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"content": "\u003cfigure id=\"attachment_26820\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/jonnygoldstein/5615147628/in/photostream/\">\u003cimg class=\"size-large wp-image-26820\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/5615147628_9f6d390e99_z-620x307.jpg\" alt=\"Visualization of SLA principal Chris Lehmann's talk about guiding kids toward thinking about how they think.\" width=\"620\" height=\"307\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Visualization of SLA principal Chris Lehmann's 2011 talk: guiding kids' to thinking about how they think.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Nearly seven years after first opening its doors, the \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> public magnet high school* in Philadelphia and its inquiry-based approach to learning have become a national model for the kinds of reforms educators strive towards.\u003c/p>\n\u003cp>But in a talk this past weekend at \u003ca href=\"http://educonphilly.org/\">EduCon 2.5\u003c/a>, the school’s sixth-annual conference devoted to sharing its story and spreading its techniques, Founding Principal Chris Lehmann insisted that replicating his schools approach required difficult tradeoffs.\u003c/p>\n\u003cp>“This is not easy. This is not perfect,” Lehmann told a crowd of devotees stuffed inside one of the Center City school’s second-floor science classrooms on Sunday. “There are really challenging pieces of this, and we should be OK with this.”\u003c/p>\n\u003cp>Lehmann’s \u003ca href=\"http://www.youtube.com/watch?v=_U5ycR5yPSQ&feature=plcp\">90-minute question-and-answer session\u003c/a> tackled coming to terms with the impact of a shift to inquiry-driven learning by defining three steps: the enigmatic meaning of inquiry-based learning; the visible changes that signal a shift to that approach; and the potential drawbacks that shift may surface.\u003c/p>\n\u003cp>\u003cstrong>INQUIRING ABOUT INQUIRY\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Lehmann said it’s important to question whether alleged “personalized,” “project-based,” or “collaborative” learning efforts are actually helping students and teachers to “hold ourselves in a state of questioning.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Inquiry means living in the soup. Inquiry means living in that uncomfortable space where we don’t know the answer.”\u003c/strong>\u003c/aside>\n\u003cp>For example, adaptive software that leads students through English/language arts or mathematics on a pace set by their own abilities fails to force students to ask questions about that material, contextualize it in real life, or communicate about the concepts with others, Lehmann said. The same is true of collaborative projects where restrictive guidelines result in several, nearly-identical finished products across student groups.\u003c/p>\n\u003cp>In a true inquiry-based model, how learning happens isn’t as important as whether that learning encourages students to try to learn even more. Lehmann compared the scenario to the plight of a \u003c!--more-->two-year-old child who has graduated from “yes” and “no” and proceeded onto an endless string of “why's.”\u003c/p>\n\u003cp>“To me it comes down to process,” Lehmann said. “Inquiry means living in the soup. Inquiry means living in that uncomfortable space where we don’t know the answer.”\u003c/p>\n\u003cp>\u003cstrong>SIGNS YOU’RE ON THE RIGHT TRACK\u003c/strong>\u003c/p>\n\u003cp>Although nailing down inquiry-based learning is a bit like trying to define the human soul, there are some indicators Lehmann and his audience both agreed signaled progress down the right path.\u003c/p>\n\u003cp>To paraphrase one teacher, a classroom where students are empowered to direct and control their own learning is one sign. Feeling tension between the direction of a course and the material covered on a standardized final examination may be another, said a second teacher.\u003c/p>\n\u003cp>“Oh God, yeah,” Lehmann said in response to the latter teacher. “There’s a reason we don’t offer [\u003ca href=\"http://apcentral.collegeboard.com/apc/Controller.jpf\">Advanced Placement\u003c/a>] Classes here. If we are a truly inquiry-based school, why would our highest-level classes end in a test?”\u003c/p>\n\u003cp>Increased collaboration between students and increasing student scrutiny of educational content were two other signs Lehmann and the group said signaled the right approach, even if they clashed with classroom norms. For example, collaboration can often lead to tricky discussions about what part of a students’ work are his or her own and what part is recycled.\u003c/p>\n\u003cp>Lastly, good inquiry-based learning should include a means for publication and communication, whether through blogs, printed reports, multimedia packages, etc. But Lehmann also said, in some cases, students should have the right to decide whether to publish their work.\u003c/p>\n\u003cp>“One of the scariest things about inquiry-based learning is the blank page,” Lehmann said. “When you’re toying with the ideas at first, sometimes your ideas don’t have to be social to the world.”\u003c/p>\n\u003cp>\u003cstrong>ACCEPTING THE DRAWBACKS\u003c/strong>\u003c/p>\n\u003cp>Inquiry-based education should improve student engagement, critical thinking skills, and cross-disciplinary opportunities, Lehmann said. But it may also hinder lesson planning, covering content benchmarks, and assessing student progress.\u003c/p>\n\u003cp>In a school that asks students to seize some autonomy over the course of their studies, the teachers most comfortable at the Science Leadership Academy are often the teachers most capable of improvising and deviating from a lesson plan, or even entering a class period without a lesson plan at all.\u003c/p>\n\u003cp>Further, while Lehmann believes the approach leaves students with the analytical tools they need to succeed on English/language arts standardized tests, he acknowledges that both teaching mathematics in general, and teaching it so students succeed on state and national benchmarks, is harder to do in an inquiry-driven fashion.\u003c/p>\n\u003cp>“Math is a little harder, and I own that,” said Lehmann.\u003c/p>\n\u003cp>Creating teacher-administered assessments that accurately measure progress, in an environment where the path is often long and winding, is also difficult.\u003c/p>\n\u003cp>“That could probably be 10 sessions of EduCon,” Lehmann quipped. “’What are we authentically assessing when we assess?’”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*[CLARIFICATION: Science Leadership Academy is a public magnet school, not a charter, as previously written.]\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_26820\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/jonnygoldstein/5615147628/in/photostream/\">\u003cimg class=\"size-large wp-image-26820\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/5615147628_9f6d390e99_z-620x307.jpg\" alt=\"Visualization of SLA principal Chris Lehmann's talk about guiding kids toward thinking about how they think.\" width=\"620\" height=\"307\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Visualization of SLA principal Chris Lehmann's 2011 talk: guiding kids' to thinking about how they think.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Nearly seven years after first opening its doors, the \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> public magnet high school* in Philadelphia and its inquiry-based approach to learning have become a national model for the kinds of reforms educators strive towards.\u003c/p>\n\u003cp>But in a talk this past weekend at \u003ca href=\"http://educonphilly.org/\">EduCon 2.5\u003c/a>, the school’s sixth-annual conference devoted to sharing its story and spreading its techniques, Founding Principal Chris Lehmann insisted that replicating his schools approach required difficult tradeoffs.\u003c/p>\n\u003cp>“This is not easy. This is not perfect,” Lehmann told a crowd of devotees stuffed inside one of the Center City school’s second-floor science classrooms on Sunday. “There are really challenging pieces of this, and we should be OK with this.”\u003c/p>\n\u003cp>Lehmann’s \u003ca href=\"http://www.youtube.com/watch?v=_U5ycR5yPSQ&feature=plcp\">90-minute question-and-answer session\u003c/a> tackled coming to terms with the impact of a shift to inquiry-driven learning by defining three steps: the enigmatic meaning of inquiry-based learning; the visible changes that signal a shift to that approach; and the potential drawbacks that shift may surface.\u003c/p>\n\u003cp>\u003cstrong>INQUIRING ABOUT INQUIRY\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lehmann said it’s important to question whether alleged “personalized,” “project-based,” or “collaborative” learning efforts are actually helping students and teachers to “hold ourselves in a state of questioning.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Inquiry means living in the soup. Inquiry means living in that uncomfortable space where we don’t know the answer.”\u003c/strong>\u003c/aside>\n\u003cp>For example, adaptive software that leads students through English/language arts or mathematics on a pace set by their own abilities fails to force students to ask questions about that material, contextualize it in real life, or communicate about the concepts with others, Lehmann said. The same is true of collaborative projects where restrictive guidelines result in several, nearly-identical finished products across student groups.\u003c/p>\n\u003cp>In a true inquiry-based model, how learning happens isn’t as important as whether that learning encourages students to try to learn even more. Lehmann compared the scenario to the plight of a \u003c!--more-->two-year-old child who has graduated from “yes” and “no” and proceeded onto an endless string of “why's.”\u003c/p>\n\u003cp>“To me it comes down to process,” Lehmann said. “Inquiry means living in the soup. Inquiry means living in that uncomfortable space where we don’t know the answer.”\u003c/p>\n\u003cp>\u003cstrong>SIGNS YOU’RE ON THE RIGHT TRACK\u003c/strong>\u003c/p>\n\u003cp>Although nailing down inquiry-based learning is a bit like trying to define the human soul, there are some indicators Lehmann and his audience both agreed signaled progress down the right path.\u003c/p>\n\u003cp>To paraphrase one teacher, a classroom where students are empowered to direct and control their own learning is one sign. Feeling tension between the direction of a course and the material covered on a standardized final examination may be another, said a second teacher.\u003c/p>\n\u003cp>“Oh God, yeah,” Lehmann said in response to the latter teacher. “There’s a reason we don’t offer [\u003ca href=\"http://apcentral.collegeboard.com/apc/Controller.jpf\">Advanced Placement\u003c/a>] Classes here. If we are a truly inquiry-based school, why would our highest-level classes end in a test?”\u003c/p>\n\u003cp>Increased collaboration between students and increasing student scrutiny of educational content were two other signs Lehmann and the group said signaled the right approach, even if they clashed with classroom norms. For example, collaboration can often lead to tricky discussions about what part of a students’ work are his or her own and what part is recycled.\u003c/p>\n\u003cp>Lastly, good inquiry-based learning should include a means for publication and communication, whether through blogs, printed reports, multimedia packages, etc. But Lehmann also said, in some cases, students should have the right to decide whether to publish their work.\u003c/p>\n\u003cp>“One of the scariest things about inquiry-based learning is the blank page,” Lehmann said. “When you’re toying with the ideas at first, sometimes your ideas don’t have to be social to the world.”\u003c/p>\n\u003cp>\u003cstrong>ACCEPTING THE DRAWBACKS\u003c/strong>\u003c/p>\n\u003cp>Inquiry-based education should improve student engagement, critical thinking skills, and cross-disciplinary opportunities, Lehmann said. But it may also hinder lesson planning, covering content benchmarks, and assessing student progress.\u003c/p>\n\u003cp>In a school that asks students to seize some autonomy over the course of their studies, the teachers most comfortable at the Science Leadership Academy are often the teachers most capable of improvising and deviating from a lesson plan, or even entering a class period without a lesson plan at all.\u003c/p>\n\u003cp>Further, while Lehmann believes the approach leaves students with the analytical tools they need to succeed on English/language arts standardized tests, he acknowledges that both teaching mathematics in general, and teaching it so students succeed on state and national benchmarks, is harder to do in an inquiry-driven fashion.\u003c/p>\n\u003cp>“Math is a little harder, and I own that,” said Lehmann.\u003c/p>\n\u003cp>Creating teacher-administered assessments that accurately measure progress, in an environment where the path is often long and winding, is also difficult.\u003c/p>\n\u003cp>“That could probably be 10 sessions of EduCon,” Lehmann quipped. “’What are we authentically assessing when we assess?’”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*[CLARIFICATION: Science Leadership Academy is a public magnet school, not a charter, as previously written.]\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/gear-brains/\" rel=\"attachment wp-att-26266\">\u003cimg class=\"alignright size-large wp-image-26266\" title=\"gear-brains\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/gear-brains-620x377.jpg\" alt=\"\" width=\"620\" height=\"377\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Educators are always striving to find ways to make curriculum relevant in students’ everyday lives. More and more teachers are using \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">social media around lessons\u003c/a>, allowing students to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">use their cell phones\u003c/a> to do research and participate in class, and developing their \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/whats-the-best-way-to-practice-project-based-learning/\">curriculum around projects\u003c/a> to ground learning around an activity. These strategies are all part of a larger goal to help students connect to social and cultural spaces.\u003c/p>\n\u003cp>And it's part of what defines “participatory learning,” coined by University of Southern California Annenberg Professor \u003ca href=\"http://annenberg.usc.edu/Faculty/Communication%20and%20Journalism/JenkinsH.aspx\">Henry Jenkins\u003c/a>, who published his first article on the topic “\u003ca href=\"http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF\">Confronting the Challenges of Participatory Culture\u003c/a>,” in 2006. His work sprang out of the desire to understand the grassroots nature of creativity, how projects are being shared online and what an increasingly networked culture looks like. Since then, he and a team of researchers at \u003ca href=\"http://www.annenberglab.com/\">USC’s Annenberg Innovation Lab\u003c/a> have been trying to understand the skills that young people need to creatively participate in a networked world.\u003c!--more-->\u003c/p>\n\u003cp>In an effort to change how American schools think about teaching, Jenkins’ team developed a strategy called \u003ca href=\"http://www.slideshare.net/ebreilly1/play-doc-01-15613677\">PLAY \u003c/a>(Participatory Learning and You) to explain the exploratory and experimental approach to teaching they think students would benefit from. The team worked with teachers in the Los Angeles Unified School District, and recently \u003ca href=\"http://www.slideshare.net/amandafo/play-doc-02\">released a series of studies\u003c/a> that describe what they found.\u003c/p>\n\u003cp>“PLAY describes a mode of experimentation, of testing materials, trying out new solutions, exploring new horizons,” Jenkins said. It’s how kids interact with games – throwing themselves in without reading the rules, testing the limits and feeling free to try and fail. But this learning style is hard to achieve in a system ruled by high-stakes testing where there is no room for students to fail. Everything they do goes on their academic record and they have become unaccustomed to experimenting.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The teachers who let it get a little messy are finding something very powerful.