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"bio": "Linda Flanagan is a freelance writer, researcher, and editor. Her work has appeared in The Atlantic, The Wall St. Journal, Newsweek, Running Times, and Mind/Shift, and she blogs regularly for the Huffington Post. Linda writes about education, culture, athletics, youth sports, mental health, politics, college admissions, and other curiosities. She also reviews books and conducts interviews.",
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"disqusTitle": "The Case For Universal Pre-K Just Got Stronger",
"title": "The Case For Universal Pre-K Just Got Stronger",
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"content": "\u003cp>\u003cstrong>\u003cem>Editor's note:\u003c/em>\u003c/strong>\u003cem> This is an excerpt of \u003c/em>Planet Money\u003cem>'s newsletter. You can \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/money\">\u003cem>sign up here\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>According to the National Institute For Early Childhood Research, \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d4c22e96cbfd907a2f26b63648bcb5792339c4569e6b6fd937182523b6fac96f0015c310a7018608512c20bf3c91d5ef5\">nearly half\u003c/a> of all 3-year-olds and \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d1b027b25a7c360a9e2e505e4e84ac8aee0aa682819dca8fcbb59dc1a4de23015b8c547baedbc34a3651d774e737990c1\">a third\u003c/a> of all 4-year-olds in the United States were not enrolled in preschool in 2019. That's in large part because \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d2d7f46e74bf3d7f55c3ec221c5410714712d0455213f3b4f721b3deb2db6d78183db2ee8fdeb139e8201869779cbab9b\">many parents\u003c/a> can't afford it. Imagine a future where we changed that. A future where every American child had access to two years of preschool during a critical period of their mental development. How would their lives change? How would society change? If President Biden gets his way, and Congress agrees to spend $200 billion on \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d38cb3e59f09fab0a52629ac34d110250363032ed2b474a3950d445505b04665a0255031e80e22f0764bb685b07c9a44d\">his proposal\u003c/a> for universal preschool, then we may begin to find out.\u003c/p>\n\u003cp>But it turns out, we kind of already know. In fact, \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d9425ec8523f76a7b6979a4ea88f64770efaee0c251be3e87106643927daf03534f24a303d299e9b13de14097689c895f\">a new study\u003c/a> from the National Bureau of Economic Research gives us a glimpse of what that world could look like. It adds to a burgeoning amount of high-quality research that shows just how valuable preschool is — and maybe not for the reasons you might think.\u003c/p>\n\u003cp>\u003cstrong>An accidental experiment \u003c/strong>\u003c/p>\n\u003cp>The story begins back in the mid-to-late 1990s. The Mayor of Boston, Thomas Menino, wanted to improve the city's schools. One of his big goals was to provide universal, full-day kindergarten for Boston's kids. But the budget was tight, and following a task force's recommendations, he and local lawmakers decided to move resources from preschool (for 4-year-olds) to kindergarten (for 5-year-olds) in order to achieve it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The result was an even more limited number of slots for city-funded preschool, and the city officials had to figure out how to fairly divvy up those slots. They resorted to a lottery system, randomly selecting kids who would get in.\u003c/p>\n\u003cp>Fast forward two decades later, and the economists Christopher R. Walters, Guthrie Gray-Lobe and Parag A. Pathak saw this as a golden opportunity to see how preschool can affect people's lives. The fact that Boston's school administrators randomized who got admitted meant there were two virtually identical groups of kids with only one difference: one group got an extra year of education by going to preschool. That gave the researchers the opportunity to compare and contrast the two groups of kids and credibly see how kids' lives changed as a result of getting into preschool.\u003c/p>\n\u003cp>About 4,000 4-year-olds took part in Boston's preschool lottery between 1997 and 2003. Walters, Gray-Lobe, and Pathak acquired data on them from the Boston school system. And then they were able to get additional data from other sources that gave them insight into ways that the children's lives might have benefited from an additional year of preschool education. These kids are now all twenty-somethings — a fact that should make you feel old.\u003c/p>\n\u003cp>Consistent with other studies that find preschool has a huge effect on kids, Walters, Gray-Lobe and Pathak find that the kids lucky enough to get accepted into preschools in Boston saw meaningful changes to their lives. These kids were less likely to get suspended from school, less likely to skip class, and less likely to get in trouble and be placed in a juvenile detention facility. They were more likely to take the SATs and prepare for college.\u003c/p>\n\u003cp>The most eye-popping effects the researchers find are on high school graduation and college enrollment rates. The kids who got accepted into preschool ended up having a high-school graduation rate of 70% — six percentage points higher than the kids who were denied preschool, who saw a graduation rate of only 64%. And 54% of the preschoolers ended up going to college after they graduated — eight percentage points higher than their counterparts who didn't go to preschool. These effects were bigger for boys than for girls. And they're all the more remarkable because the researchers only looked at the effects of a single year of preschool, as opposed to two years of preschool (as President Biden is now proposing for the nation's youth). Moreover, in many cases, the classes were only half a day.\u003c/p>\n\u003cp>Intriguingly, while attending preschool at age 4 had clear effects on these kids' entire lives, it did not improve their performance on standardized tests. These findings fit into a large body of research that suggests the true value of preschool is helping little ones to develop \"non-cognitive skills,\" like emotional and social intelligence, grit and respect for the rules.\u003c/p>\n\u003cp>\"The combination of findings — that we \u003cem>don't\u003c/em> see an impact on test scores, but we \u003cem>do\u003c/em> see an impact on these behavioral outcomes and the likelihood of attending college — is consistent with this idea that there's some kind of behavioral or socio-emotional, non-cognitive impact from preschool,\" says Christopher Walters, an economist at UC Berkeley who co-authored the study.\u003c/p>\n\u003cp>In other words, there's growing evidence that preschool can permanently improve kids' lives — but it's not necessarily because it makes them smarter. It seems more related to making them more disciplined and motivated, which is just as important (or perhaps even more important) for their future livelihoods as how well they perform on reading or math tests.\u003c/p>\n\u003cp>\u003cstrong>The bigger picture\u003c/strong>\u003c/p>\n\u003cp>This latest study isn't the first to show the outsized effects of providing a preschool education. The Nobel Prize-winning economist James Heckman has spent many years studying the results of small, randomized experiments with preschool in the 1960s and 1970s. The most famous such experiment was The Perry Preschool Project, which was conducted in Ypsilanti, Mich. The program provided two years of high-quality preschool for disadvantaged 3- and 4-year-olds.\u003c/p>\n\u003cp>Heckman and his colleagues found that the Perry Preschool had seismic effects on the kids who participated. They were much \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d3a63d66ca2beda2211a8298b1ad9c245ee908edf19b67b26966b7176004ca643763e3586199d537be9f26e3e86ee704f\">less likely to get arrested\u003c/a>, \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032db50544263dfc1f06614ebcbc355d0532235633c19b6d71fc78d17285653d9241a3fb1e356f1bf2f1462412810b7a430f\">go on welfare\u003c/a> or \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d68f7315042ff3cadc61314a8b681659166f7908c6d4895af4975d2fae23c8dff21cc5cdf63df33b89b3e59c2b3b39cd4\">be unemployed\u003c/a> as adults. They \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d6cae0202ce99e39b520adbb56cef8334c9f8987c17919a61f35c31a36df4f384f041016b1960f6871459362a8d155717\">earned significantly more\u003c/a>. In \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d414b7e77d794effc77a9147a588c7c46bdbd9dd61336ce26f182b1bb5f8abb91f707a5b2024e26a103b11e8ae2915d49\">a recent study\u003c/a>, Heckman and his team found that even the kids of the kids who went to the Perry preschool had significantly better outcomes in life.\u003c/p>\n\u003cp>All in all, Heckman and his team estimate that every dollar the Perry Preschool project invested in kids had a return on investment of \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032dafc544bfb6d24088111f8b615871a64c082eabe8a6b85846fb457f7375f5a1735fd100590b03b2b2961f3640a0538ce2\">7-10%\u003c/a> per year, through increased economic gains for the kids and decreased public spending on them through other social programs when they got older. That's a substantial return, equal to or greater than the average annual return from the stock market, and much greater than most other things our government spends money on.\u003c/p>\n\u003cp>Other preschool programs studied by Heckman and his colleagues have had even greater benefits. In the 1970s, a couple of programs in North Carolina experimented with high-quality childcare centers for kids. The centers offered kids aged zero to five education, medical checkups, and nutritious food. Heckman and his team found these centers delivered \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d125a933d78a86a73040813dbf4f4b416ab62a4a7552952cc5484f3511015b7c72d5c1cfa8fbb4bcad0c9f1ed96c39490\">a 13 percent annual return on investment\u003c/a> to the public for every dollar they invested. The program helped Heckman develop what's known as \"\u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032dd469abbd13b9965e17e97eb7336816aecc1aebf55b50796887a8f17d9a067133a6041542fc46649d5b9a38653040622b\">the Heckman Curve\u003c/a>,\" which asserts that the government gets more bang for the buck the earlier it provides resources to educate people. Educating toddlers, Heckman says, is much more powerful than educating high-schoolers, college students, or adults in, for example, job-training programs.\u003c/p>\n\u003cp>As astounding as Heckman's findings about preschool have been, naysayers have long questioned whether such effects could be replicated with larger scale programs, like the one President Biden is now proposing. This new study out of Boston, which looks at a large-scale program conducted across the entire city, is another brick in the growing edifice of evidence that shows preschool is a worthy investment, not just for kids, but for society overall.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Did you enjoy this newsletter segment? Well, it looks even better in your inbox! You can\u003c/em> \u003ca href=\"https://www.npr.org/newsletter/money\">\u003cem>sign up here\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Case+For+Universal+Pre-K+Just+Got+Stronger&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003cem>Editor's note:\u003c/em>\u003c/strong>\u003cem> This is an excerpt of \u003c/em>Planet Money\u003cem>'s newsletter. You can \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/money\">\u003cem>sign up here\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>According to the National Institute For Early Childhood Research, \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d4c22e96cbfd907a2f26b63648bcb5792339c4569e6b6fd937182523b6fac96f0015c310a7018608512c20bf3c91d5ef5\">nearly half\u003c/a> of all 3-year-olds and \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d1b027b25a7c360a9e2e505e4e84ac8aee0aa682819dca8fcbb59dc1a4de23015b8c547baedbc34a3651d774e737990c1\">a third\u003c/a> of all 4-year-olds in the United States were not enrolled in preschool in 2019. That's in large part because \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d2d7f46e74bf3d7f55c3ec221c5410714712d0455213f3b4f721b3deb2db6d78183db2ee8fdeb139e8201869779cbab9b\">many parents\u003c/a> can't afford it. Imagine a future where we changed that. A future where every American child had access to two years of preschool during a critical period of their mental development. How would their lives change? How would society change? If President Biden gets his way, and Congress agrees to spend $200 billion on \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d38cb3e59f09fab0a52629ac34d110250363032ed2b474a3950d445505b04665a0255031e80e22f0764bb685b07c9a44d\">his proposal\u003c/a> for universal preschool, then we may begin to find out.\u003c/p>\n\u003cp>But it turns out, we kind of already know. In fact, \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d9425ec8523f76a7b6979a4ea88f64770efaee0c251be3e87106643927daf03534f24a303d299e9b13de14097689c895f\">a new study\u003c/a> from the National Bureau of Economic Research gives us a glimpse of what that world could look like. It adds to a burgeoning amount of high-quality research that shows just how valuable preschool is — and maybe not for the reasons you might think.\u003c/p>\n\u003cp>\u003cstrong>An accidental experiment \u003c/strong>\u003c/p>\n\u003cp>The story begins back in the mid-to-late 1990s. The Mayor of Boston, Thomas Menino, wanted to improve the city's schools. One of his big goals was to provide universal, full-day kindergarten for Boston's kids. But the budget was tight, and following a task force's recommendations, he and local lawmakers decided to move resources from preschool (for 4-year-olds) to kindergarten (for 5-year-olds) in order to achieve it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The result was an even more limited number of slots for city-funded preschool, and the city officials had to figure out how to fairly divvy up those slots. They resorted to a lottery system, randomly selecting kids who would get in.\u003c/p>\n\u003cp>Fast forward two decades later, and the economists Christopher R. Walters, Guthrie Gray-Lobe and Parag A. Pathak saw this as a golden opportunity to see how preschool can affect people's lives. The fact that Boston's school administrators randomized who got admitted meant there were two virtually identical groups of kids with only one difference: one group got an extra year of education by going to preschool. That gave the researchers the opportunity to compare and contrast the two groups of kids and credibly see how kids' lives changed as a result of getting into preschool.\u003c/p>\n\u003cp>About 4,000 4-year-olds took part in Boston's preschool lottery between 1997 and 2003. Walters, Gray-Lobe, and Pathak acquired data on them from the Boston school system. And then they were able to get additional data from other sources that gave them insight into ways that the children's lives might have benefited from an additional year of preschool education. These kids are now all twenty-somethings — a fact that should make you feel old.\u003c/p>\n\u003cp>Consistent with other studies that find preschool has a huge effect on kids, Walters, Gray-Lobe and Pathak find that the kids lucky enough to get accepted into preschools in Boston saw meaningful changes to their lives. These kids were less likely to get suspended from school, less likely to skip class, and less likely to get in trouble and be placed in a juvenile detention facility. They were more likely to take the SATs and prepare for college.\u003c/p>\n\u003cp>The most eye-popping effects the researchers find are on high school graduation and college enrollment rates. The kids who got accepted into preschool ended up having a high-school graduation rate of 70% — six percentage points higher than the kids who were denied preschool, who saw a graduation rate of only 64%. And 54% of the preschoolers ended up going to college after they graduated — eight percentage points higher than their counterparts who didn't go to preschool. These effects were bigger for boys than for girls. And they're all the more remarkable because the researchers only looked at the effects of a single year of preschool, as opposed to two years of preschool (as President Biden is now proposing for the nation's youth). Moreover, in many cases, the classes were only half a day.\u003c/p>\n\u003cp>Intriguingly, while attending preschool at age 4 had clear effects on these kids' entire lives, it did not improve their performance on standardized tests. These findings fit into a large body of research that suggests the true value of preschool is helping little ones to develop \"non-cognitive skills,\" like emotional and social intelligence, grit and respect for the rules.\u003c/p>\n\u003cp>\"The combination of findings — that we \u003cem>don't\u003c/em> see an impact on test scores, but we \u003cem>do\u003c/em> see an impact on these behavioral outcomes and the likelihood of attending college — is consistent with this idea that there's some kind of behavioral or socio-emotional, non-cognitive impact from preschool,\" says Christopher Walters, an economist at UC Berkeley who co-authored the study.\u003c/p>\n\u003cp>In other words, there's growing evidence that preschool can permanently improve kids' lives — but it's not necessarily because it makes them smarter. It seems more related to making them more disciplined and motivated, which is just as important (or perhaps even more important) for their future livelihoods as how well they perform on reading or math tests.\u003c/p>\n\u003cp>\u003cstrong>The bigger picture\u003c/strong>\u003c/p>\n\u003cp>This latest study isn't the first to show the outsized effects of providing a preschool education. The Nobel Prize-winning economist James Heckman has spent many years studying the results of small, randomized experiments with preschool in the 1960s and 1970s. The most famous such experiment was The Perry Preschool Project, which was conducted in Ypsilanti, Mich. The program provided two years of high-quality preschool for disadvantaged 3- and 4-year-olds.\u003c/p>\n\u003cp>Heckman and his colleagues found that the Perry Preschool had seismic effects on the kids who participated. They were much \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d3a63d66ca2beda2211a8298b1ad9c245ee908edf19b67b26966b7176004ca643763e3586199d537be9f26e3e86ee704f\">less likely to get arrested\u003c/a>, \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032db50544263dfc1f06614ebcbc355d0532235633c19b6d71fc78d17285653d9241a3fb1e356f1bf2f1462412810b7a430f\">go on welfare\u003c/a> or \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d68f7315042ff3cadc61314a8b681659166f7908c6d4895af4975d2fae23c8dff21cc5cdf63df33b89b3e59c2b3b39cd4\">be unemployed\u003c/a> as adults. They \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d6cae0202ce99e39b520adbb56cef8334c9f8987c17919a61f35c31a36df4f384f041016b1960f6871459362a8d155717\">earned significantly more\u003c/a>. In \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d414b7e77d794effc77a9147a588c7c46bdbd9dd61336ce26f182b1bb5f8abb91f707a5b2024e26a103b11e8ae2915d49\">a recent study\u003c/a>, Heckman and his team found that even the kids of the kids who went to the Perry preschool had significantly better outcomes in life.\u003c/p>\n\u003cp>All in all, Heckman and his team estimate that every dollar the Perry Preschool project invested in kids had a return on investment of \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032dafc544bfb6d24088111f8b615871a64c082eabe8a6b85846fb457f7375f5a1735fd100590b03b2b2961f3640a0538ce2\">7-10%\u003c/a> per year, through increased economic gains for the kids and decreased public spending on them through other social programs when they got older. That's a substantial return, equal to or greater than the average annual return from the stock market, and much greater than most other things our government spends money on.\u003c/p>\n\u003cp>Other preschool programs studied by Heckman and his colleagues have had even greater benefits. In the 1970s, a couple of programs in North Carolina experimented with high-quality childcare centers for kids. The centers offered kids aged zero to five education, medical checkups, and nutritious food. Heckman and his team found these centers delivered \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d125a933d78a86a73040813dbf4f4b416ab62a4a7552952cc5484f3511015b7c72d5c1cfa8fbb4bcad0c9f1ed96c39490\">a 13 percent annual return on investment\u003c/a> to the public for every dollar they invested. The program helped Heckman develop what's known as \"\u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032dd469abbd13b9965e17e97eb7336816aecc1aebf55b50796887a8f17d9a067133a6041542fc46649d5b9a38653040622b\">the Heckman Curve\u003c/a>,\" which asserts that the government gets more bang for the buck the earlier it provides resources to educate people. Educating toddlers, Heckman says, is much more powerful than educating high-schoolers, college students, or adults in, for example, job-training programs.\u003c/p>\n\u003cp>As astounding as Heckman's findings about preschool have been, naysayers have long questioned whether such effects could be replicated with larger scale programs, like the one President Biden is now proposing. This new study out of Boston, which looks at a large-scale program conducted across the entire city, is another brick in the growing edifice of evidence that shows preschool is a worthy investment, not just for kids, but for society overall.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Did you enjoy this newsletter segment? Well, it looks even better in your inbox! You can\u003c/em> \u003ca href=\"https://www.npr.org/newsletter/money\">\u003cem>sign up here\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Case+For+Universal+Pre-K+Just+Got+Stronger&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">The coronavirus pandemic and school closures across the nation have exposed deep inequities within education: technology access, challenges with communication, lack of support for special education students, to name just a few. During this crisis, there are still opportunities to provide students with tools to help them be independent learners, according to \u003ca href=\"https://crtandthebrain.com/about/\">Zaretta Hammond\u003c/a>, author of \"\u003ca href=\"https://crtandthebrain.com/about/\">Culturally Responsive Teaching and the Brain\u003c/a>.\u003cem>\"\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The classroom is where so much of the focus on learning has been placed, but there are opportunities to develop learning routines at home. This won’t mean sending home the same materials a student would have in class, but thinking about what a student needs in order to have agency over their learning in any situation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hammond shared three design principles of culturally responsive instruction that can be used to support students’ cognitive development from afar in her webinar, “\u003ca href=\"https://crtandthebrain.com/covid19-webinars/\">Moving Beyond the Packet: Creating More Culturally Responsive Distance Learning Experiences.\u003c/a>” She said it’s important to stay focused on the student and offer small but high-leverage\u003c/span> \u003cspan style=\"font-weight: 400\">practices\u003c/span> \u003cspan style=\"font-weight: 400\">that maintain student progress and increase intellectual capacity during this time. She said these tips and activities also work for students without reliable access to technology and the internet.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>First, what is culturally responsive instruction?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shared language matters and there’s a lot of confusion about culturally responsive teaching. At its core, culturally responsive instruction is about helping students become independent learners. Culturally responsive instruction should: \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Focus on improving the learning capacity of students who have been marginalized educationally because of historical inequities in our school systems.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Center around both the affective and cognitive aspects of teaching and learning. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Build cognitive capacity and academic mindset by pushing back on dominant narratives about people of color.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Culturally responsive instruction doesn't mean you're only mentioning issues of race and implicit bias,\" she said. \"It means that you’re also focused on building brainpower by helping students leverage and grow their existing funds of knowledge.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hammond distinguishes the differences between culturally responsive education, multicultural education and social justice education. Each is important, but without a focus on building students’ brain power, they will experience learning loss. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55942\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55942\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Distinctions-of-Equity_2020_color-e1589955039436.jpg\" alt=\"\" width=\"1920\" height=\"1484\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Zaretta Hammond \u003ccite>(Courtesy of Zaretta Hammond)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to distance learning, applying culturally responsive teaching requires “remixing” education by borrowing from the best practices in how kids learn (Montessori, project-based learning, etc.) in a way that repositions the student as the leader of his own learning. By giving students more agency, the idea is to disrupt old routines around teaching and learning that make the student dependent on the teacher for receiving knowledge. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s going to stretch us a little out of our own comfort zones, but it’s worth it in the long run if we can get students to continue to do that thinking,” said Hammond. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises three strategies to help students gain that independence:\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. Deepen background knowledge\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many educators are understandably wondering whether they should teach new content or review familiar material. Hammond encourages educators to do the latter because cognitively dependent learners often have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54452/why-deeply-diving-into-content-could-be-the-key-to-reading-comprehension\">\u003cspan style=\"font-weight: 400\">gaps in their background knowledge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “A lot of our students are compliant learners,” she said. “They’re having a hard time shifting right now [because] they’re used to the worksheet, but that doesn’t mean they’re always processing information.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises teachers to help students connect new things they're learning to their brain’s existing schema – also known as background knowledge – that comes from home, their community, their interests. Teachers can then give them authentic tasks that help them make meaning and connections. This helps turn new inert information into usable knowledge. “You cannot give another person background knowledge,” she explained. “They have to acquire it, but as teachers we can help guide the process.” This can be done by building upon student interest. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Survey your students if you don’t know what they like,” said Hammond. Ask them what books they enjoy reading or what topics get them super excited. She said It doesn’t matter if their interests are broad or narrow; it’s important to learn what interests them so that you can use that information to: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Assign non-fiction books that build on student interests.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create a “Netflix” playlist of documentaries, nature shows, historical events, etc. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourage kids and parents to do a walk-about, if that's possible in their community, following social distancing guidelines. Encourage parents and students to seek out community curiosities (landmarks or interesting sights) relevant to students’ interest.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">With each of these activities, it’s important to give the students direction so they know what to look out for. “You have to tell the brain what to pay attention to,” Hammond explains. She suggested questions like, “What was your biggest surprise from this book/show?” or thinking routine sentences like “I Used to Think ___. But, now I think ____.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said to always make sure that students do something with the knowledge as well. She suggested having them share interesting facts they learned either during video conferences or via an audio/video clip. For those students with limited internet access, encourage them to share what they learned with their parents. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Cultivate cognitive routines \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Growing students’ brain power during distance learning starts with building cognitive routines. These routines are essential to processing and hardwiring information in the brain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Be the personal trainer of their cognitive development,” Hammond said. To do this, she suggested having a routine set of prompts in each packet that become a regular part of the way students think. That way, students begin to think that way even when you’re not in the classroom to reinforce that way of thinking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One example is to ask students to connect the “unknown to the known” or across concepts by asking questions like, \"\u003c/span>\u003cspan style=\"font-weight: 400\">What’s the relationship or connection between these things?” or “How does this part fit into the whole? What are the parts of this whole?” \u003c/span>\u003cspan style=\"font-weight: 400\">These may seem simple, but these questions are critical when it comes to processing information so that students internalize these prompts until they become almost instinctual. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said students should also be encouraged to sketchnote or \u003ca href=\"https://www.kqed.org/mindshift/39941/making-learning-visible-doodling-helps-memories-stick\">doodle\u003c/a> to actively process what they’re learning as an alternative to note-taking. \u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">Sketchnoting\u003c/a> can encourage people to make deeper connections to what they’re hearing. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Build word wealth \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building a student’s vocabulary is a key tool in equity strategies for schools. “Kids have different interests in words so find out where their energy is. You can have a differentiated assignment around word collecting, but the idea is to get them actively involved in word consciousness,” said Hammond. She said there are many small but high-leverage ways to do this, such as introducing robust word study. A teacher can help students engage in wordplay, word consciousness and word knowledge. This should not happen through a worksheet assignment, but rather begin with building word consciousness of words in their community, home and home language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Word games like Scrabble, Heads Up, Taboo or even word searches are small familiar but high-leverage activities because they’re fun but also require a high cognitive load. You can create your own versions of these games and have students do this in any language. Students can also do word collecting activities like scavenger hunts, or make poetry using magnetic poetry. Students can also do a contrastive analysis, by comparing words they might find in Urban Dictionary to those they might find in a standard dictionary.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said it’s important to make sure that culturally responsive distance learning doesn’t turn into one-off strategies, like a single activity. She said practices must become routine by practicing over and over. She also said that by encouraging students to lean into their own productive struggle, they’ll know more about themselves as learners. “They've got to muck around a little bit and they've got to feel like it's OK,” said Hammond. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The coronavirus pandemic and school closures across the nation have exposed deep inequities within education: technology access, challenges with communication, lack of support for special education students, to name just a few. During this crisis, there are still opportunities to provide students with tools to help them be independent learners, according to \u003ca href=\"https://crtandthebrain.com/about/\">Zaretta Hammond\u003c/a>, author of \"\u003ca href=\"https://crtandthebrain.com/about/\">Culturally Responsive Teaching and the Brain\u003c/a>.\u003cem>\"\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The classroom is where so much of the focus on learning has been placed, but there are opportunities to develop learning routines at home. This won’t mean sending home the same materials a student would have in class, but thinking about what a student needs in order to have agency over their learning in any situation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hammond shared three design principles of culturally responsive instruction that can be used to support students’ cognitive development from afar in her webinar, “\u003ca href=\"https://crtandthebrain.com/covid19-webinars/\">Moving Beyond the Packet: Creating More Culturally Responsive Distance Learning Experiences.\u003c/a>” She said it’s important to stay focused on the student and offer small but high-leverage\u003c/span> \u003cspan style=\"font-weight: 400\">practices\u003c/span> \u003cspan style=\"font-weight: 400\">that maintain student progress and increase intellectual capacity during this time. She said these tips and activities also work for students without reliable access to technology and the internet.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>First, what is culturally responsive instruction?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shared language matters and there’s a lot of confusion about culturally responsive teaching. At its core, culturally responsive instruction is about helping students become independent learners. Culturally responsive instruction should: \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Focus on improving the learning capacity of students who have been marginalized educationally because of historical inequities in our school systems.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Center around both the affective and cognitive aspects of teaching and learning. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Build cognitive capacity and academic mindset by pushing back on dominant narratives about people of color.