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"content": "\u003cp>\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp>Like other aspects of modern life, education can make the head hurt. So many outcomes, so much important work to do, so many solutions and strategies, so many variations on teaching, so many different kinds of students with so many different needs, so many unknowns in preparing for 21\u003csup>st\u003c/sup> Century life and the endless list of jobs that haven’t been invented.\u003c/p>\n\u003cp>What if we discovered one unifying factor that brought all of this confusion under one roof and gave us a coherent sense of how to stimulate the intellect, teach children to engage in collaborative problem solving and creative challenge, and foster social-emotional balance and stability—one factor that, if we got right, would change the equation for learning in the same way that confirming the existence of a fundamental particle informs a grand theory of the universe?\u003c/p>\n\u003cp>That factor exists: It’s called empathy.\u003c/p>\n\u003cp>To make that argument requires a deep dive into the profound nature of empathy. Right now, empathy roughly equates to “I like you and am willing to tolerate you regardless of differences because I am a good person.” But the textbook definition hints at something more profound: It’s ‘the feeling of being able to understand and share another person’s experiences and emotions.’ That all-encompassing definition means empathy results from a complex mix of other meaningful emotions and attitudes that fuel human personality, such as openness, curiosity, self-restraint, vulnerability, sensitivity, awareness, respect, appreciation, and even love. Add this list to the fact that empathy can’t manifest unless we have had our \u003cem>own\u003c/em> experiences and emotions to contrast, compare, and connect with others—and we can see that empathy is more than a simple connector; it’s the subterranean, fundamental glue that holds humanity together.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Thus, it shouldn’t surprise us that such a potent emotion resonates across mind and body, influencing behavior and brain function. That is exactly the case. Empathy has the potential to open up students to deeper learning, drive clarity of thinking, and inspire engagement with the world—in other words, provide the emotional sustenance for outstanding human performance.\u003c/p>\n\u003cp>I see this regularly in my work with project-based-learning teachers who create classrooms that hum with good vibes and focused work. But to understand the full potential of empathy, let’s connect some dots. Those dots may appear unrelated at the moment, but they constitute a scatterplot with a trend line, predicting that empathy will eventually not be an add-on or ‘soft’ skill or one component of a middle school advisory program, and in the process confirm that a school system focused on cognition and testing alone cannot bring forth the greater purpose, focus, collaboration, and creativity necessary for 21\u003csup>st\u003c/sup> century students.\u003c/p>\n\u003cp>I see seven ‘dots’, if you will, that begin to paint this emerging picture of schooling in the future:\u003c/p>\n\u003cp>\u003cstrong>Empathy underlies collaboration\u003cem>\u003cbr>\n\u003c/em>\u003c/strong>As social-emotional learning becomes more necessary to help students navigate life and work, empathy is getting more popular by the day, for good reason: Empathy lies at the heart of 21\u003csup>st\u003c/sup> century skillfulness in teamwork, collaboration and communication in a diverse world. Speaking or listening to someone without radiating empathy narrows the channel of communication or blocks connection altogether. Particularly in the new reality of a global world, without empathy you’re not ready to engage the 21\u003csup>st\u003c/sup> century, either in the workplace or across cultures. It has to be taught, practiced and coached.\u003c/p>\n\u003cp>\u003cstrong>Empathy is healthy\u003cbr>\n\u003c/strong>In the last twenty years, discussions about emotions have taken a radical turn. For years, negative emotions dominated theory and research. Today we know that positive emotions enhance well-being, health, relationships and personal strengths. At the top of this pyramid are the emotions associated with empathy: curiosity, openness, appreciation and gratitude. Empathy simply powers up the mind, body and spirit.\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003cb>Empathy promotes whole-child learning\u003cbr>\n\u003c/b>A critical dot, overlooked in our brain-centric world, is that \u003ca href=\"http://greatergood.berkeley.edu/article/item/where_to_find_wisdom_in_the_body\">\u003cspan class=\"s2\">empathy may activate the heart.\u003c/span>\u003c/a> As I’ve written many times, the heart has a role in learning equal to the brain. In fact, science does not support the mistaken notion that the brain does all the work. Research on \u003ca href=\"https://www.heartmath.org/research/science-of-the-heart/heart-rate-variability/\">\u003cspan class=\"s2\">heart rate variability and emotions\u003c/span>\u003c/a> shows that the \u003ca href=\"https://www.heartmath.org/research/science-of-the-heart/heart-brain-communication/\">\u003cspan class=\"s2\">heart engages the brain\u003c/span>\u003c/a> in constant conversation, using the \u003ca href=\"http://www.huffingtonpost.com/heartmath-llc/heart-wisdom_b_2615857.html\">\u003cspan class=\"s2\">language of emotions\u003c/span>\u003c/a> to direct the ‘state’ of the brain. To perform its role, the heart contains upwards of \u003ca href=\"https://www.rewireme.com/insight/your-heart-and-stomach-may-be-smarter-than-you-think/\">\u003cspan class=\"s2\">40,000 neurons\u003c/span>\u003c/a> identical to nerve cells in the brain; eighty percent of nerve traffic then travels upward from heart to brain, making it clear that the heart influences brain function. While we don’t fully understand the implications of this partnership, two findings have been confirmed: \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3547430/\">\u003cspan class=\"s2\">Anxiety and negative feelings alter the coding of the messages\u003c/span>\u003c/a> sent by the heart to the brain, resulting in stress or fight or flight responses; at the same time, positive emotions such as gratitude and appreciation—close cousins of empathy—show pronounced, \u003ca href=\"https://www.psychologytoday.com/blog/prefrontal-nudity/201211/the-grateful-brain\">\u003cspan class=\"s2\">positive effects\u003c/span>\u003c/a> on brain processes.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Empathy ‘opens’ us up\u003cbr>\n\u003c/strong>The frontal lobes of the brain, at least as much as we know now, are the seat of planning, execution, problem solving and creativity—and when the frontal lobes are working well, so are we. In that well-documented ‘flow state,’ humans function at their peak, moving into a whole-body feeling of openness, relaxed focus, and creative possibility. If we know empathy activates the frontal lobes, why can’t we imagine intentional lessons about empathy and openness designed to put students in an optimal state for learning?\u003c/p>\n\u003cp>\u003cstrong>Empathy powers up inquiry and project based learning\u003cbr>\n\u003c/strong>Instruction is clearly headed in the direction of student-centered approaches such as inquiry and PBL. These approaches succeed in an atmosphere of care and positive relationships, both between student and teacher, and student and student. Classrooms that lack this foundation cannot succeed at project based work or open-ended questioning that relies on students’ ability to \u003cem>care\u003c/em> about their learning. Setting up a culture of care is very much an exercise in making empathy central to daily work.\u003c/p>\n\u003cp>\u003cstrong>Empathy triggers creativity\u003cbr>\n\u003c/strong>Beyond rounding out the skills of collaboration and communication, empathy, design and collaboration are interconnected pieces of the creative puzzle. Empathy is now identified as the first step in the \u003ca href=\"https://www.ideo.com/tools\">design process\u003c/a>, whether crafting new software for a user or creating form-factors that inherently please the consumer. Right now, empathy is described as ‘step.’ But that easy designation belies a very deep process in which a designer must, for lack of a better term, ‘sink into the mind of another and take on their persona’. That is a deep descriptor of an ultimate form of empathy—and it may be a necessary component of an educational system increasingly tilted toward design and inquiry.\u003c/p>\n\u003cp>\u003cstrong>Empathy unites\u003cbr>\n\u003c/strong>The list could have started here, but on a planet that is now close to completing the globalizing process, empathy assumes a special role as the key emotion critical for seven-plus billion people to live in harmony and cooperative relationship. For our Stone-Age brethren, fear and separation were appropriate mechanisms for survival. But that has been flipped by sheer numbers, technology, resource scarcity, and environmental impact. Empathy is required curriculum, and without it, eventually our current focus on high test scores and fulfilling college requirements will be rendered meaningless by untoward events.\u003c/p>\n\u003cp>The takeaway? Ready or not, education is entering an age in which social learning is the new norm. Pure academics are giving way to increased opportunities for students to work together; teachers increasingly take on the role of co-learner and facilitator; listening, learning, and teaming are the new core skills. At the heart of this new skillfulness for everyone is the ability to forge deep connections lead to creative problem solving and positive pursuits. Taken all together, this makes empathy critical to schools. In fact, very soon we will need to invent a new taxonomy of learning that makes empathy the base of the learning pyramid.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/thommarkham\">Thom Markham\u003c/a>, founder and CEO of \u003ca href=\"http://www.pblglobal.com\">PBL Global\u003c/a>, is an author, psychologist and international school consultant who has assisted over 300 schools and 6000 teachers across five continents in implementing project-based learning, 21\u003csup>st\u003c/sup> century competencies, social-emotional growth and successful inquiry-based systems of teaching and learning. \u003c/em>\u003cem> \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp>Like other aspects of modern life, education can make the head hurt. So many outcomes, so much important work to do, so many solutions and strategies, so many variations on teaching, so many different kinds of students with so many different needs, so many unknowns in preparing for 21\u003csup>st\u003c/sup> Century life and the endless list of jobs that haven’t been invented.\u003c/p>\n\u003cp>What if we discovered one unifying factor that brought all of this confusion under one roof and gave us a coherent sense of how to stimulate the intellect, teach children to engage in collaborative problem solving and creative challenge, and foster social-emotional balance and stability—one factor that, if we got right, would change the equation for learning in the same way that confirming the existence of a fundamental particle informs a grand theory of the universe?\u003c/p>\n\u003cp>That factor exists: It’s called empathy.\u003c/p>\n\u003cp>To make that argument requires a deep dive into the profound nature of empathy. Right now, empathy roughly equates to “I like you and am willing to tolerate you regardless of differences because I am a good person.” But the textbook definition hints at something more profound: It’s ‘the feeling of being able to understand and share another person’s experiences and emotions.’ That all-encompassing definition means empathy results from a complex mix of other meaningful emotions and attitudes that fuel human personality, such as openness, curiosity, self-restraint, vulnerability, sensitivity, awareness, respect, appreciation, and even love. Add this list to the fact that empathy can’t manifest unless we have had our \u003cem>own\u003c/em> experiences and emotions to contrast, compare, and connect with others—and we can see that empathy is more than a simple connector; it’s the subterranean, fundamental glue that holds humanity together.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Thus, it shouldn’t surprise us that such a potent emotion resonates across mind and body, influencing behavior and brain function. That is exactly the case. Empathy has the potential to open up students to deeper learning, drive clarity of thinking, and inspire engagement with the world—in other words, provide the emotional sustenance for outstanding human performance.\u003c/p>\n\u003cp>I see this regularly in my work with project-based-learning teachers who create classrooms that hum with good vibes and focused work. But to understand the full potential of empathy, let’s connect some dots. Those dots may appear unrelated at the moment, but they constitute a scatterplot with a trend line, predicting that empathy will eventually not be an add-on or ‘soft’ skill or one component of a middle school advisory program, and in the process confirm that a school system focused on cognition and testing alone cannot bring forth the greater purpose, focus, collaboration, and creativity necessary for 21\u003csup>st\u003c/sup> century students.\u003c/p>\n\u003cp>I see seven ‘dots’, if you will, that begin to paint this emerging picture of schooling in the future:\u003c/p>\n\u003cp>\u003cstrong>Empathy underlies collaboration\u003cem>\u003cbr>\n\u003c/em>\u003c/strong>As social-emotional learning becomes more necessary to help students navigate life and work, empathy is getting more popular by the day, for good reason: Empathy lies at the heart of 21\u003csup>st\u003c/sup> century skillfulness in teamwork, collaboration and communication in a diverse world. Speaking or listening to someone without radiating empathy narrows the channel of communication or blocks connection altogether. Particularly in the new reality of a global world, without empathy you’re not ready to engage the 21\u003csup>st\u003c/sup> century, either in the workplace or across cultures. It has to be taught, practiced and coached.\u003c/p>\n\u003cp>\u003cstrong>Empathy is healthy\u003cbr>\n\u003c/strong>In the last twenty years, discussions about emotions have taken a radical turn. For years, negative emotions dominated theory and research. Today we know that positive emotions enhance well-being, health, relationships and personal strengths. At the top of this pyramid are the emotions associated with empathy: curiosity, openness, appreciation and gratitude. Empathy simply powers up the mind, body and spirit.\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003cb>Empathy promotes whole-child learning\u003cbr>\n\u003c/b>A critical dot, overlooked in our brain-centric world, is that \u003ca href=\"http://greatergood.berkeley.edu/article/item/where_to_find_wisdom_in_the_body\">\u003cspan class=\"s2\">empathy may activate the heart.\u003c/span>\u003c/a> As I’ve written many times, the heart has a role in learning equal to the brain. In fact, science does not support the mistaken notion that the brain does all the work. Research on \u003ca href=\"https://www.heartmath.org/research/science-of-the-heart/heart-rate-variability/\">\u003cspan class=\"s2\">heart rate variability and emotions\u003c/span>\u003c/a> shows that the \u003ca href=\"https://www.heartmath.org/research/science-of-the-heart/heart-brain-communication/\">\u003cspan class=\"s2\">heart engages the brain\u003c/span>\u003c/a> in constant conversation, using the \u003ca href=\"http://www.huffingtonpost.com/heartmath-llc/heart-wisdom_b_2615857.html\">\u003cspan class=\"s2\">language of emotions\u003c/span>\u003c/a> to direct the ‘state’ of the brain. To perform its role, the heart contains upwards of \u003ca href=\"https://www.rewireme.com/insight/your-heart-and-stomach-may-be-smarter-than-you-think/\">\u003cspan class=\"s2\">40,000 neurons\u003c/span>\u003c/a> identical to nerve cells in the brain; eighty percent of nerve traffic then travels upward from heart to brain, making it clear that the heart influences brain function. While we don’t fully understand the implications of this partnership, two findings have been confirmed: \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3547430/\">\u003cspan class=\"s2\">Anxiety and negative feelings alter the coding of the messages\u003c/span>\u003c/a> sent by the heart to the brain, resulting in stress or fight or flight responses; at the same time, positive emotions such as gratitude and appreciation—close cousins of empathy—show pronounced, \u003ca href=\"https://www.psychologytoday.com/blog/prefrontal-nudity/201211/the-grateful-brain\">\u003cspan class=\"s2\">positive effects\u003c/span>\u003c/a> on brain processes.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Empathy ‘opens’ us up\u003cbr>\n\u003c/strong>The frontal lobes of the brain, at least as much as we know now, are the seat of planning, execution, problem solving and creativity—and when the frontal lobes are working well, so are we. In that well-documented ‘flow state,’ humans function at their peak, moving into a whole-body feeling of openness, relaxed focus, and creative possibility. If we know empathy activates the frontal lobes, why can’t we imagine intentional lessons about empathy and openness designed to put students in an optimal state for learning?\u003c/p>\n\u003cp>\u003cstrong>Empathy powers up inquiry and project based learning\u003cbr>\n\u003c/strong>Instruction is clearly headed in the direction of student-centered approaches such as inquiry and PBL. These approaches succeed in an atmosphere of care and positive relationships, both between student and teacher, and student and student. Classrooms that lack this foundation cannot succeed at project based work or open-ended questioning that relies on students’ ability to \u003cem>care\u003c/em> about their learning. Setting up a culture of care is very much an exercise in making empathy central to daily work.\u003c/p>\n\u003cp>\u003cstrong>Empathy triggers creativity\u003cbr>\n\u003c/strong>Beyond rounding out the skills of collaboration and communication, empathy, design and collaboration are interconnected pieces of the creative puzzle. Empathy is now identified as the first step in the \u003ca href=\"https://www.ideo.com/tools\">design process\u003c/a>, whether crafting new software for a user or creating form-factors that inherently please the consumer. Right now, empathy is described as ‘step.’ But that easy designation belies a very deep process in which a designer must, for lack of a better term, ‘sink into the mind of another and take on their persona’. That is a deep descriptor of an ultimate form of empathy—and it may be a necessary component of an educational system increasingly tilted toward design and inquiry.\u003c/p>\n\u003cp>\u003cstrong>Empathy unites\u003cbr>\n\u003c/strong>The list could have started here, but on a planet that is now close to completing the globalizing process, empathy assumes a special role as the key emotion critical for seven-plus billion people to live in harmony and cooperative relationship. For our Stone-Age brethren, fear and separation were appropriate mechanisms for survival. But that has been flipped by sheer numbers, technology, resource scarcity, and environmental impact. Empathy is required curriculum, and without it, eventually our current focus on high test scores and fulfilling college requirements will be rendered meaningless by untoward events.\u003c/p>\n\u003cp>The takeaway? Ready or not, education is entering an age in which social learning is the new norm. Pure academics are giving way to increased opportunities for students to work together; teachers increasingly take on the role of co-learner and facilitator; listening, learning, and teaming are the new core skills. At the heart of this new skillfulness for everyone is the ability to forge deep connections lead to creative problem solving and positive pursuits. Taken all together, this makes empathy critical to schools. In fact, very soon we will need to invent a new taxonomy of learning that makes empathy the base of the learning pyramid.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/thommarkham\">Thom Markham\u003c/a>, founder and CEO of \u003ca href=\"http://www.pblglobal.com\">PBL Global\u003c/a>, is an author, psychologist and international school consultant who has assisted over 300 schools and 6000 teachers across five continents in implementing project-based learning, 21\u003csup>st\u003c/sup> century competencies, social-emotional growth and successful inquiry-based systems of teaching and learning. \u003c/em>\u003cem> \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Early in his career Dr. Robert Brooks became the principal of a school in a locked-door unit at McLean Psychiatric Hospital. He and his staff of teachers worked with children and adolescents who were severely disturbed and whose behavior showed their turmoil. Within the first few months, Brooks felt demoralized and dreaded work each day.\u003c/p>\n\u003cp>“I had a very negative mindset,” Brooks said at a \u003ca href=\"https://www.learningandthebrain.com/\">Learning and the Brain\u003c/a> conference on mindsets in San Francisco. Brooks is now a psychologist on the faculty of Harvard Medical School and is the author of over a dozen books, including \u003cem>\u003ca href=\"http://www.drrobertbrooks.com/products/raising-resilient-children/\" target=\"_blank\">Raising Resilient Children\u003c/a>\u003c/em>. He has spent his career researching how to help develop resilience in children and adults, working extensively with educators in many contexts.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We have to start with the assumption that everything you do in the classroom can have a major impact on a child's life.'\u003c/aside>\n\u003cp>Brooks' experiences at McLean gave him insight and empathy for how difficult teaching can be, especially when students don’t outwardly appear to want to learn. When faced with so many challenging students, he felt like nothing he or his staff did would make a difference for how much kids learned or their behavior. He began to feel that when they were released from the hospital they would likely end up on drugs, in jail or dead.\u003c/p>\n\u003cp>“What I realized is when you feel you are losing control in a classroom, you become more controlling,” Brooks said. But as he and his staff tried to make their students do exactly as they said, they only behaved worse and learned less.\u003c/p>\n\u003cp>“What changed was a group of courageous educators who totally shifted their mindsets, and when they shifted their mindsets they shifted the practices they were using,” Brooks said.