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"content": "\u003cp>\u003cimg class=\"aligncenter size-large wp-image-33493\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/177537564-640x426.jpg\" alt=\"177537564\" width=\"640\" height=\"426\">\u003c/p>\n\u003cp class=\"dropcap-serif\">On his first day teaching at Coronado Elementary School in Richmond, Calif., students threw rocks at Jean-Gabrielle Larochette, pretending he was a police officer. He spent fifteen minutes of every class calming down a handful of kids in this low-income-neighborhood public school who wouldn’t follow directions or behave.\u003c/p>\n\u003cp>Larochette began practicing meditation and mindfulness to cope with his own stresses of teaching and supporting traumatized kids. He believed the breathing techniques that helped calm his fears might work for his students too, so he founded the \u003ca href=\"http://mindfullifeproject.org/\">Mindful Life Project\u003c/a>.\u003c/p>\n\u003cp>“Before we can teach a kid how to academically excel in school, we need to teach him how to have stillness, pay attention, stay on task, regulate, make good choices,” said Larochette. “We tell kids be quiet, calm yourself down, be still. We tell them all these things they need in the classroom, but we’re not teaching them how to do that.”\u003c/p>\n\u003cp>The project has since grown and is now being incorporated in a group of elementary schools in Richmond, in an attempt to improve academic performance and create a more positive school culture by teaching students mindfulness. Mindfulness is the ability to exist in the present moment and practicing it often looks like meditation. Schools across the country are beginning to use mindfulness as part of an effort to address the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\">social and emotional needs of children\u003c/a>, improving student achievement in the process.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“When we look at low performing schools it's not that these children are unable to learn, it’s that very often they are unavailable to learn.”\u003c/aside>\n\u003cp>“My hour of lost teaching time because of behavior problems went down to about 15 minutes a day --that meant almost a whole other day of teaching,” Larochette said. “I had to figure out what I could do to bring this to the rest of the schools in our area.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Studies of mindfulness programs in schools have found that regular practice -- even just a few minutes per day -- \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/why-teaching-mindfulness-benefits-students-learning/\">improves student self-control\u003c/a> and increases their classroom participation, respect for others, happiness, optimism, and self-acceptance levels. It can help reduce absenteeism and suspensions too. A mindfulness practice helps reduce activity in the amygdala, the brain’s emotional center responsible for fear and stress reactions.\u003c/p>\n\u003cp>“The other thing we know mindfulness does with the brain is it increases the activity in the prefrontal cortex,” said Vicki Zakrzewski, education director at the \u003ca href=\"http://greatergood.berkeley.edu/\">UC Berkeley Greater Good Science Center\u003c/a>, which studies the science behind mindfulness. “This is where we make our decisions, how we plan, our abstract thinking,” she said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"941dc662ef9fe6b986438df15af83c9c\"]\u003c/p>\n\u003cp>Educators at Nystrom Elementary school in Richmond are seeing some of those positive effects in their students. “This year is much better,” said third-grade teacher Glenna Hamilton. “Last year, it was just horrible.” One of Hamilton’s most disruptive students became more respectful and responsible since he began receiving mindfulness training. “If he does something incorrect, instead of being argumentative with me, he really thinks about it and realizes, ‘I didn’t make a good choice,’ and I see him self-correcting,” she said.\u003c/p>\n\u003cp>Nystrom’s school culture has shifted since the student began mindfulness training, said Principal LeDonna Williams. Students now have a common language to use when they want to calm each other down and fewer students are being sent to her office. When a student does act up, Williams will sometimes ask them to practice mindfulness before she addresses the problem. “Then you see the little fists releasing and their temperament coming down and they’re willing to talk to you a little more candidly about what their issues are,” Williams said. “They use it, they really do and it's nice to see that.”\u003c/p>\n\u003cp>\u003cstrong>COPING MECHANISM FOR TRAUMA\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Many students at Nystrom directly know people who have been killed and others experience trauma secondhand from living in a violent neighborhood. In 2013, there were four homicides, 39 armed robberies and 47 assaults with a deadly weapon reported to the police in South Richmond.\u003c/p>\n\u003cp>“There’s a lot of grief and loss,” Williams said. “A lot of students experience violence on a daily basis, either in the home or in the community. And it’s coming out in their school work, in their interactions with other students, the climate of the school, it affects that.”\u003c/p>\n\u003cfigure id=\"attachment_33501\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-33501\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/Mindfulness2-300x175.jpg\" alt=\"Mindfulness\" width=\"300\" height=\"175\">\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Katrina Schwartz\u003c/figcaption>\u003c/figure>\n\u003cp>All the schools the Mindful Life Project works with have seen drops in detentions and referrals, said Larochette. At Nystrom, 18 kids accounted for 82 percent of the suspensions. At the beginning of their mindfulness training those kids were suspended 62 times in the first trimester. After three trimesters of mindfulness practice, that rate had dropped to 20.\u003c/p>\n\u003cp>“When we look at low-performing schools it's not that these children are unable to learn, it’s that very often they are unavailable to learn,” said Madeline Kronenberg, a \u003ca href=\"http://www.wccusd.net/site/default.aspx?PageID=1\">West Contra Costa County\u003c/a> school board member. “They’re not able to focus; they’re so fixated on other things that are going on in their lives that it’s difficult for them to be able to find space for learning. Our job is to educate these kids and the way you educate them is that they need to be available to learn.”\u003c/p>\n\u003cp>At Nystrom, students report using mindfulness in a variety of situations. “When there are older kids, we were playing football and he hit me pretty hard on purpose,” said sixth-grader Tayshawn Newman. “We were going to get into a huge argument, and I just said, 'Forget it.' I took a deep breath and said, 'Forget it.'” Another student reported that the mindfulness training makes him feel calmer and that he uses it when he feels like hitting someone. Another boy said he uses his mindfulness practice when he has trouble falling asleep.\u003c/p>\n\u003caside class=\"left\">\u003cem>\u003cstrong>Hear about individual students' experiences with the Mindful Life Project\u003c/strong>\u003c/em>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/130837096\" params=\"color=ff6600&auto_play=false&show_artwork=true\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003c/aside>\n\u003cp>The mindfulness instructors understand that for many kids the ability to create inward calm is crucial when external quiet is hard to come by.\u003c/p>\n\u003cp>“The idea was to really create a grassroots movement,” said Larochette. “A movement that’s within, that stays within, that solidifies within and then meeting our kids when they get to middle school and high school and sustaining those opportunities and having a mindful life project instead of just mindfulness for eight to 10 weeks or a couple of years.”\u003c/p>\n\u003cp>The project is in the process of finalizing contracts with two of the biggest middle schools in the area. They hope mindfulness will follow elementary school graduates, helping them navigate middle school and eventually high school. Ultimately, Larochette would love to have high school mindfulness students come back to mentor younger students.\u003c/p>\n\u003cp>Check out what the \u003ca href=\"http://mindfullifeproject.org/\" target=\"_blank\">Mindful Life Project\u003c/a> looks like in action.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>[youtube //www.youtube.com/watch?v=2UF4mmTWsnE]\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Studies of mindfulness programs in schools have found that regular practice -- even just a few minutes per day -- \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/why-teaching-mindfulness-benefits-students-learning/\">improves student self-control\u003c/a> and increases their classroom participation, respect for others, happiness, optimism, and self-acceptance levels. It can help reduce absenteeism and suspensions too. 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Students now have a common language to use when they want to calm each other down and fewer students are being sent to her office. When a student does act up, Williams will sometimes ask them to practice mindfulness before she addresses the problem. “Then you see the little fists releasing and their temperament coming down and they’re willing to talk to you a little more candidly about what their issues are,” Williams said. “They use it, they really do and it's nice to see that.”\u003c/p>\n\u003cp>\u003cstrong>COPING MECHANISM FOR TRAUMA\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Many students at Nystrom directly know people who have been killed and others experience trauma secondhand from living in a violent neighborhood. In 2013, there were four homicides, 39 armed robberies and 47 assaults with a deadly weapon reported to the police in South Richmond.\u003c/p>\n\u003cp>“There’s a lot of grief and loss,” Williams said. “A lot of students experience violence on a daily basis, either in the home or in the community. And it’s coming out in their school work, in their interactions with other students, the climate of the school, it affects that.”\u003c/p>\n\u003cfigure id=\"attachment_33501\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-33501\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/Mindfulness2-300x175.jpg\" alt=\"Mindfulness\" width=\"300\" height=\"175\">\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Katrina Schwartz\u003c/figcaption>\u003c/figure>\n\u003cp>All the schools the Mindful Life Project works with have seen drops in detentions and referrals, said Larochette. At Nystrom, 18 kids accounted for 82 percent of the suspensions. At the beginning of their mindfulness training those kids were suspended 62 times in the first trimester. After three trimesters of mindfulness practice, that rate had dropped to 20.\u003c/p>\n\u003cp>“When we look at low-performing schools it's not that these children are unable to learn, it’s that very often they are unavailable to learn,” said Madeline Kronenberg, a \u003ca href=\"http://www.wccusd.net/site/default.aspx?PageID=1\">West Contra Costa County\u003c/a> school board member. “They’re not able to focus; they’re so fixated on other things that are going on in their lives that it’s difficult for them to be able to find space for learning. Our job is to educate these kids and the way you educate them is that they need to be available to learn.”\u003c/p>\n\u003cp>At Nystrom, students report using mindfulness in a variety of situations. “When there are older kids, we were playing football and he hit me pretty hard on purpose,” said sixth-grader Tayshawn Newman. “We were going to get into a huge argument, and I just said, 'Forget it.' I took a deep breath and said, 'Forget it.'” Another student reported that the mindfulness training makes him feel calmer and that he uses it when he feels like hitting someone. Another boy said he uses his mindfulness practice when he has trouble falling asleep.\u003c/p>\n\u003caside class=\"left\">\u003cem>\u003cstrong>Hear about individual students' experiences with the Mindful Life Project\u003c/strong>\u003c/em>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/130837096&visual=true&color=ff6600&auto_play=false&show_artwork=true'\n title='https://api.soundcloud.com/tracks/130837096'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003c/aside>\n\u003cp>The mindfulness instructors understand that for many kids the ability to create inward calm is crucial when external quiet is hard to come by.\u003c/p>\n\u003cp>“The idea was to really create a grassroots movement,” said Larochette. “A movement that’s within, that stays within, that solidifies within and then meeting our kids when they get to middle school and high school and sustaining those opportunities and having a mindful life project instead of just mindfulness for eight to 10 weeks or a couple of years.”\u003c/p>\n\u003cp>The project is in the process of finalizing contracts with two of the biggest middle schools in the area. They hope mindfulness will follow elementary school graduates, helping them navigate middle school and eventually high school. Ultimately, Larochette would love to have high school mindfulness students come back to mentor younger students.\u003c/p>\n\u003cp>Check out what the \u003ca href=\"http://mindfullifeproject.org/\" target=\"_blank\">Mindful Life Project\u003c/a> looks like in action.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Age of Distraction: Why It's Crucial for Students to Learn to Focus",
"title": "Age of Distraction: Why It's Crucial for Students to Learn to Focus",
