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"content": "\u003cp>Healthy communication is vital to thriving workplace communities, and it’s essential for effective collaborative classrooms as well. Knowing when and how to express yourself, recognizing nonverbal cues, and being able to discern what's important when someone speaks can be key factors in building interpersonal relationships. By practicing communication skills, students will get better at asking for help and expressing what they need, and over time they will develop the skills and confidence to tell you more clearly what they've learned in class.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In STEM fields, empathetic communication is a fundamental ingredient for success. Whether you’re a healthcare professional or a programmer, you must be able to take highly technical knowledge and describe it in a clear and simple way for others. If students learn to express ideas in a persuasive way and respond gracefully to reactions to their opinions, they’ll be able to promote innovation and social change through fields like bioengineering or video game design. You may not be able to see the outcomes of bolstering students' communication right away, but the transfer to real-world situations will one day be undeniable\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these picks to improve verbal and nonverbal communication in the STEM classroom. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/penpal-schools\">\u003cimg class=\"alignleft wp-image-48605\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/penpal.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/penpal-schools\">\u003cb>PenPal Schools\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">PenPal Schools is a global, online learning community where students can connect with others to collaborate on online projects. Students practice thinking critically about the world and working together as a team, while learning to communicate with someone from an unfamiliar background. Although it’s set up for many subjects, and there are some STEM projects already (like Protecting the Planet), you can \u003c/span>\u003ca href=\"https://go.penpalschools.com/projects/create-your-own-project\">\u003cspan style=\"font-weight: 400\">create your own project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> related to any subject you wish -- whether it be calculus or coding. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/cuethink\">\u003cimg class=\"alignleft wp-image-48608 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/cuethink.jpg\" alt=\"\" width=\"240\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-150x150.jpg 150w\" sizes=\"(max-width: 240px) 100vw, 240px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/cuethink\">\u003cb>CueThink\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">CueThink guides students through four steps for solving math problems: Understand, Plan, Solve, and Review. \u003c/span>\u003cspan style=\"font-weight: 400\">When working through the stepped-out solutions, students write what they notice, create a plan, and record multiple solutions. Students can practice communication skills by recording videos of their solutions and sharing them with their classmates. Then they can focus on improving their writing by adding concise, clear critiques of other students’ methods.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/science-journal\">\u003cimg class=\"alignleft wp-image-48606\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/sciencejournal.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal.png 300w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/app/science-journal\">\u003cb>Science Journal\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Measure \u003c/span>\u003ca href=\"https://makingscience.withgoogle.com/science-journal/activities/activity-getting-started-sound\">\u003cspan style=\"font-weight: 400\">sound\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://makingscience.withgoogle.com/science-journal/activities/activity-getting-started-light\">\u003cspan style=\"font-weight: 400\">light\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and more using sensors in Android phones with this app from Google. As students collect data in real time, they can compare multiple trials (like with the app \u003c/span>\u003ca href=\"https://www.commonsense.org/education/app/lab4physics\">\u003cspan style=\"font-weight: 400\">Lab4Physics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). Students can also add their own audio observations. Have other students listen to the audio and see if they can understand the analysis and interpret the results effectively. If students don’t have an Android device, have them record audio observations from experiments directly on their phones. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/flocabulary\">\u003cimg class=\"alignleft wp-image-48604\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/flocabulary.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/flocabulary\">\u003cb>Flocabulary\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Introduce new math or science concepts -- or help students memorize facts -- by listening to quality educational hip-hop songs and videos with Flocabulary. But don’t just practice listening skills: Break down the songs through meaningful in-class discussion and analysis. Then, as individuals or in groups, have students \u003c/span>\u003ca href=\"https://www.flocabulary.com/warp/intro/\">\u003cspan style=\"font-weight: 400\">create a song\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of their own. By constructing their own lyrics about the content, students will learn how to communicate their knowledge of STEM topics in a different way. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This article’s content is an extension of the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">\u003cspan style=\"font-weight: 400\">We All Teach SEL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/span>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/cuethink\">\u003cimg class=\"alignleft wp-image-48608 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/cuethink.jpg\" alt=\"\" width=\"240\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-150x150.jpg 150w\" sizes=\"(max-width: 240px) 100vw, 240px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/cuethink\">\u003cb>CueThink\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">CueThink guides students through four steps for solving math problems: Understand, Plan, Solve, and Review. \u003c/span>\u003cspan style=\"font-weight: 400\">When working through the stepped-out solutions, students write what they notice, create a plan, and record multiple solutions. Students can practice communication skills by recording videos of their solutions and sharing them with their classmates. Then they can focus on improving their writing by adding concise, clear critiques of other students’ methods.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/science-journal\">\u003cimg class=\"alignleft wp-image-48606\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/sciencejournal.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal.png 300w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/app/science-journal\">\u003cb>Science Journal\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Measure \u003c/span>\u003ca href=\"https://makingscience.withgoogle.com/science-journal/activities/activity-getting-started-sound\">\u003cspan style=\"font-weight: 400\">sound\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://makingscience.withgoogle.com/science-journal/activities/activity-getting-started-light\">\u003cspan style=\"font-weight: 400\">light\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and more using sensors in Android phones with this app from Google. As students collect data in real time, they can compare multiple trials (like with the app \u003c/span>\u003ca href=\"https://www.commonsense.org/education/app/lab4physics\">\u003cspan style=\"font-weight: 400\">Lab4Physics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). Students can also add their own audio observations. Have other students listen to the audio and see if they can understand the analysis and interpret the results effectively. If students don’t have an Android device, have them record audio observations from experiments directly on their phones. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/flocabulary\">\u003cimg class=\"alignleft wp-image-48604\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/flocabulary.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/flocabulary\">\u003cb>Flocabulary\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Introduce new math or science concepts -- or help students memorize facts -- by listening to quality educational hip-hop songs and videos with Flocabulary. But don’t just practice listening skills: Break down the songs through meaningful in-class discussion and analysis. Then, as individuals or in groups, have students \u003c/span>\u003ca href=\"https://www.flocabulary.com/warp/intro/\">\u003cspan style=\"font-weight: 400\">create a song\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of their own. By constructing their own lyrics about the content, students will learn how to communicate their knowledge of STEM topics in a different way. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This article’s content is an extension of the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">\u003cspan style=\"font-weight: 400\">We All Teach SEL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"p1\">There's no doubt about the value mentors can provide to the lives of students. A good mentor can show a young person how to identify and accomplish goals, connect with important people, serve as a role model and open up opportunities. How students acquire mentors can be a matter of their own initiative or built in as a requirement for \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/03/coding-camp-for-minority-boys-where-mentors-make-a-big-difference/\">programs\u003c/a>, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/16/interests-to-internships-when-students-take-the-lead-in-learning/\">schools\u003c/a> or \u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/28/how-mentors-and-scholarships-help-community-college-students-succeed/\">community colleges\u003c/a>.\u003c/p>\n\u003cp class=\"p1\">For a female engineering student in college, having a mentor who's also a woman can make a big difference in keeping her in the currently male dominated field. Ed Yong writes in \u003ca href=\"https://www.theatlantic.com/science/archive/2017/05/women-mentors-engineering/527625/\">The Atlantic\u003c/a> about research conducted by \u003ca href=\"http://people.umass.edu/nd/\">Nilanjana Dasgupta\u003c/a> at the University of Massachusetts in Amherst. Dasgupta found that women who were paired with female mentors were more likely to stay in engineering vs. those who were paired with male mentors or no mentors at all. Yong writes about her findings in The Atlantic:\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p1\">She sees mentors as “social vaccines.” Just as medical vaccines prepare the immune system to deal with infections, good mentors inoculate the mind against the stultifying effects of negative stereotypes. “And this study isn’t just about women,” adds \u003ca href=\"http://www.radhikanagpal.org/\">Radhika Nagpal\u003c/a>, from Harvard University. “It’s about all the groups who have been historically and legally excluded, and are now slowly entering a world from which their members were barred. There’s a famous saying: You can’t be what you can’t see.”\u003c/p>\n\u003c/blockquote>\n\u003cp>https://www.theatlantic.com/science/archive/2017/05/women-mentors-engineering/527625/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">There's no doubt about the value mentors can provide to the lives of students. A good mentor can show a young person how to identify and accomplish goals, connect with important people, serve as a role model and open up opportunities. How students acquire mentors can be a matter of their own initiative or built in as a requirement for \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/03/coding-camp-for-minority-boys-where-mentors-make-a-big-difference/\">programs\u003c/a>, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/16/interests-to-internships-when-students-take-the-lead-in-learning/\">schools\u003c/a> or \u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/28/how-mentors-and-scholarships-help-community-college-students-succeed/\">community colleges\u003c/a>.\u003c/p>\n\u003cp class=\"p1\">For a female engineering student in college, having a mentor who's also a woman can make a big difference in keeping her in the currently male dominated field. Ed Yong writes in \u003ca href=\"https://www.theatlantic.com/science/archive/2017/05/women-mentors-engineering/527625/\">The Atlantic\u003c/a> about research conducted by \u003ca href=\"http://people.umass.edu/nd/\">Nilanjana Dasgupta\u003c/a> at the University of Massachusetts in Amherst. Dasgupta found that women who were paired with female mentors were more likely to stay in engineering vs. those who were paired with male mentors or no mentors at all. Yong writes about her findings in The Atlantic:\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p1\">She sees mentors as “social vaccines.” Just as medical vaccines prepare the immune system to deal with infections, good mentors inoculate the mind against the stultifying effects of negative stereotypes. “And this study isn’t just about women,” adds \u003ca href=\"http://www.radhikanagpal.org/\">Radhika Nagpal\u003c/a>, from Harvard University. “It’s about all the groups who have been historically and legally excluded, and are now slowly entering a world from which their members were barred. There’s a famous saying: You can’t be what you can’t see.”\u003c/p>\n\u003c/blockquote>\n\u003cp>https://www.theatlantic.com/science/archive/2017/05/women-mentors-engineering/527625/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How A Gene Editing Tool Went From Labs To A Middle-School Classroom",
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"content": "\u003cp>On a Saturday afternoon, 10 students gather at Genspace, a community lab in Brooklyn, to learn how to edit genes.\u003c/p>\n\u003cp>There's a recent graduate with a master's in plant biology, a high school student who started a synthetic biology club, a medical student, an eighth grader, and someone who works in pharmaceutical advertising.\u003c/p>\n\u003cp>\"This is so cool to learn about; I hadn't studied biology since like ninth grade,\" says Ruthie Nachmany, one of the class participants. She had studied anthropology, visual arts, and environmental studies in college, but is now a software engineer.\u003c/p>\n\u003cp>In the 1970s, personal computers \u003ca href=\"http://www.computerhistory.org/timeline/1979/\">emerged from labs\u003c/a> and universities and became something each person could have. That made it possible for people like Nachmany to become a professional programmer despite not having studied it in school.\u003c/p>\n\u003cp>Some compare that democratization of personal computing in the '70s to the current changes in access to genetic engineering tools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In 2015, the journal \u003cem>Science \u003c/em>\u003ca href=\"http://www.sciencemag.org/news/2015/12/and-science-s-breakthrough-year\">declared\u003c/a> the gene editing tool CRISPR Cas9 the breakthrough of the year. It let scientists make changes in DNA of living cells easier and cheaper than before. Today, the CRISPR tool is no longer something that only researchers do in labs. You can take classes in gene editing at a community lab. You can buy a \u003ca href=\"http://www.the-odin.com/diy-crispr-kit/\">$150 kit\u003c/a> to do it at home. Some middle schoolers are doing it in their science classes.\u003c/p>\n\u003cp>Genspace lab manager Will Shindel, who teaches the genome-editing class, says his students are usually professionals who want to learn a new career skill or curious everyday people. \"They just know that it's this word that everybody's throwing around,\" Shindel says. \"It's either going to lead to the singularity or the apocalypse.\"\u003c/p>\n\u003cp>Shindel, a biologist by training, is one of many people now dreaming about and starting synthetic biology projects using the CRISPR tool. With some friends, he is working on genetically engineering a spicy tomato. Some people \u003ca href=\"http://www.popsci.com/these-biohackers-are-making-open-source-insulin\">are trying\u003c/a> to make bacteria produce insulin. At Acera, an elementary and middle school in Massachusetts, 13-year-old Abby Pierce recently completed a CRISPR experiment, genetically modifying bacteria so that it could grow in an antibiotic that would have killed it otherwise.\u003c/p>\n\u003cp>Pierce's science teacher, Michael Hirsch, made the argument to get genetic engineering kits for his science students to experiment with in class. \"It's going to take molecular bio out of the 'Oh man, cool, they do it in labs' to 'Wait, we can do this in our homes,' \" Hirsch says. \"We could do things like create pigments, and create flavor extracts, and all of these really nifty things safely and carefully in our kitchens.\"\u003c/p>\n\u003cp>\u003cstrong>New \u003c/strong>\u003cstrong>skill set\u003c/strong>\u003c/p>\n\u003cp>In fact, the University of Pennsylvania's \u003ca href=\"https://www.phf.upenn.edu/fellows/orkan-telhan\">Orkan Telhan\u003c/a> argues, genetic engineering will become an increasingly important skill, like coding has been. Telhan is an associate professor of fine arts and emerging design practices and he \u003ca href=\"http://www.biorealize.com/#microbial-design-studio\">worked with\u003c/a> a biologist and an engineer on a desktop machine that allows anyone to do genetic engineering experiments, without needing a background in biology.\u003c/p>\n\u003cp>\"Biology is the newest technology that people need to learn,\" Telhan says. \"It's a new skill set everyone should learn because it changes the way you manufacture things, it changes the way we learn, store information, think about the world.\" As an example of a recent application, Telhan points to an Adidas shoe made from \u003ca href=\"http://www.biosteel-fiber.com/home\">bioengineered fiber\u003c/a>, inspired by spider silk.\u003c/p>\n\u003cp>The comparison between genetic engineering and computing is not new. Two years ago at a conference, MIT Media Lab Director Joi Ito \u003ca href=\"https://www.youtube.com/watch?v=pnHD8gvccpI\">gave a talk\u003c/a> called \"Why bio is the new digital\":\u003c/p>\n\u003cblockquote>\u003cp>\"You can now take all of the gene bricks, these little parts of genetic code, categorize them as if they were pieces of code, write software using a computer, stick them in a bacteria, reboot the bacteria and the bacteria just as with computers, usually does what you think it does.\"\u003c/p>\u003c/blockquote>\n\u003cfigure id=\"attachment_48321\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48321\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/img_4993-12b9b789dafcb9b8a754f1709c91f94bcf6b0c0d-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\">\u003cfigcaption class=\"wp-caption-text\">Genspace Lab Manager Will Shindel mixes all the chemicals before class, so the students don't have to make calculations to dilute them during the class. \u003ccite>(Alan Yu/WHYY)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>'We need to dig deeper'\u003c/strong>\u003c/p>\n\u003cp>Gene editing tools have already started a debate about ethics and safety. Some scientists \u003ca href=\"http://www.npr.org/sections/health-shots/2015/12/03/458212497/scientists-debate-how-far-to-go-in-editing-human-genes\">have warned\u003c/a> about not just intentionally harmful uses, but also potential unintended consequences or dangerous mistakes in experimentation.\u003c/p>\n\u003cp>The German government in March sent out a warning about one kind of CRISPR kit, saying officials found potentially harmful bacteria on two kits they tested, though it's not clear how those bacteria got there. The European Centre for Disease Prevention and Control responded with a statement earlier this month that \u003ca href=\"http://ecdc.europa.eu/en/press/news/_layouts/forms/News_DispForm.aspx?ID=1610&List=8db7286c-fe2d-476c-9133-18ff4cb1b568&Source=http%3A%2F%2Fecdc%2Eeuropa%2Eeu%2Fen%2Fpress%2Fnews%2FPages%2FNews%2Easpx\">the risk to people using these kits was low\u003c/a> — and asked EU member states to review their procedures around these kits.\u003c/p>\n\u003cp>Earlier, the German Federal Office of Consumer Protection and Food Safety also issued a reminder that depending on the kit, genetic-engineering laws still applied, and doing this work outside of a licensed facility with an expert supervisor could lead to a fine of up to 50,000 euros ($56,000).\u003c/p>\n\u003cp>In the U.S., then-Director of National Intelligence James Clapper \u003ca href=\"https://www.technologyreview.com/s/600774/top-us-intelligence-official-calls-gene-editing-a-wmd-threat/\">in early 2016 added\u003c/a> genome editing to a list related to \"weapons of mass destruction and proliferation.\" But bioengineering experts say overall, the U.S. government agencies \u003ca href=\"https://www.technologyreview.com/s/602643/on-patrol-with-americas-top-bioterror-cop/\">have long been monitoring\u003c/a> the gene-editing and the DIY bio movement — \"very proactive in understanding\" the field, as Johns Hopkins University biosecurity fellow Justin Pahara puts it.\u003c/p>\n\u003cp>\"There is a lot of effort going into understanding the scope of DIY biology, who can do it, what can be done, what are some of the concerns, how do we mitigate risk,\" says Pahara, who is also a co-founder of bioengineering-kit company Amino Labs. He says DIY bio, or biohacking, poses little security concern for now, being at a very early stage.\u003c/p>\n\u003cp>\"I would suggest that just all of these discussions, including looking into the past at computing and other technologies, [have] really helped us understand that we need to dig deeper,\" he says.\u003c/p>\n\u003cp>\u003cstrong>More variables\u003c/strong>\u003c/p>\n\u003cp>As much as the gene-engineering revolution is being compared to the PC revolution before it, bacteria are not as predictable as computers, says Kristala Prather, associate professor of chemical engineering at MIT. Her team studies \u003ca href=\"http://web.mit.edu/prathergroup/research.html\">how to engineer bacteria\u003c/a> so they produce chemicals that can be used for fuel, medications and other things.\u003c/p>\n\u003cp>\"I have a first-year graduate student ... who was lamenting the fact that even though she has cloned genes many times before, it's taking her a little while to get things to work well at my lab,\" Prather says. \"And my response to her is that the same is true for about 80 percent of students who come into my group.\"\u003c/p>\n\u003cp>Prather explains that engineering bacteria isn't quite like coding because many more variables are at play.\u003c/p>\n\u003cp>\"One of the common mistakes that people make it to assume all water is just water. The water that comes out of the tap in Cambridge is different than the water that comes out of the tap in New York,\" she says. \"So there are very small things like that that can turn out to make a significant difference.\"\u003c/p>\n\u003cp>But Prather — who remembers writing programs on a Commodore 64 computer as a 13-year-old — is nonetheless excited about the prospect of more people learning about genetic engineering through kits and classes: She says even if all this access does right now is get more people excited about becoming scientists, it's still really valuable.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Alan Yu reports for WHYY's health and science show, \u003c/em>\u003ca href=\"http://whyy.org/thepulse\">The Pulse\u003c/a>\u003cem>. This story originally appeared on an episode of its podcast called \u003c/em>\u003ca href=\"https://itunes.apple.com/us/podcast/the-pulse/id772127662?mt=2\">Do It Yourself\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 WHYY, Inc.. To see more, visit \u003ca href=\"http://www.whyy.org\">WHYY, Inc.\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+A+Gene+Editing+Tool+Went+From+Labs+To+A+Middle-School+Classroom&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>On a Saturday afternoon, 10 students gather at Genspace, a community lab in Brooklyn, to learn how to edit genes.\u003c/p>\n\u003cp>There's a recent graduate with a master's in plant biology, a high school student who started a synthetic biology club, a medical student, an eighth grader, and someone who works in pharmaceutical advertising.\u003c/p>\n\u003cp>\"This is so cool to learn about; I hadn't studied biology since like ninth grade,\" says Ruthie Nachmany, one of the class participants. She had studied anthropology, visual arts, and environmental studies in college, but is now a software engineer.\u003c/p>\n\u003cp>In the 1970s, personal computers \u003ca href=\"http://www.computerhistory.org/timeline/1979/\">emerged from labs\u003c/a> and universities and became something each person could have. That made it possible for people like Nachmany to become a professional programmer despite not having studied it in school.\u003c/p>\n\u003cp>Some compare that democratization of personal computing in the '70s to the current changes in access to genetic engineering tools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In 2015, the journal \u003cem>Science \u003c/em>\u003ca href=\"http://www.sciencemag.org/news/2015/12/and-science-s-breakthrough-year\">declared\u003c/a> the gene editing tool CRISPR Cas9 the breakthrough of the year. It let scientists make changes in DNA of living cells easier and cheaper than before. Today, the CRISPR tool is no longer something that only researchers do in labs. You can take classes in gene editing at a community lab. You can buy a \u003ca href=\"http://www.the-odin.com/diy-crispr-kit/\">$150 kit\u003c/a> to do it at home. Some middle schoolers are doing it in their science classes.\u003c/p>\n\u003cp>Genspace lab manager Will Shindel, who teaches the genome-editing class, says his students are usually professionals who want to learn a new career skill or curious everyday people. \"They just know that it's this word that everybody's throwing around,\" Shindel says. \"It's either going to lead to the singularity or the apocalypse.\"\u003c/p>\n\u003cp>Shindel, a biologist by training, is one of many people now dreaming about and starting synthetic biology projects using the CRISPR tool. With some friends, he is working on genetically engineering a spicy tomato. Some people \u003ca href=\"http://www.popsci.com/these-biohackers-are-making-open-source-insulin\">are trying\u003c/a> to make bacteria produce insulin. At Acera, an elementary and middle school in Massachusetts, 13-year-old Abby Pierce recently completed a CRISPR experiment, genetically modifying bacteria so that it could grow in an antibiotic that would have killed it otherwise.\u003c/p>\n\u003cp>Pierce's science teacher, Michael Hirsch, made the argument to get genetic engineering kits for his science students to experiment with in class. \"It's going to take molecular bio out of the 'Oh man, cool, they do it in labs' to 'Wait, we can do this in our homes,' \" Hirsch says. \"We could do things like create pigments, and create flavor extracts, and all of these really nifty things safely and carefully in our kitchens.