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"disqusTitle": "The Maker Movement Finds Its Way Into Urban Classrooms",
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"content": "\u003cfigure id=\"attachment_31409\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31409\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Pitt-kid300.jpg\" alt=\"Pitt-kid300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/Pitt-kid300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/Pitt-kid300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/Pitt-kid300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Kathleen Costanza, \u003ca href=\"http://remakelearning.org/blog/2013/08/26/the-maker-movement-finds-its-way-into-pittsburgh-classrooms/\">Remake Learning\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">A school library might not be the most obvious place to find kids building robots. But this year, Miriam Klein, a librarian and English teacher in the Cornell School District outside of Pittsburgh, is planning to use her district’s brand new \u003ca href=\"http://www.hummingbirdkit.com/\">Hummingbird robotics kits\u003c/a> in the classroom to build characters from stories her students read. Using cardboard, pipe cleaners, and whatever else they come up with, along with the equipment in the kit (motors, LED lights, digital sensors), created by C\u003ca href=\"http://remakelearning.org/organization/carnegie-mellon/carnegie-mellon-school-computer-science/robotics-institute/create-lab/\">arnegie Mellon’s CREATE lab\u003c/a>, the kids will bring their characters to life.\u003c/p>\n\u003cp>The infectious enthusiasm Klein and hordes of teachers around the country have for hands-on projects echoes that of the maker movement, a growing network of DIY and making enthusiasts building everything from \u003ca href=\"http://www.washingtonpost.com/lifestyle/style/president-fires-marshmallow-cannon/2012/02/07/gIQA5yqvwQ_gallery.html%23photo=1\">marshmallow cannons\u003c/a> to \u003ca href=\"http://makezine.com/2012/05/18/delorean-hovercraft/\">hovercrafts\u003c/a> in garages, at \u003ca href=\"http://remakelearning.org/blog/2012/09/29/whats-happening-at-world-maker-faire/\">Maker Faires\u003c/a>, and state-of-the-art makeshops. Leveraging kids’ natural inclination to tinker, the maker movement has found its way into classrooms. In Pittsburgh and around the country, educators are encouraging kids to experiment, building \u003ca href=\"http://remakelearning.org/blog/2013/03/04/for-todays-students-creativity-matters/\">imperative skills in STEAM subjects\u003c/a> and spurring lifelong interests that will hopefully one day lead to careers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If they don’t reach the goal the first time, after taking suggestions, they try again. I think that’s a change.”\u003c/aside>\n\u003cp>Further encouraging Klein’s plans for this year is a two-week professional development camp she attended in July, \u003ca href=\"http://remakelearning.org/blog/2013/07/30/game-on-teachers-learn-to-bring-gaming-and-play-into-the-classroom/\">MobileQuest CoLab\u003c/a>, organized by the \u003ca href=\"http://www.instituteofplay.org/\">Institute of Play\u003c/a>. The program taught educators and students the basics of game design. But the games weren’t necessarily played on devices—many were hands-on, puzzle-like games such as tossing a ping-pong ball down a flight of stairs into cups. They then often incorporated an element of technology like a stopwatch or QR code scanner.\u003c/p>\n\u003cp>During MobileQuest, Klein saw students owning their ideas in a way she’d only seen in her creative writing classes. Witnessing that ownership, she says, is what excites her most about the hands-on projects and game design she’s envisioning for her classroom this year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/why-we-need-to-value-spatial-creativity/\">Why We Need to Value Students' Spatial Creativity\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“My idea of hands-on learning is sort of controlled chaos and then learning to accept chaos,” Klein says. Like proponents of the maker movement, she believes that in an environment conducive to hands-on learning a teacher acts as a facilitator rather than instructor, encouraging collaboration and ensuring everyone’s voices are heard.\u003c/p>\n\u003cp>Chris Foster, a Business, Computer and Information Technology teacher at Elizabeth Forward Middle School in Elizabeth, Pennsylvania, is also looking ahead and developing ideas for hands-on learning this year. As part of his school’s new program called the Dream Factory, students will have access to a 3D printer. The students get to experiment with digital and physical materials to create the inventions of their dreams. Foster is planning ways to encourage them to think creatively about what they create, for example by having students wear blindfolds while they hold objects in order to use all their senses in brainstorming possible iterations.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"I'm not surprised when kids do extraordinary things.. I'm surprised when adults are surprised at kids doing extraordinary things.\"\u003c/aside>\n\u003cp>“If they don’t reach the goal the first time, after taking suggestions, they try again. I think that’s a change,” Foster says of the difference he’s seen between project-based learning and more traditional pedagogy. He’s seen students dread revising assignments, but an environment and culture embracing hands-on learning and making alters the meaning of “revisions” altogether. “If you build this kind of atmosphere and environment in a class from the very beginning, I think students are more apt to take suggestions from their classmates and teachers and go back to create a better product.”\u003c/p>\n\u003cp>As maker-expert and educator Gary Stager explains in his new book with co-author Sylvia Libow Martinez, “\u003ca href=\"http://www.inventtolearn.com/\">Invent to Learn: Making, Tinkering, and Engineering in the Classroom\u003c/a>,” learning through making and inventing isn’t new. But its use is gaining renewed emphasis among educators, fueled by the tools and technology we can now put into kids’ hands.\u003c/p>\n\u003cp>Stager and Libow Martinez call these technologies—specifically fabrication, computing and computer science—“game changers.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/before-reading-or-watching-videos-students-should-first-experiment/\">Before Reading or Watching Videos, Students Should Experiment\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“The excitement about these new technologies will reanimate the best traditions of progressive education in classrooms, of learning by doing, of working on meaningful projects, of developing agency and becoming lost in the flow of something you care about,” Stager writes.\u003c/p>\n\u003cp>He points to a student in Australia who wrote a computer program that drew complex, geometric shapes and then sporadically teleported them into a black hole. Letting students follow their own interests and creative urges encourages them to be self-directed, Stager says, and prepares them for an outside world where problems are not multiple choice.\u003c/p>\n\u003cp>“At the core, I think the goal of teachers and schooling in general is to prepare kids to solve problems that teachers and the curriculum never even anticipated,” Stager says.\u003c/p>\n\u003cp>“[Making] is intrinsic, whereas a lot of traditional, formal school is motivated by extrinsic measures, such as grades,” Dale Dougherty, founder of \u003ca href=\"http://makezine.com/\">MAKE Magazine\u003c/a>, says in the short documentary “\u003ca href=\"http://www.wearemakers.org/\">We Are Makers\u003c/a>.” “Shifting that control from the teacher or the expert to the participant to the non-expert, the student, that’s the real big difference here.”\u003c/p>\n\u003cp>\u003ciframe src=\"//player.vimeo.com/video/66162292\" width=\"500\" height=\"281\">\u003c/iframe>\u003c/p>\n\u003cp>Teachers and makers have seen firsthand how kids develop agency by making. Now, researchers are heading out into makerspaces and classrooms to delve into how and why making fosters this kind of agency and excitement.\u003c/p>\n\u003cp>With support from the National Science Foundation, Erica Halverson, an education professor at the University of Wisconsin-Madison, is embarking on \u003ca href=\"http://cehd.gmu.edu/news/stories/makerspaces01\">a study\u003c/a> of environments that foster creativity and learning. The goal is to understand the difference, if there is any, between the culture of makerspaces and the act of making. What exactly fosters learning? Is the making itself enough to drive learning, or does the culture of a makerspace impart a sense of agency in kids, empowering them to explore and tinker? What Halverson and her team find will have implications for how to further move making into classrooms.\u003c/p>\n\u003cp>To answer their questions, Halverson’s team is using the \u003ca href=\"https://pittsburghkids.org/exhibits/makeshop\">Makeshop\u003c/a> at the Children’s Museum of Pittsburgh as their laboratory. The Makeshop includes woodworking tools, circuitry, sewing materials, and animation tools, plus experts who can help kids and their families out with projects.\u003c/p>\n\u003cp>“More than any other children’s museum, they’re committed to the maker culture as a part of their mission,” Halverson said. “I didn’t know much about children’s museums before I started this project, but \u003ca href=\"http://remakelearning.org/blog/2013/04/30/qa-jane-werner-on-reimagining-childrens-museums-and-the-future-of-learning/\">[Museum Director] Jane Werner is the queen of children’s museums\u003c/a>. She’s forward-thinking and has invested so much time in the development of Makeshop as something distinct from the typical arts/crafts space in their museum—it’s an amazing place.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/want-to-start-a-makerspace-at-school-tips-to-get-started/\">Want to Start a Maker Space at School? Tips to Get Started\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Kylie Peppler, an assistant professor of learning sciences at Indiana University, Bloomington, and the head of the \u003ca href=\"http://m2l.indiana.edu/\">Make to Learn Initiative\u003c/a>, is developing a white paper on making and its guiding learning theories.\u003c/p>\n\u003cp>Peppler said making is so exciting because “the act of construction externalizes what kids know, and allows them to reflect on the designing and action. The externalizing of your ideas is really productive for learning and connecting with other people.”\u003c/p>\n\u003cp>The interests hands-on learning sparks are sometimes a beeline to a career.\u003c/p>\n\u003cp>Peppler points out that “Ninety percent of the time you talk to an engineer, the experience of making a boat in eighth grade was what sparked their interest in engineering.”\u003c/p>\n\u003cp>“We as educators try to make our lectures engaging, but when we allow people to make something, it’s completely transformative. You don’t have to fight for kids’ attention when making,” Peppler said.\u003c/p>\n\u003cp>Stager echoed Peppler’s belief that making is intrinsically motivating for kids. He recalled a group of three 10-year-old girls who, after Stager charged their fifth grade class with the challenge, came back two days later with a computer program they wrote that drew any fraction as pieces of a circle.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I’m not surprised when kids do extraordinary things,” Stager said. “I’m surprised when adults are surprised at kids doing extraordinary things.”\u003c/p>\n\n",
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"excerpt": "As kids head back school this fall, educators and researchers are teaming up to figure out what kids learn from tinkering, and how it may help prepare them for the future.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31409\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31409\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Pitt-kid300.jpg\" alt=\"Pitt-kid300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/Pitt-kid300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/Pitt-kid300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/Pitt-kid300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Kathleen Costanza, \u003ca href=\"http://remakelearning.org/blog/2013/08/26/the-maker-movement-finds-its-way-into-pittsburgh-classrooms/\">Remake Learning\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">A school library might not be the most obvious place to find kids building robots. But this year, Miriam Klein, a librarian and English teacher in the Cornell School District outside of Pittsburgh, is planning to use her district’s brand new \u003ca href=\"http://www.hummingbirdkit.com/\">Hummingbird robotics kits\u003c/a> in the classroom to build characters from stories her students read. Using cardboard, pipe cleaners, and whatever else they come up with, along with the equipment in the kit (motors, LED lights, digital sensors), created by C\u003ca href=\"http://remakelearning.org/organization/carnegie-mellon/carnegie-mellon-school-computer-science/robotics-institute/create-lab/\">arnegie Mellon’s CREATE lab\u003c/a>, the kids will bring their characters to life.\u003c/p>\n\u003cp>The infectious enthusiasm Klein and hordes of teachers around the country have for hands-on projects echoes that of the maker movement, a growing network of DIY and making enthusiasts building everything from \u003ca href=\"http://www.washingtonpost.com/lifestyle/style/president-fires-marshmallow-cannon/2012/02/07/gIQA5yqvwQ_gallery.html%23photo=1\">marshmallow cannons\u003c/a> to \u003ca href=\"http://makezine.com/2012/05/18/delorean-hovercraft/\">hovercrafts\u003c/a> in garages, at \u003ca href=\"http://remakelearning.org/blog/2012/09/29/whats-happening-at-world-maker-faire/\">Maker Faires\u003c/a>, and state-of-the-art makeshops. Leveraging kids’ natural inclination to tinker, the maker movement has found its way into classrooms. In Pittsburgh and around the country, educators are encouraging kids to experiment, building \u003ca href=\"http://remakelearning.org/blog/2013/03/04/for-todays-students-creativity-matters/\">imperative skills in STEAM subjects\u003c/a> and spurring lifelong interests that will hopefully one day lead to careers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If they don’t reach the goal the first time, after taking suggestions, they try again. I think that’s a change.”\u003c/aside>\n\u003cp>Further encouraging Klein’s plans for this year is a two-week professional development camp she attended in July, \u003ca href=\"http://remakelearning.org/blog/2013/07/30/game-on-teachers-learn-to-bring-gaming-and-play-into-the-classroom/\">MobileQuest CoLab\u003c/a>, organized by the \u003ca href=\"http://www.instituteofplay.org/\">Institute of Play\u003c/a>. The program taught educators and students the basics of game design. But the games weren’t necessarily played on devices—many were hands-on, puzzle-like games such as tossing a ping-pong ball down a flight of stairs into cups. They then often incorporated an element of technology like a stopwatch or QR code scanner.\u003c/p>\n\u003cp>During MobileQuest, Klein saw students owning their ideas in a way she’d only seen in her creative writing classes. Witnessing that ownership, she says, is what excites her most about the hands-on projects and game design she’s envisioning for her classroom this year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/why-we-need-to-value-spatial-creativity/\">Why We Need to Value Students' Spatial Creativity\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“My idea of hands-on learning is sort of controlled chaos and then learning to accept chaos,” Klein says. Like proponents of the maker movement, she believes that in an environment conducive to hands-on learning a teacher acts as a facilitator rather than instructor, encouraging collaboration and ensuring everyone’s voices are heard.\u003c/p>\n\u003cp>Chris Foster, a Business, Computer and Information Technology teacher at Elizabeth Forward Middle School in Elizabeth, Pennsylvania, is also looking ahead and developing ideas for hands-on learning this year. As part of his school’s new program called the Dream Factory, students will have access to a 3D printer. The students get to experiment with digital and physical materials to create the inventions of their dreams. Foster is planning ways to encourage them to think creatively about what they create, for example by having students wear blindfolds while they hold objects in order to use all their senses in brainstorming possible iterations.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"I'm not surprised when kids do extraordinary things.. I'm surprised when adults are surprised at kids doing extraordinary things.\"\u003c/aside>\n\u003cp>“If they don’t reach the goal the first time, after taking suggestions, they try again. I think that’s a change,” Foster says of the difference he’s seen between project-based learning and more traditional pedagogy. He’s seen students dread revising assignments, but an environment and culture embracing hands-on learning and making alters the meaning of “revisions” altogether. “If you build this kind of atmosphere and environment in a class from the very beginning, I think students are more apt to take suggestions from their classmates and teachers and go back to create a better product.”\u003c/p>\n\u003cp>As maker-expert and educator Gary Stager explains in his new book with co-author Sylvia Libow Martinez, “\u003ca href=\"http://www.inventtolearn.com/\">Invent to Learn: Making, Tinkering, and Engineering in the Classroom\u003c/a>,” learning through making and inventing isn’t new. But its use is gaining renewed emphasis among educators, fueled by the tools and technology we can now put into kids’ hands.\u003c/p>\n\u003cp>Stager and Libow Martinez call these technologies—specifically fabrication, computing and computer science—“game changers.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/before-reading-or-watching-videos-students-should-first-experiment/\">Before Reading or Watching Videos, Students Should Experiment\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“The excitement about these new technologies will reanimate the best traditions of progressive education in classrooms, of learning by doing, of working on meaningful projects, of developing agency and becoming lost in the flow of something you care about,” Stager writes.\u003c/p>\n\u003cp>He points to a student in Australia who wrote a computer program that drew complex, geometric shapes and then sporadically teleported them into a black hole. Letting students follow their own interests and creative urges encourages them to be self-directed, Stager says, and prepares them for an outside world where problems are not multiple choice.\u003c/p>\n\u003cp>“At the core, I think the goal of teachers and schooling in general is to prepare kids to solve problems that teachers and the curriculum never even anticipated,” Stager says.\u003c/p>\n\u003cp>“[Making] is intrinsic, whereas a lot of traditional, formal school is motivated by extrinsic measures, such as grades,” Dale Dougherty, founder of \u003ca href=\"http://makezine.com/\">MAKE Magazine\u003c/a>, says in the short documentary “\u003ca href=\"http://www.wearemakers.org/\">We Are Makers\u003c/a>.” “Shifting that control from the teacher or the expert to the participant to the non-expert, the student, that’s the real big difference here.”\u003c/p>\n\u003cp>\u003ciframe src=\"//player.vimeo.com/video/66162292\" width=\"500\" height=\"281\">\u003c/iframe>\u003c/p>\n\u003cp>Teachers and makers have seen firsthand how kids develop agency by making. Now, researchers are heading out into makerspaces and classrooms to delve into how and why making fosters this kind of agency and excitement.\u003c/p>\n\u003cp>With support from the National Science Foundation, Erica Halverson, an education professor at the University of Wisconsin-Madison, is embarking on \u003ca href=\"http://cehd.gmu.edu/news/stories/makerspaces01\">a study\u003c/a> of environments that foster creativity and learning. The goal is to understand the difference, if there is any, between the culture of makerspaces and the act of making. What exactly fosters learning? Is the making itself enough to drive learning, or does the culture of a makerspace impart a sense of agency in kids, empowering them to explore and tinker? What Halverson and her team find will have implications for how to further move making into classrooms.\u003c/p>\n\u003cp>To answer their questions, Halverson’s team is using the \u003ca href=\"https://pittsburghkids.org/exhibits/makeshop\">Makeshop\u003c/a> at the Children’s Museum of Pittsburgh as their laboratory. The Makeshop includes woodworking tools, circuitry, sewing materials, and animation tools, plus experts who can help kids and their families out with projects.\u003c/p>\n\u003cp>“More than any other children’s museum, they’re committed to the maker culture as a part of their mission,” Halverson said. “I didn’t know much about children’s museums before I started this project, but \u003ca href=\"http://remakelearning.org/blog/2013/04/30/qa-jane-werner-on-reimagining-childrens-museums-and-the-future-of-learning/\">[Museum Director] Jane Werner is the queen of children’s museums\u003c/a>. She’s forward-thinking and has invested so much time in the development of Makeshop as something distinct from the typical arts/crafts space in their museum—it’s an amazing place.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/want-to-start-a-makerspace-at-school-tips-to-get-started/\">Want to Start a Maker Space at School? Tips to Get Started\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Kylie Peppler, an assistant professor of learning sciences at Indiana University, Bloomington, and the head of the \u003ca href=\"http://m2l.indiana.edu/\">Make to Learn Initiative\u003c/a>, is developing a white paper on making and its guiding learning theories.\u003c/p>\n\u003cp>Peppler said making is so exciting because “the act of construction externalizes what kids know, and allows them to reflect on the designing and action. The externalizing of your ideas is really productive for learning and connecting with other people.”\u003c/p>\n\u003cp>The interests hands-on learning sparks are sometimes a beeline to a career.\u003c/p>\n\u003cp>Peppler points out that “Ninety percent of the time you talk to an engineer, the experience of making a boat in eighth grade was what sparked their interest in engineering.”\u003c/p>\n\u003cp>“We as educators try to make our lectures engaging, but when we allow people to make something, it’s completely transformative. You don’t have to fight for kids’ attention when making,” Peppler said.\u003c/p>\n\u003cp>Stager echoed Peppler’s belief that making is intrinsically motivating for kids. He recalled a group of three 10-year-old girls who, after Stager charged their fifth grade class with the challenge, came back two days later with a computer program they wrote that drew any fraction as pieces of a circle.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I’m not surprised when kids do extraordinary things,” Stager said. “I’m surprised when adults are surprised at kids doing extraordinary things.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Reinventing School From the Ground Up For Inquiry Learning",
