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"content": "\u003cfigure id=\"attachment_27968\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27968\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Q2L_1-620x413.png\" alt=\"Q2L_1\" width=\"620\" height=\"413\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://www.youthradio.org/news/connected-learninglearning-inside-and-outside-classroom\">By Ashley Williams, Youth Radio\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">What if your extracurricular activities weren't just extra but a part of your academics too? New thinking on education intends to bring students' interests into the classroom. It's called Connected Learning and promotes the idea that students will excel in school if what they are learning is relevant to their lives, experiences, and passions. This plan is spelled out in a new \u003ca href=\"http://dmlhub.net/publications/connected-learning-agenda-research-and-design\">report\u003c/a>, by Mimi Ito, the research director of the Digital Media and Learning Hub at the University of California Irvine.\u003c/p>\n\u003cp>While students would still learn core subjects like math and science, \u003ca href=\"http://www.itofisher.com/mito/weblog/2012/03/connected_learning.html\">Connected Learning\u003c/a> provides ways for students to link their classroom lessons to their lives outside the school. Ito says the objective of Connected Learning is to, “meet young people where they are in terms of their peer culture, their interest in popular culture, social media, rather than say you have to meet us where we are as adults.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“It’s important to diversify the kinds of entry points for the kinds of pathways that young people have.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Ito uses the \u003ca href=\"http://thehpalliance.org/\">Harry Potter Alliance\u003c/a> to demonstrate how Connected Learning’s can be effective. She says, “the HPA connects young people who are inspired by the civic virtues portrayed in the Harry Potter books, and want to apply them to the real world.” This fan network organizes over social media platforms (Facebook, Livestream, Youtube, Twitter) to spread awareness and solutions to issues like, equality, and human rights, and to support of charitable causes. Literacy has been a central focus of the group. Their annual book drive has brought 85,000 donations since 2009 and contributions have helped build a library for a charter school in NYC.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Ito says another prime example of Connected Learning is at Youth Radio. The youth-driven media organization channels young peoples' passions into education and job training. For instance, the poetry group inside Youth Radio, Remix Your Life, helps strengthen students’ writing skills, public speaking and presentation skills while providing an outlet for us to express what we're passionate about.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\"Meet young people where they are in terms of their peer culture, their interest in popular culture, social media, rather than say you have to meet us where we are as adults.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Here’s where Connected Learning could help close the opportunity gap. Ito says, “it’s important to diversify the kinds of entry points for the kinds of pathways that young people have.” She adds that “having their interests, their identities validated in the context of academic achievement, civic engagement” is essential to keeping students engaged. This could lead to better student \u003c!--more-->performance. But even more than improved grades, the goal for Connected Learning Ito states, is “not about individual achievement, it’s about contributing in the real world.”\u003c/p>\n\u003cp>\u003cstrong>EXCERPT FROM \u003cem>\u003ca href=\"http://dmlhub.net/publications/connected-learning-agenda-research-and-design\">CONNECTED LEARNING: AN AGENDA FOR RESEARCH AND DESIGN\u003c/a>\u003cbr>\n\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY:\u003c/strong>\u003c/p>\n\u003cp>A toy replica of a 1950s pickup truck with a 100-gram cast iron weight in its bed races down a wooden plank and crashes into an upright textbook that rests precariously on the edge of a high stool. The book wobbles and then topples several feet before smacking the floor with a loud slap. As it falls, the book collides with the raised end of a yardstick whose middle rests over a makeshift fulcrum, creating a seesaw-like lever. The impact catapults a small bottle of hand-sanitizer a few inches into the air before falling and bouncing on the floor. “Hmm,” says the 11-year-old student who released the car. The student and her classmates have been challenged to build a Rube Goldberg machine—a complex machine that performs a simple task—that can dispense hand sanitizer from a bottle with a pump-top. One of the student’s teammates suggests, “Let’s try a larger stool.”\u003c/p>\n\u003cp>This is Boss Level, a special two-week period that takes place at the end of each trimester at \u003ca href=\"http://q2l.org/\">Quest to Learn\u003c/a>, a 6th- through 12th-grade public school that opened in Manhattan in the fall of 2009. Quest is the first school in the country to organize its entire curriculum to be “game-like.” It is also attempting to incorporate many of the connected learning principles into an urban public school. Boss Levels are the times during the school year when these principles are most fully realized. During Boss Level, regular classes are suspended, classrooms are rearranged into work spaces, teachers fall into the background, and students work in small teams on a single “challenge” that culminates in a showcase and party for the school’s educators, staff, and family members. In addition to Rube Goldberg machines, Quest educators have challenged\u003cbr>\nstudents to write and perform short plays based on fairy tales, to design and orchestrate a series of outdoor games for an end-of-the-year field day, to research and construct a travel website featuring three NYC neighborhoods, to build a sculpture from recycled materials, and so forth. In each case, Boss Levels attempt to weave together connected learning principles with the strictures of school-based practices.\u003c/p>\n\u003cp>\u003cstrong>PEER SUPPORTED\u003c/strong>\u003c/p>\n\u003cp>Students drive activity during Boss Levels more than at any other time during the year. While educators put students onto teams and define the challenges, students take the lead in designing, discovering, and evaluating possible solutions. Students provide each other with ongoing feedback about each other’s ideas and work styles. They engage in delicate, and often difficult, negotiations over what their team should try next, who should do what, and who can tell or ask someone else to do something. While failure is commonplace, and while conflicts sometimes arise, educators resist intervening extensively. In general, students are active and highly engaged, and the classroom is often vibrant and boisterous.\u003c/p>\n\u003cp>\u003cstrong>INTEREST POWERED\u003c/strong>\u003c/p>\n\u003cp>While Quest educators define Boss Level challenges, students have extensive opportunities for connecting Boss Level projects to their own interests, many of which are dissociated from conventional schooling practices. For example, when a Boss Level challenge asked students to write, stage, and perform short plays based on fairy tales, students wove numerous interests and cultural forms from their out-of-school lives into the productions. One scene took place in a medieval coffee shop called “Moonbucks”; plots and characters drew inspiration from popular books, video games, music, and movies; several students with an interest in fashion worked on costumes; a student who was enrolled in an after school program for gymnastics helped choreograph stage fights; students who participated in online fan fiction communities worked on scripts; students who were interested in media production helped with recording and mixing sound effects; all students produced daily podcasts that provided updates about their projects to family members. In doing so, Boss Level blurred conventional divisions between education and peer cultures.\u003c/p>\n\u003cp>\u003cstrong>ACADEMICALLY ORIENTED\u003c/strong>\u003c/p>\n\u003cp>Boss Levels confer academic legitimacy on creative activities that are typically absent or marginalized at conventional schools. By treating Boss Level as the culminating academic experience for every trimester, and by showcasing the students’ work to family members and members of the New York City design community, Quest bestows academic legitimacy on forms of work that are not easily measured by standardized assessments.\u003c/p>\n\u003cp>At the same time, Quest attempts to link Boss Level challenges to more widely recognized academic domains and competencies. For example, the Rube Goldberg machine challenge required students to put into practice knowledge about physics and simple machines that they had been learning about over the course of the trimester. Similarly, Boss Levels encourage students to approach design challenges from the perspective of “systems thinking,” a twenty-first century literacy that educators emphasize in their instruction throughout the year. So, for instance, when tinkering with a Rube Goldberg machine, or when writing a play, or when designing a game for the field day, educators encouraged students to think of each design challenge in terms of its components, rules, goals, feedback mechanisms, and other aspects of a dynamic system. In doing so, they connect hands-on activity with forms of knowledge that are recognized in various academic and professional contexts.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES AND OPPORTUNITIES\u003c/strong>\u003c/p>\n\u003cp>Realizing connected learning principles in a public school setting is not without its challenges. For one, Boss Levels can be seen as taking time away from preparing for state tests. While Quest hopes its students will score highly on tests, its students are evaluated against students who attend schools that place greater emphasis on testing. If the school cannot produce competitive test scores, many families will not apply to the school and the Department of Education could force it to change its leadership or even close its doors. Given these realities, Quest is under constant pressure to scale back on less canonical offerings such as Boss Level, and it has had to diminish the number and duration of Boss Levels as it has matured.\u003c/p>\n\u003cp>Additionally, the school has had to educate some parents about the educational value of experiences like Boss Level. Less-privileged families, in particular, have pushed the school to focus more on canonical pedagogic offerings, in part because their children’s options in the NYC school system largely depend on test scores. Further, families from various backgrounds have expressed unease with some of the student-centered aspects of Boss Level. The frenetic, messy, and often noisy character of Boss Levels can appear to some as chaotic and undisciplined rather than as engaging and invigorating.\u003c/p>\n\u003cp>Quest educators have responded to these challenges by attempting to educate parents about the forms of learning supported by Boss Levels, and over time many parents have come to see, and even celebrate, Boss Levels as important and unique educational opportunities. Educators have also had to make Boss Levels more structured and adult-managed as the school has matured, partly to ease parental concerns.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Despite these challenges, Boss Levels offer an encouraging example of how connected learning principles can be integrated into public schooling. Unlike most canonical schooling practices, Boss Levels organize students’ activity around a shared purpose, and they provide students with numerous opportunities for active and creative problem solving. Students, rather than educators, drive the process. Solutions are not defined beforehand and resources are not bound by the school’s walls. As a result, students have the opportunity to participate in the challenging, messy, collaborative, and open-ended processes that we believe characterize connected learning at its best.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27968\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27968\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Q2L_1-620x413.png\" alt=\"Q2L_1\" width=\"620\" height=\"413\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://www.youthradio.org/news/connected-learninglearning-inside-and-outside-classroom\">By Ashley Williams, Youth Radio\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">What if your extracurricular activities weren't just extra but a part of your academics too? New thinking on education intends to bring students' interests into the classroom. It's called Connected Learning and promotes the idea that students will excel in school if what they are learning is relevant to their lives, experiences, and passions. This plan is spelled out in a new \u003ca href=\"http://dmlhub.net/publications/connected-learning-agenda-research-and-design\">report\u003c/a>, by Mimi Ito, the research director of the Digital Media and Learning Hub at the University of California Irvine.\u003c/p>\n\u003cp>While students would still learn core subjects like math and science, \u003ca href=\"http://www.itofisher.com/mito/weblog/2012/03/connected_learning.html\">Connected Learning\u003c/a> provides ways for students to link their classroom lessons to their lives outside the school. Ito says the objective of Connected Learning is to, “meet young people where they are in terms of their peer culture, their interest in popular culture, social media, rather than say you have to meet us where we are as adults.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“It’s important to diversify the kinds of entry points for the kinds of pathways that young people have.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Ito uses the \u003ca href=\"http://thehpalliance.org/\">Harry Potter Alliance\u003c/a> to demonstrate how Connected Learning’s can be effective. She says, “the HPA connects young people who are inspired by the civic virtues portrayed in the Harry Potter books, and want to apply them to the real world.” This fan network organizes over social media platforms (Facebook, Livestream, Youtube, Twitter) to spread awareness and solutions to issues like, equality, and human rights, and to support of charitable causes. Literacy has been a central focus of the group. Their annual book drive has brought 85,000 donations since 2009 and contributions have helped build a library for a charter school in NYC.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ito says another prime example of Connected Learning is at Youth Radio. The youth-driven media organization channels young peoples' passions into education and job training. For instance, the poetry group inside Youth Radio, Remix Your Life, helps strengthen students’ writing skills, public speaking and presentation skills while providing an outlet for us to express what we're passionate about.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\"Meet young people where they are in terms of their peer culture, their interest in popular culture, social media, rather than say you have to meet us where we are as adults.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Here’s where Connected Learning could help close the opportunity gap. Ito says, “it’s important to diversify the kinds of entry points for the kinds of pathways that young people have.” She adds that “having their interests, their identities validated in the context of academic achievement, civic engagement” is essential to keeping students engaged. This could lead to better student \u003c!--more-->performance. But even more than improved grades, the goal for Connected Learning Ito states, is “not about individual achievement, it’s about contributing in the real world.”\u003c/p>\n\u003cp>\u003cstrong>EXCERPT FROM \u003cem>\u003ca href=\"http://dmlhub.net/publications/connected-learning-agenda-research-and-design\">CONNECTED LEARNING: AN AGENDA FOR RESEARCH AND DESIGN\u003c/a>\u003cbr>\n\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY:\u003c/strong>\u003c/p>\n\u003cp>A toy replica of a 1950s pickup truck with a 100-gram cast iron weight in its bed races down a wooden plank and crashes into an upright textbook that rests precariously on the edge of a high stool. The book wobbles and then topples several feet before smacking the floor with a loud slap. As it falls, the book collides with the raised end of a yardstick whose middle rests over a makeshift fulcrum, creating a seesaw-like lever. The impact catapults a small bottle of hand-sanitizer a few inches into the air before falling and bouncing on the floor. “Hmm,” says the 11-year-old student who released the car. The student and her classmates have been challenged to build a Rube Goldberg machine—a complex machine that performs a simple task—that can dispense hand sanitizer from a bottle with a pump-top. One of the student’s teammates suggests, “Let’s try a larger stool.”\u003c/p>\n\u003cp>This is Boss Level, a special two-week period that takes place at the end of each trimester at \u003ca href=\"http://q2l.org/\">Quest to Learn\u003c/a>, a 6th- through 12th-grade public school that opened in Manhattan in the fall of 2009. Quest is the first school in the country to organize its entire curriculum to be “game-like.” It is also attempting to incorporate many of the connected learning principles into an urban public school. Boss Levels are the times during the school year when these principles are most fully realized. During Boss Level, regular classes are suspended, classrooms are rearranged into work spaces, teachers fall into the background, and students work in small teams on a single “challenge” that culminates in a showcase and party for the school’s educators, staff, and family members. In addition to Rube Goldberg machines, Quest educators have challenged\u003cbr>\nstudents to write and perform short plays based on fairy tales, to design and orchestrate a series of outdoor games for an end-of-the-year field day, to research and construct a travel website featuring three NYC neighborhoods, to build a sculpture from recycled materials, and so forth. In each case, Boss Levels attempt to weave together connected learning principles with the strictures of school-based practices.\u003c/p>\n\u003cp>\u003cstrong>PEER SUPPORTED\u003c/strong>\u003c/p>\n\u003cp>Students drive activity during Boss Levels more than at any other time during the year. While educators put students onto teams and define the challenges, students take the lead in designing, discovering, and evaluating possible solutions. Students provide each other with ongoing feedback about each other’s ideas and work styles. They engage in delicate, and often difficult, negotiations over what their team should try next, who should do what, and who can tell or ask someone else to do something. While failure is commonplace, and while conflicts sometimes arise, educators resist intervening extensively. In general, students are active and highly engaged, and the classroom is often vibrant and boisterous.\u003c/p>\n\u003cp>\u003cstrong>INTEREST POWERED\u003c/strong>\u003c/p>\n\u003cp>While Quest educators define Boss Level challenges, students have extensive opportunities for connecting Boss Level projects to their own interests, many of which are dissociated from conventional schooling practices. For example, when a Boss Level challenge asked students to write, stage, and perform short plays based on fairy tales, students wove numerous interests and cultural forms from their out-of-school lives into the productions. One scene took place in a medieval coffee shop called “Moonbucks”; plots and characters drew inspiration from popular books, video games, music, and movies; several students with an interest in fashion worked on costumes; a student who was enrolled in an after school program for gymnastics helped choreograph stage fights; students who participated in online fan fiction communities worked on scripts; students who were interested in media production helped with recording and mixing sound effects; all students produced daily podcasts that provided updates about their projects to family members. In doing so, Boss Level blurred conventional divisions between education and peer cultures.\u003c/p>\n\u003cp>\u003cstrong>ACADEMICALLY ORIENTED\u003c/strong>\u003c/p>\n\u003cp>Boss Levels confer academic legitimacy on creative activities that are typically absent or marginalized at conventional schools. By treating Boss Level as the culminating academic experience for every trimester, and by showcasing the students’ work to family members and members of the New York City design community, Quest bestows academic legitimacy on forms of work that are not easily measured by standardized assessments.\u003c/p>\n\u003cp>At the same time, Quest attempts to link Boss Level challenges to more widely recognized academic domains and competencies. For example, the Rube Goldberg machine challenge required students to put into practice knowledge about physics and simple machines that they had been learning about over the course of the trimester. Similarly, Boss Levels encourage students to approach design challenges from the perspective of “systems thinking,” a twenty-first century literacy that educators emphasize in their instruction throughout the year. So, for instance, when tinkering with a Rube Goldberg machine, or when writing a play, or when designing a game for the field day, educators encouraged students to think of each design challenge in terms of its components, rules, goals, feedback mechanisms, and other aspects of a dynamic system. In doing so, they connect hands-on activity with forms of knowledge that are recognized in various academic and professional contexts.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES AND OPPORTUNITIES\u003c/strong>\u003c/p>\n\u003cp>Realizing connected learning principles in a public school setting is not without its challenges. For one, Boss Levels can be seen as taking time away from preparing for state tests. While Quest hopes its students will score highly on tests, its students are evaluated against students who attend schools that place greater emphasis on testing. If the school cannot produce competitive test scores, many families will not apply to the school and the Department of Education could force it to change its leadership or even close its doors. Given these realities, Quest is under constant pressure to scale back on less canonical offerings such as Boss Level, and it has had to diminish the number and duration of Boss Levels as it has matured.\u003c/p>\n\u003cp>Additionally, the school has had to educate some parents about the educational value of experiences like Boss Level. Less-privileged families, in particular, have pushed the school to focus more on canonical pedagogic offerings, in part because their children’s options in the NYC school system largely depend on test scores. Further, families from various backgrounds have expressed unease with some of the student-centered aspects of Boss Level. The frenetic, messy, and often noisy character of Boss Levels can appear to some as chaotic and undisciplined rather than as engaging and invigorating.\u003c/p>\n\u003cp>Quest educators have responded to these challenges by attempting to educate parents about the forms of learning supported by Boss Levels, and over time many parents have come to see, and even celebrate, Boss Levels as important and unique educational opportunities. Educators have also had to make Boss Levels more structured and adult-managed as the school has matured, partly to ease parental concerns.