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"content": "\u003cfigure id=\"attachment_32828\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32828\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/distracted-texting300.jpg\" alt=\"distracted-texting300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/distracted-texting300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/distracted-texting300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/distracted-texting300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Digital classroom tools like computers, tablets and smartphones offer exciting opportunities to deepen learning through creativity, collaboration and connection, but those very devices can also be \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/with-tech-tools-how-should-teachers-tackle-multitasking-in-class/\">distracting to students\u003c/a>. Similarly, parents complain that when students are required to complete homework assignments online, it’s a challenge for students to remain on task. The ubiquity of digital technology in all realms of life isn’t going away, but if students don’t learn how to concentrate and shut out distractions, \u003ca href=\"http://www.scientificamerican.com/article.cfm?id=where-theres-a-will\">research\u003c/a> shows they’ll have a much harder time succeeding in almost every area.\u003c/p>\n\u003cp>“The real message is because attention is under siege more than it has ever been in human history, we have more distractions than ever before, we have to be more focused on cultivating the skills of attention,” said Daniel Goleman, a psychologist and author of \u003cem>\u003ca href=\"http://www.indiebound.org/book/9780062114860\">Focus: The Hidden Driver of Excellence\u003c/a>\u003c/em> and other books about social and emotional learning on \u003ca href=\"http://www.kqed.org/a/forum/R201311210900\">KQED’s Forum program\u003c/a>.\u003c/p>\n\u003cp>“Children I’m particularly worried about because the brain is the last organ of the body to become anatomically mature. It keeps growing until the mid-20s,” Goleman said. If young students don’t build up the neural circuitry that focused attention requires, they could have problems controlling their emotions and being empathetic.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It’s about using the devices smartly but having the capacity to concentrate as you need to, when you want to.”\u003c/aside>\n\u003cp>“The circuitry for paying attention is identical for the circuits for managing distressing emotion,” Goleman said. The area of the brain that governs focus and executive functioning is known as the pre-frontal cortex. This is also the part of the brain that allows people to control themselves, to keep emotions in check and to feel empathy for other people.\u003c/p>\n\u003cp>“The attentional circuitry needs to have the experience of sustained episodes of concentration -- reading the text, understanding and listening to what the teacher is saying -- in order to build the mental models that create someone who is well educated,” Goleman said. “The pulls away from that mean that we have to become more intentional about teaching kids.” He advocates for a “digital sabbath” everyday, some time when kids aren’t being distracted by devices at all. He’d also like to see schools building exercises that strengthen attention, like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/why-teaching-mindfulness-benefits-students-learning/\">mindfulness practices\u003c/a>, into the curriculum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The ability to focus is a secret element to success that often gets ignored. “The more you can concentrate the better you’ll do on anything, because whatever talent you have, you can’t apply it if you are distracted,” Goleman said. He pointed to research on athletes showing that when given a concentration test, the results accurately predicted how well each would perform in a game the next day.\u003c/p>\n\u003cp>[contextly_sidebar id=\"6ba4a183aa702c7129d7f2e089f511db\"]\u003c/p>\n\u003cp>Perhaps the most well known study on concentration is a \u003ca href=\"http://www.scientificamerican.com/article.cfm?id=where-theres-a-will\">longitudinal study\u003c/a> conducted with over 1,000 children in New Zealand by \u003ca href=\"http://www.moffittcaspi.com/\">Terrie Moffitt and Avshalom Caspi\u003c/a>, psychology and neuroscience professors at Duke University. The study tested children born in 1972 and 1973 regularly for eight years, measuring their ability to pay attention and to ignore distractions. Then, the researchers tracked those same children down at the age of 32 to see how well they fared in life. The ability to concentrate was the strongest predictor of success.\u003c/p>\n\u003cp>“This ability is more important than IQ or the socio economic status of the family you grew up in for determining career success, financial success and health,” Goleman said. That could be a problem for students in the U.S. who often seem addicted to their devices, unable to put them down for even a few moments. Teachers say students are unable to comprehend the same texts that generations of students that came before them could master without problems, said Goleman. These are signs that educators may need to start paying attention to the act of attention itself. Digital natives may need help cultivating what was once an innate part of growing up.\u003c/p>\n\u003cp>“It’s very important to amp up the focus side of the equation,” Goleman said. He’s not naive about the role digital devices play in society today, but he does believe that without managing how devices affect kids better they’ll never learn the attention skills they’ll need to succeed in the long term.\u003c/p>\n\u003cp>“There’s a need now to teach kids concentration abilities as part of the school curriculum,” Goleman said. “The more children and teens are natural focusers, the better able they’ll be to use the digital tool for what they have to get done and then to use it in ways that they enjoy.”\u003c/p>\n\u003cp>Some argue that the current generation of students grew up with digital devices and are much better at \u003ca href=\"http://ww2.kqed.org/mindshift/tag/multitasking/\">multitasking\u003c/a> than their parents. But the idea of multitasking is a myth, Goleman said. When people say they're “multitasking,” what they are really doing is something called “continuous partial attention,” where the brain switches back and forth quickly between tasks. The problem is that as a student switches back and forth between homework and streaming through text messages, their ability to focus on either task erodes. That trend is less pronounced when the actions are routine, but it could have significant implications for how deeply a student understands a new concept.\u003c/p>\n\u003cp>“If you have a big project, what you need to do every day is have a protected time so you can get work done,” Goleman said. For his part, when he's writing a book, Goleman goes to his studio where there is no email, no phone, nothing to distract him. He’ll work for several hours and then spend designated time responding to people afterwards.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I don’t think the enemy is digital devices,” Goleman said. “What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices. It’s about using the devices smartly but having the capacity to concentrate as you need to, when you want to.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The ability to focus is a secret element to success that often gets ignored. “The more you can concentrate the better you’ll do on anything, because whatever talent you have, you can’t apply it if you are distracted,” Goleman said. He pointed to research on athletes showing that when given a concentration test, the results accurately predicted how well each would perform in a game the next day.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Perhaps the most well known study on concentration is a \u003ca href=\"http://www.scientificamerican.com/article.cfm?id=where-theres-a-will\">longitudinal study\u003c/a> conducted with over 1,000 children in New Zealand by \u003ca href=\"http://www.moffittcaspi.com/\">Terrie Moffitt and Avshalom Caspi\u003c/a>, psychology and neuroscience professors at Duke University. The study tested children born in 1972 and 1973 regularly for eight years, measuring their ability to pay attention and to ignore distractions. Then, the researchers tracked those same children down at the age of 32 to see how well they fared in life. The ability to concentrate was the strongest predictor of success.\u003c/p>\n\u003cp>“This ability is more important than IQ or the socio economic status of the family you grew up in for determining career success, financial success and health,” Goleman said. That could be a problem for students in the U.S. who often seem addicted to their devices, unable to put them down for even a few moments. Teachers say students are unable to comprehend the same texts that generations of students that came before them could master without problems, said Goleman. These are signs that educators may need to start paying attention to the act of attention itself. Digital natives may need help cultivating what was once an innate part of growing up.\u003c/p>\n\u003cp>“It’s very important to amp up the focus side of the equation,” Goleman said. He’s not naive about the role digital devices play in society today, but he does believe that without managing how devices affect kids better they’ll never learn the attention skills they’ll need to succeed in the long term.\u003c/p>\n\u003cp>“There’s a need now to teach kids concentration abilities as part of the school curriculum,” Goleman said. “The more children and teens are natural focusers, the better able they’ll be to use the digital tool for what they have to get done and then to use it in ways that they enjoy.”\u003c/p>\n\u003cp>Some argue that the current generation of students grew up with digital devices and are much better at \u003ca href=\"http://ww2.kqed.org/mindshift/tag/multitasking/\">multitasking\u003c/a> than their parents. But the idea of multitasking is a myth, Goleman said. When people say they're “multitasking,” what they are really doing is something called “continuous partial attention,” where the brain switches back and forth quickly between tasks. The problem is that as a student switches back and forth between homework and streaming through text messages, their ability to focus on either task erodes. That trend is less pronounced when the actions are routine, but it could have significant implications for how deeply a student understands a new concept.\u003c/p>\n\u003cp>“If you have a big project, what you need to do every day is have a protected time so you can get work done,” Goleman said. For his part, when he's writing a book, Goleman goes to his studio where there is no email, no phone, nothing to distract him. He’ll work for several hours and then spend designated time responding to people afterwards.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_31311\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/sudhamshu/3796196256/sizes/z/in/photolist-6MsuTA-iAbjK-5U7fGS-8JHAFC-5hQRMz-2mq91o-2vDEeg-9oMeza-59NahT-djxvgn-7NHiMb-iApoJ-6uevvq-bpq21M-51N4Xt-3JYxRX-7o9bZf-btcQLp-3rmNJX-6o257q-5atGL1-63gCfw-6mi1Hz-5RADuz-6mnb33-7QDNHZ-aWWGd2-FfbjS-5YVi1B-yVhiX-dNnXxC-9RkYMs-6x2qvY-6wm39V-CmWUE-4X1Epn-8qjMZw-6APNeU-9XbWCS-9txRWu-coi9Ub-9oMeEv-7FtRWa-edHsVM-dPtHx9-5XsTxZ-7CFPdx-53roN-5stxq7-p3fe8-52am5w/\">\u003cimg class=\"size-full wp-image-31311\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/3796196256_e43d40aed0_z-e1378938557741.jpg\" alt=\"3796196256_e43d40aed0_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/3796196256_e43d40aed0_z-e1378938557741.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/3796196256_e43d40aed0_z-e1378938557741-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/3796196256_e43d40aed0_z-e1378938557741-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>The following is an excerpt from\u003ca href=\"http://www.amazon.com/Learning-Breathe-Mindfulness-Adolescents-Performance/dp/1608827836\">\u003cem> Learning to BREATHE: A Mindfulness Curriculum for Adolescents to Cultivate Emotion Regulation, Attention, and Performance\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>By Patricia C. Broderick, PhD\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">What do children and adolescents need to be successful in life? When this question arises, a common answer is “a good education.” Academic success is the goal that is emphasized in standards-based movements about education reform, and it is currently in the forefront of public consciousness. The most typical benchmarks of academic success include outcomes such as test performance, progress through the educational system, and mastery of content knowledge. However, teachers and therapists who work with youth on a day-to- day basis, and who witness their progress and their struggles, know that there is more to this story.\u003c/p>\n\u003cp>There is little doubt that in addition to academic success, we also want our youth to be happy and well.\u003c/p>\n\u003cp>These goals are far from being disconnected: we now realize the fundamental role that social and emotional well-being play in the attainment of academic outcomes. Learning to channel attention to productive tasks, to sustain motivation when work becomes demanding, and to handle the frustrations of sharing, learning, and communicating with peers are skills that depend on the ability to understand and manage emotions. These are competencies that children and adolescents learn alongside more traditionally academic ones. Demands for these types of interpersonal, intrapersonal, and problem-solving skills increase as students progress through the school years.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Although the emphasis on academic achievement often captures most of the attention in debates on school reform, important inroads are being made by those who take a more holistic approach to education. [Researchers] Wang, Haertel, and Walberg reported that among eleven factors most important for classroom learning, social and emotional factors accounted for eight. Decades of research on empirically based social and emotional learning programs have consistently shown that well-designed and well-implemented prevention programs offer a means of reducing problem incidence while building skills for mental health, improving classroom behavior, and enhancing achievement.\u003c/p>\n\u003cp>Many prominent voices have joined together to call for inclusion of social and emotional learning within K–12 school curricula. The mission of the Collaborative for Academic, Social, and Emotional Learning is to promote social and emotional skill development in schools through comprehensive programming. Personal, social, and emotional learning goals are included within the framework for nationally recognized school counseling and violence-prevention programs.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/the-importance-of-teaching-mindfulness/\">The Importance of Teaching Mindfuless\u003c/a>]\u003c/p>\n\u003cp>Neuroscience, too, has offered evidence to support a holistic message about cognitive, social, and emotional development. Recent scientific advances have led to rejection of a cognitive versus affective framework to describe human cognition. Evidence shows that the prefrontal cortex, considered the center of higher-level cognition in the brain, also plays a dramatically important role in emotion processing and regulation. Thus, the operation of the brain is more like an orchestra than a number of soloists. This paradigm-shifting evidence has forced us to rethink the relationship between reason and emotion. Not only does academic learning depend on social and emotional skills, but also it is virtually impossible to disentangle the two. A report from the National Scientific Council on the Developing Child put it this way:\u003c/p>\n\u003cp>\u003cem>When feelings are not well managed, thinking can be impaired. Recent scientific advances have shown how the interrelated development of emotion and cognition relies on the emergence, maturation, and interconnection of complex neural circuits in multiple areas of the brain, including the prefrontal cortex, limbic cortex, basal forebrain, amygdala, hypothalamus, and brain stem. The circuits that are involved in the regulation of emotion are highly interactive with those that are associated with “executive functions” (such as planning, judgment, and decision making), which are intimately involved in the development of problem-solving skills during the preschool years. In terms of basic brain functioning, emotions support executive functions when they are well regulated, but interfere with attention and decision making when they are poorly controlled.