"title": "Reinventing School From the Ground Up For Inquiry Learning",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_31282\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31282\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/lightbulbs-e1378920601726.jpg\" alt=\"lightbulbs\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/lightbulbs-e1378920601726.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/lightbulbs-e1378920601726-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/lightbulbs-e1378920601726-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"text-align: left\" align=\"center\">\u003cstrong>By Thom Markham\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">A grave miscalculation exists in the minds of many educators: That inquiry-based learning, project based learning, and 21\u003csup>st\u003c/sup> century competencies can flourish in industrial model schools. Under this world view, the inquiry goals of the Common Core State Standards are \"strategies\" to be added to the existing list of classroom techniques, while skills like collaboration, communication, or creativity can be taught despite 43-minute periods, desks in rows, and pacing guides set in stone.\u003c/p>\n\u003cp>In other words, reaching the top of Bloom’s Taxonomy is important, but less so than maintaining regimental order.\u003c/p>\n\u003cp>But what we know—from industry and neuroscience—is that organizational structure, environment, and human performance are deeply intertwined. It is inevitable that schools must be completely redesigned if society wants to tap the wellsprings of creativity and exploration that the industrial system subdues.\u003c/p>\n\u003cp>This redesign issue looms large. A small number of schools around the country that began life as charters or academies have developed successful inquiry-based systems. But spurred by the Common Core and the urgency to teach 21\u003csup>st\u003c/sup> century competencies, a huge wave of settlers is now trying to emulate the pioneers by becoming \"inquiry-based\" schools. By and large, this group is composed of well-performing K–12 schools—neighborhood schools with solid test scores, a traditional approach, and a winning formula that makes them resistant to change. To ramp up, they usually sponsor a few days of professional development in project-based learning or Common Core instruction, but don’t address the backbone of the school organization or culture. The results for project based learning have been predictable. High-quality, engaging project-based work has thrived in a few classrooms, but failed to establish itself and flourish. The breakthrough behaviors seen in the pioneering schools haven’t occurred. Teachers shrug, and carry on.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But a historical moment has arrived. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-educators-can-address-parents-confusion-about-common-core/\">Confusion over the Common Core\u003c/a> and uncertainty about the role of standards in general, explosive technologies that have finally reached and overwhelmed brick-and-mortar processes in schools, and the panicky recognition that competency in today’s world requires skills and resiliency in addition to a degree—these and other factors have suddenly fractured the industrial model beyond repair.\u003c/p>\n\u003cp>For all of us, as citizens and educators, in this country and others, it’s way past time for school \"improvement,\" and high time to invent fresh organizations \u003cem>designed \u003c/em>for inquiry— the ecosystem for inquiry, in which all elements of the environment act holistically to grow, nurture, and sustain the qualities of heart and mind necessary for students \u003cem>and\u003c/em> teachers to learn to ask good questions instead of finding right answers. That’s a very high bar, but that’s the ultimate goal of 21\u003csup>st\u003c/sup> century learning.\u003c/p>\n\u003cp>How to develop this ecosystem? Only two qualities are required: Imagination and bravery. The first is the least difficult. Schools that facilitate brightness and joy in young people have solved the initial mysteries of organizing learning around inquiry. There are models to emulate. But transforming an entire system under the pressure of future shock takes collective courage and a powerful foundation of collaboration, trust, and openness. Machiavelli, despite a negative reputation, was an astute observer of his own era. “The times are too big for our brains,” he said. So it is now. Disruption is hard. To work your way through it requires many minds and a shared commitment.\u003c/p>\n\u003cp>Beyond that, the ecosystem metaphor works. Inquiry grows with the right combination of soil, sun, and water. You start with a seed, and remove every barrier on its path to a flower. This is the reverse, of course, of the usual school redesign process, in which the child must fit the system. The great shift in our own thinking, in this age of Google and breathtaking events, is that the system must be fitted to the child.\u003c/p>\n\u003cp>So bravery and imagination might need an ally: \u003cem>Deep inquiry\u003c/em> of our own. In fact, if we as educators want deep learning, we’ll need to enter into the same process as students. What deep questions can we ask ourselves to start the process right? Here are a few ideas:\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are we moving towards personalized care for students? \u003c/em>\u003c/strong>Debating the efficacy of the Common Core is a sidebar conversation. Deeper learning and\u003cstrong>\u003cem> \u003c/em>\u003c/strong>inquiry happen in the presence of engagement, transcending lists of standards. Engagement is muted by teacher talk, disrespectful communications, too many \"thou shall not\" signs, classroom rules designed to enforce compliance rather than collaboration, a laundry list of outcomes, and a thousand other remnants of industrial herding. Experience in high-performing organizational cultures—and now neuroscience itself—tells us that fear and control limits the brain. Inquiry flows out of the frontal part of the brain—the place of wondering, questioning, and creativity—a part of the brain activated by the feeling of \"connectedness\" and stimulated by mentorship and communal care.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are we empowering ourselves as teachers? \u003c/em>\u003c/strong>In this day and age, change is peer-driven and crowd-sourced. Teachers need to see themselves as the leaders of change, not the tools of Superintendents or Departments of Education. This requires disruption on two levels. Conversations among teachers must range far beyond ordering new textbooks, deciding on a curriculum, or reviewing the tardy policy. Traditional structures, such as department meetings and grade-level teams, encourage this limited agenda. Professional Learning Networks offer a great structure, but must be energized by conversations oriented toward a meta-cognitive view of the organization rather than rearranging deck chairs. And, to make the collaboration deep and meaningful, the conversation must become more personal. Every teacher should be willing to share hopes and fears, examine biases, and reveal attitudes. This is the kind of ‘open space’ that develops the necessary momentum for shifting systems by linking people emotionally to a common mission.\u003c/p>\n\u003cp>\u003cstrong>\u003cem> Are we probing our mission and values? \u003c/em>\u003c/strong>Schools must fulfill their \u003cem>in loco parentis\u003c/em> responsibilities and have orderly processes for managing the learning of hundreds of young people. But the combination of seat time, instructional minutes, five-minute passing periods, zero periods, and other encrusted structures more often resemble a well-designed holding pen than the open architecture that meshes mind and surroundings to create joyful inquiry. A good place to start is to examine, collaboratively and sincerely, the District mission and values statements. Most of the statements are actually quite good; it’s just that industrial education hasn’t taken them seriously. But start there and ask: If this is what we promise, how do we do it?\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are we making 21\u003csup>st\u003c/sup> century competencies the centerpiece of instruction?\u003c/em>\u003c/strong> Often overlooked, even by experts in project based learning, is that inquiry isn’t designed to teach information; it’s designed to set up the conditions under which students become more \u003cem>skillful\u003c/em>. That’s why it’s inherently student-centered. Successful inquiry requires skillful competencies, which are a deep amalgam of habits, personality, and an experiential knowledge base. Schools of the future will always be just plain \u003cem>teaching\u003c/em> information, but it’s time for all schools to weave skills, subjects, and academic achievement into a seamless whole that defines expectations for students. How do schools begin to make skills central? Agree that every teacher, of every subject, shares equal responsibility for teaching and evaluating skills. Draw up standardized performance rubrics that gauge and reinforce the competencies in students. Make skills 60% of the grade. Those three steps alone will put any school on the path to creating an ecosystem for inquiry.\u003c/p>\n\u003cp>\u003ca href=\"http://www.thommarkham.com/\">Thom Markham\u003c/a> is a speaker, writer, psychologist, and internationally respected consultant in the critical areas of inquiry based education, project based learning, and creativity. Thom is the author of the best selling \u003cem>\u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=sr_1_2_title_1_per?s=books&ie=UTF8&qid=1373643076&sr=1-2&keywords=project+based+learning\">Project Based Learning Design and Coaching Guide: Expert tools for innovation and inquiry for K-12 educators.\u003c/a> Reach him through \u003ca href=\"http://www.thommarkham.com/\">www.thommarkham.com\u003c/a> or tweet him @thommarkham.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31282\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31282\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/lightbulbs-e1378920601726.jpg\" alt=\"lightbulbs\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/lightbulbs-e1378920601726.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/lightbulbs-e1378920601726-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/lightbulbs-e1378920601726-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"text-align: left\" align=\"center\">\u003cstrong>By Thom Markham\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">A grave miscalculation exists in the minds of many educators: That inquiry-based learning, project based learning, and 21\u003csup>st\u003c/sup> century competencies can flourish in industrial model schools. Under this world view, the inquiry goals of the Common Core State Standards are \"strategies\" to be added to the existing list of classroom techniques, while skills like collaboration, communication, or creativity can be taught despite 43-minute periods, desks in rows, and pacing guides set in stone.\u003c/p>\n\u003cp>In other words, reaching the top of Bloom’s Taxonomy is important, but less so than maintaining regimental order.\u003c/p>\n\u003cp>But what we know—from industry and neuroscience—is that organizational structure, environment, and human performance are deeply intertwined. It is inevitable that schools must be completely redesigned if society wants to tap the wellsprings of creativity and exploration that the industrial system subdues.\u003c/p>\n\u003cp>This redesign issue looms large. A small number of schools around the country that began life as charters or academies have developed successful inquiry-based systems. But spurred by the Common Core and the urgency to teach 21\u003csup>st\u003c/sup> century competencies, a huge wave of settlers is now trying to emulate the pioneers by becoming \"inquiry-based\" schools. By and large, this group is composed of well-performing K–12 schools—neighborhood schools with solid test scores, a traditional approach, and a winning formula that makes them resistant to change. To ramp up, they usually sponsor a few days of professional development in project-based learning or Common Core instruction, but don’t address the backbone of the school organization or culture. The results for project based learning have been predictable. High-quality, engaging project-based work has thrived in a few classrooms, but failed to establish itself and flourish. The breakthrough behaviors seen in the pioneering schools haven’t occurred. Teachers shrug, and carry on.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But a historical moment has arrived. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-educators-can-address-parents-confusion-about-common-core/\">Confusion over the Common Core\u003c/a> and uncertainty about the role of standards in general, explosive technologies that have finally reached and overwhelmed brick-and-mortar processes in schools, and the panicky recognition that competency in today’s world requires skills and resiliency in addition to a degree—these and other factors have suddenly fractured the industrial model beyond repair.\u003c/p>\n\u003cp>For all of us, as citizens and educators, in this country and others, it’s way past time for school \"improvement,\" and high time to invent fresh organizations \u003cem>designed \u003c/em>for inquiry— the ecosystem for inquiry, in which all elements of the environment act holistically to grow, nurture, and sustain the qualities of heart and mind necessary for students \u003cem>and\u003c/em> teachers to learn to ask good questions instead of finding right answers. That’s a very high bar, but that’s the ultimate goal of 21\u003csup>st\u003c/sup> century learning.\u003c/p>\n\u003cp>How to develop this ecosystem? Only two qualities are required: Imagination and bravery. The first is the least difficult. Schools that facilitate brightness and joy in young people have solved the initial mysteries of organizing learning around inquiry. There are models to emulate. But transforming an entire system under the pressure of future shock takes collective courage and a powerful foundation of collaboration, trust, and openness. Machiavelli, despite a negative reputation, was an astute observer of his own era. “The times are too big for our brains,” he said. So it is now. Disruption is hard. To work your way through it requires many minds and a shared commitment.\u003c/p>\n\u003cp>Beyond that, the ecosystem metaphor works. Inquiry grows with the right combination of soil, sun, and water. You start with a seed, and remove every barrier on its path to a flower. This is the reverse, of course, of the usual school redesign process, in which the child must fit the system. The great shift in our own thinking, in this age of Google and breathtaking events, is that the system must be fitted to the child.\u003c/p>\n\u003cp>So bravery and imagination might need an ally: \u003cem>Deep inquiry\u003c/em> of our own. In fact, if we as educators want deep learning, we’ll need to enter into the same process as students. What deep questions can we ask ourselves to start the process right? Here are a few ideas:\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are we moving towards personalized care for students? \u003c/em>\u003c/strong>Debating the efficacy of the Common Core is a sidebar conversation. Deeper learning and\u003cstrong>\u003cem> \u003c/em>\u003c/strong>inquiry happen in the presence of engagement, transcending lists of standards. Engagement is muted by teacher talk, disrespectful communications, too many \"thou shall not\" signs, classroom rules designed to enforce compliance rather than collaboration, a laundry list of outcomes, and a thousand other remnants of industrial herding. Experience in high-performing organizational cultures—and now neuroscience itself—tells us that fear and control limits the brain. Inquiry flows out of the frontal part of the brain—the place of wondering, questioning, and creativity—a part of the brain activated by the feeling of \"connectedness\" and stimulated by mentorship and communal care.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are we empowering ourselves as teachers? \u003c/em>\u003c/strong>In this day and age, change is peer-driven and crowd-sourced. Teachers need to see themselves as the leaders of change, not the tools of Superintendents or Departments of Education. This requires disruption on two levels. Conversations among teachers must range far beyond ordering new textbooks, deciding on a curriculum, or reviewing the tardy policy. Traditional structures, such as department meetings and grade-level teams, encourage this limited agenda. Professional Learning Networks offer a great structure, but must be energized by conversations oriented toward a meta-cognitive view of the organization rather than rearranging deck chairs. And, to make the collaboration deep and meaningful, the conversation must become more personal. Every teacher should be willing to share hopes and fears, examine biases, and reveal attitudes. This is the kind of ‘open space’ that develops the necessary momentum for shifting systems by linking people emotionally to a common mission.\u003c/p>\n\u003cp>\u003cstrong>\u003cem> Are we probing our mission and values? \u003c/em>\u003c/strong>Schools must fulfill their \u003cem>in loco parentis\u003c/em> responsibilities and have orderly processes for managing the learning of hundreds of young people. But the combination of seat time, instructional minutes, five-minute passing periods, zero periods, and other encrusted structures more often resemble a well-designed holding pen than the open architecture that meshes mind and surroundings to create joyful inquiry. A good place to start is to examine, collaboratively and sincerely, the District mission and values statements. Most of the statements are actually quite good; it’s just that industrial education hasn’t taken them seriously. But start there and ask: If this is what we promise, how do we do it?\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are we making 21\u003csup>st\u003c/sup> century competencies the centerpiece of instruction?\u003c/em>\u003c/strong> Often overlooked, even by experts in project based learning, is that inquiry isn’t designed to teach information; it’s designed to set up the conditions under which students become more \u003cem>skillful\u003c/em>. That’s why it’s inherently student-centered. Successful inquiry requires skillful competencies, which are a deep amalgam of habits, personality, and an experiential knowledge base. Schools of the future will always be just plain \u003cem>teaching\u003c/em> information, but it’s time for all schools to weave skills, subjects, and academic achievement into a seamless whole that defines expectations for students. How do schools begin to make skills central? Agree that every teacher, of every subject, shares equal responsibility for teaching and evaluating skills. Draw up standardized performance rubrics that gauge and reinforce the competencies in students. Make skills 60% of the grade. Those three steps alone will put any school on the path to creating an ecosystem for inquiry.\u003c/p>\n\u003cp>\u003ca href=\"http://www.thommarkham.com/\">Thom Markham\u003c/a> is a speaker, writer, psychologist, and internationally respected consultant in the critical areas of inquiry based education, project based learning, and creativity. Thom is the author of the best selling \u003cem>\u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=sr_1_2_title_1_per?s=books&ie=UTF8&qid=1373643076&sr=1-2&keywords=project+based+learning\">Project Based Learning Design and Coaching Guide: Expert tools for innovation and inquiry for K-12 educators.\u003c/a> Reach him through \u003ca href=\"http://www.thommarkham.com/\">www.thommarkham.com\u003c/a> or tweet him @thommarkham.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "10 Ideas to Get Those Back-to-School Juices Flowing",
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"content": "\u003cfigure id=\"attachment_30615\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/amyalana/4863519603/sizes/l/in/photolist-8pLNWg-8pLN3z-8pLL62-9S73Xe-9S9ZPN-9S74tx-9S9XeC-9S9Z6S-7LfcXB-a7UGxh-9iQ7th-bVLrv5-a7RPuz-a7U1xR-br86US-cHLGMN-cHLHWf-7AXtMU-dyPmQY-cLPqno-9cNZeq-dmesR6-dmeruK-8YVT28-9PmGuP-8xkL73-ewLJqK-9UnuG3-9FaqhG-9qUNwf-aheXYJ-aY68MM-c8wrbf/\">\u003cimg class=\"size-full wp-image-30615\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/back-to-school.jpg\" alt=\"back-to-school\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/back-to-school.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/back-to-school-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/back-to-school-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Educators are getting prepared to welcome students back to school this month. Many have spent the summer reading up on new teaching strategies or getting inspired by colleagues across the country. To help get those idea juices flowing, here are some MindShift articles that delve into creative work, tools, and methodologies. Happy back to school!\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/for-storytelling-projects-cool-new-multimedia-tools/\">FOR STORYTELLING PROJECTS, COOL NEW MULTIMEDIA TOOLS\u003c/a>:\u003c/strong> Writing will always be important, but weaving text, images, sound, and presentation together can give students more and different ways to express themselves. Easy-to-use online tools allow students the opportunity to create multimedia projects that demonstrate knowledge and develop useful skills. Check out three tools on the scene.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/13-free-web-tools-students-and-teachers-should-know-about/\">13 FREE WEB TOOLS STUDENTS AND TEACHERS SHOULD KNOW ABOUT\u003c/a>:\u003c/strong> Web-based tools continue to proliferate, giving teachers more to add to their arsenal, but it can be hard to determine which resources are worth spending time exploring. Here are some tried-and-true favorites of ed-tech veterans Adam Bellow and Steve Dembo.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/5-ways-to-inspire-students-through-global-collaboration/\">5 WAYS TO INSPIRE STUDENTS THROUGH GLOBAL COLLABORATION\u003c/a>:\u003c/strong> The Internet has made the world smaller. Teachers can now collaborate with classrooms around the world to expose students to different cultures. Some advantages of investing in a globally connected classroom include motivating students through international friendships and inspiring independent learning as students become curious about different cultures.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/how-to-use-design-thinking-in-class-step-by-step/\">HOW TO APPLY DESIGN THINKING IN CLASS, STEP-BY-STEP\u003c/a>:\u003c/strong> Adding elements of design thinking to the classroom doesn't necessarily require a huge classroom redesign or an expensive 3D printer. There are plenty of ways to bring the creativity and energy of designing thinking into class, helping to inspire students and teachers alike. Here are some ideas for integrating different components of a design learning experience into familiar, pre-existing scenarios that play out in every school.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/how-to-trigger-students-inquiry-through-projects/\">HOW TO TRIGGER STUDENTS' INQUIRY THROUGH PROJECTS\u003c/a>:\u003c/strong> Project-based learning has got a lot of educators excited about the future of education. It's easy to get excited about what students could make without thinking through the learning outcomes that are the ultimate goal. In this article a project-based learning experts Suzie Boss and Jane Krauss walk through simple steps to set up effective projects.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">WHY SLEEPING MAY BE MORE IMPORTANT THAN STUDYING\u003c/a>:\u003c/strong> Part of the excitement of going back to school is imagining all the ways to stimulate student curiosity and passion through classroom work. But it's also important to keep in mind how overwhelmed students can be with homework, extracurricular activities and other commitments. Sleep is a huge part of the learning process and both parents and teachers should keep it in mind as kids move through the school year.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/to-get-students-invested-involve-them-in-decisions-big-and-small/\">TO GET STUDENTS INVESTED, INVOLVE THEM IN DECISIONS BIG AND SMALL\u003c/a>:\u003c/strong> Technology is becoming an inherent part of many classrooms, but that doesn't mean educators can stop thinking about how to integrate it effectively into learning goals. A big challenge can be how to frame curriculum design using the technology so that it moves beyond novelty and engagement into deep learning. One way to get students engaged is to involve them in designing their own learning. It can be eye-opening to see how students understand learning and engagement.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-reading-aloud-to-older-children-is-valuable/\">WHY READING ALOUD TO OLDER CHILDREN IS VALUABLE\u003c/a>:\u003c/strong> Storytime often disappears in school after first or second grade. But some teachers are finding that reading aloud to older children can help them understand literary devices and nuance that they might otherwise miss. And research shows that it can enhance interest in and attention to reading.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-programming-teaches-so-much-more-than-technical-skills/\">WHY CODING TEACHES SO MUCH MORE THAN TECHNICAL SKILLS\u003c/a>:\u003c/strong> Computer programming is often seen as a technical skill, but at its heart, learning to code is just like learning another language. And, once kids speak the language, their power to create expands. Learn about some of the specific benefits coding offers.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/can-playing-games-teach-literacy/\">IS GAMING THE NEW ESSENTIAL LITERACY\u003c/a>?\u003c/strong> Game-based learning has taken off in the last several years, often offering students fun ways to problem solve and achieve mastery in a subject. Educators are finding value not only in the game, but also in the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/world-of-warcraft-finds-its-way-into-class/\">meta-cultures that surround games\u003c/a>, inspiring fan-fiction, collaboration and peer-editing from a diverse set of students. Gaming has become so popular that some big names in education are even hoping to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">assess learning \u003c/a>through games.\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30615\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/amyalana/4863519603/sizes/l/in/photolist-8pLNWg-8pLN3z-8pLL62-9S73Xe-9S9ZPN-9S74tx-9S9XeC-9S9Z6S-7LfcXB-a7UGxh-9iQ7th-bVLrv5-a7RPuz-a7U1xR-br86US-cHLGMN-cHLHWf-7AXtMU-dyPmQY-cLPqno-9cNZeq-dmesR6-dmeruK-8YVT28-9PmGuP-8xkL73-ewLJqK-9UnuG3-9FaqhG-9qUNwf-aheXYJ-aY68MM-c8wrbf/\">\u003cimg class=\"size-full wp-image-30615\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/back-to-school.jpg\" alt=\"back-to-school\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/back-to-school.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/back-to-school-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/back-to-school-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Educators are getting prepared to welcome students back to school this month. Many have spent the summer reading up on new teaching strategies or getting inspired by colleagues across the country. To help get those idea juices flowing, here are some MindShift articles that delve into creative work, tools, and methodologies. Happy back to school!\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/for-storytelling-projects-cool-new-multimedia-tools/\">FOR STORYTELLING PROJECTS, COOL NEW MULTIMEDIA TOOLS\u003c/a>:\u003c/strong> Writing will always be important, but weaving text, images, sound, and presentation together can give students more and different ways to express themselves. Easy-to-use online tools allow students the opportunity to create multimedia projects that demonstrate knowledge and develop useful skills. Check out three tools on the scene.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/13-free-web-tools-students-and-teachers-should-know-about/\">13 FREE WEB TOOLS STUDENTS AND TEACHERS SHOULD KNOW ABOUT\u003c/a>:\u003c/strong> Web-based tools continue to proliferate, giving teachers more to add to their arsenal, but it can be hard to determine which resources are worth spending time exploring. Here are some tried-and-true favorites of ed-tech veterans Adam Bellow and Steve Dembo.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/5-ways-to-inspire-students-through-global-collaboration/\">5 WAYS TO INSPIRE STUDENTS THROUGH GLOBAL COLLABORATION\u003c/a>:\u003c/strong> The Internet has made the world smaller. Teachers can now collaborate with classrooms around the world to expose students to different cultures. Some advantages of investing in a globally connected classroom include motivating students through international friendships and inspiring independent learning as students become curious about different cultures.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/how-to-use-design-thinking-in-class-step-by-step/\">HOW TO APPLY DESIGN THINKING IN CLASS, STEP-BY-STEP\u003c/a>:\u003c/strong> Adding elements of design thinking to the classroom doesn't necessarily require a huge classroom redesign or an expensive 3D printer. There are plenty of ways to bring the creativity and energy of designing thinking into class, helping to inspire students and teachers alike. Here are some ideas for integrating different components of a design learning experience into familiar, pre-existing scenarios that play out in every school.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/how-to-trigger-students-inquiry-through-projects/\">HOW TO TRIGGER STUDENTS' INQUIRY THROUGH PROJECTS\u003c/a>:\u003c/strong> Project-based learning has got a lot of educators excited about the future of education. It's easy to get excited about what students could make without thinking through the learning outcomes that are the ultimate goal. In this article a project-based learning experts Suzie Boss and Jane Krauss walk through simple steps to set up effective projects.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">WHY SLEEPING MAY BE MORE IMPORTANT THAN STUDYING\u003c/a>:\u003c/strong> Part of the excitement of going back to school is imagining all the ways to stimulate student curiosity and passion through classroom work. But it's also important to keep in mind how overwhelmed students can be with homework, extracurricular activities and other commitments. Sleep is a huge part of the learning process and both parents and teachers should keep it in mind as kids move through the school year.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/to-get-students-invested-involve-them-in-decisions-big-and-small/\">TO GET STUDENTS INVESTED, INVOLVE THEM IN DECISIONS BIG AND SMALL\u003c/a>:\u003c/strong> Technology is becoming an inherent part of many classrooms, but that doesn't mean educators can stop thinking about how to integrate it effectively into learning goals. A big challenge can be how to frame curriculum design using the technology so that it moves beyond novelty and engagement into deep learning. One way to get students engaged is to involve them in designing their own learning. It can be eye-opening to see how students understand learning and engagement.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-reading-aloud-to-older-children-is-valuable/\">WHY READING ALOUD TO OLDER CHILDREN IS VALUABLE\u003c/a>:\u003c/strong> Storytime often disappears in school after first or second grade. But some teachers are finding that reading aloud to older children can help them understand literary devices and nuance that they might otherwise miss. And research shows that it can enhance interest in and attention to reading.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-programming-teaches-so-much-more-than-technical-skills/\">WHY CODING TEACHES SO MUCH MORE THAN TECHNICAL SKILLS\u003c/a>:\u003c/strong> Computer programming is often seen as a technical skill, but at its heart, learning to code is just like learning another language. And, once kids speak the language, their power to create expands. Learn about some of the specific benefits coding offers.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/can-playing-games-teach-literacy/\">IS GAMING THE NEW ESSENTIAL LITERACY\u003c/a>?\u003c/strong> Game-based learning has taken off in the last several years, often offering students fun ways to problem solve and achieve mastery in a subject. Educators are finding value not only in the game, but also in the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/world-of-warcraft-finds-its-way-into-class/\">meta-cultures that surround games\u003c/a>, inspiring fan-fiction, collaboration and peer-editing from a diverse set of students. Gaming has become so popular that some big names in education are even hoping to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">assess learning \u003c/a>through games.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Time to Start Making: Free Design Programs for 3D Printers ",
