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"content": "\u003cdiv id=\"attachment_30142\" class=\"module image center mceTemp\" style=\"width: 640px\">\u003cimg class=\"size-full wp-image-30142\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/brilliant.jpg\" alt=\"brilliant\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/brilliant.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/brilliant-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/brilliant-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\n\u003cp class=\"wp-media-credit\">Eric Cabanis/AFP/Getty Images\u003c/p>\n\u003ch4 class=\"wp-caption-text\">\u003cstrong>By Nishat Kurwa, NPR\u003c/strong>\u003c/h4>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">About 18 months ago, novice entrepreneur Sue Khim flew to San Francisco from her home in Illinois to take part in an uncommonly public version of a Silicon Valley rite of passage — the pitch. With thousands of other young techies in the audience, she was scheduled to be onstage at the Launch Festival, a showcase for \"stealth\" startups that have managed to keep their products out of the \u003ca href=\"http://techcrunch.com/startups/\">voracious tech press\u003c/a>, or have as-yet-unreleased products to announce.\u003c/p>\n\u003cp>Launch is more competition than festival. Over two days, tech entrepreneurs pitch to a panel of hotshot technologists who issue on-the-spot critique of products' market viability and revenue models, and, potentially offer funding.\u003c/p>\n\u003cp>Khim's presentation knocked it out of the park, bagging $75,000 for Alltuition, a \"TurboTax for student loans.\" But within six months, the founders had turned their attention to a new endeavor, entirely fueled by their success at the Launch Festival.\u003c/p>\n\u003cp>Khim has gone from talking about a potential market of 21 million students to about 20 times that number. And she's targeting children across the world as young as 11 who are the best among their peer groups at science and math.\u003c/p>\n\u003cp>It's called \u003ca href=\"https://brilliant.org/\">Brilliant.org\u003c/a> — an online hub for the world's most promising young minds to come together, connect, and see how they measure up against one another. Launch judge and former Facebook executive Chamath Palihapitiya helped spark the idea.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"There's a ton of people outside the U.S. that are trying to get into U.S. schools that have no path to figure that out,\" Palihapitiya told Brilliant founder Khim after her Alltuition presentation. There also seemed to be plenty of offerings for adults and remediation programs for struggling high school students in online education. But not a place to challenge A and B students.\u003c/p>\n\u003cp>\u003cstrong>'Tantalizingly Tricky And Hard'\u003c/strong>\u003c/p>\n\u003cp>So Brilliant is designed for talented 11- to 18-year-olds who would probably be \"Googling for hard math problems,\" Khim said. Brilliant administers a diagnostic exam to new users, and then begins delivering \"tantalizingly tricky and hard\" questions written by math and physics teachers, she said.\u003c/p>\n\u003cp>Because Brilliant's team assumes their users already have a strong foundation in \u003ca href=\"http://stateimpact.npr.org/florida/2013/06/13/summer-camps-teach-stem-skills-to-kids-in-foster-homes/\">STEM topics\u003c/a> \u003cem>(\u003c/em>\u003cem>science, technology, engineering and mathematics\u003c/em>\u003cem>), \u003c/em>the site focuses on measurement, Khim said. She said it considers questions like, \"How can we structure practice in such a way that they will understand (a concept) by the end of the practice? And then how do we measure throughout whether they're on track to understand it or not?\"\u003c/p>\n\u003cp>In many ways, Brilliant mirrors real-world practice settings that high-aptitude kids have flocked to for years: the \u003ca href=\"http://in.reuters.com/article/2012/09/10/india-cramschools-kota-idINDEE8890GW20120910\">cram schools\u003c/a> where children in India and China prepare for competitive national exams, or \u003ca href=\"http://www.mathcircles.org/content/introduction-to-math-circles\">Math Circles\u003c/a> in the U.S. The idea also emerged from Khim's own background attending under-resourced schools on Chicago's South Side.\u003c/p>\n\u003cp>\"My family did not have a lot of money. I grew up in a housing project, and we were on food stamps,\" she told me. In third grade, she said, she realized she was smarter than her teachers. Khim figures she wasn't being stretched intellectually until her family moved and she entered a school with a gifted-and-talented program, allowing her to learn from, and compete with, other smart kids.\u003c/p>\n\u003cp>\u003cstrong>Global Competition\u003c/strong>\u003c/p>\n\u003cp>On Brilliant, students can participate in this sort of academic socializing on a global scale. The site also brings transparency to global competition. Students can share their answers, and how they devised them, with the Brilliant community — and their social networks. The data can be sifted by geography and age range. In a March \u003ca href=\"http://www.youtube.com/watch?v=yFcs-wI0ISI\">demo\u003c/a>, six months after launching the site, Khim pulled up a picture of a Filipino student who she says is doing college-level math at age 12, and a 16-year-old in Brazil who she says \"probably doesn't know that he's in the 50th percentile globally ... and that he actually has a lot of work to do.\" To date, 90 percent of Brilliant's users are outside the U.S.\u003c/p>\n\u003cp>Yong Zhao, associate dean for global education at the University of Oregon, said \"globalization has changed a lot of people's perspectives. Everybody wants to out-educate everyone else. Since we lack good definition of what that means, we think you have to out-score others in some predefined context.\"\u003c/p>\n\u003cp>Zhao said he worries about how American parents might react to international comparisons. But given this rising anxiety, he said, Brilliant's comparison engine, which allows users to assess their stats against those of peers everywhere, could help to popularize the site.\u003c/p>\n\u003cp>Brilliant is predicated on the failure of schools to properly stimulate talented students, but one aspect of its revenue model also could be seen as a response to the \u003ca href=\"http://www.sfchronicle.com/technology/dotcommentary/article/STEM-skills-at-center-of-thinkers-flight-4597494.php\">STEM skills gap\u003c/a>, allowing recruiters to tap into a global pool of talent, for a price. A year after Alltuition won funding, Khim was back at the Launch Festival, this time presenting Brilliant. It didn't take the panel long to make a leap beyond college recruitment. Launch Founder Jason Calcanis asked judge David Cohen, of the TechStars accelerator, to comment on the site's potential to broker individual sponsorship, like that a Ph.D. student might enjoy.\u003c/p>\n\u003cp>\"Imagine the idea of sort of investing in people,\" said Cohen, teasing out the idea of \u003ca href=\"http://turnstylenews.com/2012/07/19/crowdfunding-101-ten-things-you-must-do/\">crowdfunding\u003c/a> an entire employment trajectory, starting with junior high. \"Are the biggest companies interested in doing that? Are there investors interested in doing that?\" He mused about having privileged access to the \"smartest, most interesting people in the world.\"\u003c/p>\n\u003cp>There are other education sites and initiatives that allow students to publish their results online. The juggernaut online learning site \u003ca href=\"https://www.khanacademy.org/badges/just-getting-started\">Khan Academy\u003c/a> has a system of rewarding badges for a range of accomplishments, from simply watching videos consecutively, to correctly answering problems, and it has a built-in infrastructure for teachers and coaches to view progress. But neither has Brilliant's focus on top students, key to its appeal for recruiters.\u003c/p>\n\u003cp>Khim says she's already hearing that students are listing Brilliant on their college applications. Recruiters say there are many services that purport to increase the flow of talented students, but at some schools, like UC Berkeley, they say they're already too busy to consider adding new tools.\u003c/p>\n\u003cp>Brilliant is facing a crowded marketplace amid recruitment-augmenting services. But Khim says colleges, scholarship programs, and corporations have already signaled interest in the access to top-tier talent that her site provides.\u003c/p>\n\u003cp>Brilliant's user base is still modest: 120,000, but doubling every eight weeks or so.\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>These are the people that tomorrow will be creating the next big tech company, the next great medical breakthrough ... that will be sending man to Mars,\" Khim said to a crowd assembled at \u003ca href=\"http://www.youtube.com/watch?v=EnQCYZ8Oz8Q\">a recent TEDx conference\u003c/a> in her hometown of Chicago. Her pitch has evolved, even since March. Now it references a grand theory of massively impacting the economy, and being motivated by the idea of harnessing human capital to notch up an entire country's GDP. Khim herself is on leave from the University of Chicago to devote more time to building the site.\u003c/p>\n\u003cp>Meanwhile, the 12-year-old user from the Philippines whom she mentioned back in March won a math competition on Brilliant, beating a 17-year-old who got a perfect score at the International Mathematical Olympiad. Khim says he's now being privately coached by a math professor who's taken him on as a mentee.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Nishat Kurwa is a reporter for\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://turnstylenews.com/\">Turnstyle News\u003c/a>, a tech and digital culture site from Youth Radio.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2013 Turnstyle. To see more, visit \u003ca href=\"http://turnstylenews.com/\">http://turnstylenews.com/\u003c/a>.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Giving+Brightest+Kids+The+%27Cram+School%27+Experience%2C+Online&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"excerpt": "Brilliant.org is an online hub for the world's most promising young minds to come together, connect, and see how they measure up against one another. Khim says she's already hearing that students are listing Brilliant on their college applications. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_30142\" class=\"module image center mceTemp\" style=\"width: 640px\">\u003cimg class=\"size-full wp-image-30142\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/brilliant.jpg\" alt=\"brilliant\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/brilliant.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/brilliant-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/brilliant-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\n\u003cp class=\"wp-media-credit\">Eric Cabanis/AFP/Getty Images\u003c/p>\n\u003ch4 class=\"wp-caption-text\">\u003cstrong>By Nishat Kurwa, NPR\u003c/strong>\u003c/h4>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">About 18 months ago, novice entrepreneur Sue Khim flew to San Francisco from her home in Illinois to take part in an uncommonly public version of a Silicon Valley rite of passage — the pitch. With thousands of other young techies in the audience, she was scheduled to be onstage at the Launch Festival, a showcase for \"stealth\" startups that have managed to keep their products out of the \u003ca href=\"http://techcrunch.com/startups/\">voracious tech press\u003c/a>, or have as-yet-unreleased products to announce.\u003c/p>\n\u003cp>Launch is more competition than festival. Over two days, tech entrepreneurs pitch to a panel of hotshot technologists who issue on-the-spot critique of products' market viability and revenue models, and, potentially offer funding.\u003c/p>\n\u003cp>Khim's presentation knocked it out of the park, bagging $75,000 for Alltuition, a \"TurboTax for student loans.\" But within six months, the founders had turned their attention to a new endeavor, entirely fueled by their success at the Launch Festival.\u003c/p>\n\u003cp>Khim has gone from talking about a potential market of 21 million students to about 20 times that number. And she's targeting children across the world as young as 11 who are the best among their peer groups at science and math.\u003c/p>\n\u003cp>It's called \u003ca href=\"https://brilliant.org/\">Brilliant.org\u003c/a> — an online hub for the world's most promising young minds to come together, connect, and see how they measure up against one another. Launch judge and former Facebook executive Chamath Palihapitiya helped spark the idea.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"There's a ton of people outside the U.S. that are trying to get into U.S. schools that have no path to figure that out,\" Palihapitiya told Brilliant founder Khim after her Alltuition presentation. There also seemed to be plenty of offerings for adults and remediation programs for struggling high school students in online education. But not a place to challenge A and B students.\u003c/p>\n\u003cp>\u003cstrong>'Tantalizingly Tricky And Hard'\u003c/strong>\u003c/p>\n\u003cp>So Brilliant is designed for talented 11- to 18-year-olds who would probably be \"Googling for hard math problems,\" Khim said. Brilliant administers a diagnostic exam to new users, and then begins delivering \"tantalizingly tricky and hard\" questions written by math and physics teachers, she said.\u003c/p>\n\u003cp>Because Brilliant's team assumes their users already have a strong foundation in \u003ca href=\"http://stateimpact.npr.org/florida/2013/06/13/summer-camps-teach-stem-skills-to-kids-in-foster-homes/\">STEM topics\u003c/a> \u003cem>(\u003c/em>\u003cem>science, technology, engineering and mathematics\u003c/em>\u003cem>), \u003c/em>the site focuses on measurement, Khim said. She said it considers questions like, \"How can we structure practice in such a way that they will understand (a concept) by the end of the practice? And then how do we measure throughout whether they're on track to understand it or not?\"\u003c/p>\n\u003cp>In many ways, Brilliant mirrors real-world practice settings that high-aptitude kids have flocked to for years: the \u003ca href=\"http://in.reuters.com/article/2012/09/10/india-cramschools-kota-idINDEE8890GW20120910\">cram schools\u003c/a> where children in India and China prepare for competitive national exams, or \u003ca href=\"http://www.mathcircles.org/content/introduction-to-math-circles\">Math Circles\u003c/a> in the U.S. The idea also emerged from Khim's own background attending under-resourced schools on Chicago's South Side.\u003c/p>\n\u003cp>\"My family did not have a lot of money. I grew up in a housing project, and we were on food stamps,\" she told me. In third grade, she said, she realized she was smarter than her teachers. Khim figures she wasn't being stretched intellectually until her family moved and she entered a school with a gifted-and-talented program, allowing her to learn from, and compete with, other smart kids.\u003c/p>\n\u003cp>\u003cstrong>Global Competition\u003c/strong>\u003c/p>\n\u003cp>On Brilliant, students can participate in this sort of academic socializing on a global scale. The site also brings transparency to global competition. Students can share their answers, and how they devised them, with the Brilliant community — and their social networks. The data can be sifted by geography and age range. In a March \u003ca href=\"http://www.youtube.com/watch?v=yFcs-wI0ISI\">demo\u003c/a>, six months after launching the site, Khim pulled up a picture of a Filipino student who she says is doing college-level math at age 12, and a 16-year-old in Brazil who she says \"probably doesn't know that he's in the 50th percentile globally ... and that he actually has a lot of work to do.\" To date, 90 percent of Brilliant's users are outside the U.S.\u003c/p>\n\u003cp>Yong Zhao, associate dean for global education at the University of Oregon, said \"globalization has changed a lot of people's perspectives. Everybody wants to out-educate everyone else. Since we lack good definition of what that means, we think you have to out-score others in some predefined context.\"\u003c/p>\n\u003cp>Zhao said he worries about how American parents might react to international comparisons. But given this rising anxiety, he said, Brilliant's comparison engine, which allows users to assess their stats against those of peers everywhere, could help to popularize the site.\u003c/p>\n\u003cp>Brilliant is predicated on the failure of schools to properly stimulate talented students, but one aspect of its revenue model also could be seen as a response to the \u003ca href=\"http://www.sfchronicle.com/technology/dotcommentary/article/STEM-skills-at-center-of-thinkers-flight-4597494.php\">STEM skills gap\u003c/a>, allowing recruiters to tap into a global pool of talent, for a price. A year after Alltuition won funding, Khim was back at the Launch Festival, this time presenting Brilliant. It didn't take the panel long to make a leap beyond college recruitment. Launch Founder Jason Calcanis asked judge David Cohen, of the TechStars accelerator, to comment on the site's potential to broker individual sponsorship, like that a Ph.D. student might enjoy.\u003c/p>\n\u003cp>\"Imagine the idea of sort of investing in people,\" said Cohen, teasing out the idea of \u003ca href=\"http://turnstylenews.com/2012/07/19/crowdfunding-101-ten-things-you-must-do/\">crowdfunding\u003c/a> an entire employment trajectory, starting with junior high. \"Are the biggest companies interested in doing that? Are there investors interested in doing that?\" He mused about having privileged access to the \"smartest, most interesting people in the world.\"\u003c/p>\n\u003cp>There are other education sites and initiatives that allow students to publish their results online. The juggernaut online learning site \u003ca href=\"https://www.khanacademy.org/badges/just-getting-started\">Khan Academy\u003c/a> has a system of rewarding badges for a range of accomplishments, from simply watching videos consecutively, to correctly answering problems, and it has a built-in infrastructure for teachers and coaches to view progress. But neither has Brilliant's focus on top students, key to its appeal for recruiters.\u003c/p>\n\u003cp>Khim says she's already hearing that students are listing Brilliant on their college applications. Recruiters say there are many services that purport to increase the flow of talented students, but at some schools, like UC Berkeley, they say they're already too busy to consider adding new tools.\u003c/p>\n\u003cp>Brilliant is facing a crowded marketplace amid recruitment-augmenting services. But Khim says colleges, scholarship programs, and corporations have already signaled interest in the access to top-tier talent that her site provides.\u003c/p>\n\u003cp>Brilliant's user base is still modest: 120,000, but doubling every eight weeks or so.\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>These are the people that tomorrow will be creating the next big tech company, the next great medical breakthrough ... that will be sending man to Mars,\" Khim said to a crowd assembled at \u003ca href=\"http://www.youtube.com/watch?v=EnQCYZ8Oz8Q\">a recent TEDx conference\u003c/a> in her hometown of Chicago. Her pitch has evolved, even since March. Now it references a grand theory of massively impacting the economy, and being motivated by the idea of harnessing human capital to notch up an entire country's GDP. Khim herself is on leave from the University of Chicago to devote more time to building the site.\u003c/p>\n\u003cp>Meanwhile, the 12-year-old user from the Philippines whom she mentioned back in March won a math competition on Brilliant, beating a 17-year-old who got a perfect score at the International Mathematical Olympiad. Khim says he's now being privately coached by a math professor who's taken him on as a mentee.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Nishat Kurwa is a reporter for\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://turnstylenews.com/\">Turnstyle News\u003c/a>, a tech and digital culture site from Youth Radio.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2013 Turnstyle. To see more, visit \u003ca href=\"http://turnstylenews.com/\">http://turnstylenews.com/\u003c/a>.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Giving+Brightest+Kids+The+%27Cram+School%27+Experience%2C+Online&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Bringing Scientists to Schools, and the Thrill of Field Trips to Class",
