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"content": "\u003cp>\u003cem>Originally posted on \u003ca href=\"https://www.chalkbeat.org/posts/us/2019/10/28/stem-elementary-school-girls-math-gender-gap-research/?utm_source=republish&utm_medium=web&utm_campaign=republish\">Chalkbeat\u003c/a> on October 28, 2019\u003c/em>\u003c/p>\n\u003cp>On average, girls do as well as boys on elementary- and middle-school \u003ca href=\"https://www.nationsreportcard.gov/math_2017/nation/gaps?grade=8\">math tests\u003c/a>. But by the time students enter the workforce, a big gender gap has emerged, with men \u003ca href=\"https://ira.asee.org/wp-content/uploads/2019/07/2018-Engineering-by-Numbers-Engineering-Statistics-UPDATED-15-July-2019.pdf\">earning nearly\u003c/a> 80 percent of bachelor’s degrees in engineering and computer science.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775718305910\">new study\u003c/a> offers evidence that the disparity might be getting its start in elementary school classrooms.\u003c/p>\n\u003cp>The paper offers data from a single district, but the pattern it uncovers is striking. Girls are less likely to be nominated for, selected for, and continue in the district’s advanced math program. Despite their comparable math scores, the program loses girls at every step — a phenomenon that could contribute to fewer women entering math-focused fields later in life.\u003c/p>\n\u003cp>“It’s heartbreaking,” said Marisa Shuman, a math and computer science teacher at an all-girls public school in New York City and a Math For America master teacher. “Not only are we not taking them or asking them to be in it, whatever they’re doing in this program for some reason is not keeping [girls] and showing them that they have a place in this world of STEM.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The study, which \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775718305910\">was recently published\u003c/a> in a peer-reviewed academic journal, focuses on a math acceleration program in Wake County, North Carolina.\u003c/p>\n\u003cp>Students in the Raleigh-area elementary schools can be nominated to participate by their teachers or parents. Then, if they score well on a special qualifying test, they skip a grade in math. For most students, that means walking down the hall to the next grade’s class for math. Fifth-graders take an online class focused on sixth-grade content.\u003c/p>\n\u003cp>Researchers Steven Hemelt of the University of North Carolina and Matthew Lenard of Harvard found that the third-graders who scored particularly well on the state math test are about evenly split, gender wise — 53% male, 46% female. But there was a bigger disparity among those nominated for the accelerated math program. That group was 61% male, 39% female.\u003c/p>\n\u003cp>The gender gap grew when looking at students who passed the qualifying test and joined the program, who were 67% male, 33% female. And when the researchers looked at who remained in the program into middle school, the gap had extended to 69% male, 31% female.\u003c/p>\n\u003cp>There are other signs that this program is not effectively supporting girls. Hemelt and Lenard show that girls who do join the accelerated math program see their state test scores decline as a result, while boys don’t. (A complicating factor here is that students still take grade-level tests, so they’re not being directly assessed on the advanced content that they’re being taught.)\u003c/p>\n\u003cp>There is also some evidence that participating girls have lower educational ambitions because of the program. Those girls were less likely than other high-achieving girls who didn’t move ahead in math to say that they hope to continue their education after high school or that school is important to achieving their future goals.\u003c/p>\n\u003cp>“Acceleration may have a somewhat demoralizing effect on girls’ aspirations,” write Hemelt and Lenard. “All told, this collection of findings implies a diminished opportunity for girls to accumulate (and benefit from) advanced math skills as they move through middle and high school.”\u003c/p>\n\u003cp>Similar \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3296472\">trends have been shown\u003c/a> to play out in college, according to separate research. In high school, girls score as well as boys in math, and girls are more likely to graduate and enroll in college. But they’re far less likely to earn a college degree in a STEM field. There’s some \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0272775717304235\">evidence\u003c/a> that much of that disparity traces back to the fact that girls report less interest in engineering as a career as early as ninth grade — interest that may be shaped by factors like experiences in math class and societal expectations.\u003c/p>\n\u003cp>It’s not clear what exactly explains the North Carolina results. Hemelt and Lenard hypothesize that “stereotype threat” might be at play. That’s the idea that individuals perform worse on tasks when they feel at risk of confirming a stereotype about their group, like girls being worse at math.\u003c/p>\n\u003cp>A 2013 \u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdev.12128\">study\u003c/a> found evidence that the phenomenon reduced math scores for young girls, though a recent \u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fapl0000420\">overview of research\u003c/a> found that the impact of stereotype threat is generally quite small.\u003c/p>\n\u003cp>Another theory is bias working against girls in math, perhaps from educators and family members. One \u003ca href=\"https://www.nber.org/papers/w20909.pdf\">striking study\u003c/a>, for instance, showed that sixth-grade girls in Israel did worse on math tests and were less likely to complete advanced math and science courses in high school as a result of being assigned to teachers who showed evidence of bias against girls in math. The paper found that this form of prejudice — estimated using scores on teacher-graded exams versus exams that were blind-graded — was fairly prevalent among teachers.\u003c/p>\n\u003cp>Shuman, the math teacher, says that girls may get the message that math isn’t for them. “I think it comes from a lot of things,” she said. “When you think of a mathematician, you think of an old man.”\u003c/p>\n\u003cp>She also suggested that girls in advanced math programs might feel isolated. “Is she the only girl in a group of boys? If so, then that is going to have an impact,” Shuman said. “If you view yourself as different, then you’re going to be less likely — often, not always — to share. You’re less likely to take a risk. You’re less likely to volunteer an answer. And all of those things are how you learn and how you get better.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.chalkbeat.org\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n",
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"nprByline": "\u003ca href=\"https://www.chalkbeat.org/posts/us/2019/10/28/stem-elementary-school-girls-math-gender-gap-research/\">Matthew Barnum, Chalkbeat\u003c/a>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Originally posted on \u003ca href=\"https://www.chalkbeat.org/posts/us/2019/10/28/stem-elementary-school-girls-math-gender-gap-research/?utm_source=republish&utm_medium=web&utm_campaign=republish\">Chalkbeat\u003c/a> on October 28, 2019\u003c/em>\u003c/p>\n\u003cp>On average, girls do as well as boys on elementary- and middle-school \u003ca href=\"https://www.nationsreportcard.gov/math_2017/nation/gaps?grade=8\">math tests\u003c/a>. But by the time students enter the workforce, a big gender gap has emerged, with men \u003ca href=\"https://ira.asee.org/wp-content/uploads/2019/07/2018-Engineering-by-Numbers-Engineering-Statistics-UPDATED-15-July-2019.pdf\">earning nearly\u003c/a> 80 percent of bachelor’s degrees in engineering and computer science.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775718305910\">new study\u003c/a> offers evidence that the disparity might be getting its start in elementary school classrooms.\u003c/p>\n\u003cp>The paper offers data from a single district, but the pattern it uncovers is striking. Girls are less likely to be nominated for, selected for, and continue in the district’s advanced math program. Despite their comparable math scores, the program loses girls at every step — a phenomenon that could contribute to fewer women entering math-focused fields later in life.\u003c/p>\n\u003cp>“It’s heartbreaking,” said Marisa Shuman, a math and computer science teacher at an all-girls public school in New York City and a Math For America master teacher. “Not only are we not taking them or asking them to be in it, whatever they’re doing in this program for some reason is not keeping [girls] and showing them that they have a place in this world of STEM.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The study, which \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775718305910\">was recently published\u003c/a> in a peer-reviewed academic journal, focuses on a math acceleration program in Wake County, North Carolina.\u003c/p>\n\u003cp>Students in the Raleigh-area elementary schools can be nominated to participate by their teachers or parents. Then, if they score well on a special qualifying test, they skip a grade in math. For most students, that means walking down the hall to the next grade’s class for math. Fifth-graders take an online class focused on sixth-grade content.\u003c/p>\n\u003cp>Researchers Steven Hemelt of the University of North Carolina and Matthew Lenard of Harvard found that the third-graders who scored particularly well on the state math test are about evenly split, gender wise — 53% male, 46% female. But there was a bigger disparity among those nominated for the accelerated math program. That group was 61% male, 39% female.\u003c/p>\n\u003cp>The gender gap grew when looking at students who passed the qualifying test and joined the program, who were 67% male, 33% female. And when the researchers looked at who remained in the program into middle school, the gap had extended to 69% male, 31% female.\u003c/p>\n\u003cp>There are other signs that this program is not effectively supporting girls. Hemelt and Lenard show that girls who do join the accelerated math program see their state test scores decline as a result, while boys don’t. (A complicating factor here is that students still take grade-level tests, so they’re not being directly assessed on the advanced content that they’re being taught.)\u003c/p>\n\u003cp>There is also some evidence that participating girls have lower educational ambitions because of the program. Those girls were less likely than other high-achieving girls who didn’t move ahead in math to say that they hope to continue their education after high school or that school is important to achieving their future goals.\u003c/p>\n\u003cp>“Acceleration may have a somewhat demoralizing effect on girls’ aspirations,” write Hemelt and Lenard. “All told, this collection of findings implies a diminished opportunity for girls to accumulate (and benefit from) advanced math skills as they move through middle and high school.”\u003c/p>\n\u003cp>Similar \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3296472\">trends have been shown\u003c/a> to play out in college, according to separate research. In high school, girls score as well as boys in math, and girls are more likely to graduate and enroll in college. But they’re far less likely to earn a college degree in a STEM field. There’s some \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0272775717304235\">evidence\u003c/a> that much of that disparity traces back to the fact that girls report less interest in engineering as a career as early as ninth grade — interest that may be shaped by factors like experiences in math class and societal expectations.\u003c/p>\n\u003cp>It’s not clear what exactly explains the North Carolina results. Hemelt and Lenard hypothesize that “stereotype threat” might be at play. That’s the idea that individuals perform worse on tasks when they feel at risk of confirming a stereotype about their group, like girls being worse at math.\u003c/p>\n\u003cp>A 2013 \u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdev.12128\">study\u003c/a> found evidence that the phenomenon reduced math scores for young girls, though a recent \u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fapl0000420\">overview of research\u003c/a> found that the impact of stereotype threat is generally quite small.\u003c/p>\n\u003cp>Another theory is bias working against girls in math, perhaps from educators and family members. One \u003ca href=\"https://www.nber.org/papers/w20909.pdf\">striking study\u003c/a>, for instance, showed that sixth-grade girls in Israel did worse on math tests and were less likely to complete advanced math and science courses in high school as a result of being assigned to teachers who showed evidence of bias against girls in math. The paper found that this form of prejudice — estimated using scores on teacher-graded exams versus exams that were blind-graded — was fairly prevalent among teachers.\u003c/p>\n\u003cp>Shuman, the math teacher, says that girls may get the message that math isn’t for them. “I think it comes from a lot of things,” she said. “When you think of a mathematician, you think of an old man.”\u003c/p>\n\u003cp>She also suggested that girls in advanced math programs might feel isolated. “Is she the only girl in a group of boys? If so, then that is going to have an impact,” Shuman said. “If you view yourself as different, then you’re going to be less likely — often, not always — to share. You’re less likely to take a risk. You’re less likely to volunteer an answer. And all of those things are how you learn and how you get better.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.chalkbeat.org\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Tech Tools Can Reduce Anxiety And Strengthen Relationships With Students",
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"content": "\u003cp>\u003cem>Excerpted from \u003ca href=\"https://www.daveburgessconsulting.com/books/tech-with-heart/\" target=\"_blank\" rel=\"noopener\">Tech With Heart\u003c/a> by Stacey Roshan, copyright 2019. Reprinted with permission by Dave Burgess Consulting, Inc.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Stacey Roshan\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Pencils down, time's up.\u003cbr>\nCapture all multiples of five before the timer is up. Game over! \u003c/em>\u003c/p>\n\u003cp>In elementary school, I felt as if I was always being timed in math. And I could never finish in time. Tests made me panic, I had to count on my fingers and toes, and my friend was always faster than me when we practiced flashcards. My teachers told me that I didn't know the material well enough and my friend was smarter. And I believed them.\u003c/p>\n\u003cp>To top this all off, I was a perfectionist. I wanted to raise my hand and participate, but uncertainty, combined with the time-sensitive pressure to be the first to raise my hand and be called on, was oftentimes too much. And so, even though I was always eager to participate, it may not have always seemed this way to my teachers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I decided early on in my teaching that I wanted to reduce the stress level in my classroom. It's why I flipped my classroom, after all. As I've looked to technology to help me reimagine how class runs, I have been very deliberate in my approach. I'm careful to dissect the problem and need before jumping to the tech. Thinking back to my own experiences in school and how I felt in the classroom has led me to focus on these driving questions:\u003c/p>\n\u003cul>\n\u003cli>How can we create safe learning environments for all students to find their voice and build their confidence?\u003c/li>\n\u003cli>How can we leverage technology to gain insight into student needs and provide them multiple ways of showcasing their understanding and expressing themselves?\u003c/li>\n\u003cli>How can we empower students with the resources they need to take ownership for their learning?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg class=\"alignright wp-image-54527\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Tech-with-Heart-Book-Cover-1020x1020.png\" alt=\"\" width=\"250\" height=\"250\">\u003c/p>\n\u003cp>Let me take you through the process of choosing some of the key tools in my flipped classroom:\u003c/p>\n\u003cp>Because I flipped my class, students are able to watch a video for homework at a pace that best fits them. Students can pause and rewind the video based on how they are grasping the lesson. They can look back at old videos as they work to synthesize the material and make connections. In class, instead of standing at the board to deliver what I need to cover for the day, I can sit with individuals and customize class to their needs. Though this was a start, I realized that I could embrace tech tools to make the video watching experience a more active exercise for my students. And this is where I turned to Edpuzzle. Students now have the chance to self-assess as they watch, and I come to class equipped with the analytics from the video so I can pre-identify what needs to be done for the day. In class, \u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\" target=\"_blank\" rel=\"noopener\">students work on problems in groups\u003c/a>, collaboratively, at a pace that suits them. They have plenty of time in the classroom to get problems solved and questions answered and to chat about their process, reasoning, and thoughts. When I want to engage the class in a full discussion, I usually do this through Pear Deck so that no student can be a passive participant. Students have time to process and respond to the question on their own computer screen. They can contribute without needing to raise their hand, and we can discuss mistakes without singling any child out.\u003c/p>\n\u003cp>I'm always on a mission to find tools that help me get to know my students as individuals and build meaningful relationships with them. The information that both Edpuzzle and Pear Deck provide through the teacher dashboard gives me the ability to amplify student learning and give each student a voice in the classroom. These tools allow me to hear from each and every student in the room.\u003c/p>\n\u003cp>Technology provides a powerful way to engage students, inform individual and group instruction, differentiate lessons, document work, and empower students to direct their own learning. But if you want technology to be a transformative force in your classroom, school, or district, you have to start with \"why?\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/F4fgT0M4qao\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>If you are interested in seeing how we have approached this question at my school, take a moment to watch this video I created to explain our philosophy at Bullis: \"Empathy in EdTech: How We Are Transforming Learning at Bullis\" ( this video can also be found on the resources page of \u003ca href=\"https://techiemusings.com/techwithheart/\" target=\"_blank\" rel=\"noopener\">my website\u003c/a>).\u003c/p>\n\u003cp>As both a teacher and technology integrationist, I know the importance of finding simple solutions that keep the focus on the learning. One way to ensure we start the conversation with the pedagogy is to identify a set of go-to tools we help our students feel comfortable with, then to set a routine where using these tools becomes natural. Maintaining a small suite of tools also helps our students become fluent with technology that will boost their learning and productivity and serve them well in the long run.\u003c/p>\n\u003cp>Here are the primary reasons Pear Deck, Flipgrid, and Edpuzzle are go-to tools in my classroom:\u003c/p>\n\u003cul>\n\u003cli>They provide each student in the classroom an equal voice. In a traditional classroom discussion, students are called on or raise their hands to respond. As a result, teachers often repeatedly hear from the same students. In contrast, Pear Deck, Flipgrid, and Edpuzzle provide each student an opportunity to respond individually.\u003c/li>\n\u003cli>They engage each student in the room. With these tools, each student is required to actively participate and respond to each question, form an opinion, and submit an answer.\u003c/li>\n\u003cli>They create a safe space for each student to honestly respond and make mistakes. Students have time to draft out and revise responses before posting them. And the teacher can make answers anonymous to the group so students don't have to worry about how their peers might perceive their answers or worry about answering incorrectly (in Flipgrid, the teacher can choose to turn on moderated posts to keep all videos private to just the teacher).\u003c/li>\n\u003cli>They allow educators to efficiently and effectively target class and individual student needs. The analytics provided show class trends and also provide indicators of who is struggling.\u003c/li>\n\u003cli>They differentiate how students can respond to questions. While some students are wonderful with oral discussion and on-the-spot responses, other students are best when they have time to process and collect their thoughts before recording or typing an answer.\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cimg class=\"alignleft wp-image-54529 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Roshan-e1569824553133.jpg\" alt=\"\" width=\"247\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Roshan-e1569824553133.jpg 247w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Roshan-e1569824553133-160x194.jpg 160w\" sizes=\"(max-width: 247px) 100vw, 247px\">\u003ca href=\"https://twitter.com/buddyxo\">Stacey Roshan\u003c/a> is Director of Innovation & Educational Technology at Bullis School and author of \u003ca href=\"https://www.daveburgessconsulting.com/books/tech-with-heart/\" target=\"_blank\" rel=\"noopener\">Tech with Heart: Leveraging Technology to Empower Student Voice, Ease Anxiety, & Create Compassionate Classrooms\u003c/a>. In addition to teaching high school students to love and understand math, Stacey works closely with faculty to design tech-infused lessons aimed at providing the optimal learning environment for all students. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"https://www.daveburgessconsulting.com/books/tech-with-heart/\" target=\"_blank\" rel=\"noopener\">Tech With Heart\u003c/a> by Stacey Roshan, copyright 2019. Reprinted with permission by Dave Burgess Consulting, Inc.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Stacey Roshan\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Pencils down, time's up.\u003cbr>\nCapture all multiples of five before the timer is up. Game over! \u003c/em>\u003c/p>\n\u003cp>In elementary school, I felt as if I was always being timed in math. And I could never finish in time. Tests made me panic, I had to count on my fingers and toes, and my friend was always faster than me when we practiced flashcards. My teachers told me that I didn't know the material well enough and my friend was smarter. And I believed them.\u003c/p>\n\u003cp>To top this all off, I was a perfectionist. I wanted to raise my hand and participate, but uncertainty, combined with the time-sensitive pressure to be the first to raise my hand and be called on, was oftentimes too much. And so, even though I was always eager to participate, it may not have always seemed this way to my teachers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I decided early on in my teaching that I wanted to reduce the stress level in my classroom. It's why I flipped my classroom, after all. As I've looked to technology to help me reimagine how class runs, I have been very deliberate in my approach. I'm careful to dissect the problem and need before jumping to the tech. Thinking back to my own experiences in school and how I felt in the classroom has led me to focus on these driving questions:\u003c/p>\n\u003cul>\n\u003cli>How can we create safe learning environments for all students to find their voice and build their confidence?\u003c/li>\n\u003cli>How can we leverage technology to gain insight into student needs and provide them multiple ways of showcasing their understanding and expressing themselves?\u003c/li>\n\u003cli>How can we empower students with the resources they need to take ownership for their learning?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg class=\"alignright wp-image-54527\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Tech-with-Heart-Book-Cover-1020x1020.png\" alt=\"\" width=\"250\" height=\"250\">\u003c/p>\n\u003cp>Let me take you through the process of choosing some of the key tools in my flipped classroom:\u003c/p>\n\u003cp>Because I flipped my class, students are able to watch a video for homework at a pace that best fits them. Students can pause and rewind the video based on how they are grasping the lesson. They can look back at old videos as they work to synthesize the material and make connections. In class, instead of standing at the board to deliver what I need to cover for the day, I can sit with individuals and customize class to their needs. Though this was a start, I realized that I could embrace tech tools to make the video watching experience a more active exercise for my students. And this is where I turned to Edpuzzle. Students now have the chance to self-assess as they watch, and I come to class equipped with the analytics from the video so I can pre-identify what needs to be done for the day. In class, \u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\" target=\"_blank\" rel=\"noopener\">students work on problems in groups\u003c/a>, collaboratively, at a pace that suits them. They have plenty of time in the classroom to get problems solved and questions answered and to chat about their process, reasoning, and thoughts. When I want to engage the class in a full discussion, I usually do this through Pear Deck so that no student can be a passive participant. Students have time to process and respond to the question on their own computer screen. They can contribute without needing to raise their hand, and we can discuss mistakes without singling any child out.\u003c/p>\n\u003cp>I'm always on a mission to find tools that help me get to know my students as individuals and build meaningful relationships with them. The information that both Edpuzzle and Pear Deck provide through the teacher dashboard gives me the ability to amplify student learning and give each student a voice in the classroom. These tools allow me to hear from each and every student in the room.\u003c/p>\n\u003cp>Technology provides a powerful way to engage students, inform individual and group instruction, differentiate lessons, document work, and empower students to direct their own learning. But if you want technology to be a transformative force in your classroom, school, or district, you have to start with \"why?