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"content": "\u003cfigure id=\"attachment_30117\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"https://itunes.apple.com/us/app/123d-design/id566042322?ls=1&mt=12\">\u003cimg class=\"size-full wp-image-30117\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/autodesk.jpg\" alt=\"autodesk\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/autodesk.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/autodesk-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/autodesk-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By James Floyd Kelly\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">One of the biggest tech trends to follow is the evolution of 3D printing -- not just in the consumer market, but also in education. In fact, last month, the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/six-big-trends-in-education-to-follow/\">NMC Horizon report predicted that 3D printers \u003c/a>will be seen in schools in the next five years, as students and teachers experiment with creating real objects out of plastic and other materials.\u003c/p>\n\u003cp>Just 10 years ago, this technology was priced in the $100,000+ range, completely out of reach of schools or homes. Today, an easy-to-use use (and build) 3D printer kit such as the \u003ca href=\"http://printrbot.com/\">Printrbot Simple \u003c/a>costs a fraction of that -- at $300, on the low-end of the hobbyist 3D printer market. (Most hobbyist-level 3D printers that would be suitable in a school or home run between $300 and $3,000 depending on the bells and whistles.)\u003c/p>\n\u003cp>Why would a teacher or parent be interested in purchasing a 3D printer? To print out a life-sized heart that can be disassembled piece-by-piece and examined closely; to print out one-of-a-kind LEGO pieces that can be used in custom models; to create your own cookie cutter molds. In essence, to leverage the benefits of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">spatial learning\u003c/a>, or thinking in 3D.\u003c/p>\n\u003cp style=\"text-align: left\">Most 3D printers can be purchased pre-assembled (or Out-of-the-Box) – simply unpack it, connect it to a computer, install the software, and it’s ready to go. The other solution is a 3D printer kit that must be assembled by the buyer. Some prefer this solution because it's cheaper (kits are usually $100 or more less than a pre-built unit) but also in order to learn how everything works. There’s often no better way to know how to repair something than by initially putting it together and knowing what goes where and how all the parts work together.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">How Thinking In 3D Can Help Math and Science Skills]\u003c/a>\u003c/p>\n\u003cp>But once you’ve got a 3D printer built and connected to a computer, the next step is to begin brainstorming and designing an object -- and for that you'll need Computer Aided Design (CAD) software. CAD software has been around for decades. The program displays on your computer’s screen different perspectives of an object so you see it from every angle. CAD allows a skilled creator to “draw” something from scratch on the computer screen, designing any kind of object. Talented CAD designers can create just about anything using this software – a motor for a concept car, a new toy water blaster, and even replacement body parts.\u003c/p>\n\u003cp>Like 3D printers, CAD software used to be prohibitively expensive -- $10,000, $50,000 or even $100,000 for some of the best CAD applications on the market. But as 3D printers have dropped in price and become available to homes and schools, so has CAD software. As a matter of fact, in many instances, the price of CAD software has dropped to free. Even better, some CAD software has been specifically designed for non-technical users -- students, teachers, and parents. Here are a few examples:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://tinkercad.com\">\u003cimg class=\"alignright size-medium wp-image-30116\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/tinkercad-300x175.jpg\" alt=\"tinkercad\" width=\"300\" height=\"175\">TinkerCad.com \u003c/a>doesn’t even require a software installation, and runs directly from a web browser like Chrome or Firefox. TinkerCad has built-in tutorials that will help a user gain the basics of dragging shapes, adding letters, resizing objects, and much more. It’s colorful, very friendly to the youngest of students, and completely free to use. Kids can design an object and save it, returning later to fine-tune and tweak it as needed. After designing an object on TinkerCad, connect a 3D printer, and then print that object out.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>With \u003ca href=\"http://www.3DTin.com\">3DTin.com, \u003c/a>not only can students create their own designs, but they can load existing objects (called models) that have been created by other users and then modify them. 3DTin offers tutorials as well, so novices can quickly gain proficiency. As with TinkerCad, most models can easily be printed to a connected 3D printer.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>One of the big names in the CAD application industry is \u003ca href=\"http://www.autodesk.com/\">AutoDesk\u003c/a>. While much of AutoDesk’s professional-level products are only available for purchase, the company has created a number of free CAD applications that can be used with 3D printers. AutoDesk offers \u003ca href=\"http://www.123dapp.com/design\">123D Design\u003c/a> to users as a fast and easy tool for creating 3D objects that can be immediately sent to a connected 3D printer. But don’t ignore the company's other free apps. \u003ca href=\"http://www.123dapp.com/creature\">123D Creature\u003c/a> and \u003ca href=\"http://www.123dapp.com/sculpt\">123D Sculpt\u003c/a> are two iPad apps that let users create custom objects on an iPad that can be saved and printed. 123D Catch lets users take a number of photographs of an object (from various angles) and then converts it to a 3D model that can be tweaked and then printed. Finally, \u003ca href=\"https://itunes.apple.com/us/app/123d-make/id515318186?ls=1&mt=12\">123D Make\u003c/a> can take a model and slice it into layers that can be cut out in wood, plastic, or cardboard and then assembled.\u003c/li>\n\u003c/ul>\n\u003cp>Printing real objects with a 3D printer is fun, but don’t discount the real-world skills that students will acquire and that will benefit them later in school (and in life). Math requirements can run the range from simple multiplication to trigonometry to calculus -- imagine students needing to understand how to calculate area between a curve and a straight surface for printing out an object to hold a liquid, for example.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>3D printers are only going to get cheaper, easier to use, and more precise in what they produce. And whether or not students show an interest in art or engineering or any other discipline, they'll need some kind of understanding of CAD so they can put the technology to use in the careers of the future.\u003c/p>\n\n",
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"excerpt": "One of the biggest tech trends to follow is the evolution of 3D printing -- not just in the consumer market, but also in education. But to use 3D printers, students will need to learn how to design using digital programs. Here are a few great options for students and teachers to learn how to design for 3D printers.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30117\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"https://itunes.apple.com/us/app/123d-design/id566042322?ls=1&mt=12\">\u003cimg class=\"size-full wp-image-30117\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/autodesk.jpg\" alt=\"autodesk\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/autodesk.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/autodesk-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/autodesk-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By James Floyd Kelly\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">One of the biggest tech trends to follow is the evolution of 3D printing -- not just in the consumer market, but also in education. In fact, last month, the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/six-big-trends-in-education-to-follow/\">NMC Horizon report predicted that 3D printers \u003c/a>will be seen in schools in the next five years, as students and teachers experiment with creating real objects out of plastic and other materials.\u003c/p>\n\u003cp>Just 10 years ago, this technology was priced in the $100,000+ range, completely out of reach of schools or homes. Today, an easy-to-use use (and build) 3D printer kit such as the \u003ca href=\"http://printrbot.com/\">Printrbot Simple \u003c/a>costs a fraction of that -- at $300, on the low-end of the hobbyist 3D printer market. (Most hobbyist-level 3D printers that would be suitable in a school or home run between $300 and $3,000 depending on the bells and whistles.)\u003c/p>\n\u003cp>Why would a teacher or parent be interested in purchasing a 3D printer? To print out a life-sized heart that can be disassembled piece-by-piece and examined closely; to print out one-of-a-kind LEGO pieces that can be used in custom models; to create your own cookie cutter molds. In essence, to leverage the benefits of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">spatial learning\u003c/a>, or thinking in 3D.\u003c/p>\n\u003cp style=\"text-align: left\">Most 3D printers can be purchased pre-assembled (or Out-of-the-Box) – simply unpack it, connect it to a computer, install the software, and it’s ready to go. The other solution is a 3D printer kit that must be assembled by the buyer. Some prefer this solution because it's cheaper (kits are usually $100 or more less than a pre-built unit) but also in order to learn how everything works. There’s often no better way to know how to repair something than by initially putting it together and knowing what goes where and how all the parts work together.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">How Thinking In 3D Can Help Math and Science Skills]\u003c/a>\u003c/p>\n\u003cp>But once you’ve got a 3D printer built and connected to a computer, the next step is to begin brainstorming and designing an object -- and for that you'll need Computer Aided Design (CAD) software. CAD software has been around for decades. The program displays on your computer’s screen different perspectives of an object so you see it from every angle. CAD allows a skilled creator to “draw” something from scratch on the computer screen, designing any kind of object. Talented CAD designers can create just about anything using this software – a motor for a concept car, a new toy water blaster, and even replacement body parts.\u003c/p>\n\u003cp>Like 3D printers, CAD software used to be prohibitively expensive -- $10,000, $50,000 or even $100,000 for some of the best CAD applications on the market. But as 3D printers have dropped in price and become available to homes and schools, so has CAD software. As a matter of fact, in many instances, the price of CAD software has dropped to free. Even better, some CAD software has been specifically designed for non-technical users -- students, teachers, and parents. Here are a few examples:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://tinkercad.com\">\u003cimg class=\"alignright size-medium wp-image-30116\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/tinkercad-300x175.jpg\" alt=\"tinkercad\" width=\"300\" height=\"175\">TinkerCad.com \u003c/a>doesn’t even require a software installation, and runs directly from a web browser like Chrome or Firefox. TinkerCad has built-in tutorials that will help a user gain the basics of dragging shapes, adding letters, resizing objects, and much more. It’s colorful, very friendly to the youngest of students, and completely free to use. Kids can design an object and save it, returning later to fine-tune and tweak it as needed. After designing an object on TinkerCad, connect a 3D printer, and then print that object out.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>With \u003ca href=\"http://www.3DTin.com\">3DTin.com, \u003c/a>not only can students create their own designs, but they can load existing objects (called models) that have been created by other users and then modify them. 3DTin offers tutorials as well, so novices can quickly gain proficiency. As with TinkerCad, most models can easily be printed to a connected 3D printer.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>One of the big names in the CAD application industry is \u003ca href=\"http://www.autodesk.com/\">AutoDesk\u003c/a>. While much of AutoDesk’s professional-level products are only available for purchase, the company has created a number of free CAD applications that can be used with 3D printers. AutoDesk offers \u003ca href=\"http://www.123dapp.com/design\">123D Design\u003c/a> to users as a fast and easy tool for creating 3D objects that can be immediately sent to a connected 3D printer. But don’t ignore the company's other free apps. \u003ca href=\"http://www.123dapp.com/creature\">123D Creature\u003c/a> and \u003ca href=\"http://www.123dapp.com/sculpt\">123D Sculpt\u003c/a> are two iPad apps that let users create custom objects on an iPad that can be saved and printed. 123D Catch lets users take a number of photographs of an object (from various angles) and then converts it to a 3D model that can be tweaked and then printed. Finally, \u003ca href=\"https://itunes.apple.com/us/app/123d-make/id515318186?ls=1&mt=12\">123D Make\u003c/a> can take a model and slice it into layers that can be cut out in wood, plastic, or cardboard and then assembled.\u003c/li>\n\u003c/ul>\n\u003cp>Printing real objects with a 3D printer is fun, but don’t discount the real-world skills that students will acquire and that will benefit them later in school (and in life). Math requirements can run the range from simple multiplication to trigonometry to calculus -- imagine students needing to understand how to calculate area between a curve and a straight surface for printing out an object to hold a liquid, for example.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>3D printers are only going to get cheaper, easier to use, and more precise in what they produce. And whether or not students show an interest in art or engineering or any other discipline, they'll need some kind of understanding of CAD so they can put the technology to use in the careers of the future.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_30015\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30015\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/12869-flipped_news.jpg\" alt=\"The researchers drew on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images. \" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The researchers drew on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://news.stanford.edu/news/2013/july/flipped-learning-model-071613.html\">\u003cstrong>By David Plotnikoff\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">A new \u003ca href=\"http://www.computer.org/portal/web/tlt\">study\u003c/a> from the Stanford \u003ca href=\"https://ed.stanford.edu\">Graduate School of Education \u003c/a>flips upside down the notion that students learn best by first independently reading texts or watching online videos before coming to class to engage in hands-on projects. Studying a particular lesson, the Stanford researchers showed that when the order was reversed, students' performances improved substantially.\u003c/p>\n\u003cp>While the study has broad implications about how best to employ interactive learning technologies, it also focuses specifically on the teaching of neuroscience and underscores the effectiveness of a new interactive tabletop learning environment, called BrainExplorer, which was developed by Stanford GSE researchers to enhance neuroscience instruction.\u003c/p>\n\u003cp>The findings were featured in the April-June issue of \u003cem>IEEE Transactions on Learning Technologies\u003c/em>.\u003c/p>\n\u003cp>\"Our results suggest that students are better prepared to understand a theory after first exploring by themselves, and that tangible user interfaces are particularly well-suited for that purpose,\" said \u003ca href=\"http://blog.bertrandschneider.com/?page_id=13\">Bertrand Schneider\u003c/a>, a GSE graduate student who led the research under the direction of \u003ca href=\"https://ed.stanford.edu/faculty/paulob\">Paulo Blikstein\u003c/a>, an assistant professor of education. The two other co-authors of the research paper are \u003ca href=\"https://ed.stanford.edu/faculty/roypea\">Roy Pea\u003c/a>, a professor of education, and Stanford undergraduate Jenelle Wallace.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"We are showing that exploration, inquiry and problem solving are not just 'nice to have' things in classrooms. They are powerful learning mechanisms that increase performance by every measure we have.\" \u003c/strong> \u003c/aside>\n\u003cp>The study draws on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images. It features polymer reproductions of different regions of the brain and eyes, as well as cameras and infrared pens.\u003c/p>\n\u003cp>Students use the pen to manipulate and explore the neural network; by severing and reconfiguring the connections, they can see how perceptions of the visual field are transformed. (Schneider developed the device in collaboration with Wallace as a \u003ca href=\"http://beyondbitsandatomsblog.stanford.edu/spring2011/2011/05/28/bba-final-project-brain-explorer/\">final project\u003c/a> for a course, \u003cem>Beyond Bits and Atoms,\u003c/em> taught by Blikstein.)\u003c/p>\n\u003cp>The study involved 28 undergraduate and graduate students as participants, none of whom had studied neuroscience. After being given an initial test, half of the group read about the neuroscience of vision, while the others worked with BrainExplorer. When tested after those respective lessons, the performance of participants who used BrainExplorer increased significantly more – 30 percent – than those who had read the text.\u003c/p>\n\u003cp>Next the researchers had each of the two groups do the other learning activity: Those who had used BrainExplorer read the text, while those who had read the text used BrainExplorer. All the participants then took another test, and the findings revealed a 25-percent increase in performance when open-ended exploration came \u003cem>before\u003c/em> text study rather than after it. (A follow-up study showed identical results for video classes instead of text.)\u003c/p>\n\u003cp>\"We are showing that exploration, inquiry and problem solving are not just 'nice to have' things in classrooms,\" said Blikstein. \"They are powerful learning mechanisms that increase performance by every measure we have.\" Pea explained that these results indicate the value for learning of first engaging one's prior knowledge and intuitions in investigating problems in a learning domain – before being presented with abstracted knowledge. Having first explored how one believes a system works creates a knowledge-building relevance to the text or video that is then presented, he said.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\"Part of our goal is to create low-cost, easy-to-scale educational platforms based on open source, free software and off-the-shelf building blocks so that our system can be easily and cheaply deployed in classrooms.\"\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>The research comes out as the idea of a \"flipped classroom,\" in which students first watch videos or read texts and then do projects in the classroom, has been growing in popularity at colleges and graduate schools. The study's conclusion suggests that the current model of the flipped classroom should itself be flipped upside down. The researchers advocate the \"flipped flipped classroom,\" in which videos come after exploration and not before.\u003c/p>\n\u003cp>The authors chose neuroscience as the discipline for the study because it is a rapidly changing field that relies heavily on computers rather than paper texts or lectures. But the results extend beyond neuroscience. Similar technology could be projected onto other emerging data-intensive fields such as genomics and nanotechnology, which are quickly making their way into undergraduate and high school education everywhere.\u003c/p>\n\u003cp>The BrainExplorer system is a proof-of-concept that may have applications in any field where teaching demands visualization and exploration of complex systems. \"Part of our goal,\" the researchers write, \"is to create low-cost, easy-to-scale educational platforms based on open source, free software and off-the-shelf building blocks such as web cameras and infrared pens so that our system can be easily and cheaply deployed in classrooms.\"\u003c/p>\n\u003cp>The study buttresses what many educational researchers and cognitive scientists have been asserting for many years: the \"exploration first\" model is a better way to learn. In addition to these published findings, the researchers spoke at an American Educational Research Association meeting earlier this year about another study that used instructional video instead of text and obtained the same results. The team is now conducting follow-up studies.\u003c/p>\n\u003cp>\"With this study, we are showing that research in education is useful because sometimes our intuitions about 'what works' are simply dead wrong,\" said Blikstein.\u003c/p>\n\u003cp>The study was funded with support from the National Science Foundation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>David Plotnikoff writes frequently for the Graduate School of Education. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30015\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30015\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/12869-flipped_news.jpg\" alt=\"The researchers drew on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images. \" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The researchers drew on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://news.stanford.edu/news/2013/july/flipped-learning-model-071613.html\">\u003cstrong>By David Plotnikoff\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">A new \u003ca href=\"http://www.computer.org/portal/web/tlt\">study\u003c/a> from the Stanford \u003ca href=\"https://ed.stanford.edu\">Graduate School of Education \u003c/a>flips upside down the notion that students learn best by first independently reading texts or watching online videos before coming to class to engage in hands-on projects. Studying a particular lesson, the Stanford researchers showed that when the order was reversed, students' performances improved substantially.\u003c/p>\n\u003cp>While the study has broad implications about how best to employ interactive learning technologies, it also focuses specifically on the teaching of neuroscience and underscores the effectiveness of a new interactive tabletop learning environment, called BrainExplorer, which was developed by Stanford GSE researchers to enhance neuroscience instruction.\u003c/p>\n\u003cp>The findings were featured in the April-June issue of \u003cem>IEEE Transactions on Learning Technologies\u003c/em>.\u003c/p>\n\u003cp>\"Our results suggest that students are better prepared to understand a theory after first exploring by themselves, and that tangible user interfaces are particularly well-suited for that purpose,\" said \u003ca href=\"http://blog.bertrandschneider.com/?page_id=13\">Bertrand Schneider\u003c/a>, a GSE graduate student who led the research under the direction of \u003ca href=\"https://ed.stanford.edu/faculty/paulob\">Paulo Blikstein\u003c/a>, an assistant professor of education. The two other co-authors of the research paper are \u003ca href=\"https://ed.stanford.edu/faculty/roypea\">Roy Pea\u003c/a>, a professor of education, and Stanford undergraduate Jenelle Wallace.