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"content": "\u003cp>Adilene Rodriguez admits she has always struggled with academics. Especially in middle school she hated getting up early, found her classes boring and didn’t really see where it was all going. When she started her freshman year at \u003ca href=\"https://ahs.slzusd.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Arroyo High School\u003c/a> in San Lorenzo, California, just south of Oakland, she was a shy student who rarely spoke up in class and had little confidence in herself as a scholar.\u003c/p>\n\u003cp>Rodriguez is now a senior and her approach to school has changed dramatically over her high school career. She attributes her shift to her freshman science teacher, Jim Clark, who taught the class about \u003ca href=\"https://www.brainpickings.org/2014/01/29/carol-dweck-mindset/\">growth mindset\u003c/a> from the very beginning and backed up the discussion with action.\u003c/p>\n\u003cp>“He would tell me, ‘You need to push yourself, that's how you're going to grow. Be confident. You're not always going to be successful on your first tries, but you can get there,’ ” Rodriguez said.\u003c/p>\n\u003cp>She didn’t believe him at first; she thought she just wasn’t good at science. But with Clark’s insistence and support, she started participating in class more and struggled through difficult units.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We're not always going to have teachers or friends or parents to depend on. And sometimes you will make mistakes on your own, and knowing how to grow from that has really helped me.'\u003ccite>High school senior Adeline Rodriguez\u003c/cite>\u003c/aside>\n\u003cp>When Clark suggested Rodriguez take AP biology she resisted, scared she’d be unprepared for the challenge. She thought that if she had struggled in freshman biology, there was no way she could hack the tougher course. But Clark convinced her to challenge herself, making the case that no one grows inside their comfort zone. Rodriguez says that class changed her life.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It was one of those classes where the bell rings and you don’t want to leave. You want to keep discussing,” Rodriguez said. “And it’s what I want to do now for a career. I really love biology.”\u003c/p>\n\u003cp>In the summer between her junior and senior year, Rodriguez even took a college-level genetics class for fun, although she found out later she’d get college credits for it.\u003c/p>\n\u003cp>Rodriguez may have found her growth mindset in science class, but she’s applying it to all of her life. Take math, one of her least favorite subjects: “It’s not my strength, but I have to get through it to get to where I want to be,” Rodriguez said. “Sometimes you have to learn to love things you aren’t as good at. It will be hard, but you will get through it.”\u003c/p>\n\u003cp>Rodriguez has also taken a whole new approach to class participation. She now sees that when she participates, she’s helping shape the direction of the class. She recognizes that it’s hard for teenagers to speak up and risk being wrong in front of their peers -- she always worried about being judged for getting the wrong answer -- but when that brave student speaks up, it empowers everyone.\u003c/p>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">[soundcloud url=\"https://api.soundcloud.com/tracks/226468768\" params=\"auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/div>\n\u003cp>“Don’t be afraid to be the first one, because you can make that change in someone else and that would be awesome,” Rodriguez said.\u003c/p>\n\u003cp>Perhaps most importantly, the growth mindset Rodriguez has learned at Arroyo will be a big help to her when she leaves high school.\u003c/p>\n\u003cp>“I’m a senior, I’m going to go out into the real world soon, by myself,” she said. “We’re not always going to have teachers or friends or parents to depend on. And sometimes you will make mistakes on your own, and knowing how to grow from that has really helped me.”\u003c/p>\n\u003cp>\u003cstrong>GROWING CONFIDENT STUDENTS\u003c/strong>\u003c/p>\n\u003cp>Rodriguez is the product of four years of messaging from her high school teachers. The Academy of Health and Medicine, a small learning community within Arroyo High, has been pioneering a focused approach to teaching growth mindset that starts with Strong Start, a summer institute that incoming ninth-graders are highly encouraged to attend.\u003c/p>\n\u003cp>“We’ll purposefully try to put them in situations where they’ll be uncomfortable, and yet not feel vulnerable -- it’s a kinda fine line we walk -- and then provide opportunities for them to work their way through it and find some success,” Clark said.\u003c/p>\n\u003cp>Students deconstruct how working through something challenging felt. Returning sophomores lead the program, many of whom the ninth-graders know from middle school, and who have already been through a year of practicing growth mindset themselves.\u003c/p>\n\u003cdiv style=\"float: right;margin: 0 15px 15px 0\">[soundcloud url=\"https://api.soundcloud.com/tracks/225590350\" params=\"auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/div>\n\u003cp>Students also talk about the definitions of fixed and growth mindsets and then talk through various challenges from each perspective. When the school year starts, those lessons continue in the classroom. Every teacher in the Academy of Health and Medicine has read Carol Dweck’s book, \u003ca href=\"https://www.penguinrandomhouse.com/books/44330/mindset-by-carol-s-dweck-phd/\" target=\"_blank\" rel=\"noopener noreferrer\">“Mindset,”\u003c/a> and has discussed how to implement it in their classrooms. The school has moved to standards-based grading to emphasize that mistakes are part of learning and that understanding will come.\u003c/p>\n\u003cp>“It just reinforces the fact that understanding the first time you hear something isn't the goal,” Clark said. “Smart isn't being right fast. It's working through things and understanding things eventually.”\u003c/p>\n\u003cp>Clark brought the idea of growth mindset to Arroyo after a chance encounter with Dweck at a conference. The idea that intelligence grows with effort is one that comes naturally to him as a teacher because of his experiences as a basketball coach. Now, he’s trying to get students to approach academics with the same dedication to practice and risk-taking that they bring to sports or other extracurriculars.\u003c/p>\n\u003cp>“At the end of the day we're trying to create successful kids, some of whom will grow up to do science and some of whom won't,” Clark said. “But if they can take what they learn in our classrooms and apply it somewhere else, that's kind of what we're here for.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">'When you believe it, they believe. If I didn't believe this, they wouldn't buy what I'm selling.'\u003ccite>Arroyo health teacher India Rodgers\u003c/cite>\u003c/aside>\n\u003cp>He’s clear that his job is to teach science, but it’s also his job to nurture the individuals he teaches.\u003c/p>\n\u003cp>The kids at Arroyo often have a lot of challenges outside the classroom. Many of these students will be the first in their families to go to college. Clark knows this and it makes him even more passionate about growth mindset.\u003c/p>\n\u003cp>“Redefining smart as something that's more effort-based than genetics-based has opened the door for kids,” Clark said. “They don't feel like they're behind other kids any longer because they feel that their future is in their own hands, and if they just work through their problems they're going to be OK.\"\u003c/p>\n\u003cp>\u003cstrong>GROWING AS TEACHERS\u003c/strong>\u003c/p>\n\u003cp>The multiyear effort to infuse growth mindset into every class is paying off in a big way for students like Rodriguez, and in smaller ways for all students. Health teacher India Rodgers said she notices slight behavior changes in her freshmen first: Quiet but competent kids speak up more and struggling kids receive help from peers more readily.\u003c/p>\n\u003cp>She also knows that for some kids, the message can take awhile to penetrate. She says students have come back to her years later after having an experience that finally drove the concept home. It’s also tough for some kids to transfer the idea that “it’s OK to fail” to the academic subjects students find most difficult.\u003c/p>\n\u003cfigure id=\"attachment_42168\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-42168 size-medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/norms-800x450.jpg\" alt=\"Reminders like this one are pasted on the lab counters in Mr. Clark's science classroom.\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Reminders like this one are pasted on the lab counters in Jim Clark's science classroom. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s really easy to start with my stuff, and then I try to use what they can do here and help them in other classes,” Rodgers said. Students discuss a lot of life issues in her class, so she often has strong relationships with them. She uses those to help them shift their mindsets about classes like math.\u003c/p>\n\u003cp>She also tries hard to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/24/never-too-late-creating-a-climate-for-adults-to-learn-new-skills/\" target=\"_blank\" rel=\"noopener noreferrer\">model a growth mindset\u003c/a> to her students by being open about her own struggles as a parent and a teacher.\u003c/p>\n\u003cp>“They’re not used to teachers apologizing,” Rodgers said. “But I tell them I’m going to make mistakes all the time. And I think showing that helps them realize they can actually make mistakes.”\u003c/p>\n\u003cp>When teachers and administrators say they want kids to have a growth mindset, the school environment has to back up that rhetoric. At Arroyo, the emphasis on growth mindset came alongside a shift to standards-based grading. Kids can see that mistakes along the way aren’t negatively affecting them and keep working to master the concepts.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"When you believe it; they believe,” Rodgers said. “If I didn’t believe this, they wouldn’t buy what I’m selling.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Adilene Rodriguez admits she has always struggled with academics. Especially in middle school she hated getting up early, found her classes boring and didn’t really see where it was all going. When she started her freshman year at \u003ca href=\"https://ahs.slzusd.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Arroyo High School\u003c/a> in San Lorenzo, California, just south of Oakland, she was a shy student who rarely spoke up in class and had little confidence in herself as a scholar.\u003c/p>\n\u003cp>Rodriguez is now a senior and her approach to school has changed dramatically over her high school career. She attributes her shift to her freshman science teacher, Jim Clark, who taught the class about \u003ca href=\"https://www.brainpickings.org/2014/01/29/carol-dweck-mindset/\">growth mindset\u003c/a> from the very beginning and backed up the discussion with action.\u003c/p>\n\u003cp>“He would tell me, ‘You need to push yourself, that's how you're going to grow. Be confident. You're not always going to be successful on your first tries, but you can get there,’ ” Rodriguez said.\u003c/p>\n\u003cp>She didn’t believe him at first; she thought she just wasn’t good at science. But with Clark’s insistence and support, she started participating in class more and struggled through difficult units.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We're not always going to have teachers or friends or parents to depend on. And sometimes you will make mistakes on your own, and knowing how to grow from that has really helped me.'\u003ccite>High school senior Adeline Rodriguez\u003c/cite>\u003c/aside>\n\u003cp>When Clark suggested Rodriguez take AP biology she resisted, scared she’d be unprepared for the challenge. She thought that if she had struggled in freshman biology, there was no way she could hack the tougher course. But Clark convinced her to challenge herself, making the case that no one grows inside their comfort zone. Rodriguez says that class changed her life.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It was one of those classes where the bell rings and you don’t want to leave. You want to keep discussing,” Rodriguez said. “And it’s what I want to do now for a career. I really love biology.”\u003c/p>\n\u003cp>In the summer between her junior and senior year, Rodriguez even took a college-level genetics class for fun, although she found out later she’d get college credits for it.\u003c/p>\n\u003cp>Rodriguez may have found her growth mindset in science class, but she’s applying it to all of her life. Take math, one of her least favorite subjects: “It’s not my strength, but I have to get through it to get to where I want to be,” Rodriguez said. “Sometimes you have to learn to love things you aren’t as good at. It will be hard, but you will get through it.”\u003c/p>\n\u003cp>Rodriguez has also taken a whole new approach to class participation. She now sees that when she participates, she’s helping shape the direction of the class. She recognizes that it’s hard for teenagers to speak up and risk being wrong in front of their peers -- she always worried about being judged for getting the wrong answer -- but when that brave student speaks up, it empowers everyone.\u003c/p>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/226468768&visual=true&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true'\n title='https://api.soundcloud.com/tracks/226468768'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/div>\n\u003cp>“Don’t be afraid to be the first one, because you can make that change in someone else and that would be awesome,” Rodriguez said.\u003c/p>\n\u003cp>Perhaps most importantly, the growth mindset Rodriguez has learned at Arroyo will be a big help to her when she leaves high school.\u003c/p>\n\u003cp>“I’m a senior, I’m going to go out into the real world soon, by myself,” she said. “We’re not always going to have teachers or friends or parents to depend on. And sometimes you will make mistakes on your own, and knowing how to grow from that has really helped me.”\u003c/p>\n\u003cp>\u003cstrong>GROWING CONFIDENT STUDENTS\u003c/strong>\u003c/p>\n\u003cp>Rodriguez is the product of four years of messaging from her high school teachers. The Academy of Health and Medicine, a small learning community within Arroyo High, has been pioneering a focused approach to teaching growth mindset that starts with Strong Start, a summer institute that incoming ninth-graders are highly encouraged to attend.\u003c/p>\n\u003cp>“We’ll purposefully try to put them in situations where they’ll be uncomfortable, and yet not feel vulnerable -- it’s a kinda fine line we walk -- and then provide opportunities for them to work their way through it and find some success,” Clark said.\u003c/p>\n\u003cp>Students deconstruct how working through something challenging felt. Returning sophomores lead the program, many of whom the ninth-graders know from middle school, and who have already been through a year of practicing growth mindset themselves.\u003c/p>\n\u003cdiv style=\"float: right;margin: 0 15px 15px 0\">\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/225590350&visual=true&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true'\n title='https://api.soundcloud.com/tracks/225590350'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/div>\n\u003cp>Students also talk about the definitions of fixed and growth mindsets and then talk through various challenges from each perspective. When the school year starts, those lessons continue in the classroom. Every teacher in the Academy of Health and Medicine has read Carol Dweck’s book, \u003ca href=\"https://www.penguinrandomhouse.com/books/44330/mindset-by-carol-s-dweck-phd/\" target=\"_blank\" rel=\"noopener noreferrer\">“Mindset,”\u003c/a> and has discussed how to implement it in their classrooms. The school has moved to standards-based grading to emphasize that mistakes are part of learning and that understanding will come.\u003c/p>\n\u003cp>“It just reinforces the fact that understanding the first time you hear something isn't the goal,” Clark said. “Smart isn't being right fast. It's working through things and understanding things eventually.”\u003c/p>\n\u003cp>Clark brought the idea of growth mindset to Arroyo after a chance encounter with Dweck at a conference. The idea that intelligence grows with effort is one that comes naturally to him as a teacher because of his experiences as a basketball coach. Now, he’s trying to get students to approach academics with the same dedication to practice and risk-taking that they bring to sports or other extracurriculars.\u003c/p>\n\u003cp>“At the end of the day we're trying to create successful kids, some of whom will grow up to do science and some of whom won't,” Clark said. “But if they can take what they learn in our classrooms and apply it somewhere else, that's kind of what we're here for.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">'When you believe it, they believe. If I didn't believe this, they wouldn't buy what I'm selling.'\u003ccite>Arroyo health teacher India Rodgers\u003c/cite>\u003c/aside>\n\u003cp>He’s clear that his job is to teach science, but it’s also his job to nurture the individuals he teaches.\u003c/p>\n\u003cp>The kids at Arroyo often have a lot of challenges outside the classroom. Many of these students will be the first in their families to go to college. Clark knows this and it makes him even more passionate about growth mindset.\u003c/p>\n\u003cp>“Redefining smart as something that's more effort-based than genetics-based has opened the door for kids,” Clark said. “They don't feel like they're behind other kids any longer because they feel that their future is in their own hands, and if they just work through their problems they're going to be OK.\"\u003c/p>\n\u003cp>\u003cstrong>GROWING AS TEACHERS\u003c/strong>\u003c/p>\n\u003cp>The multiyear effort to infuse growth mindset into every class is paying off in a big way for students like Rodriguez, and in smaller ways for all students. Health teacher India Rodgers said she notices slight behavior changes in her freshmen first: Quiet but competent kids speak up more and struggling kids receive help from peers more readily.\u003c/p>\n\u003cp>She also knows that for some kids, the message can take awhile to penetrate. She says students have come back to her years later after having an experience that finally drove the concept home. It’s also tough for some kids to transfer the idea that “it’s OK to fail” to the academic subjects students find most difficult.\u003c/p>\n\u003cfigure id=\"attachment_42168\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-42168 size-medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/norms-800x450.jpg\" alt=\"Reminders like this one are pasted on the lab counters in Mr. Clark's science classroom.\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Reminders like this one are pasted on the lab counters in Jim Clark's science classroom. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s really easy to start with my stuff, and then I try to use what they can do here and help them in other classes,” Rodgers said. Students discuss a lot of life issues in her class, so she often has strong relationships with them. She uses those to help them shift their mindsets about classes like math.\u003c/p>\n\u003cp>She also tries hard to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/24/never-too-late-creating-a-climate-for-adults-to-learn-new-skills/\" target=\"_blank\" rel=\"noopener noreferrer\">model a growth mindset\u003c/a> to her students by being open about her own struggles as a parent and a teacher.\u003c/p>\n\u003cp>“They’re not used to teachers apologizing,” Rodgers said. “But I tell them I’m going to make mistakes all the time. And I think showing that helps them realize they can actually make mistakes.”\u003c/p>\n\u003cp>When teachers and administrators say they want kids to have a growth mindset, the school environment has to back up that rhetoric. At Arroyo, the emphasis on growth mindset came alongside a shift to standards-based grading. Kids can see that mistakes along the way aren’t negatively affecting them and keep working to master the concepts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"When you believe it; they believe,” Rodgers said. “If I didn’t believe this, they wouldn’t buy what I’m selling.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What do Students Lose by Being Perfect? Valuable Failure",