\u003cbr>\n\u003cstrong>\u003cbr>\nRESEARCH ON RESILIENCE\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When Brooks speaks with teachers, he always tries to remember how he felt in his lowest moments at McLean. He remembers that he was so emotionally depleted that he probably wouldn’t have been able to hear advice from even the most accomplished experts. But he has found that often discouraged educators respond to his message about helping students to develop mindsets for caring and compassion when they hear about \u003ca href=\"http://www.drrobertbrooks.com/power-of-relationship-and-theories-of-mindset/\" target=\"_blank\">the research\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cdl.org/articles/risk-resilience-and-futurists-the-changing-lives-of-our-children/\" target=\"_blank\">Julius Segal\u003c/a>’s work on the factors that help kids overcome adversity is particularly powerful. He found that the common denominator among kids who’d overcome great hardship to succeed was the presence of a “charismatic adult” in their lives. Segal defined that person as an “adult from whom children gather strength,” and specifically said often that person is a teacher.\u003c/p>\n\u003cp>“We have to start with the assumption that everything you do in the classroom can have a major impact on a child’s life, not only in the classroom but later, too,” Brooks said. He stressed that teachers can have meaningful impact with even small gestures of kindness, dignity and respect for students. Greeting students by name at the door and smiling are two easy things that students themselves identified as making a big difference in creating a welcoming environment. Spending a little time getting to know kids individually also goes a long way.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Once you say a kid is unmotivated or doesn't care, you're already reflecting a mindset in which you’re blaming the child, whether you mean to or not.'\u003c/aside>\n\u003cp>At McLean, Brooks began to notice some important practices that made the most difference for school climate, student motivation and the staff’s ability to build relationships with students. He has since researched many of these early observations and has found that what worked anecdotally in his personal experience was true for many other kids in less severe situations too.\u003c/p>\n\u003cp>“One key ingredient I found is that students will feel more motivated if they have some say over what happens in the classroom,” Brooks said. That doesn’t mean he advocates that teachers give over all their authority to the students, but it could mean creating a student advisory panel in charge of making decisions about space within the school. Or involving students in the process of developing class rules and consequences so that discipline is no longer a long list of “dos and don’ts.”\u003c/p>\n\u003cp>Another major finding: “Kids will be more caring and compassionate and resilient in those environments where they feel they are making a difference,” Brooks said. Sometimes teachers push back against this idea, wondering why students who haven’t finished their own work should be given jobs helping others. Brooks responds that every student should feel like he or she is contributing to the class, and when that type of environment is fostered, motivation flourishes. “Caring leads to resilience,” Brooks said.\u003c/p>\n\u003cp>Brooks also began to realize that part of the reason he had been so negative about his students at McLean was a tendency to focus on their deficits. He began to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/23/how-a-strengths-based-approach-to-math-redefines-who-is-smart/\">look for their strengths\u003c/a> instead, what he calls “\u003ca href=\"http://www.drrobertbrooks.com/0506/\">islands of competence\u003c/a>.”\u003c/p>\n\u003cp>“If you just focus on what’s wrong with kids and you don’t spend as much time on what their strengths or beauty are, kids know that,” he said. It’s hard for a child to have a resilient mindset when he believes everyone thinks he’s bad.\u003c/p>\n\u003cp>Teachers often complain about a lack of student motivation, but Brooks cautions educators not to jump to conclusions about students. No student wants to fail; humans have a natural “drive for effectiveness,” and the unmotivated affect some students show may really be “avoidance motivation.”\u003c/p>\n\u003cp>“It’s not that they’re not motivated,” Brooks said, “they’re just not motivated to do what we would like them to do.” Instead, they put all their energy into avoiding work that might lead them to fail, or that they don’t find relevant to their lives. There are lots of reasons kids might be motivated to avoid, but calling them lazy or lacking in perseverance or grit is not likely to improve attitudes.\u003c/p>\n\u003cp>“Once you say a kid is unmotivated or doesn’t care, you’re already reflecting a mindset in which you’re blaming the child, whether you mean to or not,” Brooks said. It’s far more productive to ask questions about why a student might be avoiding work. Getting rid of the accusatory stance will actually free educators to think more creatively about how to help students find purpose, make them feel like they belong, and help them see their own strengths.\u003c/p>\n\u003cp>A social worker Brooks knows came up with one such creative solution for five of the most problematic students in the school. She made those five students the committee to study how to improve attendance. She asked them to come up with two or three reasons kids don’t come to school and two to three reasons kids want to come to school. They then pored over attendance data and made it their personal mission to convince specific kids to come to school more often. The attendance committee -- who had themselves been absent the most -- felt like they were contributing, and three months later they hadn’t missed a day of school.\u003c/p>\n\u003cp>\u003cstrong>SUPPORTING TEACHERS TO SHIFT MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Brooks acknowledges that this is not easy work. Some students take a long time to warm up to adults, often pushing a potential ally away just when it seems like progress is being made. And it’s very difficult for teachers not to take behavior personally, to continue reaching out and finding student strengths. Brooks recommends a few activities to help teacher develop \u003ca href=\"http://www.drrobertbrooks.com/changing-mindsets-about-stress/\" target=\"_blank\">“stress hardiness”\u003c/a> and ward against burnout.\u003c/p>\n\u003cp>Reflecting on why they became teachers in the first place can be an effective way to gain perspective. Brooks recommends school principals devote some staff meeting time to reflection on the qualities adults in a school remember about their favorite teachers. These conversations get educators thinking about whether their own students would describe them the same way they are positively describing their favorite teachers. The exercise can sometimes help illuminate ways that a teacher might be more welcoming to a student or offer more opportunities for choice.\u003c/p>\n\u003cp>Resilience in teachers is just as important as it is in students. Teachers who are less stressed are able to see changes in the school as inevitable. They seek opportunities to learn from change, rather than seeing it only as a challenge. Resilient people also tend not to blame other people or themselves when things go wrong. Instead, they look for \u003ca href=\"http://www.drrobertbrooks.com/1209/\">proactive ways to improve the situation\u003c/a>.\u003c/p>\n\u003cp>“Resilient people basically look at what they have control over and they don’t waste time on what they don’t,” Brooks said. So, for example, a teacher has no control over how prepared students are when they enter her classroom, or what kind of experiences they’ve had at home. But she can control how she interacts with those students, so she focuses there.\u003c/p>\n\u003cp>“It’s not easy to change mindsets,” Brooks admits, but he’s optimistic about the power such a shift can have on school culture, and on educators’ ability to grow mindsets of caring and compassion in their students. “One of the most important things you can do is model compassion,” he said. “Do you model caring? Do you make every child feel they belong in the classroom? It’s not that you have a formal lecture on this.”\u003c/p>\n\u003cp>He laments what he views as a false dichotomy between social and emotional skills and academics in classrooms. He often hears from teachers that the strategies he advocates take time away from academics, but he firmly believes students won’t learn without attention to these issues. Increasingly, schools and districts are agreeing with him, putting more emphasis on non-academic skills for school and life success.\u003c/p>\n\u003cp>“You have to have a sense of meaning or purpose because if that’s not there we’re going to have kids who say that achievement and GPA is more important than compassion and caring,” Brooks said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That may already be happening. One \u003ca href=\"http://sites.gse.harvard.edu/sites/default/files/making-caring-common/files/mcc_report_7.2.14.pdf\" target=\"_blank\">national survey\u003c/a> of youth across the country found that they valued their own personal achievement above caring for others and they believed that their parents did, too. Brooks hopes that if every educator and parent focuses on helping students develop mindsets for caring, they can reverse that trend.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Early in his career Dr. Robert Brooks became the principal of a school in a locked-door unit at McLean Psychiatric Hospital. He and his staff of teachers worked with children and adolescents who were severely disturbed and whose behavior showed their turmoil. Within the first few months, Brooks felt demoralized and dreaded work each day.\u003c/p>\n\u003cp>“I had a very negative mindset,” Brooks said at a \u003ca href=\"https://www.learningandthebrain.com/\">Learning and the Brain\u003c/a> conference on mindsets in San Francisco. Brooks is now a psychologist on the faculty of Harvard Medical School and is the author of over a dozen books, including \u003cem>\u003ca href=\"http://www.drrobertbrooks.com/products/raising-resilient-children/\" target=\"_blank\">Raising Resilient Children\u003c/a>\u003c/em>. He has spent his career researching how to help develop resilience in children and adults, working extensively with educators in many contexts.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We have to start with the assumption that everything you do in the classroom can have a major impact on a child's life.'\u003c/aside>\n\u003cp>Brooks' experiences at McLean gave him insight and empathy for how difficult teaching can be, especially when students don’t outwardly appear to want to learn. When faced with so many challenging students, he felt like nothing he or his staff did would make a difference for how much kids learned or their behavior. He began to feel that when they were released from the hospital they would likely end up on drugs, in jail or dead.\u003c/p>\n\u003cp>“What I realized is when you feel you are losing control in a classroom, you become more controlling,” Brooks said. But as he and his staff tried to make their students do exactly as they said, they only behaved worse and learned less.\u003c/p>\n\u003cp>“What changed was a group of courageous educators who totally shifted their mindsets, and when they shifted their mindsets they shifted the practices they were using,” Brooks said.\u003cbr>\n\u003cstrong>\u003cbr>\nRESEARCH ON RESILIENCE\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When Brooks speaks with teachers, he always tries to remember how he felt in his lowest moments at McLean. He remembers that he was so emotionally depleted that he probably wouldn’t have been able to hear advice from even the most accomplished experts. But he has found that often discouraged educators respond to his message about helping students to develop mindsets for caring and compassion when they hear about \u003ca href=\"http://www.drrobertbrooks.com/power-of-relationship-and-theories-of-mindset/\" target=\"_blank\">the research\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cdl.org/articles/risk-resilience-and-futurists-the-changing-lives-of-our-children/\" target=\"_blank\">Julius Segal\u003c/a>’s work on the factors that help kids overcome adversity is particularly powerful. He found that the common denominator among kids who’d overcome great hardship to succeed was the presence of a “charismatic adult” in their lives. Segal defined that person as an “adult from whom children gather strength,” and specifically said often that person is a teacher.\u003c/p>\n\u003cp>“We have to start with the assumption that everything you do in the classroom can have a major impact on a child’s life, not only in the classroom but later, too,” Brooks said. He stressed that teachers can have meaningful impact with even small gestures of kindness, dignity and respect for students. Greeting students by name at the door and smiling are two easy things that students themselves identified as making a big difference in creating a welcoming environment. Spending a little time getting to know kids individually also goes a long way.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Once you say a kid is unmotivated or doesn't care, you're already reflecting a mindset in which you’re blaming the child, whether you mean to or not.'\u003c/aside>\n\u003cp>At McLean, Brooks began to notice some important practices that made the most difference for school climate, student motivation and the staff’s ability to build relationships with students. He has since researched many of these early observations and has found that what worked anecdotally in his personal experience was true for many other kids in less severe situations too.\u003c/p>\n\u003cp>“One key ingredient I found is that students will feel more motivated if they have some say over what happens in the classroom,” Brooks said. That doesn’t mean he advocates that teachers give over all their authority to the students, but it could mean creating a student advisory panel in charge of making decisions about space within the school. Or involving students in the process of developing class rules and consequences so that discipline is no longer a long list of “dos and don’ts.”\u003c/p>\n\u003cp>Another major finding: “Kids will be more caring and compassionate and resilient in those environments where they feel they are making a difference,” Brooks said. Sometimes teachers push back against this idea, wondering why students who haven’t finished their own work should be given jobs helping others. Brooks responds that every student should feel like he or she is contributing to the class, and when that type of environment is fostered, motivation flourishes. “Caring leads to resilience,” Brooks said.\u003c/p>\n\u003cp>Brooks also began to realize that part of the reason he had been so negative about his students at McLean was a tendency to focus on their deficits. He began to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/23/how-a-strengths-based-approach-to-math-redefines-who-is-smart/\">look for their strengths\u003c/a> instead, what he calls “\u003ca href=\"http://www.drrobertbrooks.com/0506/\">islands of competence\u003c/a>.”\u003c/p>\n\u003cp>“If you just focus on what’s wrong with kids and you don’t spend as much time on what their strengths or beauty are, kids know that,” he said. It’s hard for a child to have a resilient mindset when he believes everyone thinks he’s bad.\u003c/p>\n\u003cp>Teachers often complain about a lack of student motivation, but Brooks cautions educators not to jump to conclusions about students. No student wants to fail; humans have a natural “drive for effectiveness,” and the unmotivated affect some students show may really be “avoidance motivation.”\u003c/p>\n\u003cp>“It’s not that they’re not motivated,” Brooks said, “they’re just not motivated to do what we would like them to do.” Instead, they put all their energy into avoiding work that might lead them to fail, or that they don’t find relevant to their lives. There are lots of reasons kids might be motivated to avoid, but calling them lazy or lacking in perseverance or grit is not likely to improve attitudes.\u003c/p>\n\u003cp>“Once you say a kid is unmotivated or doesn’t care, you’re already reflecting a mindset in which you’re blaming the child, whether you mean to or not,” Brooks said. It’s far more productive to ask questions about why a student might be avoiding work. Getting rid of the accusatory stance will actually free educators to think more creatively about how to help students find purpose, make them feel like they belong, and help them see their own strengths.\u003c/p>\n\u003cp>A social worker Brooks knows came up with one such creative solution for five of the most problematic students in the school. She made those five students the committee to study how to improve attendance. She asked them to come up with two or three reasons kids don’t come to school and two to three reasons kids want to come to school. They then pored over attendance data and made it their personal mission to convince specific kids to come to school more often. The attendance committee -- who had themselves been absent the most -- felt like they were contributing, and three months later they hadn’t missed a day of school.\u003c/p>\n\u003cp>\u003cstrong>SUPPORTING TEACHERS TO SHIFT MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Brooks acknowledges that this is not easy work. Some students take a long time to warm up to adults, often pushing a potential ally away just when it seems like progress is being made. And it’s very difficult for teachers not to take behavior personally, to continue reaching out and finding student strengths. Brooks recommends a few activities to help teacher develop \u003ca href=\"http://www.drrobertbrooks.com/changing-mindsets-about-stress/\" target=\"_blank\">“stress hardiness”\u003c/a> and ward against burnout.\u003c/p>\n\u003cp>Reflecting on why they became teachers in the first place can be an effective way to gain perspective. Brooks recommends school principals devote some staff meeting time to reflection on the qualities adults in a school remember about their favorite teachers. These conversations get educators thinking about whether their own students would describe them the same way they are positively describing their favorite teachers. The exercise can sometimes help illuminate ways that a teacher might be more welcoming to a student or offer more opportunities for choice.\u003c/p>\n\u003cp>Resilience in teachers is just as important as it is in students. Teachers who are less stressed are able to see changes in the school as inevitable. They seek opportunities to learn from change, rather than seeing it only as a challenge. Resilient people also tend not to blame other people or themselves when things go wrong. Instead, they look for \u003ca href=\"http://www.drrobertbrooks.com/1209/\">proactive ways to improve the situation\u003c/a>.\u003c/p>\n\u003cp>“Resilient people basically look at what they have control over and they don’t waste time on what they don’t,” Brooks said. So, for example, a teacher has no control over how prepared students are when they enter her classroom, or what kind of experiences they’ve had at home. But she can control how she interacts with those students, so she focuses there.\u003c/p>\n\u003cp>“It’s not easy to change mindsets,” Brooks admits, but he’s optimistic about the power such a shift can have on school culture, and on educators’ ability to grow mindsets of caring and compassion in their students. “One of the most important things you can do is model compassion,” he said. “Do you model caring? Do you make every child feel they belong in the classroom? It’s not that you have a formal lecture on this.”\u003c/p>\n\u003cp>He laments what he views as a false dichotomy between social and emotional skills and academics in classrooms. He often hears from teachers that the strategies he advocates take time away from academics, but he firmly believes students won’t learn without attention to these issues. Increasingly, schools and districts are agreeing with him, putting more emphasis on non-academic skills for school and life success.\u003c/p>\n\u003cp>“You have to have a sense of meaning or purpose because if that’s not there we’re going to have kids who say that achievement and GPA is more important than compassion and caring,” Brooks said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That may already be happening. One \u003ca href=\"http://sites.gse.harvard.edu/sites/default/files/making-caring-common/files/mcc_report_7.2.14.pdf\" target=\"_blank\">national survey\u003c/a> of youth across the country found that they valued their own personal achievement above caring for others and they believed that their parents did, too. Brooks hopes that if every educator and parent focuses on helping students develop mindsets for caring, they can reverse that trend.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Role of Metacognition in Learning and Achievement",
"title": "The Role of Metacognition in Learning and Achievement",
"headTitle": "MindShift | KQED News",
