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"content": "\u003cp>Fifteen years ago, psychologists Barbara Rogoff and Maricela Correa-Chavez ran a simple experiment. They wanted to see how well kids pay attention — even if they don't have to.\u003c/p>\n\u003cp>They would bring two kids, between the ages 5 to 11, into a room and have them sit at two tables.\u003c/p>\n\u003cp>Then they had a research assistant teach one of the kids how to assemble a toy.\u003c/p>\n\u003cp>The other kid was told to wait. Rogoff says they would tell the second child, \"You can sit over here, and in a few minutes you'll have a turn to make this origami jumping mouse,\" — a different task altogether.\u003c/p>\n\u003cp>Rogoff and Correa-Chavez wanted to see what the waiting child did. Would she pay attention to the research assistant. Or did she goof off?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>They ran this experiment on about 80 kids, with two different backgrounds: white, middle-class children from California and Maya children from Guatemala, whom she had been studying for years.\u003c/p>\n\u003cp>The difference was like night and day.\u003c/p>\n\u003cp>Many of the American kids slouched in their chairs, stared at the floor or looked around the room at the posters.\u003c/p>\n\u003cp>One little boy started making explosive noises, pretending a toy on the table was a bomb. \"He was throwing his hands into the air and saying, 'It's going to explode!'\" Rogoff says.\u003c/p>\n\u003cp>In contrast, the Maya children were more likely to pay attention. Some of them sat perfectly still in the chair, staring at the instructor. The Maya kids showed sustained attention about two-thirds of the time, Rogoff and colleagues \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/19413421\">concluded\u003c/a>. The middle-class, American kids did so exactly half as often.\u003c/p>\n\u003cp>Why such different results? As we \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/06/09/616928895/how-to-get-your-kids-to-do-chores-without-resenting-it\">recently reported, Maya kids are encouraged very early on to pay attention\u003c/a> to what their family is doing so they can learn how to do chores and work collaboratively with their family.\u003c/p>\n\u003cp>But Rogoff and other Maya researchers think there's more to the story. They think these indigenous children have something that many American kids have lost.\u003c/p>\n\u003cp>\u003cstrong>What is attention?\u003c/strong>\u003c/p>\n\u003cp>In the U.S., there's growing \u003ca href=\"https://www.npr.org/sections/health-shots/2010/07/07/128358770/more-screen-time-means-more-attention-problems-in-kids\">concern\u003c/a> about the ability of children to pay attention. That, on average, the attention span of kids is declining.\u003c/p>\n\u003cp>But what if it's not attention that's the problem — but something that triggers attention.\u003c/p>\n\u003cp>Attention is a tricky beast. Unlike some brain processes, say vision or the ability to detect faces, there's not one key region in the brain that controls our ability to focus on one task and disregard distractions.\u003c/p>\n\u003cp>\"Instead it appears [that] hundreds of different parts [of the brain] have to communicate and interact with each other when we pay attention,\" says neuroscientist \u003ca href=\"http://monicarosenberg.org/\">Monica Rosenberg\u003c/a> at Yale University.\u003c/p>\n\u003cp>And measuring how well a person's brain can execute this complex process has been thorny, say cognitive neuroscientists Mike Esterman and Joe DeGutis at the \u003ca href=\"http://www.bu.edu/ballab/\">Boston Attention and Learning Lab.\u003c/a>\u003c/p>\n\u003cp>For years, Esterman and DeGutis have been developing a standard test to measure how well people can focus — or at least that's what they thought they were measuring.\u003c/p>\n\u003cp>\"So we bring people in a lab, like college students, and give them these tests to do on the computer, which count how many times their attention lapses,\" Esterman says.\u003c/p>\n\u003cp>For instance, a person is shown a series of images on the screen. Esterman tells the person to press a button every time a city pops up.\u003c/p>\n\u003cp>\"So we show them a bunch of city images,\" he says. \"And you're kind of going along, pressing the button, as city after city passes on the scene. Then all of the sudden there's a mountain scene, and the goal is to stop pressing.\"\u003c/p>\n\u003cp>If your brain wanders, you'll make a mistake and accidentally press the button, Esterman adds. The more mistakes you make like this, the worse your ability is to pay attention, the researchers thought.\u003c/p>\n\u003cp>But then a few years ago, they decided to tweak the experiment. Right before it began, they told the college kids:\u003c/p>\n\u003cp>\"If you do better on the task, it would end sooner,\" Esterman says. \"And you can get out of the lab sooner.\"\u003c/p>\n\u003cp>In other words, Esterman gave the volunteers more \u003cem>motivation\u003c/em> to pay attention. The results were shocking.\u003c/p>\n\u003cp>\"The extra motivation increased the person's ability to sustain attention by more than 50 percent, \" Esterman says. \"We were kind of blown away by the size of these effects.\"\u003c/p>\n\u003cp>The researchers could even see changes in how the brain worked when people were motivated. The circuitry that controls attention was more active throughout the entire experiment when participants were motivated to finish the test, DeGutis says. Whereas, without the motivation, this circuitry tended to flash on and off.\u003c/p>\n\u003cp>For some people, the motivation can be just as important as their innate ability to pay attention, Esterman says.\u003c/p>\n\u003cp>\"If we don't measure how motivated a person is [while taking these tests], then we may not be measuring their true capacity to pay attention,\" he says.\u003c/p>\n\u003cp>And DeGutis agrees. \"One of the things we've realized is that it's hard to separate motivation from sustained attention,\" he says. \"If we're not looking at motivation, then we're really missing the boat in terms of attention.\"\u003c/p>\n\u003cp>'\u003cstrong>Of course she can go to the store by herself'\u003c/strong>\u003c/p>\n\u003cp>So maybe the Maya children are more attentive in the origami/toy experiment — not because they have better attention spans — but because they are more motivated to pay attention. Their parents have somehow motivated them to pay attention even without being told.\u003c/p>\n\u003cp>To see this Maya parenting firsthand, I traveled down to a tiny Maya village in Yucatan, Mexico, and visited the home of Maria Tun Burgos. Researchers have been studying her family and this village for years.\u003c/p>\n\u003cfigure id=\"attachment_51511\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg class=\"wp-image-51511 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f.jpg\" alt=\"\" width=\"2000\" height=\"2000\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-1200x1200.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-520x520.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-150x150.jpg 150w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gelmy Tun Borgos helps in the kitchen making tortillas with her mother in their home in a small village in the Yucatan. \u003ccite>(Adriana Zehbrauskas for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On a warm April afternoon, Tun Burgos is feeding her chickens in backyard. Her three daughters are outside with her, but they doing basically whatever they want.\u003c/p>\n\u003cp>The oldest daughter, Angela, age 12, is chasing a baby chick that's gotten out of the pen. The middle girl, Gelmy, age 9, is running in and out of the yard with neighborhood kids. Most of the time, no one is really sure where she is. And the littlest daughter, Alexa, who is 4 years old, has just climbed up a tree.\u003c/p>\n\u003cp>\"Alone, without mama,\" the little daredevil declares.\u003c/p>\n\u003cp>Right away, I realize what these kids have that many American kids miss out on: an enormous amount of freedom. The freedom to largely choose what they do, where they go, whom they do it with. That means, they also have the freedom to control what they pay attention to.\u003c/p>\n\u003cp>Even the little 4-year-old has the freedom to leave the house by herself, her mother says.\u003c/p>\n\u003cp>\"Of course she can go shopping,\" Tun Burgos says. \"She can buy some eggs or tomatoes for us. She knows the way and how to stay out of traffic.\"\u003c/p>\n\u003cp>Now the kids aren't just playing around in the yard. They're still getting work done. They go to school. They do several after-school activities — and many, many chores. When I was with the family, the oldest girl did the dishes even though no one asked her to, and she helped take care of her little sisters.\u003c/p>\n\u003cp>But the kids, to a great extent, set their schedules and agendas, says Suzanne Gaskins, a psychologist at Northeastern Illinois University, who has studied the kids in this village for decades.\u003c/p>\n\u003cp>\"Rather than having the mom set the goal — and then having to offer enticements and rewards to reach that goal — the child is setting the goal,\" Gaskins says. \"Then the parents support that goal however they can.\"\u003c/p>\n\u003cp>The parents intentionally give their children this autonomy and freedom because they believe it's the best way to motivate kids, Gaskins says.\u003c/p>\n\u003cp>\"The parents feel very strongly that every child knows best what they want,\" she says. \"And that goals can be achieved only when a child wants it.\"\u003c/p>\n\u003cp>And so \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/06/09/616928895/how-to-get-your-kids-to-do-chores-without-resenting-it\">they will do chores when they want to be helpful for their family.\u003c/a>\u003c/p>\n\u003cp>With this strategy, Maya children also learn how to manage their own attention, instead of always depending on adults to tell them what to pay attention to, says \u003ca href=\"https://psychology.ucsc.edu/faculty/singleton.php?&singleton=true&cruz_id=brogoff\">Barbara Rogoff\u003c/a>, who is a professor at the University of California Santa Cruz.\u003c/p>\n\u003cp>\"It may be the case that [some American] children give up control of their attention when it's always managed by an adult,\" she says.\u003c/p>\n\u003cp>Turns out these Maya moms are onto something. In fact, they are master motivators.\u003c/p>\n\u003cp>\u003cstrong>Motivating kids, the Maya way\u003c/strong>\u003c/p>\n\u003cp>Although neuroscientists are just beginning to understand what's happening in the brain while we pay attention, psychologists already have a pretty good understanding of what's needed to motivate kids.\u003c/p>\n\u003cp>Psychologist \u003ca href=\"http://www.sas.rochester.edu/psy/people/faculty/deci_edward/\">Edward Deci\u003c/a> has been studying it for nearly 50 years at the University of Rochester. And what does he say is one of the most important ingredients for motivating kids?\u003c/p>\n\u003cp>\"Autonomy,\" Deci says. \"To do something with this full sense of willingness and choice.\"\u003c/p>\n\u003cp>Many \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/1477878509104318?journalCode=trea\">studies\u003c/a> have shown that when teachers foster autonomy, it stimulates kids' motivation to learn, tackle challenges and pay attention, Deci says.\u003c/p>\n\u003cp>But in the last few decades, some parts of our culture have turned in the other direction, he says. They've started taking autonomy away from kids — especially in some schools.\u003c/p>\n\u003cp>\"One of the things we've been doing in the American school system is making it more and more controlling rather than supportive,\" Deci says.\u003c/p>\n\u003cp>And this lack of autonomy in school inhibits kids' ability to pay attention, he says.\u003c/p>\n\u003cp>\"Oh without question it does,\" Deci says. \"So all of the high stakes tests are having negative consequences on the motivation, the attention and the learning of our children.\"\u003c/p>\n\u003cp>Now, many parents in the U.S. can't go full-on Maya to motivate kids. It's often not practical — or safe — to give kids that much autonomy in many places, for instance. But there are things parents here can do, says cognitive psychologist Mike Esterman.\u003c/p>\n\u003cp>For starters, he says, ask your kid this question: 'What would you do if you didn't have to do anything else?' \"\u003c/p>\n\u003cp>\"Then you start to see what actually motivates them and what they want to engage their cognitive resources in when no one tells them what they \u003cem>have\u003c/em> to to do,\" Esterman says.\u003c/p>\n\u003cp>Then create space in their schedule for this activity, he says.\u003c/p>\n\u003cp>\"For my daughter, I've been thinking that this activity will be like her 'passion,' and it's the activity I should be fostering,\" he says.\u003c/p>\n\u003cp>Because when a kid has a passion, Esterman says, it's golden for the child. It's something that will bring them joy ... and hone their ability to pay attention.\u003c/p>\n\u003cp>\u003cstrong>Your Turn: What questions do you have about \u003c/strong>\u003ca href=\"https://www.npr.org/series/607483398/-howtoraiseahuman\">\u003cstrong>How To Raise A Human\u003c/strong>\u003c/a>\u003cstrong>? \u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>We've reported on kids and chores, grandma's role in evolution and stay-at-home dads. What else do you want to know? What questions do you have for our correspondents? Submit your question in the tool below. We will pick a few to answer on NPR.org at the end of the series.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Lost+Secret%3A+How+To+Get+Kids+To+Pay+Attention&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Fifteen years ago, psychologists Barbara Rogoff and Maricela Correa-Chavez ran a simple experiment. They wanted to see how well kids pay attention — even if they don't have to.\u003c/p>\n\u003cp>They would bring two kids, between the ages 5 to 11, into a room and have them sit at two tables.\u003c/p>\n\u003cp>Then they had a research assistant teach one of the kids how to assemble a toy.\u003c/p>\n\u003cp>The other kid was told to wait. Rogoff says they would tell the second child, \"You can sit over here, and in a few minutes you'll have a turn to make this origami jumping mouse,\" — a different task altogether.\u003c/p>\n\u003cp>Rogoff and Correa-Chavez wanted to see what the waiting child did. Would she pay attention to the research assistant. Or did she goof off?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>They ran this experiment on about 80 kids, with two different backgrounds: white, middle-class children from California and Maya children from Guatemala, whom she had been studying for years.\u003c/p>\n\u003cp>The difference was like night and day.\u003c/p>\n\u003cp>Many of the American kids slouched in their chairs, stared at the floor or looked around the room at the posters.\u003c/p>\n\u003cp>One little boy started making explosive noises, pretending a toy on the table was a bomb. \"He was throwing his hands into the air and saying, 'It's going to explode!'\" Rogoff says.\u003c/p>\n\u003cp>In contrast, the Maya children were more likely to pay attention. Some of them sat perfectly still in the chair, staring at the instructor. The Maya kids showed sustained attention about two-thirds of the time, Rogoff and colleagues \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/19413421\">concluded\u003c/a>. The middle-class, American kids did so exactly half as often.\u003c/p>\n\u003cp>Why such different results? As we \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/06/09/616928895/how-to-get-your-kids-to-do-chores-without-resenting-it\">recently reported, Maya kids are encouraged very early on to pay attention\u003c/a> to what their family is doing so they can learn how to do chores and work collaboratively with their family.\u003c/p>\n\u003cp>But Rogoff and other Maya researchers think there's more to the story. They think these indigenous children have something that many American kids have lost.\u003c/p>\n\u003cp>\u003cstrong>What is attention?\u003c/strong>\u003c/p>\n\u003cp>In the U.S., there's growing \u003ca href=\"https://www.npr.org/sections/health-shots/2010/07/07/128358770/more-screen-time-means-more-attention-problems-in-kids\">concern\u003c/a> about the ability of children to pay attention. That, on average, the attention span of kids is declining.\u003c/p>\n\u003cp>But what if it's not attention that's the problem — but something that triggers attention.\u003c/p>\n\u003cp>Attention is a tricky beast. Unlike some brain processes, say vision or the ability to detect faces, there's not one key region in the brain that controls our ability to focus on one task and disregard distractions.\u003c/p>\n\u003cp>\"Instead it appears [that] hundreds of different parts [of the brain] have to communicate and interact with each other when we pay attention,\" says neuroscientist \u003ca href=\"http://monicarosenberg.org/\">Monica Rosenberg\u003c/a> at Yale University.\u003c/p>\n\u003cp>And measuring how well a person's brain can execute this complex process has been thorny, say cognitive neuroscientists Mike Esterman and Joe DeGutis at the \u003ca href=\"http://www.bu.edu/ballab/\">Boston Attention and Learning Lab.\u003c/a>\u003c/p>\n\u003cp>For years, Esterman and DeGutis have been developing a standard test to measure how well people can focus — or at least that's what they thought they were measuring.\u003c/p>\n\u003cp>\"So we bring people in a lab, like college students, and give them these tests to do on the computer, which count how many times their attention lapses,\" Esterman says.\u003c/p>\n\u003cp>For instance, a person is shown a series of images on the screen. Esterman tells the person to press a button every time a city pops up.\u003c/p>\n\u003cp>\"So we show them a bunch of city images,\" he says. \"And you're kind of going along, pressing the button, as city after city passes on the scene. Then all of the sudden there's a mountain scene, and the goal is to stop pressing.\"\u003c/p>\n\u003cp>If your brain wanders, you'll make a mistake and accidentally press the button, Esterman adds. The more mistakes you make like this, the worse your ability is to pay attention, the researchers thought.\u003c/p>\n\u003cp>But then a few years ago, they decided to tweak the experiment. Right before it began, they told the college kids:\u003c/p>\n\u003cp>\"If you do better on the task, it would end sooner,\" Esterman says. \"And you can get out of the lab sooner.\"\u003c/p>\n\u003cp>In other words, Esterman gave the volunteers more \u003cem>motivation\u003c/em> to pay attention. The results were shocking.\u003c/p>\n\u003cp>\"The extra motivation increased the person's ability to sustain attention by more than 50 percent, \" Esterman says. \"We were kind of blown away by the size of these effects.\"\u003c/p>\n\u003cp>The researchers could even see changes in how the brain worked when people were motivated. The circuitry that controls attention was more active throughout the entire experiment when participants were motivated to finish the test, DeGutis says. Whereas, without the motivation, this circuitry tended to flash on and off.\u003c/p>\n\u003cp>For some people, the motivation can be just as important as their innate ability to pay attention, Esterman says.\u003c/p>\n\u003cp>\"If we don't measure how motivated a person is [while taking these tests], then we may not be measuring their true capacity to pay attention,\" he says.\u003c/p>\n\u003cp>And DeGutis agrees. \"One of the things we've realized is that it's hard to separate motivation from sustained attention,\" he says. \"If we're not looking at motivation, then we're really missing the boat in terms of attention.\"\u003c/p>\n\u003cp>'\u003cstrong>Of course she can go to the store by herself'\u003c/strong>\u003c/p>\n\u003cp>So maybe the Maya children are more attentive in the origami/toy experiment — not because they have better attention spans — but because they are more motivated to pay attention. Their parents have somehow motivated them to pay attention even without being told.\u003c/p>\n\u003cp>To see this Maya parenting firsthand, I traveled down to a tiny Maya village in Yucatan, Mexico, and visited the home of Maria Tun Burgos. Researchers have been studying her family and this village for years.\u003c/p>\n\u003cfigure id=\"attachment_51511\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg class=\"wp-image-51511 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f.jpg\" alt=\"\" width=\"2000\" height=\"2000\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-1200x1200.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-520x520.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/maya-attention-01_custom-fa5caad3b57bb492f3353cead17bfe5e7075d71f-150x150.jpg 150w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gelmy Tun Borgos helps in the kitchen making tortillas with her mother in their home in a small village in the Yucatan. \u003ccite>(Adriana Zehbrauskas for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On a warm April afternoon, Tun Burgos is feeding her chickens in backyard. Her three daughters are outside with her, but they doing basically whatever they want.\u003c/p>\n\u003cp>The oldest daughter, Angela, age 12, is chasing a baby chick that's gotten out of the pen. The middle girl, Gelmy, age 9, is running in and out of the yard with neighborhood kids. Most of the time, no one is really sure where she is. And the littlest daughter, Alexa, who is 4 years old, has just climbed up a tree.\u003c/p>\n\u003cp>\"Alone, without mama,\" the little daredevil declares.\u003c/p>\n\u003cp>Right away, I realize what these kids have that many American kids miss out on: an enormous amount of freedom. The freedom to largely choose what they do, where they go, whom they do it with. That means, they also have the freedom to control what they pay attention to.\u003c/p>\n\u003cp>Even the little 4-year-old has the freedom to leave the house by herself, her mother says.\u003c/p>\n\u003cp>\"Of course she can go shopping,\" Tun Burgos says. \"She can buy some eggs or tomatoes for us. She knows the way and how to stay out of traffic.\"\u003c/p>\n\u003cp>Now the kids aren't just playing around in the yard. They're still getting work done. They go to school. They do several after-school activities — and many, many chores. When I was with the family, the oldest girl did the dishes even though no one asked her to, and she helped take care of her little sisters.\u003c/p>\n\u003cp>But the kids, to a great extent, set their schedules and agendas, says Suzanne Gaskins, a psychologist at Northeastern Illinois University, who has studied the kids in this village for decades.\u003c/p>\n\u003cp>\"Rather than having the mom set the goal — and then having to offer enticements and rewards to reach that goal — the child is setting the goal,\" Gaskins says. \"Then the parents support that goal however they can.\"\u003c/p>\n\u003cp>The parents intentionally give their children this autonomy and freedom because they believe it's the best way to motivate kids, Gaskins says.\u003c/p>\n\u003cp>\"The parents feel very strongly that every child knows best what they want,\" she says. \"And that goals can be achieved only when a child wants it.\"\u003c/p>\n\u003cp>And so \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/06/09/616928895/how-to-get-your-kids-to-do-chores-without-resenting-it\">they will do chores when they want to be helpful for their family.\u003c/a>\u003c/p>\n\u003cp>With this strategy, Maya children also learn how to manage their own attention, instead of always depending on adults to tell them what to pay attention to, says \u003ca href=\"https://psychology.ucsc.edu/faculty/singleton.php?&singleton=true&cruz_id=brogoff\">Barbara Rogoff\u003c/a>, who is a professor at the University of California Santa Cruz.\u003c/p>\n\u003cp>\"It may be the case that [some American] children give up control of their attention when it's always managed by an adult,\" she says.\u003c/p>\n\u003cp>Turns out these Maya moms are onto something. In fact, they are master motivators.\u003c/p>\n\u003cp>\u003cstrong>Motivating kids, the Maya way\u003c/strong>\u003c/p>\n\u003cp>Although neuroscientists are just beginning to understand what's happening in the brain while we pay attention, psychologists already have a pretty good understanding of what's needed to motivate kids.\u003c/p>\n\u003cp>Psychologist \u003ca href=\"http://www.sas.rochester.edu/psy/people/faculty/deci_edward/\">Edward Deci\u003c/a> has been studying it for nearly 50 years at the University of Rochester. And what does he say is one of the most important ingredients for motivating kids?\u003c/p>\n\u003cp>\"Autonomy,\" Deci says. \"To do something with this full sense of willingness and choice.\"\u003c/p>\n\u003cp>Many \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/1477878509104318?journalCode=trea\">studies\u003c/a> have shown that when teachers foster autonomy, it stimulates kids' motivation to learn, tackle challenges and pay attention, Deci says.\u003c/p>\n\u003cp>But in the last few decades, some parts of our culture have turned in the other direction, he says. They've started taking autonomy away from kids — especially in some schools.\u003c/p>\n\u003cp>\"One of the things we've been doing in the American school system is making it more and more controlling rather than supportive,\" Deci says.\u003c/p>\n\u003cp>And this lack of autonomy in school inhibits kids' ability to pay attention, he says.\u003c/p>\n\u003cp>\"Oh without question it does,\" Deci says. \"So all of the high stakes tests are having negative consequences on the motivation, the attention and the learning of our children.\"\u003c/p>\n\u003cp>Now, many parents in the U.S. can't go full-on Maya to motivate kids. It's often not practical — or safe — to give kids that much autonomy in many places, for instance. But there are things parents here can do, says cognitive psychologist Mike Esterman.\u003c/p>\n\u003cp>For starters, he says, ask your kid this question: 'What would you do if you didn't have to do anything else?' \"\u003c/p>\n\u003cp>\"Then you start to see what actually motivates them and what they want to engage their cognitive resources in when no one tells them what they \u003cem>have\u003c/em> to to do,\" Esterman says.\u003c/p>\n\u003cp>Then create space in their schedule for this activity, he says.\u003c/p>\n\u003cp>\"For my daughter, I've been thinking that this activity will be like her 'passion,' and it's the activity I should be fostering,\" he says.\u003c/p>\n\u003cp>Because when a kid has a passion, Esterman says, it's golden for the child. It's something that will bring them joy ... and hone their ability to pay attention.\u003c/p>\n\u003cp>\u003cstrong>Your Turn: What questions do you have about \u003c/strong>\u003ca href=\"https://www.npr.org/series/607483398/-howtoraiseahuman\">\u003cstrong>How To Raise A Human\u003c/strong>\u003c/a>\u003cstrong>? \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>We've reported on kids and chores, grandma's role in evolution and stay-at-home dads. What else do you want to know? What questions do you have for our correspondents? Submit your question in the tool below. We will pick a few to answer on NPR.org at the end of the series.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Lost+Secret%3A+How+To+Get+Kids+To+Pay+Attention&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>For much of the past half-century, children, adolescents and young adults in the U.S. have been saying \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1207/s15327957pspr0803_5\">they feel as though\u003c/a> their lives are increasingly out of their control. At the same time, rates of anxiety and depression have risen steadily.\u003c/p>\n\u003cp>What's the fix? Feeling in control of your own destiny. Let's call it \"agency.\"\u003c/p>\n\u003cp>\"Agency may be the one most important factor in human happiness and well-being.\"\u003c/p>\n\u003cp>So write William Stixrud and Ned Johnson in their new book, \u003cem>The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives. \u003c/em>Feeling out of control can cause debilitating stress and destroy self-motivation.\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Self-Driven-Child-Science-Giving-Control/dp/0735222517\">\u003cimg class=\"alignleft wp-image-50565 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/The-Self-Driven-Child.jpg\" alt=\"\" width=\"200\" height=\"304\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/The-Self-Driven-Child.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/The-Self-Driven-Child-160x243.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>Building agency begins with parents, because it has to be cultivated and nurtured in childhood, write Stixrud and Johnson. But many parents find that difficult, since giving kids more control requires parents to give up some of their own.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Instead of trusting kids with choices — small at first, but bigger as adolescence progresses — many parents insist on micromanaging everything from homework to friendships. For these parents, Stixrud and Johnson have a simple message:\u003c/p>\n\u003cp>Stop. Instead of thinking of yourself as your child's boss or manager, try \u003cem>consultant\u003c/em>.\u003c/p>\n\u003cp>To discuss the book's big ideas, I spoke with Bill Stixrud, a neuropsychologist who has spent the past 30 years helping parents and kids navigate life's challenges. Our interview has been edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>Let's start with a basic definition from the book's title. What does it mean for a child to be self-driven?\u003c/strong>\u003c/p>\n\u003cp>When I used to do psychotherapy, I was struck by how many young adults I saw who said, \"I feel like I've spent my whole life trying to live up to other people's expectations. I want to try to figure out what's really important to me.\"\u003c/p>\n\u003cp>I think that the self-driven child is driven by internal motivation as opposed to other people's expectations, rewards, insecurity or fear.\u003c/p>\n\u003cp>To be self-driven, kids need to have a sense of control over their lives and are energetic about directing their lives in the direction they want to go.\u003c/p>\n\u003cp>\u003cstrong>Consultants, not managers? I can imagine some parents feeling really uncomfortable giving up that much control over their children's lives. \u003c/strong>\u003c/p>\n\u003cp>When I used to do therapy — I'm going going back 30 years now — I'd see family after family that said, \"I hate the time after dinner at our house because it's World War III.\" And I was struck by how many of these meaningless fights would happen over homework — completely unproductive fights, hugely stressful, pitting the kid against his parents.\u003c/p>\n\u003cp>I just came up with this phrase: \"I love you too much to fight with you about your homework.\"\u003c/p>\n\u003cp>What I said to parents is that, if you decide you're not going to fight about this anymore, you say instead, \"How can I help?\" You think about yourself as a consultant and acknowledge respectfully that it's the kid's homework. You can't \u003cem>make\u003c/em> your child do it. What you can do is offer to help.\u003c/p>\n\u003cp>You can set up what I call consulting hours between 6:30 and 7:30 p.m., and just say, \"I'm not going to fight with you. I just love you too much. I don't want all this friction. This is your work, and I respect that you can figure this out and I'll help you.\" A family just told me that the temperature went down in their house by 20 degrees.\u003c/p>\n\u003cp>\u003cstrong>Letting go can be especially hard for anxious parents, who worry a lot about their kids getting good grades, getting into a good college, landing a good job, etc. How do you help them let go?\u003c/strong>\u003c/p>\n\u003cp>All of us have what I call a shared delusion: that the path to becoming successful is extremely narrow and, if you fall off it, you're sunk. And it just doesn't take very long to look around and realize how untrue that is.