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Culturally responsive instruction doesn't mean you're only mentioning issues of race and implicit bias,\" she said. \"It means that you’re also focused on building brainpower by helping students leverage and grow their existing funds of knowledge.” \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\">Hammond distinguishes the differences between culturally responsive education, multicultural education and social justice education. Each is important, but without a focus on building students’ brain power, they will experience learning loss. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55942\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55942\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Distinctions-of-Equity_2020_color-e1589955039436.jpg\" alt=\"\" width=\"1920\" height=\"1484\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Zaretta Hammond \u003ccite>(Courtesy of Zaretta Hammond)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to distance learning, applying culturally responsive teaching requires “remixing” education by borrowing from the best practices in how kids learn (Montessori, project-based learning, etc.) in a way that repositions the student as the leader of his own learning. By giving students more agency, the idea is to disrupt old routines around teaching and learning that make the student dependent on the teacher for receiving knowledge. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s going to stretch us a little out of our own comfort zones, but it’s worth it in the long run if we can get students to continue to do that thinking,” said Hammond. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises three strategies to help students gain that independence:\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. Deepen background knowledge\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many educators are understandably wondering whether they should teach new content or review familiar material. Hammond encourages educators to do the latter because cognitively dependent learners often have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54452/why-deeply-diving-into-content-could-be-the-key-to-reading-comprehension\">\u003cspan style=\"font-weight: 400\">gaps in their background knowledge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “A lot of our students are compliant learners,” she said. “They’re having a hard time shifting right now [because] they’re used to the worksheet, but that doesn’t mean they’re always processing information.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises teachers to help students connect new things they're learning to their brain’s existing schema – also known as background knowledge – that comes from home, their community, their interests. Teachers can then give them authentic tasks that help them make meaning and connections. This helps turn new inert information into usable knowledge. “You cannot give another person background knowledge,” she explained. “They have to acquire it, but as teachers we can help guide the process.” This can be done by building upon student interest. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Survey your students if you don’t know what they like,” said Hammond. Ask them what books they enjoy reading or what topics get them super excited. She said It doesn’t matter if their interests are broad or narrow; it’s important to learn what interests them so that you can use that information to: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Assign non-fiction books that build on student interests.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create a “Netflix” playlist of documentaries, nature shows, historical events, etc. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourage kids and parents to do a walk-about, if that's possible in their community, following social distancing guidelines. Encourage parents and students to seek out community curiosities (landmarks or interesting sights) relevant to students’ interest.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">With each of these activities, it’s important to give the students direction so they know what to look out for. “You have to tell the brain what to pay attention to,” Hammond explains. She suggested questions like, “What was your biggest surprise from this book/show?” or thinking routine sentences like “I Used to Think ___. But, now I think ____.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said to always make sure that students do something with the knowledge as well. She suggested having them share interesting facts they learned either during video conferences or via an audio/video clip. For those students with limited internet access, encourage them to share what they learned with their parents. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Cultivate cognitive routines \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Growing students’ brain power during distance learning starts with building cognitive routines. These routines are essential to processing and hardwiring information in the brain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Be the personal trainer of their cognitive development,” Hammond said. To do this, she suggested having a routine set of prompts in each packet that become a regular part of the way students think. That way, students begin to think that way even when you’re not in the classroom to reinforce that way of thinking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One example is to ask students to connect the “unknown to the known” or across concepts by asking questions like, \"\u003c/span>\u003cspan style=\"font-weight: 400\">What’s the relationship or connection between these things?” or “How does this part fit into the whole? What are the parts of this whole?” \u003c/span>\u003cspan style=\"font-weight: 400\">These may seem simple, but these questions are critical when it comes to processing information so that students internalize these prompts until they become almost instinctual. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said students should also be encouraged to sketchnote or \u003ca href=\"https://www.kqed.org/mindshift/39941/making-learning-visible-doodling-helps-memories-stick\">doodle\u003c/a> to actively process what they’re learning as an alternative to note-taking. \u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">Sketchnoting\u003c/a> can encourage people to make deeper connections to what they’re hearing. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Build word wealth \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building a student’s vocabulary is a key tool in equity strategies for schools. “Kids have different interests in words so find out where their energy is. You can have a differentiated assignment around word collecting, but the idea is to get them actively involved in word consciousness,” said Hammond. She said there are many small but high-leverage ways to do this, such as introducing robust word study. A teacher can help students engage in wordplay, word consciousness and word knowledge. This should not happen through a worksheet assignment, but rather begin with building word consciousness of words in their community, home and home language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Word games like Scrabble, Heads Up, Taboo or even word searches are small familiar but high-leverage activities because they’re fun but also require a high cognitive load. You can create your own versions of these games and have students do this in any language. Students can also do word collecting activities like scavenger hunts, or make poetry using magnetic poetry. Students can also do a contrastive analysis, by comparing words they might find in Urban Dictionary to those they might find in a standard dictionary.\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\">She said it’s important to make sure that culturally responsive distance learning doesn’t turn into one-off strategies, like a single activity. She said practices must become routine by practicing over and over. She also said that by encouraging students to lean into their own productive struggle, they’ll know more about themselves as learners. “They've got to muck around a little bit and they've got to feel like it's OK,” said Hammond. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How A School Prioritizes Character as Much as Academics",
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"content": "\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/a-school-where-character-matters-as-much-as-academics/\">\u003cem>social emotional skills\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://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=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>WASHINGTON — It was late May in a conference room at Capital City Public Charter School and Nia Reese, an eighth grader dressed in a business suit, guided her audience through a PowerPoint presentation. She talked about her academic achievements, then segued to a project on gun violence and its toll on teenagers in her community.\u003c/p>\n\u003cp>“A struggle I had,” she said, her voice suddenly shaking, “was taking an emotional risk and talking about things I don’t usually talk about: how gun violence has affected people that I love.”\u003c/p>\n\u003cp>Nia took a moment to compose herself. She was halfway through the 40-minute talk. Her objective? To persuade a three-person panel of educators and community members that she was ready to graduate to Capital City’s high school program in the fall.\u003c/p>\n\u003cfigure id=\"attachment_54296\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54296\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">At Capital City Public Charter School, eighth grader Nia Reese delivers a 40-minute presentation aimed at convincing panelists that she is prepared to move on to the campus’ high school. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nia is a good student with solid academic grades. But at this school, that’s not enough. The presentation, for which she spent months preparing, is required of all eighth graders who wish to continue on to the campus’ high school. While Capital City takes pride in preparing students academically for that next step, teachers and staff place an emphasis on ensuring that these young people are emotionally ready as well — with the social skills, like strength of character, resilience and integrity, needed to succeed.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Spurred by brain research that has shown a \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.2004.00679.x\">strong connection\u003c/a> between the social and emotional skills of students and their cognitive development, more schools across the country are emphasizing “soft skills” such as communication, collaboration, self-awareness and problem-solving as part of a trend known as social and emotional learning, or SEL.\u003c/p>\n\u003cp>The obstacles to implementing SEL are significant. It requires resources and training at a time when many districts are struggling to \u003ca href=\"https://hechingerreport.org/how-does-underfunding-actually-affect-schools-four-questions-with-greene-county-superintendent-richard-fleming/\">provide the basics\u003c/a>. There are critics who contend that instilling social values in students is the purview of parents not schools, and others who fear that SEL could easily be used as yet another way to punish low-income students of color who don’t conform to behavioral norms.\u003c/p>\n\u003cp>Another big challenge is \u003ca href=\"https://hechingerreport.org/new-advances-measuring-social-emotional-learning/\">determining\u003c/a> how to measure social and emotional development in the first place. Unlike algebra or world history, there is no bubble sheet by which to judge students’ soft skills, let alone evaluate their growth over time. And even if there were standardized measures for traits like integrity and compassion, whose cultural norms should be used to judge the results?\u003c/p>\n\u003cp>Capital City is often cited by advocates of social and emotional learning for its commitment to putting these skills on a par with homework and exam scores. In addition to traditional academic grades, student report cards include marks from 1 to 4 on qualities such as organization, timeliness and accountability. While distilling character-based attributes to number grades has its skeptics, Capital City officials said the approach not only helps students gauge their progress, but signals just how important these skills are to their futures. Increasingly, it is these social and emotional skills — like perseverance and collaboration — that are seen as key to success in college and the workplace. Yet many employers say \u003ca href=\"https://www.bna.com/uploadedFiles/BNA_V2/Micro_Sites/2018/Future_of_Work/Workday%20Bloomberg%20Build-Tomorrow-Talent_FINAL.pdf\">graduates lack\u003c/a> these skills.\u003c/p>\n\u003cp>“We don’t question why students come to school to learn academics,” said Laina Cox, Capital City’s middle school principal. “And I see SEL the exact same way.”\u003c/p>\n\u003cfigure id=\"attachment_54301\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54301\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91211-e1567489609300.jpg\" alt=\"\" width=\"1800\" height=\"1350\">\u003cfigcaption class=\"wp-caption-text\">Samantha Clark teaches a sixth-grade combined math and science class at Capital City Public Charter School. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students talk about this so-called “character data” on a regular basis: in parent conferences, with their teachers, and during schoolwide “equity days,” where students discuss topics like religion and sexual orientation and participate in activities designed to build compassion and empathy. For Nia, the portfolio presentation represented a high-stakes opportunity to demonstrate her own character. She was being evaluated not only on her achievements over the last three years, but on her ability to communicate them effectively and put them in the context of her personal growth. Students who fail to receive a positive evaluation are given detailed feedback on where they need to improve and an opportunity to present again.\u003c/p>\n\u003cp>At Capital City, a 19-year old school in northwest D.C., social and emotional learning is woven into daily interactions between adults and students and integrated into classroom content. After completing a challenging science project, for example, students might be given the opportunity to reflect on not just the academic material, but on how they adopted strategies of perseverance or problem-solving to overcome obstacles that arose along the way.\u003c/p>\n\u003cp>Students hone public speaking and communication skills by regularly presenting their work. Feedback, whether from teachers or peers, is viewed as a crucial learning tool. Students describe the process of rewriting and revising as a prerequisite for submitting high-quality work. When reflecting on their time at Capital City, many students are quick to link outcomes like good grades to personal characteristics of persistence, self-confidence and the ability to manage their time wisely.\u003c/p>\n\u003cp>In addition to their academic classes, students have a daily advisory class (led by one of their current teachers) in groups limited to no more than 10. The advisory class is designed as a space where students are encouraged to discuss whatever’s on their minds — not just academic issues, but personal issues too. Sharing their stories, and listening to the experiences of their peers, can help build a level of trust and respect that teachers say is key to allowing students thrive both socially and academically.\u003c/p>\n\u003cp>“I got a bunch of friends who go to schools around the neighborhood and it’s like you go to school, you get your grades, alright we’re done for the day,” said Daniel Escobar, a 2019 graduate who plans to attend Washington Adventist University in the fall. “Capital City finds a way to make sure everyone feels safe, emotionally and also academically.”\u003c/p>\n\u003cp>“Without the social-emotional part I would have dropped out,” said 18-year-old Kimberly Hernandez, class of 2019. “In my family, a lot of people don’t really graduate from high school. There were various times at Capital City where I was just like, ‘Man I wanna drop out. It’s getting really hard.’ The students here, the teachers, the staff itself they were just like you have to stay, you have to work harder. I’m really proud of myself because I didn’t think I was going to make it this far in the first place.”\u003c/p>\n\u003cfigure id=\"attachment_54295\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54295\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">Students at Capital City Public Charter School tend to one of the campus’ community gardens. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In the majority black and Latino pre-K-12 school of roughly 1,000 students, 74 percent of whom come from low-income households, 100 percent of graduating seniors are accepted to college, officials said. The four- and five-year high school graduation rates of 86 percent and 98 percent, respectively, \u003ca href=\"https://dcschoolreportcard.org/schools/108-1207/graduation-rate\">exceed city averages\u003c/a>, as does attendance in both the \u003ca href=\"https://dcschoolreportcard.org/schools/108-0182/attendance\">middle school\u003c/a> and \u003ca href=\"https://dcschoolreportcard.org/schools/108-1207/attendance\">high school\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://dcschoolreportcard.org/schools/108-0182/student-achievement?lang=en\">Middle school performance\u003c/a> on standardized tests, however, isn’t notably higher than city averages in English and dips below them in math. And within the school there remains a significant achievement gap, with black and Latino students scoring three times lower than their white classmates in English and five times lower in math. School leaders acknowledge that there is still plenty of work to be done, but argue for longer-term measures of success.\u003c/p>\n\u003cp>“I’m not saying test scores should be out the door,” said Cox. “What I’m saying is they shouldn’t be the only way we are judging our kids.”\u003c/p>\n\u003cp>To that end, Capital City’s high school counselors have made tracking students after graduation a priority. The results they cite are promising. Of its first class of seniors in 2012, 45 percent received a college degree within six years, according to documents provided by the school, far above the \u003ca href=\"https://collegeforamerica.org/college-completion-low-income-students/\">14 percent nationwide\u003c/a> average for low-income students. School leaders say their near-term goal is to increase that number to 60 percent, in line with the national average for all students. For subsequent graduating classes, the school’s latest figures indicate that 71 percent of students are still enrolled in college.\u003c/p>\n\u003cp>As social and emotional learning spreads, schools are increasingly wrestling with questions of assessment — how to quantify student performance in areas like self-awareness and problem-solving. Capital City’s approach of attaching grades to social and emotional skills on student report cards \u003ca href=\"https://www.edweek.org/ew/articles/2017/05/31/is-your-child-showing-grit-school-report.html\">isn’t unique\u003c/a>. Elementary schoolers in San Francisco Public Schools, for example, \u003ca href=\"http://www.sfusd.edu/en/news/media-coverage/2016-media-coverage-archive/11/new-report-cards-in-sf-a-f-grades-get-an-o-for-obsolete.html\">receive number grades\u003c/a> in areas like regulating their emotions and managing challenging situations. In Montgomery County, Maryland, \u003ca href=\"https://www.montgomeryschoolsmd.org/uploadedFiles/info/grading/SBRC_2018_2019_Gr3.pdf\">report cards specify\u003c/a> whether elementary school students “collaborate with others” and demonstrate “motivation and persistence.”\u003c/p>\n\u003cp>But there is disagreement, even among SEL proponents, not only over how to measure social and emotional learning, but \u003ca href=\"https://blogs.edweek.org/edweek/rulesforengagement/2015/05/grit_accountability_noncognitive_skills_duckworth_yeager.html\">whether to do it in the first place\u003c/a>. Methods for assessing SEL are only just emerging. Putting teachers in charge of deciding which students are socially competent raises concerns that educators’ unconscious biases could creep into the evaluation process, disproportionately penalizing students of color. Experts stress that grades should be used not as an end unto themselves, but as tool for helping students improve.\u003c/p>\n\u003cp>“It is useful to get a baseline understanding of where students are on things we want them to learn,” said Robert Jagers, vice president of research at CASEL, a nonprofit that advocates for social and emotional learning. But, he added, “[social and emotional] competencies are hard to measure.” Researchers like himself, he said, are “concerned about their use for high-stakes purposes” such as school accountability and funding.\u003c/p>\n\u003cfigure id=\"attachment_54302\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54302\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91183-e1567489544615.jpg\" alt=\"\" width=\"1800\" height=\"1350\">\u003cfigcaption class=\"wp-caption-text\">Capital City Public Charter School serves students throughout the Washington, D.C. area. A majority of the school’s students live in low-income households. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools that do evaluate these skills need to consider including input beyond that of the classroom teacher, said Jagers. Students, parents and outside evaluators should also have a voice in whether the school is providing a safe and welcoming environment, through surveys and other tools. Done right, he said, social and emotional instruction will help elevate student performance in academic areas.\u003c/p>\n\u003cp>Hayden Frederick-Clarke, director of cultural proficiency at Boston Public Schools, likewise stressed that schools need to be careful about imposing the cultural norms of white teachers onto students from other backgrounds. Otherwise, he said, social and emotional learning can turn into “acculturation and assimilation activities.”\u003c/p>\n\u003cp>Capital City educators said they take steps to ensure that their process is fair and geared toward helping students improve. Students are measured on traits like reflection and accountability in the context of their academic work, school officials said. A research-heavy science project that involves numerous revisions and multiple draft deadlines, for example, provides an opportunity for a student to demonstrate organization and punctuality skills. A group project that ends in a class presentation will call upon a student’s communication abilities.\u003c/p>\n\u003cp>Students also discuss “character data” on more subjective qualities like integrity and character, but they don’t receive grades in these areas. The focus is on more concrete qualities like organization and timeliness in the context of their academic studies.\u003c/p>\n\u003cp>Administrators added the program places an emphasis on ensuring that the school’s teachers, many of whom are white, understand the importance of culturally responsive teaching. They receive professional training on race and implicit bias and participate in regular, often candid conversations about these topics with their colleagues. Teachers are also hired based in part on their understanding of, and commitment to, the school’s approach to social and emotional learning, said Cox.\u003c/p>\n\u003cp>“When I interviewed here,” said Lapeta Solomon, an English teacher who just finished her third year at the school, “I came in the door and I saw people laughing, I saw people talking to little kids, I saw people smiling, I saw people giving hugs. I knew this was for me. I called my partner and I was like ‘I’m home.’”\u003c/p>\n\u003cfigure id=\"attachment_54297\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54297\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">Marnier Robinson's portfolio presentation. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She and others noted that Capital City’s approach is not easy to replicate. The school serves grades pre-K to 12, providing a cohesive educational experience. And because Capital City is a lottery school, many of its students gain admission aided by a high level of parental involvement. Teachers also cited the autonomy they are given and their freedom from the strictures of teach-to-the-test mandates many said they’ve experienced at previous schools. Above all, however, the school’s educators cited the importance of creating mutual trust and respect between teachers and students.\u003c/p>\n\u003cp>The trust helped carry Nia, the eighth grader, through the jitters of her presentation day. As she wrapped up her portfolio presentation and listened to feedback from the panel, the atmosphere was more reminiscent of a PhD presentation than the conclusion of middle school. Afterward, Nia said she felt relieved to have the experience behind her but added that the months of preparation reminded her just how much she’s grown since arriving as a fifth grader.\u003c/p>\n\u003cp>“I’ve become more confident,” she said. Her experiences at Capital City, Nia said, would help carry her to high school and beyond.\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/a-school-where-character-matters-as-much-as-academics/\">\u003cem>social emotional skills\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://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=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Capital City Public Charter School considers its students’ social and emotional development — their persistence, collaboration and integrity — to be just as important as their academic work. One way the school sends that message to young people is by grading them on their progress in areas like punctuality, timeliness and accountability, and discussing their “character data” in meetings with students and parents.",
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"description": "Capital City Public Charter School considers its students’ social and emotional development — their persistence, collaboration and integrity — to be just as important as their academic work. One way the school sends that message to young people is by grading them on their progress in areas like punctuality, timeliness and accountability, and discussing their “character data” in meetings with students and parents.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/a-school-where-character-matters-as-much-as-academics/\">\u003cem>social emotional skills\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://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=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>WASHINGTON — It was late May in a conference room at Capital City Public Charter School and Nia Reese, an eighth grader dressed in a business suit, guided her audience through a PowerPoint presentation. She talked about her academic achievements, then segued to a project on gun violence and its toll on teenagers in her community.\u003c/p>\n\u003cp>“A struggle I had,” she said, her voice suddenly shaking, “was taking an emotional risk and talking about things I don’t usually talk about: how gun violence has affected people that I love.”\u003c/p>\n\u003cp>Nia took a moment to compose herself. She was halfway through the 40-minute talk. Her objective? To persuade a three-person panel of educators and community members that she was ready to graduate to Capital City’s high school program in the fall.\u003c/p>\n\u003cfigure id=\"attachment_54296\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54296\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">At Capital City Public Charter School, eighth grader Nia Reese delivers a 40-minute presentation aimed at convincing panelists that she is prepared to move on to the campus’ high school. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nia is a good student with solid academic grades. But at this school, that’s not enough. The presentation, for which she spent months preparing, is required of all eighth graders who wish to continue on to the campus’ high school. While Capital City takes pride in preparing students academically for that next step, teachers and staff place an emphasis on ensuring that these young people are emotionally ready as well — with the social skills, like strength of character, resilience and integrity, needed to succeed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Spurred by brain research that has shown a \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.2004.00679.x\">strong connection\u003c/a> between the social and emotional skills of students and their cognitive development, more schools across the country are emphasizing “soft skills” such as communication, collaboration, self-awareness and problem-solving as part of a trend known as social and emotional learning, or SEL.\u003c/p>\n\u003cp>The obstacles to implementing SEL are significant. It requires resources and training at a time when many districts are struggling to \u003ca href=\"https://hechingerreport.org/how-does-underfunding-actually-affect-schools-four-questions-with-greene-county-superintendent-richard-fleming/\">provide the basics\u003c/a>. There are critics who contend that instilling social values in students is the purview of parents not schools, and others who fear that SEL could easily be used as yet another way to punish low-income students of color who don’t conform to behavioral norms.\u003c/p>\n\u003cp>Another big challenge is \u003ca href=\"https://hechingerreport.org/new-advances-measuring-social-emotional-learning/\">determining\u003c/a> how to measure social and emotional development in the first place. Unlike algebra or world history, there is no bubble sheet by which to judge students’ soft skills, let alone evaluate their growth over time. And even if there were standardized measures for traits like integrity and compassion, whose cultural norms should be used to judge the results?\u003c/p>\n\u003cp>Capital City is often cited by advocates of social and emotional learning for its commitment to putting these skills on a par with homework and exam scores. In addition to traditional academic grades, student report cards include marks from 1 to 4 on qualities such as organization, timeliness and accountability. While distilling character-based attributes to number grades has its skeptics, Capital City officials said the approach not only helps students gauge their progress, but signals just how important these skills are to their futures. Increasingly, it is these social and emotional skills — like perseverance and collaboration — that are seen as key to success in college and the workplace. Yet many employers say \u003ca href=\"https://www.bna.com/uploadedFiles/BNA_V2/Micro_Sites/2018/Future_of_Work/Workday%20Bloomberg%20Build-Tomorrow-Talent_FINAL.pdf\">graduates lack\u003c/a> these skills.\u003c/p>\n\u003cp>“We don’t question why students come to school to learn academics,” said Laina Cox, Capital City’s middle school principal. “And I see SEL the exact same way.”\u003c/p>\n\u003cfigure id=\"attachment_54301\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54301\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91211-e1567489609300.jpg\" alt=\"\" width=\"1800\" height=\"1350\">\u003cfigcaption class=\"wp-caption-text\">Samantha Clark teaches a sixth-grade combined math and science class at Capital City Public Charter School. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students talk about this so-called “character data” on a regular basis: in parent conferences, with their teachers, and during schoolwide “equity days,” where students discuss topics like religion and sexual orientation and participate in activities designed to build compassion and empathy. For Nia, the portfolio presentation represented a high-stakes opportunity to demonstrate her own character. She was being evaluated not only on her achievements over the last three years, but on her ability to communicate them effectively and put them in the context of her personal growth. Students who fail to receive a positive evaluation are given detailed feedback on where they need to improve and an opportunity to present again.\u003c/p>\n\u003cp>At Capital City, a 19-year old school in northwest D.C., social and emotional learning is woven into daily interactions between adults and students and integrated into classroom content. After completing a challenging science project, for example, students might be given the opportunity to reflect on not just the academic material, but on how they adopted strategies of perseverance or problem-solving to overcome obstacles that arose along the way.\u003c/p>\n\u003cp>Students hone public speaking and communication skills by regularly presenting their work. Feedback, whether from teachers or peers, is viewed as a crucial learning tool. Students describe the process of rewriting and revising as a prerequisite for submitting high-quality work. When reflecting on their time at Capital City, many students are quick to link outcomes like good grades to personal characteristics of persistence, self-confidence and the ability to manage their time wisely.\u003c/p>\n\u003cp>In addition to their academic classes, students have a daily advisory class (led by one of their current teachers) in groups limited to no more than 10. The advisory class is designed as a space where students are encouraged to discuss whatever’s on their minds — not just academic issues, but personal issues too. Sharing their stories, and listening to the experiences of their peers, can help build a level of trust and respect that teachers say is key to allowing students thrive both socially and academically.\u003c/p>\n\u003cp>“I got a bunch of friends who go to schools around the neighborhood and it’s like you go to school, you get your grades, alright we’re done for the day,” said Daniel Escobar, a 2019 graduate who plans to attend Washington Adventist University in the fall. “Capital City finds a way to make sure everyone feels safe, emotionally and also academically.”\u003c/p>\n\u003cp>“Without the social-emotional part I would have dropped out,” said 18-year-old Kimberly Hernandez, class of 2019. “In my family, a lot of people don’t really graduate from high school. There were various times at Capital City where I was just like, ‘Man I wanna drop out. It’s getting really hard.’ The students here, the teachers, the staff itself they were just like you have to stay, you have to work harder. I’m really proud of myself because I didn’t think I was going to make it this far in the first place.”\u003c/p>\n\u003cfigure id=\"attachment_54295\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54295\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">Students at Capital City Public Charter School tend to one of the campus’ community gardens. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In the majority black and Latino pre-K-12 school of roughly 1,000 students, 74 percent of whom come from low-income households, 100 percent of graduating seniors are accepted to college, officials said. The four- and five-year high school graduation rates of 86 percent and 98 percent, respectively, \u003ca href=\"https://dcschoolreportcard.org/schools/108-1207/graduation-rate\">exceed city averages\u003c/a>, as does attendance in both the \u003ca href=\"https://dcschoolreportcard.org/schools/108-0182/attendance\">middle school\u003c/a> and \u003ca href=\"https://dcschoolreportcard.org/schools/108-1207/attendance\">high school\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://dcschoolreportcard.org/schools/108-0182/student-achievement?lang=en\">Middle school performance\u003c/a> on standardized tests, however, isn’t notably higher than city averages in English and dips below them in math. And within the school there remains a significant achievement gap, with black and Latino students scoring three times lower than their white classmates in English and five times lower in math. School leaders acknowledge that there is still plenty of work to be done, but argue for longer-term measures of success.\u003c/p>\n\u003cp>“I’m not saying test scores should be out the door,” said Cox. “What I’m saying is they shouldn’t be the only way we are judging our kids.”\u003c/p>\n\u003cp>To that end, Capital City’s high school counselors have made tracking students after graduation a priority. The results they cite are promising. Of its first class of seniors in 2012, 45 percent received a college degree within six years, according to documents provided by the school, far above the \u003ca href=\"https://collegeforamerica.org/college-completion-low-income-students/\">14 percent nationwide\u003c/a> average for low-income students. School leaders say their near-term goal is to increase that number to 60 percent, in line with the national average for all students. For subsequent graduating classes, the school’s latest figures indicate that 71 percent of students are still enrolled in college.\u003c/p>\n\u003cp>As social and emotional learning spreads, schools are increasingly wrestling with questions of assessment — how to quantify student performance in areas like self-awareness and problem-solving. Capital City’s approach of attaching grades to social and emotional skills on student report cards \u003ca href=\"https://www.edweek.org/ew/articles/2017/05/31/is-your-child-showing-grit-school-report.html\">isn’t unique\u003c/a>. Elementary schoolers in San Francisco Public Schools, for example, \u003ca href=\"http://www.sfusd.edu/en/news/media-coverage/2016-media-coverage-archive/11/new-report-cards-in-sf-a-f-grades-get-an-o-for-obsolete.html\">receive number grades\u003c/a> in areas like regulating their emotions and managing challenging situations. In Montgomery County, Maryland, \u003ca href=\"https://www.montgomeryschoolsmd.org/uploadedFiles/info/grading/SBRC_2018_2019_Gr3.pdf\">report cards specify\u003c/a> whether elementary school students “collaborate with others” and demonstrate “motivation and persistence.”\u003c/p>\n\u003cp>But there is disagreement, even among SEL proponents, not only over how to measure social and emotional learning, but \u003ca href=\"https://blogs.edweek.org/edweek/rulesforengagement/2015/05/grit_accountability_noncognitive_skills_duckworth_yeager.html\">whether to do it in the first place\u003c/a>. Methods for assessing SEL are only just emerging. Putting teachers in charge of deciding which students are socially competent raises concerns that educators’ unconscious biases could creep into the evaluation process, disproportionately penalizing students of color. Experts stress that grades should be used not as an end unto themselves, but as tool for helping students improve.\u003c/p>\n\u003cp>“It is useful to get a baseline understanding of where students are on things we want them to learn,” said Robert Jagers, vice president of research at CASEL, a nonprofit that advocates for social and emotional learning. But, he added, “[social and emotional] competencies are hard to measure.” Researchers like himself, he said, are “concerned about their use for high-stakes purposes” such as school accountability and funding.\u003c/p>\n\u003cfigure id=\"attachment_54302\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54302\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91183-e1567489544615.jpg\" alt=\"\" width=\"1800\" height=\"1350\">\u003cfigcaption class=\"wp-caption-text\">Capital City Public Charter School serves students throughout the Washington, D.C. area. A majority of the school’s students live in low-income households. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools that do evaluate these skills need to consider including input beyond that of the classroom teacher, said Jagers. Students, parents and outside evaluators should also have a voice in whether the school is providing a safe and welcoming environment, through surveys and other tools. Done right, he said, social and emotional instruction will help elevate student performance in academic areas.\u003c/p>\n\u003cp>Hayden Frederick-Clarke, director of cultural proficiency at Boston Public Schools, likewise stressed that schools need to be careful about imposing the cultural norms of white teachers onto students from other backgrounds. Otherwise, he said, social and emotional learning can turn into “acculturation and assimilation activities.”\u003c/p>\n\u003cp>Capital City educators said they take steps to ensure that their process is fair and geared toward helping students improve. Students are measured on traits like reflection and accountability in the context of their academic work, school officials said. A research-heavy science project that involves numerous revisions and multiple draft deadlines, for example, provides an opportunity for a student to demonstrate organization and punctuality skills. A group project that ends in a class presentation will call upon a student’s communication abilities.\u003c/p>\n\u003cp>Students also discuss “character data” on more subjective qualities like integrity and character, but they don’t receive grades in these areas. The focus is on more concrete qualities like organization and timeliness in the context of their academic studies.\u003c/p>\n\u003cp>Administrators added the program places an emphasis on ensuring that the school’s teachers, many of whom are white, understand the importance of culturally responsive teaching. They receive professional training on race and implicit bias and participate in regular, often candid conversations about these topics with their colleagues. Teachers are also hired based in part on their understanding of, and commitment to, the school’s approach to social and emotional learning, said Cox.\u003c/p>\n\u003cp>“When I interviewed here,” said Lapeta Solomon, an English teacher who just finished her third year at the school, “I came in the door and I saw people laughing, I saw people talking to little kids, I saw people smiling, I saw people giving hugs. I knew this was for me. I called my partner and I was like ‘I’m home.’”\u003c/p>\n\u003cfigure id=\"attachment_54297\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54297\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">Marnier Robinson's portfolio presentation. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She and others noted that Capital City’s approach is not easy to replicate. The school serves grades pre-K to 12, providing a cohesive educational experience. And because Capital City is a lottery school, many of its students gain admission aided by a high level of parental involvement. Teachers also cited the autonomy they are given and their freedom from the strictures of teach-to-the-test mandates many said they’ve experienced at previous schools. Above all, however, the school’s educators cited the importance of creating mutual trust and respect between teachers and students.\u003c/p>\n\u003cp>The trust helped carry Nia, the eighth grader, through the jitters of her presentation day. As she wrapped up her portfolio presentation and listened to feedback from the panel, the atmosphere was more reminiscent of a PhD presentation than the conclusion of middle school. Afterward, Nia said she felt relieved to have the experience behind her but added that the months of preparation reminded her just how much she’s grown since arriving as a fifth grader.\u003c/p>\n\u003cp>“I’ve become more confident,” she said. Her experiences at Capital City, Nia said, would help carry her to high school and beyond.\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/a-school-where-character-matters-as-much-as-academics/\">\u003cem>social emotional skills\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://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=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>When Mamie, a 12\u003csup>th\u003c/sup> grader, has a long-term project ahead of her, she starts by making a list of everything she needs to do to finish the assignment. At some point in the day, she takes out her calendar and writes out—by hand—what she needs to complete. “Every day I work on a different task or topic,” she said, crossing off the work when she’s through so she can see what’s remaining. She builds in extra time in case she’s underestimated how time-consuming a particular task might be and sets reminders to keep herself on schedule.\u003c/p>\n\u003cp>Like most successful students, she understands that she can’t float along and simply assume that she’ll get to the necessary work by accident. She recognizes that being purposeful about her assignments, by structuring her time and planning her schedule, is essential to tackling all her work—and allowing time for what she loves outside school. Decades of studies on planning support her instinctive approach: under the right circumstances, planning can \u003ca href=\"https://www.researchgate.net/publication/232516645_Effects_of_temptation-inhibiting_and_task-facilitating_plans_on_self-control\">enhance\u003c/a> self-control, \u003ca href=\"http://www.psych.nyu.edu/gollwitzer/97GollBrand_ImpIntGoalPurs.pdf\">contribute\u003c/a> to better school performance and help people \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0065260106380021\">achieve\u003c/a> goals.\u003c/p>\n\u003cp>But according to a team of scholars at the University of Iowa who analyzed these studies, little research has been done to evaluate the effect of \u003cem>how\u003c/em> people construct plans on the plan’s outcome—that is, how well the plan worked. The trio of investigators—Jooyoung Park, Fang-Chi Lu and William Hedgcock—conducted five separate studies with about 300 university students to find out.\u003c/p>\n\u003cp>They identified two principal methods of planning: the forward variety, where the planner pinpoints tasks closest chronologically to the present and moves forward toward the goal; and reverse planning, where the planner starts with the end goal and works backward from there. A reverse plan for a research paper, for example, would start with the due date, then determine when a first draft would have to be done, and before that when research would need to be completed, and so on, going backward to the present.\u003c/p>\n\u003cp>The researchers \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/28910234\">devised\u003c/a> various studies with students who had real-life goals to grapple with. As a way to find out if planning order affected motivation, one study involving 44 undergraduates enrolled in a university course were divided into two groups and instructed to plan for an upcoming exam. Half planned forward, and the other backward, but all had to incorporate 15 identical activities related to exam preparation into their plan. The kinds of activities that might be included in exam preparation were “read chapter 7,” “read chapter 8,” “review articles,” “make a summary of notes,” and “review key concepts.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Forward planners typically began the process by identifying what they needed to do before they could achieve their goals, and then slotted in those prep activities that were closest to the present—i.e., “read chapter 7”—and moving forward. Reverse planners typically began their plan with the activity that was furthest from the present and closest to the exam—i.e., “review key concepts”—and moved chronologically backwards from there. In the end, both forward and backward planners came up with very similar looking plans, Hedgcock said.\u003c/p>\n\u003cp>Other studies included students in different settings to assess how planning order affects motivation and actual academic performance, and to evaluate the role of goal complexity in planning. In all the studies, students were responsible for coming up with their own plans.\u003c/p>\n\u003cp>To their surprise, researchers discovered a marked difference in success between forward and backward planning. “Backward planning could change the actual outcome, student’s grades on an exam, in addition to motivation and perceptions,” Park said about their findings. This held true only when the goal was complex, Park added—say, a comprehensive final exam that required reviewing and integrating a lot of information, or a long-term research project that involved a sequence of related steps.\u003c/p>\n\u003cp>Even among the collection of students whose 15 exam-prep activities were identical, and whose plans looked alike, the results were striking. “The effects don’t seem to be driven by the plan itself,” Hedgcock said. “They seem to be driven by how the plan was \u003cem>constructed\u003c/em>,” he added.\u003c/p>\n\u003cp>Reverse planning for challenging assignments is more effective than forward planning for a few reasons, the researchers noted. For one, it helps the planner consider critical steps and then identify likely obstacles—all from the point of view of having completed the goal, which sharpens clarity. “When visualizing the endpoint, things seem clearer and more positive,” said William Hedgcock. “If you start at the present, you could go this way or that way—it can be more negative,” he added, because of the multiple possible steps to be taken. Backward planning also kickstarts motivation at the time when inspiration lags most, during the middle of a goal pursuit. Finally, backward planning from an imaginary finished goal lessened the perception of time pressure.\u003c/p>\n\u003cp>These findings could have broad applications. Though the studies involved college kids, high school students would likely experience similar results, Hedgcock said. Also, while “complexity is in the eye of the beholder,” he said, a student who \u003cem>perceives\u003c/em> an assignment to be complex might be more successful if she constructs a plan that starts with the end goal. “I have a four-and seven-year old, and figuring out what to wear to school every day is complex for them,” he said. Reverse planning might also help kids whose motivation often wilts, or who have lost track of what they’re trying to achieve, or who frequently feel strapped for time while working on tough projects. Though the studies did not look at different cohorts of kids, the finding suggests that children who struggle with executive function might benefit from this type of preparation.\u003c/p>\n\u003cp>The researchers were quick to point out the limits to their work. They hadn’t accounted for individual differences among the college students, which could play a role in outcomes. Their work consisted of just five studies, and included only university students. For simple goals, backward planning has no effect. “It’s something that should be examined further,” Hedgcock said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Nevertheless, the results suggest that students (and adults) could improve their ability to achieve certain goals by adjusting how they plan for them. “It’s a powerful finding,” he said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Mamie, a 12\u003csup>th\u003c/sup> grader, has a long-term project ahead of her, she starts by making a list of everything she needs to do to finish the assignment. At some point in the day, she takes out her calendar and writes out—by hand—what she needs to complete. “Every day I work on a different task or topic,” she said, crossing off the work when she’s through so she can see what’s remaining. She builds in extra time in case she’s underestimated how time-consuming a particular task might be and sets reminders to keep herself on schedule.\u003c/p>\n\u003cp>Like most successful students, she understands that she can’t float along and simply assume that she’ll get to the necessary work by accident. She recognizes that being purposeful about her assignments, by structuring her time and planning her schedule, is essential to tackling all her work—and allowing time for what she loves outside school. Decades of studies on planning support her instinctive approach: under the right circumstances, planning can \u003ca href=\"https://www.researchgate.net/publication/232516645_Effects_of_temptation-inhibiting_and_task-facilitating_plans_on_self-control\">enhance\u003c/a> self-control, \u003ca href=\"http://www.psych.nyu.edu/gollwitzer/97GollBrand_ImpIntGoalPurs.pdf\">contribute\u003c/a> to better school performance and help people \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0065260106380021\">achieve\u003c/a> goals.\u003c/p>\n\u003cp>But according to a team of scholars at the University of Iowa who analyzed these studies, little research has been done to evaluate the effect of \u003cem>how\u003c/em> people construct plans on the plan’s outcome—that is, how well the plan worked. The trio of investigators—Jooyoung Park, Fang-Chi Lu and William Hedgcock—conducted five separate studies with about 300 university students to find out.\u003c/p>\n\u003cp>They identified two principal methods of planning: the forward variety, where the planner pinpoints tasks closest chronologically to the present and moves forward toward the goal; and reverse planning, where the planner starts with the end goal and works backward from there. A reverse plan for a research paper, for example, would start with the due date, then determine when a first draft would have to be done, and before that when research would need to be completed, and so on, going backward to the present.\u003c/p>\n\u003cp>The researchers \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/28910234\">devised\u003c/a> various studies with students who had real-life goals to grapple with. As a way to find out if planning order affected motivation, one study involving 44 undergraduates enrolled in a university course were divided into two groups and instructed to plan for an upcoming exam. Half planned forward, and the other backward, but all had to incorporate 15 identical activities related to exam preparation into their plan. The kinds of activities that might be included in exam preparation were “read chapter 7,” “read chapter 8,” “review articles,” “make a summary of notes,” and “review key concepts.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Forward planners typically began the process by identifying what they needed to do before they could achieve their goals, and then slotted in those prep activities that were closest to the present—i.e., “read chapter 7”—and moving forward. Reverse planners typically began their plan with the activity that was furthest from the present and closest to the exam—i.e., “review key concepts”—and moved chronologically backwards from there. In the end, both forward and backward planners came up with very similar looking plans, Hedgcock said.\u003c/p>\n\u003cp>Other studies included students in different settings to assess how planning order affects motivation and actual academic performance, and to evaluate the role of goal complexity in planning. In all the studies, students were responsible for coming up with their own plans.\u003c/p>\n\u003cp>To their surprise, researchers discovered a marked difference in success between forward and backward planning. “Backward planning could change the actual outcome, student’s grades on an exam, in addition to motivation and perceptions,” Park said about their findings. This held true only when the goal was complex, Park added—say, a comprehensive final exam that required reviewing and integrating a lot of information, or a long-term research project that involved a sequence of related steps.\u003c/p>\n\u003cp>Even among the collection of students whose 15 exam-prep activities were identical, and whose plans looked alike, the results were striking. “The effects don’t seem to be driven by the plan itself,” Hedgcock said. “They seem to be driven by how the plan was \u003cem>constructed\u003c/em>,” he added.\u003c/p>\n\u003cp>Reverse planning for challenging assignments is more effective than forward planning for a few reasons, the researchers noted. For one, it helps the planner consider critical steps and then identify likely obstacles—all from the point of view of having completed the goal, which sharpens clarity. “When visualizing the endpoint, things seem clearer and more positive,” said William Hedgcock. “If you start at the present, you could go this way or that way—it can be more negative,” he added, because of the multiple possible steps to be taken. Backward planning also kickstarts motivation at the time when inspiration lags most, during the middle of a goal pursuit. Finally, backward planning from an imaginary finished goal lessened the perception of time pressure.\u003c/p>\n\u003cp>These findings could have broad applications. Though the studies involved college kids, high school students would likely experience similar results, Hedgcock said. Also, while “complexity is in the eye of the beholder,” he said, a student who \u003cem>perceives\u003c/em> an assignment to be complex might be more successful if she constructs a plan that starts with the end goal. “I have a four-and seven-year old, and figuring out what to wear to school every day is complex for them,” he said. Reverse planning might also help kids whose motivation often wilts, or who have lost track of what they’re trying to achieve, or who frequently feel strapped for time while working on tough projects. Though the studies did not look at different cohorts of kids, the finding suggests that children who struggle with executive function might benefit from this type of preparation.\u003c/p>\n\u003cp>The researchers were quick to point out the limits to their work. They hadn’t accounted for individual differences among the college students, which could play a role in outcomes. Their work consisted of just five studies, and included only university students. For simple goals, backward planning has no effect. “It’s something that should be examined further,” Hedgcock said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How Making Art Helps Teens Better Understand Their Mental Health",
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"content": "\u003cp>The benefits of art in a child’s education are widespread. Art can help kids express themselves and understand the world around them. Art is usually a hands-on experience and fun. For low-income students, studies have found that kids who have more arts education in school see \u003ca href=\"https://www.theatlantic.com/education/archive/2017/07/the-diminishing-role-of-art-in-childrens-lives/532674/%20%20https://www.theatlantic.com/education/archive/2017/07/the-diminishing-role-of-art-in-childrens-lives/532674/\">long-term benefits\u003c/a> by both academic and social standards.\u003c/p>\n\u003cp>Tori Wardrip, an art teacher at \u003ca href=\"http://lewisandclarkscouts.weebly.com/\">Lewis and Clark Middle School\u003c/a> in Billings, Montana, wanted to explore the benefits of art more deeply while addressing some of the mental health issues she saw students experiencing.\u003c/p>\n\u003cp>Last year, Wardrip launched \u003ca href=\"https://artswithoutboundaries.wildapricot.org/Art\">Creative Courage\u003c/a>, a school-based support group for students struggling with mental health concerns. Similar to individual counseling, support groups often encourage individuals to speak about their struggles. But talking about mental health can make people feel vulnerable, especially adolescents. This is why Creative Courage uses nonverbal tools, like mindfulness, journaling and art activities, to help kids identify and express their emotions.\u003c/p>\n\u003cp>\"Students can be closed off, especially if they feel like outcasts,\" says Wardrip. \"I wanted to create a 'safe' space where they could express what they're going through.\"\u003c/p>\n\u003cp>While the creative process in Wardrip's group is an open canvas, each self-expression exercise teaches the students an emotional skill, like self-awareness, social skills and self-acceptance.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For example, students may create “mood mandalas” by drawing and coloring symbols to convey their inner worlds. They can also paint their worries on small “comfort” boxes and fill the container with personal items that bring solace. Others list their insecurities in “place book” journals, including healing words, like “Learn to accept your flaws and learn to accept beauty.” All group members receive “place books” where they privately record their thoughts and feelings.\u003c/p>\n\u003cfigure id=\"attachment_49574\" class=\"wp-caption alignnone\" style=\"max-width: 845px\">\u003cimg class=\"wp-image-49574 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/comfortboxinside1.png\" alt=\"\" width=\"845\" height=\"590\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1.png 845w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1-160x112.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1-800x559.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1-768x536.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1-240x168.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1-375x262.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1-520x363.png 520w\" sizes=\"(max-width: 845px) 100vw, 845px\">\u003cfigcaption class=\"wp-caption-text\">Place book courtesy of Tori Wardrip \u003ccite>(Tori Wardrip)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During each gathering, Wardrip shares phrases like, “Remember, you don’t feel better by feeling less” and “Your thoughts are always valid.” Using these prompts, she invites students to begin a discussion. Although they’re not required to participate, most of them do. For many students, being surrounded by a community of nonjudgmental listeners helps them open up, and kids who once felt afraid begin to feel brave, according to Wardrip.\u003c/p>\n\u003cp>\u003cstrong>Mental Health is Personal\u003c/strong>\u003c/p>\n\u003cp>Mental illness is a topic Wardrip knows intimately. For nearly a decade, she silently battled depression, hiding her psychological pain from family and friends.\u003c/p>\n\u003cp>“My depression never made sense to me,\" she says. \"I didn't understand why I felt hopeless when I had a good life. I stayed quiet because I didn't want people to think less of me.\"\u003c/p>\n\u003cp>It wasn’t until Wardrip began a graduate school program, \u003ca href=\"http://www.umt.edu/creativepulse/\">Creative Pulse\u003c/a> at the University of Montana, that she began to heal from her depression. Creative Pulse is a master’s program, teaching educators how to integrate art, creativity, movement and mindfulness into the classroom.\u003c/p>\n\u003cp>“In my program, I was challenged to do the most important thing I could do for myself, which helped me open up about my depression and suicidal tendencies. I firmly believe the program saved my life,” says Wardrip.\u003c/p>\n\u003cp>During her graduate studies, she relied on art and mindfulness to help her access and express emotions she had kept bottled up for years. Eventually, Wardrip opened up to close family and friends. Her journey taught her that shame often prevents people from seeking psychological care.\u003c/p>\n\u003cp>Unfortunately, Wardrip’s experience is not unusual. Although depression and anxiety are the most common mental health concerns, surveys have found that \u003ca href=\"https://adaa.org/living-with-anxiety/children\">80 percent\u003c/a> of adolescents with a diagnosable anxiety disorder and \u003ca href=\"https://adaa.org/living-with-anxiety/children\">60 percent\u003c/a> of depressed kids do not receive treatment. In fact, a recent survey conducted by \u003ca href=\"https://findyourwords.org/understanding-depression/\">Kaiser Permanente\u003c/a> found 55 percent of people view depression as a personal weakness, and 24 percent of \u003ca href=\"https://findyourwords.org/mental-health-myths-facts-national-poll/\">millennials\u003c/a> believe most people can recover without professional services, like psychotherapy.*\u003c/p>\n\u003cp>“I realize how stigma is silencing, especially for adolescents. I want to be a role model for our students, which is why I began Creative Courage,” says Wardrip.\u003c/p>\n\u003cp>Many of the kids in Wardrip’s 10-week group struggle with depression, anxiety and gender dysphoria. Others feel lonely and out of place. All of these students are searching for someone who can understand their suffering.\u003c/p>\n\u003cp>To help create a safe space, Wardrip begins each meeting with a wellness check-in, followed by a guided meditation and an art-related activity. Her group combines creative process with psychological theory.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=-ZbcXstZ8Cc&feature=youtu.be\u003c/p>\n\u003cp>\u003cstrong>Art Equity \u003c/strong>\u003c/p>\n\u003cp>According to the \u003ca href=\"https://arttherapy.org/about-art-therapy/\">American Art Therapy Association\u003c/a>, artistic expression may decrease anxiety, feelings of anger and depression. This \u003ca href=\"https://arttherapy.org/about-art-therapy/\">creative process\u003c/a> can also enhance cognitive abilities, foster greater self-awareness and help students regulate their emotions.\u003c/p>\n\u003cp>Despite these findings, there’s an \u003ca href=\"https://blog.ed.gov/2012/04/ed-releases-new-report-on-arts-education-in-u-s-public-schools/\">equity\u003c/a> gap in arts education. A survey conducted in \u003ca href=\"https://blog.ed.gov/2012/04/ed-releases-new-report-on-arts-education-in-u-s-public-schools/\">2012\u003c/a> by the Department of Education discovered students in low-poverty schools were more likely to receive art instruction than kids attending high-poverty schools. While \u003ca href=\"https://www.the74million.org/article/potential-federal-cuts-may-decimate-school-arts-programs/\">proposed\u003c/a> federal cuts could eliminate art education in many schools, teachers like Wardrip advocate for art inclusion.\u003c/p>\n\u003cp>\"Art teaches kids problem-solving and decision-making skills,” says Wardrip. “Creativity also promotes identity development, helping students find their ‘place’ in the world.\"\u003c/p>\n\u003cp>Wardrip finds that by the end of the 10-week course, students begin to heal. Her data from last year’s group suggest participants' symptoms of anxiety and depression lessened by 40 percent. To measure this change, each group member completed an anxiety and depression questionnaire: one before the group began, and another after completing the course.\u003c/p>\n\u003cp>For many of these kids, art becomes a tool, helping them to share their authentic selves in a community that understands.\u003c/p>\n\u003cp>\u003cem>Juli Fraga is a psychologist and writer in San Francisco. You can find her on Twitter \u003ca href=\"https://twitter.com/dr_fraga\">@dr_fraga\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*This post has been updated to more accurately reflect the results of the survey. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The benefits of art in a child’s education are widespread. Art can help kids express themselves and understand the world around them. Art is usually a hands-on experience and fun. For low-income students, studies have found that kids who have more arts education in school see \u003ca href=\"https://www.theatlantic.com/education/archive/2017/07/the-diminishing-role-of-art-in-childrens-lives/532674/%20%20https://www.theatlantic.com/education/archive/2017/07/the-diminishing-role-of-art-in-childrens-lives/532674/\">long-term benefits\u003c/a> by both academic and social standards.\u003c/p>\n\u003cp>Tori Wardrip, an art teacher at \u003ca href=\"http://lewisandclarkscouts.weebly.com/\">Lewis and Clark Middle School\u003c/a> in Billings, Montana, wanted to explore the benefits of art more deeply while addressing some of the mental health issues she saw students experiencing.\u003c/p>\n\u003cp>Last year, Wardrip launched \u003ca href=\"https://artswithoutboundaries.wildapricot.org/Art\">Creative Courage\u003c/a>, a school-based support group for students struggling with mental health concerns. Similar to individual counseling, support groups often encourage individuals to speak about their struggles. But talking about mental health can make people feel vulnerable, especially adolescents. This is why Creative Courage uses nonverbal tools, like mindfulness, journaling and art activities, to help kids identify and express their emotions.\u003c/p>\n\u003cp>\"Students can be closed off, especially if they feel like outcasts,\" says Wardrip. \"I wanted to create a 'safe' space where they could express what they're going through.\"\u003c/p>\n\u003cp>While the creative process in Wardrip's group is an open canvas, each self-expression exercise teaches the students an emotional skill, like self-awareness, social skills and self-acceptance.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For example, students may create “mood mandalas” by drawing and coloring symbols to convey their inner worlds. They can also paint their worries on small “comfort” boxes and fill the container with personal items that bring solace. Others list their insecurities in “place book” journals, including healing words, like “Learn to accept your flaws and learn to accept beauty.” All group members receive “place books” where they privately record their thoughts and feelings.\u003c/p>\n\u003cfigure id=\"attachment_49574\" class=\"wp-caption alignnone\" style=\"max-width: 845px\">\u003cimg class=\"wp-image-49574 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/comfortboxinside1.png\" alt=\"\" width=\"845\" height=\"590\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1.png 845w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1-160x112.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1-800x559.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1-768x536.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1-240x168.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1-375x262.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1-520x363.png 520w\" sizes=\"(max-width: 845px) 100vw, 845px\">\u003cfigcaption class=\"wp-caption-text\">Place book courtesy of Tori Wardrip \u003ccite>(Tori Wardrip)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During each gathering, Wardrip shares phrases like, “Remember, you don’t feel better by feeling less” and “Your thoughts are always valid.” Using these prompts, she invites students to begin a discussion. Although they’re not required to participate, most of them do. For many students, being surrounded by a community of nonjudgmental listeners helps them open up, and kids who once felt afraid begin to feel brave, according to Wardrip.\u003c/p>\n\u003cp>\u003cstrong>Mental Health is Personal\u003c/strong>\u003c/p>\n\u003cp>Mental illness is a topic Wardrip knows intimately. For nearly a decade, she silently battled depression, hiding her psychological pain from family and friends.\u003c/p>\n\u003cp>“My depression never made sense to me,\" she says. \"I didn't understand why I felt hopeless when I had a good life. I stayed quiet because I didn't want people to think less of me.\"\u003c/p>\n\u003cp>It wasn’t until Wardrip began a graduate school program, \u003ca href=\"http://www.umt.edu/creativepulse/\">Creative Pulse\u003c/a> at the University of Montana, that she began to heal from her depression. Creative Pulse is a master’s program, teaching educators how to integrate art, creativity, movement and mindfulness into the classroom.\u003c/p>\n\u003cp>“In my program, I was challenged to do the most important thing I could do for myself, which helped me open up about my depression and suicidal tendencies. I firmly believe the program saved my life,” says Wardrip.\u003c/p>\n\u003cp>During her graduate studies, she relied on art and mindfulness to help her access and express emotions she had kept bottled up for years. Eventually, Wardrip opened up to close family and friends. Her journey taught her that shame often prevents people from seeking psychological care.\u003c/p>\n\u003cp>Unfortunately, Wardrip’s experience is not unusual. Although depression and anxiety are the most common mental health concerns, surveys have found that \u003ca href=\"https://adaa.org/living-with-anxiety/children\">80 percent\u003c/a> of adolescents with a diagnosable anxiety disorder and \u003ca href=\"https://adaa.org/living-with-anxiety/children\">60 percent\u003c/a> of depressed kids do not receive treatment. In fact, a recent survey conducted by \u003ca href=\"https://findyourwords.org/understanding-depression/\">Kaiser Permanente\u003c/a> found 55 percent of people view depression as a personal weakness, and 24 percent of \u003ca href=\"https://findyourwords.org/mental-health-myths-facts-national-poll/\">millennials\u003c/a> believe most people can recover without professional services, like psychotherapy.*\u003c/p>\n\u003cp>“I realize how stigma is silencing, especially for adolescents. I want to be a role model for our students, which is why I began Creative Courage,” says Wardrip.\u003c/p>\n\u003cp>Many of the kids in Wardrip’s 10-week group struggle with depression, anxiety and gender dysphoria. Others feel lonely and out of place. All of these students are searching for someone who can understand their suffering.\u003c/p>\n\u003cp>To help create a safe space, Wardrip begins each meeting with a wellness check-in, followed by a guided meditation and an art-related activity. Her group combines creative process with psychological theory.\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/-ZbcXstZ8Cc'\n title='//www.youtube.com/embed/-ZbcXstZ8Cc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>Art Equity \u003c/strong>\u003c/p>\n\u003cp>According to the \u003ca href=\"https://arttherapy.org/about-art-therapy/\">American Art Therapy Association\u003c/a>, artistic expression may decrease anxiety, feelings of anger and depression. This \u003ca href=\"https://arttherapy.org/about-art-therapy/\">creative process\u003c/a> can also enhance cognitive abilities, foster greater self-awareness and help students regulate their emotions.\u003c/p>\n\u003cp>Despite these findings, there’s an \u003ca href=\"https://blog.ed.gov/2012/04/ed-releases-new-report-on-arts-education-in-u-s-public-schools/\">equity\u003c/a> gap in arts education. A survey conducted in \u003ca href=\"https://blog.ed.gov/2012/04/ed-releases-new-report-on-arts-education-in-u-s-public-schools/\">2012\u003c/a> by the Department of Education discovered students in low-poverty schools were more likely to receive art instruction than kids attending high-poverty schools. While \u003ca href=\"https://www.the74million.org/article/potential-federal-cuts-may-decimate-school-arts-programs/\">proposed\u003c/a> federal cuts could eliminate art education in many schools, teachers like Wardrip advocate for art inclusion.\u003c/p>\n\u003cp>\"Art teaches kids problem-solving and decision-making skills,” says Wardrip. “Creativity also promotes identity development, helping students find their ‘place’ in the world.\"\u003c/p>\n\u003cp>Wardrip finds that by the end of the 10-week course, students begin to heal. Her data from last year’s group suggest participants' symptoms of anxiety and depression lessened by 40 percent. To measure this change, each group member completed an anxiety and depression questionnaire: one before the group began, and another after completing the course.\u003c/p>\n\u003cp>For many of these kids, art becomes a tool, helping them to share their authentic selves in a community that understands.\u003c/p>\n\u003cp>\u003cem>Juli Fraga is a psychologist and writer in San Francisco. You can find her on Twitter \u003ca href=\"https://twitter.com/dr_fraga\">@dr_fraga\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*This post has been updated to more accurately reflect the results of the survey. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Developing Students' Ability to Give and Take Effective Feedback",