"content": "\u003cp class=\"p1\">\u003cem>Excerpted from \"\u003ca href=\"http://curriculumredesign.org/our-work/four-dimensional-21st-century-education-learning-competencies-future-2030/\">Four-Dimensional Education: The Competencies Learners Need to Succeed\u003c/a>,\" by Charles Fadel, Bernie Trilling and Maya Bialik. The following is from the section, \"Metacognition—Reflecting on Learning Goals, Strategies, and Results.\"\u003c/em>\u003c/p>\n\u003cp class=\"p1\">Metacognition, simply put, is \u003cem>the process of thinking about thinking\u003c/em>. It is important in every aspect of school and life, since it involves self-reflection on one’s current position, future goals, potential actions and strategies, and results. At its core, it is a basic survival strategy, and has been shown to be present even in rats.\u003c/p>\n\u003cp class=\"p2\">Perhaps the most important reason for developing metacognition is that it can improve the application of knowledge, skills, and character qualities in realms beyond the immediate context in which they were learned. This can result in the transfer of competencies across disciplines—important for students preparing for real-life situations where clear-cut divisions of disciplines fall away and one must select competencies from the entire gamut of their experience to effectively apply them to the challenges at hand. Even within academic settings, it is valuable—and often necessary—to apply principles and methods across disciplinary lines.\u003c/p>\n\u003cp class=\"p2\">Transfer can also be necessary within a discipline, such as when a particular idea or skill was learned with one example, but students must know how to apply it to another task to complete their homework or exams, or to a different context. Transfer is the ultimate goal of all education, as students are expected to internalize what they learn in school and apply it to life.\u003c/p>\n\u003cp class=\"p1\">\u003cimg class=\"alignright wp-image-46039\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/CCR-Metacognition.png\" alt=\"CCR Metacognition\" width=\"250\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/CCR-Metacognition.png 532w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/CCR-Metacognition-400x483.png 400w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">To illustrate the value of metacognition and how it actually plays a role in learning, we can consider an example from mathematics, where it has been shown that metacognition plays a central role in learning and achievement. Specifically, when novice students were compared to seasoned mathematicians, the students selected a seemingly useful strategy and continued to apply it without checking to see if the strategy of choice was actually working well. Thus, a significant amount of time was wasted in fruitless pursuits. The more experienced mathematicians on the other hand, exercised metacognition, monitoring their approach all along the way to see if it was actually leading to a solution or merely to a dead end.\u003cspan class=\"s1\"> \u003c/span>Being aware of how one is engaging with the process of learning influences how the student interprets the task at hand, and what strategies are selected and employed in service of achieving learning goals. It can help optimize the problem-solving experience at a very high level, and is thus applicable across a large range of contexts. These metacognitive strategies are powerful tools for any discipline, inter-discipline or for learning in general.\u003c/p>\n\u003cp class=\"p1\">\u003ca href=\"http://curriculumredesign.org/our-work/four-dimensional-21st-century-education-learning-competencies-future-2030/\">\u003cimg class=\"alignright wp-image-46040 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/Four-Dimensional-Education-e1470680833109.png\" alt=\"Four Dimensional Education\" width=\"250\" height=\"372\">\u003c/a>Of course, with such an abstract learning goal, it is important for educators to be precise with how they teach it. Traditional methods for improving students’ learning strategies often focus on prescribed procedures (note-taking, self-testing, scheduling, etc.) and typically result in initial motivation and some short-term improvement, but ultimately a reversion to old habits happens. While these tactics may work in the short term (e.g., to cram for an exam), once the context changes, successful transfer of these methods is less likely to occur. More strategic methods that focus on metacognition for deeper learning— such as developing a growth mindset (discussed later), setting and monitoring one’s learning goals, and growing one’s capacity to persist despite difficulties—have been shown to result in more permanent learning gains.\u003c/p>\n\u003cp class=\"p1\">It is important to note that since metacognition involves higher-level thinking overseeing lower-level thoughts, there is actually a range of mental processes that fall under its definition. Effects of metacognitive training vary based on what kind of lower-level thoughts are being overseen, and how they are being overseen. Research has identified three levels of reporting on metacognitive processes:\u003c/p>\n\u003cp class=\"p2\">1. Verbalization of knowledge that is already in a verbal state (such as recalling what happened in a story).\u003c/p>\n\u003cp class=\"p2\">2. Verbalization of nonverbal knowledge (such as recalling how one solved a Rubik’s Cube).\u003c/p>\n\u003cp class=\"p2\">3. Verbalization of explanations of verbal or nonverbal knowledge (such as explaining how one makes use of the rhetorical structures of a story as one reads).\u003c/p>\n\u003cp class=\"p2\">Only this third level of metacognitive process has been linked to improved results in problem solving.\u003c/p>\n\u003cp class=\"p1\">Metacognition can be developed in students in the context of their current goals and can enhance their learning of competencies\u003cspan class=\"s1\"> \u003c/span>as well as transfer of learning, no matter their starting achievement level. In fact, it may be most useful for lower-achieving students, as the higher-achieving students are already employing strategies that have proven successful for them. For learning disabled and low - achieving students, metacognitive training has been shown to improve behavior more effectively than traditional attention-control training.\u003c/p>\n\u003cp class=\"p1\">Students who have higher levels of self-efficacy (more confidence in their ability to achieve their goals) are more likely to engage in metacognition and, in turn, are more likely to perform at higher levels. This strongly indicates a positive feedback loop for high-achieving students—they are more successful by using metacognitive strategies, which increases their confidence and in turn leads them to continue to increase their performance. Metacognition is an integral part of this virtuous learning cycle, and one that is amenable to further improvement through instruction.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003ca href=\"http://curriculumredesign.org/about/team/\">Charles Fadel \u003c/a>is founder of the Center for Curriculum Redesign, \u003ca href=\"http://www.p21.org/about-us/p21staff/1248-bernie-trilling\">Bernie Trilling\u003c/a> is founder of 21st Century Learning Advisors and \u003ca href=\"http://curriculumredesign.org/about/team/\">Maya Bialik\u003c/a> is researcher at CCR. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>Excerpted from \"\u003ca href=\"http://curriculumredesign.org/our-work/four-dimensional-21st-century-education-learning-competencies-future-2030/\">Four-Dimensional Education: The Competencies Learners Need to Succeed\u003c/a>,\" by Charles Fadel, Bernie Trilling and Maya Bialik. The following is from the section, \"Metacognition—Reflecting on Learning Goals, Strategies, and Results.\"\u003c/em>\u003c/p>\n\u003cp class=\"p1\">Metacognition, simply put, is \u003cem>the process of thinking about thinking\u003c/em>. It is important in every aspect of school and life, since it involves self-reflection on one’s current position, future goals, potential actions and strategies, and results. At its core, it is a basic survival strategy, and has been shown to be present even in rats.\u003c/p>\n\u003cp class=\"p2\">Perhaps the most important reason for developing metacognition is that it can improve the application of knowledge, skills, and character qualities in realms beyond the immediate context in which they were learned. This can result in the transfer of competencies across disciplines—important for students preparing for real-life situations where clear-cut divisions of disciplines fall away and one must select competencies from the entire gamut of their experience to effectively apply them to the challenges at hand. Even within academic settings, it is valuable—and often necessary—to apply principles and methods across disciplinary lines.\u003c/p>\n\u003cp class=\"p2\">Transfer can also be necessary within a discipline, such as when a particular idea or skill was learned with one example, but students must know how to apply it to another task to complete their homework or exams, or to a different context. Transfer is the ultimate goal of all education, as students are expected to internalize what they learn in school and apply it to life.\u003c/p>\n\u003cp class=\"p1\">\u003cimg class=\"alignright wp-image-46039\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/CCR-Metacognition.png\" alt=\"CCR Metacognition\" width=\"250\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/CCR-Metacognition.png 532w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/CCR-Metacognition-400x483.png 400w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">To illustrate the value of metacognition and how it actually plays a role in learning, we can consider an example from mathematics, where it has been shown that metacognition plays a central role in learning and achievement. Specifically, when novice students were compared to seasoned mathematicians, the students selected a seemingly useful strategy and continued to apply it without checking to see if the strategy of choice was actually working well. Thus, a significant amount of time was wasted in fruitless pursuits. The more experienced mathematicians on the other hand, exercised metacognition, monitoring their approach all along the way to see if it was actually leading to a solution or merely to a dead end.\u003cspan class=\"s1\"> \u003c/span>Being aware of how one is engaging with the process of learning influences how the student interprets the task at hand, and what strategies are selected and employed in service of achieving learning goals. It can help optimize the problem-solving experience at a very high level, and is thus applicable across a large range of contexts. These metacognitive strategies are powerful tools for any discipline, inter-discipline or for learning in general.\u003c/p>\n\u003cp class=\"p1\">\u003ca href=\"http://curriculumredesign.org/our-work/four-dimensional-21st-century-education-learning-competencies-future-2030/\">\u003cimg class=\"alignright wp-image-46040 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/Four-Dimensional-Education-e1470680833109.png\" alt=\"Four Dimensional Education\" width=\"250\" height=\"372\">\u003c/a>Of course, with such an abstract learning goal, it is important for educators to be precise with how they teach it. Traditional methods for improving students’ learning strategies often focus on prescribed procedures (note-taking, self-testing, scheduling, etc.) and typically result in initial motivation and some short-term improvement, but ultimately a reversion to old habits happens. While these tactics may work in the short term (e.g., to cram for an exam), once the context changes, successful transfer of these methods is less likely to occur. More strategic methods that focus on metacognition for deeper learning— such as developing a growth mindset (discussed later), setting and monitoring one’s learning goals, and growing one’s capacity to persist despite difficulties—have been shown to result in more permanent learning gains.\u003c/p>\n\u003cp class=\"p1\">It is important to note that since metacognition involves higher-level thinking overseeing lower-level thoughts, there is actually a range of mental processes that fall under its definition. Effects of metacognitive training vary based on what kind of lower-level thoughts are being overseen, and how they are being overseen. Research has identified three levels of reporting on metacognitive processes:\u003c/p>\n\u003cp class=\"p2\">1. Verbalization of knowledge that is already in a verbal state (such as recalling what happened in a story).\u003c/p>\n\u003cp class=\"p2\">2. Verbalization of nonverbal knowledge (such as recalling how one solved a Rubik’s Cube).\u003c/p>\n\u003cp class=\"p2\">3. Verbalization of explanations of verbal or nonverbal knowledge (such as explaining how one makes use of the rhetorical structures of a story as one reads).\u003c/p>\n\u003cp class=\"p2\">Only this third level of metacognitive process has been linked to improved results in problem solving.\u003c/p>\n\u003cp class=\"p1\">Metacognition can be developed in students in the context of their current goals and can enhance their learning of competencies\u003cspan class=\"s1\"> \u003c/span>as well as transfer of learning, no matter their starting achievement level. In fact, it may be most useful for lower-achieving students, as the higher-achieving students are already employing strategies that have proven successful for them. For learning disabled and low - achieving students, metacognitive training has been shown to improve behavior more effectively than traditional attention-control training.\u003c/p>\n\u003cp class=\"p1\">Students who have higher levels of self-efficacy (more confidence in their ability to achieve their goals) are more likely to engage in metacognition and, in turn, are more likely to perform at higher levels. This strongly indicates a positive feedback loop for high-achieving students—they are more successful by using metacognitive strategies, which increases their confidence and in turn leads them to continue to increase their performance. Metacognition is an integral part of this virtuous learning cycle, and one that is amenable to further improvement through instruction.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003ca href=\"http://curriculumredesign.org/about/team/\">Charles Fadel \u003c/a>is founder of the Center for Curriculum Redesign, \u003ca href=\"http://www.p21.org/about-us/p21staff/1248-bernie-trilling\">Bernie Trilling\u003c/a> is founder of 21st Century Learning Advisors and \u003ca href=\"http://curriculumredesign.org/about/team/\">Maya Bialik\u003c/a> is researcher at CCR. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Developmental or remedial education forms a core service of community colleges, with a staggering 68% of all community college students\u003ca href=\"http://ccrc.tc.columbia.edu/media/k2/attachments/what-we-know-about-developmental-education-outcomes.pdf\"> taking at least one remedial course\u003c/a>, most commonly English or math. The stark number of students not prepared for college work presents a two-fold dilemma for community colleges, one that is both financial and self-defeating, eating at the very purpose of community colleges’ existence.\u003c/p>\n\u003cp class=\"p1\">First, students who are enrolled in even one remedial course have a high chance of dropping out. According to a 2006 National Education Longitudinal study, the dropout rate in remedial courses is more than 70%, with only 28% of remedial students completing a degree after 8.5 years. Second, the extra money to pay for remediation is costing states billions: the Community College Research Center (CCRC) \u003ca href=\"http://ccrc.tc.columbia.edu/media/k2/attachments/what-we-know-about-developmental-education-outcomes.pdf\">estimates\u003c/a> that the national cost of providing these courses to all students is approximately $7 billion.\u003c/p>\n\u003cp class=\"p1\">But according to Tom Bailey, who heads the CCRC at Teachers College, Columbia University, it’s the students who are paying the most. “It is students who probably have to bear the most significant costs,” he writes. “They must not only pay for the classes but also must delay their progress through college. Many students are discouraged when they find out that they are not eligible for college-level courses. This may explain the high ‘no-show’ rates among those referred to remediation.”\u003c/p>\n\u003cp class=\"p1\">It is not an exaggeration, says Rachel Beattie, director of productive persistence at Carnegie Math Pathways, to say that one developmental course can derail an entire college career, and even the future beyond it. “People will keep coming back, because they’re really persistent. We see that many of our students have been enrolled in college for five or ten, even twenty years, they’re trying to get that math credit, but no luck,” she said. “We see a lot of unproductive persistence.” Part of Beattie’s job is to help mold unproductive persistence into something more fruitful, and that involves changing both the students’ mindset and how teachers teach developmental courses.\u003c/p>\n\u003cp class=\"p1\">In 2010, Beattie and team launched the \u003ca href=\"http://www.carnegiefoundation.org/in-action/carnegie-math-pathways/\">Carnegie Math Pathways\u003c/a> at the Carnegie Foundation for the Advancement of Teaching, two developmental math courses which now operate on community college campuses in 19 states and strive to help students who need to remediate in math complete their courses but also do something more: introduce students to the “soft skills” they may be missing to help get them through college. Their primary focus: convincing students that they can learn. “About 2/3 of our students come in to the Carnegie Math Pathways with the belief that, no matter what they do, they are not ‘math people,’” Beattie said. “That there is this race of math people out there, and that they’re not one of them, and no matter how hard they try, or what strategies, it doesn’t matter because they’re never going to be one of those people.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">After interviewing researchers and teachers, Beattie and team found that if community college math professors could instill five “high-leverage” factors into students, they had a much higher chance of completing their math courses:\u003c/p>\n\u003cp class=\"p1\">* Students believe they can learn,\u003c/p>\n\u003cp class=\"p1\">* Students have social ties to peers during the course,\u003c/p>\n\u003cp class=\"p1\">* They see the course has both short- and long-term value,\u003c/p>\n\u003cp class=\"p1\">* They have the know-how, skills and habits to succeed,\u003c/p>\n\u003cp class=\"p1\">* And finally, having faculty support students’ skills and mindset.\u003c/p>\n\u003cp class=\"p1\">So Beattie teaches professors how to teach to students who truly believe they can’t learn. The two courses, a statistics course called Statway and the quantitative math course, Quantway, are developmental in the sense of what material is covered, but \u003ci>how\u003c/i> the material is covered plays a big role. “Unlike in K-12, those of us who taught and teach in higher ed, we’re not always explicitly trained in how to teach,” Beattie said. “They know a lot about mathematics, a lot of them have PhDs in mathematics, but we show them how students learn, and how to promote mindsets and learning strategies is something that a lot of times they don’t have a bag of tricks for.”\u003c/p>\n\u003cp class=\"p1\">So the first lesson for students in both courses is how the brain learns; professors also cover the research behind \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset\u003c/a>. “You’re not wired from birth knowing how to do logarithms, that’s just not how the brain works,” said Beattie, who has a PhD in developmental psychology, and did a post-doc in cognitive neuroscience. “It’s actually quite plastic and changes based on the experiences that you have. So as you increase your knowledge you create more sophisticated connections between neurons in your brain, and you’re able to make connections to information better and in different ways, and this actually helps with experience.”\u003c/p>\n\u003cp class=\"p1\">Understanding how the brain works goes hand in hand with another success strategy, which is tackling “belonging uncertainty,” in which students believe that they don’t belong in college, or in college-level math. Beattie also shares with professors how to build trust and a sense of community in classrooms—and sometimes the strategy for belonging is almost agonizingly simple, like noticing a student who is absent and contacting them to let them know they were missed.\u003c/p>\n\u003cp class=\"p1\">In the six years since they began, Statway and Quantway have tripled the success rate of students (meaning they passed the course and could move on to college work) in half the time. While 6% of students complete traditional math pathway courses, the Carnegie classes show 50-60% of students earning their math credit in one year.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">What Beattie hopes to show next is that the strategies students learn in the Math Pathways carries over to the rest of college. “There is some preliminary evidence that we are seeing from our colleges that our students are being successful in future classes,” she said. “Because many students end up transferring to four-year schools—which is really exciting—it can be kind of difficult to track them down, but we are getting some preliminary evidence of sustained success,” she said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Developmental or remedial education forms a core service of community colleges, with a staggering 68% of all community college students\u003ca href=\"http://ccrc.tc.columbia.edu/media/k2/attachments/what-we-know-about-developmental-education-outcomes.pdf\"> taking at least one remedial course\u003c/a>, most commonly English or math. The stark number of students not prepared for college work presents a two-fold dilemma for community colleges, one that is both financial and self-defeating, eating at the very purpose of community colleges’ existence.\u003c/p>\n\u003cp class=\"p1\">First, students who are enrolled in even one remedial course have a high chance of dropping out. According to a 2006 National Education Longitudinal study, the dropout rate in remedial courses is more than 70%, with only 28% of remedial students completing a degree after 8.5 years. Second, the extra money to pay for remediation is costing states billions: the Community College Research Center (CCRC) \u003ca href=\"http://ccrc.tc.columbia.edu/media/k2/attachments/what-we-know-about-developmental-education-outcomes.pdf\">estimates\u003c/a> that the national cost of providing these courses to all students is approximately $7 billion.\u003c/p>\n\u003cp class=\"p1\">But according to Tom Bailey, who heads the CCRC at Teachers College, Columbia University, it’s the students who are paying the most. “It is students who probably have to bear the most significant costs,” he writes. “They must not only pay for the classes but also must delay their progress through college. Many students are discouraged when they find out that they are not eligible for college-level courses. This may explain the high ‘no-show’ rates among those referred to remediation.”\u003c/p>\n\u003cp class=\"p1\">It is not an exaggeration, says Rachel Beattie, director of productive persistence at Carnegie Math Pathways, to say that one developmental course can derail an entire college career, and even the future beyond it. “People will keep coming back, because they’re really persistent. We see that many of our students have been enrolled in college for five or ten, even twenty years, they’re trying to get that math credit, but no luck,” she said. “We see a lot of unproductive persistence.” Part of Beattie’s job is to help mold unproductive persistence into something more fruitful, and that involves changing both the students’ mindset and how teachers teach developmental courses.\u003c/p>\n\u003cp class=\"p1\">In 2010, Beattie and team launched the \u003ca href=\"http://www.carnegiefoundation.org/in-action/carnegie-math-pathways/\">Carnegie Math Pathways\u003c/a> at the Carnegie Foundation for the Advancement of Teaching, two developmental math courses which now operate on community college campuses in 19 states and strive to help students who need to remediate in math complete their courses but also do something more: introduce students to the “soft skills” they may be missing to help get them through college. Their primary focus: convincing students that they can learn. “About 2/3 of our students come in to the Carnegie Math Pathways with the belief that, no matter what they do, they are not ‘math people,’” Beattie said. “That there is this race of math people out there, and that they’re not one of them, and no matter how hard they try, or what strategies, it doesn’t matter because they’re never going to be one of those people.