\u003c/p>\n\u003cp>Research suggests that it doesn't make that much difference where you go to college in terms of how successful you are financially or professionally or how satisfied you are or how happy you are. The idea that, somehow, getting into the most elite college at any cost is the right focus of a kid's development is completely wrong. It's wrong-headed. And many parents with enough support can come to see that and make peace with it. But it's a big project because so much of the world that we live in gives the opposite message.\u003c/p>\n\u003cp>Also, we need to make peace with reality. And the reality is, you can't make a kid do his work. And that means it can't be the parent's responsibility to ensure that the kid always does his homework and does it well.\u003c/p>\n\u003cp>In some ways, it's also disrespectful to the kid. You know, I start with the assumption that kids have a brain in their head and they want their lives to work. They want to do well. That's why we want to change the energy, so the energy is coming from the kid seeking help from us rather than us trying to boss the kid, sending the message, \"You can't do this on your own.\"\u003c/p>\n\u003cp>\u003cstrong>One of my favorite moments in the book is when you reveal how you, as a parent, approached homework and report cards with your kids. What was the message you were trying to convey to them?\u003c/strong>\u003c/p>\n\u003cp>When my kids were little, I had just been reading some research that suggested there's a very low correlation between grades and success in life. And so, when my kids were in elementary school, I said, \"I'm happy to look at your report card, but I don't care that much. I care much more that you work hard to develop yourself, and part of that is developing yourself as a student. But also it means developing yourself as a person. If you want to be an athlete or musician or whatever is important to you, I care much more about that because that's the stuff — that self-development — that helps you be successful. It's not the grades.\"\u003c/p>\n\u003cp>When my daughter was in high school, she came to a lecture I gave on the adolescent brain, in which I mentioned this low correlation between grades and success and how research on valedictorians suggests that they don't do better than other college graduates once they're in their mid-20s. Driving home, she said, \"You know, I liked the lecture, but I don't really believe that you believe that stuff about the grades.\"\u003c/p>\n\u003cp>I told her, \"I absolutely believe it.\" In fact, I believed it enough that I offered her a hundred bucks to get a C on her next report card.\u003c/p>\n\u003cp>\u003cstrong>I assume she was an A student at the time?\u003c/strong>\u003c/p>\n\u003cp>Yeah, she's now got a Ph.D. in economics from the University of Chicago. She's a brilliant girl and a really good student. But I offered her a hundred dollars for a C, so she could understand and have the experience that, you know, one bad thing or one thing that seems like a disaster is just not that big a deal.\u003c/p>\n\u003cp>\u003cstrong>She didn't take you up on it? \u003c/strong>\u003c/p>\n\u003cp>She never did. But I think it helped her to know that there's many ways people become successful. And I think that message was really helpful to my son, who did not learn easily and needed help to get through school. He was a later bloomer but ultimately got a Ph.D. in psychology and is an incredible person.\u003c/p>\n\u003cp>I walked this walk with him — in the sense that I never oversaw his homework. If I happened to notice that he hadn't done a very good job on something, I'd offer some suggestions, and often he'd take me up on it. Other times, he wouldn't. And I'd say, \"This is your education. I'll help wherever I can.\"\u003c/p>\n\u003cp>\u003cstrong>On the subject of homework, you say: Inspire but don't require.\u003c/strong>\u003c/p>\n\u003cp>I wrote a couple papers on homework in 1986, and I reviewed what we know about the effects of homework on learning. And I was dumbfounded to learn at that time that there's virtually no correlation between the amount of time spent on homework and what you learn in elementary school. And that's partly why I concluded that it doesn't make sense to fight with kids and have all this stress about something that doesn't seem to contribute to learning.\u003c/p>\n\u003cp>Thirty-some years later, it's still the case that there's no compelling evidence that homework contributes to learning in elementary school and even in middle school — or in high school beyond two, 2 1/2 hours. It just doesn't do much.\u003c/p>\n\u003cp>I think the wisest thing is to try to inspire kids to learn at home. I don't want kids going home and being on social media or video games all night. I want them to be working on developing themselves, and I want teachers to inspire kids to learn. Tell them, \"Here's what you're going to get out of this assignment. I think it will help you. Or find a different way to learn this material.\" But don't require homework and grade it because, in my opinion, it confuses the means for the end.\u003c/p>\n\u003cp>\u003cstrong>You say the best way to motivate a child for the things you think he should focus on is to let him spend time on the things he wants to focus on. Why?\u003c/strong>\u003c/p>\n\u003cp>There's a scientist by the name of Reed Larson who studies adolescent development with a strong \u003ca href=\"https://experts.illinois.edu/en/publications/intrinsic-motivation-and-positive-development\">focus on motivation\u003c/a>. And he concluded some years ago that the best way to develop a self-motivated, older-adolescent adult is to encourage their participation in their pastimes — in the stuff they love.\u003c/p>\n\u003cp>The point he's made is that, if a kid is deeply involved in something that he loves to do, he's going to create a brain-state that combines high focus, high energy, high effort and low stress. Ideally, at least in our professional lives, that's where we want to be most of the time. We want to be interested, engaged, active, alert, and focused but not highly stressed.\u003c/p>\n\u003cp>In my own experience, I was a C+ student in high school, but I spent at least two or three hours a night working on rock 'n' roll music. I was in a band and learned to play instruments and learning chord structure and practicing harmony parts. Oftentimes, I'd tell myself, \"Well, I'll go into my music room for half an hour, and then I'll do some homework.\" But commonly, two-and-a-half hours later, I'd come out and have no idea where all the time went.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>I feel that I really sculpted a brain that, once I found something professionally that really speaks to me, I could go pedal to the metal.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Key+To+Raising+A+Happy+Child&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For much of the past half-century, children, adolescents and young adults in the U.S. have been saying \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1207/s15327957pspr0803_5\">they feel as though\u003c/a> their lives are increasingly out of their control. At the same time, rates of anxiety and depression have risen steadily.\u003c/p>\n\u003cp>What's the fix? Feeling in control of your own destiny. Let's call it \"agency.\"\u003c/p>\n\u003cp>\"Agency may be the one most important factor in human happiness and well-being.\"\u003c/p>\n\u003cp>So write William Stixrud and Ned Johnson in their new book, \u003cem>The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives. \u003c/em>Feeling out of control can cause debilitating stress and destroy self-motivation.\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Self-Driven-Child-Science-Giving-Control/dp/0735222517\">\u003cimg class=\"alignleft wp-image-50565 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/The-Self-Driven-Child.jpg\" alt=\"\" width=\"200\" height=\"304\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/The-Self-Driven-Child.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/The-Self-Driven-Child-160x243.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>Building agency begins with parents, because it has to be cultivated and nurtured in childhood, write Stixrud and Johnson. But many parents find that difficult, since giving kids more control requires parents to give up some of their own.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Instead of trusting kids with choices — small at first, but bigger as adolescence progresses — many parents insist on micromanaging everything from homework to friendships. For these parents, Stixrud and Johnson have a simple message:\u003c/p>\n\u003cp>Stop. Instead of thinking of yourself as your child's boss or manager, try \u003cem>consultant\u003c/em>.\u003c/p>\n\u003cp>To discuss the book's big ideas, I spoke with Bill Stixrud, a neuropsychologist who has spent the past 30 years helping parents and kids navigate life's challenges. Our interview has been edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>Let's start with a basic definition from the book's title. What does it mean for a child to be self-driven?\u003c/strong>\u003c/p>\n\u003cp>When I used to do psychotherapy, I was struck by how many young adults I saw who said, \"I feel like I've spent my whole life trying to live up to other people's expectations. I want to try to figure out what's really important to me.\"\u003c/p>\n\u003cp>I think that the self-driven child is driven by internal motivation as opposed to other people's expectations, rewards, insecurity or fear.\u003c/p>\n\u003cp>To be self-driven, kids need to have a sense of control over their lives and are energetic about directing their lives in the direction they want to go.\u003c/p>\n\u003cp>\u003cstrong>Consultants, not managers? I can imagine some parents feeling really uncomfortable giving up that much control over their children's lives. \u003c/strong>\u003c/p>\n\u003cp>When I used to do therapy — I'm going going back 30 years now — I'd see family after family that said, \"I hate the time after dinner at our house because it's World War III.\" And I was struck by how many of these meaningless fights would happen over homework — completely unproductive fights, hugely stressful, pitting the kid against his parents.\u003c/p>\n\u003cp>I just came up with this phrase: \"I love you too much to fight with you about your homework.\"\u003c/p>\n\u003cp>What I said to parents is that, if you decide you're not going to fight about this anymore, you say instead, \"How can I help?\" You think about yourself as a consultant and acknowledge respectfully that it's the kid's homework. You can't \u003cem>make\u003c/em> your child do it. What you can do is offer to help.\u003c/p>\n\u003cp>You can set up what I call consulting hours between 6:30 and 7:30 p.m., and just say, \"I'm not going to fight with you. I just love you too much. I don't want all this friction. This is your work, and I respect that you can figure this out and I'll help you.\" A family just told me that the temperature went down in their house by 20 degrees.\u003c/p>\n\u003cp>\u003cstrong>Letting go can be especially hard for anxious parents, who worry a lot about their kids getting good grades, getting into a good college, landing a good job, etc. How do you help them let go?\u003c/strong>\u003c/p>\n\u003cp>All of us have what I call a shared delusion: that the path to becoming successful is extremely narrow and, if you fall off it, you're sunk. And it just doesn't take very long to look around and realize how untrue that is.\u003c/p>\n\u003cp>Research suggests that it doesn't make that much difference where you go to college in terms of how successful you are financially or professionally or how satisfied you are or how happy you are. The idea that, somehow, getting into the most elite college at any cost is the right focus of a kid's development is completely wrong. It's wrong-headed. And many parents with enough support can come to see that and make peace with it. But it's a big project because so much of the world that we live in gives the opposite message.\u003c/p>\n\u003cp>Also, we need to make peace with reality. And the reality is, you can't make a kid do his work. And that means it can't be the parent's responsibility to ensure that the kid always does his homework and does it well.\u003c/p>\n\u003cp>In some ways, it's also disrespectful to the kid. You know, I start with the assumption that kids have a brain in their head and they want their lives to work. They want to do well. That's why we want to change the energy, so the energy is coming from the kid seeking help from us rather than us trying to boss the kid, sending the message, \"You can't do this on your own.\"\u003c/p>\n\u003cp>\u003cstrong>One of my favorite moments in the book is when you reveal how you, as a parent, approached homework and report cards with your kids. What was the message you were trying to convey to them?\u003c/strong>\u003c/p>\n\u003cp>When my kids were little, I had just been reading some research that suggested there's a very low correlation between grades and success in life. And so, when my kids were in elementary school, I said, \"I'm happy to look at your report card, but I don't care that much. I care much more that you work hard to develop yourself, and part of that is developing yourself as a student. But also it means developing yourself as a person. If you want to be an athlete or musician or whatever is important to you, I care much more about that because that's the stuff — that self-development — that helps you be successful. It's not the grades.\"\u003c/p>\n\u003cp>When my daughter was in high school, she came to a lecture I gave on the adolescent brain, in which I mentioned this low correlation between grades and success and how research on valedictorians suggests that they don't do better than other college graduates once they're in their mid-20s. Driving home, she said, \"You know, I liked the lecture, but I don't really believe that you believe that stuff about the grades.\"\u003c/p>\n\u003cp>I told her, \"I absolutely believe it.\" In fact, I believed it enough that I offered her a hundred bucks to get a C on her next report card.\u003c/p>\n\u003cp>\u003cstrong>I assume she was an A student at the time?\u003c/strong>\u003c/p>\n\u003cp>Yeah, she's now got a Ph.D. in economics from the University of Chicago. She's a brilliant girl and a really good student. But I offered her a hundred dollars for a C, so she could understand and have the experience that, you know, one bad thing or one thing that seems like a disaster is just not that big a deal.\u003c/p>\n\u003cp>\u003cstrong>She didn't take you up on it? \u003c/strong>\u003c/p>\n\u003cp>She never did. But I think it helped her to know that there's many ways people become successful. And I think that message was really helpful to my son, who did not learn easily and needed help to get through school. He was a later bloomer but ultimately got a Ph.D. in psychology and is an incredible person.\u003c/p>\n\u003cp>I walked this walk with him — in the sense that I never oversaw his homework. If I happened to notice that he hadn't done a very good job on something, I'd offer some suggestions, and often he'd take me up on it. Other times, he wouldn't. And I'd say, \"This is your education. I'll help wherever I can.\"\u003c/p>\n\u003cp>\u003cstrong>On the subject of homework, you say: Inspire but don't require.\u003c/strong>\u003c/p>\n\u003cp>I wrote a couple papers on homework in 1986, and I reviewed what we know about the effects of homework on learning. And I was dumbfounded to learn at that time that there's virtually no correlation between the amount of time spent on homework and what you learn in elementary school. And that's partly why I concluded that it doesn't make sense to fight with kids and have all this stress about something that doesn't seem to contribute to learning.\u003c/p>\n\u003cp>Thirty-some years later, it's still the case that there's no compelling evidence that homework contributes to learning in elementary school and even in middle school — or in high school beyond two, 2 1/2 hours. It just doesn't do much.\u003c/p>\n\u003cp>I think the wisest thing is to try to inspire kids to learn at home. I don't want kids going home and being on social media or video games all night. I want them to be working on developing themselves, and I want teachers to inspire kids to learn. Tell them, \"Here's what you're going to get out of this assignment. I think it will help you. Or find a different way to learn this material.\" But don't require homework and grade it because, in my opinion, it confuses the means for the end.\u003c/p>\n\u003cp>\u003cstrong>You say the best way to motivate a child for the things you think he should focus on is to let him spend time on the things he wants to focus on. Why?\u003c/strong>\u003c/p>\n\u003cp>There's a scientist by the name of Reed Larson who studies adolescent development with a strong \u003ca href=\"https://experts.illinois.edu/en/publications/intrinsic-motivation-and-positive-development\">focus on motivation\u003c/a>. And he concluded some years ago that the best way to develop a self-motivated, older-adolescent adult is to encourage their participation in their pastimes — in the stuff they love.\u003c/p>\n\u003cp>The point he's made is that, if a kid is deeply involved in something that he loves to do, he's going to create a brain-state that combines high focus, high energy, high effort and low stress. Ideally, at least in our professional lives, that's where we want to be most of the time. We want to be interested, engaged, active, alert, and focused but not highly stressed.\u003c/p>\n\u003cp>In my own experience, I was a C+ student in high school, but I spent at least two or three hours a night working on rock 'n' roll music. I was in a band and learned to play instruments and learning chord structure and practicing harmony parts. Oftentimes, I'd tell myself, \"Well, I'll go into my music room for half an hour, and then I'll do some homework.\" But commonly, two-and-a-half hours later, I'd come out and have no idea where all the time went.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I feel that I really sculpted a brain that, once I found something professionally that really speaks to me, I could go pedal to the metal.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Key+To+Raising+A+Happy+Child&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Walking onto a \u003ca href=\"https://www.hightechhigh.org/\" target=\"_blank\" rel=\"noopener\">High Tech High \u003c/a>campus is like entering a workshop. Our tour guide, sophomore Caroline Egler, pointed out classrooms that supposedly housed physics or humanities or biology, but most students weren’t in those rooms. They were in the hallways working on projects, huddled around computers together, or even working at desks elevated 8 feet above the ground so they towered over the floor. Students seem to be working with purpose, even if it’s not immediately obvious what they’re doing. The scene is chaotic, but not out of control.\u003c/p>\n\u003cp>It’s not always like this, Egler assured us, a group of education journalists visiting as part of the Education Writers Association’s \u003ca href=\"https://www.ewa.org/reporters-guide-rethinking-american-high-school\" target=\"_blank\" rel=\"noopener\">Rethinking the American High School seminar\u003c/a>. Students at this campus of the San Diego-based charter network seemed more frantic than usual because they were rushing to finish projects they’d been working on all semester, she said. They’d be exhibiting their work to real-world audiences at the end of the week.\u003c/p>\n\u003caside class=\"pullquote alignright\">'All of this is stuff students are researching and learning about, but it's all integrated into this project, rather than being this cold, removed, isolated content that we study for a while and then we move on to the next thing.'\u003ccite>Russell Walker, Humanities teacher at High Tech High\u003c/cite>\u003c/aside>\n\u003cp>Each student had to develop a physical product to represent their learning over the semester; they planned to exhibit their work at the Mexican border in coordination with Mexican students they had been working with over Skype since the class began.\u003c/p>\n\u003cp>Egler explained that she was making \u003ca href=\"https://www.youtube.com/watch?v=NKLFR_IT4nw&feature=youtu.be\" target=\"_blank\" rel=\"noopener\">a podcast\u003c/a> -- complete with original music composed by a classmate -- about differing views on President Trump’s proposed border wall with Mexico. Other students in her class were exploring topics like drug trafficking and sexual harassment; the only requirement was that the project relate to the border. It was a \u003ca href=\"https://griffinlisa.weebly.com/projects-at-hth.html\" target=\"_blank\" rel=\"noopener\">shared project between Spanish and humanities classes\u003c/a>.\u003c/p>\n\u003cp>These kinds of community-grounded events are part of what High Tech High calls real-world work. The learning and its products are displayed not just to teachers, students or even parents, but to a larger community of experts. That gives school assignments more relevance -- the work actually matters to the world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The other thing visitors immediately notice about the school is the incredible work hanging from ceilings, lining the walls, and built into the hallways. Photographs, \u003ca href=\"https://www.hightechhigh.org/hth/project/staircase-to-nowhere/\" target=\"_blank\" rel=\"noopener\">a bridge to nowhere\u003c/a>, self-portraits, full-size boats, weather balloons, robots -- beautiful work is celebrated at the school and its constant presence reminds students of the high expectations their teachers set for them.\u003c/p>\n\u003cp>The High Tech High network mostly operates on the California per-pupil funding formula, but it chooses to allocate its money very differently from many other school systems. High Tech High School doesn’t have a football team, a library or textbooks, all pricey areas where the school saves some money. It also offers few class choices to students; for the most part, students take classes that satisfy the University of \u003ca href=\"http://www.ucop.edu/agguide/a-g-requirements/\" target=\"_blank\" rel=\"noopener\">California’s A-G requirements\u003c/a>. And many teachers have dual credentials, allowing them to teach multiple subjects or combine subjects.\u003c/p>\n\u003cfigure id=\"attachment_50448\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-50448\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/01/HTH-boat-1020x574.png\" alt=\"Boat making is a favorite High Tech High project.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-1020x574.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-960x540.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-240x135.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-375x211.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-520x293.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Boat-making is a favorite High Tech High project. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But what seems like a lack of choice in classes isn’t as limiting as one might think. The charter network’s schools are built around \u003ca href=\"https://www.hightechhigh.org/about-us/\" target=\"_blank\" rel=\"noopener\">four essential design principles\u003c/a>: equity, personalization, authentic work and collaborative design. While those guiding principles are at the heart of every class, there’s a lot of variety in every other way. And students are encouraged to pursue ideas they’re passionate about, which allows for some of the choice they might otherwise lack.\u003c/p>\n\u003cp>For example, Aaron Price is in the same humanities-Spanish class as Caroline Egler. He built a data logger that he attached to a weather balloon and used it to measure CO2 levels at the border. He was part of a team investigating shared environmental concerns in the U.S.-Mexico border region. Price’s physical work product was more technical, but he also wrote and published a research paper, as well as \u003ca href=\"https://aaronpriceblog.wordpress.com/proyecto-comunidad/\" target=\"_blank\" rel=\"noopener\">a website\u003c/a> with his findings. It’s almost like Egler with her political podcast and Price with his weather balloon are in two different classes. That’s what personalization looks like at High Tech High schools, and it’s why students don’t mind that the course catalog is limited.\u003c/p>\n\u003cp>The charter network accepts students through a lottery that randomly takes a certain number of students from every ZIP code in San Diego. Since the city, like many others, has many neighborhoods that are racially and ethnically isolated, this ensures the student body reflects San Diego’s population.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">SS learn about blood types, heredity and codominance of traits by typing themselves- one of the most engaging labs of the year! \u003ca href=\"https://twitter.com/hightechhigh?ref_src=twsrc%5Etfw\">@hightechhigh\u003c/a> \u003ca href=\"https://twitter.com/hashtag/labscience?src=hash&ref_src=twsrc%5Etfw\">#labscience\u003c/a> \u003ca href=\"https://twitter.com/hashtag/shareyourlearning?src=hash&ref_src=twsrc%5Etfw\">#shareyourlearning\u003c/a> \u003ca href=\"https://twitter.com/hashtag/deeperlearning?src=hash&ref_src=twsrc%5Etfw\">#deeperlearning\u003c/a> \u003ca href=\"https://twitter.com/hashtag/biology?src=hash&ref_src=twsrc%5Etfw\">#biology\u003c/a> \u003ca href=\"https://t.co/bVGGuHCC2F\">pic.twitter.com/bVGGuHCC2F\u003c/a>\u003c/p>\n\u003cp>— KalleApplegatePalmer (@palmer_kalle) \u003ca href=\"https://twitter.com/palmer_kalle/status/956319727755800577?ref_src=twsrc%5Etfw\">January 25, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\" rel=\"noopener\">Personalization\u003c/a> is achieved in part by keeping class sizes small; teachers have the opportunity to get to know students and their passions well. They can adapt projects to students’ interests, and push individuals to do their best work.\u003c/p>\n\u003cp>“It is not students all sitting in front of computers doing a self-paced math program,” said \u003ca href=\"https://ww2.kqed.org/mindshift/2014/05/14/what-it-takes-for-public-schools-to-move-forward/\" target=\"_blank\" rel=\"noopener\">Larry Rosenstock\u003c/a>, founding principal and CEO of High Tech High. “It is not finding the right pace or right technique to get this inert content to each student.”\u003c/p>\n\u003cp>Instead, personalization at High Tech High is a partnership between the teacher and student to find an authentic project that genuinely motivates students to produce meaningful work. And, because teachers' schedules are arranged so they see fewer students at a time, they can push the young people they work with to reach individual goals.\u003c/p>\n\u003cp>“It means you and the student are going to work together to design something that’s going to be academically relevant to what you’re trying to teach them, but also personally meaningful to the student,” said \u003ca href=\"https://www.linkedin.com/in/russell-walker-40a3b795\" target=\"_blank\" rel=\"noopener\">Russell Walker\u003c/a>, an 11th-grade history teacher. He designs the broad strokes of the project, but students take it in many different directions.\u003c/p>\n\u003cp>“I would say it is criminal negligence if you’re not doing that in project-based learning,” Walker said. “Because if you’re saying, ‘Here’s this project and you’re all going to make the same thing,’ that’s not really very interesting. They’ll just copy what you did.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Involving S voice into the development of a project provides expert insight, valuable information, and creative solutions! We invite Ss into our work to give them voice and standing...How do you engage Ss in the process of planning and learning? \u003ca href=\"https://t.co/WmnPaE5eg7\">pic.twitter.com/WmnPaE5eg7\u003c/a>\u003c/p>\n\u003cp>— Edrick Macalaguim (@EdrickMac) \u003ca href=\"https://twitter.com/EdrickMac/status/948351501012889600?ref_src=twsrc%5Etfw\">January 3, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>During the fall semester, Walker collaborated with a biology teacher on a semester-long project about space colonization. Students were tasked with thinking through what they’d need to sustain life off earth, and along the way they learned about DNA, cell replication, physiological systems in the body, ecosystems and more.\u003c/p>\n\u003cp>“It’s all the stuff you would normally do in a biology class,\" Walker said, \"but it’s applied in a way that students are interested in learning and applying it.”\u003c/p>\n\u003cp>For the history side of things, students had to decide what kind of society they would build on their space colony. To do that, they read political theory and philosophers from the Enlightenment. Students discussed the mistakes of colonialism, and covered a broad swath of history as they worked to create something better on their new planet.\u003c/p>\n\u003cp>“All of this is stuff students are researching and learning about, but it's all integrated into this project, rather than being this cold, removed, isolated content that we study for a while and then we move on to the next thing,” Walker said.\u003c/p>\n\u003cp>Walker used to teach Advanced Placement environmental science at a high school in Los Angeles, where he taught 150 students each day and was expected to help as many as possible pass the AP test. He said the experience left him feeling uninspired as a professional and drained of his creativity because he spent hours handling the minutiae of lesson planning and grading.\u003c/p>\n\u003cp>Now, Walker says he works with 48 students (although some High Tech High teachers see between 50-100 students in core classes). His time as an educator is spent researching to prepare a great project, experimenting with the tasks for students, meeting one-on-one with students, providing critique and feedback on their work, and generally engaging with students around ideas.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/hightechhigh?ref_src=twsrc%5Etfw\">@hightechhigh\u003c/a> beautiful school, ethos and people! John, thanks again for the tour! \u003ca href=\"https://t.co/xLbGCwDIdd\">pic.twitter.com/xLbGCwDIdd\u003c/a>\u003c/p>\n\u003cp>— Nicholas Pattison (@CubedSTEM) \u003ca href=\"https://twitter.com/CubedSTEM/status/951957230781255680?ref_src=twsrc%5Etfw\">January 12, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“As a teacher, it's way more fun and interesting to work here,” Walker said. “And I think a lot of teachers who are burned out or losing hope on the way things are running could benefit from shifting to [project-based learning].”\u003c/p>\n\u003cp>Another High Tech High teacher, \u003ca href=\"https://songsandstories.org/\" target=\"_blank\" rel=\"noopener\">Mike Strong\u003c/a>, agreed that one of his favorite things about the school is the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/16/7-qualities-that-promote-teacher-leadership-in-schools/\" target=\"_blank\" rel=\"noopener\">autonomy\u003c/a> it offers him. Teachers are treated as professionals and are allowed to be creative, he said. That’s a tall order, and can be exhausting, but it’s much more exciting. And when teachers are given autonomy, they tend to transfer it to students as well.\u003c/p>\n\u003cp>Egler said her teachers trust her -- something she’s come to expect.\u003c/p>\n\u003cp>“Teachers trust that if they put [students] outside of the class and let them go, that the students are going to be diligent and get to work,” she said.\u003c/p>\n\u003cp>If a particular student fails to live up to her end of the bargain, or is flagrantly disrespectful, the teacher can take away privileges. The school doesn’t give detentions and only \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/12/why-discipline-should-be-aligned-with-a-schools-learning-philosophy/\" target=\"_blank\" rel=\"noopener\">rarely suspends or expels students\u003c/a>, according to Egler. Instead, students will have a conversation with the teacher about their behavior and will be asked to think of a way to make amends.\u003c/p>\n\u003cp>\u003ca href=\"http://mraguirresdp.weebly.com/\" target=\"_blank\" rel=\"noopener\">Mark Aguirre\u003c/a>, a ninth-grade humanities teacher, sees a lot of students who don’t think they like school, but when they're 14, there’s still a chance to convince them that they’re wrong. He admits it doesn’t work for every kid, and some do leave, but he’s been teaching at High Tech High since 2001 and says he firmly believes it works for most students.