she wants to instill in her students is a sense of self-sufficiency.\u003c/p>\n\u003cp>\"If by the end of the year, they still need me, I haven't done my job,\" she said. \"I'm not coming with them to college. They have to be self-driven, independent thinkers.\"\u003c/p>\n\u003cp>Watch Laufenberg's fascinating TED Talk \u003ca href=\"http://www.ted.com/talks/lang/en/diana_laufenberg_3_ways_to_teach.html\">\"How to Learn? From Mistakes.\"\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ciframe src=\"http://embed.ted.com/talks/diana_laufenberg_3_ways_to_teach.html\" frameborder=\"0\" scrolling=\"no\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27623\" class=\"wp-caption center\" style=\"max-width: 616px\">\u003ca href=\"http://www.flickr.com/photos/scratchpost/7171535345/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-27623\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/7171535345_65369bbb0b_z.jpg\" alt=\"7171535345_65369bbb0b_z\" width=\"616\" height=\"316\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z.jpg 616w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z-400x205.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z-320x164.jpg 320w\" sizes=\"(max-width: 616px) 100vw, 616px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If kids can access information from sources other than school, and if school is no longer the only place where information lives, what, then happens to the role of this institution?\u003c/p>\n\u003cp>\"Our whole reason for showing up for school has changed, but infrastructure has stayed behind,\" said Diana Laufenberg, who taught history at the progressive public school \u003ca href=\"http://www.scienceleadership.org/http://\">Science Leadership Academy\u003c/a> for many years. Laufenberg provided some insight into how she guided students to find their own learning paths at school, and enumerated some of these ideas at \u003ca href=\"http://schedule.sxswedu.com/events/event_EDUP14151\">SXSWEdu\u003c/a> last week.\u003c/p>\n\u003cp>\u003cstrong>1. BE FLEXIBLE.\u003c/strong>\u003cbr>\nThe less educators try to control what kids learn, the more students' voices will be heard and, eventually, their ability to drive their own learning. But that requires a flexible mindset on the part of the teacher. \"That's a scary proposition for teachers,\" Laufenberg said. \"'What do you mean I'm going to have 60 kids doing 60 different projects,' teachers might say. But that's exactly the way for kids to do interesting, high-end work that they're invested in.\"\u003c/p>\n\u003cp>Laufenberg recalled a group of tenacious students who continued to ask permission to focus their video project on the subject of drugs, despite her repeated objections. She finally relented -- with the caveat that they not resort to cliches. In turn, the students turned in one of the best video projects she'd ever seen: a \u003ca href=\"http://www.schooltube.com/video/31acc2c8a0044660b2b9/There%27s%20A%20Pill%20For%20That:%20A%20Nation%20Of%20Pill-Poppers\">well-produced, polished video \u003c/a>about Americans' dependence on pharmaceutical drugs that was dense with facts backed up by students' research. \"And I almost killed this project,\" she said. \"There are vastly creative minds that are \u003c!--more-->capable of doing intensely wonderful things with their learning but often we don't let that live and breathe. Thankfully I got out of their way and let them do the work they were capable of.\"\u003c/p>\n\u003cp>\u003cstrong>2. FOSTER INQUIRY BY SCAFFOLDING CURIOSITY.\u003c/strong>\u003cbr>\nTeachers always come up to Laufenberg wanting to learn more about her progressive pedagogy -- and they invariably ask, \"But when do you just tell them things? Don't you have to just tell them sometimes?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Laufenberg's answer: Get them curious enough in the subject to do research on their own.\u003cbr>\n\"Kids don't come to class just burning to know about the War of 1812,\" she said. \"And you just saying they have to know the facts is not good enough. But here's your chance to bring them along as a person and get them to learn about it.\"\u003c/p>\n\u003cp>For example, in exploring the subject of American identity with her history students, Laufenberg asked them to come up with words that convey to them the abstract idea of America, or what it means to be American. Many of her students came up with the words \"greedy\" and \"ignorant\" -- a trend she saw echoed throughout many of her classes during her years teaching at SLA. \"I got a clear vision of where my students were,\" she said.\u003c/p>\n\u003cp>She asked her students to find images that epitomized America, then asked them to talk about their ideas with their peers, studying data about immigration, taking the American citizenship test themselves (most received an average score of 3, across the board regardless of age), so they could understand the processes and become personally invested in the subject.\u003c/p>\n\u003cp>\"Rather than saying, 'We're going to study immigration,' I took them through a process where they become interested in it themselves,\" she said.