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">After interviewing researchers and teachers, Beattie and team found that if community college math professors could instill five “high-leverage” factors into students, they had a much higher chance of completing their math courses:\u003c/p>\n\u003cp class=\"p1\">* Students believe they can learn,\u003c/p>\n\u003cp class=\"p1\">* Students have social ties to peers during the course,\u003c/p>\n\u003cp class=\"p1\">* They see the course has both short- and long-term value,\u003c/p>\n\u003cp class=\"p1\">* They have the know-how, skills and habits to succeed,\u003c/p>\n\u003cp class=\"p1\">* And finally, having faculty support students’ skills and mindset.\u003c/p>\n\u003cp class=\"p1\">So Beattie teaches professors how to teach to students who truly believe they can’t learn. The two courses, a statistics course called Statway and the quantitative math course, Quantway, are developmental in the sense of what material is covered, but \u003ci>how\u003c/i> the material is covered plays a big role. “Unlike in K-12, those of us who taught and teach in higher ed, we’re not always explicitly trained in how to teach,” Beattie said. “They know a lot about mathematics, a lot of them have PhDs in mathematics, but we show them how students learn, and how to promote mindsets and learning strategies is something that a lot of times they don’t have a bag of tricks for.”\u003c/p>\n\u003cp class=\"p1\">So the first lesson for students in both courses is how the brain learns; professors also cover the research behind \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset\u003c/a>. “You’re not wired from birth knowing how to do logarithms, that’s just not how the brain works,” said Beattie, who has a PhD in developmental psychology, and did a post-doc in cognitive neuroscience. “It’s actually quite plastic and changes based on the experiences that you have. So as you increase your knowledge you create more sophisticated connections between neurons in your brain, and you’re able to make connections to information better and in different ways, and this actually helps with experience.”\u003c/p>\n\u003cp class=\"p1\">Understanding how the brain works goes hand in hand with another success strategy, which is tackling “belonging uncertainty,” in which students believe that they don’t belong in college, or in college-level math. Beattie also shares with professors how to build trust and a sense of community in classrooms—and sometimes the strategy for belonging is almost agonizingly simple, like noticing a student who is absent and contacting them to let them know they were missed.\u003c/p>\n\u003cp class=\"p1\">In the six years since they began, Statway and Quantway have tripled the success rate of students (meaning they passed the course and could move on to college work) in half the time. While 6% of students complete traditional math pathway courses, the Carnegie classes show 50-60% of students earning their math credit in one year.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">What Beattie hopes to show next is that the strategies students learn in the Math Pathways carries over to the rest of college. “There is some preliminary evidence that we are seeing from our colleges that our students are being successful in future classes,” she said. “Because many students end up transferring to four-year schools—which is really exciting—it can be kind of difficult to track them down, but we are getting some preliminary evidence of sustained success,” she said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\"Why are traffic lights red, yellow and green?\"\u003c/p>\n\u003cp>When a child asks you a question like this, you have a few options. You can shut her down with a \"Just because.\" You can explain: \"Red is for stop and green is for go.\" Or, you can turn the question back to her and help her figure out the answer with plenty of encouragement.\u003c/p>\n\u003cp>No parent, teacher or caregiver has the time or patience to respond perfectly to all of the many, many, many opportunities like these that come along. But a new book,\u003cem> Becoming Brilliant: What Science Tells Us About Raising Successful Children\u003c/em>, is designed to get us thinking about the magnitude of these moments.\u003c/p>\n\u003cp>Kathy Hirsh-Pasek, the book's co-author, compares the challenge to climate change.\u003c/p>\n\u003cp>\"What we do with little kids today will matter in 20 years,\" she says. \"If you don't get it right, you will have an unlivable environment. That's the crisis I see.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Hirsh-Pasek, a professor at Temple University and a senior fellow at the Brookings Institution, is a distinguished developmental psychologist with decades of experience, as is her co-author, Roberta Golinkoff at the University of Delaware. And with this book, the two are putting forward a new framework, based on the science of learning and development, to help parents think about cultivating the skills people really need to succeed.\u003c/p>\n\u003cp>What follows is an excerpt from our conversation.\u003c/p>\n\u003cp>\u003cstrong>What led you to write this book now? \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: We live in a crazy time, and parents are very worried about their children's futures. They're getting all kinds of messages about children having to score at the top level on some test. The irony is, kids could score at the top and still not succeed at finding great employment or becoming a great person.\u003c/p>\n\u003cp>Hirsh-Pasek: If Rip Van Winkle came back, there's only one institution he would recognize: \"Oh! That's a school. Kids are still sitting in rows, still listening to the font of wisdom at the front of the classroom.\"\u003c/p>\n\u003cp>We're training kids to do what computers do, which is spit back facts. And computers are always going to be better than human beings at that. But what they're not going to be better at is being social, navigating relationships, being citizens in a community. So we need to change the whole definition of what success in school, and out of school, means.\u003c/p>\n\u003cp>\u003cstrong>You present something you call the 21st-century report card. And it contains six C's, which I've seen \u003ca href=\"http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them\">versions of elsewhere\u003c/a>: collaboration, communication, content, critical thinking, creative innovation and confidence. But what's new is the way you relate these skills to each other, and also, you've described what they look like at four levels of development. \u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: The first, basic, most core is collaboration. Collaboration is everything from getting along with others to controlling your impulses so you can get along and not kick someone else off the swing. It's building a community and experiencing diversity and culture. Everything we do, in the classroom or at home, has to be built on that foundation.\u003c/p>\n\u003cp>Communication comes next, because you can't communicate if you have no one to communicate with. This includes speaking, writing, reading and that all-but-lost art of listening.\u003c/p>\n\u003cp>Content is built on communication. You can't learn anything if you haven't learned how to understand language, or to read.\u003c/p>\n\u003cp>Critical thinking relies on content, because you can't navigate masses of information if you have nothing to navigate to.\u003c/p>\n\u003cp>Creative innovation requires knowing something. You can't just be a monkey throwing paint on a canvas. It's the 10,000-hour rule: You need to know something well enough to make something new.\u003c/p>\n\u003cp>And finally, confidence: You have to have the confidence to take safe risks.\u003c/p>\n\u003cp>Golinkoff: There isn't an entrepreneur or a scientific pioneer who hasn't had failures. And if we don't rear children who are comfortable taking risks, we won't have successes.\u003c/p>\n\u003cp>\u003cstrong>OK, and for each of your six C's, you also go into what they look like at four levels of development. Can you give us the deep dive on one of these? \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: So, critical thinking. First you have to have content, right?\u003c/p>\n\u003cp>Most people at their desks at work have papers, books, magazines all over the place. Information is doubling every 2 1/2 years. We have to figure out how to select and synthesize the information we need.\u003c/p>\n\u003cp>So, at Level 1, we call it \"seeing is believing.\" If someone tells you alligators live in sewers in New York City, you buy it.\u003c/p>\n\u003cp>At Level 2, you see that truths differ; there are multiple points of view.\u003c/p>\n\u003cp>You learn Columbus discovered America, then you learn that there are alternative narratives — the Native Americans already lived here. This is kind of when critical thinking starts.\u003c/p>\n\u003cp>At the third level, we have opinions. All of us have used the phrase \"they say.\" That will get you into trouble because it shows little respect for science or evidence.\u003c/p>\n\u003cp>At Level 4, we talk about evidence, mastery, the intricacies of doubt.\u003c/p>\n\u003cp>\u003ca href=\"https://en.wikipedia.org/wiki/E._O._Wilson\">E.O. Wilson\u003c/a>, one of my heroes, the biologist, says we're drowning in information and starved for wisdom. When we're getting to be more at Level 4, we'll see the gaps and the holes in a line of reasoning. Critical thinking is what leads to the next breakthroughs in any area.\u003c/p>\n\u003cp>\u003cstrong>In addition to breaking down the six C's and four levels within each of them, you also cover the opportunities for parents, teachers and grandparents to cultivate those skills. Talk about that. \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: So, if you're going to have a kid who engages in critical thinking, you're not going to shut them down when they ask a question. You're not going to settle for \"because.\" You're going to encourage them to ask more. And you want them to understand how other people think.\u003c/p>\n\u003cp>If you see a homeless person in the street: What do you think that person is thinking? How do you think they feel about not having a home?\u003c/p>\n\u003cp>Get someone else's point of view activated to help them recognize that things are not always what they appear. That's going to help them understand critical thinking.\u003c/p>\n\u003cp>\u003cstrong>OK, so that helps me understand how these skills are all interrelated. Perspective-taking, which I think of as a component of empathy, you're saying is also foundational for critical thinking. \u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: Yes, theory of mind is important to be able to do critical thinking.\u003c/p>\n\u003cp>\u003cstrong>A big part of what you're doing with this book is to try to get parents to supplement what's going on in school. Talk a little more about that.\u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: One of the biggest concepts is breadth. Learning isn't just K-12. It starts prenatally. If you get a bead on what your children are and aren't being exposed to at school, that will suggest the kinds of experiences you want your children to have outside of school.\u003c/p>\n\u003cp>\u003cstrong>And you want people to look at where they themselves fall in the four levels within the 6 C's, right? It's not just for kids.\u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: Yes. I can say as a mom, well, let's think about it — who am I as a collaborator? Am I an on-my-own kind of girl [Level 1] or a side-by-side [Level 2]?\u003c/p>\n\u003cp>When I was rushing my kids to get dressed and out the door, I was an on my own. I wish I weren't!\u003c/p>\n\u003cp>It's not a big deal to let my kid try to pick out his wardrobe. Who cares if it's stripes and plaids? Let's see that back-and-forth collaboration is built into our routines.\u003c/p>\n\u003cp>And then, how much communication is built in? Did we tell a joint story or did I just read the book and get it over with? It's a really good idea to evaluate ourselves according to the grid. We can ask where we want to grow as parents.\u003c/p>\n\u003cp>Then we can ask, with the same grid: What do I want for my child? Where is my child now, and how can I build an environment in my house that will enable the child to grow up with these different skills?\u003c/p>\n\u003cp>\u003cstrong>Wow. OK. So this is really reinforcing the idea of learning as a social, relationship-oriented process. It's not just a grid for sorting and measuring our kids; it's about how we are relating to our kids. \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: The other thing I think is crucial to notice is that we're talking about doing things in the moment with your child. Notice we're talking about buying nothing, signing up for no classes, and no tablets. Not that we're Luddites, but we're talking about how the crucible of social interaction between child and parent really helps set up the child for the development of these skills.\u003c/p>\n\u003cp>We're particularly concerned about confidence. At school, when kids are being encouraged to get the one right answer and fill in that bubble, people can do things that enable their children to solve problems in multiple ways: \"Can you think of different ways to make the bed?\"\u003c/p>\n\u003cp>It costs nothing, and the child is learning, \"I have good ideas, I can be creative, and I can show you that I have confidence.\"\u003c/p>\n\u003cp>\u003cstrong>And the bed gets made.\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That too!\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Raise+Brilliant+Children%2C+According+To+Science&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cdiv class=\"fullattribution\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"Why are traffic lights red, yellow and green?\"\u003c/p>\n\u003cp>When a child asks you a question like this, you have a few options. You can shut her down with a \"Just because.\" You can explain: \"Red is for stop and green is for go.\" Or, you can turn the question back to her and help her figure out the answer with plenty of encouragement.\u003c/p>\n\u003cp>No parent, teacher or caregiver has the time or patience to respond perfectly to all of the many, many, many opportunities like these that come along. But a new book,\u003cem> Becoming Brilliant: What Science Tells Us About Raising Successful Children\u003c/em>, is designed to get us thinking about the magnitude of these moments.\u003c/p>\n\u003cp>Kathy Hirsh-Pasek, the book's co-author, compares the challenge to climate change.\u003c/p>\n\u003cp>\"What we do with little kids today will matter in 20 years,\" she says. \"If you don't get it right, you will have an unlivable environment. That's the crisis I see.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Hirsh-Pasek, a professor at Temple University and a senior fellow at the Brookings Institution, is a distinguished developmental psychologist with decades of experience, as is her co-author, Roberta Golinkoff at the University of Delaware. And with this book, the two are putting forward a new framework, based on the science of learning and development, to help parents think about cultivating the skills people really need to succeed.\u003c/p>\n\u003cp>What follows is an excerpt from our conversation.\u003c/p>\n\u003cp>\u003cstrong>What led you to write this book now? \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: We live in a crazy time, and parents are very worried about their children's futures. They're getting all kinds of messages about children having to score at the top level on some test. The irony is, kids could score at the top and still not succeed at finding great employment or becoming a great person.\u003c/p>\n\u003cp>Hirsh-Pasek: If Rip Van Winkle came back, there's only one institution he would recognize: \"Oh! That's a school. Kids are still sitting in rows, still listening to the font of wisdom at the front of the classroom.\"\u003c/p>\n\u003cp>We're training kids to do what computers do, which is spit back facts. And computers are always going to be better than human beings at that. But what they're not going to be better at is being social, navigating relationships, being citizens in a community. So we need to change the whole definition of what success in school, and out of school, means.\u003c/p>\n\u003cp>\u003cstrong>You present something you call the 21st-century report card. And it contains six C's, which I've seen \u003ca href=\"http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them\">versions of elsewhere\u003c/a>: collaboration, communication, content, critical thinking, creative innovation and confidence. But what's new is the way you relate these skills to each other, and also, you've described what they look like at four levels of development. \u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: The first, basic, most core is collaboration. Collaboration is everything from getting along with others to controlling your impulses so you can get along and not kick someone else off the swing. It's building a community and experiencing diversity and culture. Everything we do, in the classroom or at home, has to be built on that foundation.\u003c/p>\n\u003cp>Communication comes next, because you can't communicate if you have no one to communicate with. This includes speaking, writing, reading and that all-but-lost art of listening.\u003c/p>\n\u003cp>Content is built on communication. You can't learn anything if you haven't learned how to understand language, or to read.\u003c/p>\n\u003cp>Critical thinking relies on content, because you can't navigate masses of information if you have nothing to navigate to.\u003c/p>\n\u003cp>Creative innovation requires knowing something. You can't just be a monkey throwing paint on a canvas. It's the 10,000-hour rule: You need to know something well enough to make something new.\u003c/p>\n\u003cp>And finally, confidence: You have to have the confidence to take safe risks.\u003c/p>\n\u003cp>Golinkoff: There isn't an entrepreneur or a scientific pioneer who hasn't had failures. And if we don't rear children who are comfortable taking risks, we won't have successes.\u003c/p>\n\u003cp>\u003cstrong>OK, and for each of your six C's, you also go into what they look like at four levels of development. Can you give us the deep dive on one of these? \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: So, critical thinking. First you have to have content, right?\u003c/p>\n\u003cp>Most people at their desks at work have papers, books, magazines all over the place. Information is doubling every 2 1/2 years. We have to figure out how to select and synthesize the information we need.\u003c/p>\n\u003cp>So, at Level 1, we call it \"seeing is believing.\" If someone tells you alligators live in sewers in New York City, you buy it.\u003c/p>\n\u003cp>At Level 2, you see that truths differ; there are multiple points of view.\u003c/p>\n\u003cp>You learn Columbus discovered America, then you learn that there are alternative narratives — the Native Americans already lived here. This is kind of when critical thinking starts.\u003c/p>\n\u003cp>At the third level, we have opinions. All of us have used the phrase \"they say.\" That will get you into trouble because it shows little respect for science or evidence.\u003c/p>\n\u003cp>At Level 4, we talk about evidence, mastery, the intricacies of doubt.\u003c/p>\n\u003cp>\u003ca href=\"https://en.wikipedia.org/wiki/E._O._Wilson\">E.O. Wilson\u003c/a>, one of my heroes, the biologist, says we're drowning in information and starved for wisdom. When we're getting to be more at Level 4, we'll see the gaps and the holes in a line of reasoning. Critical thinking is what leads to the next breakthroughs in any area.\u003c/p>\n\u003cp>\u003cstrong>In addition to breaking down the six C's and four levels within each of them, you also cover the opportunities for parents, teachers and grandparents to cultivate those skills. Talk about that. \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: So, if you're going to have a kid who engages in critical thinking, you're not going to shut them down when they ask a question. You're not going to settle for \"because.\" You're going to encourage them to ask more. And you want them to understand how other people think.\u003c/p>\n\u003cp>If you see a homeless person in the street: What do you think that person is thinking? How do you think they feel about not having a home?\u003c/p>\n\u003cp>Get someone else's point of view activated to help them recognize that things are not always what they appear. That's going to help them understand critical thinking.\u003c/p>\n\u003cp>\u003cstrong>OK, so that helps me understand how these skills are all interrelated. Perspective-taking, which I think of as a component of empathy, you're saying is also foundational for critical thinking. \u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: Yes, theory of mind is important to be able to do critical thinking.\u003c/p>\n\u003cp>\u003cstrong>A big part of what you're doing with this book is to try to get parents to supplement what's going on in school. Talk a little more about that.\u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: One of the biggest concepts is breadth. Learning isn't just K-12. It starts prenatally. If you get a bead on what your children are and aren't being exposed to at school, that will suggest the kinds of experiences you want your children to have outside of school.\u003c/p>\n\u003cp>\u003cstrong>And you want people to look at where they themselves fall in the four levels within the 6 C's, right? It's not just for kids.\u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: Yes. I can say as a mom, well, let's think about it — who am I as a collaborator? Am I an on-my-own kind of girl [Level 1] or a side-by-side [Level 2]?\u003c/p>\n\u003cp>When I was rushing my kids to get dressed and out the door, I was an on my own. I wish I weren't!\u003c/p>\n\u003cp>It's not a big deal to let my kid try to pick out his wardrobe. Who cares if it's stripes and plaids? Let's see that back-and-forth collaboration is built into our routines.\u003c/p>\n\u003cp>And then, how much communication is built in? Did we tell a joint story or did I just read the book and get it over with? It's a really good idea to evaluate ourselves according to the grid. We can ask where we want to grow as parents.\u003c/p>\n\u003cp>Then we can ask, with the same grid: What do I want for my child? Where is my child now, and how can I build an environment in my house that will enable the child to grow up with these different skills?\u003c/p>\n\u003cp>\u003cstrong>Wow. OK. So this is really reinforcing the idea of learning as a social, relationship-oriented process. It's not just a grid for sorting and measuring our kids; it's about how we are relating to our kids. \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: The other thing I think is crucial to notice is that we're talking about doing things in the moment with your child. Notice we're talking about buying nothing, signing up for no classes, and no tablets. Not that we're Luddites, but we're talking about how the crucible of social interaction between child and parent really helps set up the child for the development of these skills.\u003c/p>\n\u003cp>We're particularly concerned about confidence. At school, when kids are being encouraged to get the one right answer and fill in that bubble, people can do things that enable their children to solve problems in multiple ways: \"Can you think of different ways to make the bed?\"\u003c/p>\n\u003cp>It costs nothing, and the child is learning, \"I have good ideas, I can be creative, and I can show you that I have confidence.\"\u003c/p>\n\u003cp>\u003cstrong>And the bed gets made.\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That too!\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Raise+Brilliant+Children%2C+According+To+Science&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cdiv class=\"fullattribution\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why Character Can’t Be Taught Like The Pythagorean Theorem",