"title": "What do Students Lose by Being Perfect? Valuable Failure",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>In the first pages of \u003ci>\u003ca href=\"http://www.amazon.com/Being-Wrong-Adventures-Margin-Error/dp/0061176052\">Being Wrong\u003c/a>\u003c/i>, Kathryn Schulz writes, “In our collective imagination, error is associated not just with shame and stupidity but also with ignorance, indolence, psychopathology, and moral degeneracy.” This cultural terror of messing up, combined with modern modes of parenting and schooling obsessed with narrow versions of academic and career “success,” are making students more than risk-averse.\u003c/p>\n\u003cp>Books like \u003ci>\u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/09/what-overparenting-looks-like-from-a-stanford-deans-perspective/\">How to Raise an Adult\u003c/a>\u003c/i> and \u003ci>\u003ca href=\"http://www.amazon.com/Teach-Your-Children-Well-Envelopes/dp/0062196847\">Teach Your Children Well\u003c/a>\u003c/i> say kids are coming to college “underconstructed,” at best unsure of who they are and where they fit, at worst anxious and depressed, because their parents have protected them from the uncomfortable and unacceptable state of being wrong. Focused on getting the grades or winning the game and excused from helping out around the house, these children have internalized the pressure, and it’s morphed into a monster that paralyzes kids in their ability to take risks, screw up, find out the consequences and learn from their \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/15/struggle-means-learning-difference-in-eastern-and-western-cultures/\">mistakes\u003c/a>.\u003c/p>\n\u003cp>Parent and educator Jessica Lahey, author of the new book \u003ca href=\"http://www.amazon.com/Gift-Failure-Parents-Children-Succeed/dp/0062299239/ref=sr_1_1?s=books&ie=UTF8&qid=1439224300&sr=1-1&keywords=the+gift+of+failure+jessica+lahey\">\u003ci>The Gift of Failure\u003c/i>\u003c/a>, wants parents (and teachers) to back off. She said it’s time for adults to do the responsible thing and let the children fail. Trying something and failing, she writes, is how children learn and make discoveries about themselves and the world around them. This applies to unloading the dishwasher as well as the science fair. Becoming autonomous gives children pride in themselves and their abilities, and makes them independent thinkers and doers who can cope with the ups and downs of life.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Stop bringing forgotten homework to school, Lahey tells the parents of her students.\u003c/aside>\n\u003cp>But it will be messy, and adults should expect as much. To Lahey’s credit,\u003ci> The Gift of Failure\u003c/i> defiantly rejects the binary choices of either \u003ca href=\"http://www.nytimes.com/2015/06/21/books/review/how-to-raise-an-adult-by-julie-lythcott-haims.html?_r=0\">“triumphant or bumbling adulthood”\u003c/a> as end goals, and sees growing up as a series of peaks and valleys with lots of time to figure things out in between. Instead, she offers practical advice, steeped in the latest research, on how to let kids find their own way as parents and teachers guide them, the key word being \u003ci>guide \u003c/i>-- not instruct, dictate, or enable. Giving kids autonomy may or may not make them a big “success,” but the research supports that it will make kids happier, less anxious and depressed, and more fulfilled to work towards agency in their own lives.\u003c/p>\n\u003cp>Lahey taught middle school for more than a dozen years, and said that in that period of time, she watched as kids went from cautious to take risks to too terrified to even make a move -- write a sentence, for example -- without considering what people might think or how it would affect their grade.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The thing I began to notice was not the fear of an ‘F’, it was the fear of any mistake,” she said. “It’s not that students couldn’t get to a final draft, they couldn’t get even their ideas down. From a teacher’s point of view, that’s a nightmare! If they can’t take a risk, then certainly they aren’t raising their hand with an I-wanna-try-this-idea-out kind of thing.”\u003c/p>\n\u003cp>Many educators already know this, but what to do about it? Educators can play a crucial part in helping kids to get comfortable with failure, which Lahey calls “autonomy-supportive teaching” and goes hand-in-hand with “autonomy-supportive parenting.” She says there are ways educators can encourage parents to let go, and here are a few:\u003c/p>\n\u003cp>\u003cb>Encourage parents to think of raising a child as a long-haul job\u003c/b>\u003c/p>\n\u003cp>Stop bringing forgotten homework to school, Lahey tells the parents of her students. And stop stressing over how your daughter will do on next week’s quiz: instead, focus on what your daughter can learn if she does it all herself, without nagging and pestering and pressure. If she does indeed fail the quiz, she may be forced to ask herself what went wrong, and what she could do better next time. Parenting is a long-haul job, Lahey says, and parents and teachers need to think more about what’s going to make kids happy in the long term. In the case of the quiz, the short-term goal is getting an ‘A,’ but the long-term goal of self-sufficiency eclipses that minor ‘A’ by a long shot.\u003c/p>\n\u003cp>“It’s so freeing!” she said. “You can stop worrying about the stupid details of the moment-to-moment junk, and start focusing on the big things. Just think about where your kid was one year ago today. They’re amazing!” Lahey said she’s not sure if adults just forget, or worry that’s not true. She suspects, though, that parents don’t see the amazing growth in kids because they aren’t given the opportunity to show it very often.\u003c/p>\n\u003cp>\u003cb>Focus on Process Instead of Product \u003c/b>\u003c/p>\n\u003cp>Lahey confesses this is a tricky balance, especially since schools today are inherently -- almost obsessively -- focused on product (and may inadvertently be contributing to parents’ anxieties over academic success). But there are ways to get around that, she says.\u003c/p>\n\u003cp>Adjust expectations (and grades) to make room for real student work. In the book, Lahey asks a kindergarten teacher what her kids can do that their parents don’t think they can. She responds: “Everything!” In autonomy-supportive teaching, work that students plan and orchestrate themselves will look like -- well, like a kid did it. That means no more science projects worthy of their own Nobel. “Teachers need to move their expectations as well. Our lines for where grades should be have creeped up anyway, based on our expectations for what the product should look like. Our expectations have been skewed by the work of the parents.”\u003c/p>\n\u003cp>Lahey knows that teachers love to hear that a parent has decided to make the child more responsible for his own learning: “If you tell your teacher you’re making the move to more autonomy-supportive parenting, and to please hold your child to consequences without letting the kid off the hook? If you ask the teacher to help you through this -- that this is the only way your child is going to learn? Just knowing when a parent is interested in supporting a student’s voice and ability to speak up for themselves: a teacher will kiss you on the lips for that!”\u003c/p>\n\u003cp>[contextly_sidebar id=\"DJ4nI5CFNffHsL1nodUM2J6ruHQWatwL\"]\u003c/p>\n\u003cp>\u003cb>Back away from the parent portal\u003c/b>\u003c/p>\n\u003cp>One of the biggest pitfalls to autonomy-supportive parenting, Lahey says, are the parent portal websites, with access to up-to-the-minute feedback about scores and grades. Lahey and her husband decided to forgo the parent portal for their older child. They handed the password over to their son, telling him he’d need to let them know if he was in academic trouble. Some of her friends were shocked, “as if we were defaulting on our parental duty,” she writes. “I disagree. Checking in on children’s grades is a type of surveillance, which is one of the forms of control and is often mentioned in the research as an enemy of autonomy and intrinsic motivation.”\u003c/p>\n\u003cp>For parents who decide to forego the parent portal (or only check it occasionally), Lahey recommends sending a note to teachers about the decision, explaining that your student is now responsible for her own communication information.\u003c/p>\n\u003cp>\u003cb>Consider the Fear of Failure May Affect More Kids Than You Think\u003c/b>\u003c/p>\n\u003cp>Some educators have called out the rash of overparenting books as only written for a few upper-class parents; some have called The Overstressed American Child\u003ca href=\"http://www.usnews.com/opinion/knowledge-bank/2015/07/31/the-overstressed-american-student-is-a-myth\"> “a myth.”\u003c/a> Many students are well-acquainted with failure, both their own personal shortcomings as well as the systemic failures of their schools and homes. While Lahey openly admits that \u003cem>The Gift of Failure\u003c/em> doesn’t apply to everyone, she cautions that it’s not just the 1% who are terrified of their kids failing: “What I did find out by talking to teachers, is that it’s far more pervasive than we thought,” Lahey said. “We’re talking about a big chunk, a lot of middle class kids are getting the same kind of pressure,” as kids at the top. Many times, she said, the pressure’s even greater if a family doesn’t have the means to pay for college -- especially when it comes to sports and scholarships.\u003c/p>\n\u003cp>\u003cb>Fear of failure destroys the love of learning\u003c/b>\u003c/p>\n\u003cp>In chapter 2, Lahey relates the story of one of her students, capable and intelligent Marianna, who has “sacrificed her natural curiosity and and love of learning at the altar of achievement, and it’s our fault.”\u003c/p>\n\u003cp>\u003ci>We taught her that her potential is tied to her intellect, and her intellect is more important than her character. We taught her to protect her academic and extracurricular perfection at all costs and that it’s better to quit when things get challenging rather than risk marring that perfection.\u003c/i>\u003c/p>\n\u003cp>\u003ci>Above all else, we have taught her to fear failure, and that fear has destroyed her love of learning.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And this is the real shame: fear of failure taints the waters of learning, keeping kids from taking risks. Making failure normal -- even celebrated -- Lahey contends, may be uncomfortable in the short-term, but in the long haul makes for happier, more confident kids.\u003c/p>\n\n",
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"excerpt": "The drive to perfection has made children risk averse for fear of failure. Parents and teachers can work together to give kids more autonomy and opportunities for agency. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the first pages of \u003ci>\u003ca href=\"http://www.amazon.com/Being-Wrong-Adventures-Margin-Error/dp/0061176052\">Being Wrong\u003c/a>\u003c/i>, Kathryn Schulz writes, “In our collective imagination, error is associated not just with shame and stupidity but also with ignorance, indolence, psychopathology, and moral degeneracy.” This cultural terror of messing up, combined with modern modes of parenting and schooling obsessed with narrow versions of academic and career “success,” are making students more than risk-averse.\u003c/p>\n\u003cp>Books like \u003ci>\u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/09/what-overparenting-looks-like-from-a-stanford-deans-perspective/\">How to Raise an Adult\u003c/a>\u003c/i> and \u003ci>\u003ca href=\"http://www.amazon.com/Teach-Your-Children-Well-Envelopes/dp/0062196847\">Teach Your Children Well\u003c/a>\u003c/i> say kids are coming to college “underconstructed,” at best unsure of who they are and where they fit, at worst anxious and depressed, because their parents have protected them from the uncomfortable and unacceptable state of being wrong. Focused on getting the grades or winning the game and excused from helping out around the house, these children have internalized the pressure, and it’s morphed into a monster that paralyzes kids in their ability to take risks, screw up, find out the consequences and learn from their \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/15/struggle-means-learning-difference-in-eastern-and-western-cultures/\">mistakes\u003c/a>.\u003c/p>\n\u003cp>Parent and educator Jessica Lahey, author of the new book \u003ca href=\"http://www.amazon.com/Gift-Failure-Parents-Children-Succeed/dp/0062299239/ref=sr_1_1?s=books&ie=UTF8&qid=1439224300&sr=1-1&keywords=the+gift+of+failure+jessica+lahey\">\u003ci>The Gift of Failure\u003c/i>\u003c/a>, wants parents (and teachers) to back off. She said it’s time for adults to do the responsible thing and let the children fail. Trying something and failing, she writes, is how children learn and make discoveries about themselves and the world around them. This applies to unloading the dishwasher as well as the science fair. Becoming autonomous gives children pride in themselves and their abilities, and makes them independent thinkers and doers who can cope with the ups and downs of life.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Stop bringing forgotten homework to school, Lahey tells the parents of her students.\u003c/aside>\n\u003cp>But it will be messy, and adults should expect as much. To Lahey’s credit,\u003ci> The Gift of Failure\u003c/i> defiantly rejects the binary choices of either \u003ca href=\"http://www.nytimes.com/2015/06/21/books/review/how-to-raise-an-adult-by-julie-lythcott-haims.html?_r=0\">“triumphant or bumbling adulthood”\u003c/a> as end goals, and sees growing up as a series of peaks and valleys with lots of time to figure things out in between. Instead, she offers practical advice, steeped in the latest research, on how to let kids find their own way as parents and teachers guide them, the key word being \u003ci>guide \u003c/i>-- not instruct, dictate, or enable. Giving kids autonomy may or may not make them a big “success,” but the research supports that it will make kids happier, less anxious and depressed, and more fulfilled to work towards agency in their own lives.\u003c/p>\n\u003cp>Lahey taught middle school for more than a dozen years, and said that in that period of time, she watched as kids went from cautious to take risks to too terrified to even make a move -- write a sentence, for example -- without considering what people might think or how it would affect their grade.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The thing I began to notice was not the fear of an ‘F’, it was the fear of any mistake,” she said. “It’s not that students couldn’t get to a final draft, they couldn’t get even their ideas down. From a teacher’s point of view, that’s a nightmare! If they can’t take a risk, then certainly they aren’t raising their hand with an I-wanna-try-this-idea-out kind of thing.”\u003c/p>\n\u003cp>Many educators already know this, but what to do about it? Educators can play a crucial part in helping kids to get comfortable with failure, which Lahey calls “autonomy-supportive teaching” and goes hand-in-hand with “autonomy-supportive parenting.” She says there are ways educators can encourage parents to let go, and here are a few:\u003c/p>\n\u003cp>\u003cb>Encourage parents to think of raising a child as a long-haul job\u003c/b>\u003c/p>\n\u003cp>Stop bringing forgotten homework to school, Lahey tells the parents of her students. And stop stressing over how your daughter will do on next week’s quiz: instead, focus on what your daughter can learn if she does it all herself, without nagging and pestering and pressure. If she does indeed fail the quiz, she may be forced to ask herself what went wrong, and what she could do better next time. Parenting is a long-haul job, Lahey says, and parents and teachers need to think more about what’s going to make kids happy in the long term. In the case of the quiz, the short-term goal is getting an ‘A,’ but the long-term goal of self-sufficiency eclipses that minor ‘A’ by a long shot.\u003c/p>\n\u003cp>“It’s so freeing!” she said. “You can stop worrying about the stupid details of the moment-to-moment junk, and start focusing on the big things. Just think about where your kid was one year ago today. They’re amazing!” Lahey said she’s not sure if adults just forget, or worry that’s not true. She suspects, though, that parents don’t see the amazing growth in kids because they aren’t given the opportunity to show it very often.