Project-based learning can make students anxious (and that’s not always a bad thing)
How Teens are Learning Crucial ‘Soft Skills’ Before Their Internships Start
Why The Art of Speaking Should Be Taught Alongside Math and Literacy
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"title": "Project-based learning can make students anxious (and that’s not always a bad thing)",
"headTitle": "Project-based learning can make students anxious (and that’s not always a bad thing) | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Educators who invest in project-based learning (PBL) say the benefits are obvious: real-world relevance and a sense of purpose lead to higher classroom engagement and better knowledge retention among students. But the path to those outcomes isn’t always smooth. Students sometimes resist the more active role PBL requires from them, because they are accustomed to sit-and-get instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s how we train kids to do school,” said Bob Lenz, the CEO of \u003c/span>\u003ca href=\"https://www.pblworks.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">PBLWorks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit that helps educators build capacity to design and teach quality PBL. “You tell me what I need to know. I’ll tell you what I know. You’ll give me a grade and we’re done.” Instead of capturing what students know about a particular subject at a point in time like a traditional test or quiz, PBL encourages students to iterate and repeatedly evaluate their understanding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because it explores real-world issues without clear-cut solutions, PBL might involve public speaking, working in teams or sharing projects in an exhibition, all of which can cause anxiety in students. Additionally, projects require more responsibility and investment, so when they go awry, it can lead to doubts that result in low confidence, negative thoughts and low engagement, according to University of Illinois researchers Carolyn Orson and Reed Larson in their article, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0743558420913480\">“Helping Teens Overcome Anxiety Episodes in Project Work: The Power of Reframing.”\u003c/a> Teens\u003c/span> are \u003ca href=\"https://childmind.org/article/signs-of-anxiety-in-teenagers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">especially susceptible\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to high levels of anxiety. A recent \u003c/span>\u003ca href=\"https://www.pewresearch.org/social-trends/2019/02/20/most-u-s-teens-see-anxiety-and-depression-as-a-major-problem-among-their-peers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">survey from Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showed 70% of teens ages thirteen to seventeen think anxiety and depression is a major problem among their peers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But not all anxious feelings are harmful to learning. In small doses, anxiety can be fruitful, according to researchers and psychologists. Lenz has seen this play out in classrooms that PBLWorks supports. “When it [works out] and you have the exhibition and you share it and everybody claps, you never forget that as a learner,” Lenz said. “If you want to build somebody’s self-esteem, support them in doing something that causes them anxiety.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research includes three reframing strategies teachers can use to help students step back from their feelings of anxiety when they experience challenges in their project work.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discomfort or Disorder? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting butterflies before a big presentation or feeling jittery when starting a new project are common responses to events that seem challenging. How does a teacher or parent know when a child’s \u003ca href=\"https://www.kqed.org/mindshift/tag/anxiety\" target=\"_blank\" rel=\"noopener noreferrer\">anxiety\u003c/a> is normal vs. when it’s cause for concern?\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I talk about school as being something that is okay to get a little nervous about because it is important. We want you to care enough to study,” said Jennifer Louie, clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “But we want you to keep it all in perspective and say to yourself, ‘Is my anxiety level appropriate to the situation? Is my body reacting as if I’m being chased by a lion when I only have a test?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A misconception about children’s anxiety is that parents and teachers have to completely accommodate it. “Too much giving in to anxiety actually makes things worse,” said Louie. Teachers and parents can look for signs that anxiety is severe, like disruptions to eating and sleeping or excessive crying, and then make accommodations as necessary. But the accommodations should be temporary. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t want it to be that way for the long term. We want them to always be working towards challenging themselves,” said Louie. For example, if a student is really nervous about a class presentation they might be allowed to record and submit a video of the presentation. The next time, the student can give the presentation to just the teacher, and eventually they can work up to presenting to the full class.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"For Educators - The California Healthy Minds, Thriving Kids Project\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/videoseries?list=PLnEQkAsadC1GWvmm8v8uRWP-xBXubhlhm\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Reframe Students’ Understanding of Their Abilities \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson, the University of Illinois researchers, interviewed 27 educators to understand their strategies for helping learners with anxiety related to PBL. One of the educators, identified in their study as Cathy, was working with middle school students on a play when she found a student who had been cast as the lead character crying in the bathroom. Even though they had been practicing for weeks, the student, named Katara, didn’t think she was good enough for such a big role. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ability-related anxiety usually crops up when students are trying something new, write Orson and Larson. A telltale sign that a student is experiencing this type of stress is a drop in confidence and an increase in negative self-talk. Teachers can help students by reminding them of times they tried something new and succeeded. Teachers might say, “I’ve seen you do this” or “I’ve seen your abilities” when assuring students that they are equipped to take on a challenge, Orson told MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cathy, for example, helped Katara think about her skills in new ways by reminding her how much she had rehearsed and prepared for her role in the play. To quiet Katara’s self-deprecating inner voice, Cathy provided her outside perspective, including examples of how Katara excelled in the role and why she was chosen to play the part. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, teachers can help students who are anxious about PBL understand that they can learn new skills from the challenges that they’re experiencing. For instance, if a student is trying something that consistently fails, teachers can use Carol Dweck’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60490/does-growth-mindset-matter-the-debate-heats-up-with-dueling-meta-analyses\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">growth mindset \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">framework to convince them that they’re on the way to learning something new. To avoid \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47160/carol-dweck-explains-the-false-growth-mindset-that-worries-her\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">misusing the growth mindset framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and praising effort solely to make kids feel good when they are not successful, teachers can direct praise towards students’ effective learning strategies.