\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/F4fgT0M4qao\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>If you are interested in seeing how we have approached this question at my school, take a moment to watch this video I created to explain our philosophy at Bullis: \"Empathy in EdTech: How We Are Transforming Learning at Bullis\" ( this video can also be found on the resources page of \u003ca href=\"https://techiemusings.com/techwithheart/\" target=\"_blank\" rel=\"noopener\">my website\u003c/a>).\u003c/p>\n\u003cp>As both a teacher and technology integrationist, I know the importance of finding simple solutions that keep the focus on the learning. One way to ensure we start the conversation with the pedagogy is to identify a set of go-to tools we help our students feel comfortable with, then to set a routine where using these tools becomes natural. Maintaining a small suite of tools also helps our students become fluent with technology that will boost their learning and productivity and serve them well in the long run.\u003c/p>\n\u003cp>Here are the primary reasons Pear Deck, Flipgrid, and Edpuzzle are go-to tools in my classroom:\u003c/p>\n\u003cul>\n\u003cli>They provide each student in the classroom an equal voice. In a traditional classroom discussion, students are called on or raise their hands to respond. As a result, teachers often repeatedly hear from the same students. In contrast, Pear Deck, Flipgrid, and Edpuzzle provide each student an opportunity to respond individually.\u003c/li>\n\u003cli>They engage each student in the room. With these tools, each student is required to actively participate and respond to each question, form an opinion, and submit an answer.\u003c/li>\n\u003cli>They create a safe space for each student to honestly respond and make mistakes. Students have time to draft out and revise responses before posting them. And the teacher can make answers anonymous to the group so students don't have to worry about how their peers might perceive their answers or worry about answering incorrectly (in Flipgrid, the teacher can choose to turn on moderated posts to keep all videos private to just the teacher).\u003c/li>\n\u003cli>They allow educators to efficiently and effectively target class and individual student needs. The analytics provided show class trends and also provide indicators of who is struggling.\u003c/li>\n\u003cli>They differentiate how students can respond to questions. While some students are wonderful with oral discussion and on-the-spot responses, other students are best when they have time to process and collect their thoughts before recording or typing an answer.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cimg class=\"alignleft wp-image-54529 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Roshan-e1569824553133.jpg\" alt=\"\" width=\"247\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Roshan-e1569824553133.jpg 247w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Roshan-e1569824553133-160x194.jpg 160w\" sizes=\"(max-width: 247px) 100vw, 247px\">\u003ca href=\"https://twitter.com/buddyxo\">Stacey Roshan\u003c/a> is Director of Innovation & Educational Technology at Bullis School and author of \u003ca href=\"https://www.daveburgessconsulting.com/books/tech-with-heart/\" target=\"_blank\" rel=\"noopener\">Tech with Heart: Leveraging Technology to Empower Student Voice, Ease Anxiety, & Create Compassionate Classrooms\u003c/a>. In addition to teaching high school students to love and understand math, Stacey works closely with faculty to design tech-infused lessons aimed at providing the optimal learning environment for all students. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As a teenager, Vanessa Vakharia never expected math to factor into her future.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I wanted to be a rock star and marry Keanu Reeves. Still do,”\u003c/span>\u003cspan style=\"font-weight: 400\"> Vakharia says in a phone interview as \u003c/span>\u003ca href=\"https://www.goodnightsunrise.com/\">\u003cspan style=\"font-weight: 400\">her band\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> drives across Canada for a multi-week tour.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aside from her Keanu fantasies, there were other signs that a career in numbers wasn’t in the cards — like the two times she failed 11th-grade math.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because she was into art and music, Vakharia considered herself a “creative type.” When she enrolled in an alternative high school, she told her teacher that she was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/42825/not-a-math-person-how-to-remove-obstacles-to-learning-math\">\u003cspan style=\"font-weight: 400\">not a math person\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The educator rebuffed the notion. “She was like, ‘That’s not a thing,’ ” Vakharia recalls. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s when Vakharia’s math story began to shift. Fast forward two decades, and she is a certified math teacher who runs \u003c/span>\u003ca href=\"https://www.themathguru.ca/\">\u003cspan style=\"font-weight: 400\">a Toronto tutoring business\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with 40 employees. (She hasn’t given up hope on Keanu, though, pointing out that he’s still unmarried.) She is also the author of the book \"\u003c/span>\u003ca href=\"https://www.amazon.ca/Math-Hacks-Stress-Better-Marks/dp/1443163163\">\u003cspan id=\"productTitle\" class=\"a-size-large\">Math Hacks: Cool Tips + Less Stress = Better Marks.\" \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">After transforming her own math narrative, Vakharia now strives to abolish the widespread view that math is “this innate super power that people are born with.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_54582\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg class=\"wp-image-54582 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/Vakharia2.jpg\" alt=\"\" width=\"2000\" height=\"1858\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-160x149.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-800x743.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-768x713.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-1020x948.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-1200x1115.jpg 1200w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Vanessa Vakharia.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research supports her stance. As with other subjects, having a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/41700/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class\">\u003cspan style=\"font-weight: 400\">growth mindset\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in math matters — and not just for kids. A range of parent and teacher beliefs and attitudes toward math have been linked with children’s beliefs and performance in the subject, especially among girls. In \u003c/span>\u003ca href=\"https://psycnet.apa.org/search/display?id=ad67cf96-e312-e79b-f972-5057555c5505&recordId=1&tab=PA&page=1&display=25&sort=PublicationYearMSSort%20desc,AuthorSort%20asc&sr=1\">\u003cspan style=\"font-weight: 400\">a recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Chilean kindergartners and their families, for example, mothers’ math self-concepts positively predicted girls’ math self-concepts, while fathers’ math self-concepts negatively predicted girls’ math self-concepts. (The latter effect was reduced in cases where fathers engaged in home math activities with their daughters.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the same study, parents’ math self-concepts did not predict kindergarten boys’ math self-concepts. Adults’ gender stereotypes and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/32223/why-kids-take-on-adults-math-anxiety\">\u003cspan style=\"font-weight: 400\">math anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, too, have been found to influence children’s math attitudes and performance. Jo Boaler, a Stanford University education professor and author of \"\u003c/span>\u003ca href=\"https://www.youcubed.org/resources/mathematical-mindsets/\">\u003cspan style=\"font-weight: 400\">Mathematical Mindsets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\" says that when she talks to parents she tells them that “the most important thing whenever they approach maths is to be very positive about it with their kids.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But many adults have to overcome their own negative histories with the subject first. At the end of a recent summer program that Boaler taught, 98 out of 100 undergraduates wrote about their past math traumas and how differently they felt about the subject after discovering that \u003c/span>\u003ca href=\"https://www.youcubed.org/resources/brain-science/\">\u003cspan style=\"font-weight: 400\">anyone can learn math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how can adults who have long-held negative beliefs about math begin to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52749/how-to-make-sure-your-math-anxiety-doesnt-make-your-kids-hate-math\">\u003cspan style=\"font-weight: 400\">think and talk differently\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? Based on her own myth-busting talks with parents and teachers, Vakharia recommends three steps.\u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Unpack the cultural narrative\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shifting your math narrative requires recognition of the societal math narratives in which it is enmeshed. “As a society we have an obsession with categorizing...boy/girl, left-brained/right-brained,” says Vakharia. Those binaries get repeated in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46772/how-one-school-changed-its-math-culture-starting-with-teachers\">\u003cspan style=\"font-weight: 400\">schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, families, workplaces, media and pop culture.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vakharia likes to ask people if they have ever seen a cheerleader on TV or in a movie who is good at math. The answer, of course, is “no.” Not only does popular culture show math as being for certain types of people, it often portrays those people as geniuses and prodigies, like Matt Damon’s character in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Good Will Hunting\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. That’s harmful, Vakharia says, because it discourages a more productive, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan style=\"font-weight: 400\">growth-focused approach toward math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We also have this narrative that if it takes work to do something, you’re not good at something,” she says. “You weren’t born knowing calculus. You work at it, and some people have to \u003c/span>\u003ca href=\"https://www.youcubed.org/resource/visual-mathematics/\">\u003cspan style=\"font-weight: 400\">work at it in different ways\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_54583\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-54583 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/Vakharia_TheMathGuru.jpg\" alt=\"\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-1200x675.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Vanessa Vakharia.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>2. Drill down into your experience\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once you debunk the social messages surrounding math, it’s time to make it personal. If you say you’re not a math person, break that down. Why do you think that?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most of the time, when Vakharia asks that question, she hears common themes: The person never did their homework, they had a demeaning teacher, their parents said it wasn’t in their genes, and so on. When Vakharia asks follow-up questions about how the person tried to improve, such as seeking extra resources or teacher support, the response is usually that they tried one type of remediation but gave up when it didn’t work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you really peel it back, there’s nothing in any of these stories that someone was truly incapable of doing math,” Vakharia says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At this point, analogies can help. Think about something you have learned as an adult. Maybe it’s watercolors or CrossFit. Before taking up that practice, did you consider yourself an artist or an athlete? Probably not, and maybe you still don’t, but you know that painting and weightlifting are skills that can be learned.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the same with math.\u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Try again\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once a person has re-examined their math history, Vakharia likes to ask whether they’re open to learning math now. If they say “yes,” she asks them to pick a topic they want to learn and recommends a tutor or other resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The key is to make it manageable. You don’t need to commit to learning an entire math course. If geometry confounded you, give the Pythagorean Theorem another shot. If your math problems began in elementary school, try something more fundamental, such as times tables or fractions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.goodreads.com/book/show/42286436-math-hacks\">\u003cimg class=\"alignright wp-image-54585\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/Math-Hacks.jpg\" alt=\"\" width=\"250\" height=\"299\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/Math-Hacks.jpg 318w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Math-Hacks-160x191.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>In a June 2019 episode of the \"\u003c/span>\u003ca href=\"https://unladylike.co/episodes/052/math\">\u003cspan style=\"font-weight: 400\">Unladylike\" podcast\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, co-host Caroline Ervin talked about her childhood math traumas with Vakharia and her lasting perception that she was incapable of doing math. At the end of the conversation, Vakharia asked Ervin to commit to learning one aspect of math that troubled her. Ervin assigned herself the task of revisiting SohCahToa, a mnemonic device used to understand how sine, cosine and tangent work in trigonometry.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ervin followed through on her homework. In an interview with MindShift, she said that she set up a Skype session with one of the tutors from Vakharia’s tutoring center, The Math Guru. Though she felt some familiar math anxiety creep in at the start, ultimately, Ervin said, she “had a blast” and conquered SohCahToa.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Approaching math as a set of skills that simply require learning and practice helps me chill out about it,” she said. “Math isn't mystical; it's practical, and it's something I now feel I can easily revisit if there's some sort of practical puzzle to solve.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As a teenager, Vanessa Vakharia never expected math to factor into her future.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I wanted to be a rock star and marry Keanu Reeves. Still do,”\u003c/span>\u003cspan style=\"font-weight: 400\"> Vakharia says in a phone interview as \u003c/span>\u003ca href=\"https://www.goodnightsunrise.com/\">\u003cspan style=\"font-weight: 400\">her band\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> drives across Canada for a multi-week tour.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aside from her Keanu fantasies, there were other signs that a career in numbers wasn’t in the cards — like the two times she failed 11th-grade math.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because she was into art and music, Vakharia considered herself a “creative type.” When she enrolled in an alternative high school, she told her teacher that she was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/42825/not-a-math-person-how-to-remove-obstacles-to-learning-math\">\u003cspan style=\"font-weight: 400\">not a math person\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The educator rebuffed the notion. “She was like, ‘That’s not a thing,’ ” Vakharia recalls. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s when Vakharia’s math story began to shift. Fast forward two decades, and she is a certified math teacher who runs \u003c/span>\u003ca href=\"https://www.themathguru.ca/\">\u003cspan style=\"font-weight: 400\">a Toronto tutoring business\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with 40 employees. (She hasn’t given up hope on Keanu, though, pointing out that he’s still unmarried.) She is also the author of the book \"\u003c/span>\u003ca href=\"https://www.amazon.ca/Math-Hacks-Stress-Better-Marks/dp/1443163163\">\u003cspan id=\"productTitle\" class=\"a-size-large\">Math Hacks: Cool Tips + Less Stress = Better Marks.\" \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">After transforming her own math narrative, Vakharia now strives to abolish the widespread view that math is “this innate super power that people are born with.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_54582\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg class=\"wp-image-54582 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/Vakharia2.jpg\" alt=\"\" width=\"2000\" height=\"1858\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-160x149.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-800x743.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-768x713.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-1020x948.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-1200x1115.jpg 1200w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Vanessa Vakharia.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research supports her stance. As with other subjects, having a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/41700/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class\">\u003cspan style=\"font-weight: 400\">growth mindset\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in math matters — and not just for kids. A range of parent and teacher beliefs and attitudes toward math have been linked with children’s beliefs and performance in the subject, especially among girls. In \u003c/span>\u003ca href=\"https://psycnet.apa.org/search/display?id=ad67cf96-e312-e79b-f972-5057555c5505&recordId=1&tab=PA&page=1&display=25&sort=PublicationYearMSSort%20desc,AuthorSort%20asc&sr=1\">\u003cspan style=\"font-weight: 400\">a recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Chilean kindergartners and their families, for example, mothers’ math self-concepts positively predicted girls’ math self-concepts, while fathers’ math self-concepts negatively predicted girls’ math self-concepts. (The latter effect was reduced in cases where fathers engaged in home math activities with their daughters.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the same study, parents’ math self-concepts did not predict kindergarten boys’ math self-concepts. Adults’ gender stereotypes and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/32223/why-kids-take-on-adults-math-anxiety\">\u003cspan style=\"font-weight: 400\">math anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, too, have been found to influence children’s math attitudes and performance. Jo Boaler, a Stanford University education professor and author of \"\u003c/span>\u003ca href=\"https://www.youcubed.org/resources/mathematical-mindsets/\">\u003cspan style=\"font-weight: 400\">Mathematical Mindsets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\" says that when she talks to parents she tells them that “the most important thing whenever they approach maths is to be very positive about it with their kids.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But many adults have to overcome their own negative histories with the subject first. At the end of a recent summer program that Boaler taught, 98 out of 100 undergraduates wrote about their past math traumas and how differently they felt about the subject after discovering that \u003c/span>\u003ca href=\"https://www.youcubed.org/resources/brain-science/\">\u003cspan style=\"font-weight: 400\">anyone can learn math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how can adults who have long-held negative beliefs about math begin to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52749/how-to-make-sure-your-math-anxiety-doesnt-make-your-kids-hate-math\">\u003cspan style=\"font-weight: 400\">think and talk differently\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? Based on her own myth-busting talks with parents and teachers, Vakharia recommends three steps.\u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Unpack the cultural narrative\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shifting your math narrative requires recognition of the societal math narratives in which it is enmeshed. “As a society we have an obsession with categorizing...boy/girl, left-brained/right-brained,” says Vakharia. Those binaries get repeated in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46772/how-one-school-changed-its-math-culture-starting-with-teachers\">\u003cspan style=\"font-weight: 400\">schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, families, workplaces, media and pop culture.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vakharia likes to ask people if they have ever seen a cheerleader on TV or in a movie who is good at math. The answer, of course, is “no.” Not only does popular culture show math as being for certain types of people, it often portrays those people as geniuses and prodigies, like Matt Damon’s character in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Good Will Hunting\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. That’s harmful, Vakharia says, because it discourages a more productive, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan style=\"font-weight: 400\">growth-focused approach toward math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We also have this narrative that if it takes work to do something, you’re not good at something,” she says. “You weren’t born knowing calculus. You work at it, and some people have to \u003c/span>\u003ca href=\"https://www.youcubed.org/resource/visual-mathematics/\">\u003cspan style=\"font-weight: 400\">work at it in different ways\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_54583\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-54583 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/Vakharia_TheMathGuru.jpg\" alt=\"\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-1200x675.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Vanessa Vakharia.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>2. Drill down into your experience\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once you debunk the social messages surrounding math, it’s time to make it personal. If you say you’re not a math person, break that down. Why do you think that?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most of the time, when Vakharia asks that question, she hears common themes: The person never did their homework, they had a demeaning teacher, their parents said it wasn’t in their genes, and so on. When Vakharia asks follow-up questions about how the person tried to improve, such as seeking extra resources or teacher support, the response is usually that they tried one type of remediation but gave up when it didn’t work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you really peel it back, there’s nothing in any of these stories that someone was truly incapable of doing math,” Vakharia says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At this point, analogies can help. Think about something you have learned as an adult. Maybe it’s watercolors or CrossFit. Before taking up that practice, did you consider yourself an artist or an athlete? Probably not, and maybe you still don’t, but you know that painting and weightlifting are skills that can be learned.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the same with math.\u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Try again\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once a person has re-examined their math history, Vakharia likes to ask whether they’re open to learning math now. If they say “yes,” she asks them to pick a topic they want to learn and recommends a tutor or other resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The key is to make it manageable. You don’t need to commit to learning an entire math course. If geometry confounded you, give the Pythagorean Theorem another shot. If your math problems began in elementary school, try something more fundamental, such as times tables or fractions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.goodreads.com/book/show/42286436-math-hacks\">\u003cimg class=\"alignright wp-image-54585\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/Math-Hacks.jpg\" alt=\"\" width=\"250\" height=\"299\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/Math-Hacks.jpg 318w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Math-Hacks-160x191.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>In a June 2019 episode of the \"\u003c/span>\u003ca href=\"https://unladylike.co/episodes/052/math\">\u003cspan style=\"font-weight: 400\">Unladylike\" podcast\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, co-host Caroline Ervin talked about her childhood math traumas with Vakharia and her lasting perception that she was incapable of doing math. At the end of the conversation, Vakharia asked Ervin to commit to learning one aspect of math that troubled her. Ervin assigned herself the task of revisiting SohCahToa, a mnemonic device used to understand how sine, cosine and tangent work in trigonometry.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ervin followed through on her homework. In an interview with MindShift, she said that she set up a Skype session with one of the tutors from Vakharia’s tutoring center, The Math Guru. Though she felt some familiar math anxiety creep in at the start, ultimately, Ervin said, she “had a blast” and conquered SohCahToa.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Approaching math as a set of skills that simply require learning and practice helps me chill out about it,” she said. “Math isn't mystical; it's practical, and it's something I now feel I can easily revisit if there's some sort of practical puzzle to solve.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Collaboration Unlocks Learning and Lessens Student Isolation",
"title": "How Collaboration Unlocks Learning and Lessens Student Isolation",