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Despite these challenges, Boss Levels offer an encouraging example of how connected learning principles can be integrated into public schooling. Unlike most canonical schooling practices, Boss Levels organize students’ activity around a shared purpose, and they provide students with numerous opportunities for active and creative problem solving. Students, rather than educators, drive the process. Solutions are not defined beforehand and resources are not bound by the school’s walls. As a result, students have the opportunity to participate in the challenging, messy, collaborative, and open-ended processes that we believe characterize connected learning at its best.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_27877\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-27877\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/hand-cropped-620x366.gif\" alt=\"hand-cropped\" width=\"620\" height=\"366\">\n\u003cp class=\"wp-media-credit\">Scientist Profile: Inventor\u003c/p>\n\u003c/div>\n\u003ch5>By Almetria Vaba\u003c/h5>\n\u003cp class=\"dropcap-serif\">Spark your students' curiosity in engineering and technology by introducing them to the designers, inventors, and clever thinkers featured in \u003ca href=\"http://www.pbslearningmedia.org/?utm_source=21913&utm_medium=newsletter&utm_campaign=affinity&utm_source=SilverpopMailing&utm_medium=email&utm_campaign=newsletter-pbsed-02202013%20(1)&utm_content=&spMailingID=5643743&spUserID=MjY3OTQ2MjgzNDQS1&spJobID=66731312&spReportId=NjY3MzEzMTIS1\">PBS LearningMedia\u003c/a>. Use their stories to illustrate various themes of study like the engineering design process and the impact of technology.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=14&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">DESIGNING A WHEELCHAIR FOR RUGBY\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>See what happens when a U.S. Paralympic athlete challenges two teams of high school students to build an automated wheelchair. Use this segment to initiate a design challenge in your own classroom. \u003cstrong>Grades 6-12\u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=21&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">WIND ENERGY FUELS JOBS FOR OKLAHOMA YOUTH\u003c/a> \u003ca name=\"www_pbslearningmedia_org__1\" href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=21&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003c/strong>How can your students affect the world around them? Use this video segment about wind energy to illustrate the real-world impact of an innovative idea. \u003cstrong>Grades 6-13+\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=5&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">SCIENTIST PROFILE: INVENTOR\u003c/a> \u003ca name=\"www_pbslearningmedia_org__4\" href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=5&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003c/strong>Get your class excited about great ideas! Introduce them to Ryan Patterson, teen scientist and inventor of an electronic sign language translator glove. \u003cstrong>Grades 4-6\u003c/strong>\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=6&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">KID DESIGNER: A COMFORTABLE CARDBOARD CHAIR\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003c/strong>\u003cbr>\nIntroduce your class to this industrious young designer who demonstrates how to construct a sturdy chair out of cardboard. \u003cstrong>Grades 3-12\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=2&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">A HOUSE FOR A TEDDY BEAR \u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>See these young learners engaged in problem solving and trial-and-error design! Consider replicating this project in your own classroom to reinforce lessons on design, construction, and experimentation. \u003cstrong>Grades K-2.\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=3&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">SID'S AMAZING INVENTION\u003c/a> \u003ca name=\"www_pbslearningmedia_org__7\" href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=3&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">\u003c/a>\u003c/strong>\u003cstrong>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>Sid believes that he has invented the ultimate solution to putting away his toys, later to learn that his invention is actually a simple machine called a lever. Invite young learners to explore the function of a lever alongside Sid and his friends. \u003cstrong>Grades PreK-1\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_27877\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-27877\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/hand-cropped-620x366.gif\" alt=\"hand-cropped\" width=\"620\" height=\"366\">\n\u003cp class=\"wp-media-credit\">Scientist Profile: Inventor\u003c/p>\n\u003c/div>\n\u003ch5>By Almetria Vaba\u003c/h5>\n\u003cp class=\"dropcap-serif\">Spark your students' curiosity in engineering and technology by introducing them to the designers, inventors, and clever thinkers featured in \u003ca href=\"http://www.pbslearningmedia.org/?utm_source=21913&utm_medium=newsletter&utm_campaign=affinity&utm_source=SilverpopMailing&utm_medium=email&utm_campaign=newsletter-pbsed-02202013%20(1)&utm_content=&spMailingID=5643743&spUserID=MjY3OTQ2MjgzNDQS1&spJobID=66731312&spReportId=NjY3MzEzMTIS1\">PBS LearningMedia\u003c/a>. Use their stories to illustrate various themes of study like the engineering design process and the impact of technology.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=14&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">DESIGNING A WHEELCHAIR FOR RUGBY\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>See what happens when a U.S. Paralympic athlete challenges two teams of high school students to build an automated wheelchair. Use this segment to initiate a design challenge in your own classroom. \u003cstrong>Grades 6-12\u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=21&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">WIND ENERGY FUELS JOBS FOR OKLAHOMA YOUTH\u003c/a> \u003ca name=\"www_pbslearningmedia_org__1\" href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=21&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003c/strong>How can your students affect the world around them? Use this video segment about wind energy to illustrate the real-world impact of an innovative idea. \u003cstrong>Grades 6-13+\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=5&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">SCIENTIST PROFILE: INVENTOR\u003c/a> \u003ca name=\"www_pbslearningmedia_org__4\" href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=5&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003c/strong>Get your class excited about great ideas! Introduce them to Ryan Patterson, teen scientist and inventor of an electronic sign language translator glove. \u003cstrong>Grades 4-6\u003c/strong>\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=6&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">KID DESIGNER: A COMFORTABLE CARDBOARD CHAIR\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003c/strong>\u003cbr>\nIntroduce your class to this industrious young designer who demonstrates how to construct a sturdy chair out of cardboard. \u003cstrong>Grades 3-12\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=2&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">A HOUSE FOR A TEDDY BEAR \u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>See these young learners engaged in problem solving and trial-and-error design! Consider replicating this project in your own classroom to reinforce lessons on design, construction, and experimentation. \u003cstrong>Grades K-2.\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=3&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">SID'S AMAZING INVENTION\u003c/a> \u003ca name=\"www_pbslearningmedia_org__7\" href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=3&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">\u003c/a>\u003c/strong>\u003cstrong>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>Sid believes that he has invented the ultimate solution to putting away his toys, later to learn that his invention is actually a simple machine called a lever. Invite young learners to explore the function of a lever alongside Sid and his friends. \u003cstrong>Grades PreK-1\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003ch5>\u003c/h5>\n\u003cdiv id=\"attachment_27883\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-27883\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/problem-solution-620x285.gif\" alt=\"problem-solution\" width=\"620\" height=\"285\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://www.thommarkham.com/blog/default/ten-ways-to-teach-innovation-2/\">By Thom Markham\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">One overriding challenge is now coming to the fore in public consciousness: We need to reinvent just about everything. Whether scientific advances, technology breakthroughs, new political and economic structures, environmental solutions, or an updated code of ethics for 21st century life, everything is in flux—and everything demands innovative, out of the box thinking.\u003c/p>\n\u003cp>The burden of reinvention, of course, falls on today’s generation of students. So it follows that education should focus on fostering innovation by putting curiosity, critical thinking, deep understanding, the rules and tools of inquiry, and creative brainstorming at the center of the curriculum.\u003c/p>\n\u003cp>This is hardly the case, as we know. In fact, innovation and the current classroom model most often operate as antagonists. The system is evolving, but not quickly enough to get young people ready for the new world. But there are a number of ways that teachers can bypass the system and offer students the tools and experiences that spur an innovative mindset. Here are ten ideas:\u003c/p>\n\u003cp>\u003cstrong>Move from projects to Project Based Learning. \u003c/strong>Most teachers have done projects, but the majority do not use the defined set of methods associated with high-quality PBL. These methods include developing a focused question, using solid, well crafted performance assessments, \u003c!--more-->allowing for multiple solutions, enlisting community resources, and choosing engaging, meaningful themes for projects. PBL offers the best method we have presently for combining inquiry with accountability, and should be part of every teacher’s repertoire. See \u003ca href=\"http://www.thommarkham.com\">my website\u003c/a> or the \u003ca href=\"http://www.bie.org\">Buck Institute\u003c/a> for methods.\u003c/p>\n\u003cp>\u003cstrong>Teach concepts, not facts. \u003c/strong>\u003ca href=\"http://www.amazon.com/Concept-Based-Curriculum-Instruction-Thinking-Classroom/dp/141291700X\">Concept-based instruction\u003c/a> overcomes the fact-based, rote-oriented nature of standardized curriculum. If your curriculum is not organized conceptually, use you own knowledge and resources to teach ideas and deep understanding, not test items.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Distinguish concepts from critical information. \u003c/strong>Preparing students for tests is part of the job. But they need information for a more important reason: To innovate, they need to know something. The craft precedes the art. Find the right blend between open-ended inquiry and direct instruction.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>Make skills as important as knowledge. \u003c/strong>Innovation and 21st century skills are closely related. Choose several \u003ca href=\"http://www.p21.org/overview/skills-framework\">21st century skills\u003c/a>, such as collaboration or critical thinking, to focus on throughout the year. Incorporate them into lessons. Use detailed rubrics to assess and grade the skills.\u003c/p>\n\u003cp>\u003cstrong>Form teams, not groups. \u003c/strong>Innovation now emerges from teams and networks—and we can teach students to work collectively and become better collective thinkers. Group work is common, but \u003cem>team\u003c/em> work is rare. Some tips: Use specific methods to form teams; assess teamwork and work ethic; facilitate high quality interaction through protocols and critique; teach the cycle of revision; and expect students to reflect critically on both ongoing work and final products. For peer collaboration rubrics, see these free \u003ca href=\"http://www.thommarkham.com/PBL_tools.html\">PBL Tools\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Use thinking tools. \u003c/strong>Hundreds of interesting, thought provoking tools exist for thinking through problems, sharing insights, finding solutions, and encouraging divergent solutions. Use \u003ca href=\"http://www.amazon.com/Big-Think-Metacognative-Strategies-Beginning/dp/193317045X/ref=sr_1_1?s=books&ie=UTF8&qid=1322941461&sr=1-1\">Big Think\u003c/a> tools or the \u003ca href=\"http://pzweb.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.html\">Visible Thinking Routines\u003c/a> developed at Harvard’s Project Zero.\u003c/p>\n\u003cp>\u003cstrong>Use creativity tools. \u003c/strong>Industry uses a set of cutting edge tools to stimulate creativity and innovation. As described in books such as \u003ca href=\"http://www.amazon.com/Gamestorming-Playbook-Innovators-Rulebreakers-Changemakers/dp/0596804172\">Gamestorming\u003c/a> or \u003ca href=\"http://www.amazon.com/Beyond-Words-Guide-Drawing-Ideas/dp/0898159113/ref=sr_1_3?s=books&ie=UTF8&qid=1322941969&sr=1-3\">Beyond Words\u003c/a>, the tools include playful games and visual exercises that can easily be used in the classroom.\u003c/p>\n\u003cp>\u003cstrong>Reward discovery. \u003c/strong>Innovation is mightily discouraged by our system of assessment, which rewards the mastery of known information. Step up the reward system by using rubrics with a blank column to acknowledge and reward innovation and creativity. I call it the Breakthrough column. All of the rubrics on the \u003ca href=\"http://www.thommarkham.com/PBL_tools.html\">PBL Tools\u003c/a> section of my website have a breakthrough column.\u003c/p>\n\u003cp>\u003cstrong>Make reflection part of the lesson. \u003c/strong>Because of the coverage imperative, the tendency is to move on quickly from the last chapter and begin the next chapter. But reflection is necessary to anchor learning and stimulate deeper thinking and understanding. There is no innovation without rumination.\u003c/p>\n\u003cp>\u003cstrong>Be innovative yourself. \u003c/strong>This is the kicker, because innovation requires the willingness to fail, a focus on fuzzy outcomes rather than standardized measures, and the bravery to resist the system’s emphasis on strict accountability. But the reward is a kind of liberating creativity that makes teaching exciting and fun, engages students, and—most critical—helps students find the passion and resources necessary to design a better life for themselves and others.\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"https://mail.kqed.org/owa/redir.aspx?C=055ab46694374484b75bfa91ca6bb653&URL=http%3a%2f%2fwww.thommarkham.com%2fblog%2fdefault%2ften-ways-to-teach-innovation-2%2f\" target=\"_blank\">ThomMarkham's blog\u003c/a>.Thom Markham, Ph.D., is a psychologist and school redesign consultant who assists teachers in designing high quality, rigorous projects that incorporate 21\u003csup>st\u003c/sup> century skills and the principles of youth development. He is also the author of the \u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=nosim/thommarkhamco-20\">Project Based Learning Design and Coaching Guide: Expert tools for innovation and inquiry for k-12 teachers\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003c/h5>\n\u003cdiv id=\"attachment_27883\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-27883\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/problem-solution-620x285.gif\" alt=\"problem-solution\" width=\"620\" height=\"285\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://www.thommarkham.com/blog/default/ten-ways-to-teach-innovation-2/\">By Thom Markham\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">One overriding challenge is now coming to the fore in public consciousness: We need to reinvent just about everything. Whether scientific advances, technology breakthroughs, new political and economic structures, environmental solutions, or an updated code of ethics for 21st century life, everything is in flux—and everything demands innovative, out of the box thinking.\u003c/p>\n\u003cp>The burden of reinvention, of course, falls on today’s generation of students. So it follows that education should focus on fostering innovation by putting curiosity, critical thinking, deep understanding, the rules and tools of inquiry, and creative brainstorming at the center of the curriculum.\u003c/p>\n\u003cp>This is hardly the case, as we know. In fact, innovation and the current classroom model most often operate as antagonists. The system is evolving, but not quickly enough to get young people ready for the new world. But there are a number of ways that teachers can bypass the system and offer students the tools and experiences that spur an innovative mindset. Here are ten ideas:\u003c/p>\n\u003cp>\u003cstrong>Move from projects to Project Based Learning. \u003c/strong>Most teachers have done projects, but the majority do not use the defined set of methods associated with high-quality PBL. These methods include developing a focused question, using solid, well crafted performance assessments, \u003c!--more-->allowing for multiple solutions, enlisting community resources, and choosing engaging, meaningful themes for projects. PBL offers the best method we have presently for combining inquiry with accountability, and should be part of every teacher’s repertoire. See \u003ca href=\"http://www.thommarkham.com\">my website\u003c/a> or the \u003ca href=\"http://www.bie.org\">Buck Institute\u003c/a> for methods.\u003c/p>\n\u003cp>\u003cstrong>Teach concepts, not facts. \u003c/strong>\u003ca href=\"http://www.amazon.com/Concept-Based-Curriculum-Instruction-Thinking-Classroom/dp/141291700X\">Concept-based instruction\u003c/a> overcomes the fact-based, rote-oriented nature of standardized curriculum. If your curriculum is not organized conceptually, use you own knowledge and resources to teach ideas and deep understanding, not test items.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Distinguish concepts from critical information. \u003c/strong>Preparing students for tests is part of the job. But they need information for a more important reason: To innovate, they need to know something. The craft precedes the art. Find the right blend between open-ended inquiry and direct instruction.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>Make skills as important as knowledge. \u003c/strong>Innovation and 21st century skills are closely related. Choose several \u003ca href=\"http://www.p21.org/overview/skills-framework\">21st century skills\u003c/a>, such as collaboration or critical thinking, to focus on throughout the year. Incorporate them into lessons. Use detailed rubrics to assess and grade the skills.\u003c/p>\n\u003cp>\u003cstrong>Form teams, not groups. \u003c/strong>Innovation now emerges from teams and networks—and we can teach students to work collectively and become better collective thinkers. Group work is common, but \u003cem>team\u003c/em> work is rare. Some tips: Use specific methods to form teams; assess teamwork and work ethic; facilitate high quality interaction through protocols and critique; teach the cycle of revision; and expect students to reflect critically on both ongoing work and final products. For peer collaboration rubrics, see these free \u003ca href=\"http://www.thommarkham.com/PBL_tools.html\">PBL Tools\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Use thinking tools. \u003c/strong>Hundreds of interesting, thought provoking tools exist for thinking through problems, sharing insights, finding solutions, and encouraging divergent solutions. Use \u003ca href=\"http://www.amazon.com/Big-Think-Metacognative-Strategies-Beginning/dp/193317045X/ref=sr_1_1?s=books&ie=UTF8&qid=1322941461&sr=1-1\">Big Think\u003c/a> tools or the \u003ca href=\"http://pzweb.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.html\">Visible Thinking Routines\u003c/a> developed at Harvard’s Project Zero.\u003c/p>\n\u003cp>\u003cstrong>Use creativity tools. \u003c/strong>Industry uses a set of cutting edge tools to stimulate creativity and innovation. As described in books such as \u003ca href=\"http://www.amazon.com/Gamestorming-Playbook-Innovators-Rulebreakers-Changemakers/dp/0596804172\">Gamestorming\u003c/a> or \u003ca href=\"http://www.amazon.com/Beyond-Words-Guide-Drawing-Ideas/dp/0898159113/ref=sr_1_3?s=books&ie=UTF8&qid=1322941969&sr=1-3\">Beyond Words\u003c/a>, the tools include playful games and visual exercises that can easily be used in the classroom.\u003c/p>\n\u003cp>\u003cstrong>Reward discovery. \u003c/strong>Innovation is mightily discouraged by our system of assessment, which rewards the mastery of known information. Step up the reward system by using rubrics with a blank column to acknowledge and reward innovation and creativity. I call it the Breakthrough column. All of the rubrics on the \u003ca href=\"http://www.thommarkham.com/PBL_tools.html\">PBL Tools\u003c/a> section of my website have a breakthrough column.\u003c/p>\n\u003cp>\u003cstrong>Make reflection part of the lesson. \u003c/strong>Because of the coverage imperative, the tendency is to move on quickly from the last chapter and begin the next chapter. But reflection is necessary to anchor learning and stimulate deeper thinking and understanding. There is no innovation without rumination.\u003c/p>\n\u003cp>\u003cstrong>Be innovative yourself. \u003c/strong>This is the kicker, because innovation requires the willingness to fail, a focus on fuzzy outcomes rather than standardized measures, and the bravery to resist the system’s emphasis on strict accountability. But the reward is a kind of liberating creativity that makes teaching exciting and fun, engages students, and—most critical—helps students find the passion and resources necessary to design a better life for themselves and others.\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"https://mail.kqed.org/owa/redir.aspx?C=055ab46694374484b75bfa91ca6bb653&URL=http%3a%2f%2fwww.thommarkham.com%2fblog%2fdefault%2ften-ways-to-teach-innovation-2%2f\" target=\"_blank\">ThomMarkham's blog\u003c/a>.Thom Markham, Ph.D., is a psychologist and school redesign consultant who assists teachers in designing high quality, rigorous projects that incorporate 21\u003csup>st\u003c/sup> century skills and the principles of youth development. He is also the author of the \u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=nosim/thommarkhamco-20\">Project Based Learning Design and Coaching Guide: Expert tools for innovation and inquiry for k-12 teachers\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ciframe width=\"560\" height=\"315\" src=\"http://www.youtube.com/embed/wLiEiLuq75A\" frameborder=\"0\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp class=\"dropcap-serif\">Educator Jaime McGrath and designer Drew Davies explain how to create a \"classroom of imagination\" by turning lessons into design problems and giving students space to be creative in this \u003ca href=\"https://www.youtube.com/watch?feature=player_embedded&v=wLiEiLuq75A\">Tedx video\u003c/a>. In a \u003cem>New York Times\u003c/em> op-ed The MacArthur Foundation's Digital Media and Learning Competition's co-director \u003ca href=\"http://opinionator.blogs.nytimes.com/2011/08/07/education-needs-a-digital-age-upgrade/\">Cathy Davidson said she thinks it's possible that 65 percent of students\u003c/a> today will end up doing jobs that haven't been created yet.