"title": "Bringing Scientists to Schools, and the Thrill of Field Trips to Class",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_29592\" class=\"module image center mceTemp\" style=\"width: 640px\">\u003ca href=\"http://www.flickr.com/photos/53130103@N05/8113147031/in/photolist-dmVZXn-dmVZLi-dmW3JJ-8x4JdV-8xdWmy-8xaV9X-8xdWxE-bRpP4e-bCgVwj-9t4gcH-8MKTAv-8MNXfJ-8MNX7s-8MNXpC-8MKTsF-8MKTxH-8MNXFE-8MNXcL-8MKTH8-8MKTmK-8MNXjJ-8MNXvf-8MKTDt-8MKTaM-9erv8U-8Koz3k-8Kou2M-8Koyva-8KovgZ-8KrCow-8Kovvv-8Kow1M-8HyAan-8HBKgs-8xCWpG-8xu1XH-ayrPoH-ayrNW4-dmW3Qu-8xu2LH-8xx4G9-ayrNwX-8xu2J6-8xdWvJ-8xiU9k-8xaVfv-8xdWru-8xdWqj-ayuujW-8xu2Ri-ayrN8T\">\u003cimg class=\"size-full wp-image-29592\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/science-in-class.jpg\" alt=\"science-in-class\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/science-in-class.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/science-in-class-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/science-in-class-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">pennstatenews/Flickr\u003c/p>\n\u003cp class=\"dropcap-serif\">In many schools, field trips are becoming a rare luxury. But what if there was a way to bring the excitement that students show for those real-world experiences into the classroom?\u003c/p>\n\u003c/div>\n\u003cp>An Australian organization called \u003ca href=\"http://www.scientistsinschools.edu.au/index.htm\">Scientists in Schools\u003c/a> has flipped the field trip model, pairing volunteer scientists and mathematicians with classrooms around the country. Australian schools, like many schools around the world, don’t teach a lot of science at the primary school level. Teachers, who are responsible for covering all subjects, lack confidence when teaching science. Similarly, while there is a focus on numbers in primary grades, some of the broader elegance of math is lost. Australia performs well on international achievement tests, but its students report feeling disengaged and don’t often choose to specialize in math and science as they get older.\u003c/p>\n\u003cp>To combat this trend, the Australian government funded Scientists in Schools to help form partnerships between practicing scientists and both primary and secondary classrooms. They hoped that by bringing a practicing scientist into the classroom students, would be able to connect their learning to its real-world application, inspiring them to pursue careers in science and math. They also hoped it would increase scientific literacy nationally and engage active scientists with the community.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“They have a lot of fun and excitement, which of course is a big motivator for students to choose science, technology, engineering and math careers.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Scientists are paired with a classroom and visit several times throughout a term. They do hands on activities and demonstrations, go on field trips, host science clubs, mentor and coordinate with teachers to make sure they are contributing to the curriculum. By bringing real science into the classroom they hope to inspire both teachers and students. If a school is remote, some partnerships are conducted long-distance through video conferencing. Scientists for Schools provides funds for the scientist to visit in person at least once a year to help facilitate the relationship.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Scientist in Schools has \u003ca href=\"http://www.scientistsinschools.edu.au/evaluation.htm\">conducted several studies\u003c/a> of the program to gauge its effectiveness, relying on in-person interviews, online surveys of teachers, students and volunteer scientists, as well as program documentation.\u003c/p>\n\u003cp>“From our student’s point of view, they do have an increased knowledge and understanding of real world and of contemporary science,” said Marian Heard, National Programs Manager with \u003ca href=\"http://www.csiro.au/\">Commonwealth Scientific and Industrial Research Organisation\u003c/a>, Australia’s national science agency in an \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar. “Very importantly they have a lot of fun and excitement, which of course is a big motivator for students to choose science, technology, engineering and math careers.” They also report higher awareness of careers in math and science and increased ability to ask questions.\u003c/p>\n\u003cp>Teachers also like the partnership. They liked working with scientists and felt they gained knowledge of real-world science. They felt having a scientist in their classroom benefited the students and made them feel less alone.\u003c/p>\n\u003cp>Perhaps most important was the finding that there was a statistically significant increase in teachers’ confidence in teaching science. “They expressed an increased confidence to teach science,” Heard said. “The main reason that teachers gave is that the scientists explain things and help them to understand while providing reassurance. The teachers watch the scientists model in the classroom how to interact with students on scientific concepts and feel more confident to do that on their own.”\u003c/p>\n\u003cp>Even the volunteer scientists reported a good experience. While it was sometimes hard for them to find time to commit to the project and it could feel intimidating to get started, most volunteers enjoyed the experience and felt they got something useful out of it.\u003c/p>\n\u003cp>“They were able to be face-to-face discovering what people thought about the work that they did and then able to clear up misperceptions,” Heard said. They also reported feeling newly passionate about their area of expertise as they shared it with students. And, as has become a universal joke in some circles, scientists found it useful to practice communicating about their research and other science concepts clearly. They reported a new found respect for teachers after participating in the project.\u003c/p>\n\u003cp>While the program has been successful and useful to those involved, it isn't easy to keep a partnership like this going. The Scientists in Schools organization has to do a lot of communicating with volunteers and school sites to make sure things run smoothly. Their average partnership lasts around two years, a commitment they find important for continuity. They also emphasize that it must be a flexible, dynamic relationship since school environments change.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We need to be relevant to what’s happening in the world of teaching so we aren't a burden and unappealing,” said Claudette Bateup, deputy director of Scientists in Schools. That means staying up to date on the curricula teachers are responsible for and helping them to think of ways to productively use the skills of volunteer scientists and mathematicians.\u003c/p>\n\n",
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"excerpt": "An Australian organization called Scientists in Schools has flipped the field trip upside down, pairing volunteer scientists and mathematicians with classrooms around the country. By bringing a practicing scientist into the classroom students, the aim is to connect learning to its real-world application, inspiring students to pursue careers in science and math. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_29592\" class=\"module image center mceTemp\" style=\"width: 640px\">\u003ca href=\"http://www.flickr.com/photos/53130103@N05/8113147031/in/photolist-dmVZXn-dmVZLi-dmW3JJ-8x4JdV-8xdWmy-8xaV9X-8xdWxE-bRpP4e-bCgVwj-9t4gcH-8MKTAv-8MNXfJ-8MNX7s-8MNXpC-8MKTsF-8MKTxH-8MNXFE-8MNXcL-8MKTH8-8MKTmK-8MNXjJ-8MNXvf-8MKTDt-8MKTaM-9erv8U-8Koz3k-8Kou2M-8Koyva-8KovgZ-8KrCow-8Kovvv-8Kow1M-8HyAan-8HBKgs-8xCWpG-8xu1XH-ayrPoH-ayrNW4-dmW3Qu-8xu2LH-8xx4G9-ayrNwX-8xu2J6-8xdWvJ-8xiU9k-8xaVfv-8xdWru-8xdWqj-ayuujW-8xu2Ri-ayrN8T\">\u003cimg class=\"size-full wp-image-29592\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/science-in-class.jpg\" alt=\"science-in-class\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/science-in-class.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/science-in-class-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/science-in-class-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">pennstatenews/Flickr\u003c/p>\n\u003cp class=\"dropcap-serif\">In many schools, field trips are becoming a rare luxury. But what if there was a way to bring the excitement that students show for those real-world experiences into the classroom?\u003c/p>\n\u003c/div>\n\u003cp>An Australian organization called \u003ca href=\"http://www.scientistsinschools.edu.au/index.htm\">Scientists in Schools\u003c/a> has flipped the field trip model, pairing volunteer scientists and mathematicians with classrooms around the country. Australian schools, like many schools around the world, don’t teach a lot of science at the primary school level. Teachers, who are responsible for covering all subjects, lack confidence when teaching science. Similarly, while there is a focus on numbers in primary grades, some of the broader elegance of math is lost. Australia performs well on international achievement tests, but its students report feeling disengaged and don’t often choose to specialize in math and science as they get older.\u003c/p>\n\u003cp>To combat this trend, the Australian government funded Scientists in Schools to help form partnerships between practicing scientists and both primary and secondary classrooms. They hoped that by bringing a practicing scientist into the classroom students, would be able to connect their learning to its real-world application, inspiring them to pursue careers in science and math. They also hoped it would increase scientific literacy nationally and engage active scientists with the community.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“They have a lot of fun and excitement, which of course is a big motivator for students to choose science, technology, engineering and math careers.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Scientists are paired with a classroom and visit several times throughout a term. They do hands on activities and demonstrations, go on field trips, host science clubs, mentor and coordinate with teachers to make sure they are contributing to the curriculum. By bringing real science into the classroom they hope to inspire both teachers and students. If a school is remote, some partnerships are conducted long-distance through video conferencing. Scientists for Schools provides funds for the scientist to visit in person at least once a year to help facilitate the relationship.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Scientist in Schools has \u003ca href=\"http://www.scientistsinschools.edu.au/evaluation.htm\">conducted several studies\u003c/a> of the program to gauge its effectiveness, relying on in-person interviews, online surveys of teachers, students and volunteer scientists, as well as program documentation.\u003c/p>\n\u003cp>“From our student’s point of view, they do have an increased knowledge and understanding of real world and of contemporary science,” said Marian Heard, National Programs Manager with \u003ca href=\"http://www.csiro.au/\">Commonwealth Scientific and Industrial Research Organisation\u003c/a>, Australia’s national science agency in an \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar. “Very importantly they have a lot of fun and excitement, which of course is a big motivator for students to choose science, technology, engineering and math careers.” They also report higher awareness of careers in math and science and increased ability to ask questions.\u003c/p>\n\u003cp>Teachers also like the partnership. They liked working with scientists and felt they gained knowledge of real-world science. They felt having a scientist in their classroom benefited the students and made them feel less alone.\u003c/p>\n\u003cp>Perhaps most important was the finding that there was a statistically significant increase in teachers’ confidence in teaching science. “They expressed an increased confidence to teach science,” Heard said. “The main reason that teachers gave is that the scientists explain things and help them to understand while providing reassurance. The teachers watch the scientists model in the classroom how to interact with students on scientific concepts and feel more confident to do that on their own.”\u003c/p>\n\u003cp>Even the volunteer scientists reported a good experience. While it was sometimes hard for them to find time to commit to the project and it could feel intimidating to get started, most volunteers enjoyed the experience and felt they got something useful out of it.\u003c/p>\n\u003cp>“They were able to be face-to-face discovering what people thought about the work that they did and then able to clear up misperceptions,” Heard said. They also reported feeling newly passionate about their area of expertise as they shared it with students. And, as has become a universal joke in some circles, scientists found it useful to practice communicating about their research and other science concepts clearly. They reported a new found respect for teachers after participating in the project.\u003c/p>\n\u003cp>While the program has been successful and useful to those involved, it isn't easy to keep a partnership like this going. The Scientists in Schools organization has to do a lot of communicating with volunteers and school sites to make sure things run smoothly. Their average partnership lasts around two years, a commitment they find important for continuity. They also emphasize that it must be a flexible, dynamic relationship since school environments change.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We need to be relevant to what’s happening in the world of teaching so we aren't a burden and unappealing,” said Claudette Bateup, deputy director of Scientists in Schools. That means staying up to date on the curricula teachers are responsible for and helping them to think of ways to productively use the skills of volunteer scientists and mathematicians.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can a Toy Spark Interest in Engineering for Girls?",
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"content": "\u003cfigure id=\"attachment_28685\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28685\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/DebbieSterlingPic-620x447.jpg\" alt=\"DebbieSterlingPic\" width=\"620\" height=\"447\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It's a common refrain that there aren’t enough \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">women in jobs that require math and science skills\u003c/a> like engineering and computer science. Though more programs are cropping up geared towards girls involved in science through \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/what-schools-can-learn-from-summer-camps/\">camps\u003c/a>, \u003ca href=\"http://www.washingtonpost.com/local/education/prince-georges-county-high-school-girls-in-national-rocket-competition/2013/05/05/4dadbcea-ab5f-11e2-a198-99893f10d6dd_story.html\">rocketry clubs\u003c/a> or with more focused \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/combining-robotics-with-poetry-art-and-engineering-can-co-exist/\">courses on STEM subjects\u003c/a>, the \u003ca href=\"http://www.aauw.org/resource/why-so-few-women-in-science-technology-engineering-and-mathematics/\">gender imbalance\u003c/a> is still striking.\u003c/p>\n\u003cp>The discrepancy became all-too apparent to Debbie Sterling, a budding inventor who was one of the only girls in her engineering courses at Stanford. So she came up with an idea to encourage more girls in is why she’s spent the last several years developing \u003ca href=\"http://www.goldieblox.com/\">GoldieBlox\u003c/a>, a toy focused on developing spatial skills in girls.\u003c/p>\n\u003cp>“I just think there need to be more options, more role models, more career paths for girls to see and that’s what I’m trying to do with GoldieBlox,” Sterling said.\u003c/p>\n\u003cp>Sterling discovered her interest in engineering almost by accident -- a math teacher suggested she take a course when she got to college -- and she wonders if girls would choose science careers if they were exposed to basic engineering and physics concepts earlier in life.\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong>\u003c/strong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“Some modeling of a cool, young girl engineer could be useful if the girl playing can see a path from where she is to where the cool, functioning engineer is.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.tandfonline.com/doi/full/10.1080/07370000802177177#.UYmXBbXvt8E\">Research shows\u003c/a> that building toys like Legos or Erector Sets are good for building spatial skills, but those typically fall under the stereotype of toys for boys. After visiting the toy store and experiencing what she called “the pink explosion isle for girls” Sterling decided she needed to build an engineering toy that would appeal to girls.\u003c/p>\n\u003cp>GoldieBlox and the Spinning Machine is a construction kit with pieces that clip into a board to make a simple belt drive. The set comes with a story that tells of a girl engineer named Goldie who \u003c!--more-->wants to build a spinning machine so all her friends can spin together. She takes apart a jewelry box to learn about the spinning mechanism and then builds her own.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">Giving Good Praise to Girls: What Messages Stick?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“My 'ah ha' moment was that instead of a construction toy only, which is spatial skills and object play, I would combine spatial skills with verbal, so I would have the construction toy plus the book,” Sterling said. “By introducing the story of Goldie and these characters, and building for a reason, it gave girls the context they were craving and the narrative behind the play that was meaningful to them.”\u003c/p>\n\u003cp>She came up with the idea of her hybrid story-building toy by observing that girls prefer narrative-based play. She hoped she could draw girls in with a story and after directing them to follow along with Goldie as she builds, they’d get comfortable tinkering with the construction kit. Once they're comfortable with the parts and how they work, the hope is that they begin to design their own machines.\u003c/p>\n\u003cp>“Some modeling of a cool, young girl engineer could be useful if the girl playing can see a path from where she is to where the cool, functioning engineer is,” said Carol Dweck, a professor of psychology at Stanford University. She said the connection between the toy and engineering needs to be clear and that the hands on-skills girls learn at young ages need to be continual reinforcement for the effects to last.\u003c/p>\n\u003cp>Goldie can be a role model to younger girls, while the inventor herself can model what a successful female engineer looks like to older girls. “She’s not the kid genius,” Sterling said describing Goldie. “She’s well liked; she’s fun; she’s quirky; she’s a little messy. I guess that is a bit like me.”\u003c/p>\n\u003cp>Sterling said in its early days the toy has been very popular with engineering parents. “It touched my heart that it was a mechanical toy that was targeted towards young girls,” said Martin Miller, an engineer who pre-ordered GoldieBlox for his six-year-old daughter Kaitlin when the toy appeared on \u003ca href=\"http://www.kickstarter.com/projects/16029337/goldieblox-the-engineering-toy-for-girls\">Kickstarter\u003c/a>. “That’s unusual and I felt that was perfect for my little daughter.” Kaitlin has two older brothers and Miller considers a tomboy, so he thought she’d like a building toy. She has also already begun to play with the characters off the board, imagining scenes for Goldie and her friends.\u003c/p>\n\u003cp>Sterling hoped her toy would inspire creative play and was also aware of \u003ca href=\"https://www.stanford.edu/dept/psychology/cgi-bin/drupalm/system/files/Person%20vs%20process%20praise%20and%20criticism%20-%20Implications%20for%20contingent%20self%20worth%20and%20coping_0.pdf\">research like Carol Dweck’s\u003c/a> that shows kids need to learn to struggle with difficult concepts so they know how to tackle setbacks in the future.\u003c/p>\n\u003cp>“From a very young age I would start stressing the fun and interestingness of difficult tasks,” Dweck said. “When something is easy I’d say, ‘oh that’s boring, that’s a waste of time.’”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-foster-grit-tenacity-and-perseverance-an-educators-guide/\">How to Foster Grit, Tenacity and Perseverance: An Educator's Guide\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>In the first draft of the story, Sterling had Goldie build a machine that didn’t work. But when Sterling tested the story line, girls and their parents got so frustrated that the machine didn’t work that they refused to turn the page and continue. So Sterling softened the failure.\u003c/p>\n\u003cp>“I have a moment where Goldie is perplexed,” she said. “So I don’t set anyone up for failure, but I show that she’s confused and she doesn’t know the answers and she goes through a series of funny moments where she tries a bunch of things until she finally works it out.”\u003c/p>\n\u003cp>That strategy is in line with Dweck’s research on how to keep kids striving for challenging tasks. “If you have little failures along the way and have them understand that’s part of learning, part of building and that you can actually derive useful information about what to do next -- that’s really useful,” Dweck said.\u003c/p>\n\u003cp>Some \u003ca href=\"http://www.goldieblox.com/pages/track-goldie\">specialty toy stores\u003c/a> are already stocking GoldieBlox after the Kickstarter campaign Sterling launched to fund manufacturing went viral and more than doubled its goal. “From the very beginning I knew I wanted this girl character sitting on the shelf next to Bob the Builder and Thomas the Train,” Sterling said.\u003c/p>\n\u003cp>The game costs $29.99 and the three additional story lines and accompanying kits that Sterling is working on will likely have similar price tags.