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"content": "\u003cp class=\"p1\">\u003cem>Excerpted from \u003ca href=\"https://www.youcubed.org/limitless-mind/\">LIMITLESS MIND\u003c/a> by Jo Boaler, copyright 2019. Reprinted with permission by HarperOne, an imprint of HarperCollins Publishers.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Jo Boaler\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Why Is Collaboration Important?\u003c/p>\n\u003cp class=\"p2\">Over my lifetime I have encountered a small number of fascinating situations, some through research and some through personal experience, in which collaboration and connection produced surprising outcomes. Some of these have related to learning, some to the pursuit of equity, and some to the advancement of ideas, even in the face of severe opposition. These different cases all shed light on something that neuroscience is also showing—when we connect with other people’s ideas there are multiple benefits for our brains and for our lives.\u003c/p>\n\u003cp class=\"p2\">Uri Treisman, a mathematician at the University of Texas at Austin, used to teach at the University of California, Berkeley. While Uri was at Berkeley, he noticed that 60 percent of African American students who took calculus were failing the class. This caused many to drop out of college altogether. Uri began looking at more university data and saw that no Chinese American students were failing calculus, so he asked the question: What is the difference between these two cultural groups that seems to be causing this discrepancy?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p2\">Uri at first asked the other mathematics faculty what they thought the reason was. They came up with a range of reasons: perhaps African American students came into the university with lower math scores or an insufficient mathematical background; perhaps they were from less wealthy homes. None of these suggested reasons were correct. What Uri found, through studying the students at work, was that there was one difference—the African American students worked on math problems by themselves, whereas the Chinese American students worked collaboratively. The Chinese American students worked on their assigned math problems in their dormitories and in the dining halls, thinking about them together. By contrast the African American students worked alone in their dormitory rooms and when they struggled on problems, they decided they were just not “math people” and gave up.\u003c/p>\n\u003cp class=\"p2\">\u003ca href=\"https://www.youcubed.org/limitless-mind/\">\u003cimg class=\"alignright size-full wp-image-54489\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/BOALER_LimitlessMind_HC-e1569303153159.jpg\" alt=\"\" width=\"250\" height=\"375\">\u003c/a>Uri and his team set up workshops for the more vulnerable students, including students of color. They created what Uri describes as a “challenging yet emotionally supportive academic environment.” In the workshops students worked on math problems together, considering together what it would take to achieve at the highest levels on different problems. The academic improvement that resulted from the workshops was significant. Within two years, the failure rate of African American students had dropped to zero, and the African American and Latino students who attended the workshops were outperforming their white and Asian classmates. This was an impressive result, and Uri has continued this approach at Austin. His approach has now been used in over two hundred different institutions of higher education. In writing about the experience, Uri says:\u003c/p>\n\u003cp class=\"p2\">\u003cem>We were able to convince the students in our orientation that success in college would require them to work with their peers, to create for themselves a community based on shared intellectual interests and common professional aims. How‐ ever, it took some work to teach them how to work together. After that it was really rather elementary pedagogy.\u003c/em>\u003c/p>\n\u003cp class=\"p2\">The fact that it took work to teach students how to collaborate with each other after they had spent thirteen years in school speaks to the problems in our school system, where the common pattern is that teachers lecture and students work through problems alone. The team leading the work‐ shops was right to point out that success in college requires working with others and making good connections. Many people know this, but they still see no role for collaboration in learning. When Uri and his team encouraged students to work together, their mathematical learning paths changed and they found success. This success story was about learning calculus in college, but we could substitute any other subject and expect similar results.\u003c/p>\n\u003cp class=\"p2\">Part of the reason students give up on learning is because they find it difficult and think they are alone in their struggle. An important change takes place when students work together and discover that everybody finds some or all of the work difficult. This is a critical moment for students, and one that helps them know that for everyone learning is a process and that obstacles are common.\u003c/p>\n\u003cp class=\"p2\">Another reason that students’ learning pathways change is because they receive an opportunity to connect ideas. Connecting with another person’s idea both requires and develops a higher level of understanding. When students work together (learning math, science, languages, English— anything), they get opportunities to make connections be‐ tween ideas, which is inherently valuable for them.\u003c/p>\n\u003cp class=\"p2\">A similarly noteworthy finding came from the results of a large‐scale testing program. In 2012, PISA assessments (international tests given to fifteen‐year‐olds worldwide, as mentioned earlier) showed that boys achieved at higher levels than girls in mathematics in thirty‐eight countries.\u003c/p>\n\u003cp class=\"p2\">This result was disappointing and surprising. In the US and in most other countries, the achievement of girls and boys in school is equal. This reminded me again of the ways that tests distort what students actually know and can do.\u003c/p>\n\u003cfigure id=\"attachment_54492\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-54492\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2.jpg\" alt=\"\" width=\"250\" height=\"319\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-160x204.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-800x1020.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-768x979.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-1020x1301.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-941x1200.jpg 941w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Jo Boaler \u003ccite>(Robert Houser Photography)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p2\">This was underscored when the PISA team issued a report showing that when anxiety was factored into the analysis, the gap in achievement between girls and boys was fully explained by the lower confidence of girls.\u003cspan class=\"s1\"> \u003c/span>What appeared to be a gender difference in mathematics achievement was in reality a difference in mathematics confidence levels. Girls became more anxious when they took the individual math tests, a phenomenon that is well established,\u003cspan class=\"s1\"> \u003c/span>and one that should make any educator pause before basing decisions on test performance.\u003c/p>\n\u003cp class=\"p2\">The impact of the different testing conditions as well as the potential of collaboration for reducing inequalities were also shown by another assessment the PISA team conducted. In addition to the usual individual mathematics test, they did an assessment of collaborative problem solving. In this assessment students did not collaborate with other students but with a computer agent. They had to take on the ideas of the agent and connect with and build upon them to collaboratively solve complex problems.\u003cspan class=\"s1\"> \u003c/span>This, to me, gauges something much more valuable than what a student produces on an individual math test. Instead of reproducing knowledge individually, students are asked to consider another’s ideas and work with them to solve a complex problem. This is also more consistent with the world of work students are being prepared for.\u003c/p>\n\u003cp class=\"p2\">In the test of collaborative problem solving, administered in fifty‐one countries, girls outperformed boys in every country. This notable result was accompanied by two others—there were no significant differences in outcomes between advantaged and disadvantaged students, a rare and important finding. And in some countries diversity boosted performance. The team found that in some countries “non‐ immigrant” students achieved at higher levels when they were in schools with larger numbers of “immigrant” students, a fantastic result, suggesting that diverse communities of learners help students become better collaborators.\u003c/p>\n\u003cp class=\"p2\">The results of the PISA assessment of collaborative problem solving shine a light on the pursuit of equity, revealing also the discriminatory nature of individual testing, something that anyone who gets anxious about high‐stakes testing fully understands. What does it mean that for girls collaboration, even with a computer agent, increases their confidence levels and causes them to achieve at higher levels? Similarly, what does it mean that African American students go from failing calculus to outperforming other, previously more successful, students when they collaborate? This research reveals the potential of collaboration, not only for girls or students of color, but for all learners and thinkers. When you connect with someone else’s ideas, you enhance your brain, your understanding, and your perspective.\u003c/p>\n\u003cp class=\"p2\">Neuroscientists also know the importance of collaboration. Research shows that when people collaborate, the medial orbitofrontal cortex and the frontoparietal network are activated, the latter of which aids in the development of executive functions. Neuroscientists refer to these different brain areas as the “social brain.” When we collaborate, our brains are charged with the complex task of making sense of another’s thinking and learning to interact. Social cognition is the topic of much current neuroscientific investigation.\u003c/p>\n\u003cp class=\"p2\">Collaboration is vital for learning, for college success, for brain development, and for creating equitable outcomes. Beyond all of this, it is beneficial to establish interpersonal connections, especially in times of conflict and need.\u003c/p>\n\u003cp class=\"p2\">Victor and Mildred Goertzel studied seven hundred people who had made huge contributions to society, choosing those who had been the subject of at least two biographies, people such as Marie Curie and Henry Ford. They found, in‐ credibly, that less than 15 percent of the famous men and women had been raised in supportive families; 75 percent had grown up in families with severe problems such as “poverty, abuse, absent parents, alcoholism, serious illness,” and other major issues. Their study was conducted in the 1960s. Clinical psychologist Meg Jay, in her interesting Wall Street Journal article on resilience, reports that similar results would be found today and cites Oprah Winfrey, Howard Schultz, and LeBron James as examples of people who grew up in extreme hardship.\u003c/p>\n\u003cp class=\"p2\">Jay has studied resilience over many years and points out that people who survive hardship often do better, but not through “bouncing back,” as some think, because the recovery process takes time and is more of a battle than a bounce. She also points out those who ultimately benefit from hardship, becoming stronger and resilient, do so when they maintain self‐belief, when they “own the fighter within,” and when they connect with other people. The thing that people who overcome hardship and do not become defeated by it have in common is that in times of need they all reached out to someone—a friend, a family member, or a colleague—and those connections helped them survive and develop strength.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">\u003cem>Jo Boaler is the Nomellini-Olivier Professor of Education at Stanford, cofounder of \u003ca href=\"https://www.youcubed.org/\">youcubed.org\u003c/a> and author of \u003ca href=\"https://www.youcubed.org/limitless-mind/\">Limitless Mind: Learn, Lead & Live without Barriers\u003c/a> by HarperOne, an imprint of HarperCollins Publishers.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>Excerpted from \u003ca href=\"https://www.youcubed.org/limitless-mind/\">LIMITLESS MIND\u003c/a> by Jo Boaler, copyright 2019. Reprinted with permission by HarperOne, an imprint of HarperCollins Publishers.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Jo Boaler\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Why Is Collaboration Important?\u003c/p>\n\u003cp class=\"p2\">Over my lifetime I have encountered a small number of fascinating situations, some through research and some through personal experience, in which collaboration and connection produced surprising outcomes. Some of these have related to learning, some to the pursuit of equity, and some to the advancement of ideas, even in the face of severe opposition. These different cases all shed light on something that neuroscience is also showing—when we connect with other people’s ideas there are multiple benefits for our brains and for our lives.\u003c/p>\n\u003cp class=\"p2\">Uri Treisman, a mathematician at the University of Texas at Austin, used to teach at the University of California, Berkeley. While Uri was at Berkeley, he noticed that 60 percent of African American students who took calculus were failing the class. This caused many to drop out of college altogether. Uri began looking at more university data and saw that no Chinese American students were failing calculus, so he asked the question: What is the difference between these two cultural groups that seems to be causing this discrepancy?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">Uri at first asked the other mathematics faculty what they thought the reason was. They came up with a range of reasons: perhaps African American students came into the university with lower math scores or an insufficient mathematical background; perhaps they were from less wealthy homes. None of these suggested reasons were correct. What Uri found, through studying the students at work, was that there was one difference—the African American students worked on math problems by themselves, whereas the Chinese American students worked collaboratively. The Chinese American students worked on their assigned math problems in their dormitories and in the dining halls, thinking about them together. By contrast the African American students worked alone in their dormitory rooms and when they struggled on problems, they decided they were just not “math people” and gave up.\u003c/p>\n\u003cp class=\"p2\">\u003ca href=\"https://www.youcubed.org/limitless-mind/\">\u003cimg class=\"alignright size-full wp-image-54489\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/BOALER_LimitlessMind_HC-e1569303153159.jpg\" alt=\"\" width=\"250\" height=\"375\">\u003c/a>Uri and his team set up workshops for the more vulnerable students, including students of color. They created what Uri describes as a “challenging yet emotionally supportive academic environment.” In the workshops students worked on math problems together, considering together what it would take to achieve at the highest levels on different problems. The academic improvement that resulted from the workshops was significant. Within two years, the failure rate of African American students had dropped to zero, and the African American and Latino students who attended the workshops were outperforming their white and Asian classmates. This was an impressive result, and Uri has continued this approach at Austin. His approach has now been used in over two hundred different institutions of higher education. In writing about the experience, Uri says:\u003c/p>\n\u003cp class=\"p2\">\u003cem>We were able to convince the students in our orientation that success in college would require them to work with their peers, to create for themselves a community based on shared intellectual interests and common professional aims. How‐ ever, it took some work to teach them how to work together. After that it was really rather elementary pedagogy.\u003c/em>\u003c/p>\n\u003cp class=\"p2\">The fact that it took work to teach students how to collaborate with each other after they had spent thirteen years in school speaks to the problems in our school system, where the common pattern is that teachers lecture and students work through problems alone. The team leading the work‐ shops was right to point out that success in college requires working with others and making good connections. Many people know this, but they still see no role for collaboration in learning. When Uri and his team encouraged students to work together, their mathematical learning paths changed and they found success. This success story was about learning calculus in college, but we could substitute any other subject and expect similar results.\u003c/p>\n\u003cp class=\"p2\">Part of the reason students give up on learning is because they find it difficult and think they are alone in their struggle. An important change takes place when students work together and discover that everybody finds some or all of the work difficult. This is a critical moment for students, and one that helps them know that for everyone learning is a process and that obstacles are common.\u003c/p>\n\u003cp class=\"p2\">Another reason that students’ learning pathways change is because they receive an opportunity to connect ideas. Connecting with another person’s idea both requires and develops a higher level of understanding. When students work together (learning math, science, languages, English— anything), they get opportunities to make connections be‐ tween ideas, which is inherently valuable for them.\u003c/p>\n\u003cp class=\"p2\">A similarly noteworthy finding came from the results of a large‐scale testing program. In 2012, PISA assessments (international tests given to fifteen‐year‐olds worldwide, as mentioned earlier) showed that boys achieved at higher levels than girls in mathematics in thirty‐eight countries.\u003c/p>\n\u003cp class=\"p2\">This result was disappointing and surprising. In the US and in most other countries, the achievement of girls and boys in school is equal. This reminded me again of the ways that tests distort what students actually know and can do.\u003c/p>\n\u003cfigure id=\"attachment_54492\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-54492\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2.jpg\" alt=\"\" width=\"250\" height=\"319\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-160x204.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-800x1020.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-768x979.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-1020x1301.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-941x1200.jpg 941w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Jo Boaler \u003ccite>(Robert Houser Photography)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p2\">This was underscored when the PISA team issued a report showing that when anxiety was factored into the analysis, the gap in achievement between girls and boys was fully explained by the lower confidence of girls.\u003cspan class=\"s1\"> \u003c/span>What appeared to be a gender difference in mathematics achievement was in reality a difference in mathematics confidence levels. Girls became more anxious when they took the individual math tests, a phenomenon that is well established,\u003cspan class=\"s1\"> \u003c/span>and one that should make any educator pause before basing decisions on test performance.\u003c/p>\n\u003cp class=\"p2\">The impact of the different testing conditions as well as the potential of collaboration for reducing inequalities were also shown by another assessment the PISA team conducted. In addition to the usual individual mathematics test, they did an assessment of collaborative problem solving. In this assessment students did not collaborate with other students but with a computer agent. They had to take on the ideas of the agent and connect with and build upon them to collaboratively solve complex problems.\u003cspan class=\"s1\"> \u003c/span>This, to me, gauges something much more valuable than what a student produces on an individual math test. Instead of reproducing knowledge individually, students are asked to consider another’s ideas and work with them to solve a complex problem. This is also more consistent with the world of work students are being prepared for.\u003c/p>\n\u003cp class=\"p2\">In the test of collaborative problem solving, administered in fifty‐one countries, girls outperformed boys in every country. This notable result was accompanied by two others—there were no significant differences in outcomes between advantaged and disadvantaged students, a rare and important finding. And in some countries diversity boosted performance. The team found that in some countries “non‐ immigrant” students achieved at higher levels when they were in schools with larger numbers of “immigrant” students, a fantastic result, suggesting that diverse communities of learners help students become better collaborators.\u003c/p>\n\u003cp class=\"p2\">The results of the PISA assessment of collaborative problem solving shine a light on the pursuit of equity, revealing also the discriminatory nature of individual testing, something that anyone who gets anxious about high‐stakes testing fully understands. What does it mean that for girls collaboration, even with a computer agent, increases their confidence levels and causes them to achieve at higher levels? Similarly, what does it mean that African American students go from failing calculus to outperforming other, previously more successful, students when they collaborate? This research reveals the potential of collaboration, not only for girls or students of color, but for all learners and thinkers. When you connect with someone else’s ideas, you enhance your brain, your understanding, and your perspective.\u003c/p>\n\u003cp class=\"p2\">Neuroscientists also know the importance of collaboration. Research shows that when people collaborate, the medial orbitofrontal cortex and the frontoparietal network are activated, the latter of which aids in the development of executive functions. Neuroscientists refer to these different brain areas as the “social brain.” When we collaborate, our brains are charged with the complex task of making sense of another’s thinking and learning to interact. Social cognition is the topic of much current neuroscientific investigation.\u003c/p>\n\u003cp class=\"p2\">Collaboration is vital for learning, for college success, for brain development, and for creating equitable outcomes. Beyond all of this, it is beneficial to establish interpersonal connections, especially in times of conflict and need.\u003c/p>\n\u003cp class=\"p2\">Victor and Mildred Goertzel studied seven hundred people who had made huge contributions to society, choosing those who had been the subject of at least two biographies, people such as Marie Curie and Henry Ford. They found, in‐ credibly, that less than 15 percent of the famous men and women had been raised in supportive families; 75 percent had grown up in families with severe problems such as “poverty, abuse, absent parents, alcoholism, serious illness,” and other major issues. Their study was conducted in the 1960s. Clinical psychologist Meg Jay, in her interesting Wall Street Journal article on resilience, reports that similar results would be found today and cites Oprah Winfrey, Howard Schultz, and LeBron James as examples of people who grew up in extreme hardship.\u003c/p>\n\u003cp class=\"p2\">Jay has studied resilience over many years and points out that people who survive hardship often do better, but not through “bouncing back,” as some think, because the recovery process takes time and is more of a battle than a bounce. She also points out those who ultimately benefit from hardship, becoming stronger and resilient, do so when they maintain self‐belief, when they “own the fighter within,” and when they connect with other people. The thing that people who overcome hardship and do not become defeated by it have in common is that in times of need they all reached out to someone—a friend, a family member, or a colleague—and those connections helped them survive and develop strength.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cem>Jo Boaler is the Nomellini-Olivier Professor of Education at Stanford, cofounder of \u003ca href=\"https://www.youcubed.org/\">youcubed.org\u003c/a> and author of \u003ca href=\"https://www.youcubed.org/limitless-mind/\">Limitless Mind: Learn, Lead & Live without Barriers\u003c/a> by HarperOne, an imprint of HarperCollins Publishers.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How Revising Math Exams Turns Students Into Learners, Not Processors",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Teacher Sandra Cover glanced up at the sound of cheers. Two juniors slapped their hands together in a triumphant high-five, like doubles players celebrating a tennis victory. In reality, the girls had just solved a proof on a trigonometry exam.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For their teacher, the moment was as sweet as scoring a match point, because it showed how much her students’ relationship to math had changed in the past year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cover began incorporating partner portions for trig tests a few years ago to reflect the \u003ca href=\"https://www.kqed.org/mindshift/39210/playing-with-math-how-math-circles-bring-learners-together-for-fun\" target=\"_blank\" rel=\"noopener\">collaborative nature\u003c/a> of real-world problem-solving. But last year she made more dramatic changes to her exams. First, she replaced procedural questions with ones that ask students to explain how they solved the problem. Then she upended the exam process. Instead of getting a letter grade and moving onto the next unit, students receive feedback and can revise and resubmit their tests.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cover, who teaches at Lakeview High School in Battle Creek, Michigan, developed this new approach after realizing her students were learning the “what” of math, but not the “how” or “why.” Indeed, many of the essential teaching practices identified by the National Council of Teachers of Mathematics (NCTM) in its \u003c/span>\u003ca href=\"https://www.nctm.org/PtA/\">\u003cspan style=\"font-weight: 400\">2014 “Principles to Actions” publication\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> support her changes. Those principles include, for example: eliciting and using evidence of student thinking and supporting productive struggle in learning mathematics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Cover said her new approach isn’t just for math’s sake. For her, it’s a matter of equity.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>Teaching metacognitive skills\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Cover, the Lakeview School District has had “a big equity push” in recent years, with two organizations being brought in to lead monthly dialogues for cohorts of about 15 faculty members. Those dialogues prompted Cover to reflect on areas where she had struggled in school — primarily writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I recalled that I learned to write by doing rewrites on English and history papers,” she says. “So why not bring more complex math problems and do the same in my class?