\u003c/em>\u003c/p>\n\u003cp>Reports of student academic performance often find their way into local newspapers in features that compare schools within and across districts. What garners less attention is the fact that schools are also charged with oversight and management of students’ emotional and behavioral problems. Counselors and therapists, both inside and outside of schools, know all too well the toll that such difficulties take on young people’s development. Recent large-scale epidemiological studies paint a dramatic and disturbing picture of the state of youth mental health. The landmark report in 2000 by the US Surgeon General (US Department of Health and Human Services, US Department of Education, & US Department of Justice) revealed that one in ten of our young people suffers from a mental health condition that meets diagnostic criteria, and one in five suffers from problems that significantly impair day-to-day functioning, including academic achievement and social relationships. Ten years later, the first national representative sample of over ten thousand US adolescents, the NCS-A, reveals an even starker view. Approximately half of adolescents sampled (49.5 percent) met lifetime criteria for at least one diagnosed (\u003cem>DSM-IV\u003c/em>) mental disorder, and 40 percent of these individuals met criteria for at least one additional mental disorder. Of this affected group, about one in four or five experienced symptoms so severe as to significantly impair their functioning across the life span.\u003c/p>\n\u003cp>Mindfulness has the potential to be a very useful component in prevention and treatment efforts because of its effectiveness in reducing emotional distress and promoting emotional balance, improving attention, and contributing to motivated learning. Virtually all social-emotional learning (SEL) programs and many therapeutic modalities recognize that adaptive development rests on the child’s maturing capacity for emotion regulation. Emotion regulation is increasingly viewed by contemporary researchers as a foundation for well-being and positive adjustment throughout the life span. \u003cem>Emotion regulation processes \u003c/em>may be defined as those strategies used to moderate affective experiences in order to meet the demands of different situations or to achieve certain goals. Such processes can include identification, differentiation, and acceptance of emotional experiences; ability to manage distress and modulate excitement; capacity to sustain motivation; prioritization among competing goals; and adaptive adjustment of behavioral responses . Difficulties in emotion regulation are at the root of many adolescent disorders, including depression, eating disorders, deliberate self-injury, substance-abuse disorders , and greater reactivity to stress.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">How Meditating Helps With Multitasking\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>It is suggested here that there is a difference between knowing \u003cem>about \u003c/em>emotions and knowing your own emotions \u003cem>as they are experienced\u003c/em>. In addition to learning about emotions, there is a distinct advantage in learning how to notice what’s happening in the present moment. Attending to and identifying emotions can mitigate the emotional reaction and increase emotional balance and clarity. This practice offers the opportunity to develop hardiness in the face of uncomfortable feelings that otherwise might provoke a response that could be harmful (for example, “acting out” by taking drugs or displaying violent behavior, or “acting in” by becoming more depressed). Learning to attend to your present-moment experience, called “mindfulness,” offers adolescents a tool to manage emotions as they are perceived and potentially increase in magnitude. Mindfulness training can complement and strengthen other approaches and therapies that promote emotion regulation, reduce stress, and develop attention.\u003c/p>\n\u003cp>Mindfulness has been defined as a certain way of paying attention: “on purpose, in the present moment, and nonjudgmentally.\" Mindfulness provides a means of handling distress with intention and nonjudgment via several proposed mechanisms: First, bringing attention to the present-moment experience of thoughts, emotions, and physical sensations shifts cognitive focus away from the past (such as a memory of a troubling incident) and the future (such as apprehension of impending trouble), thereby disrupting the connections between automatic cognitive interpretations and patterns of reacting. Second, focus on present-moment internal and external experience broadens attention and allows for suspension of previously practiced patterns of reacting (avoidance or overengagement), sometimes called \u003cem>decentering\u003c/em>. Third, the quality of nonjudgment that is essential to mindfulness permits the observation of your experience without judgment or evaluation. The practice of orienting to experience with curiosity and acceptance strengthens tolerance for distress by altering automatic response patterns described previously. When practiced regularly, mindfulness can provide a powerful tool for restoring emotional balance and preventing engagement in harmful behavior.\u003c/p>\n\u003cp>To understand mindfulness and its role in child and adolescent development, it is also important to consider the nature of attention and the ways in which we typically construe it. We often think of attention as a trait-like characteristic that is relatively immutable or inborn.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-medium wp-image-31313\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Screen-Shot-2013-09-11-at-3.31.53-PM-300x367.png\" alt=\"Screen Shot 2013-09-11 at 3.31.53 PM\" width=\"300\" height=\"367\">For example, students might be described as having “short attention spans” or as “highly attentive.” Or attention is viewed as so fragile and subject to distraction that it has to be “caught” by creative teachers or engaging clinicians. As noted earlier, attention is often seen as something separate from emotion, despite evidence from research and personal experience that shows how emotional states significantly affect the quality and the objects of our attention. In addressing emotion regulation through the teaching of mindfulness, attention is viewed as a skill that can be trained to observe the whole range of cognitive and emotional experiences that present themselves. It is a capacity that can be refined with practice so that it can be directed and maintained, intentionally and with greater stability, on objects of your choosing.\u003c/p>\n\u003cp>Mindfulness is attentiveness to the present as it is happening. This is quite a different way of using the mind from what we typically experience. Most of the time, children and adolescents use their minds to manipulate ideas or concepts, to recall information from the past or from their storehouse of knowledge, to imagine future circumstances, to plan, to calculate, or to schedule. These are just some of the important functions of mind that improve as children age and that are enhanced through schooling. But there is also a present-moment mind that is aware of unfolding thoughts, feelings, and sensations. This quality of mind allows for meta-awareness of those circumstances, plans, and calculations as they unfold. Mindfulness allows the individual to gain entrance to the workings of the mind such that, as some adolescents put it, it’s possible to have “space in my mind,” allowing them to see that “changing thoughts and feelings are nothing but travelers stopping by for a quick stay.” This realization can be deeply empowering as students come to recognize their potential for riding the waves of experience with greater equanimity. The inner reserve of mindful awareness is available to everyone, and these faculties of mind, developed with practice, have direct relevance to burgeoning self-awareness, to self-regulation, and to the emotional balance that supports fully engaged learning and well-being.\u003c/p>\n\u003ch3>\u003cstrong>Activity With Students: Mindful Walkabout\u003cbr>\n\u003c/strong>\u003c/h3>\n\u003cp>This activity can be used at any point in the six-or eighteen-session version of the program when an outdoor exercise is appropriate. The objective is to observe something in nature closely and mindfully, and share it with the group through art or poetry. This activity works best when an outdoor park or natural area is available, although it could also be done in other settings.\u003c/p>\n\u003cp>Provide each group member with a pad of paper and a pencil. Invite them to take a mindful walk around the area and notice the natural world. When they come to something of interest, perhaps something that they have never noticed before, instruct them to stop and observe mindfully (notice shape, color, texture, movement, context, size, and so on). Encourage them to observe with appreciation and interest. Ask them to use the paper and pencil to draw a “map” of the walk and a sketch of the objects of mindful observation. The entire activity might take ten to fifteen minutes or longer if desired. No particular expertise in art is required. Ring a bell to return to the group setting.\u003c/p>\n\u003cp>After the walkabout, observers might share their experiences with the whole group. This could include describing the map of the particular path. You may also invite group members to complete a couplet (two-lined poem) based on their experience of mindful observation. Choose one opening line for the whole group, or assign different ones to each member. It’s helpful to print out the first line on a piece of paper and allow group members to write the second line of about seven to nine syllables. Members can then read their couplets aloud individually or chorally, adding their lines to create a whole-group poem. Some possible opening lines include:\u003c/p>\n\u003cdiv>\n\u003cul>\n\u003cli>\u003cem>Happy for the chance to stop and look\u003c/em>\u003c/li>\n\u003cli>\u003cem>Still for a while, I pause and look\u003c/em>\u003c/li>\n\u003cli>\u003cem>Holding in my steady gaze\u003c/em>\u003c/li>\n\u003cli>\u003cem>What have I seen on my journey?\u003c/em>\u003c/li>\n\u003cli>\u003cem>What is more beautiful than this?\u003c/em>\u003c/li>\n\u003cli>\u003cem>Walking the path, I see what’s hidden\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cp>\u003cstrong>Moving to Practice \u003c/strong>\u003c/p>\n\u003cp>1. Emphasize that we’re learning to pay attention in a particular way.\u003c/p>\n\u003cp>2. Start by paying attention to the body (add the “B” poster to the wall, leaving space for the letters that will come in between the “B” and the last “E”).\u003c/p>\n\u003cp>3. Introduce basic awareness of breath and move to the “Body Scan” (later in this section).\u003c/p>\n\u003cp>4. Introduce real-life mindfulness (see the list of possibilities in the student workbook, for example, “Mindfulness in My Life” in the workbook).\u003c/p>\n\u003cp>\u003cem>Practicing paying attention in an open and interested way is the first step. We can start our training\u003c/em> \u003cem>in mindfulness by paying attention to the body. Sometimes, as we shall see, our minds are stuck in the future or in the past, but the body is always in the present. Much of the time we don’t pay very much attention to our bodies. Sometimes we pay too much attention to one aspect of the body, but neglect the whole. So we begin our mindful-awareness training by focusing on the body as a whole.\u003c/em>\u003c/p>\n\u003cp>After a short period, ask what this experience was like:\u003c/p>\n\u003cp>\u003cem>What did you notice about this type of breathing?\u003c/em>\u003c/p>\n\u003cp>\u003cem>This is often called “shallow breathing” and is associated with anxious states. Shallow breathing can result in reduced oxygen intake and can make you feel fatigued. Now place your hands on your belly and breathe from there. Notice the movement as the breath comes in and leaves the belly.\u003c/em>\u003c/p>\n\u003cp>After a short period, ask what this experience was like:\u003c/p>\n\u003cp>\u003cem>What did you notice about this type of breathing? How was it different?\u003c/em>\u003c/p>\n\u003cp>\u003cem>Belly breathing feels more relaxing. The body can be trained to breathe in a healthier way.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Now let’s try a complete breath. Put one hand on your chest and the other on your belly, and allow the breath to move in from your nostrils, fill your lungs, and expand your belly. Then exhale through your nostrils. Notice how the whole body was involved. This is the kind of breathing we’ll be practicing in the “Body Scan.”\u003c/em>\u003c/p>\n\u003cp>Reprinted with permission: \u003ca href=\"http://www.newharbinger.com\">New Harbinger Publications\u003c/a>, Inc.\u003cbr>\ncopyright (c) 2013 [Patricia C. Broderick, PhD]\u003c/p>\n\u003cp>\u003cem>Patricia C. Broderick, PhD, is a research associate at the Prevention Research Center for the Promotion of Human Development at Penn State University and founder of the Stress Reduction Center at West Chester University of Pennsylvania. A graduate of the mindfulness-based stress reduction advanced practicum at the Center for Mindfulness at the University of Massachusetts Medical School, Broderick is a licensed clinical psychologist as well as a certified school psychologist and counselor for grades K through 12.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Mindfulness has the potential to be a very useful component because of its effectiveness in reducing emotional distress and promoting emotional balance, improving attention, and contributing to motivated learning. This book excerpt digs in.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31311\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/sudhamshu/3796196256/sizes/z/in/photolist-6MsuTA-iAbjK-5U7fGS-8JHAFC-5hQRMz-2mq91o-2vDEeg-9oMeza-59NahT-djxvgn-7NHiMb-iApoJ-6uevvq-bpq21M-51N4Xt-3JYxRX-7o9bZf-btcQLp-3rmNJX-6o257q-5atGL1-63gCfw-6mi1Hz-5RADuz-6mnb33-7QDNHZ-aWWGd2-FfbjS-5YVi1B-yVhiX-dNnXxC-9RkYMs-6x2qvY-6wm39V-CmWUE-4X1Epn-8qjMZw-6APNeU-9XbWCS-9txRWu-coi9Ub-9oMeEv-7FtRWa-edHsVM-dPtHx9-5XsTxZ-7CFPdx-53roN-5stxq7-p3fe8-52am5w/\">\u003cimg class=\"size-full wp-image-31311\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/3796196256_e43d40aed0_z-e1378938557741.jpg\" alt=\"3796196256_e43d40aed0_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/3796196256_e43d40aed0_z-e1378938557741.