\u003c/p>\n\u003cp>McGrath and Davies argue that school needs to keep up with the times by promoting creativity, entrepreneurship, design thinking and hands on skills. McGrath's experience teaching design problems has convinced him that the approach includes all learning styles, brings the best of project-based learning, encourages cooperation and integrates subject matter horizontally. But mostly, McGrath and Davies are impressed at the cool stuff kids design.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ciframe width=\"560\" height=\"315\" src=\"http://www.youtube.com/embed/wLiEiLuq75A\" frameborder=\"0\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp class=\"dropcap-serif\">Educator Jaime McGrath and designer Drew Davies explain how to create a \"classroom of imagination\" by turning lessons into design problems and giving students space to be creative in this \u003ca href=\"https://www.youtube.com/watch?feature=player_embedded&v=wLiEiLuq75A\">Tedx video\u003c/a>. In a \u003cem>New York Times\u003c/em> op-ed The MacArthur Foundation's Digital Media and Learning Competition's co-director \u003ca href=\"http://opinionator.blogs.nytimes.com/2011/08/07/education-needs-a-digital-age-upgrade/\">Cathy Davidson said she thinks it's possible that 65 percent of students\u003c/a> today will end up doing jobs that haven't been created yet.\u003c/p>\n\u003cp>McGrath and Davies argue that school needs to keep up with the times by promoting creativity, entrepreneurship, design thinking and hands on skills. McGrath's experience teaching design problems has convinced him that the approach includes all learning styles, brings the best of project-based learning, encourages cooperation and integrates subject matter horizontally. But mostly, McGrath and Davies are impressed at the cool stuff kids design.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How Can Teachers Prepare Kids for a Connected World?",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/gear-brains/\" rel=\"attachment wp-att-26266\">\u003cimg class=\"alignright size-large wp-image-26266\" title=\"gear-brains\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/gear-brains-620x377.jpg\" alt=\"\" width=\"620\" height=\"377\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Educators are always striving to find ways to make curriculum relevant in students’ everyday lives. More and more teachers are using \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">social media around lessons\u003c/a>, allowing students to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">use their cell phones\u003c/a> to do research and participate in class, and developing their \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/whats-the-best-way-to-practice-project-based-learning/\">curriculum around projects\u003c/a> to ground learning around an activity. These strategies are all part of a larger goal to help students connect to social and cultural spaces.\u003c/p>\n\u003cp>And it's part of what defines “participatory learning,” coined by University of Southern California Annenberg Professor \u003ca href=\"http://annenberg.usc.edu/Faculty/Communication%20and%20Journalism/JenkinsH.aspx\">Henry Jenkins\u003c/a>, who published his first article on the topic “\u003ca href=\"http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF\">Confronting the Challenges of Participatory Culture\u003c/a>,” in 2006. His work sprang out of the desire to understand the grassroots nature of creativity, how projects are being shared online and what an increasingly networked culture looks like. Since then, he and a team of researchers at \u003ca href=\"http://www.annenberglab.com/\">USC’s Annenberg Innovation Lab\u003c/a> have been trying to understand the skills that young people need to creatively participate in a networked world.\u003c!--more-->\u003c/p>\n\u003cp>In an effort to change how American schools think about teaching, Jenkins’ team developed a strategy called \u003ca href=\"http://www.slideshare.net/ebreilly1/play-doc-01-15613677\">PLAY \u003c/a>(Participatory Learning and You) to explain the exploratory and experimental approach to teaching they think students would benefit from. The team worked with teachers in the Los Angeles Unified School District, and recently \u003ca href=\"http://www.slideshare.net/amandafo/play-doc-02\">released a series of studies\u003c/a> that describe what they found.\u003c/p>\n\u003cp>“PLAY describes a mode of experimentation, of testing materials, trying out new solutions, exploring new horizons,” Jenkins said. It’s how kids interact with games – throwing themselves in without reading the rules, testing the limits and feeling free to try and fail. But this learning style is hard to achieve in a system ruled by high-stakes testing where there is no room for students to fail. Everything they do goes on their academic record and they have become unaccustomed to experimenting.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The teachers who let it get a little messy are finding something very powerful.\"\u003c/p>\n\u003c/aside>\n\u003cp style=\"text-align: left\">Ed-tech has claimed a noisy role in the debate about how to engage kids with class work, but it isn’t the only way, he said. The ed-tech movement is one part of the participatory learning that Jenkins discusses, but there are other ways to help kids develop skills that will allow them to creatively connect with a culture that's increasingly networked.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: left\">“It’s about a shift in how they think rather than thinking that tech is going to save them or that they need to learn all these tools in order to play, in order to experiment and tinker,” said \u003ca href=\"http://annenberg.usc.edu/Faculty/Communication%20and%20Journalism/ReillyE.aspx\">Erin Reilly\u003c/a>, the project's research director who has led efforts to work with teachers on developing specific strategies for teaching kids ways to collaborate, problem-solve and think creatively.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #888888\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/fun-failure-how-to-make-learning-irresistible/\">\u003cstrong>How to Connect School Life to Real Life\u003c/strong>\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>What defines the PLAY strategy are things like creativity, co-learning, engagement and motivation, making learning relevant, and thinking of education as an ecosystem, where the connections between school, home, community and the broader world are all equally important. Using those principles, the goal is to teach skills students will need in the outside world -- things like exercising sound judgment.\u003c/p>\n\u003cp>“We’ve always wanted young people to critically engage with the information around them,” Jenkins said. “That takes on more urgency in an age of networked communication,” he said. Other skills have risen out of the technology’s influence, like the ability to visualize knowledge and understand visual information. Other skills, like multi-tasking and networking, have been around for a long time, but aren’t always emphasized in traditional classrooms.\u003c/p>\n\u003cp>The skills that PLAY fosters are based on values that lie beneath the social and cultural experience of this generation, Jenkins said. Educators in Los Angeles who have been incorporating PLAY methods learned how deeply these ideas run in society, no longer worried as much about the specific technology they used to teach. Instead, they felt the freedom to try low-tech ways of getting at the same ideas. The tools were far less important than the tactics that served the learning goals.\u003c/p>\n\u003cp>One of the biggest challenges for teachers attempting to implement PLAY’s pedagogy is letting go of some of the control that teachers are taught to maintain over their classrooms. A teacher-centered approach can stifle the creative, experimental, and sometimes accidental learning that can be transformative.\u003c/p>\n\u003cp>“What we hear a lot is teachers describing our approaches as messy, as getting out of control,” Jenkins said. “But the teachers who let it get a little messy are finding something very powerful.” Students might not be learning exactly the same thing, but they involve themselves and their passions in the learning, instilling a sense of ownership. But an apparently uncontrolled classroom can be hard to explain to an administrator who drops in, making it feel risky to teachers who are often alone in the fight to change public education.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #888888\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should Be Messy\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>One teacher in the study had every intention of letting her students experiment in content, but had a harder time letting go of the format. She had her students create public service announcements on whatever topic felt relevant to them. Students spoke to their families and friends before picking topics they found meaningful. One group worked on depression and shared personal experiences as part of the process.\u003c/p>\n\u003cp>When it came time to create a project, the teacher wanted students to use PowerPoint, a tool \u003cem>she\u003c/em> was familiar with, but let go of the idea and allowed them to make their projects on technology with which she was unfamiliar. Teacher and students learned together, each bringing something unique to the table. That type of co-learning is exactly what PLAY mentors feel needs to happen more often in classrooms.\u003c/p>\n\u003cp>But it’s not easy to be the sole innovator in a school. “Teachers all over the country are fighting this fight alone,” Jenkins said. “By putting our weight behind those teachers we can be a support to that evolution.” The USC team knows that they are working with early adopters and that scalability will be difficult. Still the long term goal is to eliminate a common question heard from students, “when will I ever have to use this.”\u003c/p>\n\u003ch4>WHAT ABOUT ASSESSMENTS?\u003c/h4>\n\u003cp>To gauge the impact of the PLAY program, the group performed a variety of assessments, including surveys, interviews, peer reflected videos. \"In the test-driven environment of the contemporary classroom, there is hardly ever any free time,\" Reilly said. \"Even in after-school programs, there is a strong push for evaluation, assessment, and continuation of the school day, leaving fewer opportunities for children to play, explore and use their imaginations.\"\u003c/p>\n\u003cp>Despite decades of calls for inquiry-based learning, many teachers find they have less time to experiment with open-learning practices, she added, and as a result, the goal to help learners develop 21st century skills is in direct opposition to the expectation that they teach to the test.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/got-a-problem-students-can-find-the-solution/\">Got a Problem? Let Students Find the Solution\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>So the group approached assessments in this way, Reilly said: \"We understand the Common Core Standards define what all students are expected to know and be able to do, but not how teachers should teach. We introduced teachers to new practices and ways of thinking about teaching. This, in turn was not to detract from addressing the requirement teachers have of preparing their students for the tests, but instead to give new practices that could result in perhaps more engaged students with material relevant to them so that the knowledge was gained in a different way -- thus resulting in we hope better results for the tests.\"\u003c/p>\n\u003cp>For instance, one middle school science teacher, experimented with a new activity that required letting go: rather than leading his students to a solution, he allowed for unexpected outcomes as his students used their collective knowledge to understand and solve the problem. The teacher gave students an array of artifacts, such as plastic tubing, paper and tape, and asked them to create a physical representation of what they had learned about how the digestive system functions. He wanted to use this opportunity to explore assessment in collaborative learning settings, and to examine how peer-to-peer processes could foster deep learning.\u003c/p>\n\u003cp>In addition to the project, the teacher also implemented a traditional written test, asking them to sequentially identify how the digestive system works. More than 98 percent scored well, Reilly said.\u003c/p>\n\u003cp>“They used the time order transitional words correctly... and that is actually a California Standards Test question that they have to take at the end of this year,” the teacher said. From that point forward, students continued to suggest ways of applying the tools and resources around them to creatively and collaboratively engage in their assignments.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>For more information, read \u003ca href=\"http://www.slideshare.net/ebreilly1/designing-with-teachers-participatory-models-of-professional-development\">Designing With Teachers: Participatory to Professional Development in Education\u003c/a>, \u003ca href=\"http://www.slideshare.net/ebreilly1/play-doc-01-15613677\">Shall We Play? \u003c/a>and \u003ca href=\"http://www.slideshare.net/ebreilly1/play-participatory-learning-and-you\">PLAY! Participatory Learning and You\u003c/a>.\u003c/p>\n\n",
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"description": "Educators are always striving to find ways to make curriculum relevant in students’ everyday lives. More and more teachers are using social media around lessons, allowing students to use their cell phones to do research and participate in class, and developing their curriculum around projects to ground learning around an activity. These strategies are all",
"title": "How Can Teachers Prepare Kids for a Connected World? | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/gear-brains/\" rel=\"attachment wp-att-26266\">\u003cimg class=\"alignright size-large wp-image-26266\" title=\"gear-brains\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/gear-brains-620x377.jpg\" alt=\"\" width=\"620\" height=\"377\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Educators are always striving to find ways to make curriculum relevant in students’ everyday lives. More and more teachers are using \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">social media around lessons\u003c/a>, allowing students to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">use their cell phones\u003c/a> to do research and participate in class, and developing their \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/whats-the-best-way-to-practice-project-based-learning/\">curriculum around projects\u003c/a> to ground learning around an activity. These strategies are all part of a larger goal to help students connect to social and cultural spaces.\u003c/p>\n\u003cp>And it's part of what defines “participatory learning,” coined by University of Southern California Annenberg Professor \u003ca href=\"http://annenberg.usc.edu/Faculty/Communication%20and%20Journalism/JenkinsH.aspx\">Henry Jenkins\u003c/a>, who published his first article on the topic “\u003ca href=\"http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF\">Confronting the Challenges of Participatory Culture\u003c/a>,” in 2006. His work sprang out of the desire to understand the grassroots nature of creativity, how projects are being shared online and what an increasingly networked culture looks like. Since then, he and a team of researchers at \u003ca href=\"http://www.annenberglab.com/\">USC’s Annenberg Innovation Lab\u003c/a> have been trying to understand the skills that young people need to creatively participate in a networked world.\u003c!--more-->\u003c/p>\n\u003cp>In an effort to change how American schools think about teaching, Jenkins’ team developed a strategy called \u003ca href=\"http://www.slideshare.net/ebreilly1/play-doc-01-15613677\">PLAY \u003c/a>(Participatory Learning and You) to explain the exploratory and experimental approach to teaching they think students would benefit from. The team worked with teachers in the Los Angeles Unified School District, and recently \u003ca href=\"http://www.slideshare.net/amandafo/play-doc-02\">released a series of studies\u003c/a> that describe what they found.\u003c/p>\n\u003cp>“PLAY describes a mode of experimentation, of testing materials, trying out new solutions, exploring new horizons,” Jenkins said. It’s how kids interact with games – throwing themselves in without reading the rules, testing the limits and feeling free to try and fail. But this learning style is hard to achieve in a system ruled by high-stakes testing where there is no room for students to fail. Everything they do goes on their academic record and they have become unaccustomed to experimenting.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The teachers who let it get a little messy are finding something very powerful.\"\u003c/p>\n\u003c/aside>\n\u003cp style=\"text-align: left\">Ed-tech has claimed a noisy role in the debate about how to engage kids with class work, but it isn’t the only way, he said. The ed-tech movement is one part of the participatory learning that Jenkins discusses, but there are other ways to help kids develop skills that will allow them to creatively connect with a culture that's increasingly networked.\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: left\">“It’s about a shift in how they think rather than thinking that tech is going to save them or that they need to learn all these tools in order to play, in order to experiment and tinker,” said \u003ca href=\"http://annenberg.usc.edu/Faculty/Communication%20and%20Journalism/ReillyE.aspx\">Erin Reilly\u003c/a>, the project's research director who has led efforts to work with teachers on developing specific strategies for teaching kids ways to collaborate, problem-solve and think creatively.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #888888\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/fun-failure-how-to-make-learning-irresistible/\">\u003cstrong>How to Connect School Life to Real Life\u003c/strong>\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>What defines the PLAY strategy are things like creativity, co-learning, engagement and motivation, making learning relevant, and thinking of education as an ecosystem, where the connections between school, home, community and the broader world are all equally important. Using those principles, the goal is to teach skills students will need in the outside world -- things like exercising sound judgment.\u003c/p>\n\u003cp>“We’ve always wanted young people to critically engage with the information around them,” Jenkins said. “That takes on more urgency in an age of networked communication,” he said. Other skills have risen out of the technology’s influence, like the ability to visualize knowledge and understand visual information. Other skills, like multi-tasking and networking, have been around for a long time, but aren’t always emphasized in traditional classrooms.\u003c/p>\n\u003cp>The skills that PLAY fosters are based on values that lie beneath the social and cultural experience of this generation, Jenkins said. Educators in Los Angeles who have been incorporating PLAY methods learned how deeply these ideas run in society, no longer worried as much about the specific technology they used to teach. Instead, they felt the freedom to try low-tech ways of getting at the same ideas. The tools were far less important than the tactics that served the learning goals.\u003c/p>\n\u003cp>One of the biggest challenges for teachers attempting to implement PLAY’s pedagogy is letting go of some of the control that teachers are taught to maintain over their classrooms. A teacher-centered approach can stifle the creative, experimental, and sometimes accidental learning that can be transformative.\u003c/p>\n\u003cp>“What we hear a lot is teachers describing our approaches as messy, as getting out of control,” Jenkins said. “But the teachers who let it get a little messy are finding something very powerful.” Students might not be learning exactly the same thing, but they involve themselves and their passions in the learning, instilling a sense of ownership. But an apparently uncontrolled classroom can be hard to explain to an administrator who drops in, making it feel risky to teachers who are often alone in the fight to change public education.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #888888\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should Be Messy\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>One teacher in the study had every intention of letting her students experiment in content, but had a harder time letting go of the format. She had her students create public service announcements on whatever topic felt relevant to them. Students spoke to their families and friends before picking topics they found meaningful. One group worked on depression and shared personal experiences as part of the process.\u003c/p>\n\u003cp>When it came time to create a project, the teacher wanted students to use PowerPoint, a tool \u003cem>she\u003c/em> was familiar with, but let go of the idea and allowed them to make their projects on technology with which she was unfamiliar. Teacher and students learned together, each bringing something unique to the table. That type of co-learning is exactly what PLAY mentors feel needs to happen more often in classrooms.\u003c/p>\n\u003cp>But it’s not easy to be the sole innovator in a school. “Teachers all over the country are fighting this fight alone,” Jenkins said. “By putting our weight behind those teachers we can be a support to that evolution.” The USC team knows that they are working with early adopters and that scalability will be difficult. Still the long term goal is to eliminate a common question heard from students, “when will I ever have to use this.”\u003c/p>\n\u003ch4>WHAT ABOUT ASSESSMENTS?\u003c/h4>\n\u003cp>To gauge the impact of the PLAY program, the group performed a variety of assessments, including surveys, interviews, peer reflected videos. \"In the test-driven environment of the contemporary classroom, there is hardly ever any free time,\" Reilly said. \"Even in after-school programs, there is a strong push for evaluation, assessment, and continuation of the school day, leaving fewer opportunities for children to play, explore and use their imaginations.\"\u003c/p>\n\u003cp>Despite decades of calls for inquiry-based learning, many teachers find they have less time to experiment with open-learning practices, she added, and as a result, the goal to help learners develop 21st century skills is in direct opposition to the expectation that they teach to the test.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED:\u003c/strong>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/got-a-problem-students-can-find-the-solution/\">Got a Problem? Let Students Find the Solution\u003c/a>\u003cstrong>\u003cspan style=\"color: #808080\">]\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>So the group approached assessments in this way, Reilly said: \"We understand the Common Core Standards define what all students are expected to know and be able to do, but not how teachers should teach. We introduced teachers to new practices and ways of thinking about teaching. This, in turn was not to detract from addressing the requirement teachers have of preparing their students for the tests, but instead to give new practices that could result in perhaps more engaged students with material relevant to them so that the knowledge was gained in a different way -- thus resulting in we hope better results for the tests.\"\u003c/p>\n\u003cp>For instance, one middle school science teacher, experimented with a new activity that required letting go: rather than leading his students to a solution, he allowed for unexpected outcomes as his students used their collective knowledge to understand and solve the problem. The teacher gave students an array of artifacts, such as plastic tubing, paper and tape, and asked them to create a physical representation of what they had learned about how the digestive system functions. He wanted to use this opportunity to explore assessment in collaborative learning settings, and to examine how peer-to-peer processes could foster deep learning.\u003c/p>\n\u003cp>In addition to the project, the teacher also implemented a traditional written test, asking them to sequentially identify how the digestive system works. More than 98 percent scored well, Reilly said.\u003c/p>\n\u003cp>“They used the time order transitional words correctly... and that is actually a California Standards Test question that they have to take at the end of this year,” the teacher said. From that point forward, students continued to suggest ways of applying the tools and resources around them to creatively and collaboratively engage in their assignments.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For more information, read \u003ca href=\"http://www.slideshare.net/ebreilly1/designing-with-teachers-participatory-models-of-professional-development\">Designing With Teachers: Participatory to Professional Development in Education\u003c/a>, \u003ca href=\"http://www.slideshare.net/ebreilly1/play-doc-01-15613677\">Shall We Play? \u003c/a>and \u003ca href=\"http://www.slideshare.net/ebreilly1/play-participatory-learning-and-you\">PLAY! Participatory Learning and You\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "What Project-Based Learning Is -- and What It Isn't",