\u003c/p>\n\u003cp>\u003cstrong>3. DESIGN ARCHITECTURE FOR PARTICIPATION.\u003c/strong>\u003cbr>\n\"There are so many ways that kids can be active in their learning, beyond the standard call-and-respond business,\" Laufenberg said. It may be hard to do with 140 students, but if you consider all the available tools at your disposal, ideas can start to take shape.\u003c/p>\n\u003cp>Example: Laufenberg asked her students to watch President Obama's State of the Union address and respond to what they watched and heard. She gave her students the option to either post comments on Twitter (fully public), Facebook (semi-public), Moodle (walled garden) or for low-tech participants, play Bingo with key words the students anticipated they might hear.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\">Why Inquiry Learning is Worth the Trouble\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Though some goofed around a bit with comments (\"Our school is so cool, we're tweeting the State of the Union\"), at the end of the speech, students had posted a total of 438 tweets and 18 pages of Moodle chat. (Interestingly, no one went on Facebook, though she had set up a separate conversation on the school's Facebook page.)\u003c/p>\n\u003cp>Laufenberg was not surprised with the high quality of responses she saw from her students. \"Does Obama have the power to reform and adjust how the other branches work?\" one student tweeted. \"He's not touching on Iran issue… not a good sign,\" another posted. \"High school dropout laws, rebuilding jobs in our country, and more equipment in schools… me gusta,\" wrote yet another.\u003c/p>\n\u003cp>\"I could have them face off against any pundit the next day,\" she said. \"They understood it. None of it went over their head -- they were making meaning of it. They were offering their own opinions, participating in the conversation.\"\u003c/p>\n\u003cp>Laufenberg used every tool she had at her disposal as a framework for her students to build their learning around.\u003c/p>\n\u003cp>\u003cstrong>4. TEACHERS TEACH KIDS, NOT SUBJECTS.\u003c/strong>\u003cbr>\nAs most teachers know, when students recognize that teachers are personally invested in their success, they do better, and that affirmation of students' disposition can help students achieve more. \"You can't ask kids to take risks if they don't trust that you care about them,\" Laufenberg said.\u003c/p>\n\u003cp>\u003cstrong>5. PROVIDE OPPORTUNITIES FOR EXPERIENTIAL LEARNING.\u003c/strong>\u003cbr>\nDuring the weeks and months that led up to the election, Laufenberg's students got into the neighborhoods and brought back stories from voters at the polls. Though they didn't always feel comfortable asking strangers questions, they went ahead with their assignments anyway. \"If none of it is ever real to them, if it's only in books, it lacks interest,\" she said. \"They \u003cem>want\u003c/em> to do real stuff, but we are perpetually underestimating what kids can do.\"\u003c/p>\n\u003cp>\u003cstrong>6. EMBRACE FAILURE.\u003c/strong>\u003cbr>\nLaufenberg made a point of defining the difference between \"blameworthy\" and \"praiseworthy\" failure. Blameworthy failure is when the student just decided not to participate in a project. But praiseworthy failure is quite different: kids take risks and experiments knowing that they might not get it right the first time.\u003c/p>\n\u003cp>\"No one talks about cancer research as blameworthy failure,\" she said. \"We don't expect a five-year-old to be able to shoot free-throws immediately. It's a process, and we value it in other things, but not when it comes to school. Kids are not coming in as perfect little products or machines -- they're human beings in the process of becoming.\"\u003c/p>\n\u003cp>In the engineering industry, for example, there are \"failure festivals\" and \"failure reports\" during which engineers discuss the processes they've tried that didn't work. \"We need to have kids do that with their own learning,\" she said. \"Be self-aware enough to do something with that information.\"\u003c/p>\n\u003cp>\u003cstrong>7. DON'T BE BORING.\u003c/strong>\u003cbr>\n\"I always told my kids, if I got boring, they should let me know, and if they got boring, I'd let them know,\" Laufenberg said. But here's the twist: kids may actually choose boring because it's easier, it's known, it's quantifiable. \"They know what they need to do to get a good score,\" she said. When it's not boring, when the answer is not predictable, that's when kids are actually challenged more.\u003c/p>\n\u003cp>\u003cstrong>8. FOSTER JOY.\u003c/strong>\u003cbr>\nFor a government history teacher, this last directive has been a tall order. But Laufenberg made a point of trying to create a space where her students were valued, where creativity was paramount, and their voices were allowed to shine through.\u003c/p>\n\u003cp>\"It's incredibly taxing work, but one of the most exciting and meaningful ways to create transformative spaces,\" she said.