\"\u003c/p>\n\u003cp>\u003cstrong>New \u003c/strong>\u003cstrong>skill set\u003c/strong>\u003c/p>\n\u003cp>In fact, the University of Pennsylvania's \u003ca href=\"https://www.phf.upenn.edu/fellows/orkan-telhan\">Orkan Telhan\u003c/a> argues, genetic engineering will become an increasingly important skill, like coding has been. Telhan is an associate professor of fine arts and emerging design practices and he \u003ca href=\"http://www.biorealize.com/#microbial-design-studio\">worked with\u003c/a> a biologist and an engineer on a desktop machine that allows anyone to do genetic engineering experiments, without needing a background in biology.\u003c/p>\n\u003cp>\"Biology is the newest technology that people need to learn,\" Telhan says. \"It's a new skill set everyone should learn because it changes the way you manufacture things, it changes the way we learn, store information, think about the world.\" As an example of a recent application, Telhan points to an Adidas shoe made from \u003ca href=\"http://www.biosteel-fiber.com/home\">bioengineered fiber\u003c/a>, inspired by spider silk.\u003c/p>\n\u003cp>The comparison between genetic engineering and computing is not new. Two years ago at a conference, MIT Media Lab Director Joi Ito \u003ca href=\"https://www.youtube.com/watch?v=pnHD8gvccpI\">gave a talk\u003c/a> called \"Why bio is the new digital\":\u003c/p>\n\u003cblockquote>\u003cp>\"You can now take all of the gene bricks, these little parts of genetic code, categorize them as if they were pieces of code, write software using a computer, stick them in a bacteria, reboot the bacteria and the bacteria just as with computers, usually does what you think it does.\"\u003c/p>\u003c/blockquote>\n\u003cfigure id=\"attachment_48321\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48321\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/img_4993-12b9b789dafcb9b8a754f1709c91f94bcf6b0c0d-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\">\u003cfigcaption class=\"wp-caption-text\">Genspace Lab Manager Will Shindel mixes all the chemicals before class, so the students don't have to make calculations to dilute them during the class. \u003ccite>(Alan Yu/WHYY)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>'We need to dig deeper'\u003c/strong>\u003c/p>\n\u003cp>Gene editing tools have already started a debate about ethics and safety. Some scientists \u003ca href=\"http://www.npr.org/sections/health-shots/2015/12/03/458212497/scientists-debate-how-far-to-go-in-editing-human-genes\">have warned\u003c/a> about not just intentionally harmful uses, but also potential unintended consequences or dangerous mistakes in experimentation.\u003c/p>\n\u003cp>The German government in March sent out a warning about one kind of CRISPR kit, saying officials found potentially harmful bacteria on two kits they tested, though it's not clear how those bacteria got there. The European Centre for Disease Prevention and Control responded with a statement earlier this month that \u003ca href=\"http://ecdc.europa.eu/en/press/news/_layouts/forms/News_DispForm.aspx?ID=1610&List=8db7286c-fe2d-476c-9133-18ff4cb1b568&Source=http%3A%2F%2Fecdc%2Eeuropa%2Eeu%2Fen%2Fpress%2Fnews%2FPages%2FNews%2Easpx\">the risk to people using these kits was low\u003c/a> — and asked EU member states to review their procedures around these kits.\u003c/p>\n\u003cp>Earlier, the German Federal Office of Consumer Protection and Food Safety also issued a reminder that depending on the kit, genetic-engineering laws still applied, and doing this work outside of a licensed facility with an expert supervisor could lead to a fine of up to 50,000 euros ($56,000).\u003c/p>\n\u003cp>In the U.S., then-Director of National Intelligence James Clapper \u003ca href=\"https://www.technologyreview.com/s/600774/top-us-intelligence-official-calls-gene-editing-a-wmd-threat/\">in early 2016 added\u003c/a> genome editing to a list related to \"weapons of mass destruction and proliferation.\" But bioengineering experts say overall, the U.S. government agencies \u003ca href=\"https://www.technologyreview.com/s/602643/on-patrol-with-americas-top-bioterror-cop/\">have long been monitoring\u003c/a> the gene-editing and the DIY bio movement — \"very proactive in understanding\" the field, as Johns Hopkins University biosecurity fellow Justin Pahara puts it.\u003c/p>\n\u003cp>\"There is a lot of effort going into understanding the scope of DIY biology, who can do it, what can be done, what are some of the concerns, how do we mitigate risk,\" says Pahara, who is also a co-founder of bioengineering-kit company Amino Labs. He says DIY bio, or biohacking, poses little security concern for now, being at a very early stage.\u003c/p>\n\u003cp>\"I would suggest that just all of these discussions, including looking into the past at computing and other technologies, [have] really helped us understand that we need to dig deeper,\" he says.\u003c/p>\n\u003cp>\u003cstrong>More variables\u003c/strong>\u003c/p>\n\u003cp>As much as the gene-engineering revolution is being compared to the PC revolution before it, bacteria are not as predictable as computers, says Kristala Prather, associate professor of chemical engineering at MIT. Her team studies \u003ca href=\"http://web.mit.edu/prathergroup/research.html\">how to engineer bacteria\u003c/a> so they produce chemicals that can be used for fuel, medications and other things.\u003c/p>\n\u003cp>\"I have a first-year graduate student ... who was lamenting the fact that even though she has cloned genes many times before, it's taking her a little while to get things to work well at my lab,\" Prather says. \"And my response to her is that the same is true for about 80 percent of students who come into my group.\"\u003c/p>\n\u003cp>Prather explains that engineering bacteria isn't quite like coding because many more variables are at play.\u003c/p>\n\u003cp>\"One of the common mistakes that people make it to assume all water is just water. The water that comes out of the tap in Cambridge is different than the water that comes out of the tap in New York,\" she says. \"So there are very small things like that that can turn out to make a significant difference.\"\u003c/p>\n\u003cp>But Prather — who remembers writing programs on a Commodore 64 computer as a 13-year-old — is nonetheless excited about the prospect of more people learning about genetic engineering through kits and classes: She says even if all this access does right now is get more people excited about becoming scientists, it's still really valuable.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Alan Yu reports for WHYY's health and science show, \u003c/em>\u003ca href=\"http://whyy.org/thepulse\">The Pulse\u003c/a>\u003cem>. This story originally appeared on an episode of its podcast called \u003c/em>\u003ca href=\"https://itunes.apple.com/us/podcast/the-pulse/id772127662?mt=2\">Do It Yourself\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 WHYY, Inc.. To see more, visit \u003ca href=\"http://www.whyy.org\">WHYY, Inc.\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+A+Gene+Editing+Tool+Went+From+Labs+To+A+Middle-School+Classroom&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How a Sword and Sorcery Camp Uses Immersive Role Play to Teach STEAM",
"title": "How a Sword and Sorcery Camp Uses Immersive Role Play to Teach STEAM",
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"content": "\u003cp>The scene is right out of a survival horror movie. A yellow school bus unloads a group of eager young campers, ready to meet their counselors and settle in for some summer camp fun. Instead, they are greeted by a horde of groaning zombies advancing at them from an open field. The staff frantically hand out three foam Nerf darts to each incredulous camper and suggest they start running. The rest of the day is spent hiding and defending in a desperate bid to evade the droves of undead.\u003c/p>\n\u003cp>Hours later, the bus is back to gather the exhilarated survivors. But it’s not over yet. Before they board, a jeep pulls up and a suited man jumps out and opens a briefcase filled with more foam darts. He distributes them liberally, along with plain business cards printed with the name “INGSOC.” As abruptly as he arrived, he speeds off in a cloud of dust, leaving a pack of mystified campers in his wake.\u003c/p>\n\u003cp>This is one of the many schemes cooked up by Meghan Gardner and her team at \u003ca href=\"http://guardup.com/\">Guard Up\u003c/a> to engage students in learning.\u003c/p>\n\u003cp>Inspired by an elixir of live-action role playing (LARP), video games, and choose-your-own-adventure-style bedtime stories she had dreamed up for her daughters, Gardner envisioned a program where learning occurred within self-determined narrative adventures. After participating in a LARP, she thought “Why not kids instead of adults? Rather than learning an invented language, why not Latin? Instead of alchemy, why not chemistry?” Gardner hired a group of teachers with live role-play experience and launched a series of day and overnight camps that operate with what she terms “story-based education.”\u003c/p>\n\u003cp>https://youtu.be/Br-b4VdGqlk\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Guard Up opened a full-time facility in Burlington, Massachusetts, in 2001. The company offered weekly \u003ca href=\"http://www.guardup.com/\">classes in fencing and swordsmanship\u003c/a> for all ages, as well as story-based educational adventures. Guard Up then launched educational summer camps that eventually became the largest part of the company. Despite being unplugged and device free, much of the adventures play out like a story-rich video game. Gardner’s background in anthropology, film, martial arts and fencing (she even taught a course in underwater defense with Navy SEAL trainers), as well as a passion for storytelling, explains her interest in both sword play and using stories to educate.\u003c/p>\n\u003cp>The camp included narrative elements from the very beginning, but became more deliberately educational in 2010. Today, campers can choose to survive a post-apocalyptic adventure in the \u003ca href=\"http://www.zombiesummercamp.com/\">Zombie STEM Summer Camp\u003c/a> or journey to the fantasy world of Sidleterra in \u003ca href=\"http://www.swordsummercamp.com/\">Wizards & Warriors STEM Camp\u003c/a>.\u003c/p>\n\u003cp>But how does education take place when running from zombies and battling 9-foot witch kings?\u003c/p>\n\u003cp>\u003cstrong>Applying Learning in a Real-World Fiction\u003c/strong>\u003c/p>\n\u003cp>Immersive narratives and embodied actions combine to engage players in a range of learning. Campers can play in story worlds drawn from literature, mythology and history. The name “INGSOC” that was printed on the business cards may seem familiar because it is the political ideology from George Orwell’s dark classic, \u003cem>1984\u003c/em>. Gardner remembered one resourceful young camper who went home and immediately researched the name on the internet. Within minutes of discovering the source he was out the door and on his way to check out a copy of the novel from the local library.\u003c/p>\n\u003cp>“The next day at camp, a huge group of kids, holding their Nerf blasters, surrounded this one boy who was reading out of \u003cem>1984,\u003c/em>\" said Gardner. “He reads about INGSOC and says ‘Guys! We can’t be friends with them … but we can infiltrate them.’ ”\u003c/p>\n\u003cp>This illustrates how an informal, story-driven environment can motivate students to take ownership of their learning. Similarly, when the players encounter Latin spells and scrolls, they are driven to learn and decode the classical language. Schools and libraries become resources to help students make sense of an unfolding narrative, solve problems and take action inside the game. Gardner feels that one of Guard Up’s biggest accomplishments is having students use school as a resource to practically apply abstract knowledge. She believes that by giving students greater agency, they will better transfer and accommodate learning into their lives.\u003c/p>\n\u003cp>Research supports the approach. \u003ca href=\"http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0100-55022013000100012\">A study\u003c/a> conducted with medical undergraduate students in Brazil found that using a cooperative role-play environment to teach cellular biology was preferred by the participants and produced equal or higher retention than traditional lecture-style classes. The researchers state that “by telling a story in which everyone takes part, there is greater student interaction and, as a consequence, we may expect better performance in their construction of knowledge.” Rather than one-way teacher transmission, knowledge is co-created by the students, which may lead to better long-term absorption of the material.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=vy_ZAIx66ig&feature=youtu.be\u003c/p>\n\u003cp>\u003cstrong>A Computer Game Without Computers \u003c/strong>\u003c/p>\n\u003cp>Each summer, dystopic works of literature like \u003cem>Animal Farm\u003c/em>, \u003cem>The Island of Dr. Moreau\u003c/em> or \u003cem>I Am Legend\u003c/em> are creatively adapted to structure the zombie apocalypse. The texts are not used in a wholesale linear fashion, but act as general guides to help inform an emerging story. Gardner aims for campers to be the masters of their own destiny, and the decisions they make alter and redirect the plot at every turn.\u003c/p>\n\u003cp>“When I first arrived I thought it would be people running around and hitting each other, but it’s not. It’s about reacting to the consequences of your actions and the responsibility that comes with it,” said one 13-year-old camper.\u003c/p>\n\u003cp>“We go where they want to go in our story. We give the learner the agency and autonomy to control their own outcome,” said Gardner. “There’s a lot of improv, but improv with some guidelines.” The affordance to play in a responsive environment is key to engaging players in video games, but Gardner exports the method off the screen and into the real world. “In this age of technology, so few kids are unplugged and playing pretend. We are a computer game without the computers.”\u003c/p>\n\u003cp>Keeping up with players without the magic of lightning-fast processors can be an epic challenge. At any given time, the staff will build props and costumes, apply makeup, play a host of characters, and maintain constant radio contact with mission control, where maps and figurines are used to orchestrate the unfolding adventure. Every night, the team gathers to alter and tweak the story, and to make all necessary preparations for the next day. To help with the demanding task, they maintain a database of easily deployable “pocket plots” or modular story fragments that can be inserted to respond to the players’ unscripted decisions.\u003c/p>\n\u003cp>Media scholar Dr. Henry Jenkins terms these “micronarratives” and \u003ca href=\"http://web.mit.edu/21fms/People/henry3/games&narrative.html\">identifies them as a prevalent storytelling feature\u003c/a> in popular video games. The technique lets players enjoy the freedom and agency of self-expression, while still loosely following a larger story arc.\u003c/p>\n\u003cp>“Certain plot points are fixed whereas other moments can be expanded or contracted in response to audience feedback without serious consequences to the overall plot,” wrote Jenkins.\u003c/p>\n\u003cp>\u003cstrong>The Heroic Journey to Intercultural Understanding\u003c/strong>\u003c/p>\n\u003cp>Although the Wizards & Warriors Camp emphasizes STEM learning, campers also benefit from a healthy exposure to global cultures. The camp sidesteps standard \u003cem>Lord of the Rings-\u003c/em>style fantasy plots in favor of storylines drawn from world mythology and indigenous oral histories. The narratives are woven together according to the \u003ca href=\"http://www.npr.org/programs/ted-radio-hour/458496650/the-heros-journey\">hero’s journey\u003c/a>, a recurrent narrative pattern that mythologist Joseph Campbell identified as common to all cultures. Notably, the universal but episodic structure of the hero’s journey is often applied as a flexible template for storytelling in video games.\u003c/p>\n\u003cfigure id=\"attachment_47931\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-47931 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Arawak-Nation7-1020x1440.jpg\" alt=\"Arawak educational consultant, Claudia Fox Tree, standing next to Opiyel, the three legged dog who guards the Arawak afterlife. The Opiyel costume was made by Marin Gardner, Costume Designer at Guard Up.\" width=\"640\" height=\"904\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-1020x1440.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-160x226.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-800x1130.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-768x1084.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-1180x1666.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-960x1355.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-240x339.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-375x529.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-520x734.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">For a session on Arawak culture, Guard Up worked with educational consultant Claudia Fox Tree (right) who helped staff develop Opiyel, the three-legged dog who guards the Arawak afterlife. Guard Up costume designer Marin Gardner made the Opiyel costume. \u003ccite>(Courtesy of Meghan Gardner)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Camp policy dictates that a non-Eurocentric culture be used every other year, so in addition to the tales of the Romans, Celts and Norse, they include Japanese myths and indigenous oral histories. To treat these traditions with sensitivity and avoid the pitfalls of cultural appropriation, Guard Up contracts consultants to guide and advise them every step of the way.\u003c/p>\n\u003cp>“This year, we chose both the Abenaki and Arawak tribes to explore because they were very different from each other in location,” said Gardner. “We had Claudia Fox Tree, a local Arawak educator, counsel us on the story, props and regalia, and enlisted the help of Jim Bruchac, Abenaki educator and author from the Ndakinna Education Center in upstate New York.”\u003c/p>\n\u003cp>Gardner affirmed that indigenous people do not consider their stories myths -- they are a collective history transmitted by oral tradition. Similarly, the indigenous vestments are not costumes but regalia, as they are not disguises but a genuine expression of culture and tradition. These efforts toward sensitive representation are transmitted to the campers, fostering a mindset to more respectfully encounter other cultures.\u003c/p>\n\u003cp>UNESCO advocates for including intercultural understanding in curricula to encourage a sense of global citizenship in an increasingly connected world. \u003ca href=\"http://unesdoc.unesco.org/images/0018/001890/189051E.pdf\">A 2010 UNESCO report\u003c/a> states that “respect for cultural diversity falls within the social dimension of peace, equality and human rights, underpinned by the cultural context, within and through which learning occurs, and which forms the basis for inter-linkages between the various sustainability dimensions (i.e., socio-political, environmental and economic).”\u003c/p>\n\u003cp>A sensitive exposure to other cultures adds an ethical dimension to the experience, reinforced by the camp’s emphasis on compassion, courage and honor as the highest virtues to which the young heroes should aspire.\u003c/p>\n\u003cp>\u003cstrong>Sneaky STEM: Designing Spells with Physics\u003c/strong>\u003c/p>\n\u003cp>Beneath the realm of sword and sorcery lies a foundation of hard science. Heroes begin their journey by affiliating themselves with one of several guilds, each offering instruction in a different branch of science. Chemistry is learned to brew potions in the Mages’ Guild, while members of the Healers’ Guild become versed in the rudiments of biology and first aid. “To get first-level spells, mages have to learn basic physics which they then use to cast them,” explained Gardner. “We have 7-year-olds running around the camp reciting Newton’s Laws of Physics.” As players progress they can design and teach their own spells as long as they can scientifically defend them before a Board of Mages. Teachers and education graduate students are hired by the camp to sit on the guild boards, be camp counselors and also develop the camp’s curriculum.\u003c/p>\n\u003cp>https://youtu.be/o6dyj1-OLDs\u003c/p>\n\u003cp>Scientific knowledge helps the heroes prevail, so they are motivated to research, consult with their teachers and librarians, and master the content to ensure that their spells don’t backfire. Gardner calls the approach “sneaky STEM” and laughs with equal mischief and delight when she speaks about the campers learning “subversively.” The informal environment of a camp grants the freedom to experiment in a way that might be challenging in formal school settings. “Standardized tests limit a teachers’ ability to creatively engage the student,” said Gardner. “I don’t know how many times I’ve heard teachers complain that they have to teach to the test.”\u003c/p>\n\u003cp>\u003cstrong>Intergenerational and Inclusive\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Despite the constant menace of monsters and zombies, testimonials from the intergenerational campers repeatedly express a sense of acceptance, inclusion and belonging. The camp brings together a range of ages from 7 years old and upward, but unlike the age silos in schools, all age groups interact in an atmosphere of collaboration and mentorship. Like more traditional summer camps, older campers can become CITs, which is when they get to wear the monster costumes. Although the camp was about 70 percent boys at its inception, Guard Up has formed partnerships, offered scholarships, and targeted promotion to substantially increase its female population. “The counselors make a big effort to not differentiate between genders, “said one 16-year-old camper. “They refer to everyone as heroes. No one cares -- just be you.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The scene is right out of a survival horror movie. A yellow school bus unloads a group of eager young campers, ready to meet their counselors and settle in for some summer camp fun. Instead, they are greeted by a horde of groaning zombies advancing at them from an open field. The staff frantically hand out three foam Nerf darts to each incredulous camper and suggest they start running. The rest of the day is spent hiding and defending in a desperate bid to evade the droves of undead.\u003c/p>\n\u003cp>Hours later, the bus is back to gather the exhilarated survivors. But it’s not over yet. Before they board, a jeep pulls up and a suited man jumps out and opens a briefcase filled with more foam darts. He distributes them liberally, along with plain business cards printed with the name “INGSOC.” As abruptly as he arrived, he speeds off in a cloud of dust, leaving a pack of mystified campers in his wake.\u003c/p>\n\u003cp>This is one of the many schemes cooked up by Meghan Gardner and her team at \u003ca href=\"http://guardup.com/\">Guard Up\u003c/a> to engage students in learning.\u003c/p>\n\u003cp>Inspired by an elixir of live-action role playing (LARP), video games, and choose-your-own-adventure-style bedtime stories she had dreamed up for her daughters, Gardner envisioned a program where learning occurred within self-determined narrative adventures. After participating in a LARP, she thought “Why not kids instead of adults? Rather than learning an invented language, why not Latin? Instead of alchemy, why not chemistry?” Gardner hired a group of teachers with live role-play experience and launched a series of day and overnight camps that operate with what she terms “story-based education.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Br-b4VdGqlk'\n title='//www.youtube.com/embed/Br-b4VdGqlk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Guard Up opened a full-time facility in Burlington, Massachusetts, in 2001. The company offered weekly \u003ca href=\"http://www.guardup.com/\">classes in fencing and swordsmanship\u003c/a> for all ages, as well as story-based educational adventures. Guard Up then launched educational summer camps that eventually became the largest part of the company. Despite being unplugged and device free, much of the adventures play out like a story-rich video game. Gardner’s background in anthropology, film, martial arts and fencing (she even taught a course in underwater defense with Navy SEAL trainers), as well as a passion for storytelling, explains her interest in both sword play and using stories to educate.\u003c/p>\n\u003cp>The camp included narrative elements from the very beginning, but became more deliberately educational in 2010. Today, campers can choose to survive a post-apocalyptic adventure in the \u003ca href=\"http://www.zombiesummercamp.com/\">Zombie STEM Summer Camp\u003c/a> or journey to the fantasy world of Sidleterra in \u003ca href=\"http://www.swordsummercamp.com/\">Wizards & Warriors STEM Camp\u003c/a>.\u003c/p>\n\u003cp>But how does education take place when running from zombies and battling 9-foot witch kings?\u003c/p>\n\u003cp>\u003cstrong>Applying Learning in a Real-World Fiction\u003c/strong>\u003c/p>\n\u003cp>Immersive narratives and embodied actions combine to engage players in a range of learning. Campers can play in story worlds drawn from literature, mythology and history. The name “INGSOC” that was printed on the business cards may seem familiar because it is the political ideology from George Orwell’s dark classic, \u003cem>1984\u003c/em>. Gardner remembered one resourceful young camper who went home and immediately researched the name on the internet. Within minutes of discovering the source he was out the door and on his way to check out a copy of the novel from the local library.\u003c/p>\n\u003cp>“The next day at camp, a huge group of kids, holding their Nerf blasters, surrounded this one boy who was reading out of \u003cem>1984,\u003c/em>\" said Gardner. “He reads about INGSOC and says ‘Guys! We can’t be friends with them … but we can infiltrate them.’ ”\u003c/p>\n\u003cp>This illustrates how an informal, story-driven environment can motivate students to take ownership of their learning. Similarly, when the players encounter Latin spells and scrolls, they are driven to learn and decode the classical language. Schools and libraries become resources to help students make sense of an unfolding narrative, solve problems and take action inside the game. Gardner feels that one of Guard Up’s biggest accomplishments is having students use school as a resource to practically apply abstract knowledge. She believes that by giving students greater agency, they will better transfer and accommodate learning into their lives.\u003c/p>\n\u003cp>Research supports the approach. \u003ca href=\"http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0100-55022013000100012\">A study\u003c/a> conducted with medical undergraduate students in Brazil found that using a cooperative role-play environment to teach cellular biology was preferred by the participants and produced equal or higher retention than traditional lecture-style classes. The researchers state that “by telling a story in which everyone takes part, there is greater student interaction and, as a consequence, we may expect better performance in their construction of knowledge.” Rather than one-way teacher transmission, knowledge is co-created by the students, which may lead to better long-term absorption of the material.