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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">On a February morning in 2012, \u003c/span>\u003ca href=\"https://www.instagram.com/goodeteaching/\">\u003cspan style=\"font-weight: 400\">Jazzi Goode\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an elementary and middle school STEM educator in North Carolina, was having a hard time getting ready for work. With a closet that seemed devoid of suitable school attire, she surveyed her options: sweatshirts, button downs and lots of jeans. Rather than resigning herself to the ordinary, Goode was struck by an idea that would transform her approach to teaching. “I should dress up as Rosa Parks today,” she thought. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode put on a button down white shirt, a gray skirt and even a makeshift “prison tag” number to step into the persona of the iconic civil rights activist. 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She began to dress up once a week so her students could guess who she was and read a relevant book. She continues to dress up for the entirety of Black History and Women’s History Month and use it as a springboard for getting students interested in independent reading and exploring iconic figures in more depth. At the University at Buffalo’s \u003c/span>\u003ca href=\"https://ed.buffalo.edu/black-history-ed/programs/conference.html\">\u003cspan style=\"font-weight: 400\">Teaching Black History Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> last summer, Goode and Lafayette shared how teachers can use this powerful blend of education and theatricality to make learning come alive for their students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Engage students with current events and books \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Goode and Lafayette, dressing up has been a surefire way to spark their students’ fascination with historical figures. “Third graders are just interested in the fact that I’m at school in an astronaut costume,” said Lafayette about when she dresses up as Mae Jemison, the first Black woman to travel into space. The anticipation of who she’s going to dress up as next and their historical significance excites her students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62625\" class=\"wp-caption alignleft\" style=\"max-width: 206px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62625\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-800x1067.jpeg\" alt=\"\" width=\"206\" height=\"275\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544.jpeg 1920w\" sizes=\"(max-width: 206px) 100vw, 206px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Jazzi Goode reads \u003cem>When the Beat Was Born: DJ Kool Herc and the Creation of Hip Hop\u003c/em> by Laban Carrick Hill and Theodore Taylor III while dressed as Clive “Herc” Campbell.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Soon after she started, students began putting in requests. Lafayette told them that she couldn’t fulfill every request, but she tried to incorporate more modern luminaries to make learning more relatable. “It doesn’t all need to be people from Martin Luther King’s time and before,” said Lafayette. “As different things popped up throughout the year last year, I would just write down the person’s name.” For example, one year she had a lot of students who were interested in football, so she came to school dressed up as Autumn Lockwood, the first Black woman to \u003ca href=\"https://billypenn.com/2023/02/09/autumn-lockwood-first-black-woman-coach/\">coach in the NFL Super Bowl\u003c/a>. When Goode came to school dressed as Misty Copeland, the first African American female principal dancer with the American Ballet Theatre, a student that she had been struggling to build a relationship with danced with her in the hallway. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coupled with costumes, Goode and Lafayette said books provide more context about the stories and accomplishments of current and historical figures. When Goode dressed as Ann Cole Lowe, the first \u003ca href=\"https://www.newyorker.com/magazine/2021/03/29/ann-lowes-barrier-breaking-mid-century-couture\">noted Black fashion designer\u003c/a>, she read \u003c/span>\u003ca href=\"https://www.simonandschuster.com/books/Fancy-Party-Gowns/Deborah-Blumenthal/9781499802399\">\u003ci>\u003cspan style=\"font-weight: 400\">Fancy Party Gowns\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">by Deborah Blumenthal and Laura Freeman to her students. \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/722322/all-rise-the-story-of-ketanji-brown-jackson-by-carole-boston-weatherford-illustrated-by-ashley-evans/\">\u003ci>\u003cspan style=\"font-weight: 400\">All Rise: The Story of Ketanji Brown Jackson\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Carole Boston Weatherford and Ashley Evans paired perfectly with Lafayette dressing as the first Black Supreme Court justice last year.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62623\" class=\"wp-caption alignright\" style=\"max-width: 242px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62623\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-800x800.jpg\" alt=\"Lafayette holds up Patricia's Vision: The Doctor Who Saved Sight while she is dressed as Dr. Patricia Bath, a groundbreaking ophthalmologist who pioneered laser surgery.\" width=\"242\" height=\"242\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2.jpg 1440w\" sizes=\"(max-width: 242px) 100vw, 242px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Tracey-Ann Lafayette displays Patricia’s Vision: The Doctor Who Saved Sight by Michelle Lord and Alleanna Harris while dressed as Dr. Patricia Bath, a groundbreaking ophthalmologist who pioneered laser surgery.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lafayette recommended using anthologies like \u003c/span>\u003ca href=\"https://www.rebelgirls.com/products/good-night-stories-for-rebel-girls\">\u003cspan style=\"font-weight: 400\">\u003cem>Goodnight Stories for Rebel Girls\u003c/em>\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as a source of ideas and a way to quickly share biographies. Additionally, she uses a program called Flip (formerly Flipgrid) to record videos of herself reading picture books about famous figures while dressed up so that students can engage with the stories at home, too.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Keep costs low with planning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode and Lafayette try not to spend too much money putting together their outfits. Goode was able to keep costs low by involving students in creating her outfits, which also increased their engagement. “My students were in the classroom during their lunchtime and recess time, helping me actually physically build and make these costumes,” said Goode. When her students learned about George Crum, who popularized the potato chip, Goode dressed as a chip bag. Her students spent a week collecting chip bags and used them to create a floor length skirt that Goode wore all day. Parents and colleagues, who see how the outfits captivated students, are similarly invested. They lend objects whenever a specific item is needed, such as a tennis racket for Serena Williams or a hot comb to complete a look as Madam C.J. Walker or Annie Turnbo Malone.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62622\" class=\"wp-caption alignright\" style=\"max-width: 184px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62622\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-800x1067.jpeg\" alt=\"\" width=\"184\" height=\"246\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313.jpeg 1920w\" sizes=\"(max-width: 184px) 100vw, 184px\">\u003cfigcaption class=\"wp-caption-text\">When her students learned about George Crum, who popularized the potato chip, Goode dressed as a chip bag. Her students spent a week collecting chip bags and used them to create a floor length skirt that Goode wore all day.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Goode used an Amazon wishlist so community members, colleagues and friends could help her purchase more expensive items. That’s how she got her Mae Jemison astronaut jumpsuit and her Jackie Robinson jersey. “Now I have them in my trunk at my house for me to be able to use for the future,” she said. Lafayette accepts donations. She got a lab coat from a friend who didn’t need it after she completed a college chemistry class and used it to be Kizzmekia Corbett, a Black immunologist who worked on the coronavirus vaccine.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My outfits a lot of times are things that I just have in my closet that I arrange in very strategic ways,” Lafayette added. For instance, a blazer, button down shirt and a name tag can be used to embody numerous historical men. She uses her Cricut machine to add small flourishes like Autumn Lockwood’s NFL pass. “If I buy something, I make sure it’s something that could be applicable to multiple people and think about all the different ways that I could use a particular item to get the best bang for my buck,” Lafayette said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Start small and stay in your lane\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers who want to engage their students by dressing up, Goode and Lafayette recommended starting small. “The internet, especially ‘teacher-gram,’ can be such an intimidating place for educators, especially new educators,” said Goode, referring to instagram accounts where teachers post about how they are innovating in the classroom. Each teacher has different capacity and different needs in their classroom, she said. “You are the secret sauce to making whatever you want to happen in your classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lafayette advised teachers to set realistic expectations for themselves by dressing up once a month or once a week. Honing in on a specific category can make things easier too. For example, if a teacher wants to focus on STEM they may dress up as inventions or renowned inventors. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62626\" class=\"wp-caption alignleft\" style=\"max-width: 227px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62626\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image0-800x1067.jpg\" alt=\"\" width=\"227\" height=\"303\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-scaled.jpg 1920w\" sizes=\"(max-width: 227px) 100vw, 227px\">\u003cfigcaption class=\"wp-caption-text\">Lafayette dressed as André Leon Talley, a fashion journalist and the first Black male creative director for Vogue magazine.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">They caution against being too reductive or wearing people’s culture as a costume. A good rule of thumb is if a teacher feels any uncertainty, don’t do it. There are ways to highlight diverse people without being offensive. “I’m not going to come to school in a hijab,” said Lafayette. “But I can make those books available for my kids and have conversations with them all throughout the year.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode said wearing t-shirts with figures on them is a low-stress way to introduce certain figures without dressing up. “I had a Tupac shirt. I had a Nina Simone shirt,” said Goode, who wore these when she wasn’t feeling up to creating an entire themed outfit. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Goode and Lafayette, students’ curiosity about historical and current figures continues beyond the days that they dress up. Lafayette typically packs away her outfits after Black History Month and Women’s History Month. “April 1st is the first time, after a solid eight weeks of wearing all these different outfits, that I come to school dressed like myself again,” she said. Students are usually surprised and disappointed to see her more typical garb. Their reactions tell her that they really care about this activity. She often goes into the next month thinking, “This really made an impact on them.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">On a February morning in 2012, \u003c/span>\u003ca href=\"https://www.instagram.com/goodeteaching/\">\u003cspan style=\"font-weight: 400\">Jazzi Goode\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an elementary and middle school STEM educator in North Carolina, was having a hard time getting ready for work. With a closet that seemed devoid of suitable school attire, she surveyed her options: sweatshirts, button downs and lots of jeans. Rather than resigning herself to the ordinary, Goode was struck by an idea that would transform her approach to teaching. “I should dress up as Rosa Parks today,” she thought. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode put on a button down white shirt, a gray skirt and even a makeshift “prison tag” number to step into the persona of the iconic civil rights activist. After seeing how her spontaneous decision delighted her students, who listened attentively as they read books and learned about Parks’ role in history, Goode started to dress up as prominent figures more often. “It became an everyday thing,” said Goode, who transitioned out of the classroom to work at an education nonprofit this year. “I started to put more energy into it the following year and it just kept going.” Some years she dressed up every day for the month of February, while other years she dressed up three times a week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode eventually inspired third grade teacher \u003c/span>\u003ca href=\"https://www.instagram.com/learningwithlafayette\">\u003cspan style=\"font-weight: 400\">Tracey-Ann Lafayette\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to do the same. “I started [dressing up] because I saw Jazzi do it on Instagram,” said Lafayette, who teaches in Connecticut. She began to dress up once a week so her students could guess who she was and read a relevant book. She continues to dress up for the entirety of Black History and Women’s History Month and use it as a springboard for getting students interested in independent reading and exploring iconic figures in more depth. At the University at Buffalo’s \u003c/span>\u003ca href=\"https://ed.buffalo.edu/black-history-ed/programs/conference.html\">\u003cspan style=\"font-weight: 400\">Teaching Black History Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> last summer, Goode and Lafayette shared how teachers can use this powerful blend of education and theatricality to make learning come alive for their students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Engage students with current events and books \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Goode and Lafayette, dressing up has been a surefire way to spark their students’ fascination with historical figures. “Third graders are just interested in the fact that I’m at school in an astronaut costume,” said Lafayette about when she dresses up as Mae Jemison, the first Black woman to travel into space. The anticipation of who she’s going to dress up as next and their historical significance excites her students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62625\" class=\"wp-caption alignleft\" style=\"max-width: 206px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62625\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-800x1067.jpeg\" alt=\"\" width=\"206\" height=\"275\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544.jpeg 1920w\" sizes=\"(max-width: 206px) 100vw, 206px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Jazzi Goode reads \u003cem>When the Beat Was Born: DJ Kool Herc and the Creation of Hip Hop\u003c/em> by Laban Carrick Hill and Theodore Taylor III while dressed as Clive “Herc” Campbell.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Soon after she started, students began putting in requests. Lafayette told them that she couldn’t fulfill every request, but she tried to incorporate more modern luminaries to make learning more relatable. “It doesn’t all need to be people from Martin Luther King’s time and before,” said Lafayette. “As different things popped up throughout the year last year, I would just write down the person’s name.” For example, one year she had a lot of students who were interested in football, so she came to school dressed up as Autumn Lockwood, the first Black woman to \u003ca href=\"https://billypenn.com/2023/02/09/autumn-lockwood-first-black-woman-coach/\">coach in the NFL Super Bowl\u003c/a>. When Goode came to school dressed as Misty Copeland, the first African American female principal dancer with the American Ballet Theatre, a student that she had been struggling to build a relationship with danced with her in the hallway. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coupled with costumes, Goode and Lafayette said books provide more context about the stories and accomplishments of current and historical figures. When Goode dressed as Ann Cole Lowe, the first \u003ca href=\"https://www.newyorker.com/magazine/2021/03/29/ann-lowes-barrier-breaking-mid-century-couture\">noted Black fashion designer\u003c/a>, she read \u003c/span>\u003ca href=\"https://www.simonandschuster.com/books/Fancy-Party-Gowns/Deborah-Blumenthal/9781499802399\">\u003ci>\u003cspan style=\"font-weight: 400\">Fancy Party Gowns\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">by Deborah Blumenthal and Laura Freeman to her students. \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/722322/all-rise-the-story-of-ketanji-brown-jackson-by-carole-boston-weatherford-illustrated-by-ashley-evans/\">\u003ci>\u003cspan style=\"font-weight: 400\">All Rise: The Story of Ketanji Brown Jackson\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Carole Boston Weatherford and Ashley Evans paired perfectly with Lafayette dressing as the first Black Supreme Court justice last year.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62623\" class=\"wp-caption alignright\" style=\"max-width: 242px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62623\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-800x800.jpg\" alt=\"Lafayette holds up Patricia's Vision: The Doctor Who Saved Sight while she is dressed as Dr. Patricia Bath, a groundbreaking ophthalmologist who pioneered laser surgery.\" width=\"242\" height=\"242\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2.jpg 1440w\" sizes=\"(max-width: 242px) 100vw, 242px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Tracey-Ann Lafayette displays Patricia’s Vision: The Doctor Who Saved Sight by Michelle Lord and Alleanna Harris while dressed as Dr. Patricia Bath, a groundbreaking ophthalmologist who pioneered laser surgery.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lafayette recommended using anthologies like \u003c/span>\u003ca href=\"https://www.rebelgirls.com/products/good-night-stories-for-rebel-girls\">\u003cspan style=\"font-weight: 400\">\u003cem>Goodnight Stories for Rebel Girls\u003c/em>\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as a source of ideas and a way to quickly share biographies. Additionally, she uses a program called Flip (formerly Flipgrid) to record videos of herself reading picture books about famous figures while dressed up so that students can engage with the stories at home, too.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Keep costs low with planning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode and Lafayette try not to spend too much money putting together their outfits. Goode was able to keep costs low by involving students in creating her outfits, which also increased their engagement. “My students were in the classroom during their lunchtime and recess time, helping me actually physically build and make these costumes,” said Goode. When her students learned about George Crum, who popularized the potato chip, Goode dressed as a chip bag. Her students spent a week collecting chip bags and used them to create a floor length skirt that Goode wore all day. Parents and colleagues, who see how the outfits captivated students, are similarly invested. They lend objects whenever a specific item is needed, such as a tennis racket for Serena Williams or a hot comb to complete a look as Madam C.J. Walker or Annie Turnbo Malone.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62622\" class=\"wp-caption alignright\" style=\"max-width: 184px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62622\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-800x1067.jpeg\" alt=\"\" width=\"184\" height=\"246\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313.jpeg 1920w\" sizes=\"(max-width: 184px) 100vw, 184px\">\u003cfigcaption class=\"wp-caption-text\">When her students learned about George Crum, who popularized the potato chip, Goode dressed as a chip bag. Her students spent a week collecting chip bags and used them to create a floor length skirt that Goode wore all day.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Goode used an Amazon wishlist so community members, colleagues and friends could help her purchase more expensive items. That’s how she got her Mae Jemison astronaut jumpsuit and her Jackie Robinson jersey. “Now I have them in my trunk at my house for me to be able to use for the future,” she said. Lafayette accepts donations. She got a lab coat from a friend who didn’t need it after she completed a college chemistry class and used it to be Kizzmekia Corbett, a Black immunologist who worked on the coronavirus vaccine.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My outfits a lot of times are things that I just have in my closet that I arrange in very strategic ways,” Lafayette added. For instance, a blazer, button down shirt and a name tag can be used to embody numerous historical men. She uses her Cricut machine to add small flourishes like Autumn Lockwood’s NFL pass. “If I buy something, I make sure it’s something that could be applicable to multiple people and think about all the different ways that I could use a particular item to get the best bang for my buck,” Lafayette said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Start small and stay in your lane\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers who want to engage their students by dressing up, Goode and Lafayette recommended starting small. “The internet, especially ‘teacher-gram,’ can be such an intimidating place for educators, especially new educators,” said Goode, referring to instagram accounts where teachers post about how they are innovating in the classroom. Each teacher has different capacity and different needs in their classroom, she said. “You are the secret sauce to making whatever you want to happen in your classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lafayette advised teachers to set realistic expectations for themselves by dressing up once a month or once a week. Honing in on a specific category can make things easier too. For example, if a teacher wants to focus on STEM they may dress up as inventions or renowned inventors. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62626\" class=\"wp-caption alignleft\" style=\"max-width: 227px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62626\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image0-800x1067.jpg\" alt=\"\" width=\"227\" height=\"303\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-scaled.jpg 1920w\" sizes=\"(max-width: 227px) 100vw, 227px\">\u003cfigcaption class=\"wp-caption-text\">Lafayette dressed as André Leon Talley, a fashion journalist and the first Black male creative director for Vogue magazine.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">They caution against being too reductive or wearing people’s culture as a costume. A good rule of thumb is if a teacher feels any uncertainty, don’t do it. There are ways to highlight diverse people without being offensive. “I’m not going to come to school in a hijab,” said Lafayette. “But I can make those books available for my kids and have conversations with them all throughout the year.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode said wearing t-shirts with figures on them is a low-stress way to introduce certain figures without dressing up. “I had a Tupac shirt. I had a Nina Simone shirt,” said Goode, who wore these when she wasn’t feeling up to creating an entire themed outfit. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Goode and Lafayette, students’ curiosity about historical and current figures continues beyond the days that they dress up. Lafayette typically packs away her outfits after Black History Month and Women’s History Month. “April 1st is the first time, after a solid eight weeks of wearing all these different outfits, that I come to school dressed like myself again,” she said. Students are usually surprised and disappointed to see her more typical garb. Their reactions tell her that they really care about this activity. She often goes into the next month thinking, “This really made an impact on them.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Can High School Sports Better Serve Students?",
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"content": "\u003cp>Despite the growing body of evidence that shows how physical activity is essential for health, well-being and student engagement, high schools offer fewer opportunities for competition and play today than they did just a few years ago.\u003c/p>\n\u003cp>The Aspen Institute’s Sports & Society Program recently released the findings of its years-long study on high school sports. The \u003ca href=\"https://www.aspenprojectplay.org/school-sports/playbook\">report\u003c/a> emerged from an extensive series of roundtable meetings with scores of experts in the field; data analysis on students, sports and high schools; and additional interviews to complete the picture.\u003c/p>\n\u003cp>Overall, a minority of kids are active in school through sports or physical education. The report included this data:\u003c/p>\n\u003cul>\n\u003cli>On average, 38.8% of students in public schools played high school sports during 2017-18. The percentage was lower for kids in urban schools (32.6%) and higher among those in rural areas (42.2%). More high school boys (42.7%) than girls (35.1%) played sports.\u003c/li>\n\u003cli>The number of kids who took part in physical education for one day a week or more has dropped precipitously since 1991. Just 35% of freshmen, 26% of sophomores, 22% of juniors and 20% of seniors engaged in PE in 2019. In 1991, the percentage of students by grade was much higher: 66%, 52%, 27% and 21%, respectively.\u003c/li>\n\u003cli>Between 2011 and 2019, kids’ overall rate of physical activity fell: 29% of kids reported being active for an hour or more a day in 2011, versus 23% in 2019.\u003c/li>\n\u003cli>The inverse was true of online activity. In 2009, just 25% of students reported spending three hours or more on their screens. That number had climbed to 46% ten years later.\u003c/li>\n\u003c/ul>\n\u003cp>The most surprising finding for Tom Farrey, who runs the Sports and Society Program, and who co-authored the report with Jon Solomon, is “that the supply of sports experiences provided by high schools doesn’t meet student demand.”\u003c/p>\n\u003cp>This “1970s model” of sports, as Farrey put it, is out of date for 2022. Kids want all kinds of athletic options, way beyond the standard menu of sports that schools typically provide—like football, basketball and track and field. Teenagers expressed \u003ca href=\"https://www.aspenprojectplay.org/school-sports-survey-high-school-students-want-more-sport-physical-activity-options\">enthusiasm\u003c/a> for biking, yoga, strength-training and archery, among other activities, suggesting that more kids would participate in sports and PE if schools were open to expanding their options.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>What also startled the study’s authors was the way small public and private schools often provide students no sports at all.\u003c/p>\n\u003cp>“The charter school movement has the lowest sports participation rate,” Farrey said. Some lack the resources to hire P.E. instructors or are short on infrastructure and space. Others define themselves strictly based on their academic purpose, making clear to families that sports are an outside-of-school endeavor.\u003c/p>\n\u003cp>Three broad reasons account for these trends: insufficient funding to cover the costs of athletic programs; national policy initiatives that shrunk physical education; and a dearth of insight on the part of schools on fresh ways to keep kids moving. What struck Farrey most was the \u003ca href=\"https://www.aspenprojectplay.org/school-sports-survey-high-school-students-want-more-sport-physical-activity-options\">disconnect\u003c/a> between what kids say they want most from their sports—fun, exercise, learning and social opportunities—and what high school programs tend to fixate on, which is winning championships. High schools, Farrey said, “are using the wrong scoreboard.” A successful sports program should be defined not by titles and wins but by the number of students who are active at school.\u003c/p>\n\u003cp>The Aspen study identified eight overarching strategies that high school leaders can take to escape the 70’s model and invigorate their sports programs.\u003c/p>\n\u003col>\n\u003cli>Coordinate the school’s sports program with its overall \u003ca href=\"https://www.aspenprojectplay.org/school-sports/playbook/align-school-sports-with-school-mission\">mission\u003c/a>, so that the default goal for most school teams—winning championships—doesn’t crowd out larger educational purposes.\u003c/li>\n\u003cli>Keep on top of students’ athletic interests with regular \u003ca href=\"https://www.aspenprojectplay.org/school-sports/playbook/understand-your-student-population\">surveys\u003c/a>, then adjust sports options accordingly.\u003c/li>\n\u003cli>Work with every student to create a tailored activity \u003ca href=\"https://www.aspenprojectplay.org/school-sports/playbook/create-personal-activity-plans\">plan\u003c/a> that includes their interests, athletic experience, history of injuries and outside sports commitments as a way to formalize and elevate the role of physical activity in school.\u003c/li>\n\u003cli>Think \u003ca href=\"https://www.aspenprojectplay.org/school-sports/playbook/introduce-other-forms-of-play\">beyond traditional team\u003c/a> sports and offer kids intramurals and club teams, which are less expensive and more inclusive.\u003c/li>\n\u003cli>Ally with \u003ca href=\"https://www.aspenprojectplay.org/school-sports/playbook/develop-community-partnerships\">community groups\u003c/a> like YMCAs and Boys & Girls Clubs to make up for limited space at school.\u003c/li>\n\u003cli>Expand the education requirements for \u003ca href=\"https://www.aspenprojectplay.org/school-sports/playbook/bolster-coaching-education\">coaches\u003c/a> beyond the basic certification. Train them regularly in how to run healthy and positive sports programs.\u003c/li>\n\u003cli>To ensure student safety, have a qualified \u003ca href=\"https://www.aspenprojectplay.org/school-sports/playbook/prioritize-health-and-safety\">athletic trainer\u003c/a> on staff or available when needed.\u003c/li>\n\u003cli>Evaluate teams using tangible \u003ca href=\"https://www.aspenprojectplay.org/school-sports/playbook/measure-and-evaluate-programs\">metrics\u003c/a> beyond wins and losses to determine their effectiveness.\u003c/li>\n\u003c/ol>\n\u003cp>What does Farrey, who has examined youth sports from all angles for more than a decade, think educators need to take away from this report? “They have a responsibility to give all students in the school, not just varsity athletes, the opportunity to play on teams,” he said. Sports shouldn’t be considered an add-on, or a “nice-to-have” option. Rather, they need to be regarded as an indispensable piece of a sound high school education.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Linda Flanagan is the author of the forthcoming book, \"\u003ca href=\"https://www.penguinrandomhouse.com/books/653840/take-back-the-game-by-linda-flanagan/\">Take Back the Game: How Money and Mania Are Ruining Kids’ Sports—and Why It Matters\u003c/a>,\" published by Penguin Random House.\u003c/em>\u003c/p>\n\n",