\u003c/p>\n\u003cp>\u003cb>Focus on Process Instead of Product \u003c/b>\u003c/p>\n\u003cp>Lahey confesses this is a tricky balance, especially since schools today are inherently -- almost obsessively -- focused on product (and may inadvertently be contributing to parents’ anxieties over academic success). But there are ways to get around that, she says.\u003c/p>\n\u003cp>Adjust expectations (and grades) to make room for real student work. In the book, Lahey asks a kindergarten teacher what her kids can do that their parents don’t think they can. She responds: “Everything!” In autonomy-supportive teaching, work that students plan and orchestrate themselves will look like -- well, like a kid did it. That means no more science projects worthy of their own Nobel. “Teachers need to move their expectations as well. Our lines for where grades should be have creeped up anyway, based on our expectations for what the product should look like. Our expectations have been skewed by the work of the parents.”\u003c/p>\n\u003cp>Lahey knows that teachers love to hear that a parent has decided to make the child more responsible for his own learning: “If you tell your teacher you’re making the move to more autonomy-supportive parenting, and to please hold your child to consequences without letting the kid off the hook? If you ask the teacher to help you through this -- that this is the only way your child is going to learn? Just knowing when a parent is interested in supporting a student’s voice and ability to speak up for themselves: a teacher will kiss you on the lips for that!”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cb>Back away from the parent portal\u003c/b>\u003c/p>\n\u003cp>One of the biggest pitfalls to autonomy-supportive parenting, Lahey says, are the parent portal websites, with access to up-to-the-minute feedback about scores and grades. Lahey and her husband decided to forgo the parent portal for their older child. They handed the password over to their son, telling him he’d need to let them know if he was in academic trouble. Some of her friends were shocked, “as if we were defaulting on our parental duty,” she writes. “I disagree. Checking in on children’s grades is a type of surveillance, which is one of the forms of control and is often mentioned in the research as an enemy of autonomy and intrinsic motivation.”\u003c/p>\n\u003cp>For parents who decide to forego the parent portal (or only check it occasionally), Lahey recommends sending a note to teachers about the decision, explaining that your student is now responsible for her own communication information.\u003c/p>\n\u003cp>\u003cb>Consider the Fear of Failure May Affect More Kids Than You Think\u003c/b>\u003c/p>\n\u003cp>Some educators have called out the rash of overparenting books as only written for a few upper-class parents; some have called The Overstressed American Child\u003ca href=\"http://www.usnews.com/opinion/knowledge-bank/2015/07/31/the-overstressed-american-student-is-a-myth\"> “a myth.”\u003c/a> Many students are well-acquainted with failure, both their own personal shortcomings as well as the systemic failures of their schools and homes. While Lahey openly admits that \u003cem>The Gift of Failure\u003c/em> doesn’t apply to everyone, she cautions that it’s not just the 1% who are terrified of their kids failing: “What I did find out by talking to teachers, is that it’s far more pervasive than we thought,” Lahey said. “We’re talking about a big chunk, a lot of middle class kids are getting the same kind of pressure,” as kids at the top. Many times, she said, the pressure’s even greater if a family doesn’t have the means to pay for college -- especially when it comes to sports and scholarships.\u003c/p>\n\u003cp>\u003cb>Fear of failure destroys the love of learning\u003c/b>\u003c/p>\n\u003cp>In chapter 2, Lahey relates the story of one of her students, capable and intelligent Marianna, who has “sacrificed her natural curiosity and and love of learning at the altar of achievement, and it’s our fault.”\u003c/p>\n\u003cp>\u003ci>We taught her that her potential is tied to her intellect, and her intellect is more important than her character. We taught her to protect her academic and extracurricular perfection at all costs and that it’s better to quit when things get challenging rather than risk marring that perfection.\u003c/i>\u003c/p>\n\u003cp>\u003ci>Above all else, we have taught her to fear failure, and that fear has destroyed her love of learning.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And this is the real shame: fear of failure taints the waters of learning, keeping kids from taking risks. Making failure normal -- even celebrated -- Lahey contends, may be uncomfortable in the short-term, but in the long haul makes for happier, more confident kids.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "From Eighth to Ninth Grade: Programs That Support a Critical Transition",
"title": "From Eighth to Ninth Grade: Programs That Support a Critical Transition",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>The move from middle to high school is proving to be a critical transition, one in which students must deal with great changes in academics, responsibility and social structure all at the same time.\u003c/p>\n\u003cp>\u003ca href=\"https://ccsr.uchicago.edu/publications/track-indicator-predictor-high-school-graduation\">Recent research\u003c/a> showing a strong correlation between failing classes in ninth grade and not graduating puts an even stronger emphasis on making sure the eighth-to-ninth-grade transition goes smoothly -- and puts added pressure on the 14-year-olds making their way from a more \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/30/why-ninth-grade-is-the-pivotal-year-for-dropping-out-of-high-school/\">nurturing environment to the “Wild, Wild West.”\u003c/a>\u003c/p>\n\u003cp>Formal structures for helping students transition smoothly appear to be relatively uncommon, leaving the work to already \u003ca href=\"http://www.nytimes.com/2014/12/26/nyregion/little-college-guidance-500-high-school-students-per-counselor.html\">overburdened counselors\u003c/a> and families, or sometimes no one but the students themselves. Yet two particular standout programs -- one in Boston, one in St. Paul, Minnesota -- are trying to help connect the dots for freshmen, and may serve as a model for other schools and systems to create a strong bridge over the rough waters from middle to high school.\u003c/p>\n\u003cp>\u003cb>Countdown to High School \u003c/b>\u003c/p>\n\u003cp>Why does it happen that even very stable, very successful eighth-graders crash when they go to ninth grade? This is the question that Boston teacher Neema Avashia asked herself and a small group of educators after she began teaching eighth-grade civics in an urban middle school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Something about this transition is incredibly complicated,” said Avashia. “And it’s not just the kids who should be at risk. It’s a much bigger group of kids who are falling down. Why?”\u003c/p>\n\u003cp>Some of the reasons she already knew: Boston’s rising high school freshmen had complete choice of any school in the city -- a student could choose or get assigned through the lottery a school that is a two-hour public transportation commute from her home. Avashia knew of many students to whom this happened; it’s not uncommon for a student to take three different trains and a bus to get to high school. Add that enormous responsibility to the other, more normal high school pressures, and it quickly became clear why even the most stable students were “falling down”: Too many students were taking an enormous leap with no information or help to break the fall.\u003c/p>\n\u003cp>“There’s an incredible disconnect between middle schools and high schools,” Avashia said, and because of the dispersion of high schools -- there are no feeder schools -- the middle schools and high schools don’t communicate with each other at all. When ninth-graders show up on the first day of school, their new school knows literally nothing about them.\u003c/p>\n\u003cp>So together with fellow teacher Laura Cennamo and Jessica Madden-Fuoco, their former instructor at the Boston Teacher Residency, Avashia created \u003ca href=\"http://cd2hs.wikispaces.com/\" target=\"_blank\">Countdown to High School\u003c/a>, an organization that provides a curriculum to eighth- and ninth-graders to prepare them for what’s ahead, and help guide them through rough patches when they get to high school by giving them something they really need: information. They offered a free grad-level course to Boston middle school teachers to train them on the curriculum, and even created a \u003ca href=\"http://player.vimeo.com/video/29898395?title=0&byline=0&portrait=0\">video\u003c/a> for eighth-graders that explains what will be expected of them when they are freshmen.\u003c/p>\n\u003cp>https://player.vimeo.com/video/29898395\u003c/p>\n\u003cp>“We created a curriculum you could use with kids to support them through the transition,” Avashia said. “For eighth-graders, it’s about fit, what’s the best school for you. If you can’t get yourself out of bed in the morning, then don’t choose a school so far away from home, that kind of thing.”\u003c/p>\n\u003cp>In the ninth grade, an advisory curriculum helps teachers talk to students about common freshman issues, like time management, how to build relationships with other students and social aspects, like finding the right extracurricular activity. Ideally, teachers take time out of classroom instruction to talk to students about the transition to high school.\u003c/p>\n\u003cp>But, as is the case in many large urban districts, the grant Countdown to High School received to get off the ground has run out; some teachers were more on board than others. Since the grant has run out, Avashia and her team have been in a holding pattern with their program, realizing that in order to be truly effective, they needed more than just a grad course and a video. They needed to turn the organization into a nonprofit and start asking for money.\u003c/p>\n\u003cp>“People’s expectation when you start work like this is that you start your own nonprofit,” Avashia said. “But we want to be teachers. We’re not in it to ask for money from people. We want to help young people.”\u003c/p>\n\u003cp>She said they’ve had trouble attracting donors because, as she put it, “helping kids map their route to school isn’t exactly sexy,” but it's still an entirely necessary piece to help set new freshmen up for success.\u003c/p>\n\u003cp>\u003cb>Giving Freshmen Their Own Space in Alpha House\u003c/b>\u003c/p>\n\u003cp>What began nearly 20 years ago as a music program for urban youth in downtown St. Paul, Minnesota, the \u003ca href=\"http://www.hsra.org/\">High School for Recording Arts\u003c/a> is now a full-scale charter high school and dropout recovery program that serves 300 students from ages 14 to 21. Focused on teaching all aspects of the hip-hop industry, from recording and engineering to business and management, for years the majority of the student population had dropped out of school for at least six months, and 50 percent were currently or formerly homeless. According to its website, “Of the students who have enrolled at HSRA, about 400 or 72.5 percent have graduated. Over the last four years, 100 percent of our graduates have been accepted into college.”\u003c/p>\n\u003cp>But as the school’s reputation for producing stellar hip-hop music has spread, graduating middle school students want to have a shot at “Hip Hop High.” Because of the age of many of the students, and the critical nature of many of their circumstances, Assistant Education Director Joey Cienian said giving freshmen a place to land within the school community became even more important -- especially because HSRA is an open school structure that is project-based, and doesn’t look one bit like traditional high school.\u003c/p>\n\u003cp>“It’s different with the ninth-graders coming in from middle school,” compared with some of the older dropout-recovery students, Cienian said. “If they see that lack of structure, and they don’t have the educational maturity, experience or skill set to know to how to make time for their studies, they’re going to run into problems.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=e2aYICdh_uc\u003c/p>\n\u003cp>Over the last 2½ years, HSRA has made vast improvements to serve this particular population of incoming 14- and 15-year-olds to create a smoother transition. They created “Alpha House,” a special advisory just for incoming freshmen. (The whole school follows the advisory system, in which skilled advisers build connections with each student, help choose and oversee student projects, and are responsible for connecting with home, making sure kids get to class, and helping to foster some “soft skills,” like perseverance and resiliency, too.)\u003c/p>\n\u003cp>While Alpha House is a literal room -- a “security blanket,” Cienian called it, with computers, an adviser on staff, a couch to sit on and a place for them to keep their stuff -- it’s also a figurative term for the community-building that freshmen do as part of their inaugural year.\u003c/p>\n\u003cp>One of the first tasks for Alpha students is called the My Future Life Project. Cienian said that students are given the opportunity to do some research and think about who they want to be and where they want to be.\u003c/p>\n\u003cp>“What type of stuff do they want to have as life achievements? What are their goals, their hobbies? Do they want to have a family/car/house?” Cienian said. “They flesh out their ideas, create a presentation, and present it to their peers.”\u003c/p>\n\u003cp>The project can take the shape of a Prezi, a verbal presentation, or they can even write a poem or a song about their goals. Not only does this help the new freshmen clearly define what they’d like to achieve during their time at this unusual high school, Cienian said, but it also holds their feet to the fire, so to speak.\u003c/p>\n\u003cp>“Peer presentation is super-important for any project-based work,” he said. “They [students] must take something more seriously when they show it to others.” He added that getting up in front of a large group also begins to build their confidence.\u003c/p>\n\u003cp>[contextly_sidebar id=\"UGmO9ilgRKx9RciM2ppiISqaB7ZLrpiy\"]\u003c/p>\n\u003cp>Alpha students work on a studio project together (this year’s group is making an album), and do volunteer service projects around town together, too, helping them build strong connections with each other that will come in handy when school and responsibilities get tougher.\u003c/p>\n\u003cp>A critical piece to keeping at-risk students engaged in school, Cienian said, is for advisers to hyper-plan ahead of the project to be sure to scaffold the processes so students don’t get discouraged. And grading is different at HSRA, too; if kids don’t finish a project, they don’t necessarily get an \"F.\" Instead, they get graded on the pieces -- from professionalism to research to presentation.\u003c/p>\n\u003cp>“They may not get the credit,” Cienian said. “But we guide them through what went wrong and how to do it better next time. It’s important for us not to be punitive if the process failed. Instead, they can earn credit for reflecting on their failure, what to do better next time. Something happened in their life, they fell off, they will reflect on what’s going on and what held them back.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“This population of students need all sorts of resiliency skills,” Cienian said. “They need exposure to organization and conflict management skills. In all these things, they need to be scaffolded and trained. So they leave not just with a diploma, but a skill set that will give them the life they want.”\u003c/p>\n\n",
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"excerpt": "The major shift from middle to high school can be a tough challenge to any student. Several schools have programs in place to help students be more aware of that important transition. ",
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"title": "From Eighth to Ninth Grade: Programs That Support a Critical Transition | KQED",