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/vy_ZAIx66ig'\n title='//www.youtube.com/embed/vy_ZAIx66ig'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>A Computer Game Without Computers \u003c/strong>\u003c/p>\n\u003cp>Each summer, dystopic works of literature like \u003cem>Animal Farm\u003c/em>, \u003cem>The Island of Dr. Moreau\u003c/em> or \u003cem>I Am Legend\u003c/em> are creatively adapted to structure the zombie apocalypse. The texts are not used in a wholesale linear fashion, but act as general guides to help inform an emerging story. Gardner aims for campers to be the masters of their own destiny, and the decisions they make alter and redirect the plot at every turn.\u003c/p>\n\u003cp>“When I first arrived I thought it would be people running around and hitting each other, but it’s not. It’s about reacting to the consequences of your actions and the responsibility that comes with it,” said one 13-year-old camper.\u003c/p>\n\u003cp>“We go where they want to go in our story. We give the learner the agency and autonomy to control their own outcome,” said Gardner. “There’s a lot of improv, but improv with some guidelines.” The affordance to play in a responsive environment is key to engaging players in video games, but Gardner exports the method off the screen and into the real world. “In this age of technology, so few kids are unplugged and playing pretend. We are a computer game without the computers.”\u003c/p>\n\u003cp>Keeping up with players without the magic of lightning-fast processors can be an epic challenge. At any given time, the staff will build props and costumes, apply makeup, play a host of characters, and maintain constant radio contact with mission control, where maps and figurines are used to orchestrate the unfolding adventure. Every night, the team gathers to alter and tweak the story, and to make all necessary preparations for the next day. To help with the demanding task, they maintain a database of easily deployable “pocket plots” or modular story fragments that can be inserted to respond to the players’ unscripted decisions.\u003c/p>\n\u003cp>Media scholar Dr. Henry Jenkins terms these “micronarratives” and \u003ca href=\"http://web.mit.edu/21fms/People/henry3/games&narrative.html\">identifies them as a prevalent storytelling feature\u003c/a> in popular video games. The technique lets players enjoy the freedom and agency of self-expression, while still loosely following a larger story arc.\u003c/p>\n\u003cp>“Certain plot points are fixed whereas other moments can be expanded or contracted in response to audience feedback without serious consequences to the overall plot,” wrote Jenkins.\u003c/p>\n\u003cp>\u003cstrong>The Heroic Journey to Intercultural Understanding\u003c/strong>\u003c/p>\n\u003cp>Although the Wizards & Warriors Camp emphasizes STEM learning, campers also benefit from a healthy exposure to global cultures. The camp sidesteps standard \u003cem>Lord of the Rings-\u003c/em>style fantasy plots in favor of storylines drawn from world mythology and indigenous oral histories. The narratives are woven together according to the \u003ca href=\"http://www.npr.org/programs/ted-radio-hour/458496650/the-heros-journey\">hero’s journey\u003c/a>, a recurrent narrative pattern that mythologist Joseph Campbell identified as common to all cultures. Notably, the universal but episodic structure of the hero’s journey is often applied as a flexible template for storytelling in video games.\u003c/p>\n\u003cfigure id=\"attachment_47931\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-47931 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Arawak-Nation7-1020x1440.jpg\" alt=\"Arawak educational consultant, Claudia Fox Tree, standing next to Opiyel, the three legged dog who guards the Arawak afterlife. The Opiyel costume was made by Marin Gardner, Costume Designer at Guard Up.\" width=\"640\" height=\"904\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-1020x1440.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-160x226.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-800x1130.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-768x1084.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-1180x1666.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-960x1355.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-240x339.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-375x529.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-520x734.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">For a session on Arawak culture, Guard Up worked with educational consultant Claudia Fox Tree (right) who helped staff develop Opiyel, the three-legged dog who guards the Arawak afterlife. Guard Up costume designer Marin Gardner made the Opiyel costume. \u003ccite>(Courtesy of Meghan Gardner)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Camp policy dictates that a non-Eurocentric culture be used every other year, so in addition to the tales of the Romans, Celts and Norse, they include Japanese myths and indigenous oral histories. To treat these traditions with sensitivity and avoid the pitfalls of cultural appropriation, Guard Up contracts consultants to guide and advise them every step of the way.\u003c/p>\n\u003cp>“This year, we chose both the Abenaki and Arawak tribes to explore because they were very different from each other in location,” said Gardner. “We had Claudia Fox Tree, a local Arawak educator, counsel us on the story, props and regalia, and enlisted the help of Jim Bruchac, Abenaki educator and author from the Ndakinna Education Center in upstate New York.”\u003c/p>\n\u003cp>Gardner affirmed that indigenous people do not consider their stories myths -- they are a collective history transmitted by oral tradition. Similarly, the indigenous vestments are not costumes but regalia, as they are not disguises but a genuine expression of culture and tradition. These efforts toward sensitive representation are transmitted to the campers, fostering a mindset to more respectfully encounter other cultures.\u003c/p>\n\u003cp>UNESCO advocates for including intercultural understanding in curricula to encourage a sense of global citizenship in an increasingly connected world. \u003ca href=\"http://unesdoc.unesco.org/images/0018/001890/189051E.pdf\">A 2010 UNESCO report\u003c/a> states that “respect for cultural diversity falls within the social dimension of peace, equality and human rights, underpinned by the cultural context, within and through which learning occurs, and which forms the basis for inter-linkages between the various sustainability dimensions (i.e., socio-political, environmental and economic).”\u003c/p>\n\u003cp>A sensitive exposure to other cultures adds an ethical dimension to the experience, reinforced by the camp’s emphasis on compassion, courage and honor as the highest virtues to which the young heroes should aspire.\u003c/p>\n\u003cp>\u003cstrong>Sneaky STEM: Designing Spells with Physics\u003c/strong>\u003c/p>\n\u003cp>Beneath the realm of sword and sorcery lies a foundation of hard science. Heroes begin their journey by affiliating themselves with one of several guilds, each offering instruction in a different branch of science. Chemistry is learned to brew potions in the Mages’ Guild, while members of the Healers’ Guild become versed in the rudiments of biology and first aid. “To get first-level spells, mages have to learn basic physics which they then use to cast them,” explained Gardner. “We have 7-year-olds running around the camp reciting Newton’s Laws of Physics.” As players progress they can design and teach their own spells as long as they can scientifically defend them before a Board of Mages. Teachers and education graduate students are hired by the camp to sit on the guild boards, be camp counselors and also develop the camp’s curriculum.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/o6dyj1-OLDs'\n title='//www.youtube.com/embed/o6dyj1-OLDs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Scientific knowledge helps the heroes prevail, so they are motivated to research, consult with their teachers and librarians, and master the content to ensure that their spells don’t backfire. Gardner calls the approach “sneaky STEM” and laughs with equal mischief and delight when she speaks about the campers learning “subversively.” The informal environment of a camp grants the freedom to experiment in a way that might be challenging in formal school settings. “Standardized tests limit a teachers’ ability to creatively engage the student,” said Gardner. “I don’t know how many times I’ve heard teachers complain that they have to teach to the test.”\u003c/p>\n\u003cp>\u003cstrong>Intergenerational and Inclusive\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Despite the constant menace of monsters and zombies, testimonials from the intergenerational campers repeatedly express a sense of acceptance, inclusion and belonging. The camp brings together a range of ages from 7 years old and upward, but unlike the age silos in schools, all age groups interact in an atmosphere of collaboration and mentorship. Like more traditional summer camps, older campers can become CITs, which is when they get to wear the monster costumes. Although the camp was about 70 percent boys at its inception, Guard Up has formed partnerships, offered scholarships, and targeted promotion to substantially increase its female population. “The counselors make a big effort to not differentiate between genders, “said one 16-year-old camper. “They refer to everyone as heroes. No one cares -- just be you.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "A Surprising Explanation For Why Some Immigrants Excel In Science",
"title": "A Surprising Explanation For Why Some Immigrants Excel In Science",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Seventeen-year-old Indrani Das just won the top high school science prize in the country. Das, who lives in Oradell, N.J., took home $250,000 from the former Intel Science Talent Search, now the Regeneron Science Talent Search, for her study of brain injuries and neuron damage. In her spare time, she's already working with patients as a certified EMT.\u003c/p>\n\u003cp>In last year's contest, according to one study, \u003ca href=\"http://www.teenvogue.com/story/83-percent-top-high-school-science-students-parents-immigrants\" target=\"_blank\">more than 80 percent of finalists were, like Das, the children of immigrants\u003c/a>. As the \u003cem>\u003ca href=\"http://timesofindia.indiatimes.com/nri/us-canada-news/indian-american-teen-wins-top-science-award-worth-250000/articleshow/57673063.cms\" target=\"_blank\">Times of India\u003c/a> \u003c/em>pointed out, Das, a Jersey girl whose parents were born in Kolkata, was one of five Indian Americans among the competition's top ten finishers.\u003c/p>\n\u003cp>What is it that spurs so many people with foreign roots to excel in science, technology, engineering and math, or STEM disciplines? The cultural stereotype is broad; it sweeps in both immigrants and their children from many different parts of the world.\u003c/p>\n\u003cp>Some invoke tropes like that of the \u003ca href=\"http://www.npr.org/2011/01/11/132833376/tiger-mothers-raising-children-the-chinese-way\">\"Tiger Mother,\"\u003c/a> for an explanation.\u003c/p>\n\u003cp>Not Marcos Rangel. For a new study \u003ca href=\"https://www.springerprofessional.de/en/economic-assimilation-and-skill-acquisition-evidence-from-the-oc/12152080\">published in the journal \u003cem>Demography\u003c/em>\u003c/a>, Rangel, an economist at Duke University, and his co-author, Marigee Bacolod of the U.S. Naval Postgraduate School, looked at U.S. Census data for young adults who arrived in the United States before age 18. The data covers in detail the relative skills required for different occupations, such as physical strength, communication skills, social skills, math and reasoning. For those who went to college, they were also able to see what major they chose.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>What's unique about this study is that Bacolod and Rangel subdivided the immigrants in two ways. First, whether they arrived in early childhood, before age 10. Second, whether their native language was linguistically close to English — say, German — or less similar — say, Vietnamese. Most linguists agree that these two factors have a dramatic impact on someone's chances of becoming perfectly fluent in a second language.\u003c/p>\n\u003cp>Immigrants in general, he found, were markedly more likely to choose jobs that require physical strength. This may reflect barriers to accessing higher education. However, they were also relatively more likely to choose jobs that require math and logic or social and emotional skills rather than relying on communication skills. And among the subset of immigrants who attended college, the ones who arrived later and from more linguistically distinct places — think the Vietnamese teen, not the German toddler — were many times more likely to major in a STEM field.\u003c/p>\n\u003cp>\"If it were just as easy for me to write with my left hand as with my right, I would be using both. But no, I specialize,\" Rangel says. In the same way, academically motivated students who have to play catch-up in English class may prefer to zoom ahead in the universal language of mathematics.\u003c/p>\n\u003cp>Rangel, who came here from Brazil as a young father, has seen this dynamic play out in his own family. \"The younger one, who went to Pre-K in English, is different from my kid who came at five already reading Portuguese,\" he says. The older one is more inclined toward math.\u003c/p>\n\u003cp>To be clear, Rangel doesn't discount the notion that cultural values may also influence immigrants' career choices, or those of their children for that matter.\u003c/p>\n\u003cp>But he is out to tell a more nuanced story — \"a movie, not just a photograph,\" he says — of how people develop different skills and talents.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Das exemplifies this nuance. A former \u003ca href=\"http://archive.northjersey.com/news/education/oradell-girl-is-north-jersey-spelling-bee-champ-1.552242\" target=\"_blank\">spelling bee champion\u003c/a> as well as a science whiz, she told one newspaper that \u003ca href=\"http://www.financialexpress.com/india-news/rebellion-led-indian-american-teen-indrani-das-to-250000-science-prize/602756/\" target=\"_blank\">she sought out medicine \u003c/a>as a kind of rebellion after her parents tried to discourage her from the field.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Surprising+Explanation+For+Why+Some+Immigrants+Excel+In+Science&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Seventeen-year-old Indrani Das just won the top high school science prize in the country. Das, who lives in Oradell, N.J., took home $250,000 from the former Intel Science Talent Search, now the Regeneron Science Talent Search, for her study of brain injuries and neuron damage. In her spare time, she's already working with patients as a certified EMT.\u003c/p>\n\u003cp>In last year's contest, according to one study, \u003ca href=\"http://www.teenvogue.com/story/83-percent-top-high-school-science-students-parents-immigrants\" target=\"_blank\">more than 80 percent of finalists were, like Das, the children of immigrants\u003c/a>. As the \u003cem>\u003ca href=\"http://timesofindia.indiatimes.com/nri/us-canada-news/indian-american-teen-wins-top-science-award-worth-250000/articleshow/57673063.cms\" target=\"_blank\">Times of India\u003c/a> \u003c/em>pointed out, Das, a Jersey girl whose parents were born in Kolkata, was one of five Indian Americans among the competition's top ten finishers.\u003c/p>\n\u003cp>What is it that spurs so many people with foreign roots to excel in science, technology, engineering and math, or STEM disciplines? The cultural stereotype is broad; it sweeps in both immigrants and their children from many different parts of the world.\u003c/p>\n\u003cp>Some invoke tropes like that of the \u003ca href=\"http://www.npr.org/2011/01/11/132833376/tiger-mothers-raising-children-the-chinese-way\">\"Tiger Mother,\"\u003c/a> for an explanation.\u003c/p>\n\u003cp>Not Marcos Rangel. For a new study \u003ca href=\"https://www.springerprofessional.de/en/economic-assimilation-and-skill-acquisition-evidence-from-the-oc/12152080\">published in the journal \u003cem>Demography\u003c/em>\u003c/a>, Rangel, an economist at Duke University, and his co-author, Marigee Bacolod of the U.S. Naval Postgraduate School, looked at U.S. Census data for young adults who arrived in the United States before age 18. The data covers in detail the relative skills required for different occupations, such as physical strength, communication skills, social skills, math and reasoning. For those who went to college, they were also able to see what major they chose.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>What's unique about this study is that Bacolod and Rangel subdivided the immigrants in two ways. First, whether they arrived in early childhood, before age 10. Second, whether their native language was linguistically close to English — say, German — or less similar — say, Vietnamese. Most linguists agree that these two factors have a dramatic impact on someone's chances of becoming perfectly fluent in a second language.\u003c/p>\n\u003cp>Immigrants in general, he found, were markedly more likely to choose jobs that require physical strength. This may reflect barriers to accessing higher education. However, they were also relatively more likely to choose jobs that require math and logic or social and emotional skills rather than relying on communication skills. And among the subset of immigrants who attended college, the ones who arrived later and from more linguistically distinct places — think the Vietnamese teen, not the German toddler — were many times more likely to major in a STEM field.\u003c/p>\n\u003cp>\"If it were just as easy for me to write with my left hand as with my right, I would be using both. But no, I specialize,\" Rangel says. In the same way, academically motivated students who have to play catch-up in English class may prefer to zoom ahead in the universal language of mathematics.\u003c/p>\n\u003cp>Rangel, who came here from Brazil as a young father, has seen this dynamic play out in his own family. \"The younger one, who went to Pre-K in English, is different from my kid who came at five already reading Portuguese,\" he says. The older one is more inclined toward math.\u003c/p>\n\u003cp>To be clear, Rangel doesn't discount the notion that cultural values may also influence immigrants' career choices, or those of their children for that matter.\u003c/p>\n\u003cp>But he is out to tell a more nuanced story — \"a movie, not just a photograph,\" he says — of how people develop different skills and talents.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Das exemplifies this nuance. A former \u003ca href=\"http://archive.northjersey.com/news/education/oradell-girl-is-north-jersey-spelling-bee-champ-1.552242\" target=\"_blank\">spelling bee champion\u003c/a> as well as a science whiz, she told one newspaper that \u003ca href=\"http://www.financialexpress.com/india-news/rebellion-led-indian-american-teen-indrani-das-to-250000-science-prize/602756/\" target=\"_blank\">she sought out medicine \u003c/a>as a kind of rebellion after her parents tried to discourage her from the field.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Surprising+Explanation+For+Why+Some+Immigrants+Excel+In+Science&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>It’s no secret that women, African Americans and Hispanics are underrepresented in computer science classrooms and careers.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among students who take AP Computer Science courses in high school, for example, \u003c/span>\u003ca href=\"http://www.computerscience.org/resources/women-in-computer-science/\">\u003cspan style=\"font-weight: 400\">boys outnumber girls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by more than 4 to 1. \u003c/span>\u003ca href=\"http://home.cc.gatech.edu/ice-gt/556\">\u003cspan style=\"font-weight: 400\">In\u003c/span>\u003cspan style=\"font-weight: 400\"> 2013,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> only eight percent of students taking the AP CS exam were Hispanic and just three percent were African American. \u003c/span>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"http://services.google.com/fh/files/misc/diversity-gaps-in-computer-science-report.pdf\">\u003cspan style=\"font-weight: 400\">recent report from Google and Gallup \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">on diversity gaps in computer science education pointed to “structural and social barriers” for these three populations. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s not enough to simply recruit underrepresented students to enroll in CS classes, say \u003c/span>\u003ca href=\"https://www.whitehouse.gov/blog/2016/01/30/computer-science-all\">\u003cspan style=\"font-weight: 400\">leaders\u003c/span>\u003c/a> \u003ca href=\"http://schedule.gracehopper.org/session/code-schools-and-fostering-more-inclusive-workplace-communities/\">\u003cspan style=\"font-weight: 400\">in\u003c/span>\u003c/a> \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\">\u003cspan style=\"font-weight: 400\">the\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.ncwit.org/infographic/3435\">field\u003c/a>; o\u003c/span>\u003cspan style=\"font-weight: 400\">nce students are signed up, schools need do more to create inclusive classroom environments that position them for success.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last summer, Cynthia Lee, a lecturer in the computer science department at Stanford University, created a widely-circulated document called, “\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://drive.google.com/drive/folders/0B4x2OQ0oLnRsfnU1VFNiZEFjSnM2WGZFVUpQdEFVS000YWZsZDlPakdoZjg5bmd1bmtLU2M\">What can I do today to create a more inclusive community in CS?”\u003c/a> The list was developed during a summer workshop funded by the National Science Foundation for newly hired computer science faculty and was designed for busy educators. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I know the research behind these best practices,\" said Lee, \"but my passion comes from what I’ve experienced in tech spaces, and what students have told me about their experiences in computer science classrooms.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Too often students from diverse backgrounds “feel that they simply aren’t wanted,” said Lee. “What I hear from students is that when they are working on their assignments, they love [computer science]. But when they look up and look around the classroom, they see that ‘there aren’t many people like me here.’ If anything is said or done to accentuate that, it can raise these doubts in their mind that cause them to questions their positive feelings about the subject matter.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students from underrepresented demographics are more likely to interpret a single piece of feedback -- such as a poor quiz score -- as a \u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/Impostor_syndrome\">\u003cspan style=\"font-weight: 400\">generalized assessment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of their skill and potential. “They may say to themselves, ‘Everyone was right all along. I really don’t belong here,’” said Lee. In contrast, when students who are in the majority perform poorly on a quiz, “they are more likely to contextualize or externalize their performance, telling themselves, ‘It’s just one score; I was having a bad day; or the teacher made the test too difficult.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the suggestions on Lee’s list can be adapted for use in middle and high school computer science classrooms. \u003c/span>\u003ca href=\"http://suh.sweetwaterschools.org/staff/teacher-of-the-year/\">\u003cspan style=\"font-weight: 400\">Art Lopez\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teaches at Sweetwater High School in the San Diego County, where 85 percent of students qualify for free or reduced lunch. \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\">\u003cspan style=\"font-weight: 400\">Under his leadership,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> his district has gone from offering zero CS classes five years ago to offering 41 this year. He says Lee’s list resonates with his efforts: “You have got to make sure you build a community in the classroom. That’s so important.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>PRACTICAL STEPS\u003c/b>\u003c/p>\n\u003cp>\u003cb>Create a Warm Climate that Encourages a Growth Mindset\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lee recommends opening class by telling the students that “you are proud of them and how hard they are working.” As her CS colleague John Ousterhout is fond of telling students, “A little bit of slope makes up for a lot of y-intercept.” In other words, rather than focus on a single point in time or a single quiz score, focus on the big picture: their growing understanding of the material.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A little warmth goes a long way, especially when students are nervous about whether they belong, said Lee. “Something as simple as saying, ‘I like working with you and I am enjoying teaching this class’ lets them know that their presence is respected.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez begins the year by \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/10/how-teens-benefit-from-reading-about-the-struggles-of-scientists/\">\u003cspan style=\"font-weight: 400\">destigmatizing the idea of failure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and pledging his support: “I tell my students, ‘I’m going to learn from you as much as you are going to learn from me. We are on this journey together. Don’t worry about failing! Computing is all about trying and failing. But then we’ll try to fix the program and make it work right.’”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Help Students Find Meaning with the Work\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an introductory activity, Lee suggests asking students to \u003c/span>\u003ca href=\"https://www.gsb.stanford.edu/insights/value-values-affirmation\">\u003cspan style=\"font-weight: 400\">name one of their core values\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and describe how CS could be used in service of that value. This can create a connection between the instructor and the student and help students find personal relevance with the course material. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez says that this approach can help students who have a narrow, stereotypical view of computer programming. “You have to give lots of entry points. Show them how they can use CS to help their community, to serve others, to creative video games, or to work for \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/03/pixar-in-a-box-teaches-math-through-real-animation-challenges/\">Pixar\u003c/a>. Connect it to their interests. Computer science is creative.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Examine Bias and Representation in Class Materials\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Review presentations and handouts to make sure that they are free from gendered pronouns, especially those used in stereotypical ways, said Lee. Look at materials, posters, and images with a critical eye: do they include diverse races and genders in non-stereotyped roles? Do they include a broad selection of names? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez asks his students to close their eyes and imagine a computer scientist. When they open their eyes, he puts up pictures of his former students -- and pictures of them. “I tell them ‘Here is what I see when I think about computer scientists.’”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Examine Your Own Bias\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes teachers slip into stereotypical language without meaning to. For example, said Lee, phrases such as “This is so easy your mom could use it” or “How would you explain this to your grandma?” implicitly equate women with a lack of tech savvy. Other suggestions from her list include:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Believe that hard work and effective practice matters more than DNA. Your beliefs influence students’ beliefs and impact their performance.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When a student is speaking, wait for the student to finish and then count “one one-thousand, two one-thousand” in your mind before responding. Both \u003c/span>\u003ca href=\"http://nytlive.nytimes.com/womenintheworld/2015/03/19/google-chief-blasted-for-repeatedly-interrupting-female-government-official/\">\u003cspan style=\"font-weight: 400\">men and women are prone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to prematurely cutting off women when they speak. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Watch out for examples or anecdotes about your childhood or daily life that may cause students to feel excluded for economic reasons (e.g., talking about pricey gadgets or vacations in Hawaii as normal). \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Sweetwater and Stanford, this deliberate emphasis on inclusivity has had an impact. In Lopez’s district CS class enrollment expanded rapidly, and his students have begun to serve as\u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\"> national role models \u003c/a>for inclusivity in the field: in September, some of Lopez’s students were invited to present at the White House Summit on Computer Science for All. At Stanford, computer science has become one of the most popular majors for women. Currently, 32 percent of declared CS undergraduate majors are women -- \u003c/span>\u003ca href=\"http://cra.org/wp-content/uploads/2016/05/2015-Taulbee-Survey.pdf\">\u003cspan style=\"font-weight: 400\">twice the national average.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Lee gives some of the credit to the department’s emphasis to inclusivity. “The faculty are extremely committed to implementing the types of things on this list,\" Lee said.\u003c/span>\u003c/p>\n\n",