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"excerpt": "High school sports participation has dropped over the years. Authors of a new study by the Aspen Institute find that some of the reasons have to do with schools not keeping up with students' interest for new ways to get exercise.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Despite the growing body of evidence that shows how physical activity is essential for health, well-being and student engagement, high schools offer fewer opportunities for competition and play today than they did just a few years ago.\u003c/p>\n\u003cp>The Aspen Institute’s Sports & Society Program recently released the findings of its years-long study on high school sports. The \u003ca href=\"https://www.aspenprojectplay.org/school-sports/playbook\">report\u003c/a> emerged from an extensive series of roundtable meetings with scores of experts in the field; data analysis on students, sports and high schools; and additional interviews to complete the picture.\u003c/p>\n\u003cp>Overall, a minority of kids are active in school through sports or physical education. The report included this data:\u003c/p>\n\u003cul>\n\u003cli>On average, 38.8% of students in public schools played high school sports during 2017-18. The percentage was lower for kids in urban schools (32.6%) and higher among those in rural areas (42.2%). More high school boys (42.7%) than girls (35.1%) played sports.\u003c/li>\n\u003cli>The number of kids who took part in physical education for one day a week or more has dropped precipitously since 1991. Just 35% of freshmen, 26% of sophomores, 22% of juniors and 20% of seniors engaged in PE in 2019. In 1991, the percentage of students by grade was much higher: 66%, 52%, 27% and 21%, respectively.\u003c/li>\n\u003cli>Between 2011 and 2019, kids’ overall rate of physical activity fell: 29% of kids reported being active for an hour or more a day in 2011, versus 23% in 2019.\u003c/li>\n\u003cli>The inverse was true of online activity. In 2009, just 25% of students reported spending three hours or more on their screens. That number had climbed to 46% ten years later.\u003c/li>\n\u003c/ul>\n\u003cp>The most surprising finding for Tom Farrey, who runs the Sports and Society Program, and who co-authored the report with Jon Solomon, is “that the supply of sports experiences provided by high schools doesn’t meet student demand.”\u003c/p>\n\u003cp>This “1970s model” of sports, as Farrey put it, is out of date for 2022. Kids want all kinds of athletic options, way beyond the standard menu of sports that schools typically provide—like football, basketball and track and field. Teenagers expressed \u003ca href=\"https://www.aspenprojectplay.org/school-sports-survey-high-school-students-want-more-sport-physical-activity-options\">enthusiasm\u003c/a> for biking, yoga, strength-training and archery, among other activities, suggesting that more kids would participate in sports and PE if schools were open to expanding their options.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>What also startled the study’s authors was the way small public and private schools often provide students no sports at all.\u003c/p>\n\u003cp>“The charter school movement has the lowest sports participation rate,” Farrey said. Some lack the resources to hire P.E. instructors or are short on infrastructure and space. Others define themselves strictly based on their academic purpose, making clear to families that sports are an outside-of-school endeavor.\u003c/p>\n\u003cp>Three broad reasons account for these trends: insufficient funding to cover the costs of athletic programs; national policy initiatives that shrunk physical education; and a dearth of insight on the part of schools on fresh ways to keep kids moving. What struck Farrey most was the \u003ca href=\"https://www.aspenprojectplay.org/school-sports-survey-high-school-students-want-more-sport-physical-activity-options\">disconnect\u003c/a> between what kids say they want most from their sports—fun, exercise, learning and social opportunities—and what high school programs tend to fixate on, which is winning championships. High schools, Farrey said, “are using the wrong scoreboard.” A successful sports program should be defined not by titles and wins but by the number of students who are active at school.\u003c/p>\n\u003cp>The Aspen study identified eight overarching strategies that high school leaders can take to escape the 70’s model and invigorate their sports programs.\u003c/p>\n\u003col>\n\u003cli>Coordinate the school’s sports program with its overall \u003ca href=\"https://www.aspenprojectplay.org/school-sports/playbook/align-school-sports-with-school-mission\">mission\u003c/a>, so that the default goal for most school teams—winning championships—doesn’t crowd out larger educational purposes.\u003c/li>\n\u003cli>Keep on top of students’ athletic interests with regular \u003ca href=\"https://www.aspenprojectplay.org/school-sports/playbook/understand-your-student-population\">surveys\u003c/a>, then adjust sports options accordingly.\u003c/li>\n\u003cli>Work with every student to create a tailored activity \u003ca href=\"https://www.aspenprojectplay.org/school-sports/playbook/create-personal-activity-plans\">plan\u003c/a> that includes their interests, athletic experience, history of injuries and outside sports commitments as a way to formalize and elevate the role of physical activity in school.\u003c/li>\n\u003cli>Think \u003ca href=\"https://www.aspenprojectplay.org/school-sports/playbook/introduce-other-forms-of-play\">beyond traditional team\u003c/a> sports and offer kids intramurals and club teams, which are less expensive and more inclusive.\u003c/li>\n\u003cli>Ally with \u003ca href=\"https://www.aspenprojectplay.org/school-sports/playbook/develop-community-partnerships\">community groups\u003c/a> like YMCAs and Boys & Girls Clubs to make up for limited space at school.\u003c/li>\n\u003cli>Expand the education requirements for \u003ca href=\"https://www.aspenprojectplay.org/school-sports/playbook/bolster-coaching-education\">coaches\u003c/a> beyond the basic certification. Train them regularly in how to run healthy and positive sports programs.\u003c/li>\n\u003cli>To ensure student safety, have a qualified \u003ca href=\"https://www.aspenprojectplay.org/school-sports/playbook/prioritize-health-and-safety\">athletic trainer\u003c/a> on staff or available when needed.\u003c/li>\n\u003cli>Evaluate teams using tangible \u003ca href=\"https://www.aspenprojectplay.org/school-sports/playbook/measure-and-evaluate-programs\">metrics\u003c/a> beyond wins and losses to determine their effectiveness.\u003c/li>\n\u003c/ol>\n\u003cp>What does Farrey, who has examined youth sports from all angles for more than a decade, think educators need to take away from this report? “They have a responsibility to give all students in the school, not just varsity athletes, the opportunity to play on teams,” he said. Sports shouldn’t be considered an add-on, or a “nice-to-have” option. Rather, they need to be regarded as an indispensable piece of a sound high school education.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Linda Flanagan is the author of the forthcoming book, \"\u003ca href=\"https://www.penguinrandomhouse.com/books/653840/take-back-the-game-by-linda-flanagan/\">Take Back the Game: How Money and Mania Are Ruining Kids’ Sports—and Why It Matters\u003c/a>,\" published by Penguin Random House.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "When Not Paying Attention in Class Isn’t What It Seems",
"headTitle": "When Not Paying Attention in Class Isn’t What It Seems | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">High school junior Nick Belsaguy pulled a lot of all-nighters in December. He wasn’t cramming for science tests or writing history papers, though. He was in his backyard woodshop, crafting \u003c/span>\u003ca href=\"https://www.instagram.com/nicks.woodworking/\">\u003cspan style=\"font-weight: 400\">laser-engraved cutting boards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> until 4 a.m.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nick has devoted a lot of time during the coronavirus pandemic to learning woodworking, primarily from YouTube videos. He started by building furniture for his family’s house, then started selling his work after his mom’s proud photos on social media led to requests. When supply chain issues raised the cost of materials, he switched from tables to smaller kitchen wares. Sales peaked this past holiday season, when Nick brought in almost $3,000 in profit in one month.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“(Woodworking) lets me go from the start of ideas in my mind then to a complete finished product,” the 16-year-old entrepreneur said. “I just love seeing that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That passion and focus \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59014/student-proposals-on-how-to-rethink-school\">\u003cspan style=\"font-weight: 400\">rarely gets tapped at school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, though. Nick said he sometimes rushes through classwork so he can use class time to respond to client inquiries or create laser designs on school software.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was in one of those moments when Jacob Johnson, who is Nick’s teacher in a credit recovery class at Murrieta Valley High School, learned of his student’s thriving business. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.instagram.com/p/CY4vlDuvhT9/\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Johnson, \u003c/span>\u003ca href=\"https://twitter.com/gradeslayer/status/1481265017626537987?s=21\">\u003cspan style=\"font-weight: 400\">that discovery\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was the perfect parable for why schools need to be transformed from their longstanding models in the wake of the pandemic: Here’s Nick, an optimistic, motivated teenager who loves to learn (besides woodworking, he’s studying for his personal pilot’s license) and who can tell you the exact ways that he learns best. With his business, Nick demonstrates hard and soft skills that education and industry leaders say they value, such as entrepreneurship, mathematics and communication. But nothing in his transcript captures that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“With Nick, when I was observing his behaviors in classes, he’s so driven,” Johnson said. “Yet he’s in a class where he could be labeled as a ‘failure’ or ‘failing.’”\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/gradeslayer/status/1481265031509463040\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some teachers, the pandemic provided \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55889/why-grading-policies-for-equity-matter-more-than-ever\">\u003cspan style=\"font-weight: 400\">a catalyst\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to abandon that reductive framework and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\">the grading model that feeds it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Johnson is among them. He said his new approach has been “career-saving,” but as educators cope with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59018/more-than-half-of-teachers-are-looking-for-the-exits-a-poll-says\">\u003cspan style=\"font-weight: 400\">pandemic fatigue\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the pressure to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59067/more-high-schoolers-are-off-track-to-graduate-heres-how-schools-can-help\">\u003cspan style=\"font-weight: 400\">make up for Covid-19 learning losses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, he wonders if the desire to return to status quo will win out. “Or do we take this opportunity to reinvent a lot of what we’ve done, primarily how we assess and try to quantify knowledge and potential?”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Real-life learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nick is the type of kid who likes to ask his teachers how what he’s learning \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\">\u003cspan style=\"font-weight: 400\">fits into the real world\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “That’s the way my mind works. I’m a very physical person, and that’s why I love working with my hands,” he explains. “I love to see it in a real-life example, so I can think, ‘OK, I understand this connects to this.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During a geometry unit in his math class last year, examples weren’t necessary. Nick already recognized the mathematical principles from skills he’d taught himself in his woodshop.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So my grades went from having a D+ to an A-. Because I’ve learned it, and in my mind, I picture, ‘Oh, when I’m doing this, this is for this.’ So it’s just the same thing on paper.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The geometry lessons also helped Nick extend his knowledge. At the time, he was working on end tables where the legs form Xs. He had struggled to figure out the correct angles and lengths to cut the legs. Then, while learning more about triangles, he had an a-ha moment that solved his problem.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It kind of made me excited to go to class,” he said. “I love building on what I know already. So to me, I’m like, ‘Oh, I wonder what’s going to come next after this?’”\u003c/span>\u003c/p>\n\u003cp>https://www.instagram.com/p/CY4rbSiPyCv/\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As it turned out, algebra “and a whole bunch of other random stuff” were next, so the flame of Nick’s academic interest dimmed back to its usual flicker. Most of the time, he said, he does what he has to in school because he knows it’s important to graduate, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58972/how-teens-are-experiencing-their-version-of-the-great-resignation\">\u003cspan style=\"font-weight: 400\">not out of real curiosity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>A pandemic mindshift\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Johnson calls that “playing the grade game.” He wants teachers to consider what it would take to fan the flames of every student’s interests instead of focusing on points and grades as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/category/motivation\">\u003cspan style=\"font-weight: 400\">motivation \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">— which \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\">doesn’t work for many kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> anyway.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Johnson said that during the first year of the pandemic, while teaching in his garage and staring at blank Zoom boxes, he had no choice but to tackle that issue head-on. He said it took a mindset shift on both his assignments and classroom management. Instead of seeing himself as a judge who calculates points and assigns grades, he began thinking of himself as a sherpa guiding students through unfamiliar knowledge and skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With the return to in-person learning, Johnson carried that new perspective with him. This year, his ninth-grade English classes created a grading contract focused on effort and growth. Every progress report period, students discuss with Johnson what mark they believe they earned. That’s what goes into the gradebook. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m not adding up points. I’m not adding up the percentages. I’m not giving punitive penalties for late work. I’m trying to keep it really simple,” Johnson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And with less time spent enforcing compliance, he can devote more energy toward finding ways for each student to learn and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47948/why-giving-effective-feedback-is-trickier-than-it-seems\">\u003cspan style=\"font-weight: 400\">giving them timely feedback\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Johnson said his students’ participation levels are similar to before he changed his grading policy, but his \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55144/relationships-are-important-how-do-we-build-them-effectively-with-kids\">\u003cspan style=\"font-weight: 400\">relationships with students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are more positive and collaborative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hearing his teacher describe this approach, Nick was surprised. “I just wish I had Mr. Johnson as a freshman (in English class). I didn’t know he did that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nick also said Johnson’s policy appealed to him more than when teachers give an option to revise assignments for a better grade. He said the feedback for assignments usually comes weeks after submitting, and he would need to revise while the next assignment’s deadline also looms. “It’s just so overwhelming. It’s like, I’ll take my D, because am I going to risk another 12 hours on this paper just for the chance I get a C?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s what I’m talking about there,” Johnson replied. “He’s playing the grade game. Because he’s forced to play the grade game.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers, Johnson believes, hold the power to call “game over.” And if they do, he hopes they will work to make school a place where all students can achieve the passion and multidisciplinary competencies that Nick has developed in his woodshop.\u003c/span>\u003c/p>\n\n",
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"excerpt": "A teacher learned that a student who wasn't paying attention in class was focused more on growing his business by applying the skills that are supposed to be reserved for school work. However, in school, it's usually the academic work that counts towards achievement, not the activities that intrinsically motivate them.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">High school junior Nick Belsaguy pulled a lot of all-nighters in December. He wasn’t cramming for science tests or writing history papers, though. He was in his backyard woodshop, crafting \u003c/span>\u003ca href=\"https://www.instagram.com/nicks.woodworking/\">\u003cspan style=\"font-weight: 400\">laser-engraved cutting boards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> until 4 a.m.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nick has devoted a lot of time during the coronavirus pandemic to learning woodworking, primarily from YouTube videos. He started by building furniture for his family’s house, then started selling his work after his mom’s proud photos on social media led to requests. When supply chain issues raised the cost of materials, he switched from tables to smaller kitchen wares. Sales peaked this past holiday season, when Nick brought in almost $3,000 in profit in one month.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“(Woodworking) lets me go from the start of ideas in my mind then to a complete finished product,” the 16-year-old entrepreneur said. “I just love seeing that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That passion and focus \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59014/student-proposals-on-how-to-rethink-school\">\u003cspan style=\"font-weight: 400\">rarely gets tapped at school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, though. Nick said he sometimes rushes through classwork so he can use class time to respond to client inquiries or create laser designs on school software.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was in one of those moments when Jacob Johnson, who is Nick’s teacher in a credit recovery class at Murrieta Valley High School, learned of his student’s thriving business. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For Johnson, \u003c/span>\u003ca href=\"https://twitter.com/gradeslayer/status/1481265017626537987?s=21\">\u003cspan style=\"font-weight: 400\">that discovery\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was the perfect parable for why schools need to be transformed from their longstanding models in the wake of the pandemic: Here’s Nick, an optimistic, motivated teenager who loves to learn (besides woodworking, he’s studying for his personal pilot’s license) and who can tell you the exact ways that he learns best. With his business, Nick demonstrates hard and soft skills that education and industry leaders say they value, such as entrepreneurship, mathematics and communication. But nothing in his transcript captures that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“With Nick, when I was observing his behaviors in classes, he’s so driven,” Johnson said. “Yet he’s in a class where he could be labeled as a ‘failure’ or ‘failing.’”\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some teachers, the pandemic provided \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55889/why-grading-policies-for-equity-matter-more-than-ever\">\u003cspan style=\"font-weight: 400\">a catalyst\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to abandon that reductive framework and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\">the grading model that feeds it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Johnson is among them. He said his new approach has been “career-saving,” but as educators cope with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59018/more-than-half-of-teachers-are-looking-for-the-exits-a-poll-says\">\u003cspan style=\"font-weight: 400\">pandemic fatigue\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the pressure to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59067/more-high-schoolers-are-off-track-to-graduate-heres-how-schools-can-help\">\u003cspan style=\"font-weight: 400\">make up for Covid-19 learning losses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, he wonders if the desire to return to status quo will win out. “Or do we take this opportunity to reinvent a lot of what we’ve done, primarily how we assess and try to quantify knowledge and potential?”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Real-life learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nick is the type of kid who likes to ask his teachers how what he’s learning \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\">\u003cspan style=\"font-weight: 400\">fits into the real world\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “That’s the way my mind works. I’m a very physical person, and that’s why I love working with my hands,” he explains. “I love to see it in a real-life example, so I can think, ‘OK, I understand this connects to this.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During a geometry unit in his math class last year, examples weren’t necessary. Nick already recognized the mathematical principles from skills he’d taught himself in his woodshop.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So my grades went from having a D+ to an A-. Because I’ve learned it, and in my mind, I picture, ‘Oh, when I’m doing this, this is for this.’ So it’s just the same thing on paper.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The geometry lessons also helped Nick extend his knowledge. At the time, he was working on end tables where the legs form Xs. He had struggled to figure out the correct angles and lengths to cut the legs. Then, while learning more about triangles, he had an a-ha moment that solved his problem.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It kind of made me excited to go to class,” he said. “I love building on what I know already. So to me, I’m like, ‘Oh, I wonder what’s going to come next after this?’”\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As it turned out, algebra “and a whole bunch of other random stuff” were next, so the flame of Nick’s academic interest dimmed back to its usual flicker. Most of the time, he said, he does what he has to in school because he knows it’s important to graduate, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58972/how-teens-are-experiencing-their-version-of-the-great-resignation\">\u003cspan style=\"font-weight: 400\">not out of real curiosity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>A pandemic mindshift\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Johnson calls that “playing the grade game.” He wants teachers to consider what it would take to fan the flames of every student’s interests instead of focusing on points and grades as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/category/motivation\">\u003cspan style=\"font-weight: 400\">motivation \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">— which \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\">doesn’t work for many kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> anyway.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Johnson said that during the first year of the pandemic, while teaching in his garage and staring at blank Zoom boxes, he had no choice but to tackle that issue head-on. He said it took a mindset shift on both his assignments and classroom management. Instead of seeing himself as a judge who calculates points and assigns grades, he began thinking of himself as a sherpa guiding students through unfamiliar knowledge and skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With the return to in-person learning, Johnson carried that new perspective with him. This year, his ninth-grade English classes created a grading contract focused on effort and growth. Every progress report period, students discuss with Johnson what mark they believe they earned. That’s what goes into the gradebook. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m not adding up points. I’m not adding up the percentages. I’m not giving punitive penalties for late work. I’m trying to keep it really simple,” Johnson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And with less time spent enforcing compliance, he can devote more energy toward finding ways for each student to learn and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47948/why-giving-effective-feedback-is-trickier-than-it-seems\">\u003cspan style=\"font-weight: 400\">giving them timely feedback\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Johnson said his students’ participation levels are similar to before he changed his grading policy, but his \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55144/relationships-are-important-how-do-we-build-them-effectively-with-kids\">\u003cspan style=\"font-weight: 400\">relationships with students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are more positive and collaborative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hearing his teacher describe this approach, Nick was surprised. “I just wish I had Mr. Johnson as a freshman (in English class). I didn’t know he did that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nick also said Johnson’s policy appealed to him more than when teachers give an option to revise assignments for a better grade. He said the feedback for assignments usually comes weeks after submitting, and he would need to revise while the next assignment’s deadline also looms. “It’s just so overwhelming. It’s like, I’ll take my D, because am I going to risk another 12 hours on this paper just for the chance I get a C?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s what I’m talking about there,” Johnson replied. “He’s playing the grade game. Because he’s forced to play the grade game.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers, Johnson believes, hold the power to call “game over.” And if they do, he hopes they will work to make school a place where all students can achieve the passion and multidisciplinary competencies that Nick has developed in his woodshop.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In her first year as an English language arts (ELA) teacher, Lorena Germán remembers trying to steer her students through reading a district-assigned fiction book while ensuring they understood the text, retained what they learned and passed standardized tests. With her teaching options limited by a strict curriculum and students’ learning tied to aggressive benchmarks, it felt like an impossible task. So she started to experiment to find better ways to teach her students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her new book “\u003ca href=\"https://www.heinemann.com/products/e12041.aspx\">Textured Teaching: A Framework for Culturally Sustaining Practices\u003c/a>,” Germán shares what she gathered from her ten years of teaching about creating meaningful, justice-centered lessons. Her framework addresses what she calls “educational numbness” in today’s students, which is a result of how testing-centered schooling calls for students to be completely compliant, sit still and do assignments. “They're not supposed to be too sad or too emotional or angry. They're just supposed to receive and consume information and be OK with it,” said Germán. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educational numbness has been further intensified by pandemic restrictions, according to Germán. Now, as students return to school buildings and readapt to their learning environments, they are at a breaking point. Teachers have noticed behavioral issues such as fighting and\u003c/span>\u003ca href=\"https://www.krgv.com/news/students-destroy-steal-school-property-for-viral-tiktok-challenge/\">\u003cspan style=\"font-weight: 400\"> “trash your school” challenges.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “We’re seeing a very visceral reaction,” said Germán. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://content.gallup.com/origin/gallupinc/GallupSpaces/Production/Cms/TGBCMS/8glunhrdqkypqkxwxqqtog.png\">\u003cimg class=\"alignnone\" src=\"https://content.gallup.com/origin/gallupinc/GallupSpaces/Production/Cms/TGBCMS/8glunhrdqkypqkxwxqqtog.png\" alt=\"\" width=\"1140\" height=\"699\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educational numbness is especially common in ELA because it is a high stakes testing subject, said Germán. A \u003c/span>\u003ca href=\"https://news.gallup.com/opinion/gallup/170525/school-cliff-student-engagement-drops-school-year.aspx\">\u003cspan style=\"font-weight: 400\">series of Gallup surveys \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">calls the decline in engagement from grades 5 through 12 an \"\u003ca href=\"https://news.gallup.com/opinion/gallup/211886/keep-kids-excited-school.aspx\">engagement\u003c/a>\u003ca href=\"https://news.gallup.com/opinion/gallup/211886/keep-kids-excited-school.aspx\"> cliff.\u003c/a>\" In order to keep them engaged, students have called for more relevant curriculum, meaningful work and hope, according to the \u003ca href=\"https://news.gallup.com/opinion/gallup/211886/keep-kids-excited-school.aspx\">survey\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Germán said creating experiential learning moments in ELA classes creates opportunities for students to learn in a way that applies their senses and resists the passiveness many learning environments seem to demand. “Textured Teaching said you're a human being who has feelings, who is sentient, and I want you to bring that in here,” said Germán. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Identifying moments in the text for experiential activities\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Germán said that students, particularly\u003c/span>\u003ca href=\"https://opa.hhs.gov/adolescent-health/adolescent-development-explained/cognitive-development\">\u003cspan style=\"font-weight: 400\"> adolescents, need a lot of stimulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to retain information and then apply it. “I want [students] to sit and read that book, and it moves you so much that maybe you cry,” said Germán. “I want those emotions in there. I want that passion in there because it's OK and it is conducive to learning.” She focuses on engaging the five senses to bring texts to life, incorporating ways for students to see, touch, hear, smell and even taste things that are relevant to what they are reading at the time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make sure experiential learning activities are rooted in academic skill development, Germán targets moments in texts that help students analyze and comprehend six core concepts: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Characterization\u003c/b>\u003cspan style=\"font-weight: 400\">. How has the author developed the characters?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Theme\u003c/b>\u003cspan style=\"font-weight: 400\">. What are central or reoccurring ideas that the author explores?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Setting.\u003c/b>\u003cspan style=\"font-weight: 400\"> Where are things taking place and how does that influence the characters?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Plot.\u003c/b>\u003cspan style=\"font-weight: 400\"> What is the story’s arc?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Social justice.\u003c/b>\u003cspan style=\"font-weight: 400\"> What are the ideas the author explores that are related to race and inclusivity?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Text-to-self connections.\u003c/b>\u003cspan style=\"font-weight: 400\"> Are there experiences from the story that are unfamiliar to students, but relevant to the present day?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often these core concepts may overlap and can expose students to parts of the book that may have gone unnoticed. For example, when Germán was reading “The Adventures of Huckleberry Finn” with her students, she took them to the Colorado River to help them understand how the characters would have experienced running away on the Mississippi River. She felt this experiential learning opportunity allowed her to better communicate the dangers that the character Jim would have felt as a formerly enslaved runaway. “Students touched the ground, felt the cold water, walked past branches and physically felt what the space was like,” said Germán. \u003c/span>\u003c/p>\n\u003cp>However, s\u003cspan style=\"font-weight: 400\">ome teachers are familiar with experiential learning because they’ve seen the ways it has gone wrong and turned into a potentially harmful simulation. \u003c/span>\u003cspan style=\"font-weight: 400\">Simulations enact\u003c/span>\u003ca href=\"https://www.learningforjustice.org/magazine/spring-2020/ending-curriculum-violence\">\u003cspan style=\"font-weight: 400\"> “curriculum violence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” and negatively impact the emotional wellbeing of certain learners. Germán cautions educators to avoid scenarios that recreate oppressive structures or expose marginalized students to harm, such as \u003c/span>\u003ca href=\"https://blavity.com/mother-livid-after-school-uses-her-child-to-reenact-little-rock-nine-abuse?category1=news\">\u003cspan style=\"font-weight: 400\">historical reenactments \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">or performing stereotypes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Part of what people are trying to do with these horribly terrible simulations is inspire empathy,” said Germán. “We can do that without asking people to relive war crimes, for example, or slavery,” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, one year, Germán was teaching “Night,” a memoir by Elie Wiesel about the Holocaust. Her students were having trouble conceptualizing the railroad cars that were used to take Jewish people and others to concentration camps. She started by showing her students pictures, but when they still didn’t grasp the concept, she worked with a small group of students to measure out the dimensions of the train car on the floor with cardboard. Together they wrote details from the book on the board such as the weather in the country at the time and characteristics of the cars. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.heinemann.com/products/e12041.aspx\">\u003cimg class=\"alignright wp-image-58792\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/textured-teaching-160x200.jpeg\" alt=\"\" width=\"200\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/textured-teaching-160x200.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/textured-teaching.jpeg 230w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>She did not require students to get inside the structure or simulate the moments described in the book because that could create harm. Instead, she had students stand around the outside and talk about what they noticed and how having a physical representation of the dimensions strengthened their understanding of the book. “That helps them to both see it, imagine a little bit and have some empathy without me saying, ‘Let's practice being in a war crime.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If teachers do make mistakes that veer off into being a simulation when they’re trying to engage students in an experiential learning activity, Germán advises that they take a beat to reflect on what went wrong moment-by-moment. “Owning your mistake is going to be very important here,” she writes in Textured Teaching. If needed, teachers should get in touch with their administrators, share what went wrong and what their next steps are. Teachers can sit down with their students to apologize and clarify any incorrect information or misconceptions. “You should refrain from doing any other re-creations until you get a better grasp of the difference between re-creations and simulations and how to plan one effectively.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Inviting people into your classroom\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another way to facilitate an experiential moment is to have someone come to the classroom to talk to students. Germán said this adds “auditory texture” to the class. Teachers can start by asking themselves what voices are missing in their lessons and invite people who can create a more \u003c/span>\u003ca href=\"http://www.corestandards.org/ELA-Literacy/\">\u003cspan style=\"font-weight: 400\">holistic understanding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of what students are learning in class. “Often, English classrooms feel restrictive and stiff because they overwhelmingly involve reading and writing while sitting quietly at desks. This is a good opportunity to move out of the desks, get into a community circle and listen.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Germán encourages teachers to consider inviting to the classroom community members who do not speak English as a primary language. “Who you bring in communicates who you value,” she said. Bringing in other voices can also make students more aware of how certain identities have been excluded from U.S. schooling. \u003c/span>\u003cspan style=\"font-weight: 400\">Before welcoming speakers into the classroom, teachers can get students ready to engage with visitors. “There's got to be this foundation of how to ask questions respectfully,” said Germán. She also wants to make sure students understand how to ask questions that go beyond identity and into the content. “So that they’re not just sitting here asking you about your culture, but about how your culture impacts the thing you're talking about.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Debriefs are essential to bringing experiential activities to a close. She usually gives students three options: independent journal time, talking with a partner or talking together as a whole class. “I always offer a prompt,” she said. “I think sometimes debriefing doesn't work well because teachers just want to say, ‘What did you think?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of her tried and true prompts are “What came up for you today during this learning experience that you had not considered before?” or “Are you having a new thought about the things that we’ve been talking about?”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Experiential learning activities offer an entry point into potentially challenging subject matter and help students fully engage in ELA. While having kids get out of desks to engage in an activity that asks them to move around the classroom can make educators a bit nervous, it can result in committed learners with a better understanding of what they are learning and opportunities to apply their new knowledge to other subjects.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In her first year as an English language arts (ELA) teacher, Lorena Germán remembers trying to steer her students through reading a district-assigned fiction book while ensuring they understood the text, retained what they learned and passed standardized tests. With her teaching options limited by a strict curriculum and students’ learning tied to aggressive benchmarks, it felt like an impossible task. So she started to experiment to find better ways to teach her students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her new book “\u003ca href=\"https://www.heinemann.com/products/e12041.aspx\">Textured Teaching: A Framework for Culturally Sustaining Practices\u003c/a>,” Germán shares what she gathered from her ten years of teaching about creating meaningful, justice-centered lessons. Her framework addresses what she calls “educational numbness” in today’s students, which is a result of how testing-centered schooling calls for students to be completely compliant, sit still and do assignments. “They're not supposed to be too sad or too emotional or angry. They're just supposed to receive and consume information and be OK with it,” said Germán. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educational numbness has been further intensified by pandemic restrictions, according to Germán. Now, as students return to school buildings and readapt to their learning environments, they are at a breaking point. Teachers have noticed behavioral issues such as fighting and\u003c/span>\u003ca href=\"https://www.krgv.com/news/students-destroy-steal-school-property-for-viral-tiktok-challenge/\">\u003cspan style=\"font-weight: 400\"> “trash your school” challenges.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “We’re seeing a very visceral reaction,” said Germán. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://content.gallup.com/origin/gallupinc/GallupSpaces/Production/Cms/TGBCMS/8glunhrdqkypqkxwxqqtog.png\">\u003cimg class=\"alignnone\" src=\"https://content.gallup.com/origin/gallupinc/GallupSpaces/Production/Cms/TGBCMS/8glunhrdqkypqkxwxqqtog.png\" alt=\"\" width=\"1140\" height=\"699\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educational numbness is especially common in ELA because it is a high stakes testing subject, said Germán. A \u003c/span>\u003ca href=\"https://news.gallup.com/opinion/gallup/170525/school-cliff-student-engagement-drops-school-year.aspx\">\u003cspan style=\"font-weight: 400\">series of Gallup surveys \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">calls the decline in engagement from grades 5 through 12 an \"\u003ca href=\"https://news.gallup.com/opinion/gallup/211886/keep-kids-excited-school.aspx\">engagement\u003c/a>\u003ca href=\"https://news.gallup.com/opinion/gallup/211886/keep-kids-excited-school.aspx\"> cliff.\u003c/a>\" In order to keep them engaged, students have called for more relevant curriculum, meaningful work and hope, according to the \u003ca href=\"https://news.gallup.com/opinion/gallup/211886/keep-kids-excited-school.aspx\">survey\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Germán said creating experiential learning moments in ELA classes creates opportunities for students to learn in a way that applies their senses and resists the passiveness many learning environments seem to demand. “Textured Teaching said you're a human being who has feelings, who is sentient, and I want you to bring that in here,” said Germán. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Identifying moments in the text for experiential activities\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Germán said that students, particularly\u003c/span>\u003ca href=\"https://opa.hhs.gov/adolescent-health/adolescent-development-explained/cognitive-development\">\u003cspan style=\"font-weight: 400\"> adolescents, need a lot of stimulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to retain information and then apply it. “I want [students] to sit and read that book, and it moves you so much that maybe you cry,” said Germán. “I want those emotions in there. I want that passion in there because it's OK and it is conducive to learning.” She focuses on engaging the five senses to bring texts to life, incorporating ways for students to see, touch, hear, smell and even taste things that are relevant to what they are reading at the time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make sure experiential learning activities are rooted in academic skill development, Germán targets moments in texts that help students analyze and comprehend six core concepts: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Characterization\u003c/b>\u003cspan style=\"font-weight: 400\">. How has the author developed the characters?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Theme\u003c/b>\u003cspan style=\"font-weight: 400\">. What are central or reoccurring ideas that the author explores?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Setting.\u003c/b>\u003cspan style=\"font-weight: 400\"> Where are things taking place and how does that influence the characters?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Plot.\u003c/b>\u003cspan style=\"font-weight: 400\"> What is the story’s arc?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Social justice.\u003c/b>\u003cspan style=\"font-weight: 400\"> What are the ideas the author explores that are related to race and inclusivity?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Text-to-self connections.\u003c/b>\u003cspan style=\"font-weight: 400\"> Are there experiences from the story that are unfamiliar to students, but relevant to the present day?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often these core concepts may overlap and can expose students to parts of the book that may have gone unnoticed. For example, when Germán was reading “The Adventures of Huckleberry Finn” with her students, she took them to the Colorado River to help them understand how the characters would have experienced running away on the Mississippi River. She felt this experiential learning opportunity allowed her to better communicate the dangers that the character Jim would have felt as a formerly enslaved runaway. “Students touched the ground, felt the cold water, walked past branches and physically felt what the space was like,” said Germán. \u003c/span>\u003c/p>\n\u003cp>However, s\u003cspan style=\"font-weight: 400\">ome teachers are familiar with experiential learning because they’ve seen the ways it has gone wrong and turned into a potentially harmful simulation. \u003c/span>\u003cspan style=\"font-weight: 400\">Simulations enact\u003c/span>\u003ca href=\"https://www.learningforjustice.org/magazine/spring-2020/ending-curriculum-violence\">\u003cspan style=\"font-weight: 400\"> “curriculum violence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” and negatively impact the emotional wellbeing of certain learners. Germán cautions educators to avoid scenarios that recreate oppressive structures or expose marginalized students to harm, such as \u003c/span>\u003ca href=\"https://blavity.com/mother-livid-after-school-uses-her-child-to-reenact-little-rock-nine-abuse?category1=news\">\u003cspan style=\"font-weight: 400\">historical reenactments \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">or performing stereotypes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Part of what people are trying to do with these horribly terrible simulations is inspire empathy,” said Germán. “We can do that without asking people to relive war crimes, for example, or slavery,” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, one year, Germán was teaching “Night,” a memoir by Elie Wiesel about the Holocaust. Her students were having trouble conceptualizing the railroad cars that were used to take Jewish people and others to concentration camps. She started by showing her students pictures, but when they still didn’t grasp the concept, she worked with a small group of students to measure out the dimensions of the train car on the floor with cardboard. Together they wrote details from the book on the board such as the weather in the country at the time and characteristics of the cars. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.heinemann.com/products/e12041.aspx\">\u003cimg class=\"alignright wp-image-58792\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/textured-teaching-160x200.jpeg\" alt=\"\" width=\"200\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/textured-teaching-160x200.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/textured-teaching.jpeg 230w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>She did not require students to get inside the structure or simulate the moments described in the book because that could create harm. Instead, she had students stand around the outside and talk about what they noticed and how having a physical representation of the dimensions strengthened their understanding of the book. “That helps them to both see it, imagine a little bit and have some empathy without me saying, ‘Let's practice being in a war crime.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If teachers do make mistakes that veer off into being a simulation when they’re trying to engage students in an experiential learning activity, Germán advises that they take a beat to reflect on what went wrong moment-by-moment. “Owning your mistake is going to be very important here,” she writes in Textured Teaching. If needed, teachers should get in touch with their administrators, share what went wrong and what their next steps are. Teachers can sit down with their students to apologize and clarify any incorrect information or misconceptions. “You should refrain from doing any other re-creations until you get a better grasp of the difference between re-creations and simulations and how to plan one effectively.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Inviting people into your classroom\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another way to facilitate an experiential moment is to have someone come to the classroom to talk to students. Germán said this adds “auditory texture” to the class. Teachers can start by asking themselves what voices are missing in their lessons and invite people who can create a more \u003c/span>\u003ca href=\"http://www.corestandards.org/ELA-Literacy/\">\u003cspan style=\"font-weight: 400\">holistic understanding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of what students are learning in class. “Often, English classrooms feel restrictive and stiff because they overwhelmingly involve reading and writing while sitting quietly at desks. This is a good opportunity to move out of the desks, get into a community circle and listen.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Germán encourages teachers to consider inviting to the classroom community members who do not speak English as a primary language. “Who you bring in communicates who you value,” she said. Bringing in other voices can also make students more aware of how certain identities have been excluded from U.S. schooling. \u003c/span>\u003cspan style=\"font-weight: 400\">Before welcoming speakers into the classroom, teachers can get students ready to engage with visitors. “There's got to be this foundation of how to ask questions respectfully,” said Germán. She also wants to make sure students understand how to ask questions that go beyond identity and into the content. “So that they’re not just sitting here asking you about your culture, but about how your culture impacts the thing you're talking about.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Debriefs are essential to bringing experiential activities to a close. She usually gives students three options: independent journal time, talking with a partner or talking together as a whole class. “I always offer a prompt,” she said. “I think sometimes debriefing doesn't work well because teachers just want to say, ‘What did you think?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of her tried and true prompts are “What came up for you today during this learning experience that you had not considered before?” or “Are you having a new thought about the things that we’ve been talking about?”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Experiential learning activities offer an entry point into potentially challenging subject matter and help students fully engage in ELA. While having kids get out of desks to engage in an activity that asks them to move around the classroom can make educators a bit nervous, it can result in committed learners with a better understanding of what they are learning and opportunities to apply their new knowledge to other subjects.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>By Kendal Rolley\u003c/strong>\u003c/p>\n\u003cp>Looking around my seventh-grade Language Arts classroom at the start of another school year, I saw the same range of reactions that we are all familiar with as teachers. Some students were obviously eager to get started, returning from the break with a desire to start the year off in a positive way. Others were less confident, and had evidently approached the end of the summer holiday with a sense of dread.\u003c/p>\n\u003cp>Throughout the school year, I know I can expect some students to slowly lose motivation. I know when they get disappointing grades, they’ll be discouraged. And some will quietly decide that the material is too difficult, or not worth the effort, or that they generally lack the fundamental skills to keep up. As their teacher, I want to stop those thoughts early. But I’ve noticed that students often can’t see their own progress the way I can as their teacher. They often have unrealistic notions of what their growth should look like.\u003c/p>\n\u003cp>To try to help students see what I see, I started checking in with students one-on-one throughout the year. Using research from \u003ca href=\"https://www.zoltandornyei.co.uk/\" target=\"_blank\" rel=\"noopener\">Zoltan Dӧrnyei\u003c/a>, who specializes in motivation to learn second languages, I developed some practical motivational strategies that helped my students reflect on their own work and learning environments.\u003c/p>\n\u003cp>\u003cstrong>1. The Classroom Environment\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It’s easy to overlook the most important step in any teaching strategy: build a positive class culture. When I take the time to set a solid, positive learning foundation, I find it smoothes the way for other interventions.\u003c/p>\n\u003cp>When \u003ca href=\"https://www.kqed.org/mindshift/40082/how-to-create-the-learning-community-project-based-learning-demands\" target=\"_blank\" rel=\"noopener\">classroom rules are negotiated with students\u003c/a> they feel a greater sense of ownership and commitment toward them. Often these \"rule-setting\" sessions at the start of the year generate fairly similar (and effective) sets of rules. A set of class rules may look as follows:\u003c/p>\n\u003cul>\n\u003cli>We should listen to each other\u003c/li>\n\u003cli>We should try not to hurt each other, verbally or physically\u003c/li>\n\u003cli>We should respect each other’s ideas and values\u003c/li>\n\u003cli>We shouldn’t make fun of each other’s learning / it’s OK to make mistakes\u003c/li>\n\u003cli>We should help each other\u003c/li>\n\u003c/ul>\n\u003cp>Student-negotiated consequences for breaking these rules, and ensuring they are followed throughout the year, can also reinforce a cohesive and positive learning environment. Students are more likely to meet expectations and interact positively with others when they’ve agreed on both the rules and consequences.\u003c/p>\n\u003cp>I’ve also had success in allowing students to set (realistic) rules for me as their teacher, such as “always be willing to help” and “make sure our tests are fair.”\u003c/p>\n\u003cp>The teacher also has an obligation in a motivation-sensitive teaching approach to make the learning interesting to students. I try to do that by changing up the teaching style and materials, making content and activities fun and relevant to learners, showing enthusiasm for my subject, and being available to offer help.\u003c/p>\n\u003cp>\u003cstrong>2. Strategies to Build Commitment\u003c/strong>\u003c/p>\n\u003cp>There are a few ways I help students preserve (and potentially increase) their commitment to the goals they set for themselves.\u003c/p>\n\u003cp>The first step is to \u003ca href=\"https://www.kqed.org/mindshift/41110/how-writing-down-specific-goals-can-empower-struggling-students\" target=\"_blank\" rel=\"noopener\">help students set appropriate goals\u003c/a>. This works best if students make goals based on the \u003ca href=\"https://en.wikipedia.org/wiki/SMART_criteria\" target=\"_blank\" rel=\"noopener\">S.M.A.R.T principles\u003c/a> (Specific, Measurable, Achievable, Realistic and Time-Specific). I then have them create a learning journal where they record both the goals and their progress. A good stimulus question may be, \"What did you learn this week?\"\u003c/p>\n\u003cp>Second, I provide short \u003ca href=\"https://www.kqed.org/mindshift/47948/why-giving-effective-feedback-is-trickier-than-it-seems\" target=\"_blank\" rel=\"noopener\">written feedback on a regular basis\u003c/a>. I encourage students to reflect positively on their own progress, and to not discuss grades wherever possible, since the point is to hold themselves to their own standards.\u003c/p>\n\u003cp>Third, I try to hold verbal feedback sessions several times a year. A natural time to check in is prior to parent-teacher meetings. These one-on-one meetings with students are a chance for a positive self-reflection and discussion about the student’s progress over a longer period of time.\u003c/p>\n\u003cp>\u003cstrong>3. Metacognitive Strategies\u003c/strong>\u003c/p>\n\u003cp>Students are going to get distracted at some point during the school year, and many procrastinate. But they may not have a lot of practice noticing when they start to get off task. To help them gain awareness, have them record examples of things that have interrupted their learning, both inside and outside the classroom. This can take place in their learning journals. Maybe they didn’t do their homework because a favorite show was on or they wasted their studying time on social media. Discuss the various choices implicit in those distractions, and focus on positive and realistic solutions, like choosing to watch the show later as a reward for task completion.\u003c/p>\n\u003cp>Use further student examples in feedback sessions throughout the year, where students can share strategies they’ve developed on their own for dealing with distractions. Students are often more receptive to this advice when it comes from a peer.\u003c/p>\n\u003cp>\u003cstrong>4. Strategies to Boost Student Interest\u003c/strong>\u003c/p>\n\u003cp>Students are more motivated by their schoolwork when it is interesting. \u003ca href=\"https://www.kqed.org/mindshift/52424/why-choice-matters-to-student-learning\" target=\"_blank\" rel=\"noopener\">Offering students choice\u003c/a> is a common way of building interest, along with the quality and relevance of learning materials.\u003c/p>\n\u003cp>Teachers may also allow students to negotiate twists on a task that makes it more interesting to them, while still working toward the learning outcomes of the lesson.