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Understanding of the Challenges\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research highlights another reframing strategy used by Desiree, an educator in Illinois. During a mural project, Desiree’s student, Delphi, was using spray paint for the first time and struggling to paint eyes on a person in the mural. After multiple attempts, she became frustrated and anxious. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students are first starting project-based learning, they usually don’t anticipate possible obstacles, write Orson and Larson. When students come up against a roadblock, educators can give them more information about the materials or scope of the project to help them understand what is and isn’t in their control. “They’re not saying, ‘We’re going to make this easier,’” Orson told MindShift. “It’s more like they’re [giving students] another perspective on the challenge.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, Desiree helped her student understand that spray paint works differently from more familiar art-making tools and that it may not look the way she expects it to. She told Delphi to take a step back from her work to see it how murals are meant to be seen – from a distance. With a new perspective on challenges, students are able to adjust their expectations and the work seems more manageable.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Experience of Their Emotions\u003c/h2>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/1088868307301033?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub%20%200pubmed\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that emotions – even ones that are considered negative like guilt, anger, or anxiety – are a useful feedback mechanism. “Emotions are so intertwined with learning at every step of the way from why you decided to try to engage with something all the way to actually finishing something,” Orson said. “Emotions can help alert you to information that helps you understand your world a little more.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson interviewed Vivian, an educator for a robotics youth program, about how she addressed student anxiety as her class built catapults. Vivian’s student Mateo became so frustrated when his catapult initially didn’t work that he stopped trying altogether. Instead of getting mad at her student for wasting time, Vivian prompted him to talk through his frustrations with his catapult and focus on the specifics of the situation causing him to feel that way.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vivian normalized his emotions, saying it’s okay to feel frustrated when trying to solve a hard problem. \u003c/span>\u003cspan style=\"font-weight: 400\">She also helped Mateo see that his emotions are not a reason to check out but that they could help him identify where he could start problem-solving.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reframing emotions is useful when students hit an unforeseen obstacle, like if one of their project partners is absent or an expert they were hoping to talk to suddenly cancels. They learn that working through surprises is part of the process. As students do more project-based work and are supported through their challenges, they’ll \u003c/span>\u003cspan style=\"font-weight: 400\">learn\u003c/span>\u003cspan style=\"font-weight: 400\"> to reframe emotions on their own.\u003c/span>\u003c/p>\n\u003ch2>Improve the Conditions for Project-based Learning\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can put structures in place that make overwhelming anxiety less likely. “The fear of being judged is a huge adolescent fear,” said Orson, who recommended that teachers plan \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/relationships\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">relationship-building exercises\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the year to maintain a positive social environment in the classroom. “Fostering a really supportive interpersonal environment where it’s okay to not know and it’s okay to ask questions and to make mistakes is really important.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students are new to PBL, teachers also can limit the scope of projects to allow for the unexpected. “Some students are going to struggle, so you’re going to slow down. Or their first projects are just not ready, so you’ll have to help them revise,” said Bob Lenz from PBLWorks. “It’s better to do small projects that are successful than large ones that you don’t finish.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can reduce assessment-related anxiety by setting clear expectations and providing a rubric for what makes a quality project. “Sometimes that criteria can be generated by the students,” said Lenz. “Sometimes it’s influenced by an expert.” For example, if the class is creating public service announcements, they might have a commercial director talk to them about what goes into a good product. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When projects are finished, teachers can leave time for students to reflect. Lenz suggested questions like “What was your process for completing this project?” and “What would you do differently next time?” \u003c/span>\u003ca href=\"https://my.pblworks.org/system/files/documents/PBLWorks_Reflection_Strategy%20Guide_0.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Opportunities to reflect individually and with others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students understand themselves better as learners and monitor their growth.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Moving past anxiety and creating a finished project invites students to practice valuable skills. Schools aspire to develop students into problem-solvers, critical thinkers, active communicators and kind collaborators. \u003c/span>\u003cspan style=\"font-weight: 400\">It’s a tall order, but when done correctly, PBL and the challenging emotions that come with stepping outside one’s comfort zone can provide the opportunity to develop those qualities\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Educators who invest in project-based learning (PBL) say the benefits are obvious: real-world relevance and a sense of purpose lead to higher classroom engagement and better knowledge retention among students. But the path to those outcomes isn’t always smooth. Students sometimes resist the more active role PBL requires from them, because they are accustomed to sit-and-get instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s how we train kids to do school,” said Bob Lenz, the CEO of \u003c/span>\u003ca href=\"https://www.pblworks.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">PBLWorks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit that helps educators build capacity to design and teach quality PBL. “You tell me what I need to know. I’ll tell you what I know. You’ll give me a grade and we’re done.” Instead of capturing what students know about a particular subject at a point in time like a traditional test or quiz, PBL encourages students to iterate and repeatedly evaluate their understanding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because it explores real-world issues without clear-cut solutions, PBL might involve public speaking, working in teams or sharing projects in an exhibition, all of which can cause anxiety in students. Additionally, projects require more responsibility and investment, so when they go awry, it can lead to doubts that result in low confidence, negative thoughts and low engagement, according to University of Illinois researchers Carolyn Orson and Reed Larson in their article, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0743558420913480\">“Helping Teens Overcome Anxiety Episodes in Project Work: The Power of Reframing.”