\u003c/p>\n\u003cp>Above all, what she wants to instill in her students is a sense of self-sufficiency.\u003c/p>\n\u003cp>\"If by the end of the year, they still need me, I haven't done my job,\" she said. \"I'm not coming with them to college. They have to be self-driven, independent thinkers.\"\u003c/p>\n\u003cp>Watch Laufenberg's fascinating TED Talk \u003ca href=\"http://www.ted.com/talks/lang/en/diana_laufenberg_3_ways_to_teach.html\">\"How to Learn? From Mistakes.\"\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_27256\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-27256\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/IMG_8845-300x412.jpg\" alt=\"IMG_8845\" width=\"300\" height=\"412\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For many educators, helping students direct their own learning is a priority. Educator and author \u003ca href=\"http://novemberlearning.com/about/team/alan-november/\">Alan November,\u003c/a> who has been talking about ways to get students to own their learning for years, draws on his experiences as a teacher, principal and education consultant to tell stories about some of the ideas he sees as integral to education.\u003c/p>\n\u003cp>November joined Steve Hargadon in \u003ca href=\"http://www.stevehargadon.com/2013/02/today-alan-november-on-who-owns-learning.html\">a discussion\u003c/a> of his new book \u003ca href=\"http://www.solution-tree.com/products/who-owns-the-learning.html\">\u003cem>Who Owns the Learning: Preparing Students for Success in the Digital Age\u003c/em>\u003c/a>, stressing the importance of global collaboration and the role of technology in making it all possible. Here are a few highlights from their discussion.\u003c/p>\n\u003cp>\u003cstrong>SCHOOL STRUCTURE CAN HOLD STUDENTS BACK\u003c/strong>\u003c/p>\n\u003cp>School often means rules and regulations that can \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">seem unrelated to the broader goals of education\u003c/a>. Students are told to sit down, be still, show up at specific times, and demonstrate knowledge in ways that have nothing to do with the real world. As a case in point, November talked about when he started his teaching career at a reform school for boys where the administration took rules seriously. He discovered that one of his students had been breaking into his classroom to practice coding at night. The student showed a rare passion for a subject that wasn’t even being taught at that time, stayed focused on the task and was self-directed – qualities normally valued by educators. At a time when few people knew even how to use a computer, this boy was teaching himself to code. But none of it mattered to an administration more concerned that he’d broken the rules.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“We might have robbed kids’ natural ability to take control of defining their own problems by spoon feeding them little tiny problems one at a time.\"\u003c/strong>\u003c/aside>\n\u003cp>November pointed out the similarities between learning to code and the movement toward instant feedback with some of the newest ed tech tools: engineers can test a string of code to see if it works, retrace steps to figure out where it went wrong if it doesn’t. In the same way, many \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-the-best-way-of-using-computers-in-schools/\">blended learning methods\u003c/a> provide the same kind of instant feedback into the classroom, allowing both the \u003c!--more-->learner and the instructor to understand where to shift direction to gain understanding. November says that instant feedback trend should be embraced as a powerful learning tool.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The lesson from this, he said, is to “teach students how to solve any problem, a general problem solving approach. And teach them to do it in community.” That’s what’s really going to serve them as they go through life. The benefit of technology is that is has opened the door on the scope of global problems that students can involve themselves with, making their problem solving skills immediately relevant and encouraging self-direction.\u003c/p>\n\u003cp>\u003cstrong>HAVE STUDENTS LOST THE ABILITY TO DEFINE THE QUESTION?\u003c/strong>\u003c/p>\n\u003cp>“We might have robbed kids’ natural ability to take control of defining their own problems by spoon-feeding them little tiny problems one at a time, which ended up with students not being able to take the initiative to define their own,” November said. He illustrated this point by describing a class where he asked students to identify a community problem and then work to come up with a solution. He told them he’d be there to offer tools and to support them through the process. A student raised her hand and told him that it was his job as the teacher to come up with the problems and their job as students to give answers.