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"content": "\u003cp class=\"p1\">\u003cstrong>By Paul Tough\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Because noncognitive qualities like grit, curiosity, self-control, optimism, and conscientiousness are often described, with some accuracy, as skills, educators eager to develop these qualities in their students quite naturally tend to treat them like the skills that we already know how to teach: reading, calculating, analyzing, and so on. And as the value of noncognitive skills has become more widely acknowledged, demand has grown for a curriculum or a textbook or a teaching strategy to guide us in helping students develop these skills. If we can all agree on the most effective way to teach the Pythagorean theorem, can’t we also agree on the best way to teach grit? In practice, though, it hasn’t been so simple. Some schools have developed comprehensive approaches to teaching character strengths, and in classrooms across the country, teachers are talking to their students more than ever about qualities like grit and perseverance. But in my reporting for How Children Succeed, I noticed a strange paradox: Many of the educators I encountered who seemed best able to engender noncognitive abilities in their students never said a word about these skills in the classroom.\u003c/p>\n\u003cp class=\"p2\">Take Elizabeth Spiegel, the chess instructor I profiled at length in How Children Succeed. She teaches chess at Intermediate School 318, a traditional, non-magnet public school in Brooklyn that enrolls mostly low-income students of color. As I described in the book, she turned the I.S. 318 chess team into a competitive powerhouse, one that regularly beats better-funded private school teams and wins national championships. It was clear to me, watching her work, that she was teaching her students something more than chess knowledge; she was also conveying to them a sense of belonging and self-confidence and purpose. And among the skills her students were mastering were many that looked exactly like what other educators called character: the students persisted at difficult tasks, overcoming great obstacles; they handled frustration and loss and failure with aplomb and resilience; they devoted themselves to long-term goals that often seemed impossibly distant.\u003c/p>\n\u003cp class=\"p2\">And yet, in all the time I spent watching her teach, I never once heard Elizabeth Spiegel use words like grit or character or self-control. She talked to her students only about chess. She didn’t even really give them pep talks or motivational speeches. Instead, her main pedagogical technique was to intensely analyze their games with them, talking frankly and in detail about the mistakes they had made, helping them see what they could have done differently. Something in her careful and close attention to her students’ work changed not only their chess ability but also their approach to life.\u003c/p>\n\u003cp class=\"p2\">Or take Lanita Reed. She was one of the best teachers of character I met — yet not only did she not talk much about character, she wasn’t even a teacher. She was a hairdresser who owned her own salon, called Gifted Hanz, on the South Side of Chicago, and she worked part-time as a mentor for a group called Youth Advocate Programs, which had been hired by the Chicago schools department to provide intensive mentoring services to students who had been identified as being most at risk of committing or being a victim of gun violence. When I met Reed, she was working with a 17-year-old girl named Keitha Jones, whose childhood had been extremely difficult and painful and who expressed her frustration and anger by starting a fistfight, nearly every morning, with the first student at her high school who looked at her the wrong way.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p2\">Over the course of several months, Reed spent hours talking with Keitha — at her salon, at fast-food restaurants, at bowling alleys — listening to her troubles and giving her big-sisterly advice. Reed was a fantastic mentor, empathetic and kind but no softy. While she bonded and sympathized with Keitha over the ways Keitha had been mistreated, she also made sure Keitha understood that transforming her life was going to take a lot of hard work. With Reed’s support, Keitha changed in exactly the way character-focused educators would hope: She became more persistent, more resilient, more optimistic, more self-controlled, more willing to forgo short-term gratification for a chance at long-term happiness. And it happened without any explicit talk about noncognitive skills or character strengths.\u003c/p>\n\u003cfigure id=\"attachment_45367\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-45367\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/PaulTough-c-Paul-Terefenko-The-Lavin-Agency-2-e1464977915366.jpg\" alt=\"Author Paul Tough\" width=\"250\" height=\"292\">\u003cfigcaption class=\"wp-caption-text\">Author Paul Tough \u003ccite>(Paul Terefenko/The Lavin Agency)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p2\">Though I observed this phenomenon during my reporting, it was only later, after the book was published, that I began to ask whether the teaching paradigm might be the wrong one to use when it comes to helping young people develop noncognitive strengths. Maybe you can’t teach character the way you teach math. It seems axiomatic that you can’t teach the quadratic equation without actually talking about the quadratic equation, and yet it was clear from my reporting that you could make students more self-controlled without ever talking to them about the virtue of self-control. It was also clear that certain pedagogical techniques that work well in math or history are ineffective when it comes to character strengths. No child ever learned curiosity by filling out curiosity worksheets; hearing lectures on perseverance doesn’t seem to have much impact on the extent to which young people persevere.\u003c/p>\n\u003cp class=\"p2\">This dawning understanding led me to some new questions: What if noncognitive capacities are categorically different than cognitive skills? What if they are not primarily the result of training and practice? And what if the process of developing them doesn’t actually look anything like the process of learning stuff like reading and writing and math?\u003c/p>\n\u003cp class=\"p2\">\u003cimg class=\"alignleft wp-image-45371 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/9780544935280_hres-e1464978368196.jpg\" alt=\"How Children Succeed: What Works and Why\" width=\"250\" height=\"378\">Rather than consider noncognitive capacities as skills to be taught, I came to conclude, it’s more accurate and useful to look at them as products of a child’s environment. There is certainly strong evidence that this is true in early childhood; we have in recent years learned a great deal about the effects that adverse environments have on children’s early development. 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He is also the author of \"\u003ca href=\"http://www.paultough.com/the-books/how-children-succeed/\">How Children Succeed: Grit, Curiosity, and the Hidden Power of Character\u003c/a>\" and \"\u003ca href=\"http://www.paultough.com/the-books/whatever-it-takes/\">Whatever It Takes: Geoffrey Canada's Quest to Change Harlem and America\u003c/a>.\"\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cstrong>By Paul Tough\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Because noncognitive qualities like grit, curiosity, self-control, optimism, and conscientiousness are often described, with some accuracy, as skills, educators eager to develop these qualities in their students quite naturally tend to treat them like the skills that we already know how to teach: reading, calculating, analyzing, and so on. And as the value of noncognitive skills has become more widely acknowledged, demand has grown for a curriculum or a textbook or a teaching strategy to guide us in helping students develop these skills. If we can all agree on the most effective way to teach the Pythagorean theorem, can’t we also agree on the best way to teach grit? In practice, though, it hasn’t been so simple. Some schools have developed comprehensive approaches to teaching character strengths, and in classrooms across the country, teachers are talking to their students more than ever about qualities like grit and perseverance. But in my reporting for How Children Succeed, I noticed a strange paradox: Many of the educators I encountered who seemed best able to engender noncognitive abilities in their students never said a word about these skills in the classroom.\u003c/p>\n\u003cp class=\"p2\">Take Elizabeth Spiegel, the chess instructor I profiled at length in How Children Succeed. She teaches chess at Intermediate School 318, a traditional, non-magnet public school in Brooklyn that enrolls mostly low-income students of color. As I described in the book, she turned the I.S. 318 chess team into a competitive powerhouse, one that regularly beats better-funded private school teams and wins national championships. It was clear to me, watching her work, that she was teaching her students something more than chess knowledge; she was also conveying to them a sense of belonging and self-confidence and purpose. And among the skills her students were mastering were many that looked exactly like what other educators called character: the students persisted at difficult tasks, overcoming great obstacles; they handled frustration and loss and failure with aplomb and resilience; they devoted themselves to long-term goals that often seemed impossibly distant.\u003c/p>\n\u003cp class=\"p2\">And yet, in all the time I spent watching her teach, I never once heard Elizabeth Spiegel use words like grit or character or self-control. She talked to her students only about chess. She didn’t even really give them pep talks or motivational speeches. Instead, her main pedagogical technique was to intensely analyze their games with them, talking frankly and in detail about the mistakes they had made, helping them see what they could have done differently. Something in her careful and close attention to her students’ work changed not only their chess ability but also their approach to life.\u003c/p>\n\u003cp class=\"p2\">Or take Lanita Reed. She was one of the best teachers of character I met — yet not only did she not talk much about character, she wasn’t even a teacher. She was a hairdresser who owned her own salon, called Gifted Hanz, on the South Side of Chicago, and she worked part-time as a mentor for a group called Youth Advocate Programs, which had been hired by the Chicago schools department to provide intensive mentoring services to students who had been identified as being most at risk of committing or being a victim of gun violence. When I met Reed, she was working with a 17-year-old girl named Keitha Jones, whose childhood had been extremely difficult and painful and who expressed her frustration and anger by starting a fistfight, nearly every morning, with the first student at her high school who looked at her the wrong way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">Over the course of several months, Reed spent hours talking with Keitha — at her salon, at fast-food restaurants, at bowling alleys — listening to her troubles and giving her big-sisterly advice. Reed was a fantastic mentor, empathetic and kind but no softy. While she bonded and sympathized with Keitha over the ways Keitha had been mistreated, she also made sure Keitha understood that transforming her life was going to take a lot of hard work. With Reed’s support, Keitha changed in exactly the way character-focused educators would hope: She became more persistent, more resilient, more optimistic, more self-controlled, more willing to forgo short-term gratification for a chance at long-term happiness. And it happened without any explicit talk about noncognitive skills or character strengths.\u003c/p>\n\u003cfigure id=\"attachment_45367\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-45367\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/PaulTough-c-Paul-Terefenko-The-Lavin-Agency-2-e1464977915366.jpg\" alt=\"Author Paul Tough\" width=\"250\" height=\"292\">\u003cfigcaption class=\"wp-caption-text\">Author Paul Tough \u003ccite>(Paul Terefenko/The Lavin Agency)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p2\">Though I observed this phenomenon during my reporting, it was only later, after the book was published, that I began to ask whether the teaching paradigm might be the wrong one to use when it comes to helping young people develop noncognitive strengths. Maybe you can’t teach character the way you teach math. It seems axiomatic that you can’t teach the quadratic equation without actually talking about the quadratic equation, and yet it was clear from my reporting that you could make students more self-controlled without ever talking to them about the virtue of self-control. It was also clear that certain pedagogical techniques that work well in math or history are ineffective when it comes to character strengths. No child ever learned curiosity by filling out curiosity worksheets; hearing lectures on perseverance doesn’t seem to have much impact on the extent to which young people persevere.\u003c/p>\n\u003cp class=\"p2\">This dawning understanding led me to some new questions: What if noncognitive capacities are categorically different than cognitive skills? What if they are not primarily the result of training and practice? And what if the process of developing them doesn’t actually look anything like the process of learning stuff like reading and writing and math?\u003c/p>\n\u003cp class=\"p2\">\u003cimg class=\"alignleft wp-image-45371 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/9780544935280_hres-e1464978368196.jpg\" alt=\"How Children Succeed: What Works and Why\" width=\"250\" height=\"378\">Rather than consider noncognitive capacities as skills to be taught, I came to conclude, it’s more accurate and useful to look at them as products of a child’s environment. There is certainly strong evidence that this is true in early childhood; we have in recent years learned a great deal about the effects that adverse environments have on children’s early development. And there is growing evidence that even in middle and high school, children’s noncognitive capacities are primarily a reflection of the environments in which they are embedded, including, centrally, their school environment.\u003c/p>\n\u003cp class=\"p2\">This is big news for those of us who are trying to figure out how to help kids develop these abilities — and, more broadly, it’s important news for those of us seeking to shrink class-based achievement gaps and provide broader avenues of opportunity for children growing up in adversity. If we want to improve a child’s grit or resilience or self-control, it turns out that the place to begin is not with the child himself. What we need to change first, it seems, is his environment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>While many educators now recognize that \"noncognitive\" factors that affect how a student thinks about his or her abilities are important to learning academic content, there's little consensus about how teachers can help build those qualities. Some districts are trying to include noncognitive factors in\u003ca href=\"http://www.nytimes.com/2016/03/01/us/testing-for-joy-and-grit-schools-nationwide-push-to-measure-students-emotional-skills.html\"> measures of school effectiveness\u003c/a>, while other schools focus on \u003ca href=\"http://ww2.kqed.org/mindshift/2016/02/01/what-character-strengths-should-educators-focus-on-and-how/\">certain character qualities\u003c/a> as part of their mission.\u003c/p>\n\u003cp>Educators are trying to figure out how to motivate students to work hard in school and to help them see the rewards for that hard work as a real possibility. But that work is particularly challenging as the public school population becomes increasingly low income and children often come to school having experienced chronic stress or trauma in their home lives that significantly impact their ability to \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/11/research-based-strategies-to-help-children-develop-self-control/\">regulate emotions\u003c/a>, focus, and deescalate situations.\u003c/p>\n\u003cp>In an \u003ca href=\"http://www.theatlantic.com/magazine/archive/2016/06/how-kids-really-succeed/480744/\">in-depth article\u003c/a> in \u003cem>The Atlantic\u003c/em>, Paul Tough digs into how schools can act on neuroscience and psychology research that reveals a complicated relationship between student motivation, mindsets about belonging and autonomy, and cognitive development. Tough writes:\u003c/p>\n\u003cblockquote>\u003cp>The problem is that when disadvantaged children run into trouble in school, either academically or behaviorally, most schools respond by imposing more control on them, not less. This diminishes their fragile sense of autonomy. As these students fall behind their peers academically, they feel less and less competent. And if their relationships with their teachers are wary or even contentious, they are less likely to experience the kind of relatedness that Deci and Ryan describe as being so powerfully motivating for young people in the classroom. Once students reach that point, no collection of material incentives or punishments is going to motivate them, at least not in a deep or sustained way.\u003c/p>\n\u003cp>All of which brings me back to the question of how to help children develop those mysterious noncognitive capacities. If we want students to act in ways that will maximize their future opportunities—to persevere through challenges, to delay gratification, to control their impulses—we need to consider what might motivate them to take those difficult steps. What Deci and Ryan’s research suggests is that students will be more likely to display these positive academic habits when they are in an environment where they feel a sense of belonging, independence, and growth—or, to use Deci and Ryan’s language, where they experience relatedness, autonomy, and competence.\u003c/p>\u003c/blockquote>\n\u003cp>http://www.theatlantic.com/magazine/archive/2016/06/how-kids-really-succeed/480744/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>Federal education law now requires one non-academic measure of school progress, which has led some districts to consider including students' \u003ca href=\"http://ww2.kqed.org/mindshift/tag/social-emotional-learning/\" target=\"_blank\">social and emotional\u003c/a> growth as a performance measure. Education researchers and practicing educators increasingly agree that what are sometimes called \"non-cognitive skills\" like empathy, self-regulation and the ability to understand another person's perspective, are an \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/17/why-emotional-intelligence-is-vital-to-keep-students-on-track/\" target=\"_blank\">important component \u003c/a>of improving academic outcomes. A much thornier issue remains how to accurately measure qualities that are so personal and context specific.\u003c/p>\n\u003cp>\u003cspan class=\"byline-author\">Kate Zernike highlighted California's efforts to develop a measure of social emotional learning in a \u003ca href=\"http://www.nytimes.com/2016/03/01/us/testing-for-joy-and-grit-schools-nationwide-push-to-measure-students-emotional-skills.html?rref=collection%2Fsectioncollection%2Feducation&action=click&contentCollection=education®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=1&utm_source=March+1+daily+digest+-+Michael&utm_campaign=Daily+email&utm_medium=email\" target=\"_blank\">New York Times article\u003c/a>. She writes that even the researchers who popularized terms like \"\u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/17/can-focus-on-grit-work-in-school-cultures-that-reward-grades/\" target=\"_blank\">grit\u003c/a>\" think using it to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/13/should-teachers-be-held-responsible-for-a-students-character/\" target=\"_blank\">measure school effectiveness\u003c/a> is a bad idea:\u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp id=\"story-continues-4\" class=\"story-body-text story-content\">“I do not think we should be doing this; it is a bad idea,” said Angela Duckworth, the MacArthur fellow who has done more than anyone to popularize social-emotional learning, making “grit” — the title of \u003ca title=\"Angela Duckworth website\" href=\"http://angeladuckworth.com/\">her book to be released in May\u003c/a> — a buzzword in schools.\u003c/p>\n\u003cp class=\"story-body-text story-content\">She resigned from the board of the group overseeing the California project, saying she could not support using the tests to evaluate school performance. Last spring, after attending a White House meeting on measuring social-emotional skills, she and a colleague \u003ca title=\"Measurement Matters paper\" href=\"http://edr.sagepub.com/content/44/4/237.full.pdf+html?ijkey=hixxiPxVRpaxg&keytype=ref&siteid=spedr\">wrote a paper\u003c/a> warning that there were no reliable ways to do so. “Our working title was all measures suck, and they all suck in their own way,” she said.\u003c/p>\n\u003cp class=\"story-body-text story-content\">And there is little agreement on what skills matter: Self-control? Empathy? Perseverance? Joy?\u003c/p>\n\u003cp class=\"story-body-text story-content\">“There are so many ways to do this wrong,” said \u003ca href=\"https://uei.uchicago.edu/about/staff/camille-farrington\">Camille A. Farrington\u003c/a>, a researcher at the University of Chicago who is working with a network of schools across the country to measure the development of social-emotional skills. “In education, we have a great track record of finding the wrong way to do stuff.”