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"content": "\u003cp>When Emerie Lukas was hired to develop and teach a STEM Foundations course to middle school students at the \u003ca href=\"http://www.daytonstemschool.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Dayton Regional STEM School\u003c/a>, she was starting from scratch. The stated goal of the course was to prepare students for more rigorous work in science, technology, engineering and math (STEM) classes in high school, but Lukas knew that meant far more than academic preparation. She needed to teach her students how to give and take effective feedback, how to solve conflicts, how to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/13/why-executive-function-is-a-vital-stepping-stone-for-kids-ability-to-learn/\" target=\"_blank\" rel=\"noopener noreferrer\">organize themselves\u003c/a>, and how to present, discuss and communicate their ideas. She knew without these qualities students wouldn’t be prepared for a rigorous STEM environment.\u003c/p>\n\u003cp>To get at some of these non-academic skills, Lukas thought she might be able to use \u003ca href=\"http://www.debonothinkingsystems.com/tools/6hats.htm\" target=\"_blank\" rel=\"noopener noreferrer\">strategies from “Six Thinking Hats”\u003c/a> by \u003ca href=\"http://www.debonothinkingsystems.com/about/Edward.htm\" target=\"_blank\" rel=\"noopener noreferrer\">Edward de Bono\u003c/a>. “His idea with 'Six Thinking Hats' is that you can train people to approach a problem in a methodical, organized way,” Lukas said. De Bono used his strategy to coach employees at Fortune 500 companies, but Lukas thought she could adapt the strategies to her middle schoolers and in the process help them learn to give and take effective peer feedback.\u003c/p>\n\u003caside class=\"pullquote alignright\">'So even though it was bumpy, and it wasn't always easy, the quality of work improved enough so it seemed like we needed to get better at doing this.'\u003ccite>Elisabeth Simon, high school art teacher\u003c/cite>\u003c/aside>\n\u003cp>The hats and the colors that go along with them can seem a little confusing, but their purpose is to help students think concretely about the kind of feedback they are giving. “Yellow hat” feedback is positive. “Black hat” feedback helps point out specific parts of the work that aren’t meeting the stated goal. This is not the time for suggestions on how to fix it, however, since there may be more than one solution. The “green hat” is when students can suggest ideas for fixing some of the issues raised during black hat feedback. These three hats are used most frequently, and some teachers Lukas has trained use only these ones.\u003c/p>\n\u003cp>The “red hat” is what Lukas calls “a breath of fresh air”; it’s an opportunity for students to share subjective impressions that aren’t necessarily related to the goal. Perhaps it’s something they really like or a general impression they have about the work. The “blue hat” is to step back and look at the big picture. When kids are getting used to critique, the teacher often wears this hat to connect something in the critique to a bigger theme or put it in context. But when kids become skilled in critique they might also “put on the blue hat” for a moment to explain what skill they’re trying to develop, the trajectory of their learning, and where they want peers to focus critique.\u003c/p>\n\u003cp>The white hat almost never comes up, and can be a bit hard to understand, but it’s meant for objective observations. “Its purpose in my classroom was to point out things that you’re not sure if the presenter intended to do them, but you’re noticing and you have no judgment about,” Lukas said. For example, if kids are designing websites and the homepage background is blue, but another page is green, a white hat comment might point that out so the presenter is aware, but it isn’t something that necessarily needs to be changed to improve the work.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Training \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/10/how-students-critiquing-one-anothers-work-raises-the-quality-bar/\" target=\"_blank\" rel=\"noopener noreferrer\">kids to give effective critique\u003c/a> is one of those teaching strategies that takes some time on the front end, but can save a lot of time once students get good at it. It’s common for students to give unhelpful, general or unkind feedback that doesn’t do much to advance a peer’s goals for the work, but Lukas found when she carefully trained students on some conversational “commandments” and attitudes around peer critique, 12-year-olds could give feedback as well as any adult. Even better, when kids got feedback from peers, she found they internalized it more.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=RyRvQGAfOWo&feature=youtu.be\u003c/p>\n\u003cp>But incorporating peer critique into the classroom does take time, which is most effectively spent on bigger, meatier projects that students are invested in improving. Lukas advises teachers she works with to use the adapted Six Hat feedback strategy only on assignments that require students to do several drafts, so they have time to incorporate the feedback they received.\u003c/p>\n\u003cp>“You can’t just front-load all of it,” Lukas cautioned. She knows it can seem complex at first, but she tells teachers not to teach the six hats as a rigid structure that students have to remember, but rather to introduce new elements as they naturally arise in class. “I don’t think [students] absorb it or see the value of it until they value critique,” Lukas said. “As they buy in more and more to the process, they care more and more about doing it well.”\u003c/p>\n\u003cp>The success of peer critique depends on a lot on some basic ground rules to ensure both the presenter and the person giving feedback are on the same page and getting something out of the experience.\u003c/p>\n\u003cp>\u003cstrong>GROUND RULES\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Pick work that matters\u003c/strong>. Getting peer feedback on worksheets that students aren’t invested in improving is probably not a good use of time. But when teachers buy into using peer feedback as a way to improve the craftsmanship and depth of more complicated projects, they may be surprised at how insightful students can be.\u003c/li>\n\u003cli>\u003cstrong>Be kind.\u003c/strong> Lukas emphasizes that both words and body language matter here, and sometimes the teacher has to help kids fake it until they make it. When students aren’t used to the process, she presents it to them as though she’s offering them a code to effective adult communication. At first, following the rules starts out as a performance, but over time kids internalize it and it becomes part of them. She teaches students to nod as a peer presents, to validate what a peer said with specifics before disagreeing, to make eye contact. The word “should,” is forbidden. Instead phrases like “Did you consider?” “Maybe try” and “What if” can go a long way to promoting kindness, and help prevent the person receiving feedback from getting defensive.\u003c/li>\n\u003cli>\u003cstrong>Be helpful.\u003c/strong> This ground rule requires that the teacher, or students themselves when they are more adept at the process, choose a discrete goal for feedback. Lukas often chooses a skill that “not one everyone has mastered, but also not one that everyone sucks at.” When she trains teachers on the Six Hat strategy she notices that often teachers pick too many goals, focusing on all the elements of their rubric, instead of honing in on the skill they really want students to improve with the specific project being critiqued. Setting a concrete goal helps keep the conversation productive and leads toward next steps for the presenter.\u003c/li>\n\u003cli>\u003cstrong>Be specific\u003c/strong>. When kids don’t know how to give good feedback they may say something like, “Good Job,” which doesn’t help improve the work. The “copy and paste” test is one way to help students understand what it means to be specific. If the feedback could be copied and pasted onto someone else’s project, it’s not specific enough. Good feedback points to concrete evidence in the piece of work.\u003c/li>\n\u003cli>\u003cstrong>Keep it moving\u003c/strong>. The goal is to give objective feedback that doesn’t make the presenter feel defensive. Curbing redundant comments is one big way to keep the process moving. Providing a way for students to validate a former comment on paper or with some sign or quick sound are good ways to do this. “There should be a way in a well-designed activity to validate and reinforce things that are redundant,” Lukas said. It’s helpful for the presenter to know if many people agree on a point, but it can be done quickly.\u003c/li>\n\u003cli>\u003cstrong>Hold everyone accountable\u003c/strong>. This ground rule is meant to ensure that feedback-givers are being kind, helpful and specific, as well as to help the presenter think about how to use the feedback. It could be a reflection on the three pieces of feedback a student plans to incorporate in the next draft, or a conversation with the teacher about next steps. Or it could be a shareout to the class, thanking them for the feedback, reiterating what they heard and committing to actionable next steps. This helps all the kids see that the exercise wasn’t a waste of time. It’s also important to have accountability for those critiquing. Lukas explains critique to the kids as sacred process, something that requires maturity. She tells them that if they aren’t talking they should be writing their feedback, since there’s only a limited number of time for oral feedback. “Everything subliminally or not is about reinforcing the cultural value of what we are doing,” Lukas said.\u003c/li>\n\u003c/ol>\n\u003cp>And, while calling kids out in front of other kids is a controversial teaching move, in this process Lukas believes it’s important to openly address when a student is being snide or mean. She’ll just say something like, “I’m not convinced that’s the level of kindness you would expect in your critique.” She says since one of the goals of this process is interpersonal skill development, the only way to deal with mean feedback is to talk about it openly and in the context of validating the process.\u003c/p>\n\u003cp>\u003cstrong>PUTTING IT INTO PRACTICE\u003c/strong>\u003c/p>\n\u003cp>All these rules and hats can seem a little overwhelming, but teachers who’ve made peer feedback a centerpiece of their classrooms say they take what they want and leave the rest. Lukas helped all the teachers at Dayton Regional STEM School integrate the practice into their content areas and has since moved on to \u003ca href=\"http://emerielukas.com/pd\" target=\"_blank\" rel=\"noopener noreferrer\">consult with other districts too\u003c/a>. The approach is being used in elementary, middle and high schools with good effect.\u003c/p>\n\u003cp>“When we first started it was really bumpy,” said Elisabeth Simon, a visual arts teacher at Yellow Springs High School. Simon began using the Six Hats for peer feedback when her school moved to project-based learning and there was a greater emphasis on deep projects that necessitated craftsmanship, revision, and thus critique. But kids weren’t used to the process and thought the formal structure was silly. Students often took feedback personally and didn’t incorporate it into their work. It felt like a waste of time to Simon. “It’s easy to give up as a teacher,” she said.\u003c/p>\n\u003cp>But as she was incorporating peer critique into her classroom, Simon was also experiencing the process herself in staff meetings. Every other week the faculty at her school engage in a “tuning” process, where a few teachers present a project they plan to use in class and get feedback from the group. “Experiencing it is powerful and it helped us believe that if we stick with it, and believe in it, we find it powerful and our students will as well,” Simon said.\u003c/p>\n\u003cp>She eases new students into the process by starting with a fairly low-stakes assignment. She might do a gallery walk, and have students post “warm and cool” (yellow and black hat) feedback on Post-Its next to the work. “Their heart and soul wasn’t in it in the first place, so it doesn’t feel as scary,” Simon said. Then she gradually adds complexity, until students are expert givers of feedback.\u003c/p>\n\u003cp>“Usually what I have to do is help the people giving the feedback to frame the feedback well so that it’s objective, it’s helpful, so it’s around the student's goals,” Simon said. She grades the feedback itself at first, until students know how to do it well. She says it also helps that the whole district is incorporating project-based learning, so incoming freshmen are already better at giving and receiving feedback than previous classes she’s had.\u003c/p>\n\u003cp>“We saw their work improve, too,” she said. “So even though it was bumpy, and it wasn’t always easy, the quality of work improved enough so it seemed like we needed to get better at doing this and they need to get more effective at it.”\u003c/p>\n\u003cfigure id=\"attachment_49265\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://esimo6.wixsite.com/simonart/ap-portfolios\">\u003cimg class=\"size-large wp-image-49265\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/student-art-portfolios-1020x470.png\" alt=\"AP Studio Art portfolios exhibited on Simon's class website.\" width=\"640\" height=\"295\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-1020x470.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-160x74.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-800x369.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-768x354.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-960x443.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-240x111.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-375x173.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-520x240.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios.png 1056w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">AP Studio Art portfolios exhibited on Simon's class website.\u003c/figcaption>\u003c/figure>\n\u003cp>It might seem obvious that critique should be part of \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/01/how-arts-education-teaches-kids-to-learn-from-failure/\" target=\"_blank\" rel=\"noopener noreferrer\">art class\u003c/a>, but before Simon adopted this strategy she didn’t ask students to give feedback on each other’s work because “I didn’t have a good set of tools to depersonalize it. I didn't have a good set of tools to give feedback that was meaningful. So the feedback was very superficial.” Instead, she’d often ask students to assess their own work. Meanwhile, her assessment focused on the quality of the final product. Now she’s much more focused on the process: “Are they growing? Is the work improving? Are they making the changes that they recognized they need to make after a critique?”\u003c/p>\n\u003cp>The focus on growth has had the added benefit of infusing more equality into her classroom. Now, a very skilled artist can receive helpful feedback on a personal goal from a less technically proficient student, and grow from that process. Similarly, the less skilled student can grow in his goals, which may be different.\u003c/p>\n\u003cp>“In my experience, it’s invaluable. It’s the best thing to improve their work,” Simon said of the critique process. She remembers vividly when her AP studio art students set themselves the goal of producing a professional quality \u003ca href=\"https://esimo6.wixsite.com/flippingstereotypes\" target=\"_blank\" rel=\"noopener noreferrer\">book of art\u003c/a>. They had been through several rounds of peer critique and felt they were close to done when they had a critique from an outside expert that was harsh. The expert said if students wanted the work to be at a professional level it wasn’t enough to tinker around the edges -- they needed to start over.\u003c/p>\n\u003cp>[gallery type=\"rectangular\" size=\"large\" link=\"file\" ids=\"49256,49257,49262,49261\"]\u003c/p>\n\u003cp>“They got deflated,” Simon said. “They got a little prickly, but then a few days later when they came back to class and I put it in their hands, what they decided to do was follow all the suggestions that person had given.” It took time to get over the disappointment, but the students were invested enough in the goal that eventually they took the feedback. “They didn’t think they had it in them, until someone else said it,” Simon said.\u003c/p>\n\u003cp>\u003cstrong>ELEMENTARY STUDENTS AREN'T TOO YOUNG\u003c/strong>\u003c/p>\n\u003cp>“They love it. You have to teach them to love it, but they love it,” said fourth-grade teacher Allie Beers. When she learned about Lukas’ adaption of the Six Hats she thought it was a bit complicated for her students, so she just uses the yellow and black hats, but calls them warm and cool feedback. When she’s teaching students how to give feedback she emphasizes being kind, helpful and specific, hitting home the message by praising the feedback students give, not the work they do.\u003c/p>\n\u003cp>She teaches students who are receiving feedback to say “OK, thanks,” to all feedback, even if they don’t like something someone said or are feeling defensive. Ultimately, the way the work will change is up to its creator, and the feedback is only meant to help each person get to their best work. With that framework as a guiding star, Beers has found her students work harder and with more intention when they know their peers will be giving them feedback.\u003c/p>\n\u003cp>Beers says in the short time she’s been intentionally using peer feedback her biggest challenges have been helping students to take the feedback well -- some are better at this than others -- and getting them to implement what they heard. She’s tried modeling the implementation of feedback with the whole class before setting them off to try on their own, but she thinks she can get to even better quality work with a few tweaks.\u003c/p>\n\u003cp>“Part of the problem I had last year was I didn't say, ‘Hey, someone is going to look at your work again so you need to make sure you’re applying it,’ ” Beers said. She thinks if she plans for an extra revision and work cycle she’ll see better results.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Asking students to critique each other’s work can be an effective way to build their \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/10/the-role-of-metacognition-in-learning-and-achievement/\" target=\"_blank\" rel=\"noopener noreferrer\">metacognition\u003c/a> about the qualities of good work and whether or not those qualities are on display. All these teachers reflected that the act of giving feedback to a peer helps students to think about their own work more critically. And teachers can see how well students understand the criteria based on the type of feedback they give. But students don’t necessarily come to school equipped with the skills to engage in this process in a mature and helpful way -- they have to be trained.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Emerie Lukas was hired to develop and teach a STEM Foundations course to middle school students at the \u003ca href=\"http://www.daytonstemschool.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Dayton Regional STEM School\u003c/a>, she was starting from scratch. The stated goal of the course was to prepare students for more rigorous work in science, technology, engineering and math (STEM) classes in high school, but Lukas knew that meant far more than academic preparation. She needed to teach her students how to give and take effective feedback, how to solve conflicts, how to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/13/why-executive-function-is-a-vital-stepping-stone-for-kids-ability-to-learn/\" target=\"_blank\" rel=\"noopener noreferrer\">organize themselves\u003c/a>, and how to present, discuss and communicate their ideas. She knew without these qualities students wouldn’t be prepared for a rigorous STEM environment.\u003c/p>\n\u003cp>To get at some of these non-academic skills, Lukas thought she might be able to use \u003ca href=\"http://www.debonothinkingsystems.com/tools/6hats.htm\" target=\"_blank\" rel=\"noopener noreferrer\">strategies from “Six Thinking Hats”\u003c/a> by \u003ca href=\"http://www.debonothinkingsystems.com/about/Edward.htm\" target=\"_blank\" rel=\"noopener noreferrer\">Edward de Bono\u003c/a>. “His idea with 'Six Thinking Hats' is that you can train people to approach a problem in a methodical, organized way,” Lukas said. De Bono used his strategy to coach employees at Fortune 500 companies, but Lukas thought she could adapt the strategies to her middle schoolers and in the process help them learn to give and take effective peer feedback.\u003c/p>\n\u003caside class=\"pullquote alignright\">'So even though it was bumpy, and it wasn't always easy, the quality of work improved enough so it seemed like we needed to get better at doing this.'\u003ccite>Elisabeth Simon, high school art teacher\u003c/cite>\u003c/aside>\n\u003cp>The hats and the colors that go along with them can seem a little confusing, but their purpose is to help students think concretely about the kind of feedback they are giving. “Yellow hat” feedback is positive. “Black hat” feedback helps point out specific parts of the work that aren’t meeting the stated goal. This is not the time for suggestions on how to fix it, however, since there may be more than one solution. The “green hat” is when students can suggest ideas for fixing some of the issues raised during black hat feedback. These three hats are used most frequently, and some teachers Lukas has trained use only these ones.\u003c/p>\n\u003cp>The “red hat” is what Lukas calls “a breath of fresh air”; it’s an opportunity for students to share subjective impressions that aren’t necessarily related to the goal. Perhaps it’s something they really like or a general impression they have about the work. The “blue hat” is to step back and look at the big picture. When kids are getting used to critique, the teacher often wears this hat to connect something in the critique to a bigger theme or put it in context. But when kids become skilled in critique they might also “put on the blue hat” for a moment to explain what skill they’re trying to develop, the trajectory of their learning, and where they want peers to focus critique.\u003c/p>\n\u003cp>The white hat almost never comes up, and can be a bit hard to understand, but it’s meant for objective observations. “Its purpose in my classroom was to point out things that you’re not sure if the presenter intended to do them, but you’re noticing and you have no judgment about,” Lukas said. For example, if kids are designing websites and the homepage background is blue, but another page is green, a white hat comment might point that out so the presenter is aware, but it isn’t something that necessarily needs to be changed to improve the work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Training \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/10/how-students-critiquing-one-anothers-work-raises-the-quality-bar/\" target=\"_blank\" rel=\"noopener noreferrer\">kids to give effective critique\u003c/a> is one of those teaching strategies that takes some time on the front end, but can save a lot of time once students get good at it. It’s common for students to give unhelpful, general or unkind feedback that doesn’t do much to advance a peer’s goals for the work, but Lukas found when she carefully trained students on some conversational “commandments” and attitudes around peer critique, 12-year-olds could give feedback as well as any adult. Even better, when kids got feedback from peers, she found they internalized it more.\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/RyRvQGAfOWo'\n title='//www.youtube.com/embed/RyRvQGAfOWo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>But incorporating peer critique into the classroom does take time, which is most effectively spent on bigger, meatier projects that students are invested in improving. Lukas advises teachers she works with to use the adapted Six Hat feedback strategy only on assignments that require students to do several drafts, so they have time to incorporate the feedback they received.\u003c/p>\n\u003cp>“You can’t just front-load all of it,” Lukas cautioned. She knows it can seem complex at first, but she tells teachers not to teach the six hats as a rigid structure that students have to remember, but rather to introduce new elements as they naturally arise in class. “I don’t think [students] absorb it or see the value of it until they value critique,” Lukas said. “As they buy in more and more to the process, they care more and more about doing it well.”\u003c/p>\n\u003cp>The success of peer critique depends on a lot on some basic ground rules to ensure both the presenter and the person giving feedback are on the same page and getting something out of the experience.\u003c/p>\n\u003cp>\u003cstrong>GROUND RULES\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Pick work that matters\u003c/strong>. Getting peer feedback on worksheets that students aren’t invested in improving is probably not a good use of time. But when teachers buy into using peer feedback as a way to improve the craftsmanship and depth of more complicated projects, they may be surprised at how insightful students can be.\u003c/li>\n\u003cli>\u003cstrong>Be kind.\u003c/strong> Lukas emphasizes that both words and body language matter here, and sometimes the teacher has to help kids fake it until they make it. When students aren’t used to the process, she presents it to them as though she’s offering them a code to effective adult communication. At first, following the rules starts out as a performance, but over time kids internalize it and it becomes part of them. She teaches students to nod as a peer presents, to validate what a peer said with specifics before disagreeing, to make eye contact. The word “should,” is forbidden. Instead phrases like “Did you consider?” “Maybe try” and “What if” can go a long way to promoting kindness, and help prevent the person receiving feedback from getting defensive.\u003c/li>\n\u003cli>\u003cstrong>Be helpful.\u003c/strong> This ground rule requires that the teacher, or students themselves when they are more adept at the process, choose a discrete goal for feedback. Lukas often chooses a skill that “not one everyone has mastered, but also not one that everyone sucks at.” When she trains teachers on the Six Hat strategy she notices that often teachers pick too many goals, focusing on all the elements of their rubric, instead of honing in on the skill they really want students to improve with the specific project being critiqued. Setting a concrete goal helps keep the conversation productive and leads toward next steps for the presenter.\u003c/li>\n\u003cli>\u003cstrong>Be specific\u003c/strong>. When kids don’t know how to give good feedback they may say something like, “Good Job,” which doesn’t help improve the work. The “copy and paste” test is one way to help students understand what it means to be specific. If the feedback could be copied and pasted onto someone else’s project, it’s not specific enough. Good feedback points to concrete evidence in the piece of work.\u003c/li>\n\u003cli>\u003cstrong>Keep it moving\u003c/strong>. The goal is to give objective feedback that doesn’t make the presenter feel defensive. Curbing redundant comments is one big way to keep the process moving. Providing a way for students to validate a former comment on paper or with some sign or quick sound are good ways to do this. “There should be a way in a well-designed activity to validate and reinforce things that are redundant,” Lukas said. It’s helpful for the presenter to know if many people agree on a point, but it can be done quickly.\u003c/li>\n\u003cli>\u003cstrong>Hold everyone accountable\u003c/strong>. This ground rule is meant to ensure that feedback-givers are being kind, helpful and specific, as well as to help the presenter think about how to use the feedback. It could be a reflection on the three pieces of feedback a student plans to incorporate in the next draft, or a conversation with the teacher about next steps. Or it could be a shareout to the class, thanking them for the feedback, reiterating what they heard and committing to actionable next steps. This helps all the kids see that the exercise wasn’t a waste of time. It’s also important to have accountability for those critiquing. Lukas explains critique to the kids as sacred process, something that requires maturity. She tells them that if they aren’t talking they should be writing their feedback, since there’s only a limited number of time for oral feedback. “Everything subliminally or not is about reinforcing the cultural value of what we are doing,” Lukas said.\u003c/li>\n\u003c/ol>\n\u003cp>And, while calling kids out in front of other kids is a controversial teaching move, in this process Lukas believes it’s important to openly address when a student is being snide or mean. She’ll just say something like, “I’m not convinced that’s the level of kindness you would expect in your critique.” She says since one of the goals of this process is interpersonal skill development, the only way to deal with mean feedback is to talk about it openly and in the context of validating the process.\u003c/p>\n\u003cp>\u003cstrong>PUTTING IT INTO PRACTICE\u003c/strong>\u003c/p>\n\u003cp>All these rules and hats can seem a little overwhelming, but teachers who’ve made peer feedback a centerpiece of their classrooms say they take what they want and leave the rest. Lukas helped all the teachers at Dayton Regional STEM School integrate the practice into their content areas and has since moved on to \u003ca href=\"http://emerielukas.com/pd\" target=\"_blank\" rel=\"noopener noreferrer\">consult with other districts too\u003c/a>. The approach is being used in elementary, middle and high schools with good effect.\u003c/p>\n\u003cp>“When we first started it was really bumpy,” said Elisabeth Simon, a visual arts teacher at Yellow Springs High School. Simon began using the Six Hats for peer feedback when her school moved to project-based learning and there was a greater emphasis on deep projects that necessitated craftsmanship, revision, and thus critique. But kids weren’t used to the process and thought the formal structure was silly. Students often took feedback personally and didn’t incorporate it into their work. It felt like a waste of time to Simon. “It’s easy to give up as a teacher,” she said.\u003c/p>\n\u003cp>But as she was incorporating peer critique into her classroom, Simon was also experiencing the process herself in staff meetings. Every other week the faculty at her school engage in a “tuning” process, where a few teachers present a project they plan to use in class and get feedback from the group. “Experiencing it is powerful and it helped us believe that if we stick with it, and believe in it, we find it powerful and our students will as well,” Simon said.