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"We are showing that exploration, inquiry and problem solving are not just 'nice to have' things in classrooms. They are powerful learning mechanisms that increase performance by every measure we have.\" \u003c/strong> \u003c/aside>\n\u003cp>The study draws on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images. It features polymer reproductions of different regions of the brain and eyes, as well as cameras and infrared pens.\u003c/p>\n\u003cp>Students use the pen to manipulate and explore the neural network; by severing and reconfiguring the connections, they can see how perceptions of the visual field are transformed. (Schneider developed the device in collaboration with Wallace as a \u003ca href=\"http://beyondbitsandatomsblog.stanford.edu/spring2011/2011/05/28/bba-final-project-brain-explorer/\">final project\u003c/a> for a course, \u003cem>Beyond Bits and Atoms,\u003c/em> taught by Blikstein.)\u003c/p>\n\u003cp>The study involved 28 undergraduate and graduate students as participants, none of whom had studied neuroscience. After being given an initial test, half of the group read about the neuroscience of vision, while the others worked with BrainExplorer. When tested after those respective lessons, the performance of participants who used BrainExplorer increased significantly more – 30 percent – than those who had read the text.\u003c/p>\n\u003cp>Next the researchers had each of the two groups do the other learning activity: Those who had used BrainExplorer read the text, while those who had read the text used BrainExplorer. All the participants then took another test, and the findings revealed a 25-percent increase in performance when open-ended exploration came \u003cem>before\u003c/em> text study rather than after it. (A follow-up study showed identical results for video classes instead of text.)\u003c/p>\n\u003cp>\"We are showing that exploration, inquiry and problem solving are not just 'nice to have' things in classrooms,\" said Blikstein. \"They are powerful learning mechanisms that increase performance by every measure we have.\" Pea explained that these results indicate the value for learning of first engaging one's prior knowledge and intuitions in investigating problems in a learning domain – before being presented with abstracted knowledge. Having first explored how one believes a system works creates a knowledge-building relevance to the text or video that is then presented, he said.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\"Part of our goal is to create low-cost, easy-to-scale educational platforms based on open source, free software and off-the-shelf building blocks so that our system can be easily and cheaply deployed in classrooms.\"\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>The research comes out as the idea of a \"flipped classroom,\" in which students first watch videos or read texts and then do projects in the classroom, has been growing in popularity at colleges and graduate schools. The study's conclusion suggests that the current model of the flipped classroom should itself be flipped upside down. The researchers advocate the \"flipped flipped classroom,\" in which videos come after exploration and not before.\u003c/p>\n\u003cp>The authors chose neuroscience as the discipline for the study because it is a rapidly changing field that relies heavily on computers rather than paper texts or lectures. But the results extend beyond neuroscience. Similar technology could be projected onto other emerging data-intensive fields such as genomics and nanotechnology, which are quickly making their way into undergraduate and high school education everywhere.\u003c/p>\n\u003cp>The BrainExplorer system is a proof-of-concept that may have applications in any field where teaching demands visualization and exploration of complex systems. \"Part of our goal,\" the researchers write, \"is to create low-cost, easy-to-scale educational platforms based on open source, free software and off-the-shelf building blocks such as web cameras and infrared pens so that our system can be easily and cheaply deployed in classrooms.\"\u003c/p>\n\u003cp>The study buttresses what many educational researchers and cognitive scientists have been asserting for many years: the \"exploration first\" model is a better way to learn. In addition to these published findings, the researchers spoke at an American Educational Research Association meeting earlier this year about another study that used instructional video instead of text and obtained the same results. The team is now conducting follow-up studies.\u003c/p>\n\u003cp>\"With this study, we are showing that research in education is useful because sometimes our intuitions about 'what works' are simply dead wrong,\" said Blikstein.\u003c/p>\n\u003cp>The study was funded with support from the National Science Foundation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>David Plotnikoff writes frequently for the Graduate School of Education. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Trigger Students' Inquiry Through Projects",
"title": "How to Trigger Students' Inquiry Through Projects",
"headTitle": "PROJECT BASED LEARNING | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_29973\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29973\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/PBLInquiry.jpg\" alt=\"PBLInquiry\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/PBLInquiry.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/PBLInquiry-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/PBLInquiry-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp align=\"left\">\u003cstrong>By Jane Krauss and Suzie Boss\u003c/strong>\u003c/p>\n\u003cp align=\"left\">\u003cem>Excerpt from \u003ca href=\"http://www.sagepub.com/booksProdDesc.nav?prodId=Book237204\">Thinking Through Project-Based Learning: Guiding Deeper Inquiry\u003c/a>, published by Corwin, 2013.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">When students engage in quality projects, they develop knowledge, skills, and dispositions that serve them in the moment and in the long term. Unfortunately, not all projects live up to their potential. Sometimes the problem lies in the design process. It's easy to jump directly into planning the activities students will engage in without addressing important elements that will affect the overall quality of the project.\u003c/p>\n\u003cp>With more intentional planning, we can design projects that get at the universal themes that have explicit value to our students and to others. We can design projects to be rigorous, so students' actions mirror the efforts of accomplished adults. They will feel the burn as they learn and build up their fitness for learning challenges to come.\u003c/p>\n\u003cp>There are several ways to start designing projects. One is to select among learning objectives described in the curriculum and textbooks that guide your teaching and to plan learning experiences based on these. Another is to \"back in\" to the standards, starting with a compelling idea and then mapping it to objectives to ensure there is a fit with what students are expected to learn. The second method can be more generative, as any overarching and enduring concept is likely to support underlying objectives in the core subject matter and in associated disciplines, too. Either way you begin, the first step is to identify a project-worthy idea.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We have condensed the project design process into six steps. After outlining the steps briefly below, we offer examples that show how one might use these steps to develop a germ of an idea into a project plan that emphasizes inquiry. Read the steps and examples all the way through before digging in to your own plan.\u003c/p>\n\u003ch3>Step 1—Identify Project-worthy Concepts\u003c/h3>\n\u003cp>Ask yourself: What important and enduring concepts are fundamental to the subjects I teach? Identify four or five BIG concepts for each subject.\u003c/p>\n\u003ch3>Step 2—Explore Their Significance and Relevance\u003c/h3>\n\u003cp>Now, think: Why do these topics or concepts matter\u003cem>?\u003c/em> What should students remember about this topic in 5 years? For a lifetime? Think beyond school and ask: In what ways are they important and enduring? What is their relevance in different people’s lives? In different parts of the world? Explore each concept, rejecting and adding ideas until you arrive at a short list of meaningful topics.\u003c/p>\n\u003ch3>Step 3—Find Real-Life Contexts\u003c/h3>\n\u003cp>Look back to three or four concepts you explored and think about real-life contexts. Who engages in these topics? Who are the people for whom these topics are central to their work? See if you can list five to seven professions for each concept.\u003c/p>\n\u003cp>With that done, now think: What are the interdisciplinary connections? In what ways might the topic extend beyond my subject matter? For example, if your subject specialty was math and you imagined an entrepreneur taking a product to market, the central work might involve investment, expense, and profit analyses. The project might also involve supply chains and transportation (geography), writing a prospectus for a venture capitalist (language arts), and designing a marketing campaign (language arts, graphic design, technology).\u003c/p>\n\u003ch3>Step 4—Engage Critical Thinking\u003c/h3>\n\u003cp>As you begin to imagine these topics in the context of a project, ask yourself, what might you ask of students? How might you push past rote learning into investigation, analysis, and synthesis? Consider how you can engage critical thinking in a project by asking students to:\u003c/p>\n\u003cul>\n\u003cli>Compare and contrast\u003c/li>\n\u003cli>Predict\u003c/li>\n\u003cli>Make a well-founded judgment or informed decision\u003c/li>\n\u003cli>Understand causal relationships (cause and effect)\u003c/li>\n\u003cli>Determine how parts relate to the whole (systems)\u003c/li>\n\u003cli>Identify patterns or trends\u003c/li>\n\u003cli>Examine perspectives and alternate points of view\u003c/li>\n\u003cli>Extrapolate to create something new\u003c/li>\n\u003cli>Evaluate reliability of sources\u003c/li>\n\u003c/ul>\n\u003ch3>Step 5—Write a Project Sketch\u003c/h3>\n\u003cp>Now, step back and write a project sketch—or two or three. For each, give an overview of the project. Describe the scenario and the activities students are likely to engage in. Anyone reading it should be able to tell what students will learn by doing the project. The process of writing will help you refine your ideas. There are dozens of project sketches in this book (and all are included in the Project Library in the Appendix). Use them as a guide.\u003c/p>\n\u003ch3>Step 6—Plan the Setup\u003c/h3>\n\u003cp>Three small but useful elements are left, and together with the project sketch, they provide a framework for the project. Write a title, entry event, and driving question for your project.\u003c/p>\n\u003cp>Project title.\u003cem> \u003c/em>A good title goes a long way toward anchoring the project in the minds of your school community. A short and memorable title is best.\u003c/p>\n\u003cp>Teachers at Birkdale School in New Zealand take their projects seriously. They not only provide them with proper names but also fly a special flag in the school’s entry when a new project begins. You might not need to go this far, but a good title conveys a sense of importance and helps make a project memorable. Let these project titles inspire you.\u003c/p>\n\u003cul>\n\u003cli>Lest We Forget—A project involving war memorials in New Zealand\u003c/li>\n\u003cli>Mingling at the Renaissance Ball—A social studies investigation that culminates in a celebration of human achievement\u003c/li>\n\u003cli>Lessons from the Gulf—A collection of collaborative projects by schools concerned about U.S. Gulf Coast devastation\u003c/li>\n\u003cli>AD 1095 and All That—Time-traveling students intervene to stop religious wars in medieval Europe.\u003c/li>\n\u003cli>Risk and Reward—Students acting as financial counselors present stock information to clients and advise on investments.\u003c/li>\n\u003cli>Stay or Leave?—Students examine economic factors that influence people’s decisions about where they live.\u003c/li>\n\u003cli>YouVille—Students explore past civilizations to design their own utopias.\u003c/li>\n\u003c/ul>\n\u003cp>Entry event.\u003cem> \u003c/em>Plan to start off the project with a “grabber,” a mysterious letter, jarring “news,” a provocative video, or other attention-getting event. As we discussed in Chapter 4, make sure it is novel (to make students alert) and has emotional significance (to make them care). Read these examples and imagine how your students might respond. Then plan an entry event for your project.\u003c/p>\n\u003cul>\n\u003cli>A newspaper article describes hazards associated with a clinic’s use of poorly refurbished X-ray machines.\u003c/li>\n\u003cli>Distraught warrior king Gilgamesh appears in class and appeals to his “subjects” to help him learn why an enemy’s technological prowess in battle outstrips his own.\u003c/li>\n\u003cli>A process server slaps student “witnesses” with subpoenas, compelling them to testify in an upcoming trial.\u003c/li>\n\u003cli>A letter from an elder describes her desire to capture stories before she and other storytellers are no more.\u003c/li>\n\u003cli>A television news story on “designer” babies kicks off an investigation about the ethical implications of genetic manipulation.\u003c/li>\n\u003cli>A forest owlet from a wildlife rescue center visits school bringing Owl Mail and asks students to investigate hazards to its survival.\u003c/li>\n\u003c/ul>\n\u003cp>Driving question.\u003cem> \u003c/em>Kick off your project with a research question students will feel compelled to investigate. Imagine a driving question that leads to more questions, which, in their answering, contribute to greater understanding. Good questions grab student interest (they are provocative, intriguing, or urgent), are open ended (you can’t Google your way to an answer), and connect to key learning goals.\u003c/p>\n\u003cp>Consider how to write a good question based on these “remodeled” examples (Larmer, 2009):\u003c/p>\n\u003cul>\n\u003cli>What are archetypes in literature? à To \u003cspan style=\"text-decoration: underline\">increase relevance\u003c/span>, you might ask à How do archetypes inform our culture today?\u003c/li>\n\u003cli>What causes tornadoes? à To \u003cspan style=\"text-decoration: underline\">add\u003c/span> \u003cspan style=\"text-decoration: underline\">context\u003c/span>, you might ask à How can we prepare for a natural disaster in our region?\u003c/li>\n\u003cli>What are the requirements to sustain life? à To \u003cspan style=\"text-decoration: underline\">add interest\u003c/span>, you might ask àHow can we design a biome that is self-sustaining?\u003c/li>\n\u003cli>How can we purify water? à To \u003cspan style=\"text-decoration: underline\">increase challenge\u003c/span>, you might ask à How can we advise a village in the developing world to choose an inexpensive water purification system?\u003c/li>\n\u003c/ul>\n\u003ch3>One Last Step\u003c/h3>\n\u003cp>Workshop your project idea, especially at steps 5 and 6. Colleagues, students, parents, and subject matter experts will ask questions that will clarify your thinking and contribute ideas you might not have considered.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>For more about the book, check out Suzie Boss's \u003ca href=\"http://www.slideshare.net/mikegwaltney/deeper-inquiry-in-pbl-iste-2013-suzie-boss-and-mike-gwaltney\">ISTE presentation\u003c/a>.\u003c/p>\n\n",
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"excerpt": "When students engage in quality projects, they develop knowledge, skills, and dispositions that serve them in the moment and in the long term. There are several ways to start designing projects. Here are six steps that will help you get started.\r\n\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29973\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29973\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/PBLInquiry.jpg\" alt=\"PBLInquiry\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/PBLInquiry.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/PBLInquiry-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/PBLInquiry-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp align=\"left\">\u003cstrong>By Jane Krauss and Suzie Boss\u003c/strong>\u003c/p>\n\u003cp align=\"left\">\u003cem>Excerpt from \u003ca href=\"http://www.sagepub.com/booksProdDesc.nav?prodId=Book237204\">Thinking Through Project-Based Learning: Guiding Deeper Inquiry\u003c/a>, published by Corwin, 2013.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">When students engage in quality projects, they develop knowledge, skills, and dispositions that serve them in the moment and in the long term. Unfortunately, not all projects live up to their potential. Sometimes the problem lies in the design process. It's easy to jump directly into planning the activities students will engage in without addressing important elements that will affect the overall quality of the project.\u003c/p>\n\u003cp>With more intentional planning, we can design projects that get at the universal themes that have explicit value to our students and to others. We can design projects to be rigorous, so students' actions mirror the efforts of accomplished adults. They will feel the burn as they learn and build up their fitness for learning challenges to come.\u003c/p>\n\u003cp>There are several ways to start designing projects. One is to select among learning objectives described in the curriculum and textbooks that guide your teaching and to plan learning experiences based on these. Another is to \"back in\" to the standards, starting with a compelling idea and then mapping it to objectives to ensure there is a fit with what students are expected to learn. The second method can be more generative, as any overarching and enduring concept is likely to support underlying objectives in the core subject matter and in associated disciplines, too. Either way you begin, the first step is to identify a project-worthy idea.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We have condensed the project design process into six steps. After outlining the steps briefly below, we offer examples that show how one might use these steps to develop a germ of an idea into a project plan that emphasizes inquiry. Read the steps and examples all the way through before digging in to your own plan.\u003c/p>\n\u003ch3>Step 1—Identify Project-worthy Concepts\u003c/h3>\n\u003cp>Ask yourself: What important and enduring concepts are fundamental to the subjects I teach? Identify four or five BIG concepts for each subject.\u003c/p>\n\u003ch3>Step 2—Explore Their Significance and Relevance\u003c/h3>\n\u003cp>Now, think: Why do these topics or concepts matter\u003cem>?\u003c/em> What should students remember about this topic in 5 years? For a lifetime? Think beyond school and ask: In what ways are they important and enduring? What is their relevance in different people’s lives? In different parts of the world? Explore each concept, rejecting and adding ideas until you arrive at a short list of meaningful topics.\u003c/p>\n\u003ch3>Step 3—Find Real-Life Contexts\u003c/h3>\n\u003cp>Look back to three or four concepts you explored and think about real-life contexts. Who engages in these topics? Who are the people for whom these topics are central to their work? See if you can list five to seven professions for each concept.\u003c/p>\n\u003cp>With that done, now think: What are the interdisciplinary connections? In what ways might the topic extend beyond my subject matter? For example, if your subject specialty was math and you imagined an entrepreneur taking a product to market, the central work might involve investment, expense, and profit analyses. The project might also involve supply chains and transportation (geography), writing a prospectus for a venture capitalist (language arts), and designing a marketing campaign (language arts, graphic design, technology).\u003c/p>\n\u003ch3>Step 4—Engage Critical Thinking\u003c/h3>\n\u003cp>As you begin to imagine these topics in the context of a project, ask yourself, what might you ask of students? How might you push past rote learning into investigation, analysis, and synthesis? Consider how you can engage critical thinking in a project by asking students to:\u003c/p>\n\u003cul>\n\u003cli>Compare and contrast\u003c/li>\n\u003cli>Predict\u003c/li>\n\u003cli>Make a well-founded judgment or informed decision\u003c/li>\n\u003cli>Understand causal relationships (cause and effect)\u003c/li>\n\u003cli>Determine how parts relate to the whole (systems)\u003c/li>\n\u003cli>Identify patterns or trends\u003c/li>\n\u003cli>Examine perspectives and alternate points of view\u003c/li>\n\u003cli>Extrapolate to create something new\u003c/li>\n\u003cli>Evaluate reliability of sources\u003c/li>\n\u003c/ul>\n\u003ch3>Step 5—Write a Project Sketch\u003c/h3>\n\u003cp>Now, step back and write a project sketch—or two or three. For each, give an overview of the project. Describe the scenario and the activities students are likely to engage in. Anyone reading it should be able to tell what students will learn by doing the project. The process of writing will help you refine your ideas. There are dozens of project sketches in this book (and all are included in the Project Library in the Appendix). Use them as a guide.\u003c/p>\n\u003ch3>Step 6—Plan the Setup\u003c/h3>\n\u003cp>Three small but useful elements are left, and together with the project sketch, they provide a framework for the project. Write a title, entry event, and driving question for your project.\u003c/p>\n\u003cp>Project title.\u003cem> \u003c/em>A good title goes a long way toward anchoring the project in the minds of your school community. A short and memorable title is best.\u003c/p>\n\u003cp>Teachers at Birkdale School in New Zealand take their projects seriously. They not only provide them with proper names but also fly a special flag in the school’s entry when a new project begins. You might not need to go this far, but a good title conveys a sense of importance and helps make a project memorable. Let these project titles inspire you.\u003c/p>\n\u003cul>\n\u003cli>Lest We Forget—A project involving war memorials in New Zealand\u003c/li>\n\u003cli>Mingling at the Renaissance Ball—A social studies investigation that culminates in a celebration of human achievement\u003c/li>\n\u003cli>Lessons from the Gulf—A collection of collaborative projects by schools concerned about U.S. Gulf Coast devastation\u003c/li>\n\u003cli>AD 1095 and All That—Time-traveling students intervene to stop religious wars in medieval Europe.\u003c/li>\n\u003cli>Risk and Reward—Students acting as financial counselors present stock information to clients and advise on investments.\u003c/li>\n\u003cli>Stay or Leave?—Students examine economic factors that influence people’s decisions about where they live.\u003c/li>\n\u003cli>YouVille—Students explore past civilizations to design their own utopias.\u003c/li>\n\u003c/ul>\n\u003cp>Entry event.\u003cem> \u003c/em>Plan to start off the project with a “grabber,” a mysterious letter, jarring “news,” a provocative video, or other attention-getting event. As we discussed in Chapter 4, make sure it is novel (to make students alert) and has emotional significance (to make them care). Read these examples and imagine how your students might respond. Then plan an entry event for your project.\u003c/p>\n\u003cul>\n\u003cli>A newspaper article describes hazards associated with a clinic’s use of poorly refurbished X-ray machines.\u003c/li>\n\u003cli>Distraught warrior king Gilgamesh appears in class and appeals to his “subjects” to help him learn why an enemy’s technological prowess in battle outstrips his own.\u003c/li>\n\u003cli>A process server slaps student “witnesses” with subpoenas, compelling them to testify in an upcoming trial.\u003c/li>\n\u003cli>A letter from an elder describes her desire to capture stories before she and other storytellers are no more.\u003c/li>\n\u003cli>A television news story on “designer” babies kicks off an investigation about the ethical implications of genetic manipulation.\u003c/li>\n\u003cli>A forest owlet from a wildlife rescue center visits school bringing Owl Mail and asks students to investigate hazards to its survival.\u003c/li>\n\u003c/ul>\n\u003cp>Driving question.\u003cem> \u003c/em>Kick off your project with a research question students will feel compelled to investigate. Imagine a driving question that leads to more questions, which, in their answering, contribute to greater understanding. Good questions grab student interest (they are provocative, intriguing, or urgent), are open ended (you can’t Google your way to an answer), and connect to key learning goals.\u003c/p>\n\u003cp>Consider how to write a good question based on these “remodeled” examples (Larmer, 2009):\u003c/p>\n\u003cul>\n\u003cli>What are archetypes in literature? à To \u003cspan style=\"text-decoration: underline\">increase relevance\u003c/span>, you might ask à How do archetypes inform our culture today?\u003c/li>\n\u003cli>What causes tornadoes? à To \u003cspan style=\"text-decoration: underline\">add\u003c/span> \u003cspan style=\"text-decoration: underline\">context\u003c/span>, you might ask à How can we prepare for a natural disaster in our region?\u003c/li>\n\u003cli>What are the requirements to sustain life? à To \u003cspan style=\"text-decoration: underline\">add interest\u003c/span>, you might ask àHow can we design a biome that is self-sustaining?\u003c/li>\n\u003cli>How can we purify water? à To \u003cspan style=\"text-decoration: underline\">increase challenge\u003c/span>, you might ask à How can we advise a village in the developing world to choose an inexpensive water purification system?\u003c/li>\n\u003c/ul>\n\u003ch3>One Last Step\u003c/h3>\n\u003cp>Workshop your project idea, especially at steps 5 and 6. Colleagues, students, parents, and subject matter experts will ask questions that will clarify your thinking and contribute ideas you might not have considered.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For more about the book, check out Suzie Boss's \u003ca href=\"http://www.slideshare.net/mikegwaltney/deeper-inquiry-in-pbl-iste-2013-suzie-boss-and-mike-gwaltney\">ISTE presentation\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why Kids Need to Tinker to Learn",