\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"story-body-text story-content\">One argument in favor of measuring non-cognitive skills is tied to the funding that would support teaching those skills. The system tends to provide instructional dollars for things that get measured. But can this be done effectively?\u003c/p>\n\u003cp>http://www.nytimes.com/2016/03/01/us/testing-for-joy-and-grit-schools-nationwide-push-to-measure-students-emotional-skills.html?rref=collection%2Fsectioncollection%2Feducation&action=click&contentCollection=education®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=1&utm_source=March+1+daily+digest+-+Michael&utm_campaign=Daily+email&utm_medium=email\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Federal education law now requires one non-academic measure of school progress, which has led some districts to consider including students' \u003ca href=\"http://ww2.kqed.org/mindshift/tag/social-emotional-learning/\" target=\"_blank\">social and emotional\u003c/a> growth as a performance measure. Education researchers and practicing educators increasingly agree that what are sometimes called \"non-cognitive skills\" like empathy, self-regulation and the ability to understand another person's perspective, are an \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/17/why-emotional-intelligence-is-vital-to-keep-students-on-track/\" target=\"_blank\">important component \u003c/a>of improving academic outcomes. A much thornier issue remains how to accurately measure qualities that are so personal and context specific.\u003c/p>\n\u003cp>\u003cspan class=\"byline-author\">Kate Zernike highlighted California's efforts to develop a measure of social emotional learning in a \u003ca href=\"http://www.nytimes.com/2016/03/01/us/testing-for-joy-and-grit-schools-nationwide-push-to-measure-students-emotional-skills.html?rref=collection%2Fsectioncollection%2Feducation&action=click&contentCollection=education®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=1&utm_source=March+1+daily+digest+-+Michael&utm_campaign=Daily+email&utm_medium=email\" target=\"_blank\">New York Times article\u003c/a>. She writes that even the researchers who popularized terms like \"\u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/17/can-focus-on-grit-work-in-school-cultures-that-reward-grades/\" target=\"_blank\">grit\u003c/a>\" think using it to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/13/should-teachers-be-held-responsible-for-a-students-character/\" target=\"_blank\">measure school effectiveness\u003c/a> is a bad idea:\u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp id=\"story-continues-4\" class=\"story-body-text story-content\">“I do not think we should be doing this; it is a bad idea,” said Angela Duckworth, the MacArthur fellow who has done more than anyone to popularize social-emotional learning, making “grit” — the title of \u003ca title=\"Angela Duckworth website\" href=\"http://angeladuckworth.com/\">her book to be released in May\u003c/a> — a buzzword in schools.\u003c/p>\n\u003cp class=\"story-body-text story-content\">She resigned from the board of the group overseeing the California project, saying she could not support using the tests to evaluate school performance. Last spring, after attending a White House meeting on measuring social-emotional skills, she and a colleague \u003ca title=\"Measurement Matters paper\" href=\"http://edr.sagepub.com/content/44/4/237.full.pdf+html?ijkey=hixxiPxVRpaxg&keytype=ref&siteid=spedr\">wrote a paper\u003c/a> warning that there were no reliable ways to do so. “Our working title was all measures suck, and they all suck in their own way,” she said.\u003c/p>\n\u003cp class=\"story-body-text story-content\">And there is little agreement on what skills matter: Self-control? Empathy? Perseverance? Joy?\u003c/p>\n\u003cp class=\"story-body-text story-content\">“There are so many ways to do this wrong,” said \u003ca href=\"https://uei.uchicago.edu/about/staff/camille-farrington\">Camille A. Farrington\u003c/a>, a researcher at the University of Chicago who is working with a network of schools across the country to measure the development of social-emotional skills. “In education, we have a great track record of finding the wrong way to do stuff.”\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"story-body-text story-content\">One argument in favor of measuring non-cognitive skills is tied to the funding that would support teaching those skills. The system tends to provide instructional dollars for things that get measured. But can this be done effectively?\u003c/p>\n\u003cp>http://www.nytimes.com/2016/03/01/us/testing-for-joy-and-grit-schools-nationwide-push-to-measure-students-emotional-skills.html?rref=collection%2Fsectioncollection%2Feducation&action=click&contentCollection=education®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=1&utm_source=March+1+daily+digest+-+Michael&utm_campaign=Daily+email&utm_medium=email\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "What Character Strengths Should Educators Focus On and How?",
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"content": "\u003cp>Educators of all ages, from kindergarten through college, are quickly realizing that academic skills aren’t enough to ensure student success. Increasingly educators and district leaders are trying to incorporate non-cognitive skills into the school day that they hope will help students develop the inner fortitude and confidence to push through personal and learning challenges. But even as \u003ca href=\"http://commonwealthmagazine.org/uncategorized/content-of-their-character/\" target=\"_blank\">character development programs have become more popular\u003c/a>, there hasn’t been much consensus on which character strengths lead to the best long term results.\u003c/p>\n\u003cp>In a small scale study conducted in the Boston Area, \u003ca href=\"http://people.bu.edu/seider/\" target=\"_blank\">Boston University Education Professor Scott Seider\u003c/a> tried to determine which character strengths correlate with student success and examined how different approaches to character development impacted students. The results of his study are part of his book \u003cem>\u003ca href=\"http://people.bu.edu/seider/CharCompass.html\" target=\"_blank\">Character Compass: How Powerful School Culture Can Point Students Towards Success\u003c/a>\u003c/em>. Seider studied three charter schools within 10 miles of one another, all serving mostly children of color, and all performing well on standardized tests. The schools were similar in terms of structure, demographics and academic achievement, but each school chose to define and focus on character development in different ways.\u003c/p>\n\u003caside class=\"pullquote alignright\">'The strongest predictors of grade point average were perseverance and school-connectedness.'\u003ccite>Scott Seider, Boston University Education Professor\u003c/cite>\u003c/aside>\n\u003cp>Seider chose the schools for their similarities and because their character development programs fell into three categories: civic character, moral character, and performance character. He defines civic character as the strengths students need to be informed and compassionate citizens of the world. Moral character on the other hand is more connected to an individual’s ability to engage in ethical relationships with other people. And finally, Seider defines performance character as the skills students need to maximize achievement.\u003c/p>\n\u003cp>Seider gave students at all three schools a character survey at the beginning of the school year and again at the end with questions meant to measure empathy, integrity (strengths he defines as moral character), perseverance, daring/courage (which he defines as performance character), social responsibility and school connectedness (which he defines as ethical character). He compared GPAs and number of demerits as a way of assessing conduct. He also interviewed 15 students at each school about their experiences and spent between 15-20 days observing at each school.\u003c/p>\n\u003cp>\u003cstrong>MORAL CHARACTER\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.bostonprep.org/\" target=\"_blank\">Boston Preparatory Charter School\u003c/a> focused on moral character. “When I say moral character, I’m talking about an individual’s ability to engage in ethical relationships with other individuals,” Seider said as he explained the study and its results at a \u003ca href=\"http://www.learningandthebrain.com/\" target=\"_blank\">Learning and the Brain conference\u003c/a> in Boston. Boston Prep focused on qualities like courage, compassion, integrity, perseverance and respect primarily through an ethics class students took every year from sixth grade through senior year of high school. In sixth grade students explored the idea of integrity and how it relates to telling the truth. In seventh grade they focused on responsibility for one’s actions, and in eighth grade they discussed how to stay true to oneself and the concept of authenticity.\u003c/p>\n\u003cp>Seider sat in on one 8th grade discussion about Harvey Milk, the first openly gay person to be elected to political office in California. “Students were thinking through what it means to be true to yourself and connecting it to things inside and outside of school,” Seider said.\u003c/p>\n\u003cp>\u003ca href=\"http://people.bu.edu/seider/CharCompass.html\" rel=\"attachment wp-att-43324\">\u003cimg class=\"alignleft wp-image-43324\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/Screen-shot-2016-01-06-at-11.37.31-AM.png\" alt=\"Screen shot 2016-01-06 at 11.37.31 AM\" width=\"250\" height=\"309\">\u003c/a>\u003c/p>\n\u003cp>At the high school level, students read Plato’s social contract theory and discussed how it interacts with personal integrity. When Seider visited students were comparing the lives of Muhammad Ali and Pat Tillman, wrestling with the moral question of what to do when personal opinion doesn’t line up with the social contract.\u003c/p>\n\u003cp>“At the end of the year the students showed a higher level of commitment to integrity than students at the other two schools,” Seider said. And, at the high school level students seemed to feel more empathy. “Ethics class seemed to be slowing them down a little bit and had them thinking more about the decision they were making,” Seider said. That doesn’t mean students always made the right decision, but at least they were thinking about it.\u003c/p>\n\u003cp>\u003cstrong>PERFORMANCE CHARACTER\u003c/strong>\u003c/p>\n\u003cp>At \u003ca href=\"http://roxburyprep.uncommonschools.org/\" target=\"_blank\">Roxbury Charter Preparatory\u003c/a>, a middle school, the focus is on performance character and qualities that help students maximize achievement. School leaders focus on things like grit, perseverance, and self-control primarily through discussion and practice during an advisory period. The school emphasized how effort leads to results with school wide competitions like a digits of pi memorization contest and a public speaking extravaganza where every student works to present a speech or poem to the student body.\u003c/p>\n\u003cp>Seider sat in on one advisory session when students were working on their public speaking skills. A student presented and then got feedback from peers and the advisor on things like volume, making eye contact, accuracy and emphasizing important words. The tone of these meetings underscored that hard work is important for improvement and that everyone supports one another.\u003c/p>\n\u003cp>“What I found was that the kids at Roxbury Prep showed higher perseverance than the kids at the other two schools,” Seider said. He recognizes that perhaps that isn’t surprising since the survey tool asked students to self-report and perseverance was a socially desirable answer within the cultural context of their school. But Seider still believes their responses indicate that students are thinking about the value of these qualities in relationship to their own lives.\u003c/p>\n\u003cp>\u003cstrong>CIVIC CHARACTER\u003c/strong>\u003c/p>\n\u003cp>Civic character education most closely aligns to the ideas of Horace Mann and Thomas Jefferson, who believed one role of education is to create better citizens. These strengths focus on students’ ability to fulfill their responsibility to a community. The \u003ca href=\"http://www.pacrim.org/\" target=\"_blank\">Academy of the Pacific Rim\u003c/a>, which focused on these qualities was founded on the principle of merging the best qualities of Eastern and Western education.\u003c/p>\n\u003cp>Sixth graders at Academy of the Pacific Rim took a character education class in which they focused on what it means to be part of a community. They read a book called \u003cem>\u003ca href=\"http://www.paulfleischman.net/newsletter.htm\" target=\"_blank\">Seedfolks\u003c/a>\u003c/em> which features a diverse group of people tending a community garden, each contributing something unique to the collective effort. And all the middle school grades had a townhall style meeting once a month where concerns can and are raised by both teachers and students. For example, Seider sat in on a discussion students raised and led about whether the boys were distracting the girls during class time.\u003c/p>\n\u003cp>As students at the school get older, they are encouraged to continue broadening their perception of their community from just their class to the world writ large. All seniors must complete a capstone in which they choose a social issue they care about and spend a large portion of the fall semester researching the topic before presenting to the junior and senior classes. Then in the spring semester, students find a non-profit or business working on their issue and complete a six week internship there.\u003c/p>\n\u003cp>Seider said after completing the study and watching how the civic character curriculum played out he wished he had included a measure of global citizenship in his model. “What I did see was a significant shift in their sense of ‘daring’ -- their willingness to take a positive risk,” Seider explained in a follow-up email. “And I think that was due in large part to the many opportunities that Academy of the Pacific Rim gave its students to exert their voice and agency (e.g. participating in a class town meeting, making real changes to the school through student government, identifying a social issue and working to address it).”\u003c/p>\n\u003cp>\u003cstrong>OVERALL FINDINGS\u003c/strong>\u003c/p>\n\u003cp>“The strongest predictors of grade point average were perseverance and school-connectedness,” Seider said. This is merely a correlation, but of the six character strengths he measured those were the only two that seemed to have a significant impact on academic performance. Interestingly neither of those two characteristics figured into conduct, where integrity was the only strength that remained in the model. “What’s interesting is that moral, performance and civic character strengths are all part of the equation,” Seider said.\u003c/p>\n\u003cp>Seider is well aware of the problems involved in comparing GPAs between schools or even conduct demerits since both those measures could be different between schools. He found that there are certain character strengths that correlate with stronger GPAs and with better conduct. Separately, he found that when schools focus on certain character strengths they see shifts in those areas, but the two parts of the study don’t fit neatly together.\u003c/p>\n\u003cp>“Maybe it’s not that shocking that different character emphasis do lead to different outcomes,” Seider said, but the study did lead him to see some commonalities in how school’s approached the difficult idea of teaching character. All three schools helped students build schemas -- the mental structures that help someone determine how to act in different situations -- to which they could constantly refer.\u003c/p>\n\u003cp>Another important commonality was vocabulary. Each school worked to build up a common language about their targeted character strengths. “You would see faculty and students using the language to interact with one another,” Seider said. Even sports coaches used the character language the school carefully cultivated. And having that common language helped with perhaps the most important feature of these programs, facilitating cross-context transfer.\u003c/p>\n\u003cp>“We have to use that language to engage students in thinking about their ability to persevere or show integrity in specific contexts,” Seider said. It’s tempting to believe that skills like integrity are generalizable across all situations, but his research shows that educators effectively must treat each new context as grounds of a discussion about how the character strengths apply. Kids won’t always immediately see the connections without help.\u003c/p>\n\u003cp>This study is most interesting in the specifics of how these schools chose to incorporate character education into both social and academic situations, than it is as a way to draw broad conclusions. When schools explicitly focus on a limited set of character strengths they do see changes in how students rate themselves on those qualities. It’s not that one or another specific quality is the most important, but rather that these strengths can be cultivated when they are explicitly woven into both the academic and social fabric of the school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“If someone asked me what character traits to focus on, I would choose one from each character type,” Seider said. Each schema can provide powerful ways to motivate and enable students to be competent and ethical citizens of the world.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Educators of all ages, from kindergarten through college, are quickly realizing that academic skills aren’t enough to ensure student success. Increasingly educators and district leaders are trying to incorporate non-cognitive skills into the school day that they hope will help students develop the inner fortitude and confidence to push through personal and learning challenges. But even as \u003ca href=\"http://commonwealthmagazine.org/uncategorized/content-of-their-character/\" target=\"_blank\">character development programs have become more popular\u003c/a>, there hasn’t been much consensus on which character strengths lead to the best long term results.\u003c/p>\n\u003cp>In a small scale study conducted in the Boston Area, \u003ca href=\"http://people.bu.edu/seider/\" target=\"_blank\">Boston University Education Professor Scott Seider\u003c/a> tried to determine which character strengths correlate with student success and examined how different approaches to character development impacted students. The results of his study are part of his book \u003cem>\u003ca href=\"http://people.bu.edu/seider/CharCompass.html\" target=\"_blank\">Character Compass: How Powerful School Culture Can Point Students Towards Success\u003c/a>\u003c/em>. Seider studied three charter schools within 10 miles of one another, all serving mostly children of color, and all performing well on standardized tests. The schools were similar in terms of structure, demographics and academic achievement, but each school chose to define and focus on character development in different ways.\u003c/p>\n\u003caside class=\"pullquote alignright\">'The strongest predictors of grade point average were perseverance and school-connectedness.'\u003ccite>Scott Seider, Boston University Education Professor\u003c/cite>\u003c/aside>\n\u003cp>Seider chose the schools for their similarities and because their character development programs fell into three categories: civic character, moral character, and performance character. He defines civic character as the strengths students need to be informed and compassionate citizens of the world. Moral character on the other hand is more connected to an individual’s ability to engage in ethical relationships with other people. And finally, Seider defines performance character as the skills students need to maximize achievement.\u003c/p>\n\u003cp>Seider gave students at all three schools a character survey at the beginning of the school year and again at the end with questions meant to measure empathy, integrity (strengths he defines as moral character), perseverance, daring/courage (which he defines as performance character), social responsibility and school connectedness (which he defines as ethical character). He compared GPAs and number of demerits as a way of assessing conduct. He also interviewed 15 students at each school about their experiences and spent between 15-20 days observing at each school.\u003c/p>\n\u003cp>\u003cstrong>MORAL CHARACTER\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.bostonprep.org/\" target=\"_blank\">Boston Preparatory Charter School\u003c/a> focused on moral character. “When I say moral character, I’m talking about an individual’s ability to engage in ethical relationships with other individuals,” Seider said as he explained the study and its results at a \u003ca href=\"http://www.learningandthebrain.com/\" target=\"_blank\">Learning and the Brain conference\u003c/a> in Boston. Boston Prep focused on qualities like courage, compassion, integrity, perseverance and respect primarily through an ethics class students took every year from sixth grade through senior year of high school. In sixth grade students explored the idea of integrity and how it relates to telling the truth. In seventh grade they focused on responsibility for one’s actions, and in eighth grade they discussed how to stay true to oneself and the concept of authenticity.\u003c/p>\n\u003cp>Seider sat in on one 8th grade discussion about Harvey Milk, the first openly gay person to be elected to political office in California. “Students were thinking through what it means to be true to yourself and connecting it to things inside and outside of school,” Seider said.\u003c/p>\n\u003cp>\u003ca href=\"http://people.bu.edu/seider/CharCompass.html\" rel=\"attachment wp-att-43324\">\u003cimg class=\"alignleft wp-image-43324\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/Screen-shot-2016-01-06-at-11.37.31-AM.png\" alt=\"Screen shot 2016-01-06 at 11.37.31 AM\" width=\"250\" height=\"309\">\u003c/a>\u003c/p>\n\u003cp>At the high school level, students read Plato’s social contract theory and discussed how it interacts with personal integrity. When Seider visited students were comparing the lives of Muhammad Ali and Pat Tillman, wrestling with the moral question of what to do when personal opinion doesn’t line up with the social contract.\u003c/p>\n\u003cp>“At the end of the year the students showed a higher level of commitment to integrity than students at the other two schools,” Seider said. And, at the high school level students seemed to feel more empathy. “Ethics class seemed to be slowing them down a little bit and had them thinking more about the decision they were making,” Seider said. That doesn’t mean students always made the right decision, but at least they were thinking about it.