\u003c/a> Teens\u003c/span> are \u003ca href=\"https://childmind.org/article/signs-of-anxiety-in-teenagers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">especially susceptible\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to high levels of anxiety. A recent \u003c/span>\u003ca href=\"https://www.pewresearch.org/social-trends/2019/02/20/most-u-s-teens-see-anxiety-and-depression-as-a-major-problem-among-their-peers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">survey from Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showed 70% of teens ages thirteen to seventeen think anxiety and depression is a major problem among their peers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But not all anxious feelings are harmful to learning. In small doses, anxiety can be fruitful, according to researchers and psychologists. Lenz has seen this play out in classrooms that PBLWorks supports. “When it [works out] and you have the exhibition and you share it and everybody claps, you never forget that as a learner,” Lenz said. “If you want to build somebody’s self-esteem, support them in doing something that causes them anxiety.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research includes three reframing strategies teachers can use to help students step back from their feelings of anxiety when they experience challenges in their project work.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discomfort or Disorder? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting butterflies before a big presentation or feeling jittery when starting a new project are common responses to events that seem challenging. How does a teacher or parent know when a child’s \u003ca href=\"https://www.kqed.org/mindshift/tag/anxiety\" target=\"_blank\" rel=\"noopener noreferrer\">anxiety\u003c/a> is normal vs. when it’s cause for concern?\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I talk about school as being something that is okay to get a little nervous about because it is important. We want you to care enough to study,” said Jennifer Louie, clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “But we want you to keep it all in perspective and say to yourself, ‘Is my anxiety level appropriate to the situation? Is my body reacting as if I’m being chased by a lion when I only have a test?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A misconception about children’s anxiety is that parents and teachers have to completely accommodate it. “Too much giving in to anxiety actually makes things worse,” said Louie. Teachers and parents can look for signs that anxiety is severe, like disruptions to eating and sleeping or excessive crying, and then make accommodations as necessary. But the accommodations should be temporary. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t want it to be that way for the long term. We want them to always be working towards challenging themselves,” said Louie. For example, if a student is really nervous about a class presentation they might be allowed to record and submit a video of the presentation. The next time, the student can give the presentation to just the teacher, and eventually they can work up to presenting to the full class.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"For Educators - The California Healthy Minds, Thriving Kids Project\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/videoseries?list=PLnEQkAsadC1GWvmm8v8uRWP-xBXubhlhm\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Reframe Students’ Understanding of Their Abilities \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson, the University of Illinois researchers, interviewed 27 educators to understand their strategies for helping learners with anxiety related to PBL. One of the educators, identified in their study as Cathy, was working with middle school students on a play when she found a student who had been cast as the lead character crying in the bathroom. Even though they had been practicing for weeks, the student, named Katara, didn’t think she was good enough for such a big role. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ability-related anxiety usually crops up when students are trying something new, write Orson and Larson. A telltale sign that a student is experiencing this type of stress is a drop in confidence and an increase in negative self-talk. Teachers can help students by reminding them of times they tried something new and succeeded. Teachers might say, “I’ve seen you do this” or “I’ve seen your abilities” when assuring students that they are equipped to take on a challenge, Orson told MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cathy, for example, helped Katara think about her skills in new ways by reminding her how much she had rehearsed and prepared for her role in the play. To quiet Katara’s self-deprecating inner voice, Cathy provided her outside perspective, including examples of how Katara excelled in the role and why she was chosen to play the part. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, teachers can help students who are anxious about PBL understand that they can learn new skills from the challenges that they’re experiencing. For instance, if a student is trying something that consistently fails, teachers can use Carol Dweck’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60490/does-growth-mindset-matter-the-debate-heats-up-with-dueling-meta-analyses\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">growth mindset \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">framework to convince them that they’re on the way to learning something new. To avoid \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47160/carol-dweck-explains-the-false-growth-mindset-that-worries-her\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">misusing the growth mindset framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and praising effort solely to make kids feel good when they are not successful, teachers can direct praise towards students’ effective learning strategies.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Understanding of the Challenges\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research highlights another reframing strategy used by Desiree, an educator in Illinois. During a mural project, Desiree’s student, Delphi, was using spray paint for the first time and struggling to paint eyes on a person in the mural. After multiple attempts, she became frustrated and anxious. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students are first starting project-based learning, they usually don’t anticipate possible obstacles, write Orson and Larson. When students come up against a roadblock, educators can give them more information about the materials or scope of the project to help them understand what is and isn’t in their control. “They’re not saying, ‘We’re going to make this easier,’” Orson told MindShift. “It’s more like they’re [giving students] another perspective on the challenge.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, Desiree helped her student understand that spray paint works differently from more familiar art-making tools and that it may not look the way she expects it to. She told Delphi to take a step back from her work to see it how murals are meant to be seen – from a distance. With a new perspective on challenges, students are able to adjust their expectations and the work seems more manageable.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Experience of Their Emotions\u003c/h2>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/1088868307301033?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub%20%200pubmed\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that emotions – even ones that are considered negative like guilt, anger, or anxiety – are a useful feedback mechanism. “Emotions are so intertwined with learning at every step of the way from why you decided to try to engage with something all the way to actually finishing something,” Orson said. “Emotions can help alert you to information that helps you understand your world a little more.