\"\u003c/p>\n\u003c/aside>\n\u003cp style=\"text-align: left\">Ed-tech has claimed a noisy role in the debate about how to engage kids with class work, but it isn’t the only way, he said. The ed-tech movement is one part of the participatory learning that Jenkins discusses, but there are other ways to help kids develop skills that will allow them to creatively connect with a culture that's increasingly networked.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: left\">“It’s about a shift in how they think rather than thinking that tech is going to save them or that they need to learn all these tools in order to play, in order to experiment and tinker,” said \u003ca href=\"http://annenberg.usc.edu/Faculty/Communication%20and%20Journalism/ReillyE.aspx\">Erin Reilly\u003c/a>, the project's research director who has led efforts to work with teachers on developing specific strategies for teaching kids ways to collaborate, problem-solve and think creatively.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #888888\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/fun-failure-how-to-make-learning-irresistible/\">\u003cstrong>How to Connect School Life to Real Life\u003c/strong>\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>What defines the PLAY strategy are things like creativity, co-learning, engagement and motivation, making learning relevant, and thinking of education as an ecosystem, where the connections between school, home, community and the broader world are all equally important. Using those principles, the goal is to teach skills students will need in the outside world -- things like exercising sound judgment.\u003c/p>\n\u003cp>“We’ve always wanted young people to critically engage with the information around them,” Jenkins said. “That takes on more urgency in an age of networked communication,” he said. Other skills have risen out of the technology’s influence, like the ability to visualize knowledge and understand visual information. Other skills, like multi-tasking and networking, have been around for a long time, but aren’t always emphasized in traditional classrooms.\u003c/p>\n\u003cp>The skills that PLAY fosters are based on values that lie beneath the social and cultural experience of this generation, Jenkins said. Educators in Los Angeles who have been incorporating PLAY methods learned how deeply these ideas run in society, no longer worried as much about the specific technology they used to teach. Instead, they felt the freedom to try low-tech ways of getting at the same ideas. The tools were far less important than the tactics that served the learning goals.\u003c/p>\n\u003cp>One of the biggest challenges for teachers attempting to implement PLAY’s pedagogy is letting go of some of the control that teachers are taught to maintain over their classrooms. A teacher-centered approach can stifle the creative, experimental, and sometimes accidental learning that can be transformative.\u003c/p>\n\u003cp>“What we hear a lot is teachers describing our approaches as messy, as getting out of control,” Jenkins said. “But the teachers who let it get a little messy are finding something very powerful.” Students might not be learning exactly the same thing, but they involve themselves and their passions in the learning, instilling a sense of ownership. But an apparently uncontrolled classroom can be hard to explain to an administrator who drops in, making it feel risky to teachers who are often alone in the fight to change public education.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #888888\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should Be Messy\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>One teacher in the study had every intention of letting her students experiment in content, but had a harder time letting go of the format. She had her students create public service announcements on whatever topic felt relevant to them. Students spoke to their families and friends before picking topics they found meaningful. One group worked on depression and shared personal experiences as part of the process.\u003c/p>\n\u003cp>When it came time to create a project, the teacher wanted students to use PowerPoint, a tool \u003cem>she\u003c/em> was familiar with, but let go of the idea and allowed them to make their projects on technology with which she was unfamiliar. Teacher and students learned together, each bringing something unique to the table. That type of co-learning is exactly what PLAY mentors feel needs to happen more often in classrooms.\u003c/p>\n\u003cp>But it’s not easy to be the sole innovator in a school. “Teachers all over the country are fighting this fight alone,” Jenkins said. “By putting our weight behind those teachers we can be a support to that evolution.” The USC team knows that they are working with early adopters and that scalability will be difficult. Still the long term goal is to eliminate a common question heard from students, “when will I ever have to use this.”\u003c/p>\n\u003ch4>WHAT ABOUT ASSESSMENTS?\u003c/h4>\n\u003cp>To gauge the impact of the PLAY program, the group performed a variety of assessments, including surveys, interviews, peer reflected videos. \"In the test-driven environment of the contemporary classroom, there is hardly ever any free time,\" Reilly said. \"Even in after-school programs, there is a strong push for evaluation, assessment, and continuation of the school day, leaving fewer opportunities for children to play, explore and use their imaginations.\"\u003c/p>\n\u003cp>Despite decades of calls for inquiry-based learning, many teachers find they have less time to experiment with open-learning practices, she added, and as a result, the goal to help learners develop 21st century skills is in direct opposition to the expectation that they teach to the test.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/got-a-problem-students-can-find-the-solution/\">Got a Problem? Let Students Find the Solution\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>So the group approached assessments in this way, Reilly said: \"We understand the Common Core Standards define what all students are expected to know and be able to do, but not how teachers should teach. We introduced teachers to new practices and ways of thinking about teaching. This, in turn was not to detract from addressing the requirement teachers have of preparing their students for the tests, but instead to give new practices that could result in perhaps more engaged students with material relevant to them so that the knowledge was gained in a different way -- thus resulting in we hope better results for the tests.\"\u003c/p>\n\u003cp>For instance, one middle school science teacher, experimented with a new activity that required letting go: rather than leading his students to a solution, he allowed for unexpected outcomes as his students used their collective knowledge to understand and solve the problem. The teacher gave students an array of artifacts, such as plastic tubing, paper and tape, and asked them to create a physical representation of what they had learned about how the digestive system functions. He wanted to use this opportunity to explore assessment in collaborative learning settings, and to examine how peer-to-peer processes could foster deep learning.\u003c/p>\n\u003cp>In addition to the project, the teacher also implemented a traditional written test, asking them to sequentially identify how the digestive system works. More than 98 percent scored well, Reilly said.\u003c/p>\n\u003cp>“They used the time order transitional words correctly... and that is actually a California Standards Test question that they have to take at the end of this year,” the teacher said. From that point forward, students continued to suggest ways of applying the tools and resources around them to creatively and collaboratively engage in their assignments.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>For more information, read \u003ca href=\"http://www.slideshare.net/ebreilly1/designing-with-teachers-participatory-models-of-professional-development\">Designing With Teachers: Participatory to Professional Development in Education\u003c/a>, \u003ca href=\"http://www.slideshare.net/ebreilly1/play-doc-01-15613677\">Shall We Play? \u003c/a>and \u003ca href=\"http://www.slideshare.net/ebreilly1/play-participatory-learning-and-you\">PLAY! Participatory Learning and You\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/gear-brains/\" rel=\"attachment wp-att-26266\">\u003cimg class=\"alignright size-large wp-image-26266\" title=\"gear-brains\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/gear-brains-620x377.jpg\" alt=\"\" width=\"620\" height=\"377\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Educators are always striving to find ways to make curriculum relevant in students’ everyday lives. More and more teachers are using \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">social media around lessons\u003c/a>, allowing students to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">use their cell phones\u003c/a> to do research and participate in class, and developing their \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/whats-the-best-way-to-practice-project-based-learning/\">curriculum around projects\u003c/a> to ground learning around an activity. These strategies are all part of a larger goal to help students connect to social and cultural spaces.\u003c/p>\n\u003cp>And it's part of what defines “participatory learning,” coined by University of Southern California Annenberg Professor \u003ca href=\"http://annenberg.usc.edu/Faculty/Communication%20and%20Journalism/JenkinsH.aspx\">Henry Jenkins\u003c/a>, who published his first article on the topic “\u003ca href=\"http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF\">Confronting the Challenges of Participatory Culture\u003c/a>,” in 2006. His work sprang out of the desire to understand the grassroots nature of creativity, how projects are being shared online and what an increasingly networked culture looks like. Since then, he and a team of researchers at \u003ca href=\"http://www.annenberglab.com/\">USC’s Annenberg Innovation Lab\u003c/a> have been trying to understand the skills that young people need to creatively participate in a networked world.\u003c!--more-->\u003c/p>\n\u003cp>In an effort to change how American schools think about teaching, Jenkins’ team developed a strategy called \u003ca href=\"http://www.slideshare.net/ebreilly1/play-doc-01-15613677\">PLAY \u003c/a>(Participatory Learning and You) to explain the exploratory and experimental approach to teaching they think students would benefit from. The team worked with teachers in the Los Angeles Unified School District, and recently \u003ca href=\"http://www.slideshare.net/amandafo/play-doc-02\">released a series of studies\u003c/a> that describe what they found.\u003c/p>\n\u003cp>“PLAY describes a mode of experimentation, of testing materials, trying out new solutions, exploring new horizons,” Jenkins said. It’s how kids interact with games – throwing themselves in without reading the rules, testing the limits and feeling free to try and fail. But this learning style is hard to achieve in a system ruled by high-stakes testing where there is no room for students to fail. Everything they do goes on their academic record and they have become unaccustomed to experimenting.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The teachers who let it get a little messy are finding something very powerful.\"\u003c/p>\n\u003c/aside>\n\u003cp style=\"text-align: left\">Ed-tech has claimed a noisy role in the debate about how to engage kids with class work, but it isn’t the only way, he said. The ed-tech movement is one part of the participatory learning that Jenkins discusses, but there are other ways to help kids develop skills that will allow them to creatively connect with a culture that's increasingly networked.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\">“It’s about a shift in how they think rather than thinking that tech is going to save them or that they need to learn all these tools in order to play, in order to experiment and tinker,” said \u003ca href=\"http://annenberg.usc.edu/Faculty/Communication%20and%20Journalism/ReillyE.aspx\">Erin Reilly\u003c/a>, the project's research director who has led efforts to work with teachers on developing specific strategies for teaching kids ways to collaborate, problem-solve and think creatively.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #888888\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/fun-failure-how-to-make-learning-irresistible/\">\u003cstrong>How to Connect School Life to Real Life\u003c/strong>\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>What defines the PLAY strategy are things like creativity, co-learning, engagement and motivation, making learning relevant, and thinking of education as an ecosystem, where the connections between school, home, community and the broader world are all equally important. Using those principles, the goal is to teach skills students will need in the outside world -- things like exercising sound judgment.\u003c/p>\n\u003cp>“We’ve always wanted young people to critically engage with the information around them,” Jenkins said. “That takes on more urgency in an age of networked communication,” he said. Other skills have risen out of the technology’s influence, like the ability to visualize knowledge and understand visual information. Other skills, like multi-tasking and networking, have been around for a long time, but aren’t always emphasized in traditional classrooms.\u003c/p>\n\u003cp>The skills that PLAY fosters are based on values that lie beneath the social and cultural experience of this generation, Jenkins said. Educators in Los Angeles who have been incorporating PLAY methods learned how deeply these ideas run in society, no longer worried as much about the specific technology they used to teach. Instead, they felt the freedom to try low-tech ways of getting at the same ideas. The tools were far less important than the tactics that served the learning goals.\u003c/p>\n\u003cp>One of the biggest challenges for teachers attempting to implement PLAY’s pedagogy is letting go of some of the control that teachers are taught to maintain over their classrooms. A teacher-centered approach can stifle the creative, experimental, and sometimes accidental learning that can be transformative.\u003c/p>\n\u003cp>“What we hear a lot is teachers describing our approaches as messy, as getting out of control,” Jenkins said. “But the teachers who let it get a little messy are finding something very powerful.” Students might not be learning exactly the same thing, but they involve themselves and their passions in the learning, instilling a sense of ownership. But an apparently uncontrolled classroom can be hard to explain to an administrator who drops in, making it feel risky to teachers who are often alone in the fight to change public education.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #888888\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should Be Messy\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>One teacher in the study had every intention of letting her students experiment in content, but had a harder time letting go of the format. She had her students create public service announcements on whatever topic felt relevant to them. Students spoke to their families and friends before picking topics they found meaningful. One group worked on depression and shared personal experiences as part of the process.\u003c/p>\n\u003cp>When it came time to create a project, the teacher wanted students to use PowerPoint, a tool \u003cem>she\u003c/em> was familiar with, but let go of the idea and allowed them to make their projects on technology with which she was unfamiliar. Teacher and students learned together, each bringing something unique to the table. That type of co-learning is exactly what PLAY mentors feel needs to happen more often in classrooms.\u003c/p>\n\u003cp>But it’s not easy to be the sole innovator in a school. “Teachers all over the country are fighting this fight alone,” Jenkins said. “By putting our weight behind those teachers we can be a support to that evolution.” The USC team knows that they are working with early adopters and that scalability will be difficult. Still the long term goal is to eliminate a common question heard from students, “when will I ever have to use this.”\u003c/p>\n\u003ch4>WHAT ABOUT ASSESSMENTS?