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"headline": "From Eighth to Ninth Grade: Programs That Support a Critical Transition",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The move from middle to high school is proving to be a critical transition, one in which students must deal with great changes in academics, responsibility and social structure all at the same time.\u003c/p>\n\u003cp>\u003ca href=\"https://ccsr.uchicago.edu/publications/track-indicator-predictor-high-school-graduation\">Recent research\u003c/a> showing a strong correlation between failing classes in ninth grade and not graduating puts an even stronger emphasis on making sure the eighth-to-ninth-grade transition goes smoothly -- and puts added pressure on the 14-year-olds making their way from a more \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/30/why-ninth-grade-is-the-pivotal-year-for-dropping-out-of-high-school/\">nurturing environment to the “Wild, Wild West.”\u003c/a>\u003c/p>\n\u003cp>Formal structures for helping students transition smoothly appear to be relatively uncommon, leaving the work to already \u003ca href=\"http://www.nytimes.com/2014/12/26/nyregion/little-college-guidance-500-high-school-students-per-counselor.html\">overburdened counselors\u003c/a> and families, or sometimes no one but the students themselves. Yet two particular standout programs -- one in Boston, one in St. Paul, Minnesota -- are trying to help connect the dots for freshmen, and may serve as a model for other schools and systems to create a strong bridge over the rough waters from middle to high school.\u003c/p>\n\u003cp>\u003cb>Countdown to High School \u003c/b>\u003c/p>\n\u003cp>Why does it happen that even very stable, very successful eighth-graders crash when they go to ninth grade? This is the question that Boston teacher Neema Avashia asked herself and a small group of educators after she began teaching eighth-grade civics in an urban middle school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Something about this transition is incredibly complicated,” said Avashia. “And it’s not just the kids who should be at risk. It’s a much bigger group of kids who are falling down. Why?”\u003c/p>\n\u003cp>Some of the reasons she already knew: Boston’s rising high school freshmen had complete choice of any school in the city -- a student could choose or get assigned through the lottery a school that is a two-hour public transportation commute from her home. Avashia knew of many students to whom this happened; it’s not uncommon for a student to take three different trains and a bus to get to high school. Add that enormous responsibility to the other, more normal high school pressures, and it quickly became clear why even the most stable students were “falling down”: Too many students were taking an enormous leap with no information or help to break the fall.\u003c/p>\n\u003cp>“There’s an incredible disconnect between middle schools and high schools,” Avashia said, and because of the dispersion of high schools -- there are no feeder schools -- the middle schools and high schools don’t communicate with each other at all. When ninth-graders show up on the first day of school, their new school knows literally nothing about them.\u003c/p>\n\u003cp>So together with fellow teacher Laura Cennamo and Jessica Madden-Fuoco, their former instructor at the Boston Teacher Residency, Avashia created \u003ca href=\"http://cd2hs.wikispaces.com/\" target=\"_blank\">Countdown to High School\u003c/a>, an organization that provides a curriculum to eighth- and ninth-graders to prepare them for what’s ahead, and help guide them through rough patches when they get to high school by giving them something they really need: information. They offered a free grad-level course to Boston middle school teachers to train them on the curriculum, and even created a \u003ca href=\"http://player.vimeo.com/video/29898395?title=0&byline=0&portrait=0\">video\u003c/a> for eighth-graders that explains what will be expected of them when they are freshmen.\u003c/p>\n\u003cp>https://player.vimeo.com/video/29898395\u003c/p>\n\u003cp>“We created a curriculum you could use with kids to support them through the transition,” Avashia said. “For eighth-graders, it’s about fit, what’s the best school for you. If you can’t get yourself out of bed in the morning, then don’t choose a school so far away from home, that kind of thing.”\u003c/p>\n\u003cp>In the ninth grade, an advisory curriculum helps teachers talk to students about common freshman issues, like time management, how to build relationships with other students and social aspects, like finding the right extracurricular activity. Ideally, teachers take time out of classroom instruction to talk to students about the transition to high school.\u003c/p>\n\u003cp>But, as is the case in many large urban districts, the grant Countdown to High School received to get off the ground has run out; some teachers were more on board than others. Since the grant has run out, Avashia and her team have been in a holding pattern with their program, realizing that in order to be truly effective, they needed more than just a grad course and a video. They needed to turn the organization into a nonprofit and start asking for money.\u003c/p>\n\u003cp>“People’s expectation when you start work like this is that you start your own nonprofit,” Avashia said. “But we want to be teachers. We’re not in it to ask for money from people. We want to help young people.”\u003c/p>\n\u003cp>She said they’ve had trouble attracting donors because, as she put it, “helping kids map their route to school isn’t exactly sexy,” but it's still an entirely necessary piece to help set new freshmen up for success.\u003c/p>\n\u003cp>\u003cb>Giving Freshmen Their Own Space in Alpha House\u003c/b>\u003c/p>\n\u003cp>What began nearly 20 years ago as a music program for urban youth in downtown St. Paul, Minnesota, the \u003ca href=\"http://www.hsra.org/\">High School for Recording Arts\u003c/a> is now a full-scale charter high school and dropout recovery program that serves 300 students from ages 14 to 21. Focused on teaching all aspects of the hip-hop industry, from recording and engineering to business and management, for years the majority of the student population had dropped out of school for at least six months, and 50 percent were currently or formerly homeless. According to its website, “Of the students who have enrolled at HSRA, about 400 or 72.5 percent have graduated. Over the last four years, 100 percent of our graduates have been accepted into college.”\u003c/p>\n\u003cp>But as the school’s reputation for producing stellar hip-hop music has spread, graduating middle school students want to have a shot at “Hip Hop High.” Because of the age of many of the students, and the critical nature of many of their circumstances, Assistant Education Director Joey Cienian said giving freshmen a place to land within the school community became even more important -- especially because HSRA is an open school structure that is project-based, and doesn’t look one bit like traditional high school.\u003c/p>\n\u003cp>“It’s different with the ninth-graders coming in from middle school,” compared with some of the older dropout-recovery students, Cienian said. “If they see that lack of structure, and they don’t have the educational maturity, experience or skill set to know to how to make time for their studies, they’re going to run into problems.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/e2aYICdh_uc'\n title='//www.youtube.com/embed/e2aYICdh_uc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Over the last 2½ years, HSRA has made vast improvements to serve this particular population of incoming 14- and 15-year-olds to create a smoother transition. They created “Alpha House,” a special advisory just for incoming freshmen. (The whole school follows the advisory system, in which skilled advisers build connections with each student, help choose and oversee student projects, and are responsible for connecting with home, making sure kids get to class, and helping to foster some “soft skills,” like perseverance and resiliency, too.)\u003c/p>\n\u003cp>While Alpha House is a literal room -- a “security blanket,” Cienian called it, with computers, an adviser on staff, a couch to sit on and a place for them to keep their stuff -- it’s also a figurative term for the community-building that freshmen do as part of their inaugural year.\u003c/p>\n\u003cp>One of the first tasks for Alpha students is called the My Future Life Project. Cienian said that students are given the opportunity to do some research and think about who they want to be and where they want to be.\u003c/p>\n\u003cp>“What type of stuff do they want to have as life achievements? What are their goals, their hobbies? Do they want to have a family/car/house?” Cienian said. “They flesh out their ideas, create a presentation, and present it to their peers.”\u003c/p>\n\u003cp>The project can take the shape of a Prezi, a verbal presentation, or they can even write a poem or a song about their goals. Not only does this help the new freshmen clearly define what they’d like to achieve during their time at this unusual high school, Cienian said, but it also holds their feet to the fire, so to speak.\u003c/p>\n\u003cp>“Peer presentation is super-important for any project-based work,” he said. “They [students] must take something more seriously when they show it to others.” He added that getting up in front of a large group also begins to build their confidence.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Alpha students work on a studio project together (this year’s group is making an album), and do volunteer service projects around town together, too, helping them build strong connections with each other that will come in handy when school and responsibilities get tougher.\u003c/p>\n\u003cp>A critical piece to keeping at-risk students engaged in school, Cienian said, is for advisers to hyper-plan ahead of the project to be sure to scaffold the processes so students don’t get discouraged. And grading is different at HSRA, too; if kids don’t finish a project, they don’t necessarily get an \"F.\" Instead, they get graded on the pieces -- from professionalism to research to presentation.\u003c/p>\n\u003cp>“They may not get the credit,” Cienian said. “But we guide them through what went wrong and how to do it better next time. It’s important for us not to be punitive if the process failed. Instead, they can earn credit for reflecting on their failure, what to do better next time. Something happened in their life, they fell off, they will reflect on what’s going on and what held them back.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This population of students need all sorts of resiliency skills,” Cienian said. “They need exposure to organization and conflict management skills. In all these things, they need to be scaffolded and trained. So they leave not just with a diploma, but a skill set that will give them the life they want.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Beyond Academics: What a Holistic Approach to Learning Could Look Like",
"title": "Beyond Academics: What a Holistic Approach to Learning Could Look Like",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>From a child's perspective, school, extracurricular activities and home are part of the continuous experience of life. From the perspective of teachers, coaches and parents, those experiences may seem more differentiated and are thus treated separately. However, if the adults in a child’s life approach his or her growth as a collaboration following a clear developmental path, every child will have a better chance at a life filled with choices and the skills to achieve goals, according to a report.\u003c/p>\n\u003cp class=\"p1\">“The idea is that if everybody starts to have a common understanding about what they’re trying to do and what an effective approach would be, and they understand that it’s a shared responsibility to help kids develop and learn over time, then hopefully it will lead to more discussion,” said Jenny Nagaoka, lead author of the \u003cem>\u003ca href=\"http://ccsr.uchicago.edu/sites/default/files/publications/Wallace%20Report.pdf\" target=\"_blank\">Foundations for Young Adult Success: A Developmental Framework\u003c/a>\u003c/em> and deputy director of the \u003ca href=\"https://ccsr.uchicago.edu/\" target=\"_blank\">University of Chicago Consortium on Chicago School Research\u003c/a> (CCSR).\u003c/p>\n\u003cp class=\"p1\">“Kids will be engaged in learning and internalize the academic side if you are also helping them work to develop in multiple ways,” she said. Engagement doesn’t come only from exciting content, but from a student’s own ability to self regulate, apply skills and find some relevance in the lesson.\u003c/p>\n\u003cp>The CCSR report makes the case for better integrating aspects of a child’s development using a compilation of developmental psychology, neuroscience, sociology and education research perspectives. By combining insights from each of these areas, the report’s authors strive to paint a clearer picture of how to support development of the intangible qualities underlying both the cognitive and non-cognitive skills emphasized in school, clubs and at home.\u003c/p>\n\u003cp>The report identified three “key factors” that young people need to be successful. Many programs that focus on closing the equity gap only address educational attainment. But through research and interviews with both experts and youth, the CCSR researchers have developed a broader definition of success that includes young people becoming aware of themselves and the wide range options available to them, while developing the competencies to pursue those options and make good decisions as citizens of the world.\u003c/p>\n\u003cfigure id=\"attachment_41015\" class=\"wp-caption aligncenter\" style=\"max-width: 775px\">\u003ca href=\"https://ccsr.uchicago.edu/sites/default/files/publications/Wallace%20Infographic.pdf\">\u003cimg class=\"wp-image-41015 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.22.42-PM.png\" alt=\"UChicago CCSR\" width=\"775\" height=\"179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.22.42-PM.png 775w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.22.42-PM-400x92.png 400w\" sizes=\"(max-width: 775px) 100vw, 775px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://ccsr.uchicago.edu/sites/default/files/publications/Wallace%20Infographic.pdf\">UChicago CCSR and The Wallace Foundation\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>KEY FACTORS\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Agency:\u003c/strong> It’s important that young people feel they have the ability to influence the outcome of their lives. This doesn’t negate the fact that external factors can constrain choices, but a successful person recognizes their agency even within those constraints. The report notes, “having agency also requires having the competencies to be able to manage one’s environment, a sense of what one values, the ability to manage one’s emotions and behavior, as well as a belief that conscious self-directed action is possible.”\u003c/p>\n\u003cp>It can be harder for young people coming from marginalized communities to develop a strong sense of agency when faced by factors like violence or a lack of experiences that allow them to try on and experiment with new identities. However, adults working with those young people should recognize the importance of developing agency and give them opportunities to try it out when the stakes are low.\u003c/p>\n\u003cp>\u003cstrong>Integrated Identity:\u003c/strong> The process of getting to know oneself happens throughout childhood and into early adulthood and plays an especially important role in the teenage years. Forming an identity is some combination of discovery, construction and creation, but at its core it is a process of figuring out one’s beliefs, values, goals and experiences. All humans are multifaceted, but integrating an identity is about fully inhabiting all sides of the self.\u003c/p>\n\u003cp class=\"p1\">[contextly_sidebar id=\"DHUN5MZIsJZFBa6NztGL9VNcGijstSVg\"]\u003c/p>\n\u003cp>This process can be more challenging for kids coming from disadvantaged communities where the coping mechanisms that work at home may not transition well into school or work environments. School often reflects a dominant white, middle-class culture, forcing kids who don’t come from that background to make a bigger lift when integrating their identities. This is profoundly unfair to kids coming from a different background from the dominant one, as it presents a whole other set of values and beliefs that must be incorporated into the sense of self.\u003c/p>\n\u003cp>\u003cstrong>Competencies:\u003c/strong> The report notes that the ability to perform roles, complete complex tasks and achieve specific objectives requires a set of competencies that include things like interpersonal skills and critical thinking skills. To some extent, the competencies a person may need will depend on what path in life they choose.\u003c/p>\n\u003cp>All of these factors play an underlying role in determining how successful a child will turn out to be. Additionally, four components underlie all cognitive and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/15/measuring-self-control-a-marshmallow-test-for-the-digital-age/\">non-cognitive\u003c/a> learning: self-regulation, knowledge and skills, mindsets and values. Researchers note these components are malleable and can be easily influenced by experiences and relationships. They are also more or less important at different stages of a child’s development.\u003c/p>\n\u003cp>For example, 12-year-olds are very oriented towards identity, groups and finding a sense of comfort in friends, while older adolescents are often questioning their identity, looking to differentiate themselves. “If teachers can tap into that place, they can engage students more effectively,” Nagaoka said.\u003c/p>\n\u003cfigure id=\"attachment_41013\" class=\"wp-caption alignright\" style=\"max-width: 283px\">\u003cimg class=\"wp-image-41013 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.23.14-PM.png\" alt=\"UChicago CCSR\" width=\"283\" height=\"476\">\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://ccsr.uchicago.edu/sites/default/files/publications/Wallace%20Infographic.pdf\">UChicago CCSR and The Wallace Foundation\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>Early childhood educators often think about children in this holistic way, paying attention to social and emotional skills in addition to things like recognizing letters and numbers. Often this practice is dropped when a child turns from five to six and enters the first grade, even though developmentally, that child could still use those supports. That’s where the network of adults around that child could better integrate their supportive efforts.\u003c/p>\n\u003cp>\u003cstrong>IMPLICATIONS\u003c/strong>\u003c/p>\n\u003cp>While this report attempts to draw together disparate areas of research to offer a more complete picture of how children develop and use resources, relationships and experiences around them to make their way in the world, there are some clear ways that parents, educators and policymakers could integrate this holistic view.\u003c/p>\n\u003cp>\u003cstrong>Academics aren’t everything:\u003c/strong> Teachers often see themselves as responsible for specific academic content, but schools will never see the success they desire without accounting for some of the non-cognitive factors that play a role in development. The report points out that adults must act with a holistic approach to learning: “Cognition, emotion, affect, and behavior are reflexive, mutually reinforcing, and inextricably associated with one another as a part of development and learning. Adults will make little headway if they target only one particular component or subcomponent in isolation.”\u003c/p>\n\u003cp>\u003cstrong>Educators need a developmental lens:\u003c/strong> Too often, structures and practices are at odds with the developmental states of the children they are meant to serve. Schools and even parents are often more oriented towards the needs of adult - such as discipline and quiet - than towards what works for kids.\u003c/p>\n\u003cp>\u003cstrong>All kids need access to rich opportunities:\u003c/strong> At almost every step of the way kids from marginalized communities face more challenges to becoming successful adults than kids from wealthier and better educated homes. Adults need to help young people develop the skills and dispositions to cope with the world as it is, while helping them build the courage to change the status quo.\u003c/p>\n\u003cp>\u003cstrong>The focus on testing and accountability in school undermines educators’ ability to provide developmental experiences.\u003c/strong> “Testing has started to define what matters in schools and that’s how we think about what is successful,” Nagaoka said. This way of thinking creates incentives for school leaders, teachers and parents to focus on only on the academic content, while neglecting the many other factors that lead to success. In many cases schools have lost sight of what they want their students to become in favor of high test scores, which might not get them anything in the real world.