"headTitle": "What Project-Based Learning Is — and What It Isn’t | KQED",
"content": "\u003cdiv id=\"attachment_26152\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 508px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/screen-shot-2013-01-02-at-10-39-58-am/\" rel=\"attachment wp-att-26152\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-26152\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-02-at-10.39.58-AM.png\" alt=\"\" width=\"508\" height=\"318\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/Screen-Shot-2013-01-02-at-10.39.58-AM.png 508w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/Screen-Shot-2013-01-02-at-10.39.58-AM-400x250.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/Screen-Shot-2013-01-02-at-10.39.58-AM-320x200.png 320w\" sizes=\"(max-width: 508px) 100vw, 508px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Screenshot/High Tech High\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The term “\u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning\u003c/a>” gets tossed around a lot in discussions about how to connect students to what they’re learning. Teachers might add projects meant to illustrate what students have learned, but may not realize what they’re doing is actually called “\u003ca href=\"http://howtovideos.hightechhigh.org/video/265/What+Project+Based+Learning+Isn%27t\">project-oriented learning\u003c/a>.” And it’s quite different from project-based learning, according to eighth grade Humanities teacher Azul Terronez.\u003c/p>\n\u003cp>Terronez, who teaches at \u003ca href=\"http://www.hightechhigh.org/schools/HTM/\">High Tech Middle\u003c/a>, a public charter school in San Diego, Calif says that when an educator teaches a unit of study, then assigns a project, that is not project-based learning because the discovery didn’t arise from the project itself. And kids can see through the idea of a so-called “fun project” for what it often is – busy work. “They don’t see it as learning; they see it as something else to do,” said Terronez. “They don’t see the value.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“If you inspire them to care about it and draw parallels with their world, then they care and remember.”\u003c/p>\n\u003c/aside>\n\u003cp>For Terronez, the goal is to always connect classroom learning to its applications in the outside world. He’s found that when the project is based in the real world, addressing problems that people actually face, and not focused on a grade, students are naturally invested. “If you inspire them to care about it and draw parallels with their world then they care and remember,” he said.\u003c!--more-->\u003c/p>\n\u003cp>It takes a lot of diligent planning by the teacher to design projects that give students space to explore themes and real-world resonance to make it meaningful for them. And it takes trust in the students, as well.\u003c/p>\n\u003cp>When Terronez assigns a writing project, it’s rarely just for a grade. Rather, the goal of the assignment is to be published in an anthology or in some other way relevant to the world around them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here are just a few examples of some the innovative things Terroniez has tried.\u003c/p>\n\u003ch4>\u003cstrong>1. DESIGN YOUR OWN CLASSROOM.\u003c/strong>\u003c/h4>\n\u003cp>When students arrived on the first day of school they found an empty classroom. The first project Terronez asked his students to undertake was designing their own learning space, one that would support experience-based, collaborative learning. “I wanted to see what would happen to my instruction and the student’s learning if we didn’t let the classroom design, desk, chairs, whiteboard, etc. form the way I teach class,”Terronez wrote on \u003ca href=\"http://blogs.hightechhigh.org/aterronez/\">his blog\u003c/a>. “What would come of the studio space that used to be my classroom if students became the designers of their own space?” From the outset, the project mattered to the students and they took it seriously.\u003c/p>\n\u003ch4>\u003cstrong>2. DESIGN AN IPOD APP.\u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>Terronez asked his students to design an iPod app that would solve a real-world problem. They came up with an idea, designed the display icon, figured out how users would navigate the app, prototyped sample tabs, then pitched their mock-up to an audience. They didn’t actually code the project, but they did all the conceptual product development. A sample project, the Virtual Yard Sale, allowed yard salers to post a virtual sale, listing the items that corresponded to their actual yard sale. This way, buyers could bid on items before stopping by to pick them up.\u003c/p>\n\u003ch4>\u003cstrong>3. HOVERCRAFT PARADE.\u003c/strong>\u003c/h4>\n\u003cp>In a project exploring air pressure, Terronez’s students built their own hovercrafts using a leaf blower as the engine. When the hovercrafts worked, the students designed 3D representations of themes from “\u003ca href=\"http://store.discoveryeducation.com/product/show/52061\">Freedom Fighters\u003c/a>,” a Discovery School education video about racial struggles featuring the stories of Nelson Mandela and Martin Luther King. Their creations were featured in a hovercraft parade on Election Day.\u003cbr>\n\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003cem>[\u003cstrong>\u003cspan style=\"color: #808080\">RELATED:\u003c/span>\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/whats-the-best-way-to-practice-project-based-learning/\">What’s the Best Way to Practice Project-Based Learning?\u003c/a>]\u003c/em>\u003c/p>\n\u003ch5>\u003c/h5>\n\u003ch5>\u003c/h5>\n\u003ch4>\u003cstrong>4. IRON CHEF COOK-OFF.\u003c/strong>\u003c/h4>\n\u003cp>To understand the reasons behind colonization, Terronez explored the spice trade with his class. Students participated in an “Iron Chef” competition where they each picked a spice important during the Imperial era in Europe, learned its history and then had a cooking competition featuring both the history of the spice and a dish. Other students then judged both the cooking and the content.\u003c/p>\n\u003ch4>\u003cstrong>5. LABEL-READING LITERACY.\u003c/strong>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>These projects were all undertaken without Terronez “teaching” anything. The learning developed along with the project, guided by an educator who had already put a lot of planning hours into the intended outcomes. Students took the projects in whatever direction most interested them and the teacher’s job became pushing students to think through the real implications of their choices.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #888888\">[\u003c/span>\u003cstrong>\u003cspan style=\"color: #808080\">RELATED\u003c/span>\u003c/strong>\u003cspan style=\"color: #888888\">:\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/life-in-a-21st-century-english-class/\">Life in a 21-st Century English Class\u003c/a>\u003c/em>\u003cspan style=\"color: #888888\">]\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26152\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 508px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/screen-shot-2013-01-02-at-10-39-58-am/\" rel=\"attachment wp-att-26152\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-26152\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-02-at-10.39.58-AM.png\" alt=\"\" width=\"508\" height=\"318\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/Screen-Shot-2013-01-02-at-10.39.58-AM.png 508w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/Screen-Shot-2013-01-02-at-10.39.58-AM-400x250.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/Screen-Shot-2013-01-02-at-10.39.58-AM-320x200.png 320w\" sizes=\"(max-width: 508px) 100vw, 508px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Screenshot/High Tech High\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The term “\u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning\u003c/a>” gets tossed around a lot in discussions about how to connect students to what they’re learning. Teachers might add projects meant to illustrate what students have learned, but may not realize what they’re doing is actually called “\u003ca href=\"http://howtovideos.hightechhigh.org/video/265/What+Project+Based+Learning+Isn%27t\">project-oriented learning\u003c/a>.” And it’s quite different from project-based learning, according to eighth grade Humanities teacher Azul Terronez.\u003c/p>\n\u003cp>Terronez, who teaches at \u003ca href=\"http://www.hightechhigh.org/schools/HTM/\">High Tech Middle\u003c/a>, a public charter school in San Diego, Calif says that when an educator teaches a unit of study, then assigns a project, that is not project-based learning because the discovery didn’t arise from the project itself. And kids can see through the idea of a so-called “fun project” for what it often is – busy work. “They don’t see it as learning; they see it as something else to do,” said Terronez. “They don’t see the value.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“If you inspire them to care about it and draw parallels with their world, then they care and remember.”\u003c/p>\n\u003c/aside>\n\u003cp>For Terronez, the goal is to always connect classroom learning to its applications in the outside world. He’s found that when the project is based in the real world, addressing problems that people actually face, and not focused on a grade, students are naturally invested. “If you inspire them to care about it and draw parallels with their world then they care and remember,” he said.\u003c!--more-->\u003c/p>\n\u003cp>It takes a lot of diligent planning by the teacher to design projects that give students space to explore themes and real-world resonance to make it meaningful for them. And it takes trust in the students, as well.\u003c/p>\n\u003cp>When Terronez assigns a writing project, it’s rarely just for a grade. Rather, the goal of the assignment is to be published in an anthology or in some other way relevant to the world around them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here are just a few examples of some the innovative things Terroniez has tried.\u003c/p>\n\u003ch4>\u003cstrong>1. DESIGN YOUR OWN CLASSROOM.\u003c/strong>\u003c/h4>\n\u003cp>When students arrived on the first day of school they found an empty classroom. The first project Terronez asked his students to undertake was designing their own learning space, one that would support experience-based, collaborative learning. “I wanted to see what would happen to my instruction and the student’s learning if we didn’t let the classroom design, desk, chairs, whiteboard, etc. form the way I teach class,”Terronez wrote on \u003ca href=\"http://blogs.hightechhigh.org/aterronez/\">his blog\u003c/a>. “What would come of the studio space that used to be my classroom if students became the designers of their own space?” From the outset, the project mattered to the students and they took it seriously.\u003c/p>\n\u003ch4>\u003cstrong>2. DESIGN AN IPOD APP.\u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>Terronez asked his students to design an iPod app that would solve a real-world problem. They came up with an idea, designed the display icon, figured out how users would navigate the app, prototyped sample tabs, then pitched their mock-up to an audience. They didn’t actually code the project, but they did all the conceptual product development. A sample project, the Virtual Yard Sale, allowed yard salers to post a virtual sale, listing the items that corresponded to their actual yard sale. This way, buyers could bid on items before stopping by to pick them up.\u003c/p>\n\u003ch4>\u003cstrong>3. HOVERCRAFT PARADE.\u003c/strong>\u003c/h4>\n\u003cp>In a project exploring air pressure, Terronez’s students built their own hovercrafts using a leaf blower as the engine. When the hovercrafts worked, the students designed 3D representations of themes from “\u003ca href=\"http://store.discoveryeducation.com/product/show/52061\">Freedom Fighters\u003c/a>,” a Discovery School education video about racial struggles featuring the stories of Nelson Mandela and Martin Luther King. Their creations were featured in a hovercraft parade on Election Day.\u003cbr>\n\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003cem>[\u003cstrong>\u003cspan style=\"color: #808080\">RELATED:\u003c/span>\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/whats-the-best-way-to-practice-project-based-learning/\">What’s the Best Way to Practice Project-Based Learning?\u003c/a>]\u003c/em>\u003c/p>\n\u003ch5>\u003c/h5>\n\u003ch5>\u003c/h5>\n\u003ch4>\u003cstrong>4. IRON CHEF COOK-OFF.\u003c/strong>\u003c/h4>\n\u003cp>To understand the reasons behind colonization, Terronez explored the spice trade with his class. Students participated in an “Iron Chef” competition where they each picked a spice important during the Imperial era in Europe, learned its history and then had a cooking competition featuring both the history of the spice and a dish. Other students then judged both the cooking and the content.\u003c/p>\n\u003ch4>\u003cstrong>5. LABEL-READING LITERACY.\u003c/strong>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>These projects were all undertaken without Terronez “teaching” anything. The learning developed along with the project, guided by an educator who had already put a lot of planning hours into the intended outcomes. Students took the projects in whatever direction most interested them and the teacher’s job became pushing students to think through the real implications of their choices.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #888888\">[\u003c/span>\u003cstrong>\u003cspan style=\"color: #808080\">RELATED\u003c/span>\u003c/strong>\u003cspan style=\"color: #888888\">:\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/life-in-a-21st-century-english-class/\">Life in a 21-st Century English Class\u003c/a>\u003c/em>\u003cspan style=\"color: #888888\">]\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ciframe width=\"560\" height=\"315\" src=\"http://www.youtube.com/embed/Ul9c-4dX4Hk\" frameborder=\"0\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>Who knew a YouTube video of a nine-year-old boy's cardboard creation would hit such a nerve? \u003ca href=\"http://www.cainesarcade.com\">Caine's Arcade\u003c/a>, which has gotten more than 7 million views on YouTube and Vimeo since it was posted last April, inspired a global movement, compelling kids across the world to create their own versions of the cardboard masterpiece in their homes, driveways, garages, and schools.\u003c/p>\n\u003cp>Nirvan Mullik, who spoke today at the \u003ca href=\"http://www.bigideasfest.org/fests\">Big Ideas Fest\u003c/a>, said one of the many great things that grew out of the initial video was a school pilot program that incorporated project-based learning to learn science, engineering, and math in more than 100 schools in nine countries.\u003c/p>\n\u003cp>Caine told Mullik the three biggest lessons he's learned in the process of this adventure:\u003cbr>\n1. Start a business that's fun\u003cbr>\n2. Use recycled stuff\u003cbr>\n3. Never give up.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003ch5>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/78520708.jpg\">\u003cimg class=\"alignright size-large wp-image-24490\" title=\"78520708\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/78520708-620x338.jpg\" alt=\"\" width=\"620\" height=\"338\">\u003c/a>By Anne Jolly\u003c/strong>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Excited and inspired about the subjects they teach, math and science educators ideally want their classrooms to dive into real-world challenges. But they're faced with the predictable realities of the school day when designing their curriculum. Each year, students seem to lose interest as the subjects become more difficult and abstract. “And what use is this anyway?” students. Why should they learn it?\u003c/p>\n\u003cp>Though educators know that real-world application would help students engage more fully with the subjects and understand the vital role in solving real problems, they're overwhelmed by how to make this happen. Just a few of their obstacles:\u003c/p>\n\u003cul>\n\u003cli>“My school system has an obsessive focus on student testing, and that’s all they want me to teach toward – test objectives, test objectives, test objectives.”\u003c/li>\n\u003cli>“Our course of study has so many objectives to teach that I don’t have the time to go deeply into any one area – at least, not in the way that STEM teaching requires.”\u003c/li>\n\u003cli>“I have no control over what I teach or when I teach it. I have to stay with the pacing guide. I even have to teach flowering plants in January!”\u003c/li>\n\u003cli>“I don’t have time to teach STEM curriculum. In fact, I don’t even have time to plan STEM lessons. And I don’t have materials and equipment for hands-on activities in all the classes I teach.”\u003c/li>\n\u003c/ul>\n\u003cp>STEM teachers need ongoing professional development to strengthen and develop the expertise \u003c!--more-->they need to teach these complicated subjects. To that end, some ideas:\u003c/p>\n\u003cul>\n\u003cli>Engineering experiences for teachers. These might be summer programs that allow middle-school teachers from STEM fields to work with engineers and scientists. Are there industries in your area that might provide those opportunities?\u003c/li>\n\u003cli>Summer STEM camps and workshops for teachers. These should use a problem-solving approach and provide teachers with tools to integrate STEM applications into their lessons.\u003c/li>\n\u003cli>Higher education partnerships. Nearby colleges might provide subject area updates to keep K-12 teachers of math and science on the STEM cutting edge.\u003c/li>\n\u003cli>Ongoing in-school collaboration among science and math teachers. Support is urgently needed so that teachers in these core STEM subjects can continue learning in their content areas, work together to develop and coordinate lessons, assess the impact on students, and hold each other accountable for incorporating STEM into their lessons.\u003c/li>\n\u003c/ul>\n\u003cp>This last piece should be considered seriously: Why not start a professional learning team to focus specifically on learning and teaching STEM? Without regular, supportive collaboration, intended changes in classroom teaching often don’t stick. Imagine that all teachers of math and science in your school are on board with teaching STEM and are continually working together to improve their teaching in this area. Imagine that school and system leaders have the courage to step off the test prep train and support a project- and inquiry-based approach to instruction. Would all this make a difference for students?\u003c/p>\n\u003cp>Despite pressures and roadblocks, well-prepared teachers who have opportunities for continual learning can succeed at developing successful STEM classroom initiatives on their own. Educators can build quite an extensive toolkit of resources from a number of reputable sites.\u003c/p>\n\u003cul>\n\u003cli>The\u003ca href=\"http://www.pbs.org/teachers/stem/\"> PBS Teachers STEM Education Resource Center\u003c/a> introduces a number of selected STEM education resources including lesson plans, videos, science, math, technology, and engineering resources at all grade levels. In fact, their\u003ca href=\"http://www.pbs.org/teachers/search/resources/?q=STEM&x=42&y=12\"> STEM database\u003c/a> contains nearly 4,000 science, technology, engineering, and math resources for grades preK-12.\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong> \u003ca href=\"http://educate.intel.com/en/DesignDiscovery/Curriculum/\">Intel Design and Discovery\u003c/a> site focuses on guiding students ages 11-15 to experience engineering through the design process. This site offers a comprehensive inquiry-based curriculum which introduces students to all the components of a good STEM project.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong>The \u003ca href=\"http://www.teachengineering.org/\">Teach Engineering\u003c/a> digital library provides teacher-tested, standards-based engineering content for K-12 teachers to use in science and math classrooms. Engineering lessons are mapped to educational content standards. In addition, suggested materials are usually inexpensive, and activities are relevant to children’s daily lives.\u003c/li>\n\u003c/ul>\n\u003cdiv>\u003cem>Anne Jolly was recognized as Alabama Teacher of the Year during her years as a middle grades science teacher. Today, she works with teacher teams in schools across the Southeast to help them take control of their own professional learning. Her practical how-to book \u003ca href=\"https://www.learningforwardstore.org/mm5/merchant.mvc?Session_ID=a1a71f6c12260a8b27f3163b2225f96e&Store_Code=The_Learning_Forward_Store&Screen=PROD&Product_Code=B394\">Team to Teach\u003c/a> is published by Learning Forward. A version of this post appeared on \u003ca href=\"http://www.middleweb.com/3656/stem-the-teachers-dilemma/\">MiddleWeb\u003c/a>.\u003c/em>\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/78520708.jpg\">\u003cimg class=\"alignright size-large wp-image-24490\" title=\"78520708\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/78520708-620x338.jpg\" alt=\"\" width=\"620\" height=\"338\">\u003c/a>By Anne Jolly\u003c/strong>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Excited and inspired about the subjects they teach, math and science educators ideally want their classrooms to dive into real-world challenges. But they're faced with the predictable realities of the school day when designing their curriculum. Each year, students seem to lose interest as the subjects become more difficult and abstract. “And what use is this anyway?” students. 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And I don’t have materials and equipment for hands-on activities in all the classes I teach.”\u003c/li>\n\u003c/ul>\n\u003cp>STEM teachers need ongoing professional development to strengthen and develop the expertise \u003c!