\u003c/p>\n\u003cp>She eases new students into the process by starting with a fairly low-stakes assignment. She might do a gallery walk, and have students post “warm and cool” (yellow and black hat) feedback on Post-Its next to the work. “Their heart and soul wasn’t in it in the first place, so it doesn’t feel as scary,” Simon said. Then she gradually adds complexity, until students are expert givers of feedback.\u003c/p>\n\u003cp>“Usually what I have to do is help the people giving the feedback to frame the feedback well so that it’s objective, it’s helpful, so it’s around the student's goals,” Simon said. She grades the feedback itself at first, until students know how to do it well. She says it also helps that the whole district is incorporating project-based learning, so incoming freshmen are already better at giving and receiving feedback than previous classes she’s had.\u003c/p>\n\u003cp>“We saw their work improve, too,” she said. “So even though it was bumpy, and it wasn’t always easy, the quality of work improved enough so it seemed like we needed to get better at doing this and they need to get more effective at it.”\u003c/p>\n\u003cfigure id=\"attachment_49265\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://esimo6.wixsite.com/simonart/ap-portfolios\">\u003cimg class=\"size-large wp-image-49265\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/student-art-portfolios-1020x470.png\" alt=\"AP Studio Art portfolios exhibited on Simon's class website.\" width=\"640\" height=\"295\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-1020x470.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-160x74.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-800x369.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-768x354.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-960x443.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-240x111.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-375x173.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios-520x240.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-art-portfolios.png 1056w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">AP Studio Art portfolios exhibited on Simon's class website.\u003c/figcaption>\u003c/figure>\n\u003cp>It might seem obvious that critique should be part of \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/01/how-arts-education-teaches-kids-to-learn-from-failure/\" target=\"_blank\" rel=\"noopener noreferrer\">art class\u003c/a>, but before Simon adopted this strategy she didn’t ask students to give feedback on each other’s work because “I didn’t have a good set of tools to depersonalize it. I didn't have a good set of tools to give feedback that was meaningful. So the feedback was very superficial.” Instead, she’d often ask students to assess their own work. Meanwhile, her assessment focused on the quality of the final product. Now she’s much more focused on the process: “Are they growing? Is the work improving? Are they making the changes that they recognized they need to make after a critique?”\u003c/p>\n\u003cp>The focus on growth has had the added benefit of infusing more equality into her classroom. Now, a very skilled artist can receive helpful feedback on a personal goal from a less technically proficient student, and grow from that process. Similarly, the less skilled student can grow in his goals, which may be different.\u003c/p>\n\u003cp>“In my experience, it’s invaluable. It’s the best thing to improve their work,” Simon said of the critique process. She remembers vividly when her AP studio art students set themselves the goal of producing a professional quality \u003ca href=\"https://esimo6.wixsite.com/flippingstereotypes\" target=\"_blank\" rel=\"noopener noreferrer\">book of art\u003c/a>. They had been through several rounds of peer critique and felt they were close to done when they had a critique from an outside expert that was harsh. The expert said if students wanted the work to be at a professional level it wasn’t enough to tinker around the edges -- they needed to start over.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“They got deflated,” Simon said. “They got a little prickly, but then a few days later when they came back to class and I put it in their hands, what they decided to do was follow all the suggestions that person had given.” It took time to get over the disappointment, but the students were invested enough in the goal that eventually they took the feedback. “They didn’t think they had it in them, until someone else said it,” Simon said.\u003c/p>\n\u003cp>\u003cstrong>ELEMENTARY STUDENTS AREN'T TOO YOUNG\u003c/strong>\u003c/p>\n\u003cp>“They love it. You have to teach them to love it, but they love it,” said fourth-grade teacher Allie Beers. When she learned about Lukas’ adaption of the Six Hats she thought it was a bit complicated for her students, so she just uses the yellow and black hats, but calls them warm and cool feedback. When she’s teaching students how to give feedback she emphasizes being kind, helpful and specific, hitting home the message by praising the feedback students give, not the work they do.\u003c/p>\n\u003cp>She teaches students who are receiving feedback to say “OK, thanks,” to all feedback, even if they don’t like something someone said or are feeling defensive. Ultimately, the way the work will change is up to its creator, and the feedback is only meant to help each person get to their best work. With that framework as a guiding star, Beers has found her students work harder and with more intention when they know their peers will be giving them feedback.\u003c/p>\n\u003cp>Beers says in the short time she’s been intentionally using peer feedback her biggest challenges have been helping students to take the feedback well -- some are better at this than others -- and getting them to implement what they heard. She’s tried modeling the implementation of feedback with the whole class before setting them off to try on their own, but she thinks she can get to even better quality work with a few tweaks.\u003c/p>\n\u003cp>“Part of the problem I had last year was I didn't say, ‘Hey, someone is going to look at your work again so you need to make sure you’re applying it,’ ” Beers said. She thinks if she plans for an extra revision and work cycle she’ll see better results.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Asking students to critique each other’s work can be an effective way to build their \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/10/the-role-of-metacognition-in-learning-and-achievement/\" target=\"_blank\" rel=\"noopener noreferrer\">metacognition\u003c/a> about the qualities of good work and whether or not those qualities are on display. All these teachers reflected that the act of giving feedback to a peer helps students to think about their own work more critically. And teachers can see how well students understand the criteria based on the type of feedback they give. But students don’t necessarily come to school equipped with the skills to engage in this process in a mature and helpful way -- they have to be trained.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Making an Impact on the World Motivates Students",
"title": "How Making an Impact on the World Motivates Students",
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"content": "\u003cp>Many schools are moving to project-based learning as a way to help students make meaning about content in deeper and more lasting ways than a lecture can provide. While those goals are clear to educators, and inspiring examples of schools successfully implementing the pedagogy exist, it can still be a challenging shift for many teachers. It is difficult to design projects that both help students learn required content and that genuinely interest them. Some educators are finding that connecting projects to a global community is a powerful way to make a project feel meaningful to students.\u003c/p>\n\u003cp>“I’m very much interested in how we can encourage young people to be active, engaged members of community,” said \u003ca href=\"http://mikegwaltney.net/blog/\" target=\"_blank\" rel=\"noopener\">Mike Gwaltney\u003c/a> during a presentation on project-based learning and global citizenship at the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener\">International Society for Technology in Education (ISTE)\u003c/a>. Gwaltney is now the principal of Rocky Hill School in Rhode Island and has been teaching for 25 years. His specialty is history, but he doesn’t think that should mean teaching the Gadsden Purchase anymore.\u003c/p>\n\u003cp>“We ought to be teaching stuff that has real meaning for people,” Gwaltney said. He believes students are more keyed into global issues and current events than many adults know. The young people he has worked with care about what’s happening in the world around them. When teachers tap into that passion, students are capable of producing work that impacts the world beyond school. In 2014, Gwaltney was teaching at the Oregon Episcopal School in Portland when a shooting took place near the school. He knew that one way to handle the issue would have been to facilitate a discussion about the shooting with his class. But he wanted to localize the bigger issue of gun violence for his students.\u003c/p>\n\u003cp>“Project-based learning is about doing something; it’s about active learning,” Gwaltney said. “It’s about getting involved in the subject. It’s not learning about math or about government, but how can I be someone in those fields.” After the shooting it became clear his students didn’t just want to talk about the pros and cons of gun control -- they wanted to do something to make their local community safer. So they \u003ca href=\"http://portlandtribune.com/pt/9-news/249911-118804-students-ask-council-to-ban-assault-weapons-ammo-clips\" target=\"_blank\" rel=\"noopener\">wrote legislation and introduced it \u003c/a>to the Portland City Council. When it failed, and various adults patted them on the back before sending them on their way, the students were indignant.\u003c/p>\n\u003cp>Instead of giving up the idea, they partnered with other interest groups to sponsor and testify in support of a bill in the state legislature that would require background checks on private gun sales and close a loophole in Oregon state law. The bill passed; the governor signed it into law, and those students learned an \u003ca href=\"https://www.edutopia.org/blog/how-pbl-creates-engaged-citizens-suzie-boss\" target=\"_blank\" rel=\"noopener\">indelible lesson about how government works\u003c/a>. Their work had an impact; and along the way they came to understand it takes persistence to see results. They practiced less tangible skills like effective communication and collaboration with outside groups. And, perhaps most importantly, they also began to empathize with responsible gun owners through conversations with citizens and lobbyists testifying on the other side of the issue.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Wherever I go, I see the desire for opportunities to build citizenship,” said \u003ca href=\"http://reinventingpbl.blogspot.com/\" target=\"_blank\" rel=\"noopener\">Suzie Boss\u003c/a>, a journalist and project-based learning advocate who has worked with educators around the world on globally connected projects. “That’s one of the universals. How can we change the world together?” She sees many opportunities for this type of important work because there are so many thorny problems affecting every person on the globe.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">So incredibly proud of my team \u003ca href=\"https://twitter.com/MYWorldMexico?ref_src=twsrc%5Etfw\">@MYWorldMexico\u003c/a>! +5000 actions in almost 2 years of hard work! \u003ca href=\"https://twitter.com/hashtag/Act4SDGs?src=hash&ref_src=twsrc%5Etfw\">#Act4SDGs\u003c/a> 🇲🇽❤️ \u003ca href=\"https://twitter.com/mtoomeyUN?ref_src=twsrc%5Etfw\">@mtoomeyUN\u003c/a> \u003ca href=\"https://twitter.com/SDGaction?ref_src=twsrc%5Etfw\">@SDGaction\u003c/a> \u003ca href=\"https://twitter.com/UN?ref_src=twsrc%5Etfw\">@UN\u003c/a> \u003ca href=\"https://t.co/qcll14JN3H\">pic.twitter.com/qcll14JN3H\u003c/a>\u003c/p>\n\u003cp>— Karol Arámbula (@KarolArambula) \u003ca href=\"https://twitter.com/KarolArambula/status/912301366705623040?ref_src=twsrc%5Etfw\">September 25, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“My bottom line when you think about designing PBL, with global competency as one of the goals you want to get to, there needs to be passion,” Boss said. “You need to activate that passion in them by opening their eyes to issues they may not be aware of, or by listening to them about what they care about.” She said good projects usually start with an entry event that helps activate that passion and curiosity in students. After that, the second most important element is that the problem be actionable.\u003c/p>\n\u003cp>“If we teach kids about the problems of the world without giving them a recipe for doing something, that’s just a recipe for depression,” Boss said. The problems need to be big enough to matter, but actionable enough that students feel they can make a difference. One of her favorite examples of this type of teaching has developed around the \u003ca href=\"http://www.un.org/sustainabledevelopment/sustainable-development-goals/\" target=\"_blank\" rel=\"noopener\">United Nations Sustainable Development Goals\u003c/a>. These are big, lofty goals, like eliminating poverty, that will affect the future of the world. Crucially, they are works in progress -- the global community has not yet been able to solve these problems, which means there’s an \u003ca href=\"http://www.teachsdgs.org/\" target=\"_blank\" rel=\"noopener\">opportunity for students’ work to make a difference\u003c/a>.\u003c/p>\n\u003cp>“These are [opportunities for] project-based learning for the world,” Boss said. She’s found that working with the Sustainable Development Goals has helped even the most content-first teachers she knows to embrace project-based learning. Boss worked with \u003ca href=\"http://econclassroom.com/?author=1\" target=\"_blank\" rel=\"noopener\">Jason Welker\u003c/a>, an economics teacher who at the time worked for a rigorous private school. He didn’t want to do project-based learning because he didn’t think he could fit all the content he needed to cover into the short school year. Finally, he decided to give PBL a try in his environmental economics class.\u003c/p>\n\u003cp>“He challenged his students in an economics class to pick one of those [U.N. Sustainable Development] goals that they care about and propose an action project using economic theory,” Boss said. One group got interested in climate action, researching carbon offsets as an economic mechanism to help solve the problem of climate change. Their theory of action was so well researched that their school ended up investing in their proposal.\u003c/p>\n\u003cp>\u003cstrong>MONUMENTS PROJECT\u003c/strong>\u003c/p>\n\u003cp>Tom Neville had a hunch that taking his eighth-graders to the cemetery would spark some powerful history learning, but he had no idea that what started as an effort to offer his students at the \u003ca href=\"https://www.asparis.org/\" target=\"_blank\" rel=\"noopener\">American School of Paris (ASP)\u003c/a> an authentic project-based learning experience on World War I would take off the way it did.\u003c/p>\n\u003cp>“The introduction to the project was folks from the \u003ca href=\"https://www.abmc.gov/about-us\" target=\"_blank\" rel=\"noopener\">American Battle Monuments Commission\u003c/a> saying, ‘Look, we have all these folks buried here and we don’t know anything about them and we think you can help us with that,” Neville said. Students broke into groups, each taking the names of several American soldiers who fought in Europe, died and were buried in Suresnes American Cemetery. They began trying to figure out the back stories of the soldiers, intending to build an app for the cemetery so visitors could learn about who was buried there.\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/zMFP39KluY8\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Neville was lucky to have the support of administrators at ASP who were looking to push the school’s pedagogy toward these types of projects. Soon the \u003ca href=\"http://www.monumentsproject.org/about.html\" target=\"_blank\" rel=\"noopener\">Monuments Project\u003c/a> was much more than history. Theater students were writing and directing plays based on the research; French students were helping translate documents students found in local archives; and students wrote about their research in English class.*\u003c/p>\n\u003cp>As the project was getting off the ground, Neville read \u003ca href=\"https://www.geekwire.com/2016/project-wa-state-history-app/\" target=\"_blank\" rel=\"noopener\">an article\u003c/a> about two teachers on Lopez Island whose students had developed a gamified history app about sites around Washington state. Neville recognized a kindred spirit and reached out to Anthony Rovente and Tim Fry to see if they’d like to partner on the Monuments Project. Soon, Neville’s students in Paris were working with the Lopez Island students in the U.S. to find out what had happened to the 23 Washingtonians buried at Suresnes.\u003c/p>\n\u003cp>“There is an excitement in the sense of scale,” Neville said. “Anytime we are engaged in something bigger than ourselves we feel that sense of camaraderie.” The U.S. students were emailing and calling local archives in Washington state while students in Paris were plumbing the French archives. Both classes shared their research and contributed to the app. In some cases, the students’ efforts prompted local archives to digitize their content for the first time. In others, family members of soldiers buried far away shared their personal memories, records and mementos with the students. And students \u003ca href=\"http://www.monumentsproject.org/blog/week-5-to-celebrate-the-need-of-comrades-whitman\" target=\"_blank\" rel=\"noopener\">collaborated with historians and archivists\u003c/a> in many parts of the world to learn research tips and how to navigate archives.\u003c/p>\n\u003cp>“The level of energy and investment I saw was really powerful,” Neville said. “You just want to bottle it.” He was impressed that his students persisted in their search, even when they made no progress for several weeks. But, Neville’s careful to point out that he had prepared his students for this type of uncertainty, a lesson he learned early in his efforts to do big real-world history projects.\u003c/p>\n\u003cp>“It’s really more about developing a mindset and a culture within that learning space,” Neville said. He always starts the year using Eleanor Duckworth’s concept of \u003ca href=\"https://www.gse.harvard.edu/news/uk/08/05/critical-exploration-classroom\" target=\"_blank\" rel=\"noopener\">Critical Exploration\u003c/a>. The exercise forces them to accept uncertainty and to back up what they think they know with evidence, and gets them thinking like real historians. “Without that mindset you’ll have different reactions from kids who are hitting walls,” Neville said. He uses Critical Exploration as a touchstone for students when they get frustrated, reminding them that valuable learning is happening even if they’re stuck.\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/1sfgenKusQk?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Despite the success of the Monuments Project, it was messy and logistically challenging. The nine-hour time difference between Paris and Lopez Island made global collaboration difficult. Partway through the project a teacher at Stuyvesant High School in New York City wanted to join, further complicating matters. But as interest about the program grew among educators in the U.S., Neville decided to try to scale the project. He’s now working with an old co-worker, Patrick Cronin, to create a \u003ca href=\"http://www.thatclass.org/about.html\" target=\"_blank\" rel=\"noopener\">nonprofit\u003c/a> that can \u003ca href=\"http://www.monumentsproject.org/briefcase.html\" target=\"_blank\" rel=\"noopener\">support social studies teachers\u003c/a> to do similar projects based on the soldiers in their local cemeteries.\u003c/p>\n\u003cp>“The goal of finding out how to scale this effectively is not just to expand the Monument Project, but to expand the pedagogy,” Neville said. He knows not all teachers work in environments as supportive of global projects as APS -- he’s even worked in some -- but he’s convinced when teachers experience the level of engagement and quality of work he saw in his students, they’ll be excited to jump on board. And, he can’t think of a better way to instill the importance of history in students than by introducing them to the tools real historians rely on to discover untold stories that resonate beyond the classroom.\u003c/p>\n\u003cp>Student reflections on the process and the power of adding to the world's knowledge are a bit motivator for Neville. In a \u003ca href=\"http://www.monumentsproject.org/blog/from-footnotes-to-forefront\" target=\"_blank\" rel=\"noopener\">blog post\u003c/a> for the Monuments Project a Stuyvesant student, Dawei Huang, writes: \"Simply said, the experiences of individual soldiers are often overlooked by historians, and Stuyvesant students were now helping do the work. For myself, I feel like there is great significance and satisfaction lifting the lives of soldiers reserved for the footnotes of history to the forefront of our attention and appreciation.\"\u003c/p>\n\u003cp>\u003cstrong>LESS CONSUMING GLOBAL PROJECTS\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://teachergeekischic.com/\" target=\"_blank\" rel=\"noopener\">Tammy Dunbar\u003c/a> has been connecting her fifth-grade students at Lincoln School, a public K-8 in Manteca, California, with international classrooms for years now. It’s become a standard part of her teaching. She got interested in collaborating across continents through her own global community of peers and brought that enthusiasm to her class.\u003c/p>\n\u003cp>For example, an educator friend in Belgium told her about his plan to do a big project on gender equality. Around that time, Dunbar was hearing a lot of anxiety from her students about President Trump’s campaign promise to build a wall between Mexico and the U.S. Dunbar’s students, about 70 percent of whom are Latino, were worried about what would happen to their families. The two teachers joined their themes in the \u003ca href=\"http://www.humandifferences.com/\" target=\"_blank\" rel=\"noopener\">Human Differences project\u003c/a> where they explored the visible and invisible walls that humans put up. Eventually, classrooms all around the world joined the project, sharing the walls that characterize their countries and cultures.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Impressed! Nigerian students developed a small biogas plant in the school chemistry lab to fight carbon monoxide! \u003ca href=\"https://t.co/KmUrV5pgzO\">https://t.co/KmUrV5pgzO\u003c/a> \u003ca href=\"https://t.co/joPdtioF1v\">pic.twitter.com/joPdtioF1v\u003c/a>\u003c/p>\n\u003cp>— Koen Timmers (@zelfstudie) \u003ca href=\"https://twitter.com/zelfstudie/status/912736399887077376?ref_src=twsrc%5Etfw\">September 26, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>In week one of the project, students explored the various kinds of walls they notice in their communities, both physical and invisible. They researched and discussed with their classes, but then made videos to share on the Human Differences site that other classes could watch. The second week focused on gender equality, a topic Dunbar’s students didn’t think was a problem at first. Then they watched the videos uploaded by partner classes in China and India.\u003c/p>\n\u003cp>“It kind of opened their eyes to what’s going on in the world,” Dunbar said. Those videos prompted students to think more critically about gender equity in their own homes and communities, leading to a good discussion. In the third week, classes discussed real walls. They studied the Berlin Wall and the Great Wall of China. Dunbar’s fifth-graders talked about what makes a wall good or bad, and they talked about the wall President Trump wants to build, as well as what their class might do about it.\u003c/p>\n\u003cp>When they shared their reflections on physical walls with other classrooms around the world, they learned that the leaders of countries in Latin America live in houses walled off from the people. Dunbar’s students were sympathetic to their faraway peers, and felt validated in their own concerns about a wall along the border.\u003c/p>\n\u003cp>In week four, classes explored the idea of bridges and how people can build bridges instead of walls. Dunbar’s class Skyped with students in Canada and Nigeria to learn about their lives.\u003c/p>\n\u003cp>“The teachers really took the questions and ran with them because every country has their issue and things that are happening,” Dunbar said. “This gives them a platform to talk about it with their kids.” The project was flexible, but still provided contact with students in other parts of the world with different worldviews and realities. Along the way, Dunbar knows her students were honing skills like respectful listening, questioning, communication, presenting, research, writing and critical thinking.\u003c/p>\n\u003cp>“If we want kids to be 21st century learners, then they have to think globally; everything is connected,” Dunbar said. “I like to think that by doing this we’re building the bridges that make people more tolerant, more willing to accept more people.”\u003c/p>\n\u003cp>This year, Dunbar is kicking off the school year by reading Lois Lowry’s book “Number the Stars” with her class and her friend Emma Naas’ class in Sweden. The two classes have different perspectives on the story based on their geography and history, but are \u003ca href=\"https://sway.com/wpf7KQrUtn6w4yRf\" target=\"_blank\" rel=\"noopener\">learning a lot from one another by reading together\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>LEVEL UP VILLAGE\u003c/strong>\u003c/p>\n\u003cp>Many of the teachers doing the most elaborate globally connected projects are anomalies in their schools. They are individually invested in helping students develop global competencies and have taken on the extra work of connecting with international educators interested in Skyping or finding education-based programs that include a global dimension. Not all teachers have the inclination or time to do that legwork.\u003c/p>\n\u003cp>There are several organizations working to smooth the way for schools that value global projects. One such company, \u003ca href=\"http://www.levelupvillage.com/\" target=\"_blank\" rel=\"noopener\">Level Up Village\u003c/a>, focuses on providing science, technology, engineering and math (STEM) content through an online platform that also connects U.S. classrooms to those abroad. The founder and CEO, Amy McCooe, realized that kids in Kenya were learning about electricity at the same time as kids in the U.S. She saw the curricular connection as an opportunity to create connections between U.S. students and international students.\u003c/p>\n\u003cp>Kids are partnered up and each week they upload videos talking about the issues in their own communities. They start off by sharing personal details, but eventually end up communicating about what they’re learning and how it is connected to issues in their local communities. In the model, the U.S. schools pay $55 per student for the service, and part of that fee goes to the partner school to pay for the technology and curriculum there.\u003c/p>\n\u003cp>The Level Up Village program intentionally includes introductory online courses for teachers to help them increase their own global competency before being asked to teach it to students. The course talks about equity and empathy, emphasizing that respect is conveyed differently in different cultures. They talk about how important it is for students to learn to say their partners’ names correctly and how different body language cues might be misunderstood.\u003c/p>\n\u003cp>Carrie Brown teaches English and History to sixth-graders at Girls Academic Leadership Academy (GALA), an all-girls STEM school in Los Angeles Unified School District. When her principal said they would be using Level Up Village, she was initially skeptical. As a 27-year veteran teacher she doesn’t like being told how to run her class, but she checked it out with an open mind and decided it was worth a try.\u003c/p>\n\u003cp>“I did not expect to love it as much as I did,” Brown said. She doesn’t feel particularly tech-savvy, but found the three hours of introductory work provided by the program sufficiently prepared her. She can’t imagine doing all the work to find a partner class in Kenya, ensure the quality of the videos, enlist translation services and make sure the experience drives toward academic goals.\u003c/p>\n\u003cp>“I liked that [my students] were very independent,” Brown said. “I loved the interactions. I liked the self-directed projects.” She liked that the curriculum was flexible enough that she could spend a lot or a little time on it each week. Like many teachers, she’s careful what she spends class time on, but found the conversations, revelations and enthusiasm of this international partnership to be well worth the time investment.\u003c/p>\n\u003cp>While many Level Up Village courses focus on STEM, they also have a course on leadership taught through \u003ca href=\"https://www.malala.org/malalas-story\" target=\"_blank\" rel=\"noopener\">Malala Yousafzai’s\u003c/a> autobiography “I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban.” Reading the book and talking about it with girls in Kenya upended some of the preconceived notions students held -- like the assumption that everyone gets to go to school for free.\u003c/p>\n\u003cp>One student’s partner didn’t upload a video by the deadline. When Brown inquired, she found out that the girl was no longer in school because her parents couldn’t pay the school fees. That prompted an important discussion in Brown’s class. And students took the experience home to their families as well. Brown says it’s the first time in her career that she got emails from parents about the engaging, lively discussions they were having over dinner about school.\u003c/p>\n\u003cp>While teachers continue to discern the most impactful ways to use technology in classrooms, one fact is inarguable: Technology makes the world smaller. Teachers can find inspiration in the work of colleagues across the world and students can learn together. That powerful capacity can bring new dimensions to classroom learning when leveraged by a skillful teacher.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/227787626\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*A previous version of this article stated that students at American School of Paris built the Monuments Project app. In fact, they used \u003c/em>\u003cem>the same platform Lopez Island students used the year before.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Many schools are moving to project-based learning as a way to help students make meaning about content in deeper and more lasting ways than a lecture can provide. While those goals are clear to educators, and inspiring examples of schools successfully implementing the pedagogy exist, it can still be a challenging shift for many teachers. It is difficult to design projects that both help students learn required content and that genuinely interest them. Some educators are finding that connecting projects to a global community is a powerful way to make a project feel meaningful to students.\u003c/p>\n\u003cp>“I’m very much interested in how we can encourage young people to be active, engaged members of community,” said \u003ca href=\"http://mikegwaltney.net/blog/\" target=\"_blank\" rel=\"noopener\">Mike Gwaltney\u003c/a> during a presentation on project-based learning and global citizenship at the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener\">International Society for Technology in Education (ISTE)\u003c/a>. Gwaltney is now the principal of Rocky Hill School in Rhode Island and has been teaching for 25 years. His specialty is history, but he doesn’t think that should mean teaching the Gadsden Purchase anymore.\u003c/p>\n\u003cp>“We ought to be teaching stuff that has real meaning for people,” Gwaltney said. He believes students are more keyed into global issues and current events than many adults know. The young people he has worked with care about what’s happening in the world around them. When teachers tap into that passion, students are capable of producing work that impacts the world beyond school. In 2014, Gwaltney was teaching at the Oregon Episcopal School in Portland when a shooting took place near the school. He knew that one way to handle the issue would have been to facilitate a discussion about the shooting with his class. But he wanted to localize the bigger issue of gun violence for his students.\u003c/p>\n\u003cp>“Project-based learning is about doing something; it’s about active learning,” Gwaltney said. “It’s about getting involved in the subject. It’s not learning about math or about government, but how can I be someone in those fields.” After the shooting it became clear his students didn’t just want to talk about the pros and cons of gun control -- they wanted to do something to make their local community safer. So they \u003ca href=\"http://portlandtribune.com/pt/9-news/249911-118804-students-ask-council-to-ban-assault-weapons-ammo-clips\" target=\"_blank\" rel=\"noopener\">wrote legislation and introduced it \u003c/a>to the Portland City Council. When it failed, and various adults patted them on the back before sending them on their way, the students were indignant.\u003c/p>\n\u003cp>Instead of giving up the idea, they partnered with other interest groups to sponsor and testify in support of a bill in the state legislature that would require background checks on private gun sales and close a loophole in Oregon state law. The bill passed; the governor signed it into law, and those students learned an \u003ca href=\"https://www.edutopia.org/blog/how-pbl-creates-engaged-citizens-suzie-boss\" target=\"_blank\" rel=\"noopener\">indelible lesson about how government works\u003c/a>. Their work had an impact; and along the way they came to understand it takes persistence to see results. They practiced less tangible skills like effective communication and collaboration with outside groups. And, perhaps most importantly, they also began to empathize with responsible gun owners through conversations with citizens and lobbyists testifying on the other side of the issue.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Wherever I go, I see the desire for opportunities to build citizenship,” said \u003ca href=\"http://reinventingpbl.blogspot.com/\" target=\"_blank\" rel=\"noopener\">Suzie Boss\u003c/a>, a journalist and project-based learning advocate who has worked with educators around the world on globally connected projects. “That’s one of the universals. How can we change the world together?” She sees many opportunities for this type of important work because there are so many thorny problems affecting every person on the globe.