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"content": "\u003cfigure id=\"attachment_29915\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-29915\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/superawesomesylvia-640x324.png\" alt=\"superawesomesylvia\" width=\"640\" height=\"360\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The\u003ca href=\"http://ww2.kqed.org/mindshift/tag/maker-movement/\"> Maker Movement\u003c/a> has inspired progressive educators to bring more hands-on learning and tinkering into classrooms, and educator \u003ca href=\"http://stager.org/bio.html\">Gary Stager\u003c/a> would like to see formal schooling be influenced by the Maker Movement, which has inspired young learners to tinker, to learn by doing, and take agency for their learning.\u003c/p>\n\u003cp>One way teachers can incorporate the Maker Movement into the classroom is through \u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning\u003c/a> (PBL), and learning prompts should be “brief, ambiguous and immune to assessment,” Sager said at \u003ca href=\"http://www.iste.org\">ISTE\u003c/a>. “The best projects push up against the resistance of reality. They work or they don’t work.”\u003c/p>\n\u003cp>Kids simply need a supportive environment to tinker with an idea long enough to make it work, Stager said. They don’t need to be burdened by explaining which stage of the inquiry process they’re demonstrating. “We need to ask ourselves is there less we can do and more the kids can do?” Sager said.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"blogs.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains\">Harvard Wants to Know: How Does Making Change Kids' Brain?\u003c/a>]\u003c/p>\n\u003cp>Allowing kids to deeply engage with a project they are passionate about also helps produce more positive memories of school, Stager said. “The reason the Maker Movement is so exciting is it can re-energize the classroom and it can make high quality memories of education,” he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To make his point, Stager gave the example of the wily \u003ca href=\"http://sylviashow.com/\">Super Awesome Sylvia\u003c/a>. Stager said that when adults get out of the way and let kids shine, they produce amazing things, like “\u003ca href=\"http://sylviashow.com/episodes\">Sylvia’s Super Awesome Mini-Maker Show\u003c/a>.” Sylvia’s only 11, but she’s already taken the world by storm by challenging herself with complicated projects in science, technology, engineering and math in her own fun and quirky way. She’s become an Internet phenom, and President Obama even invited her to the \u003ca href=\"http://www.whitehouse.gov/blog/2013/04/20/watch-live-2013-white-house-science-fair\">White House Science Fair\u003c/a>.\u003c/p>\n\u003cp>Check out her video -- one of dozens of entertaining and informative episodes -- on making “squishy circuits.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[youtube //www.youtube.com/watch?v=UDZo51k2BWQ]\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29915\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-29915\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/superawesomesylvia-640x324.png\" alt=\"superawesomesylvia\" width=\"640\" height=\"360\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The\u003ca href=\"http://ww2.kqed.org/mindshift/tag/maker-movement/\"> Maker Movement\u003c/a> has inspired progressive educators to bring more hands-on learning and tinkering into classrooms, and educator \u003ca href=\"http://stager.org/bio.html\">Gary Stager\u003c/a> would like to see formal schooling be influenced by the Maker Movement, which has inspired young learners to tinker, to learn by doing, and take agency for their learning.\u003c/p>\n\u003cp>One way teachers can incorporate the Maker Movement into the classroom is through \u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning\u003c/a> (PBL), and learning prompts should be “brief, ambiguous and immune to assessment,” Sager said at \u003ca href=\"http://www.iste.org\">ISTE\u003c/a>. “The best projects push up against the resistance of reality. They work or they don’t work.”\u003c/p>\n\u003cp>Kids simply need a supportive environment to tinker with an idea long enough to make it work, Stager said. They don’t need to be burdened by explaining which stage of the inquiry process they’re demonstrating. “We need to ask ourselves is there less we can do and more the kids can do?” Sager said.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"blogs.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains\">Harvard Wants to Know: How Does Making Change Kids' Brain?\u003c/a>]\u003c/p>\n\u003cp>Allowing kids to deeply engage with a project they are passionate about also helps produce more positive memories of school, Stager said. “The reason the Maker Movement is so exciting is it can re-energize the classroom and it can make high quality memories of education,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To make his point, Stager gave the example of the wily \u003ca href=\"http://sylviashow.com/\">Super Awesome Sylvia\u003c/a>. Stager said that when adults get out of the way and let kids shine, they produce amazing things, like “\u003ca href=\"http://sylviashow.com/episodes\">Sylvia’s Super Awesome Mini-Maker Show\u003c/a>.” Sylvia’s only 11, but she’s already taken the world by storm by challenging herself with complicated projects in science, technology, engineering and math in her own fun and quirky way. She’s become an Internet phenom, and President Obama even invited her to the \u003ca href=\"http://www.whitehouse.gov/blog/2013/04/20/watch-live-2013-white-house-science-fair\">White House Science Fair\u003c/a>.\u003c/p>\n\u003cp>Check out her video -- one of dozens of entertaining and informative episodes -- on making “squishy circuits.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\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/UDZo51k2BWQ'\n title='//www.youtube.com/embed/UDZo51k2BWQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_29649\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29649\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/designthinking.jpg\" alt=\"designthinking\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/designthinking.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/designthinking-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/designthinking-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Studio H/Berkeley\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Anne Stevens\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">For educators ready to try the idea of design thinking, you'll be glad to know it does not require extensive transformation of your classroom. That said, it \u003cem>can\u003c/em> be a transformative experience for all involved. Here, we try to answer your questions about integrating different components of a design learning experience into familiar, pre-existing scenarios that play out in every school.\u003c/p>\n\u003ch4>\u003cstrong>Can my classroom become a space of possibility?\u003c/strong>\u003c/h4>\n\u003cp>For students, the best classroom experience is a space of possibility. Students enter knowing that they may make and do new things today that will surprise and engage them. In schools without art or music rooms or a stage, the best example of a \"space of possibility\" could be the gym. The gym is an empty room where, with the addition of a ball and some kids, a new drama will unfold, with the students as the protagonists. Kids love gym not just because they get to play and move, but because they are the actors, and they produce the entire experience. Time flies in a classroom that is a space of possibility.\u003c/p>\n\u003cp>It can be challenging to transition a traditional classroom into a space of possibility. The traditional classroom is ordered, moves efficiently, and rules and expectations are clearly delineated. In the traditional classroom, kids are asked to adjust their learning styles and bodies and voice tones to the expectations of the teacher.\u003c/p>\n\u003cp>But in a classroom that is a space of possibility, the students have agency, and the products and processes can be moving targets. You can all this student-centered space “Studio Time,” when students adjust to a new set of expectations that go with the privilege of freely creating with materials. Allen Trent, who wrote in “\u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/1354060032000097226#preview\">De-centering the Teacher: a Practitioner’s Account\u003c/a>” about his experience de-centering himself in the classroom, said he opened up discussion of the class routines to the students, who thoughtfully re-designed their classroom experience, thereby creating a space of possibility.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Can I run a design thinking classroom on Tuesdays from 1-3pm?\u003c/strong>\u003c/p>\n\u003cp>You \u003cem>can\u003c/em> run a flexible studio space in your classroom for a certain part of the day. “Choice time” is a common example of a modified space of possibility in a traditional classroom. If you extend the duration of “choice time” and give your students some simple materials and real-world challenges to choose from, you are on your way to running a problem-based learning design studio.\u003c/p>\n\u003ch4>\u003cstrong>I am not a designer. Where do I find curriculum?\u003c/strong>\u003c/h4>\n\u003cp>The first place to seek the curriculum is in your \u003ca href=\"http://www.designthinkingforeducators.com/design-examples\">classroom’s daily activities\u003c/a>. You can start by talking about what designers do in the world. Ask the students if they know about careers that use design. Talk about and define engineering, architecture, interior design, product design. Then ask them to start thinking like designers. Look around you. What would you like to change or improve about the classroom? Is there a new tool your classroom could use? If they could re-design the classroom, how would they configure it? What kind of furniture is best for learning? What does it look like? If we wanted to design a rainwater storage system for our school, what would it look like? What about school buses or cars of the future? These are questions that your students will have lots of ideas about. Brainstorming ideas on the board can help students develop concepts on their own.\u003c/p>\n\u003ch4>\u003cstrong>How much time do I need?\u003c/strong>\u003c/h4>\n\u003cp>A good studio experience is about \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/combining-robotics-with-poetry-art-and-engineering-can-co-exist/\">5-15 minutes of presentation\u003c/a> and discussion and then about a 45-60 minutes of hands-on work time, plus 10-15 minutes of peer critique. During studio time the teacher circulates, assists students, and helps keep them engaged.\u003c/p>\n\u003ch4>\u003cstrong>I am not an artist. What materials do I need and how do I help the kids?\u003c/strong>\u003c/h4>\n\u003cp>Most professional designers work with simple materials in the design process, and kids should too. Arrange the room so kids can work on flat surfaces in flexible groups. I recommend tag board, tape, and scissors for 3D building and large sheets of construction paper, pencils, and markers as 2D design studio tools. It's best to keep these tools off to the side so students can gather them as they need and keep their studio surfaces uncluttered.\u003c/p>\n\u003cp>You can best assist the students by answering their questions with questions. If a student asks, “What should I do?” you can answer with, “ If you wanted to improve the design of (insert a common object), what would you change?” This is higher-level inquiry, because you do not have the right answer. The answer lies in the student’s perceptions of the world and his design ideas. This is \u003ca href=\"http://inservice.ascd.org/teaching/five-steps-to-create-a-progressive-student-centered-classroom/\">student-centered\u003c/a> learning. You may have to ask questions to understand a student model or drawing, and then the student can explain their work to you.\u003c/p>\n\u003cdiv class=\"lcp_catlist aside half left cats-by-2\">\n\u003ch2 class=\"feat-title\">DIG INTO DESIGN THINKING\u003c/h2>\n\u003cp>[catlist categorypage=\"yes\" numberposts=\"5\" thumbnail=\"yes\" excludeposts=\"this\" class=\"\" title_tag=\"h3\" title_class=\"post-title\" thumbnail_class=\"thumbnail\"]\u003c/p>\n\u003c/div>\n\u003ch4>\u003cstrong>Wow, it gets loud in here and some students are distracted. How do I keep order?\u003c/strong>\u003c/h4>\n\u003cp>As in gym, the studio works best with a clear set of rules laid out before students begin. It can be useful to show students pictures of \u003ca href=\"http://studiogang.net/studio\">adults working in studios\u003c/a>, and to show them how these kinds of workplaces look. You can describe how these adults work in their studios: They walk over to a colleague to ask a question, they ask their peers for help instead of waiting for their boss, and they use quiet voices while they are working so their colleagues can focus. Set specific expectations regarding what you want to see when they are finished (perhaps one drawing and/or one model). A good closing exercise after the first Design Studio is to discuss how the work environment functioned. Were shared tools in a good place? Did we have all the tools we needed? What can we do as a group to make our studio a better work environment?\u003c/p>\n\u003ch4>\u003cstrong>OK, now I have a room full of cardboard constructions and drawings. What have the students learned? \u003c/strong>\u003c/h4>\n\u003cp>Assessing studio learning is effectively done through \u003ca href=\"http://www.hightechhigh.org/unboxed/issue6/collaboration/\">peer critique\u003c/a>. This echoes portfolio review and other innovative processes for student-centered assessment, and is used throughout the design professions. Peer critique can go quickly and efficiently with students grade 3 and above. Here’s how it works:\u003c/p>\n\u003cul>\n\u003cli>Students get a ten-minute warning to wrap up.\u003c/li>\n\u003cli>Students clean up the studio and leave out a drawing and/or a model.\u003c/li>\n\u003cli>Students gather around one table group with their work in front of them.\u003c/li>\n\u003c/ul>\n\u003cp>The instructor is facilitator. The instructor asks, \"Look around at your classmate’s work. Pick out a model or drawing that shows an interesting solution to the design challenge. I will ask you to share two reasons why you think it is an effective solution.”\u003c/p>\n\u003cp>When hands go up, call on a students and ask them to explain why it is effective. Once they have made one or two good points, say “thank you!” and move onto the next student. Keep the discussion moving, and encourage the students to say, “this is successful because…” rather than “I like.” You will hear the students using the language of design and note that they are comparing their own work to that of their peers. This dialogue reveals student understanding and can often reveal student intent that is hard to gauge from the product alone. If you have a large class, do peer critique on a few projects each week instead of all at once.\u003c/p>\n\u003ch4>\u003cstrong>Some parts worked, but some parts didn’t. I think my students need more structure. How can I modify this to fit my students’ abilities?\u003c/strong>\u003c/h4>\n\u003cp>The kind of product students make can be vastly variable. You can simply start with a discussion of design and brainstorming. This is a core element of design process. You can also work with very specific challenges, like \u003ca href=\"http://www.thetech.org/sites/default/files/pdfs/Design-Challenge-Learning-Lessons/Freestanding_Structures.pdf\">this one\u003c/a>, to introduce the design process with very clear constraints. Small steps towards working on open-ended problems will help scaffold students who are unaccustomed to working this way at school.\u003c/p>\n\u003cp>There are many great resources online for design thinking. See the links at the bottom of this post.\u003c/p>\n\u003ch4>\u003cstrong>OK, the kids liked it, and I liked it. How do I explain the benefits to my school and parents?\u003c/strong>\u003c/h4>\n\u003cp>Design thinking, which is a variation of problem based learning, is an effective means of differentiating for student strengths. It reveals strengths in 2D and 3D spatial reasoning. It reveals inventiveness, collaboration, empathy and resilience. It encourages self-direction, ideation, and collaboration. Design thinking can become a part of your teaching toolkit and a means for sharing student capacities that are not usually assessed. The most significant investment is in the educator’s shift to a student-centered space of possibility, even if just for one afternoon a week. This reveals to students that you trust them with their learning.\u003c/p>\n\u003ch4>More Resources on Design Thinking\u003c/h4>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.designthinkingforeducators.com\">Design Thinking For Educators\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://dschool.stanford.edu/groups/k12/\">Stanford's Design School for Educators\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.thetech.org/educator-resources/design-challenge-lessons\">Design Challenge Lessons\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://en.wikipedia.org/wiki/Design_thinking\">Wikipedia's Design Thinking\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://legacy.mos.org/designchallenges/\">Museum of Science: Design Challenges \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://pbskids.org/designsquad/parentseducators/resources/index.html\">PBS Kids Design Squad \u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Anne Hayden Stevens is the Coordinator of \u003ca href=\"http://www.ctd.northwestern.edu/programs/creativestudies/\">Creative Studies\u003c/a> at Northwestern University’s \u003ca href=\"http://www.ctd.northwestern.edu\">Center for Talent Development\u003c/a>, a gifted enrichment program in the Midwest. Stevens developed these strategies working with teachers from diverse backgrounds at CTD who are teaching an arts integrated \u003ca href=\"http://stemtosteam.org\">STEM to STEAM\u003c/a> curriculum. Stevens practices art and teaching in the Chicago area.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29649\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29649\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/designthinking.jpg\" alt=\"designthinking\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/designthinking.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/designthinking-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/designthinking-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Studio H/Berkeley\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Anne Stevens\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">For educators ready to try the idea of design thinking, you'll be glad to know it does not require extensive transformation of your classroom. That said, it \u003cem>can\u003c/em> be a transformative experience for all involved. Here, we try to answer your questions about integrating different components of a design learning experience into familiar, pre-existing scenarios that play out in every school.\u003c/p>\n\u003ch4>\u003cstrong>Can my classroom become a space of possibility?\u003c/strong>\u003c/h4>\n\u003cp>For students, the best classroom experience is a space of possibility. Students enter knowing that they may make and do new things today that will surprise and engage them. In schools without art or music rooms or a stage, the best example of a \"space of possibility\" could be the gym. The gym is an empty room where, with the addition of a ball and some kids, a new drama will unfold, with the students as the protagonists. Kids love gym not just because they get to play and move, but because they are the actors, and they produce the entire experience. Time flies in a classroom that is a space of possibility.\u003c/p>\n\u003cp>It can be challenging to transition a traditional classroom into a space of possibility. The traditional classroom is ordered, moves efficiently, and rules and expectations are clearly delineated. In the traditional classroom, kids are asked to adjust their learning styles and bodies and voice tones to the expectations of the teacher.\u003c/p>\n\u003cp>But in a classroom that is a space of possibility, the students have agency, and the products and processes can be moving targets. You can all this student-centered space “Studio Time,” when students adjust to a new set of expectations that go with the privilege of freely creating with materials. Allen Trent, who wrote in “\u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/1354060032000097226#preview\">De-centering the Teacher: a Practitioner’s Account\u003c/a>” about his experience de-centering himself in the classroom, said he opened up discussion of the class routines to the students, who thoughtfully re-designed their classroom experience, thereby creating a space of possibility.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Can I run a design thinking classroom on Tuesdays from 1-3pm?\u003c/strong>\u003c/p>\n\u003cp>You \u003cem>can\u003c/em> run a flexible studio space in your classroom for a certain part of the day. “Choice time” is a common example of a modified space of possibility in a traditional classroom. If you extend the duration of “choice time” and give your students some simple materials and real-world challenges to choose from, you are on your way to running a problem-based learning design studio.\u003c/p>\n\u003ch4>\u003cstrong>I am not a designer. Where do I find curriculum?\u003c/strong>\u003c/h4>\n\u003cp>The first place to seek the curriculum is in your \u003ca href=\"http://www.designthinkingforeducators.com/design-examples\">classroom’s daily activities\u003c/a>. You can start by talking about what designers do in the world. Ask the students if they know about careers that use design. Talk about and define engineering, architecture, interior design, product design. Then ask them to start thinking like designers. Look around you. What would you like to change or improve about the classroom? Is there a new tool your classroom could use? If they could re-design the classroom, how would they configure it? What kind of furniture is best for learning? What does it look like? If we wanted to design a rainwater storage system for our school, what would it look like? What about school buses or cars of the future? These are questions that your students will have lots of ideas about. Brainstorming ideas on the board can help students develop concepts on their own.\u003c/p>\n\u003ch4>\u003cstrong>How much time do I need?\u003c/strong>\u003c/h4>\n\u003cp>A good studio experience is about \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/combining-robotics-with-poetry-art-and-engineering-can-co-exist/\">5-15 minutes of presentation\u003c/a> and discussion and then about a 45-60 minutes of hands-on work time, plus 10-15 minutes of peer critique. During studio time the teacher circulates, assists students, and helps keep them engaged.\u003c/p>\n\u003ch4>\u003cstrong>I am not an artist. What materials do I need and how do I help the kids?\u003c/strong>\u003c/h4>\n\u003cp>Most professional designers work with simple materials in the design process, and kids should too. Arrange the room so kids can work on flat surfaces in flexible groups. I recommend tag board, tape, and scissors for 3D building and large sheets of construction paper, pencils, and markers as 2D design studio tools. It's best to keep these tools off to the side so students can gather them as they need and keep their studio surfaces uncluttered.\u003c/p>\n\u003cp>You can best assist the students by answering their questions with questions. If a student asks, “What should I do?” you can answer with, “ If you wanted to improve the design of (insert a common object), what would you change?” This is higher-level inquiry, because you do not have the right answer. The answer lies in the student’s perceptions of the world and his design ideas. This is \u003ca href=\"http://inservice.ascd.org/teaching/five-steps-to-create-a-progressive-student-centered-classroom/\">student-centered\u003c/a> learning. You may have to ask questions to understand a student model or drawing, and then the student can explain their work to you.\u003c/p>\n\u003cdiv class=\"lcp_catlist aside half left cats-by-2\">\n\u003ch2 class=\"feat-title\">DIG INTO DESIGN THINKING\u003c/h2>\n\u003cp>[catlist categorypage=\"yes\" numberposts=\"5\" thumbnail=\"yes\" excludeposts=\"this\" class=\"\" title_tag=\"h3\" title_class=\"post-title\" thumbnail_class=\"thumbnail\"]\u003c/p>\n\u003c/div>\n\u003ch4>\u003cstrong>Wow, it gets loud in here and some students are distracted. How do I keep order?\u003c/strong>\u003c/h4>\n\u003cp>As in gym, the studio works best with a clear set of rules laid out before students begin. It can be useful to show students pictures of \u003ca href=\"http://studiogang.net/studio\">adults working in studios\u003c/a>, and to show them how these kinds of workplaces look. You can describe how these adults work in their studios: They walk over to a colleague to ask a question, they ask their peers for help instead of waiting for their boss, and they use quiet voices while they are working so their colleagues can focus. Set specific expectations regarding what you want to see when they are finished (perhaps one drawing and/or one model). A good closing exercise after the first Design Studio is to discuss how the work environment functioned. Were shared tools in a good place? Did we have all the tools we needed? What can we do as a group to make our studio a better work environment?\u003c/p>\n\u003ch4>\u003cstrong>OK, now I have a room full of cardboard constructions and drawings. What have the students learned? \u003c/strong>\u003c/h4>\n\u003cp>Assessing studio learning is effectively done through \u003ca href=\"http://www.hightechhigh.org/unboxed/issue6/collaboration/\">peer critique\u003c/a>. This echoes portfolio review and other innovative processes for student-centered assessment, and is used throughout the design professions. Peer critique can go quickly and efficiently with students grade 3 and above. Here’s how it works:\u003c/p>\n\u003cul>\n\u003cli>Students get a ten-minute warning to wrap up.\u003c/li>\n\u003cli>Students clean up the studio and leave out a drawing and/or a model.\u003c/li>\n\u003cli>Students gather around one table group with their work in front of them.\u003c/li>\n\u003c/ul>\n\u003cp>The instructor is facilitator. The instructor asks, \"Look around at your classmate’s work. Pick out a model or drawing that shows an interesting solution to the design challenge. I will ask you to share two reasons why you think it is an effective solution.”\u003c/p>\n\u003cp>When hands go up, call on a students and ask them to explain why it is effective. Once they have made one or two good points, say “thank you!” and move onto the next student. Keep the discussion moving, and encourage the students to say, “this is successful because…” rather than “I like.” You will hear the students using the language of design and note that they are comparing their own work to that of their peers. This dialogue reveals student understanding and can often reveal student intent that is hard to gauge from the product alone. If you have a large class, do peer critique on a few projects each week instead of all at once.\u003c/p>\n\u003ch4>\u003cstrong>Some parts worked, but some parts didn’t. I think my students need more structure. How can I modify this to fit my students’ abilities?\u003c/strong>\u003c/h4>\n\u003cp>The kind of product students make can be vastly variable. You can simply start with a discussion of design and brainstorming. This is a core element of design process. You can also work with very specific challenges, like \u003ca href=\"http://www.thetech.org/sites/default/files/pdfs/Design-Challenge-Learning-Lessons/Freestanding_Structures.pdf\">this one\u003c/a>, to introduce the design process with very clear constraints. Small steps towards working on open-ended problems will help scaffold students who are unaccustomed to working this way at school.\u003c/p>\n\u003cp>There are many great resources online for design thinking. See the links at the bottom of this post.\u003c/p>\n\u003ch4>\u003cstrong>OK, the kids liked it, and I liked it. How do I explain the benefits to my school and parents?\u003c/strong>\u003c/h4>\n\u003cp>Design thinking, which is a variation of problem based learning, is an effective means of differentiating for student strengths. It reveals strengths in 2D and 3D spatial reasoning. It reveals inventiveness, collaboration, empathy and resilience. It encourages self-direction, ideation, and collaboration. Design thinking can become a part of your teaching toolkit and a means for sharing student capacities that are not usually assessed. The most significant investment is in the educator’s shift to a student-centered space of possibility, even if just for one afternoon a week. This reveals to students that you trust them with their learning.\u003c/p>\n\u003ch4>More Resources on Design Thinking\u003c/h4>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.designthinkingforeducators.com\">Design Thinking For Educators\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://dschool.stanford.edu/groups/k12/\">Stanford's Design School for Educators\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.thetech.org/educator-resources/design-challenge-lessons\">Design Challenge Lessons\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://en.wikipedia.org/wiki/Design_thinking\">Wikipedia's Design Thinking\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://legacy.mos.org/designchallenges/\">Museum of Science: Design Challenges \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://pbskids.org/designsquad/parentseducators/resources/index.html\">PBS Kids Design Squad \u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Anne Hayden Stevens is the Coordinator of \u003ca href=\"http://www.ctd.northwestern.edu/programs/creativestudies/\">Creative Studies\u003c/a> at Northwestern University’s \u003ca href=\"http://www.ctd.northwestern.edu\">Center for Talent Development\u003c/a>, a gifted enrichment program in the Midwest. Stevens developed these strategies working with teachers from diverse backgrounds at CTD who are teaching an arts integrated \u003ca href=\"http://stemtosteam.org\">STEM to STEAM\u003c/a> curriculum. Stevens practices art and teaching in the Chicago area.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Inquiry Learning Vs. Standardized Content: Can They Coexist?",