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Sterling wants the toy to be inclusive, unlike her experiences in engineering classes at Stanford, where most of her professors were men and she often felt her ideas were discounted. “I want everybody to get to have fun with engineering and I think that by doing it in this very accessible way that no one has to feel like they don’t belong,” she said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28685\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28685\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/DebbieSterlingPic-620x447.jpg\" alt=\"DebbieSterlingPic\" width=\"620\" height=\"447\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It's a common refrain that there aren’t enough \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">women in jobs that require math and science skills\u003c/a> like engineering and computer science. Though more programs are cropping up geared towards girls involved in science through \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/what-schools-can-learn-from-summer-camps/\">camps\u003c/a>, \u003ca href=\"http://www.washingtonpost.com/local/education/prince-georges-county-high-school-girls-in-national-rocket-competition/2013/05/05/4dadbcea-ab5f-11e2-a198-99893f10d6dd_story.html\">rocketry clubs\u003c/a> or with more focused \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/combining-robotics-with-poetry-art-and-engineering-can-co-exist/\">courses on STEM subjects\u003c/a>, the \u003ca href=\"http://www.aauw.org/resource/why-so-few-women-in-science-technology-engineering-and-mathematics/\">gender imbalance\u003c/a> is still striking.\u003c/p>\n\u003cp>The discrepancy became all-too apparent to Debbie Sterling, a budding inventor who was one of the only girls in her engineering courses at Stanford. So she came up with an idea to encourage more girls in is why she’s spent the last several years developing \u003ca href=\"http://www.goldieblox.com/\">GoldieBlox\u003c/a>, a toy focused on developing spatial skills in girls.\u003c/p>\n\u003cp>“I just think there need to be more options, more role models, more career paths for girls to see and that’s what I’m trying to do with GoldieBlox,” Sterling said.\u003c/p>\n\u003cp>Sterling discovered her interest in engineering almost by accident -- a math teacher suggested she take a course when she got to college -- and she wonders if girls would choose science careers if they were exposed to basic engineering and physics concepts earlier in life.\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong>\u003c/strong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“Some modeling of a cool, young girl engineer could be useful if the girl playing can see a path from where she is to where the cool, functioning engineer is.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.tandfonline.com/doi/full/10.1080/07370000802177177#.UYmXBbXvt8E\">Research shows\u003c/a> that building toys like Legos or Erector Sets are good for building spatial skills, but those typically fall under the stereotype of toys for boys. After visiting the toy store and experiencing what she called “the pink explosion isle for girls” Sterling decided she needed to build an engineering toy that would appeal to girls.\u003c/p>\n\u003cp>GoldieBlox and the Spinning Machine is a construction kit with pieces that clip into a board to make a simple belt drive. The set comes with a story that tells of a girl engineer named Goldie who \u003c!--more-->wants to build a spinning machine so all her friends can spin together. She takes apart a jewelry box to learn about the spinning mechanism and then builds her own.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">Giving Good Praise to Girls: What Messages Stick?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“My 'ah ha' moment was that instead of a construction toy only, which is spatial skills and object play, I would combine spatial skills with verbal, so I would have the construction toy plus the book,” Sterling said. “By introducing the story of Goldie and these characters, and building for a reason, it gave girls the context they were craving and the narrative behind the play that was meaningful to them.”\u003c/p>\n\u003cp>She came up with the idea of her hybrid story-building toy by observing that girls prefer narrative-based play. She hoped she could draw girls in with a story and after directing them to follow along with Goldie as she builds, they’d get comfortable tinkering with the construction kit. Once they're comfortable with the parts and how they work, the hope is that they begin to design their own machines.\u003c/p>\n\u003cp>“Some modeling of a cool, young girl engineer could be useful if the girl playing can see a path from where she is to where the cool, functioning engineer is,” said Carol Dweck, a professor of psychology at Stanford University. She said the connection between the toy and engineering needs to be clear and that the hands on-skills girls learn at young ages need to be continual reinforcement for the effects to last.\u003c/p>\n\u003cp>Goldie can be a role model to younger girls, while the inventor herself can model what a successful female engineer looks like to older girls. “She’s not the kid genius,” Sterling said describing Goldie. “She’s well liked; she’s fun; she’s quirky; she’s a little messy. I guess that is a bit like me.”\u003c/p>\n\u003cp>Sterling said in its early days the toy has been very popular with engineering parents. “It touched my heart that it was a mechanical toy that was targeted towards young girls,” said Martin Miller, an engineer who pre-ordered GoldieBlox for his six-year-old daughter Kaitlin when the toy appeared on \u003ca href=\"http://www.kickstarter.com/projects/16029337/goldieblox-the-engineering-toy-for-girls\">Kickstarter\u003c/a>. “That’s unusual and I felt that was perfect for my little daughter.” Kaitlin has two older brothers and Miller considers a tomboy, so he thought she’d like a building toy. She has also already begun to play with the characters off the board, imagining scenes for Goldie and her friends.\u003c/p>\n\u003cp>Sterling hoped her toy would inspire creative play and was also aware of \u003ca href=\"https://www.stanford.edu/dept/psychology/cgi-bin/drupalm/system/files/Person%20vs%20process%20praise%20and%20criticism%20-%20Implications%20for%20contingent%20self%20worth%20and%20coping_0.pdf\">research like Carol Dweck’s\u003c/a> that shows kids need to learn to struggle with difficult concepts so they know how to tackle setbacks in the future.\u003c/p>\n\u003cp>“From a very young age I would start stressing the fun and interestingness of difficult tasks,” Dweck said. “When something is easy I’d say, ‘oh that’s boring, that’s a waste of time.’”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-foster-grit-tenacity-and-perseverance-an-educators-guide/\">How to Foster Grit, Tenacity and Perseverance: An Educator's Guide\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>In the first draft of the story, Sterling had Goldie build a machine that didn’t work. But when Sterling tested the story line, girls and their parents got so frustrated that the machine didn’t work that they refused to turn the page and continue. So Sterling softened the failure.\u003c/p>\n\u003cp>“I have a moment where Goldie is perplexed,” she said. “So I don’t set anyone up for failure, but I show that she’s confused and she doesn’t know the answers and she goes through a series of funny moments where she tries a bunch of things until she finally works it out.”\u003c/p>\n\u003cp>That strategy is in line with Dweck’s research on how to keep kids striving for challenging tasks. “If you have little failures along the way and have them understand that’s part of learning, part of building and that you can actually derive useful information about what to do next -- that’s really useful,” Dweck said.\u003c/p>\n\u003cp>Some \u003ca href=\"http://www.goldieblox.com/pages/track-goldie\">specialty toy stores\u003c/a> are already stocking GoldieBlox after the Kickstarter campaign Sterling launched to fund manufacturing went viral and more than doubled its goal. “From the very beginning I knew I wanted this girl character sitting on the shelf next to Bob the Builder and Thomas the Train,” Sterling said.\u003c/p>\n\u003cp>The game costs $29.99 and the three additional story lines and accompanying kits that Sterling is working on will likely have similar price tags.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Sterling wants the toy to be inclusive, unlike her experiences in engineering classes at Stanford, where most of her professors were men and she often felt her ideas were discounted. “I want everybody to get to have fun with engineering and I think that by doing it in this very accessible way that no one has to feel like they don’t belong,” she said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "New Science Standards Aim to Relate Concepts to Students' Lives",
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"content": "\u003cfigure id=\"attachment_28127\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/ganesha_isis/4998563119/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28127\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/4998563119_3cc0f30a9b_z-620x412.jpg\" alt=\"4998563119_3cc0f30a9b_z\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A consortium of science and education organizations \u003ca href=\"http://www.achieve.org/next-generation-science-standards-released\">has released\u003c/a> the first set of science standards since the original set prepared by the \u003ca href=\"http://www.nationalacademies.org/nrc/\">National Research Council\u003c/a> and the \u003ca href=\"http://www.aaas.org/\">American Association for Advancement in Science\u003c/a> 15 years ago. The \u003ca href=\"http://www.nextgenscience.org/\">Next Generation Science Standards\u003c/a> (NGSS) aim to incorporate the scientific community’s understanding of science as it has grown and changed.\u003c/p>\n\u003cp>The new NGSS standards represent the core scientific concepts that practicing scientists agree K-12 students should know by the time they graduate. The framework for the standards was developed by the National Research Council, the \u003ca href=\"http://www.nsta.org/\">National Science Teachers Association\u003c/a>, the American Association for the Advancement of Science, and \u003ca href=\"http://www.achieve.org/\">Achieve\u003c/a>. Together they built compiled principals and solicited input from states about what pedagogy and curricular specifics to build in.\u003c/p>\n\u003cp>“Students need to understand how science works, the practices and the crosscutting concepts in order to be ready to assume their roles in a scientifically complex world,” said Frank Neipold, co-chair of the \u003ca href=\"http://www.slideshare.net/usgcrp/usgcrp-education-interagency-working-group\">Climate Education Interagency Working Group\u003c/a> at the U.S. Global Change Research Program. Neipold has worked on the standards in many capacities and sees them as vitally important to educating the next generation to think critically about how systems work together.\u003c/p>\n\u003cp>Twenty-six states helped write the standards, and while there is no obligation that states adopt them, many likely will. The standards focus on fewer core concepts, are meant to go deeper within \u003c!--more-->each concept, and emphasize the interdisciplinary nature of science.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/five-amazing-videos-that-show-why-science-is-awesome/\">Five Amazing Videos That Show Why Science is Awesome\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The standards are organized in \u003ca href=\"http://www.nextgenscience.org/three-dimensions\">three dimensions\u003c/a>: key concepts, crosscutting concepts, and practices. Key concepts are broadly important and teachable over a series of years, such as the subject of climate change, which can get more complex as students build upon their knowledge. The second dimension is crosscutting concepts, things that span the scientific disciplines like energy and matter, cause and effect or systems. Lastly, students will be expected to understand the practice of science, undertaking scientific inquiry and comparing the practices of science with those of engineers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The interesting and important part of the NGSS is that they really are about critical thinking in these cross cutting competencies,” said Don Boesch, president of the \u003ca href=\"http://www.umces.edu/\">University of Maryland Center for Environmental Science\u003c/a> and leader of a \u003ca href=\"http://www.madeclear.org/\">project to implement the standards\u003c/a> in Maryland and Delaware. “So I think teachers will really have the chance to help students think critically about these topics.”\u003c/p>\n\u003cp>While the NGSS are not part of the \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a> -- those were developed under the auspices of federal government and focus only on math and literacy -- there are some similarities. Proponents of both sets of standards say they're meant to emphasize close reading of non-fiction tests, performance-based standards, and an integrated approach to learning across disciplines.\u003c/p>\n\u003cp>\u003cstrong>CLIMATE CHANGE INCLUDED\u003c/strong>\u003c/p>\n\u003cp>One of the more controversial aspects of the new science standards is the inclusion of climate change in the curriculum. \"There was never a debate about whether climate change would be in there,\" Heidi Schweingruber of the National Research Council \u003ca href=\"http://www.npr.org/2013/03/27/174141194/a-hot-topic-climate-change-coming-to-classrooms\">told National Public Radio\u003c/a>. \"It is a fundamental part of science, and so that's what our work is based on, the scientific consensus.\"\u003c/p>\n\u003cp>Still, science teachers often find themselves pulled in to help bolster math and reading scores, leaving them with little time to teach science, let alone incorporate complicated new topics. Teaching climate change science can feel daunting to many teachers who don’t have a firm grasp of all the information, he said.\u003c/p>\n\u003cp>“We have not trained our teachers very well to work across disciplines,” Boesch said. Teaching climate change inherently requires integration of things like earth sciences, chemistry and systems. A changing climate will affect all parts of life. Teachers aren’t always comfortable teaching all the elements and will need to be trained.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/combining-robotics-with-poetry-art-and-engineering-can-co-exist/\">Combining Robotics With Poetry? Art and Engineering Can Co-Exist\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The standards are meant to lead the student through a progression of concepts, providing building blocks early on that can scaffold more complicated concepts in higher grades.\u003c/p>\n\u003cp>“We as a nation have a real deep and multidimensional problem on our hands that has to involve education of our young people,” said Boesch on the subject of climate change. “We need to equip people to have the skills as well as the knowledge to deal with it.”\u003c/p>\n\u003cp>The new standards will also require a whole new emphasis on revamping \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/its-here-a-science-book-thats-always-up-to-date/\">science textbooks\u003c/a>. “A lot of materials out there are sub-par,” Neipold said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Climate change is not a political issue and it’s not a debate,” said Mario Molina, deputy director for the \u003ca href=\"http://www.acespace.org/\">Alliance for Climate Education\u003c/a>. “It’s science, strongly researched and thoroughly vetted science. So our hope is that teachers will not see this as political debate.” He believes students have the right to study climate change as it unfolds, as well as solutions to the problem.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28127\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/ganesha_isis/4998563119/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28127\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/4998563119_3cc0f30a9b_z-620x412.jpg\" alt=\"4998563119_3cc0f30a9b_z\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A consortium of science and education organizations \u003ca href=\"http://www.achieve.org/next-generation-science-standards-released\">has released\u003c/a> the first set of science standards since the original set prepared by the \u003ca href=\"http://www.nationalacademies.org/nrc/\">National Research Council\u003c/a> and the \u003ca href=\"http://www.aaas.org/\">American Association for Advancement in Science\u003c/a> 15 years ago. The \u003ca href=\"http://www.nextgenscience.org/\">Next Generation Science Standards\u003c/a> (NGSS) aim to incorporate the scientific community’s understanding of science as it has grown and changed.\u003c/p>\n\u003cp>The new NGSS standards represent the core scientific concepts that practicing scientists agree K-12 students should know by the time they graduate. The framework for the standards was developed by the National Research Council, the \u003ca href=\"http://www.nsta.org/\">National Science Teachers Association\u003c/a>, the American Association for the Advancement of Science, and \u003ca href=\"http://www.achieve.org/\">Achieve\u003c/a>. Together they built compiled principals and solicited input from states about what pedagogy and curricular specifics to build in.\u003c/p>\n\u003cp>“Students need to understand how science works, the practices and the crosscutting concepts in order to be ready to assume their roles in a scientifically complex world,” said Frank Neipold, co-chair of the \u003ca href=\"http://www.slideshare.net/usgcrp/usgcrp-education-interagency-working-group\">Climate Education Interagency Working Group\u003c/a> at the U.S. Global Change Research Program. Neipold has worked on the standards in many capacities and sees them as vitally important to educating the next generation to think critically about how systems work together.\u003c/p>\n\u003cp>Twenty-six states helped write the standards, and while there is no obligation that states adopt them, many likely will. The standards focus on fewer core concepts, are meant to go deeper within \u003c!--more-->each concept, and emphasize the interdisciplinary nature of science.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/five-amazing-videos-that-show-why-science-is-awesome/\">Five Amazing Videos That Show Why Science is Awesome\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The standards are organized in \u003ca href=\"http://www.nextgenscience.org/three-dimensions\">three dimensions\u003c/a>: key concepts, crosscutting concepts, and practices. Key concepts are broadly important and teachable over a series of years, such as the subject of climate change, which can get more complex as students build upon their knowledge. The second dimension is crosscutting concepts, things that span the scientific disciplines like energy and matter, cause and effect or systems. Lastly, students will be expected to understand the practice of science, undertaking scientific inquiry and comparing the practices of science with those of engineers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The interesting and important part of the NGSS is that they really are about critical thinking in these cross cutting competencies,” said Don Boesch, president of the \u003ca href=\"http://www.umces.edu/\">University of Maryland Center for Environmental Science\u003c/a> and leader of a \u003ca href=\"http://www.madeclear.org/\">project to implement the standards\u003c/a> in Maryland and Delaware. “So I think teachers will really have the chance to help students think critically about these topics.”\u003c/p>\n\u003cp>While the NGSS are not part of the \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a> -- those were developed under the auspices of federal government and focus only on math and literacy -- there are some similarities. Proponents of both sets of standards say they're meant to emphasize close reading of non-fiction tests, performance-based standards, and an integrated approach to learning across disciplines.\u003c/p>\n\u003cp>\u003cstrong>CLIMATE CHANGE INCLUDED\u003c/strong>\u003c/p>\n\u003cp>One of the more controversial aspects of the new science standards is the inclusion of climate change in the curriculum. \"There was never a debate about whether climate change would be in there,\" Heidi Schweingruber of the National Research Council \u003ca href=\"http://www.npr.org/2013/03/27/174141194/a-hot-topic-climate-change-coming-to-classrooms\">told National Public Radio\u003c/a>. \"It is a fundamental part of science, and so that's what our work is based on, the scientific consensus.\"\u003c/p>\n\u003cp>Still, science teachers often find themselves pulled in to help bolster math and reading scores, leaving them with little time to teach science, let alone incorporate complicated new topics. Teaching climate change science can feel daunting to many teachers who don’t have a firm grasp of all the information, he said.\u003c/p>\n\u003cp>“We have not trained our teachers very well to work across disciplines,” Boesch said. Teaching climate change inherently requires integration of things like earth sciences, chemistry and systems. A changing climate will affect all parts of life. Teachers aren’t always comfortable teaching all the elements and will need to be trained.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/combining-robotics-with-poetry-art-and-engineering-can-co-exist/\">Combining Robotics With Poetry? Art and Engineering Can Co-Exist\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The standards are meant to lead the student through a progression of concepts, providing building blocks early on that can scaffold more complicated concepts in higher grades.