\u003c/p>\n\u003cp>“Narrowing the focus onto one thing is a lot easier than saying there’s a lot of things we need to be paying attention to,” Nagaoka said.\u003c/p>\n\u003cp>\u003cstrong>Schools must be safe places for educators:\u003c/strong> “In the current state of things, schools are not particularly safe places for teachers to be experimenting or practicing or doing something they don’t know for sure will work,” Nagaoka said. There’s no clear roadmap of practices and policies to ensure the kind of holistic education this report is advocating. It will take trial and error. “Adults learn and grow and organizations improve by being allowed to make mistakes and overcome them and learn from them,” Nagaoka said. If this is the advice we are giving students about their learning, it only makes sense to allow educators the same growthful stance and professional agency.\u003c/p>\n\u003cp>\u003cstrong>Be careful measuring non-cognitive factors:\u003c/strong> Many school districts are realizing that non-cognitive factors are important to success, but the immediate instinct has been to try and quantify those things. The report’s authors caution that course of action, noting that in many cases the factors aren’t compatible with a standardized test-based accountability system.\u003c/p>\n\u003cp>“It’s more about understanding where kids are and understanding where kids need more support,” Nagaoka said. There’s no “right place” for a seven-year-old to be on the self-actualizing scale. Nagaoka suggests more diagnostic or formative assessment tools for evaluating how a student’s noncognitive abilities are developing.\u003c/p>\n\u003cp>Learning happens throughout life, not just at school. The daily real-world experiences are often much more potent and lead some students to question the value of what they are taught in school. If educators don’t address that disconnect and help students to reconcile those implicit messages with the values of school, those students may get lost.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We’re trying to shift the narrative and helping people see the commonalities in what they’re working on,” Nagaoka said. She suggests that developmental psychology should be a part of all teacher training programs and hopes that there will be more cross-pollination among educators about how to support kids’ growth.\u003c/p>\n\u003cfigure id=\"attachment_41009\" class=\"wp-caption alignnone\" style=\"max-width: 1039px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.12.18-PM.png\">\u003cimg class=\"size-full wp-image-41009\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.12.18-PM.png\" alt=\"The focus of development changes as kids grow older.\" width=\"1039\" height=\"634\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.12.18-PM.png 1039w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.12.18-PM-400x244.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.12.18-PM-800x488.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.12.18-PM-960x586.png 960w\" sizes=\"(max-width: 1039px) 100vw, 1039px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The focus of development changes as kids grow older. \u003ccite>(UChicago CCSR and the Wallace Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n",
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"excerpt": "Nurturing a child's developmental growth requires greater communication by the adults in the different areas of a child's life: school, extra curricular activities, home, etc. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>From a child's perspective, school, extracurricular activities and home are part of the continuous experience of life. From the perspective of teachers, coaches and parents, those experiences may seem more differentiated and are thus treated separately. However, if the adults in a child’s life approach his or her growth as a collaboration following a clear developmental path, every child will have a better chance at a life filled with choices and the skills to achieve goals, according to a report.\u003c/p>\n\u003cp class=\"p1\">“The idea is that if everybody starts to have a common understanding about what they’re trying to do and what an effective approach would be, and they understand that it’s a shared responsibility to help kids develop and learn over time, then hopefully it will lead to more discussion,” said Jenny Nagaoka, lead author of the \u003cem>\u003ca href=\"http://ccsr.uchicago.edu/sites/default/files/publications/Wallace%20Report.pdf\" target=\"_blank\">Foundations for Young Adult Success: A Developmental Framework\u003c/a>\u003c/em> and deputy director of the \u003ca href=\"https://ccsr.uchicago.edu/\" target=\"_blank\">University of Chicago Consortium on Chicago School Research\u003c/a> (CCSR).\u003c/p>\n\u003cp class=\"p1\">“Kids will be engaged in learning and internalize the academic side if you are also helping them work to develop in multiple ways,” she said. Engagement doesn’t come only from exciting content, but from a student’s own ability to self regulate, apply skills and find some relevance in the lesson.\u003c/p>\n\u003cp>The CCSR report makes the case for better integrating aspects of a child’s development using a compilation of developmental psychology, neuroscience, sociology and education research perspectives. By combining insights from each of these areas, the report’s authors strive to paint a clearer picture of how to support development of the intangible qualities underlying both the cognitive and non-cognitive skills emphasized in school, clubs and at home.\u003c/p>\n\u003cp>The report identified three “key factors” that young people need to be successful. Many programs that focus on closing the equity gap only address educational attainment. But through research and interviews with both experts and youth, the CCSR researchers have developed a broader definition of success that includes young people becoming aware of themselves and the wide range options available to them, while developing the competencies to pursue those options and make good decisions as citizens of the world.\u003c/p>\n\u003cfigure id=\"attachment_41015\" class=\"wp-caption aligncenter\" style=\"max-width: 775px\">\u003ca href=\"https://ccsr.uchicago.edu/sites/default/files/publications/Wallace%20Infographic.pdf\">\u003cimg class=\"wp-image-41015 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.22.42-PM.png\" alt=\"UChicago CCSR\" width=\"775\" height=\"179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.22.42-PM.png 775w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.22.42-PM-400x92.png 400w\" sizes=\"(max-width: 775px) 100vw, 775px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://ccsr.uchicago.edu/sites/default/files/publications/Wallace%20Infographic.pdf\">UChicago CCSR and The Wallace Foundation\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>KEY FACTORS\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Agency:\u003c/strong> It’s important that young people feel they have the ability to influence the outcome of their lives. This doesn’t negate the fact that external factors can constrain choices, but a successful person recognizes their agency even within those constraints. The report notes, “having agency also requires having the competencies to be able to manage one’s environment, a sense of what one values, the ability to manage one’s emotions and behavior, as well as a belief that conscious self-directed action is possible.”\u003c/p>\n\u003cp>It can be harder for young people coming from marginalized communities to develop a strong sense of agency when faced by factors like violence or a lack of experiences that allow them to try on and experiment with new identities. However, adults working with those young people should recognize the importance of developing agency and give them opportunities to try it out when the stakes are low.\u003c/p>\n\u003cp>\u003cstrong>Integrated Identity:\u003c/strong> The process of getting to know oneself happens throughout childhood and into early adulthood and plays an especially important role in the teenage years. Forming an identity is some combination of discovery, construction and creation, but at its core it is a process of figuring out one’s beliefs, values, goals and experiences. All humans are multifaceted, but integrating an identity is about fully inhabiting all sides of the self.\u003c/p>\n\u003cp class=\"p1\">\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>This process can be more challenging for kids coming from disadvantaged communities where the coping mechanisms that work at home may not transition well into school or work environments. School often reflects a dominant white, middle-class culture, forcing kids who don’t come from that background to make a bigger lift when integrating their identities. This is profoundly unfair to kids coming from a different background from the dominant one, as it presents a whole other set of values and beliefs that must be incorporated into the sense of self.\u003c/p>\n\u003cp>\u003cstrong>Competencies:\u003c/strong> The report notes that the ability to perform roles, complete complex tasks and achieve specific objectives requires a set of competencies that include things like interpersonal skills and critical thinking skills. To some extent, the competencies a person may need will depend on what path in life they choose.\u003c/p>\n\u003cp>All of these factors play an underlying role in determining how successful a child will turn out to be. Additionally, four components underlie all cognitive and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/15/measuring-self-control-a-marshmallow-test-for-the-digital-age/\">non-cognitive\u003c/a> learning: self-regulation, knowledge and skills, mindsets and values. Researchers note these components are malleable and can be easily influenced by experiences and relationships. They are also more or less important at different stages of a child’s development.\u003c/p>\n\u003cp>For example, 12-year-olds are very oriented towards identity, groups and finding a sense of comfort in friends, while older adolescents are often questioning their identity, looking to differentiate themselves. “If teachers can tap into that place, they can engage students more effectively,” Nagaoka said.\u003c/p>\n\u003cfigure id=\"attachment_41013\" class=\"wp-caption alignright\" style=\"max-width: 283px\">\u003cimg class=\"wp-image-41013 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.23.14-PM.png\" alt=\"UChicago CCSR\" width=\"283\" height=\"476\">\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://ccsr.uchicago.edu/sites/default/files/publications/Wallace%20Infographic.pdf\">UChicago CCSR and The Wallace Foundation\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>Early childhood educators often think about children in this holistic way, paying attention to social and emotional skills in addition to things like recognizing letters and numbers. Often this practice is dropped when a child turns from five to six and enters the first grade, even though developmentally, that child could still use those supports. That’s where the network of adults around that child could better integrate their supportive efforts.\u003c/p>\n\u003cp>\u003cstrong>IMPLICATIONS\u003c/strong>\u003c/p>\n\u003cp>While this report attempts to draw together disparate areas of research to offer a more complete picture of how children develop and use resources, relationships and experiences around them to make their way in the world, there are some clear ways that parents, educators and policymakers could integrate this holistic view.\u003c/p>\n\u003cp>\u003cstrong>Academics aren’t everything:\u003c/strong> Teachers often see themselves as responsible for specific academic content, but schools will never see the success they desire without accounting for some of the non-cognitive factors that play a role in development. The report points out that adults must act with a holistic approach to learning: “Cognition, emotion, affect, and behavior are reflexive, mutually reinforcing, and inextricably associated with one another as a part of development and learning. Adults will make little headway if they target only one particular component or subcomponent in isolation.”\u003c/p>\n\u003cp>\u003cstrong>Educators need a developmental lens:\u003c/strong> Too often, structures and practices are at odds with the developmental states of the children they are meant to serve. Schools and even parents are often more oriented towards the needs of adult - such as discipline and quiet - than towards what works for kids.\u003c/p>\n\u003cp>\u003cstrong>All kids need access to rich opportunities:\u003c/strong> At almost every step of the way kids from marginalized communities face more challenges to becoming successful adults than kids from wealthier and better educated homes. Adults need to help young people develop the skills and dispositions to cope with the world as it is, while helping them build the courage to change the status quo.\u003c/p>\n\u003cp>\u003cstrong>The focus on testing and accountability in school undermines educators’ ability to provide developmental experiences.\u003c/strong> “Testing has started to define what matters in schools and that’s how we think about what is successful,” Nagaoka said. This way of thinking creates incentives for school leaders, teachers and parents to focus on only on the academic content, while neglecting the many other factors that lead to success. In many cases schools have lost sight of what they want their students to become in favor of high test scores, which might not get them anything in the real world.\u003c/p>\n\u003cp>“Narrowing the focus onto one thing is a lot easier than saying there’s a lot of things we need to be paying attention to,” Nagaoka said.\u003c/p>\n\u003cp>\u003cstrong>Schools must be safe places for educators:\u003c/strong> “In the current state of things, schools are not particularly safe places for teachers to be experimenting or practicing or doing something they don’t know for sure will work,” Nagaoka said. There’s no clear roadmap of practices and policies to ensure the kind of holistic education this report is advocating. It will take trial and error. “Adults learn and grow and organizations improve by being allowed to make mistakes and overcome them and learn from them,” Nagaoka said. If this is the advice we are giving students about their learning, it only makes sense to allow educators the same growthful stance and professional agency.\u003c/p>\n\u003cp>\u003cstrong>Be careful measuring non-cognitive factors:\u003c/strong> Many school districts are realizing that non-cognitive factors are important to success, but the immediate instinct has been to try and quantify those things. The report’s authors caution that course of action, noting that in many cases the factors aren’t compatible with a standardized test-based accountability system.\u003c/p>\n\u003cp>“It’s more about understanding where kids are and understanding where kids need more support,” Nagaoka said. There’s no “right place” for a seven-year-old to be on the self-actualizing scale. Nagaoka suggests more diagnostic or formative assessment tools for evaluating how a student’s noncognitive abilities are developing.\u003c/p>\n\u003cp>Learning happens throughout life, not just at school. The daily real-world experiences are often much more potent and lead some students to question the value of what they are taught in school. If educators don’t address that disconnect and help students to reconcile those implicit messages with the values of school, those students may get lost.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We’re trying to shift the narrative and helping people see the commonalities in what they’re working on,” Nagaoka said. She suggests that developmental psychology should be a part of all teacher training programs and hopes that there will be more cross-pollination among educators about how to support kids’ growth.\u003c/p>\n\u003cfigure id=\"attachment_41009\" class=\"wp-caption alignnone\" style=\"max-width: 1039px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.12.18-PM.png\">\u003cimg class=\"size-full wp-image-41009\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.12.18-PM.png\" alt=\"The focus of development changes as kids grow older.\" width=\"1039\" height=\"634\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.12.18-PM.png 1039w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.12.18-PM-400x244.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.12.18-PM-800x488.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.12.18-PM-960x586.png 960w\" sizes=\"(max-width: 1039px) 100vw, 1039px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The focus of development changes as kids grow older. \u003ccite>(UChicago CCSR and the Wallace Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Playing Sports Teaches Kids About Bigger Roles in Life",