\u003c/p>\n\u003cp>But not every learning goal will naturally pique students’ interests, a fact worth acknowledging openly. Ask students to reflect on tasks they find uninteresting in their learning journal to help them identify patterns in these moments and to react in a positive way. The journal entries are also great feedback for the teacher on how to make content more engaging for students.\u003c/p>\n\u003cp>\u003cstrong>5. Strategies to Handle Negative Emotions\u003c/strong>\u003c/p>\n\u003cp>At the start of the school year, I discuss with my students how different moods and emotions help or hurt learning. I’ve found students often aren’t aware of how much their \u003ca href=\"https://www.kqed.org/mindshift/47616/emotional-agility-as-a-tool-to-help-teens-manage-their-feelings\" target=\"_blank\" rel=\"noopener\">emotions affect their schoolwork\u003c/a>. Then, I ask students to create a positive \"mantra\" they can refer back to if feeling unmotivated or anxious.\u003c/p>\n\u003cp>Teachers can also prompt students to reflect on their moods when evaluating how they are progressing toward their goals, and note these observations in their learning journals. For example, a student might write: \"I didn't learn much new vocabulary this week. I was feeling angry and I couldn't focus.\" Once the teacher knows what’s going on in the emotional lives of students it’s easier to offer targeted advice on strategies to ensure learning continues, even when a student is in a heightened emotional state.\u003c/p>\n\u003cp>\u003cstrong>6. Strategies to Build Positive Learning Environments\u003c/strong>\u003c/p>\n\u003cp>Ask students to respond to the questions: Who do I work well with? Who don’t I work well with? Why? This helps students to evaluate the social dynamics of their classroom context. A target output might be something like: \"Harriet’s a great friend, but when we are put in a group together we just end up chatting about Riverdale instead of the work.\" As a teacher, you can also use this information to make groups that collaborate well and work effectively toward common goals.\u003c/p>\n\u003cp>Creating a positive learning environment — one in which students are free to express themselves, make mistakes and effectively self-reflect — will allow the environment to be an effective place for learning.\u003c/p>\n\u003cp>\u003cstrong>7. Visualizing the future\u003c/strong>\u003c/p>\n\u003cp>According to Dörnyei, motivation for learning is partly informed by two potential future versions of yourself — the ideal self of your future, and the self that you feel you ought to become. Asking students to map these out in as much detail as possible, and discussing them (what does your ideal self look like? At minimum, what do you feel like your future self should look like?) can be very helpful in bringing this background process into the light. Discussing these selves can also be a fun activity to start off the year, with students getting down to very specific details of what their future selves eat (my ideal self eats a lot more vegetables than I currently do!), where they live, and do for fun.\u003c/p>\n\u003cp>Refer back to these selves throughout the year to have students track their own progress, and in the process break down long-term motivational goals into shorter ones. This is especially necessary for younger learners who often have trouble visualizing life after school.\u003c/p>\n\u003cp>It’s also important to allow students, in the process of reflecting on these future selves, the ability to think about what they can do if they're not meeting the benchmarks on the road to either who they want to be or feel they should be. Reinforcing the idea that it is never too late to get back on track can help prevent students from feeling they've set unattainable goals for themselves.\u003c/p>\n\u003cp>While it may be difficult to reach every student with every one of the strategies mentioned above, all we can do as educators is to consistently try. All these strategies are ways to help students develop their ability to consciously recognize and mindfully react to their learning experiences. Strategies like these help students to make progress toward being lifelong learners.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Kendal Rolley is the English coordinator of a bilingual K-12 school in Hanoi, Vietnam. He conducts research on language policy and motivation in language learning, and supports TEFL professionals in the development of their classroom practice.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Kendal Rolley\u003c/strong>\u003c/p>\n\u003cp>Looking around my seventh-grade Language Arts classroom at the start of another school year, I saw the same range of reactions that we are all familiar with as teachers. Some students were obviously eager to get started, returning from the break with a desire to start the year off in a positive way. Others were less confident, and had evidently approached the end of the summer holiday with a sense of dread.\u003c/p>\n\u003cp>Throughout the school year, I know I can expect some students to slowly lose motivation. I know when they get disappointing grades, they’ll be discouraged. And some will quietly decide that the material is too difficult, or not worth the effort, or that they generally lack the fundamental skills to keep up. As their teacher, I want to stop those thoughts early. But I’ve noticed that students often can’t see their own progress the way I can as their teacher. They often have unrealistic notions of what their growth should look like.\u003c/p>\n\u003cp>To try to help students see what I see, I started checking in with students one-on-one throughout the year. Using research from \u003ca href=\"https://www.zoltandornyei.co.uk/\" target=\"_blank\" rel=\"noopener\">Zoltan Dӧrnyei\u003c/a>, who specializes in motivation to learn second languages, I developed some practical motivational strategies that helped my students reflect on their own work and learning environments.\u003c/p>\n\u003cp>\u003cstrong>1. The Classroom Environment\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s easy to overlook the most important step in any teaching strategy: build a positive class culture. When I take the time to set a solid, positive learning foundation, I find it smoothes the way for other interventions.\u003c/p>\n\u003cp>When \u003ca href=\"https://www.kqed.org/mindshift/40082/how-to-create-the-learning-community-project-based-learning-demands\" target=\"_blank\" rel=\"noopener\">classroom rules are negotiated with students\u003c/a> they feel a greater sense of ownership and commitment toward them. Often these \"rule-setting\" sessions at the start of the year generate fairly similar (and effective) sets of rules. A set of class rules may look as follows:\u003c/p>\n\u003cul>\n\u003cli>We should listen to each other\u003c/li>\n\u003cli>We should try not to hurt each other, verbally or physically\u003c/li>\n\u003cli>We should respect each other’s ideas and values\u003c/li>\n\u003cli>We shouldn’t make fun of each other’s learning / it’s OK to make mistakes\u003c/li>\n\u003cli>We should help each other\u003c/li>\n\u003c/ul>\n\u003cp>Student-negotiated consequences for breaking these rules, and ensuring they are followed throughout the year, can also reinforce a cohesive and positive learning environment. Students are more likely to meet expectations and interact positively with others when they’ve agreed on both the rules and consequences.\u003c/p>\n\u003cp>I’ve also had success in allowing students to set (realistic) rules for me as their teacher, such as “always be willing to help” and “make sure our tests are fair.”\u003c/p>\n\u003cp>The teacher also has an obligation in a motivation-sensitive teaching approach to make the learning interesting to students. I try to do that by changing up the teaching style and materials, making content and activities fun and relevant to learners, showing enthusiasm for my subject, and being available to offer help.\u003c/p>\n\u003cp>\u003cstrong>2. Strategies to Build Commitment\u003c/strong>\u003c/p>\n\u003cp>There are a few ways I help students preserve (and potentially increase) their commitment to the goals they set for themselves.\u003c/p>\n\u003cp>The first step is to \u003ca href=\"https://www.kqed.org/mindshift/41110/how-writing-down-specific-goals-can-empower-struggling-students\" target=\"_blank\" rel=\"noopener\">help students set appropriate goals\u003c/a>. This works best if students make goals based on the \u003ca href=\"https://en.wikipedia.org/wiki/SMART_criteria\" target=\"_blank\" rel=\"noopener\">S.M.A.R.T principles\u003c/a> (Specific, Measurable, Achievable, Realistic and Time-Specific). I then have them create a learning journal where they record both the goals and their progress. A good stimulus question may be, \"What did you learn this week?\"\u003c/p>\n\u003cp>Second, I provide short \u003ca href=\"https://www.kqed.org/mindshift/47948/why-giving-effective-feedback-is-trickier-than-it-seems\" target=\"_blank\" rel=\"noopener\">written feedback on a regular basis\u003c/a>. I encourage students to reflect positively on their own progress, and to not discuss grades wherever possible, since the point is to hold themselves to their own standards.\u003c/p>\n\u003cp>Third, I try to hold verbal feedback sessions several times a year. A natural time to check in is prior to parent-teacher meetings. These one-on-one meetings with students are a chance for a positive self-reflection and discussion about the student’s progress over a longer period of time.\u003c/p>\n\u003cp>\u003cstrong>3. Metacognitive Strategies\u003c/strong>\u003c/p>\n\u003cp>Students are going to get distracted at some point during the school year, and many procrastinate. But they may not have a lot of practice noticing when they start to get off task. To help them gain awareness, have them record examples of things that have interrupted their learning, both inside and outside the classroom. This can take place in their learning journals. Maybe they didn’t do their homework because a favorite show was on or they wasted their studying time on social media. Discuss the various choices implicit in those distractions, and focus on positive and realistic solutions, like choosing to watch the show later as a reward for task completion.\u003c/p>\n\u003cp>Use further student examples in feedback sessions throughout the year, where students can share strategies they’ve developed on their own for dealing with distractions. Students are often more receptive to this advice when it comes from a peer.\u003c/p>\n\u003cp>\u003cstrong>4. Strategies to Boost Student Interest\u003c/strong>\u003c/p>\n\u003cp>Students are more motivated by their schoolwork when it is interesting. \u003ca href=\"https://www.kqed.org/mindshift/52424/why-choice-matters-to-student-learning\" target=\"_blank\" rel=\"noopener\">Offering students choice\u003c/a> is a common way of building interest, along with the quality and relevance of learning materials.\u003c/p>\n\u003cp>Teachers may also allow students to negotiate twists on a task that makes it more interesting to them, while still working toward the learning outcomes of the lesson.\u003c/p>\n\u003cp>But not every learning goal will naturally pique students’ interests, a fact worth acknowledging openly. Ask students to reflect on tasks they find uninteresting in their learning journal to help them identify patterns in these moments and to react in a positive way. The journal entries are also great feedback for the teacher on how to make content more engaging for students.\u003c/p>\n\u003cp>\u003cstrong>5. Strategies to Handle Negative Emotions\u003c/strong>\u003c/p>\n\u003cp>At the start of the school year, I discuss with my students how different moods and emotions help or hurt learning. I’ve found students often aren’t aware of how much their \u003ca href=\"https://www.kqed.org/mindshift/47616/emotional-agility-as-a-tool-to-help-teens-manage-their-feelings\" target=\"_blank\" rel=\"noopener\">emotions affect their schoolwork\u003c/a>. Then, I ask students to create a positive \"mantra\" they can refer back to if feeling unmotivated or anxious.\u003c/p>\n\u003cp>Teachers can also prompt students to reflect on their moods when evaluating how they are progressing toward their goals, and note these observations in their learning journals. For example, a student might write: \"I didn't learn much new vocabulary this week. I was feeling angry and I couldn't focus.\" Once the teacher knows what’s going on in the emotional lives of students it’s easier to offer targeted advice on strategies to ensure learning continues, even when a student is in a heightened emotional state.\u003c/p>\n\u003cp>\u003cstrong>6. Strategies to Build Positive Learning Environments\u003c/strong>\u003c/p>\n\u003cp>Ask students to respond to the questions: Who do I work well with? Who don’t I work well with? Why? This helps students to evaluate the social dynamics of their classroom context. A target output might be something like: \"Harriet’s a great friend, but when we are put in a group together we just end up chatting about Riverdale instead of the work.\" As a teacher, you can also use this information to make groups that collaborate well and work effectively toward common goals.\u003c/p>\n\u003cp>Creating a positive learning environment — one in which students are free to express themselves, make mistakes and effectively self-reflect — will allow the environment to be an effective place for learning.\u003c/p>\n\u003cp>\u003cstrong>7. Visualizing the future\u003c/strong>\u003c/p>\n\u003cp>According to Dörnyei, motivation for learning is partly informed by two potential future versions of yourself — the ideal self of your future, and the self that you feel you ought to become. Asking students to map these out in as much detail as possible, and discussing them (what does your ideal self look like? At minimum, what do you feel like your future self should look like?) can be very helpful in bringing this background process into the light. Discussing these selves can also be a fun activity to start off the year, with students getting down to very specific details of what their future selves eat (my ideal self eats a lot more vegetables than I currently do!), where they live, and do for fun.\u003c/p>\n\u003cp>Refer back to these selves throughout the year to have students track their own progress, and in the process break down long-term motivational goals into shorter ones. This is especially necessary for younger learners who often have trouble visualizing life after school.\u003c/p>\n\u003cp>It’s also important to allow students, in the process of reflecting on these future selves, the ability to think about what they can do if they're not meeting the benchmarks on the road to either who they want to be or feel they should be. Reinforcing the idea that it is never too late to get back on track can help prevent students from feeling they've set unattainable goals for themselves.\u003c/p>\n\u003cp>While it may be difficult to reach every student with every one of the strategies mentioned above, all we can do as educators is to consistently try. All these strategies are ways to help students develop their ability to consciously recognize and mindfully react to their learning experiences. Strategies like these help students to make progress toward being lifelong learners.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Kendal Rolley is the English coordinator of a bilingual K-12 school in Hanoi, Vietnam. He conducts research on language policy and motivation in language learning, and supports TEFL professionals in the development of their classroom practice.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cp>Teachers can know their content backwards and forwards. They might have put hours into their lesson plans. But if their students aren't motivated, learning won't happen.\u003c/p>\n\u003cp>Often, childhood experiences may make motivation harder for students, according to \u003ca href=\"https://46y5eh11fhgw3ve3ytpwxt9r-wpengine.netdna-ssl.com/wp-content/uploads/2018/12/wp14_reward_motivation_121118_FINAL.pdf\" rel=\"nofollow\">a new working \u003c/a>paper from the \u003ca href=\"https://developingchild.harvard.edu/science/national-scientific-council-on-the-developing-child/\" rel=\"nofollow\">National Scientific Council on the Developing Child\u003c/a>, a multidisciplinary research collaborative housed at Harvard University. The paper takes a look at the machinery of motivation: what’s going on in children’s brains when they’re motivated, and what’s holding them back?\u003c/p>\n\u003cp>The researchers identify two types of motivation: \u003ci>approach motivation\u003c/i>, which steers us toward a reward, and \u003ci>avoidance motivation\u003c/i>, which prompts us to avoid damage. Ideally, they balance each other out. \u003cem>Approach\u003c/em> is foundational to most forms of learning, while \u003cem>avoidance\u003c/em> can inhibit higher-level learning by forcing us to fixate on our immediate response to a task, rather than a long-term goal. Ultimately, to survive, we need both, but when they’re out of balance, it can lead to impulse-control problems, anxiety, or depression, among other mental health struggles.\u003c/p>\n\u003cp>Our motivation systems are partially laid out by genetics, but they’re also shaped by experiences. High levels of stress and \u003ca href=\"https://www.gse.harvard.edu/news/uk/16/03/understanding-neglect\">a dearth of positive relationships \u003c/a>with adults can affect how children’s brains respond to different tasks. Caring adults can help students develop the motivation systems that will serve them well, long into adulthood.\u003c/p>\n\u003cp>\u003cstrong>How to Build Healthy Motivation\u003c/strong>\u003c/p>\n\u003cp>\u003cb>Elicit curiosity and encourage exploration. \u003c/b>Beyond their basic needs, children are intrinsically motivated by exploration, play, mastery, and success — all of which lay the groundwork for meaningful learning. Adults can reinforce these motivations through \u003ca href=\"https://www.gse.harvard.edu/news/uk/17/11/how-caregivers-can-boost-young-brains\">positive feedback\u003c/a> of kids' natural tendencies, rather than tampering these tendencies by dismissing opportunities to explore, or being overly fearful that children will get hurt — fears that can rub off. Caring adults whom children can trust can help them figure out what to actually be afraid of and avoid. Children from more volatile or abusive environments, perhaps lacking that caring adult influence, might become more highly attuned to avoidance and lose interest in healthy exploration.\u003c/p>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cp>\u003cb>Don’t rely on incentives. \u003c/b>But extrinsic feedback by itself is insufficient to drive motivation — the goal is to help kids develop their own inner fire to learn. Children have been shown to stop engaging in activities of their own accord once they’ve been given a tangible reward for it. “Systems focused solely on external rewards and punishments are unlikely to achieve sustained, productive motivation,” the report’s authors warn; “those that balance intrinsically motivating activities — such as creative problem-solving and playful learning — with positive feedback are more likely to support healthy motivation over the long run.”\u003c/p>\n\u003cp>\u003cb>Remind children that success is possible. \u003c/b>We’re unlikely to be motivated to do anything if we think it’s impossible. A growth mindset — the belief that we can change and improve through practice, and that our talents and skills aren’t fixed — enables children to get motivated. \u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cb>Prioritize social interaction. \u003c/b>From babies to adolescents, social interaction is a key to motivation, releasing natural opioids — dopamine and serotonin — that activate the brain’s reward system. One study showed that babies learned language more quickly through face-to-face interactions with a caregiver than by watching that caregiver on video. In our digital world, apps and screens can be supplements for learning, but in-person interactions remain essential.\u003c/p>\n\u003cp>\u003cb>Remember that we all have different intrinsic motivators. \u003c/b>A child intrinsically motivated to play sports might respond well to constructive criticism from a coach, eager for the internal sense of satisfaction from doing well. But another student might respond more to encouragement and get discouraged by criticism. Be mindful that these different motivation systems may be due to children's genes and their life experiences, and that they might require different approaches to motivate.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"paragraph__quote__stage entity entity-paragraphs-item paragraphs-item-quote\">\n\u003cdiv class=\"paragraph__quote__boundary\">\n\u003cdiv class=\"paragraph__quote__body\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\u003cem>\u003ca href=\"https://twitter.com/GraceTatter\">Grace Tatter\u003c/a> is a staff writer for \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they're accessible to practitioners, policymakers, and parents. \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge \u003c/a>is based at the Harvard Graduate School of Education. \u003c/em>\u003c/div>\n\u003c/div>\n\u003c/div>\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 class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cp>Teachers can know their content backwards and forwards. They might have put hours into their lesson plans. But if their students aren't motivated, learning won't happen.\u003c/p>\n\u003cp>Often, childhood experiences may make motivation harder for students, according to \u003ca href=\"https://46y5eh11fhgw3ve3ytpwxt9r-wpengine.netdna-ssl.com/wp-content/uploads/2018/12/wp14_reward_motivation_121118_FINAL.pdf\" rel=\"nofollow\">a new working \u003c/a>paper from the \u003ca href=\"https://developingchild.harvard.edu/science/national-scientific-council-on-the-developing-child/\" rel=\"nofollow\">National Scientific Council on the Developing Child\u003c/a>, a multidisciplinary research collaborative housed at Harvard University. The paper takes a look at the machinery of motivation: what’s going on in children’s brains when they’re motivated, and what’s holding them back?\u003c/p>\n\u003cp>The researchers identify two types of motivation: \u003ci>approach motivation\u003c/i>, which steers us toward a reward, and \u003ci>avoidance motivation\u003c/i>, which prompts us to avoid damage. Ideally, they balance each other out. \u003cem>Approach\u003c/em> is foundational to most forms of learning, while \u003cem>avoidance\u003c/em> can inhibit higher-level learning by forcing us to fixate on our immediate response to a task, rather than a long-term goal. Ultimately, to survive, we need both, but when they’re out of balance, it can lead to impulse-control problems, anxiety, or depression, among other mental health struggles.\u003c/p>\n\u003cp>Our motivation systems are partially laid out by genetics, but they’re also shaped by experiences. High levels of stress and \u003ca href=\"https://www.gse.harvard.edu/news/uk/16/03/understanding-neglect\">a dearth of positive relationships \u003c/a>with adults can affect how children’s brains respond to different tasks. Caring adults can help students develop the motivation systems that will serve them well, long into adulthood.\u003c/p>\n\u003cp>\u003cstrong>How to Build Healthy Motivation\u003c/strong>\u003c/p>\n\u003cp>\u003cb>Elicit curiosity and encourage exploration. \u003c/b>Beyond their basic needs, children are intrinsically motivated by exploration, play, mastery, and success — all of which lay the groundwork for meaningful learning. Adults can reinforce these motivations through \u003ca href=\"https://www.gse.harvard.edu/news/uk/17/11/how-caregivers-can-boost-young-brains\">positive feedback\u003c/a> of kids' natural tendencies, rather than tampering these tendencies by dismissing opportunities to explore, or being overly fearful that children will get hurt — fears that can rub off. Caring adults whom children can trust can help them figure out what to actually be afraid of and avoid. 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A growth mindset — the belief that we can change and improve through practice, and that our talents and skills aren’t fixed — enables children to get motivated. \u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cb>Prioritize social interaction. \u003c/b>From babies to adolescents, social interaction is a key to motivation, releasing natural opioids — dopamine and serotonin — that activate the brain’s reward system. One study showed that babies learned language more quickly through face-to-face interactions with a caregiver than by watching that caregiver on video. In our digital world, apps and screens can be supplements for learning, but in-person interactions remain essential.\u003c/p>\n\u003cp>\u003cb>Remember that we all have different intrinsic motivators. \u003c/b>A child intrinsically motivated to play sports might respond well to constructive criticism from a coach, eager for the internal sense of satisfaction from doing well. But another student might respond more to encouragement and get discouraged by criticism. Be mindful that these different motivation systems may be due to children's genes and their life experiences, and that they might require different approaches to motivate.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"paragraph__quote__stage entity entity-paragraphs-item paragraphs-item-quote\">\n\u003cdiv class=\"paragraph__quote__boundary\">\n\u003cdiv class=\"paragraph__quote__body\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\u003cem>\u003ca href=\"https://twitter.com/GraceTatter\">Grace Tatter\u003c/a> is a staff writer for \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they're accessible to practitioners, policymakers, and parents. \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge \u003c/a>is based at the Harvard Graduate School of Education. \u003c/em>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>Excerpted from \"\u003ca href=\"https://us.corwin.com/en-us/nam/just-ask-us/book254517\" target=\"_blank\" rel=\"noopener\">Just Ask Us: Kids Speak Out on Student Engagement\u003c/a>\" by Heather Wolpert-Gawron.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Read the companion piece, \u003ca href=\"https://www.kqed.org/mindshift/52424/why-choice-matters-to-student-learning\" target=\"_blank\" rel=\"noopener\">\"Why Choice Matters to Student Learning,\"\u003c/a> for more about the research on student engagement and choice.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Heather Wolpert-Gawron\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Keeping in mind the prior research that proves there is such a thing as too much choice, it’s important to just look at all the possible options that teachers have who are looking to incorporate more choice in their classrooms.\u003c/p>\n\u003cp class=\"p3\">Options to offer choice:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p4\">\u003cstrong>1.\u003c/strong> \u003cb>People to Work With. \u003c/b>Give students the chance to choose whether to work independently or with another student(s). As a teacher, you can still maintain some control by giving students input. Poll them to see the four students they would most want to work with and then give them the guarantee that at least one of those students will be working with them. Let’s face it, life would be great if nobody got left out of the picking process or if every student felt welcomed in every group, but teachers might want to maintain some input here as well, if only to help students who socially need the push. Nevertheless, give students the ability to have some say in their coworkers. Don’t you wish you could have some say in yours?\u003c/p>\n\u003cfigure id=\"attachment_52435\" class=\"wp-caption alignleft\" style=\"max-width: 536px\">\u003cimg class=\"size-full wp-image-52435\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Joseph.png\" alt=\"\" width=\"536\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Joseph.png 536w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Joseph-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Joseph-240x161.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Joseph-375x252.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Joseph-520x349.png 520w\" sizes=\"(max-width: 536px) 100vw, 536px\">\u003cfigcaption class=\"wp-caption-text\">From \"Just Ask Us: Kids Speak Out on Student Engagement\" by Heather Wolpert-Gawron\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p5\">\u003cstrong>2.\u003c/strong> \u003cb>Resources to Use. \u003c/b>Guide students in how to research, but don’t point them to every possible resource. Help foster independent learning by giving them the choice in what they are learning from.\u003c/p>\n\u003cp class=\"p5\">\u003cstrong>3.\u003c/strong> \u003cb>Driving Questions. \u003c/b>In inquiry-based learning, students tend to develop their own questions that require research in order to form a solution. Being able to develop these questions, the questions that drive the learning, is not a small task, and can be used as their own informal assessment as well. By allowing students to set the train on the track, you will have them buying into the learning throughout the journey.\u003c/p>\n\u003cp class=\"p6\">\u003cstrong>4.\u003c/strong> \u003cb>Ways to Show Their Knowledge. \u003c/b>As Marzano said above, there are many ways in which a student can show what they know about the content area. From essays to dramatic interpretations, from digital slideshows to sculptures, from websites to podcasts, students can prove their knowledge and give evidence of their learning in an infinite number of ways.\u003c/p>\n\u003cp class=\"p6\">\u003cstrong>5.\u003c/strong> \u003cb>Which Rubric to Be Scored On. \u003c/b>Some teachers have taken to developing different rubrics that reflect different levels of understanding. In other words, if students feel they are ready, they can attach the advanced rubric to their essay or if they feel they aren’t quite ready for that challenge, they can be assessed using a more standard or grade-level rubric. Rubrics can also be used to assess different elements of an assignment. Just imagine a student setting their own goals and then selecting the rubric to match that goal.\u003c/p>\n\u003cp class=\"p6\">\u003cstrong>6.\u003c/strong> \u003cb>What They Need to Work on to Improve/Learning Goals\u003c/b>. And speaking of setting goals, allow students to set their own goals and objectives. When I have my students begin the revision stage of essay writing, for instance, I always have them first state what they choose to have me look for in order to give more targeted feedback. In so doing, they not only show me that they are reflective and aware of the skill they need to work on, but they also pay closer attention to the feedback overall.