4 parenting priorities to prevent mental health 'summer slide'
At Summer Camp: More Anxiety, More Learning, More Hugs — Same Fun
YMCA, American Camp Association Release Guide For Opening Summer Camps
Applying the Power of Stories to Excite Students About Science
From Skyhook To STEM: Kareem Abdul Jabbar Brings The Science
Are Helicopter Parents Ruining Summer Camp?
How Online Camps Help Kids Stay Connected to STEM Skills and Mentors Year-Round
How a Sword and Sorcery Camp Uses Immersive Role Play to Teach STEAM
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href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">anxiety\u003c/a> will take a pause as well. However, that’s not always the case, especially as the novelty of summer dwindles. \u003c/span>\u003cspan style=\"font-weight: 400\">Without the daily structure of school and extracurricular activities, kids may struggle with boredom or restlessness. “Summer for many of us can feel like this nebulous thing because it is just this endless free time. Additionally, the pressure to make the most of the summer break and fear of missing out on experiences can contribute to feelings of anxiety. That ambiguity spikes a lot of fear and concern,” said Miriam Stevenson, who is an executive director at \u003c/span>\u003ca href=\"https://www.caresolace.org/\">\u003cspan style=\"font-weight: 400\">Care Solace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a company that helps schools connect families with mental health services. \u003c/span>\u003cspan style=\"font-weight: 400\">Previously she worked as the director of student services for health and wellness in the Palo Alto Unified School District.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stevenson said that while Care Solace receives fewer summertime referrals, it’s not because there is less need. It’s because students aren’t at school with extra adult eyes and ears to check in on them. “There’s one less node in our safety net,” she said. When schools succeed at creating \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">\u003cspan style=\"font-weight: 400\">a sense of belonging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they can be a comforting routine for students or a safe place where they feel socially connected. Stevenson offered advice for \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">parents looking to support their kids’ mental health\u003c/a> over the summer and equip them with the tools to embrace joy, conquer challenges and flourish.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>More free time doesn’t have to mean more screen time\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">With more free time on their hands, it’s easy for kids to get sucked into endless hours of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59094/does-my-kid-have-a-tech-addiction\">\u003cspan style=\"font-weight: 400\">screen usage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially because kids are also using their devices to connect with friends that they’re no longer seeing at school everyday. An advisory from the U.S. Surgeon General \u003ca href=\"https://ojjdp.ojp.gov/news/juvjust/us-surgeon-general-issues-advisory-social-media-and-youth-mental-health\">recently warned\u003c/a> that “frequent social media use can contribute to poor mental health.” One study cited in the \u003ca href=\"https://www.hhs.gov/sites/default/files/sg-youth-mental-health-social-media-advisory.pdf\">advisory \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">found that adolescents who spent over three hours per day on social media were twice as likely to have \u003ca href=\"https://www.kqed.org/mindshift/60788/3-reasons-why-seattle-schools-are-suing-big-tech-over-a-youth-mental-health-crisis\">negative mental health outcomes\u003c/a>, such as depression and anxiety symptoms. “Not all young people are good at setting their own boundaries and they might need you to be the bad guy,” said Stevenson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first thing parents can do to limit screen time is to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family\">\u003cspan style=\"font-weight: 400\">lead by example with their own devices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “They’re going to do what we do, not what we tell them to do,” added Stevenson. By modeling moderation and offering alternatives that get kids moving and exploring, parents can make a well-rounded summer seem more attainable. Summer is an opportunity to be present with one another as a family, said Stevenson. “Have technology-free times together or meals together — moments where there isn’t a screen that’s interfering with your ability to connect,” she suggested. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, parents can give their children a screen time budget. “They get to decide how they want to use the amount of screen time that they have,” said Stevenson. “That gives them some autonomy and choice.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The power of a summer schedule\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maintaining a routine during the summer can be a powerful tool for supporting children’s mental health, and parents can play a crucial role in establishing and reinforcing this structure. Stevenson encouraged parents to proactively determine a schedule with kids, including \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60543/what-parents-need-to-monitor-about-teens-sleep-beyond-the-hour-count\">\u003cspan style=\"font-weight: 400\">bedtimes and wake-up times\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “There’s great freedom in the summer to allow us to go to our natural circadian rhythms. And unfortunately, as lovely as that might be, it’s going to make waking up early harder when they come back [to school],” said Stevenson. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.cdc.gov/sleep/about_sleep/sleep_hygiene.html\">\u003cspan style=\"font-weight: 400\">Consistent sleep patterns\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can improve sleep health, which is closely \u003c/span>\u003ca href=\"https://publications.aap.org/aapnews/news/13792?autologincheck=redirected\">\u003cspan style=\"font-weight: 400\">linked to children’s mental health and wellbeing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “If you don’t have morning routines or evening routines as a family, the summer is a good time to experiment,” Stevenson said. Creating a daily schedule that includes dedicated time for physical activity, reading, hobbies and socializing can provide a sense of stability and purpose.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Just because school’s out doesn’t mean learning stops. In fact, it’s the best time to learn because you have the sole choice over what you get to be curious, pursue or inquire about,” she added. Outside of the hustle and bustle of the school year, parents can encourage kids to think about how they’re contributing to their community, which can look like setting the table each night, visiting older relatives or volunteering locally. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Open communication can help parents recognize warning signs\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be difficult to identify signs that a kid is struggling with mental health, especially if they are older. Although resources with lists of warning signs exist, they can often read like teenagers being teenagers, Stevenson said. “They’re emotional. They’re volatile. They’re withdrawn. They like to sleep all day.” Instead of scrutinizing every potential symptom, Stevenson suggested parents keep an eye on significant changes in behavior, mood, eating and sleep habits. “Trust that you know your kid,” she said. “You know what their baseline is.” Additionally, parents can establish a daily check-in with their child, such as a text asking how they’re doing or a designated time in the evening to share highs and lows from the day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If parents notice warning signs of poor mental health, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">\u003cspan style=\"font-weight: 400\">open and honest communication\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is vital. Engaging in supportive conversations with their child, expressing concern and actively listening without judgment can create a safe space for them to share their feelings. “Listen and stay in that moment and just let them express themselves. Show them that you can hold very difficult feelings,” said Stevenson. If parents feel out of their depth, they can seek professional help from a pediatrician, therapist or counselor. “Summer can present a lot of great opportunities for intensive mental health support or starting with a therapist,” she added.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Knowledge is power when it comes to school-year fear\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning of the summer, going back to school may be the farthest thing from kids’ minds. But as the school start date gets closer, parents might start to see anxiety levels rise, said Stevenson. “Anytime you’re going to have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58462/how-to-help-anxious-students-re-adjust-to-social-settings\">\u003cspan style=\"font-weight: 400\">a transition or there’s an unknown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, there’s going to be an increase in worry. And if you’re already predisposed or struggling with anxiety, it’s going to exacerbate the challenges that you’re facing,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents can work with kids to find out as much information about the next school year as possible in order to dispel any fear of the future. This is especially helpful when kids are starting at a new school either because of a grade change or a recent move. Parents may encourage students to visit school and see where their classes will be or talk to their friends to see if they will be in the same classes. “As much information as they can have about what their day is going to look like and who they’re going to be with is really helpful,” said Stevenson. Additionally, parents can identify any orientation programs that the school may provide.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kids’ mental health needs persist past the end of the school year and through the summer. Embracing this opportunity to reset and focus on mental well-being can set the stage for a fulfilling summer experience and confident start to the new school year.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"While many kids look forward to summer break, it can also be a time when signs of anxiety and depression go unnoticed. Screen time limits and open communication can help.","status":"publish","parent":0,"modified":1687663688,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1327},"headData":{"title":"4 parenting priorities to prevent mental health 'summer slide' | KQED","description":"While many kids look forward to summer break, it can also be a time when signs of emotional distress go unnoticed. Screen time limits and open communication can help.