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">So incredibly proud of my team \u003ca href=\"https://twitter.com/MYWorldMexico?ref_src=twsrc%5Etfw\">@MYWorldMexico\u003c/a>! +5000 actions in almost 2 years of hard work! \u003ca href=\"https://twitter.com/hashtag/Act4SDGs?src=hash&ref_src=twsrc%5Etfw\">#Act4SDGs\u003c/a> 🇲🇽❤️ \u003ca href=\"https://twitter.com/mtoomeyUN?ref_src=twsrc%5Etfw\">@mtoomeyUN\u003c/a> \u003ca href=\"https://twitter.com/SDGaction?ref_src=twsrc%5Etfw\">@SDGaction\u003c/a> \u003ca href=\"https://twitter.com/UN?ref_src=twsrc%5Etfw\">@UN\u003c/a> \u003ca href=\"https://t.co/qcll14JN3H\">pic.twitter.com/qcll14JN3H\u003c/a>\u003c/p>\n\u003cp>— Karol Arámbula (@KarolArambula) \u003ca href=\"https://twitter.com/KarolArambula/status/912301366705623040?ref_src=twsrc%5Etfw\">September 25, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“My bottom line when you think about designing PBL, with global competency as one of the goals you want to get to, there needs to be passion,” Boss said. “You need to activate that passion in them by opening their eyes to issues they may not be aware of, or by listening to them about what they care about.” She said good projects usually start with an entry event that helps activate that passion and curiosity in students. After that, the second most important element is that the problem be actionable.\u003c/p>\n\u003cp>“If we teach kids about the problems of the world without giving them a recipe for doing something, that’s just a recipe for depression,” Boss said. The problems need to be big enough to matter, but actionable enough that students feel they can make a difference. One of her favorite examples of this type of teaching has developed around the \u003ca href=\"http://www.un.org/sustainabledevelopment/sustainable-development-goals/\" target=\"_blank\" rel=\"noopener\">United Nations Sustainable Development Goals\u003c/a>. These are big, lofty goals, like eliminating poverty, that will affect the future of the world. Crucially, they are works in progress -- the global community has not yet been able to solve these problems, which means there’s an \u003ca href=\"http://www.teachsdgs.org/\" target=\"_blank\" rel=\"noopener\">opportunity for students’ work to make a difference\u003c/a>.\u003c/p>\n\u003cp>“These are [opportunities for] project-based learning for the world,” Boss said. She’s found that working with the Sustainable Development Goals has helped even the most content-first teachers she knows to embrace project-based learning. Boss worked with \u003ca href=\"http://econclassroom.com/?author=1\" target=\"_blank\" rel=\"noopener\">Jason Welker\u003c/a>, an economics teacher who at the time worked for a rigorous private school. He didn’t want to do project-based learning because he didn’t think he could fit all the content he needed to cover into the short school year. Finally, he decided to give PBL a try in his environmental economics class.\u003c/p>\n\u003cp>“He challenged his students in an economics class to pick one of those [U.N. Sustainable Development] goals that they care about and propose an action project using economic theory,” Boss said. One group got interested in climate action, researching carbon offsets as an economic mechanism to help solve the problem of climate change. Their theory of action was so well researched that their school ended up investing in their proposal.\u003c/p>\n\u003cp>\u003cstrong>MONUMENTS PROJECT\u003c/strong>\u003c/p>\n\u003cp>Tom Neville had a hunch that taking his eighth-graders to the cemetery would spark some powerful history learning, but he had no idea that what started as an effort to offer his students at the \u003ca href=\"https://www.asparis.org/\" target=\"_blank\" rel=\"noopener\">American School of Paris (ASP)\u003c/a> an authentic project-based learning experience on World War I would take off the way it did.\u003c/p>\n\u003cp>“The introduction to the project was folks from the \u003ca href=\"https://www.abmc.gov/about-us\" target=\"_blank\" rel=\"noopener\">American Battle Monuments Commission\u003c/a> saying, ‘Look, we have all these folks buried here and we don’t know anything about them and we think you can help us with that,” Neville said. Students broke into groups, each taking the names of several American soldiers who fought in Europe, died and were buried in Suresnes American Cemetery. They began trying to figure out the back stories of the soldiers, intending to build an app for the cemetery so visitors could learn about who was buried there.\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/zMFP39KluY8\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Neville was lucky to have the support of administrators at ASP who were looking to push the school’s pedagogy toward these types of projects. Soon the \u003ca href=\"http://www.monumentsproject.org/about.html\" target=\"_blank\" rel=\"noopener\">Monuments Project\u003c/a> was much more than history. Theater students were writing and directing plays based on the research; French students were helping translate documents students found in local archives; and students wrote about their research in English class.*\u003c/p>\n\u003cp>As the project was getting off the ground, Neville read \u003ca href=\"https://www.geekwire.com/2016/project-wa-state-history-app/\" target=\"_blank\" rel=\"noopener\">an article\u003c/a> about two teachers on Lopez Island whose students had developed a gamified history app about sites around Washington state. Neville recognized a kindred spirit and reached out to Anthony Rovente and Tim Fry to see if they’d like to partner on the Monuments Project. Soon, Neville’s students in Paris were working with the Lopez Island students in the U.S. to find out what had happened to the 23 Washingtonians buried at Suresnes.\u003c/p>\n\u003cp>“There is an excitement in the sense of scale,” Neville said. “Anytime we are engaged in something bigger than ourselves we feel that sense of camaraderie.” The U.S. students were emailing and calling local archives in Washington state while students in Paris were plumbing the French archives. Both classes shared their research and contributed to the app. In some cases, the students’ efforts prompted local archives to digitize their content for the first time. In others, family members of soldiers buried far away shared their personal memories, records and mementos with the students. And students \u003ca href=\"http://www.monumentsproject.org/blog/week-5-to-celebrate-the-need-of-comrades-whitman\" target=\"_blank\" rel=\"noopener\">collaborated with historians and archivists\u003c/a> in many parts of the world to learn research tips and how to navigate archives.\u003c/p>\n\u003cp>“The level of energy and investment I saw was really powerful,” Neville said. “You just want to bottle it.” He was impressed that his students persisted in their search, even when they made no progress for several weeks. But, Neville’s careful to point out that he had prepared his students for this type of uncertainty, a lesson he learned early in his efforts to do big real-world history projects.\u003c/p>\n\u003cp>“It’s really more about developing a mindset and a culture within that learning space,” Neville said. He always starts the year using Eleanor Duckworth’s concept of \u003ca href=\"https://www.gse.harvard.edu/news/uk/08/05/critical-exploration-classroom\" target=\"_blank\" rel=\"noopener\">Critical Exploration\u003c/a>. The exercise forces them to accept uncertainty and to back up what they think they know with evidence, and gets them thinking like real historians. “Without that mindset you’ll have different reactions from kids who are hitting walls,” Neville said. He uses Critical Exploration as a touchstone for students when they get frustrated, reminding them that valuable learning is happening even if they’re stuck.\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/1sfgenKusQk?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Despite the success of the Monuments Project, it was messy and logistically challenging. The nine-hour time difference between Paris and Lopez Island made global collaboration difficult. Partway through the project a teacher at Stuyvesant High School in New York City wanted to join, further complicating matters. But as interest about the program grew among educators in the U.S., Neville decided to try to scale the project. He’s now working with an old co-worker, Patrick Cronin, to create a \u003ca href=\"http://www.thatclass.org/about.html\" target=\"_blank\" rel=\"noopener\">nonprofit\u003c/a> that can \u003ca href=\"http://www.monumentsproject.org/briefcase.html\" target=\"_blank\" rel=\"noopener\">support social studies teachers\u003c/a> to do similar projects based on the soldiers in their local cemeteries.\u003c/p>\n\u003cp>“The goal of finding out how to scale this effectively is not just to expand the Monument Project, but to expand the pedagogy,” Neville said. He knows not all teachers work in environments as supportive of global projects as APS -- he’s even worked in some -- but he’s convinced when teachers experience the level of engagement and quality of work he saw in his students, they’ll be excited to jump on board. And, he can’t think of a better way to instill the importance of history in students than by introducing them to the tools real historians rely on to discover untold stories that resonate beyond the classroom.\u003c/p>\n\u003cp>Student reflections on the process and the power of adding to the world's knowledge are a bit motivator for Neville. In a \u003ca href=\"http://www.monumentsproject.org/blog/from-footnotes-to-forefront\" target=\"_blank\" rel=\"noopener\">blog post\u003c/a> for the Monuments Project a Stuyvesant student, Dawei Huang, writes: \"Simply said, the experiences of individual soldiers are often overlooked by historians, and Stuyvesant students were now helping do the work. For myself, I feel like there is great significance and satisfaction lifting the lives of soldiers reserved for the footnotes of history to the forefront of our attention and appreciation.\"\u003c/p>\n\u003cp>\u003cstrong>LESS CONSUMING GLOBAL PROJECTS\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://teachergeekischic.com/\" target=\"_blank\" rel=\"noopener\">Tammy Dunbar\u003c/a> has been connecting her fifth-grade students at Lincoln School, a public K-8 in Manteca, California, with international classrooms for years now. It’s become a standard part of her teaching. She got interested in collaborating across continents through her own global community of peers and brought that enthusiasm to her class.\u003c/p>\n\u003cp>For example, an educator friend in Belgium told her about his plan to do a big project on gender equality. Around that time, Dunbar was hearing a lot of anxiety from her students about President Trump’s campaign promise to build a wall between Mexico and the U.S. Dunbar’s students, about 70 percent of whom are Latino, were worried about what would happen to their families. The two teachers joined their themes in the \u003ca href=\"http://www.humandifferences.com/\" target=\"_blank\" rel=\"noopener\">Human Differences project\u003c/a> where they explored the visible and invisible walls that humans put up. Eventually, classrooms all around the world joined the project, sharing the walls that characterize their countries and cultures.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Impressed! Nigerian students developed a small biogas plant in the school chemistry lab to fight carbon monoxide! \u003ca href=\"https://t.co/KmUrV5pgzO\">https://t.co/KmUrV5pgzO\u003c/a> \u003ca href=\"https://t.co/joPdtioF1v\">pic.twitter.com/joPdtioF1v\u003c/a>\u003c/p>\n\u003cp>— Koen Timmers (@zelfstudie) \u003ca href=\"https://twitter.com/zelfstudie/status/912736399887077376?ref_src=twsrc%5Etfw\">September 26, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>In week one of the project, students explored the various kinds of walls they notice in their communities, both physical and invisible. They researched and discussed with their classes, but then made videos to share on the Human Differences site that other classes could watch. The second week focused on gender equality, a topic Dunbar’s students didn’t think was a problem at first. Then they watched the videos uploaded by partner classes in China and India.\u003c/p>\n\u003cp>“It kind of opened their eyes to what’s going on in the world,” Dunbar said. Those videos prompted students to think more critically about gender equity in their own homes and communities, leading to a good discussion. In the third week, classes discussed real walls. They studied the Berlin Wall and the Great Wall of China. Dunbar’s fifth-graders talked about what makes a wall good or bad, and they talked about the wall President Trump wants to build, as well as what their class might do about it.\u003c/p>\n\u003cp>When they shared their reflections on physical walls with other classrooms around the world, they learned that the leaders of countries in Latin America live in houses walled off from the people. Dunbar’s students were sympathetic to their faraway peers, and felt validated in their own concerns about a wall along the border.\u003c/p>\n\u003cp>In week four, classes explored the idea of bridges and how people can build bridges instead of walls. Dunbar’s class Skyped with students in Canada and Nigeria to learn about their lives.\u003c/p>\n\u003cp>“The teachers really took the questions and ran with them because every country has their issue and things that are happening,” Dunbar said. “This gives them a platform to talk about it with their kids.” The project was flexible, but still provided contact with students in other parts of the world with different worldviews and realities. Along the way, Dunbar knows her students were honing skills like respectful listening, questioning, communication, presenting, research, writing and critical thinking.\u003c/p>\n\u003cp>“If we want kids to be 21st century learners, then they have to think globally; everything is connected,” Dunbar said. “I like to think that by doing this we’re building the bridges that make people more tolerant, more willing to accept more people.”\u003c/p>\n\u003cp>This year, Dunbar is kicking off the school year by reading Lois Lowry’s book “Number the Stars” with her class and her friend Emma Naas’ class in Sweden. The two classes have different perspectives on the story based on their geography and history, but are \u003ca href=\"https://sway.com/wpf7KQrUtn6w4yRf\" target=\"_blank\" rel=\"noopener\">learning a lot from one another by reading together\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>LEVEL UP VILLAGE\u003c/strong>\u003c/p>\n\u003cp>Many of the teachers doing the most elaborate globally connected projects are anomalies in their schools. They are individually invested in helping students develop global competencies and have taken on the extra work of connecting with international educators interested in Skyping or finding education-based programs that include a global dimension. Not all teachers have the inclination or time to do that legwork.\u003c/p>\n\u003cp>There are several organizations working to smooth the way for schools that value global projects. One such company, \u003ca href=\"http://www.levelupvillage.com/\" target=\"_blank\" rel=\"noopener\">Level Up Village\u003c/a>, focuses on providing science, technology, engineering and math (STEM) content through an online platform that also connects U.S. classrooms to those abroad. The founder and CEO, Amy McCooe, realized that kids in Kenya were learning about electricity at the same time as kids in the U.S. She saw the curricular connection as an opportunity to create connections between U.S. students and international students.\u003c/p>\n\u003cp>Kids are partnered up and each week they upload videos talking about the issues in their own communities. They start off by sharing personal details, but eventually end up communicating about what they’re learning and how it is connected to issues in their local communities. In the model, the U.S. schools pay $55 per student for the service, and part of that fee goes to the partner school to pay for the technology and curriculum there.\u003c/p>\n\u003cp>The Level Up Village program intentionally includes introductory online courses for teachers to help them increase their own global competency before being asked to teach it to students. The course talks about equity and empathy, emphasizing that respect is conveyed differently in different cultures. They talk about how important it is for students to learn to say their partners’ names correctly and how different body language cues might be misunderstood.\u003c/p>\n\u003cp>Carrie Brown teaches English and History to sixth-graders at Girls Academic Leadership Academy (GALA), an all-girls STEM school in Los Angeles Unified School District. When her principal said they would be using Level Up Village, she was initially skeptical. As a 27-year veteran teacher she doesn’t like being told how to run her class, but she checked it out with an open mind and decided it was worth a try.\u003c/p>\n\u003cp>“I did not expect to love it as much as I did,” Brown said. She doesn’t feel particularly tech-savvy, but found the three hours of introductory work provided by the program sufficiently prepared her. She can’t imagine doing all the work to find a partner class in Kenya, ensure the quality of the videos, enlist translation services and make sure the experience drives toward academic goals.\u003c/p>\n\u003cp>“I liked that [my students] were very independent,” Brown said. “I loved the interactions. I liked the self-directed projects.” She liked that the curriculum was flexible enough that she could spend a lot or a little time on it each week. Like many teachers, she’s careful what she spends class time on, but found the conversations, revelations and enthusiasm of this international partnership to be well worth the time investment.\u003c/p>\n\u003cp>While many Level Up Village courses focus on STEM, they also have a course on leadership taught through \u003ca href=\"https://www.malala.org/malalas-story\" target=\"_blank\" rel=\"noopener\">Malala Yousafzai’s\u003c/a> autobiography “I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban.” Reading the book and talking about it with girls in Kenya upended some of the preconceived notions students held -- like the assumption that everyone gets to go to school for free.\u003c/p>\n\u003cp>One student’s partner didn’t upload a video by the deadline. When Brown inquired, she found out that the girl was no longer in school because her parents couldn’t pay the school fees. That prompted an important discussion in Brown’s class. And students took the experience home to their families as well. Brown says it’s the first time in her career that she got emails from parents about the engaging, lively discussions they were having over dinner about school.\u003c/p>\n\u003cp>While teachers continue to discern the most impactful ways to use technology in classrooms, one fact is inarguable: Technology makes the world smaller. Teachers can find inspiration in the work of colleagues across the world and students can learn together. That powerful capacity can bring new dimensions to classroom learning when leveraged by a skillful teacher.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/227787626\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*A previous version of this article stated that students at American School of Paris built the Monuments Project app. In fact, they used \u003c/em>\u003cem>the same platform Lopez Island students used the year before.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>Once a month, this column \u003c/em>\u003cem>will examine the insights that science offers about the way people learn, and how such findings could influence schools. \u003c/em>\u003c/p>\n\u003cp>Most of us can remember a moment like this from our school years: the teacher poses a question – maybe it’s math, maybe history. You raise your hand, you give your answer with full assurance. And then? You’re shot down. You got it wrong.\u003c/p>\n\u003cp>We remember moments like this because they brim with some of our least favorite emotions: shame, humiliation, self-recrimination, and that gutting sense that you want to melt into the floor. Ah yes, I remember it well.\u003c/p>\n\u003cp>As it turns out, though, such moments are ripe with learning opportunity. Contrary to what many of us might guess, making a mistake with high confidence and then being corrected is one of the most powerful ways to absorb something and retain it.\u003c/p>\n\u003cp>In recent years, cognitive scientists have done gobs of research on how making mistakes help us learn, much of it funded by the federal Institute for Education Science. Some findings make intuitive sense. Some are completely surprising. And many important findings that are relevant to teaching are not making it into the classroom, or penetrating very slowly.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Traditionally, educators and psychologists in the U.S. were not fans of allowing students to flounder. B.F. Skinner, the hugely influential 20\u003csup>th\u003c/sup> century behavioral psychologist, didn’t even like his lab rats and pigeons to err and constructed experiments to shape their behavior toward always getting the task right. “He thought if they made a mistake, the mistake would get entrenched, and you’d have to backtrack to erase it,” explains Janet Metcalfe, a professor of psychology at Columbia University, and the author of an impressive scientific review titled \u003ca href=\"http://www.annualreviews.org/doi/abs/10.1146/annurev-psych-010416-044022\">“Learning from Errors,”\u003c/a> published earlier this year in \u003cem>Annual Review of Psychology.\u003c/em>\u003c/p>\n\u003cp>American educators, perhaps influenced by Skinner, have tended to see things the same way. Classic studies by psychologists James Stigler of UCLA and the late Harold Stevenson, detailed in their 1994 book \u003ca href=\"https://books.google.com/books/about/Learning_Gap.html?id=HIfBn5W6LMcC\">\u003cem>The Learning Gap\u003c/em>\u003c/a>\u003cem>, \u003c/em>compared videotaped lessons in eighth-grade math in several countries. They found that American teachers emphasized specific procedures for solving problems, largely ignored errors and praised correct answers. Japanese teachers, by contrast, asked students to find their own way through problems and then led a discussion of common errors, why they might seem plausible and why they were wrong. Praise was rarely given and students were meant to see struggle and setbacks as part of learning. The difference, the authors believed, is one reason that Japanese students outperform Americans in math.\u003c/p>\n\u003cp>“Learning about what is wrong may hasten understanding of why the correct procedures are appropriate,” they wrote, “but errors may also be interpreted as failure. And Americans … strive to avoid situations where this might happen.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'Being in this environment where we are openly discussing mistakes, where mistakes are good, really opened the door for certain kids who had math phobias.'\u003ccite>Kushal Patel, teacher, Columbia Secondary School for School for Math, Science and Engineering, New York City\u003c/cite>\u003c/aside>\n\u003cp>The American allergy to errors began to ease with a burst of new studies by cognitive psychologists beginning this century. They showed clear benefits to engaging with mistakes—in both verbal and math tasks. For instance, Nate Kornell of Williams College conducted a word-pair experiment in which people were cued with a word (say, tree) and then asked to pair it a related “target” word (say, oak). He found that they remembered the target word significantly better if they had made a wrong guess (like maple or pine) and were corrected than if they were simply given the correct pairing and asked to memorize it.\u003c/p>\n\u003cp>Numerous other studies have confirmed and expanded upon this finding. Metcalfe and others have shown that on tests involving general knowledge (What’s the capital of Australia?), a wild guess doesn’t help with learning. “They have to be making a serious stab at the answer,” she notes. And it was Metcalfe and colleagues who showed that the more certain you are of your wrong answer, the better you will learn the right one after being corrected.\u003c/p>\n\u003cp>Why is this? The answer isn’t completely clear but it likely involves the fact that making an error rallies your attention — and even more so if you’re surprised that you got it wrong. In addition, it is easier to learn something new after you’ve summoned up your prior knowledge — a process neuroscientists call memory reconsolidation.\u003c/p>\n\u003cp>There’s hard, biological evidence for some of this. By placing electroencephalogram caps on subjects as they play video games or do other tasks, scientists have identified specific signals in the brain linked to making errors. The first one, known as Error-Related Negativity or ERN, occurs just 50 millionths of a second after the error. That’s well before you are even conscious of the mistake! A second wave, called error positivity (Pe for short), comes 50 to 550 milliseconds later and is believed to reflect conscious attention to the error, usually followed by an effort to avoid repeating it.\u003c/p>\n\u003cp>As an undergrad at Michigan State, Hans Schroder became so obsessed with error-related brain signaling that, he recalls, “I actually ‘married’ it on Facebook.” He also did serious work on the subject in psychologist Jason Moser’s lab there. Past research had shown that these signals relate to academic performance.\u003c/p>\n\u003cp>“The ERN tends to correlate with grade-point average. It’s linked with the ability to recognize when things don’t go as expected and to better working memory,” Schroder explains. “The Pe is more linked to effort, becoming aware of mistakes and rebounding.” While both signals emanate from a brain region called the anterior cingulate, the Pe involves more widespread activity as you allocate mental resources to improve your performance.\u003c/p>\n\u003caside class=\"pullquote alignright\">'By taking the grade off their test I thought they might spend more time looking at what they got right and what they got wrong. I wanted to refocus them on actually learning the content.'\u003ccite> Leah Alcala, math teacher in Berkeley, Calif.\u003c/cite>\u003c/aside>\n\u003cp>Schroder was especially interested in this effort-related activity and wanted to know if it was linked to a person’s attitude or mindset about his or her own ability. Stanford University psychologist Carol Dweck kicked off a wave of research in education and psychology with her work — and popular 2006 book, \u003cem>Mindset\u003c/em>— defining two distinct “mindsets”: the belief that one’s intelligence is fixed or that it is fluid and can grow with effort. People with a fixed mindset (as measured on a standard questionnaire) tend to see errors as signs that they are not good at something. Those with a \u003ca href=\"https://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset \u003c/a>see them as signs they need to work harder.\u003c/p>\n\u003cp>Schroder theorized that people with a growth mindset would have a stronger Pe signal following an error. This proved to be true in studies with both children and adults. Just as important, growth-minded people raised their game more in the wake of an error. For instance, he reports, growth-minded children playing a videogame in which they had to round up escaped zoo animals “were more accurate after making a mistake than kids who were fixed-minded.”\u003c/p>\n\u003cp>How do these psych lab results translate to the messier world of the classroom? A number of researchers are attempting to answer that question with studies that more closely mimic educational situations or by conducting research within schools.\u003c/p>\n\u003cp>Carnegie Mellon psychologist Robert Siegler, an expert on how children learn math, has delved deeply into the best way to give feedback on student errors. He has shown, for instance, that asking third and fourth graders to explain how someone got the wrong answer and also how someone got the right answer is enormously effective – more so than just asking the child to explain the correct procedure, as teachers so often do. Dislodging wrong ideas is important, he notes: “These wrong approaches are like crab grass, they are hard to get rid of and often have deep roots. You really have to undermine the roots of the misconception as well as strengthen the correct conception.”\u003c/p>\n\u003cp>Metcalfe is exploring that approach in an experiment with eighth-grade math teachers at the Columbia Secondary School for Math, Science and Engineering — a New York City public school affiliated with Columbia University. For the past two years, her team has been monitoring what happens to performance on the state’s Common Core Regents algebra test when teachers give frequent practice quizzes followed each time by a review of the students’ specific errors, in a continuous cycle four days a week for four weeks prior to the statewide exam.\u003c/p>\n\u003cp>The results, which have not yet been published, seem promising. “We had a 100% pass rate on the Algebra 1 Regents for eighth grade, which was pretty awesome,” says Kushal Patel, a participating teacher. Patel notes that even though the passing grade for special education students is 55 rather than the typical 65, all of the special ed students passed with the higher grade. Performance across the class was even stronger the second year than the first. Metcalfe’s team is now analyzing videos of class sessions second by second, looking at exactly what teachers did and how it relates to the errors individual children made. Preliminary results suggest that the improvement in performance was closely tied to the error-focused feedback.\u003c/p>\n\u003cp>“Being in this environment where we are openly discussing mistakes, where mistakes are good, really opened the door for certain kids who had math phobias,” Patel observes.\u003c/p>\n\u003cp>And in keeping with a growth mindset, students began to see errors as a path to learning rather than humiliation. When he shared students’ errors anonymously with the class, he says, “the kids got really good about saying ‘Hey, that’s my mistake! Let me talk about what I did wrong.’ It was incredible. They got past the shy moment of, ‘Oh, I screwed up.’”\u003c/p>\n\u003cp>Next year Metcalfe will be testing a new system for reviewing errors that combines computerized feedback with teacher-led instruction.\u003c/p>\n\u003cp>In Berkeley, Calif., math teacher Leah Alcala witnessed a similar change in middle school and high school students when she began spotlighting what she calls her “favorite errors.” Alcala likes to hand out test results without grades but with highlights indicating the precise spots in a math problem where things took a wrong turn.\u003c/p>\n\u003cp>“By taking the grade off their test I thought they might spend more time looking at what they got right and what they got wrong,” she explains. “I wanted to refocus them on actually learning the content.” You can see her method in an \u003ca href=\"https://www.teachingchannel.org/videos/math-test-grading-tips\">online Teaching Channel video\u003c/a>.\u003c/p>\n\u003cp>Like Patel, Alcala says she was influenced by Dweck’s mindset framework. While not everyone in her economically and ethnically diverse classes masters all the math, “what I know for sure is that my kids never give up on my class.”\u003c/p>\n\u003cp>Such robust examples of teaching kids how to learn from their errors remain the exception in U.S. classrooms. Probably the biggest reason, Siegler suggests, is that “the people who write the textbooks don’t know about the research findings. There’s a lot of knowledge in the psychology of learning that hasn’t been incorporated into education.” Also, he notes, there’s a “common sense wisdom” to focusing almost exclusively on correct procedures. It’s what American teachers have always done.\u003c/p>\n\u003cp>And it’s what most of us believe in, the evidence be damned. Metcalfe has found that people are generally unaware of the benefits of bumping up against mistakes. This is true even after they participate in studies in which, again and again, they improve their performance after getting something wrong and being set straight. When asked if they did better in trials where they were given the answer or those in which they erred and were corrected, they chose the former.\u003c/p>\n\u003cp>“Isn’t that amazing!” she says of this metacognitive blind spot. No wonder so many educators err when it comes to errors. “If teachers don’t realize that making errors will help learning, they will be like Skinner and say ‘I’ll just teach them the right thing.’ ”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, the nonprofit, independent news website focused on inequality and innovation in education. \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage2.com/subscribe?u=66c306eebb323868c3ce353c1&id=a4f3e0748b\">\u003cem>Sign up for our newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n",