\u003c/h4>\n\u003cp>To gauge the impact of the PLAY program, the group performed a variety of assessments, including surveys, interviews, peer reflected videos. \"In the test-driven environment of the contemporary classroom, there is hardly ever any free time,\" Reilly said. \"Even in after-school programs, there is a strong push for evaluation, assessment, and continuation of the school day, leaving fewer opportunities for children to play, explore and use their imaginations.\"\u003c/p>\n\u003cp>Despite decades of calls for inquiry-based learning, many teachers find they have less time to experiment with open-learning practices, she added, and as a result, the goal to help learners develop 21st century skills is in direct opposition to the expectation that they teach to the test.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/got-a-problem-students-can-find-the-solution/\">Got a Problem? Let Students Find the Solution\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>So the group approached assessments in this way, Reilly said: \"We understand the Common Core Standards define what all students are expected to know and be able to do, but not how teachers should teach. We introduced teachers to new practices and ways of thinking about teaching. This, in turn was not to detract from addressing the requirement teachers have of preparing their students for the tests, but instead to give new practices that could result in perhaps more engaged students with material relevant to them so that the knowledge was gained in a different way -- thus resulting in we hope better results for the tests.\"\u003c/p>\n\u003cp>For instance, one middle school science teacher, experimented with a new activity that required letting go: rather than leading his students to a solution, he allowed for unexpected outcomes as his students used their collective knowledge to understand and solve the problem. The teacher gave students an array of artifacts, such as plastic tubing, paper and tape, and asked them to create a physical representation of what they had learned about how the digestive system functions. He wanted to use this opportunity to explore assessment in collaborative learning settings, and to examine how peer-to-peer processes could foster deep learning.\u003c/p>\n\u003cp>In addition to the project, the teacher also implemented a traditional written test, asking them to sequentially identify how the digestive system works. More than 98 percent scored well, Reilly said.\u003c/p>\n\u003cp>“They used the time order transitional words correctly... and that is actually a California Standards Test question that they have to take at the end of this year,” the teacher said. From that point forward, students continued to suggest ways of applying the tools and resources around them to creatively and collaboratively engage in their assignments.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For more information, read \u003ca href=\"http://www.slideshare.net/ebreilly1/designing-with-teachers-participatory-models-of-professional-development\">Designing With Teachers: Participatory to Professional Development in Education\u003c/a>, \u003ca href=\"http://www.slideshare.net/ebreilly1/play-doc-01-15613677\">Shall We Play? \u003c/a>and \u003ca href=\"http://www.slideshare.net/ebreilly1/play-participatory-learning-and-you\">PLAY! Participatory Learning and You\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_26152\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 508px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/screen-shot-2013-01-02-at-10-39-58-am/\" rel=\"attachment wp-att-26152\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-26152\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-02-at-10.39.58-AM.png\" alt=\"\" width=\"508\" height=\"318\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/Screen-Shot-2013-01-02-at-10.39.58-AM.png 508w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/Screen-Shot-2013-01-02-at-10.39.58-AM-400x250.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/Screen-Shot-2013-01-02-at-10.39.58-AM-320x200.png 320w\" sizes=\"(max-width: 508px) 100vw, 508px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Screenshot/High Tech High\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The term “\u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning\u003c/a>” gets tossed around a lot in discussions about how to connect students to what they’re learning. Teachers might add projects meant to illustrate what students have learned, but may not realize what they’re doing is actually called “\u003ca href=\"http://howtovideos.hightechhigh.org/video/265/What+Project+Based+Learning+Isn%27t\">project-oriented learning\u003c/a>.” And it’s quite different from project-based learning, according to eighth grade Humanities teacher Azul Terronez.\u003c/p>\n\u003cp>Terronez, who teaches at \u003ca href=\"http://www.hightechhigh.org/schools/HTM/\">High Tech Middle\u003c/a>, a public charter school in San Diego, Calif says that when an educator teaches a unit of study, then assigns a project, that is not project-based learning because the discovery didn’t arise from the project itself. And kids can see through the idea of a so-called “fun project” for what it often is – busy work. “They don’t see it as learning; they see it as something else to do,” said Terronez. “They don’t see the value.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“If you inspire them to care about it and draw parallels with their world, then they care and remember.”\u003c/p>\n\u003c/aside>\n\u003cp>For Terronez, the goal is to always connect classroom learning to its applications in the outside world. He’s found that when the project is based in the real world, addressing problems that people actually face, and not focused on a grade, students are naturally invested. “If you inspire them to care about it and draw parallels with their world then they care and remember,” he said.\u003c!--more-->\u003c/p>\n\u003cp>It takes a lot of diligent planning by the teacher to design projects that give students space to explore themes and real-world resonance to make it meaningful for them. And it takes trust in the students, as well.\u003c/p>\n\u003cp>When Terronez assigns a writing project, it’s rarely just for a grade. Rather, the goal of the assignment is to be published in an anthology or in some other way relevant to the world around them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here are just a few examples of some the innovative things Terroniez has tried.\u003c/p>\n\u003ch4>\u003cstrong>1. DESIGN YOUR OWN CLASSROOM.\u003c/strong>\u003c/h4>\n\u003cp>When students arrived on the first day of school they found an empty classroom. The first project Terronez asked his students to undertake was designing their own learning space, one that would support experience-based, collaborative learning. “I wanted to see what would happen to my instruction and the student’s learning if we didn’t let the classroom design, desk, chairs, whiteboard, etc. form the way I teach class,”Terronez wrote on \u003ca href=\"http://blogs.hightechhigh.org/aterronez/\">his blog\u003c/a>. “What would come of the studio space that used to be my classroom if students became the designers of their own space?” From the outset, the project mattered to the students and they took it seriously.\u003c/p>\n\u003ch4>\u003cstrong>2. DESIGN AN IPOD APP.\u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>Terronez asked his students to design an iPod app that would solve a real-world problem. They came up with an idea, designed the display icon, figured out how users would navigate the app, prototyped sample tabs, then pitched their mock-up to an audience. They didn’t actually code the project, but they did all the conceptual product development. A sample project, the Virtual Yard Sale, allowed yard salers to post a virtual sale, listing the items that corresponded to their actual yard sale. This way, buyers could bid on items before stopping by to pick them up.\u003c/p>\n\u003ch4>\u003cstrong>3. HOVERCRAFT PARADE.\u003c/strong>\u003c/h4>\n\u003cp>In a project exploring air pressure, Terronez’s students built their own hovercrafts using a leaf blower as the engine. When the hovercrafts worked, the students designed 3D representations of themes from “\u003ca href=\"http://store.discoveryeducation.com/product/show/52061\">Freedom Fighters\u003c/a>,” a Discovery School education video about racial struggles featuring the stories of Nelson Mandela and Martin Luther King. Their creations were featured in a hovercraft parade on Election Day.\u003cbr>\n\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003cem>[\u003cstrong>\u003cspan style=\"color: #808080\">RELATED:\u003c/span>\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/whats-the-best-way-to-practice-project-based-learning/\">What’s the Best Way to Practice Project-Based Learning?\u003c/a>]\u003c/em>\u003c/p>\n\u003ch5>\u003c/h5>\n\u003ch5>\u003c/h5>\n\u003ch4>\u003cstrong>4. IRON CHEF COOK-OFF.\u003c/strong>\u003c/h4>\n\u003cp>To understand the reasons behind colonization, Terronez explored the spice trade with his class. Students participated in an “Iron Chef” competition where they each picked a spice important during the Imperial era in Europe, learned its history and then had a cooking competition featuring both the history of the spice and a dish. Other students then judged both the cooking and the content.\u003c/p>\n\u003ch4>\u003cstrong>5. LABEL-READING LITERACY.\u003c/strong>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>These projects were all undertaken without Terronez “teaching” anything. The learning developed along with the project, guided by an educator who had already put a lot of planning hours into the intended outcomes. Students took the projects in whatever direction most interested them and the teacher’s job became pushing students to think through the real implications of their choices.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #888888\">[\u003c/span>\u003cstrong>\u003cspan style=\"color: #808080\">RELATED\u003c/span>\u003c/strong>\u003cspan style=\"color: #888888\">:\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/life-in-a-21st-century-english-class/\">Life in a 21-st Century English Class\u003c/a>\u003c/em>\u003cspan style=\"color: #888888\">]\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26152\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 508px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/screen-shot-2013-01-02-at-10-39-58-am/\" rel=\"attachment wp-att-26152\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-26152\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-02-at-10.39.58-AM.png\" alt=\"\" width=\"508\" height=\"318\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/Screen-Shot-2013-01-02-at-10.39.58-AM.png 508w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/Screen-Shot-2013-01-02-at-10.39.58-AM-400x250.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/Screen-Shot-2013-01-02-at-10.39.58-AM-320x200.png 320w\" sizes=\"(max-width: 508px) 100vw, 508px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Screenshot/High Tech High\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The term “\u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning\u003c/a>” gets tossed around a lot in discussions about how to connect students to what they’re learning. Teachers might add projects meant to illustrate what students have learned, but may not realize what they’re doing is actually called “\u003ca href=\"http://howtovideos.hightechhigh.org/video/265/What+Project+Based+Learning+Isn%27t\">project-oriented learning\u003c/a>.” And it’s quite different from project-based learning, according to eighth grade Humanities teacher Azul Terronez.\u003c/p>\n\u003cp>Terronez, who teaches at \u003ca href=\"http://www.hightechhigh.org/schools/HTM/\">High Tech Middle\u003c/a>, a public charter school in San Diego, Calif says that when an educator teaches a unit of study, then assigns a project, that is not project-based learning because the discovery didn’t arise from the project itself. And kids can see through the idea of a so-called “fun project” for what it often is – busy work. “They don’t see it as learning; they see it as something else to do,” said Terronez. “They don’t see the value.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“If you inspire them to care about it and draw parallels with their world, then they care and remember.”\u003c/p>\n\u003c/aside>\n\u003cp>For Terronez, the goal is to always connect classroom learning to its applications in the outside world. He’s found that when the project is based in the real world, addressing problems that people actually face, and not focused on a grade, students are naturally invested. “If you inspire them to care about it and draw parallels with their world then they care and remember,” he said.\u003c!--more-->\u003c/p>\n\u003cp>It takes a lot of diligent planning by the teacher to design projects that give students space to explore themes and real-world resonance to make it meaningful for them. And it takes trust in the students, as well.\u003c/p>\n\u003cp>When Terronez assigns a writing project, it’s rarely just for a grade. Rather, the goal of the assignment is to be published in an anthology or in some other way relevant to the world around them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here are just a few examples of some the innovative things Terroniez has tried.\u003c/p>\n\u003ch4>\u003cstrong>1. DESIGN YOUR OWN CLASSROOM.\u003c/strong>\u003c/h4>\n\u003cp>When students arrived on the first day of school they found an empty classroom. The first project Terronez asked his students to undertake was designing their own learning space, one that would support experience-based, collaborative learning. “I wanted to see what would happen to my instruction and the student’s learning if we didn’t let the classroom design, desk, chairs, whiteboard, etc. form the way I teach class,”Terronez wrote on \u003ca href=\"http://blogs.hightechhigh.org/aterronez/\">his blog\u003c/a>. “What would come of the studio space that used to be my classroom if students became the designers of their own space?” From the outset, the project mattered to the students and they took it seriously.\u003c/p>\n\u003ch4>\u003cstrong>2. DESIGN AN IPOD APP.\u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>Terronez asked his students to design an iPod app that would solve a real-world problem. They came up with an idea, designed the display icon, figured out how users would navigate the app, prototyped sample tabs, then pitched their mock-up to an audience. They didn’t actually code the project, but they did all the conceptual product development. A sample project, the Virtual Yard Sale, allowed yard salers to post a virtual sale, listing the items that corresponded to their actual yard sale. This way, buyers could bid on items before stopping by to pick them up.\u003c/p>\n\u003ch4>\u003cstrong>3. HOVERCRAFT PARADE.\u003c/strong>\u003c/h4>\n\u003cp>In a project exploring air pressure, Terronez’s students built their own hovercrafts using a leaf blower as the engine. When the hovercrafts worked, the students designed 3D representations of themes from “\u003ca href=\"http://store.discoveryeducation.com/product/show/52061\">Freedom Fighters\u003c/a>,” a Discovery School education video about racial struggles featuring the stories of Nelson Mandela and Martin Luther King. Their creations were featured in a hovercraft parade on Election Day.\u003cbr>\n\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003cem>[\u003cstrong>\u003cspan style=\"color: #808080\">RELATED:\u003c/span>\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/whats-the-best-way-to-practice-project-based-learning/\">What’s the Best Way to Practice Project-Based Learning?\u003c/a>]\u003c/em>\u003c/p>\n\u003ch5>\u003c/h5>\n\u003ch5>\u003c/h5>\n\u003ch4>\u003cstrong>4. IRON CHEF COOK-OFF.\u003c/strong>\u003c/h4>\n\u003cp>To understand the reasons behind colonization, Terronez explored the spice trade with his class. Students participated in an “Iron Chef” competition where they each picked a spice important during the Imperial era in Europe, learned its history and then had a cooking competition featuring both the history of the spice and a dish. Other students then judged both the cooking and the content.\u003c/p>\n\u003ch4>\u003cstrong>5. LABEL-READING LITERACY.