\u003c/p>\n\u003cp>“You have to convince them that what we’re doing has value by coming up with something interesting for them to do,” he said.\u003c/p>\n\u003cp>Aside from the small class sizes, autonomy, project-based curriculum, freedom to design classes based on loose themes, and expectation that students will create work that experts will want to evaluate, High Tech High is different from the conventional high school in other ways. \u003ca href=\"https://ww2.kqed.org/mindshift/2015/04/06/what-students-gain-from-being-on-the-same-track-for-college/\" target=\"_blank\" rel=\"noopener\">Students aren’t tracked\u003c/a>, and there are no AP classes. All students can opt into honors-level work, which comes with a few different requirements but doesn’t separate them into a different section. Crucially, students decide whether they want to be on the honors track two to three weeks into the semester, which gives tentative students the opportunity to try out honors-level work before committing.\u003c/p>\n\u003cp>“My first instinct was that honors students should read more or different books than the non-honors students,” said \u003ca href=\"http://gse.hightechhigh.org/people/?Randy_Scherer\" target=\"_blank\" rel=\"noopener\">Randy Scherer\u003c/a>, who used to teach English at the school, but now directs the High Tech High Graduate School’s professional development program to support other project-based-learning teachers.\u003c/p>\n\u003cp>He soon realized that only kids who already loved reading were signing up for honors. That didn’t seem fair; he realized he was just padding the GPAs of kids who would read anyway. Instead he defined honors as “adding knowledge to the world that did not exist,” such as by building Wikipedia pages and writing books, for example.\u003c/p>\n\u003cp>“We’re trying to be creatively compliant,” Scherer said. “We have to do something so people will recognize it. But we really want everyone to be in honors.”\u003c/p>\n\u003cp>The charter network has skillfully pushed boundaries while making sure its students aren’t disadvantaged when they apply to college, according to Scherer. After nearly 20 years, they’ve got a good reputation, which gives them more wiggle room with the state.\u003c/p>\n\u003cp>“Some of the practices we push on students, like reflection, teachers do that as well,\" said teacher Mike Strong about working at a charter network like High Tech High. \"There’s constant critique and revision for even things like how we have meetings.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That can become exhausting, but it’s also what keeps the school from regressing to the mean, one of Larry Rosenstock's biggest fears.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Walking onto a \u003ca href=\"https://www.hightechhigh.org/\" target=\"_blank\" rel=\"noopener\">High Tech High \u003c/a>campus is like entering a workshop. Our tour guide, sophomore Caroline Egler, pointed out classrooms that supposedly housed physics or humanities or biology, but most students weren’t in those rooms. They were in the hallways working on projects, huddled around computers together, or even working at desks elevated 8 feet above the ground so they towered over the floor. Students seem to be working with purpose, even if it’s not immediately obvious what they’re doing. The scene is chaotic, but not out of control.\u003c/p>\n\u003cp>It’s not always like this, Egler assured us, a group of education journalists visiting as part of the Education Writers Association’s \u003ca href=\"https://www.ewa.org/reporters-guide-rethinking-american-high-school\" target=\"_blank\" rel=\"noopener\">Rethinking the American High School seminar\u003c/a>. Students at this campus of the San Diego-based charter network seemed more frantic than usual because they were rushing to finish projects they’d been working on all semester, she said. They’d be exhibiting their work to real-world audiences at the end of the week.\u003c/p>\n\u003caside class=\"pullquote alignright\">'All of this is stuff students are researching and learning about, but it's all integrated into this project, rather than being this cold, removed, isolated content that we study for a while and then we move on to the next thing.'\u003ccite>Russell Walker, Humanities teacher at High Tech High\u003c/cite>\u003c/aside>\n\u003cp>Each student had to develop a physical product to represent their learning over the semester; they planned to exhibit their work at the Mexican border in coordination with Mexican students they had been working with over Skype since the class began.\u003c/p>\n\u003cp>Egler explained that she was making \u003ca href=\"https://www.youtube.com/watch?v=NKLFR_IT4nw&feature=youtu.be\" target=\"_blank\" rel=\"noopener\">a podcast\u003c/a> -- complete with original music composed by a classmate -- about differing views on President Trump’s proposed border wall with Mexico. Other students in her class were exploring topics like drug trafficking and sexual harassment; the only requirement was that the project relate to the border. It was a \u003ca href=\"https://griffinlisa.weebly.com/projects-at-hth.html\" target=\"_blank\" rel=\"noopener\">shared project between Spanish and humanities classes\u003c/a>.\u003c/p>\n\u003cp>These kinds of community-grounded events are part of what High Tech High calls real-world work. The learning and its products are displayed not just to teachers, students or even parents, but to a larger community of experts. That gives school assignments more relevance -- the work actually matters to the world.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The other thing visitors immediately notice about the school is the incredible work hanging from ceilings, lining the walls, and built into the hallways. Photographs, \u003ca href=\"https://www.hightechhigh.org/hth/project/staircase-to-nowhere/\" target=\"_blank\" rel=\"noopener\">a bridge to nowhere\u003c/a>, self-portraits, full-size boats, weather balloons, robots -- beautiful work is celebrated at the school and its constant presence reminds students of the high expectations their teachers set for them.\u003c/p>\n\u003cp>The High Tech High network mostly operates on the California per-pupil funding formula, but it chooses to allocate its money very differently from many other school systems. High Tech High School doesn’t have a football team, a library or textbooks, all pricey areas where the school saves some money. It also offers few class choices to students; for the most part, students take classes that satisfy the University of \u003ca href=\"http://www.ucop.edu/agguide/a-g-requirements/\" target=\"_blank\" rel=\"noopener\">California’s A-G requirements\u003c/a>. And many teachers have dual credentials, allowing them to teach multiple subjects or combine subjects.\u003c/p>\n\u003cfigure id=\"attachment_50448\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-50448\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/01/HTH-boat-1020x574.png\" alt=\"Boat making is a favorite High Tech High project.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-1020x574.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-960x540.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-240x135.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-375x211.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-520x293.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Boat-making is a favorite High Tech High project. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But what seems like a lack of choice in classes isn’t as limiting as one might think. The charter network’s schools are built around \u003ca href=\"https://www.hightechhigh.org/about-us/\" target=\"_blank\" rel=\"noopener\">four essential design principles\u003c/a>: equity, personalization, authentic work and collaborative design. While those guiding principles are at the heart of every class, there’s a lot of variety in every other way. And students are encouraged to pursue ideas they’re passionate about, which allows for some of the choice they might otherwise lack.\u003c/p>\n\u003cp>For example, Aaron Price is in the same humanities-Spanish class as Caroline Egler. He built a data logger that he attached to a weather balloon and used it to measure CO2 levels at the border. He was part of a team investigating shared environmental concerns in the U.S.-Mexico border region. Price’s physical work product was more technical, but he also wrote and published a research paper, as well as \u003ca href=\"https://aaronpriceblog.wordpress.com/proyecto-comunidad/\" target=\"_blank\" rel=\"noopener\">a website\u003c/a> with his findings. It’s almost like Egler with her political podcast and Price with his weather balloon are in two different classes. That’s what personalization looks like at High Tech High schools, and it’s why students don’t mind that the course catalog is limited.\u003c/p>\n\u003cp>The charter network accepts students through a lottery that randomly takes a certain number of students from every ZIP code in San Diego. Since the city, like many others, has many neighborhoods that are racially and ethnically isolated, this ensures the student body reflects San Diego’s population.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">SS learn about blood types, heredity and codominance of traits by typing themselves- one of the most engaging labs of the year! \u003ca href=\"https://twitter.com/hightechhigh?ref_src=twsrc%5Etfw\">@hightechhigh\u003c/a> \u003ca href=\"https://twitter.com/hashtag/labscience?src=hash&ref_src=twsrc%5Etfw\">#labscience\u003c/a> \u003ca href=\"https://twitter.com/hashtag/shareyourlearning?src=hash&ref_src=twsrc%5Etfw\">#shareyourlearning\u003c/a> \u003ca href=\"https://twitter.com/hashtag/deeperlearning?src=hash&ref_src=twsrc%5Etfw\">#deeperlearning\u003c/a> \u003ca href=\"https://twitter.com/hashtag/biology?src=hash&ref_src=twsrc%5Etfw\">#biology\u003c/a> \u003ca href=\"https://t.co/bVGGuHCC2F\">pic.twitter.com/bVGGuHCC2F\u003c/a>\u003c/p>\n\u003cp>— KalleApplegatePalmer (@palmer_kalle) \u003ca href=\"https://twitter.com/palmer_kalle/status/956319727755800577?ref_src=twsrc%5Etfw\">January 25, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\" rel=\"noopener\">Personalization\u003c/a> is achieved in part by keeping class sizes small; teachers have the opportunity to get to know students and their passions well. They can adapt projects to students’ interests, and push individuals to do their best work.\u003c/p>\n\u003cp>“It is not students all sitting in front of computers doing a self-paced math program,” said \u003ca href=\"https://ww2.kqed.org/mindshift/2014/05/14/what-it-takes-for-public-schools-to-move-forward/\" target=\"_blank\" rel=\"noopener\">Larry Rosenstock\u003c/a>, founding principal and CEO of High Tech High. “It is not finding the right pace or right technique to get this inert content to each student.”\u003c/p>\n\u003cp>Instead, personalization at High Tech High is a partnership between the teacher and student to find an authentic project that genuinely motivates students to produce meaningful work. And, because teachers' schedules are arranged so they see fewer students at a time, they can push the young people they work with to reach individual goals.\u003c/p>\n\u003cp>“It means you and the student are going to work together to design something that’s going to be academically relevant to what you’re trying to teach them, but also personally meaningful to the student,” said \u003ca href=\"https://www.linkedin.com/in/russell-walker-40a3b795\" target=\"_blank\" rel=\"noopener\">Russell Walker\u003c/a>, an 11th-grade history teacher. He designs the broad strokes of the project, but students take it in many different directions.\u003c/p>\n\u003cp>“I would say it is criminal negligence if you’re not doing that in project-based learning,” Walker said. “Because if you’re saying, ‘Here’s this project and you’re all going to make the same thing,’ that’s not really very interesting. They’ll just copy what you did.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Involving S voice into the development of a project provides expert insight, valuable information, and creative solutions! We invite Ss into our work to give them voice and standing...How do you engage Ss in the process of planning and learning? \u003ca href=\"https://t.co/WmnPaE5eg7\">pic.twitter.com/WmnPaE5eg7\u003c/a>\u003c/p>\n\u003cp>— Edrick Macalaguim (@EdrickMac) \u003ca href=\"https://twitter.com/EdrickMac/status/948351501012889600?ref_src=twsrc%5Etfw\">January 3, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>During the fall semester, Walker collaborated with a biology teacher on a semester-long project about space colonization. Students were tasked with thinking through what they’d need to sustain life off earth, and along the way they learned about DNA, cell replication, physiological systems in the body, ecosystems and more.\u003c/p>\n\u003cp>“It’s all the stuff you would normally do in a biology class,\" Walker said, \"but it’s applied in a way that students are interested in learning and applying it.”\u003c/p>\n\u003cp>For the history side of things, students had to decide what kind of society they would build on their space colony. To do that, they read political theory and philosophers from the Enlightenment. Students discussed the mistakes of colonialism, and covered a broad swath of history as they worked to create something better on their new planet.\u003c/p>\n\u003cp>“All of this is stuff students are researching and learning about, but it's all integrated into this project, rather than being this cold, removed, isolated content that we study for a while and then we move on to the next thing,” Walker said.\u003c/p>\n\u003cp>Walker used to teach Advanced Placement environmental science at a high school in Los Angeles, where he taught 150 students each day and was expected to help as many as possible pass the AP test. He said the experience left him feeling uninspired as a professional and drained of his creativity because he spent hours handling the minutiae of lesson planning and grading.\u003c/p>\n\u003cp>Now, Walker says he works with 48 students (although some High Tech High teachers see between 50-100 students in core classes). His time as an educator is spent researching to prepare a great project, experimenting with the tasks for students, meeting one-on-one with students, providing critique and feedback on their work, and generally engaging with students around ideas.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/hightechhigh?ref_src=twsrc%5Etfw\">@hightechhigh\u003c/a> beautiful school, ethos and people! John, thanks again for the tour! \u003ca href=\"https://t.co/xLbGCwDIdd\">pic.twitter.com/xLbGCwDIdd\u003c/a>\u003c/p>\n\u003cp>— Nicholas Pattison (@CubedSTEM) \u003ca href=\"https://twitter.com/CubedSTEM/status/951957230781255680?ref_src=twsrc%5Etfw\">January 12, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“As a teacher, it's way more fun and interesting to work here,” Walker said. “And I think a lot of teachers who are burned out or losing hope on the way things are running could benefit from shifting to [project-based learning].”\u003c/p>\n\u003cp>Another High Tech High teacher, \u003ca href=\"https://songsandstories.org/\" target=\"_blank\" rel=\"noopener\">Mike Strong\u003c/a>, agreed that one of his favorite things about the school is the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/16/7-qualities-that-promote-teacher-leadership-in-schools/\" target=\"_blank\" rel=\"noopener\">autonomy\u003c/a> it offers him. Teachers are treated as professionals and are allowed to be creative, he said. That’s a tall order, and can be exhausting, but it’s much more exciting. And when teachers are given autonomy, they tend to transfer it to students as well.\u003c/p>\n\u003cp>Egler said her teachers trust her -- something she’s come to expect.\u003c/p>\n\u003cp>“Teachers trust that if they put [students] outside of the class and let them go, that the students are going to be diligent and get to work,” she said.\u003c/p>\n\u003cp>If a particular student fails to live up to her end of the bargain, or is flagrantly disrespectful, the teacher can take away privileges. The school doesn’t give detentions and only \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/12/why-discipline-should-be-aligned-with-a-schools-learning-philosophy/\" target=\"_blank\" rel=\"noopener\">rarely suspends or expels students\u003c/a>, according to Egler. Instead, students will have a conversation with the teacher about their behavior and will be asked to think of a way to make amends.\u003c/p>\n\u003cp>\u003ca href=\"http://mraguirresdp.weebly.com/\" target=\"_blank\" rel=\"noopener\">Mark Aguirre\u003c/a>, a ninth-grade humanities teacher, sees a lot of students who don’t think they like school, but when they're 14, there’s still a chance to convince them that they’re wrong. He admits it doesn’t work for every kid, and some do leave, but he’s been teaching at High Tech High since 2001 and says he firmly believes it works for most students.\u003c/p>\n\u003cp>“You have to convince them that what we’re doing has value by coming up with something interesting for them to do,” he said.\u003c/p>\n\u003cp>Aside from the small class sizes, autonomy, project-based curriculum, freedom to design classes based on loose themes, and expectation that students will create work that experts will want to evaluate, High Tech High is different from the conventional high school in other ways. \u003ca href=\"https://ww2.kqed.org/mindshift/2015/04/06/what-students-gain-from-being-on-the-same-track-for-college/\" target=\"_blank\" rel=\"noopener\">Students aren’t tracked\u003c/a>, and there are no AP classes. All students can opt into honors-level work, which comes with a few different requirements but doesn’t separate them into a different section. Crucially, students decide whether they want to be on the honors track two to three weeks into the semester, which gives tentative students the opportunity to try out honors-level work before committing.\u003c/p>\n\u003cp>“My first instinct was that honors students should read more or different books than the non-honors students,” said \u003ca href=\"http://gse.hightechhigh.org/people/?Randy_Scherer\" target=\"_blank\" rel=\"noopener\">Randy Scherer\u003c/a>, who used to teach English at the school, but now directs the High Tech High Graduate School’s professional development program to support other project-based-learning teachers.\u003c/p>\n\u003cp>He soon realized that only kids who already loved reading were signing up for honors. That didn’t seem fair; he realized he was just padding the GPAs of kids who would read anyway. Instead he defined honors as “adding knowledge to the world that did not exist,” such as by building Wikipedia pages and writing books, for example.\u003c/p>\n\u003cp>“We’re trying to be creatively compliant,” Scherer said. “We have to do something so people will recognize it. But we really want everyone to be in honors.”\u003c/p>\n\u003cp>The charter network has skillfully pushed boundaries while making sure its students aren’t disadvantaged when they apply to college, according to Scherer. After nearly 20 years, they’ve got a good reputation, which gives them more wiggle room with the state.\u003c/p>\n\u003cp>“Some of the practices we push on students, like reflection, teachers do that as well,\" said teacher Mike Strong about working at a charter network like High Tech High. \"There’s constant critique and revision for even things like how we have meetings.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "The Benefits of Helping Teens Identify Their Purpose in Life",
"title": "The Benefits of Helping Teens Identify Their Purpose in Life",
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"content": "\u003cp>It’s 12:15 p.m. on a Tuesday in December and 30 students gather for an unusual class at the Bronx Center for Science and Mathematics, a public high school located in one of the country’s poorest Congressional districts. Two seniors, who have been trained to lead the class, are presiding over today’s session on the theme of interpersonal connection. They project a slide on a topic of near-universal interest to teenagers – social media. It asks, “How connected are we?” and then presents three provocative quotes for students to contemplate:\u003c/p>\n\u003cul>\n\u003cli>“We live in a society where looking cool in pictures has become more important than being a genuine person.”\u003c/li>\n\u003cli>“We are all now connected by the Internet like neurons in a giant brain.”\u003c/li>\n\u003cli>“Social media and technology are not agents of change. They are just tools. We the connected people are the agents of change.”\u003c/li>\n\u003c/ul>\n\u003cp>A lively discussion soon erupts over the pluses and minuses of social media. The students touch on privacy, cyberbullying, false and true identity, and the quality of friendships sustained and snuffed on Instagram and SnapChat. They circle around the issue of trust and the risk of being shamed for secrets they’ve shared. Tiny freshmen hold their own with burly seniors, all of them tidily turned out in the school uniform of gray and navy with striped ties for both girls and boys. Welcome to the \u003ca href=\"http://openfutureinstitute.org/question-project/\">QUESTion Project\u003c/a>, a semester-long elective designed to give adolescents a space in which to wrestle with big questions about who they are, where they are headed and what matters most in their journey through life.\u003c/p>\n\u003caside class=\"pullquote alignright\">'One of the things that I’ve been seeing in some schools is they are saying enough is enough. We need to prioritize our students knowing what their value is in the world.'\u003ccite>Heather Malin, director of research, Stanford University Center on Adolescence\u003c/cite>\u003c/aside>\n\u003cp>The three-year-old program, now offered in six public schools (five in New York City and one in Los Angeles) is part of a movement within a movement. In the past decade or so, a growing number of schools have adopted curricula on social and emotional learning, including an emphasis on growth mindsets (as defined by psychologist Carol Dweck of Stanford) and developing a stick-to-it quality called \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/17547490\">grit\u003c/a> (as explored by Angela Duckworth of the University of Pennsylvania). The QUESTion Project and like-minded programs such as the \u003ca href=\"http://www.thefutureproject.org/\">Future Project\u003c/a> and \u003ca href=\"http://www.projectwayfinder.com/\">Project Wayfinder\u003c/a> focus on something a little more abstract and, arguably, profound: finding a sense of purpose.\u003c/p>\n\u003cp>Research and scholarship on “purpose” has gained momentum in recent years, converging from developmental psychology, moral philosophy, positive psychology and other directions. Its application to the world of adolescent education owes much to the work of Stanford psychologist William Damon, who, together with colleagues Jenni Menon and Kendall Cotton Bronk, developed \u003ca href=\"https://web.stanford.edu/group/adolescence/cgi-bin/coa/sites/default/files/devofpurpose_0.pdf\">this definition of purpose back in 2003\u003c/a>: “A stable and generalized intention to accomplish something that is at once meaningful to the self and of consequence to the world beyond the self.”\u003c/p>\n\u003cp>https://vimeo.com/154362942\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While definitions vary a bit from study to study, researchers have linked a sense of purpose to lower levels of adolescent \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/20960241\">depression, less binge drinking and drug abuse\u003c/a>, healthier habits such as exercising, and a greater \u003ca href=\"http://psycnet.apa.org/doiLanding?doi=10.1037%2Fa0037637\">commitment to schoolwork\u003c/a>. Adults with a sense of purpose report greater satisfaction with life.\u003c/p>\n\u003cp>Unfortunately, research also suggests that purpose is rare. “Most young people and even most adults don’t have a purpose in their life,” says Bronk, now an associate professor of psychology at Claremont Graduate University in California. A \u003ca href=\"https://coa.stanford.edu/publications/purpose-giftedness-intrapersonal-intelligence\">2009 study\u003c/a> involving 237 young people found that only 17 percent of high school freshman have a sense of purpose, and just 23 percent of seniors do, though more than 40 percent of college students do.\u003c/p>\n\u003cp>Bronk and many others would like to figure out how to foster purpose in young people. The field is challenged, however, by difficulties in measuring this elusive quality. The “gold standard” is a 45-minute structured interview called the Revised Youth Purpose Interview. Obviously, that’s not terribly practical for doing large-scale studies involving many students.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Most young people and even most adults don’t have a purpose in their life.'\u003ccite>Kendall Cotton Bronk, associate professor of psychology, Claremont Graduate University\u003c/cite>\u003c/aside>\n\u003cp>Oddly enough, the interview alone — 45 minutes of penetrating questions about personal motivation, direction and desire to make a difference — can itself help foster some aspects of purpose, at least according to one\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/22275281\"> 2011 study. \u003c/a>Psychologist Matthew Bundick, now at Duquesne University in Pittsburgh, conducted the interview with 38 college students and found that nine months later they had a greater sense of purpose than students in control group. That finding suggests that merely giving adolescents the opportunity to explore and discuss ideas about their own trajectory through life can be beneficial.\u003c/p>\n\u003cp>This is where programs like the QUESTion Project come in. They provide that opportunity. Bronk, meanwhile, has \u003ca href=\"https://www.fosterpurpose.org/\">created online tools\u003c/a> for teens to explore their purpose.\u003c/p>\n\u003cp>There’s no question that the study of purpose remains rather fuzzy.\u003c/p>\n\u003cp>“It’s an emerging field,” says psychologist Heather Malin, director of research at Stanford’s Center on Adolescence. Both Malin and Bronk are developing new survey tools for measuring purpose – tools that are needed for bigger, more rigorous studies. Malin is also writing a book on the subject that takes a close look at six purpose-oriented programs already in high schools around the country (including the ones mentioned above).\u003c/p>\n\u003cp>There’s some consensus, she says, about what is needed: “It starts with giving kids the space and time to reflect on their values, and from there, thinking about their future direction, the idea of purpose and then having opportunities to act on it.” However, Malin notes, “these programs are struggling to come up with research and measures to show that they work.”\u003c/p>\n\u003cp>And yet, despite the lack of outcome data, the programs seem to be striking a chord. “One of the things that I’ve been seeing in some schools,” Malin says, “is they are saying enough is enough. We need to prioritize our students knowing what their value is in the world. I’ve been hearing the word ‘humanity’ over and over again. People have hit the limit with the rigidity and rigor.”\u003c/p>\n\u003cp>That has a lot to do with why Gerard Senehi, a former middle school teacher, created the QUESTion Project. He, too, talks about giving students “outlets for their humanity,” not only in response to the rigid curriculum in so many American schools, but in response to social norms that are in flux.\u003c/p>\n\u003cp>“In the past we had more of a script for who to be and how to be. The lack of script is a very good thing but it also makes it very hard if students don’t have support,” Senehi says. “This is part of the depression problem [among teens]. If you don’t have a script or you don’t have a place to define it for yourself, you are like a ship without an anchor.”\u003c/p>\n\u003cp>Jamila Blades, who has taught the class at Bronx Center for Science and Mathematics for three years, says she has seen students emerge with more confidence and courage to try new things, more respect for one another and perhaps even a less rote and lockstep view of their path through life. It’s one class where freshmen and seniors listen intently to one another and where, unlike other courses, there are no wrong answers.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"excerpt": "A new movement in schools makes room for students to explore life’s big questions. \r\n\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s 12:15 p.m. on a Tuesday in December and 30 students gather for an unusual class at the Bronx Center for Science and Mathematics, a public high school located in one of the country’s poorest Congressional districts. Two seniors, who have been trained to lead the class, are presiding over today’s session on the theme of interpersonal connection. They project a slide on a topic of near-universal interest to teenagers – social media. It asks, “How connected are we?” and then presents three provocative quotes for students to contemplate:\u003c/p>\n\u003cul>\n\u003cli>“We live in a society where looking cool in pictures has become more important than being a genuine person.”\u003c/li>\n\u003cli>“We are all now connected by the Internet like neurons in a giant brain.”\u003c/li>\n\u003cli>“Social media and technology are not agents of change. They are just tools. We the connected people are the agents of change.”\u003c/li>\n\u003c/ul>\n\u003cp>A lively discussion soon erupts over the pluses and minuses of social media. The students touch on privacy, cyberbullying, false and true identity, and the quality of friendships sustained and snuffed on Instagram and SnapChat. They circle around the issue of trust and the risk of being shamed for secrets they’ve shared. Tiny freshmen hold their own with burly seniors, all of them tidily turned out in the school uniform of gray and navy with striped ties for both girls and boys. Welcome to the \u003ca href=\"http://openfutureinstitute.org/question-project/\">QUESTion Project\u003c/a>, a semester-long elective designed to give adolescents a space in which to wrestle with big questions about who they are, where they are headed and what matters most in their journey through life.\u003c/p>\n\u003caside class=\"pullquote alignright\">'One of the things that I’ve been seeing in some schools is they are saying enough is enough. We need to prioritize our students knowing what their value is in the world.'\u003ccite>Heather Malin, director of research, Stanford University Center on Adolescence\u003c/cite>\u003c/aside>\n\u003cp>The three-year-old program, now offered in six public schools (five in New York City and one in Los Angeles) is part of a movement within a movement. In the past decade or so, a growing number of schools have adopted curricula on social and emotional learning, including an emphasis on growth mindsets (as defined by psychologist Carol Dweck of Stanford) and developing a stick-to-it quality called \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/17547490\">grit\u003c/a> (as explored by Angela Duckworth of the University of Pennsylvania). The QUESTion Project and like-minded programs such as the \u003ca href=\"http://www.thefutureproject.org/\">Future Project\u003c/a> and \u003ca href=\"http://www.projectwayfinder.com/\">Project Wayfinder\u003c/a> focus on something a little more abstract and, arguably, profound: finding a sense of purpose.\u003c/p>\n\u003cp>Research and scholarship on “purpose” has gained momentum in recent years, converging from developmental psychology, moral philosophy, positive psychology and other directions. Its application to the world of adolescent education owes much to the work of Stanford psychologist William Damon, who, together with colleagues Jenni Menon and Kendall Cotton Bronk, developed \u003ca href=\"https://web.stanford.edu/group/adolescence/cgi-bin/coa/sites/default/files/devofpurpose_0.pdf\">this definition of purpose back in 2003\u003c/a>: “A stable and generalized intention to accomplish something that is at once meaningful to the self and of consequence to the world beyond the self.”