\u003c/p>\n\u003cp>Students and teachers alike have been brought up in an educational system that mimics an antiquated job market. The teacher is the boss, managing the work of his student workers who have to produce goods that meet approval, he said. But many people fear that system \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">no longer serves students \u003c/a>headed toward a less certain future, one that could necessitate that a student be able to define and create her own job.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Teach students how to solve \u003cem>any\u003c/em> problem; and teach them to do it in community.”\u003c/strong>\u003c/aside>\n\u003cp>“What concerns me is that school is way out of balance,” November said. “We are under an assumption in school that all these kids are going to apply to a job and have a boss that manages their work.” He thinks schools are drastically underestimating children’s capabilities to invent and own their work and by extension the contributions they can make to the world.\u003c/p>\n\u003cp>\u003cstrong>\u003cimg class=\"alignright size-full wp-image-27267\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/book-who-owns-the-learning.jpg\" alt=\"book-who-owns-the-learning\" width=\"190\" height=\"272\">TECHNOLOGY RECREATES THE ONE-ROOM SCHOOLHOUSE\u003c/strong>\u003c/p>\n\u003cp>As antiquated as it might seem in a world of iPads, mobile devices and 3D printers, November thinks schools should try to embody some of what worked about the one-room schoolhouse. Teachers taught all students regardless of age or level -- by definition there had to be differentiation in learning.\u003c/p>\n\u003cp>“The reality of a one-room classroom is that the older kids are teaching the younger kids,” November said. “And it turns out that to teach, students really have to learn the material well. And the students also take more ownership of the school.” One way to replicate that ownership now is to give students classroom jobs, allowing them to contribute something powerful to the classroom dynamic. “From that beginning I think we can have deeper conversations about children taking more control of defining their roles,” November said.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>He thinks technology has the power to bring the one-room schoolhouse back. Students can help one another, connect and collaborate globally. They can contribute meaningful work that can matter to real-world situations. “The real revolution is information and global communication, not technology,” November said. Technology is merely the means to access the information and share it in community.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>November gave an example of a middle school teacher who had his students contribute to a wiki that supplemented the textbook. They wrote and diagrammed material that would be passed on to students following them. One of the teacher’s former students contacted him while in high school asking to revise the part of the wiki he’d worked on three years previously. He said he’d learned more now and felt a sense of responsibility for what he’d produced. Getting students to care on that level and to be responsible for one another is exactly the kind of shared exploration in community that education should encourage, he said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The lesson from this, he said, is to “teach students how to solve any problem, a general problem solving approach. And teach them to do it in community.” That’s what’s really going to serve them as they go through life. The benefit of technology is that is has opened the door on the scope of global problems that students can involve themselves with, making their problem solving skills immediately relevant and encouraging self-direction.\u003c/p>\n\u003cp>\u003cstrong>HAVE STUDENTS LOST THE ABILITY TO DEFINE THE QUESTION?\u003c/strong>\u003c/p>\n\u003cp>“We might have robbed kids’ natural ability to take control of defining their own problems by spoon-feeding them little tiny problems one at a time, which ended up with students not being able to take the initiative to define their own,” November said. He illustrated this point by describing a class where he asked students to identify a community problem and then work to come up with a solution. He told them he’d be there to offer tools and to support them through the process. A student raised her hand and told him that it was his job as the teacher to come up with the problems and their job as students to give answers.\u003c/p>\n\u003cp>Students and teachers alike have been brought up in an educational system that mimics an antiquated job market. The teacher is the boss, managing the work of his student workers who have to produce goods that meet approval, he said. But many people fear that system \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">no longer serves students \u003c/a>headed toward a less certain future, one that could necessitate that a student be able to define and create her own job.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Teach students how to solve \u003cem>any\u003c/em> problem; and teach them to do it in community.”