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson interviewed Vivian, an educator for a robotics youth program, about how she addressed student anxiety as her class built catapults. Vivian’s student Mateo became so frustrated when his catapult initially didn’t work that he stopped trying altogether. Instead of getting mad at her student for wasting time, Vivian prompted him to talk through his frustrations with his catapult and focus on the specifics of the situation causing him to feel that way.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vivian normalized his emotions, saying it’s okay to feel frustrated when trying to solve a hard problem. \u003c/span>\u003cspan style=\"font-weight: 400\">She also helped Mateo see that his emotions are not a reason to check out but that they could help him identify where he could start problem-solving.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reframing emotions is useful when students hit an unforeseen obstacle, like if one of their project partners is absent or an expert they were hoping to talk to suddenly cancels. They learn that working through surprises is part of the process. As students do more project-based work and are supported through their challenges, they’ll \u003c/span>\u003cspan style=\"font-weight: 400\">learn\u003c/span>\u003cspan style=\"font-weight: 400\"> to reframe emotions on their own.\u003c/span>\u003c/p>\n\u003ch2>Improve the Conditions for Project-based Learning\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can put structures in place that make overwhelming anxiety less likely. “The fear of being judged is a huge adolescent fear,” said Orson, who recommended that teachers plan \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/relationships\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">relationship-building exercises\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the year to maintain a positive social environment in the classroom. “Fostering a really supportive interpersonal environment where it’s okay to not know and it’s okay to ask questions and to make mistakes is really important.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students are new to PBL, teachers also can limit the scope of projects to allow for the unexpected. “Some students are going to struggle, so you’re going to slow down. Or their first projects are just not ready, so you’ll have to help them revise,” said Bob Lenz from PBLWorks. “It’s better to do small projects that are successful than large ones that you don’t finish.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can reduce assessment-related anxiety by setting clear expectations and providing a rubric for what makes a quality project. “Sometimes that criteria can be generated by the students,” said Lenz. “Sometimes it’s influenced by an expert.” For example, if the class is creating public service announcements, they might have a commercial director talk to them about what goes into a good product. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When projects are finished, teachers can leave time for students to reflect. Lenz suggested questions like “What was your process for completing this project?” and “What would you do differently next time?” \u003c/span>\u003ca href=\"https://my.pblworks.org/system/files/documents/PBLWorks_Reflection_Strategy%20Guide_0.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Opportunities to reflect individually and with others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students understand themselves better as learners and monitor their growth.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Moving past anxiety and creating a finished project invites students to practice valuable skills. Schools aspire to develop students into problem-solvers, critical thinkers, active communicators and kind collaborators. \u003c/span>\u003cspan style=\"font-weight: 400\">It’s a tall order, but when done correctly, PBL and the challenging emotions that come with stepping outside one’s comfort zone can provide the opportunity to develop those qualities\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Teens are Learning Crucial ‘Soft Skills’ Before Their Internships Start",
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"content": "\u003cp>\u003cem>Editor’s note: This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/businesses-say-students-arent-mastering-basic-workplace-skills-are-they-right/\">\u003cem>soft skills\u003c/em>\u003c/a>\u003cem> is part of \u003c/em>\u003ca href=\"http://hechingerreport.org/map-to-the-middle-class/\">\u003cem>Map to the Middle Class\u003c/em>\u003c/a>\u003cem>, a \u003c/em>\u003ca href=\"https://hechingerreport.org/\">Hechinger Report\u003c/a>\u003cem> series examining how schools can prepare students for the good middle-class jobs of the future.\u003c/em>\u003c/p>\n\u003cp>When Emma Campbell began planning how to spend her summer, one thing was clear: To drive to the stables to go riding and get to and from home and her gym, she’d need to buy a lot of gas for her car, and to do that — she’d need a job. After finishing her junior year at Coventry High School, a large public school in Rhode Island, she figured her best shot at summer employment would be at Dunkin’ Donuts, or maybe a local coffee shop. But then she received an email from her guidance counselor about a new summer internship program that connected high schoolers from across the state with paid internships in local businesses, and the idea of pouring coffee all summer was dumped.\u003c/p>\n\u003cp>Working in an office instead of a restaurant “would probably be a much better experience,” said Campbell, who is 17 and dreams of becoming a scientist. Even so, the prospect of spending the summer working alongside seasoned professionals terrified her.\u003c/p>\n\u003cp>Luckily, the internship program, called Prepare Rhode Island, was designed to anticipate the nervousness a student like Campbell might experience — as well as the inevitable host of faux pas, communication disconnects and other workplace etiquette snafus that can occur when teenagers enter professional work settings. To help ward off such problems, the program featured an orientation and interview process to carefully match students with local businesses. Next, and perhaps most importantly, the 162 students who made the cut attended a five-day boot camp in which they learned crucial workplace skills such as goal setting, effective communication, teamwork, public speaking, conflict resolution and critical thinking.\u003c/p>\n\u003cfigure id=\"attachment_52629\" class=\"wp-caption alignright\" style=\"max-width: 220px\">\u003cimg class=\"wp-image-52629\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159.jpg\" alt=\"\" width=\"220\" height=\"314\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159.jpg 1753w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-160x228.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-800x1140.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-768x1095.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-1020x1454.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-842x1200.jpg 842w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-1180x1682.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-960x1369.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-240x342.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-375x535.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-520x741.jpg 520w\" sizes=\"(max-width: 220px) 100vw, 220px\">\u003cfigcaption class=\"wp-caption-text\">Emma Campbell, 17, a senior at Coventry High School, interned at Amgen last summer via PrepareRI, a statewide workforce prep program for Rhode Island students. \u003ccite>(Courtesy of Michele Carey Balme)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It was incredibly intimidating at first,” Campbell recalled of the boot camp and its various challenges, such as attending a networking lunch with local heads of industry. “But it pushed me out of my comfort zone, made me get used to things like being able to communicate with people openly.