\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While definitions vary a bit from study to study, researchers have linked a sense of purpose to lower levels of adolescent \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/20960241\">depression, less binge drinking and drug abuse\u003c/a>, healthier habits such as exercising, and a greater \u003ca href=\"http://psycnet.apa.org/doiLanding?doi=10.1037%2Fa0037637\">commitment to schoolwork\u003c/a>. Adults with a sense of purpose report greater satisfaction with life.\u003c/p>\n\u003cp>Unfortunately, research also suggests that purpose is rare. “Most young people and even most adults don’t have a purpose in their life,” says Bronk, now an associate professor of psychology at Claremont Graduate University in California. A \u003ca href=\"https://coa.stanford.edu/publications/purpose-giftedness-intrapersonal-intelligence\">2009 study\u003c/a> involving 237 young people found that only 17 percent of high school freshman have a sense of purpose, and just 23 percent of seniors do, though more than 40 percent of college students do.\u003c/p>\n\u003cp>Bronk and many others would like to figure out how to foster purpose in young people. The field is challenged, however, by difficulties in measuring this elusive quality. The “gold standard” is a 45-minute structured interview called the Revised Youth Purpose Interview. Obviously, that’s not terribly practical for doing large-scale studies involving many students.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Most young people and even most adults don’t have a purpose in their life.'\u003ccite>Kendall Cotton Bronk, associate professor of psychology, Claremont Graduate University\u003c/cite>\u003c/aside>\n\u003cp>Oddly enough, the interview alone — 45 minutes of penetrating questions about personal motivation, direction and desire to make a difference — can itself help foster some aspects of purpose, at least according to one\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/22275281\"> 2011 study. \u003c/a>Psychologist Matthew Bundick, now at Duquesne University in Pittsburgh, conducted the interview with 38 college students and found that nine months later they had a greater sense of purpose than students in control group. That finding suggests that merely giving adolescents the opportunity to explore and discuss ideas about their own trajectory through life can be beneficial.\u003c/p>\n\u003cp>This is where programs like the QUESTion Project come in. They provide that opportunity. Bronk, meanwhile, has \u003ca href=\"https://www.fosterpurpose.org/\">created online tools\u003c/a> for teens to explore their purpose.\u003c/p>\n\u003cp>There’s no question that the study of purpose remains rather fuzzy.\u003c/p>\n\u003cp>“It’s an emerging field,” says psychologist Heather Malin, director of research at Stanford’s Center on Adolescence. Both Malin and Bronk are developing new survey tools for measuring purpose – tools that are needed for bigger, more rigorous studies. Malin is also writing a book on the subject that takes a close look at six purpose-oriented programs already in high schools around the country (including the ones mentioned above).\u003c/p>\n\u003cp>There’s some consensus, she says, about what is needed: “It starts with giving kids the space and time to reflect on their values, and from there, thinking about their future direction, the idea of purpose and then having opportunities to act on it.” However, Malin notes, “these programs are struggling to come up with research and measures to show that they work.”\u003c/p>\n\u003cp>And yet, despite the lack of outcome data, the programs seem to be striking a chord. “One of the things that I’ve been seeing in some schools,” Malin says, “is they are saying enough is enough. We need to prioritize our students knowing what their value is in the world. I’ve been hearing the word ‘humanity’ over and over again. People have hit the limit with the rigidity and rigor.”\u003c/p>\n\u003cp>That has a lot to do with why Gerard Senehi, a former middle school teacher, created the QUESTion Project. He, too, talks about giving students “outlets for their humanity,” not only in response to the rigid curriculum in so many American schools, but in response to social norms that are in flux.\u003c/p>\n\u003cp>“In the past we had more of a script for who to be and how to be. The lack of script is a very good thing but it also makes it very hard if students don’t have support,” Senehi says. “This is part of the depression problem [among teens]. If you don’t have a script or you don’t have a place to define it for yourself, you are like a ship without an anchor.”\u003c/p>\n\u003cp>Jamila Blades, who has taught the class at Bronx Center for Science and Mathematics for three years, says she has seen students emerge with more confidence and courage to try new things, more respect for one another and perhaps even a less rote and lockstep view of their path through life. It’s one class where freshmen and seniors listen intently to one another and where, unlike other courses, there are no wrong answers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Helping Teens Find Purpose: A Tool For Educators To Support Students' Discovery",
"title": "Helping Teens Find Purpose: A Tool For Educators To Support Students' Discovery",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>This post has been edited*\u003c/em>\u003c/p>\n\u003cp>Classroom educators know better than anyone else how much of learning is built on the strength of relationships in the room. When students like and trust their teacher, they learn better. That’s why large class sizes and a focus on standardized test scores -- to the exclusion of other things -- frustrate many veteran teachers. They know those factors often hinder teachers’ ability to form relationships. But a slow shift may be coming as some school leaders are starting to recognize that the health and happiness of teachers, students and staff depend on making space in school for relationship-building.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/12/how-schools-build-a-positive-culture-through-advisory/\" target=\"_blank\" rel=\"noopener noreferrer\">Advisory programs\u003c/a> are a popular way school leaders are trying to shift school culture toward relationships. Advisory programs set aside time in the week for a smaller group of students to meet with an adult mentor in a casual setting and with the intent of building relationships. While that sounds like a good idea, too often advisories are glorified study halls; that time isn’t used well because content teachers aren’t always comfortable in the role of adviser. Leading a productive advisory takes thought and training, just like teaching, and strong relationships don’t magically form without work.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It was born out of a question about how you get students to develop a sense of purpose in their lives, which for the most part high school doesn't really do.'\u003ccite>Patrick Cook-Deegan, co-director Project Wayfinder\u003c/cite>\u003c/aside>\n\u003cp>“There’s not a lot of resources for advisers that work well,” said Patrick Cook-Deegan, co-director and lead program designer of \u003ca href=\"http://projectwayfinder.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Project Wayfinder\u003c/a>. Advisers are usually teachers with many other demands on their time, so some advisory support goes a long way to gain their buy-in. On the flip side, prepackaged curricula can feel canned and inauthentic, the worst possible combination when asking students to be vulnerable about their life, worries and dreams. \u003ca href=\"http://projectwayfinder.com/who-we-are-old/\" target=\"_blank\" rel=\"noopener noreferrer\">Cook-Deegan and his co-director, Kelly Schmutte\u003c/a>, think about their Project Wayfinder tools as a supportive structure for open-ended conversations. The focus is on \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/02/how-schools-can-help-students-develop-a-greater-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">helping adolescents find purpose\u003c/a>.\u003c/p>\n\u003cp>“Project Wayfinder was born out of trying to make advisory more meaningful,” Cook-Deegan said. “And it was born out of a question about how you get students to develop a sense of purpose in their lives, which for the most part high school doesn’t really do.” Cook-Deegan believes purpose is a critical component of adolescent development that is utterly lacking from traditional high schools. His theory is based largely on the work of \u003ca href=\"https://coa.stanford.edu/people/william-damon\" target=\"_blank\" rel=\"noopener noreferrer\">Stanford psychologist William Damon\u003c/a>, who says a sense of purpose is “the long-term, number one motivator in life.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“For you to have a sense of purpose you need two things: One, you need to know what’s important to you and what you care about,” Cook-Deegan said. “And two, you need to know how your work is going to have consequence in the world.” Many high school students go through four years of school doing exactly what they are told to do. The work often feels divorced from the real world -- a prescriptive set of “shoulds” that adults say will lead to a happy life. But for many students, the end goal of all that work -- college or a career -- is a hazy future, not a tangible one.\u003c/p>\n\u003cfigure id=\"attachment_49018\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49018\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/WayfinderEG-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Example of a Wayfinding activity. \u003ccite>(Project Wayfinder)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At a Project Wayfinder \u003ca href=\"https://dschool.stanford.edu/events/wayfinder-5-day-summer-program-for-high-schoolers\" target=\"_blank\" rel=\"noopener noreferrer\">summer program\u003c/a>, students expressed similar sentiments. Many of them had joined the one-week camp at Stanford because their parents encouraged them to, and most thought it was a camp about \u003ca href=\"https://ww2.kqed.org/mindshift/tag/design-thinking/\" target=\"_blank\" rel=\"noopener noreferrer\">design thinking\u003c/a>, but they were glad it turned out to be more than that.\u003c/p>\n\u003cp>“I want to do something meaningful in life, that’s going to have an impact on everyone,” said DeShun Smith, a senior at San Lorenzo High School. “It’s just going deeper in myself and finding out what my life is about.” Smith said he’s been thinking about what he wants to do with his life for the past five years, but the way has never seemed clear. He was excited about a Wayfinder activity he’d just completed in which he listed his skills and passions, as well as needs he saw in the world. Then he thought about all the ways he could combine those things. He’s thinking about writing a book about his life.\u003c/p>\n\u003cfigure id=\"attachment_49015\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49015\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/IMG_2356-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A student's \"backpack\" of Wayfinding qualities filled with traits the student finds valuable, as well as ones that are valued externally by the world, to help the student determine who they want to be. \u003ccite>(Patrick Beaudouin/Project Wayfinder)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think it’s kind of cool to slow down and think and reflect about what you do,” said Maya Holton, a senior at Los Gatos High School who said many of the experiences connected to Wayfinding were new to her. As a senior she feels a lot of pressure to pick a college and a career – and it feels like whatever she decides will determine the rest of her life. But through conversations with mentors over the week she’s realized her path might be more of a zigzag than a straight line, and that’s helped relieve some of the pressure.\u003c/p>\n\u003cp>“My school is very traditional,” Holton said. “We just go to math and then English and they don’t teach us these new broader ideas about social awareness within the classes, which I think is very important.” During the camp she thought a lot about her passion for helping people with special needs, something she’s dabbled in, but never put a lot of time into. “You never really think about what you’re good at, or what you love to do,” she said. She’s trying to design a project to help kids with special needs learn life skills in silly and fun ways.\u003c/p>\n\u003cp>Cook-Deegan, who’s helping to run the weeklong retreat, is encouraging students to broadly outline a project they might pursue with their insights after they leave the retreat. He thinks \u003ca href=\"https://ww2.kqed.org/mindshift/tag/project-based-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">project-based learning\u003c/a> could be powerful avenue for educators to help students discover purpose, if they allow enough time and structure for students to think through what holds meaning for them.\u003c/p>\n\u003cfigure id=\"attachment_49016\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49016\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/IMG_3267-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Several Wayfinder activities happen outside. Students at the retreat said hiking and chatting with mentors was some of the most productive relationship-building time during the week. \u003ccite>(Patrick Beaudouin/Project Wayfinder)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>CONNECTING STUDENTS TO WORLD BEYOND SCHOOL\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"https://district.bluevalleyk12.org/Pages/Home.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">Blue Valley Schools\u003c/a> in Kansas are high-performing and generally serve a fairly affluent community. The graduation rate is 97 percent and most of those students go to four-year colleges. But administrators there know these impressive numbers aren’t enough. They were concerned that while the district was winning the traditional accountability game, it wasn’t helping students to think about who they are, where they want to go, and how they’ll successfully meet their goals. So in 2009 they started the \u003ca href=\"http://bvcaps.yourcapsnetwork.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Center for Advanced Professional Studies (CAPS)\u003c/a> to help connect students to real-world experiences in careers they might be interested in pursuing.\u003c/p>\n\u003cp>“If we’re really going to make a huge difference in terms of preparing students not just for college or career, but for life, we need to tap into something that feels like a calling for them and not just a job,” said Cory Mohn, executive director of CAPS.\u003c/p>\n\u003cp>The CAPS program partners with local industry to identify strands like bioscience, human services, engineering and health care, where there are rich community resources. Mentors work with students to identify their personal interests and connect them to real-world challenges that local businesses put forward. About 30 percent of Blue Valley graduates end up doing a semester with CAPS, where they spend half the school day immersed in a passion-driven project with mentors at the center or with community partners. When students aren’t at CAPS, they return to their home high school where they take more traditional classes.\u003c/p>\n\u003cp>Despite being a well-resourced, innovative program, CAPS mentors still struggle to help students identify their passions. Often the question “what do you want to be when you grow up?” is too broad and open-ended for students. Students end up gravitating toward fields where they’ve received external validation. But the CAPS mentors want students to find their own purpose, and they’ve partnered with Project Wayfinder to help students think through their goals.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I think there's also a fear with students that they think if they miss one of those hoops then they're done, they've crashed and burned.'\u003ccite>Erin Hayes, CAPS teacher\u003c/cite>\u003c/aside>\n\u003cp>“The teachers appreciate the ability to have those guiding conversations with students,” said Scott Kreshel, director of program development for CAPS. “We want this to be an exciting path,” not just another hoop to jump through. The Wayfinder toolkit has helped students think not just about the most lucrative careers or even about their own strengths, but to look at the intersection of need, passion and strengths to find something that might be more fulfilling.\u003c/p>\n\u003cp>“A lot of times they don’t know where to begin,” said Erin Hayes, a foundations of medicine instructor for CAPS. “Sometimes it’s hard for those high-achieving students to do that piece because they’re looking for the check boxes.” She tries to weave Wayfinding activities throughout her curriculum when she thinks students need a moment to reflect or a tool to help them gain clarity.\u003c/p>\n\u003cp>Hayes also uses the tools to help individual students. One student came to Hayes with a dilemma: She thought she’d found her passion and was excited to pursue it, but knew her parents thought she should become a doctor. She felt \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/18/how-parents-can-help-kids-develop-a-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">weighed down by their expectations\u003c/a>, as well as anxious that they might be right. Hayes gave her the “Islands and Buoys” exercise.\u003c/p>\n\u003cp>The activity asks the student to think about all buoys in life -- the “should dos.” Then the student brainstorms the islands, the things she would love to do. Sometimes the buoys can help a person reach their island, so the activity leads the student through a reflection process about which buoys might help them reach their goal and which ones may be in contention with the goal.\u003c/p>\n\u003cp>“For her I think it was so helpful to lay it all out on the table,” Hayes said. Her ultimate goal was to affect change on a global scale and she felt tension with the “should” of becoming a doctor. But the activity helped her see the idea of becoming a doctor differently, as a potential route to global change.\u003c/p>\n\u003cp>“What I liked about it was, even as the instructor, I was looking at what’s the end goal here,” Hayes said. It wasn’t prescriptive. There are lots of potential solutions to the student’s problem, but it offered a structured way to deal with the tensions she was feeling. “It was a tool you might reflect on and then you might come back to it,” she said.\u003c/p>\n\u003cp>Hayes has found the activities personally helpful as well. There are 10 Wayfinding traits, many of which are in direct tension with others. Students think about “packing their backpack” with the traits that they find valuable, as well as ones that are valued externally by the world. It’s really asking students who they want to be, a question Hayes has also asked herself. She used to be a biomedical cancer researcher at Kansas University before realizing that benchwork wasn’t her passion. That’s when she switched to teaching. Her roundabout life path has helped her empathize with the stress students feel.\u003c/p>\n\u003cp>“I think there’s also a fear with students that they think if they miss one of those hoops then they’re done, they’ve crashed and burned.” Hayes said. “I don’t think that’s true at all. You just have to twist and turn a little.” Life is rarely exactly as one expects, even if the goal remains the same. Helping students to see the twists and turns as normal also helps them be more resilient when they hit bumps.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>*Correction: September 29, 2017\u003cbr>\n\u003c/strong>\u003c/em>\u003cem>An earlier version of this story included information that overstated Henry M. Gunn High School’s involvement with Project Wayfinder. While some teachers helped test some activities in the past, Gunn is not currently affiliated with Project Wayfinder. We regret this error.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This post has been edited*\u003c/em>\u003c/p>\n\u003cp>Classroom educators know better than anyone else how much of learning is built on the strength of relationships in the room. When students like and trust their teacher, they learn better. That’s why large class sizes and a focus on standardized test scores -- to the exclusion of other things -- frustrate many veteran teachers. They know those factors often hinder teachers’ ability to form relationships. But a slow shift may be coming as some school leaders are starting to recognize that the health and happiness of teachers, students and staff depend on making space in school for relationship-building.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/12/how-schools-build-a-positive-culture-through-advisory/\" target=\"_blank\" rel=\"noopener noreferrer\">Advisory programs\u003c/a> are a popular way school leaders are trying to shift school culture toward relationships. Advisory programs set aside time in the week for a smaller group of students to meet with an adult mentor in a casual setting and with the intent of building relationships. While that sounds like a good idea, too often advisories are glorified study halls; that time isn’t used well because content teachers aren’t always comfortable in the role of adviser. Leading a productive advisory takes thought and training, just like teaching, and strong relationships don’t magically form without work.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It was born out of a question about how you get students to develop a sense of purpose in their lives, which for the most part high school doesn't really do.'\u003ccite>Patrick Cook-Deegan, co-director Project Wayfinder\u003c/cite>\u003c/aside>\n\u003cp>“There’s not a lot of resources for advisers that work well,” said Patrick Cook-Deegan, co-director and lead program designer of \u003ca href=\"http://projectwayfinder.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Project Wayfinder\u003c/a>. Advisers are usually teachers with many other demands on their time, so some advisory support goes a long way to gain their buy-in. On the flip side, prepackaged curricula can feel canned and inauthentic, the worst possible combination when asking students to be vulnerable about their life, worries and dreams. \u003ca href=\"http://projectwayfinder.com/who-we-are-old/\" target=\"_blank\" rel=\"noopener noreferrer\">Cook-Deegan and his co-director, Kelly Schmutte\u003c/a>, think about their Project Wayfinder tools as a supportive structure for open-ended conversations. The focus is on \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/02/how-schools-can-help-students-develop-a-greater-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">helping adolescents find purpose\u003c/a>.\u003c/p>\n\u003cp>“Project Wayfinder was born out of trying to make advisory more meaningful,” Cook-Deegan said. “And it was born out of a question about how you get students to develop a sense of purpose in their lives, which for the most part high school doesn’t really do.” Cook-Deegan believes purpose is a critical component of adolescent development that is utterly lacking from traditional high schools. His theory is based largely on the work of \u003ca href=\"https://coa.stanford.edu/people/william-damon\" target=\"_blank\" rel=\"noopener noreferrer\">Stanford psychologist William Damon\u003c/a>, who says a sense of purpose is “the long-term, number one motivator in life.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“For you to have a sense of purpose you need two things: One, you need to know what’s important to you and what you care about,” Cook-Deegan said. “And two, you need to know how your work is going to have consequence in the world.” Many high school students go through four years of school doing exactly what they are told to do. The work often feels divorced from the real world -- a prescriptive set of “shoulds” that adults say will lead to a happy life. But for many students, the end goal of all that work -- college or a career -- is a hazy future, not a tangible one.\u003c/p>\n\u003cfigure id=\"attachment_49018\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49018\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/WayfinderEG-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Example of a Wayfinding activity. \u003ccite>(Project Wayfinder)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At a Project Wayfinder \u003ca href=\"https://dschool.stanford.edu/events/wayfinder-5-day-summer-program-for-high-schoolers\" target=\"_blank\" rel=\"noopener noreferrer\">summer program\u003c/a>, students expressed similar sentiments. Many of them had joined the one-week camp at Stanford because their parents encouraged them to, and most thought it was a camp about \u003ca href=\"https://ww2.kqed.org/mindshift/tag/design-thinking/\" target=\"_blank\" rel=\"noopener noreferrer\">design thinking\u003c/a>, but they were glad it turned out to be more than that.\u003c/p>\n\u003cp>“I want to do something meaningful in life, that’s going to have an impact on everyone,” said DeShun Smith, a senior at San Lorenzo High School. “It’s just going deeper in myself and finding out what my life is about.” Smith said he’s been thinking about what he wants to do with his life for the past five years, but the way has never seemed clear. He was excited about a Wayfinder activity he’d just completed in which he listed his skills and passions, as well as needs he saw in the world. Then he thought about all the ways he could combine those things. He’s thinking about writing a book about his life.\u003c/p>\n\u003cfigure id=\"attachment_49015\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49015\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/IMG_2356-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A student's \"backpack\" of Wayfinding qualities filled with traits the student finds valuable, as well as ones that are valued externally by the world, to help the student determine who they want to be. \u003ccite>(Patrick Beaudouin/Project Wayfinder)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think it’s kind of cool to slow down and think and reflect about what you do,” said Maya Holton, a senior at Los Gatos High School who said many of the experiences connected to Wayfinding were new to her. As a senior she feels a lot of pressure to pick a college and a career – and it feels like whatever she decides will determine the rest of her life. But through conversations with mentors over the week she’s realized her path might be more of a zigzag than a straight line, and that’s helped relieve some of the pressure.\u003c/p>\n\u003cp>“My school is very traditional,” Holton said. “We just go to math and then English and they don’t teach us these new broader ideas about social awareness within the classes, which I think is very important.” During the camp she thought a lot about her passion for helping people with special needs, something she’s dabbled in, but never put a lot of time into. “You never really think about what you’re good at, or what you love to do,” she said. She’s trying to design a project to help kids with special needs learn life skills in silly and fun ways.\u003c/p>\n\u003cp>Cook-Deegan, who’s helping to run the weeklong retreat, is encouraging students to broadly outline a project they might pursue with their insights after they leave the retreat. He thinks \u003ca href=\"https://ww2.kqed.org/mindshift/tag/project-based-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">project-based learning\u003c/a> could be powerful avenue for educators to help students discover purpose, if they allow enough time and structure for students to think through what holds meaning for them.\u003c/p>\n\u003cfigure id=\"attachment_49016\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49016\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/IMG_3267-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Several Wayfinder activities happen outside. Students at the retreat said hiking and chatting with mentors was some of the most productive relationship-building time during the week. \u003ccite>(Patrick Beaudouin/Project Wayfinder)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>CONNECTING STUDENTS TO WORLD BEYOND SCHOOL\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"https://district.bluevalleyk12.org/Pages/Home.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">Blue Valley Schools\u003c/a> in Kansas are high-performing and generally serve a fairly affluent community. The graduation rate is 97 percent and most of those students go to four-year colleges. But administrators there know these impressive numbers aren’t enough. They were concerned that while the district was winning the traditional accountability game, it wasn’t helping students to think about who they are, where they want to go, and how they’ll successfully meet their goals. So in 2009 they started the \u003ca href=\"http://bvcaps.yourcapsnetwork.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Center for Advanced Professional Studies (CAPS)\u003c/a> to help connect students to real-world experiences in careers they might be interested in pursuing.\u003c/p>\n\u003cp>“If we’re really going to make a huge difference in terms of preparing students not just for college or career, but for life, we need to tap into something that feels like a calling for them and not just a job,” said Cory Mohn, executive director of CAPS.\u003c/p>\n\u003cp>The CAPS program partners with local industry to identify strands like bioscience, human services, engineering and health care, where there are rich community resources. Mentors work with students to identify their personal interests and connect them to real-world challenges that local businesses put forward. About 30 percent of Blue Valley graduates end up doing a semester with CAPS, where they spend half the school day immersed in a passion-driven project with mentors at the center or with community partners. When students aren’t at CAPS, they return to their home high school where they take more traditional classes.\u003c/p>\n\u003cp>Despite being a well-resourced, innovative program, CAPS mentors still struggle to help students identify their passions. Often the question “what do you want to be when you grow up?” is too broad and open-ended for students. Students end up gravitating toward fields where they’ve received external validation. But the CAPS mentors want students to find their own purpose, and they’ve partnered with Project Wayfinder to help students think through their goals.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I think there's also a fear with students that they think if they miss one of those hoops then they're done, they've crashed and burned.'\u003ccite>Erin Hayes, CAPS teacher\u003c/cite>\u003c/aside>\n\u003cp>“The teachers appreciate the ability to have those guiding conversations with students,” said Scott Kreshel, director of program development for CAPS. “We want this to be an exciting path,” not just another hoop to jump through. The Wayfinder toolkit has helped students think not just about the most lucrative careers or even about their own strengths, but to look at the intersection of need, passion and strengths to find something that might be more fulfilling.\u003c/p>\n\u003cp>“A lot of times they don’t know where to begin,” said Erin Hayes, a foundations of medicine instructor for CAPS. “Sometimes it’s hard for those high-achieving students to do that piece because they’re looking for the check boxes.” She tries to weave Wayfinding activities throughout her curriculum when she thinks students need a moment to reflect or a tool to help them gain clarity.\u003c/p>\n\u003cp>Hayes also uses the tools to help individual students. One student came to Hayes with a dilemma: She thought she’d found her passion and was excited to pursue it, but knew her parents thought she should become a doctor. She felt \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/18/how-parents-can-help-kids-develop-a-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">weighed down by their expectations\u003c/a>, as well as anxious that they might be right. Hayes gave her the “Islands and Buoys” exercise.\u003c/p>\n\u003cp>The activity asks the student to think about all buoys in life -- the “should dos.” Then the student brainstorms the islands, the things she would love to do. Sometimes the buoys can help a person reach their island, so the activity leads the student through a reflection process about which buoys might help them reach their goal and which ones may be in contention with the goal.