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"excerpt": "American educators love to emphasize correct procedure, but cognitive science says that students learn better when you focus on their mistakes.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Once a month, this column \u003c/em>\u003cem>will examine the insights that science offers about the way people learn, and how such findings could influence schools. \u003c/em>\u003c/p>\n\u003cp>Most of us can remember a moment like this from our school years: the teacher poses a question – maybe it’s math, maybe history. You raise your hand, you give your answer with full assurance. And then? You’re shot down. You got it wrong.\u003c/p>\n\u003cp>We remember moments like this because they brim with some of our least favorite emotions: shame, humiliation, self-recrimination, and that gutting sense that you want to melt into the floor. Ah yes, I remember it well.\u003c/p>\n\u003cp>As it turns out, though, such moments are ripe with learning opportunity. Contrary to what many of us might guess, making a mistake with high confidence and then being corrected is one of the most powerful ways to absorb something and retain it.\u003c/p>\n\u003cp>In recent years, cognitive scientists have done gobs of research on how making mistakes help us learn, much of it funded by the federal Institute for Education Science. Some findings make intuitive sense. Some are completely surprising. And many important findings that are relevant to teaching are not making it into the classroom, or penetrating very slowly.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Traditionally, educators and psychologists in the U.S. were not fans of allowing students to flounder. B.F. Skinner, the hugely influential 20\u003csup>th\u003c/sup> century behavioral psychologist, didn’t even like his lab rats and pigeons to err and constructed experiments to shape their behavior toward always getting the task right. “He thought if they made a mistake, the mistake would get entrenched, and you’d have to backtrack to erase it,” explains Janet Metcalfe, a professor of psychology at Columbia University, and the author of an impressive scientific review titled \u003ca href=\"http://www.annualreviews.org/doi/abs/10.1146/annurev-psych-010416-044022\">“Learning from Errors,”\u003c/a> published earlier this year in \u003cem>Annual Review of Psychology.\u003c/em>\u003c/p>\n\u003cp>American educators, perhaps influenced by Skinner, have tended to see things the same way. Classic studies by psychologists James Stigler of UCLA and the late Harold Stevenson, detailed in their 1994 book \u003ca href=\"https://books.google.com/books/about/Learning_Gap.html?id=HIfBn5W6LMcC\">\u003cem>The Learning Gap\u003c/em>\u003c/a>\u003cem>, \u003c/em>compared videotaped lessons in eighth-grade math in several countries. They found that American teachers emphasized specific procedures for solving problems, largely ignored errors and praised correct answers. Japanese teachers, by contrast, asked students to find their own way through problems and then led a discussion of common errors, why they might seem plausible and why they were wrong. Praise was rarely given and students were meant to see struggle and setbacks as part of learning. The difference, the authors believed, is one reason that Japanese students outperform Americans in math.\u003c/p>\n\u003cp>“Learning about what is wrong may hasten understanding of why the correct procedures are appropriate,” they wrote, “but errors may also be interpreted as failure. And Americans … strive to avoid situations where this might happen.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'Being in this environment where we are openly discussing mistakes, where mistakes are good, really opened the door for certain kids who had math phobias.'\u003ccite>Kushal Patel, teacher, Columbia Secondary School for School for Math, Science and Engineering, New York City\u003c/cite>\u003c/aside>\n\u003cp>The American allergy to errors began to ease with a burst of new studies by cognitive psychologists beginning this century. They showed clear benefits to engaging with mistakes—in both verbal and math tasks. For instance, Nate Kornell of Williams College conducted a word-pair experiment in which people were cued with a word (say, tree) and then asked to pair it a related “target” word (say, oak). He found that they remembered the target word significantly better if they had made a wrong guess (like maple or pine) and were corrected than if they were simply given the correct pairing and asked to memorize it.\u003c/p>\n\u003cp>Numerous other studies have confirmed and expanded upon this finding. Metcalfe and others have shown that on tests involving general knowledge (What’s the capital of Australia?), a wild guess doesn’t help with learning. “They have to be making a serious stab at the answer,” she notes. And it was Metcalfe and colleagues who showed that the more certain you are of your wrong answer, the better you will learn the right one after being corrected.\u003c/p>\n\u003cp>Why is this? The answer isn’t completely clear but it likely involves the fact that making an error rallies your attention — and even more so if you’re surprised that you got it wrong. In addition, it is easier to learn something new after you’ve summoned up your prior knowledge — a process neuroscientists call memory reconsolidation.\u003c/p>\n\u003cp>There’s hard, biological evidence for some of this. By placing electroencephalogram caps on subjects as they play video games or do other tasks, scientists have identified specific signals in the brain linked to making errors. The first one, known as Error-Related Negativity or ERN, occurs just 50 millionths of a second after the error. That’s well before you are even conscious of the mistake! A second wave, called error positivity (Pe for short), comes 50 to 550 milliseconds later and is believed to reflect conscious attention to the error, usually followed by an effort to avoid repeating it.\u003c/p>\n\u003cp>As an undergrad at Michigan State, Hans Schroder became so obsessed with error-related brain signaling that, he recalls, “I actually ‘married’ it on Facebook.” He also did serious work on the subject in psychologist Jason Moser’s lab there. Past research had shown that these signals relate to academic performance.\u003c/p>\n\u003cp>“The ERN tends to correlate with grade-point average. It’s linked with the ability to recognize when things don’t go as expected and to better working memory,” Schroder explains. “The Pe is more linked to effort, becoming aware of mistakes and rebounding.” While both signals emanate from a brain region called the anterior cingulate, the Pe involves more widespread activity as you allocate mental resources to improve your performance.\u003c/p>\n\u003caside class=\"pullquote alignright\">'By taking the grade off their test I thought they might spend more time looking at what they got right and what they got wrong. I wanted to refocus them on actually learning the content.'\u003ccite> Leah Alcala, math teacher in Berkeley, Calif.\u003c/cite>\u003c/aside>\n\u003cp>Schroder was especially interested in this effort-related activity and wanted to know if it was linked to a person’s attitude or mindset about his or her own ability. Stanford University psychologist Carol Dweck kicked off a wave of research in education and psychology with her work — and popular 2006 book, \u003cem>Mindset\u003c/em>— defining two distinct “mindsets”: the belief that one’s intelligence is fixed or that it is fluid and can grow with effort. People with a fixed mindset (as measured on a standard questionnaire) tend to see errors as signs that they are not good at something. Those with a \u003ca href=\"https://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset \u003c/a>see them as signs they need to work harder.\u003c/p>\n\u003cp>Schroder theorized that people with a growth mindset would have a stronger Pe signal following an error. This proved to be true in studies with both children and adults. Just as important, growth-minded people raised their game more in the wake of an error. For instance, he reports, growth-minded children playing a videogame in which they had to round up escaped zoo animals “were more accurate after making a mistake than kids who were fixed-minded.”\u003c/p>\n\u003cp>How do these psych lab results translate to the messier world of the classroom? A number of researchers are attempting to answer that question with studies that more closely mimic educational situations or by conducting research within schools.\u003c/p>\n\u003cp>Carnegie Mellon psychologist Robert Siegler, an expert on how children learn math, has delved deeply into the best way to give feedback on student errors. He has shown, for instance, that asking third and fourth graders to explain how someone got the wrong answer and also how someone got the right answer is enormously effective – more so than just asking the child to explain the correct procedure, as teachers so often do. Dislodging wrong ideas is important, he notes: “These wrong approaches are like crab grass, they are hard to get rid of and often have deep roots. You really have to undermine the roots of the misconception as well as strengthen the correct conception.”\u003c/p>\n\u003cp>Metcalfe is exploring that approach in an experiment with eighth-grade math teachers at the Columbia Secondary School for Math, Science and Engineering — a New York City public school affiliated with Columbia University. For the past two years, her team has been monitoring what happens to performance on the state’s Common Core Regents algebra test when teachers give frequent practice quizzes followed each time by a review of the students’ specific errors, in a continuous cycle four days a week for four weeks prior to the statewide exam.\u003c/p>\n\u003cp>The results, which have not yet been published, seem promising. “We had a 100% pass rate on the Algebra 1 Regents for eighth grade, which was pretty awesome,” says Kushal Patel, a participating teacher. Patel notes that even though the passing grade for special education students is 55 rather than the typical 65, all of the special ed students passed with the higher grade. Performance across the class was even stronger the second year than the first. Metcalfe’s team is now analyzing videos of class sessions second by second, looking at exactly what teachers did and how it relates to the errors individual children made. Preliminary results suggest that the improvement in performance was closely tied to the error-focused feedback.\u003c/p>\n\u003cp>“Being in this environment where we are openly discussing mistakes, where mistakes are good, really opened the door for certain kids who had math phobias,” Patel observes.\u003c/p>\n\u003cp>And in keeping with a growth mindset, students began to see errors as a path to learning rather than humiliation. When he shared students’ errors anonymously with the class, he says, “the kids got really good about saying ‘Hey, that’s my mistake! Let me talk about what I did wrong.’ It was incredible. They got past the shy moment of, ‘Oh, I screwed up.’”\u003c/p>\n\u003cp>Next year Metcalfe will be testing a new system for reviewing errors that combines computerized feedback with teacher-led instruction.\u003c/p>\n\u003cp>In Berkeley, Calif., math teacher Leah Alcala witnessed a similar change in middle school and high school students when she began spotlighting what she calls her “favorite errors.” Alcala likes to hand out test results without grades but with highlights indicating the precise spots in a math problem where things took a wrong turn.\u003c/p>\n\u003cp>“By taking the grade off their test I thought they might spend more time looking at what they got right and what they got wrong,” she explains. “I wanted to refocus them on actually learning the content.” You can see her method in an \u003ca href=\"https://www.teachingchannel.org/videos/math-test-grading-tips\">online Teaching Channel video\u003c/a>.\u003c/p>\n\u003cp>Like Patel, Alcala says she was influenced by Dweck’s mindset framework. While not everyone in her economically and ethnically diverse classes masters all the math, “what I know for sure is that my kids never give up on my class.”\u003c/p>\n\u003cp>Such robust examples of teaching kids how to learn from their errors remain the exception in U.S. classrooms. Probably the biggest reason, Siegler suggests, is that “the people who write the textbooks don’t know about the research findings. There’s a lot of knowledge in the psychology of learning that hasn’t been incorporated into education.” Also, he notes, there’s a “common sense wisdom” to focusing almost exclusively on correct procedures. It’s what American teachers have always done.\u003c/p>\n\u003cp>And it’s what most of us believe in, the evidence be damned. Metcalfe has found that people are generally unaware of the benefits of bumping up against mistakes. This is true even after they participate in studies in which, again and again, they improve their performance after getting something wrong and being set straight. When asked if they did better in trials where they were given the answer or those in which they erred and were corrected, they chose the former.\u003c/p>\n\u003cp>“Isn’t that amazing!” she says of this metacognitive blind spot. No wonder so many educators err when it comes to errors. “If teachers don’t realize that making errors will help learning, they will be like Skinner and say ‘I’ll just teach them the right thing.’ ”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, the nonprofit, independent news website focused on inequality and innovation in education. \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage2.com/subscribe?u=66c306eebb323868c3ce353c1&id=a4f3e0748b\">\u003cem>Sign up for our newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Want To Teach Your Kids Self-Control? Learn From A Cameroonian Farmer",
"title": "Want To Teach Your Kids Self-Control? Learn From A Cameroonian Farmer",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>In the the 1960s, a Stanford psychologist ran an experiment to study children's self-control.\u003c/p>\n\u003cp>It's called the marshmallow test. And it's super simple.\u003c/p>\n\u003cp>Kids ages 3 to 5 choose a treat — an Oreo cookie, a pretzel stick or a marshmallow. Then researchers give the child brief instructions: You can eat the treat now, but if you can wait for me to return, you'll get two treats.\u003c/p>\n\u003cp>The researchers leave the room. And the child just has to sit there staring at a marshmallow — and deciding whether to exert self-control or to dig in.\u003c/p>\n\u003cp>Psychologists have performed the experiment many times. In general, fewer than half the kids \"pass\" the test. Most kids can't delay gratification: They gobble up the marshmallow.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The researchers followed these kids for decades and \u003ca href=\"http://www.npr.org/sections/health-shots/2016/06/24/481859662/invisibilia-is-your-personality-fixed-or-can-you-change-who-you-are\">found\u003c/a> that those who did wait were more likely to have better SAT scores and better jobs later on in life, the researchers reported.\u003c/p>\n\u003cp>Now for the first time, there's a study reporting on what happens when psychologists give the marshmallow test to kids outside Western culture, specifically 4-year-old children from the ethnic group Nso in Cameroon.\u003c/p>\n\u003cp>\u003cem>\"\u003c/em>The Nso are a community who live off subsistence farming, mainly corn and beans,\" says \u003ca href=\"https://www.psycho.uni-osnabrueck.de/mitarbeiter/blamm\">Bettina Lamm\u003c/a>, a psychologist at the Universitat Osnabruck, who led the study. \"Most of the children live in mud brick houses without water and electricity. They have to work a lot to take care of younger siblings and help their parents on the farm.\"\u003c/p>\n\u003cp>Guess what? These kids rocked the marshmallow test.\u003c/p>\n\u003cp>\"The difference was huge,\" Lamm says. \"The Cameroonian kids really behave very differently, and they were able to wait much better.\"\u003c/p>\n\u003cp>Lamm and her colleagues ran the experiment on nearly 200 Cameroonian and German kids. The Cameroonian kids were offered a puff-puff — a little doughnut popular there.\u003c/p>\n\u003cp>Compared to German children in the experiment, the Cameroonian kids waited, on average, twice as long for the second treat. And way more Cameroonian kids — nearly 70 percent — waited the full 10 minutes to snag the second marshmallow. Only about 30 percent of the German kids could hold out, Lamm and her team \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/28586087\">reported\u003c/a> in the journal \u003cem>Child Development\u003c/em> in early June.\u003c/p>\n\u003cp>Lamm and colleagues watched the kids closely during the experiment and tracked their behavior. The German kids showed way more emotions during the waiting period, she says, especially negative emotions.\u003c/p>\n\u003cp>They whined more, cried more and squirmed more in their seats.\u003c/p>\n\u003cp>\"They were really fighting the waiting period — playing with their fingers, talking to themselves — trying any distraction they can to manage to wait,\" she says.\u003c/p>\n\u003cp>\"In contrast, many of the Cameroonian kids simply sat quietly and waited,\" Lamm says. \"Ten percent of them even fell asleep.\"\u003c/p>\n\u003cp>It's almost like the kids were meditating.\u003c/p>\n\u003cp>Lamm says they don't know exactly why the Cameroonian kids were so good at the marshmallow test. Kid behaviors are complicated and sophisticated. But one reason may be the Nso parenting style, which is completely different than Western parenting.\u003c/p>\n\u003cp>\"Nso children are required very early to control their emotions, especially negative emotions,\" Lamm says. \"Moms tell their children that they don't expect them to cry and that they really want them to learn to control their emotions.\"\u003c/p>\n\u003cp>This parenting style starts very early — when children are newborns.\u003c/p>\n\u003cp>\"The moms breast-feed their babies before they start to cry so they don't need to express any negative emotion,\" Lamm says. \"This emotion is already regulated before it's expressed.\"\u003c/p>\n\u003cp>Western moms spend a lot of time looking at their babies for signals to figure out what their babies need. The Nso moms don't do this.\u003c/p>\n\u003cp>\"They believe they — the moms — know what is good for a baby, and they do what is good for a baby,\" Lamm says. \"They don't need to look for signals from the baby.\"\u003c/p>\n\u003cp>As the children get older, this parenting style continues.\u003c/p>\n\u003cp>\"Kids are really expected to learn to control their needs and not ask for their desires or wishes,\" she says.\u003c/p>\n\u003cp>These moms expect obedience and respect. And the kids are good at adapting to situations where they don't get what they might want, where they have to wait.\u003c/p>\n\u003cp>\"So they learn self-control,\" Lamm says. \"Maybe it's a different type of self-control than Western kids learn. But it's very effective.\"\u003c/p>\n\u003cp>But self-control might not be the whole picture, says \u003ca href=\"http://www2.bcs.rochester.edu/sites/ckidd/\">Celeste Kidd\u003c/a>, a neuroscientist at the University of Rochester.\u003c/p>\n\u003cp>A few years ago, she and her colleagues \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3730121/\">found\u003c/a> evidence that the marshmallow test doesn't involve just self-control. It also measures how much a child trusts his environment — how much the child trusts that the researcher is really going to return with the second marshmallow.\u003c/p>\n\u003cp>\"What also matters is kids' expectations about whether waiting will be worth it or not,\" Kidd says.\u003c/p>\n\u003cp>Because if you think about it, if the child doesn't believe that second marshmallow is actually going to arrive, then it makes sense to eat the first one.\u003c/p>\n\u003cp>\"We have evidence that kids take under consideration the statistical nature of what has happened in the past,\" Kidd says. \"So for example, if a child is living in an environment where there's a lot of uncertainty and instability, then they may think that waiting isn't likely to pay off even though they have the ability to delay gratification.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Nso parents are quite strict and consistent with their discipline. So, Kidd says, perhaps this consistent parenting boosts the kids' trust in adults — that when the person in charge says they're going to bring a second treat, they likely will.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Want+To+Teach+Your+Kids+Self-Control%3F+Ask+A+Cameroonian+Farmer&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the the 1960s, a Stanford psychologist ran an experiment to study children's self-control.\u003c/p>\n\u003cp>It's called the marshmallow test. And it's super simple.\u003c/p>\n\u003cp>Kids ages 3 to 5 choose a treat — an Oreo cookie, a pretzel stick or a marshmallow. Then researchers give the child brief instructions: You can eat the treat now, but if you can wait for me to return, you'll get two treats.\u003c/p>\n\u003cp>The researchers leave the room. And the child just has to sit there staring at a marshmallow — and deciding whether to exert self-control or to dig in.\u003c/p>\n\u003cp>Psychologists have performed the experiment many times. In general, fewer than half the kids \"pass\" the test. Most kids can't delay gratification: They gobble up the marshmallow.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The researchers followed these kids for decades and \u003ca href=\"http://www.npr.org/sections/health-shots/2016/06/24/481859662/invisibilia-is-your-personality-fixed-or-can-you-change-who-you-are\">found\u003c/a> that those who did wait were more likely to have better SAT scores and better jobs later on in life, the researchers reported.\u003c/p>\n\u003cp>Now for the first time, there's a study reporting on what happens when psychologists give the marshmallow test to kids outside Western culture, specifically 4-year-old children from the ethnic group Nso in Cameroon.\u003c/p>\n\u003cp>\u003cem>\"\u003c/em>The Nso are a community who live off subsistence farming, mainly corn and beans,\" says \u003ca href=\"https://www.psycho.uni-osnabrueck.de/mitarbeiter/blamm\">Bettina Lamm\u003c/a>, a psychologist at the Universitat Osnabruck, who led the study. \"Most of the children live in mud brick houses without water and electricity. They have to work a lot to take care of younger siblings and help their parents on the farm.\"\u003c/p>\n\u003cp>Guess what? These kids rocked the marshmallow test.\u003c/p>\n\u003cp>\"The difference was huge,\" Lamm says. \"The Cameroonian kids really behave very differently, and they were able to wait much better.\"\u003c/p>\n\u003cp>Lamm and her colleagues ran the experiment on nearly 200 Cameroonian and German kids. The Cameroonian kids were offered a puff-puff — a little doughnut popular there.\u003c/p>\n\u003cp>Compared to German children in the experiment, the Cameroonian kids waited, on average, twice as long for the second treat. And way more Cameroonian kids — nearly 70 percent — waited the full 10 minutes to snag the second marshmallow. Only about 30 percent of the German kids could hold out, Lamm and her team \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/28586087\">reported\u003c/a> in the journal \u003cem>Child Development\u003c/em> in early June.\u003c/p>\n\u003cp>Lamm and colleagues watched the kids closely during the experiment and tracked their behavior. The German kids showed way more emotions during the waiting period, she says, especially negative emotions.\u003c/p>\n\u003cp>They whined more, cried more and squirmed more in their seats.\u003c/p>\n\u003cp>\"They were really fighting the waiting period — playing with their fingers, talking to themselves — trying any distraction they can to manage to wait,\" she says.\u003c/p>\n\u003cp>\"In contrast, many of the Cameroonian kids simply sat quietly and waited,\" Lamm says. \"Ten percent of them even fell asleep.\"\u003c/p>\n\u003cp>It's almost like the kids were meditating.\u003c/p>\n\u003cp>Lamm says they don't know exactly why the Cameroonian kids were so good at the marshmallow test. Kid behaviors are complicated and sophisticated. But one reason may be the Nso parenting style, which is completely different than Western parenting.\u003c/p>\n\u003cp>\"Nso children are required very early to control their emotions, especially negative emotions,\" Lamm says. \"Moms tell their children that they don't expect them to cry and that they really want them to learn to control their emotions.\"\u003c/p>\n\u003cp>This parenting style starts very early — when children are newborns.\u003c/p>\n\u003cp>\"The moms breast-feed their babies before they start to cry so they don't need to express any negative emotion,\" Lamm says. \"This emotion is already regulated before it's expressed.\"\u003c/p>\n\u003cp>Western moms spend a lot of time looking at their babies for signals to figure out what their babies need. The Nso moms don't do this.\u003c/p>\n\u003cp>\"They believe they — the moms — know what is good for a baby, and they do what is good for a baby,\" Lamm says. \"They don't need to look for signals from the baby.\"\u003c/p>\n\u003cp>As the children get older, this parenting style continues.\u003c/p>\n\u003cp>\"Kids are really expected to learn to control their needs and not ask for their desires or wishes,\" she says.\u003c/p>\n\u003cp>These moms expect obedience and respect. And the kids are good at adapting to situations where they don't get what they might want, where they have to wait.\u003c/p>\n\u003cp>\"So they learn self-control,\" Lamm says. \"Maybe it's a different type of self-control than Western kids learn. But it's very effective.\"\u003c/p>\n\u003cp>But self-control might not be the whole picture, says \u003ca href=\"http://www2.bcs.rochester.edu/sites/ckidd/\">Celeste Kidd\u003c/a>, a neuroscientist at the University of Rochester.\u003c/p>\n\u003cp>A few years ago, she and her colleagues \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3730121/\">found\u003c/a> evidence that the marshmallow test doesn't involve just self-control. It also measures how much a child trusts his environment — how much the child trusts that the researcher is really going to return with the second marshmallow.\u003c/p>\n\u003cp>\"What also matters is kids' expectations about whether waiting will be worth it or not,\" Kidd says.\u003c/p>\n\u003cp>Because if you think about it, if the child doesn't believe that second marshmallow is actually going to arrive, then it makes sense to eat the first one.\u003c/p>\n\u003cp>\"We have evidence that kids take under consideration the statistical nature of what has happened in the past,\" Kidd says. \"So for example, if a child is living in an environment where there's a lot of uncertainty and instability, then they may think that waiting isn't likely to pay off even though they have the ability to delay gratification.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Nso parents are quite strict and consistent with their discipline. So, Kidd says, perhaps this consistent parenting boosts the kids' trust in adults — that when the person in charge says they're going to bring a second treat, they likely will.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Want+To+Teach+Your+Kids+Self-Control%3F+Ask+A+Cameroonian+Farmer&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>He goes by Ice, but Tanapat Treyanurak is known among his peers at Hamilton College for his disarming warmth. He grew up in a village in Thailand, where he lived with two older brothers, his mother and father, and his grandmother. Both parents worked long hours, so Ice spent considerable time with his grandmother, who encouraged him to be kind.\u003c/p>\n\u003cp>At the small international school he attended for 10 years, Ice heard the same message from teachers and coaches: Listen to others, be considerate, think beyond yourself. Ice remembers the unusual kindness of his middle school phys ed teacher, who made a special effort to include and encourage the athletically unskilled, and who never let bullies get away with casual cruelty.\u003c/p>\n\u003cp>Ice absorbed these lessons and has applied them throughout his life. At college in New York, he smiles at everyone, treats strangers he meets like future friends, and sets his own work aside to help others. “More often than not, it pays to smile at people and say ‘hi,’ and to help when I can,” Ice said. He has avoided campus cliques, remaining friendly with disconnected groups, and serves as a resident adviser in one of the student dorms. His conscious effort to be kind “started off as listening to my grandmother and my teachers growing up,” Ice said. “And the more I did it, the more rewarding it became.”\u003c/p>\n\u003cp>Treating others with kindness was at the center of Ice’s family and his school. But for many students in the U.S., the importance of being kind trails behind other cultural values. In a 2014 \u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/mcc-research-report.pdf\">Harvard study\u003c/a> of 10,000 middle and high school kids, 80 percent of the students said they value achievement and happiness over caring for others. While 96 percent of parents report that they want above all for their children to be caring, 81 percent of kids said they believe their parents value achievement and happiness more. A similar math holds for students and teachers: 62 percent of kids believe their teachers prize academic success above all. And this thinking affects student behavior: The very same kids who rank caring for others behind happiness and achievement, and who believe their parents want the same, scored low on an empathy scale.\u003c/p>\n\u003cp>It matters that the young learn to be kind because a caring outlook is linked to positive life outcomes across multiple domains.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s the basis of a democratic and ethical society,” said \u003ca href=\"https://www.gse.harvard.edu/faculty/richard-weissbourd\">Rick Weissbourd\u003c/a>, author of \u003cem>The Parents We Mean to Be\u003c/em>, who serves as Faculty Director of the Making Caring Common project at Harvard. For free societies to function, citizens need to look beyond narrow self-interest and consider the public good. A singular focus on achievement undercuts the basis of a civil culture, which depends on cooperation and personal sacrifice for the betterment of all.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=_Dc91nRSbzQ\u003c/p>\n\u003cp>Wharton psychology professor \u003ca href=\"http://www.adamgrant.net/\">Adam Grant, author of \u003cem>Give and Take\u003c/em>\u003c/a>\u003cem>: A Revolutionary Approach to Success\u003c/em>, has made a career of showing how generosity at work leads to professional advancement. Contrary to the conventional notion that job wins require a kind of ruthless selfishness, especially in business, Grant has found that most who are generous with their ideas and time—and who have figured out how to collaborate and network—have better professional outcomes than their less charitable colleagues. Provided that the “givers” don’t lose sight of their own interests, and so avoid becoming exploited, kind employees advance at higher rates than their self-centered peers.\u003c/p>\n\u003cp>Strong relationships, too, are grounded in kindness. Recent research on marriage reveals that regular acts of kindness and generosity fasten couples together. (Contempt, on the other hand, divides them.) Psychologists John and Julie Gottman, who study marital stability through the \u003ca href=\"https://www.gottman.com/about/research/couples/\">Gottman Institute\u003c/a>, found that particular types of kindness are especially valuable in a marriage: being charitable about the partner’s intention—i.e., not assuming the worst when things go wrong—and celebrating the spouse’s successes. The Gottmans report that this “active constructive responding,” as they call it, when partners react positively and enthusiastically about their mate’s success, is associated with high-quality, long-term relationships.\u003c/p>\n\u003cp>And kids learn more when kindness and tolerance run through a school culture. “The school community functions so much better when kids have strong social-emotional skills,” Weissbourd said. Having empathy, being able to consider another’s perspective, and managing one’s own emotions and actions, all of which are connected to kindness, are linked to \u003ca href=\"http://www.srcd.org/sites/default/files/documents/spr_264_final_2.pdf\">academic success\u003c/a>. The converse is also true: schools with hostile cultures, where kids feel threatened and distracted, make learning more difficult. And students who lack trusting relationships with teachers are also at a learning disadvantage.\u003c/p>\n\u003cp>Research shows that social and emotional skills, including kindness, can be taught and learned, and that children benefit from the lessons. According to a \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/21291449\">2011 review\u003c/a> of 213 programs designed to teach social and emotional skills in school to children of all ages, kids who took part in the initiatives improved their outlook and behavior toward others. They also had better academic performance and showed improved social-emotional awareness.\u003c/p>\n\u003cp>Some might ask if it makes sense to focus on teaching kids how to get along. Isn’t it important for them to learn how to assert themselves, to speak up for what they believe, regardless of others’ feelings? Alison Cashin, who works alongside Weissbourd at Making Caring Common, believes it’s possible to protest and demand change without resorting to nastiness. Advocacy work and kindness are not mutually exclusive. Indeed, social justice warriors would be wise to see their opponents through a lens of kindness and concern, Cashin said, “so we don’t lose the context of what we’re advocating for.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>For those who doubt whether it’s the business of schools to teach children how to be kind, Weissbourd has some questions of his own. “Why is achievement important? Why is happiness important?” He finds the question odd. Kindness, he said, is at the core of what it means to be human. “Being human is to care for other people,” he said. “Why should we teach anything?”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>He goes by Ice, but Tanapat Treyanurak is known among his peers at Hamilton College for his disarming warmth. He grew up in a village in Thailand, where he lived with two older brothers, his mother and father, and his grandmother. Both parents worked long hours, so Ice spent considerable time with his grandmother, who encouraged him to be kind.\u003c/p>\n\u003cp>At the small international school he attended for 10 years, Ice heard the same message from teachers and coaches: Listen to others, be considerate, think beyond yourself. Ice remembers the unusual kindness of his middle school phys ed teacher, who made a special effort to include and encourage the athletically unskilled, and who never let bullies get away with casual cruelty.\u003c/p>\n\u003cp>Ice absorbed these lessons and has applied them throughout his life. At college in New York, he smiles at everyone, treats strangers he meets like future friends, and sets his own work aside to help others. “More often than not, it pays to smile at people and say ‘hi,’ and to help when I can,” Ice said. He has avoided campus cliques, remaining friendly with disconnected groups, and serves as a resident adviser in one of the student dorms. His conscious effort to be kind “started off as listening to my grandmother and my teachers growing up,” Ice said. “And the more I did it, the more rewarding it became.”\u003c/p>\n\u003cp>Treating others with kindness was at the center of Ice’s family and his school. But for many students in the U.S., the importance of being kind trails behind other cultural values. In a 2014 \u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/mcc-research-report.pdf\">Harvard study\u003c/a> of 10,000 middle and high school kids, 80 percent of the students said they value achievement and happiness over caring for others. While 96 percent of parents report that they want above all for their children to be caring, 81 percent of kids said they believe their parents value achievement and happiness more. A similar math holds for students and teachers: 62 percent of kids believe their teachers prize academic success above all. And this thinking affects student behavior: The very same kids who rank caring for others behind happiness and achievement, and who believe their parents want the same, scored low on an empathy scale.\u003c/p>\n\u003cp>It matters that the young learn to be kind because a caring outlook is linked to positive life outcomes across multiple domains.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s the basis of a democratic and ethical society,” said \u003ca href=\"https://www.gse.harvard.edu/faculty/richard-weissbourd\">Rick Weissbourd\u003c/a>, author of \u003cem>The Parents We Mean to Be\u003c/em>, who serves as Faculty Director of the Making Caring Common project at Harvard. For free societies to function, citizens need to look beyond narrow self-interest and consider the public good. A singular focus on achievement undercuts the basis of a civil culture, which depends on cooperation and personal sacrifice for the betterment of all.\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/_Dc91nRSbzQ'\n title='//www.youtube.com/embed/_Dc91nRSbzQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Wharton psychology professor \u003ca href=\"http://www.adamgrant.net/\">Adam Grant, author of \u003cem>Give and Take\u003c/em>\u003c/a>\u003cem>: A Revolutionary Approach to Success\u003c/em>, has made a career of showing how generosity at work leads to professional advancement. Contrary to the conventional notion that job wins require a kind of ruthless selfishness, especially in business, Grant has found that most who are generous with their ideas and time—and who have figured out how to collaborate and network—have better professional outcomes than their less charitable colleagues. Provided that the “givers” don’t lose sight of their own interests, and so avoid becoming exploited, kind employees advance at higher rates than their self-centered peers.