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"While many kids look forward to summer break, it can also be a time when signs of emotional distress go unnoticed. Screen time limits and open communication can help.","schema":{"@context":"http://schema.org","@type":"Article","headline":"4 parenting priorities to prevent mental health 'summer slide'","datePublished":"2023-06-26T02:00:21.000Z","dateModified":"2023-06-25T03:28:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61888/4-parenting-priorities-to-prevent-mental-health-summer-slide","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">With school on break, along with all the homework, tests and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59625/three-reasons-teens-need-later-school-start-times\">\u003cspan style=\"font-weight: 400\">early start times\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that come with it, parents often assume that young people’s stress and \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">anxiety\u003c/a> will take a pause as well. However, that’s not always the case, especially as the novelty of summer dwindles. \u003c/span>\u003cspan style=\"font-weight: 400\">Without the daily structure of school and extracurricular activities, kids may struggle with boredom or restlessness. “Summer for many of us can feel like this nebulous thing because it is just this endless free time. Additionally, the pressure to make the most of the summer break and fear of missing out on experiences can contribute to feelings of anxiety. That ambiguity spikes a lot of fear and concern,” said Miriam Stevenson, who is an executive director at \u003c/span>\u003ca href=\"https://www.caresolace.org/\">\u003cspan style=\"font-weight: 400\">Care Solace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a company that helps schools connect families with mental health services. \u003c/span>\u003cspan style=\"font-weight: 400\">Previously she worked as the director of student services for health and wellness in the Palo Alto Unified School District.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stevenson said that while Care Solace receives fewer summertime referrals, it’s not because there is less need. It’s because students aren’t at school with extra adult eyes and ears to check in on them. “There’s one less node in our safety net,” she said. When schools succeed at creating \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">\u003cspan style=\"font-weight: 400\">a sense of belonging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they can be a comforting routine for students or a safe place where they feel socially connected. Stevenson offered advice for \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">parents looking to support their kids’ mental health\u003c/a> over the summer and equip them with the tools to embrace joy, conquer challenges and flourish.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>More free time doesn’t have to mean more screen time\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">With more free time on their hands, it’s easy for kids to get sucked into endless hours of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59094/does-my-kid-have-a-tech-addiction\">\u003cspan style=\"font-weight: 400\">screen usage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially because kids are also using their devices to connect with friends that they’re no longer seeing at school everyday. An advisory from the U.S. Surgeon General \u003ca href=\"https://ojjdp.ojp.gov/news/juvjust/us-surgeon-general-issues-advisory-social-media-and-youth-mental-health\">recently warned\u003c/a> that “frequent social media use can contribute to poor mental health.” One study cited in the \u003ca href=\"https://www.hhs.gov/sites/default/files/sg-youth-mental-health-social-media-advisory.pdf\">advisory \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">found that adolescents who spent over three hours per day on social media were twice as likely to have \u003ca href=\"https://www.kqed.org/mindshift/60788/3-reasons-why-seattle-schools-are-suing-big-tech-over-a-youth-mental-health-crisis\">negative mental health outcomes\u003c/a>, such as depression and anxiety symptoms. “Not all young people are good at setting their own boundaries and they might need you to be the bad guy,” said Stevenson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first thing parents can do to limit screen time is to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family\">\u003cspan style=\"font-weight: 400\">lead by example with their own devices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “They’re going to do what we do, not what we tell them to do,” added Stevenson. By modeling moderation and offering alternatives that get kids moving and exploring, parents can make a well-rounded summer seem more attainable. Summer is an opportunity to be present with one another as a family, said Stevenson. “Have technology-free times together or meals together — moments where there isn’t a screen that’s interfering with your ability to connect,” she suggested. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, parents can give their children a screen time budget. “They get to decide how they want to use the amount of screen time that they have,” said Stevenson. “That gives them some autonomy and choice.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The power of a summer schedule\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maintaining a routine during the summer can be a powerful tool for supporting children’s mental health, and parents can play a crucial role in establishing and reinforcing this structure. Stevenson encouraged parents to proactively determine a schedule with kids, including \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60543/what-parents-need-to-monitor-about-teens-sleep-beyond-the-hour-count\">\u003cspan style=\"font-weight: 400\">bedtimes and wake-up times\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “There’s great freedom in the summer to allow us to go to our natural circadian rhythms. And unfortunately, as lovely as that might be, it’s going to make waking up early harder when they come back [to school],” said Stevenson. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cdc.gov/sleep/about_sleep/sleep_hygiene.html\">\u003cspan style=\"font-weight: 400\">Consistent sleep patterns\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can improve sleep health, which is closely \u003c/span>\u003ca href=\"https://publications.aap.org/aapnews/news/13792?autologincheck=redirected\">\u003cspan style=\"font-weight: 400\">linked to children’s mental health and wellbeing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “If you don’t have morning routines or evening routines as a family, the summer is a good time to experiment,” Stevenson said. Creating a daily schedule that includes dedicated time for physical activity, reading, hobbies and socializing can provide a sense of stability and purpose.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Just because school’s out doesn’t mean learning stops. In fact, it’s the best time to learn because you have the sole choice over what you get to be curious, pursue or inquire about,” she added. Outside of the hustle and bustle of the school year, parents can encourage kids to think about how they’re contributing to their community, which can look like setting the table each night, visiting older relatives or volunteering locally. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Open communication can help parents recognize warning signs\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be difficult to identify signs that a kid is struggling with mental health, especially if they are older. Although resources with lists of warning signs exist, they can often read like teenagers being teenagers, Stevenson said. “They’re emotional. They’re volatile. They’re withdrawn. They like to sleep all day.” Instead of scrutinizing every potential symptom, Stevenson suggested parents keep an eye on significant changes in behavior, mood, eating and sleep habits. “Trust that you know your kid,” she said. “You know what their baseline is.” Additionally, parents can establish a daily check-in with their child, such as a text asking how they’re doing or a designated time in the evening to share highs and lows from the day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If parents notice warning signs of poor mental health, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">\u003cspan style=\"font-weight: 400\">open and honest communication\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is vital. Engaging in supportive conversations with their child, expressing concern and actively listening without judgment can create a safe space for them to share their feelings. “Listen and stay in that moment and just let them express themselves. Show them that you can hold very difficult feelings,” said Stevenson. If parents feel out of their depth, they can seek professional help from a pediatrician, therapist or counselor. “Summer can present a lot of great opportunities for intensive mental health support or starting with a therapist,” she added.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Knowledge is power when it comes to school-year fear\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning of the summer, going back to school may be the farthest thing from kids’ minds. But as the school start date gets closer, parents might start to see anxiety levels rise, said Stevenson. “Anytime you’re going to have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58462/how-to-help-anxious-students-re-adjust-to-social-settings\">\u003cspan style=\"font-weight: 400\">a transition or there’s an unknown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, there’s going to be an increase in worry. And if you’re already predisposed or struggling with anxiety, it’s going to exacerbate the challenges that you’re facing,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents can work with kids to find out as much information about the next school year as possible in order to dispel any fear of the future. This is especially helpful when kids are starting at a new school either because of a grade change or a recent move. Parents may encourage students to visit school and see where their classes will be or talk to their friends to see if they will be in the same classes. “As much information as they can have about what their day is going to look like and who they’re going to be with is really helpful,” said Stevenson. Additionally, parents can identify any orientation programs that the school may provide.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kids’ mental health needs persist past the end of the school year and through the summer. Embracing this opportunity to reset and focus on mental well-being can set the stage for a fulfilling summer experience and confident start to the new school year.