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"description": "An outline of practical steps has helped teachers keep students from under represented minority groups in computer science class. Part of the guideline means addressing bias in classwork and helping students feel included.",
"title": "Steps Teachers Can Take to Keep Girls and Minorities in Computer Science Education | KQED",
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"headline": "Steps Teachers Can Take to Keep Girls and Minorities in Computer Science Education",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s no secret that women, African Americans and Hispanics are underrepresented in computer science classrooms and careers.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among students who take AP Computer Science courses in high school, for example, \u003c/span>\u003ca href=\"http://www.computerscience.org/resources/women-in-computer-science/\">\u003cspan style=\"font-weight: 400\">boys outnumber girls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by more than 4 to 1. \u003c/span>\u003ca href=\"http://home.cc.gatech.edu/ice-gt/556\">\u003cspan style=\"font-weight: 400\">In\u003c/span>\u003cspan style=\"font-weight: 400\"> 2013,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> only eight percent of students taking the AP CS exam were Hispanic and just three percent were African American. \u003c/span>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"http://services.google.com/fh/files/misc/diversity-gaps-in-computer-science-report.pdf\">\u003cspan style=\"font-weight: 400\">recent report from Google and Gallup \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">on diversity gaps in computer science education pointed to “structural and social barriers” for these three populations. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s not enough to simply recruit underrepresented students to enroll in CS classes, say \u003c/span>\u003ca href=\"https://www.whitehouse.gov/blog/2016/01/30/computer-science-all\">\u003cspan style=\"font-weight: 400\">leaders\u003c/span>\u003c/a> \u003ca href=\"http://schedule.gracehopper.org/session/code-schools-and-fostering-more-inclusive-workplace-communities/\">\u003cspan style=\"font-weight: 400\">in\u003c/span>\u003c/a> \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\">\u003cspan style=\"font-weight: 400\">the\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.ncwit.org/infographic/3435\">field\u003c/a>; o\u003c/span>\u003cspan style=\"font-weight: 400\">nce students are signed up, schools need do more to create inclusive classroom environments that position them for success.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last summer, Cynthia Lee, a lecturer in the computer science department at Stanford University, created a widely-circulated document called, “\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://drive.google.com/drive/folders/0B4x2OQ0oLnRsfnU1VFNiZEFjSnM2WGZFVUpQdEFVS000YWZsZDlPakdoZjg5bmd1bmtLU2M\">What can I do today to create a more inclusive community in CS?”\u003c/a> The list was developed during a summer workshop funded by the National Science Foundation for newly hired computer science faculty and was designed for busy educators. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I know the research behind these best practices,\" said Lee, \"but my passion comes from what I’ve experienced in tech spaces, and what students have told me about their experiences in computer science classrooms.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Too often students from diverse backgrounds “feel that they simply aren’t wanted,” said Lee. “What I hear from students is that when they are working on their assignments, they love [computer science]. But when they look up and look around the classroom, they see that ‘there aren’t many people like me here.’ If anything is said or done to accentuate that, it can raise these doubts in their mind that cause them to questions their positive feelings about the subject matter.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students from underrepresented demographics are more likely to interpret a single piece of feedback -- such as a poor quiz score -- as a \u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/Impostor_syndrome\">\u003cspan style=\"font-weight: 400\">generalized assessment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of their skill and potential. “They may say to themselves, ‘Everyone was right all along. I really don’t belong here,’” said Lee. In contrast, when students who are in the majority perform poorly on a quiz, “they are more likely to contextualize or externalize their performance, telling themselves, ‘It’s just one score; I was having a bad day; or the teacher made the test too difficult.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the suggestions on Lee’s list can be adapted for use in middle and high school computer science classrooms. \u003c/span>\u003ca href=\"http://suh.sweetwaterschools.org/staff/teacher-of-the-year/\">\u003cspan style=\"font-weight: 400\">Art Lopez\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teaches at Sweetwater High School in the San Diego County, where 85 percent of students qualify for free or reduced lunch. \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\">\u003cspan style=\"font-weight: 400\">Under his leadership,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> his district has gone from offering zero CS classes five years ago to offering 41 this year. He says Lee’s list resonates with his efforts: “You have got to make sure you build a community in the classroom. That’s so important.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>PRACTICAL STEPS\u003c/b>\u003c/p>\n\u003cp>\u003cb>Create a Warm Climate that Encourages a Growth Mindset\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lee recommends opening class by telling the students that “you are proud of them and how hard they are working.” As her CS colleague John Ousterhout is fond of telling students, “A little bit of slope makes up for a lot of y-intercept.” In other words, rather than focus on a single point in time or a single quiz score, focus on the big picture: their growing understanding of the material.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A little warmth goes a long way, especially when students are nervous about whether they belong, said Lee. “Something as simple as saying, ‘I like working with you and I am enjoying teaching this class’ lets them know that their presence is respected.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez begins the year by \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/10/how-teens-benefit-from-reading-about-the-struggles-of-scientists/\">\u003cspan style=\"font-weight: 400\">destigmatizing the idea of failure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and pledging his support: “I tell my students, ‘I’m going to learn from you as much as you are going to learn from me. We are on this journey together. Don’t worry about failing! Computing is all about trying and failing. But then we’ll try to fix the program and make it work right.’”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Help Students Find Meaning with the Work\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an introductory activity, Lee suggests asking students to \u003c/span>\u003ca href=\"https://www.gsb.stanford.edu/insights/value-values-affirmation\">\u003cspan style=\"font-weight: 400\">name one of their core values\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and describe how CS could be used in service of that value. This can create a connection between the instructor and the student and help students find personal relevance with the course material. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez says that this approach can help students who have a narrow, stereotypical view of computer programming. “You have to give lots of entry points. Show them how they can use CS to help their community, to serve others, to creative video games, or to work for \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/03/pixar-in-a-box-teaches-math-through-real-animation-challenges/\">Pixar\u003c/a>. Connect it to their interests. Computer science is creative.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Examine Bias and Representation in Class Materials\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Review presentations and handouts to make sure that they are free from gendered pronouns, especially those used in stereotypical ways, said Lee. Look at materials, posters, and images with a critical eye: do they include diverse races and genders in non-stereotyped roles? Do they include a broad selection of names? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez asks his students to close their eyes and imagine a computer scientist. When they open their eyes, he puts up pictures of his former students -- and pictures of them. “I tell them ‘Here is what I see when I think about computer scientists.’”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Examine Your Own Bias\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes teachers slip into stereotypical language without meaning to. For example, said Lee, phrases such as “This is so easy your mom could use it” or “How would you explain this to your grandma?” implicitly equate women with a lack of tech savvy. Other suggestions from her list include:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Believe that hard work and effective practice matters more than DNA. Your beliefs influence students’ beliefs and impact their performance.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When a student is speaking, wait for the student to finish and then count “one one-thousand, two one-thousand” in your mind before responding. Both \u003c/span>\u003ca href=\"http://nytlive.nytimes.com/womenintheworld/2015/03/19/google-chief-blasted-for-repeatedly-interrupting-female-government-official/\">\u003cspan style=\"font-weight: 400\">men and women are prone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to prematurely cutting off women when they speak. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Watch out for examples or anecdotes about your childhood or daily life that may cause students to feel excluded for economic reasons (e.g., talking about pricey gadgets or vacations in Hawaii as normal). \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Sweetwater and Stanford, this deliberate emphasis on inclusivity has had an impact. In Lopez’s district CS class enrollment expanded rapidly, and his students have begun to serve as\u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\"> national role models \u003c/a>for inclusivity in the field: in September, some of Lopez’s students were invited to present at the White House Summit on Computer Science for All. At Stanford, computer science has become one of the most popular majors for women. Currently, 32 percent of declared CS undergraduate majors are women -- \u003c/span>\u003ca href=\"http://cra.org/wp-content/uploads/2016/05/2015-Taulbee-Survey.pdf\">\u003cspan style=\"font-weight: 400\">twice the national average.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Lee gives some of the credit to the department’s emphasis to inclusivity. “The faculty are extremely committed to implementing the types of things on this list,\" Lee said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Robots in English Class Can Spark Empathy and Improve Writing",
"title": "How Robots in English Class Can Spark Empathy and Improve Writing",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Mention robots to many English teachers and they’ll immediately point down the hall to the science classroom or to the makerspace, if they have one. At many schools, if there’s a robot at all, it’s located in a science or math classroom or is being built by an after-school robotics club. It’s not usually a fixture in English classrooms. But as teachers continue to work at finding new entry points to old material for their students, \u003ca href=\"http://www.newyorker.com/magazine/2016/05/16/sphero-teaches-kids-to-code\" target=\"_blank\">robots are proving to be a great interdisciplinary tool\u003c/a> that builds collaboration and literacy skills.\u003c/p>\n\u003cp>“For someone like me who teaches literature by lots of dead white guys, teaching programming adds relevance to my class,” said Jessica Herring, a high school English teacher at Benton High School in Arkansas. Herring first experimented using \u003ca href=\"http://www.sphero.com/\" target=\"_blank\">Sphero\u003c/a>, essentially a programmable ball, when her American literature class was studying the writing of early settlers. Herring pushed the desks back and drew a maze on the floor with tape representing the journey from Europe to the New World. Her students used class iPads and an introductory manually guided app to steer their Spheros through the maze.\u003c/p>\n\u003cp>Herring, like many English teachers, was skeptical about how the Sphero robot could be a useful teaching tool in her classroom. She thought that type of technology would distract students from the core skills of reading, writing and analyzing literature. But she decided to try it after hearing about the success of another English teacher across the country.\u003c/p>\n\u003cfigure id=\"attachment_45836\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-45836 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_6291-1440x1440.jpg\" alt=\"Students experiment with the Spheros, learning how to manipulate them through a maze representing the journey from Europe to the New World.\" width=\"640\" height=\"640\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-1440x1440.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-150x150.jpg 150w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students experiment with the Spheros, learning how to manipulate them through a maze representing the journey from Europe to the New World. \u003ccite>(Jessica Herring)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The conversation we had afterwards about those explorers coming to the New World was really amazing,” Herring said during a presentation on her experiences at the International Society for Technology in Education (ISTE) conference. Because students had struggled to keep their Spheros in the maze, they understood in a personal way how frustrating it must have been for early settlers who got lost, backtracked and eventually made it to a new land.\u003c/p>\n\u003cp>“They went from piloting these robots to talking about these bigger ideas and having this empathy for people in history,” Herring said. Students commented that they could understand why the Puritans had to believe in a higher power while making the journey, and expressed respect for their tenacity. Herring began to see how the Spheros could give students a more visceral point of connection to themes in the books they were studying, and began scheming more ways to connect programming to reflection and writing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/AxsZouCwnPc?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>PROGRAMMING MIRRORS WRITING PROCESS\u003c/strong>\u003c/p>\n\u003cp>After her students had that initial experience exploring with the Spheros, Herring decided to increase the complexity. For the next Spheros project, students chose a character from Mark Twain’s classic novel \u003cem>Adventures of Huckleberry Finn\u003c/em> and programmed their Spheros to represent the personality, emotions and journey of that character. To do this, students had to go back to the text and use close-reading strategies to find textual evidence that would back up their interpretation of the setting, motivations and feelings of the character. Then they had to decide how the Spheros, a simple round ball that can light up, could represent those qualities.\u003c/p>\n\u003cp>For example, one group chose “drunk Pap” as their character. They programmed their Sphero to zigzag across the river (marked out on the floor with tape), stop at the house, and then shake and turn red. As students went through the process they soon realized their graphic organizers of ideas were more like hypotheses; they had to adjust and add detail as they tried things in the programming language.\u003c/p>\n\u003cfigure id=\"attachment_45838\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-45838\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/Sphero-17-of-60-e1469588894594-400x283.jpg\" alt=\"Students filled in graphic organizers to justify their programming choices with textual evidence.\" width=\"400\" height=\"283\">\u003cfigcaption class=\"wp-caption-text\">Students filled in graphic organizers to justify their programming choices with textual evidence. \u003ccite>(Jessica Herring)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The programming process models the writing process,” Herring said. Many of her students struggle to see writing as an iterative process -- they prefer to dash something off and never look at it again. But as they collaboratively planned their storylines, tried programming different representations into the Spheros and modified their approaches, they began to see the importance of revision.\u003c/p>\n\u003cp>“When they could make that connection between writing and programming, it really changed their approach to writing,” Herring said. “It made them more open to that process.”\u003c/p>\n\u003cp>In her honors class, Herring used the Spheros for a project on \u003cem>Beowulf\u003c/em>. Together the class studied the three different battles between Beowulf and Grendel. Then students split into groups and chose different battles to represent. They had to code their Spheros to not only represent the actions of their character in the battle, but also collaborate with the group representing their opponent so that the interactions in the battle matched up. “The alignment of the two programs was really challenging and they liked it,” Herring said.\u003c/p>\n\u003cp>Herring tried the Spheros activities with both her honors British literature class and an on-level class. The two groups of students reacted differently to the assignment. The honors students were more reluctant to jump into the project, seeing it as “playing around,” not serious work. They wanted to continue doing what they were used to -- analyzing text and writing papers.\u003c/p>\n\u003cp>“When we think about higher-level kids, we think they’re really reflective and understand how they’re learning,” Herring said. “But sometimes they’re so overwhelmed by all these highly rigorous courses that demand a lot of them that they don’t have time to think.” As their teacher, she could see that they were digging into the text, closely reading, listening to one another, articulating their opinions and collaborating, but she had to actively point out these aspects to students.\u003c/p>\n\u003cp>In contrast, the on-level group was more engaged than Herring had ever seen them. “On-level kids were just so excited that someone let them get out of a desk,” Herring said. “They really saw it as impacting their understanding of the text. They saw this deep connection and change in their learning experience.”\u003c/p>\n\u003cp>Many of these students had struggled to care about English class, but when Herring let them show their thoughts in a different way and discuss before writing, their ideas flowed on paper more easily. And Herring is intentional about allowing students to revise work for a new grade to make sure her grading policies for writing mirror the kind of growth mindset she seeded with the Spheros programming.\u003c/p>\n\u003cp>Herring admits that she likes to keep her assignments fairly open, and that lack of structure can fluster students who have been told exactly how to complete assignments in the past. But Herring tells them she’s giving them freedom because she believes in their ability to impress her, that they can come up with far more creative approaches if she doesn’t give them a framework.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-45839\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_7930-1440x771.jpg\" alt=\"IMG_7930\" width=\"640\" height=\"343\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-1440x771.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-400x214.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-800x428.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-768x411.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-1180x632.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-960x514.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>“It was so incredible to see how that freed them up to see that ‘my brain has value. I’m a creative person,’ \" Herring said. She also found that when students got out of their desks and worked together, different students tended to shine. She saw leadership and innovative ideas out of students who previously seemed checked out.\u003c/p>\n\u003cp>“I think it changed their perspective of themselves as learners,” Herring said. “They felt more confident. They were more willing to take risks.” Some of the students in her on-level class are now planning to take honors classes next year.\u003c/p>\n\u003cp>Throughout the year Herring experimented with different programming apps of various complexity to scaffold her students in their programming skills, as well as their literary analysis. She started them out on the manual app, which isn’t really programming, but gave students a chance to play with the technology and get over its novelty. For the next project she asked students to use \u003ca href=\"https://play.google.com/store/apps/details?id=orbotix.draw&hl=en\" target=\"_blank\">Sphero Drive N Draw\u003c/a>, an app that takes a step toward block-based programming by letting students draw the path the Sphero will follow. Most of Herrings projects used the free app \u003ca href=\"https://play.google.com/store/apps/details?id=com.sphero.sprk&hl=en\" target=\"_blank\">SPRK Lightning Lab\u003c/a>, a block-based coding app.\u003c/p>\n\u003cp>For students who want more control over the code, \u003ca href=\"https://edshelf.com/tool/sphero-macrolab/\" target=\"_blank\">Sphero Macrolab\u003c/a> and \u003ca href=\"https://play.google.com/store/apps/details?id=com.orbotix.orbbasic&hl=en\" target=\"_blank\">orbBasic for Sphero\u003c/a> require the user to actually write code. Herring didn’t use these two apps because she worried if the coding got too complicated and challenging, it would distract from the literature focus of the project. Herring herself had almost no experience with coding when she launched this project.\u003c/p>\n\u003cp>“We really didn’t go in with me as an expert,” she said. “I think that might have ruined it.” When she was learning alongside her students it gave them a chance to become the experts, to show her things they had figured out, and to reinforce the playful nature of trying something, improving on the design and working toward an ultimate product that made them all proud.\u003c/p>\n\u003cp>\u003cstrong>LEARNING FROM OTHER EDUCATORS\u003c/strong>\u003c/p>\n\u003cp>When Herring introduced the Spheros experiment it was her first year teaching high school after several years at the local middle school. She first learned about \u003ca href=\"https://itunes.apple.com/us/book/robotic-adventures-in-english/id1053472110?mt=11\" target=\"_blank\">Spheros in the classroom\u003c/a> from another educator teaching in New York state.\u003c/p>\n\u003cp>Veteran teacher Richard Perry was frustrated that his upper-level AP English students weren’t connecting with the heart of John Steinbeck’s novel \u003cem>The Grapes of Wrath\u003c/em>. They weren’t having trouble analyzing text, but he could see that they didn’t seem to have much empathy for the experiences of the Joad family. He hypothesized that there was too much distance between students’ privileged socioeconomic backgrounds and the experience of the Joad family; instead of empathy for the characters, students felt annoyed that so many bad things happened to them throughout the book.\u003c/p>\n\u003cp>Perry decided to build a mountain and assign student groups a Sphero that represented their family traveling over the mountain. “The whole idea was to make sure the kids understood you can be a good, hard-working person and sometimes the situation is still going to be aligned against you,” Perry said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/a0N7-lYW8Us?