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As the labor market tightens, businesses are on the hunt, looking to fill jobs with young people coming out of schools and colleges. While there’s been a \u003ca href=\"https://www.bls.gov/spotlight/2017/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future/pdf/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future.pdf\">lot of talk\u003c/a> about the \u003ca href=\"https://hechingerreport.org/without-changes-education-future-work-will-leave-people-behind/\">demand\u003c/a> for \u003ca href=\"https://hechingerreport.org/one-reason-students-arent-prepared-for-stem-careers-no-physics-in-high-school/\">technical capabilities\u003c/a> among this burgeoning pool of labor, employers complain that students lack fundamental skills: things like being able to collaborate, communicate, think critically and interact effectively with coworkers.\u003c/p>\n\u003cp>In response, some states have added requirements that schools teach these skills, sometimes referred to as “soft skills” or “\u003ca href=\"https://cte.ed.gov/initiatives/employability-skills-framework\">employability skills\u003c/a>.” States are adopting online curricula, or in some cases, developing their own programs from the ground up. But some education experts argue that too much of the burden for training people on the professional skills they need is falling on educators. For this training to be truly effective, they say, schools also need help from local industries to provide rigorous real-life workplace learning experiences. Programs like Prepare Rhode Island can offer an ideal way to get kids into the workplace, while sharing the responsibility for their training with employers, experts say.\u003c/p>\n\u003cp>This year, after a two-year survey of 1,100 employers in the state, the Georgia Department of Labor concluded that 85 percent of the businesses surveyed were deeply concerned with workers’ poor soft skills and work ethic. Topmost among employer worries were attendance and punctuality, attitude and respect, discipline and character. Among the findings, 87 percent of employers expressed concerns about their workers’ abilities to engage in creative thinking and problem solving.\u003c/p>\n\u003cp>“In the workforce shortage we’re facing right now, soft skills are very much one of the biggest concerns,” said Mark Butler, commissioner for the Georgia Department of Labor, who is spearheading the state’s Business Employability Skills Training, a soft skills program that, he said, is now in 200 high schools and 30 middle schools and is expected to expand to elementary school. “The biggest reason people aren’t getting work right now is not so much a lack of technical training, it’s really their lack of soft skills. Most employers are desperate for workers, and willing to train people to do those jobs. Where they’re struggling is to correct some of the behavior issues.”\u003c/p>\n\u003cp>After agreeing to take on 10 summer interns from the Prepare Rhode Island program last summer, Cathy Desjarlais, a human resources manager at biotech company Amgen’s Rhode Island site, had reservations about the new interns, apprehensive they would display the behavior issues Butler described. “Would they come appropriately dressed, would they behave appropriately in our corporate setting — even just walking through the hallways — they are high school students and this would be, for many of them, their first work experience in a corporate setting,” said Desjarlais. “My main concern was how they’d adapt to the workplace and could they behave.”\u003c/p>\n\u003cfigure id=\"attachment_52630\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52630\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/soft-skills-graphic.png\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/soft-skills-graphic.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/soft-skills-graphic-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/soft-skills-graphic-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/soft-skills-graphic-240x180.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/soft-skills-graphic-375x281.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/soft-skills-graphic-520x390.png 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Here are the skills businesses look for in young people\u003c/figcaption>\u003c/figure>\n\u003cp>Research suggests Desjarlais was right to be concerned. When the National Association of Colleges \u003ca href=\"http://www.naceweb.org/career-readiness/competencies/are-college-graduates-career-ready/\">surveyed\u003c/a> employers and graduating college seniors last year, it discovered a broad disconnect between how each party perceived students’ competencies in areas such as oral and written communication, career management and leadership. The greatest discrepancy concerned students’ professionalism and work ethic: While nearly 90 percent of students rated themselves as proficient in this area, only 42 percent of employers in fact considered them such.\u003c/p>\n\u003cp>Some experts, though, point out that employer handwringing over young people’s lack of preparedness isn’t novel. “Industry and education people want to talk about 21st-century skills and soft skills and lump them all together as if we’re talking about something new,” said Grover Whitehurst, senior fellow in economic studies for the Brookings Institution, a Washington think tank. “These are also 19th-century skills.”\u003c/p>\n\u003cp>Peter Cappelli, a professor at the University of Pennsylvania’s Wharton School, disputes the notion that young people today have less ability to engage effectively in a workplace than those of prior generations. “Employers have always complained that young people lack maturity. That’s because they are young,” Cappelli said.\u003c/p>\n\u003cp>Still, as employers clamor for workers with these aptitudes, more and more states are integrating soft skills instruction into the K-12 curriculum. Indiana, for example, passed a \u003ca href=\"http://iga.in.gov/static-documents/0/6/f/e/06fefe81/SB0297.05.ENRH.pdf\">law\u003c/a> this spring requiring all schools to begin teaching employability skills by the beginning of 2019. California is exploring how to best teach these skills to students through the \u003ca href=\"https://www.mdrc.org/project/new-world-work#overview\">New World of Work program\u003c/a>, a U.S. Department of Education-funded project currently being piloted at nine community colleges that includes a classroom curriculum, workplace learning and a credential. While many state programs bear similarities to U.S. Department of Education \u003ca href=\"https://cte.ed.gov/initiatives/employability-skills-framework\">recommendations\u003c/a> for career and technical education programs, individual states tweak components to suit their industry sectors.\u003c/p>\n\u003cp>Prepare Rhode Island, for example, is a direct response to the state’s looming workforce shortage. By 2020, the state estimates \u003ca href=\"http://economicprogressri.org/wp-content/uploads/2018/01/SOW2017-Full-Updated-Report-for-web-FINAL.pdf\">70 percent\u003c/a> of its jobs will require either an industry-recognized certificate or a post-secondary degree, and yet, less than 45 percent of the state’s residents have any education beyond high school. The state is pouring money into myriad job-training efforts — including $3 million into a variety of youth initiatives this year, $739,228 of which funded the Prepare Rhode Island boot camp and internship, according to Heather Hudson, executive director of the Governor’s Workforce Board, the state agency behind the effort.