\u003c/p>\n\u003cp>\u003cstrong>PERFORMANCE CHARACTER\u003c/strong>\u003c/p>\n\u003cp>At \u003ca href=\"http://roxburyprep.uncommonschools.org/\" target=\"_blank\">Roxbury Charter Preparatory\u003c/a>, a middle school, the focus is on performance character and qualities that help students maximize achievement. School leaders focus on things like grit, perseverance, and self-control primarily through discussion and practice during an advisory period. The school emphasized how effort leads to results with school wide competitions like a digits of pi memorization contest and a public speaking extravaganza where every student works to present a speech or poem to the student body.\u003c/p>\n\u003cp>Seider sat in on one advisory session when students were working on their public speaking skills. A student presented and then got feedback from peers and the advisor on things like volume, making eye contact, accuracy and emphasizing important words. The tone of these meetings underscored that hard work is important for improvement and that everyone supports one another.\u003c/p>\n\u003cp>“What I found was that the kids at Roxbury Prep showed higher perseverance than the kids at the other two schools,” Seider said. He recognizes that perhaps that isn’t surprising since the survey tool asked students to self-report and perseverance was a socially desirable answer within the cultural context of their school. But Seider still believes their responses indicate that students are thinking about the value of these qualities in relationship to their own lives.\u003c/p>\n\u003cp>\u003cstrong>CIVIC CHARACTER\u003c/strong>\u003c/p>\n\u003cp>Civic character education most closely aligns to the ideas of Horace Mann and Thomas Jefferson, who believed one role of education is to create better citizens. These strengths focus on students’ ability to fulfill their responsibility to a community. The \u003ca href=\"http://www.pacrim.org/\" target=\"_blank\">Academy of the Pacific Rim\u003c/a>, which focused on these qualities was founded on the principle of merging the best qualities of Eastern and Western education.\u003c/p>\n\u003cp>Sixth graders at Academy of the Pacific Rim took a character education class in which they focused on what it means to be part of a community. They read a book called \u003cem>\u003ca href=\"http://www.paulfleischman.net/newsletter.htm\" target=\"_blank\">Seedfolks\u003c/a>\u003c/em> which features a diverse group of people tending a community garden, each contributing something unique to the collective effort. And all the middle school grades had a townhall style meeting once a month where concerns can and are raised by both teachers and students. For example, Seider sat in on a discussion students raised and led about whether the boys were distracting the girls during class time.\u003c/p>\n\u003cp>As students at the school get older, they are encouraged to continue broadening their perception of their community from just their class to the world writ large. All seniors must complete a capstone in which they choose a social issue they care about and spend a large portion of the fall semester researching the topic before presenting to the junior and senior classes. Then in the spring semester, students find a non-profit or business working on their issue and complete a six week internship there.\u003c/p>\n\u003cp>Seider said after completing the study and watching how the civic character curriculum played out he wished he had included a measure of global citizenship in his model. “What I did see was a significant shift in their sense of ‘daring’ -- their willingness to take a positive risk,” Seider explained in a follow-up email. “And I think that was due in large part to the many opportunities that Academy of the Pacific Rim gave its students to exert their voice and agency (e.g. participating in a class town meeting, making real changes to the school through student government, identifying a social issue and working to address it).”\u003c/p>\n\u003cp>\u003cstrong>OVERALL FINDINGS\u003c/strong>\u003c/p>\n\u003cp>“The strongest predictors of grade point average were perseverance and school-connectedness,” Seider said. This is merely a correlation, but of the six character strengths he measured those were the only two that seemed to have a significant impact on academic performance. Interestingly neither of those two characteristics figured into conduct, where integrity was the only strength that remained in the model. “What’s interesting is that moral, performance and civic character strengths are all part of the equation,” Seider said.\u003c/p>\n\u003cp>Seider is well aware of the problems involved in comparing GPAs between schools or even conduct demerits since both those measures could be different between schools. He found that there are certain character strengths that correlate with stronger GPAs and with better conduct. Separately, he found that when schools focus on certain character strengths they see shifts in those areas, but the two parts of the study don’t fit neatly together.\u003c/p>\n\u003cp>“Maybe it’s not that shocking that different character emphasis do lead to different outcomes,” Seider said, but the study did lead him to see some commonalities in how school’s approached the difficult idea of teaching character. All three schools helped students build schemas -- the mental structures that help someone determine how to act in different situations -- to which they could constantly refer.\u003c/p>\n\u003cp>Another important commonality was vocabulary. Each school worked to build up a common language about their targeted character strengths. “You would see faculty and students using the language to interact with one another,” Seider said. Even sports coaches used the character language the school carefully cultivated. And having that common language helped with perhaps the most important feature of these programs, facilitating cross-context transfer.\u003c/p>\n\u003cp>“We have to use that language to engage students in thinking about their ability to persevere or show integrity in specific contexts,” Seider said. It’s tempting to believe that skills like integrity are generalizable across all situations, but his research shows that educators effectively must treat each new context as grounds of a discussion about how the character strengths apply. Kids won’t always immediately see the connections without help.\u003c/p>\n\u003cp>This study is most interesting in the specifics of how these schools chose to incorporate character education into both social and academic situations, than it is as a way to draw broad conclusions. When schools explicitly focus on a limited set of character strengths they do see changes in how students rate themselves on those qualities. It’s not that one or another specific quality is the most important, but rather that these strengths can be cultivated when they are explicitly woven into both the academic and social fabric of the school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“If someone asked me what character traits to focus on, I would choose one from each character type,” Seider said. Each schema can provide powerful ways to motivate and enable students to be competent and ethical citizens of the world.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "More Playtime! How Kids Succeed with Recess Four Times a Day at School",
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"content": "\u003cp>Recess at Eagle Mountain Elementary School in Fort Worth, Texas, looks much like recess anyplace else. Some kids run and squeal, others swing, while a half-dozen of their peers are bunched up on the slide.\u003c/p>\n\u003cp>Journey Orebaugh, a 6-year-old in an off-white princess dress, is playing family.\u003c/p>\n\u003cp>\"You just get a bunch of people and just act like who you want to be,\" she says. Journey likes to play the mom.\u003c/p>\n\u003cp>But in one sense, recess at Eagle Mountain is different. Journey gets more opportunities to role-play than many of her peers, because recess happens a lot here — four times a day, 15 minutes a pop for kindergartners and first-graders.\u003c/p>\n\u003cp>That's much more time on the playground than most public school kids get in the U.S. Over the past couple of decades, trends show schools have cut recess time to make room for tests and test prep.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Ask Journey why she and her friends get so much more recess time and she giggles. \"Lucky,\" she says.\u003c/p>\n\u003cp>But ask the adults and they'll tell you it's because Eagle Mountain is part of a project in which the school day is modeled after the Finnish school system, which consistently scores at or near the top in international education rankings. The project's designer is Texas Christian University kinesiologist Debbie Rhea.\u003c/p>\n\u003cp>\"I went over there to find out where they've come in the last 20 to 25 years. Yes, their test scores are good, but they are also healthy in many regards,\" she says.\u003c/p>\n\u003cp>The biggest difference Rhea noticed was that students in Finland get much more recess than American kids do. \"So, I came back with the idea to bring recess back to the schools. Not just one recess, but multiple recesses.\"\u003c/p>\n\u003cp>This year Eagle Mountain Elementary started tripling recess time, from 20 minutes to an hour. The program also focuses on character development --things like empathy and positive behavior.\u003c/p>\n\u003cp>Rhea is working with a handful of local schools already. More will join next year in Texas, California and Oklahoma.\u003c/p>\n\u003cp>Teachers at Eagle Mountain say they've seen a huge transformation in their students. They say kids are less distracted, they make more eye contact and they tattle less.\u003c/p>\n\u003cp>And then there are the pencils.\u003c/p>\n\u003cp>\"You know why I was sharpening them? Because they were grinding on them, they were breaking them, they were chewing on them. They're not doing that now. They're actually using their pencils for the way that they were designed — to write things!\" says first grade teacher Cathy Wells.\u003c/p>\n\u003cp>Wells and her fellow first grade teacher, Donna McBride, have six decades of teaching between them and say this year feels different. They were nervous about fitting in all the extra recess and covering the basics, but Wells says that halfway through the school year, her kids are way ahead of schedule.\u003c/p>\n\u003cp>\"If you want a child to be attentive and stay on task, and also if you want them to encode the information you're giving them in their memory, you've got to give them regular breaks,\" says Ohio State University pediatrician Bob Murray.\u003c/p>\n\u003cp>He's complied research that backs up what teachers at Eagle Mountain are seeing in class. Murray says brain imaging has shown that kids learn better after a break for physical activity and unstructured play.\u003c/p>\n\u003cp>He and his collegaues wrote up a policy statement for the American Academy of Pediatrics suggesting that kids with regular recess behave better, are physically healthier and exhibit stronger social and emotional development. That's as school districts nationwide have been taking recess out of the school day.\u003c/p>\n\u003cp>\"They want more academic time, they want more time to do the core subjects,\" Murray says. \"They have pretty much carved away anything that got in the way of those minutes for teaching.\"\u003c/p>\n\u003cp>Debbie Rhea, the Texas Christian University kinesiologist, sees her program as a shift away from that thinking to giving kids more than just academics.\u003c/p>\n\u003cp>\"We keep thinking as adults that we need to control the way they do things. I wish we'd get out of that. They know how to play, they know how to structure their own play, they need that time to grow responsibly.\"\u003c/p>\n\u003cp>When it comes down to it, Rhea says, our kids are better off if we just let them be kids.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 KERA Unlimited. To see more, visit \u003ca href=\"http://www.kera.org/\">KERA Unlimited\u003c/a>.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Turns+Out+Monkey+Bars+And+Kickball+Might+Be+Good+For+The+Brain&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Recess at Eagle Mountain Elementary School in Fort Worth, Texas, looks much like recess anyplace else. Some kids run and squeal, others swing, while a half-dozen of their peers are bunched up on the slide.\u003c/p>\n\u003cp>Journey Orebaugh, a 6-year-old in an off-white princess dress, is playing family.\u003c/p>\n\u003cp>\"You just get a bunch of people and just act like who you want to be,\" she says. Journey likes to play the mom.\u003c/p>\n\u003cp>But in one sense, recess at Eagle Mountain is different. Journey gets more opportunities to role-play than many of her peers, because recess happens a lot here — four times a day, 15 minutes a pop for kindergartners and first-graders.\u003c/p>\n\u003cp>That's much more time on the playground than most public school kids get in the U.S. Over the past couple of decades, trends show schools have cut recess time to make room for tests and test prep.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ask Journey why she and her friends get so much more recess time and she giggles. \"Lucky,\" she says.\u003c/p>\n\u003cp>But ask the adults and they'll tell you it's because Eagle Mountain is part of a project in which the school day is modeled after the Finnish school system, which consistently scores at or near the top in international education rankings. The project's designer is Texas Christian University kinesiologist Debbie Rhea.\u003c/p>\n\u003cp>\"I went over there to find out where they've come in the last 20 to 25 years. Yes, their test scores are good, but they are also healthy in many regards,\" she says.\u003c/p>\n\u003cp>The biggest difference Rhea noticed was that students in Finland get much more recess than American kids do. \"So, I came back with the idea to bring recess back to the schools. Not just one recess, but multiple recesses.\"\u003c/p>\n\u003cp>This year Eagle Mountain Elementary started tripling recess time, from 20 minutes to an hour. The program also focuses on character development --things like empathy and positive behavior.\u003c/p>\n\u003cp>Rhea is working with a handful of local schools already. More will join next year in Texas, California and Oklahoma.\u003c/p>\n\u003cp>Teachers at Eagle Mountain say they've seen a huge transformation in their students. They say kids are less distracted, they make more eye contact and they tattle less.\u003c/p>\n\u003cp>And then there are the pencils.\u003c/p>\n\u003cp>\"You know why I was sharpening them? Because they were grinding on them, they were breaking them, they were chewing on them. They're not doing that now. They're actually using their pencils for the way that they were designed — to write things!\" says first grade teacher Cathy Wells.\u003c/p>\n\u003cp>Wells and her fellow first grade teacher, Donna McBride, have six decades of teaching between them and say this year feels different. They were nervous about fitting in all the extra recess and covering the basics, but Wells says that halfway through the school year, her kids are way ahead of schedule.\u003c/p>\n\u003cp>\"If you want a child to be attentive and stay on task, and also if you want them to encode the information you're giving them in their memory, you've got to give them regular breaks,\" says Ohio State University pediatrician Bob Murray.\u003c/p>\n\u003cp>He's complied research that backs up what teachers at Eagle Mountain are seeing in class. Murray says brain imaging has shown that kids learn better after a break for physical activity and unstructured play.\u003c/p>\n\u003cp>He and his collegaues wrote up a policy statement for the American Academy of Pediatrics suggesting that kids with regular recess behave better, are physically healthier and exhibit stronger social and emotional development. That's as school districts nationwide have been taking recess out of the school day.\u003c/p>\n\u003cp>\"They want more academic time, they want more time to do the core subjects,\" Murray says. \"They have pretty much carved away anything that got in the way of those minutes for teaching.\"\u003c/p>\n\u003cp>Debbie Rhea, the Texas Christian University kinesiologist, sees her program as a shift away from that thinking to giving kids more than just academics.\u003c/p>\n\u003cp>\"We keep thinking as adults that we need to control the way they do things. I wish we'd get out of that. They know how to play, they know how to structure their own play, they need that time to grow responsibly.\"\u003c/p>\n\u003cp>When it comes down to it, Rhea says, our kids are better off if we just let them be kids.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 KERA Unlimited. To see more, visit \u003ca href=\"http://www.kera.org/\">KERA Unlimited\u003c/a>.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Turns+Out+Monkey+Bars+And+Kickball+Might+Be+Good+For+The+Brain&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Beyond Working Hard: What Growth Mindset Teaches Us About Our Brains",
"title": "Beyond Working Hard: What Growth Mindset Teaches Us About Our Brains",
"headTitle": "GROWTH MINDSET | MindShift | KQED News",
"content": "\u003cp>Growth mindset has become a pervasive theme in education discussions in part because of convincing research by Stanford professor \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\">Carol Dweck\u003c/a> and others that relatively \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/16/new-research-students-benefit-from-learning-that-intelligence-is-not-fixed/\" target=\"_blank\">low-impact interventions on how a student thinks about himself as a learner can have big impacts\u003c/a> on learning. The growth mindset research is part of a growing understanding and acknowledgement that many \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/06/beyond-academics-what-a-holistic-approach-to-learning-could-look-like/\" target=\"_blank\">non-cognitive factors are important to academic learning\u003c/a>.\u003c/p>\n\u003cp>While it’s a positive sign that educators see value in the growth mindset research and believe they can implement it in their classrooms, the deceptively simple idea has led to some \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/16/growth-mindset-clearing-up-some-common-confusions/\" target=\"_blank\">confusion and misperceptions about what a growth mindset really is and how teachers can support it in the classroom\u003c/a>. It’s easy to lump growth mindset in with other education catchphrases, like “resiliency” or “having high expectations,” but growth mindset actually has a much more concrete definition. As Eduardo Briceño wrote in a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/16/growth-mindset-clearing-up-some-common-confusions/\" target=\"_blank\">recent post\u003c/a> for MindShift, “It is the belief that qualities can change and that we can develop our intelligence and abilities.”\u003c/p>\n\u003cp>This simple idea can lead to big changes in learners, but it has been commonly misinterpreted to mean that if teachers praise students for working hard, they will develop a growth mindset. In many cases that isn’t true and students will feel that praise is disingenuous. Briceño explains it this way: “Students often haven’t learned that working hard involves thinking hard, which involves reflecting on and changing our strategies so we become more and more effective learners over time, and we need to guide them to come to understand this.”\u003c/p>\n\u003cp>To foster growth mindsets in students, teachers can coach students to try different learning strategies that make the brain work smarter. Educator praise can be used to acknowledge specific strategies students have tried and can push students to reflect on themselves as learners. This process is more complex than it looks and ultimately should help lead students to become more independent thinkers.\u003c/p>\n\u003cp>Growth mindset is also not a panacea for low achievement or education inequality, although the fervor with which some districts have adopted the idea might lead one to believe that. Critics like Alfie Kohn point out that \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/06/does-the-focus-on-student-mindsets-let-schools-off-the-hook/\" target=\"_blank\">no individual attitude shift is going to overcome the very real structural inequalities\u003c/a> that exist in schools. He worries that focusing on mindsets will not only mask those bigger problems, but could undermine the imperative to provide compelling learning experiences that lead students to discover an innate love of learning.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another common way of boiling down the mindset research is to tell students that “mistakes are good; we learn from mistakes.” While that can be true, \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/23/why-understanding-these-four-types-of-mistakes-can-help-us-learn/\" target=\"_blank\">not all mistakes are worth pursuing\u003c/a>. Some mistakes are just sloppy and others are made in such a high-stakes environment. Reflecting on these kinds of mistakes can improve performance next time, but they aren't necessarily the most fruitful kinds of mistakes.* Mistakes that lead to the most learning are the ones made when students are stretching outside their comfort zones to grasp an idea that’s just out of reach. Or, when someone has an “aha” moment after doing something she thought was right but then realized was a mistake based on new information. Reflecting on these mistakes, and formulating a new plan of action based on them, is what makes them powerful.\u003c/p>\n\u003cp>\u003cstrong>PUTTING IT INTO PRACTICE\u003c/strong>\u003c/p>\n\u003cp>It’s exciting that this research has been around long enough and has reached enough educators that many districts and schools are already trying to put the research into practice. Their successes and failures are important to share as educators work to figure out how to implement it.\u003c/p>\n\u003cp>Many schools quickly realized that growth mindsets are not only important to students, they are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/24/never-too-late-creating-a-climate-for-adults-to-learn-new-skills/\" target=\"_blank\">crucial for educators trying to make change\u003c/a>. And helping educators to develop their own growth mindsets hinges on positive working environments and trust at school. Educators have a hard time taking risks in their teaching practice if they believe the outcome must be perfect the first time. And yet, one of the most important ways to instill a growth mindset in students is to model the disposition as teachers, making it even more crucial that district and school leaders create a climate conducive to growth mindsets in adults.