\u003c/p>\n\u003cp class=\"p7\">For instance, one student used the commenting tool in Google Drive to indicate what she wanted me to look for as I was reading her initial essay. She asked me the following:\u003c/p>\n\u003cp class=\"p8\">\u003ci>Katie: \u003c/i>How should I change my title to make it seem like a strong representation of the theme?\u003c/p>\n\u003cp class=\"p7\">Student choice, therefore, helps me to help them.\u003c/p>\n\u003cfigure id=\"attachment_52436\" class=\"wp-caption alignleft\" style=\"max-width: 459px\">\u003cimg class=\"size-full wp-image-52436\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Gabriel.png\" alt=\"\" width=\"459\" height=\"406\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gabriel.png 459w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gabriel-160x142.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gabriel-240x212.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gabriel-375x332.png 375w\" sizes=\"(max-width: 459px) 100vw, 459px\">\u003cfigcaption class=\"wp-caption-text\">From \"Just Ask Us: Kids Speak Out on Student Engagement\" by Heather Wolpert-Gawron\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p9\">\u003cstrong>7. \u003c/strong>\u003cb>Ways to View and Record Assignments for Time Management. \u003c/b>Tweens and teens continue to need advice in how to manage their time, but they don’t all connect with the same methods. Therefore, I give my students three different choices as ways to record their assignments or track their assignments. This is yet another way that choice feeds into our mission to differentiate.\u003c/p>\n\u003cp class=\"p9\">Weekly: I post our classroom and homework online each week. On Mondays, students see what the upcoming week holds. This allows students to plan their workload and know when things are due in manageable pieces.\u003c/p>\n\u003cp class=\"p11\">Daily: I break down each day on the board and let students know what we are doing throughout the period. Some students really can only take in bite-sized information at a time.\u003c/p>\n\u003cp class=\"p12\">Quarter/Semester: I give students a rough timeline of what the quarter or semester looks like including key dates when larger assignments are due. Some students find this overwhelming, while others really like the overarching knowledge of what’s to come.\u003c/p>\n\u003cp class=\"p9\">\u003cstrong>8.\u003c/strong> \u003cb>Scaffolds. \u003c/b>By the time students get to middle school, it’s really vital that they have a choice in how they take notes or in what scaffolds to use. I’m not a fan of dictating what Thinking Map to use or if a student needs to use one at all. However, if they learned one earlier that they continue to rely on, why not allow them to use it? There might also be a different kind of graphic organizer that does help them. Perhaps a student likes using Cornell Notes, while others might prefer index cards or a digital program like Evernote. We can dictate that a brainstorming element needs to be included in the learning process, but we shouldn’t be dictating for students the scaffold that works best for them.\u003c/p>\n\u003cp class=\"p9\">\u003ca href=\"https://us.corwin.com/en-us/nam/just-ask-us/book254517\">\u003cimg class=\"alignright wp-image-52430\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Just-Ask-Us.jpg\" alt=\"\" width=\"250\" height=\"357\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us.jpg 630w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-160x229.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-240x343.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-375x536.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-520x743.jpg 520w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003cstrong>9.\u003c/strong> \u003cb>Text Structures\u003c/b>. Give students choice in the structure of their essays. We know that the traditional five-paragraph essay doesn’t exist in the world outside of school, and in fact, in many of the formal tests administered to students, that standardized structure never even appears, so teach students to take risks with their written structure. Teach students how to organize their thoughts using subheadings, bullets, and numbering. Teach them how to use transitions that not only work between paragraphs, but also work between sections of text. Teach them about captions and integrating quotes. Allow students to embed images and videos into their essays as well as data or textual evidence. Give them choice in the structure of their essay, and you might just find that they can communicate their knowledge more clearly than trying to fit what’s in the brain into a structure that doesn’t connect with them.\u003c/p>\n\u003cp class=\"p14\">\u003cstrong>10.\u003c/strong> \u003cb>Choice of opinion/prompts, etc. \u003c/b>Give students options of prompts to respond to and/or create open-ended questions that can only be answered by each individual student. By giving them leeway to decide on their own opinions or choose from a list of content-related prompts, you will find that their excitement for responding increases. And if their engagement increases, you will get the highest level of response they can muster.\u003c/p>\n\u003cp class=\"p14\">\u003cstrong>11.\u003c/strong> \u003cb>Seating. \u003c/b>Choice of seating was actually mentioned a number of times in our student engagement survey. In my classroom, for instance, I have beanbag chairs, standing desks with bar stools, video game chairs, small group tables, and plenty of carpet. Different kids like to work in different positions. Some like to work under tables or facing walls. I call them “cave dwellers.” Others like to stand at the taller tables, dismissing chairs altogether. Others like to sit, back-to-back, on the floor. I also find that they tend to make wise choices. More hyper kids, for instance, will work quantitatively more while rocking in a video game chair than seated static at a desk. The only drawback is that it took me longer to memorize the names because they also liked to try different views of the classroom and different seating options, particularly at the beginning of the year. But (shrug) that was my problem. When we’re talking about engagement, it’s a no-brainer.\u003c/p>\n\u003cp class=\"p9\">\u003cstrong>12.\u003c/strong> \u003cb>Deadlines. \u003c/b>You know how you get slammed when all those essays or projects come in all at once? Why not avoid that dilemma and allow students to select the deadlines themselves? Once I have introduced a long-term assignment, I generally open up a window of dates for students to choose from. I send out a Google Form that allows students to select from a drop-down menu of choices. Their selection then seeds a spreadsheet automatically that I can sort by date. The date they select is their firm deadline. So I’m still honoring the assessment of responsibility, but I am also honoring the process of bringing students into the decision-making process.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-thumbnail wp-image-52482\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-160x194.png\" alt=\"\" width=\"160\" height=\"194\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-160x194.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-800x971.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-768x933.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-240x291.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-375x455.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-520x631.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17.png 807w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Heather Wolpert-Gawron \u003c/strong>is an award-winning middle school teacher and author of Just Ask Us (Corwin, 2018). She has authored several other books including: DIY for Project Based Learning for ELA and History, DIY for Project Based Learning for Math and Science, Writing Behind Every Door: Teaching Common Core Writing in the Content Areas and Tween Crayons and Curfews: Tips for Middle School Teachers. Heather is a staff blogger for Edutopia.org and shares all things middle school at tweenteacher.com. Follow Heather on Twitter: \u003ca href=\"https://twitter.com/tweenteacher\">@tweenteacher\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"excerpt": "It can be hard to imagine incorporating student choice into an already hectic classroom. Here are 12 ideas that don't have to mean big dramatic changes.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \"\u003ca href=\"https://us.corwin.com/en-us/nam/just-ask-us/book254517\" target=\"_blank\" rel=\"noopener\">Just Ask Us: Kids Speak Out on Student Engagement\u003c/a>\" by Heather Wolpert-Gawron.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Read the companion piece, \u003ca href=\"https://www.kqed.org/mindshift/52424/why-choice-matters-to-student-learning\" target=\"_blank\" rel=\"noopener\">\"Why Choice Matters to Student Learning,\"\u003c/a> for more about the research on student engagement and choice.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Heather Wolpert-Gawron\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Keeping in mind the prior research that proves there is such a thing as too much choice, it’s important to just look at all the possible options that teachers have who are looking to incorporate more choice in their classrooms.\u003c/p>\n\u003cp class=\"p3\">Options to offer choice:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p4\">\u003cstrong>1.\u003c/strong> \u003cb>People to Work With. \u003c/b>Give students the chance to choose whether to work independently or with another student(s). As a teacher, you can still maintain some control by giving students input. Poll them to see the four students they would most want to work with and then give them the guarantee that at least one of those students will be working with them. Let’s face it, life would be great if nobody got left out of the picking process or if every student felt welcomed in every group, but teachers might want to maintain some input here as well, if only to help students who socially need the push. Nevertheless, give students the ability to have some say in their coworkers. Don’t you wish you could have some say in yours?\u003c/p>\n\u003cfigure id=\"attachment_52435\" class=\"wp-caption alignleft\" style=\"max-width: 536px\">\u003cimg class=\"size-full wp-image-52435\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Joseph.png\" alt=\"\" width=\"536\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Joseph.png 536w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Joseph-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Joseph-240x161.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Joseph-375x252.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Joseph-520x349.png 520w\" sizes=\"(max-width: 536px) 100vw, 536px\">\u003cfigcaption class=\"wp-caption-text\">From \"Just Ask Us: Kids Speak Out on Student Engagement\" by Heather Wolpert-Gawron\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p5\">\u003cstrong>2.\u003c/strong> \u003cb>Resources to Use. \u003c/b>Guide students in how to research, but don’t point them to every possible resource. Help foster independent learning by giving them the choice in what they are learning from.\u003c/p>\n\u003cp class=\"p5\">\u003cstrong>3.\u003c/strong> \u003cb>Driving Questions. \u003c/b>In inquiry-based learning, students tend to develop their own questions that require research in order to form a solution. Being able to develop these questions, the questions that drive the learning, is not a small task, and can be used as their own informal assessment as well. By allowing students to set the train on the track, you will have them buying into the learning throughout the journey.\u003c/p>\n\u003cp class=\"p6\">\u003cstrong>4.\u003c/strong> \u003cb>Ways to Show Their Knowledge. \u003c/b>As Marzano said above, there are many ways in which a student can show what they know about the content area. From essays to dramatic interpretations, from digital slideshows to sculptures, from websites to podcasts, students can prove their knowledge and give evidence of their learning in an infinite number of ways.\u003c/p>\n\u003cp class=\"p6\">\u003cstrong>5.\u003c/strong> \u003cb>Which Rubric to Be Scored On. \u003c/b>Some teachers have taken to developing different rubrics that reflect different levels of understanding. In other words, if students feel they are ready, they can attach the advanced rubric to their essay or if they feel they aren’t quite ready for that challenge, they can be assessed using a more standard or grade-level rubric. Rubrics can also be used to assess different elements of an assignment. Just imagine a student setting their own goals and then selecting the rubric to match that goal.\u003c/p>\n\u003cp class=\"p6\">\u003cstrong>6.\u003c/strong> \u003cb>What They Need to Work on to Improve/Learning Goals\u003c/b>. And speaking of setting goals, allow students to set their own goals and objectives. When I have my students begin the revision stage of essay writing, for instance, I always have them first state what they choose to have me look for in order to give more targeted feedback. In so doing, they not only show me that they are reflective and aware of the skill they need to work on, but they also pay closer attention to the feedback overall.\u003c/p>\n\u003cp class=\"p7\">For instance, one student used the commenting tool in Google Drive to indicate what she wanted me to look for as I was reading her initial essay. She asked me the following:\u003c/p>\n\u003cp class=\"p8\">\u003ci>Katie: \u003c/i>How should I change my title to make it seem like a strong representation of the theme?\u003c/p>\n\u003cp class=\"p7\">Student choice, therefore, helps me to help them.\u003c/p>\n\u003cfigure id=\"attachment_52436\" class=\"wp-caption alignleft\" style=\"max-width: 459px\">\u003cimg class=\"size-full wp-image-52436\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Gabriel.png\" alt=\"\" width=\"459\" height=\"406\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gabriel.png 459w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gabriel-160x142.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gabriel-240x212.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gabriel-375x332.png 375w\" sizes=\"(max-width: 459px) 100vw, 459px\">\u003cfigcaption class=\"wp-caption-text\">From \"Just Ask Us: Kids Speak Out on Student Engagement\" by Heather Wolpert-Gawron\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p9\">\u003cstrong>7. \u003c/strong>\u003cb>Ways to View and Record Assignments for Time Management. \u003c/b>Tweens and teens continue to need advice in how to manage their time, but they don’t all connect with the same methods. Therefore, I give my students three different choices as ways to record their assignments or track their assignments. This is yet another way that choice feeds into our mission to differentiate.\u003c/p>\n\u003cp class=\"p9\">Weekly: I post our classroom and homework online each week. On Mondays, students see what the upcoming week holds. This allows students to plan their workload and know when things are due in manageable pieces.\u003c/p>\n\u003cp class=\"p11\">Daily: I break down each day on the board and let students know what we are doing throughout the period. Some students really can only take in bite-sized information at a time.\u003c/p>\n\u003cp class=\"p12\">Quarter/Semester: I give students a rough timeline of what the quarter or semester looks like including key dates when larger assignments are due. Some students find this overwhelming, while others really like the overarching knowledge of what’s to come.\u003c/p>\n\u003cp class=\"p9\">\u003cstrong>8.\u003c/strong> \u003cb>Scaffolds. \u003c/b>By the time students get to middle school, it’s really vital that they have a choice in how they take notes or in what scaffolds to use. I’m not a fan of dictating what Thinking Map to use or if a student needs to use one at all. However, if they learned one earlier that they continue to rely on, why not allow them to use it? There might also be a different kind of graphic organizer that does help them. Perhaps a student likes using Cornell Notes, while others might prefer index cards or a digital program like Evernote. We can dictate that a brainstorming element needs to be included in the learning process, but we shouldn’t be dictating for students the scaffold that works best for them.\u003c/p>\n\u003cp class=\"p9\">\u003ca href=\"https://us.corwin.com/en-us/nam/just-ask-us/book254517\">\u003cimg class=\"alignright wp-image-52430\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Just-Ask-Us.jpg\" alt=\"\" width=\"250\" height=\"357\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us.jpg 630w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-160x229.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-240x343.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-375x536.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-520x743.jpg 520w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003cstrong>9.\u003c/strong> \u003cb>Text Structures\u003c/b>. Give students choice in the structure of their essays. We know that the traditional five-paragraph essay doesn’t exist in the world outside of school, and in fact, in many of the formal tests administered to students, that standardized structure never even appears, so teach students to take risks with their written structure. Teach students how to organize their thoughts using subheadings, bullets, and numbering. Teach them how to use transitions that not only work between paragraphs, but also work between sections of text. Teach them about captions and integrating quotes. Allow students to embed images and videos into their essays as well as data or textual evidence. Give them choice in the structure of their essay, and you might just find that they can communicate their knowledge more clearly than trying to fit what’s in the brain into a structure that doesn’t connect with them.\u003c/p>\n\u003cp class=\"p14\">\u003cstrong>10.\u003c/strong> \u003cb>Choice of opinion/prompts, etc. \u003c/b>Give students options of prompts to respond to and/or create open-ended questions that can only be answered by each individual student. By giving them leeway to decide on their own opinions or choose from a list of content-related prompts, you will find that their excitement for responding increases. And if their engagement increases, you will get the highest level of response they can muster.\u003c/p>\n\u003cp class=\"p14\">\u003cstrong>11.\u003c/strong> \u003cb>Seating. \u003c/b>Choice of seating was actually mentioned a number of times in our student engagement survey. In my classroom, for instance, I have beanbag chairs, standing desks with bar stools, video game chairs, small group tables, and plenty of carpet. Different kids like to work in different positions. Some like to work under tables or facing walls. I call them “cave dwellers.” Others like to stand at the taller tables, dismissing chairs altogether. Others like to sit, back-to-back, on the floor. I also find that they tend to make wise choices. More hyper kids, for instance, will work quantitatively more while rocking in a video game chair than seated static at a desk. The only drawback is that it took me longer to memorize the names because they also liked to try different views of the classroom and different seating options, particularly at the beginning of the year. But (shrug) that was my problem. When we’re talking about engagement, it’s a no-brainer.\u003c/p>\n\u003cp class=\"p9\">\u003cstrong>12.\u003c/strong> \u003cb>Deadlines. \u003c/b>You know how you get slammed when all those essays or projects come in all at once? Why not avoid that dilemma and allow students to select the deadlines themselves? Once I have introduced a long-term assignment, I generally open up a window of dates for students to choose from. I send out a Google Form that allows students to select from a drop-down menu of choices. Their selection then seeds a spreadsheet automatically that I can sort by date. The date they select is their firm deadline. So I’m still honoring the assessment of responsibility, but I am also honoring the process of bringing students into the decision-making process.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-thumbnail wp-image-52482\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-160x194.png\" alt=\"\" width=\"160\" height=\"194\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-160x194.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-800x971.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-768x933.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-240x291.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-375x455.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-520x631.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17.png 807w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Heather Wolpert-Gawron \u003c/strong>is an award-winning middle school teacher and author of Just Ask Us (Corwin, 2018). She has authored several other books including: DIY for Project Based Learning for ELA and History, DIY for Project Based Learning for Math and Science, Writing Behind Every Door: Teaching Common Core Writing in the Content Areas and Tween Crayons and Curfews: Tips for Middle School Teachers. Heather is a staff blogger for Edutopia.org and shares all things middle school at tweenteacher.com. Follow Heather on Twitter: \u003ca href=\"https://twitter.com/tweenteacher\">@tweenteacher\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>Excerpted from \"\u003ca href=\"https://us.corwin.com/en-us/nam/just-ask-us/book254517\" target=\"_blank\" rel=\"noopener\">Just Ask Us: Kids Speak Out on Student Engagement\u003c/a>\" by Heather Wolpert-Gawron. The following is from the chapter \"Give Us Choices.\" \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Heather Wolpert-Gawron\u003c/strong>\u003c/p>\n\u003cp class=\"p6\">In 1971, Starbucks opened in Pike Place Market in Seattle, Washington. Since then, according to recent math, Starbucks now offers up to 87,000 options for your sipping pleasure (“Starbucks Stay Mum on Drink Math,” 2008).\u003c/p>\n\u003cp class=\"p7\">OK, perhaps I’m creating a correlation here, but hear me out. It is a suspicious coincidence that during the first decade of Starbucks’ life, there was also the birth of a large study in humanistic education by David N. Aspy and Flora N. Roebuck. This study spanned the 1970s and focused on student-centered learning, an element of which is student choice.\u003c/p>\n\u003cp class=\"p7\">Now, I’m not equating the import of weighing your options in caffeinated beverage with one’s choice in how to display knowledge of your content area, but it seems to me that at some point, there was a shift in expectation in our culture outside of school that soon became reflected within school as well.\u003c/p>\n\u003cfigure id=\"attachment_52431\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-52431\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Thomas.jpg\" alt=\"\" width=\"250\" height=\"290\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Thomas.jpg 544w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Thomas-160x185.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Thomas-240x278.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Thomas-375x434.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Thomas-520x602.jpg 520w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">From \"Just Ask Us: Kids Speak Out on Student Engagement\" by Heather Wolpert-Gawron\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">According to the student engagement survey, student choice is listed as one of the most engaging strategies a teacher can allow in the classroom. Want to know how to engage students, enthuse them, and bring out their best effort? Want ways to differentiate organically? Give them a voice in their decisions. In a society that barely listens to each other, listen to our students. In a system that can be a flood of top down, let your classroom be one that allows voices to trickle up. We have, in our very classrooms, the brains that will solve the problems of tomorrow, but to give them training means we have to give their neurons a chance to solve the problems of today.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p7\">Student choice builds ownership in the learning.\u003c/p>\n\u003cp class=\"p7\">Student choice allows students to display their learning in the way that they feel best represents their knowledge.\u003c/p>\n\u003cp class=\"p7\">Student choice enforces true differentiation.\u003c/p>\n\u003cp class=\"p10\">\u003cb>The A\u003c/b>\u003cspan class=\"s1\">c\u003c/span>\u003cb>ademi\u003c/b>\u003cstrong>\u003cspan class=\"s1\">c \u003c/span>\u003c/strong>\u003cb>Benefits of \u003c/b>\u003cspan class=\"s1\">St\u003c/span>\u003cb>udent Choice\u003c/b>\u003c/p>\n\u003cp class=\"p6\">Jim Bentley (2016) of the Buck Institute of Education (BIE) is an expert in student choice since it is a deeply rooted element in project-based learning, the strategy at the heart of the Buck Institute. He believes that student choice also redefines the position of teacher from knowledge authority to learning guide. He says that\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p11\">[e]ngagement is a fire that can quickly die out when things get challenging. That’s where it’s important to build in student voice and choice as well as the concepts of sustained inquiry and critique and revision. With student voice and choice, teachers are managing the work of students not controlling it. If a student or team wants to take a certain angle on a task they can—given it aligns with the purpose of the project. . . . Students generally respond well, liking the freedom.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p12\">In fact, student choice is so important to BIE that it has included it in the rubric it uses to assess units of study to ensure that student choice is encouraged and utilized. The rubric itself promotes the belief that\u003c/p>\n\u003cp class=\"p13\" style=\"text-align: center\">Choice + Agency = Learning\u003c/p>\n\u003cp class=\"p12\">It asks teachers to evaluate whether “Students have opportunities to express voice and choice on important matters (questions asked, texts and resources used, people to work with, products to be created, use of time, organization of tasks)” (Davis, 2016).\u003c/p>\n\u003cfigure id=\"attachment_52427\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-52427\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Amanda.png\" alt=\"\" width=\"250\" height=\"253\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda.png 518w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-160x162.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-240x243.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-375x380.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-96x96.png 96w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">From \"Just Ask Us: Kids Speak Out on Student Engagement\" by Heather Wolpert-Gawron\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This ambiguity of student choice can intimidate any teacher, but is a surmountable fear and a fear that must be challenged. In terms of creating evidence of knowledge, the intense structure of “do this, like this” is not as effective as “what way would best work for you?”\u003c/p>\n\u003cp class=\"p7\">And research backs up what the students have long known. Results from a 2010 study show that when\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p11\">students received a choice of homework they reported higher intrinsic motivation to do homework, felt more competent regarding the homework, and performed better on the unit test compared with when they did not have a choice. In addition, a trend suggested that having choices enhanced homework completion rates compared with when no choices were given. (Patall, Cooper, & Wynn, 2010)\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p14\">The theory of consuming information in a single, teacher-prescribed way, also may not play into the strengths of each and every student. The good news is that there is guidance out there to help teachers select the most appropriate elements of their teaching in which to offer choice.\u003c/p>\n\u003cp class=\"p15\">\u003ca href=\"https://us.corwin.com/en-us/nam/just-ask-us/book254517\">\u003cimg class=\"alignright wp-image-52430\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Just-Ask-Us.jpg\" alt=\"\" width=\"250\" height=\"357\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us.jpg 630w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-160x229.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-240x343.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-375x536.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-520x743.jpg 520w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>In fact, research proves that student choice increases both engagement and motivation for tween, teens, and in fact, all age levels. According to Robert Marzano, “When given choice by teachers, students perceive classroom activities as more important. Choice in the classroom has also been linked to increases in student effort, task performance, and subsequent learning” (Marzano Research, n.d.). Marzano goes on to report that granting students choice directly aligns with student engagement. He encourages teachers to give choice in the following:\u003c/p>\n\u003cp class=\"p16\">1. Tasks to perform\u003cbr>\n2. Ways to report\u003cbr>\n3. Establishing their own learning goals\u003c/p>\n\u003cp class=\"p18\">This seems to promote more ownership in their learning and outcomes. Marzano further recommends the following:\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p19\">To provide a choice of task to students, a teacher can provide multiple task options on an assessment and ask students to respond to the one that interests them most. Similarly, a teacher can provide students with the option to choose their own reporting format. The two most common reporting formats are written and oral reports. . . . However, students may also choose to present information through debates, video reports, demonstrations, or dramatic presentations. To give students a particularly powerful choice, a teacher can ask students to create their own learning goals. When giving students the option to design their own learning goals, a teacher should hold students accountable for both their self-identified learning goal as well as teacher-identified learning goals for that unit.