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/3796196256_e43d40aed0_z-e1378938557741-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/3796196256_e43d40aed0_z-e1378938557741-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>The following is an excerpt from\u003ca href=\"http://www.amazon.com/Learning-Breathe-Mindfulness-Adolescents-Performance/dp/1608827836\">\u003cem> Learning to BREATHE: A Mindfulness Curriculum for Adolescents to Cultivate Emotion Regulation, Attention, and Performance\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>By Patricia C. Broderick, PhD\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">What do children and adolescents need to be successful in life? When this question arises, a common answer is “a good education.” Academic success is the goal that is emphasized in standards-based movements about education reform, and it is currently in the forefront of public consciousness. The most typical benchmarks of academic success include outcomes such as test performance, progress through the educational system, and mastery of content knowledge. However, teachers and therapists who work with youth on a day-to- day basis, and who witness their progress and their struggles, know that there is more to this story.\u003c/p>\n\u003cp>There is little doubt that in addition to academic success, we also want our youth to be happy and well.\u003c/p>\n\u003cp>These goals are far from being disconnected: we now realize the fundamental role that social and emotional well-being play in the attainment of academic outcomes. Learning to channel attention to productive tasks, to sustain motivation when work becomes demanding, and to handle the frustrations of sharing, learning, and communicating with peers are skills that depend on the ability to understand and manage emotions. These are competencies that children and adolescents learn alongside more traditionally academic ones. Demands for these types of interpersonal, intrapersonal, and problem-solving skills increase as students progress through the school years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Although the emphasis on academic achievement often captures most of the attention in debates on school reform, important inroads are being made by those who take a more holistic approach to education. [Researchers] Wang, Haertel, and Walberg reported that among eleven factors most important for classroom learning, social and emotional factors accounted for eight. Decades of research on empirically based social and emotional learning programs have consistently shown that well-designed and well-implemented prevention programs offer a means of reducing problem incidence while building skills for mental health, improving classroom behavior, and enhancing achievement.\u003c/p>\n\u003cp>Many prominent voices have joined together to call for inclusion of social and emotional learning within K–12 school curricula. The mission of the Collaborative for Academic, Social, and Emotional Learning is to promote social and emotional skill development in schools through comprehensive programming. Personal, social, and emotional learning goals are included within the framework for nationally recognized school counseling and violence-prevention programs.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/the-importance-of-teaching-mindfulness/\">The Importance of Teaching Mindfuless\u003c/a>]\u003c/p>\n\u003cp>Neuroscience, too, has offered evidence to support a holistic message about cognitive, social, and emotional development. Recent scientific advances have led to rejection of a cognitive versus affective framework to describe human cognition. Evidence shows that the prefrontal cortex, considered the center of higher-level cognition in the brain, also plays a dramatically important role in emotion processing and regulation. Thus, the operation of the brain is more like an orchestra than a number of soloists. This paradigm-shifting evidence has forced us to rethink the relationship between reason and emotion. Not only does academic learning depend on social and emotional skills, but also it is virtually impossible to disentangle the two. A report from the National Scientific Council on the Developing Child put it this way:\u003c/p>\n\u003cp>\u003cem>When feelings are not well managed, thinking can be impaired. Recent scientific advances have shown how the interrelated development of emotion and cognition relies on the emergence, maturation, and interconnection of complex neural circuits in multiple areas of the brain, including the prefrontal cortex, limbic cortex, basal forebrain, amygdala, hypothalamus, and brain stem. The circuits that are involved in the regulation of emotion are highly interactive with those that are associated with “executive functions” (such as planning, judgment, and decision making), which are intimately involved in the development of problem-solving skills during the preschool years. In terms of basic brain functioning, emotions support executive functions when they are well regulated, but interfere with attention and decision making when they are poorly controlled.\u003c/em>\u003c/p>\n\u003cp>Reports of student academic performance often find their way into local newspapers in features that compare schools within and across districts. What garners less attention is the fact that schools are also charged with oversight and management of students’ emotional and behavioral problems. Counselors and therapists, both inside and outside of schools, know all too well the toll that such difficulties take on young people’s development. Recent large-scale epidemiological studies paint a dramatic and disturbing picture of the state of youth mental health. The landmark report in 2000 by the US Surgeon General (US Department of Health and Human Services, US Department of Education, & US Department of Justice) revealed that one in ten of our young people suffers from a mental health condition that meets diagnostic criteria, and one in five suffers from problems that significantly impair day-to-day functioning, including academic achievement and social relationships. Ten years later, the first national representative sample of over ten thousand US adolescents, the NCS-A, reveals an even starker view. Approximately half of adolescents sampled (49.5 percent) met lifetime criteria for at least one diagnosed (\u003cem>DSM-IV\u003c/em>) mental disorder, and 40 percent of these individuals met criteria for at least one additional mental disorder. Of this affected group, about one in four or five experienced symptoms so severe as to significantly impair their functioning across the life span.\u003c/p>\n\u003cp>Mindfulness has the potential to be a very useful component in prevention and treatment efforts because of its effectiveness in reducing emotional distress and promoting emotional balance, improving attention, and contributing to motivated learning. Virtually all social-emotional learning (SEL) programs and many therapeutic modalities recognize that adaptive development rests on the child’s maturing capacity for emotion regulation. Emotion regulation is increasingly viewed by contemporary researchers as a foundation for well-being and positive adjustment throughout the life span. \u003cem>Emotion regulation processes \u003c/em>may be defined as those strategies used to moderate affective experiences in order to meet the demands of different situations or to achieve certain goals. Such processes can include identification, differentiation, and acceptance of emotional experiences; ability to manage distress and modulate excitement; capacity to sustain motivation; prioritization among competing goals; and adaptive adjustment of behavioral responses . Difficulties in emotion regulation are at the root of many adolescent disorders, including depression, eating disorders, deliberate self-injury, substance-abuse disorders , and greater reactivity to stress.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">How Meditating Helps With Multitasking\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>It is suggested here that there is a difference between knowing \u003cem>about \u003c/em>emotions and knowing your own emotions \u003cem>as they are experienced\u003c/em>. In addition to learning about emotions, there is a distinct advantage in learning how to notice what’s happening in the present moment. Attending to and identifying emotions can mitigate the emotional reaction and increase emotional balance and clarity. This practice offers the opportunity to develop hardiness in the face of uncomfortable feelings that otherwise might provoke a response that could be harmful (for example, “acting out” by taking drugs or displaying violent behavior, or “acting in” by becoming more depressed). Learning to attend to your present-moment experience, called “mindfulness,” offers adolescents a tool to manage emotions as they are perceived and potentially increase in magnitude. Mindfulness training can complement and strengthen other approaches and therapies that promote emotion regulation, reduce stress, and develop attention.\u003c/p>\n\u003cp>Mindfulness has been defined as a certain way of paying attention: “on purpose, in the present moment, and nonjudgmentally.\" Mindfulness provides a means of handling distress with intention and nonjudgment via several proposed mechanisms: First, bringing attention to the present-moment experience of thoughts, emotions, and physical sensations shifts cognitive focus away from the past (such as a memory of a troubling incident) and the future (such as apprehension of impending trouble), thereby disrupting the connections between automatic cognitive interpretations and patterns of reacting. Second, focus on present-moment internal and external experience broadens attention and allows for suspension of previously practiced patterns of reacting (avoidance or overengagement), sometimes called \u003cem>decentering\u003c/em>. Third, the quality of nonjudgment that is essential to mindfulness permits the observation of your experience without judgment or evaluation. The practice of orienting to experience with curiosity and acceptance strengthens tolerance for distress by altering automatic response patterns described previously. When practiced regularly, mindfulness can provide a powerful tool for restoring emotional balance and preventing engagement in harmful behavior.\u003c/p>\n\u003cp>To understand mindfulness and its role in child and adolescent development, it is also important to consider the nature of attention and the ways in which we typically construe it. We often think of attention as a trait-like characteristic that is relatively immutable or inborn.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-medium wp-image-31313\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Screen-Shot-2013-09-11-at-3.31.53-PM-300x367.png\" alt=\"Screen Shot 2013-09-11 at 3.31.53 PM\" width=\"300\" height=\"367\">For example, students might be described as having “short attention spans” or as “highly attentive.” Or attention is viewed as so fragile and subject to distraction that it has to be “caught” by creative teachers or engaging clinicians. As noted earlier, attention is often seen as something separate from emotion, despite evidence from research and personal experience that shows how emotional states significantly affect the quality and the objects of our attention. In addressing emotion regulation through the teaching of mindfulness, attention is viewed as a skill that can be trained to observe the whole range of cognitive and emotional experiences that present themselves. It is a capacity that can be refined with practice so that it can be directed and maintained, intentionally and with greater stability, on objects of your choosing.\u003c/p>\n\u003cp>Mindfulness is attentiveness to the present as it is happening. This is quite a different way of using the mind from what we typically experience. Most of the time, children and adolescents use their minds to manipulate ideas or concepts, to recall information from the past or from their storehouse of knowledge, to imagine future circumstances, to plan, to calculate, or to schedule. These are just some of the important functions of mind that improve as children age and that are enhanced through schooling. But there is also a present-moment mind that is aware of unfolding thoughts, feelings, and sensations. This quality of mind allows for meta-awareness of those circumstances, plans, and calculations as they unfold. Mindfulness allows the individual to gain entrance to the workings of the mind such that, as some adolescents put it, it’s possible to have “space in my mind,” allowing them to see that “changing thoughts and feelings are nothing but travelers stopping by for a quick stay.” This realization can be deeply empowering as students come to recognize their potential for riding the waves of experience with greater equanimity. The inner reserve of mindful awareness is available to everyone, and these faculties of mind, developed with practice, have direct relevance to burgeoning self-awareness, to self-regulation, and to the emotional balance that supports fully engaged learning and well-being.\u003c/p>\n\u003ch3>\u003cstrong>Activity With Students: Mindful Walkabout\u003cbr>\n\u003c/strong>\u003c/h3>\n\u003cp>This activity can be used at any point in the six-or eighteen-session version of the program when an outdoor exercise is appropriate. The objective is to observe something in nature closely and mindfully, and share it with the group through art or poetry. This activity works best when an outdoor park or natural area is available, although it could also be done in other settings.\u003c/p>\n\u003cp>Provide each group member with a pad of paper and a pencil. Invite them to take a mindful walk around the area and notice the natural world. When they come to something of interest, perhaps something that they have never noticed before, instruct them to stop and observe mindfully (notice shape, color, texture, movement, context, size, and so on). Encourage them to observe with appreciation and interest. Ask them to use the paper and pencil to draw a “map” of the walk and a sketch of the objects of mindful observation. The entire activity might take ten to fifteen minutes or longer if desired. No particular expertise in art is required. Ring a bell to return to the group setting.\u003c/p>\n\u003cp>After the walkabout, observers might share their experiences with the whole group. This could include describing the map of the particular path. You may also invite group members to complete a couplet (two-lined poem) based on their experience of mindful observation. Choose one opening line for the whole group, or assign different ones to each member. It’s helpful to print out the first line on a piece of paper and allow group members to write the second line of about seven to nine syllables. Members can then read their couplets aloud individually or chorally, adding their lines to create a whole-group poem. Some possible opening lines include:\u003c/p>\n\u003cdiv>\n\u003cul>\n\u003cli>\u003cem>Happy for the chance to stop and look\u003c/em>\u003c/li>\n\u003cli>\u003cem>Still for a while, I pause and look\u003c/em>\u003c/li>\n\u003cli>\u003cem>Holding in my steady gaze\u003c/em>\u003c/li>\n\u003cli>\u003cem>What have I seen on my journey?