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Perry gave student groups a few class periods to get familiar with the Spheros, then he brought out the \u003ca href=\"https://www.youtube.com/watch?v=a0N7-lYW8Us\" target=\"_blank\">mountain he had made\u003c/a> out of cardboard and AstroTurf. Students got a few class periods to work on programming their Sphero to get over the mountain and were expected to document their successes and failures. Finally, each group got five minutes to try to navigate their “Joad family” over the mountain. Perry had built in traps and at times the Sphero would cut out, as the Joad family car had done.\u003c/p>\n\u003cp>“The first year none of the families succeeded,” Perry said. But students had gained a lot of empathy for the Joad family, which showed up in their writing. The second year, Perry used the same activity, which was also an inclusion class. Perry said one of the students in that class was blind, and although incredibly bright, struggled with being seen as “disabled” by peers. He explored the mountain by touch and ended up identifying some of the tricks for his group.\u003c/p>\n\u003cp>“He became the hero for the entire unit,” Perry said. His group was the only one to successfully cross the mountain. Students saw the student’s blindness as an asset in this situation; he had the tools to understand the world around him in different and necessary ways. “That had an impact on me, too,” Perry said. “He beat me at this task because he had this ability that I don’t have, and it impressed the hell of me.”\u003c/p>\n\u003cp>Perry took the Spheros activity to the next level when his 10th-grade students were reading \u003cem>Lord of the Flies\u003c/em>. In discussions, it was clear that students were having a hard time connecting with the themes of the book. They didn’t believe humans would act the way the boys on the island did, and had no perception of what survival would have been like.\u003c/p>\n\u003cp>Perry \u003ca href=\"https://padlet-uploads.s3.amazonaws.com/prod/118719535/459c2c745bb168359e3ea3300609925f37e1ddc7/f4effeb28c5c19fcab85b1b92e70c178.pdf\" target=\"_blank\">designed three challenges\u003c/a> to represent surviving on the island: a shelter challenge, fire challenge and a pig hunt. He then assigned each student a character and doled out \u003ca href=\"https://padlet-uploads.s3.amazonaws.com/prod/118719535/dbb1a3bb576a98e376edd51c4d50cc83154da6db/68a45f57179878ff1048b382e19a21ff.pdf\" target=\"_blank\">different abilities and resources\u003c/a> depending on the character’s personality. For example, the Sphero representing Piggy was programmed to go half as fast as the fastest boy’s Sphero, but because he is a resourceful, smart character he had more tools to complete the challenges.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/KRYv0DW4rZU?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“We gave them the chance to really step into the shoes of those kids,” Perry said. And when it came to the pig hunt, a culminating scene in the book, the students “went all \u003cem>Lord of the Flies\u003c/em> on each other,” ganging up on the weakest among them in order to win.\u003c/p>\n\u003cp>“We had that moment when the light came on,” Perry said. Students had unwittingly acted exactly as the characters did in the book. Suddenly all the theoretical arguments they made before the activity fell flat. To improve the project next year, Perry plans to have students set the parameters for the different characters based on textual analysis.\u003c/p>\n\u003cp>Both Herring and Perry are excited at how such a simple robot like the Sphero could activate student thinking, discussion, excitement and empathy in their classrooms. They’re thinking about how they might have their classes collaborate and learn from one another, especially because Herring’s students are more ethnically and socioeconomically diverse than Perry’s.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I feel like what we’re doing is really transformative and can be applied to other classes that are not literacy,” Herring said. She sees history as a natural application, but also realizes her students were using geometry and physics, among other disciplines, when programming their Spheros. The interdisciplinary nature of the project is part of its strength in her mind. She hopes more teachers will be open-minded about letting students have a kinesthetic experience that gets them out of their desks to grow into more confident learners.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Mention robots to many English teachers and they’ll immediately point down the hall to the science classroom or to the makerspace, if they have one. At many schools, if there’s a robot at all, it’s located in a science or math classroom or is being built by an after-school robotics club. It’s not usually a fixture in English classrooms. But as teachers continue to work at finding new entry points to old material for their students, \u003ca href=\"http://www.newyorker.com/magazine/2016/05/16/sphero-teaches-kids-to-code\" target=\"_blank\">robots are proving to be a great interdisciplinary tool\u003c/a> that builds collaboration and literacy skills.\u003c/p>\n\u003cp>“For someone like me who teaches literature by lots of dead white guys, teaching programming adds relevance to my class,” said Jessica Herring, a high school English teacher at Benton High School in Arkansas. Herring first experimented using \u003ca href=\"http://www.sphero.com/\" target=\"_blank\">Sphero\u003c/a>, essentially a programmable ball, when her American literature class was studying the writing of early settlers. Herring pushed the desks back and drew a maze on the floor with tape representing the journey from Europe to the New World. Her students used class iPads and an introductory manually guided app to steer their Spheros through the maze.\u003c/p>\n\u003cp>Herring, like many English teachers, was skeptical about how the Sphero robot could be a useful teaching tool in her classroom. She thought that type of technology would distract students from the core skills of reading, writing and analyzing literature. But she decided to try it after hearing about the success of another English teacher across the country.\u003c/p>\n\u003cfigure id=\"attachment_45836\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-45836 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_6291-1440x1440.jpg\" alt=\"Students experiment with the Spheros, learning how to manipulate them through a maze representing the journey from Europe to the New World.\" width=\"640\" height=\"640\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-1440x1440.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-150x150.jpg 150w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students experiment with the Spheros, learning how to manipulate them through a maze representing the journey from Europe to the New World. \u003ccite>(Jessica Herring)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The conversation we had afterwards about those explorers coming to the New World was really amazing,” Herring said during a presentation on her experiences at the International Society for Technology in Education (ISTE) conference. Because students had struggled to keep their Spheros in the maze, they understood in a personal way how frustrating it must have been for early settlers who got lost, backtracked and eventually made it to a new land.\u003c/p>\n\u003cp>“They went from piloting these robots to talking about these bigger ideas and having this empathy for people in history,” Herring said. Students commented that they could understand why the Puritans had to believe in a higher power while making the journey, and expressed respect for their tenacity. Herring began to see how the Spheros could give students a more visceral point of connection to themes in the books they were studying, and began scheming more ways to connect programming to reflection and writing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/AxsZouCwnPc?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>PROGRAMMING MIRRORS WRITING PROCESS\u003c/strong>\u003c/p>\n\u003cp>After her students had that initial experience exploring with the Spheros, Herring decided to increase the complexity. For the next Spheros project, students chose a character from Mark Twain’s classic novel \u003cem>Adventures of Huckleberry Finn\u003c/em> and programmed their Spheros to represent the personality, emotions and journey of that character. To do this, students had to go back to the text and use close-reading strategies to find textual evidence that would back up their interpretation of the setting, motivations and feelings of the character. Then they had to decide how the Spheros, a simple round ball that can light up, could represent those qualities.\u003c/p>\n\u003cp>For example, one group chose “drunk Pap” as their character. They programmed their Sphero to zigzag across the river (marked out on the floor with tape), stop at the house, and then shake and turn red. As students went through the process they soon realized their graphic organizers of ideas were more like hypotheses; they had to adjust and add detail as they tried things in the programming language.\u003c/p>\n\u003cfigure id=\"attachment_45838\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-45838\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/Sphero-17-of-60-e1469588894594-400x283.jpg\" alt=\"Students filled in graphic organizers to justify their programming choices with textual evidence.\" width=\"400\" height=\"283\">\u003cfigcaption class=\"wp-caption-text\">Students filled in graphic organizers to justify their programming choices with textual evidence. \u003ccite>(Jessica Herring)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The programming process models the writing process,” Herring said. Many of her students struggle to see writing as an iterative process -- they prefer to dash something off and never look at it again. But as they collaboratively planned their storylines, tried programming different representations into the Spheros and modified their approaches, they began to see the importance of revision.\u003c/p>\n\u003cp>“When they could make that connection between writing and programming, it really changed their approach to writing,” Herring said. “It made them more open to that process.”\u003c/p>\n\u003cp>In her honors class, Herring used the Spheros for a project on \u003cem>Beowulf\u003c/em>. Together the class studied the three different battles between Beowulf and Grendel. Then students split into groups and chose different battles to represent. They had to code their Spheros to not only represent the actions of their character in the battle, but also collaborate with the group representing their opponent so that the interactions in the battle matched up. “The alignment of the two programs was really challenging and they liked it,” Herring said.\u003c/p>\n\u003cp>Herring tried the Spheros activities with both her honors British literature class and an on-level class. The two groups of students reacted differently to the assignment. The honors students were more reluctant to jump into the project, seeing it as “playing around,” not serious work. They wanted to continue doing what they were used to -- analyzing text and writing papers.\u003c/p>\n\u003cp>“When we think about higher-level kids, we think they’re really reflective and understand how they’re learning,” Herring said. “But sometimes they’re so overwhelmed by all these highly rigorous courses that demand a lot of them that they don’t have time to think.” As their teacher, she could see that they were digging into the text, closely reading, listening to one another, articulating their opinions and collaborating, but she had to actively point out these aspects to students.\u003c/p>\n\u003cp>In contrast, the on-level group was more engaged than Herring had ever seen them. “On-level kids were just so excited that someone let them get out of a desk,” Herring said. “They really saw it as impacting their understanding of the text. They saw this deep connection and change in their learning experience.”\u003c/p>\n\u003cp>Many of these students had struggled to care about English class, but when Herring let them show their thoughts in a different way and discuss before writing, their ideas flowed on paper more easily. And Herring is intentional about allowing students to revise work for a new grade to make sure her grading policies for writing mirror the kind of growth mindset she seeded with the Spheros programming.\u003c/p>\n\u003cp>Herring admits that she likes to keep her assignments fairly open, and that lack of structure can fluster students who have been told exactly how to complete assignments in the past. But Herring tells them she’s giving them freedom because she believes in their ability to impress her, that they can come up with far more creative approaches if she doesn’t give them a framework.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-45839\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_7930-1440x771.jpg\" alt=\"IMG_7930\" width=\"640\" height=\"343\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-1440x771.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-400x214.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-800x428.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-768x411.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-1180x632.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-960x514.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>“It was so incredible to see how that freed them up to see that ‘my brain has value. I’m a creative person,’ \" Herring said. She also found that when students got out of their desks and worked together, different students tended to shine. She saw leadership and innovative ideas out of students who previously seemed checked out.\u003c/p>\n\u003cp>“I think it changed their perspective of themselves as learners,” Herring said. “They felt more confident. They were more willing to take risks.” Some of the students in her on-level class are now planning to take honors classes next year.\u003c/p>\n\u003cp>Throughout the year Herring experimented with different programming apps of various complexity to scaffold her students in their programming skills, as well as their literary analysis. She started them out on the manual app, which isn’t really programming, but gave students a chance to play with the technology and get over its novelty. For the next project she asked students to use \u003ca href=\"https://play.google.com/store/apps/details?id=orbotix.draw&hl=en\" target=\"_blank\">Sphero Drive N Draw\u003c/a>, an app that takes a step toward block-based programming by letting students draw the path the Sphero will follow. Most of Herrings projects used the free app \u003ca href=\"https://play.google.com/store/apps/details?id=com.sphero.sprk&hl=en\" target=\"_blank\">SPRK Lightning Lab\u003c/a>, a block-based coding app.\u003c/p>\n\u003cp>For students who want more control over the code, \u003ca href=\"https://edshelf.com/tool/sphero-macrolab/\" target=\"_blank\">Sphero Macrolab\u003c/a> and \u003ca href=\"https://play.google.com/store/apps/details?id=com.orbotix.orbbasic&hl=en\" target=\"_blank\">orbBasic for Sphero\u003c/a> require the user to actually write code. Herring didn’t use these two apps because she worried if the coding got too complicated and challenging, it would distract from the literature focus of the project. Herring herself had almost no experience with coding when she launched this project.\u003c/p>\n\u003cp>“We really didn’t go in with me as an expert,” she said. “I think that might have ruined it.” When she was learning alongside her students it gave them a chance to become the experts, to show her things they had figured out, and to reinforce the playful nature of trying something, improving on the design and working toward an ultimate product that made them all proud.\u003c/p>\n\u003cp>\u003cstrong>LEARNING FROM OTHER EDUCATORS\u003c/strong>\u003c/p>\n\u003cp>When Herring introduced the Spheros experiment it was her first year teaching high school after several years at the local middle school. She first learned about \u003ca href=\"https://itunes.apple.com/us/book/robotic-adventures-in-english/id1053472110?mt=11\" target=\"_blank\">Spheros in the classroom\u003c/a> from another educator teaching in New York state.\u003c/p>\n\u003cp>Veteran teacher Richard Perry was frustrated that his upper-level AP English students weren’t connecting with the heart of John Steinbeck’s novel \u003cem>The Grapes of Wrath\u003c/em>. They weren’t having trouble analyzing text, but he could see that they didn’t seem to have much empathy for the experiences of the Joad family. He hypothesized that there was too much distance between students’ privileged socioeconomic backgrounds and the experience of the Joad family; instead of empathy for the characters, students felt annoyed that so many bad things happened to them throughout the book.\u003c/p>\n\u003cp>Perry decided to build a mountain and assign student groups a Sphero that represented their family traveling over the mountain. “The whole idea was to make sure the kids understood you can be a good, hard-working person and sometimes the situation is still going to be aligned against you,” Perry said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/a0N7-lYW8Us?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Perry gave student groups a few class periods to get familiar with the Spheros, then he brought out the \u003ca href=\"https://www.youtube.com/watch?v=a0N7-lYW8Us\" target=\"_blank\">mountain he had made\u003c/a> out of cardboard and AstroTurf. Students got a few class periods to work on programming their Sphero to get over the mountain and were expected to document their successes and failures. Finally, each group got five minutes to try to navigate their “Joad family” over the mountain. Perry had built in traps and at times the Sphero would cut out, as the Joad family car had done.\u003c/p>\n\u003cp>“The first year none of the families succeeded,” Perry said. But students had gained a lot of empathy for the Joad family, which showed up in their writing. The second year, Perry used the same activity, which was also an inclusion class. Perry said one of the students in that class was blind, and although incredibly bright, struggled with being seen as “disabled” by peers. He explored the mountain by touch and ended up identifying some of the tricks for his group.\u003c/p>\n\u003cp>“He became the hero for the entire unit,” Perry said. His group was the only one to successfully cross the mountain. Students saw the student’s blindness as an asset in this situation; he had the tools to understand the world around him in different and necessary ways. “That had an impact on me, too,” Perry said. “He beat me at this task because he had this ability that I don’t have, and it impressed the hell of me.”\u003c/p>\n\u003cp>Perry took the Spheros activity to the next level when his 10th-grade students were reading \u003cem>Lord of the Flies\u003c/em>. In discussions, it was clear that students were having a hard time connecting with the themes of the book. They didn’t believe humans would act the way the boys on the island did, and had no perception of what survival would have been like.\u003c/p>\n\u003cp>Perry \u003ca href=\"https://padlet-uploads.s3.amazonaws.com/prod/118719535/459c2c745bb168359e3ea3300609925f37e1ddc7/f4effeb28c5c19fcab85b1b92e70c178.pdf\" target=\"_blank\">designed three challenges\u003c/a> to represent surviving on the island: a shelter challenge, fire challenge and a pig hunt. He then assigned each student a character and doled out \u003ca href=\"https://padlet-uploads.s3.amazonaws.com/prod/118719535/dbb1a3bb576a98e376edd51c4d50cc83154da6db/68a45f57179878ff1048b382e19a21ff.pdf\" target=\"_blank\">different abilities and resources\u003c/a> depending on the character’s personality. For example, the Sphero representing Piggy was programmed to go half as fast as the fastest boy’s Sphero, but because he is a resourceful, smart character he had more tools to complete the challenges.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/KRYv0DW4rZU?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“We gave them the chance to really step into the shoes of those kids,” Perry said. And when it came to the pig hunt, a culminating scene in the book, the students “went all \u003cem>Lord of the Flies\u003c/em> on each other,” ganging up on the weakest among them in order to win.\u003c/p>\n\u003cp>“We had that moment when the light came on,” Perry said. Students had unwittingly acted exactly as the characters did in the book. Suddenly all the theoretical arguments they made before the activity fell flat. To improve the project next year, Perry plans to have students set the parameters for the different characters based on textual analysis.\u003c/p>\n\u003cp>Both Herring and Perry are excited at how such a simple robot like the Sphero could activate student thinking, discussion, excitement and empathy in their classrooms. They’re thinking about how they might have their classes collaborate and learn from one another, especially because Herring’s students are more ethnically and socioeconomically diverse than Perry’s.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I feel like what we’re doing is really transformative and can be applied to other classes that are not literacy,” Herring said. She sees history as a natural application, but also realizes her students were using geometry and physics, among other disciplines, when programming their Spheros. The interdisciplinary nature of the project is part of its strength in her mind. She hopes more teachers will be open-minded about letting students have a kinesthetic experience that gets them out of their desks to grow into more confident learners.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\"Why are traffic lights red, yellow and green?\"\u003c/p>\n\u003cp>When a child asks you a question like this, you have a few options. You can shut her down with a \"Just because.\" You can explain: \"Red is for stop and green is for go.\" Or, you can turn the question back to her and help her figure out the answer with plenty of encouragement.\u003c/p>\n\u003cp>No parent, teacher or caregiver has the time or patience to respond perfectly to all of the many, many, many opportunities like these that come along. But a new book,\u003cem> Becoming Brilliant: What Science Tells Us About Raising Successful Children\u003c/em>, is designed to get us thinking about the magnitude of these moments.\u003c/p>\n\u003cp>Kathy Hirsh-Pasek, the book's co-author, compares the challenge to climate change.\u003c/p>\n\u003cp>\"What we do with little kids today will matter in 20 years,\" she says. \"If you don't get it right, you will have an unlivable environment. That's the crisis I see.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Hirsh-Pasek, a professor at Temple University and a senior fellow at the Brookings Institution, is a distinguished developmental psychologist with decades of experience, as is her co-author, Roberta Golinkoff at the University of Delaware. And with this book, the two are putting forward a new framework, based on the science of learning and development, to help parents think about cultivating the skills people really need to succeed.\u003c/p>\n\u003cp>What follows is an excerpt from our conversation.\u003c/p>\n\u003cp>\u003cstrong>What led you to write this book now? \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: We live in a crazy time, and parents are very worried about their children's futures. They're getting all kinds of messages about children having to score at the top level on some test. The irony is, kids could score at the top and still not succeed at finding great employment or becoming a great person.\u003c/p>\n\u003cp>Hirsh-Pasek: If Rip Van Winkle came back, there's only one institution he would recognize: \"Oh! That's a school. Kids are still sitting in rows, still listening to the font of wisdom at the front of the classroom.\"\u003c/p>\n\u003cp>We're training kids to do what computers do, which is spit back facts. And computers are always going to be better than human beings at that. But what they're not going to be better at is being social, navigating relationships, being citizens in a community. So we need to change the whole definition of what success in school, and out of school, means.\u003c/p>\n\u003cp>\u003cstrong>You present something you call the 21st-century report card. And it contains six C's, which I've seen \u003ca href=\"http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them\">versions of elsewhere\u003c/a>: collaboration, communication, content, critical thinking, creative innovation and confidence. But what's new is the way you relate these skills to each other, and also, you've described what they look like at four levels of development. \u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: The first, basic, most core is collaboration. Collaboration is everything from getting along with others to controlling your impulses so you can get along and not kick someone else off the swing. It's building a community and experiencing diversity and culture. Everything we do, in the classroom or at home, has to be built on that foundation.\u003c/p>\n\u003cp>Communication comes next, because you can't communicate if you have no one to communicate with. This includes speaking, writing, reading and that all-but-lost art of listening.\u003c/p>\n\u003cp>Content is built on communication. You can't learn anything if you haven't learned how to understand language, or to read.\u003c/p>\n\u003cp>Critical thinking relies on content, because you can't navigate masses of information if you have nothing to navigate to.\u003c/p>\n\u003cp>Creative innovation requires knowing something. You can't just be a monkey throwing paint on a canvas. It's the 10,000-hour rule: You need to know something well enough to make something new.\u003c/p>\n\u003cp>And finally, confidence: You have to have the confidence to take safe risks.\u003c/p>\n\u003cp>Golinkoff: There isn't an entrepreneur or a scientific pioneer who hasn't had failures. And if we don't rear children who are comfortable taking risks, we won't have successes.\u003c/p>\n\u003cp>\u003cstrong>OK, and for each of your six C's, you also go into what they look like at four levels of development. Can you give us the deep dive on one of these? \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: So, critical thinking. First you have to have content, right?\u003c/p>\n\u003cp>Most people at their desks at work have papers, books, magazines all over the place. Information is doubling every 2 1/2 years. We have to figure out how to select and synthesize the information we need.\u003c/p>\n\u003cp>So, at Level 1, we call it \"seeing is believing.\" If someone tells you alligators live in sewers in New York City, you buy it.\u003c/p>\n\u003cp>At Level 2, you see that truths differ; there are multiple points of view.\u003c/p>\n\u003cp>You learn Columbus discovered America, then you learn that there are alternative narratives — the Native Americans already lived here. This is kind of when critical thinking starts.\u003c/p>\n\u003cp>At the third level, we have opinions. All of us have used the phrase \"they say.\" That will get you into trouble because it shows little respect for science or evidence.\u003c/p>\n\u003cp>At Level 4, we talk about evidence, mastery, the intricacies of doubt.\u003c/p>\n\u003cp>\u003ca href=\"https://en.wikipedia.org/wiki/E._O._Wilson\">E.O. Wilson\u003c/a>, one of my heroes, the biologist, says we're drowning in information and starved for wisdom. When we're getting to be more at Level 4, we'll see the gaps and the holes in a line of reasoning. Critical thinking is what leads to the next breakthroughs in any area.