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p12\">Allowing students some choice in their learning is clearly proving successful. In 2008, a meta-analysis was conducted by Patall, Cooper, and Robinson (n.d.) that examined 41 studies on the topic. “Results indicated that providing choice enhanced intrinsic motivation, effort, task performance, and perceived competence, among other outcomes,” according to its authors.\u003c/p>\n\u003cp class=\"p7\">But our goals for our students are not all academic. We need students to learn how to make decisions, how to weigh options, and how to advocate for their opinions. Therefore, if we are to help develop students into citizens, we need to include choice as a vital strategy toward that goal.\u003c/p>\n\u003cp class=\"p7\">Alfie Kohn (2010) believes that\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p11\">[t]he psychological benefits of control are, if anything, even more pronounced. All else being equal, emotional adjustment is better over time for people who experience a sense of self-determination; by contrast, few things lead more reliably to depression and other forms of psychological distress than a feeling of helplessness. . . . The truth is that, if we want children to take responsibility for their own behavior, we must first \u003ci>give \u003c/i>them responsibility, and plenty of it. \u003ci>The way a child learns how to make decisions is by making decisions, not by following directions.\u003c/i>\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p14\">School is a place to help train students to handle the choices that life throws at them; if anything, we should be encouraging as many opportunities as possible for students to work that muscle in the gym that is school.\u003c/p>\n\u003cp>\u003cem>To find ideas for how to offer choice in your classroom, check out Heather's companion article, \"\u003ca href=\"https://www.kqed.org/mindshift/52421/what-giving-students-choice-looks-like-in-the-classroom\">What Giving Students Choice Looks Like in the Classroom\u003c/a>.\"\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003cimg class=\"alignleft size-thumbnail wp-image-52482\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-160x194.png\" alt=\"\" width=\"160\" height=\"194\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-160x194.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-800x971.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-768x933.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-240x291.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-375x455.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-520x631.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17.png 807w\" sizes=\"(max-width: 160px) 100vw, 160px\">Heather Wolpert-Gawron \u003c/em>\u003c/strong>\u003cem>is an award-winning middle school teacher and author of Just Ask Us (Corwin, 2018). She has authored several other books including: DIY for Project Based Learning for ELA and History, DIY for Project Based Learning for Math and Science, Writing Behind Every Door: Teaching Common Core Writing in the Content Areas and Tween Crayons and Curfews: Tips for Middle School Teachers. Heather is a staff blogger for Edutopia.org and shares all things middle school at tweenteacher.com. Follow Heather on Twitter: \u003ca href=\"https://twitter.com/tweenteacher\">@tweenteacher\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \"\u003ca href=\"https://us.corwin.com/en-us/nam/just-ask-us/book254517\" target=\"_blank\" rel=\"noopener\">Just Ask Us: Kids Speak Out on Student Engagement\u003c/a>\" by Heather Wolpert-Gawron. The following is from the chapter \"Give Us Choices.\" \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Heather Wolpert-Gawron\u003c/strong>\u003c/p>\n\u003cp class=\"p6\">In 1971, Starbucks opened in Pike Place Market in Seattle, Washington. Since then, according to recent math, Starbucks now offers up to 87,000 options for your sipping pleasure (“Starbucks Stay Mum on Drink Math,” 2008).\u003c/p>\n\u003cp class=\"p7\">OK, perhaps I’m creating a correlation here, but hear me out. It is a suspicious coincidence that during the first decade of Starbucks’ life, there was also the birth of a large study in humanistic education by David N. Aspy and Flora N. Roebuck. This study spanned the 1970s and focused on student-centered learning, an element of which is student choice.\u003c/p>\n\u003cp class=\"p7\">Now, I’m not equating the import of weighing your options in caffeinated beverage with one’s choice in how to display knowledge of your content area, but it seems to me that at some point, there was a shift in expectation in our culture outside of school that soon became reflected within school as well.\u003c/p>\n\u003cfigure id=\"attachment_52431\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-52431\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Thomas.jpg\" alt=\"\" width=\"250\" height=\"290\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Thomas.jpg 544w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Thomas-160x185.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Thomas-240x278.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Thomas-375x434.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Thomas-520x602.jpg 520w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">From \"Just Ask Us: Kids Speak Out on Student Engagement\" by Heather Wolpert-Gawron\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">According to the student engagement survey, student choice is listed as one of the most engaging strategies a teacher can allow in the classroom. Want to know how to engage students, enthuse them, and bring out their best effort? Want ways to differentiate organically? Give them a voice in their decisions. In a society that barely listens to each other, listen to our students. In a system that can be a flood of top down, let your classroom be one that allows voices to trickle up. We have, in our very classrooms, the brains that will solve the problems of tomorrow, but to give them training means we have to give their neurons a chance to solve the problems of today.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">Student choice builds ownership in the learning.\u003c/p>\n\u003cp class=\"p7\">Student choice allows students to display their learning in the way that they feel best represents their knowledge.\u003c/p>\n\u003cp class=\"p7\">Student choice enforces true differentiation.\u003c/p>\n\u003cp class=\"p10\">\u003cb>The A\u003c/b>\u003cspan class=\"s1\">c\u003c/span>\u003cb>ademi\u003c/b>\u003cstrong>\u003cspan class=\"s1\">c \u003c/span>\u003c/strong>\u003cb>Benefits of \u003c/b>\u003cspan class=\"s1\">St\u003c/span>\u003cb>udent Choice\u003c/b>\u003c/p>\n\u003cp class=\"p6\">Jim Bentley (2016) of the Buck Institute of Education (BIE) is an expert in student choice since it is a deeply rooted element in project-based learning, the strategy at the heart of the Buck Institute. He believes that student choice also redefines the position of teacher from knowledge authority to learning guide. He says that\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p11\">[e]ngagement is a fire that can quickly die out when things get challenging. That’s where it’s important to build in student voice and choice as well as the concepts of sustained inquiry and critique and revision. With student voice and choice, teachers are managing the work of students not controlling it. If a student or team wants to take a certain angle on a task they can—given it aligns with the purpose of the project. . . . Students generally respond well, liking the freedom.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p12\">In fact, student choice is so important to BIE that it has included it in the rubric it uses to assess units of study to ensure that student choice is encouraged and utilized. The rubric itself promotes the belief that\u003c/p>\n\u003cp class=\"p13\" style=\"text-align: center\">Choice + Agency = Learning\u003c/p>\n\u003cp class=\"p12\">It asks teachers to evaluate whether “Students have opportunities to express voice and choice on important matters (questions asked, texts and resources used, people to work with, products to be created, use of time, organization of tasks)” (Davis, 2016).\u003c/p>\n\u003cfigure id=\"attachment_52427\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-52427\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Amanda.png\" alt=\"\" width=\"250\" height=\"253\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda.png 518w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-160x162.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-240x243.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-375x380.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Amanda-96x96.png 96w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">From \"Just Ask Us: Kids Speak Out on Student Engagement\" by Heather Wolpert-Gawron\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This ambiguity of student choice can intimidate any teacher, but is a surmountable fear and a fear that must be challenged. In terms of creating evidence of knowledge, the intense structure of “do this, like this” is not as effective as “what way would best work for you?”\u003c/p>\n\u003cp class=\"p7\">And research backs up what the students have long known. Results from a 2010 study show that when\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p11\">students received a choice of homework they reported higher intrinsic motivation to do homework, felt more competent regarding the homework, and performed better on the unit test compared with when they did not have a choice. In addition, a trend suggested that having choices enhanced homework completion rates compared with when no choices were given. (Patall, Cooper, & Wynn, 2010)\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p14\">The theory of consuming information in a single, teacher-prescribed way, also may not play into the strengths of each and every student. The good news is that there is guidance out there to help teachers select the most appropriate elements of their teaching in which to offer choice.\u003c/p>\n\u003cp class=\"p15\">\u003ca href=\"https://us.corwin.com/en-us/nam/just-ask-us/book254517\">\u003cimg class=\"alignright wp-image-52430\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Just-Ask-Us.jpg\" alt=\"\" width=\"250\" height=\"357\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us.jpg 630w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-160x229.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-240x343.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-375x536.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Just-Ask-Us-520x743.jpg 520w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>In fact, research proves that student choice increases both engagement and motivation for tween, teens, and in fact, all age levels. According to Robert Marzano, “When given choice by teachers, students perceive classroom activities as more important. Choice in the classroom has also been linked to increases in student effort, task performance, and subsequent learning” (Marzano Research, n.d.). Marzano goes on to report that granting students choice directly aligns with student engagement. He encourages teachers to give choice in the following:\u003c/p>\n\u003cp class=\"p16\">1. Tasks to perform\u003cbr>\n2. Ways to report\u003cbr>\n3. Establishing their own learning goals\u003c/p>\n\u003cp class=\"p18\">This seems to promote more ownership in their learning and outcomes. Marzano further recommends the following:\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p19\">To provide a choice of task to students, a teacher can provide multiple task options on an assessment and ask students to respond to the one that interests them most. Similarly, a teacher can provide students with the option to choose their own reporting format. The two most common reporting formats are written and oral reports. . . . However, students may also choose to present information through debates, video reports, demonstrations, or dramatic presentations. To give students a particularly powerful choice, a teacher can ask students to create their own learning goals. When giving students the option to design their own learning goals, a teacher should hold students accountable for both their self-identified learning goal as well as teacher-identified learning goals for that unit.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p12\">Allowing students some choice in their learning is clearly proving successful. In 2008, a meta-analysis was conducted by Patall, Cooper, and Robinson (n.d.) that examined 41 studies on the topic. “Results indicated that providing choice enhanced intrinsic motivation, effort, task performance, and perceived competence, among other outcomes,” according to its authors.\u003c/p>\n\u003cp class=\"p7\">But our goals for our students are not all academic. We need students to learn how to make decisions, how to weigh options, and how to advocate for their opinions. Therefore, if we are to help develop students into citizens, we need to include choice as a vital strategy toward that goal.\u003c/p>\n\u003cp class=\"p7\">Alfie Kohn (2010) believes that\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p11\">[t]he psychological benefits of control are, if anything, even more pronounced. All else being equal, emotional adjustment is better over time for people who experience a sense of self-determination; by contrast, few things lead more reliably to depression and other forms of psychological distress than a feeling of helplessness. . . . The truth is that, if we want children to take responsibility for their own behavior, we must first \u003ci>give \u003c/i>them responsibility, and plenty of it. \u003ci>The way a child learns how to make decisions is by making decisions, not by following directions.\u003c/i>\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p14\">School is a place to help train students to handle the choices that life throws at them; if anything, we should be encouraging as many opportunities as possible for students to work that muscle in the gym that is school.\u003c/p>\n\u003cp>\u003cem>To find ideas for how to offer choice in your classroom, check out Heather's companion article, \"\u003ca href=\"https://www.kqed.org/mindshift/52421/what-giving-students-choice-looks-like-in-the-classroom\">What Giving Students Choice Looks Like in the Classroom\u003c/a>.\"\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003cimg class=\"alignleft size-thumbnail wp-image-52482\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-160x194.png\" alt=\"\" width=\"160\" height=\"194\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-160x194.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-800x971.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-768x933.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-240x291.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-375x455.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17-520x631.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/Gawron_wolpert_cmyk_06-17.png 807w\" sizes=\"(max-width: 160px) 100vw, 160px\">Heather Wolpert-Gawron \u003c/em>\u003c/strong>\u003cem>is an award-winning middle school teacher and author of Just Ask Us (Corwin, 2018). She has authored several other books including: DIY for Project Based Learning for ELA and History, DIY for Project Based Learning for Math and Science, Writing Behind Every Door: Teaching Common Core Writing in the Content Areas and Tween Crayons and Curfews: Tips for Middle School Teachers. Heather is a staff blogger for Edutopia.org and shares all things middle school at tweenteacher.com. Follow Heather on Twitter: \u003ca href=\"https://twitter.com/tweenteacher\">@tweenteacher\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When Mamie, a 12\u003csup>th\u003c/sup> grader, has a long-term project ahead of her, she starts by making a list of everything she needs to do to finish the assignment. At some point in the day, she takes out her calendar and writes out—by hand—what she needs to complete. “Every day I work on a different task or topic,” she said, crossing off the work when she’s through so she can see what’s remaining. She builds in extra time in case she’s underestimated how time-consuming a particular task might be and sets reminders to keep herself on schedule.\u003c/p>\n\u003cp>Like most successful students, she understands that she can’t float along and simply assume that she’ll get to the necessary work by accident. She recognizes that being purposeful about her assignments, by structuring her time and planning her schedule, is essential to tackling all her work—and allowing time for what she loves outside school. Decades of studies on planning support her instinctive approach: under the right circumstances, planning can \u003ca href=\"https://www.researchgate.net/publication/232516645_Effects_of_temptation-inhibiting_and_task-facilitating_plans_on_self-control\">enhance\u003c/a> self-control, \u003ca href=\"http://www.psych.nyu.edu/gollwitzer/97GollBrand_ImpIntGoalPurs.pdf\">contribute\u003c/a> to better school performance and help people \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0065260106380021\">achieve\u003c/a> goals.\u003c/p>\n\u003cp>But according to a team of scholars at the University of Iowa who analyzed these studies, little research has been done to evaluate the effect of \u003cem>how\u003c/em> people construct plans on the plan’s outcome—that is, how well the plan worked. The trio of investigators—Jooyoung Park, Fang-Chi Lu and William Hedgcock—conducted five separate studies with about 300 university students to find out.\u003c/p>\n\u003cp>They identified two principal methods of planning: the forward variety, where the planner pinpoints tasks closest chronologically to the present and moves forward toward the goal; and reverse planning, where the planner starts with the end goal and works backward from there. A reverse plan for a research paper, for example, would start with the due date, then determine when a first draft would have to be done, and before that when research would need to be completed, and so on, going backward to the present.\u003c/p>\n\u003cp>The researchers \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/28910234\">devised\u003c/a> various studies with students who had real-life goals to grapple with. As a way to find out if planning order affected motivation, one study involving 44 undergraduates enrolled in a university course were divided into two groups and instructed to plan for an upcoming exam. Half planned forward, and the other backward, but all had to incorporate 15 identical activities related to exam preparation into their plan. The kinds of activities that might be included in exam preparation were “read chapter 7,” “read chapter 8,” “review articles,” “make a summary of notes,” and “review key concepts.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Forward planners typically began the process by identifying what they needed to do before they could achieve their goals, and then slotted in those prep activities that were closest to the present—i.e., “read chapter 7”—and moving forward. Reverse planners typically began their plan with the activity that was furthest from the present and closest to the exam—i.e., “review key concepts”—and moved chronologically backwards from there. In the end, both forward and backward planners came up with very similar looking plans, Hedgcock said.\u003c/p>\n\u003cp>Other studies included students in different settings to assess how planning order affects motivation and actual academic performance, and to evaluate the role of goal complexity in planning. In all the studies, students were responsible for coming up with their own plans.\u003c/p>\n\u003cp>To their surprise, researchers discovered a marked difference in success between forward and backward planning. “Backward planning could change the actual outcome, student’s grades on an exam, in addition to motivation and perceptions,” Park said about their findings. This held true only when the goal was complex, Park added—say, a comprehensive final exam that required reviewing and integrating a lot of information, or a long-term research project that involved a sequence of related steps.\u003c/p>\n\u003cp>Even among the collection of students whose 15 exam-prep activities were identical, and whose plans looked alike, the results were striking. “The effects don’t seem to be driven by the plan itself,” Hedgcock said. “They seem to be driven by how the plan was \u003cem>constructed\u003c/em>,” he added.\u003c/p>\n\u003cp>Reverse planning for challenging assignments is more effective than forward planning for a few reasons, the researchers noted. For one, it helps the planner consider critical steps and then identify likely obstacles—all from the point of view of having completed the goal, which sharpens clarity. “When visualizing the endpoint, things seem clearer and more positive,” said William Hedgcock. “If you start at the present, you could go this way or that way—it can be more negative,” he added, because of the multiple possible steps to be taken. Backward planning also kickstarts motivation at the time when inspiration lags most, during the middle of a goal pursuit. Finally, backward planning from an imaginary finished goal lessened the perception of time pressure.\u003c/p>\n\u003cp>These findings could have broad applications. Though the studies involved college kids, high school students would likely experience similar results, Hedgcock said. Also, while “complexity is in the eye of the beholder,” he said, a student who \u003cem>perceives\u003c/em> an assignment to be complex might be more successful if she constructs a plan that starts with the end goal. “I have a four-and seven-year old, and figuring out what to wear to school every day is complex for them,” he said. Reverse planning might also help kids whose motivation often wilts, or who have lost track of what they’re trying to achieve, or who frequently feel strapped for time while working on tough projects. Though the studies did not look at different cohorts of kids, the finding suggests that children who struggle with executive function might benefit from this type of preparation.\u003c/p>\n\u003cp>The researchers were quick to point out the limits to their work. They hadn’t accounted for individual differences among the college students, which could play a role in outcomes. Their work consisted of just five studies, and included only university students. For simple goals, backward planning has no effect. “It’s something that should be examined further,” Hedgcock said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Nevertheless, the results suggest that students (and adults) could improve their ability to achieve certain goals by adjusting how they plan for them. “It’s a powerful finding,” he said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Mamie, a 12\u003csup>th\u003c/sup> grader, has a long-term project ahead of her, she starts by making a list of everything she needs to do to finish the assignment. At some point in the day, she takes out her calendar and writes out—by hand—what she needs to complete. “Every day I work on a different task or topic,” she said, crossing off the work when she’s through so she can see what’s remaining. She builds in extra time in case she’s underestimated how time-consuming a particular task might be and sets reminders to keep herself on schedule.\u003c/p>\n\u003cp>Like most successful students, she understands that she can’t float along and simply assume that she’ll get to the necessary work by accident. She recognizes that being purposeful about her assignments, by structuring her time and planning her schedule, is essential to tackling all her work—and allowing time for what she loves outside school. Decades of studies on planning support her instinctive approach: under the right circumstances, planning can \u003ca href=\"https://www.researchgate.net/publication/232516645_Effects_of_temptation-inhibiting_and_task-facilitating_plans_on_self-control\">enhance\u003c/a> self-control, \u003ca href=\"http://www.psych.nyu.edu/gollwitzer/97GollBrand_ImpIntGoalPurs.pdf\">contribute\u003c/a> to better school performance and help people \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0065260106380021\">achieve\u003c/a> goals.\u003c/p>\n\u003cp>But according to a team of scholars at the University of Iowa who analyzed these studies, little research has been done to evaluate the effect of \u003cem>how\u003c/em> people construct plans on the plan’s outcome—that is, how well the plan worked. The trio of investigators—Jooyoung Park, Fang-Chi Lu and William Hedgcock—conducted five separate studies with about 300 university students to find out.\u003c/p>\n\u003cp>They identified two principal methods of planning: the forward variety, where the planner pinpoints tasks closest chronologically to the present and moves forward toward the goal; and reverse planning, where the planner starts with the end goal and works backward from there. A reverse plan for a research paper, for example, would start with the due date, then determine when a first draft would have to be done, and before that when research would need to be completed, and so on, going backward to the present.\u003c/p>\n\u003cp>The researchers \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/28910234\">devised\u003c/a> various studies with students who had real-life goals to grapple with. As a way to find out if planning order affected motivation, one study involving 44 undergraduates enrolled in a university course were divided into two groups and instructed to plan for an upcoming exam. Half planned forward, and the other backward, but all had to incorporate 15 identical activities related to exam preparation into their plan. The kinds of activities that might be included in exam preparation were “read chapter 7,” “read chapter 8,” “review articles,” “make a summary of notes,” and “review key concepts.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Forward planners typically began the process by identifying what they needed to do before they could achieve their goals, and then slotted in those prep activities that were closest to the present—i.e., “read chapter 7”—and moving forward. Reverse planners typically began their plan with the activity that was furthest from the present and closest to the exam—i.e., “review key concepts”—and moved chronologically backwards from there. In the end, both forward and backward planners came up with very similar looking plans, Hedgcock said.\u003c/p>\n\u003cp>Other studies included students in different settings to assess how planning order affects motivation and actual academic performance, and to evaluate the role of goal complexity in planning. In all the studies, students were responsible for coming up with their own plans.\u003c/p>\n\u003cp>To their surprise, researchers discovered a marked difference in success between forward and backward planning. “Backward planning could change the actual outcome, student’s grades on an exam, in addition to motivation and perceptions,” Park said about their findings. This held true only when the goal was complex, Park added—say, a comprehensive final exam that required reviewing and integrating a lot of information, or a long-term research project that involved a sequence of related steps.\u003c/p>\n\u003cp>Even among the collection of students whose 15 exam-prep activities were identical, and whose plans looked alike, the results were striking. “The effects don’t seem to be driven by the plan itself,” Hedgcock said. “They seem to be driven by how the plan was \u003cem>constructed\u003c/em>,” he added.\u003c/p>\n\u003cp>Reverse planning for challenging assignments is more effective than forward planning for a few reasons, the researchers noted. For one, it helps the planner consider critical steps and then identify likely obstacles—all from the point of view of having completed the goal, which sharpens clarity. “When visualizing the endpoint, things seem clearer and more positive,” said William Hedgcock. “If you start at the present, you could go this way or that way—it can be more negative,” he added, because of the multiple possible steps to be taken. Backward planning also kickstarts motivation at the time when inspiration lags most, during the middle of a goal pursuit. Finally, backward planning from an imaginary finished goal lessened the perception of time pressure.\u003c/p>\n\u003cp>These findings could have broad applications. Though the studies involved college kids, high school students would likely experience similar results, Hedgcock said. Also, while “complexity is in the eye of the beholder,” he said, a student who \u003cem>perceives\u003c/em> an assignment to be complex might be more successful if she constructs a plan that starts with the end goal. “I have a four-and seven-year old, and figuring out what to wear to school every day is complex for them,” he said. Reverse planning might also help kids whose motivation often wilts, or who have lost track of what they’re trying to achieve, or who frequently feel strapped for time while working on tough projects. Though the studies did not look at different cohorts of kids, the finding suggests that children who struggle with executive function might benefit from this type of preparation.\u003c/p>\n\u003cp>The researchers were quick to point out the limits to their work. They hadn’t accounted for individual differences among the college students, which could play a role in outcomes. Their work consisted of just five studies, and included only university students. For simple goals, backward planning has no effect. “It’s something that should be examined further,” Hedgcock said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Nevertheless, the results suggest that students (and adults) could improve their ability to achieve certain goals by adjusting how they plan for them. “It’s a powerful finding,” he said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Key To Raising A Happy Child",
"title": "The Key To Raising A Happy Child",