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61888/4-parenting-priorities-to-prevent-mental-health-summer-slide","authors":["11721"],"categories":["mindshift_21445","mindshift_20729","mindshift_21280","mindshift_21385","mindshift_20697"],"tags":["mindshift_21093","mindshift_20811","mindshift_20589","mindshift_21070","mindshift_21100","mindshift_20865","mindshift_20568","mindshift_290","mindshift_20816","mindshift_634","mindshift_21083","mindshift_514","mindshift_21159","mindshift_1038"],"featImg":"mindshift_61890","label":"mindshift"},"mindshift_58263":{"type":"posts","id":"mindshift_58263","meta":{"index":"posts_1591205157","site":"mindshift","id":"58263","score":null,"sort":[1628578933000]},"guestAuthors":[],"slug":"at-summer-camp-more-anxiety-more-learning-more-hugs-same-fun","title":"At Summer Camp: More Anxiety, More Learning, More Hugs — Same Fun","publishDate":1628578933,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/summer-camp-2021-more-anxiety-more-learning-more-hugs-same-fun/\">\u003cem>summer \u003c/em>\u003cem>camp\u003c/em>\u003c/a>\u003cem> 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>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Allison Perez, 11, and on the cusp of sixth grade in the Elmsford Union Free School District in New York, had been working all morning to build a rocket she would launch as soon as it was fit to fly.\u003c/p>\n\u003cp>After more than a year of interrupted learning, she was eager to see her project through. She shot the colorful 12-inch missile into the air with abandon on the last day of summer camp. “Whoa!” she said through her mask as the rocket soared overhead before crashing to the pavement. After adjusting her glasses and retrieving her projectile, she lined up behind her peers, anxious to try again.\u003c/p>\n\u003cp>Before the program started, Allison worried it would feel too much like school. A brand-new joint venture between the district, located some 20 miles north of Manhattan, and a local educational enrichment organization, it promised a far more academic focus than a typical summer camp. But after learning from home for nearly the entire school year — Allison attended class for only two weeks at the end of last semester — she knew she would benefit from the experience.\u003c/p>\n\u003cp>“After my mom told me all we are learning and that it would help me in sixth grade, I was like, ‘Yeah, I’ll do it,” she said. “If I am already prepared, the grade will be easier for me.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For many children who descended on the nation’s public parks and schools this summer, camp was their first taste of normalcy in well more than a year. Educators, parents and camp directors embraced the experience as a way to support student mental health as children isolated by the pandemic re-entered the outside world, in some cases for the first time since schools were shuttered.\u003c/p>\n\u003cp>And, while some camps stayed true to their core mission of outdoor fun, focusing on sports, crafts and teambuilding exercises, others, like the one Allison attended, infused math, science, literacy and other core subjects into hands-on, project-based programs meant to help spark kids’ enthusiasm for learning.\u003c/p>\n\u003cp>Summer camps, many of which remain financially fragile after last year’s closures, could see an influx of cash: The American Rescue Plan Elementary and Secondary School Emergency Relief Fund earmarked $1.2 billion specifically for \u003ca href=\"https://www.ed.gov/news/press-releases/us-department-education-launches-national-summer-learning-enrichment-collaborative-help-students-most-impacted-pandemic\">evidence-based summer enrichment\u003c/a>.\u003c/p>\n\u003cp>Federal guidelines also required school districts to use at least $21 billion in aid to fund initiatives meant to blunt the pandemic’s impact on learning. These can include summer programs, which White House officials say are key to addressing lost instructional and extracurricular time.\u003c/p>\n\u003cp>Ian Rosenblum, acting assistant secretary for the Office of Elementary and Secondary Education, said quality summer programming, the type that often emerges from partnerships between schools and community groups, will go far to re-engage students.\u003c/p>\n\u003cp>“That really helps them get geared up for the new school year,” he said during a recent press briefing on the topic.\u003c/p>\n\u003cp>While some camps were shuttered for \u003ca href=\"https://www.nytimes.com/2021/07/24/us/summer-camp-reopen-counselors.html\">lack of staff\u003c/a>, or because of \u003ca href=\"https://www.cbsnews.com/news/covid-outbreaks-summer-camps/\">Covid outbreaks\u003c/a>, the federal money has allowed schools and camps across the nation to open their doors to a wider swath of children. Before the pandemic, Elmsford’s summer program was offered only to students who needed reading intervention or who were just beginning to learn English.\u003c/p>\n\u003cp>Concerns about learning loss and a desire for a seamless return to in-person instruction in the fall prompted school officials to create an entirely new program, meant to help any child who wished to participate: 80 attended this summer.\u003c/p>\n\u003cp>The district, which serves nearly 1,000 students across three campuses, partnered with a long-established enrichment group called \u003ca href=\"https://curiousonhudson.com/\">Curious-on-Hudson\u003c/a> to incorporate math and literacy into engaging, hands-on learning projects for elementary-aged participants.\u003c/p>\n\u003cp>The academics were subtle by design: The youngest kids — the program was open to children from kindergarten through fifth grade — learned about lift and drag by making kites. They wrote about their experience and drew pictures of their creations, activities that tied in other aspects of science, technology, engineering, the arts and math (STEAM).\u003c/p>\n\u003cp>Older students performed a number of design challenges by building parachutes, windmills, rockets, model space shuttles and simple roller coasters.\u003c/p>\n\u003cp>Many of the projects called for running and jumping, giving children a chance to burn energy through physical activity.