"title": "What Playing Sports Teaches Kids About Bigger Roles in Life",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Amy Roegler and her husband Octavio Herrera live with their young kids, Jake and Alyssa, in Los Angeles. So, when it comes to pro baseball, they're all Dodgers fans. And Jake loved balls even as a baby, Octavio says.\u003c/p>\n\u003cp>\"We have a picture of him as a 3-month-old with a little Dodger jersey and a glove,\" Octavio says. \"So he was definitely going to be introduced to sports early, and he took to it right away.\" Today 10-year-old Jake is on his baseball league's All-Star team.\u003c/p>\n\u003cp>Meanwhile his sister, 8-year-old Alyssa, has a passion for gymnastics. She, too, was a natural, her parents say — swinging on the monkey bars at age 2, and practicing the splits on a balance beam today.\u003c/p>\n\u003cp>The parents know that the physical exercise their kids are getting is good for their health. But that's not their only motivation for encouraging the children to participate in organized athletics.\u003c/p>\n\u003cp>\"When you do sports as a kid,\" Roegler says, \"you learn how to win and how to lose. You learn what it's like to put in lots of work and have things not turn out terrifically. And you learn what it feels like to put in a lot of work — and then win.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I think you can't teach those lessons,\" she says. \"You have to experience them.\"\u003c/p>\n\u003cfigure id=\"attachment_41000\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/kids-sports-2_enl-5041c4342c7bf405b36d7ebceb22a1f71610f8ad-e1435753724109.jpg\">\u003cimg class=\"size-full wp-image-41000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/kids-sports-2_enl-5041c4342c7bf405b36d7ebceb22a1f71610f8ad-e1435753724109.jpg\" alt=\"Jake Herrera says he likes to get to the field early to help with the equipment and get in a little extra batting practice.\" width=\"1920\" height=\"1279\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jake Herrera says he likes to get to the field early to help with the equipment and get in a little extra batting practice. \u003ccite>(Benjamin B. Morris for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The majority of parents in NPR's \u003ca href=\"http://media.npr.org/documents/2015/june/sportsandhealthpoll.pdf\">recent poll\u003c/a> on the role of sports and health in America seem to agree. The poll, done in conjunction with the Robert Wood Johnson Foundation and the Harvard T.H. Chan School of Public Health, finds that the majority of adults say they played sports when they were younger.\u003c/p>\n\u003cp>Moreover, 76 percent of adults who have children in high school or middle school today say they encourage their children to play sports. Engaging in sports isn't just an important physical and social activity, these parents say. It also builds skills that can make a difference later.\u003c/p>\n\u003cp>\"Parents think that the organized way you participate in sports — the leadership and fellowship — is actually preparing people not only for the next game but for much broader roles in life,\" says Harvard professor and health policy analyst \u003ca href=\"http://www.hsph.harvard.edu/robert-blendon/\">Robert Blendon\u003c/a>, who co-directed our poll.\u003c/p>\n\u003cp>Like the Herreras, the parents in our poll talk about sports teaching their children about discipline, dedication and how to get along with others — all skills to help in future schooling and beyond.\u003c/p>\n\u003cp>Octavio Herrera also played baseball when he was Jake's age, and well remembers how it felt.\u003c/p>\n\u003cp>\"Nerves in your stomach - right?\" he says. \"Butterflies. I remember that as a kid, pitching in a game — 10 years old — so nervous and scared.\"\u003c/p>\n\u003cp>It may be uncomfortable at the time, he says, but \"that's great to have in a situation where the stakes are really low — where, if you fail you're still going to get pizza and ice cream, and your parents are still going to tell you they love you.\"\u003c/p>\n\u003cfigure id=\"attachment_41001\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/alyssa_enl-971e18519e57aa1352be42a80ce8391d02ac8984.jpg\">\u003cimg class=\"size-thumbnail wp-image-41001\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/alyssa_enl-971e18519e57aa1352be42a80ce8391d02ac8984-400x601.jpg\" alt=\"Eight-year-old Alyssa Herrera competes in gymnastics.\" width=\"400\" height=\"601\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/alyssa_enl-971e18519e57aa1352be42a80ce8391d02ac8984-400x601.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/alyssa_enl-971e18519e57aa1352be42a80ce8391d02ac8984.jpg 426w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Eight-year-old Alyssa Herrera competes in gymnastics. \u003ccite>(Benjamin B. Morris for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If kids can learn to fight their fear and work through it, he says, that steadiness comes in handy later in life — when the stakes are much higher. It's an ability Octavio says he relies on routinely, as a software entrepreneur who has created, bought and sold a number of companies.\u003c/p>\n\u003cp>Octavio also stresses the value of learning to be part of a team — both in childhood and now, at the office.\u003c/p>\n\u003cp>\"It's just like that baseball team when we were little kids,\" he says. \"Not all the kids were great hitters, or could pitch. But everyone could contribute.\" His business works the same way, he says.\u003c/p>\n\u003cp>\"I can't do everything. My partner can't do everything. We hire people who are good at what they do — we put it together a team, come up with an idea, execute. It takes teamwork — just like wining a baseball game.\"\u003c/p>\n\u003cp>Amy Roegler played soccer in high school and college, and says team sports aren't just about winning, but also about developing a solid work ethic, and learning why that's important.\u003c/p>\n\u003cp>\"I was the captain in high school,\" she explains, \"and then my first year playing college soccer, I was on the bench.\"\u003c/p>\n\u003cp>No problem,\" she says. \"I belonged on the bench — many teammates were incredible.\" It motivated her to want to earn a starting position, she says.\u003c/p>\n\u003cp>[contextly_sidebar id=\"N8nLaunutJ4SxgvaYJOT9hRZv0OE6c77\"]\u003c/p>\n\u003cp>\u003ca href=\"http://education.msu.edu/search/Formview.aspx?email=driska@msu.edu\">Andy Driska\u003c/a> is a Michigan State University researcher with the Institute for the Study of Youth Sports. He says parents are right when they cite \u003ca href=\"http://psycnet.apa.org/journals/dev/42/5/849/\">life skills\u003c/a> — like discipline, commitment and physical confidence — that can develop naturally when kids play sports.\u003c/p>\n\u003cp>In a recent study that's not yet published, Driska and his colleagues looked at an intense two-week wrestling camp, measuring feelings and attitudes of 89 teens before the camp experience and after.\u003c/p>\n\u003cp>As expected, the players' confidence increased — it was a tough camp to get through, Driska says. But what surprised him, he says, was how much feelings of hopefulness among the young people also increased.\u003c/p>\n\u003cp>Profoundly so, he says. One teenage boy, for example, told Driska the camp changed the way he interacted with his mom, helping to quell the bitter arguments they always seemed to fall into.\u003c/p>\n\u003cp>\"He said that he sat down — talked it out, resolved the situation,\" Driska says. The teen told Driska that \"before camp he would not have done that — been pro-active in seeking a solution. He simply would have walked away and just been bitter or complained about it.\"\u003c/p>\n\u003cp>In just a brief sports experience at camp, that teen and many of the others developed a 'can do' life strategy that seemed to translate to other aspects of their lives, Driska says.\u003c/p>\n\u003cp>And that change persisted. Nine months after the camp ended, Driska notes, the teens in his study maintained their bolstered sense of confidence — and hope.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Our Sports and Health series continues over the summer, based on the results of our \u003c/em>\u003ca href=\"http://media.npr.org/documents/2015/june/sportsandhealthpoll.pdf\">poll\u003c/a> \u003cem>with the \u003c/em>\u003ca href=\"http://www.rwjf.org/\">Robert Wood Johnson Foundation\u003c/a>\u003cem> and the \u003c/em>\u003ca href=\"http://www.hsph.harvard.edu/\">Harvard T.H. Chan School of Public Health\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Benefits+Of+Sports+To+A+Child%27s+Mind+And+Heart+All+Part+Of+The+Game&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"excerpt": "In NPR's most recent poll, a majority of American adults say they played sports in their youth. Many say they encourage their kids to play, too, and see health benefits as well as life-long lessons.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Amy Roegler and her husband Octavio Herrera live with their young kids, Jake and Alyssa, in Los Angeles. So, when it comes to pro baseball, they're all Dodgers fans. And Jake loved balls even as a baby, Octavio says.\u003c/p>\n\u003cp>\"We have a picture of him as a 3-month-old with a little Dodger jersey and a glove,\" Octavio says. \"So he was definitely going to be introduced to sports early, and he took to it right away.\" Today 10-year-old Jake is on his baseball league's All-Star team.\u003c/p>\n\u003cp>Meanwhile his sister, 8-year-old Alyssa, has a passion for gymnastics. She, too, was a natural, her parents say — swinging on the monkey bars at age 2, and practicing the splits on a balance beam today.\u003c/p>\n\u003cp>The parents know that the physical exercise their kids are getting is good for their health. But that's not their only motivation for encouraging the children to participate in organized athletics.\u003c/p>\n\u003cp>\"When you do sports as a kid,\" Roegler says, \"you learn how to win and how to lose. You learn what it's like to put in lots of work and have things not turn out terrifically. And you learn what it feels like to put in a lot of work — and then win.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I think you can't teach those lessons,\" she says. \"You have to experience them.\"\u003c/p>\n\u003cfigure id=\"attachment_41000\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/kids-sports-2_enl-5041c4342c7bf405b36d7ebceb22a1f71610f8ad-e1435753724109.jpg\">\u003cimg class=\"size-full wp-image-41000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/kids-sports-2_enl-5041c4342c7bf405b36d7ebceb22a1f71610f8ad-e1435753724109.jpg\" alt=\"Jake Herrera says he likes to get to the field early to help with the equipment and get in a little extra batting practice.\" width=\"1920\" height=\"1279\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jake Herrera says he likes to get to the field early to help with the equipment and get in a little extra batting practice. \u003ccite>(Benjamin B. Morris for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The majority of parents in NPR's \u003ca href=\"http://media.npr.org/documents/2015/june/sportsandhealthpoll.pdf\">recent poll\u003c/a> on the role of sports and health in America seem to agree. The poll, done in conjunction with the Robert Wood Johnson Foundation and the Harvard T.H. Chan School of Public Health, finds that the majority of adults say they played sports when they were younger.\u003c/p>\n\u003cp>Moreover, 76 percent of adults who have children in high school or middle school today say they encourage their children to play sports. Engaging in sports isn't just an important physical and social activity, these parents say. It also builds skills that can make a difference later.\u003c/p>\n\u003cp>\"Parents think that the organized way you participate in sports — the leadership and fellowship — is actually preparing people not only for the next game but for much broader roles in life,\" says Harvard professor and health policy analyst \u003ca href=\"http://www.hsph.harvard.edu/robert-blendon/\">Robert Blendon\u003c/a>, who co-directed our poll.\u003c/p>\n\u003cp>Like the Herreras, the parents in our poll talk about sports teaching their children about discipline, dedication and how to get along with others — all skills to help in future schooling and beyond.\u003c/p>\n\u003cp>Octavio Herrera also played baseball when he was Jake's age, and well remembers how it felt.\u003c/p>\n\u003cp>\"Nerves in your stomach - right?\" he says. \"Butterflies. I remember that as a kid, pitching in a game — 10 years old — so nervous and scared.\"\u003c/p>\n\u003cp>It may be uncomfortable at the time, he says, but \"that's great to have in a situation where the stakes are really low — where, if you fail you're still going to get pizza and ice cream, and your parents are still going to tell you they love you.\"\u003c/p>\n\u003cfigure id=\"attachment_41001\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/alyssa_enl-971e18519e57aa1352be42a80ce8391d02ac8984.jpg\">\u003cimg class=\"size-thumbnail wp-image-41001\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/alyssa_enl-971e18519e57aa1352be42a80ce8391d02ac8984-400x601.jpg\" alt=\"Eight-year-old Alyssa Herrera competes in gymnastics.\" width=\"400\" height=\"601\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/alyssa_enl-971e18519e57aa1352be42a80ce8391d02ac8984-400x601.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/alyssa_enl-971e18519e57aa1352be42a80ce8391d02ac8984.jpg 426w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Eight-year-old Alyssa Herrera competes in gymnastics. \u003ccite>(Benjamin B. Morris for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If kids can learn to fight their fear and work through it, he says, that steadiness comes in handy later in life — when the stakes are much higher. It's an ability Octavio says he relies on routinely, as a software entrepreneur who has created, bought and sold a number of companies.\u003c/p>\n\u003cp>Octavio also stresses the value of learning to be part of a team — both in childhood and now, at the office.\u003c/p>\n\u003cp>\"It's just like that baseball team when we were little kids,\" he says. \"Not all the kids were great hitters, or could pitch. But everyone could contribute.\" His business works the same way, he says.\u003c/p>\n\u003cp>\"I can't do everything. My partner can't do everything. We hire people who are good at what they do — we put it together a team, come up with an idea, execute. It takes teamwork — just like wining a baseball game.\"\u003c/p>\n\u003cp>Amy Roegler played soccer in high school and college, and says team sports aren't just about winning, but also about developing a solid work ethic, and learning why that's important.\u003c/p>\n\u003cp>\"I was the captain in high school,\" she explains, \"and then my first year playing college soccer, I was on the bench.\"\u003c/p>\n\u003cp>No problem,\" she says. \"I belonged on the bench — many teammates were incredible.\" It motivated her to want to earn a starting position, she says.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://education.msu.edu/search/Formview.aspx?email=driska@msu.edu\">Andy Driska\u003c/a> is a Michigan State University researcher with the Institute for the Study of Youth Sports. He says parents are right when they cite \u003ca href=\"http://psycnet.apa.org/journals/dev/42/5/849/\">life skills\u003c/a> — like discipline, commitment and physical confidence — that can develop naturally when kids play sports.\u003c/p>\n\u003cp>In a recent study that's not yet published, Driska and his colleagues looked at an intense two-week wrestling camp, measuring feelings and attitudes of 89 teens before the camp experience and after.\u003c/p>\n\u003cp>As expected, the players' confidence increased — it was a tough camp to get through, Driska says. But what surprised him, he says, was how much feelings of hopefulness among the young people also increased.\u003c/p>\n\u003cp>Profoundly so, he says. One teenage boy, for example, told Driska the camp changed the way he interacted with his mom, helping to quell the bitter arguments they always seemed to fall into.\u003c/p>\n\u003cp>\"He said that he sat down — talked it out, resolved the situation,\" Driska says. The teen told Driska that \"before camp he would not have done that — been pro-active in seeking a solution. He simply would have walked away and just been bitter or complained about it.\"\u003c/p>\n\u003cp>In just a brief sports experience at camp, that teen and many of the others developed a 'can do' life strategy that seemed to translate to other aspects of their lives, Driska says.\u003c/p>\n\u003cp>And that change persisted. Nine months after the camp ended, Driska notes, the teens in his study maintained their bolstered sense of confidence — and hope.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Our Sports and Health series continues over the summer, based on the results of our \u003c/em>\u003ca href=\"http://media.npr.org/documents/2015/june/sportsandhealthpoll.pdf\">poll\u003c/a> \u003cem>with the \u003c/em>\u003ca href=\"http://www.rwjf.org/\">Robert Wood Johnson Foundation\u003c/a>\u003cem> and the \u003c/em>\u003ca href=\"http://www.hsph.harvard.edu/\">Harvard T.H. Chan School of Public Health\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Benefits+Of+Sports+To+A+Child%27s+Mind+And+Heart+All+Part+Of+The+Game&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Preschoolers and Praise: What Kinds of Messages Help Kids Grow?",
"title": "Preschoolers and Praise: What Kinds of Messages Help Kids Grow?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cb>\u003c/b>A three-year-old dressed in a superhero cape collapses in a corner and yells, “I can’t put on my shoes! I can’t!” A four-year-old proudly sets the table “all by myself,” only to fall apart when a glass of water tips over.\u003c/p>\n\u003cp>Preschool children are in the early stages of developing their \u003ca href=\"http://www.education.com/reference/article/development-concept-self-preschoolers/\">self concept\u003c/a> -- their mental picture of who they are, what they can do, and who they are capable of becoming. During this pivotal time, the language parents and educators use with preschoolers -- particularly when they face challenges or struggle to learn new skills -- can help them shape a healthy mental model of how people learn and grow.\u003c/p>\n\u003cp>As children get older, many come to view intelligence as a \u003ca href=\"http://news.stanford.edu/pr/2007/pr-dweck-020707.html\">fixed trait\u003c/a> that cannot be altered. Contrast this with what’s known as a “\u003ca href=\"http://mindsetonline.com/\">growth mindset\u003c/a>,” which views intelligence as malleable and responsive to effort. Most parents “are crushed when they see kids give up and say things like, ‘I'm just not good at this. I can't do it,’\" says Dr. Carissa Romero, director of programs at Stanford University’s Project for Education Research That Scales (PERTS). \"Conversely, we're amazed by kids who are willing to struggle until they get it.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If you help students understand that their actions lead to success, when they face a setback, they'll realize their actions can help them overcome that setback.”\u003c/aside>\n\u003cp>These parents are responding to a real concern. Research shows that students who adopt a growth mindset\u003ca href=\"http://news.stanford.edu/news/2015/april/dweck-kids-potential-042915.html\"> thrive on challenges,\u003c/a> show resilience in the face of obstacles, and view failure as part of the learning process. According to Romero, “Mindsets sit at top of a cascade of \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/15/measuring-self-control-a-marshmallow-test-for-the-digital-age/\">non-cognitive factors\u003c/a> predicting student success.”\u003c/p>\n\u003cp>The good news is that mindsets are malleable -- and preschool years offer a rich developmental window for parents and caregivers interested in nurturing a growth mindset in children.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>Replace Generic Praise with Process Praise\u003c/b>\u003c/p>\n\u003cp>Generic praise is easy to give -- Great job! Wow! Nice! -- but these statements lack instructional value. In contrast, descriptive statements -- also called “process praise” or “non-generic praise” -- share specific observations about children’s choices and efforts. They are \u003ci>teaching statements\u003c/i> because they provide information children can use in the future. The trick, says Romero, is to help kids tie their success to the strategies and steps they are taking.