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"content": "\u003cp>For much of the past half-century, children, adolescents and young adults in the U.S. have been saying \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1207/s15327957pspr0803_5\">they feel as though\u003c/a> their lives are increasingly out of their control. At the same time, rates of anxiety and depression have risen steadily.\u003c/p>\n\u003cp>What's the fix? Feeling in control of your own destiny. Let's call it \"agency.\"\u003c/p>\n\u003cp>\"Agency may be the one most important factor in human happiness and well-being.\"\u003c/p>\n\u003cp>So write William Stixrud and Ned Johnson in their new book, \u003cem>The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives. \u003c/em>Feeling out of control can cause debilitating stress and destroy self-motivation.\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Self-Driven-Child-Science-Giving-Control/dp/0735222517\">\u003cimg class=\"alignleft wp-image-50565 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/The-Self-Driven-Child.jpg\" alt=\"\" width=\"200\" height=\"304\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/The-Self-Driven-Child.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/The-Self-Driven-Child-160x243.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>Building agency begins with parents, because it has to be cultivated and nurtured in childhood, write Stixrud and Johnson. But many parents find that difficult, since giving kids more control requires parents to give up some of their own.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Instead of trusting kids with choices — small at first, but bigger as adolescence progresses — many parents insist on micromanaging everything from homework to friendships. For these parents, Stixrud and Johnson have a simple message:\u003c/p>\n\u003cp>Stop. Instead of thinking of yourself as your child's boss or manager, try \u003cem>consultant\u003c/em>.\u003c/p>\n\u003cp>To discuss the book's big ideas, I spoke with Bill Stixrud, a neuropsychologist who has spent the past 30 years helping parents and kids navigate life's challenges. Our interview has been edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>Let's start with a basic definition from the book's title. What does it mean for a child to be self-driven?\u003c/strong>\u003c/p>\n\u003cp>When I used to do psychotherapy, I was struck by how many young adults I saw who said, \"I feel like I've spent my whole life trying to live up to other people's expectations. I want to try to figure out what's really important to me.\"\u003c/p>\n\u003cp>I think that the self-driven child is driven by internal motivation as opposed to other people's expectations, rewards, insecurity or fear.\u003c/p>\n\u003cp>To be self-driven, kids need to have a sense of control over their lives and are energetic about directing their lives in the direction they want to go.\u003c/p>\n\u003cp>\u003cstrong>Consultants, not managers? I can imagine some parents feeling really uncomfortable giving up that much control over their children's lives. \u003c/strong>\u003c/p>\n\u003cp>When I used to do therapy — I'm going going back 30 years now — I'd see family after family that said, \"I hate the time after dinner at our house because it's World War III.\" And I was struck by how many of these meaningless fights would happen over homework — completely unproductive fights, hugely stressful, pitting the kid against his parents.\u003c/p>\n\u003cp>I just came up with this phrase: \"I love you too much to fight with you about your homework.\"\u003c/p>\n\u003cp>What I said to parents is that, if you decide you're not going to fight about this anymore, you say instead, \"How can I help?\" You think about yourself as a consultant and acknowledge respectfully that it's the kid's homework. You can't \u003cem>make\u003c/em> your child do it. What you can do is offer to help.\u003c/p>\n\u003cp>You can set up what I call consulting hours between 6:30 and 7:30 p.m., and just say, \"I'm not going to fight with you. I just love you too much. I don't want all this friction. This is your work, and I respect that you can figure this out and I'll help you.\" A family just told me that the temperature went down in their house by 20 degrees.\u003c/p>\n\u003cp>\u003cstrong>Letting go can be especially hard for anxious parents, who worry a lot about their kids getting good grades, getting into a good college, landing a good job, etc. How do you help them let go?\u003c/strong>\u003c/p>\n\u003cp>All of us have what I call a shared delusion: that the path to becoming successful is extremely narrow and, if you fall off it, you're sunk. And it just doesn't take very long to look around and realize how untrue that is.\u003c/p>\n\u003cp>Research suggests that it doesn't make that much difference where you go to college in terms of how successful you are financially or professionally or how satisfied you are or how happy you are. The idea that, somehow, getting into the most elite college at any cost is the right focus of a kid's development is completely wrong. It's wrong-headed. And many parents with enough support can come to see that and make peace with it. But it's a big project because so much of the world that we live in gives the opposite message.\u003c/p>\n\u003cp>Also, we need to make peace with reality. And the reality is, you can't make a kid do his work. And that means it can't be the parent's responsibility to ensure that the kid always does his homework and does it well.\u003c/p>\n\u003cp>In some ways, it's also disrespectful to the kid. You know, I start with the assumption that kids have a brain in their head and they want their lives to work. They want to do well. That's why we want to change the energy, so the energy is coming from the kid seeking help from us rather than us trying to boss the kid, sending the message, \"You can't do this on your own.\"\u003c/p>\n\u003cp>\u003cstrong>One of my favorite moments in the book is when you reveal how you, as a parent, approached homework and report cards with your kids. What was the message you were trying to convey to them?\u003c/strong>\u003c/p>\n\u003cp>When my kids were little, I had just been reading some research that suggested there's a very low correlation between grades and success in life. And so, when my kids were in elementary school, I said, \"I'm happy to look at your report card, but I don't care that much. I care much more that you work hard to develop yourself, and part of that is developing yourself as a student. But also it means developing yourself as a person. If you want to be an athlete or musician or whatever is important to you, I care much more about that because that's the stuff — that self-development — that helps you be successful. It's not the grades.\"\u003c/p>\n\u003cp>When my daughter was in high school, she came to a lecture I gave on the adolescent brain, in which I mentioned this low correlation between grades and success and how research on valedictorians suggests that they don't do better than other college graduates once they're in their mid-20s. Driving home, she said, \"You know, I liked the lecture, but I don't really believe that you believe that stuff about the grades.\"\u003c/p>\n\u003cp>I told her, \"I absolutely believe it.\" In fact, I believed it enough that I offered her a hundred bucks to get a C on her next report card.\u003c/p>\n\u003cp>\u003cstrong>I assume she was an A student at the time?\u003c/strong>\u003c/p>\n\u003cp>Yeah, she's now got a Ph.D. in economics from the University of Chicago. She's a brilliant girl and a really good student. But I offered her a hundred dollars for a C, so she could understand and have the experience that, you know, one bad thing or one thing that seems like a disaster is just not that big a deal.\u003c/p>\n\u003cp>\u003cstrong>She didn't take you up on it? \u003c/strong>\u003c/p>\n\u003cp>She never did. But I think it helped her to know that there's many ways people become successful. And I think that message was really helpful to my son, who did not learn easily and needed help to get through school. He was a later bloomer but ultimately got a Ph.D. in psychology and is an incredible person.\u003c/p>\n\u003cp>I walked this walk with him — in the sense that I never oversaw his homework. If I happened to notice that he hadn't done a very good job on something, I'd offer some suggestions, and often he'd take me up on it. Other times, he wouldn't. And I'd say, \"This is your education. I'll help wherever I can.\"\u003c/p>\n\u003cp>\u003cstrong>On the subject of homework, you say: Inspire but don't require.\u003c/strong>\u003c/p>\n\u003cp>I wrote a couple papers on homework in 1986, and I reviewed what we know about the effects of homework on learning. And I was dumbfounded to learn at that time that there's virtually no correlation between the amount of time spent on homework and what you learn in elementary school. And that's partly why I concluded that it doesn't make sense to fight with kids and have all this stress about something that doesn't seem to contribute to learning.\u003c/p>\n\u003cp>Thirty-some years later, it's still the case that there's no compelling evidence that homework contributes to learning in elementary school and even in middle school — or in high school beyond two, 2 1/2 hours. It just doesn't do much.\u003c/p>\n\u003cp>I think the wisest thing is to try to inspire kids to learn at home. I don't want kids going home and being on social media or video games all night. I want them to be working on developing themselves, and I want teachers to inspire kids to learn. Tell them, \"Here's what you're going to get out of this assignment. I think it will help you. Or find a different way to learn this material.\" But don't require homework and grade it because, in my opinion, it confuses the means for the end.\u003c/p>\n\u003cp>\u003cstrong>You say the best way to motivate a child for the things you think he should focus on is to let him spend time on the things he wants to focus on. Why?\u003c/strong>\u003c/p>\n\u003cp>There's a scientist by the name of Reed Larson who studies adolescent development with a strong \u003ca href=\"https://experts.illinois.edu/en/publications/intrinsic-motivation-and-positive-development\">focus on motivation\u003c/a>. And he concluded some years ago that the best way to develop a self-motivated, older-adolescent adult is to encourage their participation in their pastimes — in the stuff they love.\u003c/p>\n\u003cp>The point he's made is that, if a kid is deeply involved in something that he loves to do, he's going to create a brain-state that combines high focus, high energy, high effort and low stress. Ideally, at least in our professional lives, that's where we want to be most of the time. We want to be interested, engaged, active, alert, and focused but not highly stressed.\u003c/p>\n\u003cp>In my own experience, I was a C+ student in high school, but I spent at least two or three hours a night working on rock 'n' roll music. I was in a band and learned to play instruments and learning chord structure and practicing harmony parts. Oftentimes, I'd tell myself, \"Well, I'll go into my music room for half an hour, and then I'll do some homework.\" But commonly, two-and-a-half hours later, I'd come out and have no idea where all the time went.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>I feel that I really sculpted a brain that, once I found something professionally that really speaks to me, I could go pedal to the metal.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Key+To+Raising+A+Happy+Child&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "A new book warns parents: Stop micromanaging your kids. Think of yourself less as their boss, and more like a consultant.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For much of the past half-century, children, adolescents and young adults in the U.S. have been saying \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1207/s15327957pspr0803_5\">they feel as though\u003c/a> their lives are increasingly out of their control. At the same time, rates of anxiety and depression have risen steadily.\u003c/p>\n\u003cp>What's the fix? Feeling in control of your own destiny. Let's call it \"agency.\"\u003c/p>\n\u003cp>\"Agency may be the one most important factor in human happiness and well-being.\"\u003c/p>\n\u003cp>So write William Stixrud and Ned Johnson in their new book, \u003cem>The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives. \u003c/em>Feeling out of control can cause debilitating stress and destroy self-motivation.\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Self-Driven-Child-Science-Giving-Control/dp/0735222517\">\u003cimg class=\"alignleft wp-image-50565 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/The-Self-Driven-Child.jpg\" alt=\"\" width=\"200\" height=\"304\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/The-Self-Driven-Child.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/The-Self-Driven-Child-160x243.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>Building agency begins with parents, because it has to be cultivated and nurtured in childhood, write Stixrud and Johnson. But many parents find that difficult, since giving kids more control requires parents to give up some of their own.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Instead of trusting kids with choices — small at first, but bigger as adolescence progresses — many parents insist on micromanaging everything from homework to friendships. For these parents, Stixrud and Johnson have a simple message:\u003c/p>\n\u003cp>Stop. Instead of thinking of yourself as your child's boss or manager, try \u003cem>consultant\u003c/em>.\u003c/p>\n\u003cp>To discuss the book's big ideas, I spoke with Bill Stixrud, a neuropsychologist who has spent the past 30 years helping parents and kids navigate life's challenges. Our interview has been edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>Let's start with a basic definition from the book's title. What does it mean for a child to be self-driven?\u003c/strong>\u003c/p>\n\u003cp>When I used to do psychotherapy, I was struck by how many young adults I saw who said, \"I feel like I've spent my whole life trying to live up to other people's expectations. I want to try to figure out what's really important to me.\"\u003c/p>\n\u003cp>I think that the self-driven child is driven by internal motivation as opposed to other people's expectations, rewards, insecurity or fear.\u003c/p>\n\u003cp>To be self-driven, kids need to have a sense of control over their lives and are energetic about directing their lives in the direction they want to go.\u003c/p>\n\u003cp>\u003cstrong>Consultants, not managers? I can imagine some parents feeling really uncomfortable giving up that much control over their children's lives. \u003c/strong>\u003c/p>\n\u003cp>When I used to do therapy — I'm going going back 30 years now — I'd see family after family that said, \"I hate the time after dinner at our house because it's World War III.\" And I was struck by how many of these meaningless fights would happen over homework — completely unproductive fights, hugely stressful, pitting the kid against his parents.\u003c/p>\n\u003cp>I just came up with this phrase: \"I love you too much to fight with you about your homework.\"\u003c/p>\n\u003cp>What I said to parents is that, if you decide you're not going to fight about this anymore, you say instead, \"How can I help?\" You think about yourself as a consultant and acknowledge respectfully that it's the kid's homework. You can't \u003cem>make\u003c/em> your child do it. What you can do is offer to help.\u003c/p>\n\u003cp>You can set up what I call consulting hours between 6:30 and 7:30 p.m., and just say, \"I'm not going to fight with you. I just love you too much. I don't want all this friction. This is your work, and I respect that you can figure this out and I'll help you.\" A family just told me that the temperature went down in their house by 20 degrees.\u003c/p>\n\u003cp>\u003cstrong>Letting go can be especially hard for anxious parents, who worry a lot about their kids getting good grades, getting into a good college, landing a good job, etc. How do you help them let go?\u003c/strong>\u003c/p>\n\u003cp>All of us have what I call a shared delusion: that the path to becoming successful is extremely narrow and, if you fall off it, you're sunk. And it just doesn't take very long to look around and realize how untrue that is.\u003c/p>\n\u003cp>Research suggests that it doesn't make that much difference where you go to college in terms of how successful you are financially or professionally or how satisfied you are or how happy you are. The idea that, somehow, getting into the most elite college at any cost is the right focus of a kid's development is completely wrong. It's wrong-headed. And many parents with enough support can come to see that and make peace with it. But it's a big project because so much of the world that we live in gives the opposite message.\u003c/p>\n\u003cp>Also, we need to make peace with reality. And the reality is, you can't make a kid do his work. And that means it can't be the parent's responsibility to ensure that the kid always does his homework and does it well.\u003c/p>\n\u003cp>In some ways, it's also disrespectful to the kid. You know, I start with the assumption that kids have a brain in their head and they want their lives to work. They want to do well. That's why we want to change the energy, so the energy is coming from the kid seeking help from us rather than us trying to boss the kid, sending the message, \"You can't do this on your own.\"\u003c/p>\n\u003cp>\u003cstrong>One of my favorite moments in the book is when you reveal how you, as a parent, approached homework and report cards with your kids. What was the message you were trying to convey to them?\u003c/strong>\u003c/p>\n\u003cp>When my kids were little, I had just been reading some research that suggested there's a very low correlation between grades and success in life. And so, when my kids were in elementary school, I said, \"I'm happy to look at your report card, but I don't care that much. I care much more that you work hard to develop yourself, and part of that is developing yourself as a student. But also it means developing yourself as a person. If you want to be an athlete or musician or whatever is important to you, I care much more about that because that's the stuff — that self-development — that helps you be successful. It's not the grades.\"\u003c/p>\n\u003cp>When my daughter was in high school, she came to a lecture I gave on the adolescent brain, in which I mentioned this low correlation between grades and success and how research on valedictorians suggests that they don't do better than other college graduates once they're in their mid-20s. Driving home, she said, \"You know, I liked the lecture, but I don't really believe that you believe that stuff about the grades.\"\u003c/p>\n\u003cp>I told her, \"I absolutely believe it.\" In fact, I believed it enough that I offered her a hundred bucks to get a C on her next report card.\u003c/p>\n\u003cp>\u003cstrong>I assume she was an A student at the time?\u003c/strong>\u003c/p>\n\u003cp>Yeah, she's now got a Ph.D. in economics from the University of Chicago. She's a brilliant girl and a really good student. But I offered her a hundred dollars for a C, so she could understand and have the experience that, you know, one bad thing or one thing that seems like a disaster is just not that big a deal.\u003c/p>\n\u003cp>\u003cstrong>She didn't take you up on it? \u003c/strong>\u003c/p>\n\u003cp>She never did. But I think it helped her to know that there's many ways people become successful. And I think that message was really helpful to my son, who did not learn easily and needed help to get through school. He was a later bloomer but ultimately got a Ph.D. in psychology and is an incredible person.\u003c/p>\n\u003cp>I walked this walk with him — in the sense that I never oversaw his homework. If I happened to notice that he hadn't done a very good job on something, I'd offer some suggestions, and often he'd take me up on it. Other times, he wouldn't. And I'd say, \"This is your education. I'll help wherever I can.\"\u003c/p>\n\u003cp>\u003cstrong>On the subject of homework, you say: Inspire but don't require.\u003c/strong>\u003c/p>\n\u003cp>I wrote a couple papers on homework in 1986, and I reviewed what we know about the effects of homework on learning. And I was dumbfounded to learn at that time that there's virtually no correlation between the amount of time spent on homework and what you learn in elementary school. And that's partly why I concluded that it doesn't make sense to fight with kids and have all this stress about something that doesn't seem to contribute to learning.\u003c/p>\n\u003cp>Thirty-some years later, it's still the case that there's no compelling evidence that homework contributes to learning in elementary school and even in middle school — or in high school beyond two, 2 1/2 hours. It just doesn't do much.\u003c/p>\n\u003cp>I think the wisest thing is to try to inspire kids to learn at home. I don't want kids going home and being on social media or video games all night. I want them to be working on developing themselves, and I want teachers to inspire kids to learn. Tell them, \"Here's what you're going to get out of this assignment. I think it will help you. Or find a different way to learn this material.\" But don't require homework and grade it because, in my opinion, it confuses the means for the end.\u003c/p>\n\u003cp>\u003cstrong>You say the best way to motivate a child for the things you think he should focus on is to let him spend time on the things he wants to focus on. Why?\u003c/strong>\u003c/p>\n\u003cp>There's a scientist by the name of Reed Larson who studies adolescent development with a strong \u003ca href=\"https://experts.illinois.edu/en/publications/intrinsic-motivation-and-positive-development\">focus on motivation\u003c/a>. And he concluded some years ago that the best way to develop a self-motivated, older-adolescent adult is to encourage their participation in their pastimes — in the stuff they love.\u003c/p>\n\u003cp>The point he's made is that, if a kid is deeply involved in something that he loves to do, he's going to create a brain-state that combines high focus, high energy, high effort and low stress. Ideally, at least in our professional lives, that's where we want to be most of the time. We want to be interested, engaged, active, alert, and focused but not highly stressed.\u003c/p>\n\u003cp>In my own experience, I was a C+ student in high school, but I spent at least two or three hours a night working on rock 'n' roll music. I was in a band and learned to play instruments and learning chord structure and practicing harmony parts. Oftentimes, I'd tell myself, \"Well, I'll go into my music room for half an hour, and then I'll do some homework.\" But commonly, two-and-a-half hours later, I'd come out and have no idea where all the time went.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I feel that I really sculpted a brain that, once I found something professionally that really speaks to me, I could go pedal to the metal.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Key+To+Raising+A+Happy+Child&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Benefits of Helping Teens Identify Their Purpose in Life",
"title": "The Benefits of Helping Teens Identify Their Purpose in Life",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>It’s 12:15 p.m. on a Tuesday in December and 30 students gather for an unusual class at the Bronx Center for Science and Mathematics, a public high school located in one of the country’s poorest Congressional districts. Two seniors, who have been trained to lead the class, are presiding over today’s session on the theme of interpersonal connection. They project a slide on a topic of near-universal interest to teenagers – social media. It asks, “How connected are we?” and then presents three provocative quotes for students to contemplate:\u003c/p>\n\u003cul>\n\u003cli>“We live in a society where looking cool in pictures has become more important than being a genuine person.”\u003c/li>\n\u003cli>“We are all now connected by the Internet like neurons in a giant brain.”\u003c/li>\n\u003cli>“Social media and technology are not agents of change. They are just tools. We the connected people are the agents of change.”\u003c/li>\n\u003c/ul>\n\u003cp>A lively discussion soon erupts over the pluses and minuses of social media. The students touch on privacy, cyberbullying, false and true identity, and the quality of friendships sustained and snuffed on Instagram and SnapChat. They circle around the issue of trust and the risk of being shamed for secrets they’ve shared. Tiny freshmen hold their own with burly seniors, all of them tidily turned out in the school uniform of gray and navy with striped ties for both girls and boys. Welcome to the \u003ca href=\"http://openfutureinstitute.org/question-project/\">QUESTion Project\u003c/a>, a semester-long elective designed to give adolescents a space in which to wrestle with big questions about who they are, where they are headed and what matters most in their journey through life.\u003c/p>\n\u003caside class=\"pullquote alignright\">'One of the things that I’ve been seeing in some schools is they are saying enough is enough. We need to prioritize our students knowing what their value is in the world.'\u003ccite>Heather Malin, director of research, Stanford University Center on Adolescence\u003c/cite>\u003c/aside>\n\u003cp>The three-year-old program, now offered in six public schools (five in New York City and one in Los Angeles) is part of a movement within a movement. In the past decade or so, a growing number of schools have adopted curricula on social and emotional learning, including an emphasis on growth mindsets (as defined by psychologist Carol Dweck of Stanford) and developing a stick-to-it quality called \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/17547490\">grit\u003c/a> (as explored by Angela Duckworth of the University of Pennsylvania). The QUESTion Project and like-minded programs such as the \u003ca href=\"http://www.thefutureproject.org/\">Future Project\u003c/a> and \u003ca href=\"http://www.projectwayfinder.com/\">Project Wayfinder\u003c/a> focus on something a little more abstract and, arguably, profound: finding a sense of purpose.\u003c/p>\n\u003cp>Research and scholarship on “purpose” has gained momentum in recent years, converging from developmental psychology, moral philosophy, positive psychology and other directions. Its application to the world of adolescent education owes much to the work of Stanford psychologist William Damon, who, together with colleagues Jenni Menon and Kendall Cotton Bronk, developed \u003ca href=\"https://web.stanford.edu/group/adolescence/cgi-bin/coa/sites/default/files/devofpurpose_0.pdf\">this definition of purpose back in 2003\u003c/a>: “A stable and generalized intention to accomplish something that is at once meaningful to the self and of consequence to the world beyond the self.”\u003c/p>\n\u003cp>https://vimeo.com/154362942\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While definitions vary a bit from study to study, researchers have linked a sense of purpose to lower levels of adolescent \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/20960241\">depression, less binge drinking and drug abuse\u003c/a>, healthier habits such as exercising, and a greater \u003ca href=\"http://psycnet.apa.org/doiLanding?doi=10.1037%2Fa0037637\">commitment to schoolwork\u003c/a>. Adults with a sense of purpose report greater satisfaction with life.\u003c/p>\n\u003cp>Unfortunately, research also suggests that purpose is rare. “Most young people and even most adults don’t have a purpose in their life,” says Bronk, now an associate professor of psychology at Claremont Graduate University in California. A \u003ca href=\"https://coa.stanford.edu/publications/purpose-giftedness-intrapersonal-intelligence\">2009 study\u003c/a> involving 237 young people found that only 17 percent of high school freshman have a sense of purpose, and just 23 percent of seniors do, though more than 40 percent of college students do.\u003c/p>\n\u003cp>Bronk and many others would like to figure out how to foster purpose in young people. The field is challenged, however, by difficulties in measuring this elusive quality. The “gold standard” is a 45-minute structured interview called the Revised Youth Purpose Interview. Obviously, that’s not terribly practical for doing large-scale studies involving many students.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Most young people and even most adults don’t have a purpose in their life.'\u003ccite>Kendall Cotton Bronk, associate professor of psychology, Claremont Graduate University\u003c/cite>\u003c/aside>\n\u003cp>Oddly enough, the interview alone — 45 minutes of penetrating questions about personal motivation, direction and desire to make a difference — can itself help foster some aspects of purpose, at least according to one\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/22275281\"> 2011 study. \u003c/a>Psychologist Matthew Bundick, now at Duquesne University in Pittsburgh, conducted the interview with 38 college students and found that nine months later they had a greater sense of purpose than students in control group. That finding suggests that merely giving adolescents the opportunity to explore and discuss ideas about their own trajectory through life can be beneficial.\u003c/p>\n\u003cp>This is where programs like the QUESTion Project come in. They provide that opportunity. Bronk, meanwhile, has \u003ca href=\"https://www.fosterpurpose.org/\">created online tools\u003c/a> for teens to explore their purpose.\u003c/p>\n\u003cp>There’s no question that the study of purpose remains rather fuzzy.\u003c/p>\n\u003cp>“It’s an emerging field,” says psychologist Heather Malin, director of research at Stanford’s Center on Adolescence. Both Malin and Bronk are developing new survey tools for measuring purpose – tools that are needed for bigger, more rigorous studies. Malin is also writing a book on the subject that takes a close look at six purpose-oriented programs already in high schools around the country (including the ones mentioned above).\u003c/p>\n\u003cp>There’s some consensus, she says, about what is needed: “It starts with giving kids the space and time to reflect on their values, and from there, thinking about their future direction, the idea of purpose and then having opportunities to act on it.” However, Malin notes, “these programs are struggling to come up with research and measures to show that they work.”\u003c/p>\n\u003cp>And yet, despite the lack of outcome data, the programs seem to be striking a chord. “One of the things that I’ve been seeing in some schools,” Malin says, “is they are saying enough is enough. We need to prioritize our students knowing what their value is in the world. I’ve been hearing the word ‘humanity’ over and over again. People have hit the limit with the rigidity and rigor.”\u003c/p>\n\u003cp>That has a lot to do with why Gerard Senehi, a former middle school teacher, created the QUESTion Project. He, too, talks about giving students “outlets for their humanity,” not only in response to the rigid curriculum in so many American schools, but in response to social norms that are in flux.