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cover says her most helpful writing teachers did not just tell her what was wrong, such as passive voice, and expect her to fix it. They gave examples that modeled active voice. She adopted the same approach for math. In addition to showing the steps to solving problems, she now models \u003ca href=\"https://www.kqed.org/mindshift/46038/the-role-of-metacognition-in-learning-and-achievement\" target=\"_blank\" rel=\"noopener\">metacognitive skills\u003c/a> in class by explaining how she thinks and what thinking strategies she uses for tackling problems. For example, when working on the whiteboard, she draws thought bubbles in which she jots notes about her problem-solving choices. These informal annotations help answer the question, “How do I know how to do this?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After her examples, Cover’s students practice explaining their own problem-solving choices during class, enabling them to tackle more challenging exam questions than previous years’ students might have. Take, for example, this garden-variety trig problem: If cos(theta)=3/4, what is cos(-theta)? As Cover explains, a student may get this question right based on memorization, rather than understanding odd and even functions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On her new tests, Cover is more likely to ask a question like this: Explain how cosine is even by using the unit circle. These types of questions not only \u003ca href=\"https://www.kqed.org/mindshift/45288/five-classroom-dimensions-that-show-deep-math-learning-is-happening\">stimulate deeper thinking\u003c/a>; they give Cover “very clear feedback on what students don’t know.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the exams, some students mimic Cover’s thought bubbles to explain their thinking. Others write full sentences. \u003c/span>\u003cspan style=\"font-weight: 400\">After the first attempt, Cover returns tests with feedback that probes for more information or highlights spots where problem-solving went awry. Students have one class period to complete their first revision. For the second, they have a half period before submitting for an official grade.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">McKenna Evans, a recent Lakeview graduate, says that the metacognitive challenge of Cover’s tests stressed her out at first. But the opportunity to revise her work ultimately built her confidence. “\u003c/span>\u003cspan style=\"font-weight: 400\">Being able to see what I got wrong helped me learn for future tests. Going into the last couple tests of the trimester I felt very prepared because I was taught after each test the mistakes I was making.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The revision process has not resulted in perfect achievement, though. According to Cover, the final distribution of grades has been similar to previous years, but each mark represents a deeper level of comprehension than in the past. She sees evidence of that not only on the exams but in classroom conversations, which connects to another of NCTM’s eight essential teaching practices: facilitation of “meaningful mathematics discourse” among students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The students are talking more about the process. I’m hearing them ask (one another), ‘How did you know to do that?’” Cover says. “All of the sudden they realize their thinking matters.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s where equity comes into play. Cover knows that most of her students won’t need to graph sine waves in the future. But assessing a problem, developing strategies for solving it, and communicating about those strategies are skills that transfer beyond math class. Cover wants to see all students encouraged to practice those skills — not just those who have been labeled as “good at math.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last year, Cover had a senior who was failing at one point in the trimester but revised some of her tests and ultimately earned a ‘C.’ In a private conversation, Cover told the student how much she admired her work ethic. Contrasted with negative messages the student had received elsewhere, Cover’s affirmation brought the student to tears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Why are we making our kids feel this way?” Cover asks, referring to what she sees as a pervasive trend of defining students by test scores.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By transforming her assessment practices, Cover has worked to define her students as learners — and to enable them to see themselves that way, too. The shift “makes me happy to go to work,” she says. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Making the change\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lakeview High School operates on trimesters, which gave Cover multiple opportunities to practice and refine her new exam model last year. This year, she tested the waters with her algebra classes: she integrated metacognitive skills into lessons, added one deeper question per test, and gave students the opportunity to revise that section. Starting small and scaling up is what Cover recommends to other teachers who want to bring more metacognitive skills into their classes. Though some teachers may question if extra time for revisions can fit into their course schedule, Cover says that with the changes in both trig and algebra, she has seen dividends in student retention of concepts during the trimester. “Is it better to cover one more unit or really send home the other four-to-six units to all students?” she asks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Cover, there were greater challenges than time. “I used to classify myself as a control freak,” she says. Changing her teaching and assessment practices after nearly 18 years at Lakeview meant trusting her students more and asking them to trust her as they navigated new territory.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Taking that leap not only led to deeper learning but to more authentic relationships with her students, Cover says. “We’re in a learning process together.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Teacher Sandra Cover glanced up at the sound of cheers. Two juniors slapped their hands together in a triumphant high-five, like doubles players celebrating a tennis victory. In reality, the girls had just solved a proof on a trigonometry exam.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For their teacher, the moment was as sweet as scoring a match point, because it showed how much her students’ relationship to math had changed in the past year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cover began incorporating partner portions for trig tests a few years ago to reflect the \u003ca href=\"https://www.kqed.org/mindshift/39210/playing-with-math-how-math-circles-bring-learners-together-for-fun\" target=\"_blank\" rel=\"noopener\">collaborative nature\u003c/a> of real-world problem-solving. But last year she made more dramatic changes to her exams. First, she replaced procedural questions with ones that ask students to explain how they solved the problem. Then she upended the exam process. Instead of getting a letter grade and moving onto the next unit, students receive feedback and can revise and resubmit their tests.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cover, who teaches at Lakeview High School in Battle Creek, Michigan, developed this new approach after realizing her students were learning the “what” of math, but not the “how” or “why.” Indeed, many of the essential teaching practices identified by the National Council of Teachers of Mathematics (NCTM) in its \u003c/span>\u003ca href=\"https://www.nctm.org/PtA/\">\u003cspan style=\"font-weight: 400\">2014 “Principles to Actions” publication\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> support her changes. Those principles include, for example: eliciting and using evidence of student thinking and supporting productive struggle in learning mathematics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Cover said her new approach isn’t just for math’s sake. For her, it’s a matter of equity.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Teaching metacognitive skills\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Cover, the Lakeview School District has had “a big equity push” in recent years, with two organizations being brought in to lead monthly dialogues for cohorts of about 15 faculty members. Those dialogues prompted Cover to reflect on areas where she had struggled in school — primarily writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I recalled that I learned to write by doing rewrites on English and history papers,” she says. “So why not bring more complex math problems and do the same in my class?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cover says her most helpful writing teachers did not just tell her what was wrong, such as passive voice, and expect her to fix it. They gave examples that modeled active voice. She adopted the same approach for math. In addition to showing the steps to solving problems, she now models \u003ca href=\"https://www.kqed.org/mindshift/46038/the-role-of-metacognition-in-learning-and-achievement\" target=\"_blank\" rel=\"noopener\">metacognitive skills\u003c/a> in class by explaining how she thinks and what thinking strategies she uses for tackling problems. For example, when working on the whiteboard, she draws thought bubbles in which she jots notes about her problem-solving choices. These informal annotations help answer the question, “How do I know how to do this?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After her examples, Cover’s students practice explaining their own problem-solving choices during class, enabling them to tackle more challenging exam questions than previous years’ students might have. Take, for example, this garden-variety trig problem: If cos(theta)=3/4, what is cos(-theta)? As Cover explains, a student may get this question right based on memorization, rather than understanding odd and even functions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On her new tests, Cover is more likely to ask a question like this: Explain how cosine is even by using the unit circle. These types of questions not only \u003ca href=\"https://www.kqed.org/mindshift/45288/five-classroom-dimensions-that-show-deep-math-learning-is-happening\">stimulate deeper thinking\u003c/a>; they give Cover “very clear feedback on what students don’t know.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the exams, some students mimic Cover’s thought bubbles to explain their thinking. Others write full sentences. \u003c/span>\u003cspan style=\"font-weight: 400\">After the first attempt, Cover returns tests with feedback that probes for more information or highlights spots where problem-solving went awry. Students have one class period to complete their first revision. For the second, they have a half period before submitting for an official grade.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">McKenna Evans, a recent Lakeview graduate, says that the metacognitive challenge of Cover’s tests stressed her out at first. But the opportunity to revise her work ultimately built her confidence. “\u003c/span>\u003cspan style=\"font-weight: 400\">Being able to see what I got wrong helped me learn for future tests. Going into the last couple tests of the trimester I felt very prepared because I was taught after each test the mistakes I was making.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The revision process has not resulted in perfect achievement, though. According to Cover, the final distribution of grades has been similar to previous years, but each mark represents a deeper level of comprehension than in the past. She sees evidence of that not only on the exams but in classroom conversations, which connects to another of NCTM’s eight essential teaching practices: facilitation of “meaningful mathematics discourse” among students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The students are talking more about the process. I’m hearing them ask (one another), ‘How did you know to do that?’” Cover says. “All of the sudden they realize their thinking matters.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s where equity comes into play. Cover knows that most of her students won’t need to graph sine waves in the future. But assessing a problem, developing strategies for solving it, and communicating about those strategies are skills that transfer beyond math class. Cover wants to see all students encouraged to practice those skills — not just those who have been labeled as “good at math.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last year, Cover had a senior who was failing at one point in the trimester but revised some of her tests and ultimately earned a ‘C.’ In a private conversation, Cover told the student how much she admired her work ethic. Contrasted with negative messages the student had received elsewhere, Cover’s affirmation brought the student to tears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Why are we making our kids feel this way?” Cover asks, referring to what she sees as a pervasive trend of defining students by test scores.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By transforming her assessment practices, Cover has worked to define her students as learners — and to enable them to see themselves that way, too. The shift “makes me happy to go to work,” she says. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Making the change\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lakeview High School operates on trimesters, which gave Cover multiple opportunities to practice and refine her new exam model last year. This year, she tested the waters with her algebra classes: she integrated metacognitive skills into lessons, added one deeper question per test, and gave students the opportunity to revise that section. Starting small and scaling up is what Cover recommends to other teachers who want to bring more metacognitive skills into their classes. Though some teachers may question if extra time for revisions can fit into their course schedule, Cover says that with the changes in both trig and algebra, she has seen dividends in student retention of concepts during the trimester. “Is it better to cover one more unit or really send home the other four-to-six units to all students?” she asks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Cover, there were greater challenges than time. “I used to classify myself as a control freak,” she says. Changing her teaching and assessment practices after nearly 18 years at Lakeview meant trusting her students more and asking them to trust her as they navigated new territory.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Taking that leap not only led to deeper learning but to more authentic relationships with her students, Cover says. “We’re in a learning process together.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Math educator \u003ca href=\"https://twitter.com/mathforlove?lang=en\" target=\"_blank\" rel=\"noopener\">Dan Finkel\u003c/a> grew up doing math with ease and completed calculus as a freshman in high school. But it wasn't until he went to math summer camp and learned how to think like a mathematician that he truly fell in love with math. It helps to have a positive relationship with math because when people are uncomfortable with it they are susceptible to manipulation. (Think of predatory lending interest rates, convenient statistics to support a thin argument, graphs that misrepresent the truth.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When we’re not comfortable with math, we don't question the authority of numbers,” said Finkel in his \u003ca href=\"https://www.ted.com/talks/dan_finkel_5_ways_to_approach_math_better?language=en\" target=\"_blank\" rel=\"noopener\">TEDx Talk\u003c/a>, “Five ways to share math with kids.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He is also a founder of \u003ca href=\"https://mathforlove.com/\" target=\"_blank\" rel=\"noopener\">Math for Love\u003c/a> which provides professional development, curriculum and math games. He says math can be alienating for kids, but if they had more opportunities for mathematical thinking, they could have a deeper, more connected understanding of their world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A more typical math class is about finding the answers, but Finkel says to consider starting with a question and opening up a line of inquiry. For example, he might show a display of numbered circles and ask students, \"What's going on with the colors?\"\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-53407\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/Math-for-Love.png\" alt=\"\" width=\"1185\" height=\"665\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/Math-for-Love.png 1185w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/Math-for-Love-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/Math-for-Love-800x449.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/Math-for-Love-768x431.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/Math-for-Love-1020x572.png 1020w\" sizes=\"(max-width: 1185px) 100vw, 1185px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He says it’s important to give people time to work through their thinking and to struggle. Not only do people \u003ca href=\"https://www.kqed.org/mindshift/43197/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains\">learn through struggle\u003c/a>, but puzzling through a tricky math problem resets expectations about how much time a math problem takes.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not uncommon for students to graduate from high school believing that every math problem can be solved in 30 seconds or less. And if they don’t know the answer, they're just not a math person. This is a failure of education,\" Finkel said.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=ytVneQUA5-c\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He also said parents or educators can support a child when she is struggling through a problem by framing it as an adventure to be worked through together.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"Teach them that not knowing is not failure. It’s the first step to understanding.\" \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Math educator \u003ca href=\"https://twitter.com/mathforlove?lang=en\" target=\"_blank\" rel=\"noopener\">Dan Finkel\u003c/a> grew up doing math with ease and completed calculus as a freshman in high school. But it wasn't until he went to math summer camp and learned how to think like a mathematician that he truly fell in love with math. It helps to have a positive relationship with math because when people are uncomfortable with it they are susceptible to manipulation. (Think of predatory lending interest rates, convenient statistics to support a thin argument, graphs that misrepresent the truth.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When we’re not comfortable with math, we don't question the authority of numbers,” said Finkel in his \u003ca href=\"https://www.ted.com/talks/dan_finkel_5_ways_to_approach_math_better?language=en\" target=\"_blank\" rel=\"noopener\">TEDx Talk\u003c/a>, “Five ways to share math with kids.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He is also a founder of \u003ca href=\"https://mathforlove.com/\" target=\"_blank\" rel=\"noopener\">Math for Love\u003c/a> which provides professional development, curriculum and math games. He says math can be alienating for kids, but if they had more opportunities for mathematical thinking, they could have a deeper, more connected understanding of their world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A more typical math class is about finding the answers, but Finkel says to consider starting with a question and opening up a line of inquiry. For example, he might show a display of numbered circles and ask students, \"What's going on with the colors?\"\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-53407\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/Math-for-Love.png\" alt=\"\" width=\"1185\" height=\"665\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/Math-for-Love.png 1185w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/Math-for-Love-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/Math-for-Love-800x449.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/Math-for-Love-768x431.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/Math-for-Love-1020x572.png 1020w\" sizes=\"(max-width: 1185px) 100vw, 1185px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He says it’s important to give people time to work through their thinking and to struggle. Not only do people \u003ca href=\"https://www.kqed.org/mindshift/43197/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains\">learn through struggle\u003c/a>, but puzzling through a tricky math problem resets expectations about how much time a math problem takes.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not uncommon for students to graduate from high school believing that every math problem can be solved in 30 seconds or less. And if they don’t know the answer, they're just not a math person. This is a failure of education,\" Finkel said.\u003c/span>\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/ytVneQUA5-c'\n title='//www.youtube.com/embed/ytVneQUA5-c'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">He also said parents or educators can support a child when she is struggling through a problem by framing it as an adventure to be worked through together.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"Teach them that not knowing is not failure. It’s the first step to understanding.\" \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Harry Potter Has Brought Magic To Classrooms For More Than 20 Years",
"title": "How Harry Potter Has Brought Magic To Classrooms For More Than 20 Years",
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"content": "\u003cp>Whether you're a Gryffindor, a Hufflepuff, a Ravenclaw, a Slytherin or a muggle still hoping your Hogwarts letter will arrive by owl, it is undeniable that the Harry Potter fandom has had a lasting impact throughout the world.\u003c/p>\n\u003cp>September marked the 20th anniversary of \u003cem>Harry Potter and the Sorcerer's Stone's \u003c/em>U.S. release. NPR asked teachers then to tell us how the book has changed the way they teach. We learned that a lot has changed since 1998. Quidditch is no longer just game of fantasy. \u003cem>Fantastic Beasts and Where to Find Them\u003c/em> is more than a textbook to pick up in Diagon Alley. And Hogwarts is no longer a place you can only dream of visiting.\u003c/p>\n\u003cp>More than 1,000 educators, from elementary teachers to university professors, responded to NPR's callout with stories about how they incorporate the Harry Potter series into their curriculum and classrooms.\u003c/p>\n\u003cp>\u003cstrong>Changing how some classrooms look — and feel\u003c/strong>\u003c/p>\n\u003cp>Teachers like Ben VanDonge and Kate Keyes are two-thirds of a fifth-grade teaching team in Walla Walla, Wash. This year marks their third year doing an all-encompassing Harry Potter theme.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We have a sorting ceremony at the end of the year to let kids know which homeroom they'll have, play our own version of quidditch about once a month,\" VanDonge says.\u003c/p>\n\u003cp>VanDonge's classroom is decked out in Ravenclaw blue and bronze while Keyes has Hufflepuff's black and yellow. The building is older and has arched windows, much like those at Hogwarts that let natural light stream in. In one corner of Keyes' room is a Whomping Willow, the tree that terrorized Harry and Ron after they crash-landed Mr. Weasley's enchanted car between its branches.\u003c/p>\n\u003cp>And after a couple of years with just Hufflepuff and Ravenclaw representation, Keyes and VanDonge convinced their third partner teacher to join in on the engaging learning community.\u003c/p>\n\u003cp>This year his students are Gryffindors.\u003c/p>\n\u003cp>After being sorted into their houses and homerooms, the fifth graders begin their deeper dive into the wizarding world.\u003c/p>\n\u003cfigure id=\"attachment_52776\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-52776\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/gettyimages-6668031_slide-c03270c7363362e45e1c69ed73da1c106c55150d-1-e1546284648941.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">J. K. Rowling's Harry Potter series story books sit in a bookstore July 6, 2000 in Arlington, Va. \u003ccite>(Alex Wong/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We burn through Sorcerer's Stone in about three weeks as a read aloud using the Jim Kay illustrated edition so all our kids have access to the theme and don't just think we're crazy,\" VanDonge says. \"We refer back to the story frequently as we teach language arts concepts, too.\"\u003c/p>\n\u003cp>VanDonge and Keyes said they felt like they struck gold when they heard how the curriculum was helping their students outside of school.\u003c/p>\n\u003cp>\"We knew that we were doing a good thing when at conferences...we had numerous parents tell us it was the first time that their kids had been excited to go to school since kindergarten,\" VanDonge says. \"Or tell us that they've never been able to get their kids to read at all before and now they're having to have lights out rules.\"\u003c/p>\n\u003cp>\u003cstrong>Everyone isn't a fan\u003c/strong>\u003c/p>\n\u003cp>As enthusiastic as some parents are about how Harry Potter has helped their children in school, it hasn't always been that way.\u003c/p>\n\u003cp>A year after the first book's U.S. release, it found a place on the list of most challenged books compiled by the \u003ca href=\"http://www.ala.org/advocacy/bbooks/frequentlychallengedbooks/top10#2015\">American Library Association's Office for Intellectual Freedom.\u003c/a> The series had a steady presence on this list and even topped it at times, through 2003.\u003c/p>\n\u003cp>Parents in many states tried to push school boards and districts to ban the books.\u003c/p>\n\u003cp>One of the biggest criticisms of the series comes on religious grounds that the books promote occultism and magic.\u003c/p>\n\u003cp>In October 1999, author Judy Blume penned an Op-Ed in The New York Times titled \u003ca href=\"https://www.nytimes.com/1999/10/22/opinion/is-harry-potter-evil.html\">\"Is Harry Potter Evil?\" \u003c/a>\u003c/p>\n\u003cp>As an author, Blume is familiar with challenges to children's literature as some of her works have also topped the banned books list.