\u003c/strong>\u003c/aside>\n\u003cp>“What concerns me is that school is way out of balance,” November said. “We are under an assumption in school that all these kids are going to apply to a job and have a boss that manages their work.” He thinks schools are drastically underestimating children’s capabilities to invent and own their work and by extension the contributions they can make to the world.\u003c/p>\n\u003cp>\u003cstrong>\u003cimg class=\"alignright size-full wp-image-27267\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/book-who-owns-the-learning.jpg\" alt=\"book-who-owns-the-learning\" width=\"190\" height=\"272\">TECHNOLOGY RECREATES THE ONE-ROOM SCHOOLHOUSE\u003c/strong>\u003c/p>\n\u003cp>As antiquated as it might seem in a world of iPads, mobile devices and 3D printers, November thinks schools should try to embody some of what worked about the one-room schoolhouse. Teachers taught all students regardless of age or level -- by definition there had to be differentiation in learning.\u003c/p>\n\u003cp>“The reality of a one-room classroom is that the older kids are teaching the younger kids,” November said. “And it turns out that to teach, students really have to learn the material well. And the students also take more ownership of the school.” One way to replicate that ownership now is to give students classroom jobs, allowing them to contribute something powerful to the classroom dynamic. “From that beginning I think we can have deeper conversations about children taking more control of defining their roles,” November said.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>He thinks technology has the power to bring the one-room schoolhouse back. Students can help one another, connect and collaborate globally. They can contribute meaningful work that can matter to real-world situations. “The real revolution is information and global communication, not technology,” November said. Technology is merely the means to access the information and share it in community.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>November gave an example of a middle school teacher who had his students contribute to a wiki that supplemented the textbook. They wrote and diagrammed material that would be passed on to students following them. One of the teacher’s former students contacted him while in high school asking to revise the part of the wiki he’d worked on three years previously. He said he’d learned more now and felt a sense of responsibility for what he’d produced. Getting students to care on that level and to be responsible for one another is exactly the kind of shared exploration in community that education should encourage, he said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27142\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27142\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/IMG_8793-620x413.jpg\" alt=\"IMG_8793\" width=\"620\" height=\"413\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For \u003ca href=\"https://twitter.com/prestonlearning\">David Preston,\u003c/a> the term “open source learning” -- a variation on \u003ca href=\"http://ww2.kqed.org/mindshift/tag/inquiry-learning/\">inquiry learning\u003c/a> or \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/nine-tenets-of-passion-based-learning/\">passion-based learning\u003c/a> -- is about helping students choose their own learning path, an approach that already has some \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\">well-known champions\u003c/a> among educators.\u003c/p>\n\u003cp>“When I think of 'open source,' it isn't about software, but thermodynamic systems,” said Preston, who currently teaches at Ernest Righetti High School in Santa Maria, Calif. “You're not just exchanging heat, but you're switching environment and structure.”\u003c/p>\n\u003cp>Preston's current classroom centers around the publication and maintenance of \u003ca href=\"http://drprestonsrhsenglitcomp12.blogspot.com/p/member-blogs.html\">students' personal blogs\u003c/a>. The blogs themselves are a requirement, but the content and medium used in many student responses—be it text, video, audio, or some combination—are often the result of students' own creative vision. Preston also pushes students to think critically about the implications of their digital actions through virtual discussions with collaborators, such as digital renaissance man \u003ca href=\"http://rheingold.com/\">Howard Rheingold\u003c/a>, Canadian blogger, journalist, activist and author \u003ca href=\"http://craphound.com/\">Cory Doctorow\u003c/a>, and the National Institute for Technology in Liberal Education's \u003ca href=\"http://www.nitle.org/about/bios/alexander.php\">Bryan Alexander\u003c/a>, among others.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I still teach with standards in mind. I just teach inductively from the standards instead of using them as the ceiling.”