\u003c/p>\n\u003cp>“We as a nation have a real deep and multidimensional problem on our hands that has to involve education of our young people,” said Boesch on the subject of climate change. “We need to equip people to have the skills as well as the knowledge to deal with it.”\u003c/p>\n\u003cp>The new standards will also require a whole new emphasis on revamping \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/its-here-a-science-book-thats-always-up-to-date/\">science textbooks\u003c/a>. “A lot of materials out there are sub-par,” Neipold said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Climate change is not a political issue and it’s not a debate,” said Mario Molina, deputy director for the \u003ca href=\"http://www.acespace.org/\">Alliance for Climate Education\u003c/a>. “It’s science, strongly researched and thoroughly vetted science. So our hope is that teachers will not see this as political debate.” He believes students have the right to study climate change as it unfolds, as well as solutions to the problem.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_28055\" class=\"wp-caption left\" style=\"max-width: 270px\">\u003cimg class=\"size-full wp-image-28055\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/chowchecker2.jpg\" alt=\"chowchecker#2\" width=\"270\" height=\"336\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Responding to worries that school is not preparing students for the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-your-major-working-toward-the-uninvented-job/\">jobs of the future, \u003c/a>there's been a concerted effort lately to emphasize the importance of learning STEM subjects.\u003c/p>\n\u003cp>President Obama made a pitch for STEM in his \u003ca href=\"http://www.politico.com/story/2013/02/state-of-the-union-2013-president-barack-obamas-speech-transcript-text-87550.html\">State of the Union address\u003c/a> this year saying, “we’ll reward schools that develop new partnerships with colleges and employers, and create classes that focus on science, technology, engineering and math -- the skills today’s employers are looking for to fill the jobs that are there right now and will be there in the future.”\u003cbr>\nCongressman Mike Honda from California recently \u003ca href=\"http://honda.house.gov/index.php?option=com_content&view=article&id=1308:rep-honda-stem-coach&catid=19:press-releases&Itemid=555\">introduced two pieces of legislation\u003c/a> to Congress focusing on STEM: One would create an office of STEM education to help coordinate between schools, while simultaneously creating a research arm to fund development of education technology; the other bill would offer in-house STEM coaches to schools, helping them integrate concepts into the curriculum.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“This is very different from other school projects because it’s a real world thing.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Some schools are already integrating STEM throughout their curriculum. A team of eighth graders at \u003ca href=\"http://www.hampsteadacademy.org/podium/default.aspx?t=120657&rc=1\">Hampstead Academy,\u003c/a> one of 10 winners of the \u003ca href=\"http://www.appchallenge.tsaweb.org/\">Verizon Innovative App Challenge,\u003c/a> for example designed Chow Checker, an app to help people identify\u003c!--more--> ingredients they are allergic to in food. The app allows users to either scan the bar code on a food item or use the search bar to find an item. Any ingredients the user has an allergy to shows up in red. The app also has a news feed and a personal profile, giving it the feel of a social networking site, a feature that also sets it apart from other food allergy apps. The news feed gives people who suffer from food allergies a way to share their personal experiences with one another, said student Sarah Miller-Bartley.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“We wanted customers to relate to the app and have fun when they use it,” said Rachel Fonseca, another student. “It’s supposed to be a customer friendly experience.”\u003c/p>\n\u003cp>As part of their school work, the team conducted research on existing products in their market, and determined that, although there are a few similar apps, many had poor user reviews and crashed a lot. Their conclusion: They were confident they could design something better.\u003c/p>\n\u003cp>Now the students will have the chance to put their design into practice, working with \u003ca href=\"http://www.media.mit.edu/\">MIT Media Lab\u003c/a>’s App Inventor Training Corps to write the code and develop their product. The MIT specialists will visit Hampstead for a day and a half of consultation, then the students will be on their own, left to do the heavy lifting of making the app a reality.\u003c/p>\n\u003cp>“The students are owning this start to finish,” said Christina DiMicelli, the technology integration specialist at Hampstead Academy.\u003c/p>\n\u003cp>“We all have our nervousness,” said Nathan Stallings, a student designer. “We fear that it won’t come out the way we pictured it.”\u003c/p>\n\u003cp>But they're also excited that they'll have a real product at the end of this project. “This is very different from other school projects because it’s a real world thing,” said Jack Lawlor. “The app is going to be out in the world helping people.”\u003c/p>\n\u003cp>Hampstead Academy is a small private school focusing on “whole child” education, and many of the school projects are cross-curricular and include technology. But this project felt more personal to the students. “The app challenge felt a little different because we all really love technology and we were really in our element,” Fonseca said.\u003c/p>\n\u003cp>One of the most challenging parts of this project was working together, students said -- a true reflection of what happens in the real world. Students Ashvi Patel and Ethan Calandra said that coming up with a cohesive idea that satisfied every team member was hard, especially when they had to let some ideas go.\u003c/p>\n\u003cp>Most of the students enjoyed designing the app itself and thinking about how the end user would approach it. A few students even think they might like to continue to study app development. “Now that I’ve seen the final product I am more interested in pursuing it,” said Alex Mielens who had studied some code before, but found it boring when it wasn’t attached to a specific goal.\u003c/p>\n\u003cp>The Hampstead team developed the project as part of social studies class, organized by teacher, Chris Sousa, who finds it perfectly natural to incorporate STEM into his class. “When you can start applying STEM to social problems that fits right into social studies,” Sousa said.\u003c/p>\n\u003cp>Chow Checker will be available for download on Google Play this summer.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "Responding to worries that school is not preparing students for the jobs of the future, there's been a concerted effort lately to emphasize the importance of learning STEM subjects. President Obama made a pitch for STEM in his State of the Union address this year saying, “we’ll reward schools that develop new partnerships with colleges",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28055\" class=\"wp-caption left\" style=\"max-width: 270px\">\u003cimg class=\"size-full wp-image-28055\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/chowchecker2.jpg\" alt=\"chowchecker#2\" width=\"270\" height=\"336\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Responding to worries that school is not preparing students for the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-your-major-working-toward-the-uninvented-job/\">jobs of the future, \u003c/a>there's been a concerted effort lately to emphasize the importance of learning STEM subjects.\u003c/p>\n\u003cp>President Obama made a pitch for STEM in his \u003ca href=\"http://www.politico.com/story/2013/02/state-of-the-union-2013-president-barack-obamas-speech-transcript-text-87550.html\">State of the Union address\u003c/a> this year saying, “we’ll reward schools that develop new partnerships with colleges and employers, and create classes that focus on science, technology, engineering and math -- the skills today’s employers are looking for to fill the jobs that are there right now and will be there in the future.”\u003cbr>\nCongressman Mike Honda from California recently \u003ca href=\"http://honda.house.gov/index.php?option=com_content&view=article&id=1308:rep-honda-stem-coach&catid=19:press-releases&Itemid=555\">introduced two pieces of legislation\u003c/a> to Congress focusing on STEM: One would create an office of STEM education to help coordinate between schools, while simultaneously creating a research arm to fund development of education technology; the other bill would offer in-house STEM coaches to schools, helping them integrate concepts into the curriculum.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“This is very different from other school projects because it’s a real world thing.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Some schools are already integrating STEM throughout their curriculum. A team of eighth graders at \u003ca href=\"http://www.hampsteadacademy.org/podium/default.aspx?t=120657&rc=1\">Hampstead Academy,\u003c/a> one of 10 winners of the \u003ca href=\"http://www.appchallenge.tsaweb.org/\">Verizon Innovative App Challenge,\u003c/a> for example designed Chow Checker, an app to help people identify\u003c!--more--> ingredients they are allergic to in food. The app allows users to either scan the bar code on a food item or use the search bar to find an item. Any ingredients the user has an allergy to shows up in red. The app also has a news feed and a personal profile, giving it the feel of a social networking site, a feature that also sets it apart from other food allergy apps. The news feed gives people who suffer from food allergies a way to share their personal experiences with one another, said student Sarah Miller-Bartley.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“We wanted customers to relate to the app and have fun when they use it,” said Rachel Fonseca, another student. “It’s supposed to be a customer friendly experience.”\u003c/p>\n\u003cp>As part of their school work, the team conducted research on existing products in their market, and determined that, although there are a few similar apps, many had poor user reviews and crashed a lot. Their conclusion: They were confident they could design something better.\u003c/p>\n\u003cp>Now the students will have the chance to put their design into practice, working with \u003ca href=\"http://www.media.mit.edu/\">MIT Media Lab\u003c/a>’s App Inventor Training Corps to write the code and develop their product. The MIT specialists will visit Hampstead for a day and a half of consultation, then the students will be on their own, left to do the heavy lifting of making the app a reality.\u003c/p>\n\u003cp>“The students are owning this start to finish,” said Christina DiMicelli, the technology integration specialist at Hampstead Academy.\u003c/p>\n\u003cp>“We all have our nervousness,” said Nathan Stallings, a student designer. “We fear that it won’t come out the way we pictured it.”\u003c/p>\n\u003cp>But they're also excited that they'll have a real product at the end of this project. “This is very different from other school projects because it’s a real world thing,” said Jack Lawlor. “The app is going to be out in the world helping people.”\u003c/p>\n\u003cp>Hampstead Academy is a small private school focusing on “whole child” education, and many of the school projects are cross-curricular and include technology. But this project felt more personal to the students. “The app challenge felt a little different because we all really love technology and we were really in our element,” Fonseca said.\u003c/p>\n\u003cp>One of the most challenging parts of this project was working together, students said -- a true reflection of what happens in the real world. Students Ashvi Patel and Ethan Calandra said that coming up with a cohesive idea that satisfied every team member was hard, especially when they had to let some ideas go.\u003c/p>\n\u003cp>Most of the students enjoyed designing the app itself and thinking about how the end user would approach it. A few students even think they might like to continue to study app development. “Now that I’ve seen the final product I am more interested in pursuing it,” said Alex Mielens who had studied some code before, but found it boring when it wasn’t attached to a specific goal.\u003c/p>\n\u003cp>The Hampstead team developed the project as part of social studies class, organized by teacher, Chris Sousa, who finds it perfectly natural to incorporate STEM into his class. “When you can start applying STEM to social problems that fits right into social studies,” Sousa said.\u003c/p>\n\u003cp>Chow Checker will be available for download on Google Play this summer.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_27520\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/?attachment_id=27520\" rel=\"attachment wp-att-27520\">\u003cimg class=\"size-large wp-image-27520\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/SimCityEDU-620x344.jpg\" alt=\"SimCityEDU\" width=\"620\" height=\"344\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">SimCity\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As game-based learning gains momentum in education circles, teachers increasingly want substantive proof that games are helpful for learning. The game-makers at the non-profit \u003ca href=\"http://www.instituteofplay.org/2012/06/glass-lab-transforming-learning-and-assessment-through-digital-games/\">GlassLab\u003c/a> are hoping to do this with the popular video game \u003ca href=\"http://www.simcity.com\">SimCity\u003c/a>.\u003c/p>\n\u003cp>GlassLab is working with commercial game companies, assessment experts, and those versed in digital classrooms to build \u003cem>\u003ca href=\"http://www.simcity.com/en_US/simcityedu\">SimCityEDU\u003c/a>\u003c/em>, a downloadable game designed for sixth graders. Scheduled to be be released in the fall of 2013, it builds on SimCity's city management theme, but provides specific challenges to players in the subject of STEM.\u003c/p>\n\u003cp>“The big pain point we've heard from teachers is that they cannot entertain their kids to the level that they are being entertained outside of the classroom,” said Jessica Lindl, general manager of GlassLab. “They want to be able to create meaningful learning experiences and they just can’t compete with the digital tools their kids are accessing all the time.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“None of the other games are trying to do formative assessment to the level we are. They aren’t validating whether they are assessing what they should be assessing.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teachers have been using the commercial version of SimCity as a classroom tool for a long time, but with the newest version recently released and the EDU version soon to follow, GlassLab is trying to convene an online community of educators already working in the space, asking them to \u003c!--more-->think creatively about what the game could do, offering lesson plans, and helping teachers to collaborate and share ideas.\u003c/p>\n\u003cp>SimCityEDU grew out of research conducted by the MacArthur foundation on how \u003ca href=\"http://myweb.fsu.edu/vshute/pdf/GLA%20Dirk%20chapter.pdf\">gaming can mirror formative assessments\u003c/a> [PDF] – measuring understanding regularly along the learning path, rather than occasionally or at the end of a unit, as is most common. Their research found that games gather data about the player as he or she makes choices within the game, affecting the outcome. In games, players “level-up,\" moving on to higher levels when they've mastered the necessary skills; similarly teachers scaffold lessons to deepen understanding as a student grasps the easier concepts.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in School?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>SimCityEDU, funded by the Gates and Macarthur foundations, will provide assessments that are aligned with Common Core State Standards. The EDU version uses the same code as the commercial game, but with the addition of using students' choices during challenges as a method of assessment. GlassLab is still working to develop all the challenges based on focus-group feedback on student interests, but the one challenge they know they’ll include focuses on the environment, based on positive feedback from the focus groups.\u003c/p>\n\u003cp>“These kids are fascinated by the environment,” Lindl said.\u003c/p>\n\u003cp>Students will be asked to conduct interviews and look at research to determine what kind of power plant to build in the town. As they play, taking photo documentation, interpreting the information they’ve gathered, drawing conclusions, graphing the data and finally making a decision, the game assesses each choice. Teachers will have a tool to see how each child’s play matches up against Common Core standards.\u003c/p>\n\u003cp>And game developers hope that the incremental data will help teachers know when to step in and offer more help. For example, if an interview contradicts scientific evidence, the student will have to discern bias, figure out how to weight the various pieces of evidence differently, and back up conclusions with data and text.\u003c/p>\n\u003cp>SimCityEDU will not go to market until third-party assessor, \u003ca href=\"http://www.sri.com/\">SRI International\u003c/a>, has validated by testing students who’ve played the game using a completely different assessment tool to ensure the game works.\u003c/p>\n\u003cp>\u003cstrong>FOCUSED LEARNING VS. EXPLORATION\u003c/strong>\u003c/p>\n\u003cp>GlassLab plans to offer the downloadable game at little to no cost for schools and teachers, Lindl said. However, the clear narrative and objectives within SimCityEDU depart from other commercial games that have been appropriated by teachers -- \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">like\u003c/a> Minecraft. That game offers a free-form experience that teachers can easily manipulate to serve their lessons, a quality many teachers like.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Teachers Transform Commercial Game for Class Use\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“We want teachers to be able to choose between a free exploration or something more focused,” Lindl said. But there’s a catch. If educators want to use the broader SimCity world for free-form exploration they’ll have to buy the commercial license – a cost of about $60. Getting both the focused and free-form experience could cost more than many educators are willing to pay.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Not all education experts agree that assessment should be built into games. “The game should be a place of play and experimentation,” said Henry Jenkins, a USC professor on the forefront of game-based learning. “Meta-gaming is where the learning could be without disrupting the ecology of the game.” The “meta-game” is the world outside the game often composed of fans who discuss what they are making in the game with one another, write fan fiction and in other ways continue to create material even when not playing.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_27520\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/?attachment_id=27520\" rel=\"attachment wp-att-27520\">\u003cimg class=\"size-large wp-image-27520\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/SimCityEDU-620x344.jpg\" alt=\"SimCityEDU\" width=\"620\" height=\"344\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">SimCity\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As game-based learning gains momentum in education circles, teachers increasingly want substantive proof that games are helpful for learning. The game-makers at the non-profit \u003ca href=\"http://www.instituteofplay.org/2012/06/glass-lab-transforming-learning-and-assessment-through-digital-games/\">GlassLab\u003c/a> are hoping to do this with the popular video game \u003ca href=\"http://www.simcity.com\">SimCity\u003c/a>.\u003c/p>\n\u003cp>GlassLab is working with commercial game companies, assessment experts, and those versed in digital classrooms to build \u003cem>\u003ca href=\"http://www.simcity.com/en_US/simcityedu\">SimCityEDU\u003c/a>\u003c/em>, a downloadable game designed for sixth graders. Scheduled to be be released in the fall of 2013, it builds on SimCity's city management theme, but provides specific challenges to players in the subject of STEM.\u003c/p>\n\u003cp>“The big pain point we've heard from teachers is that they cannot entertain their kids to the level that they are being entertained outside of the classroom,” said Jessica Lindl, general manager of GlassLab. “They want to be able to create meaningful learning experiences and they just can’t compete with the digital tools their kids are accessing all the time.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“None of the other games are trying to do formative assessment to the level we are. They aren’t validating whether they are assessing what they should be assessing.