\u003c/p>\n\u003cp>\u003cstrong>In addition to breaking down the six C's and four levels within each of them, you also cover the opportunities for parents, teachers and grandparents to cultivate those skills. Talk about that. \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: So, if you're going to have a kid who engages in critical thinking, you're not going to shut them down when they ask a question. You're not going to settle for \"because.\" You're going to encourage them to ask more. And you want them to understand how other people think.\u003c/p>\n\u003cp>If you see a homeless person in the street: What do you think that person is thinking? How do you think they feel about not having a home?\u003c/p>\n\u003cp>Get someone else's point of view activated to help them recognize that things are not always what they appear. That's going to help them understand critical thinking.\u003c/p>\n\u003cp>\u003cstrong>OK, so that helps me understand how these skills are all interrelated. Perspective-taking, which I think of as a component of empathy, you're saying is also foundational for critical thinking. \u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: Yes, theory of mind is important to be able to do critical thinking.\u003c/p>\n\u003cp>\u003cstrong>A big part of what you're doing with this book is to try to get parents to supplement what's going on in school. Talk a little more about that.\u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: One of the biggest concepts is breadth. Learning isn't just K-12. It starts prenatally. If you get a bead on what your children are and aren't being exposed to at school, that will suggest the kinds of experiences you want your children to have outside of school.\u003c/p>\n\u003cp>\u003cstrong>And you want people to look at where they themselves fall in the four levels within the 6 C's, right? It's not just for kids.\u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: Yes. I can say as a mom, well, let's think about it — who am I as a collaborator? Am I an on-my-own kind of girl [Level 1] or a side-by-side [Level 2]?\u003c/p>\n\u003cp>When I was rushing my kids to get dressed and out the door, I was an on my own. I wish I weren't!\u003c/p>\n\u003cp>It's not a big deal to let my kid try to pick out his wardrobe. Who cares if it's stripes and plaids? Let's see that back-and-forth collaboration is built into our routines.\u003c/p>\n\u003cp>And then, how much communication is built in? Did we tell a joint story or did I just read the book and get it over with? It's a really good idea to evaluate ourselves according to the grid. We can ask where we want to grow as parents.\u003c/p>\n\u003cp>Then we can ask, with the same grid: What do I want for my child? Where is my child now, and how can I build an environment in my house that will enable the child to grow up with these different skills?\u003c/p>\n\u003cp>\u003cstrong>Wow. OK. So this is really reinforcing the idea of learning as a social, relationship-oriented process. It's not just a grid for sorting and measuring our kids; it's about how we are relating to our kids. \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: The other thing I think is crucial to notice is that we're talking about doing things in the moment with your child. Notice we're talking about buying nothing, signing up for no classes, and no tablets. Not that we're Luddites, but we're talking about how the crucible of social interaction between child and parent really helps set up the child for the development of these skills.\u003c/p>\n\u003cp>We're particularly concerned about confidence. At school, when kids are being encouraged to get the one right answer and fill in that bubble, people can do things that enable their children to solve problems in multiple ways: \"Can you think of different ways to make the bed?\"\u003c/p>\n\u003cp>It costs nothing, and the child is learning, \"I have good ideas, I can be creative, and I can show you that I have confidence.\"\u003c/p>\n\u003cp>\u003cstrong>And the bed gets made.\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That too!\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Raise+Brilliant+Children%2C+According+To+Science&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cdiv class=\"fullattribution\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"Why are traffic lights red, yellow and green?\"\u003c/p>\n\u003cp>When a child asks you a question like this, you have a few options. You can shut her down with a \"Just because.\" You can explain: \"Red is for stop and green is for go.\" Or, you can turn the question back to her and help her figure out the answer with plenty of encouragement.\u003c/p>\n\u003cp>No parent, teacher or caregiver has the time or patience to respond perfectly to all of the many, many, many opportunities like these that come along. But a new book,\u003cem> Becoming Brilliant: What Science Tells Us About Raising Successful Children\u003c/em>, is designed to get us thinking about the magnitude of these moments.\u003c/p>\n\u003cp>Kathy Hirsh-Pasek, the book's co-author, compares the challenge to climate change.\u003c/p>\n\u003cp>\"What we do with little kids today will matter in 20 years,\" she says. \"If you don't get it right, you will have an unlivable environment. That's the crisis I see.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Hirsh-Pasek, a professor at Temple University and a senior fellow at the Brookings Institution, is a distinguished developmental psychologist with decades of experience, as is her co-author, Roberta Golinkoff at the University of Delaware. And with this book, the two are putting forward a new framework, based on the science of learning and development, to help parents think about cultivating the skills people really need to succeed.\u003c/p>\n\u003cp>What follows is an excerpt from our conversation.\u003c/p>\n\u003cp>\u003cstrong>What led you to write this book now? \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: We live in a crazy time, and parents are very worried about their children's futures. They're getting all kinds of messages about children having to score at the top level on some test. The irony is, kids could score at the top and still not succeed at finding great employment or becoming a great person.\u003c/p>\n\u003cp>Hirsh-Pasek: If Rip Van Winkle came back, there's only one institution he would recognize: \"Oh! That's a school. Kids are still sitting in rows, still listening to the font of wisdom at the front of the classroom.\"\u003c/p>\n\u003cp>We're training kids to do what computers do, which is spit back facts. And computers are always going to be better than human beings at that. But what they're not going to be better at is being social, navigating relationships, being citizens in a community. So we need to change the whole definition of what success in school, and out of school, means.\u003c/p>\n\u003cp>\u003cstrong>You present something you call the 21st-century report card. And it contains six C's, which I've seen \u003ca href=\"http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them\">versions of elsewhere\u003c/a>: collaboration, communication, content, critical thinking, creative innovation and confidence. But what's new is the way you relate these skills to each other, and also, you've described what they look like at four levels of development. \u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: The first, basic, most core is collaboration. Collaboration is everything from getting along with others to controlling your impulses so you can get along and not kick someone else off the swing. It's building a community and experiencing diversity and culture. Everything we do, in the classroom or at home, has to be built on that foundation.\u003c/p>\n\u003cp>Communication comes next, because you can't communicate if you have no one to communicate with. This includes speaking, writing, reading and that all-but-lost art of listening.\u003c/p>\n\u003cp>Content is built on communication. You can't learn anything if you haven't learned how to understand language, or to read.\u003c/p>\n\u003cp>Critical thinking relies on content, because you can't navigate masses of information if you have nothing to navigate to.\u003c/p>\n\u003cp>Creative innovation requires knowing something. You can't just be a monkey throwing paint on a canvas. It's the 10,000-hour rule: You need to know something well enough to make something new.\u003c/p>\n\u003cp>And finally, confidence: You have to have the confidence to take safe risks.\u003c/p>\n\u003cp>Golinkoff: There isn't an entrepreneur or a scientific pioneer who hasn't had failures. And if we don't rear children who are comfortable taking risks, we won't have successes.\u003c/p>\n\u003cp>\u003cstrong>OK, and for each of your six C's, you also go into what they look like at four levels of development. Can you give us the deep dive on one of these? \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: So, critical thinking. First you have to have content, right?\u003c/p>\n\u003cp>Most people at their desks at work have papers, books, magazines all over the place. Information is doubling every 2 1/2 years. We have to figure out how to select and synthesize the information we need.\u003c/p>\n\u003cp>So, at Level 1, we call it \"seeing is believing.\" If someone tells you alligators live in sewers in New York City, you buy it.\u003c/p>\n\u003cp>At Level 2, you see that truths differ; there are multiple points of view.\u003c/p>\n\u003cp>You learn Columbus discovered America, then you learn that there are alternative narratives — the Native Americans already lived here. This is kind of when critical thinking starts.\u003c/p>\n\u003cp>At the third level, we have opinions. All of us have used the phrase \"they say.\" That will get you into trouble because it shows little respect for science or evidence.\u003c/p>\n\u003cp>At Level 4, we talk about evidence, mastery, the intricacies of doubt.\u003c/p>\n\u003cp>\u003ca href=\"https://en.wikipedia.org/wiki/E._O._Wilson\">E.O. Wilson\u003c/a>, one of my heroes, the biologist, says we're drowning in information and starved for wisdom. When we're getting to be more at Level 4, we'll see the gaps and the holes in a line of reasoning. Critical thinking is what leads to the next breakthroughs in any area.\u003c/p>\n\u003cp>\u003cstrong>In addition to breaking down the six C's and four levels within each of them, you also cover the opportunities for parents, teachers and grandparents to cultivate those skills. Talk about that. \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: So, if you're going to have a kid who engages in critical thinking, you're not going to shut them down when they ask a question. You're not going to settle for \"because.\" You're going to encourage them to ask more. And you want them to understand how other people think.\u003c/p>\n\u003cp>If you see a homeless person in the street: What do you think that person is thinking? How do you think they feel about not having a home?\u003c/p>\n\u003cp>Get someone else's point of view activated to help them recognize that things are not always what they appear. That's going to help them understand critical thinking.\u003c/p>\n\u003cp>\u003cstrong>OK, so that helps me understand how these skills are all interrelated. Perspective-taking, which I think of as a component of empathy, you're saying is also foundational for critical thinking. \u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: Yes, theory of mind is important to be able to do critical thinking.\u003c/p>\n\u003cp>\u003cstrong>A big part of what you're doing with this book is to try to get parents to supplement what's going on in school. Talk a little more about that.\u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: One of the biggest concepts is breadth. Learning isn't just K-12. It starts prenatally. If you get a bead on what your children are and aren't being exposed to at school, that will suggest the kinds of experiences you want your children to have outside of school.\u003c/p>\n\u003cp>\u003cstrong>And you want people to look at where they themselves fall in the four levels within the 6 C's, right? It's not just for kids.\u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: Yes. I can say as a mom, well, let's think about it — who am I as a collaborator? Am I an on-my-own kind of girl [Level 1] or a side-by-side [Level 2]?\u003c/p>\n\u003cp>When I was rushing my kids to get dressed and out the door, I was an on my own. I wish I weren't!\u003c/p>\n\u003cp>It's not a big deal to let my kid try to pick out his wardrobe. Who cares if it's stripes and plaids? Let's see that back-and-forth collaboration is built into our routines.\u003c/p>\n\u003cp>And then, how much communication is built in? Did we tell a joint story or did I just read the book and get it over with? It's a really good idea to evaluate ourselves according to the grid. We can ask where we want to grow as parents.\u003c/p>\n\u003cp>Then we can ask, with the same grid: What do I want for my child? Where is my child now, and how can I build an environment in my house that will enable the child to grow up with these different skills?\u003c/p>\n\u003cp>\u003cstrong>Wow. OK. So this is really reinforcing the idea of learning as a social, relationship-oriented process. It's not just a grid for sorting and measuring our kids; it's about how we are relating to our kids. \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: The other thing I think is crucial to notice is that we're talking about doing things in the moment with your child. Notice we're talking about buying nothing, signing up for no classes, and no tablets. Not that we're Luddites, but we're talking about how the crucible of social interaction between child and parent really helps set up the child for the development of these skills.\u003c/p>\n\u003cp>We're particularly concerned about confidence. At school, when kids are being encouraged to get the one right answer and fill in that bubble, people can do things that enable their children to solve problems in multiple ways: \"Can you think of different ways to make the bed?\"\u003c/p>\n\u003cp>It costs nothing, and the child is learning, \"I have good ideas, I can be creative, and I can show you that I have confidence.\"\u003c/p>\n\u003cp>\u003cstrong>And the bed gets made.\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That too!\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Raise+Brilliant+Children%2C+According+To+Science&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cdiv class=\"fullattribution\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "14 Books That Connect Students With Valuable Scientists' Struggles",
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"content": "\u003cp>\u003cb>\u003c/b>\u003cspan style=\"font-weight: 400\">Teens who read about the personal and intellectual struggles of scientists feel more motivated to learn science. That was the finding of a \u003c/span>\u003ca href=\"https://www.apa.org/pubs/journals/releases/edu-edu0000092.pdf\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of Teachers College, Columbia University and the University of Washington.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why? Many high school students view scientific ability as a \u003c/span>\u003ca href=\"http://news.stanford.edu/pr/2007/pr-dweck-020707.html\">\u003cspan style=\"font-weight: 400\">fixed trait\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that is not responsive to effort. As the researchers wrote: “When students struggle in science classes, they may misperceive their struggle as an indication that they are not good at science and will never succeed.” When students learn about how even famous scientists struggled, they began to see that learning and growing from setbacks is part of a successful professional journey.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers noted that published stories about scientists often focus on achievements but neglect mention challenges scientists faced. When Lisa Brennan, a middle school librarian at St. Christopher’s School in Virginia, read about this study in a recent \u003c/span>\u003ca href=\"http://ww2.kqed.org/mindshift/2016/05/10/how-teens-benefit-from-reading-about-the-struggles-of-scientists/\">\u003cspan style=\"font-weight: 400\">MindShift article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, her initial reaction was, “Wow, that parallels the \u003c/span>\u003ca href=\"http://www.nytimes.com/2012/03/18/opinion/sunday/the-neuroscience-of-your-brain-on-fiction.html?_r=2\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the connection between fiction and empathy.” She reached out to her extensive \u003c/span>\u003ca href=\"https://twitter.com/noveltalk/status/730399169580503040\">\u003cspan style=\"font-weight: 400\">Twitter followers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to start gathering titles that cover both the achievements and the struggles of exemplary scientists that could be used with older students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Brennan said that read aloud is a powerful tool in the middle and high school classroom, with \u003c/span>\u003ca href=\"https://www.jstor.org/stable/748056?\">\u003cspan style=\"font-weight: 400\">studies suggesting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that reading to adolescents increases their motivation to read independently. “The key to reading aloud with older students, in my experience, has been to carefully select brief and meaningful excerpts,” said Brennan. “You'll find that students can actually be captivated by the read aloud experience -- providing your text is targeted and your delivery is authentic.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The list below includes rich picture books that could be read aloud to teens as well as graphic novels, short biographies and collections of biographical sketches that teachers could draw on for excerpts. Brennan, Maggie Knapp (head middle and upper school librarian at Trinity Valley School) and Brooke Williams (a former children’s librarian at New Haven Free Public Library) contributed titles to this list. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Ada-Byron-Lovelace-Thinking-Machine/dp/1939547202\"> \u003cimg class=\"alignleft size-full wp-image-45259\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Ada-Byron-Lovelace.jpg\" alt=\"Ada Byron Lovelace\" width=\"260\" height=\"314\">Ada Byron Lovelace and the Thinking Machine\u003c/a>, \u003c/b>by Laurie Wallmark and April Chu\u003c/p>\n\u003cp>Ada Byron Lovelace was the world’s first computer programmer, creating a coding algorithm years before the modern computer was invented. This picture book biography describes how measles left her temporarily blind and paralyzed and how she overcame society’s negative attitudes towards women in the sciences.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb style=\"line-height: 1.5\">\u003ca href=\"http://www.amazon.com/Rachel-Carson-Book-Changed-World/dp/0823431932/\">\u003cimg class=\"alignleft size-full wp-image-45268\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Rachel-Carson-e1464212440471.jpg\" alt=\"Rachel Carson\" width=\"250\" height=\"224\">Rachel Carson and Her Book That Changed the World\u003c/a>,\u003c/b>\u003cspan style=\"line-height: 1.5\"> by Laurie Lawler and Laura Beingessner\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rachel Carson’s writing and research helped launch the modern environmental movement. This picture book shares her struggles growing up in poverty during the Great Depression, the sacrifices her family made to send her to college, and the challenges she faced entering a male-dominated field.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Beam-Light-Story-Albert-Einstein/dp/0811872351/\"> \u003cimg class=\"alignleft size-full wp-image-45266\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/On-a-Beam-of-Light-e1464212495407.jpg\" alt=\"On a Beam of Light\" width=\"250\" height=\"333\">On a Beam of Light\u003c/a>\u003c/b>, by \u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Jennifer Berne and\u003c/span>\u003cspan class=\"contribution\">\u003cspan class=\"a-color-secondary\"> \u003c/span>\u003c/span>\u003c/span>\u003cspan class=\"author notFaded\">Vladimir Radunsky \u003c/span>\u003c/p>\n\u003cp>Through simple text and stunning illustrations, this book explores Albert Einstein’s early struggles with learning and school – and how they propelled his later accomplishments. \u003cspan style=\"font-weight: 400\">The New York Times described this book as “\"something of an It Gets Better Project for mathematically precocious children.\" \u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Snowflake-Bentley-Jacqueline-Briggs-Martin/dp/0547248296/\"> \u003cimg class=\"alignleft size-full wp-image-45269\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Snowflake-Bentley-e1464212559859.jpg\" alt=\"Snowflake Bentley\" width=\"250\" height=\"243\">Snowflake Bentley\u003c/a>, \u003c/b>by \u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Jacqueline Briggs Martin and\u003c/span>\u003cspan class=\"contribution\">\u003cspan class=\"a-color-secondary\"> \u003c/span>\u003c/span>\u003c/span>\u003cspan class=\"author notFaded\">Mary Azarian \u003c/span>\u003c/p>\n\u003cp>Wilson Bentley was a nature photographer who showed the world that “no two snowflakes are alike.” This picture book describes his unstoppable grit in pursuit of his dream and includes sidebars with more information about the methods and science behind his work.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Tree-Lady-Tree-Loving-Changed-Forever/dp/1442414022/\">\u003cb> \u003cimg class=\"alignleft size-full wp-image-45271\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/The-Tree-Lady-e1464212624169.jpg\" alt=\"The-Tree-Lady\" width=\"250\" height=\"212\">The Tree Lady: The True Story of How One Tree-Loving Woman Changed a City Forever \u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">by \u003cspan class=\"author notFaded\">H. Joseph Hopkins and\u003cspan class=\"contribution\">\u003cspan class=\"a-color-secondary\"> \u003c/span>\u003c/span>\u003c/span>\u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Jill McElmurry \u003c/span>\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Botanist Kate Sessions, the first woman to graduate from the University of California with a science degree, is best known for transforming San Diego from a desert town to a green paradise. The picture book describes obstacles and social taboos that she faced and overcame, utilizing the refrain: “but she did.”\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Summer-Birds-Butterflies-Maria-Merian/dp/0805089373\"> \u003cimg class=\"alignleft size-full wp-image-45270\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/summer-birds-e1464212639406.jpg\" alt=\"summer-birds\" width=\"250\" height=\"250\">Summer Birds: The Butterflies of Maria Merian\u003c/a> \u003c/b>by \u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Margarita Engle and\u003c/span>\u003cspan class=\"contribution\">\u003cspan class=\"a-color-secondary\"> \u003c/span>\u003c/span>\u003c/span>\u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Julie Paschkis \u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the seventeenth century Europe -- when many thought butterflies were evil creatures that generated spontaneously from mud --entomolygist Maria Merian made her mission to study them. After years of study, she wrote and illustrated a groundbreaking book about the life-cycle of a butterfly. This picture book describes how she conducted much of her work in secret because of the negative perceptions around this insect.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Life-Ocean-Story-Oceanographer-Sylvia/dp/0374380686/\"> \u003cimg class=\"alignleft size-full wp-image-45264\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Life-in-the-Ocean-e1464212677875.jpg\" alt=\"Life in the Ocean\" width=\"250\" height=\"319\">Life in the Ocean: The Story of Oceanographer Sylvia Earle\u003c/a> by \u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Claire A. Nivola \u003c/span>\u003c/span>\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As her biography at National Geographic notes, “\u003c/span>\u003cspan style=\"font-weight: 400\">called ‘Her Deepness’ by the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">New Yorker\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">New York Times\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, ‘Living Legend’ by the Library of Congress, and first ‘Hero for the Planet’ by \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Time\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> magazine, [Sylvia Earle] is an oceanographer, explorer, author, and lecturer.” This beautifully illustrated picture book describes how a difficult move to a new state during her childhood awakened a life-long passion. The author’s note would also make a good read-aloud for teens, describing her scientific work in more depth and how she “defied conventional expectations at every stage of her life.”\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Brief-History-Deckle-Edge-Hardcover/dp/0345535286/\">\u003cimg class=\"alignleft size-full wp-image-45265\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/My-brief-history-e1464212668611.jpg\" alt=\"My brief history\" width=\"250\" height=\"369\">My Brief History\u003c/a>, by Stephen Hawking \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At 144 pages, this brief memoir is broken into several small chapters in which theoretical physicist and cosmologist Stephen Hawking writes about his childhood, his research and – of course – his life with ALS, which gradually paralyzed him over the course of decades and required him to develop compensatory methods for engaging in his research. Teachers could use or read aloud excerpts of this compelling autobiography.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Feynman-Jim-Ottaviani/dp/1596438274/\">\u003cimg class=\"alignleft size-full wp-image-45262\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Feynman-e1464212698817.jpg\" alt=\"Feynman\" width=\"250\" height=\"349\">Feynman\u003c/a> (Richard Feynman, physicist), \u003c/b>by Jim Ottaviani and Leland Myrick\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Written for teens, this graphic novel vividly portrays the life of the vivacious physicist Richard Feynman. It captures his tenacity in the face of trying circumstances -- from working on the Manhattan project to uncovering the cause of the Challenger explosion to caring for his ailing wife.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Primates-Fearless-Science-Goodall-Galdikas/dp/1250062934/\"> \u003cimg class=\"alignleft size-full wp-image-45267\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Primates-e1464212653802.jpg\" alt=\"Primates\" width=\"250\" height=\"337\">Primates: The Fearless Science of Jane Goodall, Dian Fossey, and Biruté Galdikas\u003c/a> \u003c/b>by Jim Ottaviani and Maris Wicks\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is another graphic novel for teens, tracing the lives of three primatologists who were students of Richard Leakey and who lived among the primates. As the Booklist review notes, “For all the playful mugging and gratifying discoveries, though, Ottaviani doesn’t shy away from the struggles of living and working in the bush.”\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Breakthrough-People-Changed-Medicine-Forever/dp/0547821832\"> \u003cimg class=\"alignleft size-full wp-image-45260\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Breakthrough-e1464212724298.jpg\" alt=\"Breakthrough!