\u003c/em>\u003c/li>\n\u003cli>\u003cem>What is more beautiful than this?\u003c/em>\u003c/li>\n\u003cli>\u003cem>Walking the path, I see what’s hidden\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cp>\u003cstrong>Moving to Practice \u003c/strong>\u003c/p>\n\u003cp>1. Emphasize that we’re learning to pay attention in a particular way.\u003c/p>\n\u003cp>2. Start by paying attention to the body (add the “B” poster to the wall, leaving space for the letters that will come in between the “B” and the last “E”).\u003c/p>\n\u003cp>3. Introduce basic awareness of breath and move to the “Body Scan” (later in this section).\u003c/p>\n\u003cp>4. Introduce real-life mindfulness (see the list of possibilities in the student workbook, for example, “Mindfulness in My Life” in the workbook).\u003c/p>\n\u003cp>\u003cem>Practicing paying attention in an open and interested way is the first step. We can start our training\u003c/em> \u003cem>in mindfulness by paying attention to the body. Sometimes, as we shall see, our minds are stuck in the future or in the past, but the body is always in the present. Much of the time we don’t pay very much attention to our bodies. Sometimes we pay too much attention to one aspect of the body, but neglect the whole. So we begin our mindful-awareness training by focusing on the body as a whole.\u003c/em>\u003c/p>\n\u003cp>After a short period, ask what this experience was like:\u003c/p>\n\u003cp>\u003cem>What did you notice about this type of breathing?\u003c/em>\u003c/p>\n\u003cp>\u003cem>This is often called “shallow breathing” and is associated with anxious states. Shallow breathing can result in reduced oxygen intake and can make you feel fatigued. Now place your hands on your belly and breathe from there. Notice the movement as the breath comes in and leaves the belly.\u003c/em>\u003c/p>\n\u003cp>After a short period, ask what this experience was like:\u003c/p>\n\u003cp>\u003cem>What did you notice about this type of breathing? How was it different?\u003c/em>\u003c/p>\n\u003cp>\u003cem>Belly breathing feels more relaxing. The body can be trained to breathe in a healthier way.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Now let’s try a complete breath. Put one hand on your chest and the other on your belly, and allow the breath to move in from your nostrils, fill your lungs, and expand your belly. Then exhale through your nostrils. Notice how the whole body was involved. This is the kind of breathing we’ll be practicing in the “Body Scan.”\u003c/em>\u003c/p>\n\u003cp>Reprinted with permission: \u003ca href=\"http://www.newharbinger.com\">New Harbinger Publications\u003c/a>, Inc.\u003cbr>\ncopyright (c) 2013 [Patricia C. Broderick, PhD]\u003c/p>\n\u003cp>\u003cem>Patricia C. Broderick, PhD, is a research associate at the Prevention Research Center for the Promotion of Human Development at Penn State University and founder of the Stress Reduction Center at West Chester University of Pennsylvania. A graduate of the mindfulness-based stress reduction advanced practicum at the Center for Mindfulness at the University of Massachusetts Medical School, Broderick is a licensed clinical psychologist as well as a certified school psychologist and counselor for grades K through 12.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_28556\" class=\"wp-caption center\" style=\"max-width: 516px\">\u003cimg class=\"size-full wp-image-28556\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/empathy-simulator.jpg\" alt=\"empathy-simulator\" width=\"516\" height=\"273\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/empathy-simulator.jpg 516w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/empathy-simulator-400x212.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/empathy-simulator-320x169.jpg 320w\" sizes=\"(max-width: 516px) 100vw, 516px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Disruptive students can be a big challenge for teachers in charge of a room full of 30 students. There isn’t always time to get to the bottom of student behavior and in a large class those students can derail learning for everyone. But what if there was a way to help kids stop acting out and show more empathy for classmates and teachers?\u003c/p>\n\u003cp>A group of Harvard education researchers have developed a virtual simulation for “walking in another person’s shoes” to help students relate to one another better. It's part of a project called \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=sail&pageid=icb.page477369\">Social Aspects of Immersive Learning\u003c/a> (SAIL) funded by the \u003ca href=\"http://www.nsf.gov/\">National Science Foundation\u003c/a>. “The ability to accurately read people is really important to make compromises,” said Elisabeth Hahn, a doctoral candidate at the Harvard School of Education in a recent \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar.\u003c/p>\n\u003cp>The technical term is “social perspective taking” and it means understanding another person by taking in their thoughts, feelings and motivations. Accurately reading another person requires both motivation and ability, qualities that Hahn and other researchers are discovering can be taught.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“This has great potential to use virtual environments to improve interpersonal relationships that are not possible in the real world, to actually walk in the shoes of another party.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The benefits of reading others are \u003ca href=\"http://www.psych.ufl.edu/~chambers/Finalms10-187(Chambers).pdf\">well documented\u003c/a>, Hahn said. Taking in social perspective helps people become less ego-centric, decreases use of stereotypes, increases perspectives of similarity, and diminishes social aggression. These effects could make a big impact on many classrooms where the success of the lesson can hinge on how well a teacher is able to interact with the students. “It becomes much easier to empathize and leads to benefits in relationships and ultimately educational outcomes for kids,” Hahn said.\u003c/p>\n\u003cp>In an effort to create an experience that will help build these types of positive relationships through \u003c!--more-->nuanced social perspective, Hahn’s team used a video game simulation to give participants the experience of “walking in another’s shoes.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/empathy-the-key-to-social-and-emotional-learning/\">Empathy: the Key to Social and Emotional Learning\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>The scenario involves a confrontation between a park ranger and a golf course owner who share land, but disagree over how to use it. The simulation allows a participant to play the role of the golf course owner, walking around in his world, talking to his colleagues and getting a sense for his perspective and opinions about the world. The player then has the same experience walking in the shoes of the park ranger. Finally, the player is asked to negotiate from the perspective of the golf course owner with the park ranger over various differences of opinion related to how the land should be treated. Each of the points of negotiation had a money value attached, giving the player a stake in the outcome of the negotiations.\u003c/p>\n\u003cp>“There was a pretty large positive effect from walking in the shoes of the ranger and we seemed to get down to what caused this to happen,” said Geoff Marietta, another doctoral candidate on the research team. Participants were \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=sail&pageid=icb.page480530\">more likely to compromise in the negotiations\u003c/a> resulting in positive relationship building between the golf course owner and the park ranger. “What caused the effect on the relationship was really enhanced social perspective taking and people perceiving greater behavioral similarity,” Marietta said.\u003c/p>\n\u003cp>The researchers also experimented with giving participants written information about the park ranger’s perspective, but that didn’t improve willingness to compromise or negotiate. When they gave participants a detailed transcript, however, they were able to achieve negotiation results and positive relationship building similar to those of participants who walked in the virtual shoes of the park ranger.\u003c/p>\n\u003cp>“This has great potential to use virtual environments to improve interpersonal relationships that are not possible in the real world, to actually walk in the shoes of another party,” said Marietta. So far researchers have tested the game on adults and a few middle school students, but they are looking for more test subjects.\u003c/p>\n\u003cp>The researchers used a virtual world created in \u003ca href=\"http://unity3d.com/\">Unity\u003c/a>, a web-based application that could be easily used in schools. They’d like to build out a virtual school so that students could interact with peers and teachers in different ways, helping them gain skills in social perspective taking that would allow them to build positive relationships within a school context, hopefully leading to greater academic and social success.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The research team sees the technique as widely applicable since communication and negotiation can so easily break down in any context. Teacher training, language development and management training could all benefit from the ability to understand the perspective of another. Researchers also hypothesize the technique could work well with bullies.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28556\" class=\"wp-caption center\" style=\"max-width: 516px\">\u003cimg class=\"size-full wp-image-28556\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/empathy-simulator.jpg\" alt=\"empathy-simulator\" width=\"516\" height=\"273\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/empathy-simulator.jpg 516w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/empathy-simulator-400x212.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/empathy-simulator-320x169.jpg 320w\" sizes=\"(max-width: 516px) 100vw, 516px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Disruptive students can be a big challenge for teachers in charge of a room full of 30 students. There isn’t always time to get to the bottom of student behavior and in a large class those students can derail learning for everyone. But what if there was a way to help kids stop acting out and show more empathy for classmates and teachers?\u003c/p>\n\u003cp>A group of Harvard education researchers have developed a virtual simulation for “walking in another person’s shoes” to help students relate to one another better. It's part of a project called \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=sail&pageid=icb.page477369\">Social Aspects of Immersive Learning\u003c/a> (SAIL) funded by the \u003ca href=\"http://www.nsf.gov/\">National Science Foundation\u003c/a>. “The ability to accurately read people is really important to make compromises,” said Elisabeth Hahn, a doctoral candidate at the Harvard School of Education in a recent \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar.\u003c/p>\n\u003cp>The technical term is “social perspective taking” and it means understanding another person by taking in their thoughts, feelings and motivations. Accurately reading another person requires both motivation and ability, qualities that Hahn and other researchers are discovering can be taught.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“This has great potential to use virtual environments to improve interpersonal relationships that are not possible in the real world, to actually walk in the shoes of another party.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The benefits of reading others are \u003ca href=\"http://www.psych.ufl.edu/~chambers/Finalms10-187(Chambers).pdf\">well documented\u003c/a>, Hahn said. Taking in social perspective helps people become less ego-centric, decreases use of stereotypes, increases perspectives of similarity, and diminishes social aggression. These effects could make a big impact on many classrooms where the success of the lesson can hinge on how well a teacher is able to interact with the students. “It becomes much easier to empathize and leads to benefits in relationships and ultimately educational outcomes for kids,” Hahn said.\u003c/p>\n\u003cp>In an effort to create an experience that will help build these types of positive relationships through \u003c!--more-->nuanced social perspective, Hahn’s team used a video game simulation to give participants the experience of “walking in another’s shoes.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/empathy-the-key-to-social-and-emotional-learning/\">Empathy: the Key to Social and Emotional Learning\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>The scenario involves a confrontation between a park ranger and a golf course owner who share land, but disagree over how to use it. The simulation allows a participant to play the role of the golf course owner, walking around in his world, talking to his colleagues and getting a sense for his perspective and opinions about the world. The player then has the same experience walking in the shoes of the park ranger. Finally, the player is asked to negotiate from the perspective of the golf course owner with the park ranger over various differences of opinion related to how the land should be treated. Each of the points of negotiation had a money value attached, giving the player a stake in the outcome of the negotiations.\u003c/p>\n\u003cp>“There was a pretty large positive effect from walking in the shoes of the ranger and we seemed to get down to what caused this to happen,” said Geoff Marietta, another doctoral candidate on the research team. Participants were \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=sail&pageid=icb.page480530\">more likely to compromise in the negotiations\u003c/a> resulting in positive relationship building between the golf course owner and the park ranger. “What caused the effect on the relationship was really enhanced social perspective taking and people perceiving greater behavioral similarity,” Marietta said.\u003c/p>\n\u003cp>The researchers also experimented with giving participants written information about the park ranger’s perspective, but that didn’t improve willingness to compromise or negotiate. When they gave participants a detailed transcript, however, they were able to achieve negotiation results and positive relationship building similar to those of participants who walked in the virtual shoes of the park ranger.\u003c/p>\n\u003cp>“This has great potential to use virtual environments to improve interpersonal relationships that are not possible in the real world, to actually walk in the shoes of another party,” said Marietta. So far researchers have tested the game on adults and a few middle school students, but they are looking for more test subjects.