\u003c/strong>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>These projects were all undertaken without Terronez “teaching” anything. The learning developed along with the project, guided by an educator who had already put a lot of planning hours into the intended outcomes. Students took the projects in whatever direction most interested them and the teacher’s job became pushing students to think through the real implications of their choices.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #888888\">[\u003c/span>\u003cstrong>\u003cspan style=\"color: #808080\">RELATED\u003c/span>\u003c/strong>\u003cspan style=\"color: #888888\">:\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/life-in-a-21st-century-english-class/\">Life in a 21-st Century English Class\u003c/a>\u003c/em>\u003cspan style=\"color: #888888\">]\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch5>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/78520708.jpg\">\u003cimg class=\"alignright size-large wp-image-24490\" title=\"78520708\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/78520708-620x338.jpg\" alt=\"\" width=\"620\" height=\"338\">\u003c/a>By Anne Jolly\u003c/strong>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Excited and inspired about the subjects they teach, math and science educators ideally want their classrooms to dive into real-world challenges. But they're faced with the predictable realities of the school day when designing their curriculum. Each year, students seem to lose interest as the subjects become more difficult and abstract. “And what use is this anyway?” students. Why should they learn it?\u003c/p>\n\u003cp>Though educators know that real-world application would help students engage more fully with the subjects and understand the vital role in solving real problems, they're overwhelmed by how to make this happen. Just a few of their obstacles:\u003c/p>\n\u003cul>\n\u003cli>“My school system has an obsessive focus on student testing, and that’s all they want me to teach toward – test objectives, test objectives, test objectives.”\u003c/li>\n\u003cli>“Our course of study has so many objectives to teach that I don’t have the time to go deeply into any one area – at least, not in the way that STEM teaching requires.”\u003c/li>\n\u003cli>“I have no control over what I teach or when I teach it. I have to stay with the pacing guide. I even have to teach flowering plants in January!”\u003c/li>\n\u003cli>“I don’t have time to teach STEM curriculum. In fact, I don’t even have time to plan STEM lessons. And I don’t have materials and equipment for hands-on activities in all the classes I teach.”\u003c/li>\n\u003c/ul>\n\u003cp>STEM teachers need ongoing professional development to strengthen and develop the expertise \u003c!--more-->they need to teach these complicated subjects. To that end, some ideas:\u003c/p>\n\u003cul>\n\u003cli>Engineering experiences for teachers. These might be summer programs that allow middle-school teachers from STEM fields to work with engineers and scientists. Are there industries in your area that might provide those opportunities?\u003c/li>\n\u003cli>Summer STEM camps and workshops for teachers. These should use a problem-solving approach and provide teachers with tools to integrate STEM applications into their lessons.\u003c/li>\n\u003cli>Higher education partnerships. Nearby colleges might provide subject area updates to keep K-12 teachers of math and science on the STEM cutting edge.\u003c/li>\n\u003cli>Ongoing in-school collaboration among science and math teachers. Support is urgently needed so that teachers in these core STEM subjects can continue learning in their content areas, work together to develop and coordinate lessons, assess the impact on students, and hold each other accountable for incorporating STEM into their lessons.\u003c/li>\n\u003c/ul>\n\u003cp>This last piece should be considered seriously: Why not start a professional learning team to focus specifically on learning and teaching STEM? Without regular, supportive collaboration, intended changes in classroom teaching often don’t stick. Imagine that all teachers of math and science in your school are on board with teaching STEM and are continually working together to improve their teaching in this area. Imagine that school and system leaders have the courage to step off the test prep train and support a project- and inquiry-based approach to instruction. Would all this make a difference for students?\u003c/p>\n\u003cp>Despite pressures and roadblocks, well-prepared teachers who have opportunities for continual learning can succeed at developing successful STEM classroom initiatives on their own. Educators can build quite an extensive toolkit of resources from a number of reputable sites.\u003c/p>\n\u003cul>\n\u003cli>The\u003ca href=\"http://www.pbs.org/teachers/stem/\"> PBS Teachers STEM Education Resource Center\u003c/a> introduces a number of selected STEM education resources including lesson plans, videos, science, math, technology, and engineering resources at all grade levels. In fact, their\u003ca href=\"http://www.pbs.org/teachers/search/resources/?q=STEM&x=42&y=12\"> STEM database\u003c/a> contains nearly 4,000 science, technology, engineering, and math resources for grades preK-12.\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong> \u003ca href=\"http://educate.intel.com/en/DesignDiscovery/Curriculum/\">Intel Design and Discovery\u003c/a> site focuses on guiding students ages 11-15 to experience engineering through the design process. This site offers a comprehensive inquiry-based curriculum which introduces students to all the components of a good STEM project.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong>The \u003ca href=\"http://www.teachengineering.org/\">Teach Engineering\u003c/a> digital library provides teacher-tested, standards-based engineering content for K-12 teachers to use in science and math classrooms. Engineering lessons are mapped to educational content standards. In addition, suggested materials are usually inexpensive, and activities are relevant to children’s daily lives.\u003c/li>\n\u003c/ul>\n\u003cdiv>\u003cem>Anne Jolly was recognized as Alabama Teacher of the Year during her years as a middle grades science teacher. Today, she works with teacher teams in schools across the Southeast to help them take control of their own professional learning. Her practical how-to book \u003ca href=\"https://www.learningforwardstore.org/mm5/merchant.mvc?Session_ID=a1a71f6c12260a8b27f3163b2225f96e&Store_Code=The_Learning_Forward_Store&Screen=PROD&Product_Code=B394\">Team to Teach\u003c/a> is published by Learning Forward. A version of this post appeared on \u003ca href=\"http://www.middleweb.com/3656/stem-the-teachers-dilemma/\">MiddleWeb\u003c/a>.\u003c/em>\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/78520708.jpg\">\u003cimg class=\"alignright size-large wp-image-24490\" title=\"78520708\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/78520708-620x338.jpg\" alt=\"\" width=\"620\" height=\"338\">\u003c/a>By Anne Jolly\u003c/strong>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Excited and inspired about the subjects they teach, math and science educators ideally want their classrooms to dive into real-world challenges. But they're faced with the predictable realities of the school day when designing their curriculum. Each year, students seem to lose interest as the subjects become more difficult and abstract. “And what use is this anyway?” students. Why should they learn it?\u003c/p>\n\u003cp>Though educators know that real-world application would help students engage more fully with the subjects and understand the vital role in solving real problems, they're overwhelmed by how to make this happen. Just a few of their obstacles:\u003c/p>\n\u003cul>\n\u003cli>“My school system has an obsessive focus on student testing, and that’s all they want me to teach toward – test objectives, test objectives, test objectives.”\u003c/li>\n\u003cli>“Our course of study has so many objectives to teach that I don’t have the time to go deeply into any one area – at least, not in the way that STEM teaching requires.”\u003c/li>\n\u003cli>“I have no control over what I teach or when I teach it. I have to stay with the pacing guide. I even have to teach flowering plants in January!”\u003c/li>\n\u003cli>“I don’t have time to teach STEM curriculum. In fact, I don’t even have time to plan STEM lessons. And I don’t have materials and equipment for hands-on activities in all the classes I teach.”\u003c/li>\n\u003c/ul>\n\u003cp>STEM teachers need ongoing professional development to strengthen and develop the expertise \u003c!--more-->they need to teach these complicated subjects. To that end, some ideas:\u003c/p>\n\u003cul>\n\u003cli>Engineering experiences for teachers. These might be summer programs that allow middle-school teachers from STEM fields to work with engineers and scientists. Are there industries in your area that might provide those opportunities?\u003c/li>\n\u003cli>Summer STEM camps and workshops for teachers. These should use a problem-solving approach and provide teachers with tools to integrate STEM applications into their lessons.\u003c/li>\n\u003cli>Higher education partnerships. Nearby colleges might provide subject area updates to keep K-12 teachers of math and science on the STEM cutting edge.\u003c/li>\n\u003cli>Ongoing in-school collaboration among science and math teachers. Support is urgently needed so that teachers in these core STEM subjects can continue learning in their content areas, work together to develop and coordinate lessons, assess the impact on students, and hold each other accountable for incorporating STEM into their lessons.\u003c/li>\n\u003c/ul>\n\u003cp>This last piece should be considered seriously: Why not start a professional learning team to focus specifically on learning and teaching STEM? Without regular, supportive collaboration, intended changes in classroom teaching often don’t stick. Imagine that all teachers of math and science in your school are on board with teaching STEM and are continually working together to improve their teaching in this area. Imagine that school and system leaders have the courage to step off the test prep train and support a project- and inquiry-based approach to instruction. Would all this make a difference for students?\u003c/p>\n\u003cp>Despite pressures and roadblocks, well-prepared teachers who have opportunities for continual learning can succeed at developing successful STEM classroom initiatives on their own. Educators can build quite an extensive toolkit of resources from a number of reputable sites.\u003c/p>\n\u003cul>\n\u003cli>The\u003ca href=\"http://www.pbs.org/teachers/stem/\"> PBS Teachers STEM Education Resource Center\u003c/a> introduces a number of selected STEM education resources including lesson plans, videos, science, math, technology, and engineering resources at all grade levels. In fact, their\u003ca href=\"http://www.pbs.org/teachers/search/resources/?q=STEM&x=42&y=12\"> STEM database\u003c/a> contains nearly 4,000 science, technology, engineering, and math resources for grades preK-12.\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong> \u003ca href=\"http://educate.intel.com/en/DesignDiscovery/Curriculum/\">Intel Design and Discovery\u003c/a> site focuses on guiding students ages 11-15 to experience engineering through the design process. This site offers a comprehensive inquiry-based curriculum which introduces students to all the components of a good STEM project.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong>The \u003ca href=\"http://www.teachengineering.org/\">Teach Engineering\u003c/a> digital library provides teacher-tested, standards-based engineering content for K-12 teachers to use in science and math classrooms. Engineering lessons are mapped to educational content standards. In addition, suggested materials are usually inexpensive, and activities are relevant to children’s daily lives.\u003c/li>\n\u003c/ul>\n\u003cdiv>\u003cem>Anne Jolly was recognized as Alabama Teacher of the Year during her years as a middle grades science teacher. Today, she works with teacher teams in schools across the Southeast to help them take control of their own professional learning. Her practical how-to book \u003ca href=\"https://www.learningforwardstore.org/mm5/merchant.mvc?Session_ID=a1a71f6c12260a8b27f3163b2225f96e&Store_Code=The_Learning_Forward_Store&Screen=PROD&Product_Code=B394\">Team to Teach\u003c/a> is published by Learning Forward. A version of this post appeared on \u003ca href=\"http://www.middleweb.com/3656/stem-the-teachers-dilemma/\">MiddleWeb\u003c/a>.\u003c/em>\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How to Turn Your Classroom into an Idea Factory",
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"content": "\u003cfigure id=\"attachment_23409\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/sfbrightworks/7566329228/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23409\" title=\"7566329228_4d5377458b_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7566329228_4d5377458b_z-620x410.jpg\" alt=\"\" width=\"620\" height=\"410\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students building a cafe at Brightworks School in San Francisco.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Suzie Boss\u003c/h5>\n\u003ch5>The following suggestions for turning K-12 classrooms into innovation spaces come from \u003ca href=\"http://archive.solution-tree.com/Public/LookInside.aspx?ProductCode=BKF546\">\u003cem>Bringing Innovation to School: Empowering Students to Thrive in a Changing World\u003c/em>\u003c/a>, published in July by Solution Tree.\u003c/h5>\n\u003cp class=\"dropcap-serif\">How can we prepare today’s students to become tomorrow’s innovators? It’s an urgent challenge, repeated by President Obama, corporate CEOs, and global education experts like Yong Zhao and Tony Wagner. Virtually every discussion of 21\u003csup>st\u003c/sup>-century learning puts innovation and its close cousin, creativity, atop the list of skills students must have for the future.\u003c/p>\n\u003cp>If we’re serious about preparing students to become innovators, educators have some hard work ahead. Getting students ready to tackle tomorrow’s challenges means helping them develop a new set of skills and fresh ways of thinking that they won’t acquire through textbook-driven instruction. Students need opportunities to practice these skills on right-sized projects, with supports in place to scaffold learning. They need to persist and learn from setbacks. That’s how they’ll develop the confidence to tackle difficult problems.\u003c/p>\n\u003cp>How do we fill the gap between saying we must encourage innovation and teaching students how to actually generate and execute original ideas? The answers are emerging from classrooms across the country where pioneering teachers are making innovation a priority. Their strategies vary widely, from tinkering workshops and design studios to digital gaming and global challenges. By emphasizing problem solving and creativity in the core curriculum, these advance scouts are demonstrating that innovation is both powerful and teachable.\u003c/p>\n\u003cp>Across disparate fields, from engineering and technology to the social and environmental sectors, innovators use a common problem-solving process. They frame problems carefully, looking at issues from all sides to find opportunity gaps. They may generate many possible solutions before focusing their efforts. They refine solutions through iterative cycles, learning from failure along with success. When they hit on worthy ideas, innovators network with others and share results widely.\u003c/p>\n\u003cp>In the classroom, this same process corresponds neatly with the stages of project-based learning. In PBL, students investigate intriguing questions that lead them to learn important academic content. They apply their learning to create something new, demonstrate their understanding, or teach others about the issue they have explored. By emphasizing key thinking skills throughout the PBL process, teachers can guide students to operate the same way that innovators do in all kinds of settings.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here are eight tips to borrow from classrooms where teachers are reinventing yesterday’s schools as tomorrow’s idea factories.