--more-->they need to teach these complicated subjects. To that end, some ideas:\u003c/p>\n\u003cul>\n\u003cli>Engineering experiences for teachers. These might be summer programs that allow middle-school teachers from STEM fields to work with engineers and scientists. Are there industries in your area that might provide those opportunities?\u003c/li>\n\u003cli>Summer STEM camps and workshops for teachers. These should use a problem-solving approach and provide teachers with tools to integrate STEM applications into their lessons.\u003c/li>\n\u003cli>Higher education partnerships. Nearby colleges might provide subject area updates to keep K-12 teachers of math and science on the STEM cutting edge.\u003c/li>\n\u003cli>Ongoing in-school collaboration among science and math teachers. Support is urgently needed so that teachers in these core STEM subjects can continue learning in their content areas, work together to develop and coordinate lessons, assess the impact on students, and hold each other accountable for incorporating STEM into their lessons.\u003c/li>\n\u003c/ul>\n\u003cp>This last piece should be considered seriously: Why not start a professional learning team to focus specifically on learning and teaching STEM? Without regular, supportive collaboration, intended changes in classroom teaching often don’t stick. Imagine that all teachers of math and science in your school are on board with teaching STEM and are continually working together to improve their teaching in this area. Imagine that school and system leaders have the courage to step off the test prep train and support a project- and inquiry-based approach to instruction. Would all this make a difference for students?\u003c/p>\n\u003cp>Despite pressures and roadblocks, well-prepared teachers who have opportunities for continual learning can succeed at developing successful STEM classroom initiatives on their own. Educators can build quite an extensive toolkit of resources from a number of reputable sites.\u003c/p>\n\u003cul>\n\u003cli>The\u003ca href=\"http://www.pbs.org/teachers/stem/\"> PBS Teachers STEM Education Resource Center\u003c/a> introduces a number of selected STEM education resources including lesson plans, videos, science, math, technology, and engineering resources at all grade levels. In fact, their\u003ca href=\"http://www.pbs.org/teachers/search/resources/?q=STEM&x=42&y=12\"> STEM database\u003c/a> contains nearly 4,000 science, technology, engineering, and math resources for grades preK-12.\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong> \u003ca href=\"http://educate.intel.com/en/DesignDiscovery/Curriculum/\">Intel Design and Discovery\u003c/a> site focuses on guiding students ages 11-15 to experience engineering through the design process. This site offers a comprehensive inquiry-based curriculum which introduces students to all the components of a good STEM project.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong>The \u003ca href=\"http://www.teachengineering.org/\">Teach Engineering\u003c/a> digital library provides teacher-tested, standards-based engineering content for K-12 teachers to use in science and math classrooms. Engineering lessons are mapped to educational content standards. In addition, suggested materials are usually inexpensive, and activities are relevant to children’s daily lives.\u003c/li>\n\u003c/ul>\n\u003cdiv>\u003cem>Anne Jolly was recognized as Alabama Teacher of the Year during her years as a middle grades science teacher. Today, she works with teacher teams in schools across the Southeast to help them take control of their own professional learning. Her practical how-to book \u003ca href=\"https://www.learningforwardstore.org/mm5/merchant.mvc?Session_ID=a1a71f6c12260a8b27f3163b2225f96e&Store_Code=The_Learning_Forward_Store&Screen=PROD&Product_Code=B394\">Team to Teach\u003c/a> is published by Learning Forward. A version of this post appeared on \u003ca href=\"http://www.middleweb.com/3656/stem-the-teachers-dilemma/\">MiddleWeb\u003c/a>.\u003c/em>\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_24418\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/classroom.jpg\">\u003cimg class=\"size-large wp-image-24418\" title=\"classroom\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/classroom-620x300.jpg\" alt=\"\" width=\"620\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>The following is an excerpt of \u003ca href=\"http://www.amazon.com/gp/product/0974525219/ref=cm_cr_pr_product_top\">One Size Does Not Fit All: A Student’s Assessment of School\u003c/a>, by 17-year-old Nikhil Goyal, a senior at Syosset High School in Woodbury, New York.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Can creativity be taught? Absolutely. The real question is: “How do we teach it?” In school, instead of crossing subjects and classes, we teach them in a very rigid manner. Very rarely do you witness math and science teachers or English and history teachers collaborating with each other. Sticking in your silo, shell, and expertise is comfortable. Well, it’s time to crack that shell. It’s time to abolish silos and subjects. Joichi Ito, director of the M.I.T. Media Lab, told me that rather than interdisciplinary education, which merges two or more disciplines, we need anti-disciplinary education, a term coined by Sandy Pentland, head of the lab’s Human Dynamics group.\u003c/p>\n\u003cp>“Today’s problems — from global poverty to climate change to the obesity epidemic — are more interconnected and intertwined than ever before and they can’t possibly be solved in the academic or research ‘silos’ of the twentieth century,” writes Frank Moss, the former head of the M.I.T. Media Lab.\u003c/p>\n\u003cp>Schools cannot just simply add a “creativity hour” and call it a day.\u003c/p>\n\u003cp>Principal at High Tech High, an innovative, project-based learning school in San Diego, California, Larry Rosenstock, points out, “If you were to hike the Appalachian trail, which would take you months and months, and you reflect upon it, you do not divide the experience into the historic, scientific, mathematic, and English aspects of it. You would look at it holistically.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>After indicating the problem at hand, scoop out the tools, research, networks, and people required to get it solved. Get out of your comfort zone.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"You can have students do laboratories and hands-on activities and learn nothing, because they are following the cookbook and going through the motions without having their brains on.\"\u003c/p>\n\u003c/aside>\n\u003cp>In practice, this means the elimination of English, mathematics, history, and science class. Instead, we need to arrange the curriculum around big ideas, questions, and conundrums. What does learning look like in this model? Letting kids learn by doing — the essence of the philosophy of educator John Dewey. He wrote: “The school must represent present life — life as real and vital to the child as that which he carries on in the home, in the neighborhood, or on the playground.” Let kids travel to places, work with mentors, and inquire about the world around them.\u003c/p>\n\u003cp>Diana Laufenberg, former teacher at the Science Leadership Academy, described to me, “The role of inquiry is the starting point of learning. School-based education has always been about telling and getting of information, rather than exploring or investigating.” Let kids create for themselves. We can start by employing project-based learning, where students probe real world problems collaboratively. Back in 1918, William Heard Kilpatrick wrote a famous article laying out what he called the “project method”: a curriculum based on “wholehearted purposeful activity proceeding in a social environment...the essential factor [being] the presence of a dominating purpose.” In \u003c!--more-->project-based classrooms, learning literally comes alive.\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY: BRIGHTWORKS\u003c/strong>\u003c/p>\n\u003cp>Let’s examine three institutions: The Brightworks School, a K-12 private school; Stanford d.school, an institute of design; and the M.I.T. Media Lab, a graduate program.\u003c/p>\n\u003cp>The Brightworks School in San Francisco, California, which opened its doors in September 2011, epitomizes a new style of learning. Founder Gever Tulley told me, “If the pedagogical unit of traditional public education is a day divided into a series of 45 minute periods, then the pedagogical unit of Brightworks is the arc, which is divided into three phrases.” Each arc, he says, has a central theme.\u003c/p>\n\u003cp>The first phase of the arc is called exploration. “Within this phase,” Tulley says, “we create a landscape of experiences populated by passionate people who have devoted some portion of their lives to an aspect of the topic.” The children begin a journey looking through a kaleidoscope of perspectives and eventually mold a clear statement of what they intend to accomplish in the next phase. The second phase is expression. Tulley notes, “During this phrase, the mixed age teams work together, sharing skills, to take the ideas to completion — within the deadline.” The final phase is called exposition, where the public gets to view what the kids have done.\u003c/p>\n\u003cp>The first topic of the previous school year was cities. For three weeks, the students looked at the history of cities, how cities work, and the future of cities. 18 field trips were built into their schedule. Almost every day, Tulley explains, “we went into the city to see something or work with someone who has dedicated their life to some aspect of the city. Be they in waste water management, city planners, or architects.”\u003c/p>\n\u003cp>“The point is to see the topic in as many ways as you possibly can,” says Tulley. “Part of that is to expand the notion of cities in the students’ minds.”\u003c/p>\n\u003cp>Note: project-based learning is not necessarily expensive. He reveals, “If you look at the net aggregate cost of putting a child through a nearby public school in terms of public expenditure, at Brightworks, we do not spend anymore on kids in our private school in terms of net aggregate cost.”\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY: STANFORD D.SCHOOL\u003c/strong>\u003c/p>\n\u003cp>At the Stanford d.school, projects drive the curriculum. Bringing majors from engineering, business, medicine, science, and design to come together to solve real or abstract problems is the underpinning of the institution’s philosophy. The goal is to have students become what are called “T-shaped” students, who have depth in a particular field of study but also breadth across multiple disciplines. Its founder and director is David Kelley, whose mission is to transmit “empathy” into his students to encourage them to see the human side of the challenges posed in class and regain their creative confidence, often lost in the early years of schooling.\u003c/p>\n\u003cp>Based on the axioms of what Kelley has called “design thinking,” instead of being spoon-fed problems to solve, students must first define problems themselves through observation, research, and dialogue. After, students visualize and brainstorm potential solutions with one another in the stage of “ideation.” Next, by means of prototypes, students make sketches and three-dimensional models of potential ideas to iterate continuously. Lastly, students make the final touches on a finished prototype.\u003c/p>\n\u003cp>The school concentrates on four areas: the developing world, sustainability, health and wellness, and K-12 education. From extracting water for irrigation in Burma to supplying solar lanterns for the poor in rural India and Africa to building infant warmers in Nepal, these students are certainly making their mark on the world.\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY: M.I.T. MEDIA LAB\u003c/strong>\u003c/p>\n\u003cp>Similarly, the M.I.T. Media Lab has an anti-disciplinary approach to learning. Their research program is “focused on inventing a better future through creative applications of innovative digital technologies.” Instead of lectures, grading, and tests, roughly 25 groups of graduate student researchers and a few undergraduate researchers work with faculty members and scientists on a research topic. Due to its non-linear and collaborative process, fascinating innovations are born from Aida, a dashboard-mounted robot for cars and trucks to a trillion-frame-per-second video to Huggable, a robot teddy bear companion for pediatric hospital patients.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“If you go into a [traditional] classroom where there isn’t that structure, kids aren’t exactly on pace, projects look messy, and it’s loud, teachers have gotten in trouble for that.”\u003c/p>\n\u003c/aside>\n\u003cp>How can we evaluate projects? We can’t grade them the same way as tests. Gever Tulley offered me a very relevant hypothetical situation.\u003c/p>\n\u003cp>“Suppose you and I decided to build a boat. Our hypothesis might be: we can build a boat under $30 using recycled materials and sail it across the Hudson River. Our teacher or mentor can help us shape that to ensure that the challenge meets our cognitive and intellectual development. If the teacher thought the task was too easy for us, he or she might add a twist — the boat needs to have two masts or sail power. Half a day, a few times a week, you and I would work on this project and we have a deadline.”\u003c/p>\n\u003cp>“Suppose then we build the boat, drop it in the Hudson River, and it sinks. No one has to tell us that our boat is not working. We don’t need the ‘F.’ Its unnecessary and inappropriate. That first version of the boat could have been a hypothesis. We learned from the experience and the next version will be more well thought out. So after going back to drawing board and making tweaks, we test the final version. We find that the boat sails well downwind, but cannot sail upwind.”\u003c/p>\n\u003cp>“What grade should a teacher give? Is that a ‘C’ because it only went in one direction? Or is that an ‘A’ because we tried a bold idea but we neglected 3,000 years of sailing history and would have been able to sail it in both directions if we had done our research? You can’t decide. The feedback from the boat is its own incentive to improve our thinking for the next project.”\u003c/p>\n\u003cp>The point is that evaluation is no longer about giving a single number, but rather a documented process from start to finish. At the Brightworks School, students will leave with an iPad, filled with all the projects they completed in their term. Plus, portfolios and publishing your work online is one of the biggest motivators for kids. When she was teaching at the Science Leadership Academy, Diana Laufenberg said that if you Googled her students’ names, you would find an entire web history linked to them. Couple that with the fact that in project-based learning, kids are working on something they have a passion for, thus they have a stake in the outcome and will keep trying even when something isn’t working. That’s true in life as well.\u003c/p>\n\u003cfigure id=\"attachment_24421\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/7566329228_4d5377458b_z.jpg\">\u003cimg class=\"size-medium wp-image-24421\" title=\"7566329228_4d5377458b_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/7566329228_4d5377458b_z-300x198.jpg\" alt=\"\" width=\"300\" height=\"198\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>PROJECT-BASED LEARNING IS MESSY\u003c/strong>\u003c/p>\n\u003cp>Why hasn’t project-based learning picked up yet? There are a few reasons. First, the model of education says principal Chris Lehmann where kids sit in rows, read textbooks, and hear lectures has lasted so long, because it never goes that wrong. “It’s boring as hell, but most principals don’t yell at their teachers if they walk by their classroom and all they see is a quiet classroom with kids reading the textbook. No one gets in trouble.”\u003c/p>\n\u003cp>“If you go into a classroom,” says Lehmann, “where there isn’t that structure, kids aren’t exactly on pace, projects look messy, and it’s loud, teachers have gotten in trouble for that.”\u003c/p>\n\u003cp>Second, the way students attempt to learn via projects does not work. Tulley says, “It amounts to kit-based experiences in 45 minute periods. ‘We’re going to do a biology kit.’ We already know that those recipe like exercises do not stimulate creativity.”\u003c/p>\n\u003cp>I also spoke with Harvard Professor Eric Mazur on this issue as well. He says, “You can have students do laboratories and hands-on activities and learn nothing, because they are following the cookbook and going through the motions without having their brains on. The word ‘hands-on’ is overused and abused.”\u003c/p>\n\u003cp>The role of the teacher in project-based learning as Laufenberg likes to say is an “architect of opportunity. Through a scaffolding strategy, they help us make sense of what we have learned. Still, teachers must understand that learning is uncomfortable, messy, and complicated.” Get over compliance and control!\u003c/p>\n\u003cp>In a summary published on Edutopia, Brigid Barron and Linda Darling-Hammond reviewed numerous studies and found that:\u003c/p>\n\u003col>\n\u003cli>Students learn more deeply when they can apply classroom-gathered knowledge to real-world problems, and when they take part in projects that require sustained engagement and collaboration.\u003c/li>\n\u003cli>Active-learning practices have a more significant impact on student performance than any other variable, including student background and prior achievement.\u003c/li>\n\u003cli>Students are most successful when they are taught how to learn as well as what to learn.\u003c/li>\n\u003c/ol>\n\u003cp>As the old adage goes, “Tell me and I forget, show me and I remember, involve me and I understand.” Harvard Professor Howard Gardner said to me that schools should incorporate the best of two models of learning: a hands-on children’s museum, which encourages open-ended exploration, and an apprenticeship, which provides a more structured environment for practicing meaningful skills in an authentic, real-life context.\u003c/p>\n\u003cp>The bottom line is that you don’t have to learn the boring stuff before you start applying it. Start rolling around in the dirt from the get go.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Nikhil Goyal lives with his family in Woodbury, New York. His work has appeared in the New York Times, Wall Street Journal, MSNBC Melissa Harris-Perry, Fox and Friends, Fox Business: Varney & Co., NBC Nightly News, and Huffington Post.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_24418\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/classroom.jpg\">\u003cimg class=\"size-large wp-image-24418\" title=\"classroom\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/classroom-620x300.jpg\" alt=\"\" width=\"620\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>The following is an excerpt of \u003ca href=\"http://www.amazon.com/gp/product/0974525219/ref=cm_cr_pr_product_top\">One Size Does Not Fit All: A Student’s Assessment of School\u003c/a>, by 17-year-old Nikhil Goyal, a senior at Syosset High School in Woodbury, New York.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Can creativity be taught? Absolutely. The real question is: “How do we teach it?” In school, instead of crossing subjects and classes, we teach them in a very rigid manner. Very rarely do you witness math and science teachers or English and history teachers collaborating with each other. Sticking in your silo, shell, and expertise is comfortable. Well, it’s time to crack that shell. It’s time to abolish silos and subjects. Joichi Ito, director of the M.I.T. Media Lab, told me that rather than interdisciplinary education, which merges two or more disciplines, we need anti-disciplinary education, a term coined by Sandy Pentland, head of the lab’s Human Dynamics group.\u003c/p>\n\u003cp>“Today’s problems — from global poverty to climate change to the obesity epidemic — are more interconnected and intertwined than ever before and they can’t possibly be solved in the academic or research ‘silos’ of the twentieth century,” writes Frank Moss, the former head of the M.I.T. Media Lab.\u003c/p>\n\u003cp>Schools cannot just simply add a “creativity hour” and call it a day.\u003c/p>\n\u003cp>Principal at High Tech High, an innovative, project-based learning school in San Diego, California, Larry Rosenstock, points out, “If you were to hike the Appalachian trail, which would take you months and months, and you reflect upon it, you do not divide the experience into the historic, scientific, mathematic, and English aspects of it. You would look at it holistically.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>After indicating the problem at hand, scoop out the tools, research, networks, and people required to get it solved. Get out of your comfort zone.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"You can have students do laboratories and hands-on activities and learn nothing, because they are following the cookbook and going through the motions without having their brains on.\"\u003c/p>\n\u003c/aside>\n\u003cp>In practice, this means the elimination of English, mathematics, history, and science class. Instead, we need to arrange the curriculum around big ideas, questions, and conundrums. What does learning look like in this model? Letting kids learn by doing — the essence of the philosophy of educator John Dewey. He wrote: “The school must represent present life — life as real and vital to the child as that which he carries on in the home, in the neighborhood, or on the playground.” Let kids travel to places, work with mentors, and inquire about the world around them.\u003c/p>\n\u003cp>Diana Laufenberg, former teacher at the Science Leadership Academy, described to me, “The role of inquiry is the starting point of learning. School-based education has always been about telling and getting of information, rather than exploring or investigating.” Let kids create for themselves. We can start by employing project-based learning, where students probe real world problems collaboratively. Back in 1918, William Heard Kilpatrick wrote a famous article laying out what he called the “project method”: a curriculum based on “wholehearted purposeful activity proceeding in a social environment...the essential factor [being] the presence of a dominating purpose.” In \u003c!--more-->project-based classrooms, learning literally comes alive.\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY: BRIGHTWORKS\u003c/strong>\u003c/p>\n\u003cp>Let’s examine three institutions: The Brightworks School, a K-12 private school; Stanford d.school, an institute of design; and the M.I.T. Media Lab, a graduate program.\u003c/p>\n\u003cp>The Brightworks School in San Francisco, California, which opened its doors in September 2011, epitomizes a new style of learning. Founder Gever Tulley told me, “If the pedagogical unit of traditional public education is a day divided into a series of 45 minute periods, then the pedagogical unit of Brightworks is the arc, which is divided into three phrases.” Each arc, he says, has a central theme.\u003c/p>\n\u003cp>The first phase of the arc is called exploration. “Within this phase,” Tulley says, “we create a landscape of experiences populated by passionate people who have devoted some portion of their lives to an aspect of the topic.” The children begin a journey looking through a kaleidoscope of perspectives and eventually mold a clear statement of what they intend to accomplish in the next phase. The second phase is expression. Tulley notes, “During this phrase, the mixed age teams work together, sharing skills, to take the ideas to completion — within the deadline.” The final phase is called exposition, where the public gets to view what the kids have done.