\u003c/p>\n\u003cp>Blume wrote, \"I knew this was coming. The only surprise is that it took so long — as long as it took for the zealots who claim they're protecting children from evil (and evil can be found lurking everywhere these days) to discover that children actually like these books.\"\u003c/p>\n\u003cp>Today, there are still parents opposed to the series and some schools don't allow the books to be taught or included in teachers' curriculum.\u003c/p>\n\u003cp>Cynthia Richardson teaches eighth grade English just north of Bellingham, Wash. She uses the wizarding world as a basis for her behavioral management system, but she does not teach the books.\u003c/p>\n\u003cp>\"I kind of started growing the classroom and making the classroom look like the world of Harry Potter...that's when I started encountering some parents who were hesitant,\" Richardson says. \"So I actually put a disclaimer in my syllabus that this was not intended to teach witchcraft or that I was not going to teach the book because parents had been saying 'we don't agree with that book option.' \"\u003c/p>\n\u003cp>Richardson has had some parents ask that their children not be placed in her class because of the theme. Other parents who have been initially opposed or unsure have at times met with her to discuss the situation.\u003c/p>\n\u003cp>She says all of the pushback she has gotten stems from the theme of witchcraft in the books. This is something Richardson can relate to. Growing up, she says her parents did not allow her to read the books, so her first experience with them was in a children's literature course during college.\u003c/p>\n\u003cp>\"You know, I understand wanting to protect children from things that we think they're not ready for, especially some of the later books that are much darker, and I talk with them about what the power of literature can be\" Richardson says. \"How maybe it's an opportunity for them to read with their child in this case and talk about those themes and talk about the struggles that are in them and what a powerful learning opportunity that could be for the child.\"\u003c/p>\n\u003cp>\u003cstrong>Magic as a tool to bridge the gap\u003c/strong>\u003c/p>\n\u003cp>Since the series began, more than 500 million copies of the books have been sold worldwide, \u003ca href=\"https://www.pottermore.com/news/500-million-harry-potter-books-have-now-been-sold-worldwide\">according to Pottermore\u003c/a>, and the books are available to readers in 80 languages.\u003c/p>\n\u003cp>Deborah Stack teaches English as a second language at a middle school in the Bronx, N.Y., and says her classroom is mainly divided between Spanish speakers and Arabic speakers. Finding engaging material in those two languages has been hard, Stack says, especially because her students vary in their reading levels in both their native languages and English.\u003c/p>\n\u003cp>But this year, she decided to try reading \u003cem>Harry Potter and the Sorcerer's Stone \u003c/em>with them after she found the digital editions in both Spanish and Arabic.\u003c/p>\n\u003cfigure id=\"attachment_52783\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52783\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85.jpg\" alt=\"Harry Potter and the Sorcerer's Stone isn't just a unite for fifth-grade teachers Kate Keyes and Ben VanDonge, it's a year-round theme for their classrooms.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Harry Potter and the Sorcerer's Stone isn't just a unite for fifth-grade teachers Kate Keyes and Ben VanDonge, it's a year-round theme for their classrooms. \u003ccite>(Courtesy of Mark VanDonge)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"They were so into it like I would end class and they would moan,\" Stacks says. \"They would be like, 'Oh, it's over. I want to read more,' which never happens. It's just like the perfect combination of accessible language.\"\u003c/p>\n\u003cp>As her students continued to make their way through the first book over this fall semester, Stack says she watched conversations start between the kids who didn't speak the same language.\u003c/p>\n\u003cp>\"When you start making sure the whole class is reading the same story and that story is really exciting, that story is really engaging, you start to see kids like really talking between language groups and debating and arguing,\" she says.\u003c/p>\n\u003cp>It was this moment that really made her excited as a teacher.\u003c/p>\n\u003cp>\"You're seeing this amazing dialogue in English between a native Arabic speaker and a native Spanish speaker and they're utilizing their English and are talking about the same story,\" Stack says. \"They're not doing it because I asked them to, they're doing it because they're really excited about the story and that's where you get the authentic debate and discussion, which is what you want in an English classroom.\"\u003c/p>\n\u003cp>\u003cstrong>Discovering the magic\u003c/strong>\u003c/p>\n\u003cp>For many of the teachers who watch their students discover the magic of reading that the series brings, it reminds them of their own introduction to the series.\u003c/p>\n\u003cp>Shehtaz Huq was 9 and at her grandmother's funeral in Bangladesh when she found the first book in her aunt's purse.\u003c/p>\n\u003cp>\"She gave me the book to read because that was the first time that I had experienced death in the family and I didn't know how to deal with grief and then the book opened with the death and grief and loss, so that really resonated with me,\" Huq says.\u003c/p>\n\u003cp>Huq quickly devoured the rest of books as they came out and went on to become sixth grade English teacher. In her classroom, all of her students receive a Hogwarts letter at the beginning of the year. On one wall the Hogwarts Express is waiting at platform 9 ¾ with inspirational quotes coming out of the engine's smokestack.\u003c/p>\n\u003cp>There's also dementors because Huq says she wants her students to \"see the dichotomy of good and evil.\"\u003c/p>\n\u003cp>\"In sixth grade, we read a set of novels and the essential understanding is how individuals can overcome adversity through the help of community,\" Huq says. \"I wanted students to see how the students at Hogwarts and the adults in Hogwarts found their community whether it was their biological family or their chosen family.\"\u003c/p>\n\u003cp>\u003cstrong>More than a literature lesson\u003c/strong>\u003c/p>\n\u003cp>The Harry Potter books are a natural choice for English and literature classes, but that hasn't stopped STEM teachers from finding connections for their students.\u003c/p>\n\u003cp>Kelsey Hillenbrand teaches middle school math in Evansville, Ind. Floating candles like those in the Great Hall hang from her ceiling along with moving portraits for an immersive experience.\u003c/p>\n\u003cp>Hillenbrand acknowledges that part of the nature of math is to learn concepts and then review and practice them, but for at least three times during the year, she goes one step further with her classroom theme.\u003c/p>\n\u003cp>\"When we were studying fractions and decimals, I cover all of my desks with butcher paper to look like the wooden tables that you see in Snape's classroom — and we had potions class.\u003c/p>\n\u003cp>Cauldrons were placed in front of students, along with their supplies, and a large packet of problems, because after all, it's still math class.\u003c/p>\n\u003cp>\"I think they ended up solving like 60 questions that were all fractions and decimals. But each page had its own little puzzle so that they knew how much of each ingredient to add to their cauldron,\" Hillenbrand says.\u003c/p>\n\u003cp>In the end, Hillenbrand checks to make sure the solution is the right tint before the students get to drink their potions.\u003c/p>\n\u003cp>\"They're learning something and it's just taking that fear and that edge out of it and to see them come back in and say 'What are we going to do today, Mrs. Hillenbrand?',\" she says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That excitement and openness to learning is what many of these teachers consider the true magic of Harry Potter and they have no plans of stopping.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Harry+Potter+Has+Brought+Magic+To+Classrooms+For+More+Than+20+Years&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "In the 20 years since \u003cem>Harry Potter and the Sorcerer's Stone \u003c/em>was released in the U.S., educators of all levels have used J.K. Rowling's series to bring magic to their own classrooms. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Whether you're a Gryffindor, a Hufflepuff, a Ravenclaw, a Slytherin or a muggle still hoping your Hogwarts letter will arrive by owl, it is undeniable that the Harry Potter fandom has had a lasting impact throughout the world.\u003c/p>\n\u003cp>September marked the 20th anniversary of \u003cem>Harry Potter and the Sorcerer's Stone's \u003c/em>U.S. release. NPR asked teachers then to tell us how the book has changed the way they teach. We learned that a lot has changed since 1998. Quidditch is no longer just game of fantasy. \u003cem>Fantastic Beasts and Where to Find Them\u003c/em> is more than a textbook to pick up in Diagon Alley. And Hogwarts is no longer a place you can only dream of visiting.\u003c/p>\n\u003cp>More than 1,000 educators, from elementary teachers to university professors, responded to NPR's callout with stories about how they incorporate the Harry Potter series into their curriculum and classrooms.\u003c/p>\n\u003cp>\u003cstrong>Changing how some classrooms look — and feel\u003c/strong>\u003c/p>\n\u003cp>Teachers like Ben VanDonge and Kate Keyes are two-thirds of a fifth-grade teaching team in Walla Walla, Wash. This year marks their third year doing an all-encompassing Harry Potter theme.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We have a sorting ceremony at the end of the year to let kids know which homeroom they'll have, play our own version of quidditch about once a month,\" VanDonge says.\u003c/p>\n\u003cp>VanDonge's classroom is decked out in Ravenclaw blue and bronze while Keyes has Hufflepuff's black and yellow. The building is older and has arched windows, much like those at Hogwarts that let natural light stream in. In one corner of Keyes' room is a Whomping Willow, the tree that terrorized Harry and Ron after they crash-landed Mr. Weasley's enchanted car between its branches.\u003c/p>\n\u003cp>And after a couple of years with just Hufflepuff and Ravenclaw representation, Keyes and VanDonge convinced their third partner teacher to join in on the engaging learning community.\u003c/p>\n\u003cp>This year his students are Gryffindors.\u003c/p>\n\u003cp>After being sorted into their houses and homerooms, the fifth graders begin their deeper dive into the wizarding world.\u003c/p>\n\u003cfigure id=\"attachment_52776\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-52776\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/gettyimages-6668031_slide-c03270c7363362e45e1c69ed73da1c106c55150d-1-e1546284648941.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">J. K. Rowling's Harry Potter series story books sit in a bookstore July 6, 2000 in Arlington, Va. \u003ccite>(Alex Wong/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We burn through Sorcerer's Stone in about three weeks as a read aloud using the Jim Kay illustrated edition so all our kids have access to the theme and don't just think we're crazy,\" VanDonge says. \"We refer back to the story frequently as we teach language arts concepts, too.\"\u003c/p>\n\u003cp>VanDonge and Keyes said they felt like they struck gold when they heard how the curriculum was helping their students outside of school.\u003c/p>\n\u003cp>\"We knew that we were doing a good thing when at conferences...we had numerous parents tell us it was the first time that their kids had been excited to go to school since kindergarten,\" VanDonge says. \"Or tell us that they've never been able to get their kids to read at all before and now they're having to have lights out rules.\"\u003c/p>\n\u003cp>\u003cstrong>Everyone isn't a fan\u003c/strong>\u003c/p>\n\u003cp>As enthusiastic as some parents are about how Harry Potter has helped their children in school, it hasn't always been that way.\u003c/p>\n\u003cp>A year after the first book's U.S. release, it found a place on the list of most challenged books compiled by the \u003ca href=\"http://www.ala.org/advocacy/bbooks/frequentlychallengedbooks/top10#2015\">American Library Association's Office for Intellectual Freedom.\u003c/a> The series had a steady presence on this list and even topped it at times, through 2003.\u003c/p>\n\u003cp>Parents in many states tried to push school boards and districts to ban the books.\u003c/p>\n\u003cp>One of the biggest criticisms of the series comes on religious grounds that the books promote occultism and magic.\u003c/p>\n\u003cp>In October 1999, author Judy Blume penned an Op-Ed in The New York Times titled \u003ca href=\"https://www.nytimes.com/1999/10/22/opinion/is-harry-potter-evil.html\">\"Is Harry Potter Evil?\" \u003c/a>\u003c/p>\n\u003cp>As an author, Blume is familiar with challenges to children's literature as some of her works have also topped the banned books list.\u003c/p>\n\u003cp>Blume wrote, \"I knew this was coming. The only surprise is that it took so long — as long as it took for the zealots who claim they're protecting children from evil (and evil can be found lurking everywhere these days) to discover that children actually like these books.\"\u003c/p>\n\u003cp>Today, there are still parents opposed to the series and some schools don't allow the books to be taught or included in teachers' curriculum.\u003c/p>\n\u003cp>Cynthia Richardson teaches eighth grade English just north of Bellingham, Wash. She uses the wizarding world as a basis for her behavioral management system, but she does not teach the books.\u003c/p>\n\u003cp>\"I kind of started growing the classroom and making the classroom look like the world of Harry Potter...that's when I started encountering some parents who were hesitant,\" Richardson says. \"So I actually put a disclaimer in my syllabus that this was not intended to teach witchcraft or that I was not going to teach the book because parents had been saying 'we don't agree with that book option.' \"\u003c/p>\n\u003cp>Richardson has had some parents ask that their children not be placed in her class because of the theme. Other parents who have been initially opposed or unsure have at times met with her to discuss the situation.\u003c/p>\n\u003cp>She says all of the pushback she has gotten stems from the theme of witchcraft in the books. This is something Richardson can relate to. Growing up, she says her parents did not allow her to read the books, so her first experience with them was in a children's literature course during college.\u003c/p>\n\u003cp>\"You know, I understand wanting to protect children from things that we think they're not ready for, especially some of the later books that are much darker, and I talk with them about what the power of literature can be\" Richardson says. \"How maybe it's an opportunity for them to read with their child in this case and talk about those themes and talk about the struggles that are in them and what a powerful learning opportunity that could be for the child.\"\u003c/p>\n\u003cp>\u003cstrong>Magic as a tool to bridge the gap\u003c/strong>\u003c/p>\n\u003cp>Since the series began, more than 500 million copies of the books have been sold worldwide, \u003ca href=\"https://www.pottermore.com/news/500-million-harry-potter-books-have-now-been-sold-worldwide\">according to Pottermore\u003c/a>, and the books are available to readers in 80 languages.\u003c/p>\n\u003cp>Deborah Stack teaches English as a second language at a middle school in the Bronx, N.Y., and says her classroom is mainly divided between Spanish speakers and Arabic speakers. Finding engaging material in those two languages has been hard, Stack says, especially because her students vary in their reading levels in both their native languages and English.\u003c/p>\n\u003cp>But this year, she decided to try reading \u003cem>Harry Potter and the Sorcerer's Stone \u003c/em>with them after she found the digital editions in both Spanish and Arabic.\u003c/p>\n\u003cfigure id=\"attachment_52783\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52783\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85.jpg\" alt=\"Harry Potter and the Sorcerer's Stone isn't just a unite for fifth-grade teachers Kate Keyes and Ben VanDonge, it's a year-round theme for their classrooms.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Harry Potter and the Sorcerer's Stone isn't just a unite for fifth-grade teachers Kate Keyes and Ben VanDonge, it's a year-round theme for their classrooms. \u003ccite>(Courtesy of Mark VanDonge)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"They were so into it like I would end class and they would moan,\" Stacks says. \"They would be like, 'Oh, it's over. I want to read more,' which never happens. It's just like the perfect combination of accessible language.\"\u003c/p>\n\u003cp>As her students continued to make their way through the first book over this fall semester, Stack says she watched conversations start between the kids who didn't speak the same language.\u003c/p>\n\u003cp>\"When you start making sure the whole class is reading the same story and that story is really exciting, that story is really engaging, you start to see kids like really talking between language groups and debating and arguing,\" she says.\u003c/p>\n\u003cp>It was this moment that really made her excited as a teacher.\u003c/p>\n\u003cp>\"You're seeing this amazing dialogue in English between a native Arabic speaker and a native Spanish speaker and they're utilizing their English and are talking about the same story,\" Stack says. \"They're not doing it because I asked them to, they're doing it because they're really excited about the story and that's where you get the authentic debate and discussion, which is what you want in an English classroom.\"\u003c/p>\n\u003cp>\u003cstrong>Discovering the magic\u003c/strong>\u003c/p>\n\u003cp>For many of the teachers who watch their students discover the magic of reading that the series brings, it reminds them of their own introduction to the series.\u003c/p>\n\u003cp>Shehtaz Huq was 9 and at her grandmother's funeral in Bangladesh when she found the first book in her aunt's purse.\u003c/p>\n\u003cp>\"She gave me the book to read because that was the first time that I had experienced death in the family and I didn't know how to deal with grief and then the book opened with the death and grief and loss, so that really resonated with me,\" Huq says.\u003c/p>\n\u003cp>Huq quickly devoured the rest of books as they came out and went on to become sixth grade English teacher. In her classroom, all of her students receive a Hogwarts letter at the beginning of the year. On one wall the Hogwarts Express is waiting at platform 9 ¾ with inspirational quotes coming out of the engine's smokestack.\u003c/p>\n\u003cp>There's also dementors because Huq says she wants her students to \"see the dichotomy of good and evil.\"\u003c/p>\n\u003cp>\"In sixth grade, we read a set of novels and the essential understanding is how individuals can overcome adversity through the help of community,\" Huq says. \"I wanted students to see how the students at Hogwarts and the adults in Hogwarts found their community whether it was their biological family or their chosen family.\"\u003c/p>\n\u003cp>\u003cstrong>More than a literature lesson\u003c/strong>\u003c/p>\n\u003cp>The Harry Potter books are a natural choice for English and literature classes, but that hasn't stopped STEM teachers from finding connections for their students.\u003c/p>\n\u003cp>Kelsey Hillenbrand teaches middle school math in Evansville, Ind. Floating candles like those in the Great Hall hang from her ceiling along with moving portraits for an immersive experience.\u003c/p>\n\u003cp>Hillenbrand acknowledges that part of the nature of math is to learn concepts and then review and practice them, but for at least three times during the year, she goes one step further with her classroom theme.\u003c/p>\n\u003cp>\"When we were studying fractions and decimals, I cover all of my desks with butcher paper to look like the wooden tables that you see in Snape's classroom — and we had potions class.\u003c/p>\n\u003cp>Cauldrons were placed in front of students, along with their supplies, and a large packet of problems, because after all, it's still math class.\u003c/p>\n\u003cp>\"I think they ended up solving like 60 questions that were all fractions and decimals. But each page had its own little puzzle so that they knew how much of each ingredient to add to their cauldron,\" Hillenbrand says.\u003c/p>\n\u003cp>In the end, Hillenbrand checks to make sure the solution is the right tint before the students get to drink their potions.\u003c/p>\n\u003cp>\"They're learning something and it's just taking that fear and that edge out of it and to see them come back in and say 'What are we going to do today, Mrs. Hillenbrand?',\" she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That excitement and openness to learning is what many of these teachers consider the true magic of Harry Potter and they have no plans of stopping.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Harry+Potter+Has+Brought+Magic+To+Classrooms+For+More+Than+20+Years&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A spike in blood pressure. A racing heart rate. Sweaty palms.\u003c/p>\n\u003cp>For many adults, this is what they feel when faced with difficult math.\u003c/p>\n\u003cp>But for kids, math anxiety isn't just a feeling, it can affect their ability to do well in school. This fear tends to creep up on students when performance matters the most, like during exams or while speaking in class.\u003c/p>\n\u003cp>One reason for a kid's math anxiety? How their parents feel about the subject.\u003c/p>\n\u003cp>\"A parent might say, 'oh I'm not a math person, it's okay if you're not good at math either,' \" Sian Beilock, cognitive scientist and President of Barnard College, says. \"It can send a signal to kids about whether they can succeed.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But \u003ca href=\"http://psycnet.apa.org/record/2018-48187-001\">new research\u003c/a> from Beilock and her team shows that parents don't have to overcome their fear of math to help their child succeed, as long they changed their \u003cem>attitudes \u003c/em>about the subject.\u003c/p>\n\u003cp>The researchers gave families in the Chicago area math-related bedtime stories to read at night, through an iPad app called Bedtime Math. The stories featured fun facts about walking frogs or the world's largest cupcake. After reading the stories with their parents, kids answered questions about what they just read, practicing simple addition or measuring the amount of an ingredient. Families did this for a total of three years — while kids grew from first to third grade — because this is when kids tend to solidify their fear of math.\u003c/p>\n\u003cp>After a year of reading these\u003ca href=\"https://www.npr.org/sections/ed/2015/10/08/446490524/where-the-wild-fractions-are-the-power-of-a-bedtime-math-story\"> stories\u003c/a>, parents felt more confident in their children's math potential and valued the importance of math skills more. Now, after three years, when those students were tested on their math ability, they did just as well as the kids whose parents felt confident about math.\u003c/p>\n\u003cp>One caveat: Two years into the study, families rarely used the app (less than once a week) and parents still felt anxious about their own math skills. Using the app to read bedtime stories didn't get rid of math anxiety — it was a way for families to normalize math at home and foster a relaxed dialogue around the subject. There's more than one way to do it: Beilock suggests other fun activities like puzzles and cooking give families an opportunity to talk about math.\u003c/p>\n\u003cp>Creating an environment in which math is part of everyday life won't transform kids into overnight math sensations, but perhaps it can help kids realize math is a subject for curiosity, discussion and growth.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It's almost socially acceptable to be anxious about math,\" in a way that doesn't apply to reading, Beilock says. But early math skills form an important foundation for academic success and have \u003ca href=\"http://psycnet.apa.org/doiLanding?doi=10.1037%2F0012-1649.43.6.1428\">predicted \u003c/a>achievement later in school, including reading skills.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Make+Sure+Your+Math+Anxiety+Doesn%27t+Make+Your+Kids+Hate+Math&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A spike in blood pressure. A racing heart rate. Sweaty palms.\u003c/p>\n\u003cp>For many adults, this is what they feel when faced with difficult math.\u003c/p>\n\u003cp>But for kids, math anxiety isn't just a feeling, it can affect their ability to do well in school. This fear tends to creep up on students when performance matters the most, like during exams or while speaking in class.\u003c/p>\n\u003cp>One reason for a kid's math anxiety? How their parents feel about the subject.\u003c/p>\n\u003cp>\"A parent might say, 'oh I'm not a math person, it's okay if you're not good at math either,' \" Sian Beilock, cognitive scientist and President of Barnard College, says. \"It can send a signal to kids about whether they can succeed.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But \u003ca href=\"http://psycnet.apa.org/record/2018-48187-001\">new research\u003c/a> from Beilock and her team shows that parents don't have to overcome their fear of math to help their child succeed, as long they changed their \u003cem>attitudes \u003c/em>about the subject.\u003c/p>\n\u003cp>The researchers gave families in the Chicago area math-related bedtime stories to read at night, through an iPad app called Bedtime Math. The stories featured fun facts about walking frogs or the world's largest cupcake. After reading the stories with their parents, kids answered questions about what they just read, practicing simple addition or measuring the amount of an ingredient. Families did this for a total of three years — while kids grew from first to third grade — because this is when kids tend to solidify their fear of math.\u003c/p>\n\u003cp>After a year of reading these\u003ca href=\"https://www.npr.org/sections/ed/2015/10/08/446490524/where-the-wild-fractions-are-the-power-of-a-bedtime-math-story\"> stories\u003c/a>, parents felt more confident in their children's math potential and valued the importance of math skills more. Now, after three years, when those students were tested on their math ability, they did just as well as the kids whose parents felt confident about math.\u003c/p>\n\u003cp>One caveat: Two years into the study, families rarely used the app (less than once a week) and parents still felt anxious about their own math skills. Using the app to read bedtime stories didn't get rid of math anxiety — it was a way for families to normalize math at home and foster a relaxed dialogue around the subject. There's more than one way to do it: Beilock suggests other fun activities like puzzles and cooking give families an opportunity to talk about math.