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teachers have been using the commercial version of SimCity as a classroom tool for a long time, but with the newest version recently released and the EDU version soon to follow, GlassLab is trying to convene an online community of educators already working in the space, asking them to \u003c!--more-->think creatively about what the game could do, offering lesson plans, and helping teachers to collaborate and share ideas.\u003c/p>\n\u003cp>SimCityEDU grew out of research conducted by the MacArthur foundation on how \u003ca href=\"http://myweb.fsu.edu/vshute/pdf/GLA%20Dirk%20chapter.pdf\">gaming can mirror formative assessments\u003c/a> [PDF] – measuring understanding regularly along the learning path, rather than occasionally or at the end of a unit, as is most common. Their research found that games gather data about the player as he or she makes choices within the game, affecting the outcome. In games, players “level-up,\" moving on to higher levels when they've mastered the necessary skills; similarly teachers scaffold lessons to deepen understanding as a student grasps the easier concepts.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in School?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>SimCityEDU, funded by the Gates and Macarthur foundations, will provide assessments that are aligned with Common Core State Standards. The EDU version uses the same code as the commercial game, but with the addition of using students' choices during challenges as a method of assessment. GlassLab is still working to develop all the challenges based on focus-group feedback on student interests, but the one challenge they know they’ll include focuses on the environment, based on positive feedback from the focus groups.\u003c/p>\n\u003cp>“These kids are fascinated by the environment,” Lindl said.\u003c/p>\n\u003cp>Students will be asked to conduct interviews and look at research to determine what kind of power plant to build in the town. As they play, taking photo documentation, interpreting the information they’ve gathered, drawing conclusions, graphing the data and finally making a decision, the game assesses each choice. Teachers will have a tool to see how each child’s play matches up against Common Core standards.\u003c/p>\n\u003cp>And game developers hope that the incremental data will help teachers know when to step in and offer more help. For example, if an interview contradicts scientific evidence, the student will have to discern bias, figure out how to weight the various pieces of evidence differently, and back up conclusions with data and text.\u003c/p>\n\u003cp>SimCityEDU will not go to market until third-party assessor, \u003ca href=\"http://www.sri.com/\">SRI International\u003c/a>, has validated by testing students who’ve played the game using a completely different assessment tool to ensure the game works.\u003c/p>\n\u003cp>\u003cstrong>FOCUSED LEARNING VS. EXPLORATION\u003c/strong>\u003c/p>\n\u003cp>GlassLab plans to offer the downloadable game at little to no cost for schools and teachers, Lindl said. However, the clear narrative and objectives within SimCityEDU depart from other commercial games that have been appropriated by teachers -- \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">like\u003c/a> Minecraft. That game offers a free-form experience that teachers can easily manipulate to serve their lessons, a quality many teachers like.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Teachers Transform Commercial Game for Class Use\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“We want teachers to be able to choose between a free exploration or something more focused,” Lindl said. But there’s a catch. If educators want to use the broader SimCity world for free-form exploration they’ll have to buy the commercial license – a cost of about $60. Getting both the focused and free-form experience could cost more than many educators are willing to pay.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Not all education experts agree that assessment should be built into games. “The game should be a place of play and experimentation,” said Henry Jenkins, a USC professor on the forefront of game-based learning. “Meta-gaming is where the learning could be without disrupting the ecology of the game.” The “meta-game” is the world outside the game often composed of fans who discuss what they are making in the game with one another, write fan fiction and in other ways continue to create material even when not playing.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_26452\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/girls-and-games-whats-the-attraction/72868015-2/\" rel=\"attachment wp-att-26452\">\u003cimg class=\"size-large wp-image-26452\" title=\"72868015\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/728680151-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Games are increasingly recognized by educators as a way to get kids excited about learning. While the stereotype of a “gamer” may evoke the image of a high school boy holed up in a dark room playing on a console, in reality 62 percent of gamers play with other people either in person or online, and 47 percent of all gamers are girls.\u003c/p>\n\u003cp>Game developers and academics who have been studying the elements that go into making games more attractive to girls found that those very same qualities are also important components of learning. For instance, girls are more drawn to games that require problem solving in context, that are collaborative (played through social media) and that produce what's perceived to be a social good. They also like games that simulate the real word and are particularly drawn to “transmedia” content that draws on characters from books, movies, or toys.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“A tremendous motivator for girls to learn about math and science is that they need to see the connection from the classroom out into the real world.”\u003c/p>\n\u003c/aside>\n\u003cp style=\"text-align: left\">“Something we’ve seen as a tremendous motivator for girls to learn about math and science is that they need to see the connection from the classroom out into the real world,” said Victoria Van Voorhis, the founder of \u003ca href=\"http://www.secondavenuelearning.com/frontPage.aspx\">Second Avenue Learning\u003c/a> in a recent \u003ca href=\"http://www.instantpresenter.com/WebConference/RecordingDefault.aspx?c_psrid=EA52DA89834A\">webinar\u003c/a>. Her company has received funding from the National Science Foundation to study how to reach girls through gaming with the help of the \u003ca href=\"http://www.rit.edu/\">Rochester Institute of Technology\u003c/a>. They tested a physical science game called “Martha Madison’s Marvelous Machines” with middle school girls in urban, suburban, and rural \u003c!--more-->environments to gauge whether playing the game would increase their interest in science, technology, engineering and math (STEM), whether it appealed to them and if it could improve their understanding of fundamental mechanical devices.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING:\u003c/strong> \u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/whats-the-secret-sauce-to-a-great-educational-game/\">What's the Secret Sauce to a Great Educational Game?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp style=\"text-align: left\">“When we asked them about springs and levers, they had no understanding of why they were important in the real world,” Van Voorhis said. “But when we were able to situate those kinds of tools in a real-world context, where they were solving a problem that was directed towards social good, we saw the engagement numbers pop.” girls were talking about physics or game play 76 percent of the time and were only off topic 5 percent of the time.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One of the biggest draws for girls to gaming are the passionate communities that spring up around the games. Affinity groups, or what's sometimes referred to as the meta-game, often involve users creating their own story lines, interacting with each other and sharing. \u003ca href=\"http://www.warner.rochester.edu/facultystaff/lammers/\">Jayne Lammers\u003c/a>, a professor at the University of Rochester, spent extensive time studying affinity groups of girls that play \u003ca href=\"http://www.thesims3.com/\">SIMs\u003c/a>, the game that allows users to simulate real life through the game, and watched girls go from consumers to creators in the space. They wrote stories, solicited feedback from peers, demonstrated self-awareness, and even learned elements of programming and design through their creations.\u003c/p>\n\u003cp>“As we think about how girls are developing these skills outside of the classroom such as affinity spaces, I think it’s important that we think about how to bring it back into the classroom,” Lammers said. But it can be hard to convince parents and administrators that a video game is helping students learn, especially when game-producers have upended some foundational thinking about how to educate – like allowing a student to interpret and analyze a subject on their own before giving them explicit content instruction.\u003c/p>\n\u003cp>“Invoking their interest in the topic through play is a great way to get them to come to their reading or lectures or small group work with an explicit agenda,” Van Voorhis said. She advocates for thinking of learning as a non-linear path, where steps are taken forward, but also backwards and sideways.\u003c/p>\n\u003cp>“The critical thinking and the problem solving that students experience in games create spontaneous innovation,” Van Voorhis said. “It can be the catalyst and the spark to get a kid to that ‘ah ha moment’ that inspire a kid to get deeper into that content area.” And games allow kids to experiment, try new methods and fail without consequences.\u003c/p>\n\u003cp>Van Voorhis constructed a different version of \u003ca href=\"http://en.wikipedia.org/wiki/Bloom%27s_Taxonomy\">Bloom's Taxonomy\u003c/a> based on game play, in which students first explore a theme informally, and that process helps them understand written text afterwards.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Invoking their interest in the topic through play is a great way to get them to come to their reading or lectures or small group work with an explicit agenda,\" she said.\u003c/p>\n\u003cfigure id=\"attachment_26437\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/girls-and-games-whats-the-attraction/screen-shot-2013-01-14-at-10-21-43-am/\" rel=\"attachment wp-att-26437\">\u003cimg class=\"size-large wp-image-26437\" title=\"Bloom's Taxonomy\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-14-at-10.21.43-AM-620x466.png\" alt=\"\" width=\"620\" height=\"466\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A flipped version of Bloom's Taxonomy, informed by game-play.\u003c/figcaption>\u003c/figure>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_26452\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/girls-and-games-whats-the-attraction/72868015-2/\" rel=\"attachment wp-att-26452\">\u003cimg class=\"size-large wp-image-26452\" title=\"72868015\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/728680151-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Games are increasingly recognized by educators as a way to get kids excited about learning. While the stereotype of a “gamer” may evoke the image of a high school boy holed up in a dark room playing on a console, in reality 62 percent of gamers play with other people either in person or online, and 47 percent of all gamers are girls.\u003c/p>\n\u003cp>Game developers and academics who have been studying the elements that go into making games more attractive to girls found that those very same qualities are also important components of learning. For instance, girls are more drawn to games that require problem solving in context, that are collaborative (played through social media) and that produce what's perceived to be a social good. They also like games that simulate the real word and are particularly drawn to “transmedia” content that draws on characters from books, movies, or toys.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“A tremendous motivator for girls to learn about math and science is that they need to see the connection from the classroom out into the real world.”\u003c/p>\n\u003c/aside>\n\u003cp style=\"text-align: left\">“Something we’ve seen as a tremendous motivator for girls to learn about math and science is that they need to see the connection from the classroom out into the real world,” said Victoria Van Voorhis, the founder of \u003ca href=\"http://www.secondavenuelearning.com/frontPage.aspx\">Second Avenue Learning\u003c/a> in a recent \u003ca href=\"http://www.instantpresenter.com/WebConference/RecordingDefault.aspx?c_psrid=EA52DA89834A\">webinar\u003c/a>. Her company has received funding from the National Science Foundation to study how to reach girls through gaming with the help of the \u003ca href=\"http://www.rit.edu/\">Rochester Institute of Technology\u003c/a>. They tested a physical science game called “Martha Madison’s Marvelous Machines” with middle school girls in urban, suburban, and rural \u003c!--more-->environments to gauge whether playing the game would increase their interest in science, technology, engineering and math (STEM), whether it appealed to them and if it could improve their understanding of fundamental mechanical devices.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING:\u003c/strong> \u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/whats-the-secret-sauce-to-a-great-educational-game/\">What's the Secret Sauce to a Great Educational Game?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp style=\"text-align: left\">“When we asked them about springs and levers, they had no understanding of why they were important in the real world,” Van Voorhis said. “But when we were able to situate those kinds of tools in a real-world context, where they were solving a problem that was directed towards social good, we saw the engagement numbers pop.” girls were talking about physics or game play 76 percent of the time and were only off topic 5 percent of the time.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One of the biggest draws for girls to gaming are the passionate communities that spring up around the games. Affinity groups, or what's sometimes referred to as the meta-game, often involve users creating their own story lines, interacting with each other and sharing. \u003ca href=\"http://www.warner.rochester.edu/facultystaff/lammers/\">Jayne Lammers\u003c/a>, a professor at the University of Rochester, spent extensive time studying affinity groups of girls that play \u003ca href=\"http://www.thesims3.com/\">SIMs\u003c/a>, the game that allows users to simulate real life through the game, and watched girls go from consumers to creators in the space. They wrote stories, solicited feedback from peers, demonstrated self-awareness, and even learned elements of programming and design through their creations.\u003c/p>\n\u003cp>“As we think about how girls are developing these skills outside of the classroom such as affinity spaces, I think it’s important that we think about how to bring it back into the classroom,” Lammers said. But it can be hard to convince parents and administrators that a video game is helping students learn, especially when game-producers have upended some foundational thinking about how to educate – like allowing a student to interpret and analyze a subject on their own before giving them explicit content instruction.\u003c/p>\n\u003cp>“Invoking their interest in the topic through play is a great way to get them to come to their reading or lectures or small group work with an explicit agenda,” Van Voorhis said. She advocates for thinking of learning as a non-linear path, where steps are taken forward, but also backwards and sideways.\u003c/p>\n\u003cp>“The critical thinking and the problem solving that students experience in games create spontaneous innovation,” Van Voorhis said. “It can be the catalyst and the spark to get a kid to that ‘ah ha moment’ that inspire a kid to get deeper into that content area.” And games allow kids to experiment, try new methods and fail without consequences.\u003c/p>\n\u003cp>Van Voorhis constructed a different version of \u003ca href=\"http://en.wikipedia.org/wiki/Bloom%27s_Taxonomy\">Bloom's Taxonomy\u003c/a> based on game play, in which students first explore a theme informally, and that process helps them understand written text afterwards.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Invoking their interest in the topic through play is a great way to get them to come to their reading or lectures or small group work with an explicit agenda,\" she said.\u003c/p>\n\u003cfigure id=\"attachment_26437\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/girls-and-games-whats-the-attraction/screen-shot-2013-01-14-at-10-21-43-am/\" rel=\"attachment wp-att-26437\">\u003cimg class=\"size-large wp-image-26437\" title=\"Bloom's Taxonomy\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-14-at-10.21.43-AM-620x466.png\" alt=\"\" width=\"620\" height=\"466\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A flipped version of Bloom's Taxonomy, informed by game-play.\u003c/figcaption>\u003c/figure>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Save or Save As: Teaching Kids Where Their Work Lives Inside Computers",
"title": "Save or Save As: Teaching Kids Where Their Work Lives Inside Computers",
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"content": "\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv id=\"attachment_25348\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/save-or-save-as-should-third-graders-know-how-computers-work/kids-computers-3/\" rel=\"attachment wp-att-25348\">\u003cimg class=\"size-large wp-image-25348\" title=\"Kids computers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Kids-computers-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003ch5>By Sheena Vaidyanathan\u003c/h5>\n\u003cp class=\"dropcap-serif\">The third grade class is busy working in the computer lab when the teacher reminds everyone to save their files.\u003c/p>\n\u003cp>\"Save or Save As?\" someone asks.\u003c/p>\n\u003cp>No one has ever explained the difference to these students and no one will have the time to explain it. With a frown on their faces, students tentatively enter file names, agonizing on simple things like, \"Is there an upper case in the name, how about the space, and did I check the folder?\"\u003c/p>\n\u003cp>Young computer users vary in their file-saving styles. A few panic with the saving process; something can go wrong and a teacher should personally check the file names before they click Save. These students worry that their project may disappear in a world of files, folders and servers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>At a time when education technology is getting a lot of attention, there is no class time allocated to technology education.\u003c/p>\n\u003c/aside>\n\u003cp>Another kind of student completely trusts in the magic of computers. They click Exit, hit Okay on the Save dialog box and leave happily. Some of these students then wonder why they cannot find their files; they accuse the computer of eating up the work they saved.They wonder why their file has to be found by a desperate computer teacher and is titled 'Untitled' and is sitting in an unknown folder. In most cases, students do not know what happens in the strange underworld of computer files. They just hope their work will be found again when needed.\u003c/p>\n\u003cp>Dealing with files is usually learned in the process of working with the application that matters - Word, iMovie, Photoshop for example. Most adults have worked long enough with files that they can save, backup, rename, import, export, upload, download, search and organize files without fear. They know that occasionally one must check file types, dates or file sizes. The third grader has to master this while also learning how to write a book report. No one will give them a lesson on \u003c!--more-->computer file management. No one will tell them the reason for the Save As option or what is behind those strange steps they do to connect to the school file server. Perhaps they wonder what is this thing called a server anyway? Should we give our grade school students a lesson on how computer file systems?\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>Software has been evolving to keep the ugly file system hidden from the user. Apple took away the 'Save As' option in OS X Lion, hoping to make at least that question disappear. Students are using GoogleDocs at schools, so teachers can focus on the writing assignment instead of the file saving and finding problem. Why would we ever need to teach anyone about files? Can we just confidently rely on the Cloud to AutoSave all the time? Will an average user ever want to use a non-Cloud application and save an old style computer file?\u003c/p>\n\u003cp>At a time when education technology is getting a lot of attention, there is no class time allocated to technology education. While school science classes ensure that everyone knows a little about atoms, planets and dinosaurs, there are no lessons on the working of a computer. Some argue that software experts should keep this hidden; we need teach this only to the computer science students.