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"content": "\u003cfigure id=\"attachment_28904\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/umjanedoan/497411105/\">\u003cimg class=\"size-full wp-image-28904\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/497411105_60c65df8ba_z1.jpg\" alt=\"497411105_60c65df8ba_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Thom Markham\u003c/h5>\n\u003cp class=\"dropcap\">As Common Core State Standards are incorporated from school to school across the country, educators are discussing their value. It may seem that educators are arguing over whether the CCSS will roll out as a substitute No Child Left Behind curriculum or as an innovative guide to encourage inquiry rather than rote learning. In reality, as time will prove, we’re arguing over whether content standards are still appropriate.\u003c/p>\n\u003cp>Everyday there is less standardization of information, making it nearly impossible to decide what a tenth-grader should know. Beyond the core literacies of reading, writing, computation, and research, the world-wide culture of innovation, discovery, multi-polarity, interdisciplinary thinking, and rapid change depends on the explosive potential of the human mind, not entombed truths from the past. Increasingly, any standards-based curriculum is at odds with the outside world.\u003c/p>\n\u003cp>There is only one resolution to the debate. Sooner or later, inquiry-standards will take precedence over content-based standards. Education’s core task is to prepare young people to generate new ideas, filter them through a net of critical analysis and reflection, and move the ideas through a design process to create a quality product, either as an idea or a material object. Students need information, facts, and specific knowledge for a successful outcome. But that information must be gathered during the process of creation, in a usable, just-in-time format not found in \"subjects.\"\u003c/p>\n\u003cp>If you’re a teacher in tune with the needs of your students, you sense the disconnect between the curriculum and reality. You’d like the freedom to respond more directly to student needs, but standardized information and testing remains a barrier to innovative teaching.\u003c/p>\n\u003cp>So how can you, as a teacher, help move the dialogue forward? First, you can focus on becoming a highly-effective project based learning (PBL) teacher. When done well, PBL is the most effective method education has at the moment to introduce and practice inquiry-based education.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But PBL is the near-term solution. The ultimate destination is to align education with the requirements of a process-based world. This means we need to invent and agree on a set of clearly prescribed methods that promote inquiry, permeate the learning environment, and become as embedded in education as the current content standards. The move to integrate 21\u003csup>st\u003c/sup> century skills into the curriculum is a start. But to really advance the cause, the following ideas will need to take root.\u003c/p>\n\u003cp>\u003cstrong>REDEFINE RIGOR. \u003c/strong>As the Google-age fully blossoms, the fundamental shift is from information to attitude. The instant, ubiquitous availability of knowledge puts enormous responsibility on the individual, as they try to sift through, discern, apply, and share information. This is not a simple cognitive exercise. Success in this environment requires a mix of self-awareness, empathy, and collaborative skills, as well as grit and self-direction. Eventually, the measure of student performance will be the demonstrated ability to use personal strengths to move gracefully through a connected world. We’ve started along this path, by the way. Portfolios measure personal growth and achievement; the best collaboration and teamwork rubrics assess empathy; many PBL teachers have found work ethic rubrics to be a great tool for measuring attitude and productivity.\u003cbr>\n\u003cstrong>BLEND CRITICAL THINKING, SOCIAL-EMOTIONAL LEARNING, AND OTHER VALUABLE SKILLS. \u003c/strong>In the search for better inquiry methods, the gaming industry has much to teach education. A case in point is a recent article by \u003cspan style=\"color: #000000\">\u003ca href=\"http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Our-Brains-Extended.aspx\">\u003cspan style=\"color: #000000\">Mark Prensky,\u003c/span>\u003c/a> a leading games and learning advocate, who suggests reorganizing the curriculum into four areas that blend inquiry and performance. Let's call these the 4 E’s: Effective Accomplishment, including portfolios, content mastery, tests, and assessment; Effective Action, including goal setting, persistence, and work ethic; Effective Relationships, including communication, teamwork, and empathy; and Effective Thinking, including critical thinking, creativity, and content acquisition. There are several advantages to developing this framework, chief of which it recognizes that the foundation for today’s skills is emotional balance and self-awareness, and it integrates valuable skills into the curriculum core, rather than extending their current status as an add on to academic work.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>TEACH INQUIRY SKILLS. \u003c/strong>Creativity, problem-solving, design thinking, and critical analysis are learnable skills that benefit from intentional instruction. The options are many, starting with exercises in creativity and brainstorming, regular use of protocols to practice sharing and giving feedback on divergent ideas; and consistent assessment of the inquiry process using high quality performance rubrics for problem solving, design or creativity. We’ve also made inroads here. The eight Mathematical Practices accompanying the CCSS math sequence is an impressive guide to inquiry skills. But so far it's been difficult to locate a missing link: A performance rubric for students that defines their level of performance on each practice.\u003c/p>\n\u003cp>\u003cstrong>MAKE COHORTS AND TEAMS THE PRACTICE, NOT THE EXCEPTION. \u003c/strong>Probably the most deeply embedded norm of industrial education, originating from the 15\u003csup>th \u003c/sup>century, is the ideal of the individual scholar. The default mode is to aim teaching at a single student, and assess and recognize accomplishments gained through individual performance. But we must shift this\u003cspan style=\"color: #000000\"> towards \u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/5-tools-to-help-students-learn-how-to-learn/\">5 Tools to Help Students Learn How to Learn\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">Creating Classrooms We Need: Ways Into Inquiry Learning\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/10-ways-to-teach-innovation/\">How to Teach Innovation\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cspan style=\"color: #0000ff\">\u003cspan style=\"color: #000000\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/how-to-foster-collaboration-and-team-spirit/\">\u003cspan style=\"color: #000000\">team learning\u003c/span>\u003c/a>. The collaborative world succeeds through interaction and exchange, and it's important to move towards deep, peer-driven learning and performance. A supportive team that meets regularly during the course of a unit will provide feedback and help each student produce a better individual product. In an inquiry-based classroom, this should be standard practice.\u003c/span> \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>SEE THE BALANCE BETWEEN INQUIRY AND CONTENT AS A DYNAMIC. \u003c/strong>This dilemma—<Should I teach content or turn students loose to figure out things on their own?—is at the heart of the debate over teacher preparation for the CCSS. Knowing when to teach directly, or allow for problem solving, is a high art. But that is what inquiry-based education demands. For some content, the best choice is <just teach it. Other topics can’t be taught, but must be learned through discovery, trial and error, or prototyping—all of which require more time. In an inquiry-based world, lesson design allows for fluidity, mini-lessons, and ample time for process. Success relies on whether teachers have the ability—and give themselves permission—to move back and forth between content and process.\u003c/p>\n\u003cp>\u003cstrong>THE CIRCLE OF CONTROL. \u003c/strong>The chief obstacle to an inquiry-based system is us. To give up a content-based curriculum, with its deep traditions, proven techniques for controlling behavior and outcomes, and dominating, standardized regimen, feels like giving a 14-year old the keys to the car and a full tank of gas. It’s scary. The shift into the next, non-industrial phase of schooling is a psychological issue, not just a logistical one. The world that is opening up requires faith that something new, and better, is being born, but in the short term, it can feel like it’s falling apart. But I’ll leave you with two thoughts. First, it’s happening, whether we agree or not. Second, we’ll need good minds to figure it out, meaning more of those young people in your classroom who have been well trained in the art and skill of inquiry.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"color: #333333\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">Thom Markham is a speaker, writer, psychologist, school redesign consultant, and the author of the \u003c/span>\u003c/span>\u003c/span>\u003cspan style=\"color: #0000ff\">\u003cspan style=\"text-decoration: underline\">\u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=sr_1_3?s=books&ie=UTF8&qid=1334257826&sr=1-3\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">Project Based Learning Design and Coaching Guide: Expert tools for inquiry and innovation for K-12 educators\u003c/span>\u003c/span>\u003c/a>\u003c/span>\u003c/span>\u003cspan style=\"color: #333333\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">. To download the tools for inquiry, go to the PBL tools page on \u003c/span>\u003c/span>\u003c/span>\u003cspan style=\"color: #0000ff\">\u003cspan style=\"text-decoration: underline\">\u003ca href=\"http://www.thommarkham.com/\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">www.thommarkham.com\u003c/span>\u003c/span>\u003c/a>\u003c/span>\u003c/span>\u003cspan style=\"color: #333333\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">. \u003c/span>\u003c/span>\u003c/span>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28904\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/umjanedoan/497411105/\">\u003cimg class=\"size-full wp-image-28904\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/497411105_60c65df8ba_z1.jpg\" alt=\"497411105_60c65df8ba_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Thom Markham\u003c/h5>\n\u003cp class=\"dropcap\">As Common Core State Standards are incorporated from school to school across the country, educators are discussing their value. It may seem that educators are arguing over whether the CCSS will roll out as a substitute No Child Left Behind curriculum or as an innovative guide to encourage inquiry rather than rote learning. In reality, as time will prove, we’re arguing over whether content standards are still appropriate.\u003c/p>\n\u003cp>Everyday there is less standardization of information, making it nearly impossible to decide what a tenth-grader should know. Beyond the core literacies of reading, writing, computation, and research, the world-wide culture of innovation, discovery, multi-polarity, interdisciplinary thinking, and rapid change depends on the explosive potential of the human mind, not entombed truths from the past. Increasingly, any standards-based curriculum is at odds with the outside world.\u003c/p>\n\u003cp>There is only one resolution to the debate. Sooner or later, inquiry-standards will take precedence over content-based standards. Education’s core task is to prepare young people to generate new ideas, filter them through a net of critical analysis and reflection, and move the ideas through a design process to create a quality product, either as an idea or a material object. Students need information, facts, and specific knowledge for a successful outcome. But that information must be gathered during the process of creation, in a usable, just-in-time format not found in \"subjects.\"\u003c/p>\n\u003cp>If you’re a teacher in tune with the needs of your students, you sense the disconnect between the curriculum and reality. You’d like the freedom to respond more directly to student needs, but standardized information and testing remains a barrier to innovative teaching.\u003c/p>\n\u003cp>So how can you, as a teacher, help move the dialogue forward? First, you can focus on becoming a highly-effective project based learning (PBL) teacher. When done well, PBL is the most effective method education has at the moment to introduce and practice inquiry-based education.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But PBL is the near-term solution. The ultimate destination is to align education with the requirements of a process-based world. This means we need to invent and agree on a set of clearly prescribed methods that promote inquiry, permeate the learning environment, and become as embedded in education as the current content standards. The move to integrate 21\u003csup>st\u003c/sup> century skills into the curriculum is a start. But to really advance the cause, the following ideas will need to take root.\u003c/p>\n\u003cp>\u003cstrong>REDEFINE RIGOR. \u003c/strong>As the Google-age fully blossoms, the fundamental shift is from information to attitude. The instant, ubiquitous availability of knowledge puts enormous responsibility on the individual, as they try to sift through, discern, apply, and share information. This is not a simple cognitive exercise. Success in this environment requires a mix of self-awareness, empathy, and collaborative skills, as well as grit and self-direction. Eventually, the measure of student performance will be the demonstrated ability to use personal strengths to move gracefully through a connected world. We’ve started along this path, by the way. Portfolios measure personal growth and achievement; the best collaboration and teamwork rubrics assess empathy; many PBL teachers have found work ethic rubrics to be a great tool for measuring attitude and productivity.\u003cbr>\n\u003cstrong>BLEND CRITICAL THINKING, SOCIAL-EMOTIONAL LEARNING, AND OTHER VALUABLE SKILLS. \u003c/strong>In the search for better inquiry methods, the gaming industry has much to teach education. A case in point is a recent article by \u003cspan style=\"color: #000000\">\u003ca href=\"http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Our-Brains-Extended.aspx\">\u003cspan style=\"color: #000000\">Mark Prensky,\u003c/span>\u003c/a> a leading games and learning advocate, who suggests reorganizing the curriculum into four areas that blend inquiry and performance. Let's call these the 4 E’s: Effective Accomplishment, including portfolios, content mastery, tests, and assessment; Effective Action, including goal setting, persistence, and work ethic; Effective Relationships, including communication, teamwork, and empathy; and Effective Thinking, including critical thinking, creativity, and content acquisition. There are several advantages to developing this framework, chief of which it recognizes that the foundation for today’s skills is emotional balance and self-awareness, and it integrates valuable skills into the curriculum core, rather than extending their current status as an add on to academic work.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>TEACH INQUIRY SKILLS. \u003c/strong>Creativity, problem-solving, design thinking, and critical analysis are learnable skills that benefit from intentional instruction. The options are many, starting with exercises in creativity and brainstorming, regular use of protocols to practice sharing and giving feedback on divergent ideas; and consistent assessment of the inquiry process using high quality performance rubrics for problem solving, design or creativity. We’ve also made inroads here. The eight Mathematical Practices accompanying the CCSS math sequence is an impressive guide to inquiry skills. But so far it's been difficult to locate a missing link: A performance rubric for students that defines their level of performance on each practice.\u003c/p>\n\u003cp>\u003cstrong>MAKE COHORTS AND TEAMS THE PRACTICE, NOT THE EXCEPTION. \u003c/strong>Probably the most deeply embedded norm of industrial education, originating from the 15\u003csup>th \u003c/sup>century, is the ideal of the individual scholar. The default mode is to aim teaching at a single student, and assess and recognize accomplishments gained through individual performance. But we must shift this\u003cspan style=\"color: #000000\"> towards \u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/5-tools-to-help-students-learn-how-to-learn/\">5 Tools to Help Students Learn How to Learn\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">Creating Classrooms We Need: Ways Into Inquiry Learning\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/10-ways-to-teach-innovation/\">How to Teach Innovation\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cspan style=\"color: #0000ff\">\u003cspan style=\"color: #000000\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/how-to-foster-collaboration-and-team-spirit/\">\u003cspan style=\"color: #000000\">team learning\u003c/span>\u003c/a>. The collaborative world succeeds through interaction and exchange, and it's important to move towards deep, peer-driven learning and performance. A supportive team that meets regularly during the course of a unit will provide feedback and help each student produce a better individual product. In an inquiry-based classroom, this should be standard practice.\u003c/span> \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>SEE THE BALANCE BETWEEN INQUIRY AND CONTENT AS A DYNAMIC. \u003c/strong>This dilemma—<Should I teach content or turn students loose to figure out things on their own?—is at the heart of the debate over teacher preparation for the CCSS. Knowing when to teach directly, or allow for problem solving, is a high art. But that is what inquiry-based education demands. For some content, the best choice is <just teach it. Other topics can’t be taught, but must be learned through discovery, trial and error, or prototyping—all of which require more time. In an inquiry-based world, lesson design allows for fluidity, mini-lessons, and ample time for process. Success relies on whether teachers have the ability—and give themselves permission—to move back and forth between content and process.\u003c/p>\n\u003cp>\u003cstrong>THE CIRCLE OF CONTROL. \u003c/strong>The chief obstacle to an inquiry-based system is us. To give up a content-based curriculum, with its deep traditions, proven techniques for controlling behavior and outcomes, and dominating, standardized regimen, feels like giving a 14-year old the keys to the car and a full tank of gas. It’s scary. The shift into the next, non-industrial phase of schooling is a psychological issue, not just a logistical one. The world that is opening up requires faith that something new, and better, is being born, but in the short term, it can feel like it’s falling apart. But I’ll leave you with two thoughts. First, it’s happening, whether we agree or not. Second, we’ll need good minds to figure it out, meaning more of those young people in your classroom who have been well trained in the art and skill of inquiry.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"color: #333333\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">Thom Markham is a speaker, writer, psychologist, school redesign consultant, and the author of the \u003c/span>\u003c/span>\u003c/span>\u003cspan style=\"color: #0000ff\">\u003cspan style=\"text-decoration: underline\">\u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=sr_1_3?s=books&ie=UTF8&qid=1334257826&sr=1-3\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">Project Based Learning Design and Coaching Guide: Expert tools for inquiry and innovation for K-12 educators\u003c/span>\u003c/span>\u003c/a>\u003c/span>\u003c/span>\u003cspan style=\"color: #333333\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">. To download the tools for inquiry, go to the PBL tools page on \u003c/span>\u003c/span>\u003c/span>\u003cspan style=\"color: #0000ff\">\u003cspan style=\"text-decoration: underline\">\u003ca href=\"http://www.thommarkham.com/\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">www.thommarkham.com\u003c/span>\u003c/span>\u003c/a>\u003c/span>\u003c/span>\u003cspan style=\"color: #333333\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">. \u003c/span>\u003c/span>\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_28477\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28477\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/New-Tech-students-620x368.jpg\" alt=\"New-Tech-students\" width=\"620\" height=\"368\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In many schools, project-based learning happens in isolated cases: in certain teachers' classrooms here and there, or in the contexts of specific subjects. But for students to benefit from project-based learning, ideally it's part of a school's infrastructure -- a way to approach learning holistically.\u003c/p>\n\u003cp>For one quickly growing network of schools, project-based learning is the crux of the entire ecosystem. \u003ca href=\"http://www.newtechnetwork.org/\">New Tech Network,\u003c/a> which was founded 15 years ago, is taking its school-wide project-based model to national scale. The organization, which offers a paid program for schools to use its model, began with a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/\">flagship school in Napa\u003c/a> and has grown to 120 schools in 18 states, most of which are public schools.\u003c/p>\n\u003cp>The network has not only grown in size, but also in notoriety. President Obama visited \u003ca href=\"http://www.csmonitor.com/USA/Education/2013/0509/In-Texas-Obama-lauds-New-Tech-high-school.-Model-for-the-future-video\">Manor New Tech High School\u003c/a> in Texas last week, as part of an effort to promote an education agenda focused on producing graduates that can compete in today's global economy.\u003c/p>\n\u003cp>The nod from the president comes at a time when New Tech is attempting to position itself as a successful model to follow. But rather than relying on test scores and such quantifiable numbers to prove its value, New Tech's own \u003ca href=\"http://www.newtechnetwork.org/sites/default/files/news/2013_annual_data_v14-01.pdf\">2013 annual report \u003c/a>frames success by focusing on deeper learning that can't be measured by standardized test scores and their college readiness. Yet it's that lack of emphasis on test scores, an all-consuming worry for many districts, that makes it more difficult for the organization to pin point numbers to tell its story.