\u003c/p>\n\u003cp>The Workforce Board chose an independent nonprofit to operate the internship program and act as a middleman between schools and local businesses. That took some of the burden off teachers and school administrators who are already stretched thin, say the program’s backers. “While our educational system is in the mix here, changing that system just takes longer than the timeframe we have to ramp up,” said Nina Pande, executive director of the nonprofit, Skills for Rhode Island’s Future. “So we’re supplementing to make sure our children don’t fall even farther behind in understanding what the workplace will demand of them when they graduate.”\u003c/p>\n\u003cp>The nonprofit was charged with vetting the interns, bringing local industry into the mix, as well as providing training, covering liability and paying the interns an above-minimum wage of $11.25 per hour for two months of summer work. Not having to deal with all those concerns, said Amgen’s Desjarlais, went a long way toward convincing her company to participate. “There has to be something in it for both parties, especially if you’re working to get the corporation to recognize the benefit,” she said. “It’s tough for employers to say no to a program where all you need to do is take the interns on. I think if there’s incentive, that will help open doors.”\u003c/p>\n\u003cfigure id=\"attachment_52628\" class=\"wp-caption alignright\" style=\"max-width: 233px\">\u003cimg class=\"size-full wp-image-52628\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkills2d-e1543567824254.jpg\" alt=\"\" width=\"233\" height=\"316\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkills2d-e1543567824254.jpg 233w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkills2d-e1543567824254-160x217.jpg 160w\" sizes=\"(max-width: 233px) 100vw, 233px\">\u003cfigcaption class=\"wp-caption-text\">Nariq Richardson, 18, is a senior at Rhode Island’s Academy for Career Exploration. A summer internship at Gilbane, a construction company, inspired him to seriously consider a career in the field, maybe as a project manager or architect. \u003ccite>(Courtesy of Vilson Gamez)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nariq Richardson, a senior at Academy for Career Exploration, a high school in Providence, spent his summer internship at Gilbane, a local construction company. At Gilbane, Richardson worked on a variety of tasks, including inserting hyperlinks into the firm’s blueprints and documenting construction progress with 360-degree photos he took at a job site. “That was my first real, paying job. I was really nervous, but I gained a lot of confidence,” said the 18-year-old.\u003c/p>\n\u003cp>Before the internship, Richardson had envisioned a technical career like computer programming. But Prepare Rhode Island taught him that he can excel in multitasking, working with colleagues and problem solving. Now he’s thinking of going into the construction field, he said, “maybe as a project manager or architect.”\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/businesses-say-students-arent-mastering-basic-workplace-skills-are-they-right/\">\u003cem>soft skills\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Editor’s note: This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/businesses-say-students-arent-mastering-basic-workplace-skills-are-they-right/\">\u003cem>soft skills\u003c/em>\u003c/a>\u003cem> is part of \u003c/em>\u003ca href=\"http://hechingerreport.org/map-to-the-middle-class/\">\u003cem>Map to the Middle Class\u003c/em>\u003c/a>\u003cem>, a \u003c/em>\u003ca href=\"https://hechingerreport.org/\">Hechinger Report\u003c/a>\u003cem> series examining how schools can prepare students for the good middle-class jobs of the future.\u003c/em>\u003c/p>\n\u003cp>When Emma Campbell began planning how to spend her summer, one thing was clear: To drive to the stables to go riding and get to and from home and her gym, she’d need to buy a lot of gas for her car, and to do that — she’d need a job. After finishing her junior year at Coventry High School, a large public school in Rhode Island, she figured her best shot at summer employment would be at Dunkin’ Donuts, or maybe a local coffee shop. But then she received an email from her guidance counselor about a new summer internship program that connected high schoolers from across the state with paid internships in local businesses, and the idea of pouring coffee all summer was dumped.\u003c/p>\n\u003cp>Working in an office instead of a restaurant “would probably be a much better experience,” said Campbell, who is 17 and dreams of becoming a scientist. Even so, the prospect of spending the summer working alongside seasoned professionals terrified her.\u003c/p>\n\u003cp>Luckily, the internship program, called Prepare Rhode Island, was designed to anticipate the nervousness a student like Campbell might experience — as well as the inevitable host of faux pas, communication disconnects and other workplace etiquette snafus that can occur when teenagers enter professional work settings. To help ward off such problems, the program featured an orientation and interview process to carefully match students with local businesses. Next, and perhaps most importantly, the 162 students who made the cut attended a five-day boot camp in which they learned crucial workplace skills such as goal setting, effective communication, teamwork, public speaking, conflict resolution and critical thinking.\u003c/p>\n\u003cfigure id=\"attachment_52629\" class=\"wp-caption alignright\" style=\"max-width: 220px\">\u003cimg class=\"wp-image-52629\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159.jpg\" alt=\"\" width=\"220\" height=\"314\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159.jpg 1753w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-160x228.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-800x1140.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-768x1095.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-1020x1454.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-842x1200.jpg 842w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-1180x1682.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-960x1369.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-240x342.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-375x535.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkils1-e1543567990159-520x741.jpg 520w\" sizes=\"(max-width: 220px) 100vw, 220px\">\u003cfigcaption class=\"wp-caption-text\">Emma Campbell, 17, a senior at Coventry High School, interned at Amgen last summer via PrepareRI, a statewide workforce prep program for Rhode Island students. \u003ccite>(Courtesy of Michele Carey Balme)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It was incredibly intimidating at first,” Campbell recalled of the boot camp and its various challenges, such as attending a networking lunch with local heads of industry. “But it pushed me out of my comfort zone, made me get used to things like being able to communicate with people openly.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As the labor market tightens, businesses are on the hunt, looking to fill jobs with young people coming out of schools and colleges. While there’s been a \u003ca href=\"https://www.bls.gov/spotlight/2017/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future/pdf/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future.pdf\">lot of talk\u003c/a> about the \u003ca href=\"https://hechingerreport.org/without-changes-education-future-work-will-leave-people-behind/\">demand\u003c/a> for \u003ca href=\"https://hechingerreport.org/one-reason-students-arent-prepared-for-stem-careers-no-physics-in-high-school/\">technical capabilities\u003c/a> among this burgeoning pool of labor, employers complain that students lack fundamental skills: things like being able to collaborate, communicate, think critically and interact effectively with coworkers.\u003c/p>\n\u003cp>In response, some states have added requirements that schools teach these skills, sometimes referred to as “soft skills” or “\u003ca href=\"https://cte.ed.gov/initiatives/employability-skills-framework\">employability skills\u003c/a>.” States are adopting online curricula, or in some cases, developing their own programs from the ground up. But some education experts argue that too much of the burden for training people on the professional skills they need is falling on educators. For this training to be truly effective, they say, schools also need help from local industries to provide rigorous real-life workplace learning experiences. Programs like Prepare Rhode Island can offer an ideal way to get kids into the workplace, while sharing the responsibility for their training with employers, experts say.