\u003c/p>\n\u003cp>The researchers used a virtual world created in \u003ca href=\"http://unity3d.com/\">Unity\u003c/a>, a web-based application that could be easily used in schools. They’d like to build out a virtual school so that students could interact with peers and teachers in different ways, helping them gain skills in social perspective taking that would allow them to build positive relationships within a school context, hopefully leading to greater academic and social success.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The research team sees the technique as widely applicable since communication and negotiation can so easily break down in any context. Teacher training, language development and management training could all benefit from the ability to understand the perspective of another. Researchers also hypothesize the technique could work well with bullies.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27741\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/fhwrdh/3113816327/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-27741\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/3113816327_9a3e7bdaff_z-620x412.jpg\" alt=\"3113816327_9a3e7bdaff_z\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Scientists are always uncovering new ways into how people learn best, and some of the most recent neuroscience research has shown connections between basic survival functions, social and emotional reactions to the world, and creative impulses.\u003c/p>\n\u003cp>Students’ social and emotional reactions to learning are imperative to feeling motivated to learn and to their ability to creatively solve problems, according to \u003ca href=\"http://www-bcf.usc.edu/~immordin/\">Mary Helen Immordino-Yang\u003c/a>, who wrote \u003cem>Musings on the Neurobiological and Evolutionary Origins of Creativity via a Developmental Analysis of One Child’s Poetry\u003c/em> \u003ca href=\"http://www.usc.edu/programs/cerpp/docs/CreativityviaAnalysisofChildsPoetryYang.pdf\">[PDF\u003c/a>]. Her research tries to understand why emotions are so important to learning by examining what happens to brain functions.\u003c/p>\n\u003cp>“Neuroimaging experiments show us that we use the very same neural systems to feel our bodies as to feel our relationships, our moral judgments, and our creative inspiration,” said Immordino-Yang, a professor at USC’s Rossier School of Education and an expert on the neuroscience of learning and creativity. Her whose work focuses on how neuroscience can help teachers understand the ways students learn best, and to that end, she’s created a \u003ca href=\"http://www.learner.org/courses/neuroscience/index.html\">free online curriculum\u003c/a> for teachers.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“Help kids know how to make meaning and sense of what they are learning so they can see who they are.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The neuromechanisms responsible for feeling and managing the body’s physical survival and consciousness have been co-opted to also manage social survival. “Survival in the savanna depends on a brain that is wired to make sense of the environment, and to play out the things it notices through patterns of bodily and mental reactions,” Immordino-Yang writes. “This same brain, the same logic, helps us make sense of and survive in the social world of today.” To make something relevant to a learner, it should inspire an emotional reaction in the person, triggering these survivalist parts of the brain that indicate something is important.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\">Teaching Social and Emotional Skills in School\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“The way that we make meaning out of situations, and the way that we feel and evaluate things, is plated on the same neural platforms as do the basic job of managing our viscera,” Immordino Yang said. When a topic strikes a chord with a student it feels meaningful because the part of his brain firing is the same part that keeps him conscious and alive. It’s also the part of the brain responsible for novel, creative or new ideas.\u003c/p>\n\u003cp>“Creativity is representing some kind of relevant problem in a new way and making people \u003c!--more-->understand it, and feel about it, and have some insight into something that matters,” Immordino-Yang said. She argues that creative moments are motivated by caring deeply about a subject. Furthermore, humans make meaning by relating new information to feelings, memories and other personal information to give it context.\u003c/p>\n\u003cp>To undertake that complicated process of internalizing information Immordino-Yang has found that it’s necessary to shut out external inputs and focus intensely on what’s going on internally. Asking students to constantly pay attention or allowing them to be distracted by games, phones, and other stimuli may deprive them of the important inward-looking time crucial to deeper learning.\u003c/p>\n\u003cp>“The way in which people learn information, the way in which they make it their own, assimilate it, are dependent heavily on a neural system that is fundamentally incompatible with external information and distraction,” Immordino-Yang said. Long term learning happens when the brain calls up old memories and incorporates the new knowledge into a personalized understanding of the world. And that’s often a creative process. It takes creativity to synthesize new information within the context of old experiences and to reshape difficult concepts into something understandable. Immordino-Yang argues that the essence of that process requires the thinker to disengage from the world around them.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>]\u003c/p>\n\u003cp>That doesn't necessarily mean that daydreaming is the key to developing innovative ideas. There are times when insight strikes while the mind wanders, but Immordino-Yang says that in those cases the information is already present. When it comes to learning something new, the inward focus is often real work.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Help kids know how to make meaning and sense of what they are learning so they can see who they are,” Immordino-Yang said. “Creativity is just an extension of that.” She gave the example of her young daughter who wrote a song about loving her young brother, but the imagery in the song incorporated space, planets, and the galaxy. She had just learned about those concepts, but in order to really understand their significance, she needed to express them within the totally understood and emotional space of family love. Allowing kids the space for the interplay between the emotional and cognitive spaces will benefit the long-term learner.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27741\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/fhwrdh/3113816327/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-27741\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/3113816327_9a3e7bdaff_z-620x412.jpg\" alt=\"3113816327_9a3e7bdaff_z\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Scientists are always uncovering new ways into how people learn best, and some of the most recent neuroscience research has shown connections between basic survival functions, social and emotional reactions to the world, and creative impulses.\u003c/p>\n\u003cp>Students’ social and emotional reactions to learning are imperative to feeling motivated to learn and to their ability to creatively solve problems, according to \u003ca href=\"http://www-bcf.usc.edu/~immordin/\">Mary Helen Immordino-Yang\u003c/a>, who wrote \u003cem>Musings on the Neurobiological and Evolutionary Origins of Creativity via a Developmental Analysis of One Child’s Poetry\u003c/em> \u003ca href=\"http://www.usc.edu/programs/cerpp/docs/CreativityviaAnalysisofChildsPoetryYang.pdf\">[PDF\u003c/a>]. Her research tries to understand why emotions are so important to learning by examining what happens to brain functions.\u003c/p>\n\u003cp>“Neuroimaging experiments show us that we use the very same neural systems to feel our bodies as to feel our relationships, our moral judgments, and our creative inspiration,” said Immordino-Yang, a professor at USC’s Rossier School of Education and an expert on the neuroscience of learning and creativity. Her whose work focuses on how neuroscience can help teachers understand the ways students learn best, and to that end, she’s created a \u003ca href=\"http://www.learner.org/courses/neuroscience/index.html\">free online curriculum\u003c/a> for teachers.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“Help kids know how to make meaning and sense of what they are learning so they can see who they are.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The neuromechanisms responsible for feeling and managing the body’s physical survival and consciousness have been co-opted to also manage social survival. “Survival in the savanna depends on a brain that is wired to make sense of the environment, and to play out the things it notices through patterns of bodily and mental reactions,” Immordino-Yang writes. “This same brain, the same logic, helps us make sense of and survive in the social world of today.” To make something relevant to a learner, it should inspire an emotional reaction in the person, triggering these survivalist parts of the brain that indicate something is important.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\">Teaching Social and Emotional Skills in School\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“The way that we make meaning out of situations, and the way that we feel and evaluate things, is plated on the same neural platforms as do the basic job of managing our viscera,” Immordino Yang said. When a topic strikes a chord with a student it feels meaningful because the part of his brain firing is the same part that keeps him conscious and alive. It’s also the part of the brain responsible for novel, creative or new ideas.\u003c/p>\n\u003cp>“Creativity is representing some kind of relevant problem in a new way and making people \u003c!--more-->understand it, and feel about it, and have some insight into something that matters,” Immordino-Yang said. She argues that creative moments are motivated by caring deeply about a subject. Furthermore, humans make meaning by relating new information to feelings, memories and other personal information to give it context.\u003c/p>\n\u003cp>To undertake that complicated process of internalizing information Immordino-Yang has found that it’s necessary to shut out external inputs and focus intensely on what’s going on internally. Asking students to constantly pay attention or allowing them to be distracted by games, phones, and other stimuli may deprive them of the important inward-looking time crucial to deeper learning.\u003c/p>\n\u003cp>“The way in which people learn information, the way in which they make it their own, assimilate it, are dependent heavily on a neural system that is fundamentally incompatible with external information and distraction,” Immordino-Yang said. Long term learning happens when the brain calls up old memories and incorporates the new knowledge into a personalized understanding of the world. And that’s often a creative process. It takes creativity to synthesize new information within the context of old experiences and to reshape difficult concepts into something understandable. Immordino-Yang argues that the essence of that process requires the thinker to disengage from the world around them.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>]\u003c/p>\n\u003cp>That doesn't necessarily mean that daydreaming is the key to developing innovative ideas. There are times when insight strikes while the mind wanders, but Immordino-Yang says that in those cases the information is already present. When it comes to learning something new, the inward focus is often real work.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Help kids know how to make meaning and sense of what they are learning so they can see who they are,” Immordino-Yang said. “Creativity is just an extension of that.” She gave the example of her young daughter who wrote a song about loving her young brother, but the imagery in the song incorporated space, planets, and the galaxy. She had just learned about those concepts, but in order to really understand their significance, she needed to express them within the totally understood and emotional space of family love. Allowing kids the space for the interplay between the emotional and cognitive spaces will benefit the long-term learner.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_26936\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/wwworks/5074150006/sizes/m/in/set-72157627432819304/\">\u003cimg class=\"size-large wp-image-26936\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/kids-in-class-620x413.jpg\" alt=\"kids in class\" width=\"620\" height=\"413\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flirck:WoodleyWonderworks\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Every educator wants to create an environment that will foster students' love of learning. Because the criteria are intangible, it's difficult to define or pinpoint exactly what they are. But one group is giving it a try.\u003c/p>\n\u003cp>Researchers at the Organization for Economic Cooperation and Development (OECD) launched the\u003ca href=\"http://www.oecd.org/edu/ceri/innovativelearningenvironments.htm\"> Innovative Learning Environments\u003c/a> project to turn an academic lens on the project of identifying concrete traits that mark innovative learning environments. They sifted through and categorized the research on learning science, documented case studies, and compiled policy recommendations they hope will transform the current system.\u003c/p>\n\u003cp>Their book, \u003ca href=\"http://www.oecd.org/edu/ceri/thenatureoflearningusingresearchtoinspirepractice.htm\">\u003cem>The Nature of Learning: Using Research to Inspire Practice\u003c/em>\u003c/a> and the accompanying \u003ca href=\"http://redesigningeducation.org/NoL_files/NatureOfLearning_PractitionerGuide_US.pdf\">practitioner’s guide,\u003c/a> lay out the key principles for designing learning environments that will help students build skills useful in a world where jobs are increasingly information and knowledge-based. The principles are not job-specific – no one knows what the future economy will demand. Instead, the main goal is to develop self-directed learners, students with “adaptive expertise.”\u003c/p>\n\u003cp>“Adaptive expertise tries to push beyond the idea of mastery,” said Jennifer Groff, an educational engineer and co-founder of the \u003ca href=\"http://curriculumredesign.org/\">Center for Curriculum Redesign\u003c/a>. “You may be proficient, but without adaptive expertise you can get stuck very quickly as the world shifts.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Groff doesn’t dispute that mastery is important and that students need to learn age-appropriate content, but she also argues it’s equally important to develop students’ ability to go beyond that, to question and apply learning in new situations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To that end, these are their identified principles for innovative learning.