\u003c/p>\n\u003cp>According \u003ca href=\"https://goldin-meadow-lab.uchicago.edu/sites/goldin-meadow-lab.uchicago.edu/files/uploads/PDFs/2013%20gunderson%20praise%20paper.pdf\">one study\u003c/a>, the type of language parents used with their one-to-three year olds was predictive of their motivational framework five years later. The most effective praise emphasized one of three things: a child’s effort, a child’s strategies, or a child’s actions.\u003c/p>\n\u003cp>[contextly_sidebar id=\"1O7lezUXi52re1ut0GtZmqHLkzJHiMZu\"]\u003c/p>\n\u003cp>Romero, one of the paper’s authors, said, “This was a really exciting study for parents. Their own language when they are talking to their kids makes a profound difference, despite the different messages they get from everyone else once they enter school. Positive messages from caregiver, alone, can be predictive.”\u003c/p>\n\u003cp>Romero urges parents to focus on what they notice. For very young children, it can start simple. Try replacing “Good job” with “Good job sharing with your sister”; or replacing “Nice picture” with \"I like how you use blue and yellow in this picture.\"\u003c/p>\n\u003cp>“Process praise ties children's actions to their success,” says Romero. “If you help students understand that their actions lead to success, when they face a setback, they'll realize their actions can help them overcome that setback.”\u003c/p>\n\u003cp>\u003cb>Harness the Power of “Yet”\u003c/b>\u003c/p>\n\u003cp>As preschoolers become more \u003ca href=\"http://www.scholastic.com/teachers/article/ages-stages-nuturing-young-children39s-independence\">independent\u003c/a>, they often toggle between the frustration of “I can’t do it!” and the excitement of “I did it myself!” When parents hear, “I can’t!” they can help the child reflect on the greater possibilities with language like this: “You can’t do it \u003ci>yet\u003c/i>. You are still learning. But keep trying.” In other words, adding the word “yet” reframes the sentence away from present frustration and toward future possibility.\u003c/p>\n\u003cp>Research on the power of yet -- while still in progress -- holds promise, says Romero. In a recent TED talk, Dr.\u003ca href=\"https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve/transcript?language=en\"> Carol Dweck\u003c/a>, the Stanford professor who pioneered research in growth mindset, described how emphasizing the word “yet” helps children see themselves on a learning curve: “Just the words ‘yet’ or ‘not yet,’ we're finding, give kids greater confidence, give them a path into the future that creates greater persistence.” Last fall, Sesame Street picked on this theme, teaming with Janelle Monae to produce the song \u003ca href=\"https://www.youtube.com/watch?v=XLeUvZvuvAs\">“The Power of Yet.”\u003c/a>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=XLeUvZvuvAs\u003c/p>\n\u003cp>\u003cb>Tell Stories of Resilience\u003c/b>\u003c/p>\n\u003cp>Storytelling is a powerful vehicle for shaping children’s understanding of how the world works. According to one \u003ca href=\"http://www.nytimes.com/2013/03/17/fashion/the-family-stories-that-bind-us-this-life.html\">study\u003c/a>, children who hear stories about how family members and ancestors overcame obstacles are more resilient in the face of challenges. The study’s authors note that the most helpful narratives are oscillating, reflecting life’s ups and downs, and ultimately reminding children that “they belong to something bigger than themselves.”\u003c/p>\n\u003cp>In a similar vein, parents and educators can remind children of their own stories of perseverance -- specific moments when the child worked hard to learn something new or overcome an obstacle. These might range from learning how to ride a bike to sticking with a difficult puzzle to adjusting to a new sibling.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The language we use helps shape young children’s understanding of themselves and their abilities. As Romero notes, \"I think all parents want their kids to grow up to be resilient adults who persevere in the face of challenges and don't let their failures define them. A growth mindset orients people towards learning over performance. It helps children develop into lifelong learners who take on challenges and learn from them rather than crumble in the face of them. This ultimately leads to more success in school and in life.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cb>\u003c/b>A three-year-old dressed in a superhero cape collapses in a corner and yells, “I can’t put on my shoes! I can’t!” A four-year-old proudly sets the table “all by myself,” only to fall apart when a glass of water tips over.\u003c/p>\n\u003cp>Preschool children are in the early stages of developing their \u003ca href=\"http://www.education.com/reference/article/development-concept-self-preschoolers/\">self concept\u003c/a> -- their mental picture of who they are, what they can do, and who they are capable of becoming. During this pivotal time, the language parents and educators use with preschoolers -- particularly when they face challenges or struggle to learn new skills -- can help them shape a healthy mental model of how people learn and grow.\u003c/p>\n\u003cp>As children get older, many come to view intelligence as a \u003ca href=\"http://news.stanford.edu/pr/2007/pr-dweck-020707.html\">fixed trait\u003c/a> that cannot be altered. Contrast this with what’s known as a “\u003ca href=\"http://mindsetonline.com/\">growth mindset\u003c/a>,” which views intelligence as malleable and responsive to effort. Most parents “are crushed when they see kids give up and say things like, ‘I'm just not good at this. I can't do it,’\" says Dr. Carissa Romero, director of programs at Stanford University’s Project for Education Research That Scales (PERTS). \"Conversely, we're amazed by kids who are willing to struggle until they get it.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If you help students understand that their actions lead to success, when they face a setback, they'll realize their actions can help them overcome that setback.”\u003c/aside>\n\u003cp>These parents are responding to a real concern. Research shows that students who adopt a growth mindset\u003ca href=\"http://news.stanford.edu/news/2015/april/dweck-kids-potential-042915.html\"> thrive on challenges,\u003c/a> show resilience in the face of obstacles, and view failure as part of the learning process. According to Romero, “Mindsets sit at top of a cascade of \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/15/measuring-self-control-a-marshmallow-test-for-the-digital-age/\">non-cognitive factors\u003c/a> predicting student success.”\u003c/p>\n\u003cp>The good news is that mindsets are malleable -- and preschool years offer a rich developmental window for parents and caregivers interested in nurturing a growth mindset in children.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Replace Generic Praise with Process Praise\u003c/b>\u003c/p>\n\u003cp>Generic praise is easy to give -- Great job! Wow! Nice! -- but these statements lack instructional value. In contrast, descriptive statements -- also called “process praise” or “non-generic praise” -- share specific observations about children’s choices and efforts. They are \u003ci>teaching statements\u003c/i> because they provide information children can use in the future. The trick, says Romero, is to help kids tie their success to the strategies and steps they are taking.\u003c/p>\n\u003cp>According \u003ca href=\"https://goldin-meadow-lab.uchicago.edu/sites/goldin-meadow-lab.uchicago.edu/files/uploads/PDFs/2013%20gunderson%20praise%20paper.pdf\">one study\u003c/a>, the type of language parents used with their one-to-three year olds was predictive of their motivational framework five years later. The most effective praise emphasized one of three things: a child’s effort, a child’s strategies, or a child’s actions.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Romero, one of the paper’s authors, said, “This was a really exciting study for parents. Their own language when they are talking to their kids makes a profound difference, despite the different messages they get from everyone else once they enter school. Positive messages from caregiver, alone, can be predictive.”\u003c/p>\n\u003cp>Romero urges parents to focus on what they notice. For very young children, it can start simple. Try replacing “Good job” with “Good job sharing with your sister”; or replacing “Nice picture” with \"I like how you use blue and yellow in this picture.\"\u003c/p>\n\u003cp>“Process praise ties children's actions to their success,” says Romero. “If you help students understand that their actions lead to success, when they face a setback, they'll realize their actions can help them overcome that setback.”\u003c/p>\n\u003cp>\u003cb>Harness the Power of “Yet”\u003c/b>\u003c/p>\n\u003cp>As preschoolers become more \u003ca href=\"http://www.scholastic.com/teachers/article/ages-stages-nuturing-young-children39s-independence\">independent\u003c/a>, they often toggle between the frustration of “I can’t do it!” and the excitement of “I did it myself!” When parents hear, “I can’t!” they can help the child reflect on the greater possibilities with language like this: “You can’t do it \u003ci>yet\u003c/i>. You are still learning. But keep trying.” In other words, adding the word “yet” reframes the sentence away from present frustration and toward future possibility.\u003c/p>\n\u003cp>Research on the power of yet -- while still in progress -- holds promise, says Romero. In a recent TED talk, Dr.\u003ca href=\"https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve/transcript?language=en\"> Carol Dweck\u003c/a>, the Stanford professor who pioneered research in growth mindset, described how emphasizing the word “yet” helps children see themselves on a learning curve: “Just the words ‘yet’ or ‘not yet,’ we're finding, give kids greater confidence, give them a path into the future that creates greater persistence.” Last fall, Sesame Street picked on this theme, teaming with Janelle Monae to produce the song \u003ca href=\"https://www.youtube.com/watch?v=XLeUvZvuvAs\">“The Power of Yet.”\u003c/a>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/XLeUvZvuvAs'\n title='//www.youtube.com/embed/XLeUvZvuvAs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cb>Tell Stories of Resilience\u003c/b>\u003c/p>\n\u003cp>Storytelling is a powerful vehicle for shaping children’s understanding of how the world works. According to one \u003ca href=\"http://www.nytimes.com/2013/03/17/fashion/the-family-stories-that-bind-us-this-life.html\">study\u003c/a>, children who hear stories about how family members and ancestors overcame obstacles are more resilient in the face of challenges. The study’s authors note that the most helpful narratives are oscillating, reflecting life’s ups and downs, and ultimately reminding children that “they belong to something bigger than themselves.”\u003c/p>\n\u003cp>In a similar vein, parents and educators can remind children of their own stories of perseverance -- specific moments when the child worked hard to learn something new or overcome an obstacle. These might range from learning how to ride a bike to sticking with a difficult puzzle to adjusting to a new sibling.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The language we use helps shape young children’s understanding of themselves and their abilities. As Romero notes, \"I think all parents want their kids to grow up to be resilient adults who persevere in the face of challenges and don't let their failures define them. A growth mindset orients people towards learning over performance. It helps children develop into lifelong learners who take on challenges and learn from them rather than crumble in the face of them. This ultimately leads to more success in school and in life.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Beyond Recess: How to Explore the Forest as a Kindergarten Class",
"title": "Beyond Recess: How to Explore the Forest as a Kindergarten Class",
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"content": "\u003cp>\u003cstrong>By Emily Hanford,\u003ca href=\"http://www.americanradioworks.org/\"> American Radio Works\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>American kids are spending less time outside. Even in kindergarten, recess is being cut back. But in one small town in Vermont, a teacher is doing something different: one day a week, she takes her students outside - for the entire school day.\u003c/p>\n\u003cp>It’s called Forest Monday.\u003c/p>\n\u003cp>Kindergarten teacher Eliza Minnucci got the idea after watching a \u003ca href=\"http://www.schoolsoutfilm.com/\">documentary\u003c/a> about a forest school in Switzerland where kids spend all day, every day, out in the woods.\u003c/p>\n\u003cp>“I would do that in a heartbeat,” she thought to herself. Then reality hit. “We’re in a public school in America,” she says. “That’s not going to happen.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But her principal at the Ottauquechee School in Quechee, Vermont surprised her by saying: try it.\u003c/p>\n\u003cp>Every Monday morning, the kids suit up for a day outdoors. Rain or shine - even in the bitter cold - they go out. They head to the woods next to their school where they’ve built a home site with forts and a fire pit.\u003c/p>\n\u003cfigure id=\"attachment_40731\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Fort.jpg\">\u003cimg class=\"size-full wp-image-40731\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Fort.jpg\" alt=\"Student Ben Potter in a fort made by the kindergartners. \" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/Fort.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Fort-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Fort-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Fort-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Fort-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Fort-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student Ben Potter in a fort made by the kindergartners. \u003ccite>(By Chas Goldman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>OBSERVATION\u003c/strong>\u003c/p>\n\u003cp>First thing, the kids go to their “sit spots.” These are designated places – under a tree, on a log - where each kid sits quietly, alone, for 10 minutes. Their task is to notice what’s changed in nature since last week.\u003c/p>\n\u003cp>“There’s more moisture in the air,” says a boy named Orion Bee. It’s early April on the day I visit, and the snow is starting to melt, making the air feel slightly soggy. With that astute observation, Orion picks up a rock and starts banging it on the ground. It seems he’s had enough quiet time for now. And lucky for him, playtime is next.\u003c/p>\n\u003cp>\u003cstrong>PLAYING AND LEARNING\u003c/strong>\u003c/p>\n\u003cp>Kids run around and do all kinds of things they’re not allowed to do at school, like yell and throw things. Down by the stream, two boys are working together to build a dam. One boy, pushing with all his might, tries to move a downed tree onto the dam. “We can roll it!” insists the other boy. They push and push, to no avail. Eventually, one of the boys realizes he can get leverage using the tree’s branches. Teacher Eliza Minnucci is standing about 20 feet away, watching.\u003c/p>\n\u003cp>“We’re supposed to study force and motion in kindergarten,” she says, noting how the boy just had a real world experience of that when he figured out how to use the branches to move the tree. “Outside offers so much,” she says. “It is sort of the deepest and widest environment for learning that we have.”\u003c/p>\n\u003cp>Minnucci worries that U.S. schools have become too focused on academics and test scores and not enough on “non-cognitive” skills, such as persistence and self-control. There is increasing attention on the importance of these skills, but Minnucci doesn’t think traditional school is set up to teach them very well.\u003c/p>\n\u003cp>Forest Mondays, however, provide lots of opportunities.\u003c/p>\n\u003cp>“I see some amazing grit,” she says with a smile, looking over at the boys who have successfully moved the downed tree onto their dam.\u003c/p>\n\u003cfigure id=\"attachment_40734\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Snacks.jpg\">\u003cimg class=\"size-full wp-image-40734\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Snacks.jpg\" alt=\"Grilling snack for Forest Monday. Out in the woods, the kindergartners will “try everything we put in front of them,” says a teacher.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/Snacks.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Snacks-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Snacks-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Snacks-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Snacks-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Snacks-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Grilling snack for Forest Monday. Out in the woods, the kindergartners will “try everything we put in front of them,” says a teacher. \u003ccite>(By Chas Goldman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>NATURE’S TEACHING TOOLS\u003c/strong>\u003c/p>\n\u003cp>There are formal lessons in the forest too. After playtime, the kids visit learning stations. At one they paint using natural materials. At another they make letters out of sticks. One girl struggles to make an “S.”\u003c/p>\n\u003cp>“I’m going to get some curvy sticks!” she declares. Soon realizing that curvy sticks are hard to come by, she comes up with the idea of making a backwards “Z” instead.\u003c/p>\n\u003cp>“Kids are so resourceful out here,” says Minnucci. “In the classroom, we chunk everything into small pieces. We teach them discrete skills and facts and they put it together later. That’s a good way to learn, but it’s not the way the world works,” she says. “I like giving them the opportunity to be in a really complex place where they need to think about how to build a dam with a peer and at the same time think about staying dry and staying warm.”\u003c/p>\n\u003cfigure id=\"attachment_40735\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Climbing.jpg\">\u003cimg class=\"size-full wp-image-40735\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Climbing.jpg\" alt=\"A boy climbs to his “sit spot.” Every Forest Monday begins with kindergartners spending 10 minutes sitting quietly alone in designated spots in the woods. \" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/Climbing.