\u003c/p>\n\u003cp>Creating an environment in which math is part of everyday life won't transform kids into overnight math sensations, but perhaps it can help kids realize math is a subject for curiosity, discussion and growth.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It's almost socially acceptable to be anxious about math,\" in a way that doesn't apply to reading, Beilock says. But early math skills form an important foundation for academic success and have \u003ca href=\"http://psycnet.apa.org/doiLanding?doi=10.1037%2F0012-1649.43.6.1428\">predicted \u003c/a>achievement later in school, including reading skills.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Make+Sure+Your+Math+Anxiety+Doesn%27t+Make+Your+Kids+Hate+Math&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Teachers know that students learn a tremendous amount from \u003ca href=\"https://www.kqed.org/mindshift/42874/why-understanding-these-four-types-of-mistakes-can-help-us-learn\" target=\"_blank\" rel=\"noopener noreferrer\">scrutinizing their mistakes\u003c/a>, but getting them to take the time to stop and reflect is a challenge. Some teachers have \u003ca href=\"https://www.kqed.org/mindshift/48493/when-schools-forgo-grades-an-experiment-in-internal-motivation\" target=\"_blank\" rel=\"noopener noreferrer\">stopped giving grades altogether \u003c/a>to try to refocus class on learning instead of on grades. For others, that's too extreme. Leah Alcala, a seventh- and eighth-grade math teacher at King Middle School in Berkeley, California, developed a grading strategy that falls somewhere in the middle.\u003c/p>\n\u003cp>\"What I was finding when I was handing back tests the old way, where I put a grade on it, was kids would look at their grade, decide whether they were good at math or not, and put the test away and never look at it again,\" Alcala says in a \u003ca href=\"https://www.teachingchannel.org/video/math-test-grading-tips\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching Channel video\u003c/a> featuring her strategy.\u003c/p>\n\u003cp>Now when she returns tests, Alcala highlights mistakes and hands the tests back to students without a grade. She doesn't tell them what they did wrong; they have to figure that out.\u003c/p>\n\u003cp>\"By not putting a grade on the test, I feel like what I'm allowing them to do is wrestle with the math they produced for me first and think of the grade second,\" Alcala said.\u003c/p>\n\u003cp>At first she got a lot of questions about how much things were worth and what grade they'd received. She had to continually remind them that in seventh grade it's more important that they learn the math than that they get a certain grade.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I see that now when I give tests back, they're continuing to learn,\" Alcala said.\u003c/p>\n\u003cp>The students get their grade a day later on PowerSchool, and they're given opportunities to retake the test after they've digested their mistakes.\u003c/p>\n\u003cp>Alcala also projects \"favorite mistakes\" on the board that they talk about as a class. And students get time to look at their own mistakes and figure out where they went wrong. The other advantage of highlighting is that she can call attention to things that she won't necessarily take points off for, but that she wants students to notice. For example, she might highlight that they didn't put the correct units in a word problem. They got the math correct, so Alcala is not worried they won't be able to move forward, but she wants to remind them that units are important.\u003c/p>\n\u003cdiv style=\"width: 640px;\" class=\"wp-video\">\u003cvideo class=\"wp-video-shortcode\" id=\"video-52456-5\" width=\"640\" height=\"360\" preload=\"metadata\" controls=\"controls\">\u003csource type=\"video/mp4\" src=\"https://content.jwplatform.com/videos/Xed18Wq0-Zgd7o4Xp.mp4?_=5\">\u003c/source>\u003ca href=\"https://content.jwplatform.com/videos/Xed18Wq0-Zgd7o4Xp.mp4\">https://content.jwplatform.com/videos/Xed18Wq0-Zgd7o4Xp.mp4\u003c/a>\u003c/video>\u003c/div>\n\u003cp>She grades in two go-rounds. First she reads the test from top to bottom, looking for the moment when the mistake gets made in each problem. Sometimes she sees what she calls \"flow through mistakes,\" where the student made a mistake early on, thus got the wrong answer, but all the operations after that were done correctly. Other times a mistake was made early on, but more mistakes were made after that. Those two students would receive different grades on that problem, even though they technically both got it wrong.\u003c/p>\n\u003cp>After the first pass of the test, Alcala looks at the test as a whole for themes in the kinds of mistakes the child is making. Is she making the same mistake over and over? Or are there lots of different types of mistakes?\u003c/p>\n\u003cp>\"It doesn't take longer to grade tests this way,\" Alcala said. \"I think that was a big fear. It is a similar amount of time and it's far more enjoyable.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She's hoping her students will \u003ca href=\"https://www.kqed.org/mindshift/48770/how-making-mistakes-primes-kids-to-learn-better\" target=\"_blank\" rel=\"noopener noreferrer\">learn how powerful it can be to study their mistakes\u003c/a> when the stakes are lower, in middle school, and continue the practice throughout their learning when they leave her classroom.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers know that students learn a tremendous amount from \u003ca href=\"https://www.kqed.org/mindshift/42874/why-understanding-these-four-types-of-mistakes-can-help-us-learn\" target=\"_blank\" rel=\"noopener noreferrer\">scrutinizing their mistakes\u003c/a>, but getting them to take the time to stop and reflect is a challenge. Some teachers have \u003ca href=\"https://www.kqed.org/mindshift/48493/when-schools-forgo-grades-an-experiment-in-internal-motivation\" target=\"_blank\" rel=\"noopener noreferrer\">stopped giving grades altogether \u003c/a>to try to refocus class on learning instead of on grades. For others, that's too extreme. Leah Alcala, a seventh- and eighth-grade math teacher at King Middle School in Berkeley, California, developed a grading strategy that falls somewhere in the middle.\u003c/p>\n\u003cp>\"What I was finding when I was handing back tests the old way, where I put a grade on it, was kids would look at their grade, decide whether they were good at math or not, and put the test away and never look at it again,\" Alcala says in a \u003ca href=\"https://www.teachingchannel.org/video/math-test-grading-tips\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching Channel video\u003c/a> featuring her strategy.\u003c/p>\n\u003cp>Now when she returns tests, Alcala highlights mistakes and hands the tests back to students without a grade. She doesn't tell them what they did wrong; they have to figure that out.\u003c/p>\n\u003cp>\"By not putting a grade on the test, I feel like what I'm allowing them to do is wrestle with the math they produced for me first and think of the grade second,\" Alcala said.\u003c/p>\n\u003cp>At first she got a lot of questions about how much things were worth and what grade they'd received. She had to continually remind them that in seventh grade it's more important that they learn the math than that they get a certain grade.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I see that now when I give tests back, they're continuing to learn,\" Alcala said.\u003c/p>\n\u003cp>The students get their grade a day later on PowerSchool, and they're given opportunities to retake the test after they've digested their mistakes.\u003c/p>\n\u003cp>Alcala also projects \"favorite mistakes\" on the board that they talk about as a class. And students get time to look at their own mistakes and figure out where they went wrong. The other advantage of highlighting is that she can call attention to things that she won't necessarily take points off for, but that she wants students to notice. For example, she might highlight that they didn't put the correct units in a word problem. They got the math correct, so Alcala is not worried they won't be able to move forward, but she wants to remind them that units are important.\u003c/p>\n\u003cdiv style=\"width: 640px;\" class=\"wp-video\">\u003cvideo class=\"wp-video-shortcode\" id=\"video-52456-5\" width=\"640\" height=\"360\" preload=\"metadata\" controls=\"controls\">\u003csource type=\"video/mp4\" src=\"https://content.jwplatform.com/videos/Xed18Wq0-Zgd7o4Xp.mp4?_=5\">\u003c/source>\u003ca href=\"https://content.jwplatform.com/videos/Xed18Wq0-Zgd7o4Xp.mp4\">https://content.jwplatform.com/videos/Xed18Wq0-Zgd7o4Xp.mp4\u003c/a>\u003c/video>\u003c/div>\n\u003cp>She grades in two go-rounds. First she reads the test from top to bottom, looking for the moment when the mistake gets made in each problem. Sometimes she sees what she calls \"flow through mistakes,\" where the student made a mistake early on, thus got the wrong answer, but all the operations after that were done correctly. Other times a mistake was made early on, but more mistakes were made after that. Those two students would receive different grades on that problem, even though they technically both got it wrong.\u003c/p>\n\u003cp>After the first pass of the test, Alcala looks at the test as a whole for themes in the kinds of mistakes the child is making. Is she making the same mistake over and over? Or are there lots of different types of mistakes?\u003c/p>\n\u003cp>\"It doesn't take longer to grade tests this way,\" Alcala said. \"I think that was a big fear. It is a similar amount of time and it's far more enjoyable.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She's hoping her students will \u003ca href=\"https://www.kqed.org/mindshift/48770/how-making-mistakes-primes-kids-to-learn-better\" target=\"_blank\" rel=\"noopener noreferrer\">learn how powerful it can be to study their mistakes\u003c/a> when the stakes are lower, in middle school, and continue the practice throughout their learning when they leave her classroom.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Does Improvement Science Look Like In Real Classrooms?",
"title": "What Does Improvement Science Look Like In Real Classrooms?",
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"content": "\u003cp>Monique Maynard has been teaching for 17 years and prides herself on creating a dynamic classroom culture where students work together in groups. She teaches at West Warwick High School in Rhode Island. When she taught precalculus she spent very little time at the front of the room, preferring to give students tasks to work on together and then circulating to listen and help. But when her principal asked her to switch to teaching freshmen algebra three years ago, it was “a culture shock.” Within the first week of teaching freshmen, she had scrapped the groups and had all the students in rows.\u003c/p>\n\u003cp>“I morphed into one of those teachers at the front of the room, one of those teachers I swore I’d never be,” Maynard said.\u003c/p>\n\u003cp>Her young students just weren’t mature enough to handle group work at the start of their high school career, and in her confusion Maynard reverted back to what seemed easiest -- control and conformity.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We're really interested in working on projects where the messy realities of the classroom rear their ugly heads all the time. It keeps it real.'\u003ccite>Kirk Walters, AIR managing researcher\u003c/cite>\u003c/aside>\n\u003cp>“In my building, there are very few classrooms where students are grouped together,” Maynard said. “And there’s certainly no other math classes.”\u003c/p>\n\u003cp>When Maynard joined the \u003ca href=\"https://www.bettermathteachingnetwork.org/\" target=\"_blank\" rel=\"noopener\">Better Math Teaching Network (BMTN)\u003c/a>, she found the support she needed to go back to what she knew was best for her students. The BMTN is a community of researchers, teachers and instructional leaders in New England working together to make algebra teaching more student-centered. In this case, \u003ca href=\"https://www.nmefoundation.org/getattachment/Resources/Assessment/The-Better-Math-Teaching-Network-Lessons-Learned/AIR-BMTN-2b.pdf?lang=en-US&ext=.pdf\">student-centered\u003c/a> means “students are actively and deeply engaged in understanding the content.” The network grew out of \u003ca href=\"https://www.nmefoundation.org/resources/student-centered-learning/an-up-close-look-at-student-centered-math-teaching\" target=\"_blank\" rel=\"noopener\">research into the student-centered math teaching strategies that work best\u003c/a>, funded by the Nellie Mae Foundation and conducted by the \u003ca href=\"https://www.air.org/\" target=\"_blank\" rel=\"noopener\">American Institutes for Research (AIR)\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“By December we were in groups for the rest of the year,” Maynard said. “The students came in, they’d look to the board to see what group they’d be in, and they would work from the first minute to the last minute.”\u003c/p>\n\u003cp>Teachers in the BMTN choose to focus on deepening their students’ abilities in one of three areas: \u003ca href=\"https://www.bettermathteachingnetwork.org/student-centered-instruction/\" target=\"_blank\" rel=\"noopener\">connect, justify and solve\u003c/a>. They are grouped with other algebra teachers at schools across New England working on the same skill. They each test small changes in their classrooms, iterate on those changes, and bring their findings to monthly conference calls where they get ideas, feedback, coaching and encouragement.\u003c/p>\n\u003cp>“I changed so much in one year through this routine of PDSA (plan, do, study, act) cycles, improvement science, and talking with teachers throughout New England that it was just a tremendously gratifying year,” Maynard said. “Even my students would tell you how things changed over the course of the year.”\u003c/p>\n\u003cfigure id=\"attachment_52340\" class=\"wp-caption aligncenter\" style=\"max-width: 1011px\">\u003cimg class=\"size-full wp-image-52340\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/drivers.png\" alt=\"A driver diagram is a network's theory of improvement, including the aim statement and the drivers to affect change.\" width=\"1011\" height=\"658\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/drivers.png 1011w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/drivers-160x104.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/drivers-800x521.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/drivers-768x500.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/drivers-960x625.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/drivers-240x156.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/drivers-375x244.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/drivers-520x338.png 520w\" sizes=\"(max-width: 1011px) 100vw, 1011px\">\u003cfigcaption class=\"wp-caption-text\">A driver diagram is a network's theory of improvement, including the aim statement and the drivers to affect change. \u003ccite>(Courtesy \u003ca href=\"https://www.nmefoundation.org/getattachment/Resources/Assessment/The-Better-Math-Teaching-Network-Lessons-Learned/AIR-BMTN-2b.pdf?lang=en-US&ext=.pdf\">Nellie Mae Education Foundation\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/51115/how-to-plan-and-implement-continuous-improvement-in-schools\" target=\"_blank\" rel=\"noopener\">Improvement science\u003c/a> is an approach to incremental and sustained change championed by the Carnegie Foundation. It’s grabbing the attention and excitement of many in the education community, including the Bill & Melinda Gates Foundation, which announced it would fund more networked improvement projects across the country.\u003c/p>\n\u003cp>Improvement science is based on the idea that practitioners -- in this case teachers -- are \u003ca href=\"https://www.bettermathteachingnetwork.org/core-principles/\" target=\"_blank\" rel=\"noopener\">best positioned to test new ideas and know what works and what doesn’t\u003c/a>. Teachers engage in rapid cycles of developing a change idea, testing it, collecting data on it, and reflecting on whether it achieved the stated goal or should be altered. When many teachers are engaged in these PDSA cycles and sharing their findings, good ideas surface to the top and get incorporated into other classrooms.\u003c/p>\n\u003cp>“We’re really interested in working on projects where the messy realities of the classroom rear their ugly heads all the time,” said Kirk Walters, a managing researcher for AIR on this project. “It keeps it real.”\u003c/p>\n\u003cp>Walters and his colleagues understand that teaching math in a way that pushes students to deeply understand concepts is hard work. They hope to hone in on the instructional moves teachers can make in classrooms that strengthen students’ ability to connect mathematical concepts to each other and the real world; to justify their mathematical thinking and communicate it to others; and to solve challenging math problems that go beyond rote algorithms. They are excited about improvement science because the changes come from teachers experimenting with strategies in real classrooms, not from a top-down programs or research studies conducted under ideal circumstances.\u003c/p>\n\u003cp>“It’s really important for whoever is going into this work, to have a curious, humble disposition related to teaching,” Walters said. “It really is complex. It’s really hard to keep track of everything happening in the classroom.”\u003c/p>\n\u003cp>BMTN is now in its fourth year and has steadily added teachers, although it is by no means large. Scaling up a project like this is hard because of the time and resources required, but Walters thinks principals at the building level or instructional coaches at the district level could use improvement science to improve instruction. One key, however, is voluntary participation from teachers; they have to want to do this work for it to be successful. Another, is to keep the focus narrow.\u003c/p>\n\u003cp>The BMTN focuses on algebra teachers because algebra is a gateway course to higher mathematics, opening doors into other science, technology, engineering and math (STEM) fields where much of the new job growth has been. Many students currently aren’t learning math deeply enough to excel when they get to more challenging mathematics, creating a pipeline problem to well paid careers in those fields.\u003c/p>\n\u003cp>When BMTN teachers meet virtually they talk through each participants change idea, the data they’d collected on how it impacted students’ engagement, and how they plan to proceed. Walters and his colleague Toni Smith, a principal researcher at AIR, acted as coaches to these groups. It was their job to ask probing questions, keep the conversations focused on the specific area of interest, and sometimes to offer advice.\u003c/p>\n\u003cp>“We as coaches try to focus the conversation to be about looking specifically at the data and what it’s helping us see,” Smith said. Before implementing an idea, teachers predict how it will change students’ ability to connect, justify or solve with depth. When they bring their data to the group they’re looking to see how it either supports their prediction or contradicts it. In either case, there’s a lot to be learned about what to try next.\u003c/p>\n\u003cp>As coaches, Smith and Walters \u003ca href=\"https://www.nmefoundation.org/getattachment/Resources/Assessment/The-Better-Math-Teaching-Network-Lessons-Learned/AIR-BMTN-2b.pdf?lang=en-US&ext=.pdf\" target=\"_blank\" rel=\"noopener\">learned a lot through this process\u003c/a>. They’ve learned to balance honoring the work teachers have done with pushing for more depth, and most crucially, they’ve learned that coaching is most effective as structured feedback on a narrow set of practices.\u003c/p>\n\u003cp>“That’s the way to get something moving; it’s not this broad stuff,” Walters said.\u003c/p>\n\u003cp>\u003cstrong>IMPROVEMENT SCIENCE IN REAL CLASSROOMS\u003c/strong>\u003c/p>\n\u003cp>At West Warwick High School, Monique Maynard chose to focus on helping students justify their mathematical thinking. She spent the first several months trying strategies to get students to write structured justifications: a stated claim supported by three reasons that point back to their work, capped off with one sentence repeating the claim. She even worked with an English teacher to try to align this structure to what they were learning about making claims and supporting them with evidence in their writing.\u003c/p>\n\u003cfigure id=\"attachment_52341\" class=\"wp-caption aligncenter\" style=\"max-width: 875px\">\u003cimg class=\"size-full wp-image-52341\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/PDSA.png\" alt=\"Teachers in the Better Math Teaching Network ask themselves these three questions as they conduct small tests in their classrooms.\" width=\"875\" height=\"549\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/PDSA.png 875w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/PDSA-160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/PDSA-800x502.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/PDSA-768x482.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/PDSA-240x151.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/PDSA-375x235.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/PDSA-520x326.png 520w\" sizes=\"(max-width: 875px) 100vw, 875px\">\u003cfigcaption class=\"wp-caption-text\">Teachers in the Better Math Teaching Network ask themselves these three questions as they conduct small tests in their classrooms. \u003ccite>(Courtesy \u003ca href=\"https://www.nmefoundation.org/getattachment/Resources/Assessment/The-Better-Math-Teaching-Network-Lessons-Learned/AIR-BMTN-2b.pdf?lang=en-US&ext=.pdf\">Nellie Mae Education Foundation\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Maynard spent two Plan, Do, Study, Act (PDSA) cycles trying to get students to justify their thinking in the structured way she had envisioned. But she was frustrated when nothing she tried worked. Eventually she turned to her students for advice, asking them where they were struggling.\u003c/p>\n\u003cp>“They didn’t know what justification looked like,” Maynard said. “That was a big awakening for me because I had made a totally poor assumption.”\u003c/p>\n\u003cp>When she got together with other teachers in the network they took a hard look at the rubrics they were using and decided that it might be more productive to focus on getting students to analyze using reasoning. She also took a suggestion from Walters, her coach, that she try offering students models of the kind of analysis, reasoning and justification she was looking for to help them understand what she wanted.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'I covered more material with this algebra one class than I have in the last four years and with greater depth.'\u003ccite>Monique Maynard, Algebra teacher\u003c/cite>\u003c/aside>\n\u003cp>That led her to give groups example problems where the analysis and reasoning had been done. She gave them time to highlight and take notes on the problem, to discuss with their group, and to come back together as a class to discuss. Only then did she give them a new, but similar task and ask them to apply the kind of analysis they’d seen in the example.\u003c/p>\n\u003cp>Maynard admits this process is slow at first, especially on the first day. Students would often finish the independent tasks for homework. But the next day they could do it much more quickly, and more importantly she saw improvement in how deeply they were analyzing the problem, providing reasoning, and using multiple representations to justify their answers.\u003c/p>\n\u003cp>“I covered more material with this algebra one class than I have in the last four years and with greater depth,” Maynard said. For their final exam, students had to solve a systems of equation task, a problem more commonly found in Algebra 2.\u003c/p>\n\u003cp>“I found out that even really small differences in classroom routines can create really powerful differences in classroom dynamics and student learning,” Maynard said. Perhaps more importantly, she said all her kids were engaged in every class, even suggesting tweaks to the routines for next year.\u003c/p>\n\u003cp>“What is nice about the network is that you’re able to choose a curriculum concern within your own classroom, one that concerns your own students, rather than a schoolwide focus,” Maynard said. “The learning is different.”\u003c/p>\n\u003cp>She has worked with other \u003ca href=\"https://www.greatschoolspartnership.org/ri-champions/\" target=\"_blank\" rel=\"noopener\">educators at the state level to develop statewide math competencies\u003c/a>, evaluated assessment questions, participated in \u003ca href=\"https://www.kqed.org/mindshift/42021/lesson-study-technique-what-teachers-can-learn-from-one-another\" target=\"_blank\" rel=\"noopener\">lesson study\u003c/a>, and done other district professional development. She says none of that has made as much of an impact on her teaching as participating in BMTN.\u003c/p>\n\u003cp>\u003cstrong>TIME FOR SOMETHING NEW\u003c/strong>\u003c/p>\n\u003cp>Heather Vonada teaches Algebra 1 and 2 at Woodstock High School in Vermont. Entering her 15th year of teaching, she applied to be part of the Better Math Teaching Network because she thought it was time for something new. She’d had a realization about herself.\u003c/p>\n\u003cp>“I’m looked very favorably upon because I was young, full of energy, super engaging, and that sounded really awesome, but then I realized that I was a stand and deliver math teacher and no better than any other math teacher anywhere,” Vonada said. “The only thing I was doing differently was I threw in some funny jokes, but my class wasn’t a student-centered class.”\u003c/p>\n\u003cp>She realized that even though students liked her class and her, she was the one asking all the questions, doing all the discovering. If she wanted to make her class more student-centered she needed to flip that dynamic. She could see that her students were following procedures without doing much thinking. And, on top of that, she was getting bored teaching this way. She’s now entering her third year with BMTN.\u003c/p>\n\u003cp>“It’s nice to have a group of people who are working together for the common goal. And the goal is not awfully lofty,” Vonada said. She likes that she can focus in small changes to her teaching practice -- it feels manageable, even with the many daily tasks and demands on her time.\u003c/p>\n\u003cp>“I think the reason I’m bought in is the idea of making a small change. This wasn’t Heather changing her 14 years of practice. This was Heather changing one small thing and seeing what happened.”\u003c/p>\n\u003cp>In her first year, Vonada focused on helping students make connections between mathematical concepts and procedures. She thought the work she was doing in another professional learning community around math talks could translate, so she focused on structured math talks to elicit connections. In her second year, she worked on justifications, and plans to focus on solving this year.