\u003c/p>\n\u003cp>“For her I think it was so helpful to lay it all out on the table,” Hayes said. Her ultimate goal was to affect change on a global scale and she felt tension with the “should” of becoming a doctor. But the activity helped her see the idea of becoming a doctor differently, as a potential route to global change.\u003c/p>\n\u003cp>“What I liked about it was, even as the instructor, I was looking at what’s the end goal here,” Hayes said. It wasn’t prescriptive. There are lots of potential solutions to the student’s problem, but it offered a structured way to deal with the tensions she was feeling. “It was a tool you might reflect on and then you might come back to it,” she said.\u003c/p>\n\u003cp>Hayes has found the activities personally helpful as well. There are 10 Wayfinding traits, many of which are in direct tension with others. Students think about “packing their backpack” with the traits that they find valuable, as well as ones that are valued externally by the world. It’s really asking students who they want to be, a question Hayes has also asked herself. She used to be a biomedical cancer researcher at Kansas University before realizing that benchwork wasn’t her passion. That’s when she switched to teaching. Her roundabout life path has helped her empathize with the stress students feel.\u003c/p>\n\u003cp>“I think there’s also a fear with students that they think if they miss one of those hoops then they’re done, they’ve crashed and burned.” Hayes said. “I don’t think that’s true at all. You just have to twist and turn a little.” Life is rarely exactly as one expects, even if the goal remains the same. Helping students to see the twists and turns as normal also helps them be more resilient when they hit bumps.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>*Correction: September 29, 2017\u003cbr>\n\u003c/strong>\u003c/em>\u003cem>An earlier version of this story included information that overstated Henry M. Gunn High School’s involvement with Project Wayfinder. While some teachers helped test some activities in the past, Gunn is not currently affiliated with Project Wayfinder. We regret this error.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Handing out colored bracelets and upbeat stickers when students behave well seems like an effective strategy for encouraging civility. Little prizes and public praise would seem to encourage honesty, generosity and other marks of good character, and for years schools have relied on such rewards to elicit the behavior they desire in their students.\u003c/p>\n\u003cp>At Lincoln-Hubbard School in Summit, New Jersey, for example, teachers used to hand out stickers to elementary school children with the words “I was caught doing something right” when a child behaved properly. At Glenwood Elementary School in Short Hills, New Jersey, some second-graders who conducted themselves well were rewarded with beans that they could trade in for toys at the end of the week. “You would get them for a bunch of different things, like helping the teacher,” said Brian Smith, when recalling the class reward system. “It made the problematic kids not want to be as problematic.\"\u003c/p>\n\u003cp>Rewards can be seductive, according to \u003ca href=\"https://characterandcitizenship.org/about-us/key-players?id=8\">Marvin Berkowitz\u003c/a>, a professor of education at University of Missouri-St. Louis and author of \u003cem>You Can’t Teach Through a Rat\u003c/em>. They’re easy, they seem to work—particularly with the hard-to-reach kids—and many teachers are taught according to the behaviorist model, which posits that people repeat conduct that’s reinforced and avoid what’s punished. “We are breeding a new generation of kids who are well trained to be reward and recognition torpedoes,” Berkowitz writes.\u003c/p>\n\u003cp>But a substantial body of social science \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/10589297\">research\u003c/a> going back decades has concluded that giving rewards for certain types of behavior is not only futile but harmful. In his book \u003cem>Drive: The Surprising Truth About What Motivates Us\u003c/em>, \u003ca href=\"http://www.danpink.com/about/\">Daniel Pink\u003c/a> identifies seven drawbacks to extrinsic rewards: they cripple intrinsic motivation, limit performance, squash creativity, stifle good conduct, promote cheating, can become habit-forming, and spur a short-term mindset. Giving prizes for routine and mindless tasks can be moderately effective, Pink writes. But offering rewards for those tasks that are “inherently interesting, creative, or noble…is a very dangerous game.” When it comes to promoting good behavior, extrinsic rewards are “the \u003cem>worst\u003c/em> ineffective character education practice used by educators,” Berkowitz writes.\u003c/p>\n\u003caside class=\"pullquote alignright\">Private words of encouragement replaced the monthly awards assemblies.\u003c/aside>\n\u003cp>A handful of schools are heeding the research and beginning to back away from the practice. In Florissant, Missouri, students at \u003ca href=\"http://www.ssdmo.org/schools/northview\">Northview High School\u003c/a> no longer receive rubber bracelets when they do something right. Monthly awards assemblies celebrating the student who demonstrated superior character in the area of responsibility, say, have vanished. Under the direction of Stephanie Valleroy, the now-retired principal of Northview, the school moved decidedly away from prizes and public affirmation of good behavior.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Valleroy decided to change the school’s culture in 2007, after she and other educators on her staff attended conferences on character education, including events hosted by \u003ca href=\"https://coe.umsl.edu/w2/initiatives/lace.html\">Leadership Academy in Character Education\u003c/a> at the University of Missouri-St. Louis. Inspired by what she’d learned, especially about the corrosive effect of rewards, she returned to Northview and launched a character education committee and school leadership team. Valleroy knew she needed staff buy-in, and over a period of years sent educators to conferences on character. Together, they revamped lesson plans to incorporate character development into all aspects of the curriculum, and shared the new plans on the school intranet. She also worked with the staff to craft a new mission statement for the school that put character at the center.\u003c/p>\n\u003cp>Some teachers struggled at first with the removal of extrinsic rewards. \"'What do you mean we’re not giving out Northview bracelets?’” Valleroy recalled some teachers asking. She told them: “We’re just not.” Parents embraced it right away; Valleroy had been at Northview for more than 20 years when she made the change, and parents trusted her.\u003c/p>\n\u003cp>Instead of handing out prizes, teachers tried to reach children by talking about what’s inside them. “We consistently talked to them about what were their motivations from the heart,” Valleroy said. Rather than say “don’t do this,” teachers would remind students of the school’s mission and rules, which focused on respect, responsibility and work ethic. Teachers often asked students, “What’s your responsibility in this?” The school also folded service into the curriculum, which required children to take on a project that aided the school, community, country or world. Private words of encouragement replaced the monthly awards assemblies. “I would pull kids aside and say ‘I know you did a really good job in X,’ but not in public,” Valleroy said. “It was just a comment, not an ordeal,” she added.\u003c/p>\n\u003cp>Not only did the children shrug when the rewards disappeared, Valleroy said, they also welcomed the character-infused approach to learning. Teachers overheard students talking about being responsible and respectful. Kids who ordinarily kept quiet in class volunteered frequently, and more stepped up to help their classmates. The service learning also had a dramatic impact, according to Valleroy: Students took pleasure in helping others, and recognized that they had abilities worth sharing. “Their academic skills and attention and willingness to participate in academics grew immensely,” Valleroy said.\u003c/p>\n\u003cp>“Removing extrinsics was a huge part of its success,” she added.\u003c/p>\n\u003cp>What’s especially noteworthy about the school’s embrace of prize-free character education is that Northview serves only children needing special education; all 180 students who attend require support that’s not available in mainstream schools. Even more so than in regular classrooms, special education relies heavily on extrinsic rewards with its students. “The use of extrinsics is a common practice in special education and it was simply what we did,” Valleroy said.\u003c/p>\n\u003cp>Curiously, the students who responded most positively to the shift were the ones with great emotional needs, often the toughest challenges for teachers and most likely to be controlled with rewards, according to Valleroy. These students wanted to help in other classrooms as a part of their service learning, and began to form natural relationships with the other kids along the way. Valleroy saw them step up to leadership roles, and many spoke at graduation about how far they’d come. “It was incredible to see that growth,” Valleroy said.\u003c/p>\n\u003cp>After Valleroy retired, Brian O’Connor took over as principal and continued to emphasize character development and intrinsic motivation. The school population is familiar with adversity: most of the students at Northview High School qualify for free or reduced lunch and many live in foster care, according to Valleroy. In spite of those obstacles, she reports that 89 percent graduate, 87 percent report feeling safe at school, and attendance rates hover at 90 percent.\u003c/p>\n\u003cp>Mainstream schools could also do away with extrinsic rewards, Valleroy said. “It would be a paradigm shift,” she said. “But it absolutely could be done.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=rrkrvAUbU9Y\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Handing out colored bracelets and upbeat stickers when students behave well seems like an effective strategy for encouraging civility. Little prizes and public praise would seem to encourage honesty, generosity and other marks of good character, and for years schools have relied on such rewards to elicit the behavior they desire in their students.\u003c/p>\n\u003cp>At Lincoln-Hubbard School in Summit, New Jersey, for example, teachers used to hand out stickers to elementary school children with the words “I was caught doing something right” when a child behaved properly. At Glenwood Elementary School in Short Hills, New Jersey, some second-graders who conducted themselves well were rewarded with beans that they could trade in for toys at the end of the week. “You would get them for a bunch of different things, like helping the teacher,” said Brian Smith, when recalling the class reward system. “It made the problematic kids not want to be as problematic.\"\u003c/p>\n\u003cp>Rewards can be seductive, according to \u003ca href=\"https://characterandcitizenship.org/about-us/key-players?id=8\">Marvin Berkowitz\u003c/a>, a professor of education at University of Missouri-St. Louis and author of \u003cem>You Can’t Teach Through a Rat\u003c/em>. They’re easy, they seem to work—particularly with the hard-to-reach kids—and many teachers are taught according to the behaviorist model, which posits that people repeat conduct that’s reinforced and avoid what’s punished. “We are breeding a new generation of kids who are well trained to be reward and recognition torpedoes,” Berkowitz writes.\u003c/p>\n\u003cp>But a substantial body of social science \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/10589297\">research\u003c/a> going back decades has concluded that giving rewards for certain types of behavior is not only futile but harmful. In his book \u003cem>Drive: The Surprising Truth About What Motivates Us\u003c/em>, \u003ca href=\"http://www.danpink.com/about/\">Daniel Pink\u003c/a> identifies seven drawbacks to extrinsic rewards: they cripple intrinsic motivation, limit performance, squash creativity, stifle good conduct, promote cheating, can become habit-forming, and spur a short-term mindset. Giving prizes for routine and mindless tasks can be moderately effective, Pink writes. But offering rewards for those tasks that are “inherently interesting, creative, or noble…is a very dangerous game.” When it comes to promoting good behavior, extrinsic rewards are “the \u003cem>worst\u003c/em> ineffective character education practice used by educators,” Berkowitz writes.\u003c/p>\n\u003caside class=\"pullquote alignright\">Private words of encouragement replaced the monthly awards assemblies.\u003c/aside>\n\u003cp>A handful of schools are heeding the research and beginning to back away from the practice. In Florissant, Missouri, students at \u003ca href=\"http://www.ssdmo.org/schools/northview\">Northview High School\u003c/a> no longer receive rubber bracelets when they do something right. Monthly awards assemblies celebrating the student who demonstrated superior character in the area of responsibility, say, have vanished. Under the direction of Stephanie Valleroy, the now-retired principal of Northview, the school moved decidedly away from prizes and public affirmation of good behavior.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Valleroy decided to change the school’s culture in 2007, after she and other educators on her staff attended conferences on character education, including events hosted by \u003ca href=\"https://coe.umsl.edu/w2/initiatives/lace.html\">Leadership Academy in Character Education\u003c/a> at the University of Missouri-St. Louis. Inspired by what she’d learned, especially about the corrosive effect of rewards, she returned to Northview and launched a character education committee and school leadership team. Valleroy knew she needed staff buy-in, and over a period of years sent educators to conferences on character. Together, they revamped lesson plans to incorporate character development into all aspects of the curriculum, and shared the new plans on the school intranet. She also worked with the staff to craft a new mission statement for the school that put character at the center.\u003c/p>\n\u003cp>Some teachers struggled at first with the removal of extrinsic rewards. \"'What do you mean we’re not giving out Northview bracelets?’” Valleroy recalled some teachers asking. She told them: “We’re just not.” Parents embraced it right away; Valleroy had been at Northview for more than 20 years when she made the change, and parents trusted her.\u003c/p>\n\u003cp>Instead of handing out prizes, teachers tried to reach children by talking about what’s inside them. “We consistently talked to them about what were their motivations from the heart,” Valleroy said. Rather than say “don’t do this,” teachers would remind students of the school’s mission and rules, which focused on respect, responsibility and work ethic. Teachers often asked students, “What’s your responsibility in this?” The school also folded service into the curriculum, which required children to take on a project that aided the school, community, country or world. Private words of encouragement replaced the monthly awards assemblies. “I would pull kids aside and say ‘I know you did a really good job in X,’ but not in public,” Valleroy said. “It was just a comment, not an ordeal,” she added.\u003c/p>\n\u003cp>Not only did the children shrug when the rewards disappeared, Valleroy said, they also welcomed the character-infused approach to learning. Teachers overheard students talking about being responsible and respectful. Kids who ordinarily kept quiet in class volunteered frequently, and more stepped up to help their classmates. The service learning also had a dramatic impact, according to Valleroy: Students took pleasure in helping others, and recognized that they had abilities worth sharing. “Their academic skills and attention and willingness to participate in academics grew immensely,” Valleroy said.\u003c/p>\n\u003cp>“Removing extrinsics was a huge part of its success,” she added.\u003c/p>\n\u003cp>What’s especially noteworthy about the school’s embrace of prize-free character education is that Northview serves only children needing special education; all 180 students who attend require support that’s not available in mainstream schools. Even more so than in regular classrooms, special education relies heavily on extrinsic rewards with its students. “The use of extrinsics is a common practice in special education and it was simply what we did,” Valleroy said.\u003c/p>\n\u003cp>Curiously, the students who responded most positively to the shift were the ones with great emotional needs, often the toughest challenges for teachers and most likely to be controlled with rewards, according to Valleroy. These students wanted to help in other classrooms as a part of their service learning, and began to form natural relationships with the other kids along the way. Valleroy saw them step up to leadership roles, and many spoke at graduation about how far they’d come. “It was incredible to see that growth,” Valleroy said.\u003c/p>\n\u003cp>After Valleroy retired, Brian O’Connor took over as principal and continued to emphasize character development and intrinsic motivation. The school population is familiar with adversity: most of the students at Northview High School qualify for free or reduced lunch and many live in foster care, according to Valleroy. In spite of those obstacles, she reports that 89 percent graduate, 87 percent report feeling safe at school, and attendance rates hover at 90 percent.\u003c/p>\n\u003cp>Mainstream schools could also do away with extrinsic rewards, Valleroy said. “It would be a paradigm shift,” she said. “But it absolutely could be done.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How a School Ditched Awards and Assemblies to Refocus on Kids and Learning",
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"content": "\u003cp>When Paula Gosal took over as principal of the Chilliwack Middle School, she walked smack into the middle of a long-standing debate among the staff over awards. It wasn’t exactly a rumble that Gosal was tossed into so abruptly in the fall of 2016. Most of the teachers at this school for seventh- through ninth-graders in British Columbia had read the literature on awards, and were looking for feedback and support from their new principal. The majority wanted to do away with the school’s awards and awards assemblies, and needed the backing of their principal to make it happen.\u003c/p>\n\u003cp>“I did not have to be persuaded,” Gosal said. She called for a vote, and the staff unanimously decided to stop handing out awards.\u003c/p>\n\u003cp>Though data on the extent of school award-giving is scarce, the practice of delivering them is so customary that the Common Application to U.S. colleges includes spaces to report honors and other forms of recognition. Alongside their ubiquity, however, is abundant research showing that awards, rewards and other external incentives undermine intrinsic motivation.\u003c/p>\n\u003cp>“This is one of the most robust findings in social science—and also one of the most ignored,” wrote \u003ca href=\"http://www.danpink.com/books/drive/\">Daniel Pink\u003c/a>, author of \u003cem>Drive: The Surprising Truth About What Motivates Us\u003c/em>. Pursuit of the trinket or prize extinguishes what might have been a flicker of internal interest in a subject, suffocating the genuine sources of motivation: mastery, autonomy and purpose. “To say ‘do this, and you’ll get that’ makes people lose interest in ‘this,' ” said \u003ca href=\"http://www.alfiekohn.org/\">Alfie Kohn\u003c/a>, author of \u003cem>Punished by Rewards.\u003c/em> Awards are that much worse than rewards, Kohn added, because they are simply prizes made artificially limited.\u003c/p>\n\u003cp>For the majority of students who don’t receive public honors, awards ceremonies spur boredom, anger or resentment, said \u003ca href=\"https://characterandcitizenship.org/about-us/key-players?id=8\">Marvin Berkowitz\u003c/a>, a professor at the University of Missouri—St. Louis and author of \u003cem>You Can’t Teach Through a Rat\u003c/em>. Watching a peer receive an award inspires not a drive to succeed but rather a lingering bitterness, as well as an unfortunate association of school-sanctioned success with tedium.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"A key takeaway here is that awards aren't bad just because the losers are disappointed; everyone (including the winners) ultimately lose when schooling is turned into a scramble to defeat one's peers,\" Kohn said.\u003c/p>\n\u003cp>Understanding the intellectual rationale for doing away with awards, as Gosal and her staff did, made their decision a lot easier. But there were other reasons. Teachers at Chilliwack had been bothered by the exclusionary nature of the awards ceremonies; they noticed the same students and families being recognized year after year. As well, Gosal had been troubled in the past by the ugly encounters she’d witnessed among teachers who had argued for or against a particular student receiving an award. “My experience of watching teachers debate over children was unsettling,” Gosal said.\u003c/p>\n\u003cp>She and her staff also sought to change what motivated kids to work, so that they’d learn for the sake of it rather than for a prize. And they all had begun to realize that student life outside the classroom was just as rich as it was inside, and that those endeavors were just as worthy of notice.\u003c/p>\n\u003cfigure id=\"attachment_48748\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-48748\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Awards-7.jpeg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7.jpeg 4032w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-768x576.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-1180x885.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-960x720.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-240x180.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-375x281.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-520x390.jpeg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Instead of being selected by the school for achievements in pre-determined categories, students were able to recognize their own achievements. (Courtesy of Paula Gosal) \u003ccite>(Courtesy of Paula Gosal)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In May of 2017, Gosal told parents in her weekly newsletter that the June awards ceremony was off. Instead, the school would be hosting a success showcase for all students. “I wanted to marry the two worlds, who you are inside of school and who you are outside,” Gosal explained. The showcase would be more than a talent show, she added. It’s “this is who I am,” she said.\u003c/p>\n\u003cp>About 200 parents and children walked through the school halls on the night of the showcase. Everywhere, the students displayed their unique skills and interests: some danced, played a jazz set or sang. Others dribbled and scored on the basketball court, or demonstrated knot-tying, or dueled one another at a gaming station they had set up especially for the showcase. One child with training in professional dog handling showed her prowess to the crowd, and scores of others displayed their art, poetry and other creative work in the school gallery. Plastered throughout the school were one-page statements every child filled out that finished the phrase, “I am proud of ___.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'We hope that they continue to develop their best selves for their own benefit—not because someone tells them to or because there’s an award at the end of the year.'\u003ccite>Chris Wejr, principal of James Hill Elementary School in British Columbia\u003c/cite>\u003c/aside>\n\u003cp>Chris Wejr, the principal of James Hill Elementary School in British Columbia, eliminated awards and the ceremonies that go with them after talking with teachers and parents about the school’s practices and mission. He had wondered if the regular “student-of-the-month” assembly violated the everyday message of community they were attempting to build; the award seemed to be suggesting that “we’re one community—but you’re a little bit better,” he said. This approach also seemed to contradict the strengths-based model of education they sought to instill, which emphasized each student’s abilities and aptitudes.\u003c/p>\n\u003cp>“Every single person in school has strengths, skills and talents, and it’s our job to bring them out more,” Wejr said.\u003c/p>\n\u003cfigure id=\"attachment_48863\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-48863 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Awards-4-copy.jpg\" alt=\"\" width=\"1920\" height=\"1441\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-1020x766.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-1180x886.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-960x721.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-520x390.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Paula Gosal\u003c/figcaption>\u003c/figure>\n\u003cp>Together with the staff, they decided that handing out awards neither aligned with their beliefs nor brought out the best in their students—even for the sliver of kids who received awards. “Winners” got the message that product rather than process is what matters in education, Wejr said. “Learning should be the reward,” he added. And the far more plentiful “losers” heard that they weren’t good enough to be spotlighted on stage, or that their unique combination of attributes didn’t truly count.\u003c/p>\n\u003cp>Wejr replaced the ceremony that called out one student with a series of assemblies that highlighted chunks of fifth-graders, so that by the end of the year every graduating child was honored. Students said they learned more about their peers in the ceremony, Wejr said. And some appreciative parents approached him afterward to say that their child had never been recognized this way before. “If we believe all students can achieve, our practices have to align with that,” he said.\u003c/p>\n\u003cp>Neither Wejr nor Gosal heard much in the way of criticism from parents or students after they eliminated their school awards. From a population of 575 students, just two parents at Chilliwack Middle School sent emails questioning the decision, and social media channels were quiet. “The ease of the change has been surprising,” Gosal said. Though Wejr heard some grumbling outside the school about the educational system drifting toward mediocrity, he was quick to point out that marks of achievement at James Hill Elementary School have gone up since they eliminated awards.\u003c/p>\n\u003cp>“It’s not an award at the end of the year that drives achievement,” Wejr said. Excellence comes from a school culture that fosters collaboration and provides opportunities for students to lead, especially in those areas where children have special talents and skills, he added.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>When people challenge him about the wisdom of removing school prizes, Wejr asks, “When was the last time you handed out family awards?” If school is an actual community, separating out individuals for special notice makes no sense. School leaders ought to be looking beyond the short term and thinking more about what kinds of adults they’re trying to develop. He added, “We hope that they continue to develop their best selves for their own benefit—not because someone tells them to or because there’s an award at the end of the year.”\u003c/p>\n\n",