\u003c/p>\n\u003cp>Some high schools are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/02/how-to-weave-growth-mindset-into-school-culture/\" target=\"_blank\">weaving explicit instruction around growth mindset into workshops and classes for incoming freshmen\u003c/a>. Educators hope that if students get the same messages about stretching to learn and improving based on those mistakes from day one of high school and from every subject-area teacher, that a growth mindset will become part of school culture.\u003c/p>\n\u003cp>Other schools focus on \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\">normalizing struggle in the classroom\u003c/a> by honoring students who are honest about their difficulties and making thinking transparent to everyone. In this \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\">Teaching Channel video produced in partnership with PERTS\u003c/a>, second-grade teacher Maricela Montoy-Wilson models for other educators what it looks like to praise specific strategies. She celebrates the public mistakes her students make in math and makes them feel proud of how their brains grow in those moments.\u003c/p>\n\u003cp>\u003cstrong>GROWTH MINDSET AND MATH\u003c/strong>\u003c/p>\n\u003cp>Approaching the world with a growth mindset can be very liberating. It gives educators and students freedom to try new approaches, reflect on the positives and negatives, and then try again. But somehow this process is easier for students and teachers to believe in subjects like English or science. Even students who understand that their brain can grow and change with effort, and believe that to be true in some areas of their life, persist in a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\" target=\"_blank\">fixed mindset about math\u003c/a>.\u003c/p>\n\u003cp>Many find math to be the most difficult and hated subject in school. In some ways that’s not so surprising, since many math classes are set up to value speed over careful reasoning and often offer closed questions requiring one right answer. When a student struggles in that type of classroom structure, it becomes difficult to believe she can grow or change her abilities. The questions asked and skills valued are projecting the opposite message.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*This paragraph was modified to clarify the idea that people can learn from all mistakes, but some mistakes are more fruitful for learning.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Growth mindset has become a pervasive theme in education discussions in part because of convincing research by Stanford professor \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\">Carol Dweck\u003c/a> and others that relatively \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/16/new-research-students-benefit-from-learning-that-intelligence-is-not-fixed/\" target=\"_blank\">low-impact interventions on how a student thinks about himself as a learner can have big impacts\u003c/a> on learning. The growth mindset research is part of a growing understanding and acknowledgement that many \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/06/beyond-academics-what-a-holistic-approach-to-learning-could-look-like/\" target=\"_blank\">non-cognitive factors are important to academic learning\u003c/a>.\u003c/p>\n\u003cp>While it’s a positive sign that educators see value in the growth mindset research and believe they can implement it in their classrooms, the deceptively simple idea has led to some \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/16/growth-mindset-clearing-up-some-common-confusions/\" target=\"_blank\">confusion and misperceptions about what a growth mindset really is and how teachers can support it in the classroom\u003c/a>. It’s easy to lump growth mindset in with other education catchphrases, like “resiliency” or “having high expectations,” but growth mindset actually has a much more concrete definition. As Eduardo Briceño wrote in a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/16/growth-mindset-clearing-up-some-common-confusions/\" target=\"_blank\">recent post\u003c/a> for MindShift, “It is the belief that qualities can change and that we can develop our intelligence and abilities.”\u003c/p>\n\u003cp>This simple idea can lead to big changes in learners, but it has been commonly misinterpreted to mean that if teachers praise students for working hard, they will develop a growth mindset. In many cases that isn’t true and students will feel that praise is disingenuous. Briceño explains it this way: “Students often haven’t learned that working hard involves thinking hard, which involves reflecting on and changing our strategies so we become more and more effective learners over time, and we need to guide them to come to understand this.”\u003c/p>\n\u003cp>To foster growth mindsets in students, teachers can coach students to try different learning strategies that make the brain work smarter. Educator praise can be used to acknowledge specific strategies students have tried and can push students to reflect on themselves as learners. This process is more complex than it looks and ultimately should help lead students to become more independent thinkers.\u003c/p>\n\u003cp>Growth mindset is also not a panacea for low achievement or education inequality, although the fervor with which some districts have adopted the idea might lead one to believe that. Critics like Alfie Kohn point out that \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/06/does-the-focus-on-student-mindsets-let-schools-off-the-hook/\" target=\"_blank\">no individual attitude shift is going to overcome the very real structural inequalities\u003c/a> that exist in schools. He worries that focusing on mindsets will not only mask those bigger problems, but could undermine the imperative to provide compelling learning experiences that lead students to discover an innate love of learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another common way of boiling down the mindset research is to tell students that “mistakes are good; we learn from mistakes.” While that can be true, \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/23/why-understanding-these-four-types-of-mistakes-can-help-us-learn/\" target=\"_blank\">not all mistakes are worth pursuing\u003c/a>. Some mistakes are just sloppy and others are made in such a high-stakes environment. Reflecting on these kinds of mistakes can improve performance next time, but they aren't necessarily the most fruitful kinds of mistakes.* Mistakes that lead to the most learning are the ones made when students are stretching outside their comfort zones to grasp an idea that’s just out of reach. Or, when someone has an “aha” moment after doing something she thought was right but then realized was a mistake based on new information. Reflecting on these mistakes, and formulating a new plan of action based on them, is what makes them powerful.\u003c/p>\n\u003cp>\u003cstrong>PUTTING IT INTO PRACTICE\u003c/strong>\u003c/p>\n\u003cp>It’s exciting that this research has been around long enough and has reached enough educators that many districts and schools are already trying to put the research into practice. Their successes and failures are important to share as educators work to figure out how to implement it.\u003c/p>\n\u003cp>Many schools quickly realized that growth mindsets are not only important to students, they are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/24/never-too-late-creating-a-climate-for-adults-to-learn-new-skills/\" target=\"_blank\">crucial for educators trying to make change\u003c/a>. And helping educators to develop their own growth mindsets hinges on positive working environments and trust at school. Educators have a hard time taking risks in their teaching practice if they believe the outcome must be perfect the first time. And yet, one of the most important ways to instill a growth mindset in students is to model the disposition as teachers, making it even more crucial that district and school leaders create a climate conducive to growth mindsets in adults.\u003c/p>\n\u003cp>Some high schools are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/02/how-to-weave-growth-mindset-into-school-culture/\" target=\"_blank\">weaving explicit instruction around growth mindset into workshops and classes for incoming freshmen\u003c/a>. Educators hope that if students get the same messages about stretching to learn and improving based on those mistakes from day one of high school and from every subject-area teacher, that a growth mindset will become part of school culture.\u003c/p>\n\u003cp>Other schools focus on \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\">normalizing struggle in the classroom\u003c/a> by honoring students who are honest about their difficulties and making thinking transparent to everyone. In this \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\">Teaching Channel video produced in partnership with PERTS\u003c/a>, second-grade teacher Maricela Montoy-Wilson models for other educators what it looks like to praise specific strategies. She celebrates the public mistakes her students make in math and makes them feel proud of how their brains grow in those moments.\u003c/p>\n\u003cp>\u003cstrong>GROWTH MINDSET AND MATH\u003c/strong>\u003c/p>\n\u003cp>Approaching the world with a growth mindset can be very liberating. It gives educators and students freedom to try new approaches, reflect on the positives and negatives, and then try again. But somehow this process is easier for students and teachers to believe in subjects like English or science. Even students who understand that their brain can grow and change with effort, and believe that to be true in some areas of their life, persist in a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\" target=\"_blank\">fixed mindset about math\u003c/a>.\u003c/p>\n\u003cp>Many find math to be the most difficult and hated subject in school. In some ways that’s not so surprising, since many math classes are set up to value speed over careful reasoning and often offer closed questions requiring one right answer. When a student struggles in that type of classroom structure, it becomes difficult to believe she can grow or change her abilities. The questions asked and skills valued are projecting the opposite message.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Why Social and Emotional Skills Are Vital to Keep At-Risk Students on Track",
"title": "Why Social and Emotional Skills Are Vital to Keep At-Risk Students on Track",
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"content": "\u003cp>Academic learning is usually in the spotlight at school, but teaching elementary-age students \"soft\" skills like self-control and social skills might help in keeping at-risk kids out of criminal trouble in the future, a study finds.\u003c/p>\n\u003cp>Duke University researchers looked at a program called \u003ca href=\"http://www.fasttrackproject.org/\">Fast Track\u003c/a>, which was started in the early 1990s for children who were identified by their teachers and parents to be at high risk for developing aggressive behavioral problems.\u003c/p>\n\u003cp>The students were randomized into two groups; half took part in the intervention, which included a teacher-led curriculum, parent training groups, academic tutoring and lessons in self-control and social skills. The program, which lasted from first grade through 10\u003csup>th\u003c/sup> grade, reduced delinquency, arrests and use of health and mental health services as the students aged through adolescence and young adulthood, as researchers explained in a \u003ca href=\"http://ajp.psychiatryonline.org/doi/abs/10.1176/appi.ajp.2014.13060786?url_ver=Z39.88-2003&rfr_id=ori%3Arid%3Acrossref.org&rfr_dat=cr_pub%3Dpubmed\">separate study published earlier this year\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignright\">The academic skills that were taught as part of Fast Track turned out to have less of an impact on crime and delinquency rates than soft skills, which are associated with emotional intelligence.\u003c/aside>\n\u003cp>In the latest study, researchers looked at the \"why\" behind those earlier findings. In looking at the data from nearly 900 students, the researchers found that about a third of the impact on future crime outcomes was due to the social and self-regulation skills the students learned from ages 6 to 11.\u003c/p>\n\u003cp>The academic skills that were taught as part of Fast Track turned out to have less of an impact on crime and delinquency rates than soft skills, which are associated with emotional intelligence. Soft skills might include teaching kids to work cooperatively in a group or teaching them how to think about the long-term consequences when they make a decision, whereas teaching physics is an example of a hard skill.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The conclusion that we would make is that these [soft] skills should be emphasized even more in our education system and in our system of socializing children,\" says \u003ca href=\"https://sanford.duke.edu/people/faculty/dodge-kenneth\">Kenneth Dodge\u003c/a>, a professor of public policy and of psychology and neuroscience at Duke who was a principal investigator in this study as well as in the original Fast Track project. Parents should do all they can to promote these skills with their children, Dodge says, as should education policymakers.\u003c/p>\n\u003cp>\"To the extent we can improve those skills, we can improve outcomes in delinquency and juvenile crime,\" says Dodge, who is also director of Duke's Center for Child and Family Policy. The study was published Wednesday in the journal \u003ca href=\"http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-8624/earlyview\">Child Development\u003c/a>.\u003c/p>\n\u003cp>To \u003ca href=\"http://drneilbernstein.com/\">Neil Bernstein\u003c/a>, a psychologist in Washington, D.C., who specializes in child and adolescent behavior disorders, the researchers' findings seem consistent with he's seen on the ground in working with children for more than 30 years. And while he says agrees with the importance of teaching self-control and social skills, he would add empathy to the list, too.\u003c/p>\n\u003cp>\"Empathy is what makes us aware of the feelings of others and when you're empathic, you're much less likely to hurt someone else's feelings,\" says Bernstein, who serves on the advisory board for the Partnership for Drug-Free Kids and is the author of multiple books, including \u003cem>How to Keep Your Teenager Out of Trouble and What to Do if You Can't\u003c/em>.\u003c/p>\n\u003cp>Being in tune with how someone else feels might also make adolescents steer clear of bullying and other \"behaviors of concern,\" Bernstein says.\u003c/p>\n\u003cp>Empathy was not one of the skills that were directly measured in this study, according to Lucy Sorensen, a Ph.D. student at Duke and lead author of the study. But there were several measures of \"prosocial behavior,\" Sorensen says, defined as voluntary behavior intended to benefit others.\u003c/p>\n\u003cp>While Bernstein thinks the study's findings are meaningful and could potentially serve as a model for schools, he says that collectively getting a school system, teachers, parents and students all motivated enough to take part in an intervention like Fast Track is challenging.\u003c/p>\n\u003cp>Several parts of the Fast Track study have been picked up successfully in \u003ca href=\"http://www.npr.org/sections/ed/2014/12/31/356187871/why-emotional-literacy-may-be-as-important-as-learning-the-a-b-c-s\">other school settings\u003c/a>, Sorensen says, such as a social-emotional learning curriculum called Promoting Alternative Thinking Strategies, or PATHS. Programs like Fast Track need buy-in from school systems, teachers and parents, she says, and that can be a tough sell. But she adds that it's a strength of Fast Track that the students get support both at school and at home.\u003c/p>\n\u003cp>\"There's a growing and new understanding of what it takes to be successful as an adolescent and an adult,\" Dodge says. \"It used to be that what we thought all it took was academic skills. Reading and math are very important for tasks that require reading and math. Self-control is important for life tasks that require self-control – that's what avoiding arrest and violent crime is all about.\" \u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 Kaiser Health News. To see more, visit \u003ca href=\"http://www.kaiserhealthnews.org/\">Kaiser Health News\u003c/a>.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Learning+Soft+Skills+In+Childhood+Can+Prevent+Harder+Problems+Later&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Academic learning is usually in the spotlight at school, but teaching elementary-age students \"soft\" skills like self-control and social skills might help in keeping at-risk kids out of criminal trouble in the future, a study finds.\u003c/p>\n\u003cp>Duke University researchers looked at a program called \u003ca href=\"http://www.fasttrackproject.org/\">Fast Track\u003c/a>, which was started in the early 1990s for children who were identified by their teachers and parents to be at high risk for developing aggressive behavioral problems.\u003c/p>\n\u003cp>The students were randomized into two groups; half took part in the intervention, which included a teacher-led curriculum, parent training groups, academic tutoring and lessons in self-control and social skills. The program, which lasted from first grade through 10\u003csup>th\u003c/sup> grade, reduced delinquency, arrests and use of health and mental health services as the students aged through adolescence and young adulthood, as researchers explained in a \u003ca href=\"http://ajp.psychiatryonline.org/doi/abs/10.1176/appi.ajp.2014.13060786?url_ver=Z39.88-2003&rfr_id=ori%3Arid%3Acrossref.org&rfr_dat=cr_pub%3Dpubmed\">separate study published earlier this year\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignright\">The academic skills that were taught as part of Fast Track turned out to have less of an impact on crime and delinquency rates than soft skills, which are associated with emotional intelligence.\u003c/aside>\n\u003cp>In the latest study, researchers looked at the \"why\" behind those earlier findings. In looking at the data from nearly 900 students, the researchers found that about a third of the impact on future crime outcomes was due to the social and self-regulation skills the students learned from ages 6 to 11.\u003c/p>\n\u003cp>The academic skills that were taught as part of Fast Track turned out to have less of an impact on crime and delinquency rates than soft skills, which are associated with emotional intelligence. Soft skills might include teaching kids to work cooperatively in a group or teaching them how to think about the long-term consequences when they make a decision, whereas teaching physics is an example of a hard skill.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The conclusion that we would make is that these [soft] skills should be emphasized even more in our education system and in our system of socializing children,\" says \u003ca href=\"https://sanford.duke.edu/people/faculty/dodge-kenneth\">Kenneth Dodge\u003c/a>, a professor of public policy and of psychology and neuroscience at Duke who was a principal investigator in this study as well as in the original Fast Track project. Parents should do all they can to promote these skills with their children, Dodge says, as should education policymakers.\u003c/p>\n\u003cp>\"To the extent we can improve those skills, we can improve outcomes in delinquency and juvenile crime,\" says Dodge, who is also director of Duke's Center for Child and Family Policy. The study was published Wednesday in the journal \u003ca href=\"http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-8624/earlyview\">Child Development\u003c/a>.\u003c/p>\n\u003cp>To \u003ca href=\"http://drneilbernstein.com/\">Neil Bernstein\u003c/a>, a psychologist in Washington, D.C., who specializes in child and adolescent behavior disorders, the researchers' findings seem consistent with he's seen on the ground in working with children for more than 30 years. And while he says agrees with the importance of teaching self-control and social skills, he would add empathy to the list, too.\u003c/p>\n\u003cp>\"Empathy is what makes us aware of the feelings of others and when you're empathic, you're much less likely to hurt someone else's feelings,\" says Bernstein, who serves on the advisory board for the Partnership for Drug-Free Kids and is the author of multiple books, including \u003cem>How to Keep Your Teenager Out of Trouble and What to Do if You Can't\u003c/em>.\u003c/p>\n\u003cp>Being in tune with how someone else feels might also make adolescents steer clear of bullying and other \"behaviors of concern,\" Bernstein says.\u003c/p>\n\u003cp>Empathy was not one of the skills that were directly measured in this study, according to Lucy Sorensen, a Ph.D. student at Duke and lead author of the study. But there were several measures of \"prosocial behavior,\" Sorensen says, defined as voluntary behavior intended to benefit others.\u003c/p>\n\u003cp>While Bernstein thinks the study's findings are meaningful and could potentially serve as a model for schools, he says that collectively getting a school system, teachers, parents and students all motivated enough to take part in an intervention like Fast Track is challenging.\u003c/p>\n\u003cp>Several parts of the Fast Track study have been picked up successfully in \u003ca href=\"http://www.npr.org/sections/ed/2014/12/31/356187871/why-emotional-literacy-may-be-as-important-as-learning-the-a-b-c-s\">other school settings\u003c/a>, Sorensen says, such as a social-emotional learning curriculum called Promoting Alternative Thinking Strategies, or PATHS. Programs like Fast Track need buy-in from school systems, teachers and parents, she says, and that can be a tough sell. But she adds that it's a strength of Fast Track that the students get support both at school and at home.\u003c/p>\n\u003cp>\"There's a growing and new understanding of what it takes to be successful as an adolescent and an adult,\" Dodge says. \"It used to be that what we thought all it took was academic skills. Reading and math are very important for tasks that require reading and math. Self-control is important for life tasks that require self-control – that's what avoiding arrest and violent crime is all about.\" \u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 Kaiser Health News. To see more, visit \u003ca href=\"http://www.kaiserhealthnews.org/\">Kaiser Health News\u003c/a>.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Learning+Soft+Skills+In+Childhood+Can+Prevent+Harder+Problems+Later&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"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.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"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?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"radiolab": {
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"reveal": {
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},
"rightnowish": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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