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. WELCOME AUTHENTIC QUESTIONS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Good projects start with good questions. Listen closely to students to find out what makes them curious. Instead of presenting them with ready-made assignments, invite student feedback when \u003c!--more-->you are designing projects. Make sure your driving questions for projects involve real-world issues that students care about investigating.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>2. ENCOURAGE EFFECTIVE TEAMWORK.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Projects offer an ideal context to develop students’ collaboration skills, but make sure teamwork doesn’t feel contrived. If projects are too big for any one student to manage alone, team members will have a real reason to rely on each other’s contributions. Teach students how to break a big project into manageable pieces and bring out the best ideas from everyone on the team. Offer them examples of innovations (from the Mars rover to the iPad) that wouldn’t have been possible without team efforts.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>3. BE READY TO GO BIG.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Innovators have a tendency to think big. They know how to use social networking tools to make a worthy idea go viral. Encourage students to share their projects with audiences beyond the classroom, using digital tools like YouTube or online publishing sites. Help them build networks to exchange ideas with peers and learn from experts around the globe.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>4. BUILD EMPATHY. \u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>Innovation doesn’t happen in a vacuum. Innovators who have empathy can step outside their own perspective and see issues from multiple viewpoints. Approaching a problem this way leads to better solutions. Teach students strategies for making field observations, conducting focus groups or user interviews, or gathering stories that offer insights into others’ perspectives.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>5. UNCOVER PASSION.\u003c/strong>\u003c/p>\n\u003cp>Passion is what keeps innovators motivated to persist despite long odds and flawed first efforts. Find out what drives students’ interests during out-of-school time, and look for opportunities to connect these pursuits with school projects. Ask students: When you feel most creative, what are you doing? What tools or technologies are you using? Their answers should set the stage for more engaging projects.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>6. AMPLIFY WORTHY IDEAS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>In today’s flat world, where access to information is ubiquitous, innovation can happen anywhere. Opportunities to support good ideas are also getting flattened. Philanthropy and venture funding, once reserved for the wealthy, have been crowdsourced with online platforms like Kiva (\u003ca href=\"http://www.kiva.org\">www.kiva.org\u003c/a>) and Kickstarter (\u003ca href=\"http://www.kickstarter.com\">www.kickstarter.com\u003c/a>). To participate fully in the culture of innovation, students need to be able to do more than generate their own ideas. They also need to know how to critically evaluate others’ brainstorms and decide which ones are worth supporting. Develop classroom protocols for students to critically evaluate each other’s ideas. They may decide to throw their collective energy behind one promising idea or pull components from multiple teams into a final project.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>7. KNOW WHEN TO SAY NO.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Being a critical thinker also means being able to spot ideas that aren’t ready for prime time. Bold new ideas may have bugs that need to be worked out. An approach that appears to be a game-changer may be too expensive for the benefits it affords or may have unanticipated consequences. Give students opportunities to look for potential pitfalls and know when to say no.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>8. ENCOURAGE BREAKTHROUGHS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Will students come up with breakthrough ideas in every project? Probably not, but you can encourage them to stretch their thinking by setting ambitious goals. What would students be able to do or demonstrate if they were truly operating as innovators? Provide them with real-world examples by sharing stories of innovators from many fields, including social innovators who tackle wicked problems like poverty or illiteracy. Share the back stories of breakthroughs to show how much effort went into each inspired idea. Let students know they can’t expect to reach breakthrough solutions to every problem they tackle. Finding out what doesn’t work can be a useful outcome, too. Genuine innovation is indeed rare—but worth recognizing and celebrating when it happens.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_23409\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/sfbrightworks/7566329228/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23409\" title=\"7566329228_4d5377458b_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7566329228_4d5377458b_z-620x410.jpg\" alt=\"\" width=\"620\" height=\"410\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students building a cafe at Brightworks School in San Francisco.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Suzie Boss\u003c/h5>\n\u003ch5>The following suggestions for turning K-12 classrooms into innovation spaces come from \u003ca href=\"http://archive.solution-tree.com/Public/LookInside.aspx?ProductCode=BKF546\">\u003cem>Bringing Innovation to School: Empowering Students to Thrive in a Changing World\u003c/em>\u003c/a>, published in July by Solution Tree.\u003c/h5>\n\u003cp class=\"dropcap-serif\">How can we prepare today’s students to become tomorrow’s innovators? It’s an urgent challenge, repeated by President Obama, corporate CEOs, and global education experts like Yong Zhao and Tony Wagner. Virtually every discussion of 21\u003csup>st\u003c/sup>-century learning puts innovation and its close cousin, creativity, atop the list of skills students must have for the future.\u003c/p>\n\u003cp>If we’re serious about preparing students to become innovators, educators have some hard work ahead. Getting students ready to tackle tomorrow’s challenges means helping them develop a new set of skills and fresh ways of thinking that they won’t acquire through textbook-driven instruction. Students need opportunities to practice these skills on right-sized projects, with supports in place to scaffold learning. They need to persist and learn from setbacks. That’s how they’ll develop the confidence to tackle difficult problems.\u003c/p>\n\u003cp>How do we fill the gap between saying we must encourage innovation and teaching students how to actually generate and execute original ideas? The answers are emerging from classrooms across the country where pioneering teachers are making innovation a priority. Their strategies vary widely, from tinkering workshops and design studios to digital gaming and global challenges. By emphasizing problem solving and creativity in the core curriculum, these advance scouts are demonstrating that innovation is both powerful and teachable.\u003c/p>\n\u003cp>Across disparate fields, from engineering and technology to the social and environmental sectors, innovators use a common problem-solving process. They frame problems carefully, looking at issues from all sides to find opportunity gaps. They may generate many possible solutions before focusing their efforts. They refine solutions through iterative cycles, learning from failure along with success. When they hit on worthy ideas, innovators network with others and share results widely.\u003c/p>\n\u003cp>In the classroom, this same process corresponds neatly with the stages of project-based learning. In PBL, students investigate intriguing questions that lead them to learn important academic content. They apply their learning to create something new, demonstrate their understanding, or teach others about the issue they have explored. By emphasizing key thinking skills throughout the PBL process, teachers can guide students to operate the same way that innovators do in all kinds of settings.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here are eight tips to borrow from classrooms where teachers are reinventing yesterday’s schools as tomorrow’s idea factories.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. WELCOME AUTHENTIC QUESTIONS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Good projects start with good questions. Listen closely to students to find out what makes them curious. Instead of presenting them with ready-made assignments, invite student feedback when \u003c!--more-->you are designing projects. Make sure your driving questions for projects involve real-world issues that students care about investigating.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>2. ENCOURAGE EFFECTIVE TEAMWORK.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Projects offer an ideal context to develop students’ collaboration skills, but make sure teamwork doesn’t feel contrived. If projects are too big for any one student to manage alone, team members will have a real reason to rely on each other’s contributions. Teach students how to break a big project into manageable pieces and bring out the best ideas from everyone on the team. Offer them examples of innovations (from the Mars rover to the iPad) that wouldn’t have been possible without team efforts.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>3. BE READY TO GO BIG.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Innovators have a tendency to think big. They know how to use social networking tools to make a worthy idea go viral. Encourage students to share their projects with audiences beyond the classroom, using digital tools like YouTube or online publishing sites. Help them build networks to exchange ideas with peers and learn from experts around the globe.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>4. BUILD EMPATHY. \u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>Innovation doesn’t happen in a vacuum. Innovators who have empathy can step outside their own perspective and see issues from multiple viewpoints. Approaching a problem this way leads to better solutions. Teach students strategies for making field observations, conducting focus groups or user interviews, or gathering stories that offer insights into others’ perspectives.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>5. UNCOVER PASSION.\u003c/strong>\u003c/p>\n\u003cp>Passion is what keeps innovators motivated to persist despite long odds and flawed first efforts. Find out what drives students’ interests during out-of-school time, and look for opportunities to connect these pursuits with school projects. Ask students: When you feel most creative, what are you doing? What tools or technologies are you using? Their answers should set the stage for more engaging projects.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>6. AMPLIFY WORTHY IDEAS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>In today’s flat world, where access to information is ubiquitous, innovation can happen anywhere. Opportunities to support good ideas are also getting flattened. Philanthropy and venture funding, once reserved for the wealthy, have been crowdsourced with online platforms like Kiva (\u003ca href=\"http://www.kiva.org\">www.kiva.org\u003c/a>) and Kickstarter (\u003ca href=\"http://www.kickstarter.com\">www.kickstarter.com\u003c/a>). To participate fully in the culture of innovation, students need to be able to do more than generate their own ideas. They also need to know how to critically evaluate others’ brainstorms and decide which ones are worth supporting. Develop classroom protocols for students to critically evaluate each other’s ideas. They may decide to throw their collective energy behind one promising idea or pull components from multiple teams into a final project.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>7. KNOW WHEN TO SAY NO.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Being a critical thinker also means being able to spot ideas that aren’t ready for prime time. Bold new ideas may have bugs that need to be worked out. An approach that appears to be a game-changer may be too expensive for the benefits it affords or may have unanticipated consequences. Give students opportunities to look for potential pitfalls and know when to say no.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>8. ENCOURAGE BREAKTHROUGHS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Will students come up with breakthrough ideas in every project? Probably not, but you can encourage them to stretch their thinking by setting ambitious goals. What would students be able to do or demonstrate if they were truly operating as innovators? Provide them with real-world examples by sharing stories of innovators from many fields, including social innovators who tackle wicked problems like poverty or illiteracy. Share the back stories of breakthroughs to show how much effort went into each inspired idea. Let students know they can’t expect to reach breakthrough solutions to every problem they tackle. Finding out what doesn’t work can be a useful outcome, too. Genuine innovation is indeed rare—but worth recognizing and celebrating when it happens.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_22662\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/csessums/4389889668/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-22662\" title=\"4389889668_9faffec7bd_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/4389889668_9faffec7bd_z1-620x405.jpg\" alt=\"\" width=\"620\" height=\"405\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">flickr:CDsessums\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">\"If you're not feeling uncomfortable about the state of education right now, then you're not paying attention to the pressures and challenges of technology,\" said \u003ca href=\"http://www.willrichardson.com\">Will Richardson\u003c/a>, a veteran educator author and consultant, at a talk at\u003ca href=\"http://www.isteconference.org/2012/\"> ISTE 2012\u003c/a>. \"We need to acknowledge that this is a very interesting moment, and even though in a lot of ways this isn't what we signed up for when we went into teaching... as educators, it's \u003cem>our\u003c/em> job to figure it out.\"\u003c/p>\n\u003cp>Seeing the balance move from a place of scarcity of information to over-abundance on the web -- and the ability to \"carry around the sum of human knowledge on our phones\" -- Richardson said educators must start thinking of schooling differently. \"This abundance has the potential to be amazing, but it's not amazing if we don't do anything with it,\" he said. \"What is access to all this stuff if you don't know what to do with it?\"\u003c/p>\n\u003cp>To that end, Richardson proposed a challenge to educators to \u003cem>unlearn \u003c/em>three important things that have been taken for granted as immovable, unchangeable ideas.\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>1. DELIVERY\u003c/strong>: The notion of delivering knowledge and information from teacher to student has \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">already been upended\u003c/a>. \"Kids will not put up with delivery too much longer. They'll expect something much different,\" Richardson said. Rather, educators must hand over control of learning to kids, and understand that there are lots of ways to learn what they need to and want to learn.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"This is a very interesting moment, and even though in a lot of ways this isn't what we signed up for when we went into teaching... as educators, it's \u003cem>our\u003c/em> job to figure it out.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"We have to stop being in charge of the curriculum and allow kids to create their own education,\" he said. Educators should ask themselves: how am I helping kids develop important skills, dispositions, and literacies they need to create their own curriculum, to find their own teachers, to create their own artifacts that will more closely align with ways they'll work when they leave school? \"The delivery method we use in most schools, what we own and deliver to kids, that will have to change,\" he said. \"We have to relearn in a way that allows kids to own and drive it.