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003cstrong>\u003cem>Learners have to be at the center of what happens in the classroom\u003c/em>\u003c/strong>\u003cspan> with activities focused on their cognition and growth. They have to actively engage in learning in order to become self-regulated learners who are able to control their emotions and motivations during the study process, set goals, and monitor their own learning process.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Learning is a social practice and can’t happen alone\u003c/em>\u003c/strong>\u003cspan>. “By our nature we are social beings and we learn by interacting,” Groff said. “We learn by pushing and pulling on concepts with \u003c!--more-->one another.” Structured, collaborative group work can be good for all learners; it pushes people in different ways.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003cstrong>\u003cem>Emotions are an integral part of learning\u003c/em>\u003c/strong>\u003cspan>. Students understand ideas better when there’s interplay between emotions, motivation and cognition, so positive beliefs about oneself are a core part of reaching a more profound understanding. The \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\">power of emotions\u003c/a> and motivation in the classroom are well documented, but often overlooked because they are “soft.” Still most teachers know that if a student is upset about something that happened at home or in school, he won’t learn well. Similarly, keeping students motivated should be the starting point of learning. If students understand why it matters, learning becomes more important to them.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Learners are different\u003c/em>\u003c/strong>\u003cspan> and innovative learning environments reflect the various experiences and prior knowledge that each student brings to class. “You really want practices and processes that help teachers engage each student where they are,” said Groff. This principle is understood by every frustrated educator teaching to a “middle” that doesn’t exist.\u003c/span>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>Students need to be stretched, but not too much.\u003c/strong>\u003c/em>\u003cspan> “It’s really critical to find that student’s sweet spot,” Groff Said. Educators should try to prevent both coasting and overloading. Students need to experience both academic success and the challenge of discovery. In a diverse classroom group work can help achieve this as students at different levels help one another.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Assessment should be for learning, not of learning\u003c/em>\u003c/strong>\u003cspan>. Assessments are important, but only to gauge how to structure the next lesson for maximum effectiveness. It should be meaningful, substantial, and shape the learning environment itself. “Good teachers do this informally most of the time,” Groff said. “But when it’s done well and more formally it’s a whole structure and methodology where you collect feedback on the learning pathway and it drives the next step that you take.”\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Learning needs to be connected across disciplines\u003c/em>\u003c/strong>\u003cspan> and reach out into the real world. Learning can’t be meaningful if students don’t understand why the knowledge will be useful to them, how it can be applied in life. Understanding the connections between subjects and ideas is essential for the ability to transfer skills and adapt. “We can’t just have things remain in silos that never interact,” Groff said.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>IMPLEMENTING THE PRINCIPLES\u003c/strong>\u003c/p>\n\u003cp>Many of the seven principles Groff outlines are second nature to good teachers, but they can feel hard to achieve within education systems that are slow-moving, bureaucratic and resistant to change. Still Groff says there are ways for teachers who want to create an innovative learning environment to begin down the path, even without the full support of their colleagues and administration. Groff also hopes shifting to the Common Core could offer openings for building in these practices. “It’s designed in a way that condones a lot of the principles that we’ve been talking about,” she said.\u003c/p>\n\u003cp>Everyone knows the common barriers educators face: the school culture, the students and themselves. Groff says with some reflection and problem solving, teachers can often begin to work around these barriers. An educator might think she’s open to innovation without realizing that there are preconceived notions about how one should teach that are deeply ingrained.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“You may be proficient, but without adaptive expertise you can get stuck very quickly as the world shifts.”\u003c/strong>\u003c/aside>\n\u003cp>What's more, if the school culture does not encourage experimentation, educators can mitigate negative reaction by framing the ideas in a way that will be accepted, or by bringing in outside resources to try and convince naysayers. Even finding one colleague in or outside of the school to bounce ideas with can make the process much smoother.\u003c/p>\n\u003cp>Educators can also test ideas with students before implementing them. Students have been indoctrinated into the same educational mindset about what makes a “useful” education as everyone else, and some might be resistant to new teaching methodologies. Without their enthusiasm it can be hard to persevere through other obstacles.\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY\u003c/strong>\u003c/p>\n\u003cp>The darling of the Innovative Learning Environment case studies is the \u003ca href=\"http://www.oecd.org/edu/ceri/DEU.THU.003.%20Finalwihcover.pdf\">Jenaplan School \u003c/a>in Germany. It’s one of the few schools embodying all the principles fluidly. The school has about 450 students that range three to 20 years old. Students aren’t broken up into grade levels, instead they learn in mixed-age groups as well as in groups of roughly the same age. Learning is directed by students, often project-based, evaluated primarily through writing and projects, self-assessments and peer-assessment. The schedule is periodic, focusing on a topic like geography or history for three to four weeks and crossing into multiple disciplines. The teacher is seen as an active mentor and coordinator and the school has active parental involvement.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The Jenaplan School has won awards for its model and in the eyes of the Innovative Learning Environment researchers is doing an excellent job at preparing students to be adaptive and nimble thinkers in a knowledge-based world.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26936\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/wwworks/5074150006/sizes/m/in/set-72157627432819304/\">\u003cimg class=\"size-large wp-image-26936\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/kids-in-class-620x413.jpg\" alt=\"kids in class\" width=\"620\" height=\"413\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flirck:WoodleyWonderworks\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Every educator wants to create an environment that will foster students' love of learning. Because the criteria are intangible, it's difficult to define or pinpoint exactly what they are. But one group is giving it a try.\u003c/p>\n\u003cp>Researchers at the Organization for Economic Cooperation and Development (OECD) launched the\u003ca href=\"http://www.oecd.org/edu/ceri/innovativelearningenvironments.htm\"> Innovative Learning Environments\u003c/a> project to turn an academic lens on the project of identifying concrete traits that mark innovative learning environments. They sifted through and categorized the research on learning science, documented case studies, and compiled policy recommendations they hope will transform the current system.\u003c/p>\n\u003cp>Their book, \u003ca href=\"http://www.oecd.org/edu/ceri/thenatureoflearningusingresearchtoinspirepractice.htm\">\u003cem>The Nature of Learning: Using Research to Inspire Practice\u003c/em>\u003c/a> and the accompanying \u003ca href=\"http://redesigningeducation.org/NoL_files/NatureOfLearning_PractitionerGuide_US.pdf\">practitioner’s guide,\u003c/a> lay out the key principles for designing learning environments that will help students build skills useful in a world where jobs are increasingly information and knowledge-based. The principles are not job-specific – no one knows what the future economy will demand. Instead, the main goal is to develop self-directed learners, students with “adaptive expertise.”\u003c/p>\n\u003cp>“Adaptive expertise tries to push beyond the idea of mastery,” said Jennifer Groff, an educational engineer and co-founder of the \u003ca href=\"http://curriculumredesign.org/\">Center for Curriculum Redesign\u003c/a>. “You may be proficient, but without adaptive expertise you can get stuck very quickly as the world shifts.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Groff doesn’t dispute that mastery is important and that students need to learn age-appropriate content, but she also argues it’s equally important to develop students’ ability to go beyond that, to question and apply learning in new situations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To that end, these are their identified principles for innovative learning.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003cstrong>\u003cem>Learners have to be at the center of what happens in the classroom\u003c/em>\u003c/strong>\u003cspan> with activities focused on their cognition and growth. They have to actively engage in learning in order to become self-regulated learners who are able to control their emotions and motivations during the study process, set goals, and monitor their own learning process.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Learning is a social practice and can’t happen alone\u003c/em>\u003c/strong>\u003cspan>. “By our nature we are social beings and we learn by interacting,” Groff said. “We learn by pushing and pulling on concepts with \u003c!--more-->one another.” Structured, collaborative group work can be good for all learners; it pushes people in different ways.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003cstrong>\u003cem>Emotions are an integral part of learning\u003c/em>\u003c/strong>\u003cspan>. Students understand ideas better when there’s interplay between emotions, motivation and cognition, so positive beliefs about oneself are a core part of reaching a more profound understanding. The \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\">power of emotions\u003c/a> and motivation in the classroom are well documented, but often overlooked because they are “soft.” Still most teachers know that if a student is upset about something that happened at home or in school, he won’t learn well. Similarly, keeping students motivated should be the starting point of learning. If students understand why it matters, learning becomes more important to them.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Learners are different\u003c/em>\u003c/strong>\u003cspan> and innovative learning environments reflect the various experiences and prior knowledge that each student brings to class. “You really want practices and processes that help teachers engage each student where they are,” said Groff. This principle is understood by every frustrated educator teaching to a “middle” that doesn’t exist.\u003c/span>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>Students need to be stretched, but not too much.\u003c/strong>\u003c/em>\u003cspan> “It’s really critical to find that student’s sweet spot,” Groff Said. Educators should try to prevent both coasting and overloading. Students need to experience both academic success and the challenge of discovery. In a diverse classroom group work can help achieve this as students at different levels help one another.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Assessment should be for learning, not of learning\u003c/em>\u003c/strong>\u003cspan>. Assessments are important, but only to gauge how to structure the next lesson for maximum effectiveness. It should be meaningful, substantial, and shape the learning environment itself. “Good teachers do this informally most of the time,” Groff said. “But when it’s done well and more formally it’s a whole structure and methodology where you collect feedback on the learning pathway and it drives the next step that you take.”\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Learning needs to be connected across disciplines\u003c/em>\u003c/strong>\u003cspan> and reach out into the real world. Learning can’t be meaningful if students don’t understand why the knowledge will be useful to them, how it can be applied in life. Understanding the connections between subjects and ideas is essential for the ability to transfer skills and adapt. “We can’t just have things remain in silos that never interact,” Groff said.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>IMPLEMENTING THE PRINCIPLES\u003c/strong>\u003c/p>\n\u003cp>Many of the seven principles Groff outlines are second nature to good teachers, but they can feel hard to achieve within education systems that are slow-moving, bureaucratic and resistant to change. Still Groff says there are ways for teachers who want to create an innovative learning environment to begin down the path, even without the full support of their colleagues and administration. Groff also hopes shifting to the Common Core could offer openings for building in these practices. “It’s designed in a way that condones a lot of the principles that we’ve been talking about,” she said.\u003c/p>\n\u003cp>Everyone knows the common barriers educators face: the school culture, the students and themselves. Groff says with some reflection and problem solving, teachers can often begin to work around these barriers. An educator might think she’s open to innovation without realizing that there are preconceived notions about how one should teach that are deeply ingrained.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“You may be proficient, but without adaptive expertise you can get stuck very quickly as the world shifts.”\u003c/strong>\u003c/aside>\n\u003cp>What's more, if the school culture does not encourage experimentation, educators can mitigate negative reaction by framing the ideas in a way that will be accepted, or by bringing in outside resources to try and convince naysayers. Even finding one colleague in or outside of the school to bounce ideas with can make the process much smoother.\u003c/p>\n\u003cp>Educators can also test ideas with students before implementing them. Students have been indoctrinated into the same educational mindset about what makes a “useful” education as everyone else, and some might be resistant to new teaching methodologies. Without their enthusiasm it can be hard to persevere through other obstacles.