\u003c/p>\n\u003cp>Working with the network, getting feedback from the AIR coaches, and intently focusing on her own particular problems of practice has dramatically changed how Vonada teaches. She no longer stands at the front of the room talking at students. Now she’s more often found at the back of the room, listening to students interact, secure in the knowledge that structures she’s implemented have students working and thinking hard.\u003c/p>\n\u003cp>“That’s been a huge change,” Vonada said. Student-centered is “them doing the heavy lifting. I’m not doing the math for them, they’re doing it.”\u003c/p>\n\u003cp>Like Monique Maynard, Vonada found that once she got used to the tools of improvement science they became second nature. She said other teachers in her building have even engaged in similar kinds of inquiry, so using this method at the building or district level wouldn’t be impossible. The key thing is that teachers are at the center of this process, determining what to work on, strategies to try, tweaks to be made, when to drop a strategy, and when to \u003ca href=\"https://www.bettermathteachingnetwork.org/teaching-ideas-2/\" target=\"_blank\" rel=\"noopener\">elevate it to the broader network\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>In the process, Vonada has come to see herself as a leader in the field. “I now have the courage to present at conferences,” she said. “It’s given me a feeling that I can be a resource for other teachers.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Monique Maynard has been teaching for 17 years and prides herself on creating a dynamic classroom culture where students work together in groups. She teaches at West Warwick High School in Rhode Island. When she taught precalculus she spent very little time at the front of the room, preferring to give students tasks to work on together and then circulating to listen and help. But when her principal asked her to switch to teaching freshmen algebra three years ago, it was “a culture shock.” Within the first week of teaching freshmen, she had scrapped the groups and had all the students in rows.\u003c/p>\n\u003cp>“I morphed into one of those teachers at the front of the room, one of those teachers I swore I’d never be,” Maynard said.\u003c/p>\n\u003cp>Her young students just weren’t mature enough to handle group work at the start of their high school career, and in her confusion Maynard reverted back to what seemed easiest -- control and conformity.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We're really interested in working on projects where the messy realities of the classroom rear their ugly heads all the time. It keeps it real.'\u003ccite>Kirk Walters, AIR managing researcher\u003c/cite>\u003c/aside>\n\u003cp>“In my building, there are very few classrooms where students are grouped together,” Maynard said. “And there’s certainly no other math classes.”\u003c/p>\n\u003cp>When Maynard joined the \u003ca href=\"https://www.bettermathteachingnetwork.org/\" target=\"_blank\" rel=\"noopener\">Better Math Teaching Network (BMTN)\u003c/a>, she found the support she needed to go back to what she knew was best for her students. The BMTN is a community of researchers, teachers and instructional leaders in New England working together to make algebra teaching more student-centered. In this case, \u003ca href=\"https://www.nmefoundation.org/getattachment/Resources/Assessment/The-Better-Math-Teaching-Network-Lessons-Learned/AIR-BMTN-2b.pdf?lang=en-US&ext=.pdf\">student-centered\u003c/a> means “students are actively and deeply engaged in understanding the content.” The network grew out of \u003ca href=\"https://www.nmefoundation.org/resources/student-centered-learning/an-up-close-look-at-student-centered-math-teaching\" target=\"_blank\" rel=\"noopener\">research into the student-centered math teaching strategies that work best\u003c/a>, funded by the Nellie Mae Foundation and conducted by the \u003ca href=\"https://www.air.org/\" target=\"_blank\" rel=\"noopener\">American Institutes for Research (AIR)\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“By December we were in groups for the rest of the year,” Maynard said. “The students came in, they’d look to the board to see what group they’d be in, and they would work from the first minute to the last minute.”\u003c/p>\n\u003cp>Teachers in the BMTN choose to focus on deepening their students’ abilities in one of three areas: \u003ca href=\"https://www.bettermathteachingnetwork.org/student-centered-instruction/\" target=\"_blank\" rel=\"noopener\">connect, justify and solve\u003c/a>. They are grouped with other algebra teachers at schools across New England working on the same skill. They each test small changes in their classrooms, iterate on those changes, and bring their findings to monthly conference calls where they get ideas, feedback, coaching and encouragement.\u003c/p>\n\u003cp>“I changed so much in one year through this routine of PDSA (plan, do, study, act) cycles, improvement science, and talking with teachers throughout New England that it was just a tremendously gratifying year,” Maynard said. “Even my students would tell you how things changed over the course of the year.”\u003c/p>\n\u003cfigure id=\"attachment_52340\" class=\"wp-caption aligncenter\" style=\"max-width: 1011px\">\u003cimg class=\"size-full wp-image-52340\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/drivers.png\" alt=\"A driver diagram is a network's theory of improvement, including the aim statement and the drivers to affect change.\" width=\"1011\" height=\"658\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/drivers.png 1011w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/drivers-160x104.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/drivers-800x521.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/drivers-768x500.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/drivers-960x625.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/drivers-240x156.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/drivers-375x244.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/drivers-520x338.png 520w\" sizes=\"(max-width: 1011px) 100vw, 1011px\">\u003cfigcaption class=\"wp-caption-text\">A driver diagram is a network's theory of improvement, including the aim statement and the drivers to affect change. \u003ccite>(Courtesy \u003ca href=\"https://www.nmefoundation.org/getattachment/Resources/Assessment/The-Better-Math-Teaching-Network-Lessons-Learned/AIR-BMTN-2b.pdf?lang=en-US&ext=.pdf\">Nellie Mae Education Foundation\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/51115/how-to-plan-and-implement-continuous-improvement-in-schools\" target=\"_blank\" rel=\"noopener\">Improvement science\u003c/a> is an approach to incremental and sustained change championed by the Carnegie Foundation. It’s grabbing the attention and excitement of many in the education community, including the Bill & Melinda Gates Foundation, which announced it would fund more networked improvement projects across the country.\u003c/p>\n\u003cp>Improvement science is based on the idea that practitioners -- in this case teachers -- are \u003ca href=\"https://www.bettermathteachingnetwork.org/core-principles/\" target=\"_blank\" rel=\"noopener\">best positioned to test new ideas and know what works and what doesn’t\u003c/a>. Teachers engage in rapid cycles of developing a change idea, testing it, collecting data on it, and reflecting on whether it achieved the stated goal or should be altered. When many teachers are engaged in these PDSA cycles and sharing their findings, good ideas surface to the top and get incorporated into other classrooms.\u003c/p>\n\u003cp>“We’re really interested in working on projects where the messy realities of the classroom rear their ugly heads all the time,” said Kirk Walters, a managing researcher for AIR on this project. “It keeps it real.”\u003c/p>\n\u003cp>Walters and his colleagues understand that teaching math in a way that pushes students to deeply understand concepts is hard work. They hope to hone in on the instructional moves teachers can make in classrooms that strengthen students’ ability to connect mathematical concepts to each other and the real world; to justify their mathematical thinking and communicate it to others; and to solve challenging math problems that go beyond rote algorithms. They are excited about improvement science because the changes come from teachers experimenting with strategies in real classrooms, not from a top-down programs or research studies conducted under ideal circumstances.\u003c/p>\n\u003cp>“It’s really important for whoever is going into this work, to have a curious, humble disposition related to teaching,” Walters said. “It really is complex. It’s really hard to keep track of everything happening in the classroom.”\u003c/p>\n\u003cp>BMTN is now in its fourth year and has steadily added teachers, although it is by no means large. Scaling up a project like this is hard because of the time and resources required, but Walters thinks principals at the building level or instructional coaches at the district level could use improvement science to improve instruction. One key, however, is voluntary participation from teachers; they have to want to do this work for it to be successful. Another, is to keep the focus narrow.\u003c/p>\n\u003cp>The BMTN focuses on algebra teachers because algebra is a gateway course to higher mathematics, opening doors into other science, technology, engineering and math (STEM) fields where much of the new job growth has been. Many students currently aren’t learning math deeply enough to excel when they get to more challenging mathematics, creating a pipeline problem to well paid careers in those fields.\u003c/p>\n\u003cp>When BMTN teachers meet virtually they talk through each participants change idea, the data they’d collected on how it impacted students’ engagement, and how they plan to proceed. Walters and his colleague Toni Smith, a principal researcher at AIR, acted as coaches to these groups. It was their job to ask probing questions, keep the conversations focused on the specific area of interest, and sometimes to offer advice.\u003c/p>\n\u003cp>“We as coaches try to focus the conversation to be about looking specifically at the data and what it’s helping us see,” Smith said. Before implementing an idea, teachers predict how it will change students’ ability to connect, justify or solve with depth. When they bring their data to the group they’re looking to see how it either supports their prediction or contradicts it. In either case, there’s a lot to be learned about what to try next.\u003c/p>\n\u003cp>As coaches, Smith and Walters \u003ca href=\"https://www.nmefoundation.org/getattachment/Resources/Assessment/The-Better-Math-Teaching-Network-Lessons-Learned/AIR-BMTN-2b.pdf?lang=en-US&ext=.pdf\" target=\"_blank\" rel=\"noopener\">learned a lot through this process\u003c/a>. They’ve learned to balance honoring the work teachers have done with pushing for more depth, and most crucially, they’ve learned that coaching is most effective as structured feedback on a narrow set of practices.\u003c/p>\n\u003cp>“That’s the way to get something moving; it’s not this broad stuff,” Walters said.\u003c/p>\n\u003cp>\u003cstrong>IMPROVEMENT SCIENCE IN REAL CLASSROOMS\u003c/strong>\u003c/p>\n\u003cp>At West Warwick High School, Monique Maynard chose to focus on helping students justify their mathematical thinking. She spent the first several months trying strategies to get students to write structured justifications: a stated claim supported by three reasons that point back to their work, capped off with one sentence repeating the claim. She even worked with an English teacher to try to align this structure to what they were learning about making claims and supporting them with evidence in their writing.\u003c/p>\n\u003cfigure id=\"attachment_52341\" class=\"wp-caption aligncenter\" style=\"max-width: 875px\">\u003cimg class=\"size-full wp-image-52341\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/PDSA.png\" alt=\"Teachers in the Better Math Teaching Network ask themselves these three questions as they conduct small tests in their classrooms.\" width=\"875\" height=\"549\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/PDSA.png 875w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/PDSA-160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/PDSA-800x502.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/PDSA-768x482.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/PDSA-240x151.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/PDSA-375x235.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/PDSA-520x326.png 520w\" sizes=\"(max-width: 875px) 100vw, 875px\">\u003cfigcaption class=\"wp-caption-text\">Teachers in the Better Math Teaching Network ask themselves these three questions as they conduct small tests in their classrooms. \u003ccite>(Courtesy \u003ca href=\"https://www.nmefoundation.org/getattachment/Resources/Assessment/The-Better-Math-Teaching-Network-Lessons-Learned/AIR-BMTN-2b.pdf?lang=en-US&ext=.pdf\">Nellie Mae Education Foundation\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Maynard spent two Plan, Do, Study, Act (PDSA) cycles trying to get students to justify their thinking in the structured way she had envisioned. But she was frustrated when nothing she tried worked. Eventually she turned to her students for advice, asking them where they were struggling.\u003c/p>\n\u003cp>“They didn’t know what justification looked like,” Maynard said. “That was a big awakening for me because I had made a totally poor assumption.”\u003c/p>\n\u003cp>When she got together with other teachers in the network they took a hard look at the rubrics they were using and decided that it might be more productive to focus on getting students to analyze using reasoning. She also took a suggestion from Walters, her coach, that she try offering students models of the kind of analysis, reasoning and justification she was looking for to help them understand what she wanted.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'I covered more material with this algebra one class than I have in the last four years and with greater depth.'\u003ccite>Monique Maynard, Algebra teacher\u003c/cite>\u003c/aside>\n\u003cp>That led her to give groups example problems where the analysis and reasoning had been done. She gave them time to highlight and take notes on the problem, to discuss with their group, and to come back together as a class to discuss. Only then did she give them a new, but similar task and ask them to apply the kind of analysis they’d seen in the example.\u003c/p>\n\u003cp>Maynard admits this process is slow at first, especially on the first day. Students would often finish the independent tasks for homework. But the next day they could do it much more quickly, and more importantly she saw improvement in how deeply they were analyzing the problem, providing reasoning, and using multiple representations to justify their answers.\u003c/p>\n\u003cp>“I covered more material with this algebra one class than I have in the last four years and with greater depth,” Maynard said. For their final exam, students had to solve a systems of equation task, a problem more commonly found in Algebra 2.\u003c/p>\n\u003cp>“I found out that even really small differences in classroom routines can create really powerful differences in classroom dynamics and student learning,” Maynard said. Perhaps more importantly, she said all her kids were engaged in every class, even suggesting tweaks to the routines for next year.\u003c/p>\n\u003cp>“What is nice about the network is that you’re able to choose a curriculum concern within your own classroom, one that concerns your own students, rather than a schoolwide focus,” Maynard said. “The learning is different.”\u003c/p>\n\u003cp>She has worked with other \u003ca href=\"https://www.greatschoolspartnership.org/ri-champions/\" target=\"_blank\" rel=\"noopener\">educators at the state level to develop statewide math competencies\u003c/a>, evaluated assessment questions, participated in \u003ca href=\"https://www.kqed.org/mindshift/42021/lesson-study-technique-what-teachers-can-learn-from-one-another\" target=\"_blank\" rel=\"noopener\">lesson study\u003c/a>, and done other district professional development. She says none of that has made as much of an impact on her teaching as participating in BMTN.\u003c/p>\n\u003cp>\u003cstrong>TIME FOR SOMETHING NEW\u003c/strong>\u003c/p>\n\u003cp>Heather Vonada teaches Algebra 1 and 2 at Woodstock High School in Vermont. Entering her 15th year of teaching, she applied to be part of the Better Math Teaching Network because she thought it was time for something new. She’d had a realization about herself.\u003c/p>\n\u003cp>“I’m looked very favorably upon because I was young, full of energy, super engaging, and that sounded really awesome, but then I realized that I was a stand and deliver math teacher and no better than any other math teacher anywhere,” Vonada said. “The only thing I was doing differently was I threw in some funny jokes, but my class wasn’t a student-centered class.”\u003c/p>\n\u003cp>She realized that even though students liked her class and her, she was the one asking all the questions, doing all the discovering. If she wanted to make her class more student-centered she needed to flip that dynamic. She could see that her students were following procedures without doing much thinking. And, on top of that, she was getting bored teaching this way. She’s now entering her third year with BMTN.\u003c/p>\n\u003cp>“It’s nice to have a group of people who are working together for the common goal. And the goal is not awfully lofty,” Vonada said. She likes that she can focus in small changes to her teaching practice -- it feels manageable, even with the many daily tasks and demands on her time.\u003c/p>\n\u003cp>“I think the reason I’m bought in is the idea of making a small change. This wasn’t Heather changing her 14 years of practice. This was Heather changing one small thing and seeing what happened.”\u003c/p>\n\u003cp>In her first year, Vonada focused on helping students make connections between mathematical concepts and procedures. She thought the work she was doing in another professional learning community around math talks could translate, so she focused on structured math talks to elicit connections. In her second year, she worked on justifications, and plans to focus on solving this year.\u003c/p>\n\u003cp>Working with the network, getting feedback from the AIR coaches, and intently focusing on her own particular problems of practice has dramatically changed how Vonada teaches. She no longer stands at the front of the room talking at students. Now she’s more often found at the back of the room, listening to students interact, secure in the knowledge that structures she’s implemented have students working and thinking hard.\u003c/p>\n\u003cp>“That’s been a huge change,” Vonada said. Student-centered is “them doing the heavy lifting. I’m not doing the math for them, they’re doing it.”\u003c/p>\n\u003cp>Like Monique Maynard, Vonada found that once she got used to the tools of improvement science they became second nature. She said other teachers in her building have even engaged in similar kinds of inquiry, so using this method at the building or district level wouldn’t be impossible. The key thing is that teachers are at the center of this process, determining what to work on, strategies to try, tweaks to be made, when to drop a strategy, and when to \u003ca href=\"https://www.bettermathteachingnetwork.org/teaching-ideas-2/\" target=\"_blank\" rel=\"noopener\">elevate it to the broader network\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the process, Vonada has come to see herself as a leader in the field. “I now have the courage to present at conferences,” she said. “It’s given me a feeling that I can be a resource for other teachers.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Do you remember the day you decided you were no good at math?\u003c/p>\n\u003cp>Or maybe you had the less common, opposite experience: a moment of math excitement that hooked you for good?\u003c/p>\n\u003cp>Thousands of studies \u003ca href=\"https://scholar.google.com/scholar?q=%22math+anxiety%22&hl=en&as_sdt=0,33\">have been published\u003c/a> that touch on the topic of \"math anxiety.\" Overwhelming fear of math, regardless of one's actual aptitude, affects students of all ages, from kindergarten to grad school.\u003c/p>\n\u003cp>This anxiety extends to the daily lives of grown-ups; we put off planning for retirement, avoid trying to understand health risks, \u003ca href=\"https://www.jstor.org/stable/40248135?seq=1#page_scan_tab_contents\">try to get out of calculating a tip\u003c/a>. And even teachers suffer from math anxiety, which \u003ca href=\"http://www.pnas.org/content/107/5/1860.short\">has been shown\u003c/a> to hurt their students' scores, especially when the teachers and the students are both female; the theory is that anxiety interacts with negative stereotypes about women's abilities.\u003c/p>\n\u003cp>At Evergreen State College's Tacoma Program in Washington state, faculty member Paul McCreary assigns students to write a \"mini-memoir\" of their experiences with math.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>He estimates that, on average, 23 students out of a class of 25 enter not liking math. (That's 92 percent, if you're keeping track at home. In other words: a lot.)\u003c/p>\n\u003cp>\"In the memoirs, I find: 'I loved it until sixth grade and after that Mr. Hanrickhan made it impossible,' \" says McCreary. \"So they remember the name of the individual, and sometimes they describe the day that it happened.\"\u003c/p>\n\u003cp>A turning point, that is, where \"their interest and love of math fell away.\"\u003c/p>\n\u003cp>Writing it all down helps students put their bad experiences in the past. It also demonstrates, to their instructor and to themselves, that the students have other skills.\u003c/p>\n\u003cp>\"Math has been one of my biggest fears in life,\" reads one mini-memoir from a women's studies student. \"I studied in an education system that said science and math are the important factors ... and each student was analyzed and measured by their math and science grades.\"\u003c/p>\n\u003cp>A social work student remembered changing schools when she was in fourth grade: \"I would say that's where my trouble in math stemmed from. I was not comfortable in my new school and didn't feel comfortable speaking up or asking questions when I didn't understand. I felt as if there were a few students [who] shined and the rest were left to fend for [themselves].\"\u003c/p>\n\u003cp>McCreary, who holds a Ph.D. in mathematics from the University of Illinois and a master's degree in education from Harvard, says he likes math, but what he loves \"deeply\" is \"how one can actually rise above a feeling of not being able to do it and as a result being an unworthy person, which is how many of the students arrive here.\"\u003c/p>\n\u003cp>His students, who are mainly adults, come from all sorts of backgrounds and experiences. The program is \u003ca href=\"https://www.npr.org/sections/ed/2018/07/04/616778773/this-college-for-adult-learners-is-a-refuge-not-just-a-career-boost\">specifically designed\u003c/a> to serve a diverse population and to offer a rich educational experience while allowing flexibility to work around jobs, parenting and other demands.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem> What would you write in your math memoir? Email us at NPRed@npr.org. \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=Scared+Of+Math%3F+Here%27s+One+Way+To+Fight+The+Fear&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Do you remember the day you decided you were no good at math?\u003c/p>\n\u003cp>Or maybe you had the less common, opposite experience: a moment of math excitement that hooked you for good?\u003c/p>\n\u003cp>Thousands of studies \u003ca href=\"https://scholar.google.com/scholar?q=%22math+anxiety%22&hl=en&as_sdt=0,33\">have been published\u003c/a> that touch on the topic of \"math anxiety.\" Overwhelming fear of math, regardless of one's actual aptitude, affects students of all ages, from kindergarten to grad school.\u003c/p>\n\u003cp>This anxiety extends to the daily lives of grown-ups; we put off planning for retirement, avoid trying to understand health risks, \u003ca href=\"https://www.jstor.org/stable/40248135?seq=1#page_scan_tab_contents\">try to get out of calculating a tip\u003c/a>. And even teachers suffer from math anxiety, which \u003ca href=\"http://www.pnas.org/content/107/5/1860.short\">has been shown\u003c/a> to hurt their students' scores, especially when the teachers and the students are both female; the theory is that anxiety interacts with negative stereotypes about women's abilities.\u003c/p>\n\u003cp>At Evergreen State College's Tacoma Program in Washington state, faculty member Paul McCreary assigns students to write a \"mini-memoir\" of their experiences with math.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>He estimates that, on average, 23 students out of a class of 25 enter not liking math. (That's 92 percent, if you're keeping track at home. In other words: a lot.)\u003c/p>\n\u003cp>\"In the memoirs, I find: 'I loved it until sixth grade and after that Mr. Hanrickhan made it impossible,' \" says McCreary. \"So they remember the name of the individual, and sometimes they describe the day that it happened.\"\u003c/p>\n\u003cp>A turning point, that is, where \"their interest and love of math fell away.\"\u003c/p>\n\u003cp>Writing it all down helps students put their bad experiences in the past. It also demonstrates, to their instructor and to themselves, that the students have other skills.\u003c/p>\n\u003cp>\"Math has been one of my biggest fears in life,\" reads one mini-memoir from a women's studies student. \"I studied in an education system that said science and math are the important factors ... and each student was analyzed and measured by their math and science grades.\"\u003c/p>\n\u003cp>A social work student remembered changing schools when she was in fourth grade: \"I would say that's where my trouble in math stemmed from. I was not comfortable in my new school and didn't feel comfortable speaking up or asking questions when I didn't understand. I felt as if there were a few students [who] shined and the rest were left to fend for [themselves].\"\u003c/p>\n\u003cp>McCreary, who holds a Ph.D. in mathematics from the University of Illinois and a master's degree in education from Harvard, says he likes math, but what he loves \"deeply\" is \"how one can actually rise above a feeling of not being able to do it and as a result being an unworthy person, which is how many of the students arrive here.\"\u003c/p>\n\u003cp>His students, who are mainly adults, come from all sorts of backgrounds and experiences. The program is \u003ca href=\"https://www.npr.org/sections/ed/2018/07/04/616778773/this-college-for-adult-learners-is-a-refuge-not-just-a-career-boost\">specifically designed\u003c/a> to serve a diverse population and to offer a rich educational experience while allowing flexibility to work around jobs, parenting and other demands.