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>2. COMPETITION:\u003c/strong> Rather than comparing test scores and grades of schools and of teachers, we should drive education forward on the basis of cooperation. We should use the best ideas of what \u003c!--more-->\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">The Control Shift: A Grassroots Education Revolution Takes Shape\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/movement-against-standardized-testing-grows-as-parents-opt-out/\">Movement Against Standardized Testing Grows\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\">Are We Wringing the Creativity Out of Kids?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>others are doing, other classrooms and other schools. \"Do we fear someone else is going to take what we're doing? But isn't that a good thing, if it's good practice?\" Richardson asked. There's a larger gain by being transparent. \"We can't fight the greater world problems as well through competition as we will through cooperation.\u003c/p>\n\u003cp>\u003cstrong>3. ASSESSMENT. \u003c/strong> Richardson, \u003ca href=\"http://willrichardson.com/post/17206477778/the-sorry-state-of-standardized-writing\">an outspoken critic\u003c/a> of standardized testing, pressed the point that current assessments measure fact memorization, not students' skills. And with automated essay scoring being used, the range of knowledge is becoming more and more narrow, he said. \"If we don't assess what we value, we will end up valuing what we assess,\" he said. \"As a system, we're not assessing what we value.\" Richardson does not even favor \"open book\" or \"open Internet\" testing, asking the simple but unsettling question: \"Why are we asking them questions they can easily find?\"\u003c/p>\n\u003cp>As educators grapple with the shift -- in their roles within the classroom, and in the larger context of what's changing in education -- Richardson said they may experience a series of feelings. \"You might feel anger, grief, or excitement that kids will learn in a lot of different ways,\" he said. \"But you have to look at your own learning practice and innovate.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Try assessing one thing differently, he suggested. Ask students to tap into all the sources they have, then bring other teachers into the classroom and let them influence the discussions. And, of course, engage others in these discussions.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22662\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/csessums/4389889668/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-22662\" title=\"4389889668_9faffec7bd_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/4389889668_9faffec7bd_z1-620x405.jpg\" alt=\"\" width=\"620\" height=\"405\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">flickr:CDsessums\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">\"If you're not feeling uncomfortable about the state of education right now, then you're not paying attention to the pressures and challenges of technology,\" said \u003ca href=\"http://www.willrichardson.com\">Will Richardson\u003c/a>, a veteran educator author and consultant, at a talk at\u003ca href=\"http://www.isteconference.org/2012/\"> ISTE 2012\u003c/a>. \"We need to acknowledge that this is a very interesting moment, and even though in a lot of ways this isn't what we signed up for when we went into teaching... as educators, it's \u003cem>our\u003c/em> job to figure it out.\"\u003c/p>\n\u003cp>Seeing the balance move from a place of scarcity of information to over-abundance on the web -- and the ability to \"carry around the sum of human knowledge on our phones\" -- Richardson said educators must start thinking of schooling differently. \"This abundance has the potential to be amazing, but it's not amazing if we don't do anything with it,\" he said. \"What is access to all this stuff if you don't know what to do with it?\"\u003c/p>\n\u003cp>To that end, Richardson proposed a challenge to educators to \u003cem>unlearn \u003c/em>three important things that have been taken for granted as immovable, unchangeable ideas.\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>1. DELIVERY\u003c/strong>: The notion of delivering knowledge and information from teacher to student has \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">already been upended\u003c/a>. \"Kids will not put up with delivery too much longer. They'll expect something much different,\" Richardson said. Rather, educators must hand over control of learning to kids, and understand that there are lots of ways to learn what they need to and want to learn.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"This is a very interesting moment, and even though in a lot of ways this isn't what we signed up for when we went into teaching... as educators, it's \u003cem>our\u003c/em> job to figure it out.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"We have to stop being in charge of the curriculum and allow kids to create their own education,\" he said. Educators should ask themselves: how am I helping kids develop important skills, dispositions, and literacies they need to create their own curriculum, to find their own teachers, to create their own artifacts that will more closely align with ways they'll work when they leave school? \"The delivery method we use in most schools, what we own and deliver to kids, that will have to change,\" he said. \"We have to relearn in a way that allows kids to own and drive it.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>2. COMPETITION:\u003c/strong> Rather than comparing test scores and grades of schools and of teachers, we should drive education forward on the basis of cooperation. We should use the best ideas of what \u003c!--more-->\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">The Control Shift: A Grassroots Education Revolution Takes Shape\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/movement-against-standardized-testing-grows-as-parents-opt-out/\">Movement Against Standardized Testing Grows\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\">Are We Wringing the Creativity Out of Kids?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>others are doing, other classrooms and other schools. \"Do we fear someone else is going to take what we're doing? But isn't that a good thing, if it's good practice?\" Richardson asked. There's a larger gain by being transparent. \"We can't fight the greater world problems as well through competition as we will through cooperation.\u003c/p>\n\u003cp>\u003cstrong>3. ASSESSMENT. \u003c/strong> Richardson, \u003ca href=\"http://willrichardson.com/post/17206477778/the-sorry-state-of-standardized-writing\">an outspoken critic\u003c/a> of standardized testing, pressed the point that current assessments measure fact memorization, not students' skills. And with automated essay scoring being used, the range of knowledge is becoming more and more narrow, he said. \"If we don't assess what we value, we will end up valuing what we assess,\" he said. \"As a system, we're not assessing what we value.\" Richardson does not even favor \"open book\" or \"open Internet\" testing, asking the simple but unsettling question: \"Why are we asking them questions they can easily find?\"\u003c/p>\n\u003cp>As educators grapple with the shift -- in their roles within the classroom, and in the larger context of what's changing in education -- Richardson said they may experience a series of feelings. \"You might feel anger, grief, or excitement that kids will learn in a lot of different ways,\" he said. \"But you have to look at your own learning practice and innovate.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Try assessing one thing differently, he suggested. Ask students to tap into all the sources they have, then bring other teachers into the classroom and let them influence the discussions. And, of course, engage others in these discussions.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_22479\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 591px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/scratchpost/7171535345/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-22479\" title=\"7171535345_65369bbb0b_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/7171535345_65369bbb0b_z.jpg\" alt=\"\" width=\"591\" height=\"420\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/7171535345_65369bbb0b_z.jpg 591w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/7171535345_65369bbb0b_z-400x284.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/7171535345_65369bbb0b_z-320x227.jpg 320w\" sizes=\"(max-width: 591px) 100vw, 591px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:ScratchPost\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Amidst a sea of tech devices, and at a gathering of more than 18,000 educators interested in technology, a surprisingly human message rose above the noise at this week's \u003ca href=\"https://www.isteconference.org/2012/\">International Society for Technology in Education\u003c/a>.\u003c/p>\n\u003cp>Kicking off the big event, where crowds overflowed from one packed room to another, \u003ca href=\"http://sirkenrobinson.com/skr/\">Sir Ken Robinson\u003c/a>, renowned author and international education adviser, proposed the idea that technology is not the only driver for learning.\u003c/p>\n\u003cp>\"The problem now is resisting the notion that technology is the answer to everything -- it's clearly not,\" Robinson said. \"But what part of the equation does technology best speak to?\"\u003c/p>\n\u003cp>Robinson, who's been outspoken about the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/sir-ken-robinson-changes-the-paradigm/\">need to change the education paradigm\u003c/a>, emphasized that educators shouldn't be pushing (or be pushed toward) the gratuitous use of technology. He posed thought-provoking questions that got to the heart of what every stakeholder in education wants: what does it take to engage students -- not just within a standardized curriculum, but in their own learning? What are the roles of technology in doing this? And what are the implications when it comes to implementing practices and policies?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"We should get rid of the words 'curriculum delivery.' It's an \u003cem>art\u003c/em> form to teach.\"\u003c/p>\n\u003c/aside>\n\u003cp>In the hunt to find the next Holy Grail in education technology, Robinson said we may be losing sight of what teachers are best at.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We should get rid of the words 'curriculum delivery,'\" he said, referring to the multitudes of tech platforms. \"It's an \u003cem>art\u003c/em> form to teach, the judgement of what might work today may not work tomorrow.\"\u003c/p>\n\u003cp>Teachers are the connective tissue in helping kids find not just subjects at which they test well, but what they're passionate about, he said. \"You often don't know what you're passionate about because you haven't been introduced to it in the right way,\" he said. \"Teachers provide that stewardship we need,\" he said.\u003c/p>\n\u003cp>For teachers, helping kids find their passion outside the confines of standardized curriculum and testing can be a messy endeavor, but worth the challenge. Marc Prensky, author of the book \u003c!--more-->\u003cem>BRAIN GAIN: Technology and the Quest for Digital Wisdom, \u003c/em>added that, rather than finding different ways for everyone to do the same curriculum, we need to find a way to allow individual students to create their own pathways to learning.\u003c/p>\n\u003cp>Though technology could help in this realm, the value that great teachers bring to the equation is immeasurable against what software can do, Prensky said: providing empathy and helping students find their passion by providing a wider place to look.\u003c/p>\n\u003cp>\"Helping students find their passion will lead them to achievement,\" he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ever the pithy presenter, Prensky proposed to the audience four ways teachers can do this.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>LISTEN.\u003c/strong> It's impossible to encourage students when we don't know what their passions are, so above all, teachers must listen to their students. \"Or else what we get is 'cellophane kids,' when a teacher looks right through them to the curriculum and test scores and kids become invisible,\" he said.\u003c/li>\n\u003cli>\u003cstrong>RESPECT.\u003c/strong> Adults and kids don't respect each other as much as they should, Prensky said. \"The war between digital natives and immigrants is over, and the natives have won! So let's move forward to mutual respect and wisdom,\" he said. We need both technology and strong pedagogy, but we need to include kids' voices in how we make decisions about learning. \"All education decisions come top down right now,\" he said. \"The next century is about changing that.\"\u003c/li>\n\u003cli>\u003cstrong>OVER-EXPECT FROM STUDENTS.\u003c/strong> Today's kids have far greater capabilities than ever been before, not less. \"What's making them better is connecting their brains to technology wisely,\" he said. Let's step up our expectations of them in that regard.\u003c/li>\n\u003cli>\u003cstrong>DO WHAT YOU KNOW IS RIGHT.\u003c/strong> \"Teachers know what kids need, but someone has convinced them to just cover the curriculum,\" he said. A teacher's job is to help equip kids with skills to function and thrive in the digital future, and though that could be challenging because of conflicting policies in place, that's the definition of courage.\u003c/li>\n\u003c/ol>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22479\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 591px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/scratchpost/7171535345/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-22479\" title=\"7171535345_65369bbb0b_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/7171535345_65369bbb0b_z.jpg\" alt=\"\" width=\"591\" height=\"420\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/7171535345_65369bbb0b_z.jpg 591w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/7171535345_65369bbb0b_z-400x284.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/7171535345_65369bbb0b_z-320x227.jpg 320w\" sizes=\"(max-width: 591px) 100vw, 591px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:ScratchPost\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Amidst a sea of tech devices, and at a gathering of more than 18,000 educators interested in technology, a surprisingly human message rose above the noise at this week's \u003ca href=\"https://www.isteconference.org/2012/\">International Society for Technology in Education\u003c/a>.\u003c/p>\n\u003cp>Kicking off the big event, where crowds overflowed from one packed room to another, \u003ca href=\"http://sirkenrobinson.com/skr/\">Sir Ken Robinson\u003c/a>, renowned author and international education adviser, proposed the idea that technology is not the only driver for learning.\u003c/p>\n\u003cp>\"The problem now is resisting the notion that technology is the answer to everything -- it's clearly not,\" Robinson said. \"But what part of the equation does technology best speak to?\"\u003c/p>\n\u003cp>Robinson, who's been outspoken about the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/sir-ken-robinson-changes-the-paradigm/\">need to change the education paradigm\u003c/a>, emphasized that educators shouldn't be pushing (or be pushed toward) the gratuitous use of technology. He posed thought-provoking questions that got to the heart of what every stakeholder in education wants: what does it take to engage students -- not just within a standardized curriculum, but in their own learning? What are the roles of technology in doing this? And what are the implications when it comes to implementing practices and policies?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"We should get rid of the words 'curriculum delivery.' It's an \u003cem>art\u003c/em> form to teach.\"\u003c/p>\n\u003c/aside>\n\u003cp>In the hunt to find the next Holy Grail in education technology, Robinson said we may be losing sight of what teachers are best at.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We should get rid of the words 'curriculum delivery,'\" he said, referring to the multitudes of tech platforms. \"It's an \u003cem>art\u003c/em> form to teach, the judgement of what might work today may not work tomorrow.