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"excerpt": "When a school got rid of \"student-of-the-month\" assemblies and prizes for the best-performing students, individuals were able to see for themselves the accomplishments that gave them pride. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Paula Gosal took over as principal of the Chilliwack Middle School, she walked smack into the middle of a long-standing debate among the staff over awards. It wasn’t exactly a rumble that Gosal was tossed into so abruptly in the fall of 2016. Most of the teachers at this school for seventh- through ninth-graders in British Columbia had read the literature on awards, and were looking for feedback and support from their new principal. The majority wanted to do away with the school’s awards and awards assemblies, and needed the backing of their principal to make it happen.\u003c/p>\n\u003cp>“I did not have to be persuaded,” Gosal said. She called for a vote, and the staff unanimously decided to stop handing out awards.\u003c/p>\n\u003cp>Though data on the extent of school award-giving is scarce, the practice of delivering them is so customary that the Common Application to U.S. colleges includes spaces to report honors and other forms of recognition. Alongside their ubiquity, however, is abundant research showing that awards, rewards and other external incentives undermine intrinsic motivation.\u003c/p>\n\u003cp>“This is one of the most robust findings in social science—and also one of the most ignored,” wrote \u003ca href=\"http://www.danpink.com/books/drive/\">Daniel Pink\u003c/a>, author of \u003cem>Drive: The Surprising Truth About What Motivates Us\u003c/em>. Pursuit of the trinket or prize extinguishes what might have been a flicker of internal interest in a subject, suffocating the genuine sources of motivation: mastery, autonomy and purpose. “To say ‘do this, and you’ll get that’ makes people lose interest in ‘this,' ” said \u003ca href=\"http://www.alfiekohn.org/\">Alfie Kohn\u003c/a>, author of \u003cem>Punished by Rewards.\u003c/em> Awards are that much worse than rewards, Kohn added, because they are simply prizes made artificially limited.\u003c/p>\n\u003cp>For the majority of students who don’t receive public honors, awards ceremonies spur boredom, anger or resentment, said \u003ca href=\"https://characterandcitizenship.org/about-us/key-players?id=8\">Marvin Berkowitz\u003c/a>, a professor at the University of Missouri—St. Louis and author of \u003cem>You Can’t Teach Through a Rat\u003c/em>. Watching a peer receive an award inspires not a drive to succeed but rather a lingering bitterness, as well as an unfortunate association of school-sanctioned success with tedium.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"A key takeaway here is that awards aren't bad just because the losers are disappointed; everyone (including the winners) ultimately lose when schooling is turned into a scramble to defeat one's peers,\" Kohn said.\u003c/p>\n\u003cp>Understanding the intellectual rationale for doing away with awards, as Gosal and her staff did, made their decision a lot easier. But there were other reasons. Teachers at Chilliwack had been bothered by the exclusionary nature of the awards ceremonies; they noticed the same students and families being recognized year after year. As well, Gosal had been troubled in the past by the ugly encounters she’d witnessed among teachers who had argued for or against a particular student receiving an award. “My experience of watching teachers debate over children was unsettling,” Gosal said.\u003c/p>\n\u003cp>She and her staff also sought to change what motivated kids to work, so that they’d learn for the sake of it rather than for a prize. And they all had begun to realize that student life outside the classroom was just as rich as it was inside, and that those endeavors were just as worthy of notice.\u003c/p>\n\u003cfigure id=\"attachment_48748\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-48748\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Awards-7.jpeg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7.jpeg 4032w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-768x576.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-1180x885.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-960x720.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-240x180.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-375x281.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Awards-7-520x390.jpeg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Instead of being selected by the school for achievements in pre-determined categories, students were able to recognize their own achievements. (Courtesy of Paula Gosal) \u003ccite>(Courtesy of Paula Gosal)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In May of 2017, Gosal told parents in her weekly newsletter that the June awards ceremony was off. Instead, the school would be hosting a success showcase for all students. “I wanted to marry the two worlds, who you are inside of school and who you are outside,” Gosal explained. The showcase would be more than a talent show, she added. It’s “this is who I am,” she said.\u003c/p>\n\u003cp>About 200 parents and children walked through the school halls on the night of the showcase. Everywhere, the students displayed their unique skills and interests: some danced, played a jazz set or sang. Others dribbled and scored on the basketball court, or demonstrated knot-tying, or dueled one another at a gaming station they had set up especially for the showcase. One child with training in professional dog handling showed her prowess to the crowd, and scores of others displayed their art, poetry and other creative work in the school gallery. Plastered throughout the school were one-page statements every child filled out that finished the phrase, “I am proud of ___.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'We hope that they continue to develop their best selves for their own benefit—not because someone tells them to or because there’s an award at the end of the year.'\u003ccite>Chris Wejr, principal of James Hill Elementary School in British Columbia\u003c/cite>\u003c/aside>\n\u003cp>Chris Wejr, the principal of James Hill Elementary School in British Columbia, eliminated awards and the ceremonies that go with them after talking with teachers and parents about the school’s practices and mission. He had wondered if the regular “student-of-the-month” assembly violated the everyday message of community they were attempting to build; the award seemed to be suggesting that “we’re one community—but you’re a little bit better,” he said. This approach also seemed to contradict the strengths-based model of education they sought to instill, which emphasized each student’s abilities and aptitudes.\u003c/p>\n\u003cp>“Every single person in school has strengths, skills and talents, and it’s our job to bring them out more,” Wejr said.\u003c/p>\n\u003cfigure id=\"attachment_48863\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-48863 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Awards-4-copy.jpg\" alt=\"\" width=\"1920\" height=\"1441\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-1020x766.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-1180x886.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-960x721.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Awards-4-copy-520x390.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Paula Gosal\u003c/figcaption>\u003c/figure>\n\u003cp>Together with the staff, they decided that handing out awards neither aligned with their beliefs nor brought out the best in their students—even for the sliver of kids who received awards. “Winners” got the message that product rather than process is what matters in education, Wejr said. “Learning should be the reward,” he added. And the far more plentiful “losers” heard that they weren’t good enough to be spotlighted on stage, or that their unique combination of attributes didn’t truly count.\u003c/p>\n\u003cp>Wejr replaced the ceremony that called out one student with a series of assemblies that highlighted chunks of fifth-graders, so that by the end of the year every graduating child was honored. Students said they learned more about their peers in the ceremony, Wejr said. And some appreciative parents approached him afterward to say that their child had never been recognized this way before. “If we believe all students can achieve, our practices have to align with that,” he said.\u003c/p>\n\u003cp>Neither Wejr nor Gosal heard much in the way of criticism from parents or students after they eliminated their school awards. From a population of 575 students, just two parents at Chilliwack Middle School sent emails questioning the decision, and social media channels were quiet. “The ease of the change has been surprising,” Gosal said. Though Wejr heard some grumbling outside the school about the educational system drifting toward mediocrity, he was quick to point out that marks of achievement at James Hill Elementary School have gone up since they eliminated awards.\u003c/p>\n\u003cp>“It’s not an award at the end of the year that drives achievement,” Wejr said. Excellence comes from a school culture that fosters collaboration and provides opportunities for students to lead, especially in those areas where children have special talents and skills, he added.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When people challenge him about the wisdom of removing school prizes, Wejr asks, “When was the last time you handed out family awards?” If school is an actual community, separating out individuals for special notice makes no sense. School leaders ought to be looking beyond the short term and thinking more about what kinds of adults they’re trying to develop. He added, “We hope that they continue to develop their best selves for their own benefit—not because someone tells them to or because there’s an award at the end of the year.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Are Grades Diverting Focus From Real Learning?",
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"content": "\u003cp>Grades sometimes feel like a \u003ca href=\"https://ww2.kqed.org/mindshift/2014/03/17/why-letter-grades-just-dont-cut-it/\" target=\"_blank\" rel=\"noopener noreferrer\">necessary evil\u003c/a>. They are a shorthand measure of how a student is performing in school, but too often \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/13/the-emotional-weight-of-being-graded-for-better-or-worse/\" target=\"_blank\" rel=\"noopener noreferrer\">the pressure to earn good grades\u003c/a> becomes the sole focus for students and parents. Grades are supposed to be a recognition of the learning process a student went through, not the product a student strives for exclusively. But disentangling those things is a challenge, made more difficult by the real consequences of good grades for kids' futures.\u003c/p>\n\u003cp>Educator Ashley Lamb-Sinclair experimented with not giving grades for the first six weeks of the school year at the high-achieving high school where she works. She was amazed at the \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/22/how-teachers-can-motivate-students-of-any-age/\" target=\"_blank\" rel=\"noopener noreferrer\">intrinsic motivation\u003c/a> students had to persist on a task until they improved when the pressure of a grade wasn't present. She writes that she had incredible communications with parents about their children's learning during those six weeks and that the gradeless period went smoothly. That is, until she had to start grading again. As soon as a 100-point scale was present parents and students forgot all the value they had seen in the learning process and focused only on points.\u003c/p>\n\u003cp>Lamb-Sinclair's \u003ca href=\"https://www.theatlantic.com/education/archive/2017/06/why-grades-are-not-the-key-to-achievement/530124/\" target=\"_blank\" rel=\"noopener noreferrer\">article in The Atlantic\u003c/a> is a meditation on how educators, parents and students together can shift the classroom dynamic away from focusing on the product -- the grade -- and towards a realization of all that went into achieving it. Lamb-Sinclair can relate to the quest for achievements, but also reflects on the true value of something like \u003ca href=\"http://www.nbpts.org/national-board-certification\" target=\"_blank\" rel=\"noopener noreferrer\">National Board Certification\u003c/a>.\u003c/p>\n\u003cblockquote>\u003cp>Many professionals, including teachers, seek achievements to prove their value just as students do. Receiving National Board certification is often considered the gold standard in achievement for teachers. I have rarely encountered a National Board-certified teacher who was not a quality educator, and principals are consistently impressed when they learn I have the accolade. The value of the certification, though, comes from the process of earning it, not the framed certificate on the wall. Becoming National Board-certified is intensive and challenging. The extrinsic motivation of higher pay, more opportunities, and elevated status might have initially led me to seek National Board certification, but my dedication to improving as a professional guided me through the sometimes grueling process. I remember watching a video of myself teaching, stopping it minute-by-minute, and recording what was going on in the classroom in that instance. In the day-to-day whirlwind of managing student behavior, lesson plans, and grades, I don’t have the luxury of such reflection and analysis.\u003c/p>\n\u003cp>When my students spent three days on a single thesis statement, they practiced similar intensive reflection to when I was working toward becoming National Board-certified. And for both my students and for me, such opportunities are rare. So while parents might see a 96 percent in the gradebook and feel comforted by such a number, many don’t actually know the work that led to it. The problem lies when the product itself is elevated above the process, and questions of improving revolve around getting an A and not mastering skills.\u003c/p>\u003c/blockquote>\n\u003cp>https://www.theatlantic.com/education/archive/2017/06/why-grades-are-not-the-key-to-achievement/530124/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Grades sometimes feel like a \u003ca href=\"https://ww2.kqed.org/mindshift/2014/03/17/why-letter-grades-just-dont-cut-it/\" target=\"_blank\" rel=\"noopener noreferrer\">necessary evil\u003c/a>. They are a shorthand measure of how a student is performing in school, but too often \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/13/the-emotional-weight-of-being-graded-for-better-or-worse/\" target=\"_blank\" rel=\"noopener noreferrer\">the pressure to earn good grades\u003c/a> becomes the sole focus for students and parents. Grades are supposed to be a recognition of the learning process a student went through, not the product a student strives for exclusively. But disentangling those things is a challenge, made more difficult by the real consequences of good grades for kids' futures.\u003c/p>\n\u003cp>Educator Ashley Lamb-Sinclair experimented with not giving grades for the first six weeks of the school year at the high-achieving high school where she works. She was amazed at the \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/22/how-teachers-can-motivate-students-of-any-age/\" target=\"_blank\" rel=\"noopener noreferrer\">intrinsic motivation\u003c/a> students had to persist on a task until they improved when the pressure of a grade wasn't present. She writes that she had incredible communications with parents about their children's learning during those six weeks and that the gradeless period went smoothly. That is, until she had to start grading again. As soon as a 100-point scale was present parents and students forgot all the value they had seen in the learning process and focused only on points.\u003c/p>\n\u003cp>Lamb-Sinclair's \u003ca href=\"https://www.theatlantic.com/education/archive/2017/06/why-grades-are-not-the-key-to-achievement/530124/\" target=\"_blank\" rel=\"noopener noreferrer\">article in The Atlantic\u003c/a> is a meditation on how educators, parents and students together can shift the classroom dynamic away from focusing on the product -- the grade -- and towards a realization of all that went into achieving it. Lamb-Sinclair can relate to the quest for achievements, but also reflects on the true value of something like \u003ca href=\"http://www.nbpts.org/national-board-certification\" target=\"_blank\" rel=\"noopener noreferrer\">National Board Certification\u003c/a>.\u003c/p>\n\u003cblockquote>\u003cp>Many professionals, including teachers, seek achievements to prove their value just as students do. Receiving National Board certification is often considered the gold standard in achievement for teachers. I have rarely encountered a National Board-certified teacher who was not a quality educator, and principals are consistently impressed when they learn I have the accolade. The value of the certification, though, comes from the process of earning it, not the framed certificate on the wall. Becoming National Board-certified is intensive and challenging. The extrinsic motivation of higher pay, more opportunities, and elevated status might have initially led me to seek National Board certification, but my dedication to improving as a professional guided me through the sometimes grueling process. I remember watching a video of myself teaching, stopping it minute-by-minute, and recording what was going on in the classroom in that instance. In the day-to-day whirlwind of managing student behavior, lesson plans, and grades, I don’t have the luxury of such reflection and analysis.\u003c/p>\n\u003cp>When my students spent three days on a single thesis statement, they practiced similar intensive reflection to when I was working toward becoming National Board-certified. And for both my students and for me, such opportunities are rare. So while parents might see a 96 percent in the gradebook and feel comforted by such a number, many don’t actually know the work that led to it. The problem lies when the product itself is elevated above the process, and questions of improving revolve around getting an A and not mastering skills.\u003c/p>\u003c/blockquote>\n\u003cp>https://www.theatlantic.com/education/archive/2017/06/why-grades-are-not-the-key-to-achievement/530124/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Untangling education research can often feel overwhelming, which may be why many research-based practices take a long time to show up in real classrooms. It could also be one reason \u003ca href=\"https://visible-learning.org/john-hattie/\">John Hattie’s\u003c/a> work and book, \u003ca href=\"https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/\" target=\"_blank\" rel=\"noopener noreferrer\">Visible Learning\u003c/a>, appeals to so many educators. Rather than focusing on one aspect of teaching, Hattie synthesizes education research done all over the world in a variety of settings into meta analyses, trying to understand what works in classrooms.\u003c/p>\n\u003cp>He has calculated the effect sizes of every teaching technique from outlining to project-based learning, which often tempts people to believe the strategies with low effect sizes don’t work and the ones with large effect sizes do. But Hattie -- who is director of the Melbourne Educational Research Institute at the University of Melbourne -- is the first to disavow this interpretation of his work. Instead, he and colleague Gregory Donoghue have developed a model of learning that proposes why different strategies may be effective at different stages of the learning cycle.\u003c/p>\n\u003cp>In a presentation at \u003ca href=\"https://www.learningandthebrain.com/education-conferences\">Learning and the Brain\u003c/a> in San Francisco, Hattie noted that most studies measure academic achievement in very narrow ways, so while some strategies have high effect sizes for producing test results, they may not lead to sustained learning. “We do at the moment privilege surface level learning,” Hattie said.\u003c/p>\n\u003cp>But in their \u003ca href=\"https://www.nature.com/articles/npjscilearn201613\" target=\"_blank\" rel=\"noopener noreferrer\">Science of Learning article\u003c/a>, “Learning strategies: a synthesis and conceptual model,” Hattie and Donoghue note that the underlying philosophy of the day-to-day activity of many schools indicates that the “purpose of schooling is to equip students with learning strategies, or the skills of learning how to learn.” Hattie is more concerned with this later definition than of the more narrowly defined achievement, which is why he has attempted to come up with a model of learning that takes into account students’ skills and knowledge, learning dispositions and motivation.\u003c/p>\n\u003cp>Hattie thinks of the three inputs students bring to learning as “skill, will, and thrill.” And, while what a student already knows may be one of the most important parts of academic achievement, \u003ca href=\"https://ww2.kqed.org/mindshift/2014/03/25/whats-your-learning-disposition-how-to-foster-students-mindsets/\" target=\"_blank\" rel=\"noopener noreferrer\">learning dispositions \u003c/a>and \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/20/when-schools-help-students-transcend-chronic-stress-to-tap-motivation/\" target=\"_blank\" rel=\"noopener noreferrer\">motivation\u003c/a> are also crucial ingredients and worthy goals in and of themselves.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“In fact, if we can increase their sense of love of learning, the thrill, we can increase their sense of self,” Hattie said. In other words, skill, will and thrill, the three inputs students all have, sometimes work in harmony, but even when that doesn’t happen each aspect of a student is worth developing individually, too.\u003cbr>\n\u003cstrong>\u003cbr>\nTHE LEARNING MODEL\u003c/strong>\u003c/p>\n\u003cp>Hattie and Donoghue have tried to take everything they have learned through meta analyses to understand why some strategies that educators swear by, like project-based learning, have low effect sizes in the literature. In their paper and discussions of this proposed model it can seem like a linear progression of learning, but Hattie takes pains to point out that this model is only a conjecture and that the processes he’s describing could be happening in cycles within one learning experience. The Science of Learning paper aims to propose the model, but also points out many ways that some of its claims could be further studied.\u003c/p>\n\u003cp>For Hattie, most learning rests on \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/09/how-to-ensure-students-are-actively-engaged-and-not-just-compliant/\" target=\"_blank\" rel=\"noopener noreferrer\">student understanding of the success criteria\u003c/a> for a learning task. Hattie calls this a “prelearning phase” because if students don’t understand what it will take to be successful, they often act blindly and without motivation. He says that students who are taught the success criteria are more strategic in their choice of learning strategies, and thus more likely to encounter the thrill of success that will lead to reinvestment in learning.\u003c/p>\n\u003cp>“Too often students may know the learning intention, but do not [know] how the teacher is going to judge their performance, or how the teacher knows when or whether students have been successful,” Hattie and Donoghue write in their article. When students understand how they will be evaluated they can also self-evaluate more effectively, a metacognitive skill that can help students become more independent learners.\u003c/p>\n\u003cp>How students gain initial content knowledge that they can then manipulate has long been a discussion among educators. Some argue students need to learn basic information before they can begin to use it. Others say students will learn information when it is critical to a problem or project they are trying to understand.\u003c/p>\n\u003cp>The Hattie/Donoghue learning model dives into that discussion, describing learning strategies that work best at the surface level, and those that help consolidate surface learning, as well as those that develop deep learning and work to consolidate deep learning. Lastly, Hattie and Donoghue deal with the idea of transfer, which broadly means being able to identify similarities and differences between problems and effectively apply previous learning to new situations.\u003c/p>\n\u003cp>The authors describe surface learning as “studying without much reflecting on either purpose or strategy, learning many ideas without necessarily relating them and memorizing facts and procedures routinely.” They say deep learning is characterized by “seeking meaning, relating and extending ideas, looking for patterns and underlying principles, checking evidence and relating it to conclusions, examining arguments cautiously and critically, and becoming actively interested in course content.” They don’t privilege one kind of learning over the other, but rather say surface and deep learning work together.\u003c/p>\n\u003cp>When students are acquiring their first knowledge about a topic, there are some learning strategies that seem to work regardless of the content area. Organizing, outlining and summarizing information can help students master surface level content. But Hattie says to consolidate that initial learning, “effort and deliberate practice is critical.” At this stage \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/25/how-does-the-brain-learn-best-smart-studying-strategies/\" target=\"_blank\" rel=\"noopener noreferrer\">overlearning strategies\u003c/a> like practice tests, giving and receiving feedback, and \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/28/how-relearning-old-concepts-alongside-new-ones-makes-it-all-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">spacing practice out over time \u003c/a>are especially helpful. To make consolidation worthwhile the authors stress that practice cannot just be “drill and practice,” but instead must change based on \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/\" target=\"_blank\" rel=\"noopener noreferrer\">feedback\u003c/a>. The point of consolidation is to move the surface knowledge to long-term memory, where it is readily available for future use.\u003c/p>\n\u003cp>“If you’re doing this phase just to pass the test, the surface phase, then it’s not very effective,” Hattie said. “The whole point of overlearning is to go to the deep learning.”\u003c/p>\n\u003cp>When it comes to acquiring deeper learning, “a major purpose is for the student to deliberately activate prior knowledge and then make relations and extensions beyond what they have learned at the surface phase.” Elaboration, strategy monitoring and metacognitive strategies all have strong effect sizes at this stage and enhance learning. Consolidation of deep learning is when \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/10/how-students-critiquing-one-anothers-work-raises-the-quality-bar/\" target=\"_blank\" rel=\"noopener noreferrer\">working with others\u003c/a> becomes the most powerful, according to this model. Listening to others in discussion and finding ways to connect and extend knowledge are practices that help students realize what they don’t know. Self-questioning and verbalizing, as well as seeking help, are also effective strategies to consolidate deeper learning.\u003c/p>\n\u003cp>But ultimately most teachers and parents want students to learn information and skills so that they can use them in school and life beyond the specific instance when they were taught. The process of transferring knowledge has not been as well studied as other areas, but Hattie said that learning to detect similarities and differences is a key part of making it happen.\u003c/p>\n\u003cp>“After a task, the skill seems to be stopping the student rushing into solving a new problem [by] first asking them to elaborate on the similarities and differences of the two problems (the old and new),” Hattie wrote in an email. “Being more aware of the task constraints/ differences is the key to being successful in transfer.” Much of Hattie’s thinking on transfer is influenced by research done by Ference Marton, whose work is largely qualitative.\u003c/p>\n\u003cp>Interestingly, the only strategy that seemed to work in all four quadrants (acquiring surface, consolidating surface, acquiring deep, consolidating deep) was the \u003ca href=\"http://www.educationworld.com/a_curr/strategy/strategy036.shtml\" target=\"_blank\" rel=\"noopener noreferrer\">jigsaw activity\u003c/a>, which had a large effect size. In a jigsaw activity students are reading new information, discussing it with others who have read the same thing to extend their understanding, and then moving to new groups where they teach peers about what they read and learn new information from group members.\u003c/p>\n\u003cp>\u003cstrong>LEARNING IN CONTEXT\u003c/strong>\u003c/p>\n\u003cp>Hattie also emphasizes that all of the learning strategies, other than a few surface strategies like outlining, should be taught in the context of content, especially because some may look different depending on the subject area. He’s also aware that the key to this model of learning is to know when to apply each strategy and how to help students develop that understanding as well. While in general Hattie believes that students need to know some information before they can do anything with it, indicating a progression from surface knowledge to deeper understanding and finally to transfer, he admits that “these are fuzzy distinctions” and there is often “much overlap in various phases.”\u003c/p>\n\u003cp>For example, when a student is doing a project on a topic of interest, and thus extending knowledge deeper, he may encounter an aspect that he knew nothing about, at which time he may need to gain a surface understanding of that smaller topic in order to continue the project. In other words, the phases Hattie has laid out often overlap and cycle back on one another and should not be taken as a linear process.\u003c/p>\n\u003cp>Far from being a recipe for the “most effective” teaching strategies, this model of learning relies on \u003ca href=\"https://ww2.kqed.org/mindshift/2017/03/19/why-even-great-teaching-strategies-can-backfire-and-what-to-do-about-it/\" target=\"_blank\" rel=\"noopener noreferrer\">teachers' professionalism\u003c/a>. When teachers can identify where in the learning cycle a student is and suggest some strategies that might work well at that point, she can have a bigger impact. Hattie also advocates talking to students about the stages of learning so kids can begin to use the language and recognize the strategies that work for where they are. Too often students continue to use \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/11/three-things-top-performing-students-know-that-their-peers-miss/\" target=\"_blank\" rel=\"noopener noreferrer\">ineffective strategies\u003c/a> because they don’t know others or aren’t aware that the ones they are using aren’t the most effective.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Because of the nature of Hattie’s work -- meta analyses of other people’s studies -- most of the findings have focused on the effectiveness of strategies based on narrow measures of academic achievement. That’s why it’s interesting that in this model for learning, Hattie and Donoghue are pointing out that academic achievement is only one worthy goal of learning. They write:\u003c/p>\n\u003cblockquote>\u003cp>“Our argument is that learning can lead to enhanced skills, dispositions, motivations and excitement that can be reinvested in learning, and can lead to students setting higher standards for their success criteria. When skill, will, and thrill overlap, this should be considered a bonus; developing each is a worthwhile outcome of schooling in its own right.”\u003c/p>\u003c/blockquote>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Untangling education research can often feel overwhelming, which may be why many research-based practices take a long time to show up in real classrooms. It could also be one reason \u003ca href=\"https://visible-learning.org/john-hattie/\">John Hattie’s\u003c/a> work and book, \u003ca href=\"https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/\" target=\"_blank\" rel=\"noopener noreferrer\">Visible Learning\u003c/a>, appeals to so many educators. Rather than focusing on one aspect of teaching, Hattie synthesizes education research done all over the world in a variety of settings into meta analyses, trying to understand what works in classrooms.\u003c/p>\n\u003cp>He has calculated the effect sizes of every teaching technique from outlining to project-based learning, which often tempts people to believe the strategies with low effect sizes don’t work and the ones with large effect sizes do. But Hattie -- who is director of the Melbourne Educational Research Institute at the University of Melbourne -- is the first to disavow this interpretation of his work. Instead, he and colleague Gregory Donoghue have developed a model of learning that proposes why different strategies may be effective at different stages of the learning cycle.\u003c/p>\n\u003cp>In a presentation at \u003ca href=\"https://www.learningandthebrain.com/education-conferences\">Learning and the Brain\u003c/a> in San Francisco, Hattie noted that most studies measure academic achievement in very narrow ways, so while some strategies have high effect sizes for producing test results, they may not lead to sustained learning. “We do at the moment privilege surface level learning,” Hattie said.\u003c/p>\n\u003cp>But in their \u003ca href=\"https://www.nature.com/articles/npjscilearn201613\" target=\"_blank\" rel=\"noopener noreferrer\">Science of Learning article\u003c/a>, “Learning strategies: a synthesis and conceptual model,” Hattie and Donoghue note that the underlying philosophy of the day-to-day activity of many schools indicates that the “purpose of schooling is to equip students with learning strategies, or the skills of learning how to learn.” Hattie is more concerned with this later definition than of the more narrowly defined achievement, which is why he has attempted to come up with a model of learning that takes into account students’ skills and knowledge, learning dispositions and motivation.\u003c/p>\n\u003cp>Hattie thinks of the three inputs students bring to learning as “skill, will, and thrill.” And, while what a student already knows may be one of the most important parts of academic achievement, \u003ca href=\"https://ww2.kqed.org/mindshift/2014/03/25/whats-your-learning-disposition-how-to-foster-students-mindsets/\" target=\"_blank\" rel=\"noopener noreferrer\">learning dispositions \u003c/a>and \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/20/when-schools-help-students-transcend-chronic-stress-to-tap-motivation/\" target=\"_blank\" rel=\"noopener noreferrer\">motivation\u003c/a> are also crucial ingredients and worthy goals in and of themselves.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“In fact, if we can increase their sense of love of learning, the thrill, we can increase their sense of self,” Hattie said. In other words, skill, will and thrill, the three inputs students all have, sometimes work in harmony, but even when that doesn’t happen each aspect of a student is worth developing individually, too.\u003cbr>\n\u003cstrong>\u003cbr>\nTHE LEARNING MODEL\u003c/strong>\u003c/p>\n\u003cp>Hattie and Donoghue have tried to take everything they have learned through meta analyses to understand why some strategies that educators swear by, like project-based learning, have low effect sizes in the literature. In their paper and discussions of this proposed model it can seem like a linear progression of learning, but Hattie takes pains to point out that this model is only a conjecture and that the processes he’s describing could be happening in cycles within one learning experience. The Science of Learning paper aims to propose the model, but also points out many ways that some of its claims could be further studied.\u003c/p>\n\u003cp>For Hattie, most learning rests on \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/09/how-to-ensure-students-are-actively-engaged-and-not-just-compliant/\" target=\"_blank\" rel=\"noopener noreferrer\">student understanding of the success criteria\u003c/a> for a learning task. Hattie calls this a “prelearning phase” because if students don’t understand what it will take to be successful, they often act blindly and without motivation. He says that students who are taught the success criteria are more strategic in their choice of learning strategies, and thus more likely to encounter the thrill of success that will lead to reinvestment in learning.