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem> What would you write in your math memoir? Email us at NPRed@npr.org. \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=Scared+Of+Math%3F+Here%27s+One+Way+To+Fight+The+Fear&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>This story \u003c/em>\u003cem>was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>BERWYN, Ill. — In the last decade, educators have focused on boosting literacy skills among low-income kids in the hope that all children will read well by third grade. But the early-grade math skills of these same low-income children have not received equal attention. Researchers say many high-poverty kindergarten classrooms don’t teach enough math and the few lessons on the subject are often too basic. While instruction may challenge kids with no previous exposure to math, it is often not engaging enough for the growing number of kindergarteners with some math skills.\u003c/p>\n\u003cp>During the last school year, only \u003ca href=\"https://www.nationsreportcard.gov/math_2017/%2523/nation/achievement?grade=4\">40 percent of fourth-graders\u003c/a> nationwide scored at a proficient level in a nationwide math assessment. Even more alarming, just 26 percent of Hispanic students and 19 percent of African-American children tested proficient in fourth-grade math. That is significant because strong math skills are needed for some of the \u003ca href=\"https://www.bls.gov/ooh/fastest-growing.htm\">fastest growing jobs\u003c/a> of the next decade and are requirements for many of the \u003ca href=\"https://www.bls.gov/ooh/highest-paying.htm\">highest paying\u003c/a> jobs. Understanding and being able to work with numbers “is a fundamental skill for success in almost any occupation you might choose,” said economist Greg J. Duncan of the University of California Irvine’s School of Education, whose research examines child poverty and education. “It leads to the analytic, higher-level thinking that’s increasingly important.”\u003c/p>\n\u003cp>One district that is steadily ratcheting up its achievement levels, with a focus this year on mathematics, is located in a small Chicago suburb. Two years ago, just 14 percent of third-graders in Berwyn North School District 98 — a high-poverty, mostly Hispanic school district about 30 minutes from downtown Chicago — were able to do grade-level math. That was the district’s first year taking the \u003ca href=\"https://parcc.pearson.com\">PARCC\u003c/a> assessment, a college- and career-readiness test mandated by the state of Illinois, and the results were dismal, though not exactly surprising. “When we started here in 2012, our district was the lowest performing in math and reading of all the schools that feed into Morton West High School,” said Carmen Ayala, Berwyn North School District 98’s superintendent.\u003c/p>\n\u003cp>Ayala, the district’s first woman and first Latina in the top spot, rolled up her sleeves. “Turning this around isn’t something you can do during a couple of workshops,” said Ayala. “For us, the focus had to be on equity because our district is 96 percent children of color, but 90 percent of our teaching staff is white. It’s not just about teachers teaching. It’s how we recruit, how we use resources, how we conduct business in the district.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Although Illinois adopted Common Core standards in 2010, Berwyn North, a kindergarten through eighth-grade district with \u003ca href=\"https://www.illinoisreportcard.com/District.aspx?source=studentcharacteristics&source2=studentdemographics&Districtid=06016098002\">3,084 students\u003c/a>, had not yet incorporated the standards when Ayala and her new assistant superintendent, Amy Zaher, were hired in 2012. “When I started, the consistent word was how inconsistent we were,” said Ayala.\u003c/p>\n\u003cp>Ayala and Zaher created a set of goals for fixing Berwyn North that included an entirely new, district-wide Common Core standards-based curriculum that aligned through each grade, fixing the district’s special education inclusion program, upgrading programs for English learners and better integrating technology into schools and classrooms.\u003c/p>\n\u003cp>These goals still guide the district today. “We’ve become laser-focused on these areas in order to really bring up the achievement levels,” said Ayala.\u003c/p>\n\u003cp>In a district where almost \u003ca href=\"https://www.illinoisreportcard.com/District.aspx?source=studentcharacteristics&source2=lep&Districtid=06016098002\">30 \u003c/a>\u003ca href=\"https://www.illinoisreportcard.com/District.aspx?source=studentcharacteristics&source2=lep&Districtid=06016098002\">percent\u003c/a> of the students are learning English, these goals have meant a radical change in how math is taught in the early grades. Ayala said that before she took over, math lessons were basically one-size-fits-all, making it especially difficult for kids learning English to absorb what was being taught. “We needed to change how we're teaching math, especially for our English-learners, so that we were paying attention to language development and communication skills — how our teachers are helping our students express themselves and connect their experiences with what they were learning,\" said Ayala.\u003c/p>\n\u003cp>This connected closely to the common core mandate that children learn to discuss their thinking about math problems, and to approach problem-solving in a variety of ways, rather than simply producing the correct answer. One way the district is applying this standard is via “number talks,” a math practice that encourages students to discuss and critique math solutions, helping kids develop into flexible and creative mathematical thinkers.\u003c/p>\n\u003cp>On a recent spring day, Maritza Cleary’s third-grade class at the district’s Prairie Oak Elementary School tackled math pictographs. Children sat together in small groups at tables and on the floor with large sheets of paper and markers spread out between them. Cleary was not the only adult in the room: Four adults — teachers and administrators from the district there to observe Prairie Oak teachers at work — meandered between the groups, scrawling notes onto clipboards, sometimes kneeling beside the children to listen as they worked out the problem.\u003c/p>\n\u003cp>A pictograph query, a way of showing information using images, was projected onto a whiteboard at the front of the class:\u003c/p>\n\u003cp>“Mrs. Cleary is having a last-day-of-school ice cream party for her third grade class. She did a survey to find out what flavor each student preferred. There were 10 votes for chocolate, eight votes for vanilla, four votes for strawberry, and three votes for coconut. Use the information from the survey to create a pictograph that shows the preferred ice cream flavors. Create an ice cream symbol for your pictograph that represents two students.”\u003c/p>\n\u003cp>Students quietly discussed possible solutions, and sketched out ideas on small dry-erase boards before drawing their solutions on the poster-size sheets of paper. Cleary pulled a chair close to a group, listening intently as her students debated the ideal ice cream cone data layout strategy — an opportunity to flex their math skills and, in the process, become stronger communicators and mathematicians.\u003c/p>\n\u003cp>Shortly after this classroom visit, 30 teachers and administrators who had spent the day visiting the school's classrooms — including the four adults who observed Cleary’s class — sipped coffee and nibbled pastries in a windowless conference room in the basement of the school. It was the second and final instructional round of the school year at Prairie Oak (the first was last fall). Instructional rounds, modeled after medical rounds, are an opportunity for educators to observe classroom instruction, and then address problems together in an effort to improve their teaching. This year, the district’s instructional rounds focused on the quality and depth of math instruction.\u003c/p>\n\u003cp>At this Prairie Oak session, educators looked for improvements on math-related issues identified last fall during the school’s first instructional round. Were teachers working more closely with instructional coaches? Were lessons rigorous enough? Was classroom management stronger? Were students willing to take risks? In a post-rounds wrap-up session, teachers and administrators discussed positive growth, including greater student participation and more productive math talks between students. The group also noted areas requiring improvement: Teachers needed to use classroom wall space to better promote mathematical thinking, for example, and they needed to step back more frequently to allow students to work out their own creative solutions.\u003c/p>\n\u003cp>Instructional rounds, first brought to the district by Assistant Superintendent Zaher, who learned the practice at her previous job as a Chicago Public Schools administrator, are clearly an effort to unite a formerly disjointed, low-achieving school district around a common vision — 100 percent of students meeting high academic standards — and, importantly, to adopt a cohesive curriculum, connected grade-to-grade and school-to-school.\u003c/p>\n\u003cp>That push for a common, connected curriculum also includes what happens before, and during, kindergarten. Until recently, researchers believed that instilling strong foundational math skills before children enter kindergarten was the best predictor of success in school and life. For those children who missed out on a quality preschool experience, especially poor children of color, catching up in the elementary years was considered unlikely. Today, this thinking is evolving, putting into question just \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5779101/\">how permanent the advantage may be\u003c/a> for children who benefit from rich math curriculums in high-quality preschools. The reason: The early-math boost tends to fade out once children enter elementary school classrooms where teachers often focus on helping students who did not benefit from preschool prep, neglecting to teach more advanced skills to the advanced learners.\u003c/p>\n\u003cp>Last year, 43 states, plus Washington, D.C. and Guam, poured $7.6 billion into publicly funded preschool. In the past few years, researchers have begun exploring how to take advantage of that powerful preschool bump, especially in math, while also ensuring students who didn’t go to preschool could catch up. One of the biggest roadblocks, experts say, is the disconnect between preschool and elementary school math curriculums.\u003c/p>\n\u003cp>UC Irvine’s Duncan, co-author of a seminal \u003ca href=\"http://www.apa.org/news/press/releases/2007/11/school-readiness.aspx\">study\u003c/a> linking early math and reading skills with later academic success, noted that recent research using strong math curriculums in preschool or Head Start programs showed it is possible to level the math-skills playing field among low-income and middle-class children in the early grades.\u003c/p>\n\u003cp>The weak spot occurs once kids enter elementary school and kindergarten teachers become absorbed with teaching students who don’t yet know their numbers. “There’s really not much point [to high-quality preschool] if we don’t work on this task of aligning kindergarten and first-grade classrooms — setting them up to take advantage of the skills built up in the preschool year,” said Duncan. “If most children benefit from preschool or Head Start before heading to [a] kindergarten where teachers are skilled, and coached and supported to build on those gains, then you’ve got a situation for low-income kids that’s on par with middle- or upper-middle-class kids who come into kindergarten knowing their letters and numbers and teachers just take off from there.”\u003c/p>\n\u003cp>Another neglected area contributing to the national math achievement gap, is the lack of math emphasis at home. “Parents focus on reading to their child much more than they do on math skills. We’ve not been very successful so far in convincing parents — as we have with reading — to ‘count with your child’, ” noted Deborah Stipek of the Stanford Graduate School of Education.\u003c/p>\n\u003cp>In Berwyn North District 98, math scores are steadily creeping upward. Last year, \u003ca href=\"https://illinoisreportcard.com/district.aspx?source=trends&source2=parcc.details&Districtid=06016098002\">33 percent\u003c/a> of Hispanic third-graders met or exceeded math grade-level expectations on the PARCC test — nearly double the percentage from 2015. Berwyn North recently turned another stat on its head: Of the four districts that feed into the local high school, Berwyn went from dead-last to leading the pack in both math and reading achievement.\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/how-to-boost-math-skills-in-the-early-grades/\">\u003cem>early math instruction\u003c/em>\u003c/a>\u003cem> is part of a series about innovative practices in the core subjects in the early grades. Read about \u003c/em>\u003ca href=\"http://hechingerreport.org/how-to-help-struggling-young-readers/\">\u003cem>reading\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"http://hechingerreport.org/will-new-standards-improve-elementary-science-education/\">\u003cem>science\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"http://hechingerreport.org/how-social-studies-can-help-young-kids-make-sense-of-the-world/\">\u003cem>social studies\u003c/em>\u003c/a>\u003cem>. It was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Early math skills, though critical to academic success, get far less attention than literacy in high-poverty classrooms. One Illinois school district is working to change that.\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story \u003c/em>\u003cem>was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>BERWYN, Ill. — In the last decade, educators have focused on boosting literacy skills among low-income kids in the hope that all children will read well by third grade. But the early-grade math skills of these same low-income children have not received equal attention. Researchers say many high-poverty kindergarten classrooms don’t teach enough math and the few lessons on the subject are often too basic. While instruction may challenge kids with no previous exposure to math, it is often not engaging enough for the growing number of kindergarteners with some math skills.\u003c/p>\n\u003cp>During the last school year, only \u003ca href=\"https://www.nationsreportcard.gov/math_2017/%2523/nation/achievement?grade=4\">40 percent of fourth-graders\u003c/a> nationwide scored at a proficient level in a nationwide math assessment. Even more alarming, just 26 percent of Hispanic students and 19 percent of African-American children tested proficient in fourth-grade math. That is significant because strong math skills are needed for some of the \u003ca href=\"https://www.bls.gov/ooh/fastest-growing.htm\">fastest growing jobs\u003c/a> of the next decade and are requirements for many of the \u003ca href=\"https://www.bls.gov/ooh/highest-paying.htm\">highest paying\u003c/a> jobs. Understanding and being able to work with numbers “is a fundamental skill for success in almost any occupation you might choose,” said economist Greg J. Duncan of the University of California Irvine’s School of Education, whose research examines child poverty and education. “It leads to the analytic, higher-level thinking that’s increasingly important.”\u003c/p>\n\u003cp>One district that is steadily ratcheting up its achievement levels, with a focus this year on mathematics, is located in a small Chicago suburb. Two years ago, just 14 percent of third-graders in Berwyn North School District 98 — a high-poverty, mostly Hispanic school district about 30 minutes from downtown Chicago — were able to do grade-level math. That was the district’s first year taking the \u003ca href=\"https://parcc.pearson.com\">PARCC\u003c/a> assessment, a college- and career-readiness test mandated by the state of Illinois, and the results were dismal, though not exactly surprising. “When we started here in 2012, our district was the lowest performing in math and reading of all the schools that feed into Morton West High School,” said Carmen Ayala, Berwyn North School District 98’s superintendent.\u003c/p>\n\u003cp>Ayala, the district’s first woman and first Latina in the top spot, rolled up her sleeves. “Turning this around isn’t something you can do during a couple of workshops,” said Ayala. “For us, the focus had to be on equity because our district is 96 percent children of color, but 90 percent of our teaching staff is white. It’s not just about teachers teaching. It’s how we recruit, how we use resources, how we conduct business in the district.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Although Illinois adopted Common Core standards in 2010, Berwyn North, a kindergarten through eighth-grade district with \u003ca href=\"https://www.illinoisreportcard.com/District.aspx?source=studentcharacteristics&source2=studentdemographics&Districtid=06016098002\">3,084 students\u003c/a>, had not yet incorporated the standards when Ayala and her new assistant superintendent, Amy Zaher, were hired in 2012. “When I started, the consistent word was how inconsistent we were,” said Ayala.\u003c/p>\n\u003cp>Ayala and Zaher created a set of goals for fixing Berwyn North that included an entirely new, district-wide Common Core standards-based curriculum that aligned through each grade, fixing the district’s special education inclusion program, upgrading programs for English learners and better integrating technology into schools and classrooms.\u003c/p>\n\u003cp>These goals still guide the district today. “We’ve become laser-focused on these areas in order to really bring up the achievement levels,” said Ayala.\u003c/p>\n\u003cp>In a district where almost \u003ca href=\"https://www.illinoisreportcard.com/District.aspx?source=studentcharacteristics&source2=lep&Districtid=06016098002\">30 \u003c/a>\u003ca href=\"https://www.illinoisreportcard.com/District.aspx?source=studentcharacteristics&source2=lep&Districtid=06016098002\">percent\u003c/a> of the students are learning English, these goals have meant a radical change in how math is taught in the early grades. Ayala said that before she took over, math lessons were basically one-size-fits-all, making it especially difficult for kids learning English to absorb what was being taught. “We needed to change how we're teaching math, especially for our English-learners, so that we were paying attention to language development and communication skills — how our teachers are helping our students express themselves and connect their experiences with what they were learning,\" said Ayala.\u003c/p>\n\u003cp>This connected closely to the common core mandate that children learn to discuss their thinking about math problems, and to approach problem-solving in a variety of ways, rather than simply producing the correct answer. One way the district is applying this standard is via “number talks,” a math practice that encourages students to discuss and critique math solutions, helping kids develop into flexible and creative mathematical thinkers.\u003c/p>\n\u003cp>On a recent spring day, Maritza Cleary’s third-grade class at the district’s Prairie Oak Elementary School tackled math pictographs. Children sat together in small groups at tables and on the floor with large sheets of paper and markers spread out between them. Cleary was not the only adult in the room: Four adults — teachers and administrators from the district there to observe Prairie Oak teachers at work — meandered between the groups, scrawling notes onto clipboards, sometimes kneeling beside the children to listen as they worked out the problem.\u003c/p>\n\u003cp>A pictograph query, a way of showing information using images, was projected onto a whiteboard at the front of the class:\u003c/p>\n\u003cp>“Mrs. Cleary is having a last-day-of-school ice cream party for her third grade class. She did a survey to find out what flavor each student preferred. There were 10 votes for chocolate, eight votes for vanilla, four votes for strawberry, and three votes for coconut. Use the information from the survey to create a pictograph that shows the preferred ice cream flavors. Create an ice cream symbol for your pictograph that represents two students.”\u003c/p>\n\u003cp>Students quietly discussed possible solutions, and sketched out ideas on small dry-erase boards before drawing their solutions on the poster-size sheets of paper. Cleary pulled a chair close to a group, listening intently as her students debated the ideal ice cream cone data layout strategy — an opportunity to flex their math skills and, in the process, become stronger communicators and mathematicians.\u003c/p>\n\u003cp>Shortly after this classroom visit, 30 teachers and administrators who had spent the day visiting the school's classrooms — including the four adults who observed Cleary’s class — sipped coffee and nibbled pastries in a windowless conference room in the basement of the school. It was the second and final instructional round of the school year at Prairie Oak (the first was last fall). Instructional rounds, modeled after medical rounds, are an opportunity for educators to observe classroom instruction, and then address problems together in an effort to improve their teaching. This year, the district’s instructional rounds focused on the quality and depth of math instruction.\u003c/p>\n\u003cp>At this Prairie Oak session, educators looked for improvements on math-related issues identified last fall during the school’s first instructional round. Were teachers working more closely with instructional coaches? Were lessons rigorous enough? Was classroom management stronger? Were students willing to take risks? In a post-rounds wrap-up session, teachers and administrators discussed positive growth, including greater student participation and more productive math talks between students. The group also noted areas requiring improvement: Teachers needed to use classroom wall space to better promote mathematical thinking, for example, and they needed to step back more frequently to allow students to work out their own creative solutions.\u003c/p>\n\u003cp>Instructional rounds, first brought to the district by Assistant Superintendent Zaher, who learned the practice at her previous job as a Chicago Public Schools administrator, are clearly an effort to unite a formerly disjointed, low-achieving school district around a common vision — 100 percent of students meeting high academic standards — and, importantly, to adopt a cohesive curriculum, connected grade-to-grade and school-to-school.\u003c/p>\n\u003cp>That push for a common, connected curriculum also includes what happens before, and during, kindergarten. Until recently, researchers believed that instilling strong foundational math skills before children enter kindergarten was the best predictor of success in school and life. For those children who missed out on a quality preschool experience, especially poor children of color, catching up in the elementary years was considered unlikely. Today, this thinking is evolving, putting into question just \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5779101/\">how permanent the advantage may be\u003c/a> for children who benefit from rich math curriculums in high-quality preschools. The reason: The early-math boost tends to fade out once children enter elementary school classrooms where teachers often focus on helping students who did not benefit from preschool prep, neglecting to teach more advanced skills to the advanced learners.\u003c/p>\n\u003cp>Last year, 43 states, plus Washington, D.C. and Guam, poured $7.6 billion into publicly funded preschool. In the past few years, researchers have begun exploring how to take advantage of that powerful preschool bump, especially in math, while also ensuring students who didn’t go to preschool could catch up. One of the biggest roadblocks, experts say, is the disconnect between preschool and elementary school math curriculums.\u003c/p>\n\u003cp>UC Irvine’s Duncan, co-author of a seminal \u003ca href=\"http://www.apa.org/news/press/releases/2007/11/school-readiness.aspx\">study\u003c/a> linking early math and reading skills with later academic success, noted that recent research using strong math curriculums in preschool or Head Start programs showed it is possible to level the math-skills playing field among low-income and middle-class children in the early grades.\u003c/p>\n\u003cp>The weak spot occurs once kids enter elementary school and kindergarten teachers become absorbed with teaching students who don’t yet know their numbers. “There’s really not much point [to high-quality preschool] if we don’t work on this task of aligning kindergarten and first-grade classrooms — setting them up to take advantage of the skills built up in the preschool year,” said Duncan. “If most children benefit from preschool or Head Start before heading to [a] kindergarten where teachers are skilled, and coached and supported to build on those gains, then you’ve got a situation for low-income kids that’s on par with middle- or upper-middle-class kids who come into kindergarten knowing their letters and numbers and teachers just take off from there.”\u003c/p>\n\u003cp>Another neglected area contributing to the national math achievement gap, is the lack of math emphasis at home. “Parents focus on reading to their child much more than they do on math skills. We’ve not been very successful so far in convincing parents — as we have with reading — to ‘count with your child’, ” noted Deborah Stipek of the Stanford Graduate School of Education.\u003c/p>\n\u003cp>In Berwyn North District 98, math scores are steadily creeping upward. Last year, \u003ca href=\"https://illinoisreportcard.com/district.aspx?source=trends&source2=parcc.details&Districtid=06016098002\">33 percent\u003c/a> of Hispanic third-graders met or exceeded math grade-level expectations on the PARCC test — nearly double the percentage from 2015. Berwyn North recently turned another stat on its head: Of the four districts that feed into the local high school, Berwyn went from dead-last to leading the pack in both math and reading achievement.\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/how-to-boost-math-skills-in-the-early-grades/\">\u003cem>early math instruction\u003c/em>\u003c/a>\u003cem> is part of a series about innovative practices in the core subjects in the early grades. Read about \u003c/em>\u003ca href=\"http://hechingerreport.org/how-to-help-struggling-young-readers/\">\u003cem>reading\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"http://hechingerreport.org/will-new-standards-improve-elementary-science-education/\">\u003cem>science\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"http://hechingerreport.org/how-social-studies-can-help-young-kids-make-sense-of-the-world/\">\u003cem>social studies\u003c/em>\u003c/a>\u003cem>. It was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
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