\u003c/p>\n\u003cp>However, just as we need to know about animal cells, it is vital to understand a little about computers. In today’s world, one may argue that this is more important than learning about rock formations. Basic concepts on operating systems like file management should be introduced in grade school. These young students will find a lesson on how computers work as fascinating as one on electricity. It will help them appreciate the magic behind the computers they use everyday. Maybe they should have a chance to know - ‘Is it Save or Save As’?\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://www.computersforcreativity.com\">Sheena Vaidyanathan\u003c/a> teaches 3D design and computer programming to students in the Los Altos School District in California.\u003c/em>\u003c/h5>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv id=\"attachment_25348\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/save-or-save-as-should-third-graders-know-how-computers-work/kids-computers-3/\" rel=\"attachment wp-att-25348\">\u003cimg class=\"size-large wp-image-25348\" title=\"Kids computers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Kids-computers-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003ch5>By Sheena Vaidyanathan\u003c/h5>\n\u003cp class=\"dropcap-serif\">The third grade class is busy working in the computer lab when the teacher reminds everyone to save their files.\u003c/p>\n\u003cp>\"Save or Save As?\" someone asks.\u003c/p>\n\u003cp>No one has ever explained the difference to these students and no one will have the time to explain it. With a frown on their faces, students tentatively enter file names, agonizing on simple things like, \"Is there an upper case in the name, how about the space, and did I check the folder?\"\u003c/p>\n\u003cp>Young computer users vary in their file-saving styles. A few panic with the saving process; something can go wrong and a teacher should personally check the file names before they click Save. These students worry that their project may disappear in a world of files, folders and servers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>At a time when education technology is getting a lot of attention, there is no class time allocated to technology education.\u003c/p>\n\u003c/aside>\n\u003cp>Another kind of student completely trusts in the magic of computers. They click Exit, hit Okay on the Save dialog box and leave happily. Some of these students then wonder why they cannot find their files; they accuse the computer of eating up the work they saved.They wonder why their file has to be found by a desperate computer teacher and is titled 'Untitled' and is sitting in an unknown folder. In most cases, students do not know what happens in the strange underworld of computer files. They just hope their work will be found again when needed.\u003c/p>\n\u003cp>Dealing with files is usually learned in the process of working with the application that matters - Word, iMovie, Photoshop for example. Most adults have worked long enough with files that they can save, backup, rename, import, export, upload, download, search and organize files without fear. They know that occasionally one must check file types, dates or file sizes. The third grader has to master this while also learning how to write a book report. No one will give them a lesson on \u003c!--more-->computer file management. No one will tell them the reason for the Save As option or what is behind those strange steps they do to connect to the school file server. Perhaps they wonder what is this thing called a server anyway? Should we give our grade school students a lesson on how computer file systems?\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>Software has been evolving to keep the ugly file system hidden from the user. Apple took away the 'Save As' option in OS X Lion, hoping to make at least that question disappear. Students are using GoogleDocs at schools, so teachers can focus on the writing assignment instead of the file saving and finding problem. Why would we ever need to teach anyone about files? Can we just confidently rely on the Cloud to AutoSave all the time? Will an average user ever want to use a non-Cloud application and save an old style computer file?\u003c/p>\n\u003cp>At a time when education technology is getting a lot of attention, there is no class time allocated to technology education. While school science classes ensure that everyone knows a little about atoms, planets and dinosaurs, there are no lessons on the working of a computer. Some argue that software experts should keep this hidden; we need teach this only to the computer science students.\u003c/p>\n\u003cp>However, just as we need to know about animal cells, it is vital to understand a little about computers. In today’s world, one may argue that this is more important than learning about rock formations. Basic concepts on operating systems like file management should be introduced in grade school. These young students will find a lesson on how computers work as fascinating as one on electricity. It will help them appreciate the magic behind the computers they use everyday. Maybe they should have a chance to know - ‘Is it Save or Save As’?\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://www.computersforcreativity.com\">Sheena Vaidyanathan\u003c/a> teaches 3D design and computer programming to students in the Los Altos School District in California.\u003c/em>\u003c/h5>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_25326\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 446px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/the-maker-movement-goes-global/two-boys/\" rel=\"attachment wp-att-25326\">\u003cimg class=\"size-full wp-image-25326\" title=\"Two Boys\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Two-Boys.jpeg\" alt=\"\" width=\"446\" height=\"309\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys.jpeg 446w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-400x277.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-320x222.jpeg 320w\" sizes=\"(max-width: 446px) 100vw, 446px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Courtesy: Exploratorium\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">In step with the popularity and growing momentum of \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a>, the \"maker movement\" is going global with the help of the \u003ca class=\"dropcap-serif\">Exploratorium\u003c/a> museum's \u003ca href=\"http://www.exploratorium.edu/globalstudios/\">Global Studios\u003c/a>.\u003c/p>\n\u003cp>After 40 plus years of work in this field, the Exploratorium, which is based in San Francisco, is stepping up its involvement in hands-on, informal science and technology education by working with groups across the world to spread and grow the movement. In addition to participating in all the Maker Faire events, bringing mini Tinkering Studios™ where visitors can \u003ca href=\"http://blogs.exploratorium.edu/tinkering/2012/05/25/tinkering-at-bay-area-maker-faire-2012/\">experiment with the activities freely\u003c/a>, the museum has also been called on to teach these ideas in far-reaching spots like Saudi Arabia and Italy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Tinkering offers an opportunity to decide for yourself what it is you are interested in learning”\u003c/p>\n\u003c/aside>\n\u003cp>“Tinkering is not something we invented or anyone invented,” said Luigi Anzivino, scientific content developer for the Tinkering Studio in the museum. “I think it’s a fundamental way that human beings have of being in the world. There’s nothing that we’ve discovered about this. So, it belongs to everyone. All we are trying to do is reveal that and allow people to let that come to the surface.\"\u003c/p>\n\u003cp>The group's goal is to leave a lasting impression on the sites they visit -- what they call a tinkering disposition. “A tinkering disposition is something that tells you that the world is knowable; you can find out something about the world by yourself and you don’t have to be an expert in any one \u003c!--more-->discipline to start,\" Anzivino said. \"You can just begin by doing something and then it’s a practice.”\u003c/p>\n\u003cp>Giving a child the chance to illustrate what she knows in three dimensions connects the abstract concept to its real-life application. But, in the Tinkering Studio, Luigi and his staff don’t have to connect what a child makes to formal school learning. “The content is the thing that the kids are making, there’s no separation,” Anzivino said. “We know that they are becoming more sophisticated in their thinking because the things that they're making become more sophisticated and complex.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Educators from around the world have asked Anizvino and his staff to facilitate similar learning experiences and to set up parallel tinkering studios. Anzivino has noticed an interesting phenomenon: it's challenging to get even the most ardent \"tinkering\" enthusiasts to stop “teaching” and let a student explore. And a whole other challenge to see the value in “content” disconnected from a specific academic goal.\u003c/p>\n\u003cp>Sparking an interest in science, engineering and design is increasingly a priority for educators, museums and even governments around the world. “We think it really unlocks potential in individuals, potential in society, potential in terms of advancing science, technology, art, all of those things,” said Silva Raker, director of Global Studios. For her, the project is finding pockets of interest in this work anywhere it exists and helping to nurture people who want to see it grow.\u003c/p>\n\u003cp>The Exploratorium has a long track record of cultivating a national network of inquiry-based educators through the \u003ca href=\"http://www.exploratorium.edu/about/professional_development/institute_for_inquiry/\">Institute for Inquiry\u003c/a> which trains teachers in the learning techniques used to make science fun at the museum. “Frank Oppenheimer [the museum’s founder] believed that one of the great ways to scale the impact of the Exploratorium was to work with teachers because over the course of their careers they’ll interact with many thousands of kids,” Raker said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\">Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>They're also cultivating networks of educators around the nation interested in this work and supporting them to become facilitators of inquiry-based learning. This work mirrors what will come out of Global Studios – where educators approach the Exploratorium for help designing, setting up and putting into practice Tinkering Studios or other exhibits.\u003c/p>\n\u003cp>Anzivino went through years of training to become a neuroscientist before he found the Exploratorium. He says his traditional schooling helped him to fully appreciate what inquiry-based learning and tinkering can mean to kids. “It offers an opportunity to decide for yourself what it is you are interested in learning,” he said. “And to be validated in your own path toward finding the answer, even if it goes nowhere, even if it’s full of false starts and avenues that go nowhere.” And that, in and of itself, is a little radical.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "Courtesy: Exploratorium In step with the popularity and growing momentum of Maker Faire, the "maker movement" is going global with the help of the Exploratorium museum's Global Studios. After 40 plus years of work in this field, the Exploratorium, which is based in San Francisco, is stepping up its involvement in hands-on, informal science and",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25326\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 446px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/the-maker-movement-goes-global/two-boys/\" rel=\"attachment wp-att-25326\">\u003cimg class=\"size-full wp-image-25326\" title=\"Two Boys\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Two-Boys.jpeg\" alt=\"\" width=\"446\" height=\"309\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys.jpeg 446w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-400x277.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-320x222.jpeg 320w\" sizes=\"(max-width: 446px) 100vw, 446px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Courtesy: Exploratorium\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">In step with the popularity and growing momentum of \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a>, the \"maker movement\" is going global with the help of the \u003ca class=\"dropcap-serif\">Exploratorium\u003c/a> museum's \u003ca href=\"http://www.exploratorium.edu/globalstudios/\">Global Studios\u003c/a>.\u003c/p>\n\u003cp>After 40 plus years of work in this field, the Exploratorium, which is based in San Francisco, is stepping up its involvement in hands-on, informal science and technology education by working with groups across the world to spread and grow the movement. In addition to participating in all the Maker Faire events, bringing mini Tinkering Studios™ where visitors can \u003ca href=\"http://blogs.exploratorium.edu/tinkering/2012/05/25/tinkering-at-bay-area-maker-faire-2012/\">experiment with the activities freely\u003c/a>, the museum has also been called on to teach these ideas in far-reaching spots like Saudi Arabia and Italy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Tinkering offers an opportunity to decide for yourself what it is you are interested in learning”\u003c/p>\n\u003c/aside>\n\u003cp>“Tinkering is not something we invented or anyone invented,” said Luigi Anzivino, scientific content developer for the Tinkering Studio in the museum. “I think it’s a fundamental way that human beings have of being in the world. There’s nothing that we’ve discovered about this. So, it belongs to everyone. All we are trying to do is reveal that and allow people to let that come to the surface.\"\u003c/p>\n\u003cp>The group's goal is to leave a lasting impression on the sites they visit -- what they call a tinkering disposition. “A tinkering disposition is something that tells you that the world is knowable; you can find out something about the world by yourself and you don’t have to be an expert in any one \u003c!--more-->discipline to start,\" Anzivino said. \"You can just begin by doing something and then it’s a practice.”\u003c/p>\n\u003cp>Giving a child the chance to illustrate what she knows in three dimensions connects the abstract concept to its real-life application. But, in the Tinkering Studio, Luigi and his staff don’t have to connect what a child makes to formal school learning. “The content is the thing that the kids are making, there’s no separation,” Anzivino said. “We know that they are becoming more sophisticated in their thinking because the things that they're making become more sophisticated and complex.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Educators from around the world have asked Anizvino and his staff to facilitate similar learning experiences and to set up parallel tinkering studios. Anzivino has noticed an interesting phenomenon: it's challenging to get even the most ardent \"tinkering\" enthusiasts to stop “teaching” and let a student explore. And a whole other challenge to see the value in “content” disconnected from a specific academic goal.\u003c/p>\n\u003cp>Sparking an interest in science, engineering and design is increasingly a priority for educators, museums and even governments around the world. “We think it really unlocks potential in individuals, potential in society, potential in terms of advancing science, technology, art, all of those things,” said Silva Raker, director of Global Studios. For her, the project is finding pockets of interest in this work anywhere it exists and helping to nurture people who want to see it grow.\u003c/p>\n\u003cp>The Exploratorium has a long track record of cultivating a national network of inquiry-based educators through the \u003ca href=\"http://www.exploratorium.edu/about/professional_development/institute_for_inquiry/\">Institute for Inquiry\u003c/a> which trains teachers in the learning techniques used to make science fun at the museum. “Frank Oppenheimer [the museum’s founder] believed that one of the great ways to scale the impact of the Exploratorium was to work with teachers because over the course of their careers they’ll interact with many thousands of kids,” Raker said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\">Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>They're also cultivating networks of educators around the nation interested in this work and supporting them to become facilitators of inquiry-based learning. This work mirrors what will come out of Global Studios – where educators approach the Exploratorium for help designing, setting up and putting into practice Tinkering Studios or other exhibits.\u003c/p>\n\u003cp>Anzivino went through years of training to become a neuroscientist before he found the Exploratorium. He says his traditional schooling helped him to fully appreciate what inquiry-based learning and tinkering can mean to kids. “It offers an opportunity to decide for yourself what it is you are interested in learning,” he said. “And to be validated in your own path toward finding the answer, even if it goes nowhere, even if it’s full of false starts and avenues that go nowhere.” And that, in and of itself, is a little radical.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Should Math and Science Teachers Get Special Training?",
"title": "Should Math and Science Teachers Get Special Training?",
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"content": "\u003ch5>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/78520708.jpg\">\u003cimg class=\"alignright size-large wp-image-24490\" title=\"78520708\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/78520708-620x338.jpg\" alt=\"\" width=\"620\" height=\"338\">\u003c/a>By Anne Jolly\u003c/strong>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Excited and inspired about the subjects they teach, math and science educators ideally want their classrooms to dive into real-world challenges. But they're faced with the predictable realities of the school day when designing their curriculum. Each year, students seem to lose interest as the subjects become more difficult and abstract. “And what use is this anyway?” students. Why should they learn it?\u003c/p>\n\u003cp>Though educators know that real-world application would help students engage more fully with the subjects and understand the vital role in solving real problems, they're overwhelmed by how to make this happen. Just a few of their obstacles:\u003c/p>\n\u003cul>\n\u003cli>“My school system has an obsessive focus on student testing, and that’s all they want me to teach toward – test objectives, test objectives, test objectives.”\u003c/li>\n\u003cli>“Our course of study has so many objectives to teach that I don’t have the time to go deeply into any one area – at least, not in the way that STEM teaching requires.”\u003c/li>\n\u003cli>“I have no control over what I teach or when I teach it. I have to stay with the pacing guide. I even have to teach flowering plants in January!”\u003c/li>\n\u003cli>“I don’t have time to teach STEM curriculum. In fact, I don’t even have time to plan STEM lessons. And I don’t have materials and equipment for hands-on activities in all the classes I teach.”\u003c/li>\n\u003c/ul>\n\u003cp>STEM teachers need ongoing professional development to strengthen and develop the expertise \u003c!--more-->they need to teach these complicated subjects. To that end, some ideas:\u003c/p>\n\u003cul>\n\u003cli>Engineering experiences for teachers. These might be summer programs that allow middle-school teachers from STEM fields to work with engineers and scientists. Are there industries in your area that might provide those opportunities?\u003c/li>\n\u003cli>Summer STEM camps and workshops for teachers. These should use a problem-solving approach and provide teachers with tools to integrate STEM applications into their lessons.\u003c/li>\n\u003cli>Higher education partnerships. Nearby colleges might provide subject area updates to keep K-12 teachers of math and science on the STEM cutting edge.\u003c/li>\n\u003cli>Ongoing in-school collaboration among science and math teachers. Support is urgently needed so that teachers in these core STEM subjects can continue learning in their content areas, work together to develop and coordinate lessons, assess the impact on students, and hold each other accountable for incorporating STEM into their lessons.\u003c/li>\n\u003c/ul>\n\u003cp>This last piece should be considered seriously: Why not start a professional learning team to focus specifically on learning and teaching STEM? Without regular, supportive collaboration, intended changes in classroom teaching often don’t stick. Imagine that all teachers of math and science in your school are on board with teaching STEM and are continually working together to improve their teaching in this area. Imagine that school and system leaders have the courage to step off the test prep train and support a project- and inquiry-based approach to instruction. Would all this make a difference for students?\u003c/p>\n\u003cp>Despite pressures and roadblocks, well-prepared teachers who have opportunities for continual learning can succeed at developing successful STEM classroom initiatives on their own. Educators can build quite an extensive toolkit of resources from a number of reputable sites.\u003c/p>\n\u003cul>\n\u003cli>The\u003ca href=\"http://www.pbs.org/teachers/stem/\"> PBS Teachers STEM Education Resource Center\u003c/a> introduces a number of selected STEM education resources including lesson plans, videos, science, math, technology, and engineering resources at all grade levels. In fact, their\u003ca href=\"http://www.pbs.org/teachers/search/resources/?q=STEM&x=42&y=12\"> STEM database\u003c/a> contains nearly 4,000 science, technology, engineering, and math resources for grades preK-12.