\"\u003c/p>\n\u003cp>Teachers are the connective tissue in helping kids find not just subjects at which they test well, but what they're passionate about, he said. \"You often don't know what you're passionate about because you haven't been introduced to it in the right way,\" he said. \"Teachers provide that stewardship we need,\" he said.\u003c/p>\n\u003cp>For teachers, helping kids find their passion outside the confines of standardized curriculum and testing can be a messy endeavor, but worth the challenge. Marc Prensky, author of the book \u003c!--more-->\u003cem>BRAIN GAIN: Technology and the Quest for Digital Wisdom, \u003c/em>added that, rather than finding different ways for everyone to do the same curriculum, we need to find a way to allow individual students to create their own pathways to learning.\u003c/p>\n\u003cp>Though technology could help in this realm, the value that great teachers bring to the equation is immeasurable against what software can do, Prensky said: providing empathy and helping students find their passion by providing a wider place to look.\u003c/p>\n\u003cp>\"Helping students find their passion will lead them to achievement,\" he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ever the pithy presenter, Prensky proposed to the audience four ways teachers can do this.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>LISTEN.\u003c/strong> It's impossible to encourage students when we don't know what their passions are, so above all, teachers must listen to their students. \"Or else what we get is 'cellophane kids,' when a teacher looks right through them to the curriculum and test scores and kids become invisible,\" he said.\u003c/li>\n\u003cli>\u003cstrong>RESPECT.\u003c/strong> Adults and kids don't respect each other as much as they should, Prensky said. \"The war between digital natives and immigrants is over, and the natives have won! So let's move forward to mutual respect and wisdom,\" he said. We need both technology and strong pedagogy, but we need to include kids' voices in how we make decisions about learning. \"All education decisions come top down right now,\" he said. \"The next century is about changing that.\"\u003c/li>\n\u003cli>\u003cstrong>OVER-EXPECT FROM STUDENTS.\u003c/strong> Today's kids have far greater capabilities than ever been before, not less. \"What's making them better is connecting their brains to technology wisely,\" he said. Let's step up our expectations of them in that regard.\u003c/li>\n\u003cli>\u003cstrong>DO WHAT YOU KNOW IS RIGHT.\u003c/strong> \"Teachers know what kids need, but someone has convinced them to just cover the curriculum,\" he said. A teacher's job is to help equip kids with skills to function and thrive in the digital future, and though that could be challenging because of conflicting policies in place, that's the definition of courage.\u003c/li>\n\u003c/ol>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_21497\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8793.jpg\">\u003cimg class=\"size-large wp-image-21497\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8793-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Urban School students work in groups.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Kyle Palmer\u003c/h5>\n\u003cp class=\"dropcap-serif\">Field trips have always been a staple – some might say the best part of -- school. But those trips are typically special occasions and happen only a few times a year, if budgets and schedules allow for them.\u003c/p>\n\u003cp>At the \u003ca href=\"http://www.urbanschool.org/\">Urban School\u003c/a>, an independent high school in San Francisco, off-site learning is going to be a core part of a few of the classes next year. For students who take statistics and elections the classes will incorporate a chunk of time spent at companies and organizations that are relevant to the class topic.\u003c/p>\n\u003cp>For example, in the statistics class, Urban School staff is looking to partner with companies and organizations that have data they’d be willing to open up to classes to analyze. For the elections class, students would ideally work in local field offices.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“With technology, we start with ‘yes’ and then put boundaries on it, instead of starting with ‘no’ and having censorship,”\u003c/p>\n\u003c/aside>\n\u003cp>Time spent in the field would be part of a broader, comprehensive curriculum that includes time spent in class, project work with other schools – perhaps even in other cities and countries that will eventually become part of a larger network, guest lectures and speakers, group work, and online work done at home.\u003c/p>\n\u003cp>Taken all together, it’s a combination of “flipped,” “blended,” “experiential,” “authentic,” and some of the other buzz words we hear in education circles. This experiment for Urban is what some educators envision would exemplify \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">the future school day\u003c/a>: learning that happens outside of fixed boundaries, in fluid environments, applying real-world applications to concepts and theories.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Imagine a kid in a math class working on a project,” said David Bill, the Director of Educational Technology. “Several times a week, they don’t have to be in class, but they can go out and work with a company to get data sets for a unit. It’s a more real-world experience.”\u003c/p>\n\u003cp>\u003cstrong>IN THE DNA\u003c/strong>\u003c/p>\n\u003cp>This kind of experimentation is not unusual for a school like Urban, which has long had a forward-\u003c!--more-->thinking reputation. The school opened in 1966 and quickly gained notoriety for its progressive pedagogy, which focused on rigorous academics and service learning. The school pioneered the use of block scheduling in the 1970s, and until recently, students were not shown their grades.\u003c/p>\n\u003cfigure id=\"attachment_21502\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8748.jpg\">\u003cimg class=\"size-medium wp-image-21502\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8748-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Art class incorporates tactile and digital techniques.\u003c/figcaption>\u003c/figure>\n\u003cp>Urban introduced its one-to-one laptop program a little more than a decade ago. “We’re trying to find the sweet spot between traditional school methods that have a face-to-face community and making space for this rich learning content that can be accessed digitally,” said Dean of Faculty Jonathan Howland.\u003c/p>\n\u003cp>Head of School Mark Salkind explained that Urban officials wanted to go beyond the traditional computer lab approach.\u003c/p>\n\u003cp>“In real life, you don’t have to schedule in time to use your computer,” he said. “Our goal was to have the laptops disappear – that is, become so integrated into what we do that they were not seen as anything special.”\u003c/p>\n\u003cp>The nearly 400 students at Urban currently use MacBook Air laptops and pay for them in yearly installments that’s included in their annual tuition fees, which can top $35,000.\u003c/p>\n\u003cp>Senior Brett Klapper said he uses his laptop in nearly every class. “I think it introduces us to the way of life we’ll be leading in college and as adults,” he said.\u003c/p>\n\u003cp>Junior Tanisha Rai said that having a laptop for schoolwork makes her more organized but admitted that she sometimes feels over-reliant on her computer.\u003c/p>\n\u003cp>“All my assignments, all my homework, my calendar: they’re all on my laptop,” she said. “I wouldn’t be able to survive a day here without my computer.”\u003c/p>\n\u003cp>Several students as well as teachers noted how much freedom the Urban School allows students in their use of technology.\u003c/p>\n\u003cp>“With technology, we start with ‘yes’ and then put boundaries on it, instead of starting with ‘no’ and having censorship,” said Charlotte Worsley, the Assistant Head of School for Student Life.\u003c/p>\n\u003cfigure id=\"attachment_21503\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8777.jpg\">\u003cimg class=\"size-medium wp-image-21503\" title=\"IMG_8777\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8777-300x450.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Every student at Urban gets a Macbook Air laptop.\u003c/figcaption>\u003c/figure>\n\u003cp>Klapper, who will graduate in June and plans to attend Wesleyan University in the fall, said he appreciates the “trust” implicit in Urban’s approach -- not just in the use of technology, but to the curriculum in general.\u003c/p>\n\u003cp>“As a student, you feel so respected here,” he said. “Not all schools would trust kids to let us do some of the things we do in our classes.”\u003c/p>\n\u003cp>Klapper led an HIV-testing drive at the school as part of a service learning class called “Projects.” He said he got some guidance from teachers but was allowed to do most of the work on his own.\u003c/p>\n\u003cp>“What we want to do is make education ‘asynchronous,’ not where everybody is asked to do the same thing all at once,” Howland said.\u003c/p>\n\u003cp>The school is pushing teachers to use technology in ways that enhance project-based learning and inquiry. “In the future, we could have teachers put a lot of their basic content online for kids to review at home,” he said. “And actual class time is used for the extension of that basic knowledge or for field trips or service projects.”\u003c/p>\n\u003cp>At Urban, perhaps the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/school-day-of-the-future-learning-in-2025/\">future\u003c/a> is here.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch5>\u003cem>Clarification: The current post reflects that, as of now, only the statistics and elections classes at Urban will be working with off-site organizations.\u003c/em>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21497\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8793.jpg\">\u003cimg class=\"size-large wp-image-21497\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8793-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Urban School students work in groups.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Kyle Palmer\u003c/h5>\n\u003cp class=\"dropcap-serif\">Field trips have always been a staple – some might say the best part of -- school. But those trips are typically special occasions and happen only a few times a year, if budgets and schedules allow for them.\u003c/p>\n\u003cp>At the \u003ca href=\"http://www.urbanschool.org/\">Urban School\u003c/a>, an independent high school in San Francisco, off-site learning is going to be a core part of a few of the classes next year. For students who take statistics and elections the classes will incorporate a chunk of time spent at companies and organizations that are relevant to the class topic.\u003c/p>\n\u003cp>For example, in the statistics class, Urban School staff is looking to partner with companies and organizations that have data they’d be willing to open up to classes to analyze. For the elections class, students would ideally work in local field offices.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“With technology, we start with ‘yes’ and then put boundaries on it, instead of starting with ‘no’ and having censorship,”\u003c/p>\n\u003c/aside>\n\u003cp>Time spent in the field would be part of a broader, comprehensive curriculum that includes time spent in class, project work with other schools – perhaps even in other cities and countries that will eventually become part of a larger network, guest lectures and speakers, group work, and online work done at home.\u003c/p>\n\u003cp>Taken all together, it’s a combination of “flipped,” “blended,” “experiential,” “authentic,” and some of the other buzz words we hear in education circles. This experiment for Urban is what some educators envision would exemplify \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">the future school day\u003c/a>: learning that happens outside of fixed boundaries, in fluid environments, applying real-world applications to concepts and theories.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Imagine a kid in a math class working on a project,” said David Bill, the Director of Educational Technology. “Several times a week, they don’t have to be in class, but they can go out and work with a company to get data sets for a unit. It’s a more real-world experience.”\u003c/p>\n\u003cp>\u003cstrong>IN THE DNA\u003c/strong>\u003c/p>\n\u003cp>This kind of experimentation is not unusual for a school like Urban, which has long had a forward-\u003c!--more-->thinking reputation. The school opened in 1966 and quickly gained notoriety for its progressive pedagogy, which focused on rigorous academics and service learning. The school pioneered the use of block scheduling in the 1970s, and until recently, students were not shown their grades.\u003c/p>\n\u003cfigure id=\"attachment_21502\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8748.jpg\">\u003cimg class=\"size-medium wp-image-21502\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8748-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Art class incorporates tactile and digital techniques.\u003c/figcaption>\u003c/figure>\n\u003cp>Urban introduced its one-to-one laptop program a little more than a decade ago. “We’re trying to find the sweet spot between traditional school methods that have a face-to-face community and making space for this rich learning content that can be accessed digitally,” said Dean of Faculty Jonathan Howland.\u003c/p>\n\u003cp>Head of School Mark Salkind explained that Urban officials wanted to go beyond the traditional computer lab approach.\u003c/p>\n\u003cp>“In real life, you don’t have to schedule in time to use your computer,” he said. “Our goal was to have the laptops disappear – that is, become so integrated into what we do that they were not seen as anything special.”\u003c/p>\n\u003cp>The nearly 400 students at Urban currently use MacBook Air laptops and pay for them in yearly installments that’s included in their annual tuition fees, which can top $35,000.\u003c/p>\n\u003cp>Senior Brett Klapper said he uses his laptop in nearly every class. “I think it introduces us to the way of life we’ll be leading in college and as adults,” he said.\u003c/p>\n\u003cp>Junior Tanisha Rai said that having a laptop for schoolwork makes her more organized but admitted that she sometimes feels over-reliant on her computer.\u003c/p>\n\u003cp>“All my assignments, all my homework, my calendar: they’re all on my laptop,” she said. “I wouldn’t be able to survive a day here without my computer.”\u003c/p>\n\u003cp>Several students as well as teachers noted how much freedom the Urban School allows students in their use of technology.\u003c/p>\n\u003cp>“With technology, we start with ‘yes’ and then put boundaries on it, instead of starting with ‘no’ and having censorship,” said Charlotte Worsley, the Assistant Head of School for Student Life.\u003c/p>\n\u003cfigure id=\"attachment_21503\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8777.jpg\">\u003cimg class=\"size-medium wp-image-21503\" title=\"IMG_8777\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8777-300x450.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Every student at Urban gets a Macbook Air laptop.\u003c/figcaption>\u003c/figure>\n\u003cp>Klapper, who will graduate in June and plans to attend Wesleyan University in the fall, said he appreciates the “trust” implicit in Urban’s approach -- not just in the use of technology, but to the curriculum in general.\u003c/p>\n\u003cp>“As a student, you feel so respected here,” he said. “Not all schools would trust kids to let us do some of the things we do in our classes.”\u003c/p>\n\u003cp>Klapper led an HIV-testing drive at the school as part of a service learning class called “Projects.” He said he got some guidance from teachers but was allowed to do most of the work on his own.\u003c/p>\n\u003cp>“What we want to do is make education ‘asynchronous,’ not where everybody is asked to do the same thing all at once,” Howland said.\u003c/p>\n\u003cp>The school is pushing teachers to use technology in ways that enhance project-based learning and inquiry. “In the future, we could have teachers put a lot of their basic content online for kids to review at home,” he said. “And actual class time is used for the extension of that basic knowledge or for field trips or service projects.”