\u003c/p>\n\u003cp>“In the past we had more of a script for who to be and how to be. The lack of script is a very good thing but it also makes it very hard if students don’t have support,” Senehi says. “This is part of the depression problem [among teens]. If you don’t have a script or you don’t have a place to define it for yourself, you are like a ship without an anchor.”\u003c/p>\n\u003cp>Jamila Blades, who has taught the class at Bronx Center for Science and Mathematics for three years, says she has seen students emerge with more confidence and courage to try new things, more respect for one another and perhaps even a less rote and lockstep view of their path through life. It’s one class where freshmen and seniors listen intently to one another and where, unlike other courses, there are no wrong answers.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"excerpt": "A new movement in schools makes room for students to explore life’s big questions. \r\n\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s 12:15 p.m. on a Tuesday in December and 30 students gather for an unusual class at the Bronx Center for Science and Mathematics, a public high school located in one of the country’s poorest Congressional districts. Two seniors, who have been trained to lead the class, are presiding over today’s session on the theme of interpersonal connection. They project a slide on a topic of near-universal interest to teenagers – social media. It asks, “How connected are we?” and then presents three provocative quotes for students to contemplate:\u003c/p>\n\u003cul>\n\u003cli>“We live in a society where looking cool in pictures has become more important than being a genuine person.”\u003c/li>\n\u003cli>“We are all now connected by the Internet like neurons in a giant brain.”\u003c/li>\n\u003cli>“Social media and technology are not agents of change. They are just tools. We the connected people are the agents of change.”\u003c/li>\n\u003c/ul>\n\u003cp>A lively discussion soon erupts over the pluses and minuses of social media. The students touch on privacy, cyberbullying, false and true identity, and the quality of friendships sustained and snuffed on Instagram and SnapChat. They circle around the issue of trust and the risk of being shamed for secrets they’ve shared. Tiny freshmen hold their own with burly seniors, all of them tidily turned out in the school uniform of gray and navy with striped ties for both girls and boys. Welcome to the \u003ca href=\"http://openfutureinstitute.org/question-project/\">QUESTion Project\u003c/a>, a semester-long elective designed to give adolescents a space in which to wrestle with big questions about who they are, where they are headed and what matters most in their journey through life.\u003c/p>\n\u003caside class=\"pullquote alignright\">'One of the things that I’ve been seeing in some schools is they are saying enough is enough. We need to prioritize our students knowing what their value is in the world.'\u003ccite>Heather Malin, director of research, Stanford University Center on Adolescence\u003c/cite>\u003c/aside>\n\u003cp>The three-year-old program, now offered in six public schools (five in New York City and one in Los Angeles) is part of a movement within a movement. In the past decade or so, a growing number of schools have adopted curricula on social and emotional learning, including an emphasis on growth mindsets (as defined by psychologist Carol Dweck of Stanford) and developing a stick-to-it quality called \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/17547490\">grit\u003c/a> (as explored by Angela Duckworth of the University of Pennsylvania). The QUESTion Project and like-minded programs such as the \u003ca href=\"http://www.thefutureproject.org/\">Future Project\u003c/a> and \u003ca href=\"http://www.projectwayfinder.com/\">Project Wayfinder\u003c/a> focus on something a little more abstract and, arguably, profound: finding a sense of purpose.\u003c/p>\n\u003cp>Research and scholarship on “purpose” has gained momentum in recent years, converging from developmental psychology, moral philosophy, positive psychology and other directions. Its application to the world of adolescent education owes much to the work of Stanford psychologist William Damon, who, together with colleagues Jenni Menon and Kendall Cotton Bronk, developed \u003ca href=\"https://web.stanford.edu/group/adolescence/cgi-bin/coa/sites/default/files/devofpurpose_0.pdf\">this definition of purpose back in 2003\u003c/a>: “A stable and generalized intention to accomplish something that is at once meaningful to the self and of consequence to the world beyond the self.”\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While definitions vary a bit from study to study, researchers have linked a sense of purpose to lower levels of adolescent \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/20960241\">depression, less binge drinking and drug abuse\u003c/a>, healthier habits such as exercising, and a greater \u003ca href=\"http://psycnet.apa.org/doiLanding?doi=10.1037%2Fa0037637\">commitment to schoolwork\u003c/a>. Adults with a sense of purpose report greater satisfaction with life.\u003c/p>\n\u003cp>Unfortunately, research also suggests that purpose is rare. “Most young people and even most adults don’t have a purpose in their life,” says Bronk, now an associate professor of psychology at Claremont Graduate University in California. A \u003ca href=\"https://coa.stanford.edu/publications/purpose-giftedness-intrapersonal-intelligence\">2009 study\u003c/a> involving 237 young people found that only 17 percent of high school freshman have a sense of purpose, and just 23 percent of seniors do, though more than 40 percent of college students do.\u003c/p>\n\u003cp>Bronk and many others would like to figure out how to foster purpose in young people. The field is challenged, however, by difficulties in measuring this elusive quality. The “gold standard” is a 45-minute structured interview called the Revised Youth Purpose Interview. Obviously, that’s not terribly practical for doing large-scale studies involving many students.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Most young people and even most adults don’t have a purpose in their life.'\u003ccite>Kendall Cotton Bronk, associate professor of psychology, Claremont Graduate University\u003c/cite>\u003c/aside>\n\u003cp>Oddly enough, the interview alone — 45 minutes of penetrating questions about personal motivation, direction and desire to make a difference — can itself help foster some aspects of purpose, at least according to one\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/22275281\"> 2011 study. \u003c/a>Psychologist Matthew Bundick, now at Duquesne University in Pittsburgh, conducted the interview with 38 college students and found that nine months later they had a greater sense of purpose than students in control group. That finding suggests that merely giving adolescents the opportunity to explore and discuss ideas about their own trajectory through life can be beneficial.\u003c/p>\n\u003cp>This is where programs like the QUESTion Project come in. They provide that opportunity. Bronk, meanwhile, has \u003ca href=\"https://www.fosterpurpose.org/\">created online tools\u003c/a> for teens to explore their purpose.\u003c/p>\n\u003cp>There’s no question that the study of purpose remains rather fuzzy.\u003c/p>\n\u003cp>“It’s an emerging field,” says psychologist Heather Malin, director of research at Stanford’s Center on Adolescence. Both Malin and Bronk are developing new survey tools for measuring purpose – tools that are needed for bigger, more rigorous studies. Malin is also writing a book on the subject that takes a close look at six purpose-oriented programs already in high schools around the country (including the ones mentioned above).\u003c/p>\n\u003cp>There’s some consensus, she says, about what is needed: “It starts with giving kids the space and time to reflect on their values, and from there, thinking about their future direction, the idea of purpose and then having opportunities to act on it.” However, Malin notes, “these programs are struggling to come up with research and measures to show that they work.”\u003c/p>\n\u003cp>And yet, despite the lack of outcome data, the programs seem to be striking a chord. “One of the things that I’ve been seeing in some schools,” Malin says, “is they are saying enough is enough. We need to prioritize our students knowing what their value is in the world. I’ve been hearing the word ‘humanity’ over and over again. People have hit the limit with the rigidity and rigor.”\u003c/p>\n\u003cp>That has a lot to do with why Gerard Senehi, a former middle school teacher, created the QUESTion Project. He, too, talks about giving students “outlets for their humanity,” not only in response to the rigid curriculum in so many American schools, but in response to social norms that are in flux.\u003c/p>\n\u003cp>“In the past we had more of a script for who to be and how to be. The lack of script is a very good thing but it also makes it very hard if students don’t have support,” Senehi says. “This is part of the depression problem [among teens]. If you don’t have a script or you don’t have a place to define it for yourself, you are like a ship without an anchor.”\u003c/p>\n\u003cp>Jamila Blades, who has taught the class at Bronx Center for Science and Mathematics for three years, says she has seen students emerge with more confidence and courage to try new things, more respect for one another and perhaps even a less rote and lockstep view of their path through life. It’s one class where freshmen and seniors listen intently to one another and where, unlike other courses, there are no wrong answers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Parents Can Help Kids Navigate the Pressures of Their Digital Lives",
"title": "How Parents Can Help Kids Navigate the Pressures of Their Digital Lives",
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"content": "\u003cp>As adults witness the rising tides of teenaged anxiety, it’s tough not to notice a common thread that runs through the epidemic — something that past generations never dealt with. Clutched in the hand of nearly every teen is a smartphone, buzzing and beeping and blinking with social media notifications.\u003c/p>\n\u003cp>Parents, all too often, just want to grab their teen’s phone and stuff it in a drawer. But is social media and the omnipresence of digital interactions really the cause of all this anxiety?\u003c/p>\n\u003cp>The short answer is: It’s complicated.\u003c/p>\n\u003cp>Recent studies have noted a \u003ca href=\"https://www.washingtonpost.com/news/parenting/wp/2017/12/13/digital-double-standards-youre-probably-making-as-a-parent/\" rel=\"nofollow\">significant uptick in depression and suicidal thoughts\u003c/a> over the past several years for teens, especially those who spend multiple hours a day using screens, and especially girls. But many of the pressures teenagers feel from social media are actually consistent with developmentally normal concerns around social standing and self-expression. Social media can certainly exacerbate these anxieties, but for parents to truly help their children cope, they should avoid making a blanket condemnation. Instead, parents should tailor their approach to the individual, learning where a particular child's stressors lie and how that child can best gain control of this alluring, powerful way to connect with peers.\u003c/p>\n\u003cp>\u003cstrong>A Link Between Social Media and Mental Health Concerns\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many experts have described a rise in \u003ca href=\"https://www.theatlantic.com/magazine/archive/2017/09/has-the-smartphone-destroyed-a-generation/534198/\" rel=\"nofollow\">sleeplessness, loneliness, worry, and dependence\u003c/a> among teenagers — a rise that coincides with the release of the first iPhone 10 years ago. One \u003ca href=\"http://journals.sagepub.com/doi/full/10.1177/2167702617723376\" rel=\"nofollow\">study\u003c/a> found that 48 percent of teens who spend five hours per day on an electronic device have at least one suicide risk factor, compared to 33 percent of teens who spend two hours a day on an electronic device. We’ve all heard anecdotes, too, of teens being reduced to tears from the constant communication and comparisons that social media invites.\u003c/p>\n\u003cp>Through likes and follows, teens are \"getting actual data on how much people like them and their appearance,\" says \u003ca href=\"https://childmind.org/bio/lindsey-giller-psyd/\" rel=\"nofollow\">Lindsey Giller\u003c/a>, a clinical psychologist at the \u003ca href=\"https://childmind.org/\" rel=\"nofollow\">Child Mind Institute\u003c/a> who specializes in youth and young adults with mood disorders. \"And you're not having any break from that technology.\" She's seen teens with anxiety, poor self-esteem, insecurity, and sadness attributed, at least in part, to constant social media use.\u003c/p>\n\u003cp>\u003cstrong>Teenage Challenges and Stressors, Exacerbated\u003c/strong>\u003c/p>\n\u003cp>But the connection between anxiety and social media might not be simple, or purely negative. Correlation does not equal causation; it may be that depression and anxiety lead to more social media use, for example, rather than the other way around. There could also be an unknown third variable — for instance, academic pressures or economic concerns — connecting them, or teens could simply be more likely to admit to mental health concerns now than they were in previous generations.\u003c/p>\n\u003cp>It’s also important to remember that teens experience social media in a \u003ca href=\"https://www.gse.harvard.edu/news/uk/17/09/insta\">wide range of ways\u003c/a>. The ability to raise awareness, connect with people across the world, and share moments of beauty can be \u003ca href=\"http://www.slate.com/articles/technology/future_tense/2017/08/smartphones_haven_t_destroyed_a_generation.html\" rel=\"nofollow\">empowering and uplifting\u003c/a> for some. And many teens understand that the images they see are curated snapshots, not real-life indicators, and are less likely to let those posts make them feel insecure about their own lives.\u003c/p>\n\u003cp>Above all, says researcher \u003ca href=\"https://www.gse.harvard.edu/node/493341\" rel=\"nofollow\">Emily Weinstein\u003c/a>, who studies teens and their social media habits, parents need to keep in mind that it’s probably not \u003cem>just\u003c/em> social media that’s making their teens anxious — it’s the normal social stressors that these platforms facilitate, albeit at a different size and scale.\u003c/p>\n\u003cp>“So many of the behaviors we’re talking about have pre-digital corollaries,” says Weinstein, a postdoctoral fellow at the \u003ca>Harvard Graduate School of Education\u003c/a>. “They’re the same sort of developmental challenges that adolescents have grappled with for decades, though now they’re taking place in different spaces that can certainly amplify them and shift their quality, quantity, and scale.“\u003c/p>\n\u003cp>\"But the idea of wanting to fit in, the critical importance of peer relationships, and the process of figuring out which version of yourself you want to be and how you want to express that identity to others — those features of adolescence are not new.”\u003c/p>\n\u003cp>\u003cstrong>What’s Triggering about Social Media?\u003cbr>\n\u003c/strong>\u003cbr>\nYouth and technology expert \u003ca href=\"https://cyber.harvard.edu/people/alenhart\" rel=\"nofollow\">Amanda Lenhart\u003c/a>’s 2015 \u003ca href=\"http://www.pewinternet.org/2015/08/06/teens-technology-and-friendships/\" rel=\"nofollow\">Pew study\u003c/a> of teens, technology, and friendships reveals a range of social media-induced stressors:\u003c/p>\n\u003cul>\n\u003cli>Seeing people posting about events to which you haven’t been invited\u003c/li>\n\u003cli>Feeling pressure to post positive and attractive content about yourself\u003c/li>\n\u003cli>Feeling pressure to get comments and likes on your posts\u003c/li>\n\u003cli>Having someone post things about you that you cannot change or control\u003c/li>\n\u003c/ul>\n\u003cp>In analyses of thousands of adolescents’ reactions to digital stressors, Weinstein and her colleagues have found even more challenges:\u003c/p>\n\u003cul>\n\u003cli>Feeling replaceable: If you don’t respond to a best friend’s picture quickly or effusively enough, will she find a better friend?\u003c/li>\n\u003cli>Too much communication: A boyfriend or girlfriend wants you to be texting far more often than you’re comfortable with.\u003c/li>\n\u003cli>Digital “FOMO”: If you’re not up-to-date on the latest social media posts, will it prevent you from feeling like you can participate in real-life conversations at school the next day?\u003c/li>\n\u003cli>Attachment to actual devices: If your phone is out of reach, will your privacy be invaded? Will you miss a message from a friend when he needs you?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>For Parents, Strategies on Mitigating Anxiety — Without Overreacting\u003c/strong>\u003c/p>\n\u003cp>With so many different stressors, a key piece of advice for parents is to individualize your approach. In the same way that different teenagers need different types of social support from their parents, they need different types of digital support, as well. Weinstein suggests that if your teen seems irritable or overwhelmed by social media, pay attention to what specifically is causing those feelings.\u003c/p>\n\u003cp>Giller agrees. \"Really check in with your teen about what's going on,\" she says. Parents can and should help support and problem-solve with their teen, but they should also offer validation about how difficult these situations can be.\u003c/p>\n\u003cp>Relatedly, don’t just take your teen’s phone away if you suspect drama. Doing so won’t get to the heart of the social issue at play — and it could potentially make your teen more upset by separating her from her friends and other aspects of digital media she enjoys. \u003c/p>\n\u003cp>However, as a family, you can also set screen-free times — whether it’s every evening after 9 p.m., on the car ride to school, an occasional screen-free weekend, or longer stretches over vacations and camps. “Many teens say they appreciate” these chances, says education writer \u003ca href=\"https://www.npr.org/people/302894536/anya-kamenetz\" rel=\"nofollow\">Anya Kamenetz\u003c/a>, whose upcoming book \u003ca href=\"http://www.anyakamenetz.net/\" rel=\"nofollow\">\u003cem>The Art of Screen Time: How Your Family Can Balance Digital Media and Real Life\u003c/em>\u003c/a> explores these issues in-depth.\u003c/p>\n\u003cp>A significant part of your teen’s phone habits may be related to her parents, too. “Be good role models in your own use of tech,” advises Kamenetz. That means being mindful of \u003ca href=\"https://www.washingtonpost.com/news/parenting/wp/2017/12/13/digital-double-standards-youre-probably-making-as-a-parent/?utm_term=.a71377bb9bf3\" rel=\"nofollow\">your own distracted habit \u003c/a>of reaching for your cell, but it also means rejecting the isolation that screen time can generate. Make digital media an opportunity for real-life social opportunities, she says. Share some media activities with your teenager — playing games, watching YouTube clips, or reading up on mutual interests together.\u003c/p>\n\u003cp>And in most situations, it’s best to work \u003cem>with\u003c/em> your teen to set social media expectations. “You want to build consensus and get their buy-in,” says Kamenetz. Constant surveillance or control won’t build trust. Make it an open, mutual discussion. \u003c/p>\n\u003cp>You want to get teens to put their devices down on their own, says Weinstein, “so that you’re helping them build their ability to manage their interactions with and through technology.” And that’s increasingly looking like a key life skill that we’ll all need to develop, now and into the future.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/leahjshafer\">Leah Shafer\u003c/a> is a staff writer for \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they’re accessible to practitioners, policymakers, and parents. \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge \u003c/a>is based at the Harvard Graduate School of Education. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As adults witness the rising tides of teenaged anxiety, it’s tough not to notice a common thread that runs through the epidemic — something that past generations never dealt with. Clutched in the hand of nearly every teen is a smartphone, buzzing and beeping and blinking with social media notifications.\u003c/p>\n\u003cp>Parents, all too often, just want to grab their teen’s phone and stuff it in a drawer. But is social media and the omnipresence of digital interactions really the cause of all this anxiety?\u003c/p>\n\u003cp>The short answer is: It’s complicated.\u003c/p>\n\u003cp>Recent studies have noted a \u003ca href=\"https://www.washingtonpost.com/news/parenting/wp/2017/12/13/digital-double-standards-youre-probably-making-as-a-parent/\" rel=\"nofollow\">significant uptick in depression and suicidal thoughts\u003c/a> over the past several years for teens, especially those who spend multiple hours a day using screens, and especially girls. But many of the pressures teenagers feel from social media are actually consistent with developmentally normal concerns around social standing and self-expression. Social media can certainly exacerbate these anxieties, but for parents to truly help their children cope, they should avoid making a blanket condemnation. Instead, parents should tailor their approach to the individual, learning where a particular child's stressors lie and how that child can best gain control of this alluring, powerful way to connect with peers.\u003c/p>\n\u003cp>\u003cstrong>A Link Between Social Media and Mental Health Concerns\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many experts have described a rise in \u003ca href=\"https://www.theatlantic.com/magazine/archive/2017/09/has-the-smartphone-destroyed-a-generation/534198/\" rel=\"nofollow\">sleeplessness, loneliness, worry, and dependence\u003c/a> among teenagers — a rise that coincides with the release of the first iPhone 10 years ago. One \u003ca href=\"http://journals.sagepub.com/doi/full/10.1177/2167702617723376\" rel=\"nofollow\">study\u003c/a> found that 48 percent of teens who spend five hours per day on an electronic device have at least one suicide risk factor, compared to 33 percent of teens who spend two hours a day on an electronic device. We’ve all heard anecdotes, too, of teens being reduced to tears from the constant communication and comparisons that social media invites.\u003c/p>\n\u003cp>Through likes and follows, teens are \"getting actual data on how much people like them and their appearance,\" says \u003ca href=\"https://childmind.org/bio/lindsey-giller-psyd/\" rel=\"nofollow\">Lindsey Giller\u003c/a>, a clinical psychologist at the \u003ca href=\"https://childmind.org/\" rel=\"nofollow\">Child Mind Institute\u003c/a> who specializes in youth and young adults with mood disorders. \"And you're not having any break from that technology.\" She's seen teens with anxiety, poor self-esteem, insecurity, and sadness attributed, at least in part, to constant social media use.\u003c/p>\n\u003cp>\u003cstrong>Teenage Challenges and Stressors, Exacerbated\u003c/strong>\u003c/p>\n\u003cp>But the connection between anxiety and social media might not be simple, or purely negative. Correlation does not equal causation; it may be that depression and anxiety lead to more social media use, for example, rather than the other way around. There could also be an unknown third variable — for instance, academic pressures or economic concerns — connecting them, or teens could simply be more likely to admit to mental health concerns now than they were in previous generations.\u003c/p>\n\u003cp>It’s also important to remember that teens experience social media in a \u003ca href=\"https://www.gse.harvard.edu/news/uk/17/09/insta\">wide range of ways\u003c/a>. The ability to raise awareness, connect with people across the world, and share moments of beauty can be \u003ca href=\"http://www.slate.com/articles/technology/future_tense/2017/08/smartphones_haven_t_destroyed_a_generation.html\" rel=\"nofollow\">empowering and uplifting\u003c/a> for some. And many teens understand that the images they see are curated snapshots, not real-life indicators, and are less likely to let those posts make them feel insecure about their own lives.\u003c/p>\n\u003cp>Above all, says researcher \u003ca href=\"https://www.gse.harvard.edu/node/493341\" rel=\"nofollow\">Emily Weinstein\u003c/a>, who studies teens and their social media habits, parents need to keep in mind that it’s probably not \u003cem>just\u003c/em> social media that’s making their teens anxious — it’s the normal social stressors that these platforms facilitate, albeit at a different size and scale.\u003c/p>\n\u003cp>“So many of the behaviors we’re talking about have pre-digital corollaries,” says Weinstein, a postdoctoral fellow at the \u003ca>Harvard Graduate School of Education\u003c/a>. “They’re the same sort of developmental challenges that adolescents have grappled with for decades, though now they’re taking place in different spaces that can certainly amplify them and shift their quality, quantity, and scale.“\u003c/p>\n\u003cp>\"But the idea of wanting to fit in, the critical importance of peer relationships, and the process of figuring out which version of yourself you want to be and how you want to express that identity to others — those features of adolescence are not new.”\u003c/p>\n\u003cp>\u003cstrong>What’s Triggering about Social Media?\u003cbr>\n\u003c/strong>\u003cbr>\nYouth and technology expert \u003ca href=\"https://cyber.harvard.edu/people/alenhart\" rel=\"nofollow\">Amanda Lenhart\u003c/a>’s 2015 \u003ca href=\"http://www.pewinternet.org/2015/08/06/teens-technology-and-friendships/\" rel=\"nofollow\">Pew study\u003c/a> of teens, technology, and friendships reveals a range of social media-induced stressors:\u003c/p>\n\u003cul>\n\u003cli>Seeing people posting about events to which you haven’t been invited\u003c/li>\n\u003cli>Feeling pressure to post positive and attractive content about yourself\u003c/li>\n\u003cli>Feeling pressure to get comments and likes on your posts\u003c/li>\n\u003cli>Having someone post things about you that you cannot change or control\u003c/li>\n\u003c/ul>\n\u003cp>In analyses of thousands of adolescents’ reactions to digital stressors, Weinstein and her colleagues have found even more challenges:\u003c/p>\n\u003cul>\n\u003cli>Feeling replaceable: If you don’t respond to a best friend’s picture quickly or effusively enough, will she find a better friend?\u003c/li>\n\u003cli>Too much communication: A boyfriend or girlfriend wants you to be texting far more often than you’re comfortable with.\u003c/li>\n\u003cli>Digital “FOMO”: If you’re not up-to-date on the latest social media posts, will it prevent you from feeling like you can participate in real-life conversations at school the next day?\u003c/li>\n\u003cli>Attachment to actual devices: If your phone is out of reach, will your privacy be invaded? Will you miss a message from a friend when he needs you?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>For Parents, Strategies on Mitigating Anxiety — Without Overreacting\u003c/strong>\u003c/p>\n\u003cp>With so many different stressors, a key piece of advice for parents is to individualize your approach. In the same way that different teenagers need different types of social support from their parents, they need different types of digital support, as well. Weinstein suggests that if your teen seems irritable or overwhelmed by social media, pay attention to what specifically is causing those feelings.\u003c/p>\n\u003cp>Giller agrees. \"Really check in with your teen about what's going on,\" she says. Parents can and should help support and problem-solve with their teen, but they should also offer validation about how difficult these situations can be.\u003c/p>\n\u003cp>Relatedly, don’t just take your teen’s phone away if you suspect drama. Doing so won’t get to the heart of the social issue at play — and it could potentially make your teen more upset by separating her from her friends and other aspects of digital media she enjoys. \u003c/p>\n\u003cp>However, as a family, you can also set screen-free times — whether it’s every evening after 9 p.m., on the car ride to school, an occasional screen-free weekend, or longer stretches over vacations and camps. “Many teens say they appreciate” these chances, says education writer \u003ca href=\"https://www.npr.org/people/302894536/anya-kamenetz\" rel=\"nofollow\">Anya Kamenetz\u003c/a>, whose upcoming book \u003ca href=\"http://www.anyakamenetz.net/\" rel=\"nofollow\">\u003cem>The Art of Screen Time: How Your Family Can Balance Digital Media and Real Life\u003c/em>\u003c/a> explores these issues in-depth.\u003c/p>\n\u003cp>A significant part of your teen’s phone habits may be related to her parents, too. “Be good role models in your own use of tech,” advises Kamenetz. That means being mindful of \u003ca href=\"https://www.washingtonpost.com/news/parenting/wp/2017/12/13/digital-double-standards-youre-probably-making-as-a-parent/?utm_term=.a71377bb9bf3\" rel=\"nofollow\">your own distracted habit \u003c/a>of reaching for your cell, but it also means rejecting the isolation that screen time can generate. Make digital media an opportunity for real-life social opportunities, she says. Share some media activities with your teenager — playing games, watching YouTube clips, or reading up on mutual interests together.\u003c/p>\n\u003cp>And in most situations, it’s best to work \u003cem>with\u003c/em> your teen to set social media expectations. “You want to build consensus and get their buy-in,” says Kamenetz. Constant surveillance or control won’t build trust. Make it an open, mutual discussion. \u003c/p>\n\u003cp>You want to get teens to put their devices down on their own, says Weinstein, “so that you’re helping them build their ability to manage their interactions with and through technology.” And that’s increasingly looking like a key life skill that we’ll all need to develop, now and into the future.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
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"airtime": "SUN 7:30pm-8pm",
"meta": {
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},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
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"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
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