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Climbing-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Climbing-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Climbing-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Climbing-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Climbing-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A boy climbs to his “sit spot.” Every Forest Monday begins with kindergartners spending 10 minutes sitting quietly alone in designated spots in the woods. \u003ccite>(By Chas Goldman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>GROUND RULES\u003c/strong>\u003c/p>\n\u003cp>There are very few rules in the woods. Take care of yourself, take care of others, don’t wander too far away; that’s pretty much it. The goal is to let kids experience independence and help them learn the self-regulation skills that are so important to becoming a successful adult. Minnucci points to a kid sitting in the stream.\u003c/p>\n\u003cp>“It’s 33 degrees out. He’s \u003cem>sitting\u003c/em> in water. And he’s going to figure out whether that becomes uncomfortable or not,” she says. “I don’t need to make a rule for him. He’s going to figure that out. This is a place where he can learn to take care of himself.”\u003c/p>\n\u003cp>There are plenty of adult eyes making sure kids stay safe. Grants pay for an additional forest day teacher. And most Mondays, there’s at least one parent volunteer.\u003c/p>\n\u003cp>“I think it’s a really great idea that they get the kids out,” says a dad, Chris Cooper. “They’re able to explore and figure things out on their own.”\u003c/p>\n\u003cp>And what do the students think? \"We get to play and we don't have to stay seated forever,\" says kindergartner Jacob Tyburski.\u003c/p>\n\u003cp>When Minnucci started this forest school experiment two years ago, she knew it would be good for the rowdy boys who clearly need to run around more than the typical school day offers.\u003c/p>\n\u003cp>What she didn’t expect is how good it would be for the kids who can sit still and “do” school when they’re 5 years old. She gives the example of a boy last year.\u003c/p>\n\u003cp>Inside the classroom, he was one of her best students. But when he got outside and kids were climbing a tree, he couldn’t get very high. “I think he was a little surprised to not be meeting his peers’ ability,” says Minnucci.\u003c/p>\n\u003cp>Then, partway up the tree, he fell. And got a bit scraped up. “I felt terrible,” Minnucci says. “I thought, ‘Oh this poor guy. He failed.’”\u003c/p>\n\u003cp>But two weeks later, when the kids were climbing the tree again, he looked over at them. “I want to try the tree,” he said.\u003c/p>\n\u003cp>“And he went to the tree and he got higher than he’d been before and he was beaming,” says Minnucci. “And I thought, ‘Oh, this good, this is good!’ This is a kid who may have gone so far before he met challenge that he wouldn’t have known what to do when he got there.”\u003c/p>\n\u003cfigure id=\"attachment_40733\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Home-Site.jpg\">\u003cimg class=\"size-full wp-image-40733\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Home-Site.jpg\" alt=\"Students and teachers at the Forest Monday home site they’ve built in the woods next to their school in Quechee, Vermont. \" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/Home-Site.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Home-Site-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Home-Site-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Home-Site-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Home-Site-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Home-Site-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students and teachers at the Forest Monday home site they’ve built in the woods next to their school in Quechee, Vermont. \u003ccite>(By Chas Goldman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Kids who are good at school need to understand there’s more to life than acing academics, says Minnucci. And students who aren’t excelling at the academic stuff need to know there’s value in the things they are good at. Doing school in the forest offers “something really important” to everyone, she says.\u003c/p>\n\u003cp>Clearly there’s a lot students are learning in the forest. But what about standardized test scores? That’s the bottom line for schools these days.\u003c/p>\n\u003cp>Minnucci says scores went up more last year than any other year she’s been teaching. She’s quick to point out there could be lots of reasons for that.\u003c/p>\n\u003cp>She didn’t set out to prove that one day a week in the forest would improve academic achievement. But it didn’t hurt. She says what her students gain from the experience might not be measurable, but that doesn’t mean it’s not worth doing.\u003c/p>\n\u003cp>Her principal, Amos Kornfeld, agrees. He says schools are being forced to think about everything in terms of data and measurable outcomes, but he doesn’t need test scores to tell him forest kindergarten is working.\u003c/p>\n\u003cp>When the kids come back from the woods, they look happy and healthy. “Schools need to be focusing on that too,” he says.\u003c/p>\n\u003cp>\u003cem>Emily Hanford is an education correspondent for \u003ca href=\"http://www.americanradioworks.org/\">American Radio Works\u003c/a>. \u003c/em>\u003cem>Listen to the \u003ca href=\"http://www.americanradioworks.org/forest-schools/\">American RadioWorks podcast\u003c/a> for more about forest schools, including a visit to a sixth grade class that does forest days. Check out the weekly \u003ca href=\"https://cornerclassroom.wordpress.com/\">Forest Monday blog\u003c/a> created by the kindergartners in Quechee, Vermont. Learn more about \u003ca href=\"http://forestkinder.org/\">setting up a forest kindergarten.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>A version of this story originally appeared on \u003ca href=\"http://www.npr.org/sections/ed/2015/05/26/407762253/out-of-the-classroom-and-into-the-woods\">NPR.org\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Emily Hanford,\u003ca href=\"http://www.americanradioworks.org/\"> American Radio Works\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>American kids are spending less time outside. Even in kindergarten, recess is being cut back. But in one small town in Vermont, a teacher is doing something different: one day a week, she takes her students outside - for the entire school day.\u003c/p>\n\u003cp>It’s called Forest Monday.\u003c/p>\n\u003cp>Kindergarten teacher Eliza Minnucci got the idea after watching a \u003ca href=\"http://www.schoolsoutfilm.com/\">documentary\u003c/a> about a forest school in Switzerland where kids spend all day, every day, out in the woods.\u003c/p>\n\u003cp>“I would do that in a heartbeat,” she thought to herself. Then reality hit. “We’re in a public school in America,” she says. “That’s not going to happen.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But her principal at the Ottauquechee School in Quechee, Vermont surprised her by saying: try it.\u003c/p>\n\u003cp>Every Monday morning, the kids suit up for a day outdoors. Rain or shine - even in the bitter cold - they go out. They head to the woods next to their school where they’ve built a home site with forts and a fire pit.\u003c/p>\n\u003cfigure id=\"attachment_40731\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Fort.jpg\">\u003cimg class=\"size-full wp-image-40731\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Fort.jpg\" alt=\"Student Ben Potter in a fort made by the kindergartners. \" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/Fort.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Fort-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Fort-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Fort-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Fort-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Fort-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student Ben Potter in a fort made by the kindergartners. \u003ccite>(By Chas Goldman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>OBSERVATION\u003c/strong>\u003c/p>\n\u003cp>First thing, the kids go to their “sit spots.” These are designated places – under a tree, on a log - where each kid sits quietly, alone, for 10 minutes. Their task is to notice what’s changed in nature since last week.\u003c/p>\n\u003cp>“There’s more moisture in the air,” says a boy named Orion Bee. It’s early April on the day I visit, and the snow is starting to melt, making the air feel slightly soggy. With that astute observation, Orion picks up a rock and starts banging it on the ground. It seems he’s had enough quiet time for now. And lucky for him, playtime is next.\u003c/p>\n\u003cp>\u003cstrong>PLAYING AND LEARNING\u003c/strong>\u003c/p>\n\u003cp>Kids run around and do all kinds of things they’re not allowed to do at school, like yell and throw things. Down by the stream, two boys are working together to build a dam. One boy, pushing with all his might, tries to move a downed tree onto the dam. “We can roll it!” insists the other boy. They push and push, to no avail. Eventually, one of the boys realizes he can get leverage using the tree’s branches. Teacher Eliza Minnucci is standing about 20 feet away, watching.\u003c/p>\n\u003cp>“We’re supposed to study force and motion in kindergarten,” she says, noting how the boy just had a real world experience of that when he figured out how to use the branches to move the tree. “Outside offers so much,” she says. “It is sort of the deepest and widest environment for learning that we have.”\u003c/p>\n\u003cp>Minnucci worries that U.S. schools have become too focused on academics and test scores and not enough on “non-cognitive” skills, such as persistence and self-control. There is increasing attention on the importance of these skills, but Minnucci doesn’t think traditional school is set up to teach them very well.\u003c/p>\n\u003cp>Forest Mondays, however, provide lots of opportunities.\u003c/p>\n\u003cp>“I see some amazing grit,” she says with a smile, looking over at the boys who have successfully moved the downed tree onto their dam.\u003c/p>\n\u003cfigure id=\"attachment_40734\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Snacks.jpg\">\u003cimg class=\"size-full wp-image-40734\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Snacks.jpg\" alt=\"Grilling snack for Forest Monday. Out in the woods, the kindergartners will “try everything we put in front of them,” says a teacher.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/Snacks.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Snacks-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Snacks-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Snacks-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Snacks-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Snacks-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Grilling snack for Forest Monday. Out in the woods, the kindergartners will “try everything we put in front of them,” says a teacher. \u003ccite>(By Chas Goldman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>NATURE’S TEACHING TOOLS\u003c/strong>\u003c/p>\n\u003cp>There are formal lessons in the forest too. After playtime, the kids visit learning stations. At one they paint using natural materials. At another they make letters out of sticks. One girl struggles to make an “S.”\u003c/p>\n\u003cp>“I’m going to get some curvy sticks!” she declares. Soon realizing that curvy sticks are hard to come by, she comes up with the idea of making a backwards “Z” instead.\u003c/p>\n\u003cp>“Kids are so resourceful out here,” says Minnucci. “In the classroom, we chunk everything into small pieces. We teach them discrete skills and facts and they put it together later. That’s a good way to learn, but it’s not the way the world works,” she says. “I like giving them the opportunity to be in a really complex place where they need to think about how to build a dam with a peer and at the same time think about staying dry and staying warm.”\u003c/p>\n\u003cfigure id=\"attachment_40735\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Climbing.jpg\">\u003cimg class=\"size-full wp-image-40735\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Climbing.jpg\" alt=\"A boy climbs to his “sit spot.” Every Forest Monday begins with kindergartners spending 10 minutes sitting quietly alone in designated spots in the woods. \" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/Climbing.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Climbing-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Climbing-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Climbing-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Climbing-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Climbing-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A boy climbs to his “sit spot.” Every Forest Monday begins with kindergartners spending 10 minutes sitting quietly alone in designated spots in the woods. \u003ccite>(By Chas Goldman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>GROUND RULES\u003c/strong>\u003c/p>\n\u003cp>There are very few rules in the woods. Take care of yourself, take care of others, don’t wander too far away; that’s pretty much it. The goal is to let kids experience independence and help them learn the self-regulation skills that are so important to becoming a successful adult. Minnucci points to a kid sitting in the stream.\u003c/p>\n\u003cp>“It’s 33 degrees out. He’s \u003cem>sitting\u003c/em> in water. And he’s going to figure out whether that becomes uncomfortable or not,” she says. “I don’t need to make a rule for him. He’s going to figure that out. This is a place where he can learn to take care of himself.”\u003c/p>\n\u003cp>There are plenty of adult eyes making sure kids stay safe. Grants pay for an additional forest day teacher. And most Mondays, there’s at least one parent volunteer.\u003c/p>\n\u003cp>“I think it’s a really great idea that they get the kids out,” says a dad, Chris Cooper. “They’re able to explore and figure things out on their own.”\u003c/p>\n\u003cp>And what do the students think? \"We get to play and we don't have to stay seated forever,\" says kindergartner Jacob Tyburski.\u003c/p>\n\u003cp>When Minnucci started this forest school experiment two years ago, she knew it would be good for the rowdy boys who clearly need to run around more than the typical school day offers.\u003c/p>\n\u003cp>What she didn’t expect is how good it would be for the kids who can sit still and “do” school when they’re 5 years old. She gives the example of a boy last year.\u003c/p>\n\u003cp>Inside the classroom, he was one of her best students. But when he got outside and kids were climbing a tree, he couldn’t get very high. “I think he was a little surprised to not be meeting his peers’ ability,” says Minnucci.\u003c/p>\n\u003cp>Then, partway up the tree, he fell. And got a bit scraped up. “I felt terrible,” Minnucci says. “I thought, ‘Oh this poor guy. He failed.’”\u003c/p>\n\u003cp>But two weeks later, when the kids were climbing the tree again, he looked over at them. “I want to try the tree,” he said.\u003c/p>\n\u003cp>“And he went to the tree and he got higher than he’d been before and he was beaming,” says Minnucci. “And I thought, ‘Oh, this good, this is good!’ This is a kid who may have gone so far before he met challenge that he wouldn’t have known what to do when he got there.”\u003c/p>\n\u003cfigure id=\"attachment_40733\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Home-Site.jpg\">\u003cimg class=\"size-full wp-image-40733\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Home-Site.jpg\" alt=\"Students and teachers at the Forest Monday home site they’ve built in the woods next to their school in Quechee, Vermont. \" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/Home-Site.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Home-Site-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Home-Site-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Home-Site-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Home-Site-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Home-Site-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students and teachers at the Forest Monday home site they’ve built in the woods next to their school in Quechee, Vermont. \u003ccite>(By Chas Goldman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Kids who are good at school need to understand there’s more to life than acing academics, says Minnucci. And students who aren’t excelling at the academic stuff need to know there’s value in the things they are good at. Doing school in the forest offers “something really important” to everyone, she says.\u003c/p>\n\u003cp>Clearly there’s a lot students are learning in the forest. But what about standardized test scores? That’s the bottom line for schools these days.\u003c/p>\n\u003cp>Minnucci says scores went up more last year than any other year she’s been teaching. She’s quick to point out there could be lots of reasons for that.\u003c/p>\n\u003cp>She didn’t set out to prove that one day a week in the forest would improve academic achievement. But it didn’t hurt. She says what her students gain from the experience might not be measurable, but that doesn’t mean it’s not worth doing.\u003c/p>\n\u003cp>Her principal, Amos Kornfeld, agrees. He says schools are being forced to think about everything in terms of data and measurable outcomes, but he doesn’t need test scores to tell him forest kindergarten is working.\u003c/p>\n\u003cp>When the kids come back from the woods, they look happy and healthy. “Schools need to be focusing on that too,” he says.\u003c/p>\n\u003cp>\u003cem>Emily Hanford is an education correspondent for \u003ca href=\"http://www.americanradioworks.org/\">American Radio Works\u003c/a>. \u003c/em>\u003cem>Listen to the \u003ca href=\"http://www.americanradioworks.org/forest-schools/\">American RadioWorks podcast\u003c/a> for more about forest schools, including a visit to a sixth grade class that does forest days. Check out the weekly \u003ca href=\"https://cornerclassroom.wordpress.com/\">Forest Monday blog\u003c/a> created by the kindergartners in Quechee, Vermont. Learn more about \u003ca href=\"http://forestkinder.org/\">setting up a forest kindergarten.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
"tagline": "Your irreverent guide to the trends redefining our world",
"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
"site": "radio",
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},
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"id": "here-and-now",
"title": "Here & Now",
"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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