\" width=\"250\" height=\"322\">Breakthrough! How Three People Saved “Blue Babies” and Changed Medicine Forever\u003c/a>, \u003c/b>\u003cspan style=\"font-weight: 400\">by Jim Murphy\u003c/span>\u003c/p>\n\u003cp>Knapp describes this short nonfiction narrative as a “wonderfully written story of a black man, a white man and a woman, who all struggled in different ways (personally and professionally) to pioneer a surgery that saved the lives of ‘blue babies.’”\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/What-Color-World-African-American-Inventors/dp/0763664421\"> \u003cimg class=\"alignleft size-full wp-image-45272\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/What-color-is-my-world-e1464212596295.jpeg\" alt=\"What color is my world?\" width=\"250\" height=\"232\">What Color is My World? The Lost History of African-American Inventors\u003c/a>, \u003c/b>by Kareem Abdul-Jabbar and Raymond Obstfeld\u003c/p>\n\u003cp>This collection features several short life-sketches of African-American inventors – from Henry Sampson (who created the gamma-electric cell) to Percy Julian (who synthesized cortisone from soy). The stories emphasize the perseverance of these inventors in the face of racism and other life challenges.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Headstrong-Women-Changed-Science-World/dp/0553446797/\"> \u003cimg class=\"alignleft size-full wp-image-45263\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Headstrong-e1464212687374.jpg\" alt=\"Headstrong\" width=\"250\" height=\"371\">Headstrong: 52 Women Who Changed Science - and the World\u003c/a>, \u003c/b>by Rachel Swaby\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These short biographical sketches average four pages in length – an easy read aloud – and highlight female scientists in the following fields: medicine, biology and the environment, genetics and development, physics, earth and stars, math and technology, and invention. Several stories note obstacles they faced, including gender bias, illness, and family disapproval.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Brilliant-Blunders-Einstein-Scientists-Understanding/dp/1439192375/\"> \u003cimg class=\"alignleft size-full wp-image-45261\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Brilliant-Blunders-e1464212713208.jpg\" alt=\"Brilliant Blunders\" width=\"250\" height=\"378\">Brilliant Blunders: From Darwin to Einstein - Colossal Mistakes by Great Scientists That Changed Our Understanding of Life and the Universe\u003c/a>, \u003c/b>\u003cspan style=\"font-weight: 400\">by Mario Livio \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this 300+ page book, astrophysicist Mario Livio draws on the lives of five scientists (Charles Darwin, Lord Kelvin, Linus Pauling, Fred Hoyle, and Albert Einstein) to show how great progress often comes in the wake of “colossal mistakes.” This is a great resource book for high school science teachers who want to infuse their classes with stories about how can setbacks set the stage for progress -- if we let them.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>Bonus Resource: \u003c/b>The PBS/NOVA web-series, \u003ca href=\"http://www.pbs.org/wgbh/nova/secretlife/\">The Secret Life of Scientist\u003c/a> “provides a humanizing snapshot of scientists who are shaping our world.” Each episode profiles a contemporary scientists in three or four discrete, one-to-three minute video clips. The site is searchable by topic and includes blog posts and a teacher's guide.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=B0vGDfuWhfI\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cb>\u003c/b>\u003cspan style=\"font-weight: 400\">Teens who read about the personal and intellectual struggles of scientists feel more motivated to learn science. That was the finding of a \u003c/span>\u003ca href=\"https://www.apa.org/pubs/journals/releases/edu-edu0000092.pdf\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of Teachers College, Columbia University and the University of Washington.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why? Many high school students view scientific ability as a \u003c/span>\u003ca href=\"http://news.stanford.edu/pr/2007/pr-dweck-020707.html\">\u003cspan style=\"font-weight: 400\">fixed trait\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that is not responsive to effort. As the researchers wrote: “When students struggle in science classes, they may misperceive their struggle as an indication that they are not good at science and will never succeed.” When students learn about how even famous scientists struggled, they began to see that learning and growing from setbacks is part of a successful professional journey.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers noted that published stories about scientists often focus on achievements but neglect mention challenges scientists faced. When Lisa Brennan, a middle school librarian at St. Christopher’s School in Virginia, read about this study in a recent \u003c/span>\u003ca href=\"http://ww2.kqed.org/mindshift/2016/05/10/how-teens-benefit-from-reading-about-the-struggles-of-scientists/\">\u003cspan style=\"font-weight: 400\">MindShift article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, her initial reaction was, “Wow, that parallels the \u003c/span>\u003ca href=\"http://www.nytimes.com/2012/03/18/opinion/sunday/the-neuroscience-of-your-brain-on-fiction.html?_r=2\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the connection between fiction and empathy.” She reached out to her extensive \u003c/span>\u003ca href=\"https://twitter.com/noveltalk/status/730399169580503040\">\u003cspan style=\"font-weight: 400\">Twitter followers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to start gathering titles that cover both the achievements and the struggles of exemplary scientists that could be used with older students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Brennan said that read aloud is a powerful tool in the middle and high school classroom, with \u003c/span>\u003ca href=\"https://www.jstor.org/stable/748056?\">\u003cspan style=\"font-weight: 400\">studies suggesting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that reading to adolescents increases their motivation to read independently. “The key to reading aloud with older students, in my experience, has been to carefully select brief and meaningful excerpts,” said Brennan. “You'll find that students can actually be captivated by the read aloud experience -- providing your text is targeted and your delivery is authentic.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The list below includes rich picture books that could be read aloud to teens as well as graphic novels, short biographies and collections of biographical sketches that teachers could draw on for excerpts. Brennan, Maggie Knapp (head middle and upper school librarian at Trinity Valley School) and Brooke Williams (a former children’s librarian at New Haven Free Public Library) contributed titles to this list. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Ada-Byron-Lovelace-Thinking-Machine/dp/1939547202\"> \u003cimg class=\"alignleft size-full wp-image-45259\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Ada-Byron-Lovelace.jpg\" alt=\"Ada Byron Lovelace\" width=\"260\" height=\"314\">Ada Byron Lovelace and the Thinking Machine\u003c/a>, \u003c/b>by Laurie Wallmark and April Chu\u003c/p>\n\u003cp>Ada Byron Lovelace was the world’s first computer programmer, creating a coding algorithm years before the modern computer was invented. This picture book biography describes how measles left her temporarily blind and paralyzed and how she overcame society’s negative attitudes towards women in the sciences.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb style=\"line-height: 1.5\">\u003ca href=\"http://www.amazon.com/Rachel-Carson-Book-Changed-World/dp/0823431932/\">\u003cimg class=\"alignleft size-full wp-image-45268\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Rachel-Carson-e1464212440471.jpg\" alt=\"Rachel Carson\" width=\"250\" height=\"224\">Rachel Carson and Her Book That Changed the World\u003c/a>,\u003c/b>\u003cspan style=\"line-height: 1.5\"> by Laurie Lawler and Laura Beingessner\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rachel Carson’s writing and research helped launch the modern environmental movement. This picture book shares her struggles growing up in poverty during the Great Depression, the sacrifices her family made to send her to college, and the challenges she faced entering a male-dominated field.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Beam-Light-Story-Albert-Einstein/dp/0811872351/\"> \u003cimg class=\"alignleft size-full wp-image-45266\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/On-a-Beam-of-Light-e1464212495407.jpg\" alt=\"On a Beam of Light\" width=\"250\" height=\"333\">On a Beam of Light\u003c/a>\u003c/b>, by \u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Jennifer Berne and\u003c/span>\u003cspan class=\"contribution\">\u003cspan class=\"a-color-secondary\"> \u003c/span>\u003c/span>\u003c/span>\u003cspan class=\"author notFaded\">Vladimir Radunsky \u003c/span>\u003c/p>\n\u003cp>Through simple text and stunning illustrations, this book explores Albert Einstein’s early struggles with learning and school – and how they propelled his later accomplishments. \u003cspan style=\"font-weight: 400\">The New York Times described this book as “\"something of an It Gets Better Project for mathematically precocious children.\" \u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Snowflake-Bentley-Jacqueline-Briggs-Martin/dp/0547248296/\"> \u003cimg class=\"alignleft size-full wp-image-45269\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Snowflake-Bentley-e1464212559859.jpg\" alt=\"Snowflake Bentley\" width=\"250\" height=\"243\">Snowflake Bentley\u003c/a>, \u003c/b>by \u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Jacqueline Briggs Martin and\u003c/span>\u003cspan class=\"contribution\">\u003cspan class=\"a-color-secondary\"> \u003c/span>\u003c/span>\u003c/span>\u003cspan class=\"author notFaded\">Mary Azarian \u003c/span>\u003c/p>\n\u003cp>Wilson Bentley was a nature photographer who showed the world that “no two snowflakes are alike.” This picture book describes his unstoppable grit in pursuit of his dream and includes sidebars with more information about the methods and science behind his work.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Tree-Lady-Tree-Loving-Changed-Forever/dp/1442414022/\">\u003cb> \u003cimg class=\"alignleft size-full wp-image-45271\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/The-Tree-Lady-e1464212624169.jpg\" alt=\"The-Tree-Lady\" width=\"250\" height=\"212\">The Tree Lady: The True Story of How One Tree-Loving Woman Changed a City Forever \u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">by \u003cspan class=\"author notFaded\">H. Joseph Hopkins and\u003cspan class=\"contribution\">\u003cspan class=\"a-color-secondary\"> \u003c/span>\u003c/span>\u003c/span>\u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Jill McElmurry \u003c/span>\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Botanist Kate Sessions, the first woman to graduate from the University of California with a science degree, is best known for transforming San Diego from a desert town to a green paradise. The picture book describes obstacles and social taboos that she faced and overcame, utilizing the refrain: “but she did.”\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Summer-Birds-Butterflies-Maria-Merian/dp/0805089373\"> \u003cimg class=\"alignleft size-full wp-image-45270\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/summer-birds-e1464212639406.jpg\" alt=\"summer-birds\" width=\"250\" height=\"250\">Summer Birds: The Butterflies of Maria Merian\u003c/a> \u003c/b>by \u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Margarita Engle and\u003c/span>\u003cspan class=\"contribution\">\u003cspan class=\"a-color-secondary\"> \u003c/span>\u003c/span>\u003c/span>\u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Julie Paschkis \u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the seventeenth century Europe -- when many thought butterflies were evil creatures that generated spontaneously from mud --entomolygist Maria Merian made her mission to study them. After years of study, she wrote and illustrated a groundbreaking book about the life-cycle of a butterfly. This picture book describes how she conducted much of her work in secret because of the negative perceptions around this insect.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Life-Ocean-Story-Oceanographer-Sylvia/dp/0374380686/\"> \u003cimg class=\"alignleft size-full wp-image-45264\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Life-in-the-Ocean-e1464212677875.jpg\" alt=\"Life in the Ocean\" width=\"250\" height=\"319\">Life in the Ocean: The Story of Oceanographer Sylvia Earle\u003c/a> by \u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Claire A. Nivola \u003c/span>\u003c/span>\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As her biography at National Geographic notes, “\u003c/span>\u003cspan style=\"font-weight: 400\">called ‘Her Deepness’ by the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">New Yorker\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">New York Times\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, ‘Living Legend’ by the Library of Congress, and first ‘Hero for the Planet’ by \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Time\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> magazine, [Sylvia Earle] is an oceanographer, explorer, author, and lecturer.” This beautifully illustrated picture book describes how a difficult move to a new state during her childhood awakened a life-long passion. The author’s note would also make a good read-aloud for teens, describing her scientific work in more depth and how she “defied conventional expectations at every stage of her life.”\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Brief-History-Deckle-Edge-Hardcover/dp/0345535286/\">\u003cimg class=\"alignleft size-full wp-image-45265\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/My-brief-history-e1464212668611.jpg\" alt=\"My brief history\" width=\"250\" height=\"369\">My Brief History\u003c/a>, by Stephen Hawking \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At 144 pages, this brief memoir is broken into several small chapters in which theoretical physicist and cosmologist Stephen Hawking writes about his childhood, his research and – of course – his life with ALS, which gradually paralyzed him over the course of decades and required him to develop compensatory methods for engaging in his research. Teachers could use or read aloud excerpts of this compelling autobiography.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Feynman-Jim-Ottaviani/dp/1596438274/\">\u003cimg class=\"alignleft size-full wp-image-45262\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Feynman-e1464212698817.jpg\" alt=\"Feynman\" width=\"250\" height=\"349\">Feynman\u003c/a> (Richard Feynman, physicist), \u003c/b>by Jim Ottaviani and Leland Myrick\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Written for teens, this graphic novel vividly portrays the life of the vivacious physicist Richard Feynman. It captures his tenacity in the face of trying circumstances -- from working on the Manhattan project to uncovering the cause of the Challenger explosion to caring for his ailing wife.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Primates-Fearless-Science-Goodall-Galdikas/dp/1250062934/\"> \u003cimg class=\"alignleft size-full wp-image-45267\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Primates-e1464212653802.jpg\" alt=\"Primates\" width=\"250\" height=\"337\">Primates: The Fearless Science of Jane Goodall, Dian Fossey, and Biruté Galdikas\u003c/a> \u003c/b>by Jim Ottaviani and Maris Wicks\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is another graphic novel for teens, tracing the lives of three primatologists who were students of Richard Leakey and who lived among the primates. As the Booklist review notes, “For all the playful mugging and gratifying discoveries, though, Ottaviani doesn’t shy away from the struggles of living and working in the bush.”\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Breakthrough-People-Changed-Medicine-Forever/dp/0547821832\"> \u003cimg class=\"alignleft size-full wp-image-45260\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Breakthrough-e1464212724298.jpg\" alt=\"Breakthrough!\" width=\"250\" height=\"322\">Breakthrough! How Three People Saved “Blue Babies” and Changed Medicine Forever\u003c/a>, \u003c/b>\u003cspan style=\"font-weight: 400\">by Jim Murphy\u003c/span>\u003c/p>\n\u003cp>Knapp describes this short nonfiction narrative as a “wonderfully written story of a black man, a white man and a woman, who all struggled in different ways (personally and professionally) to pioneer a surgery that saved the lives of ‘blue babies.’”\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/What-Color-World-African-American-Inventors/dp/0763664421\"> \u003cimg class=\"alignleft size-full wp-image-45272\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/What-color-is-my-world-e1464212596295.jpeg\" alt=\"What color is my world?\" width=\"250\" height=\"232\">What Color is My World? The Lost History of African-American Inventors\u003c/a>, \u003c/b>by Kareem Abdul-Jabbar and Raymond Obstfeld\u003c/p>\n\u003cp>This collection features several short life-sketches of African-American inventors – from Henry Sampson (who created the gamma-electric cell) to Percy Julian (who synthesized cortisone from soy). The stories emphasize the perseverance of these inventors in the face of racism and other life challenges.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Headstrong-Women-Changed-Science-World/dp/0553446797/\"> \u003cimg class=\"alignleft size-full wp-image-45263\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Headstrong-e1464212687374.jpg\" alt=\"Headstrong\" width=\"250\" height=\"371\">Headstrong: 52 Women Who Changed Science - and the World\u003c/a>, \u003c/b>by Rachel Swaby\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These short biographical sketches average four pages in length – an easy read aloud – and highlight female scientists in the following fields: medicine, biology and the environment, genetics and development, physics, earth and stars, math and technology, and invention. Several stories note obstacles they faced, including gender bias, illness, and family disapproval.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Brilliant-Blunders-Einstein-Scientists-Understanding/dp/1439192375/\"> \u003cimg class=\"alignleft size-full wp-image-45261\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Brilliant-Blunders-e1464212713208.jpg\" alt=\"Brilliant Blunders\" width=\"250\" height=\"378\">Brilliant Blunders: From Darwin to Einstein - Colossal Mistakes by Great Scientists That Changed Our Understanding of Life and the Universe\u003c/a>, \u003c/b>\u003cspan style=\"font-weight: 400\">by Mario Livio \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this 300+ page book, astrophysicist Mario Livio draws on the lives of five scientists (Charles Darwin, Lord Kelvin, Linus Pauling, Fred Hoyle, and Albert Einstein) to show how great progress often comes in the wake of “colossal mistakes.” This is a great resource book for high school science teachers who want to infuse their classes with stories about how can setbacks set the stage for progress -- if we let them.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>Bonus Resource: \u003c/b>The PBS/NOVA web-series, \u003ca href=\"http://www.pbs.org/wgbh/nova/secretlife/\">The Secret Life of Scientist\u003c/a> “provides a humanizing snapshot of scientists who are shaping our world.” Each episode profiles a contemporary scientists in three or four discrete, one-to-three minute video clips. The site is searchable by topic and includes blog posts and a teacher's guide.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/B0vGDfuWhfI'\n title='//www.youtube.com/embed/B0vGDfuWhfI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How Teens Benefit From Reading About the Struggles of Scientists",
"title": "How Teens Benefit From Reading About the Struggles of Scientists",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">What kind of people can become scientists? When \u003c/span>\u003ca href=\"https://www.apa.org/pubs/journals/releases/edu-edu0000092.pdf\">\u003cspan style=\"font-weight: 400\">a group of researchers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> posed that question to ninth- and 10th-graders, almost every student gave empowering responses, such as “People who work hard” or “Anyone who seems interested in the field of science.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But despite these generalized beliefs, many of these same students struggled to imagine \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">themselves\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> as scientists, citing concerns such as “I’m not good at science” and “Even if I work hard, I will not do well.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s understandable that students might find imagining themselves as scientists a stretch -- great achievements in science get far more attention than the failed experiments, so it’s easy to see a scientist’s work as stemming from an innate talent. Additionally, several science fields have a long way to go to be more inclusive of women and underrepresented minorities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for high school students, learning more about some of the personal and intellectual struggles of scientists can help students feel more motivated to learn science. R\u003c/span>\u003cspan style=\"font-weight: 400\">esearchers at Teachers College, Columbia University and the University of Washington \u003ca href=\"http://www.tc.columbia.edu/articles/2016/february/learning-about-struggles-of-famous-scientists-may-help-students-succeed-in-scie/\">designed an intervention\u003c/a> to “confront students’ beliefs that scientific achievement reflects ability rather than effort by exposing students to stories of how accomplished scientists struggled and overcame challenges in their scientific endeavors.”\u003c/span>\u003c/p>\n\u003cp>During the study, the students read one of three types of stories about Albert Einstein, Marie Curie and Michael Faraday:\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Intellectual struggle stories\u003c/b>\u003cspan style=\"font-weight: 400\">: stories about how scientists “struggled intellectually,” such as making mistakes while tackling a scientific problem and learning from these setbacks.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Life struggle stories: \u003c/b>\u003cspan style=\"font-weight: 400\">stories about how scientists struggled in their personal lives, such as persevering in the face of poverty or lack of family support.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Achievement stories: \u003c/b>\u003cspan style=\"font-weight: 400\">stories about how scientists made great discoveries, without any discussion of concurrent challenges.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers found that students who heard either type of “struggle story” improved their science performance post-intervention, relative to students in the control group. The effect was especially pronounced for lower-performing students, for whom “exposure to struggling stories led to significantly better science-class performance than low-performing students who read achievement stories.” In addition, students who read struggle stories reported feeling more personally connected to the scientists.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright size-full wp-image-45053\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>Many high school students view scientific ability as a \u003ca href=\"http://news.stanford.edu/pr/2007/pr-dweck-020707.html\">fixed trait\u003c/a> that is not responsive to effort. As the researchers wrote: “When students struggle in science classes, they may misperceive their struggle as an indication that they are not good at science and will never succeed.” \u003cspan style=\"font-weight: 400\">By identifying a scientist’s struggles and introducing the growth mindset he or she applied to accomplish great works, the students were able to empathize with the scientists during their own struggles. The researchers identified stories as a learning tool because of stories' ability to influence readers' beliefs. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Struggles in the Science Classroom\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kristen Blabac, a middle and high school science teacher at \u003c/span>\u003ca href=\"https://www.montroseschool.org/\">\u003cspan style=\"font-weight: 400\">Montrose School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Medfield, Massachusetts, says that the results of this study make a lot of sense to her: “Scientists don’t just wake up one day and make a great discovery. It takes years of study, research, learning from mistakes and trying again.” When students hear the backstory to a discovery -- even briefly -- it can help demystify the work of scientists.\u003c/span>\u003c/p>\n\u003cp>Montrose began a schoolwide emphasis on “growth mindset” three years ago, and Blabac says that the science classroom is fertile ground for teaching teens about the power of embracing setbacks. Take the scientific process: Students begin an experiment by coming up with a hypothesis. If they come to the end of the process and discover they cannot support this hypothesis, students can feel defeated. “They might think, ‘Something went wrong. This is bad. I can’t do science,’ ” says Blabac. To counteract this, she spends time helping students reframe their thinking, asking them, “Did you learn something from this process? If you did this a second time, what would you do differently?”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These are the types of questions real scientists ask themselves, says Blabac, who keeps pictures of diverse scientists around her room to help students “put a face to the discovery.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recently, Blabac brought in several local scientists to judge the sixth-grade science fair — partly because interacting with them helps students counteract the mental image of \"an elusive scientist in a sterile lab with a white lab coat.” As her students pointed out, “they came in dressed like regular people,” and they talked about their families, their hobbies and their interests outside of science. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the judges, a chemical engineer at MIT, thanked students for sharing not just their successes, but also “their mishaps, what they learned from their experiments, and what they would do next if they were continuing the work.” One of those “mishaps” occurred in a group that tried to grow sugar crystals from three types of sugar. “They outlined a great plan,” says Blabac, “and it didn’t work at all! No sugar crystals. They could have gotten discouraged, but instead they decided to do the experiment again -- after the science fair is over. There’s no grade tied to this -- they just want to figure out why their experiment didn’t work.