\u003c/p>\n\u003cp>Strong relationships, too, are grounded in kindness. Recent research on marriage reveals that regular acts of kindness and generosity fasten couples together. (Contempt, on the other hand, divides them.) Psychologists John and Julie Gottman, who study marital stability through the \u003ca href=\"https://www.gottman.com/about/research/couples/\">Gottman Institute\u003c/a>, found that particular types of kindness are especially valuable in a marriage: being charitable about the partner’s intention—i.e., not assuming the worst when things go wrong—and celebrating the spouse’s successes. The Gottmans report that this “active constructive responding,” as they call it, when partners react positively and enthusiastically about their mate’s success, is associated with high-quality, long-term relationships.\u003c/p>\n\u003cp>And kids learn more when kindness and tolerance run through a school culture. “The school community functions so much better when kids have strong social-emotional skills,” Weissbourd said. Having empathy, being able to consider another’s perspective, and managing one’s own emotions and actions, all of which are connected to kindness, are linked to \u003ca href=\"http://www.srcd.org/sites/default/files/documents/spr_264_final_2.pdf\">academic success\u003c/a>. The converse is also true: schools with hostile cultures, where kids feel threatened and distracted, make learning more difficult. And students who lack trusting relationships with teachers are also at a learning disadvantage.\u003c/p>\n\u003cp>Research shows that social and emotional skills, including kindness, can be taught and learned, and that children benefit from the lessons. According to a \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/21291449\">2011 review\u003c/a> of 213 programs designed to teach social and emotional skills in school to children of all ages, kids who took part in the initiatives improved their outlook and behavior toward others. They also had better academic performance and showed improved social-emotional awareness.\u003c/p>\n\u003cp>Some might ask if it makes sense to focus on teaching kids how to get along. Isn’t it important for them to learn how to assert themselves, to speak up for what they believe, regardless of others’ feelings? Alison Cashin, who works alongside Weissbourd at Making Caring Common, believes it’s possible to protest and demand change without resorting to nastiness. Advocacy work and kindness are not mutually exclusive. Indeed, social justice warriors would be wise to see their opponents through a lens of kindness and concern, Cashin said, “so we don’t lose the context of what we’re advocating for.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For those who doubt whether it’s the business of schools to teach children how to be kind, Weissbourd has some questions of his own. “Why is achievement important? Why is happiness important?” He finds the question odd. Kindness, he said, is at the core of what it means to be human. “Being human is to care for other people,” he said. “Why should we teach anything?”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Neuroscientists and educational psychologists are constantly learning more about how children learn and the various influences beyond IQ that affect cognition. Some research, like Carol Dweck’s on \u003ca href=\"https://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset\u003c/a> or Angela Duckworth’s on \u003ca href=\"https://ww2.kqed.org/mindshift/2014/03/17/can-focus-on-grit-work-in-school-cultures-that-reward-grades/\" target=\"_blank\">grit\u003c/a>, quickly became catch phrases among educators. At the same time, \u003ca href=\"https://ww2.kqed.org/mindshift/2015/05/05/does-the-grit-narrative-blame-students-for-schools-shortcomings/\" target=\"_blank\">critics have pushed back\u003c/a> against the notion that students underperform only because of cognitive deficits, pointing to an equally pressing need for big changes to teaching practice. Many teachers are trying to combine the research about cognitive skills with more effective teaching practices. They are finding that whether students are working on self-directed projects or worksheets, executive functioning skills are important.\u003c/p>\n\u003cp>Bruce Wexler has been studying executive functioning -- a group of \u003ca href=\"http://www.c8sciences.com/about/8ccc/\" target=\"_blank\">cognitive abilities\u003c/a> crucial for managing oneself and information -- for the past 20 years. He first worked with adults, but he began to wonder if he could design interventions specifically for young children to get them started down a positive path before any of the negative secondary qualities associated with under-achievement -- like disengagement, low self-esteem and behavior problems -- began to manifest at school.\u003c/p>\n\u003cp>“The data just keeps coming in about the importance of focus, self-control and working memory for learning and life,” Wexler said in an \u003ca href=\"http://www.edweb.net/brain\" target=\"_blank\">edWeb\u003c/a> webinar. One meta-analysis of six studies found that a child’s executive functioning skills in kindergarten \u003ca href=\"http://eprints.ioe.ac.uk/5971/1/Duckworth2007SchoolReadiness1428.pdf\" target=\"_blank\">predicted reading and math achievement into middle school\u003c/a> and beyond. This research is particularly important because students who have poor executive functioning skills because of trauma, poverty, or diagnosed disorders are missing out on learning. Often these children haven’t had a chance to develop executive functioning skills required for school before arriving there.\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4200392/\" target=\"_blank\">Many kinds of interventions can work\u003c/a> to improve executive functioning, another reason researchers feel confident that this cognitive ability is not innate, but rather taught. Martial arts, yoga and exercise, among others, help improve students’ ability to focus and control themselves. Wexler helped design his own intervention, called \u003ca href=\"http://www.c8sciences.com/\" target=\"_blank\">Activate\u003c/a>, which uses a mixture of online games and physical activities to target \u003ca href=\"http://www.c8sciences.com/about/8ccc/sustained-attention/\" target=\"_blank\">focus\u003c/a>, \u003ca href=\"http://www.c8sciences.com/about/8ccc/response-inhibition/\" target=\"_blank\">self-control\u003c/a> and \u003ca href=\"http://www.c8sciences.com/about/8ccc/working-memory/\" target=\"_blank\">working memory\u003c/a>, the skills most closely linked with academic achievement.\u003c/p>\n\u003cp>To test whether the program works Wexler’s company, C8Sciences, took \u003ca href=\"http://www.c8sciences.com/about/nih-toolbox-assessments/\" target=\"_blank\">executive function tests \u003c/a>designed by the National Institutes of Health and made them Web-based so teachers could use them in class. These tests helped Wexler’s team learn about the relative areas of cognitive weaknesses in students before using the Activate program.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Soon it became evident that not only did we want that information, but that it was very valuable for teachers,” Wexler said. It’s often hard for a teacher to know when a student isn’t learning something because of a lack of executive functioning capacity, because it hasn’t been taught well enough, or because the student just needs more time with the content. The online diagnostic tests helped give them valuable insight to tailor their teaching.\u003c/p>\n\u003cp>After determining a baseline for students, Wexler’s team asked teachers to use the Activate program and then tested students after four months to see how it affected their cognitive abilities. Early tests showed the training \u003ca href=\"http://www.c8schools.com/bristol-kids-improve-test-scores/\" target=\"_blank\">improved working memory\u003c/a>, but Wexler was more interested in whether the training would carry over into \u003ca href=\"http://www.c8schools.com/academic-outcomes/\" target=\"_blank\">academic achievement\u003c/a>, so he tested third-graders from a low-income school on reading proficiency. In the test group that used Activate, 83 percent of students reached third-grade reading proficiency, compared to 58 percent districtwide. On a first-grade math proficiency test, 92 percent of students in the test group reached proficiency, compared to 63 percent districtwide. In another first-grade class at the same school that did not receive the training, only 53 percent of students reached proficiency.\u003c/p>\n\u003cp>“Training these executive functions leads to improvement in achievement schools,” Wexler concluded. And the effects seemed to last through the summer. Another test showed kindergartners who received the training showed better executive functioning skills when they started first grade than their peers.\u003c/p>\n\u003cp>When Wexler compared the effects he was seeing to other interventions -- like one-on-one tutoring, summer and after-school programming -- improving executive functioning skills had a much bigger effect. “Training a whole classroom in focus, self-control, and memory has a bigger effect on math achievement than providing one-on-one tutoring,” Wexler said. Tutoring had the next strongest effect.\u003c/p>\n\u003cp>Executive functioning training also seems to make a difference regardless of student IQ. “Its effect was four times as big as the differences in IQ,” Wexler said. “Of course IQ is important, but executive functioning is something we can do something about.”\u003c/p>\n\u003cp>\u003cstrong>SCHOOLS FOCUSING ON EXECUTIVE FUNCTIONING\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.carlisleschools.org/\" target=\"_blank\">Carlisle Area School District\u003c/a> has taken the research on executive function and put it into practice, especially in K-5 schools where educators hope to improve these cognitive skills early so students don’t fall behind. District leaders started by educating teachers about different neural pathways and why problems with executive functioning could lead to problems with learning. In trainings they give teachers scenarios, and ask them to identify a student’s cognitive weakness based on behavior, and then design an intervention. They also ask teachers to reflect on their own cognitive weaknesses and where they might be able to identify with a disorganized student or one who has a hard time staying on task.\u003c/p>\n\u003cp>Carlisle teachers also have a long list of strategies they integrate into the day with the whole class that emphasize \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/03/20-strategies-for-motivating-reluctant-learners/\">brain breaks\u003c/a>, exercise and routines. Additionally, some children need more help developing executive functioning, and educators differentiate strategies for them as well. They often talk to students about how their brain works and emphasize that when their “amygdala is hijacked,” they need to stop and think about the next action rather than lashing out.\u003c/p>\n\u003cp>\u003cstrong>STRATEGIES\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Breathing buddies: Students lie down on the floor with a favorite stuffed animal on their chests. They slowly breathe in and out, watching the animal rise and fall. This helps students calm down when they are upset and gives them a strategy to implement when they feel themselves getting worked up.\u003c/li>\n\u003cli>Teachers keep “meta boxes” in their classrooms full of fidget toys students can use to help them pay attention when they feel like they need to move.\u003c/li>\n\u003cli>When transitioning between subjects or recess, teachers often play calming music and let only five kids in at a time to limit the chaos.\u003c/li>\n\u003cli>Many elementary school teachers have had the experience of asking a question, seeing many hands in the air, but then calling on a student who says he forgot. That could be a working memory problem. Some Carlisle teachers are proactively addressing this by letting those kids record their thoughts on paper or a device so they can contribute when they’re called on.\u003c/li>\n\u003cli>Carlisle was an early adopter of Wexler’s Activate program, too. The iPad lessons focus on typical working memory games that require students to remember the order of things, progressively getting harder as the game develops. The physical games reinforce the online learning with social interactions that help embed the memories in movement. Mass ball is one game that requires students to throw a ball in a specific sequence. Students have to juggle paying attention to the order and catching the ball.\u003c/li>\n\u003cli>Carlisle teachers also have students do a lot of balancing games, which help with executive functioning. Teachers might ask students to walk on a line balancing bean bags on their heads or to do the same walk on tiptoe. Teachers also use relay races to get kids moving, since exercise alone helps with executive functioning.\u003c/li>\n\u003c/ul>\n\u003cp>Adults have an attention span of about 12 minutes with a fully developed executive functioning system, so it’s no wonder kids can’t focus without a break. “It cannot be overemphasized that all of us need to be thinking about taking information in smaller chunks,” said Malinda Mikesell, the reading supervisor for the Carlisle Area School District. She said kids need an opportunity to do something with the information on their own before having the chance to reset for the next chunk of information.\u003c/p>\n\u003cp>“We have mature executive function systems as adults, so we have to be careful that we’re not putting our perspective onto very immature executive functioning systems,” Mikesell said. She also emphasized that teachers in her district have successfully involved parents in their effort to improve executive functions, educating the adults about the brain and what cognitive weaknesses look like. Often parents have noticed the same lack of short-term memory, difficulty focusing, and disorganization affecting kids at school, and are happy to learn tips to help their child.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Mikesell said Carlisle is in the early stages of evaluating data on how well their approach is working. Early data showed that kids in the Activate program were outperforming peers not in the program on reading tests. Teachers are also reporting stories about disorganized students improving, who never had what they needed for the day or activity. Now those students are able to follow the classroom routines and are benefiting from checklists and visual organizers that teachers put together to help them with their working memory weaknesses.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Neuroscientists and educational psychologists are constantly learning more about how children learn and the various influences beyond IQ that affect cognition. Some research, like Carol Dweck’s on \u003ca href=\"https://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset\u003c/a> or Angela Duckworth’s on \u003ca href=\"https://ww2.kqed.org/mindshift/2014/03/17/can-focus-on-grit-work-in-school-cultures-that-reward-grades/\" target=\"_blank\">grit\u003c/a>, quickly became catch phrases among educators. At the same time, \u003ca href=\"https://ww2.kqed.org/mindshift/2015/05/05/does-the-grit-narrative-blame-students-for-schools-shortcomings/\" target=\"_blank\">critics have pushed back\u003c/a> against the notion that students underperform only because of cognitive deficits, pointing to an equally pressing need for big changes to teaching practice. Many teachers are trying to combine the research about cognitive skills with more effective teaching practices. They are finding that whether students are working on self-directed projects or worksheets, executive functioning skills are important.\u003c/p>\n\u003cp>Bruce Wexler has been studying executive functioning -- a group of \u003ca href=\"http://www.c8sciences.com/about/8ccc/\" target=\"_blank\">cognitive abilities\u003c/a> crucial for managing oneself and information -- for the past 20 years. He first worked with adults, but he began to wonder if he could design interventions specifically for young children to get them started down a positive path before any of the negative secondary qualities associated with under-achievement -- like disengagement, low self-esteem and behavior problems -- began to manifest at school.\u003c/p>\n\u003cp>“The data just keeps coming in about the importance of focus, self-control and working memory for learning and life,” Wexler said in an \u003ca href=\"http://www.edweb.net/brain\" target=\"_blank\">edWeb\u003c/a> webinar. One meta-analysis of six studies found that a child’s executive functioning skills in kindergarten \u003ca href=\"http://eprints.ioe.ac.uk/5971/1/Duckworth2007SchoolReadiness1428.pdf\" target=\"_blank\">predicted reading and math achievement into middle school\u003c/a> and beyond. This research is particularly important because students who have poor executive functioning skills because of trauma, poverty, or diagnosed disorders are missing out on learning. Often these children haven’t had a chance to develop executive functioning skills required for school before arriving there.\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4200392/\" target=\"_blank\">Many kinds of interventions can work\u003c/a> to improve executive functioning, another reason researchers feel confident that this cognitive ability is not innate, but rather taught. Martial arts, yoga and exercise, among others, help improve students’ ability to focus and control themselves. Wexler helped design his own intervention, called \u003ca href=\"http://www.c8sciences.com/\" target=\"_blank\">Activate\u003c/a>, which uses a mixture of online games and physical activities to target \u003ca href=\"http://www.c8sciences.com/about/8ccc/sustained-attention/\" target=\"_blank\">focus\u003c/a>, \u003ca href=\"http://www.c8sciences.com/about/8ccc/response-inhibition/\" target=\"_blank\">self-control\u003c/a> and \u003ca href=\"http://www.c8sciences.com/about/8ccc/working-memory/\" target=\"_blank\">working memory\u003c/a>, the skills most closely linked with academic achievement.\u003c/p>\n\u003cp>To test whether the program works Wexler’s company, C8Sciences, took \u003ca href=\"http://www.c8sciences.com/about/nih-toolbox-assessments/\" target=\"_blank\">executive function tests \u003c/a>designed by the National Institutes of Health and made them Web-based so teachers could use them in class. These tests helped Wexler’s team learn about the relative areas of cognitive weaknesses in students before using the Activate program.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Soon it became evident that not only did we want that information, but that it was very valuable for teachers,” Wexler said. It’s often hard for a teacher to know when a student isn’t learning something because of a lack of executive functioning capacity, because it hasn’t been taught well enough, or because the student just needs more time with the content. The online diagnostic tests helped give them valuable insight to tailor their teaching.\u003c/p>\n\u003cp>After determining a baseline for students, Wexler’s team asked teachers to use the Activate program and then tested students after four months to see how it affected their cognitive abilities. Early tests showed the training \u003ca href=\"http://www.c8schools.com/bristol-kids-improve-test-scores/\" target=\"_blank\">improved working memory\u003c/a>, but Wexler was more interested in whether the training would carry over into \u003ca href=\"http://www.c8schools.com/academic-outcomes/\" target=\"_blank\">academic achievement\u003c/a>, so he tested third-graders from a low-income school on reading proficiency. In the test group that used Activate, 83 percent of students reached third-grade reading proficiency, compared to 58 percent districtwide. On a first-grade math proficiency test, 92 percent of students in the test group reached proficiency, compared to 63 percent districtwide. In another first-grade class at the same school that did not receive the training, only 53 percent of students reached proficiency.\u003c/p>\n\u003cp>“Training these executive functions leads to improvement in achievement schools,” Wexler concluded. And the effects seemed to last through the summer. Another test showed kindergartners who received the training showed better executive functioning skills when they started first grade than their peers.\u003c/p>\n\u003cp>When Wexler compared the effects he was seeing to other interventions -- like one-on-one tutoring, summer and after-school programming -- improving executive functioning skills had a much bigger effect. “Training a whole classroom in focus, self-control, and memory has a bigger effect on math achievement than providing one-on-one tutoring,” Wexler said. Tutoring had the next strongest effect.\u003c/p>\n\u003cp>Executive functioning training also seems to make a difference regardless of student IQ. “Its effect was four times as big as the differences in IQ,” Wexler said. “Of course IQ is important, but executive functioning is something we can do something about.”\u003c/p>\n\u003cp>\u003cstrong>SCHOOLS FOCUSING ON EXECUTIVE FUNCTIONING\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.carlisleschools.org/\" target=\"_blank\">Carlisle Area School District\u003c/a> has taken the research on executive function and put it into practice, especially in K-5 schools where educators hope to improve these cognitive skills early so students don’t fall behind. District leaders started by educating teachers about different neural pathways and why problems with executive functioning could lead to problems with learning. In trainings they give teachers scenarios, and ask them to identify a student’s cognitive weakness based on behavior, and then design an intervention. They also ask teachers to reflect on their own cognitive weaknesses and where they might be able to identify with a disorganized student or one who has a hard time staying on task.\u003c/p>\n\u003cp>Carlisle teachers also have a long list of strategies they integrate into the day with the whole class that emphasize \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/03/20-strategies-for-motivating-reluctant-learners/\">brain breaks\u003c/a>, exercise and routines. Additionally, some children need more help developing executive functioning, and educators differentiate strategies for them as well. They often talk to students about how their brain works and emphasize that when their “amygdala is hijacked,” they need to stop and think about the next action rather than lashing out.\u003c/p>\n\u003cp>\u003cstrong>STRATEGIES\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Breathing buddies: Students lie down on the floor with a favorite stuffed animal on their chests. They slowly breathe in and out, watching the animal rise and fall. This helps students calm down when they are upset and gives them a strategy to implement when they feel themselves getting worked up.\u003c/li>\n\u003cli>Teachers keep “meta boxes” in their classrooms full of fidget toys students can use to help them pay attention when they feel like they need to move.\u003c/li>\n\u003cli>When transitioning between subjects or recess, teachers often play calming music and let only five kids in at a time to limit the chaos.\u003c/li>\n\u003cli>Many elementary school teachers have had the experience of asking a question, seeing many hands in the air, but then calling on a student who says he forgot. That could be a working memory problem. Some Carlisle teachers are proactively addressing this by letting those kids record their thoughts on paper or a device so they can contribute when they’re called on.\u003c/li>\n\u003cli>Carlisle was an early adopter of Wexler’s Activate program, too. The iPad lessons focus on typical working memory games that require students to remember the order of things, progressively getting harder as the game develops. The physical games reinforce the online learning with social interactions that help embed the memories in movement. Mass ball is one game that requires students to throw a ball in a specific sequence. Students have to juggle paying attention to the order and catching the ball.\u003c/li>\n\u003cli>Carlisle teachers also have students do a lot of balancing games, which help with executive functioning. Teachers might ask students to walk on a line balancing bean bags on their heads or to do the same walk on tiptoe. Teachers also use relay races to get kids moving, since exercise alone helps with executive functioning.\u003c/li>\n\u003c/ul>\n\u003cp>Adults have an attention span of about 12 minutes with a fully developed executive functioning system, so it’s no wonder kids can’t focus without a break. “It cannot be overemphasized that all of us need to be thinking about taking information in smaller chunks,” said Malinda Mikesell, the reading supervisor for the Carlisle Area School District. She said kids need an opportunity to do something with the information on their own before having the chance to reset for the next chunk of information.\u003c/p>\n\u003cp>“We have mature executive function systems as adults, so we have to be careful that we’re not putting our perspective onto very immature executive functioning systems,” Mikesell said. She also emphasized that teachers in her district have successfully involved parents in their effort to improve executive functions, educating the adults about the brain and what cognitive weaknesses look like. Often parents have noticed the same lack of short-term memory, difficulty focusing, and disorganization affecting kids at school, and are happy to learn tips to help their child.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>It’s easy to hear or read stories of innovation happening at other schools and write them off -- those schools won a grant to try something new, or work with a less difficult population, or are charter networks, or are smaller, the list goes on. And while these factors matter, innovation is happening in big traditional schools too. How can administrators and teachers working in more traditional settings incorporate interest-driven, student-centered approaches without letting go of the diversity and broad offerings of a comprehensive school? It’s a challenge, but it starts with small steps.\u003c/p>\n\u003cp>Many students thrive in big traditional high schools. For some kids, playing on a sports team is the only thing motivating them to continue working hard at school. And big high schools can offer students many more choices including AP courses, foreign languages, arts and musical opportunities like band, chorus and orchestra. All these activities contribute to a vibrant community with many options for students to find a niche. Teachers and administrators at West Seattle High School are trying to hold onto all these good qualities and make shifts in pedagogy at the same time.\u003c/p>\n\u003cp>“The high school structure doesn’t work for every student,” said West Seattle Principal Ruth Medsker. Often big high schools like West Seattle require students to be compliant in order to fit in and that can lead to disengagement. Medsker is interested in finding models within her large school that offer something different to students who want it.\u003c/p>\n\u003cp>“How do we make the system fit the child instead of trying to make the kid fit the system?” she asked. Teachers at her school are exploring this question in a variety of ways, including through a pilot advisory-type program that began with a cohort of 25 tenth graders.\u003c/p>\n\u003cp>“The idea was these students have promise, they have skills, they have things to offer, but something about our school system wasn’t working for them,” said Matt Kachmarik, who acted as the advisor, social studies and English teacher to this group of students. As much as possible, school staff tried to give these 25 kids schedules that would allow them to take classes together. They also focused on non-cognitive skills using reflection, team-building games and discussion to tease out what was going on outside of school, as well as barriers to learning inside its walls.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I definitely have some students who are among the deepest thinking of anyone in the entire grade,” Kachmarik said. Some of them are under a lot of stress or have experienced trauma or just don’t have strong executive functioning skills, but they’ve found a home in what they call the Focus program.\u003c/p>\n\u003cp>\u003cstrong>FOCUS\u003c/strong>\u003c/p>\n\u003cp>The staff hoped that keeping students together with a fewer number of teachers for most of the year would allow them to develop stronger bonds with adults and peers in the school who they could turn to when they needed help. And, because everyone was getting to know each other well, they could explore more interest-based projects and even give students opportunities to shadow professionals outside of school.\u003cbr>\n“When you start doing these cohorts you’re limiting them to a few classes,” Medsker said. “But you’ve built this capacity for them to advocate and see how their class choices affect where they want to go at the end of the day.”\u003c/p>\n\u003cp>The students who took part in the initial pilot program no longer have all their classes together, nor is the focused support of advisory built into their day now that they are juniors. But at least some of the students have found more success in the wider school after the experience.\u003c/p>\n\u003cp>Terrah was struggling after her freshman year. A few years before she moved to Seattle with her mom and siblings from Ohio and the transition hasn't been easy. She didn’t have a lot of friends in middle school and high school was overwhelming.\u003c/p>\n\u003cp>“A lot of my teachers told me they saw a lot of potential in me, but my transcript didn’t really show it,” Terrah said. Her teachers could tell she was working hard, but she struggled with math and often experienced anxiety that she said feels like something is pressing down on her, pushing her to explode. She still feels that way sometimes, but when it happens, she asks to visit the tutoring center, where one of her mentors from the previous year works. She can work in her own way when she’s there.\u003c/p>\n\u003cp>“I have a different learning style than most,” Terrah said. “I don’t like sitting in classrooms and taking notes.” She appreciated that in her Focus program she got individualized attention and formed tight bonds with the other students. “I made new friends through the program. It was just teachers caring about kids individually instead of putting everyone in a box.”\u003c/p>\n\u003cp>West Seattle has taken many ideas from the Big Picture schools, which focus on relationships, relevance and rigor. A core practice of schools following that model is exhibitions, when students present their work and how it connects to learning goals in front of an authentic audience. Terrah found this assignment scary at first, but also rewarding.\u003c/p>\n\u003cp>“We took things we were really proud of ourselves and put them together into a project and showed them to everyone’s parents including our own,” Terrah said. At first, she was worried that the work she was proud of wouldn’t be impressive to other kids’ parents. But she said parents were blown away. “A lot of parents were really impressed because their kids had never mentioned school things or said ‘Hey, look at my work.’ ”\u003c/p>\n\u003cp>\u003cstrong>RESULTS\u003c/strong>\u003c/p>\n\u003cp>The initial years of this pilot program have seemed to show some good results. Students in the program had fewer absences and passed their core classes at better rates. They’ve learned about themselves as learners, including strategies and habits of mind that will help them be effective in school and they’re trying to use those now that they don’t have as much support.\u003c/p>\n\u003cp>Medsker is also pushing numerous other changes in the school that fit well with the Focus program. She’s asking teachers to do more project-based learning and the whole school is trying to change the grading system. Medsker is pushing for 70-minute periods across the district to facilitate this work and is trying to find ways to let students get credits for internships outside of school.\u003c/p>\n\u003cp>“We’re using [the Focus program] as a lab for our schools,” Medsker said. “We’re putting teachers in there who want to do the work -- teachers who are skilled at relationships and who want to do something different in their classrooms.” The program has helped start some buzz around the school -- uninvolved teachers are taking note. Several came to watch the student exhibitions and were impressed. A teacher who declined participation originally is now interested in making her course part of the cohort.\u003c/p>\n\u003cp>The team is also learning a lot along the way. While the initial exhibitions focused mostly on non-cognitive skills, now teachers are pushing to make them more about academic work. To do that, they are considering a portfolio system to catalogue student work. They’ve already begun to do student-led conferences, but they see portfolios as a step forward to make those conversations more concretely about what the student did. Teachers of the cohort are also thinking through how they might do more interdisciplinary projects.\u003c/p>\n\u003cp>West Seattle High is also trying to implement a similar program with incoming freshmen, guessing at which kids could use a little more support based on factors like attendance in middle school. The hope is that a program like this will help prevent those kids from falling through the cracks of a big high school in the first year.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Ultimately, kids all learn in different ways and one of the strengths of a big school is the diversity it offers. West Seattle’s program is one attempt to provide a different option for kids who aren’t succeeding in traditional classrooms.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I definitely have some students who are among the deepest thinking of anyone in the entire grade,” Kachmarik said. Some of them are under a lot of stress or have experienced trauma or just don’t have strong executive functioning skills, but they’ve found a home in what they call the Focus program.\u003c/p>\n\u003cp>\u003cstrong>FOCUS\u003c/strong>\u003c/p>\n\u003cp>The staff hoped that keeping students together with a fewer number of teachers for most of the year would allow them to develop stronger bonds with adults and peers in the school who they could turn to when they needed help. And, because everyone was getting to know each other well, they could explore more interest-based projects and even give students opportunities to shadow professionals outside of school.\u003cbr>\n“When you start doing these cohorts you’re limiting them to a few classes,” Medsker said. “But you’ve built this capacity for them to advocate and see how their class choices affect where they want to go at the end of the day.”\u003c/p>\n\u003cp>The students who took part in the initial pilot program no longer have all their classes together, nor is the focused support of advisory built into their day now that they are juniors. But at least some of the students have found more success in the wider school after the experience.\u003c/p>\n\u003cp>Terrah was struggling after her freshman year. A few years before she moved to Seattle with her mom and siblings from Ohio and the transition hasn't been easy. 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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
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