\u003c/p>\n\u003cp>At Urban, perhaps the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/school-day-of-the-future-learning-in-2025/\">future\u003c/a> is here.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch5>\u003cem>Clarification: The current post reflects that, as of now, only the statistics and elections classes at Urban will be working with off-site organizations.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/duchamp/135846477/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-18106\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/135846477_6789f86dc91-300x165.jpg\" alt=\"\" width=\"300\" height=\"165\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Duchamp\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://plpnetwork.com/author/shelley-wright/\">Shelley Wright\u003c/a>\u003c/h5>\n\u003cp>Teachers who are interested in shifting their classrooms often don’t know where to start. It can be overwhelming, frightening, and even discouraging, especially when no one else around you seems to think the system is broken.\u003c/p>\n\u003cp>The question I’ve been asked often throughout the past year is “Where should a teacher begin?” I’ve reflected on this a fair amount, and I think small strategic steps are the key.\u003c/p>\n\u003ch5>\u003cspan style=\"color: #ff6600\">1. START WITH ONE UNIT\u003c/span>\u003c/h5>\n\u003cp>\u003cstrong>Start with creating one inquiry unit in one subject.\u003c/strong> You can jump in and change everything at once like I did, but that’s slightly crazy. Instead, if you design one unit in one subject, at the end of each day, or week, you can analyze what worked and what didn’t. While teaching doesn’t always leave a lot of time for luxuries like reflection, it really is the key to figuring out inquiry learning, and as the teacher, it’s one of your most important roles.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">Remember that inquiry learning is an emotional process\u003ca href=\"http://www.librijournal.org/pdf/2008-2pp66-73.pdf\" target=\"_blank\">\u003cspan style=\"color: #ff6600\">.\u003c/span>\u003c/a>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Sometimes you may not understand why certain things aren’t working. Ask your students. I’m often surprised by how much they know and how adept they are at articulating what they need.\u003c/p>\n\u003cp>Two of the best resources I’ve found for creating an inquiry classroom are \u003ca href=\"http://plpnetwork.com/2012/01/10/shift-your-classroom-small-strategic-steps/icwc.wikispaces.com/file/view/Guided+Inquiry.doc\" target=\"_blank\">Carol Kuhlthau’s \u003c/a>work and Alberta Learning’s \u003ca href=\"http://education.alberta.ca/media/313361/focusoninquiry.pdf\" target=\"_blank\">Guide to Inquiry Learning.\u003c/a>\u003c/p>\n\u003cp>If you don’t know how to create an inquiry classroom, ask me. I’m happy to help. You can begin by posting comments here. If you need resources, I can probably point you to some. Over the past \u003c!--more-->year, I’ve had the opportunity to email, Skype and, if distance allows, have teachers, administrators and superintendents visit my classroom to see what we do.\u003c/p>\n\u003ch5>\u003cspan style=\"color: #ff6600\">2. TALK ABOUT LEARNING\u003c/span>\u003c/h5>\n\u003cp>\u003cstrong>Talk to your students about their learning\u003c/strong> — \u003cstrong>a lot\u003c/strong>. Especially in the beginning, I talk to my students about why my classroom is structured differently than every other class in our school. I show them \u003ca href=\"http://www.youtube.com/watch?v=zDZFcDGpL4U\" target=\"_blank\">Ken Robinson’s\u003c/a> talk about how the 20th century school system doesn’t really prepare students anymore. I also show them Chris Lehmann’s TED-X talk emphasizing how \u003ca href=\"http://www.youtube.com/watch?v=tS2IPfWZQM4\" target=\"_blank\">education is broken\u003c/a> and Karl Fisch’s\u003ca href=\"http://www.youtube.com/watch?v=cL9Wu2kWwSY\" target=\"_blank\"> Did You Know?\u003c/a>.\u003c/p>\n\u003cp>I tell my students that essentially I’m preparing them for jobs that don’t currently exist, that will use technology which hasn’t been invented yet, to fix problems we’re not currently aware of. They get the point. It’s about developing skills and habits of learning, and we use content to do that.\u003c/p>\n\u003cp>But I also talk to my student’s about stuff like how their brain works, and how neural connections need to be made. That often, in order for students to learn something new, it needs to be attached to things they already know. Just before the recent break, during the last week of school, we talked about cognitive dissonance and Vygotsky’s \u003ca href=\"http://en.wikipedia.org/wiki/Zone_of_proximal_development\" target=\"_blank\">zone of proximal development\u003c/a>. They like to know there’s a reason for the way they feel when they don’t “get it.” And they like to know that everyone’s zone of development is different. In fact, they were amazed to find out everyone’s brain is different.\u003c/p>\n\u003cp>And, yes, I use the big words. I simply explain what they mean. I don’t use them to sound smart. I use them because it makes my students feel smart; most of our society doesn’t treat our students like they’re capable of understanding or doing much. I do.\u003c/p>\n\u003ch5>\u003cspan style=\"color: #ff6600\">3. MAKE TECH WORK FOR YOU\u003c/span>\u003c/h5>\n\u003cp>\u003cstrong>Embed technology in ways that are authentic to the learning process.\u003c/strong> The first tools that I teach my students are Google Docs, Diigo or Delicious to bookmark their research, and Symbaloo to house their tools.\u003c/p>\n\u003cp>Experience has taught me that the first day I introduce a class to Google Docs, we will get nothing done. To them, it’s the most amazing thing ever. They usually spend most of the class typing back and forth to each other in the doc. No big deal. However, eventually, my students open Google Docs without me telling them to. I have students who literally use them for every lab, essay, and assignment. And the ability for a group to work on and edit the same document at the same time, more than makes up for the initial class we lose.\u003c/p>\n\u003cp>The social media tools we used to show our learning in our \u003ca href=\"http://plpnetwork.com/2011/11/30/life-in-a-inquiry-driven-technology-embedded-connected-classroom-english/\" target=\"_blank\">slavery unit\u003c/a> seemed like the most natural and logical tools to use. As a learning community, we want our learning to extend beyond the four walls of our classroom. So we have a discussion, or likely multiple discussions, about what that should look like. We also want our projects to have “real world” implications. What’s more real world than advocacy against modern-day slavery using social media?\u003c/p>\n\u003cp>Essentially these are the two criteria we use to assess the product we’re going to create. How do we extend our learning beyond our classroom — and how can what we do here make a difference to the real world? Our tool selection is guided by the answers to these questions.\u003c/p>\n\u003ch5>\u003cspan style=\"color: #ff6600\">4. EXPECT TO HIT THE WALL\u003c/span>\u003c/h5>\n\u003cp>\u003cstrong>Remember that inquiry learning is an \u003ca href=\"http://www.librijournal.org/pdf/2008-2pp66-73.pdf\" target=\"_blank\">emotional process.\u003c/a>\u003c/strong> Each stage of learning has specific emotions attached to it, and at some point, you and your students will likely hit the wall. That’s normal.\u003c/p>\n\u003cp>I’ve found that we need to talk more as an inquiry class. My role is to be well aware of how my students are doing emotionally, especially when we’re dealing with a weighty, overwhelming topic like slavery. While this may not matter much in a traditional classroom, it can completely blow apart a community learning through inquiry.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>I won’t promise you that any of this will be easy. It’s not. You’ll likely have days when you wonder why you ever started it. But trust me, it’s worth it.\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://shelleywright.wordpress.com/\">Shelley Wright \u003c/a>is a teacher/education blogger living in Moose Jaw, Saskatchewan in Canada. She teaches high school English, science and technology. This post originally appeared on \u003ca href=\"http://plpnetwork.com/2012/01/10/shift-your-classroom-small-strategic-steps/\">Voices of the Learning Revolution\u003c/a>.\u003c/em>\u003c/h5>\n\n",
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"excerpt": "On Thanksgiving Day, we acknowledge and thank educators like Shelley Wright, who tirelessly look for ways to inspire their students to dig deep and to love to learn.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/duchamp/135846477/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-18106\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/135846477_6789f86dc91-300x165.jpg\" alt=\"\" width=\"300\" height=\"165\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Duchamp\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://plpnetwork.com/author/shelley-wright/\">Shelley Wright\u003c/a>\u003c/h5>\n\u003cp>Teachers who are interested in shifting their classrooms often don’t know where to start. It can be overwhelming, frightening, and even discouraging, especially when no one else around you seems to think the system is broken.\u003c/p>\n\u003cp>The question I’ve been asked often throughout the past year is “Where should a teacher begin?” I’ve reflected on this a fair amount, and I think small strategic steps are the key.\u003c/p>\n\u003ch5>\u003cspan style=\"color: #ff6600\">1. START WITH ONE UNIT\u003c/span>\u003c/h5>\n\u003cp>\u003cstrong>Start with creating one inquiry unit in one subject.\u003c/strong> You can jump in and change everything at once like I did, but that’s slightly crazy. Instead, if you design one unit in one subject, at the end of each day, or week, you can analyze what worked and what didn’t. While teaching doesn’t always leave a lot of time for luxuries like reflection, it really is the key to figuring out inquiry learning, and as the teacher, it’s one of your most important roles.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">Remember that inquiry learning is an emotional process\u003ca href=\"http://www.librijournal.org/pdf/2008-2pp66-73.pdf\" target=\"_blank\">\u003cspan style=\"color: #ff6600\">.\u003c/span>\u003c/a>\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>\u003cstrong>\u003c/strong>Sometimes you may not understand why certain things aren’t working. Ask your students. I’m often surprised by how much they know and how adept they are at articulating what they need.\u003c/p>\n\u003cp>Two of the best resources I’ve found for creating an inquiry classroom are \u003ca href=\"http://plpnetwork.com/2012/01/10/shift-your-classroom-small-strategic-steps/icwc.wikispaces.com/file/view/Guided+Inquiry.doc\" target=\"_blank\">Carol Kuhlthau’s \u003c/a>work and Alberta Learning’s \u003ca href=\"http://education.alberta.ca/media/313361/focusoninquiry.pdf\" target=\"_blank\">Guide to Inquiry Learning.\u003c/a>\u003c/p>\n\u003cp>If you don’t know how to create an inquiry classroom, ask me. I’m happy to help. You can begin by posting comments here. If you need resources, I can probably point you to some. Over the past \u003c!--more-->year, I’ve had the opportunity to email, Skype and, if distance allows, have teachers, administrators and superintendents visit my classroom to see what we do.\u003c/p>\n\u003ch5>\u003cspan style=\"color: #ff6600\">2. TALK ABOUT LEARNING\u003c/span>\u003c/h5>\n\u003cp>\u003cstrong>Talk to your students about their learning\u003c/strong> — \u003cstrong>a lot\u003c/strong>. Especially in the beginning, I talk to my students about why my classroom is structured differently than every other class in our school. I show them \u003ca href=\"http://www.youtube.com/watch?v=zDZFcDGpL4U\" target=\"_blank\">Ken Robinson’s\u003c/a> talk about how the 20th century school system doesn’t really prepare students anymore. I also show them Chris Lehmann’s TED-X talk emphasizing how \u003ca href=\"http://www.youtube.com/watch?v=tS2IPfWZQM4\" target=\"_blank\">education is broken\u003c/a> and Karl Fisch’s\u003ca href=\"http://www.youtube.com/watch?v=cL9Wu2kWwSY\" target=\"_blank\"> Did You Know?\u003c/a>.\u003c/p>\n\u003cp>I tell my students that essentially I’m preparing them for jobs that don’t currently exist, that will use technology which hasn’t been invented yet, to fix problems we’re not currently aware of. They get the point. It’s about developing skills and habits of learning, and we use content to do that.\u003c/p>\n\u003cp>But I also talk to my student’s about stuff like how their brain works, and how neural connections need to be made. That often, in order for students to learn something new, it needs to be attached to things they already know. Just before the recent break, during the last week of school, we talked about cognitive dissonance and Vygotsky’s \u003ca href=\"http://en.wikipedia.org/wiki/Zone_of_proximal_development\" target=\"_blank\">zone of proximal development\u003c/a>. They like to know there’s a reason for the way they feel when they don’t “get it.” And they like to know that everyone’s zone of development is different. In fact, they were amazed to find out everyone’s brain is different.\u003c/p>\n\u003cp>And, yes, I use the big words. I simply explain what they mean. I don’t use them to sound smart. I use them because it makes my students feel smart; most of our society doesn’t treat our students like they’re capable of understanding or doing much. I do.\u003c/p>\n\u003ch5>\u003cspan style=\"color: #ff6600\">3. MAKE TECH WORK FOR YOU\u003c/span>\u003c/h5>\n\u003cp>\u003cstrong>Embed technology in ways that are authentic to the learning process.\u003c/strong> The first tools that I teach my students are Google Docs, Diigo or Delicious to bookmark their research, and Symbaloo to house their tools.\u003c/p>\n\u003cp>Experience has taught me that the first day I introduce a class to Google Docs, we will get nothing done. To them, it’s the most amazing thing ever. They usually spend most of the class typing back and forth to each other in the doc. No big deal. However, eventually, my students open Google Docs without me telling them to. I have students who literally use them for every lab, essay, and assignment. And the ability for a group to work on and edit the same document at the same time, more than makes up for the initial class we lose.\u003c/p>\n\u003cp>The social media tools we used to show our learning in our \u003ca href=\"http://plpnetwork.com/2011/11/30/life-in-a-inquiry-driven-technology-embedded-connected-classroom-english/\" target=\"_blank\">slavery unit\u003c/a> seemed like the most natural and logical tools to use. As a learning community, we want our learning to extend beyond the four walls of our classroom. So we have a discussion, or likely multiple discussions, about what that should look like. We also want our projects to have “real world” implications. What’s more real world than advocacy against modern-day slavery using social media?\u003c/p>\n\u003cp>Essentially these are the two criteria we use to assess the product we’re going to create. How do we extend our learning beyond our classroom — and how can what we do here make a difference to the real world? 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I won’t promise you that any of this will be easy. It’s not. You’ll likely have days when you wonder why you ever started it. But trust me, it’s worth it.\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://shelleywright.wordpress.com/\">Shelley Wright \u003c/a>is a teacher/education blogger living in Moose Jaw, Saskatchewan in Canada. She teaches high school English, science and technology. This post originally appeared on \u003ca href=\"http://plpnetwork.com/2012/01/10/shift-your-classroom-small-strategic-steps/\">Voices of the Learning Revolution\u003c/a>.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"title": "Latino USA",
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"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",
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"source": "American Public Media"
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"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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