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Montrose head of school Karen Bohlin said that these experiences and stories help students reframe scientific “struggle” from a negative to a positive. When students hear about how real scientists engage in trial and error and learn from their mistakes -- and then practice this process themselves -- they begin to appreciate the importance of developing “intellectual carefulness, intellectual honesty and intellectual humility -- habits of mind essential to doing good science.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Or as Blabac tells her students, “If you only do the experiments you already know the answer to, you are not moving science forward. Scientific advancement always requires taking some risks. We can learn a lot of valuable information from ‘failed’ experiments.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">What kind of people can become scientists? When \u003c/span>\u003ca href=\"https://www.apa.org/pubs/journals/releases/edu-edu0000092.pdf\">\u003cspan style=\"font-weight: 400\">a group of researchers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> posed that question to ninth- and 10th-graders, almost every student gave empowering responses, such as “People who work hard” or “Anyone who seems interested in the field of science.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But despite these generalized beliefs, many of these same students struggled to imagine \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">themselves\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> as scientists, citing concerns such as “I’m not good at science” and “Even if I work hard, I will not do well.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s understandable that students might find imagining themselves as scientists a stretch -- great achievements in science get far more attention than the failed experiments, so it’s easy to see a scientist’s work as stemming from an innate talent. Additionally, several science fields have a long way to go to be more inclusive of women and underrepresented minorities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for high school students, learning more about some of the personal and intellectual struggles of scientists can help students feel more motivated to learn science. R\u003c/span>\u003cspan style=\"font-weight: 400\">esearchers at Teachers College, Columbia University and the University of Washington \u003ca href=\"http://www.tc.columbia.edu/articles/2016/february/learning-about-struggles-of-famous-scientists-may-help-students-succeed-in-scie/\">designed an intervention\u003c/a> to “confront students’ beliefs that scientific achievement reflects ability rather than effort by exposing students to stories of how accomplished scientists struggled and overcame challenges in their scientific endeavors.”\u003c/span>\u003c/p>\n\u003cp>During the study, the students read one of three types of stories about Albert Einstein, Marie Curie and Michael Faraday:\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Intellectual struggle stories\u003c/b>\u003cspan style=\"font-weight: 400\">: stories about how scientists “struggled intellectually,” such as making mistakes while tackling a scientific problem and learning from these setbacks.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Life struggle stories: \u003c/b>\u003cspan style=\"font-weight: 400\">stories about how scientists struggled in their personal lives, such as persevering in the face of poverty or lack of family support.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Achievement stories: \u003c/b>\u003cspan style=\"font-weight: 400\">stories about how scientists made great discoveries, without any discussion of concurrent challenges.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers found that students who heard either type of “struggle story” improved their science performance post-intervention, relative to students in the control group. The effect was especially pronounced for lower-performing students, for whom “exposure to struggling stories led to significantly better science-class performance than low-performing students who read achievement stories.” In addition, students who read struggle stories reported feeling more personally connected to the scientists.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright size-full wp-image-45053\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>Many high school students view scientific ability as a \u003ca href=\"http://news.stanford.edu/pr/2007/pr-dweck-020707.html\">fixed trait\u003c/a> that is not responsive to effort. As the researchers wrote: “When students struggle in science classes, they may misperceive their struggle as an indication that they are not good at science and will never succeed.” \u003cspan style=\"font-weight: 400\">By identifying a scientist’s struggles and introducing the growth mindset he or she applied to accomplish great works, the students were able to empathize with the scientists during their own struggles. The researchers identified stories as a learning tool because of stories' ability to influence readers' beliefs. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Struggles in the Science Classroom\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kristen Blabac, a middle and high school science teacher at \u003c/span>\u003ca href=\"https://www.montroseschool.org/\">\u003cspan style=\"font-weight: 400\">Montrose School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Medfield, Massachusetts, says that the results of this study make a lot of sense to her: “Scientists don’t just wake up one day and make a great discovery. It takes years of study, research, learning from mistakes and trying again.” When students hear the backstory to a discovery -- even briefly -- it can help demystify the work of scientists.\u003c/span>\u003c/p>\n\u003cp>Montrose began a schoolwide emphasis on “growth mindset” three years ago, and Blabac says that the science classroom is fertile ground for teaching teens about the power of embracing setbacks. Take the scientific process: Students begin an experiment by coming up with a hypothesis. If they come to the end of the process and discover they cannot support this hypothesis, students can feel defeated. “They might think, ‘Something went wrong. This is bad. I can’t do science,’ ” says Blabac. To counteract this, she spends time helping students reframe their thinking, asking them, “Did you learn something from this process? If you did this a second time, what would you do differently?”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These are the types of questions real scientists ask themselves, says Blabac, who keeps pictures of diverse scientists around her room to help students “put a face to the discovery.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recently, Blabac brought in several local scientists to judge the sixth-grade science fair — partly because interacting with them helps students counteract the mental image of \"an elusive scientist in a sterile lab with a white lab coat.” As her students pointed out, “they came in dressed like regular people,” and they talked about their families, their hobbies and their interests outside of science. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the judges, a chemical engineer at MIT, thanked students for sharing not just their successes, but also “their mishaps, what they learned from their experiments, and what they would do next if they were continuing the work.” One of those “mishaps” occurred in a group that tried to grow sugar crystals from three types of sugar. “They outlined a great plan,” says Blabac, “and it didn’t work at all! No sugar crystals. They could have gotten discouraged, but instead they decided to do the experiment again -- after the science fair is over. There’s no grade tied to this -- they just want to figure out why their experiment didn’t work.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Montrose head of school Karen Bohlin said that these experiences and stories help students reframe scientific “struggle” from a negative to a positive. When students hear about how real scientists engage in trial and error and learn from their mistakes -- and then practice this process themselves -- they begin to appreciate the importance of developing “intellectual carefulness, intellectual honesty and intellectual humility -- habits of mind essential to doing good science.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Or as Blabac tells her students, “If you only do the experiments you already know the answer to, you are not moving science forward. Scientific advancement always requires taking some risks. We can learn a lot of valuable information from ‘failed’ experiments.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Girls often excel in school, sitting quietly and following teacher directions more carefully than their male peers. There's \u003ca href=\"https://psychology.stanford.edu/sites/all/files/cdweckmathgift_0.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">evidence to suggest that girls are also being socialized\u003c/a> to be \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/24/giving-good-praise-to-girls-what-messages-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">perfect\u003c/a>, which makes them less likely to tackle challenges in areas where they don't already excel. In her TED Talk, \u003ca href=\"https://www.ted.com/talks/reshma_saujani_teach_girls_bravery_not_perfection#t-610430\" target=\"_blank\" rel=\"noopener noreferrer\">Reshma Saujani\u003c/a> recognizes that tendency in herself, highlighting her first really courageous career move at age 33. She argues it's time society stops socializing girls to be perfect, because it's doing them harm in the long run.\u003c/p>\n\u003cp>Saujani founded \u003ca href=\"http://girlswhocode.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Girls Who Code\u003c/a>, an organization working to teach girls how to code. Saujani says coding teaches bravery because it requires trial and error, perseverance, and not being perfect. In the first week of a coding course, students will commonly call the instructor over and say \"I don't know what code to write.\" The screen will be blank and the instructor could easily think the girl has been staring at a blank screen for 20 minutes. But when the instructor presses \"undo\" a few times, she sees the girl tried, wrote code that got pretty close, but didn't get it perfectly, so erased her work.\u003c/p>\n\u003cp>\"Instead of showing the progress she made she'd rather show nothing,\" Saujani said. That's the mentality she believes educators and parents must fight against. Because if we can teach young girls to be brave, not perfect, they will add their intellect, compassion and empathy to solving the world's big problems.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=fC9da6eqaqg\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Girls often excel in school, sitting quietly and following teacher directions more carefully than their male peers. There's \u003ca href=\"https://psychology.stanford.edu/sites/all/files/cdweckmathgift_0.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">evidence to suggest that girls are also being socialized\u003c/a> to be \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/24/giving-good-praise-to-girls-what-messages-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">perfect\u003c/a>, which makes them less likely to tackle challenges in areas where they don't already excel. In her TED Talk, \u003ca href=\"https://www.ted.com/talks/reshma_saujani_teach_girls_bravery_not_perfection#t-610430\" target=\"_blank\" rel=\"noopener noreferrer\">Reshma Saujani\u003c/a> recognizes that tendency in herself, highlighting her first really courageous career move at age 33. She argues it's time society stops socializing girls to be perfect, because it's doing them harm in the long run.\u003c/p>\n\u003cp>Saujani founded \u003ca href=\"http://girlswhocode.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Girls Who Code\u003c/a>, an organization working to teach girls how to code. Saujani says coding teaches bravery because it requires trial and error, perseverance, and not being perfect. In the first week of a coding course, students will commonly call the instructor over and say \"I don't know what code to write.\" The screen will be blank and the instructor could easily think the girl has been staring at a blank screen for 20 minutes. But when the instructor presses \"undo\" a few times, she sees the girl tried, wrote code that got pretty close, but didn't get it perfectly, so erased her work.\u003c/p>\n\u003cp>\"Instead of showing the progress she made she'd rather show nothing,\" Saujani said. That's the mentality she believes educators and parents must fight against. Because if we can teach young girls to be brave, not perfect, they will add their intellect, compassion and empathy to solving the world's big problems.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/fC9da6eqaqg'\n title='//www.youtube.com/embed/fC9da6eqaqg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Hear that change jingling in my pocket? Good. I have two little questions for you.\u003c/p>\n\u003col>\n\u003cli>I have a quarter, a dime and a nickel. How much money DO I have?\u003c/li>\n\u003cli>I have three coins. How much money COULD I have?\u003c/li>\n\u003c/ol>\n\u003cp>The first question is a basic arithmetic problem with one and only one right answer. You might find it on a multiple-choice test.\u003c/p>\n\u003cp>The second is an open-ended question with a number of different possible correct answers. It would lend itself to a wide-ranging debate over the details: Are these all American coins? Are any of them counterfeit? Do you have any bills?\u003c/p>\n\u003cp>Frankly, it's a lot more interesting than the first.\u003c/p>\n\u003cp>Andrew Hacker is professor emeritus of political science at Queens College, City University of New York, and the author of several more-or-less contrarian books about education, some of them bestsellers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>His latest is called \u003cem>The Math Myth: And Other STEM Delusions.\u003c/em> It poses many nagging, open-ended questions like the second example above, without a lot of neat, tied-up-with-a-bow answers like No. 1.\u003c/p>\n\u003cp>Hacker's central argument is that advanced mathematics requirements, like algebra, trigonometry and calculus, are \"a harsh and senseless hurdle\" keeping far too many Americans from completing their educations and leading productive lives.\u003c/p>\n\u003cp>He also maintains that there is no proof for a STEM shortage or a skills gap; and that we should pursue \"numeracy\" in education rather than mathematics knowledge. And, furthermore, that we should teach numeracy in an active, engaged, social way, with more questions like No. 2.\u003c/p>\n\u003cp>\u003cstrong>How do you define numeracy? \u003c/strong>\u003c/p>\n\u003cp>Being agile with numbers. Regarding numbers as a second language. Reading a corporate report or a federal budget. This is not rocket science--it's easy to do. Kids become numerate up through 5th or 6th grade.\u003c/p>\n\u003cp>\u003cstrong>And what is the difference between numeracy and mathematics? \u003c/strong>\u003c/p>\n\u003cp>There's a firm line between arithmetic and mathematics. When we talk of quantitative skills, 97 percent of that is arithmetic. Mathematics is what starts in middle school or high school, with geometry, algebra, trigonometry, precalculus and calculus.\u003c/p>\n\u003cp>\u003cstrong>Why are Americans apparently so bad at teaching and learning math?\u003c/strong>\u003c/p>\n\u003cp>When I say most of it is badly taught, what I really mean is that most teachers just can't really rouse enthusiasm for math among 90 percent of the students. Surely you've had such teachers.\u003c/p>\n\u003cp>\u003cstrong>No comment. But lots of people have raised the alarm about this. Why isn't the solution just to have math teachers, and students, work harder and do a better job?\u003c/strong>\u003c/p>\n\u003cp>I'm saying: No, we don't need that many people studying mathematics. We're shooting ourselves in the foot. One in five people don't graduate high school — this is one of the worst records of developed countries. And the chief academic reason is that they fail algebra — of course there are other nonacademic reasons, like prison and pregnancies. In our community colleges, \u003ca href=\"http://www.npr.org/sections/ed/2014/10/09/354645977/who-needs-algebra\">80 percent don't get a college degree. \u003c/a>The chief reason is that 70 percent fail remedial math. And even in our four-year colleges, 40 percent don't get B.A.s [after 6 years]. And the biggest reason is they fail freshman math. We're killing our kids. We're destroying their futures because of this requirement. I think it's outrageous and we're doing a lot of harm.\u003c/p>\n\u003cp>\u003cstrong>But what's the alternative? Simply dumbing down the curriculum so everyone can pass?\u003c/strong>\u003c/p>\n\u003cp>When I first wrote the article \u003ca href=\"http://www.nytimes.com/2012/07/29/opinion/sunday/is-algebra-necessary.html\">\"Is Algebra Necessary?\" \u003c/a>in the \u003cem>New York Times\u003c/em>, most of the letters I got were from people who love math, are good at math and believe everybody should have to do it whether they like it or not. And again and again they talk about how mathematics teaches rigor, it's tough. There's this whole discipline thing. It's like as if math is an enforced number of pushups.\u003c/p>\n\u003cp>I'm not anti-math. It's a grand human achievement up there with chess and crossword puzzles.\u003c/p>\n\u003cp>\u003cstrong>But you don't want everyone to have to master chess to get a high school diploma.\u003c/strong>\u003c/p>\n\u003cp>I'm going to be very careful about what Andrew Hacker wants to be compulsory. What I would like is for math teachers starting in high school to make the subject so fascinating that kids will want to take it. In writing the book, I went out and sat in on two dozen math classes from Virginia to Michigan to Mississippi. In some of them — not too many — the teachers were so infectiously enthusiastic that the kids joined in. And I wish we could bottle what they do and spread it around.\u003c/p>\n\u003cp>\u003cstrong>What about the need for more people with STEM skills?\u003c/strong>\u003c/p>\n\u003cp>Well, we certainly need people who know how to do coding. When it comes to engineers, according to the Bureau of Labor Statistics, we're producing all the engineers we need. The skills shortage is a myth. The chief shortage is getting people who will work for low wages. That's why companies in California want to bring people in on \u003ca href=\"https://www.uscis.gov/eir/visa-guide/h-1b-specialty-occupation/h-1b-visa\">H-1B visas\u003c/a> who will live eight in a room and do coding for a small amount above minimum wage.\u003c/p>\n\u003cp>\u003cstrong>What impact do you think the Common Core State Standards are having on math learning and teaching?\u003c/strong>\u003c/p>\n\u003cp>They're expecting everybody to get almost up to the SAT level in high school. Either there's going to be massive failures, or the states will ratchet down the requirements.\u003c/p>\n\u003cp>\u003cstrong>You taught your own alternative numeracy course at Queens College designed to make students more agile with numbers. How did you make the topic more appealing?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I had 19 students. I broke them up in groups of three or four. Math is always highly individualized, but in the world of work we want people to work in teams. I'd give them exercises, like, 'How would you decimalize time?' It's really cumbersome the way we do it — we have a 60-minute hour, a 24-hour day, a seven-day week. How would you make a 10-day week or a 10-month year? Six different teams can come up with six different answers to that question.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Let%27s+Stop+Requiring+Advanced+Math%2C+A+New+Book+Argues+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Hear that change jingling in my pocket? Good. I have two little questions for you.\u003c/p>\n\u003col>\n\u003cli>I have a quarter, a dime and a nickel. How much money DO I have?\u003c/li>\n\u003cli>I have three coins. How much money COULD I have?\u003c/li>\n\u003c/ol>\n\u003cp>The first question is a basic arithmetic problem with one and only one right answer. You might find it on a multiple-choice test.\u003c/p>\n\u003cp>The second is an open-ended question with a number of different possible correct answers. It would lend itself to a wide-ranging debate over the details: Are these all American coins? Are any of them counterfeit? Do you have any bills?\u003c/p>\n\u003cp>Frankly, it's a lot more interesting than the first.\u003c/p>\n\u003cp>Andrew Hacker is professor emeritus of political science at Queens College, City University of New York, and the author of several more-or-less contrarian books about education, some of them bestsellers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>His latest is called \u003cem>The Math Myth: And Other STEM Delusions.\u003c/em> It poses many nagging, open-ended questions like the second example above, without a lot of neat, tied-up-with-a-bow answers like No. 1.\u003c/p>\n\u003cp>Hacker's central argument is that advanced mathematics requirements, like algebra, trigonometry and calculus, are \"a harsh and senseless hurdle\" keeping far too many Americans from completing their educations and leading productive lives.\u003c/p>\n\u003cp>He also maintains that there is no proof for a STEM shortage or a skills gap; and that we should pursue \"numeracy\" in education rather than mathematics knowledge. And, furthermore, that we should teach numeracy in an active, engaged, social way, with more questions like No. 2.\u003c/p>\n\u003cp>\u003cstrong>How do you define numeracy? \u003c/strong>\u003c/p>\n\u003cp>Being agile with numbers. Regarding numbers as a second language. Reading a corporate report or a federal budget. This is not rocket science--it's easy to do. Kids become numerate up through 5th or 6th grade.\u003c/p>\n\u003cp>\u003cstrong>And what is the difference between numeracy and mathematics? \u003c/strong>\u003c/p>\n\u003cp>There's a firm line between arithmetic and mathematics. When we talk of quantitative skills, 97 percent of that is arithmetic. Mathematics is what starts in middle school or high school, with geometry, algebra, trigonometry, precalculus and calculus.\u003c/p>\n\u003cp>\u003cstrong>Why are Americans apparently so bad at teaching and learning math?\u003c/strong>\u003c/p>\n\u003cp>When I say most of it is badly taught, what I really mean is that most teachers just can't really rouse enthusiasm for math among 90 percent of the students. Surely you've had such teachers.\u003c/p>\n\u003cp>\u003cstrong>No comment. But lots of people have raised the alarm about this. Why isn't the solution just to have math teachers, and students, work harder and do a better job?\u003c/strong>\u003c/p>\n\u003cp>I'm saying: No, we don't need that many people studying mathematics. We're shooting ourselves in the foot. One in five people don't graduate high school — this is one of the worst records of developed countries. And the chief academic reason is that they fail algebra — of course there are other nonacademic reasons, like prison and pregnancies. In our community colleges, \u003ca href=\"http://www.npr.org/sections/ed/2014/10/09/354645977/who-needs-algebra\">80 percent don't get a college degree. \u003c/a>The chief reason is that 70 percent fail remedial math. And even in our four-year colleges, 40 percent don't get B.A.s [after 6 years]. And the biggest reason is they fail freshman math. We're killing our kids. We're destroying their futures because of this requirement. I think it's outrageous and we're doing a lot of harm.\u003c/p>\n\u003cp>\u003cstrong>But what's the alternative? Simply dumbing down the curriculum so everyone can pass?\u003c/strong>\u003c/p>\n\u003cp>When I first wrote the article \u003ca href=\"http://www.nytimes.com/2012/07/29/opinion/sunday/is-algebra-necessary.html\">\"Is Algebra Necessary?\" \u003c/a>in the \u003cem>New York Times\u003c/em>, most of the letters I got were from people who love math, are good at math and believe everybody should have to do it whether they like it or not. And again and again they talk about how mathematics teaches rigor, it's tough. There's this whole discipline thing. It's like as if math is an enforced number of pushups.\u003c/p>\n\u003cp>I'm not anti-math. It's a grand human achievement up there with chess and crossword puzzles.\u003c/p>\n\u003cp>\u003cstrong>But you don't want everyone to have to master chess to get a high school diploma.\u003c/strong>\u003c/p>\n\u003cp>I'm going to be very careful about what Andrew Hacker wants to be compulsory. What I would like is for math teachers starting in high school to make the subject so fascinating that kids will want to take it. In writing the book, I went out and sat in on two dozen math classes from Virginia to Michigan to Mississippi. In some of them — not too many — the teachers were so infectiously enthusiastic that the kids joined in. And I wish we could bottle what they do and spread it around.\u003c/p>\n\u003cp>\u003cstrong>What about the need for more people with STEM skills?\u003c/strong>\u003c/p>\n\u003cp>Well, we certainly need people who know how to do coding. When it comes to engineers, according to the Bureau of Labor Statistics, we're producing all the engineers we need. The skills shortage is a myth. The chief shortage is getting people who will work for low wages. That's why companies in California want to bring people in on \u003ca href=\"https://www.uscis.gov/eir/visa-guide/h-1b-specialty-occupation/h-1b-visa\">H-1B visas\u003c/a> who will live eight in a room and do coding for a small amount above minimum wage.\u003c/p>\n\u003cp>\u003cstrong>What impact do you think the Common Core State Standards are having on math learning and teaching?\u003c/strong>\u003c/p>\n\u003cp>They're expecting everybody to get almost up to the SAT level in high school. Either there's going to be massive failures, or the states will ratchet down the requirements.\u003c/p>\n\u003cp>\u003cstrong>You taught your own alternative numeracy course at Queens College designed to make students more agile with numbers. How did you make the topic more appealing?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I had 19 students. I broke them up in groups of three or four. Math is always highly individualized, but in the world of work we want people to work in teams. I'd give them exercises, like, 'How would you decimalize time?' It's really cumbersome the way we do it — we have a 60-minute hour, a 24-hour day, a seven-day week. How would you make a 10-day week or a 10-month year? Six different teams can come up with six different answers to that question.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Let%27s+Stop+Requiring+Advanced+Math%2C+A+New+Book+Argues+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
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"airtime": "SUN 7:30pm-8pm",
"meta": {
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},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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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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},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
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"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
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