\u003c/p>\n\u003cp>The first topic of the previous school year was cities. For three weeks, the students looked at the history of cities, how cities work, and the future of cities. 18 field trips were built into their schedule. Almost every day, Tulley explains, “we went into the city to see something or work with someone who has dedicated their life to some aspect of the city. Be they in waste water management, city planners, or architects.”\u003c/p>\n\u003cp>“The point is to see the topic in as many ways as you possibly can,” says Tulley. “Part of that is to expand the notion of cities in the students’ minds.”\u003c/p>\n\u003cp>Note: project-based learning is not necessarily expensive. He reveals, “If you look at the net aggregate cost of putting a child through a nearby public school in terms of public expenditure, at Brightworks, we do not spend anymore on kids in our private school in terms of net aggregate cost.”\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY: STANFORD D.SCHOOL\u003c/strong>\u003c/p>\n\u003cp>At the Stanford d.school, projects drive the curriculum. Bringing majors from engineering, business, medicine, science, and design to come together to solve real or abstract problems is the underpinning of the institution’s philosophy. The goal is to have students become what are called “T-shaped” students, who have depth in a particular field of study but also breadth across multiple disciplines. Its founder and director is David Kelley, whose mission is to transmit “empathy” into his students to encourage them to see the human side of the challenges posed in class and regain their creative confidence, often lost in the early years of schooling.\u003c/p>\n\u003cp>Based on the axioms of what Kelley has called “design thinking,” instead of being spoon-fed problems to solve, students must first define problems themselves through observation, research, and dialogue. After, students visualize and brainstorm potential solutions with one another in the stage of “ideation.” Next, by means of prototypes, students make sketches and three-dimensional models of potential ideas to iterate continuously. Lastly, students make the final touches on a finished prototype.\u003c/p>\n\u003cp>The school concentrates on four areas: the developing world, sustainability, health and wellness, and K-12 education. From extracting water for irrigation in Burma to supplying solar lanterns for the poor in rural India and Africa to building infant warmers in Nepal, these students are certainly making their mark on the world.\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY: M.I.T. MEDIA LAB\u003c/strong>\u003c/p>\n\u003cp>Similarly, the M.I.T. Media Lab has an anti-disciplinary approach to learning. Their research program is “focused on inventing a better future through creative applications of innovative digital technologies.” Instead of lectures, grading, and tests, roughly 25 groups of graduate student researchers and a few undergraduate researchers work with faculty members and scientists on a research topic. Due to its non-linear and collaborative process, fascinating innovations are born from Aida, a dashboard-mounted robot for cars and trucks to a trillion-frame-per-second video to Huggable, a robot teddy bear companion for pediatric hospital patients.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“If you go into a [traditional] classroom where there isn’t that structure, kids aren’t exactly on pace, projects look messy, and it’s loud, teachers have gotten in trouble for that.”\u003c/p>\n\u003c/aside>\n\u003cp>How can we evaluate projects? We can’t grade them the same way as tests. Gever Tulley offered me a very relevant hypothetical situation.\u003c/p>\n\u003cp>“Suppose you and I decided to build a boat. Our hypothesis might be: we can build a boat under $30 using recycled materials and sail it across the Hudson River. Our teacher or mentor can help us shape that to ensure that the challenge meets our cognitive and intellectual development. If the teacher thought the task was too easy for us, he or she might add a twist — the boat needs to have two masts or sail power. Half a day, a few times a week, you and I would work on this project and we have a deadline.”\u003c/p>\n\u003cp>“Suppose then we build the boat, drop it in the Hudson River, and it sinks. No one has to tell us that our boat is not working. We don’t need the ‘F.’ Its unnecessary and inappropriate. That first version of the boat could have been a hypothesis. We learned from the experience and the next version will be more well thought out. So after going back to drawing board and making tweaks, we test the final version. We find that the boat sails well downwind, but cannot sail upwind.”\u003c/p>\n\u003cp>“What grade should a teacher give? Is that a ‘C’ because it only went in one direction? Or is that an ‘A’ because we tried a bold idea but we neglected 3,000 years of sailing history and would have been able to sail it in both directions if we had done our research? You can’t decide. The feedback from the boat is its own incentive to improve our thinking for the next project.”\u003c/p>\n\u003cp>The point is that evaluation is no longer about giving a single number, but rather a documented process from start to finish. At the Brightworks School, students will leave with an iPad, filled with all the projects they completed in their term. Plus, portfolios and publishing your work online is one of the biggest motivators for kids. When she was teaching at the Science Leadership Academy, Diana Laufenberg said that if you Googled her students’ names, you would find an entire web history linked to them. Couple that with the fact that in project-based learning, kids are working on something they have a passion for, thus they have a stake in the outcome and will keep trying even when something isn’t working. That’s true in life as well.\u003c/p>\n\u003cfigure id=\"attachment_24421\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/7566329228_4d5377458b_z.jpg\">\u003cimg class=\"size-medium wp-image-24421\" title=\"7566329228_4d5377458b_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/7566329228_4d5377458b_z-300x198.jpg\" alt=\"\" width=\"300\" height=\"198\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>PROJECT-BASED LEARNING IS MESSY\u003c/strong>\u003c/p>\n\u003cp>Why hasn’t project-based learning picked up yet? There are a few reasons. First, the model of education says principal Chris Lehmann where kids sit in rows, read textbooks, and hear lectures has lasted so long, because it never goes that wrong. “It’s boring as hell, but most principals don’t yell at their teachers if they walk by their classroom and all they see is a quiet classroom with kids reading the textbook. No one gets in trouble.”\u003c/p>\n\u003cp>“If you go into a classroom,” says Lehmann, “where there isn’t that structure, kids aren’t exactly on pace, projects look messy, and it’s loud, teachers have gotten in trouble for that.”\u003c/p>\n\u003cp>Second, the way students attempt to learn via projects does not work. Tulley says, “It amounts to kit-based experiences in 45 minute periods. ‘We’re going to do a biology kit.’ We already know that those recipe like exercises do not stimulate creativity.”\u003c/p>\n\u003cp>I also spoke with Harvard Professor Eric Mazur on this issue as well. He says, “You can have students do laboratories and hands-on activities and learn nothing, because they are following the cookbook and going through the motions without having their brains on. The word ‘hands-on’ is overused and abused.”\u003c/p>\n\u003cp>The role of the teacher in project-based learning as Laufenberg likes to say is an “architect of opportunity. Through a scaffolding strategy, they help us make sense of what we have learned. Still, teachers must understand that learning is uncomfortable, messy, and complicated.” Get over compliance and control!\u003c/p>\n\u003cp>In a summary published on Edutopia, Brigid Barron and Linda Darling-Hammond reviewed numerous studies and found that:\u003c/p>\n\u003col>\n\u003cli>Students learn more deeply when they can apply classroom-gathered knowledge to real-world problems, and when they take part in projects that require sustained engagement and collaboration.\u003c/li>\n\u003cli>Active-learning practices have a more significant impact on student performance than any other variable, including student background and prior achievement.\u003c/li>\n\u003cli>Students are most successful when they are taught how to learn as well as what to learn.\u003c/li>\n\u003c/ol>\n\u003cp>As the old adage goes, “Tell me and I forget, show me and I remember, involve me and I understand.” Harvard Professor Howard Gardner said to me that schools should incorporate the best of two models of learning: a hands-on children’s museum, which encourages open-ended exploration, and an apprenticeship, which provides a more structured environment for practicing meaningful skills in an authentic, real-life context.\u003c/p>\n\u003cp>The bottom line is that you don’t have to learn the boring stuff before you start applying it. Start rolling around in the dirt from the get go.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Nikhil Goyal lives with his family in Woodbury, New York. His work has appeared in the New York Times, Wall Street Journal, MSNBC Melissa Harris-Perry, Fox and Friends, Fox Business: Varney & Co., NBC Nightly News, and Huffington Post.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_23963\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/elizabeth_albert/4998473663/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23963\" title=\"4998473663_7ce553c966_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/4998473663_7ce553c966_z-620x414.jpg\" alt=\"\" width=\"620\" height=\"414\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Elizabeth Albert\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The current structure of the school day is obsolete, most would agree. Created during the Industrial Age, the assembly line system we have in place now has little relevance to what we know kids actually need to thrive.\u003c/p>\n\u003cp>Most of us know this, and yet making room for the huge shift in the system that's necessary has been difficult, if not impossible because of fear of the unknown, says educator Madeline Levine, author of \u003ca href=\"http://madelinelevine.com/teach-your-children-well/\">\u003cem>Teach Your Children Well\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>\"People don’t like change, especially in times of great uncertainty,\" she said. \"People naturally go conservative and buckle down and don't want to try something new. There are schools that are trying to do things differently, and although on the one hand they’re heralded as having terrific vision, they’re still seen as experimental.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"I’m astounded at the glacial pace of change in education.\"\u003c/p>\n\u003c/aside>\n\u003cp>During this time of economic uncertainty, especially, Levine said parents want to make sure their kids won't fall into the ranks of the unemployed and disenfranchised young people who return home because they're unable to find jobs. \"There's so much anxiety around the economy, they're thinking, What can I do to make sure that my kid isn’t one of the unemployed\"? she said.\u003c/p>\n\u003cp>Yet therein lies the paradox. It's exactly during these uncertain times when people \u003cem>must\u003c/em> be willing to try new things, to be more open, curious and experimental, she said. In education, although there are great new models of learning and schooling, they are the exceptions, and the progressive movement has not gained much momentum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I’m astounded at the glacial pace of change in education,\" she said. \"Like many academic areas, there’s a huge disconnect between what’s known and what’s in practice. It’s very slow moving.\"\u003c!--more-->\u003c/p>\n\u003cp>Levine, who was a teacher herself for many years, said she has tremendous respect for educators and believes they need full support from parents and administrators. But until the directive comes from those in power -- national and state policymakers, superintendents, principals -- what can teachers do individually to make learning relevant for their students?\u003c/p>\n\u003cp>\"One thing we know for sure is that kids learn better when teachers are invested and paying attention and showing they care,\" she said. \"The biggest impact you'll have as a teachers is the relationship you establish with your student.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5> RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/if-school-is-not-relevant/\">If School is Not Relevant\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/beyond-grades-and-trophies-teaching-kids-the-definition-of-success/\">Beyond Grades and Trophies, Teaching Kids the Definition of Success\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\">Are We Wringing the Creativity Out of Kids?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Try to integrate what students are interested in within what's happening in class, get to know each student, and have high expectations. Taking seriously the range of interests kids have, she said.\u003c/p>\n\u003cp>In addition to individual attention, Levine believes a child's time in school should look much like what kindergarten did.\u003c/p>\n\u003cp>\"There's probably no better example of the throttling of creativity than the difference between what we observe in a kindergarten classroom and what we observe in a high school classroom,\" she writes in \u003cem>Teach Your Children Well\u003c/em>. \"Take a room full of five-year-olds and you will see creativity in all its forms positively flowing around the room. A decade later you will see these same children passively sitting at their desks, half asleep or trying to decipher what will be on the next test.\"\u003c/p>\n\u003cp>In an ideal world, the school day would reflect kids' changing needs and rhythms. There would be time for free play; school would start later to allow time for students' much-needed rest; the transition time between classes would be longer, allowing time for kids to walk down the hall and say hi to their friends and plan their next moves; kids would have the opportunity to step away from school \"work\" in order to regroup and process what they've absorbed. \"The actual encoding of information doesn't take place when you're hunched over a desk,\" she said.\u003c/p>\n\u003cp>And just as importantly, the arts would be integrated into a curriculum, not as an ancillary addition, but as a primary part of learning. \"For developing creativity and flexible and divergent thinking, we need to bring back the arts,\" she said. \"It's a travesty that kids don't have arts anymore.\"\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/TYCWcover1.png\">\u003cimg class=\"alignright size-full wp-image-23959\" title=\"TYCWcover1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/TYCWcover1.png\" alt=\"\" width=\"200\" height=\"302\">\u003c/a>FIVE AREAS FOR CHANGE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\"We're operating on a 200- year-old paradigm in a world that needs an entirely different skill set,\" she said. \"When we talk to business owners, we hear this large and increasing drumbeat that the jobs are there, but kids applying for jobs don't have the kinds of skills they need.\"\u003c/p>\n\u003cp>Levine spends a lot of her time at \u003ca href=\"http://www.challengesuccess.org/\">Challenge Success\u003c/a>, a school training program at Stanford that's been incorporated into about 100 schools across the country. The \u003ca href=\"http://challengesuccess.org/resources/sample-policies-and-practices-space.aspx\">five criteria\u003c/a> that Challenge Success brings to schools attempts to modernize the obsolete system in place today: scheduling, project based learning, alternative assessment, climate of care, and parent education.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>PROJECT BASED LEARNING. \u003c/strong>Project-based learning has shown to be a much more effective way to think about learning, \"particularly when you live in a world that’s incredibly unclear on what content is going to be relevant in not just 10 or 20 years, but in three years,\" she said. \"Over and over business leaders say kids need to be collaborative, work across time zones and cultures because problems are so complex.\"\u003c/li>\n\u003cli>\u003cstrong>ALTERNATIVE ASSESSMENT. \u003c/strong>\"You don’t have the opportunity to show what you know in a regular school because standardized tests that are mandated only show what some kids know, but leave out a whole bunch of kids who aren't able to show what they know in different ways,\" she said. We should have alternative criteria for gauging students' knowledge and ability to show what they know.\u003c/li>\n\u003cli>\u003cstrong>SCHEDULING\u003c/strong>. Neuroscience research on sleep is becoming more compelling by the day, particularly around depression, Levine said. \"We’d always thought fatigue is symptom of depression, but now it's looking more like lack of sleep \u003cem>causes\u003c/em> depression, and that’s something looked at seriously.\" Kids needs nine hours of sleep, and if schools were in synch developmentally with teenagers, should would start at 10 a.m., especially when kids enter adolescence. Teachers should also coordinate their exams with each other to ensure that students are not taking multiple tests on the same day.\u003c/li>\n\u003cli>\u003cstrong>CLIMATE OF CARE.\u003c/strong> Research shows that kids do better in classes where teachers know their names and say hello to them, and when they have their own advocates or advisers at school. \"Almost every private school has advisory, a person for each kid to go to,\" Levine said. \"But in public schools, there are just a few counselors for a thousand kids or more. By the time you’re hitting high school, you need someone apart from parents to test ideas with, to kick around problems, a go-to person who a kid feels knows them.\"\u003c/li>\n\u003cli>\u003cstrong>PARENT EDUCATION. \u003c/strong>Well-meaning parents are confounded with how to approach managing their kids' times. Kids needs playtime, downtime, and family time, Levine said. \"We've robbed kids at each stage of childhood and adolescence of tasks that belong in that particular stage,\" she said. \"You can't push kids outside their developmental zone and expect them to learn. You want to push them towards the edge of it, but not over.\"\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "The current structure of the school day is obsolete, most would agree. Created during the Industrial Age, the assembly line system we have in place now has little relevance to what we know kids actually need to thrive. Most of us know this, and yet making room for the huge shift in the system that's necessary has been difficult, if not impossible because of fear of the unknown.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23963\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/elizabeth_albert/4998473663/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23963\" title=\"4998473663_7ce553c966_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/4998473663_7ce553c966_z-620x414.jpg\" alt=\"\" width=\"620\" height=\"414\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Elizabeth Albert\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The current structure of the school day is obsolete, most would agree. Created during the Industrial Age, the assembly line system we have in place now has little relevance to what we know kids actually need to thrive.\u003c/p>\n\u003cp>Most of us know this, and yet making room for the huge shift in the system that's necessary has been difficult, if not impossible because of fear of the unknown, says educator Madeline Levine, author of \u003ca href=\"http://madelinelevine.com/teach-your-children-well/\">\u003cem>Teach Your Children Well\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>\"People don’t like change, especially in times of great uncertainty,\" she said. \"People naturally go conservative and buckle down and don't want to try something new. There are schools that are trying to do things differently, and although on the one hand they’re heralded as having terrific vision, they’re still seen as experimental.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"I’m astounded at the glacial pace of change in education.\"\u003c/p>\n\u003c/aside>\n\u003cp>During this time of economic uncertainty, especially, Levine said parents want to make sure their kids won't fall into the ranks of the unemployed and disenfranchised young people who return home because they're unable to find jobs. \"There's so much anxiety around the economy, they're thinking, What can I do to make sure that my kid isn’t one of the unemployed\"? she said.\u003c/p>\n\u003cp>Yet therein lies the paradox. It's exactly during these uncertain times when people \u003cem>must\u003c/em> be willing to try new things, to be more open, curious and experimental, she said. In education, although there are great new models of learning and schooling, they are the exceptions, and the progressive movement has not gained much momentum.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I’m astounded at the glacial pace of change in education,\" she said. \"Like many academic areas, there’s a huge disconnect between what’s known and what’s in practice. It’s very slow moving.\"\u003c!--more-->\u003c/p>\n\u003cp>Levine, who was a teacher herself for many years, said she has tremendous respect for educators and believes they need full support from parents and administrators. But until the directive comes from those in power -- national and state policymakers, superintendents, principals -- what can teachers do individually to make learning relevant for their students?\u003c/p>\n\u003cp>\"One thing we know for sure is that kids learn better when teachers are invested and paying attention and showing they care,\" she said. \"The biggest impact you'll have as a teachers is the relationship you establish with your student.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5> RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/if-school-is-not-relevant/\">If School is Not Relevant\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/beyond-grades-and-trophies-teaching-kids-the-definition-of-success/\">Beyond Grades and Trophies, Teaching Kids the Definition of Success\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\">Are We Wringing the Creativity Out of Kids?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Try to integrate what students are interested in within what's happening in class, get to know each student, and have high expectations. Taking seriously the range of interests kids have, she said.\u003c/p>\n\u003cp>In addition to individual attention, Levine believes a child's time in school should look much like what kindergarten did.\u003c/p>\n\u003cp>\"There's probably no better example of the throttling of creativity than the difference between what we observe in a kindergarten classroom and what we observe in a high school classroom,\" she writes in \u003cem>Teach Your Children Well\u003c/em>. \"Take a room full of five-year-olds and you will see creativity in all its forms positively flowing around the room. A decade later you will see these same children passively sitting at their desks, half asleep or trying to decipher what will be on the next test.\"\u003c/p>\n\u003cp>In an ideal world, the school day would reflect kids' changing needs and rhythms. There would be time for free play; school would start later to allow time for students' much-needed rest; the transition time between classes would be longer, allowing time for kids to walk down the hall and say hi to their friends and plan their next moves; kids would have the opportunity to step away from school \"work\" in order to regroup and process what they've absorbed. \"The actual encoding of information doesn't take place when you're hunched over a desk,\" she said.