\u003c/p>\n\u003cp>“Too often students may know the learning intention, but do not [know] how the teacher is going to judge their performance, or how the teacher knows when or whether students have been successful,” Hattie and Donoghue write in their article. When students understand how they will be evaluated they can also self-evaluate more effectively, a metacognitive skill that can help students become more independent learners.\u003c/p>\n\u003cp>How students gain initial content knowledge that they can then manipulate has long been a discussion among educators. Some argue students need to learn basic information before they can begin to use it. Others say students will learn information when it is critical to a problem or project they are trying to understand.\u003c/p>\n\u003cp>The Hattie/Donoghue learning model dives into that discussion, describing learning strategies that work best at the surface level, and those that help consolidate surface learning, as well as those that develop deep learning and work to consolidate deep learning. Lastly, Hattie and Donoghue deal with the idea of transfer, which broadly means being able to identify similarities and differences between problems and effectively apply previous learning to new situations.\u003c/p>\n\u003cp>The authors describe surface learning as “studying without much reflecting on either purpose or strategy, learning many ideas without necessarily relating them and memorizing facts and procedures routinely.” They say deep learning is characterized by “seeking meaning, relating and extending ideas, looking for patterns and underlying principles, checking evidence and relating it to conclusions, examining arguments cautiously and critically, and becoming actively interested in course content.” They don’t privilege one kind of learning over the other, but rather say surface and deep learning work together.\u003c/p>\n\u003cp>When students are acquiring their first knowledge about a topic, there are some learning strategies that seem to work regardless of the content area. Organizing, outlining and summarizing information can help students master surface level content. But Hattie says to consolidate that initial learning, “effort and deliberate practice is critical.” At this stage \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/25/how-does-the-brain-learn-best-smart-studying-strategies/\" target=\"_blank\" rel=\"noopener noreferrer\">overlearning strategies\u003c/a> like practice tests, giving and receiving feedback, and \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/28/how-relearning-old-concepts-alongside-new-ones-makes-it-all-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">spacing practice out over time \u003c/a>are especially helpful. To make consolidation worthwhile the authors stress that practice cannot just be “drill and practice,” but instead must change based on \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/\" target=\"_blank\" rel=\"noopener noreferrer\">feedback\u003c/a>. The point of consolidation is to move the surface knowledge to long-term memory, where it is readily available for future use.\u003c/p>\n\u003cp>“If you’re doing this phase just to pass the test, the surface phase, then it’s not very effective,” Hattie said. “The whole point of overlearning is to go to the deep learning.”\u003c/p>\n\u003cp>When it comes to acquiring deeper learning, “a major purpose is for the student to deliberately activate prior knowledge and then make relations and extensions beyond what they have learned at the surface phase.” Elaboration, strategy monitoring and metacognitive strategies all have strong effect sizes at this stage and enhance learning. Consolidation of deep learning is when \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/10/how-students-critiquing-one-anothers-work-raises-the-quality-bar/\" target=\"_blank\" rel=\"noopener noreferrer\">working with others\u003c/a> becomes the most powerful, according to this model. Listening to others in discussion and finding ways to connect and extend knowledge are practices that help students realize what they don’t know. Self-questioning and verbalizing, as well as seeking help, are also effective strategies to consolidate deeper learning.\u003c/p>\n\u003cp>But ultimately most teachers and parents want students to learn information and skills so that they can use them in school and life beyond the specific instance when they were taught. The process of transferring knowledge has not been as well studied as other areas, but Hattie said that learning to detect similarities and differences is a key part of making it happen.\u003c/p>\n\u003cp>“After a task, the skill seems to be stopping the student rushing into solving a new problem [by] first asking them to elaborate on the similarities and differences of the two problems (the old and new),” Hattie wrote in an email. “Being more aware of the task constraints/ differences is the key to being successful in transfer.” Much of Hattie’s thinking on transfer is influenced by research done by Ference Marton, whose work is largely qualitative.\u003c/p>\n\u003cp>Interestingly, the only strategy that seemed to work in all four quadrants (acquiring surface, consolidating surface, acquiring deep, consolidating deep) was the \u003ca href=\"http://www.educationworld.com/a_curr/strategy/strategy036.shtml\" target=\"_blank\" rel=\"noopener noreferrer\">jigsaw activity\u003c/a>, which had a large effect size. In a jigsaw activity students are reading new information, discussing it with others who have read the same thing to extend their understanding, and then moving to new groups where they teach peers about what they read and learn new information from group members.\u003c/p>\n\u003cp>\u003cstrong>LEARNING IN CONTEXT\u003c/strong>\u003c/p>\n\u003cp>Hattie also emphasizes that all of the learning strategies, other than a few surface strategies like outlining, should be taught in the context of content, especially because some may look different depending on the subject area. He’s also aware that the key to this model of learning is to know when to apply each strategy and how to help students develop that understanding as well. While in general Hattie believes that students need to know some information before they can do anything with it, indicating a progression from surface knowledge to deeper understanding and finally to transfer, he admits that “these are fuzzy distinctions” and there is often “much overlap in various phases.”\u003c/p>\n\u003cp>For example, when a student is doing a project on a topic of interest, and thus extending knowledge deeper, he may encounter an aspect that he knew nothing about, at which time he may need to gain a surface understanding of that smaller topic in order to continue the project. In other words, the phases Hattie has laid out often overlap and cycle back on one another and should not be taken as a linear process.\u003c/p>\n\u003cp>Far from being a recipe for the “most effective” teaching strategies, this model of learning relies on \u003ca href=\"https://ww2.kqed.org/mindshift/2017/03/19/why-even-great-teaching-strategies-can-backfire-and-what-to-do-about-it/\" target=\"_blank\" rel=\"noopener noreferrer\">teachers' professionalism\u003c/a>. When teachers can identify where in the learning cycle a student is and suggest some strategies that might work well at that point, she can have a bigger impact. Hattie also advocates talking to students about the stages of learning so kids can begin to use the language and recognize the strategies that work for where they are. Too often students continue to use \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/11/three-things-top-performing-students-know-that-their-peers-miss/\" target=\"_blank\" rel=\"noopener noreferrer\">ineffective strategies\u003c/a> because they don’t know others or aren’t aware that the ones they are using aren’t the most effective.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Because of the nature of Hattie’s work -- meta analyses of other people’s studies -- most of the findings have focused on the effectiveness of strategies based on narrow measures of academic achievement. That’s why it’s interesting that in this model for learning, Hattie and Donoghue are pointing out that academic achievement is only one worthy goal of learning. They write:\u003c/p>\n\u003cblockquote>\u003cp>“Our argument is that learning can lead to enhanced skills, dispositions, motivations and excitement that can be reinvested in learning, and can lead to students setting higher standards for their success criteria. When skill, will, and thrill overlap, this should be considered a bonus; developing each is a worthwhile outcome of schooling in its own right.”\u003c/p>\u003c/blockquote>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Education researchers Jal Mehta and Sarah Fine have been observing different school systems over the past six years in an attempt to document the variables that contribute to \u003ca href=\"https://ww2.kqed.org/mindshift/tag/deeper-learning/\">deeper learning\u003c/a>. But as they spent more time in schools, it was hard to ignore the ways in which the activity around the edges of institutions -- elective courses, extracurricular activities -- was where students and teachers “were most fired up,” said Fine, a postdoctoral student at Harvard Graduate School of Education.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>“It wasn't that we didn't find powerful disciplinary classes. It's just that they're much fewer and far between,” she said.\u003c/p>\n\u003cp>Fine and Mehta decided to widen their lens to understand why those peripheral spaces were \u003ca href=\"https://www.gse.harvard.edu/news/ed/17/01/why-periphery-often-more-powerful-core\">so much more powerful\u003c/a> than the center.\u003c/p>\n\u003cp>Does that mean English class has to be transformed into theater for deeper learning to occur? Or that math should involve fantasy baseball leagues where students crunch the player stats to make the best team? Not necessarily, but that's one way to think about tapping into student engagement.\u003c/p>\n\u003cp>In the project-based learning world, the most powerful core classes Mehta and Fine have seen take on the elements of extracurricular activities. For example, at High Tech High School in San Diego, one biology class is organized around the goal of students creating and eventually publishing field guides.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=cOVm7zBHJJY\u003c/p>\n\u003cp>“Like a theater production, there's sense of purposefulness,\" said Fine. \"You're working toward producing something that has an audience beyond your teachers and your peers.”\u003c/p>\n\u003cp>\u003cstrong>SHARED SKILLS, DIFFERENT STRENGTHS\u003c/strong>\u003c/p>\n\u003cp>The challenge for teachers who want to tap into extracurricular engagement is to ensure students are learning the required curriculum while also making room for differentiation. Schools take different approaches to doing that.\u003c/p>\n\u003cp>One thing that is consistent, according to Fine, is that teachers are very deliberate beforehand. They have to know exactly what all students need to demonstrate mastery of and where they can allow students to move in their own direction.\u003c/p>\n\u003cp>In some cases, that means starting the class with core curriculum that all students study but branching off from there. One example Fine has seen is in a project-based humanities classroom. Students started the class by reading about the anti-communist fervor of the 1950s and McCarthyism. Then for the latter half of the semester, students were tasked with using the same rhetoric from that time to create documentary films on a controversial subject of their choice. Essentially, the project allows students to understand propaganda by making their own propaganda film.\u003c/p>\n\u003cp>At \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/12/where-are-all-the-public-montessori-high-schools/\">Clark Montessori School\u003c/a> in Cincinnati, the last two weeks of each semester are devoted to project-based electives of the students' choosing. In courses like “Rockets and Roller Coasters” students design their own scale models of both, and visit military bases to see rockets in action and amusement parks for roller coasters.\u003c/p>\n\u003cp>“We let the passion of the kids and the adults drive the course and we make the academic ties as they come along,” said Clark Principal Dean Blase.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=-nQF587fvRM\u003c/p>\n\u003cp>For junior high classes at Clark, field study is embedded into core subject areas as well. In social studies, for example, students learn local history and then study ethnography by interviewing residents in different neighborhoods and mapping those neighborhoods.\u003c/p>\n\u003cp>As Fine mentioned, all of this involves deliberate course design. When students go on field studies, they're not being handed off to some museum docent or zoo volunteer; the teachers map out what students are expected to learn and discover. The planning pays off.\u003c/p>\n\u003cp>“It is extraordinarily rare to have a discipline issue during a field study period,” said Blase. “I don't think I've ever seen a kid's head [asleep] on their desk.”\u003c/p>\n\u003cp>\u003cstrong>THE RIGHT PACE\u003c/strong>\u003c/p>\n\u003cp>While project-based learning can seem like the obvious way to engage students with core subjects, another important component is the pace of learning. For students to feel passionate about a project, they first have to feel competent enough in their skill sets to tackle it, something that can fall by the wayside in a traditional school calendar.\u003c/p>\n\u003cp>“Not everybody is going to learn at the same rate and the same way,” said Robbie Torney, a teacher at \u003ca href=\"https://lighthousecharter.org/news-items/lodestar-a-new-lighthouse-school-is-coming-to-oakland/\">Lodestar Academy,\u003c/a> a primary charter school in Oakland.\u003c/p>\n\u003cp>The day at Lodestar is broken into two parts: time for expeditionary and project-based learning, and a section of the day for literacy and math lab, where students learn core subjects at a personalized pace.\u003c/p>\n\u003cp>Most traditional schools teach students in a calendar-based curriculum model, meaning that at certain times of the year all students move onto the next step in curriculum. With that model, you get achievement outcomes that look like bell curves, noted Torney. But by letting students work at their own pace, they see huge gains in student achievement for all.\u003c/p>\n\u003cp>Torney says that teachers who guide projects in core subjects also have to be careful to make sure those projects have an impact in their students' lives. Teachers shouldn't just copy project-based curriculum from other schools without first making sure it fits with their community.\u003c/p>\n\u003cp>For instance, at Lodestar, kindergartners are learning about trash, which is a big issue in East Oakland. As the Black Lives Matter movement ramped up in East Oakland, ninth- and 10\u003csup>th-\u003c/sup>graders at Lodestar's sister school, Lighthouse Academy, did an expedition looking at power and social change (both schools are part of the \u003ca href=\"https://eleducation.org/\">EL Education\u003c/a> network of schools).\u003c/p>\n\u003cp>“Instead of just writing a paper about power and social change,” they studied something local while integrating text they were reading, said Torney. The students had to present final products that covered the significance of these movements to the community.\u003c/p>\n\u003cp>A similar project took on a different angle at Polaris Charter Academy in Chicago, said Torney. There students studied the issue of violence in their neighborhood. Middle school students published a series of books, called the Peacekeeper Project, which documented the work of peacekeepers in their community.\u003c/p>\n\u003cp>Whether you call them expeditions, field studies or project-based learning, “the idea is that there's a product that is high quality that allows you to demonstrate mastery,” said Torney.\u003c/p>\n\u003cp>They are learning core curriculum in a way that gets them highly engaged, but there's even more payoff than engagement, said Torney. The bigger outcome happens when students are in college or starting their careers.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Those collaborative environments won't be the first time that they've had to tackle a project in an interdisciplinary way,” he said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Education researchers Jal Mehta and Sarah Fine have been observing different school systems over the past six years in an attempt to document the variables that contribute to \u003ca href=\"https://ww2.kqed.org/mindshift/tag/deeper-learning/\">deeper learning\u003c/a>. But as they spent more time in schools, it was hard to ignore the ways in which the activity around the edges of institutions -- elective courses, extracurricular activities -- was where students and teachers “were most fired up,” said Fine, a postdoctoral student at Harvard Graduate School of Education.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>“It wasn't that we didn't find powerful disciplinary classes. It's just that they're much fewer and far between,” she said.\u003c/p>\n\u003cp>Fine and Mehta decided to widen their lens to understand why those peripheral spaces were \u003ca href=\"https://www.gse.harvard.edu/news/ed/17/01/why-periphery-often-more-powerful-core\">so much more powerful\u003c/a> than the center.\u003c/p>\n\u003cp>Does that mean English class has to be transformed into theater for deeper learning to occur? Or that math should involve fantasy baseball leagues where students crunch the player stats to make the best team? Not necessarily, but that's one way to think about tapping into student engagement.\u003c/p>\n\u003cp>In the project-based learning world, the most powerful core classes Mehta and Fine have seen take on the elements of extracurricular activities. For example, at High Tech High School in San Diego, one biology class is organized around the goal of students creating and eventually publishing field guides.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/cOVm7zBHJJY'\n title='//www.youtube.com/embed/cOVm7zBHJJY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>“Like a theater production, there's sense of purposefulness,\" said Fine. \"You're working toward producing something that has an audience beyond your teachers and your peers.”\u003c/p>\n\u003cp>\u003cstrong>SHARED SKILLS, DIFFERENT STRENGTHS\u003c/strong>\u003c/p>\n\u003cp>The challenge for teachers who want to tap into extracurricular engagement is to ensure students are learning the required curriculum while also making room for differentiation. Schools take different approaches to doing that.\u003c/p>\n\u003cp>One thing that is consistent, according to Fine, is that teachers are very deliberate beforehand. They have to know exactly what all students need to demonstrate mastery of and where they can allow students to move in their own direction.\u003c/p>\n\u003cp>In some cases, that means starting the class with core curriculum that all students study but branching off from there. One example Fine has seen is in a project-based humanities classroom. Students started the class by reading about the anti-communist fervor of the 1950s and McCarthyism. Then for the latter half of the semester, students were tasked with using the same rhetoric from that time to create documentary films on a controversial subject of their choice. Essentially, the project allows students to understand propaganda by making their own propaganda film.\u003c/p>\n\u003cp>At \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/12/where-are-all-the-public-montessori-high-schools/\">Clark Montessori School\u003c/a> in Cincinnati, the last two weeks of each semester are devoted to project-based electives of the students' choosing. In courses like “Rockets and Roller Coasters” students design their own scale models of both, and visit military bases to see rockets in action and amusement parks for roller coasters.\u003c/p>\n\u003cp>“We let the passion of the kids and the adults drive the course and we make the academic ties as they come along,” said Clark Principal Dean Blase.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/-nQF587fvRM'\n title='//www.youtube.com/embed/-nQF587fvRM'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>For junior high classes at Clark, field study is embedded into core subject areas as well. In social studies, for example, students learn local history and then study ethnography by interviewing residents in different neighborhoods and mapping those neighborhoods.\u003c/p>\n\u003cp>As Fine mentioned, all of this involves deliberate course design. When students go on field studies, they're not being handed off to some museum docent or zoo volunteer; the teachers map out what students are expected to learn and discover. The planning pays off.\u003c/p>\n\u003cp>“It is extraordinarily rare to have a discipline issue during a field study period,” said Blase. “I don't think I've ever seen a kid's head [asleep] on their desk.”\u003c/p>\n\u003cp>\u003cstrong>THE RIGHT PACE\u003c/strong>\u003c/p>\n\u003cp>While project-based learning can seem like the obvious way to engage students with core subjects, another important component is the pace of learning. For students to feel passionate about a project, they first have to feel competent enough in their skill sets to tackle it, something that can fall by the wayside in a traditional school calendar.\u003c/p>\n\u003cp>“Not everybody is going to learn at the same rate and the same way,” said Robbie Torney, a teacher at \u003ca href=\"https://lighthousecharter.org/news-items/lodestar-a-new-lighthouse-school-is-coming-to-oakland/\">Lodestar Academy,\u003c/a> a primary charter school in Oakland.\u003c/p>\n\u003cp>The day at Lodestar is broken into two parts: time for expeditionary and project-based learning, and a section of the day for literacy and math lab, where students learn core subjects at a personalized pace.\u003c/p>\n\u003cp>Most traditional schools teach students in a calendar-based curriculum model, meaning that at certain times of the year all students move onto the next step in curriculum. With that model, you get achievement outcomes that look like bell curves, noted Torney. But by letting students work at their own pace, they see huge gains in student achievement for all.\u003c/p>\n\u003cp>Torney says that teachers who guide projects in core subjects also have to be careful to make sure those projects have an impact in their students' lives. Teachers shouldn't just copy project-based curriculum from other schools without first making sure it fits with their community.\u003c/p>\n\u003cp>For instance, at Lodestar, kindergartners are learning about trash, which is a big issue in East Oakland. As the Black Lives Matter movement ramped up in East Oakland, ninth- and 10\u003csup>th-\u003c/sup>graders at Lodestar's sister school, Lighthouse Academy, did an expedition looking at power and social change (both schools are part of the \u003ca href=\"https://eleducation.org/\">EL Education\u003c/a> network of schools).\u003c/p>\n\u003cp>“Instead of just writing a paper about power and social change,” they studied something local while integrating text they were reading, said Torney. The students had to present final products that covered the significance of these movements to the community.\u003c/p>\n\u003cp>A similar project took on a different angle at Polaris Charter Academy in Chicago, said Torney. There students studied the issue of violence in their neighborhood. Middle school students published a series of books, called the Peacekeeper Project, which documented the work of peacekeepers in their community.\u003c/p>\n\u003cp>Whether you call them expeditions, field studies or project-based learning, “the idea is that there's a product that is high quality that allows you to demonstrate mastery,” said Torney.\u003c/p>\n\u003cp>They are learning core curriculum in a way that gets them highly engaged, but there's even more payoff than engagement, said Torney. The bigger outcome happens when students are in college or starting their careers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Educators often look for classroom inspiration from instructional strategies that “work,” focusing on how many students improved based on a given strategy. While that’s important and helpful, focusing only on how a strategy works, without examining why it didn’t work for some learners, is a missed opportunity. Examining the conditions when a strategy is ineffective or unintentionally misleads students doesn’t necessarily mean teachers should abandon that strategy altogether, but it does help them plan ahead for how it might backfire.\u003c/p>\n\u003cp>“What seems to be a great way to learn for the teachers, the students, the instructional designers is often a great way to learn,” said \u003ca href=\"https://ed.stanford.edu/faculty/danls\" target=\"_blank\" rel=\"noopener noreferrer\">Daniel Schwartz\u003c/a>, dean of Stanford’s Graduate School of Education, at the \u003ca href=\"https://www.learningandthebrain.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Learning and the Brain\u003c/a> conference in San Francisco. “But sometimes it’s a horrible way to learn.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'The scientists can give you certain laws about learning, but they can't put it together into instruction.'\u003ccite>Dan Schwartz, Dean of Stanford Graduate School of Education\u003c/cite>\u003c/aside>\n\u003cp>There are many examples in education of ideas implemented as though they were gospel backfiring because educators lost sight of the nuances. Rewards are a commonly misapplied tool in education, for example. Simple behavior theory predicts that rewards produce more of a desired behavior, while punishments yield less undesirable behavior. But a \u003ca href=\"https://psycnet.apa.org/record/1974-10497-001\" target=\"_blank\" rel=\"noopener noreferrer\">famous study by Mark Lepper, David Greene and Richard Nisbett\u003c/a> found that misapplied rewards can have disastrous consequences for intrinsic motivation.\u003c/p>\n\u003cp>For their study, Lepper, Greene and Nisbett first observed a preschool classroom for baseline observations and found that drawing was one of the most popular activities. They wanted to test intrinsic versus extrinsic rewards, so they put out felt-tipped markers (a big treat) at the art table and told one group of students that if they chose drawing during free play time they would get a certificate with a gold seal on it. A second group was not told about the reward, but after making art they received one. The third group was neither told about the rewards nor received one. After a week or two, the researchers again put out the felt-tipped markers and observed from behind a one-way mirror what activities the children chose to play with on their own.\u003c/p>\n\u003cp>Children in the reward condition chose to draw much less during a three-hour play period than either of the other two conditions. What happened? “The [certificate] replaced the satisfaction of drawing,” Schwartz said. “When there was no more reward, the kids didn’t want to draw.” And, interestingly, when kids were being rewarded for their drawings, they produced less creative work.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another example is the commonly believed notion that treating each case as unique is a good problem-solving strategy. But this, too, can be misapplied. “Sometimes you design instruction that leads students to inadvertently do the wrong thing,” Schwartz said.\u003c/p>\n\u003cp>In \u003ca href=\"https://aaalab.stanford.edu/wp-content/uploads/2015/04/Seeking-the-General-Explanation-Offprint-1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">one study\u003c/a> done with college undergraduates, physics students were learning about how magnets affect electric current. They were given three cases of how a magnet interacted with a lightbulb attached to a wire loop. In Case A, the magnet moved right and the lightbulb lit up. In Case B, the magnet moved up and the lightbulb did not light up. In Case C, the magnet was flipped and the light went on.\u003c/p>\n\u003cp>Students were asked to come up with one account that could explain all three cases. They were placed in two groups, one of which was asked to use the “Predict-Observe-Explain” (POE) strategy, common in science education. This is a difficult problem and only about 30 percent of the control group got the correct answer: the lightbulb lights up with a change to the x-vector of the magnetic field. However, only one student was able to get the right answer in the POE group.\u003c/p>\n\u003cp>The researchers found that when students used POE, they treated each case as separate and weren’t looking for patterns across the cases. Schwartz said another way the each-case-is-unique idea can go wrong is when students are doing problem sets. They often treat each problem separately, instead of thinking about how they relate.\u003c/p>\n\u003cp>This is an example of what Schwartz calls a “learning frailty,” or things students are likely to do and that teachers can predict and plan to circumvent. To do this, teachers often have to explicitly tell students what the frailty is and advise them not to give into it. “You have to address what you want them to do, but also what you don’t want them to do,” Schwartz said.\u003c/p>\n\u003cp>\u003cstrong>INVESTIGATING LEARNING FRAILTIES\u003c/strong>\u003c/p>\n\u003cp>Schwartz wanted to know whether he could teach students to seek constructive feedback and to explore a space before prematurely settling on an idea, both strategies found to improve learning. He inserted an intervention into the setup of design thinking activities that 200 sixth-graders were doing in math, social studies and science. Students went through a design cycle where they were told to explore materials and ideas, generate solutions, create prototypes and reflect on the process.\u003c/p>\n\u003cp>One group was told that at each stage of the design process, they should seek constructive criticism on their idea. They were also told to avoid the learning frailty, “we like to hear what we have done well,” in favor of criticism that would help them improve. The other half were told that at each stage of the design process they should resist the temptation to settle on the first idea (the learning frailty), and instead to try multiple ideas before picking one.\u003c/p>\n\u003cp>Measuring whether these interventions taught the students to use the strategy on their own was tricky because Schwartz and his team were interested in whether students would recognize the value in the strategy and choose to use it on their own when they weren’t explicitly told to do so. They needed a way to measure choice, not knowledge, so they chose a game format.\u003c/p>\n\u003cfigure id=\"attachment_47716\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://aaalab.stanford.edu/research/new-models-of-assessment/choice-based-assessments/\">\u003cimg class=\"size-large wp-image-47716\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/posterlet-screenshot-1020x656.png\" alt=\"Screenshot from Schwartz' feedback game. Students could choose to either hear positive or negative feedback on their posters.\" width=\"640\" height=\"412\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-1020x656.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-160x103.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-800x515.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-768x494.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-960x617.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-240x154.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-375x241.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-520x334.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot.png 1121w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Screen shot from Schwartz's feedback game. Students could choose to either hear positive or negative feedback on their posters. \u003ccite>(Courtesy Dan Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The seeking-criticism group played a game in which they are hired to make posters for booths at a school fair. The game offers various tools kids can use to create the posters, and then students present their first draft to a focus group of animals that provide feedback that includes praise as well as constructive criticism. Students read the feedback, make changes to the poster, and then see how many tickets they sold. Researchers were looking for \u003ca href=\"https://aaalab.stanford.edu/wp-content/uploads/2015/08/4091-19508-1-PB.