\u003c/p>\n\u003cp>This year, after a two-year survey of 1,100 employers in the state, the Georgia Department of Labor concluded that 85 percent of the businesses surveyed were deeply concerned with workers’ poor soft skills and work ethic. Topmost among employer worries were attendance and punctuality, attitude and respect, discipline and character. Among the findings, 87 percent of employers expressed concerns about their workers’ abilities to engage in creative thinking and problem solving.\u003c/p>\n\u003cp>“In the workforce shortage we’re facing right now, soft skills are very much one of the biggest concerns,” said Mark Butler, commissioner for the Georgia Department of Labor, who is spearheading the state’s Business Employability Skills Training, a soft skills program that, he said, is now in 200 high schools and 30 middle schools and is expected to expand to elementary school. “The biggest reason people aren’t getting work right now is not so much a lack of technical training, it’s really their lack of soft skills. Most employers are desperate for workers, and willing to train people to do those jobs. Where they’re struggling is to correct some of the behavior issues.”\u003c/p>\n\u003cp>After agreeing to take on 10 summer interns from the Prepare Rhode Island program last summer, Cathy Desjarlais, a human resources manager at biotech company Amgen’s Rhode Island site, had reservations about the new interns, apprehensive they would display the behavior issues Butler described. “Would they come appropriately dressed, would they behave appropriately in our corporate setting — even just walking through the hallways — they are high school students and this would be, for many of them, their first work experience in a corporate setting,” said Desjarlais. “My main concern was how they’d adapt to the workplace and could they behave.”\u003c/p>\n\u003cfigure id=\"attachment_52630\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52630\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/soft-skills-graphic.png\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/soft-skills-graphic.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/soft-skills-graphic-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/soft-skills-graphic-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/soft-skills-graphic-240x180.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/soft-skills-graphic-375x281.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/soft-skills-graphic-520x390.png 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Here are the skills businesses look for in young people\u003c/figcaption>\u003c/figure>\n\u003cp>Research suggests Desjarlais was right to be concerned. When the National Association of Colleges \u003ca href=\"http://www.naceweb.org/career-readiness/competencies/are-college-graduates-career-ready/\">surveyed\u003c/a> employers and graduating college seniors last year, it discovered a broad disconnect between how each party perceived students’ competencies in areas such as oral and written communication, career management and leadership. The greatest discrepancy concerned students’ professionalism and work ethic: While nearly 90 percent of students rated themselves as proficient in this area, only 42 percent of employers in fact considered them such.\u003c/p>\n\u003cp>Some experts, though, point out that employer handwringing over young people’s lack of preparedness isn’t novel. “Industry and education people want to talk about 21st-century skills and soft skills and lump them all together as if we’re talking about something new,” said Grover Whitehurst, senior fellow in economic studies for the Brookings Institution, a Washington think tank. “These are also 19th-century skills.”\u003c/p>\n\u003cp>Peter Cappelli, a professor at the University of Pennsylvania’s Wharton School, disputes the notion that young people today have less ability to engage effectively in a workplace than those of prior generations. “Employers have always complained that young people lack maturity. That’s because they are young,” Cappelli said.\u003c/p>\n\u003cp>Still, as employers clamor for workers with these aptitudes, more and more states are integrating soft skills instruction into the K-12 curriculum. Indiana, for example, passed a \u003ca href=\"http://iga.in.gov/static-documents/0/6/f/e/06fefe81/SB0297.05.ENRH.pdf\">law\u003c/a> this spring requiring all schools to begin teaching employability skills by the beginning of 2019. California is exploring how to best teach these skills to students through the \u003ca href=\"https://www.mdrc.org/project/new-world-work#overview\">New World of Work program\u003c/a>, a U.S. Department of Education-funded project currently being piloted at nine community colleges that includes a classroom curriculum, workplace learning and a credential. While many state programs bear similarities to U.S. Department of Education \u003ca href=\"https://cte.ed.gov/initiatives/employability-skills-framework\">recommendations\u003c/a> for career and technical education programs, individual states tweak components to suit their industry sectors.\u003c/p>\n\u003cp>Prepare Rhode Island, for example, is a direct response to the state’s looming workforce shortage. By 2020, the state estimates \u003ca href=\"http://economicprogressri.org/wp-content/uploads/2018/01/SOW2017-Full-Updated-Report-for-web-FINAL.pdf\">70 percent\u003c/a> of its jobs will require either an industry-recognized certificate or a post-secondary degree, and yet, less than 45 percent of the state’s residents have any education beyond high school. The state is pouring money into myriad job-training efforts — including $3 million into a variety of youth initiatives this year, $739,228 of which funded the Prepare Rhode Island boot camp and internship, according to Heather Hudson, executive director of the Governor’s Workforce Board, the state agency behind the effort.\u003c/p>\n\u003cp>The Workforce Board chose an independent nonprofit to operate the internship program and act as a middleman between schools and local businesses. That took some of the burden off teachers and school administrators who are already stretched thin, say the program’s backers. “While our educational system is in the mix here, changing that system just takes longer than the timeframe we have to ramp up,” said Nina Pande, executive director of the nonprofit, Skills for Rhode Island’s Future. “So we’re supplementing to make sure our children don’t fall even farther behind in understanding what the workplace will demand of them when they graduate.”\u003c/p>\n\u003cp>The nonprofit was charged with vetting the interns, bringing local industry into the mix, as well as providing training, covering liability and paying the interns an above-minimum wage of $11.25 per hour for two months of summer work. Not having to deal with all those concerns, said Amgen’s Desjarlais, went a long way toward convincing her company to participate. “There has to be something in it for both parties, especially if you’re working to get the corporation to recognize the benefit,” she said. “It’s tough for employers to say no to a program where all you need to do is take the interns on. I think if there’s incentive, that will help open doors.”