\u003c/strong>\u003c/aside>\n\u003cp>But when Preston began teaching at Los Angeles' James Monroe High School in the pre-social-media world of 2005, he accomplished many of the same goals by assigning pen-and-paper, open-ended journal entries and holding class-wide debates driven by research from honest-to-goodness, hard-bound books. He also says there's still room in open source teaching for academic standards, and that the common standards movement is important in terms of creating benchmarks for students nationwide.\u003c/p>\n\u003cp>“I still teach with standards in mind,” he said. “I just teach inductively from the standards instead of using them as the ceiling.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>What is the ceiling? That's up to each individual teacher. But here's a look inside the tools and \u003c!--more-->methods Preston, who currently teaches three Advanced Placement English and Composition courses, finds essential to his open source learning pursuit:\u003c/p>\n\u003cp>\u003cstrong>BLOGGING:\u003c/strong> Blogs are the centerpiece of student work in Preston's classroom. Students not only publish most of their work here, but also use blogs to share feedback, collaborate for group assignments, and even hold chat discussions with authors or other subject experts.\u003c/p>\n\u003cp>\u003cstrong>VIDEO-CONFERENCING:\u003c/strong> Students use video both to visit with authors whose work they've read, and occasionally to \u003ca href=\"http://vimeo.com/44276426\">offer insight\u003c/a> to outsiders during conferences or interviews.\u003c/p>\n\u003cp>\u003cstrong>BIG QUESTIONS:\u003c/strong> In a twist on the traditional term paper, students tackle a research project in which they try to answer a self-chosen question that both interests them and crosses boundaries of the core secondary academic subjects. For example, this year, \u003ca href=\"http://bcastillorhsenglitcomp.blogspot.com/2012/11/the-big-question-rated-pg-13.html\">Beka Castillo asked\u003c/a>, “Why do we, in our advanced society, use sex in such a demeaning and dehumanizing way to sell useless products?” Her classmate \u003ca href=\"http://rnguyensaplitcompblog.blogspot.com/2012/11/big-question.html\">Ryan Nguyen asked\u003c/a>, “What is the future of space travel?”\u003cbr>\n\u003cstrong>\u003cbr>\nCOLLABORATIVE WORKING GROUPS:\u003c/strong> \u003ca href=\"http://drprestonsrhsenglitcomp12.blogspot.com/p/collaborative-working-groups.html\">Like-minded students\u003c/a> convene around an interest or idea of their choosing, such as creative writing, fitness, graphic design, etc. Using their classes' blog community, they try to share the idea or interest with others for the purpose of boosting performance on the AP Literature and Composition exam.\u003c/p>\n\u003cp>\u003cstrong>SMART GOALS:\u003c/strong> In another twist on an old theme, students state their personal goals for the rest of the term. Those goals, and mapping and executing a path toward them, evolve into a senior project.\u003c/p>\n\u003ch4>\u003cstrong>NEXT STEPS\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>In order to unite other teachers who have already found a similar path, Preston is now considering helping to launch a national organization devoted to open-source learning.\u003c/p>\n\u003cp>“There are literally thousands of teachers quietly pursuing similar agendas all over the place,” said Preston, now in his eighth year as a high school teacher, after spending two decades as a university professor and a learning and organizational development consultant. “Everyone needs a sense of community, and to feel like they're not doing this alone.”\u003c/p>\n\u003cp>Discussions with colleagues about the launch of an open-source learning foundation appear to be at a preliminary phase. But when it does launch, the organization would forward an approach that, at its core, is about students choosing their own learning path.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\">Why Inquiry Learning is Worth the Trouble\u003c/a>]\u003c/p>\n\u003cp>The association's purpose, he says, would be “inviting people to the policymaking table that don't normally have a direct voice. And I'm not just talking about learners and tech-savvy teachers and administrators. I am also talking about neurologists, leaders in the Internet culture,” and people across other contemporary professions.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Those voices would echo the equally variable open source learning approach, which is not necessarily dependent on technology, despite the connotation of “open source” in the software and information industry.\u003c/p>\n\n",
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
"airtime": "SUN 9pm-10pm",
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"meta": {
"site": "radio",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"id": "here-and-now",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
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"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"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.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
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"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
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