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">how often students chose to hear more feedback\u003c/a> from the focus group and made changes to their posters as part of their process.\u003c/p>\n\u003cp>“The more feedback you choose in this game, the more likely you do well on the California standardized tests,” Schwartz said. He also found that lower-achieving kids weren’t using this strategy before the intervention, but after the design thinking project they recognized its power and did use the strategy more. Kids who were already high achievers were already using this strategy, so it didn’t make much difference.\u003c/p>\n\u003cp>Similarly, Schwartz designed a game for the group that was asked to design in parallel instead of choosing the first idea they had. In the game, students are photographers with a variety of settings on their cameras. The game measured how many different camera settings students tried before settling on their final version. And, once again, kids who had not previously used the “exploring the space” strategy did improve.\u003c/p>\n\u003cp>“You want to teach students what to do and what to avoid. And acknowledge why you’d want to avoid it,” Schwartz said. Another common learning frailty is to do the thing that takes the least time. Teachers can try to circumvent the frailty by explaining why a better strategy, while more time-consuming, will pay off in the end.\u003c/p>\n\u003cp>Schwartz is wary of anyone who says teachers should never lecture, or never give rewards because it is “bad pedagogy.” “The key here is understanding that these instructional moves are good. You just have to figure out when,” Schwartz said. Rewards work well to incentivize something students don’t like to do, but educators have to be careful about unintentionally reinforcing the idea that whatever is being rewarded is work and therefore not fun.\u003c/p>\n\u003cp>Similarly, some educators argue that telling students information is wrong or anti-constructivist, but there is a time and a place for telling students information, a relatively efficient way to transfer knowledge. Schwartz and Bransford \u003ca href=\"http://aaalab.stanford.edu/papers/time_for_telling.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">completed a study\u003c/a> in 1998 showing that when college students analyzed contrasting data sets from classic psychology experiments and then read a text or listened to a lecture about why those experiments were important to the development of psychology, they were more prepared to understand and contextualize the new information. The students were then better able to grasp the outcomes of a similar set of data a week later, as compared to students who had summarized the information before the lecture. The analyze-and-lecture condition also predicted more accurately than students in a condition who analyzed the data twice.\u003c/p>\n\u003cp>\u003cstrong>WHAT DOES THIS MEAN FOR TEACHERS?\u003c/strong>\u003c/p>\n\u003cp>Ultimately, Schwartz’s warning about unintended consequences of instruction is a rallying cry for teacher professionalism. “The science points out what’s necessary; the trick is making instruction where that component sits in an environment that’s sufficient for learning,” Schwartz said. For example, scientists can prove that overwhelming students’ cognitive load is bad. But reduce cognitive load too much and students are bored. That’s why teachers are so important; they are the investigators carefully taking note of how different students respond to strategies in the classroom, and are constantly tweaking ideas to improve them.\u003c/p>\n\u003cp>“The scientists can give you certain laws about learning, but they can’t put it together into instruction,” Schwartz said. They understand the neuroscience, not how to translate it into a classroom environment. That’s why Schwartz believes the most important thing for good instruction is for the teacher to be an “adaptive expert,” someone who is constantly reflecting, and learning from what he or she has tried in the past. Adaptive experts have growth mindsets about their teaching, whereas “routine experts” get good at one way and repeat it over and over.\u003c/p>\n\u003cp>“You develop a great deal of expertise by designing instruction and looking at the outcomes of the instruction,” Schwartz said. “You as the teacher need to think about this as a creative endeavor.” Observing how students interpret a lesson and thinking through what learning frailties may have led them in the wrong direction is one way to try to avoid unintended consequences of instruction.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This discussion of instruction misfiring may feel frustrating for educators looking for tried-and-true research-based strategies, but it also reaffirms the importance of educators’ expertise in the classroom. The one guideline Schwartz offers is that often when the rationale for an instructional strategy is to save time or be more efficient, the likelihood of an instructional backfire is high. Resorting to only telling students things, rewarding them for doing what you want them to do and oversimplifying are all ways this can happen.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Educators often look for classroom inspiration from instructional strategies that “work,” focusing on how many students improved based on a given strategy. While that’s important and helpful, focusing only on how a strategy works, without examining why it didn’t work for some learners, is a missed opportunity. Examining the conditions when a strategy is ineffective or unintentionally misleads students doesn’t necessarily mean teachers should abandon that strategy altogether, but it does help them plan ahead for how it might backfire.\u003c/p>\n\u003cp>“What seems to be a great way to learn for the teachers, the students, the instructional designers is often a great way to learn,” said \u003ca href=\"https://ed.stanford.edu/faculty/danls\" target=\"_blank\" rel=\"noopener noreferrer\">Daniel Schwartz\u003c/a>, dean of Stanford’s Graduate School of Education, at the \u003ca href=\"https://www.learningandthebrain.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Learning and the Brain\u003c/a> conference in San Francisco. “But sometimes it’s a horrible way to learn.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'The scientists can give you certain laws about learning, but they can't put it together into instruction.'\u003ccite>Dan Schwartz, Dean of Stanford Graduate School of Education\u003c/cite>\u003c/aside>\n\u003cp>There are many examples in education of ideas implemented as though they were gospel backfiring because educators lost sight of the nuances. Rewards are a commonly misapplied tool in education, for example. Simple behavior theory predicts that rewards produce more of a desired behavior, while punishments yield less undesirable behavior. But a \u003ca href=\"https://psycnet.apa.org/record/1974-10497-001\" target=\"_blank\" rel=\"noopener noreferrer\">famous study by Mark Lepper, David Greene and Richard Nisbett\u003c/a> found that misapplied rewards can have disastrous consequences for intrinsic motivation.\u003c/p>\n\u003cp>For their study, Lepper, Greene and Nisbett first observed a preschool classroom for baseline observations and found that drawing was one of the most popular activities. They wanted to test intrinsic versus extrinsic rewards, so they put out felt-tipped markers (a big treat) at the art table and told one group of students that if they chose drawing during free play time they would get a certificate with a gold seal on it. A second group was not told about the reward, but after making art they received one. The third group was neither told about the rewards nor received one. After a week or two, the researchers again put out the felt-tipped markers and observed from behind a one-way mirror what activities the children chose to play with on their own.\u003c/p>\n\u003cp>Children in the reward condition chose to draw much less during a three-hour play period than either of the other two conditions. What happened? “The [certificate] replaced the satisfaction of drawing,” Schwartz said. “When there was no more reward, the kids didn’t want to draw.” And, interestingly, when kids were being rewarded for their drawings, they produced less creative work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another example is the commonly believed notion that treating each case as unique is a good problem-solving strategy. But this, too, can be misapplied. “Sometimes you design instruction that leads students to inadvertently do the wrong thing,” Schwartz said.\u003c/p>\n\u003cp>In \u003ca href=\"https://aaalab.stanford.edu/wp-content/uploads/2015/04/Seeking-the-General-Explanation-Offprint-1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">one study\u003c/a> done with college undergraduates, physics students were learning about how magnets affect electric current. They were given three cases of how a magnet interacted with a lightbulb attached to a wire loop. In Case A, the magnet moved right and the lightbulb lit up. In Case B, the magnet moved up and the lightbulb did not light up. In Case C, the magnet was flipped and the light went on.\u003c/p>\n\u003cp>Students were asked to come up with one account that could explain all three cases. They were placed in two groups, one of which was asked to use the “Predict-Observe-Explain” (POE) strategy, common in science education. This is a difficult problem and only about 30 percent of the control group got the correct answer: the lightbulb lights up with a change to the x-vector of the magnetic field. However, only one student was able to get the right answer in the POE group.\u003c/p>\n\u003cp>The researchers found that when students used POE, they treated each case as separate and weren’t looking for patterns across the cases. Schwartz said another way the each-case-is-unique idea can go wrong is when students are doing problem sets. They often treat each problem separately, instead of thinking about how they relate.\u003c/p>\n\u003cp>This is an example of what Schwartz calls a “learning frailty,” or things students are likely to do and that teachers can predict and plan to circumvent. To do this, teachers often have to explicitly tell students what the frailty is and advise them not to give into it. “You have to address what you want them to do, but also what you don’t want them to do,” Schwartz said.\u003c/p>\n\u003cp>\u003cstrong>INVESTIGATING LEARNING FRAILTIES\u003c/strong>\u003c/p>\n\u003cp>Schwartz wanted to know whether he could teach students to seek constructive feedback and to explore a space before prematurely settling on an idea, both strategies found to improve learning. He inserted an intervention into the setup of design thinking activities that 200 sixth-graders were doing in math, social studies and science. Students went through a design cycle where they were told to explore materials and ideas, generate solutions, create prototypes and reflect on the process.\u003c/p>\n\u003cp>One group was told that at each stage of the design process, they should seek constructive criticism on their idea. They were also told to avoid the learning frailty, “we like to hear what we have done well,” in favor of criticism that would help them improve. The other half were told that at each stage of the design process they should resist the temptation to settle on the first idea (the learning frailty), and instead to try multiple ideas before picking one.\u003c/p>\n\u003cp>Measuring whether these interventions taught the students to use the strategy on their own was tricky because Schwartz and his team were interested in whether students would recognize the value in the strategy and choose to use it on their own when they weren’t explicitly told to do so. They needed a way to measure choice, not knowledge, so they chose a game format.\u003c/p>\n\u003cfigure id=\"attachment_47716\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://aaalab.stanford.edu/research/new-models-of-assessment/choice-based-assessments/\">\u003cimg class=\"size-large wp-image-47716\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/posterlet-screenshot-1020x656.png\" alt=\"Screenshot from Schwartz' feedback game. Students could choose to either hear positive or negative feedback on their posters.\" width=\"640\" height=\"412\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-1020x656.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-160x103.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-800x515.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-768x494.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-960x617.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-240x154.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-375x241.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-520x334.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot.png 1121w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Screen shot from Schwartz's feedback game. Students could choose to either hear positive or negative feedback on their posters. \u003ccite>(Courtesy Dan Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The seeking-criticism group played a game in which they are hired to make posters for booths at a school fair. The game offers various tools kids can use to create the posters, and then students present their first draft to a focus group of animals that provide feedback that includes praise as well as constructive criticism. Students read the feedback, make changes to the poster, and then see how many tickets they sold. Researchers were looking for \u003ca href=\"https://aaalab.stanford.edu/wp-content/uploads/2015/08/4091-19508-1-PB.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">how often students chose to hear more feedback\u003c/a> from the focus group and made changes to their posters as part of their process.\u003c/p>\n\u003cp>“The more feedback you choose in this game, the more likely you do well on the California standardized tests,” Schwartz said. He also found that lower-achieving kids weren’t using this strategy before the intervention, but after the design thinking project they recognized its power and did use the strategy more. Kids who were already high achievers were already using this strategy, so it didn’t make much difference.\u003c/p>\n\u003cp>Similarly, Schwartz designed a game for the group that was asked to design in parallel instead of choosing the first idea they had. In the game, students are photographers with a variety of settings on their cameras. The game measured how many different camera settings students tried before settling on their final version. And, once again, kids who had not previously used the “exploring the space” strategy did improve.\u003c/p>\n\u003cp>“You want to teach students what to do and what to avoid. And acknowledge why you’d want to avoid it,” Schwartz said. Another common learning frailty is to do the thing that takes the least time. Teachers can try to circumvent the frailty by explaining why a better strategy, while more time-consuming, will pay off in the end.\u003c/p>\n\u003cp>Schwartz is wary of anyone who says teachers should never lecture, or never give rewards because it is “bad pedagogy.” “The key here is understanding that these instructional moves are good. You just have to figure out when,” Schwartz said. Rewards work well to incentivize something students don’t like to do, but educators have to be careful about unintentionally reinforcing the idea that whatever is being rewarded is work and therefore not fun.\u003c/p>\n\u003cp>Similarly, some educators argue that telling students information is wrong or anti-constructivist, but there is a time and a place for telling students information, a relatively efficient way to transfer knowledge. Schwartz and Bransford \u003ca href=\"http://aaalab.stanford.edu/papers/time_for_telling.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">completed a study\u003c/a> in 1998 showing that when college students analyzed contrasting data sets from classic psychology experiments and then read a text or listened to a lecture about why those experiments were important to the development of psychology, they were more prepared to understand and contextualize the new information. The students were then better able to grasp the outcomes of a similar set of data a week later, as compared to students who had summarized the information before the lecture. The analyze-and-lecture condition also predicted more accurately than students in a condition who analyzed the data twice.\u003c/p>\n\u003cp>\u003cstrong>WHAT DOES THIS MEAN FOR TEACHERS?\u003c/strong>\u003c/p>\n\u003cp>Ultimately, Schwartz’s warning about unintended consequences of instruction is a rallying cry for teacher professionalism. “The science points out what’s necessary; the trick is making instruction where that component sits in an environment that’s sufficient for learning,” Schwartz said. For example, scientists can prove that overwhelming students’ cognitive load is bad. But reduce cognitive load too much and students are bored. That’s why teachers are so important; they are the investigators carefully taking note of how different students respond to strategies in the classroom, and are constantly tweaking ideas to improve them.\u003c/p>\n\u003cp>“The scientists can give you certain laws about learning, but they can’t put it together into instruction,” Schwartz said. They understand the neuroscience, not how to translate it into a classroom environment. That’s why Schwartz believes the most important thing for good instruction is for the teacher to be an “adaptive expert,” someone who is constantly reflecting, and learning from what he or she has tried in the past. Adaptive experts have growth mindsets about their teaching, whereas “routine experts” get good at one way and repeat it over and over.\u003c/p>\n\u003cp>“You develop a great deal of expertise by designing instruction and looking at the outcomes of the instruction,” Schwartz said. “You as the teacher need to think about this as a creative endeavor.” Observing how students interpret a lesson and thinking through what learning frailties may have led them in the wrong direction is one way to try to avoid unintended consequences of instruction.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This discussion of instruction misfiring may feel frustrating for educators looking for tried-and-true research-based strategies, but it also reaffirms the importance of educators’ expertise in the classroom. The one guideline Schwartz offers is that often when the rationale for an instructional strategy is to save time or be more efficient, the likelihood of an instructional backfire is high. Resorting to only telling students things, rewarding them for doing what you want them to do and oversimplifying are all ways this can happen.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>As most parents know, kids respond emotionally to the grades they receive -- and well beyond the jubilation that goes with an A+ or the despair that accompanies a D. When Jessie, an eighth-grader, got an uncharacteristically low score on a Spanish test, she felt not only embarrassed -- “because I’d never done that badly before” -- but lousy as well: “I didn’t feel as good about myself,” she said.\u003c/p>\n\u003cp>Not that every 95 percent is cause for celebration, at least for Xavier McCormick, now a college freshman. In high school, when he got top marks with little effort, McCormick felt indifferent to the teacher’s evaluation. “I felt ... meh,” he said. “It was just kind of a number at that point.” Ordinarily, McCormick didn’t get too worked up about grades, focusing more on learning than dutifully carrying out every last assignment. “I’m not going to do it just to get the grade,” he said. “I’d rather get two hours more sleep.”\u003c/p>\n\u003cp>A more typical teenage response to grades, especially bad ones? Fear. “My friends get so caught up in grades,” Jessie said. When they underperform, their first reaction is: “My parents are going to kill me!”\u003c/p>\n\u003cp>\u003cstrong>EMOTIONS AND LEARNING\u003c/strong>\u003c/p>\n\u003cp>The trouble with these extreme emotional reactions to grades is that students’ knowledge of a subject is tied to their experience of the grade, says Mary Helen Immordino-Yang, associate professor of education, psychology and neuroscience at the University of Southern California. Powerful emotions attached to grades drown children’s inherent interest in any given subject.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Whether the grade is good or bad, you’re taking the student away from focusing on intrinsic interest and tying their experience to grades,” Immordino-Yang explained. Under such circumstances, genuine interest in learning for its own sake wilts. “Grades can be an impetus to work, and can be really satisfying,” she said. “But when emotions about the grade swamp students’ emotions about a subject, that’s a problem.”\u003c/p>\n\u003cp>Once considered obstacles to thinking, emotions are now understood to be interdependent with various cognitive processes. A better way to think about emotion’s centrality to learning, Immordino-Yang writes in \u003ca href=\"http://books.wwnorton.com/books/Emotions-Learning-and-the-Brain/\">\u003cem>Emotions, Learning, and the Brain\u003c/em>\u003c/a>, is this: “We only think about things we care about.” When kids care mainly about grades, they’re devoting more mental resources to the assessment than to the actual subject matter.\u003c/p>\n\u003cp>Students seem to appreciate the distinction between studying to learn and working for the grade.\u003c/p>\n\u003cp>For Elizabeth Gilbert, now a graduate of the University of Chicago, writing the best essay mattered more than getting an A+. In her pursuit of excellence, she sometimes turned in assignments after they were due, enhancing her scholarship but diminishing her GPA. She gradually realized that submitting work for the grade became a sensible exit strategy. “To just settle for the grade helped,” she said.\u003c/p>\n\u003cp>McCormick put it differently. If grades were a pure reflection of learning, he added, students wouldn’t be graded on whether they did their homework. For example, in classes where homework makes up 20 percent of a student’s grades, even achieving 100 percent on every test — and so demonstrating complete understanding of a subject — won’t guarantee an A.\u003c/p>\n\u003cp>“School is about teaching kids how to follow rules, and having grades as the emphasis is how they do that,” he said.\u003c/p>\n\u003cp>\u003cstrong>TEACHERS AND GRADES\u003c/strong>\u003c/p>\n\u003cp>Some teachers agree. Starr Sackstein, a veteran teacher in Flushing, New York, and author of \u003ca href=\"https://www.amazon.com/Hacking-Assessment-Gradeless-Traditional-Learning/dp/0986104914\">\u003cem>Hacking Assessment: 10 Ways to Go Gradeless in a Traditional Grades School\u003c/em>\u003c/a>, realized that she had started to use grades as a tool to control her students: For every day a paper came in past the deadline, for example, she’d deduct five points. She also started to recoil when she noticed students flipping to the back of papers she’d spent hours marking up, just to see their score. Sackstein understood how powerful grades could be to students. A self-described grade-grubber, she decided to change the way she evaluated students to maximize their learning by giving up grades.\u003c/p>\n\u003cp>Sackstein is part of a movement of teachers who are replacing grades with more nuanced kinds of student assessments. Encouraged by educators like \u003ca href=\"http://www.alfiekohn.org/\">Alfie Kohn\u003c/a> and \u003ca href=\"http://www.brilliant-insane.com/work-mark-barnes\" target=\"_blank\" rel=\"noopener\">Mark Barnes\u003c/a>, who reject grades as blunt and reductive, these teachers educate and evaluate their students using portfolios, one-on-one conferences, peer assessments and other forms of qualitative feedback.\u003c/p>\n\u003cp>Sackstein started slowly and worked to get student buy-in. She advised her students that they were going to figure out together how to improve their learning and evaluation, and told everyone they could get an A as far as she was concerned. She dropped cumulative assessments entirely -- “because we have so much access to information all the time, it’s not a skill we need to test” -- and invited students to set their own goals and develop their own standards. Sackstein then used everything the students did in class to measure them against their own goals.\u003c/p>\n\u003cp>“I do different types of conferences with students. I have oral projects, I set up meetings with kids,” Sackstein explained about the multiplicity of ways she tailors student work. “I’m not determining what they need; they are. I’m just a reader giving feedback,” she said. Students have responded to her methods, because assessments are more personal and she provides abundant opportunities for them to express themselves.\u003c/p>\n\u003cp>Sackstein often talks to students about how grades affect them, and understands how weighty regular numerical evaluations can be.\u003c/p>\n\u003cp>“Grades have the ability to make kids feel stupid or smart, and that’s a huge power,” she said. Teachers are human, she added, and will respond emotionally and sometimes arbitrarily to different kids and various types of work. When students define themselves positively or negatively by those judgments, they cede control over their well-being to someone — a teacher — who may not understand them.\u003c/p>\n\u003cp>“We as teachers and administrators have to be acutely aware of the kids in front of us,” Sackstein said. “Their learning is all that matters.”\u003c/p>\n\u003cp>By her senior year of high school, Caroline Wohl began to realize that striving to get A's in every subject, no matter her enthusiasm for the material, was foolish and unnecessary. “I just grew up, and got less caught up in winning,” she said. She tolerated a B in AP physics, and threw herself into the school debate team, where she indulged her authentic interests and embraced the freedom from grades. Wohl missed several classes to compete in national debate tournaments, without regret.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Whether the grade is good or bad, you’re taking the student away from focusing on intrinsic interest and tying their experience to grades,” Immordino-Yang explained. Under such circumstances, genuine interest in learning for its own sake wilts. “Grades can be an impetus to work, and can be really satisfying,” she said. “But when emotions about the grade swamp students’ emotions about a subject, that’s a problem.”\u003c/p>\n\u003cp>Once considered obstacles to thinking, emotions are now understood to be interdependent with various cognitive processes. A better way to think about emotion’s centrality to learning, Immordino-Yang writes in \u003ca href=\"http://books.wwnorton.com/books/Emotions-Learning-and-the-Brain/\">\u003cem>Emotions, Learning, and the Brain\u003c/em>\u003c/a>, is this: “We only think about things we care about.” When kids care mainly about grades, they’re devoting more mental resources to the assessment than to the actual subject matter.\u003c/p>\n\u003cp>Students seem to appreciate the distinction between studying to learn and working for the grade.\u003c/p>\n\u003cp>For Elizabeth Gilbert, now a graduate of the University of Chicago, writing the best essay mattered more than getting an A+. In her pursuit of excellence, she sometimes turned in assignments after they were due, enhancing her scholarship but diminishing her GPA. She gradually realized that submitting work for the grade became a sensible exit strategy. “To just settle for the grade helped,” she said.\u003c/p>\n\u003cp>McCormick put it differently. If grades were a pure reflection of learning, he added, students wouldn’t be graded on whether they did their homework. For example, in classes where homework makes up 20 percent of a student’s grades, even achieving 100 percent on every test — and so demonstrating complete understanding of a subject — won’t guarantee an A.\u003c/p>\n\u003cp>“School is about teaching kids how to follow rules, and having grades as the emphasis is how they do that,” he said.\u003c/p>\n\u003cp>\u003cstrong>TEACHERS AND GRADES\u003c/strong>\u003c/p>\n\u003cp>Some teachers agree. Starr Sackstein, a veteran teacher in Flushing, New York, and author of \u003ca href=\"https://www.amazon.com/Hacking-Assessment-Gradeless-Traditional-Learning/dp/0986104914\">\u003cem>Hacking Assessment: 10 Ways to Go Gradeless in a Traditional Grades School\u003c/em>\u003c/a>, realized that she had started to use grades as a tool to control her students: For every day a paper came in past the deadline, for example, she’d deduct five points. She also started to recoil when she noticed students flipping to the back of papers she’d spent hours marking up, just to see their score. Sackstein understood how powerful grades could be to students. A self-described grade-grubber, she decided to change the way she evaluated students to maximize their learning by giving up grades.\u003c/p>\n\u003cp>Sackstein is part of a movement of teachers who are replacing grades with more nuanced kinds of student assessments. Encouraged by educators like \u003ca href=\"http://www.alfiekohn.org/\">Alfie Kohn\u003c/a> and \u003ca href=\"http://www.brilliant-insane.com/work-mark-barnes\" target=\"_blank\" rel=\"noopener\">Mark Barnes\u003c/a>, who reject grades as blunt and reductive, these teachers educate and evaluate their students using portfolios, one-on-one conferences, peer assessments and other forms of qualitative feedback.\u003c/p>\n\u003cp>Sackstein started slowly and worked to get student buy-in. She advised her students that they were going to figure out together how to improve their learning and evaluation, and told everyone they could get an A as far as she was concerned. She dropped cumulative assessments entirely -- “because we have so much access to information all the time, it’s not a skill we need to test” -- and invited students to set their own goals and develop their own standards. Sackstein then used everything the students did in class to measure them against their own goals.\u003c/p>\n\u003cp>“I do different types of conferences with students. I have oral projects, I set up meetings with kids,” Sackstein explained about the multiplicity of ways she tailors student work. “I’m not determining what they need; they are. I’m just a reader giving feedback,” she said. Students have responded to her methods, because assessments are more personal and she provides abundant opportunities for them to express themselves.\u003c/p>\n\u003cp>Sackstein often talks to students about how grades affect them, and understands how weighty regular numerical evaluations can be.\u003c/p>\n\u003cp>“Grades have the ability to make kids feel stupid or smart, and that’s a huge power,” she said. Teachers are human, she added, and will respond emotionally and sometimes arbitrarily to different kids and various types of work. When students define themselves positively or negatively by those judgments, they cede control over their well-being to someone — a teacher — who may not understand them.\u003c/p>\n\u003cp>“We as teachers and administrators have to be acutely aware of the kids in front of us,” Sackstein said. “Their learning is all that matters.”\u003c/p>\n\u003cp>By her senior year of high school, Caroline Wohl began to realize that striving to get A's in every subject, no matter her enthusiasm for the material, was foolish and unnecessary. “I just grew up, and got less caught up in winning,” she said. She tolerated a B in AP physics, and threw herself into the school debate team, where she indulged her authentic interests and embraced the freedom from grades. Wohl missed several classes to compete in national debate tournaments, without regret.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"code-switch-life-kit": {
"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
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"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
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