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“From where we stand, public school districts are as capable of innovative schools as charter schools.”\u003c/strong>\u003c/aside>\n\u003cp>Here are a few of the\u003ca href=\"http://www.newtechnetwork.org/sites/default/files/ntn_overview1.pdf\"> statistics\u003c/a> New Tech has gathered from their schools: students graduate at a rate six percent higher than the national average and enroll in college nine percent more than the average. They also persist in four-year universities at a 17 percent higher rate and 46 percent higher rate when it comes to two year colleges. Perhaps most importantly, they claim that \u003c!--more-->students’ higher order thinking skills between freshmen and senior years grow 75 percent more than a comparison group that did not attend a New Tech high school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>New Tech calls itself a school development organization and is a non-profit subsidiary of \u003ca href=\"http://knowledgeworks.org/\">KnowledgeWorks\u003c/a>, another non-profit that acts as a foundation, education policy advocate and on-the-ground work through mergers with groups like New Tech, \u003ca href=\"http://strivenetwork.org/\">Strive\u003c/a> and \u003ca href=\"http://www.edworkspartners.org/\">EdWorks\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>GRAPPLING WITH THE PUBLIC SCHOOL SYSTEM\u003c/strong>\u003c/p>\n\u003cp>New Tech offers whole-school change to any school interested in contracting with them, including public schools. It has implemented the model in charter and private schools as well, but the majority of its clients are public schools. “From where we stand, public school districts are as capable of innovative schools as charter schools,” said Lydia Dobyns, president of New Tech Network. But as everyone in education knows, every school and every district has different needs, and the organization's offerings are changed accordingly.\u003c/p>\n\u003cp>New Tech schools are entirely\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\"> project-based\u003c/a> and cross-disciplinary. Students take courses like Bio-literacy, which mesh subjects together, emphasizing that disciplines are not stand-alone endeavors. Technology is woven throughout the school day and at home seamlessly. Many New Tech schools have one-to-one programs and all schools in the network use a learning management system called Echo that tracks student progress, is open to teachers and students, and connects New Tech educators around the country.\u003c/p>\n\u003cfigure id=\"attachment_28483\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-28483\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/New-Tech-measuring-300x438.jpg\" alt=\"New-Tech-measuring\" width=\"300\" height=\"438\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Assessments are designed to measure different kinds of learning outcomes. Mike Reed, principal of \u003ca href=\"http://www.bcsc.k12.in.us/Page/8148\">Columbus Signature Academy\u003c/a> in Indiana, said that only 60 percent of assessment is based on content. The other 40 percent is based on what he called “school-wide learning outcomes,” things like written and oral proficiency, work ethic, presentation skills and the ability to give and take feedback. Students can see the project rubric and know where they need to improve their skills.\u003c/p>\n\u003cp>“Looking at school performance is really different from looking at student growth, which is really what we want to focus on,” Dobyns said. That’s why New Tech doesn’t promise to increase school test scores – it sees that as a separate question, and one that they're not necessarily interested in.\u003c/p>\n\u003cp>The schools that have taken on this model don’t seem to mind that test scores aren’t the focus. “A big difference you’d see is student engagement,” Reed said. “Students are working on authentic projects and problems.” He gave an example of a cross curricular physics and environmental science class that studied the physics of power and electricity. “Our students learned those skills and then rewired houses that were destroyed in New Orleans’ 9th Ward. They’re going to remember that far longer than regurgitating a test or a lab.”\u003c/p>\n\u003cp>\u003cstrong>PROFESSIONAL DEVELOPMENT\u003c/strong>\u003c/p>\n\u003cp>New Tech works with schools individually, offering professional development as the school gets started. “One of the things we’ve learned and changed is that every implementation is now a custom designed implementation plan,” Dobyns said.\u003c/p>\n\u003cp>New Tech sticks with a school for five years, spending the first year laying ground work, listening to what schools want and need and garnering teacher buy-in. They offer intensive trainings to help teachers retool skills to teach entirely-project based and cross-curricular classes. Each school is given a coach who visits throughout the school year, checks on lesson plans, suggests changes and helps troubleshoot problems. And New Tech focuses on nurturing the leadership capacity of principals so they can continue to innovate with teachers.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/are-teachers-of-tomorrow-prepared-to-use-innovative-tech/\">Are Teachers of Tomorrow Prepared to Use Innovative Tech?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>At Columbus Signature Academy, Reed and his staff discussed the professional culture they wanted to promote and decided they’d make decisions by consensus. “That changes everything in a school,” Reed said. Those affected by a decision get equal say in making it, and that includes students. For example, teachers are in charge of the master schedule because it affects them most, but students can weigh in about how changes affect them too.\u003c/p>\n\u003cp>If gaining consensus is important in New Tech Schools, so is transparency. Teachers share and vet lessons with colleagues at the beginning and end of every project to learn from successes and mistakes. Teachers aren’t penalized if something they try doesn’t work out. They share their successes, experiments, and failures and everyone learns from the experience. That’s the kind of collaborative learning schools expect from students and Dobyns thinks it’s important that teachers experience and practice it too.\u003c/p>\n\u003cp>\u003cstrong>TRANSITION CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>Opening or converting to a New Tech school can mean some growing pains.\u003c/p>\n\u003cp>“It’s almost a month of de-programming,” said Randy Hollenkamp, director of \u003ca href=\"http://www.bulldogtech.org/\">Bulldog Tech\u003c/a> in San Jose, one of the few middle schools New Tech has begun to pilot. When kids enter his seventh grade they are so used to the traditional school system, they don’t know how to work collaboratively on projects. “At first their grades go down just because it’s projects. It’s actually kind of harder because you have to be a self-learner.” In traditional schools, kids are constantly being directed, so they don’t have to think for themselves as much, Hollenkamp said.\u003c/p>\n\u003cp>“Every year, as you grow into it, it’s difficult for the group of students who aren’t a part of New Tech,” said Jason Witzigreuter, principal of \u003ca href=\"http://www.accs.k12.in.us/jets/\">Adams Central\u003c/a> in Monroe, Indiana. Adams Central is a unique school in the New Tech Network because it is a K-12 school under one roof, but only the high school uses New Tech’s model. Witzigreuter calls his school a hybrid model and a learning experience. The school is three years into the experiment, which means the seniors are the only class without their own laptops and without some of the communication and presentation skills that the freshmen quickly pick up.\u003c/p>\n\u003cp>“Our kids at a lower grade are able to understand how to collaborate better and use those soft skills, or 21st century skills, better because they’ve been taught that through New Tech,” Witzigreuter said. He tries to use the younger students’ success to encourage seniors into demonstrating the same kinds of higher order thinking and maturity.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>From New Tech’s perspective, one of the hardest things about working on a five-year timeline can be school leadership changes. And, like any part of the public school system, funding cuts can affect whether a district is able to continue to pay for the program.\u003c/p>\n\u003cp>\u003cstrong>COSTS\u003c/strong>\u003c/p>\n\u003cp>New Tech’s model is not cheap. It costs about $100,000-$120,000 per year for each school. That hefty fee includes support, training, professional development, and access to the knowledge and experience of all the other schools in the network. Still, to pay for it, districts have done everything from pass school bonds, apply for state innovation grants, apply for private foundation grants and beg districts for the money. In addition to New Tech’s service fees, schools have to pay for the technology that accompanies the program and often facility redesign to foster more collaborative “studio” spaces.\u003c/p>\n\u003cp>Though it's a big price tag, the principals interviewed at three New Tech schools thought the money was well spent. \u003ca href=\"http://www.successforall.org/\">Success For All\u003c/a> is another school development program that uses a “whole school” model at the elementary school level. They estimate that for 500 students, their program costs $120,000 in the first year and decreases to $50,000 in the second year, finally reaching $30,000 in the third year. High schools programs generally cost more than elementary programs, though.\u003c/p>\n\u003cp>\u003cstrong>NEW DIRECTIONS\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>New Tech has proven that its model is scalable, in part with extra cash from its parent company KnowledgeWorks. Now they're trying to see if it can work beyond high school. In the past year New Tech has opened 10 middle schools in various states and is dipping into the elementary school scene as well. They’re also trying to find ways for districts to expand the model to other schools nearby on their own. “The first New Tech School can be an anchor in their district and then the strategies can spread across the schools,” Dobyns said. Leaders and teachers at the anchor school could act as trainers and coaches to others, lowering the cost of transitioning future schools.\u003c/p>\n\n",
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"excerpt": "New Tech Network, which was founded 15 years ago, is taking its school-wide project-based model to national scale. The organization, which offers a paid program for schools to use its model, began with a flagship school in Napa and has grown to 120 schools in 18 states, most of which are public schools.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28477\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28477\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/New-Tech-students-620x368.jpg\" alt=\"New-Tech-students\" width=\"620\" height=\"368\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In many schools, project-based learning happens in isolated cases: in certain teachers' classrooms here and there, or in the contexts of specific subjects. But for students to benefit from project-based learning, ideally it's part of a school's infrastructure -- a way to approach learning holistically.\u003c/p>\n\u003cp>For one quickly growing network of schools, project-based learning is the crux of the entire ecosystem. \u003ca href=\"http://www.newtechnetwork.org/\">New Tech Network,\u003c/a> which was founded 15 years ago, is taking its school-wide project-based model to national scale. The organization, which offers a paid program for schools to use its model, began with a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/\">flagship school in Napa\u003c/a> and has grown to 120 schools in 18 states, most of which are public schools.\u003c/p>\n\u003cp>The network has not only grown in size, but also in notoriety. President Obama visited \u003ca href=\"http://www.csmonitor.com/USA/Education/2013/0509/In-Texas-Obama-lauds-New-Tech-high-school.-Model-for-the-future-video\">Manor New Tech High School\u003c/a> in Texas last week, as part of an effort to promote an education agenda focused on producing graduates that can compete in today's global economy.\u003c/p>\n\u003cp>The nod from the president comes at a time when New Tech is attempting to position itself as a successful model to follow. But rather than relying on test scores and such quantifiable numbers to prove its value, New Tech's own \u003ca href=\"http://www.newtechnetwork.org/sites/default/files/news/2013_annual_data_v14-01.pdf\">2013 annual report \u003c/a>frames success by focusing on deeper learning that can't be measured by standardized test scores and their college readiness. Yet it's that lack of emphasis on test scores, an all-consuming worry for many districts, that makes it more difficult for the organization to pin point numbers to tell its story.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“From where we stand, public school districts are as capable of innovative schools as charter schools.”\u003c/strong>\u003c/aside>\n\u003cp>Here are a few of the\u003ca href=\"http://www.newtechnetwork.org/sites/default/files/ntn_overview1.pdf\"> statistics\u003c/a> New Tech has gathered from their schools: students graduate at a rate six percent higher than the national average and enroll in college nine percent more than the average. They also persist in four-year universities at a 17 percent higher rate and 46 percent higher rate when it comes to two year colleges. Perhaps most importantly, they claim that \u003c!--more-->students’ higher order thinking skills between freshmen and senior years grow 75 percent more than a comparison group that did not attend a New Tech high school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>New Tech calls itself a school development organization and is a non-profit subsidiary of \u003ca href=\"http://knowledgeworks.org/\">KnowledgeWorks\u003c/a>, another non-profit that acts as a foundation, education policy advocate and on-the-ground work through mergers with groups like New Tech, \u003ca href=\"http://strivenetwork.org/\">Strive\u003c/a> and \u003ca href=\"http://www.edworkspartners.org/\">EdWorks\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>GRAPPLING WITH THE PUBLIC SCHOOL SYSTEM\u003c/strong>\u003c/p>\n\u003cp>New Tech offers whole-school change to any school interested in contracting with them, including public schools. It has implemented the model in charter and private schools as well, but the majority of its clients are public schools. “From where we stand, public school districts are as capable of innovative schools as charter schools,” said Lydia Dobyns, president of New Tech Network. But as everyone in education knows, every school and every district has different needs, and the organization's offerings are changed accordingly.\u003c/p>\n\u003cp>New Tech schools are entirely\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\"> project-based\u003c/a> and cross-disciplinary. Students take courses like Bio-literacy, which mesh subjects together, emphasizing that disciplines are not stand-alone endeavors. Technology is woven throughout the school day and at home seamlessly. Many New Tech schools have one-to-one programs and all schools in the network use a learning management system called Echo that tracks student progress, is open to teachers and students, and connects New Tech educators around the country.\u003c/p>\n\u003cfigure id=\"attachment_28483\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-28483\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/New-Tech-measuring-300x438.jpg\" alt=\"New-Tech-measuring\" width=\"300\" height=\"438\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Assessments are designed to measure different kinds of learning outcomes. Mike Reed, principal of \u003ca href=\"http://www.bcsc.k12.in.us/Page/8148\">Columbus Signature Academy\u003c/a> in Indiana, said that only 60 percent of assessment is based on content. The other 40 percent is based on what he called “school-wide learning outcomes,” things like written and oral proficiency, work ethic, presentation skills and the ability to give and take feedback. Students can see the project rubric and know where they need to improve their skills.\u003c/p>\n\u003cp>“Looking at school performance is really different from looking at student growth, which is really what we want to focus on,” Dobyns said. That’s why New Tech doesn’t promise to increase school test scores – it sees that as a separate question, and one that they're not necessarily interested in.\u003c/p>\n\u003cp>The schools that have taken on this model don’t seem to mind that test scores aren’t the focus. “A big difference you’d see is student engagement,” Reed said. “Students are working on authentic projects and problems.” He gave an example of a cross curricular physics and environmental science class that studied the physics of power and electricity. “Our students learned those skills and then rewired houses that were destroyed in New Orleans’ 9th Ward. They’re going to remember that far longer than regurgitating a test or a lab.”\u003c/p>\n\u003cp>\u003cstrong>PROFESSIONAL DEVELOPMENT\u003c/strong>\u003c/p>\n\u003cp>New Tech works with schools individually, offering professional development as the school gets started. “One of the things we’ve learned and changed is that every implementation is now a custom designed implementation plan,” Dobyns said.\u003c/p>\n\u003cp>New Tech sticks with a school for five years, spending the first year laying ground work, listening to what schools want and need and garnering teacher buy-in. They offer intensive trainings to help teachers retool skills to teach entirely-project based and cross-curricular classes. Each school is given a coach who visits throughout the school year, checks on lesson plans, suggests changes and helps troubleshoot problems. And New Tech focuses on nurturing the leadership capacity of principals so they can continue to innovate with teachers.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/are-teachers-of-tomorrow-prepared-to-use-innovative-tech/\">Are Teachers of Tomorrow Prepared to Use Innovative Tech?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>At Columbus Signature Academy, Reed and his staff discussed the professional culture they wanted to promote and decided they’d make decisions by consensus. “That changes everything in a school,” Reed said. Those affected by a decision get equal say in making it, and that includes students. For example, teachers are in charge of the master schedule because it affects them most, but students can weigh in about how changes affect them too.\u003c/p>\n\u003cp>If gaining consensus is important in New Tech Schools, so is transparency. Teachers share and vet lessons with colleagues at the beginning and end of every project to learn from successes and mistakes. Teachers aren’t penalized if something they try doesn’t work out. They share their successes, experiments, and failures and everyone learns from the experience. That’s the kind of collaborative learning schools expect from students and Dobyns thinks it’s important that teachers experience and practice it too.\u003c/p>\n\u003cp>\u003cstrong>TRANSITION CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>Opening or converting to a New Tech school can mean some growing pains.\u003c/p>\n\u003cp>“It’s almost a month of de-programming,” said Randy Hollenkamp, director of \u003ca href=\"http://www.bulldogtech.org/\">Bulldog Tech\u003c/a> in San Jose, one of the few middle schools New Tech has begun to pilot. When kids enter his seventh grade they are so used to the traditional school system, they don’t know how to work collaboratively on projects. “At first their grades go down just because it’s projects. It’s actually kind of harder because you have to be a self-learner.” In traditional schools, kids are constantly being directed, so they don’t have to think for themselves as much, Hollenkamp said.\u003c/p>\n\u003cp>“Every year, as you grow into it, it’s difficult for the group of students who aren’t a part of New Tech,” said Jason Witzigreuter, principal of \u003ca href=\"http://www.accs.k12.in.us/jets/\">Adams Central\u003c/a> in Monroe, Indiana. Adams Central is a unique school in the New Tech Network because it is a K-12 school under one roof, but only the high school uses New Tech’s model. Witzigreuter calls his school a hybrid model and a learning experience. The school is three years into the experiment, which means the seniors are the only class without their own laptops and without some of the communication and presentation skills that the freshmen quickly pick up.\u003c/p>\n\u003cp>“Our kids at a lower grade are able to understand how to collaborate better and use those soft skills, or 21st century skills, better because they’ve been taught that through New Tech,” Witzigreuter said. He tries to use the younger students’ success to encourage seniors into demonstrating the same kinds of higher order thinking and maturity.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>From New Tech’s perspective, one of the hardest things about working on a five-year timeline can be school leadership changes. And, like any part of the public school system, funding cuts can affect whether a district is able to continue to pay for the program.\u003c/p>\n\u003cp>\u003cstrong>COSTS\u003c/strong>\u003c/p>\n\u003cp>New Tech’s model is not cheap. It costs about $100,000-$120,000 per year for each school. That hefty fee includes support, training, professional development, and access to the knowledge and experience of all the other schools in the network. Still, to pay for it, districts have done everything from pass school bonds, apply for state innovation grants, apply for private foundation grants and beg districts for the money. In addition to New Tech’s service fees, schools have to pay for the technology that accompanies the program and often facility redesign to foster more collaborative “studio” spaces.\u003c/p>\n\u003cp>Though it's a big price tag, the principals interviewed at three New Tech schools thought the money was well spent. \u003ca href=\"http://www.successforall.org/\">Success For All\u003c/a> is another school development program that uses a “whole school” model at the elementary school level. They estimate that for 500 students, their program costs $120,000 in the first year and decreases to $50,000 in the second year, finally reaching $30,000 in the third year. High schools programs generally cost more than elementary programs, though.\u003c/p>\n\u003cp>\u003cstrong>NEW DIRECTIONS\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>New Tech has proven that its model is scalable, in part with extra cash from its parent company KnowledgeWorks. Now they're trying to see if it can work beyond high school. In the past year New Tech has opened 10 middle schools in various states and is dipping into the elementary school scene as well. They’re also trying to find ways for districts to expand the model to other schools nearby on their own. “The first New Tech School can be an anchor in their district and then the strategies can spread across the schools,” Dobyns said. Leaders and teachers at the anchor school could act as trainers and coaches to others, lowering the cost of transitioning future schools.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/IMG_0762.jpg\" alt=\"IMG_0762\" title=\"\" width=\"399\" height=\"281\" class=\"size-full wp-image-28417\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/IMG_0762.jpg 399w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/IMG_0762-320x225.jpg 320w\" sizes=\"(max-width: 399px) 100vw, 399px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Creating a safe recreation space for teens; protoyping a recyclable lunch tray; setting up a water delivery system to guard against urban fires; building a public awareness campaign to combat hunger. These are just a few of examples of the types of tasks students are taking on when they participate in the \u003ca href=\"http://www.designlearning.us/\">Design Learning Challenge\u003c/a>, an effort to get students to figure out how to solve real-world problems in their communities.\u003c/p>\n\u003cp>Combining \u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning, \u003c/a>with an emphasis on the arts and design thinking, this academic competition now in its third year -- a partnership between the \u003ca href=\"http://www.idsa.org/k-12-design\">Industrial Designers Society of America\u003c/a>, or IDSA, and the \u003ca href=\"http://www.arteducators.org/\">National Art Education Association\u003c/a>, or NAEA -- has more than 750 students participating this year.\u003c/p>\n\u003cp>Educators who enter the competition work with their students to identify a significant problem or challenge in their lives for which they can design a solution. Like most other project-based learning, the idea is that the process for designing an effective solution will get students to use \u003c!--more-->skills from a range of subjects, from understanding the historical context of a project, to computing project budgets and specifications.\u003c/p>\n\u003cp>Although the IDSA and NAEA are supporters of the challenge, their support is not meant to restrict contestants to artistic or industrial design, according to Doris Wells-Papanek, the organizer of the challenge; product, communication, service, and experience design are also in bounds.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The challenge is divided into two age categories: students in \u003ca href=\"http://www.designlearning.us/grade-k-4-sample-problems\">grades K-4\u003c/a> and \u003ca href=\"http://www.designlearning.us/grade-5-12-sample-problems\">grades 5-12,\u003c/a> and teachers can find suggestions for project ideas.\u003c/p>\n\u003cp>For grades K-4, one of the \u003ca href=\"https://sites.google.com/site/designlearningchallenge/grade-k-4-sample-problems\">suggested challenges\u003cstrong>\u003c/strong> \u003c/a>\u003cstrong>\u003c/strong>is, for example, \"Where do I put my stuff?\"\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>PROBLEM: \u003c/strong>Young students struggle to organize and manage their stuff at school\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>CHALLENGE:\u003c/strong> Gather materials and objects found in the classroom to then make sense of purpose and usefulness –repeat the process with student’s stuff followed by redesigning the cubby, desk, or locker\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>CRITICAL QUESTION:\u003c/strong> What level of impact might this self-directed learning experience have on students compared to a teacher-driven process?\u003c/p>\n\u003cp>For grades 5-12, a sample challenge is \"Transform Time and Space.