\u003c/p>\n\u003cp>And just as importantly, the arts would be integrated into a curriculum, not as an ancillary addition, but as a primary part of learning. \"For developing creativity and flexible and divergent thinking, we need to bring back the arts,\" she said. \"It's a travesty that kids don't have arts anymore.\"\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/TYCWcover1.png\">\u003cimg class=\"alignright size-full wp-image-23959\" title=\"TYCWcover1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/TYCWcover1.png\" alt=\"\" width=\"200\" height=\"302\">\u003c/a>FIVE AREAS FOR CHANGE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\"We're operating on a 200- year-old paradigm in a world that needs an entirely different skill set,\" she said. \"When we talk to business owners, we hear this large and increasing drumbeat that the jobs are there, but kids applying for jobs don't have the kinds of skills they need.\"\u003c/p>\n\u003cp>Levine spends a lot of her time at \u003ca href=\"http://www.challengesuccess.org/\">Challenge Success\u003c/a>, a school training program at Stanford that's been incorporated into about 100 schools across the country. The \u003ca href=\"http://challengesuccess.org/resources/sample-policies-and-practices-space.aspx\">five criteria\u003c/a> that Challenge Success brings to schools attempts to modernize the obsolete system in place today: scheduling, project based learning, alternative assessment, climate of care, and parent education.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>PROJECT BASED LEARNING. \u003c/strong>Project-based learning has shown to be a much more effective way to think about learning, \"particularly when you live in a world that’s incredibly unclear on what content is going to be relevant in not just 10 or 20 years, but in three years,\" she said. \"Over and over business leaders say kids need to be collaborative, work across time zones and cultures because problems are so complex.\"\u003c/li>\n\u003cli>\u003cstrong>ALTERNATIVE ASSESSMENT. \u003c/strong>\"You don’t have the opportunity to show what you know in a regular school because standardized tests that are mandated only show what some kids know, but leave out a whole bunch of kids who aren't able to show what they know in different ways,\" she said. We should have alternative criteria for gauging students' knowledge and ability to show what they know.\u003c/li>\n\u003cli>\u003cstrong>SCHEDULING\u003c/strong>. Neuroscience research on sleep is becoming more compelling by the day, particularly around depression, Levine said. \"We’d always thought fatigue is symptom of depression, but now it's looking more like lack of sleep \u003cem>causes\u003c/em> depression, and that’s something looked at seriously.\" Kids needs nine hours of sleep, and if schools were in synch developmentally with teenagers, should would start at 10 a.m., especially when kids enter adolescence. Teachers should also coordinate their exams with each other to ensure that students are not taking multiple tests on the same day.\u003c/li>\n\u003cli>\u003cstrong>CLIMATE OF CARE.\u003c/strong> Research shows that kids do better in classes where teachers know their names and say hello to them, and when they have their own advocates or advisers at school. \"Almost every private school has advisory, a person for each kid to go to,\" Levine said. \"But in public schools, there are just a few counselors for a thousand kids or more. By the time you’re hitting high school, you need someone apart from parents to test ideas with, to kick around problems, a go-to person who a kid feels knows them.\"\u003c/li>\n\u003cli>\u003cstrong>PARENT EDUCATION. \u003c/strong>Well-meaning parents are confounded with how to approach managing their kids' times. Kids needs playtime, downtime, and family time, Levine said. \"We've robbed kids at each stage of childhood and adolescence of tasks that belong in that particular stage,\" she said. \"You can't push kids outside their developmental zone and expect them to learn. You want to push them towards the edge of it, but not over.\"\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_23384\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/lessons-learned-how-a-progressive-new-school-evolves/7566338594_488672fb61/\" rel=\"attachment wp-att-23384\">\u003cimg class=\"size-full wp-image-23384\" title=\"7566338594_488672fb61\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7566338594_488672fb61.jpg\" alt=\"\" width=\"500\" height=\"331\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-320x212.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When we envision a well-rounded, progressive education for our kids, we think of a vibrant environment that nurtures students' passions, provides structure for rich and deep learning, a place where kids can get their hands on projects that are meaningful to them.\u003c/p>\n\u003cp>That's the goal at \u003ca title=\"Brightworks\" href=\"http://sfbrightworks.org\" target=\"_blank\">Brightworks\u003c/a>, a small, K-12 private school just starting its second year in San Francisco: to re-imagine traditional modes of education so that curiosity and creativity hold sway over standardized tests and worksheets. But in the course of creating this space for students' interests, the school has also had to refine some of its original ideas to make room for realities like assessments and how to group students.\u003c/p>\n\u003cp>\u003ca title=\"Brightworks: A School That Rethinks School\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/\" target=\"_blank\">Brightworks first opened \u003c/a>last fall, billed as a progressive school that allows kids to follow their own passions. It's organized very differently from traditional schools. Teachers are known as “collaborators” and the curriculum is centered on “\u003ca title=\"Bightworks arc\" href=\"http://sfbrightworks.org/the-brightworks-arc/\" target=\"_blank\">the Brightworks arc\u003c/a>,” which divides learning into three phases – exploration, expression, and exposition – based on a central theme. The students explore a theme, design projects around that theme, then present their work to the community. The idea is that these projects – such as building a wooden stage for a play they've written or using aerial silks to demonstrate kinetic energy – provide the context for learning core academic skills.\u003c/p>\n\u003cp>As with every experiment, the first year has provided plenty of opportunities for refining, according to founder and co-director \u003ca title=\"Brightworks staff\" href=\"http://sfbrightworks.org/our-staff/\" target=\"_blank\">Gever Tulley\u003c/a>.\u003c/p>\n\u003cp>“It’s been a great year. We’ve had great moments and we’ve had hiccup-y moments,” Tulley said.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Or as one parent, Amanda Moore, puts it, “It’s been everything we expected and nothing we\u003cstrong>\u003c/strong> expected.”\u003c/p>\n\u003cp>\u003cstrong>CREATING A STRUCTURE\u003c/strong>\u003c/p>\n\u003cp>While the school still follows the basic \"arc\" structure it started with, Tulley says there have been a lot of refinements. One major change has been how students are grouped. The year started with kids of all ages -- six to 12 -- working together on everything. But that proved problematic. What's easily graspable to a 12-year-old might be far over the head of a six-year-old, and what might be new and interesting to a six-year-old could bore a 12-year-old. Now, students are grouped into age-based cohorts, or “bands,” so that age-appropriate work could move along more smoothly.\u003c/p>\n\u003cp>What happens during the day is more or less fluid at Brightworks -- in fact, a typical day is hard to describe, as the school values spontaneity and student-directed work. Overall the typical structure involves a few key parts: 1) Morning Circle, when the entire school gets together to check in and make announcements; 2) \"band\" meetings, or small-group reflections where students check in with one another and the teacher about where they're at in a certain project arc and what they plan to do that day; 3) Exploration or Expression phase activities, often involving a field trip or a visit from a professional in some field; and 4) Closing Circle time when the entire school gathers again to reflect and part ways.\u003c/p>\n\u003cfigure id=\"attachment_23385\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800.jpg\">\u003cimg class=\"size-large wp-image-23385\" title=\"diagram800\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800-620x326.jpg\" alt=\"\" width=\"620\" height=\"326\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Brightworks Arc\u003c/figcaption>\u003c/figure>\n\u003cp>Tulley admits that the collaborators still struggle with the most appropriate way to integrate core academics into project work. “You don’t want to compromise the quality of the project phase by cramming a math exercise into it,” he says, but there are still plenty of teachable moments (building wooden structures involves math, for example) and collaborators are trying to build their knowledge base and comfort zones around those.\u003c/p>\n\u003cp>\u003cstrong>MEANINGFUL ASSESSMENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>“We’re still in a lot of discussions about meaningful ways to assess children without the harm of grading and testing,” Tulley says, adding that many students at traditional schools have optimized the ability to cram for a test, then to purge the information post-test. “I think that’s something that we’ll develop over time.”\u003c/p>\n\u003cp>Student assessment at Brightworks takes the holistic approach. At the end of last year, teachers pored over student work, progress, accomplishments, behavior, and everything else that contributed to a student's experience and put together a two- to three-page narrative assessment sent home to parents. These assessments were specifically tailored to each student, but were based on a template that Brightworks staff put together based on \"all of the things we want our students to eventually be,\" says Director Ellen Hathaway -- including qualifications in academic areas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Assessments are specifically tailored to each student, based on a template that staff put together based on “all of the things we want our students to eventually be.\"\u003c/p>\n\u003c/aside>\n\u003cp>The assessments covered three areas: students' project-based learning, social and emotional learning, and skills acquisition and quantitative learning, according to Program Coordinator Justine Macauley. \"Rather than assessing the students' work product, we looked at their work and development during the process of their project,\" asking questions like, \u003cem> Are they a supporter of other students' projects or do they spearhead their own? Do they listen to others? Do they self-advocate? What subject areas do they gravitate to?\u003c/em> and \u003cem>How adept is the student at organizing him/herself, their projects, their process? \u003c/em>\u003c/p>\n\u003cp>This coming school year, staff will be looking at the same three areas broadly, but with more specific focus on certain areas depending on the projects and the arc topic, Macauley said.\u003c/p>\n\u003cp>Another change is the frequency in assessments: They'll happen three times a year, instead of just once, which Hathaway says will be more effective and far easier for teachers to manage.\u003c/p>\n\u003cp>\u003cstrong>A YEAR IN REVIEW\u003c/strong>\u003c/p>\n\u003cp>Many parents and collaborators are excited to be part of the growing Brightworks community and are surprised by the positive effects the school has had on its students. Others are skeptical about both the model and its execution. Does this open-ended, student-driven approach mean that kids aren’t learning core academic skills? Is there too much time for free play? Are there adequate assessments in place so that learning can be measured?\u003c/p>\n\u003cp>One of the critics, who commented on the \u003ca title=\"Brightworks: A School That Rethinks School comments\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/#comments\" target=\"_blank\">previous article on Brightworks,\u003c/a> responded to a few questions via e-mail on the condition of anonymity. Despite an appreciation for the school’s mission, the commenter -- who claims to be familiar with the inner-workings of the school -- finds that the departure from traditional curriculum at Brightworks forgoes academic rigor, daily structure, and basic classroom management. “Children need schedules to feel their environment is a safe and predictable place,” the commenter said, adding that there may be “students as old as 10 who don’t know how to do multiplication or how to use a dictionary. \"There are basic skills we need as adults to succeed in our culture, like critical thinking, analyzing, evaluating and synthesizing information.\"\u003c/p>\n\u003cp>These are common concerns when teachers and parents investigate a model like Brightworks. Is it okay to let a child learn to read and to do basic math later than what's typically done in traditional schools? Do students exercise critical thinking and analysis at Brightworks, or does the lack of structure inhibit learning?\u003c/p>\n\u003cp>For Amanda Moore, a teacher whose daughter is six and attends Brightworks, the results are evident in what she sees everyday. “The real feature of my day is that I show up at 3:30 and she does not want to leave. She feels empowered by her education. She understands that she’s responsible for things,” Moore says.\u003c/p>\n\u003cfigure id=\"attachment_23386\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z.jpg\">\u003cimg class=\"size-medium wp-image-23386\" title=\"7206259704_355833cf1e_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students work on projects throughout the school day.\u003c/figcaption>\u003c/figure>\n\u003cp>Adds Tulley, “Each child has his or her personal narrative through the school. That seems to be working really well. They each have an individualized experience. It feels like they have a story to tell; it feels personal.”\u003c/p>\n\u003cp>That’s also important for parent Angela Wall, whose nine-year-old will attend Brightworks this fall. During the past few years while her daughter has attended traditional schools, Wall says she would see her “flourish during vacations in developing her curiosity and seemingly become frustrated” during the school year. “I want her to be set up with a lifelong love of learning,” Wall says. “And I’m not convinced that the education she’s currently involved with is doing that. I see it squashing some of her passions, slowly.”\u003c/p>\n\u003cp>Wall says she arrived at Brightworks as a huge skeptic, grilling the collaborators and founders about academic skills, assessment, and even college admissions without standardized tests (although apparently, Brightworks has been talking with Stanford University about providing different admissions requirements for students who’ve been schooled in alternative ways). And she left feeling “very very inspired and ignited intellectually,” finding that Brightworks prioritizes collaboration between students and the ability to tackle a problem, embrace failure, and try again above all else – key skills in a collaborative age.\u003c/p>\n\u003cp>\u003cstrong>NOT FOR EVERY CHILD\u003c/strong>\u003c/p>\n\u003cp>Still, this school is not for every child, nor every parent, and part of Brightworks’ struggle is to accurately assess a kind of educational model that doesn’t have much precedent. “What we’re trying to develop is something difficult to test: the habits and abilities of a lifelong learner, someone who seeks challenge and enjoys looking at topics that they haven’t encountered before,” Tulley says.\u003c/p>\n\u003cp>Though for some parents, this kind of experimentation is worrisome, for parents like Amanda Moore, it’s ideal. “My six-year-old is learning how to draw a bird,” she says. “She’s learning math by measuring a wing span. I’m less worried about her being able to meet a reading benchmark. The question is, can she meet a challenge?”\u003c/p>\n\u003cp>Above all, says Tulley, Brightworks’ commitment to grow and evolve in conversation with its parents and community will be the key to its success. This coming year will involve more vetting and relationship-building with some of the professionals and experts they’ve brought in to collaborate with educators, for instance. They'll also bring in a fresh crop of educators to accommodate a few more students and develop a more focused, pre-planned Brightworks arc.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It may all fail,” says parent Angela Wall, who has committed to trying Brightworks for a year. “But I also want my daughter to know that people fail – and that when you go through failures, you figure out how to move on.” Sure, she says, “I’m taking a leap of faith with this school. But I’m willing to take that leap.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_23384\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/lessons-learned-how-a-progressive-new-school-evolves/7566338594_488672fb61/\" rel=\"attachment wp-att-23384\">\u003cimg class=\"size-full wp-image-23384\" title=\"7566338594_488672fb61\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7566338594_488672fb61.jpg\" alt=\"\" width=\"500\" height=\"331\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-320x212.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When we envision a well-rounded, progressive education for our kids, we think of a vibrant environment that nurtures students' passions, provides structure for rich and deep learning, a place where kids can get their hands on projects that are meaningful to them.\u003c/p>\n\u003cp>That's the goal at \u003ca title=\"Brightworks\" href=\"http://sfbrightworks.org\" target=\"_blank\">Brightworks\u003c/a>, a small, K-12 private school just starting its second year in San Francisco: to re-imagine traditional modes of education so that curiosity and creativity hold sway over standardized tests and worksheets. But in the course of creating this space for students' interests, the school has also had to refine some of its original ideas to make room for realities like assessments and how to group students.\u003c/p>\n\u003cp>\u003ca title=\"Brightworks: A School That Rethinks School\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/\" target=\"_blank\">Brightworks first opened \u003c/a>last fall, billed as a progressive school that allows kids to follow their own passions. It's organized very differently from traditional schools. Teachers are known as “collaborators” and the curriculum is centered on “\u003ca title=\"Bightworks arc\" href=\"http://sfbrightworks.org/the-brightworks-arc/\" target=\"_blank\">the Brightworks arc\u003c/a>,” which divides learning into three phases – exploration, expression, and exposition – based on a central theme. The students explore a theme, design projects around that theme, then present their work to the community. The idea is that these projects – such as building a wooden stage for a play they've written or using aerial silks to demonstrate kinetic energy – provide the context for learning core academic skills.\u003c/p>\n\u003cp>As with every experiment, the first year has provided plenty of opportunities for refining, according to founder and co-director \u003ca title=\"Brightworks staff\" href=\"http://sfbrightworks.org/our-staff/\" target=\"_blank\">Gever Tulley\u003c/a>.\u003c/p>\n\u003cp>“It’s been a great year. We’ve had great moments and we’ve had hiccup-y moments,” Tulley said.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Or as one parent, Amanda Moore, puts it, “It’s been everything we expected and nothing we\u003cstrong>\u003c/strong> expected.”\u003c/p>\n\u003cp>\u003cstrong>CREATING A STRUCTURE\u003c/strong>\u003c/p>\n\u003cp>While the school still follows the basic \"arc\" structure it started with, Tulley says there have been a lot of refinements. One major change has been how students are grouped. The year started with kids of all ages -- six to 12 -- working together on everything. But that proved problematic. What's easily graspable to a 12-year-old might be far over the head of a six-year-old, and what might be new and interesting to a six-year-old could bore a 12-year-old. Now, students are grouped into age-based cohorts, or “bands,” so that age-appropriate work could move along more smoothly.\u003c/p>\n\u003cp>What happens during the day is more or less fluid at Brightworks -- in fact, a typical day is hard to describe, as the school values spontaneity and student-directed work. Overall the typical structure involves a few key parts: 1) Morning Circle, when the entire school gets together to check in and make announcements; 2) \"band\" meetings, or small-group reflections where students check in with one another and the teacher about where they're at in a certain project arc and what they plan to do that day; 3) Exploration or Expression phase activities, often involving a field trip or a visit from a professional in some field; and 4) Closing Circle time when the entire school gathers again to reflect and part ways.\u003c/p>\n\u003cfigure id=\"attachment_23385\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800.jpg\">\u003cimg class=\"size-large wp-image-23385\" title=\"diagram800\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800-620x326.jpg\" alt=\"\" width=\"620\" height=\"326\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Brightworks Arc\u003c/figcaption>\u003c/figure>\n\u003cp>Tulley admits that the collaborators still struggle with the most appropriate way to integrate core academics into project work. “You don’t want to compromise the quality of the project phase by cramming a math exercise into it,” he says, but there are still plenty of teachable moments (building wooden structures involves math, for example) and collaborators are trying to build their knowledge base and comfort zones around those.\u003c/p>\n\u003cp>\u003cstrong>MEANINGFUL ASSESSMENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>“We’re still in a lot of discussions about meaningful ways to assess children without the harm of grading and testing,” Tulley says, adding that many students at traditional schools have optimized the ability to cram for a test, then to purge the information post-test. “I think that’s something that we’ll develop over time.”\u003c/p>\n\u003cp>Student assessment at Brightworks takes the holistic approach. At the end of last year, teachers pored over student work, progress, accomplishments, behavior, and everything else that contributed to a student's experience and put together a two- to three-page narrative assessment sent home to parents. These assessments were specifically tailored to each student, but were based on a template that Brightworks staff put together based on \"all of the things we want our students to eventually be,\" says Director Ellen Hathaway -- including qualifications in academic areas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Assessments are specifically tailored to each student, based on a template that staff put together based on “all of the things we want our students to eventually be.\"\u003c/p>\n\u003c/aside>\n\u003cp>The assessments covered three areas: students' project-based learning, social and emotional learning, and skills acquisition and quantitative learning, according to Program Coordinator Justine Macauley. \"Rather than assessing the students' work product, we looked at their work and development during the process of their project,\" asking questions like, \u003cem> Are they a supporter of other students' projects or do they spearhead their own? Do they listen to others? Do they self-advocate? What subject areas do they gravitate to?