\u003c/p>\n\u003cfigure id=\"attachment_52628\" class=\"wp-caption alignright\" style=\"max-width: 233px\">\u003cimg class=\"size-full wp-image-52628\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkills2d-e1543567824254.jpg\" alt=\"\" width=\"233\" height=\"316\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkills2d-e1543567824254.jpg 233w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Sarah-Gonser-SoftSkills2d-e1543567824254-160x217.jpg 160w\" sizes=\"(max-width: 233px) 100vw, 233px\">\u003cfigcaption class=\"wp-caption-text\">Nariq Richardson, 18, is a senior at Rhode Island’s Academy for Career Exploration. A summer internship at Gilbane, a construction company, inspired him to seriously consider a career in the field, maybe as a project manager or architect. \u003ccite>(Courtesy of Vilson Gamez)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nariq Richardson, a senior at Academy for Career Exploration, a high school in Providence, spent his summer internship at Gilbane, a local construction company. At Gilbane, Richardson worked on a variety of tasks, including inserting hyperlinks into the firm’s blueprints and documenting construction progress with 360-degree photos he took at a job site. “That was my first real, paying job. I was really nervous, but I gained a lot of confidence,” said the 18-year-old.\u003c/p>\n\u003cp>Before the internship, Richardson had envisioned a technical career like computer programming. But Prepare Rhode Island taught him that he can excel in multitasking, working with colleagues and problem solving. Now he’s thinking of going into the construction field, he said, “maybe as a project manager or architect.”\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/businesses-say-students-arent-mastering-basic-workplace-skills-are-they-right/\">\u003cem>soft skills\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Classrooms in the U.S. often focus most attention on literacy and math, largely because those skills are considered foundational and are tested. However most people will also need to communicate their thoughts and ideas to other people through oral language, and yet effective communication strategies are often not taught with the same precision and structure as other parts of the curriculum.\u003c/p>\n\u003cp>School 21, a public school in London has made \u003ca href=\"http://www.edutopia.org/blog/oracy-literacy-of-spoken-word-oli-de-botton\" target=\"_blank\">\"oracy\"\u003c/a> a primary focus of everything they do. From the earliest grades on up teachers support students to find their voice, express differing opinions politely, and challenge one another's thinking. These are skills called for in the Common Core, but can be hard to find in many classrooms because students haven't been \u003ca href=\"http://www.edutopia.org/practice/oracy-classroom-strategies-effective-talk\" target=\"_blank\">taught how\u003c/a> to make \"turn and talks\" truly effective.\u003c/p>\n\u003cp>The Edutopia team visited School 21 and captured \u003ca href=\"http://www.edutopia.org/school/school-21\" target=\"_blank\">some amazing videos\u003c/a> of students practicing their communication skills with support from teachers.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/2ADAY9AQm54\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Another key element of the School 21 program is \"\u003ca href=\"http://www.edutopia.org/practice/wellbeing-developing-empathy-emotional-awareness-and-agency\" target=\"_blank\">well-being\u003c/a>,\" a social emotional learning curriculum that is once again embedded throughout students' experience of school. In the following video, the communication skills teachers have helped foster become supremely important as even young students grapple with difficult topics like race, difference, diversity and kindness.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/nralkrM43uQ\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Because oral communication is a core tenet of School 21, students continue to build on their skills throughout school until arguing an opinion and defending with research are almost second nature to them. The school also tries to help students see the progress they've made by offering culminating moments when they can show off their \u003ca href=\"http://www.edutopia.org/practice/public-speaking-oracy-skills-real-world\" target=\"_blank\">public speaking skills\u003c/a> in front of real audiences.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/KfrwGZyk-bc\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Speaking is a part of almost every classroom, but it can be easy to assume that students already know how to do things like challenge an idea or back up an argument with evidence. In reality, those oral communication skills must be explicitly taught like other core skills in school. And a well-spoken, confident young person will have occasion to use those communication skills throughout his or her life. Peter Hyman, School 21 cofounder and executive head teacher, says, \"\u003cspan class=\"s1\">We need to elevate speaking to the same level as reading and writing.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Classrooms in the U.S. often focus most attention on literacy and math, largely because those skills are considered foundational and are tested. However most people will also need to communicate their thoughts and ideas to other people through oral language, and yet effective communication strategies are often not taught with the same precision and structure as other parts of the curriculum.\u003c/p>\n\u003cp>School 21, a public school in London has made \u003ca href=\"http://www.edutopia.org/blog/oracy-literacy-of-spoken-word-oli-de-botton\" target=\"_blank\">\"oracy\"\u003c/a> a primary focus of everything they do. From the earliest grades on up teachers support students to find their voice, express differing opinions politely, and challenge one another's thinking. These are skills called for in the Common Core, but can be hard to find in many classrooms because students haven't been \u003ca href=\"http://www.edutopia.org/practice/oracy-classroom-strategies-effective-talk\" target=\"_blank\">taught how\u003c/a> to make \"turn and talks\" truly effective.\u003c/p>\n\u003cp>The Edutopia team visited School 21 and captured \u003ca href=\"http://www.edutopia.org/school/school-21\" target=\"_blank\">some amazing videos\u003c/a> of students practicing their communication skills with support from teachers.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/2ADAY9AQm54\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Another key element of the School 21 program is \"\u003ca href=\"http://www.edutopia.org/practice/wellbeing-developing-empathy-emotional-awareness-and-agency\" target=\"_blank\">well-being\u003c/a>,\" a social emotional learning curriculum that is once again embedded throughout students' experience of school. In the following video, the communication skills teachers have helped foster become supremely important as even young students grapple with difficult topics like race, difference, diversity and kindness.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/nralkrM43uQ\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Because oral communication is a core tenet of School 21, students continue to build on their skills throughout school until arguing an opinion and defending with research are almost second nature to them. The school also tries to help students see the progress they've made by offering culminating moments when they can show off their \u003ca href=\"http://www.edutopia.org/practice/public-speaking-oracy-skills-real-world\" target=\"_blank\">public speaking skills\u003c/a> in front of real audiences.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/KfrwGZyk-bc\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Speaking is a part of almost every classroom, but it can be easy to assume that students already know how to do things like challenge an idea or back up an argument with evidence. In reality, those oral communication skills must be explicitly taught like other core skills in school. And a well-spoken, confident young person will have occasion to use those communication skills throughout his or her life. Peter Hyman, School 21 cofounder and executive head teacher, says, \"\u003cspan class=\"s1\">We need to elevate speaking to the same level as reading and writing.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"soldout": {
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