\"\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>PROBLEM:\u003c/strong> Teenagers in your neighborhood lack a \u003ca href=\"http://americanteencaves.shutterfly.com/\" rel=\"nofollow\" target=\"_blank\">safe place to gather and socialize with friends\u003c/a>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>CHALLENGE:\u003c/strong> Target 1-3 viable spaces that are underutilized and within walking distance – then generate a design proposal that serves the local community and is financially sound for the owner\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>CRITICAL QUESTION:\u003c/strong> What kind of transformation design would serve the local community as well as provide a compelling and long-term solution for teenagers and space owner?\u003c/p>\n\u003cp>But competitors are expected ultimately to define their own parameters, with this five-step process:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>EXPLORE\u003c/strong> concepts, skills, and terminology common to industrial design. Also, address how to harness natural curiosity and transform it into a design project.\u003c/li>\n\u003cli>\u003cstrong>DESCRIBE\u003c/strong> the challenge identified, as well as the criteria used to judge whether the project is proceeding successfully. This description happens through the creation of visual displays such as posters and storyboards, and the conducting of interviews of community members to help identify the challenge and potential ways to solve it.\u003c/li>\n\u003cli>\u003cstrong>EXPLAIN\u003c/strong> how the challenge will be addressed, how the project could evolve mid-stream, and what realistic expectations are for a result. This may be a good opportunity to bring in a real-world expert to give students advice.\u003c/li>\n\u003cli>\u003cstrong>DEMONSTRATE\u003c/strong> the project in process by creating a \u003ca href=\"http://sites.google.com/\">Google Site\u003c/a> to act as a homepage, where students record and evaluate their work and the challenge’s competition jury can survey student work.\u003c/li>\n\u003cli>\u003cstrong>EVALUATE\u003c/strong> project results and design concept learning. Consider what changes students and the teacher might implement during a redesign, as well as how lessons learned from the project might apply to other school subjects and/or life situations.\u003c/li>\n\u003c/ul>\n\u003cp>Students in this year’s challenge have already submitted their work for steps 1-3. Steps 4-5 are due on May 15. The submissions are evaluated by a jury of design professionals and college professors.\u003c/p>\n\u003cp>There are also plans to allow teachers interested in the concept—but hesitant to commit the necessary time investment to fully enroll in the challenge—to choose a less intensive category of competition. That would potentially help interested teachers who Wells-Papanek says have sometimes come to her for assistance after trying to dive too deep into the competition.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“They get excited about it and they want to accomplish more than is realistic,” she said of some of the challenge's participating teachers. “I help them to make sure the challenges they take on are as realistic as possible.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/IMG_0762.jpg\" alt=\"IMG_0762\" title=\"\" width=\"399\" height=\"281\" class=\"size-full wp-image-28417\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/IMG_0762.jpg 399w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/IMG_0762-320x225.jpg 320w\" sizes=\"(max-width: 399px) 100vw, 399px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Creating a safe recreation space for teens; protoyping a recyclable lunch tray; setting up a water delivery system to guard against urban fires; building a public awareness campaign to combat hunger. These are just a few of examples of the types of tasks students are taking on when they participate in the \u003ca href=\"http://www.designlearning.us/\">Design Learning Challenge\u003c/a>, an effort to get students to figure out how to solve real-world problems in their communities.\u003c/p>\n\u003cp>Combining \u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning, \u003c/a>with an emphasis on the arts and design thinking, this academic competition now in its third year -- a partnership between the \u003ca href=\"http://www.idsa.org/k-12-design\">Industrial Designers Society of America\u003c/a>, or IDSA, and the \u003ca href=\"http://www.arteducators.org/\">National Art Education Association\u003c/a>, or NAEA -- has more than 750 students participating this year.\u003c/p>\n\u003cp>Educators who enter the competition work with their students to identify a significant problem or challenge in their lives for which they can design a solution. Like most other project-based learning, the idea is that the process for designing an effective solution will get students to use \u003c!--more-->skills from a range of subjects, from understanding the historical context of a project, to computing project budgets and specifications.\u003c/p>\n\u003cp>Although the IDSA and NAEA are supporters of the challenge, their support is not meant to restrict contestants to artistic or industrial design, according to Doris Wells-Papanek, the organizer of the challenge; product, communication, service, and experience design are also in bounds.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The challenge is divided into two age categories: students in \u003ca href=\"http://www.designlearning.us/grade-k-4-sample-problems\">grades K-4\u003c/a> and \u003ca href=\"http://www.designlearning.us/grade-5-12-sample-problems\">grades 5-12,\u003c/a> and teachers can find suggestions for project ideas.\u003c/p>\n\u003cp>For grades K-4, one of the \u003ca href=\"https://sites.google.com/site/designlearningchallenge/grade-k-4-sample-problems\">suggested challenges\u003cstrong>\u003c/strong> \u003c/a>\u003cstrong>\u003c/strong>is, for example, \"Where do I put my stuff?\"\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>PROBLEM: \u003c/strong>Young students struggle to organize and manage their stuff at school\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>CHALLENGE:\u003c/strong> Gather materials and objects found in the classroom to then make sense of purpose and usefulness –repeat the process with student’s stuff followed by redesigning the cubby, desk, or locker\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>CRITICAL QUESTION:\u003c/strong> What level of impact might this self-directed learning experience have on students compared to a teacher-driven process?\u003c/p>\n\u003cp>For grades 5-12, a sample challenge is \"Transform Time and Space.\"\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>PROBLEM:\u003c/strong> Teenagers in your neighborhood lack a \u003ca href=\"http://americanteencaves.shutterfly.com/\" rel=\"nofollow\" target=\"_blank\">safe place to gather and socialize with friends\u003c/a>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>CHALLENGE:\u003c/strong> Target 1-3 viable spaces that are underutilized and within walking distance – then generate a design proposal that serves the local community and is financially sound for the owner\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>CRITICAL QUESTION:\u003c/strong> What kind of transformation design would serve the local community as well as provide a compelling and long-term solution for teenagers and space owner?\u003c/p>\n\u003cp>But competitors are expected ultimately to define their own parameters, with this five-step process:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>EXPLORE\u003c/strong> concepts, skills, and terminology common to industrial design. Also, address how to harness natural curiosity and transform it into a design project.\u003c/li>\n\u003cli>\u003cstrong>DESCRIBE\u003c/strong> the challenge identified, as well as the criteria used to judge whether the project is proceeding successfully. This description happens through the creation of visual displays such as posters and storyboards, and the conducting of interviews of community members to help identify the challenge and potential ways to solve it.\u003c/li>\n\u003cli>\u003cstrong>EXPLAIN\u003c/strong> how the challenge will be addressed, how the project could evolve mid-stream, and what realistic expectations are for a result. This may be a good opportunity to bring in a real-world expert to give students advice.\u003c/li>\n\u003cli>\u003cstrong>DEMONSTRATE\u003c/strong> the project in process by creating a \u003ca href=\"http://sites.google.com/\">Google Site\u003c/a> to act as a homepage, where students record and evaluate their work and the challenge’s competition jury can survey student work.\u003c/li>\n\u003cli>\u003cstrong>EVALUATE\u003c/strong> project results and design concept learning. Consider what changes students and the teacher might implement during a redesign, as well as how lessons learned from the project might apply to other school subjects and/or life situations.\u003c/li>\n\u003c/ul>\n\u003cp>Students in this year’s challenge have already submitted their work for steps 1-3. Steps 4-5 are due on May 15. The submissions are evaluated by a jury of design professionals and college professors.\u003c/p>\n\u003cp>There are also plans to allow teachers interested in the concept—but hesitant to commit the necessary time investment to fully enroll in the challenge—to choose a less intensive category of competition. That would potentially help interested teachers who Wells-Papanek says have sometimes come to her for assistance after trying to dive too deep into the competition.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“They get excited about it and they want to accomplish more than is realistic,” she said of some of the challenge's participating teachers. “I help them to make sure the challenges they take on are as realistic as possible.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_28146\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28146\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/155282685-620x440.jpg\" alt=\"155282685\" width=\"620\" height=\"440\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Education reformers have been \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">calling for a different type of education\u003c/a>, one that nurtures creative and innovative thinkers. But for many, that future is hard to see and even harder to influence.\u003c/p>\n\u003cp>Science fiction writers and blockbuster movies have been predicting a world run by robots for decades, and for most of us, the fantasy has stayed in the realm of fiction. But artificial intelligence has \u003ca href=\"http://www.gizmag.com/activision-real-time-character-rendering/26862/\">made rapid progress\u003c/a> and robots are becoming more a part of everyday life than many people realize. Those who study robots and their impact on life foresee a day not too far off when many jobs now held by people will be automated.\u003c/p>\n\u003cp>“If you can detect a pattern, you can automate it,” said \u003ca href=\"http://www.thefivethings.org/charles-fadel/#\">Charles Fadel\u003c/a>, founder of the Center for Curriculum Redesign and a visiting practitioner at Harvard’s Graduate School of Education, who spoke at the recent \u003ca href=\"http://www.learningandthebrain.com/Event-130/Educating-for-Creative-Minds/Program\">Learning and the Brain Conference\u003c/a>. Fadel sees signs that robots are already becoming a part of everyday life. Google has a self-driving car. Japan recently put on \u003ca href=\"http://www.youtube.com/watch?v=DTXO7KGHtjI\">a concert\u003c/a>, attended by thousands of people, featuring a hologram popstar with a synthesized voice. \u003ca href=\"http://online.wsj.com/article/SB10001424127887323468604578249752619254898.html\">Virtual models\u003c/a> are gradually being put to work displaying the newest styles, and \u003ca href=\"http://www.nytimes.com/2011/02/17/science/17jeopardy-watson.html?pagewanted=all&_r=0\">Watson the supercomputer whooped-on the best Jeopardy players\u003c/a>. Signs of robotic intelligence are everywhere and educators need to be preparing students to enter a dramatically different world, Fadel said.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The role of the educator is to channel and guide what is fundamentally an improvisational process.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As artificial intelligence improves and slowly takes over aspects of daily life, the only way for people to continue to be useful is to “up-skill” -- and that takes creativity. “Incremental creativity is just improving on something, but radical creativity is thinking something up,” Fadel said. He believes that, in time, computers will be capable of incremental creativity, slowly improving a process and building on its success. What they will never be able to do is generate a radically new idea.\u003c/p>\n\u003cp>“We’re being pushed upwards in abstraction, in some senses,” Fadel said. Recognizing how sophisticated computers already are, and how much better the algorithms are getting will be important as the education system evolves. Implicit in Fadel’s stark view of how artificial \u003c!--more-->intelligence fits into human kind’s future is a question about the value of education. Why teach content when everything is searchable? Why teach specific skills when computers will one day be able to do that work, he asks.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Education has to focus on learning \u003cem>how\u003c/em> to learn – metacognition. School will still be important, but not to impart what happened during the Revolutionary War or to teach the quadratic formula. School, he said, should focus on teaching young people the intangibles, the things that make humans unique: relationships, flexibility, humanity, how to make discriminating decisions, resilience, innovation, adaptability, wisdom, ethics, curiosity, how to ask good questions, synthesizing and integrating information, and of course, creating.\u003c/p>\n\u003cp>In the future, computers and humans will be working together to create the next big invention and when that happens, people can distinguish themselves by controlling the process and the strategy. Humans will define the goals and will think creatively about solutions.\u003c/p>\n\u003cp>But to get to that place, the education system needs to nurture creative young people. That isn’t happening right now, he says.\u003c/p>\n\u003cp>\u003cstrong>EDUCATORS CAN HELP\u003c/strong>\u003c/p>\n\u003cp>Most political leaders and education experts agree that the education system needs to adapt to the technological realities of the age and work to produce more creative thinkers. “The whole culture is coming out with support for more and greater creativity in students,” said\u003ca href=\"http://education.wustl.edu/people/sawyer_r-keith\"> R. Keith Sawyer\u003c/a>, professor of education and psychology studying creativity and learning at Washington University in St. Louis, at the same conference.\u003c/p>\n\u003cp>Sawyer says fostering creativity starts by recognizing that it’s a collaborative process, not one big idea from a genius. Rather, it’s more like improvisational theater. “Each person contributes a small idea or contribution and the next person picks it up and takes it somewhere,” Sawyer said. “It’s unpredictable and unplanned but something wonderful emerges.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“In the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Recognizing that much of the creative work generated comes out of collaborative group work, teachers can think about their classrooms as places for improvisational flow, where teachers and students are building knowledge together. Structure is needed, but some flexibility as well.\u003c/p>\n\u003cp>“The role of the educator is to channel and guide what is fundamentally an improvisational process,” Sawyer said. “Students learn what they need to learn but in a way that allows them to be creative.”\u003c/p>\n\u003cp>To arrive at an improvisational classroom, educators can \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/does-our-current-education-system-support-innovation/\">move away from an instructional model \u003c/a>for the classroom. The traditional model clings to the notion that children need to learn particular facts and it’s the teacher’s job to impart that information to students. Facts and information build incrementally and turn into more complex ideas, and learning is measured by testing knowledge of facts.\u003c/p>\n\u003cp>But many argue that this model results in superficial knowledge and low retention, weak transfer to new situations, inability to integrate facts and apply to other situations, Sawyer said.\u003c/p>\n\u003cp>Sawyer proposes that schooling should be constructionist, focusing on a deeper, conceptual understanding of topics with the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/7-essential-principles-of-innovative-learning/\">ability to build new knowledge in new situations\u003c/a>. To do this, students need to take facts, skills, and concepts and apply them to real-word problems. Learning should start with a driving question. This way, students can explore the topic through inquiry and discussion, working in teams, just as they would in the workplace or other life situations. Students create a tangible product that addresses the issue at hand, and along the way an instructor guides the process.\u003c/p>\n\u003cp>Sawyer is not naïve about the challenges to this model. It’s hard to develop a good design question. “The really good problems are not too hard, not too easy and they result in the acquisition of required content,” Sawyer said. But even after coming up with a perfect problem, it’s difficult to get students to actively engage and to collaborate effectively. It’s hard to assess learning this way and to effectively critique in a way that doesn’t stunt ideas, but helps guide the process.\u003c/p>\n\u003cp>It may seem daunting to change the current system into something that resembles the constructionist model Sawyer and others champion. But Sawyer said it's happening in schools across the country, and educators are passing along these ideas to each other.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">Fostering Creativity Is Not An Option\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“Every teacher is a creative professional,” Sawyer said. “And in the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.” The creative act of teaching needs to be a collaborative one, like a startup team working on the next innovative product. If each teacher continues to tinker and offer ideas to the larger group, a creative breakthrough will emerge.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It's going to be every one of us that contributes ideas along the way,” Sawyer said. And in doing so, teachers everywhere can create the institutional change that stands between them and implementing the ideas that to many are obvious and instinctual.\u003c/p>\n\n",
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"excerpt": "Those who study robots and their impact on life foresee a day not too far off when many jobs now held by people will be automated. So, what should students be learning now to stay relevant?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28146\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28146\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/155282685-620x440.jpg\" alt=\"155282685\" width=\"620\" height=\"440\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Education reformers have been \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">calling for a different type of education\u003c/a>, one that nurtures creative and innovative thinkers. But for many, that future is hard to see and even harder to influence.\u003c/p>\n\u003cp>Science fiction writers and blockbuster movies have been predicting a world run by robots for decades, and for most of us, the fantasy has stayed in the realm of fiction. But artificial intelligence has \u003ca href=\"http://www.gizmag.com/activision-real-time-character-rendering/26862/\">made rapid progress\u003c/a> and robots are becoming more a part of everyday life than many people realize. Those who study robots and their impact on life foresee a day not too far off when many jobs now held by people will be automated.\u003c/p>\n\u003cp>“If you can detect a pattern, you can automate it,” said \u003ca href=\"http://www.thefivethings.org/charles-fadel/#\">Charles Fadel\u003c/a>, founder of the Center for Curriculum Redesign and a visiting practitioner at Harvard’s Graduate School of Education, who spoke at the recent \u003ca href=\"http://www.learningandthebrain.com/Event-130/Educating-for-Creative-Minds/Program\">Learning and the Brain Conference\u003c/a>. Fadel sees signs that robots are already becoming a part of everyday life. Google has a self-driving car. Japan recently put on \u003ca href=\"http://www.youtube.com/watch?v=DTXO7KGHtjI\">a concert\u003c/a>, attended by thousands of people, featuring a hologram popstar with a synthesized voice. \u003ca href=\"http://online.wsj.com/article/SB10001424127887323468604578249752619254898.html\">Virtual models\u003c/a> are gradually being put to work displaying the newest styles, and \u003ca href=\"http://www.nytimes.com/2011/02/17/science/17jeopardy-watson.html?pagewanted=all&_r=0\">Watson the supercomputer whooped-on the best Jeopardy players\u003c/a>. Signs of robotic intelligence are everywhere and educators need to be preparing students to enter a dramatically different world, Fadel said.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The role of the educator is to channel and guide what is fundamentally an improvisational process.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As artificial intelligence improves and slowly takes over aspects of daily life, the only way for people to continue to be useful is to “up-skill” -- and that takes creativity. “Incremental creativity is just improving on something, but radical creativity is thinking something up,” Fadel said. He believes that, in time, computers will be capable of incremental creativity, slowly improving a process and building on its success. What they will never be able to do is generate a radically new idea.\u003c/p>\n\u003cp>“We’re being pushed upwards in abstraction, in some senses,” Fadel said. Recognizing how sophisticated computers already are, and how much better the algorithms are getting will be important as the education system evolves. Implicit in Fadel’s stark view of how artificial \u003c!--more-->intelligence fits into human kind’s future is a question about the value of education. Why teach content when everything is searchable? Why teach specific skills when computers will one day be able to do that work, he asks.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Education has to focus on learning \u003cem>how\u003c/em> to learn – metacognition. School will still be important, but not to impart what happened during the Revolutionary War or to teach the quadratic formula. School, he said, should focus on teaching young people the intangibles, the things that make humans unique: relationships, flexibility, humanity, how to make discriminating decisions, resilience, innovation, adaptability, wisdom, ethics, curiosity, how to ask good questions, synthesizing and integrating information, and of course, creating.\u003c/p>\n\u003cp>In the future, computers and humans will be working together to create the next big invention and when that happens, people can distinguish themselves by controlling the process and the strategy. Humans will define the goals and will think creatively about solutions.\u003c/p>\n\u003cp>But to get to that place, the education system needs to nurture creative young people. That isn’t happening right now, he says.\u003c/p>\n\u003cp>\u003cstrong>EDUCATORS CAN HELP\u003c/strong>\u003c/p>\n\u003cp>Most political leaders and education experts agree that the education system needs to adapt to the technological realities of the age and work to produce more creative thinkers. “The whole culture is coming out with support for more and greater creativity in students,” said\u003ca href=\"http://education.wustl.edu/people/sawyer_r-keith\"> R. Keith Sawyer\u003c/a>, professor of education and psychology studying creativity and learning at Washington University in St. Louis, at the same conference.\u003c/p>\n\u003cp>Sawyer says fostering creativity starts by recognizing that it’s a collaborative process, not one big idea from a genius. Rather, it’s more like improvisational theater. “Each person contributes a small idea or contribution and the next person picks it up and takes it somewhere,” Sawyer said. “It’s unpredictable and unplanned but something wonderful emerges.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“In the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Recognizing that much of the creative work generated comes out of collaborative group work, teachers can think about their classrooms as places for improvisational flow, where teachers and students are building knowledge together. 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But Sawyer said it's happening in schools across the country, and educators are passing along these ideas to each other.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">Fostering Creativity Is Not An Option\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“Every teacher is a creative professional,” Sawyer said. “And in the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.” The creative act of teaching needs to be a collaborative one, like a startup team working on the next innovative product. If each teacher continues to tinker and offer ideas to the larger group, a creative breakthrough will emerge.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"officialWebsiteLink": "/californiareport",
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"order": 8
},
"link": "/californiareport",
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},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
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"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": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
"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",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"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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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"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",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"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/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"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",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
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