\u003c/em> and \u003cem>How adept is the student at organizing him/herself, their projects, their process? \u003c/em>\u003c/p>\n\u003cp>This coming school year, staff will be looking at the same three areas broadly, but with more specific focus on certain areas depending on the projects and the arc topic, Macauley said.\u003c/p>\n\u003cp>Another change is the frequency in assessments: They'll happen three times a year, instead of just once, which Hathaway says will be more effective and far easier for teachers to manage.\u003c/p>\n\u003cp>\u003cstrong>A YEAR IN REVIEW\u003c/strong>\u003c/p>\n\u003cp>Many parents and collaborators are excited to be part of the growing Brightworks community and are surprised by the positive effects the school has had on its students. Others are skeptical about both the model and its execution. Does this open-ended, student-driven approach mean that kids aren’t learning core academic skills? Is there too much time for free play? Are there adequate assessments in place so that learning can be measured?\u003c/p>\n\u003cp>One of the critics, who commented on the \u003ca title=\"Brightworks: A School That Rethinks School comments\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/#comments\" target=\"_blank\">previous article on Brightworks,\u003c/a> responded to a few questions via e-mail on the condition of anonymity. Despite an appreciation for the school’s mission, the commenter -- who claims to be familiar with the inner-workings of the school -- finds that the departure from traditional curriculum at Brightworks forgoes academic rigor, daily structure, and basic classroom management. “Children need schedules to feel their environment is a safe and predictable place,” the commenter said, adding that there may be “students as old as 10 who don’t know how to do multiplication or how to use a dictionary. \"There are basic skills we need as adults to succeed in our culture, like critical thinking, analyzing, evaluating and synthesizing information.\"\u003c/p>\n\u003cp>These are common concerns when teachers and parents investigate a model like Brightworks. Is it okay to let a child learn to read and to do basic math later than what's typically done in traditional schools? Do students exercise critical thinking and analysis at Brightworks, or does the lack of structure inhibit learning?\u003c/p>\n\u003cp>For Amanda Moore, a teacher whose daughter is six and attends Brightworks, the results are evident in what she sees everyday. “The real feature of my day is that I show up at 3:30 and she does not want to leave. She feels empowered by her education. She understands that she’s responsible for things,” Moore says.\u003c/p>\n\u003cfigure id=\"attachment_23386\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z.jpg\">\u003cimg class=\"size-medium wp-image-23386\" title=\"7206259704_355833cf1e_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students work on projects throughout the school day.\u003c/figcaption>\u003c/figure>\n\u003cp>Adds Tulley, “Each child has his or her personal narrative through the school. That seems to be working really well. They each have an individualized experience. It feels like they have a story to tell; it feels personal.”\u003c/p>\n\u003cp>That’s also important for parent Angela Wall, whose nine-year-old will attend Brightworks this fall. During the past few years while her daughter has attended traditional schools, Wall says she would see her “flourish during vacations in developing her curiosity and seemingly become frustrated” during the school year. “I want her to be set up with a lifelong love of learning,” Wall says. “And I’m not convinced that the education she’s currently involved with is doing that. I see it squashing some of her passions, slowly.”\u003c/p>\n\u003cp>Wall says she arrived at Brightworks as a huge skeptic, grilling the collaborators and founders about academic skills, assessment, and even college admissions without standardized tests (although apparently, Brightworks has been talking with Stanford University about providing different admissions requirements for students who’ve been schooled in alternative ways). And she left feeling “very very inspired and ignited intellectually,” finding that Brightworks prioritizes collaboration between students and the ability to tackle a problem, embrace failure, and try again above all else – key skills in a collaborative age.\u003c/p>\n\u003cp>\u003cstrong>NOT FOR EVERY CHILD\u003c/strong>\u003c/p>\n\u003cp>Still, this school is not for every child, nor every parent, and part of Brightworks’ struggle is to accurately assess a kind of educational model that doesn’t have much precedent. “What we’re trying to develop is something difficult to test: the habits and abilities of a lifelong learner, someone who seeks challenge and enjoys looking at topics that they haven’t encountered before,” Tulley says.\u003c/p>\n\u003cp>Though for some parents, this kind of experimentation is worrisome, for parents like Amanda Moore, it’s ideal. “My six-year-old is learning how to draw a bird,” she says. “She’s learning math by measuring a wing span. I’m less worried about her being able to meet a reading benchmark. The question is, can she meet a challenge?”\u003c/p>\n\u003cp>Above all, says Tulley, Brightworks’ commitment to grow and evolve in conversation with its parents and community will be the key to its success. This coming year will involve more vetting and relationship-building with some of the professionals and experts they’ve brought in to collaborate with educators, for instance. They'll also bring in a fresh crop of educators to accommodate a few more students and develop a more focused, pre-planned Brightworks arc.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It may all fail,” says parent Angela Wall, who has committed to trying Brightworks for a year. “But I also want my daughter to know that people fail – and that when you go through failures, you figure out how to move on.” Sure, she says, “I’m taking a leap of faith with this school. But I’m willing to take that leap.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_22949\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/category5tv/6508366751/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-22949\" title=\"6508366751_51a6ff682a\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/6508366751_51a6ff682a.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/6508366751_51a6ff682a.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/6508366751_51a6ff682a-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/6508366751_51a6ff682a-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Hall Davidson\u003c/h5>\n\u003cp class=\"dropcap-serif\">For educators interested in incorporating video into classroom lessons, here are seven projects to dive into.\u003c/p>\n\u003cp>\u003cstrong>1. TURN AN iPAD OR (OTHER MOBILE DEVICE) INTO A VIDEO MICROSCOPE. \u003c/strong>For less than $8, an iPad can be used as a 45x microscope to capture still images or videos from leaves, household objects, insects, or anything that warrants closer inspection. With an $0.80 grommet from a hardware store, super glue, and a 45x power microscope (usually found for less than $5), the camera in the iPad or mobile phone can become a microscope. This is how it works: the grommet (think of it as a ½-inch rubber washer) is glued around the camera opening, and the microscope plugs into it. You can see how it's done on this \u003ca href=\"http://www.youtube.com/watch?v=sAqN8ihAFv8\">YouTube video\u003c/a>, step-by-step.\u003c/p>\n\u003cp>\u003cstrong>2. MAKE VIDEOS FROM VIDEO GAMES\u003c/strong>. Any technology that produces a ‘video out’ signal can create content for media projects. Students have done this with \u003ca href=\"http://www.minecraft.net/\">MineCraft\u003c/a> and \u003ca href=\"http://www.halo.xbox.com/\">Halo\u003c/a>. Teachers can use the video characters to teach math concepts or build curriculum-based stories with students. Essentially, the computer becomes a camera with video screen capture or for media files generated by the game. You can do this with devices like \u003ca href=\"http://www.amazon.com/EzCap-Transfer-Playstation3-Camcorder-Satellite/dp/B0058KLJOI\">EZcap\u003c/a> and \u003ca href=\"http://www.amazon.com/Pinnacle-Systems-82301006351-Dazzle-Recorder/dp/B001CBXEDG/ref=sr_1_3?s=electronics&ie=UTF8&qid=1343242887&sr=1-3&keywords=dazzle\">Dazzle\u003c/a>. Screen capture can be done in QuickTime 10 (Mac) or CamStudio (PC), or many other screen capture alternatives. \u003c!--more-->This \u003ca href=\"http://www.youtube.com/watch?v=bRGfsGsNvXg\">YouTube video\u003c/a> explains how to connect EZcap, and these \u003ca href=\"http://www.youtube.com/playlist?list=PLF132CC3C4D7199A2\">YouTube videos\u003c/a> show how-tos using Macs.\u003c/p>\n\u003cfigure id=\"attachment_22952\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/seven-fun-and-cheap-projects-to-try-with-video/screen-shot-2012-07-25-at-4-06-45-pm/\" rel=\"attachment wp-att-22952\">\u003cimg class=\"size-medium wp-image-22952\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-25-at-4.06.45-PM-300x170.png\" alt=\"\" width=\"300\" height=\"170\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Cinemagram\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>3. VIDEO-MAKING ON THE iPAD/MOBILE. \u003c/strong>A huge variety of sophisticated video effects can be done on mobile devices -- some of which used to require a television studio and entire crew! You can use fun effects like \u003ca href=\"http://itunes.apple.com/us/app/green-screen-movie-fx/id445285983?mt=8\">Green Screen MovieFX\u003c/a>, an app for iPads, iPhones, and Windows phones, which allows for a color in a video shot live to become a pre-set video. \u003ca href=\"http://itunes.apple.com/us/app/cinemagram/id487225881?mt=8\">Cinemagram\u003c/a>, a new app that allows part of a video to be frozen while the rest of video continues, is also fun to play with. \u003ca href=\"http://www.coachseye.com/\">Coaches Eye\u003c/a>, which allows coaches or teachers to slow down, mark up (like on ESPN), and comment on student videos shot on cameras or phones works great for assessing videos. And \u003ca href=\"http://itunes.apple.com/us/app/madpad-remix-your-life/id456072329?mt=8\">MadPad\u003c/a>, a multiple-screen video display that can be crafted into a math, social studies, or vocabulary game is another great tool to play with.\u003c/p>\n\u003cp>\u003cstrong>4. MORPHING. \u003c/strong>Morphing images means transforming one image smoothly into another (remember the end of Michael Jackson's \u003ca href=\"http://www.youtube.com/watch?v=bBAiZcNWecw\">\"Black or White\"\u003c/a> video?) You can blend student's images from their earliest elementary school grades through graduation and then segue into futuristic images, or blend two images of a student into his or her hero, or into the center of their report, or into animals or any other images that lend themselves to class subjects. Software that can be used: \u003ca href=\"http://www.morpheussoftware.net/\">Morpheus\u003c/a>, \u003ca href=\"http://www.fantamorph.com/index.html\">FantaMorph\u003c/a>, \u003ca href=\"http://download.cnet.com/MorphX/3000-2170_4-2987.html\">MorphX\u003c/a>, and free websites such as \u003ca href=\"http://www.morphthing.com/\">MorphThing.com\u003c/a>.\u003c/p>\n\u003cdiv id=\"attachment_22954\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/seven-fun-and-cheap-projects-to-try-with-video/screen-shot-2012-07-25-at-4-09-14-pm/\" rel=\"attachment wp-att-22954\">\u003cimg class=\"size-medium wp-image-22954\" title=\"Screen Shot 2012-07-25 at 4.09.14 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-25-at-4.09.14-PM-300x287.png\" alt=\"\" width=\"300\" height=\"287\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Hall Davidson\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>5. QR CODE GAME OR SCAVENGER HUNT. \u003c/strong>QR Codes -- those little squares that, when viewed through smartphones lead to videos, sounds, or websites -- can be used to create multiple-choice questions and answers. Here's how: a QR is \"broken\" into pieces that are linked to questions and answers. Students can drag the piece next to the answer they think is correct into a grid, and the pieces form a QR code. If the answers are all correct, the QR code reveals a video. If not, nothing happens. But students can adjust answers until they get it right. To make it easier (for the teacher) and more visual, each QR code piece is colored. The grid, coloring, and QR code construction can all be all done in PowerPoint, but any software with graphic capabilities, such as \u003ca href=\"http://www.mackiev.com/hyperstudio/index.html\">HyperStudio\u003c/a>, works well too. The low-tech alternative is to simply cutting up a QR Code and stash it along the path of a scavenger hunt. The teams can bring back the pieces and reassemble them to uncover the video, still, or sound that the QR code that appears on their smartphone.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>6. TRANSFORM AN OLD CAMCORDER TO A GREAT WEBCAM. \u003c/strong>There are legions of old digital camcorders in parent and teacher closets. Maybe they ate tapes. Maybe they were too big, or just outdated. These broken or discarded camcorders can be connected to a computer for use in online conversations, as a document camera, or for scientific observations. Any camcorder that allows a “video out” connection will works, but those that are designed to connect to a computer are easier to use. These usually have “DV” (digital video) printed somewhere on the camera and, hidden under a black flap is the DV connector. Even if the camcorder doesn’t record anymore, or the tape motor is broken, this will work. The great lenses on those camcorders are a tremendous asset. A classroom talking with an expert, for example, could let the teacher zoom in student faces. Once the connection is made, the preferences or options in Skype, FaceTime, QuickTime, etc., are set to show the camcorder instead of the built-in camera or webcam. A mini-tripod can hold the camera steady.\u003c/p>\n\u003cp>\u003cstrong>7. CREATE A MEDIA FESTIVAL. \u003c/strong>Celebrate the works of your students by putting on a media festival, showcasing their work in media, digital content, games, and music. The \u003ca href=\"http://www.mediafestival.org/?page_id=2\">California Student Media Festival\u003c/a> can be used as a prototype of how to model such a festival; find resources for guidelines, entry forms, judging rubrics, and structures for guidance.\u003c/p>\n\u003cp>Find more details about specific apps and more \u003ca href=\"http://www.linkyy.com/HallDavidsonHandout\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Hall Davidson is senior director of Global Learning Initiatives at Discovery Education.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_22949\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/category5tv/6508366751/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-22949\" title=\"6508366751_51a6ff682a\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/6508366751_51a6ff682a.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/6508366751_51a6ff682a.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/6508366751_51a6ff682a-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/6508366751_51a6ff682a-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Hall Davidson\u003c/h5>\n\u003cp class=\"dropcap-serif\">For educators interested in incorporating video into classroom lessons, here are seven projects to dive into.\u003c/p>\n\u003cp>\u003cstrong>1. TURN AN iPAD OR (OTHER MOBILE DEVICE) INTO A VIDEO MICROSCOPE. \u003c/strong>For less than $8, an iPad can be used as a 45x microscope to capture still images or videos from leaves, household objects, insects, or anything that warrants closer inspection. With an $0.80 grommet from a hardware store, super glue, and a 45x power microscope (usually found for less than $5), the camera in the iPad or mobile phone can become a microscope. This is how it works: the grommet (think of it as a ½-inch rubber washer) is glued around the camera opening, and the microscope plugs into it. You can see how it's done on this \u003ca href=\"http://www.youtube.com/watch?v=sAqN8ihAFv8\">YouTube video\u003c/a>, step-by-step.\u003c/p>\n\u003cp>\u003cstrong>2. MAKE VIDEOS FROM VIDEO GAMES\u003c/strong>. Any technology that produces a ‘video out’ signal can create content for media projects. Students have done this with \u003ca href=\"http://www.minecraft.net/\">MineCraft\u003c/a> and \u003ca href=\"http://www.halo.xbox.com/\">Halo\u003c/a>. Teachers can use the video characters to teach math concepts or build curriculum-based stories with students. Essentially, the computer becomes a camera with video screen capture or for media files generated by the game. You can do this with devices like \u003ca href=\"http://www.amazon.com/EzCap-Transfer-Playstation3-Camcorder-Satellite/dp/B0058KLJOI\">EZcap\u003c/a> and \u003ca href=\"http://www.amazon.com/Pinnacle-Systems-82301006351-Dazzle-Recorder/dp/B001CBXEDG/ref=sr_1_3?s=electronics&ie=UTF8&qid=1343242887&sr=1-3&keywords=dazzle\">Dazzle\u003c/a>. Screen capture can be done in QuickTime 10 (Mac) or CamStudio (PC), or many other screen capture alternatives. \u003c!--more-->This \u003ca href=\"http://www.youtube.com/watch?v=bRGfsGsNvXg\">YouTube video\u003c/a> explains how to connect EZcap, and these \u003ca href=\"http://www.youtube.com/playlist?list=PLF132CC3C4D7199A2\">YouTube videos\u003c/a> show how-tos using Macs.\u003c/p>\n\u003cfigure id=\"attachment_22952\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/seven-fun-and-cheap-projects-to-try-with-video/screen-shot-2012-07-25-at-4-06-45-pm/\" rel=\"attachment wp-att-22952\">\u003cimg class=\"size-medium wp-image-22952\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-25-at-4.06.45-PM-300x170.png\" alt=\"\" width=\"300\" height=\"170\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Cinemagram\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>3. VIDEO-MAKING ON THE iPAD/MOBILE. \u003c/strong>A huge variety of sophisticated video effects can be done on mobile devices -- some of which used to require a television studio and entire crew! You can use fun effects like \u003ca href=\"http://itunes.apple.com/us/app/green-screen-movie-fx/id445285983?mt=8\">Green Screen MovieFX\u003c/a>, an app for iPads, iPhones, and Windows phones, which allows for a color in a video shot live to become a pre-set video. \u003ca href=\"http://itunes.apple.com/us/app/cinemagram/id487225881?mt=8\">Cinemagram\u003c/a>, a new app that allows part of a video to be frozen while the rest of video continues, is also fun to play with. \u003ca href=\"http://www.coachseye.com/\">Coaches Eye\u003c/a>, which allows coaches or teachers to slow down, mark up (like on ESPN), and comment on student videos shot on cameras or phones works great for assessing videos. And \u003ca href=\"http://itunes.apple.com/us/app/madpad-remix-your-life/id456072329?mt=8\">MadPad\u003c/a>, a multiple-screen video display that can be crafted into a math, social studies, or vocabulary game is another great tool to play with.\u003c/p>\n\u003cp>\u003cstrong>4. MORPHING. \u003c/strong>Morphing images means transforming one image smoothly into another (remember the end of Michael Jackson's \u003ca href=\"http://www.youtube.com/watch?v=bBAiZcNWecw\">\"Black or White\"\u003c/a> video?) You can blend student's images from their earliest elementary school grades through graduation and then segue into futuristic images, or blend two images of a student into his or her hero, or into the center of their report, or into animals or any other images that lend themselves to class subjects. Software that can be used: \u003ca href=\"http://www.morpheussoftware.net/\">Morpheus\u003c/a>, \u003ca href=\"http://www.fantamorph.com/index.html\">FantaMorph\u003c/a>, \u003ca href=\"http://download.cnet.com/MorphX/3000-2170_4-2987.html\">MorphX\u003c/a>, and free websites such as \u003ca href=\"http://www.morphthing.com/\">MorphThing.com\u003c/a>.\u003c/p>\n\u003cdiv id=\"attachment_22954\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/seven-fun-and-cheap-projects-to-try-with-video/screen-shot-2012-07-25-at-4-09-14-pm/\" rel=\"attachment wp-att-22954\">\u003cimg class=\"size-medium wp-image-22954\" title=\"Screen Shot 2012-07-25 at 4.09.14 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-25-at-4.09.14-PM-300x287.png\" alt=\"\" width=\"300\" height=\"287\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Hall Davidson\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>5. QR CODE GAME OR SCAVENGER HUNT. \u003c/strong>QR Codes -- those little squares that, when viewed through smartphones lead to videos, sounds, or websites -- can be used to create multiple-choice questions and answers. Here's how: a QR is \"broken\" into pieces that are linked to questions and answers. Students can drag the piece next to the answer they think is correct into a grid, and the pieces form a QR code. If the answers are all correct, the QR code reveals a video. If not, nothing happens. But students can adjust answers until they get it right. To make it easier (for the teacher) and more visual, each QR code piece is colored. The grid, coloring, and QR code construction can all be all done in PowerPoint, but any software with graphic capabilities, such as \u003ca href=\"http://www.mackiev.com/hyperstudio/index.html\">HyperStudio\u003c/a>, works well too. The low-tech alternative is to simply cutting up a QR Code and stash it along the path of a scavenger hunt. The teams can bring back the pieces and reassemble them to uncover the video, still, or sound that the QR code that appears on their smartphone.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>6. TRANSFORM AN OLD CAMCORDER TO A GREAT WEBCAM. \u003c/strong>There are legions of old digital camcorders in parent and teacher closets. Maybe they ate tapes. Maybe they were too big, or just outdated. These broken or discarded camcorders can be connected to a computer for use in online conversations, as a document camera, or for scientific observations. Any camcorder that allows a “video out” connection will works, but those that are designed to connect to a computer are easier to use. These usually have “DV” (digital video) printed somewhere on the camera and, hidden under a black flap is the DV connector. Even if the camcorder doesn’t record anymore, or the tape motor is broken, this will work. The great lenses on those camcorders are a tremendous asset. A classroom talking with an expert, for example, could let the teacher zoom in student faces. Once the connection is made, the preferences or options in Skype, FaceTime, QuickTime, etc., are set to show the camcorder instead of the built-in camera or webcam. A mini-tripod can hold the camera steady.\u003c/p>\n\u003cp>\u003cstrong>7. CREATE A MEDIA FESTIVAL. \u003c/strong>Celebrate the works of your students by putting on a media festival, showcasing their work in media, digital content, games, and music. The \u003ca href=\"http://www.mediafestival.org/?page_id=2\">California Student Media Festival\u003c/a> can be used as a prototype of how to model such a festival; find resources for guidelines, entry forms, judging rubrics, and structures for guidance.\u003c/p>\n\u003cp>Find more details about specific apps and more \u003ca href=\"http://www.linkyy.com/HallDavidsonHandout\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Hall Davidson is senior director of Global Learning Initiatives at Discovery Education.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
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"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
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},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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