\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong> \u003ca href=\"http://educate.intel.com/en/DesignDiscovery/Curriculum/\">Intel Design and Discovery\u003c/a> site focuses on guiding students ages 11-15 to experience engineering through the design process. This site offers a comprehensive inquiry-based curriculum which introduces students to all the components of a good STEM project.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong>The \u003ca href=\"http://www.teachengineering.org/\">Teach Engineering\u003c/a> digital library provides teacher-tested, standards-based engineering content for K-12 teachers to use in science and math classrooms. Engineering lessons are mapped to educational content standards. In addition, suggested materials are usually inexpensive, and activities are relevant to children’s daily lives.\u003c/li>\n\u003c/ul>\n\u003cdiv>\u003cem>Anne Jolly was recognized as Alabama Teacher of the Year during her years as a middle grades science teacher. Today, she works with teacher teams in schools across the Southeast to help them take control of their own professional learning. Her practical how-to book \u003ca href=\"https://www.learningforwardstore.org/mm5/merchant.mvc?Session_ID=a1a71f6c12260a8b27f3163b2225f96e&Store_Code=The_Learning_Forward_Store&Screen=PROD&Product_Code=B394\">Team to Teach\u003c/a> is published by Learning Forward. A version of this post appeared on \u003ca href=\"http://www.middleweb.com/3656/stem-the-teachers-dilemma/\">MiddleWeb\u003c/a>.\u003c/em>\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/78520708.jpg\">\u003cimg class=\"alignright size-large wp-image-24490\" title=\"78520708\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/78520708-620x338.jpg\" alt=\"\" width=\"620\" height=\"338\">\u003c/a>By Anne Jolly\u003c/strong>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Excited and inspired about the subjects they teach, math and science educators ideally want their classrooms to dive into real-world challenges. But they're faced with the predictable realities of the school day when designing their curriculum. Each year, students seem to lose interest as the subjects become more difficult and abstract. “And what use is this anyway?” students. Why should they learn it?\u003c/p>\n\u003cp>Though educators know that real-world application would help students engage more fully with the subjects and understand the vital role in solving real problems, they're overwhelmed by how to make this happen. Just a few of their obstacles:\u003c/p>\n\u003cul>\n\u003cli>“My school system has an obsessive focus on student testing, and that’s all they want me to teach toward – test objectives, test objectives, test objectives.”\u003c/li>\n\u003cli>“Our course of study has so many objectives to teach that I don’t have the time to go deeply into any one area – at least, not in the way that STEM teaching requires.”\u003c/li>\n\u003cli>“I have no control over what I teach or when I teach it. I have to stay with the pacing guide. I even have to teach flowering plants in January!”\u003c/li>\n\u003cli>“I don’t have time to teach STEM curriculum. In fact, I don’t even have time to plan STEM lessons. And I don’t have materials and equipment for hands-on activities in all the classes I teach.”\u003c/li>\n\u003c/ul>\n\u003cp>STEM teachers need ongoing professional development to strengthen and develop the expertise \u003c!--more-->they need to teach these complicated subjects. To that end, some ideas:\u003c/p>\n\u003cul>\n\u003cli>Engineering experiences for teachers. These might be summer programs that allow middle-school teachers from STEM fields to work with engineers and scientists. Are there industries in your area that might provide those opportunities?\u003c/li>\n\u003cli>Summer STEM camps and workshops for teachers. These should use a problem-solving approach and provide teachers with tools to integrate STEM applications into their lessons.\u003c/li>\n\u003cli>Higher education partnerships. Nearby colleges might provide subject area updates to keep K-12 teachers of math and science on the STEM cutting edge.\u003c/li>\n\u003cli>Ongoing in-school collaboration among science and math teachers. Support is urgently needed so that teachers in these core STEM subjects can continue learning in their content areas, work together to develop and coordinate lessons, assess the impact on students, and hold each other accountable for incorporating STEM into their lessons.\u003c/li>\n\u003c/ul>\n\u003cp>This last piece should be considered seriously: Why not start a professional learning team to focus specifically on learning and teaching STEM? Without regular, supportive collaboration, intended changes in classroom teaching often don’t stick. Imagine that all teachers of math and science in your school are on board with teaching STEM and are continually working together to improve their teaching in this area. Imagine that school and system leaders have the courage to step off the test prep train and support a project- and inquiry-based approach to instruction. Would all this make a difference for students?\u003c/p>\n\u003cp>Despite pressures and roadblocks, well-prepared teachers who have opportunities for continual learning can succeed at developing successful STEM classroom initiatives on their own. Educators can build quite an extensive toolkit of resources from a number of reputable sites.\u003c/p>\n\u003cul>\n\u003cli>The\u003ca href=\"http://www.pbs.org/teachers/stem/\"> PBS Teachers STEM Education Resource Center\u003c/a> introduces a number of selected STEM education resources including lesson plans, videos, science, math, technology, and engineering resources at all grade levels. In fact, their\u003ca href=\"http://www.pbs.org/teachers/search/resources/?q=STEM&x=42&y=12\"> STEM database\u003c/a> contains nearly 4,000 science, technology, engineering, and math resources for grades preK-12.\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong> \u003ca href=\"http://educate.intel.com/en/DesignDiscovery/Curriculum/\">Intel Design and Discovery\u003c/a> site focuses on guiding students ages 11-15 to experience engineering through the design process. This site offers a comprehensive inquiry-based curriculum which introduces students to all the components of a good STEM project.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong>The \u003ca href=\"http://www.teachengineering.org/\">Teach Engineering\u003c/a> digital library provides teacher-tested, standards-based engineering content for K-12 teachers to use in science and math classrooms. Engineering lessons are mapped to educational content standards. In addition, suggested materials are usually inexpensive, and activities are relevant to children’s daily lives.\u003c/li>\n\u003c/ul>\n\u003cdiv>\u003cem>Anne Jolly was recognized as Alabama Teacher of the Year during her years as a middle grades science teacher. Today, she works with teacher teams in schools across the Southeast to help them take control of their own professional learning. Her practical how-to book \u003ca href=\"https://www.learningforwardstore.org/mm5/merchant.mvc?Session_ID=a1a71f6c12260a8b27f3163b2225f96e&Store_Code=The_Learning_Forward_Store&Screen=PROD&Product_Code=B394\">Team to Teach\u003c/a> is published by Learning Forward. A version of this post appeared on \u003ca href=\"http://www.middleweb.com/3656/stem-the-teachers-dilemma/\">MiddleWeb\u003c/a>.\u003c/em>\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_23357\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/alleyoop-releases-new-stem-program/screen-shot-2012-08-15-at-5-56-17-pm/\" rel=\"attachment wp-att-23357\">\u003cimg class=\"size-large wp-image-23357\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-08-15-at-5.56.17-PM-620x348.png\" alt=\"\" width=\"620\" height=\"348\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Alleyoop online tutorial\u003c/figcaption>\u003c/figure>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap-serif\">Alleyoop, \u003ca href=\"http://www.alleyoop.com/\">the online college prep tutoring site\u003c/a> created by Pearson, has added a group of new STEM-focused partners to its offerings. In addition to its current math programs, Alleyoop has added NASA eClips, National Geographic, Scientific Minds, Patrick JMT, Virtual Nerd, Adaptive Curriculum and Brightstorm.\u003c/p>\n\u003cp>Alleyoop uses the \"gamification\" model for its curriculum, which is targeted at middle- and high-school students. The site features real-time tutors, instructional videos, and a system described as \"personalized, iterative, and adaptive,\" according to \u003ca href=\"http://www.theatlantic.com/technology/archive/2012/06/want-to-help-students-prepare-for-college-have-them-play-more-games/258172/#\">an Atlantic article\u003c/a>.\u003c/p>\n\u003cp>With these new additions, students who use Alleyoop will have access to NASA eClips, a video library showing STEM-related careers and applications for science and engineering concepts; videos from National Geographic that are aligned to STEM topics, such as animal behavior and chemistry; National Science Foundation's Science360 app, a source for science news, as well as a series of video interviews of scientists and engineers on the field.\u003c/p>\n\u003cp>Other partners in Alleyoop's online curriculum offerings include Brightstorm, video lessons created by teachers covering biology, chemistry and physics; Adaptive Curriculum, featuring interactive scenarios that give students context for science lessons across the board; Patrick JMT, video activities including geometry, trigonometry to statistics and probability; Scientific Minds, quizzes \u003c!--more-->and interactive biology flashcards; and Virtual Nerd, interactive whiteboard tutorials in math and physics.\u003c/p>\n\u003cp>The site, which has more than 30,000 beta users, was designed to be used outside school, unlike other tutoring sites, like Civitas Learning. Alleyoop users earn ‘Yoops’ for the work they do on the site, and can put those earned points towards different activities. For $12 a month, a user can gain access to premium content, such as guidance help or career advice.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>HOW IT WORKS\u003c/strong>\u003c/p>\n\u003cp>Based on the user's grade -- between 7th and 12th grade, Alleyoop recommends activities that challenge different skill levels. From the outset, the “Learner DNA” module begins profiling the type of learner—kinesthetic, visual or auditory—while the “Super Brain” engine pushes content and activities that are most effective for specific learning styles, even predicting academic areas where kids could use more practice.\u003c/p>\n\u003cp>Given the conditions in cash-strapped schools, Patrick Supanc, president of Alleyoop says he believes that the adaptive model created for out-of-classroom learning can also help students in school.\u003c/p>\n\u003cp>“What if you could just pull out your iPod Touch or phone, pin an issue you’re having with some material at school, and then when you get home, log in, and have a recommendation waiting for you to follow up on that material?” he said.\u003c/p>\n\u003cp>Roger Dawley, a 15-year-old sophomore at Scituate High School in Massachussetts who uses Alleyoop, appreciates the performance feedback. But he especially likes approaching classroom material at his own pace, and finds it easier to revisit the material than to ask his teacher. Dawley uses Alleyoop largely to review classroom curriculum that he didn’t understand. “It’s easier to re-watch videos of the parts that you didn’t get instead of having to deal with someone,” he says.\u003c/p>\n\u003cp>By the same token, Dawley wishes the Alleyoop interface offered an instant chat feature to query if he's struggling.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_23357\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/alleyoop-releases-new-stem-program/screen-shot-2012-08-15-at-5-56-17-pm/\" rel=\"attachment wp-att-23357\">\u003cimg class=\"size-large wp-image-23357\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-08-15-at-5.56.17-PM-620x348.png\" alt=\"\" width=\"620\" height=\"348\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Alleyoop online tutorial\u003c/figcaption>\u003c/figure>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap-serif\">Alleyoop, \u003ca href=\"http://www.alleyoop.com/\">the online college prep tutoring site\u003c/a> created by Pearson, has added a group of new STEM-focused partners to its offerings. In addition to its current math programs, Alleyoop has added NASA eClips, National Geographic, Scientific Minds, Patrick JMT, Virtual Nerd, Adaptive Curriculum and Brightstorm.\u003c/p>\n\u003cp>Alleyoop uses the \"gamification\" model for its curriculum, which is targeted at middle- and high-school students. The site features real-time tutors, instructional videos, and a system described as \"personalized, iterative, and adaptive,\" according to \u003ca href=\"http://www.theatlantic.com/technology/archive/2012/06/want-to-help-students-prepare-for-college-have-them-play-more-games/258172/#\">an Atlantic article\u003c/a>.\u003c/p>\n\u003cp>With these new additions, students who use Alleyoop will have access to NASA eClips, a video library showing STEM-related careers and applications for science and engineering concepts; videos from National Geographic that are aligned to STEM topics, such as animal behavior and chemistry; National Science Foundation's Science360 app, a source for science news, as well as a series of video interviews of scientists and engineers on the field.\u003c/p>\n\u003cp>Other partners in Alleyoop's online curriculum offerings include Brightstorm, video lessons created by teachers covering biology, chemistry and physics; Adaptive Curriculum, featuring interactive scenarios that give students context for science lessons across the board; Patrick JMT, video activities including geometry, trigonometry to statistics and probability; Scientific Minds, quizzes \u003c!--more-->and interactive biology flashcards; and Virtual Nerd, interactive whiteboard tutorials in math and physics.\u003c/p>\n\u003cp>The site, which has more than 30,000 beta users, was designed to be used outside school, unlike other tutoring sites, like Civitas Learning. Alleyoop users earn ‘Yoops’ for the work they do on the site, and can put those earned points towards different activities. For $12 a month, a user can gain access to premium content, such as guidance help or career advice.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_22808\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/idovermani/4110546683/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-22808\" title=\"4110546683_3facfeb4d8_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/4110546683_3facfeb4d8_z-620x341.jpg\" alt=\"\" width=\"620\" height=\"341\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Idovermani\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.npr.org/people/137765146/shankar-vedantam\" rel=\"author\">Shankar Vedantam\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Walk into any tech company or university math department, and you'll likely see a gender disparity: Fewer women than men seem to go into fields involving science, engineering, technology and mathematics.\u003c/p>\n\u003cp>Over the years, educators, recruiters and government authorities have \u003ca href=\"http://www.forbes.com/sites/work-in-progress/2012/06/20/stem-fields-and-the-gender-gap-where-are-the-women/\">bemoaned\u003c/a> the gender \u003ca href=\"http://www.esa.doc.gov/sites/default/files/reports/documents/womeninstemagaptoinnovation8311.pdf\">gap\u003c/a> and warned that it can have dire consequences for American competitiveness and continued technological dominance.\u003c/p>\n\u003cp>It isn't just that fewer women choose to go into these fields. Even when they go into these fields and are successful, women are more likely than men to quit.\u003c/p>\n\u003cp>\"They tend to drop out at higher rates than their male peers,\" said \u003ca href=\"http://schmader.psych.ubc.ca/\">Toni Schmader\u003c/a>, a psychologist at the University of British Columbia. \"As women enter into careers, the levels of advancement aren't as steep for women as for men.\u003c/p>\n\u003cp>Schmader and a colleague, \u003ca href=\"http://dingo.sbs.arizona.edu/%7Emehl/\">Matthias Mehl\u003c/a> at the University of Arizona, recently came up with an innovative way to study one dimension of the gender gap in fields such as computer science and engineering.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Mehl often uses a device known as an Electronically Activated Recorder (EAR) in his research. It's an audio recorder that the psychologist can attach to volunteers. The device automatically turns itself on and off.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The teacher is the same; the textbooks are the same; and in better classrooms, these students are treated the same,\" Steele \u003ca href=\"http://psycnet.apa.org/journals/amp/52/6/613/\">wrote\u003c/a>. \"Is it possible, then, that they could still experience the classroom differently, so differently in fact as to significantly affect their performance and achievement there?\"\u003c/p>\n\u003c/aside>\n\u003cp>\"We program the device to record for 30 seconds every 12 minutes,\" Mehl said in an interview. \"That gives you about 5 soundbites per hour, or 70 soundbites per day.\"\u003c/p>\n\u003cp>By \"sampling\" people's daily lives, Mehl said his recorder often picks up on things that people don't notice. Most of us remember only the highlights of our days — an interesting conversation or a ballgame. But much of the time, our lives run on autopilot, and we don't notice what's going on. Mehl said getting detailed information about what people do during the majority of their time is central to understanding them psychologically.\u003c/p>\n\u003cp>The sampling technique has revealed flaws in common stereotypes. Take the one about how women like to talk much more than men. When Mehl actually measured how many words men and \u003c!--more-->women speak each day, he found there was practically no difference — both men and women speak around 17,000 words a day, give or take a few hundred.\u003c/p>\n\u003cp>Mehl and Schmader said in interviews that they felt the unobtrusive sampling technique could shed some light on why women who'd made it through grueling Ph.D.s and become science and math professors might feel like throwing it all away.\u003c/p>\n\u003cp>They had male and female scientists at a research university \u003ca href=\"http://spp.sagepub.com/content/2/1/65.short\">wear\u003c/a> the audio recorders and go about their work. When the scientists analyzed the audio samples, they found there was a pattern in the way the male and female professors talked to one another.\u003c/p>\n\u003cp>When male scientists talked to other scientists about their research, it energized them. But it was a different story for women.\u003c/p>\n\u003cp>\"For women, the pattern was just the opposite, specifically in their conversations with male colleagues,\" Schmader said. \"So the more women in their conversations with male colleagues were talking about research, the more disengaged they reported being in their work.\"\u003c/p>\n\u003cp>Disengagement predicts that someone is at risk of dropping out.\u003c/p>\n\u003cp>There was another sign of trouble.\u003c/p>\n\u003cp>[module align=\"left\" width=\"half\" type=\"sidebar\"]\u003c/p>\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/why-cant-girls-be-engineers/\">Why Can't Girls Be Machine Engineers?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">Girls and Math: Busting the Stereotype Myth\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/can-stereotyping-girls-harm-boys-too/\">Can Stereotyping Girls Harm Boys Too?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[/module]\u003c/p>\n\u003cp>When female scientists talked to other female scientists, they sounded perfectly competent. But when they talked to male colleagues, Mehl and Schmader found that they sounded less competent.\u003c/p>\n\u003cp>One obvious explanation was that the men were being nasty to their female colleagues and throwing them off their game. Mehl and Schmader checked the tapes.\u003c/p>\n\u003cp>\"We don't have any evidence that there is anything that men are saying to make this happen,\" Schmader said.\u003c/p>\n\u003cp>But the audiotapes did provide a clue about what was going on. When the male and female scientists weren't talking about work, the women reported feeling more engaged.\u003c/p>\n\u003cp>For Mehl and Schmader, this was the smoking gun that an insidious psychological phenomenon called \"stereotype threat\" was at work. It could potentially explain the disparity between men and women pursuing science and math careers.\u003c/p>\n\u003cp>\u003cstrong>What Is Stereotype Threat?\u003c/strong>\u003c/p>\n\u003cp>Several years ago, psychologist \u003ca href=\"http://ed.stanford.edu/faculty/steele\">Claude Steele\u003c/a> posed an interesting question about an everyday scenario: Let's say you stopped by a math classroom and saw boys and girls learning together.\u003c/p>\n\u003cp>\"The teacher is the same; the textbooks are the same; and in better classrooms, these students are treated the same,\" Steele \u003ca href=\"http://psycnet.apa.org/journals/amp/52/6/613/\">wrote\u003c/a>. \"Is it possible, then, that they could still experience the classroom differently, so differently in fact as to significantly affect their performance and achievement there?