\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY\u003c/strong>\u003c/p>\n\u003cp>The darling of the Innovative Learning Environment case studies is the \u003ca href=\"http://www.oecd.org/edu/ceri/DEU.THU.003.%20Finalwihcover.pdf\">Jenaplan School \u003c/a>in Germany. It’s one of the few schools embodying all the principles fluidly. The school has about 450 students that range three to 20 years old. Students aren’t broken up into grade levels, instead they learn in mixed-age groups as well as in groups of roughly the same age. Learning is directed by students, often project-based, evaluated primarily through writing and projects, self-assessments and peer-assessment. The schedule is periodic, focusing on a topic like geography or history for three to four weeks and crossing into multiple disciplines. The teacher is seen as an active mentor and coordinator and the school has active parental involvement.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Jenaplan School has won awards for its model and in the eyes of the Innovative Learning Environment researchers is doing an excellent job at preparing students to be adaptive and nimble thinkers in a knowledge-based world.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/empathy-the-key-to-social-and-emotional-learning/compassionate-kids/\" rel=\"attachment wp-att-26836\">\u003cimg class=\"alignright size-full wp-image-26836\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/compassionate-kids.jpg\" alt=\"compassionate kids\" width=\"620\" height=\"412\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/compassionate-kids.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/compassionate-kids-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/compassionate-kids-320x213.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Educators are aware that social problems like poverty, unsafe neighborhoods, violence, and family trauma can affect how students learn when they come to school. Though teaching subjects like math and literacy are the biggest part of their job, in many cases they're also called on to attend to their students' emotional health as well, incorporating\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\"> social and emotional skills.\u003c/a>\u003c/p>\n\u003cp>“Science is starting to show that there is a very strong integration between social and emotional skills and learning,” said Vicki Zakrzewski, education director of the\u003ca href=\"http://greatergood.berkeley.edu/topic/empathy\"> Greater Good Science Center at U.C. Berkeley\u003c/a>, which studies the psychology, sociology and neuroscience of well-being during a recent \u003ca href=\"http://blogs.kqed.org/americangraduate/2013/01/18/kqed-forum-teaching-social-and-emotional-learning/\">Forum radio show\u003c/a>. “Some scientists believe that cognitive achievement is 50 percent of the equation and social and emotional skills are the other 50 percent.”\u003c/p>\n\u003cp>Some school districts are taking that idea seriously and integrating the research into teaching practices. \u003ca href=\"http://www.ousd.k12.ca.us/site/default.aspx?PageID=1\">Oakland Unified School District,\u003c/a> for example, is piloting a program called \u003ca href=\"http://www.rootsofempathy.org/\">Roots of Empathy\u003c/a> in 20 schools across the district. The program teaches students how to be empathetic by bringing a baby and the baby's parent into K-12 classrooms. The students are asked to think about the baby's experience as it explores the classroom, while a trained facilitator helps them name the baby's feelings and emotions. Focusing on the baby and its vulnerability allows students to practice empathy, making it easier to identify their own emotions in the future. As they become more self-aware they're better able to develop respectful and caring relationships.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Some scientists believe that cognitive achievement is 50 percent of the equation and social and emotional skills are the other 50 percent of the equation.”\u003c/strong>\u003c/aside>\n\u003cp>“It’s a launching pad for the children to apply the understanding of emotion and perspective taking that they've learned through this little baby to themselves and then the bridge to understanding how their classmates feel,” said Mary Gordon, who founded the program. Gordon says that when \u003c!--more-->children learn to be empathetic they naturally behave less aggressively. Researchers at the University of British Columbia \u003ca href=\"http://www.rootsofempathy.org/documents/content/infopackages/roe_research09_en.pdf\">have documented\u003c/a> her claim that when students develop emotional literacy they can begin to talk about their feelings, frustrations and anger without acting out. She’s implemented her program in schools across the U.S. and Canada, in rural, suburban and urban settings and says it works everywhere.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We have to be able to understand our own experiences emotionally to have a better relationship with others in the world and also to engage deeply in dialogue, to take other people’s perspective and examine our own,” said \u003ca href=\"http://www.ousd.k12.ca.us/domain/10\">Tony Smith\u003c/a>, superintendent of Oakland Unified School District. He’s aware that his city is plagued by race and class divisions as well as high levels of violence, which have left many students traumatized and angry.\u003c/p>\n\u003cp>\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-parents-and-schools-can-help-build-kids-emotional-strength/\">How Parents and Schools Can Help Build Kids' Emotional Strength\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>“Many of our young people don’t have the capacity to struggle productively with other people around their ideas and not shut down if they're feeling uncomfortable,” Smith said. He believes that by building emotional skills, his students will be able to focus more on learning and become more socially successful. “There’s a lot of work to do around building the emotional capacity to be a deep thinker,” Smith said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Giving students a safe caring classroom won’t necessarily mitigate all the trauma they've experienced, but it will help them develop a secure attachment with the teacher, and they need that strong attachment with an adult to feel safe exploring the world,” Zakrzewski said. That freedom to explore is at the center of what many consider to be deeper and self-directed learning.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/empathy-the-key-to-social-and-emotional-learning/compassionate-kids/\" rel=\"attachment wp-att-26836\">\u003cimg class=\"alignright size-full wp-image-26836\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/compassionate-kids.jpg\" alt=\"compassionate kids\" width=\"620\" height=\"412\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/compassionate-kids.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/compassionate-kids-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/compassionate-kids-320x213.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Educators are aware that social problems like poverty, unsafe neighborhoods, violence, and family trauma can affect how students learn when they come to school. Though teaching subjects like math and literacy are the biggest part of their job, in many cases they're also called on to attend to their students' emotional health as well, incorporating\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\"> social and emotional skills.\u003c/a>\u003c/p>\n\u003cp>“Science is starting to show that there is a very strong integration between social and emotional skills and learning,” said Vicki Zakrzewski, education director of the\u003ca href=\"http://greatergood.berkeley.edu/topic/empathy\"> Greater Good Science Center at U.C. Berkeley\u003c/a>, which studies the psychology, sociology and neuroscience of well-being during a recent \u003ca href=\"http://blogs.kqed.org/americangraduate/2013/01/18/kqed-forum-teaching-social-and-emotional-learning/\">Forum radio show\u003c/a>. “Some scientists believe that cognitive achievement is 50 percent of the equation and social and emotional skills are the other 50 percent.”\u003c/p>\n\u003cp>Some school districts are taking that idea seriously and integrating the research into teaching practices. \u003ca href=\"http://www.ousd.k12.ca.us/site/default.aspx?PageID=1\">Oakland Unified School District,\u003c/a> for example, is piloting a program called \u003ca href=\"http://www.rootsofempathy.org/\">Roots of Empathy\u003c/a> in 20 schools across the district. The program teaches students how to be empathetic by bringing a baby and the baby's parent into K-12 classrooms. The students are asked to think about the baby's experience as it explores the classroom, while a trained facilitator helps them name the baby's feelings and emotions. Focusing on the baby and its vulnerability allows students to practice empathy, making it easier to identify their own emotions in the future. As they become more self-aware they're better able to develop respectful and caring relationships.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Some scientists believe that cognitive achievement is 50 percent of the equation and social and emotional skills are the other 50 percent of the equation.”\u003c/strong>\u003c/aside>\n\u003cp>“It’s a launching pad for the children to apply the understanding of emotion and perspective taking that they've learned through this little baby to themselves and then the bridge to understanding how their classmates feel,” said Mary Gordon, who founded the program. Gordon says that when \u003c!--more-->children learn to be empathetic they naturally behave less aggressively. Researchers at the University of British Columbia \u003ca href=\"http://www.rootsofempathy.org/documents/content/infopackages/roe_research09_en.pdf\">have documented\u003c/a> her claim that when students develop emotional literacy they can begin to talk about their feelings, frustrations and anger without acting out. She’s implemented her program in schools across the U.S. and Canada, in rural, suburban and urban settings and says it works everywhere.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We have to be able to understand our own experiences emotionally to have a better relationship with others in the world and also to engage deeply in dialogue, to take other people’s perspective and examine our own,” said \u003ca href=\"http://www.ousd.k12.ca.us/domain/10\">Tony Smith\u003c/a>, superintendent of Oakland Unified School District. He’s aware that his city is plagued by race and class divisions as well as high levels of violence, which have left many students traumatized and angry.\u003c/p>\n\u003cp>\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-parents-and-schools-can-help-build-kids-emotional-strength/\">How Parents and Schools Can Help Build Kids' Emotional Strength\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>“Many of our young people don’t have the capacity to struggle productively with other people around their ideas and not shut down if they're feeling uncomfortable,” Smith said. He believes that by building emotional skills, his students will be able to focus more on learning and become more socially successful. “There’s a lot of work to do around building the emotional capacity to be a deep thinker,” Smith said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Giving students a safe caring classroom won’t necessarily mitigate all the trauma they've experienced, but it will help them develop a secure attachment with the teacher, and they need that strong attachment with an adult to feel safe exploring the world,” Zakrzewski said. That freedom to explore is at the center of what many consider to be deeper and self-directed learning.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-parents-and-schools-can-help-build-kids-emotional-strength/200403300-001/\" rel=\"attachment wp-att-24345\">\u003cimg class=\"alignright size-large wp-image-24345\" title=\"200403300-001\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/200403300-001-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/h5>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">For parents, the pre-teen and teenage years can be overwhelming, disorienting and puzzling. Students encounter the tangled web of changing hormones, shifting social dynamics, entrée into social media, the desire for greater independence as well as the need for emotional safety.\u003c/p>\n\u003cp>Many parents can feel at a loss as to how to communicate and connect with their child during this period. This is where schools can play a key role. Schools have the data point of hundreds of children over many years, and with the benefit of this broad perspective, can help parents make sense out of the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\">social and emotional issues \u003c/a>that come up.\u003c/p>\n\u003cp>Communication between parents and schools can provide a frame of reference for parents to put things in perspective, and to break the isolation that many parents feel when trying to work with and understand their child. This can happen through parent education programs and gatherings where parents share their questions, struggles and concerns and receive reassurance and guidance from skilled and trained teachers, who can place these issues in a larger perspective. This can also happen through phone calls to the school to talk through a thorny situation, to just see if what is going on at home is in the realm of the developmental stage that the child is going through.\u003c/p>\n\u003cp>In order to form this relationship between schools and parents, here are some ideas that have proven to work well.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>PARENT GROUPS. \u003c/strong>A well-coordinated advisory group built on the developmental needs of each grade level, with communication to parents about the goals of the advisory program, built on the foundational skills of social emotional learning (SEL). 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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
},
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},
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"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"order": 1
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"source": "Commonwealth Club of California"
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"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
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"freakonomics-radio": {
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"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"id": "fresh-air",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
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"source": "NPR"
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"how-i-built-this": {
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"order": 15
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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