\"\u003c/p>\n\u003cp>Steele and other psychologists said a psychological phenomenon could be influencing the performance of students.\u003c/p>\n\u003cp>When there's a stereotype in the air and people are worried they might confirm the stereotype by performing poorly, their fears can inadvertently make the stereotype become self-fulfilling.\u003c/p>\n\u003cp>Steele and his colleagues \u003ca href=\"http://www.leedsmet.ac.uk/carnegie/learning_resources/LAW_PGCHE/SteeleandQuinnStereotypeThreat.pdf\">found\u003c/a> that when women were reminded — even subtly — of the stereotype that men were better than women at math, the performance of women in math tests measurably declined. Since the reduction in performance came about because women were threatened by the stereotype, the psychologists called the phenomenon \"stereotype threat.\"\u003c/p>\n\u003cp>Stereotype threat isn't limited to women or ethnic minorities, Steele \u003ca href=\"http://www.theatlantic.com/magazine/archive/1999/08/thin-ice-stereotype-threat-and-black-college-students/4663/\">wrote elsewhere\u003c/a>. \"Everyone experiences stereotype threat. We are all members of some group about which negative stereotypes exist, from white males and Methodists to women and the elderly. And in a situation where one of those stereotypes applies — a man talking to women about pay equity, for example, or an aging faculty member trying to remember a number sequence in the middle of a lecture — we know that we may be judged by it.\"\u003c/p>\n\u003cp>Over the years, experiments have \u003ca href=\"http://psp.sagepub.com/content/24/6/588.short\">shown\u003c/a> that stereotype threat affects \u003ca href=\"http://psp.sagepub.com/content/28/5/659.short\">performance\u003c/a> in a wide \u003ca href=\"http://psychsocgerontology.oxfordjournals.org/content/58/1/P3.short\">variety\u003c/a> of \u003ca href=\"http://psp.sagepub.com/content/28/12/1667.short\">domains\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Male And Female Scientists\u003c/strong>\u003c/p>\n\u003cp>Mehl and Schmader said they believed the same psychological phenomenon was responsible for the different ways in which conversations between male and female scientists were leaving the scientists engaged or disengaged.\u003c/p>\n\u003cp>\"For a female scientist, particularly talking to a male colleague, if she thinks it's possible he might hold this stereotype, a piece of her mind is spent monitoring the conversation and monitoring what it is she is saying, and wondering whether or not she is saying the right thing, and wondering whether or not she is sounding competent, and wondering whether or not she is confirming the stereotype,\" Schmader said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>[youtube http://www.youtube.com/watch?v=SguGbyeM_jQ]\u003c/p>\n\u003c/aside>\n\u003cp>All this worrying is distracting. It uses up brainpower. The worst part?\u003c/p>\n\u003cp>\"By merely worrying about that more, one ends up sounding more incompetent,\" Schmader said.\u003c/p>\n\u003cp>Mehl and Schmader think that when female scientists talk to male colleagues about research, it brings the stereotype about men, women and science to the surface.\u003c/p>\n\u003cp>When the female scientists talked to men about leisure activities, it didn't activate the stereotype. It wasn't that women liked to talk only about their weekends and personal lives. When the women talked to other women about science, the stereotype wasn't activated. It was the combination — women talking to men, and women and men talking about science, that activated the stereotype threat.\u003c/p>\n\u003cp>Now, most scientists say they don't believe the stereotype about women and science, and argue that it won't affect them. But the psychological studies suggest people are affected by stereotype threat regardless of whether they believe the stereotype.\u003c/p>\n\u003cp>Mehl, for example, knows all about stereotype threat. He even studies it for a living. The psychological phenomenon affects even him. In Mehl's case, the stereotype that threatens his performance has to do with dancing — and the fact he's from Germany and his wife is from Mexico.\u003c/p>\n\u003cp>\"When I go dancing in Mexico, the stereotype of Germans not being good dancers is very salient,\" he said. \"So I find myself much more aware of the way I dance when I dance among a group of Latinos, compared to when I dance among a group of Germans.\"\u003c/p>\n\u003cp>I asked Mehl whether worrying about his performance could be undermining his dancing.\u003c/p>\n\u003cp>\"It's, well, possible that it undermines my performance,\" he said. Mehl said he's tried to fight the stereotype by reminding himself about how the psychological phenomenon works.\u003c/p>\n\u003cp>\"What takes place is really mostly in my head,\" he said he tells himself. \"'Guess what? The Latinos around me don't really care about how I dance.'\"\u003c/p>\n\u003cp>\u003cstrong>The Wrong Conclusion\u003c/strong>\u003c/p>\n\u003cp>Mehl and Schmader said the stereotype threat research does not imply that the gender disparity in science and math fields is all \"in women's heads.\"\u003c/p>\n\u003cp>The problem isn't with women, Mehl said. The problem is with the stereotype.\u003c/p>\n\u003cp>The study suggests the gender disparity in science and technology may be, at least in part, the result of a vicious cycle.\u003c/p>\n\u003cp>When women look at tech companies and math departments, they see few women. This activates the stereotype that women aren't good at math. The stereotype, Toni Schmader said, makes it harder for women to enter those fields. To stay. To thrive.\u003c/p>\n\u003cp>\"If people like me aren't represented in this field, then it makes me feel like it's a bad fit, like I don't belong here,\" she said.\u003c/p>\n\u003cp>Shirley Malcom, a biologist who heads education programs at the American Association for the Advancement of Science calls it a chicken and egg problem: \"The fact that there are maybe small numbers in some areas keeps the numbers down.\"\u003c/p>\n\u003cp>It may sound like a Zen riddle, but Malcom, Schmader and Mehl's solution to the problem of stereotype threat in science, technology and engineering is actually simple.\u003c/p>\n\u003cp>In order to boost the numbers of women who choose to go into those fields, you have to boost the number of women who are in those fields.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This \u003ca href=\"http://www.npr.org/2012/07/12/156664337/stereotype-threat-why-women-quit-science-jobs?ft=1&f=1001&sc=tw&utm_source=twitterfeed&utm_medium=twitter\">post\u003c/a> originally appeared on NPR.\u003c/em>\u003c/p>\n\n",
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"description": "Flickr:Idovermani By Shankar Vedantam Walk into any tech company or university math department, and you'll likely see a gender disparity: Fewer women than men seem to go into fields involving science, engineering, technology and mathematics. Over the years, educators, recruiters and government authorities have bemoaned the gender gap and warned that it can have dire",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22808\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/idovermani/4110546683/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-22808\" title=\"4110546683_3facfeb4d8_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/4110546683_3facfeb4d8_z-620x341.jpg\" alt=\"\" width=\"620\" height=\"341\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Idovermani\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.npr.org/people/137765146/shankar-vedantam\" rel=\"author\">Shankar Vedantam\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Walk into any tech company or university math department, and you'll likely see a gender disparity: Fewer women than men seem to go into fields involving science, engineering, technology and mathematics.\u003c/p>\n\u003cp>Over the years, educators, recruiters and government authorities have \u003ca href=\"http://www.forbes.com/sites/work-in-progress/2012/06/20/stem-fields-and-the-gender-gap-where-are-the-women/\">bemoaned\u003c/a> the gender \u003ca href=\"http://www.esa.doc.gov/sites/default/files/reports/documents/womeninstemagaptoinnovation8311.pdf\">gap\u003c/a> and warned that it can have dire consequences for American competitiveness and continued technological dominance.\u003c/p>\n\u003cp>It isn't just that fewer women choose to go into these fields. Even when they go into these fields and are successful, women are more likely than men to quit.\u003c/p>\n\u003cp>\"They tend to drop out at higher rates than their male peers,\" said \u003ca href=\"http://schmader.psych.ubc.ca/\">Toni Schmader\u003c/a>, a psychologist at the University of British Columbia. \"As women enter into careers, the levels of advancement aren't as steep for women as for men.\u003c/p>\n\u003cp>Schmader and a colleague, \u003ca href=\"http://dingo.sbs.arizona.edu/%7Emehl/\">Matthias Mehl\u003c/a> at the University of Arizona, recently came up with an innovative way to study one dimension of the gender gap in fields such as computer science and engineering.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mehl often uses a device known as an Electronically Activated Recorder (EAR) in his research. It's an audio recorder that the psychologist can attach to volunteers. The device automatically turns itself on and off.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The teacher is the same; the textbooks are the same; and in better classrooms, these students are treated the same,\" Steele \u003ca href=\"http://psycnet.apa.org/journals/amp/52/6/613/\">wrote\u003c/a>. \"Is it possible, then, that they could still experience the classroom differently, so differently in fact as to significantly affect their performance and achievement there?\"\u003c/p>\n\u003c/aside>\n\u003cp>\"We program the device to record for 30 seconds every 12 minutes,\" Mehl said in an interview. \"That gives you about 5 soundbites per hour, or 70 soundbites per day.\"\u003c/p>\n\u003cp>By \"sampling\" people's daily lives, Mehl said his recorder often picks up on things that people don't notice. Most of us remember only the highlights of our days — an interesting conversation or a ballgame. But much of the time, our lives run on autopilot, and we don't notice what's going on. Mehl said getting detailed information about what people do during the majority of their time is central to understanding them psychologically.\u003c/p>\n\u003cp>The sampling technique has revealed flaws in common stereotypes. Take the one about how women like to talk much more than men. When Mehl actually measured how many words men and \u003c!--more-->women speak each day, he found there was practically no difference — both men and women speak around 17,000 words a day, give or take a few hundred.\u003c/p>\n\u003cp>Mehl and Schmader said in interviews that they felt the unobtrusive sampling technique could shed some light on why women who'd made it through grueling Ph.D.s and become science and math professors might feel like throwing it all away.\u003c/p>\n\u003cp>They had male and female scientists at a research university \u003ca href=\"http://spp.sagepub.com/content/2/1/65.short\">wear\u003c/a> the audio recorders and go about their work. When the scientists analyzed the audio samples, they found there was a pattern in the way the male and female professors talked to one another.\u003c/p>\n\u003cp>When male scientists talked to other scientists about their research, it energized them. But it was a different story for women.\u003c/p>\n\u003cp>\"For women, the pattern was just the opposite, specifically in their conversations with male colleagues,\" Schmader said. \"So the more women in their conversations with male colleagues were talking about research, the more disengaged they reported being in their work.\"\u003c/p>\n\u003cp>Disengagement predicts that someone is at risk of dropping out.\u003c/p>\n\u003cp>There was another sign of trouble.\u003c/p>\n\u003cp>[module align=\"left\" width=\"half\" type=\"sidebar\"]\u003c/p>\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/why-cant-girls-be-engineers/\">Why Can't Girls Be Machine Engineers?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">Girls and Math: Busting the Stereotype Myth\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/can-stereotyping-girls-harm-boys-too/\">Can Stereotyping Girls Harm Boys Too?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[/module]\u003c/p>\n\u003cp>When female scientists talked to other female scientists, they sounded perfectly competent. But when they talked to male colleagues, Mehl and Schmader found that they sounded less competent.\u003c/p>\n\u003cp>One obvious explanation was that the men were being nasty to their female colleagues and throwing them off their game. Mehl and Schmader checked the tapes.\u003c/p>\n\u003cp>\"We don't have any evidence that there is anything that men are saying to make this happen,\" Schmader said.\u003c/p>\n\u003cp>But the audiotapes did provide a clue about what was going on. When the male and female scientists weren't talking about work, the women reported feeling more engaged.\u003c/p>\n\u003cp>For Mehl and Schmader, this was the smoking gun that an insidious psychological phenomenon called \"stereotype threat\" was at work. It could potentially explain the disparity between men and women pursuing science and math careers.\u003c/p>\n\u003cp>\u003cstrong>What Is Stereotype Threat?\u003c/strong>\u003c/p>\n\u003cp>Several years ago, psychologist \u003ca href=\"http://ed.stanford.edu/faculty/steele\">Claude Steele\u003c/a> posed an interesting question about an everyday scenario: Let's say you stopped by a math classroom and saw boys and girls learning together.\u003c/p>\n\u003cp>\"The teacher is the same; the textbooks are the same; and in better classrooms, these students are treated the same,\" Steele \u003ca href=\"http://psycnet.apa.org/journals/amp/52/6/613/\">wrote\u003c/a>. \"Is it possible, then, that they could still experience the classroom differently, so differently in fact as to significantly affect their performance and achievement there?\"\u003c/p>\n\u003cp>Steele and other psychologists said a psychological phenomenon could be influencing the performance of students.\u003c/p>\n\u003cp>When there's a stereotype in the air and people are worried they might confirm the stereotype by performing poorly, their fears can inadvertently make the stereotype become self-fulfilling.\u003c/p>\n\u003cp>Steele and his colleagues \u003ca href=\"http://www.leedsmet.ac.uk/carnegie/learning_resources/LAW_PGCHE/SteeleandQuinnStereotypeThreat.pdf\">found\u003c/a> that when women were reminded — even subtly — of the stereotype that men were better than women at math, the performance of women in math tests measurably declined. Since the reduction in performance came about because women were threatened by the stereotype, the psychologists called the phenomenon \"stereotype threat.\"\u003c/p>\n\u003cp>Stereotype threat isn't limited to women or ethnic minorities, Steele \u003ca href=\"http://www.theatlantic.com/magazine/archive/1999/08/thin-ice-stereotype-threat-and-black-college-students/4663/\">wrote elsewhere\u003c/a>. \"Everyone experiences stereotype threat. We are all members of some group about which negative stereotypes exist, from white males and Methodists to women and the elderly. And in a situation where one of those stereotypes applies — a man talking to women about pay equity, for example, or an aging faculty member trying to remember a number sequence in the middle of a lecture — we know that we may be judged by it.\"\u003c/p>\n\u003cp>Over the years, experiments have \u003ca href=\"http://psp.sagepub.com/content/24/6/588.short\">shown\u003c/a> that stereotype threat affects \u003ca href=\"http://psp.sagepub.com/content/28/5/659.short\">performance\u003c/a> in a wide \u003ca href=\"http://psychsocgerontology.oxfordjournals.org/content/58/1/P3.short\">variety\u003c/a> of \u003ca href=\"http://psp.sagepub.com/content/28/12/1667.short\">domains\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Male And Female Scientists\u003c/strong>\u003c/p>\n\u003cp>Mehl and Schmader said they believed the same psychological phenomenon was responsible for the different ways in which conversations between male and female scientists were leaving the scientists engaged or disengaged.\u003c/p>\n\u003cp>\"For a female scientist, particularly talking to a male colleague, if she thinks it's possible he might hold this stereotype, a piece of her mind is spent monitoring the conversation and monitoring what it is she is saying, and wondering whether or not she is saying the right thing, and wondering whether or not she is sounding competent, and wondering whether or not she is confirming the stereotype,\" Schmader said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/SguGbyeM_jQ'\n title='//www.youtube.com/embed/SguGbyeM_jQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003c/aside>\n\u003cp>All this worrying is distracting. It uses up brainpower. The worst part?\u003c/p>\n\u003cp>\"By merely worrying about that more, one ends up sounding more incompetent,\" Schmader said.\u003c/p>\n\u003cp>Mehl and Schmader think that when female scientists talk to male colleagues about research, it brings the stereotype about men, women and science to the surface.\u003c/p>\n\u003cp>When the female scientists talked to men about leisure activities, it didn't activate the stereotype. It wasn't that women liked to talk only about their weekends and personal lives. When the women talked to other women about science, the stereotype wasn't activated. It was the combination — women talking to men, and women and men talking about science, that activated the stereotype threat.\u003c/p>\n\u003cp>Now, most scientists say they don't believe the stereotype about women and science, and argue that it won't affect them. But the psychological studies suggest people are affected by stereotype threat regardless of whether they believe the stereotype.\u003c/p>\n\u003cp>Mehl, for example, knows all about stereotype threat. He even studies it for a living. The psychological phenomenon affects even him. In Mehl's case, the stereotype that threatens his performance has to do with dancing — and the fact he's from Germany and his wife is from Mexico.\u003c/p>\n\u003cp>\"When I go dancing in Mexico, the stereotype of Germans not being good dancers is very salient,\" he said. \"So I find myself much more aware of the way I dance when I dance among a group of Latinos, compared to when I dance among a group of Germans.\"\u003c/p>\n\u003cp>I asked Mehl whether worrying about his performance could be undermining his dancing.\u003c/p>\n\u003cp>\"It's, well, possible that it undermines my performance,\" he said. Mehl said he's tried to fight the stereotype by reminding himself about how the psychological phenomenon works.\u003c/p>\n\u003cp>\"What takes place is really mostly in my head,\" he said he tells himself. \"'Guess what? The Latinos around me don't really care about how I dance.'\"\u003c/p>\n\u003cp>\u003cstrong>The Wrong Conclusion\u003c/strong>\u003c/p>\n\u003cp>Mehl and Schmader said the stereotype threat research does not imply that the gender disparity in science and math fields is all \"in women's heads.\"\u003c/p>\n\u003cp>The problem isn't with women, Mehl said. The problem is with the stereotype.\u003c/p>\n\u003cp>The study suggests the gender disparity in science and technology may be, at least in part, the result of a vicious cycle.\u003c/p>\n\u003cp>When women look at tech companies and math departments, they see few women. This activates the stereotype that women aren't good at math. The stereotype, Toni Schmader said, makes it harder for women to enter those fields. To stay. To thrive.\u003c/p>\n\u003cp>\"If people like me aren't represented in this field, then it makes me feel like it's a bad fit, like I don't belong here,\" she said.\u003c/p>\n\u003cp>Shirley Malcom, a biologist who heads education programs at the American Association for the Advancement of Science calls it a chicken and egg problem: \"The fact that there are maybe small numbers in some areas keeps the numbers down.\"\u003c/p>\n\u003cp>It may sound like a Zen riddle, but Malcom, Schmader and Mehl's solution to the problem of stereotype threat in science, technology and engineering is actually simple.\u003c/p>\n\u003cp>In order to boost the numbers of women who choose to go into those fields, you have to boost the number of women who are in those fields.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"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. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"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",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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"radiolab": {
"id": "radiolab",
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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},
"rightnowish": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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},
"science-friday": {
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"snap-judgment": {
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"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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},
"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
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