\u003c/p>\n\u003cp>The program, which operated on school grounds, paired the district’s classroom teachers with Curious-on-Hudson staff, many of whom also have extensive experience in education. The union proved fruitful: Mary Ann Maric, a special education teacher in the district who works with first graders, said the alliance gave her new tools and ideas with which to engage students.\u003c/p>\n\u003cp>“It catches everything an early childhood learner needs,” she said after conducting a game in which children tossed oversized dice to solve simple math problems before sprinting across the classroom to pin their answers on a black board.\u003c/p>\n\u003cp>Elmsford schools received some $1.1 million in Covid-related federal funding, with roughly $220,000 earmarked for summer programs. School superintendent Marc Baiocco said the district wanted to build students’ skills ahead of the new school year by offering more than the local municipal summer camp, which focused largely on games, crafts and field trips.\u003c/p>\n\u003cp>“The other thing we wanted to make certain of was that students were having fun,” he said. “The two were equally important.”\u003c/p>\n\u003cp>It’s not unusual to link camping and schools. The first camp directors in the late 1800s were teachers, according to Tom Rosenberg, president of the American Camp Association. That bond has only grown stronger during the shutdowns as camps have been invited to host myriad programs meant to supplement in-school learning, he said.\u003c/p>\n\u003cp>Rosenberg’s organization, which sets the standards for the field and issues accreditations, serves more than 15,000 camps attended by more than 26 million children in a typical year. That figure nosedived last summer, he said, because of closures and safety precautions, but is expected to rise by the end of the season — though not nearly to pre-pandemic levels.\u003c/p>\n\u003cp>“There is nothing about this summer that is the same as always,” Rosenberg said.\u003c/p>\n\u003cp>Some camps have adapted new curriculum or invested more money into existing programs.\u003c/p>\n\u003cp>Those who led the summer camp in Elsmford knew it couldn’t undo a year of interrupted schooling, but hoped that it might help kids this fall.\u003c/p>\n\u003cp>“You can’t make up for an entire year in four weeks, but you can get them excited for what’s to come,” said Elizabeth McQuaid, director of curriculum development for Curious-on-Hudson. “They will have had a great experience … creating an enthusiasm and excitement for September.”\u003c/p>\n\u003cp>Marckez Moncada, 11, and headed to sixth grade in the fall, was initially unsure about coming to a camp run by his school. “But when my mom said, ‘You don’t have to do homework, but you get to do fun projects,’ I said ‘I’ll go.’”\u003c/p>\n\u003cfigure id=\"attachment_58265\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58265\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Jo-Napolitano-IMG_9731-e1628552344761.jpg\" alt=\"Two students display their rockets prior to launch.\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Zenaya Moncada, 10, and her brother, Marckez Moncada, 11, also of the Elmsford Union Free School District, get ready to launch their own rockets on the last day of summer camp. Both were sad to see the program come to an end. \u003ccite>( Jo Napolitano for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Marckez’ sister, Zenaya, 10, and soon to enter fifth grade, didn’t want to spend her summer watching television. “Being at home last year, it wasn’t that much fun,” she said. “When we went virtual, it was kind of boring to not be in class.”\u003c/p>\n\u003cp>Their mother, Sandra Moncada, said she was glad to see a school-based program that didn’t focus on standardized testing. Her children were thrilled to attend each morning and seemed to absorb their lessons with ease because of the fun delivery.\u003c/p>\n\u003cp>“They came home with lots of projects,” she said. “They were so excited to share with me what they were learning.”\u003c/p>\n\u003cp>Many camp leaders eschewed adding academics, however. Joshua J. Phillips is Chief Executive Officer of Change Summer, an organization that aims to provide children from under-resourced communities with more equal access to high-quality summer programming. His group partners with Uncommon Schools, a nonprofit charter with campuses in six cities and three states, and Achievement First, which runs charter schools in New York, Connecticut and Rhode Island. Phillips said the camps affiliated with both groups serve approximately 1,000 children per summer and are focused on nonacademic skills: independence, curiosity, responsibility and confidence.\u003c/p>\n\u003cp>Change Summer offers arts and crafts, dance, theater, music and sports as well as nature and adventure programming. Phillips, who worked as a teacher for more than 15 years before switching to summer camps, considered building more academics into the camp’s offerings, and raised it with the board of trustees and school partners, he said.\u003c/p>\n\u003cp>“The reactions from both were that we should not,” he said. “We should stick to what we know. There is a need on the social emotional and trauma side. That’s what we do and we do it extremely well.”\u003c/p>\n\u003cp>Both of his school partners are running separate summer academic programs.\u003c/p>\n\u003cp>Christie Ko, executive director of Fiver Children’s Foundation, a comprehensive youth development organization that works with kids from some of the most underserved communities in New York City and central New York, said students have been in social isolation for so long that fostering a sense of connectedness seemed more pressing than focusing on academics.\u003c/p>\n\u003cp>Though her summer program includes literacy and environmental education — allowing kids to learn by exploring lakes and creeks — it did not ramp up these efforts in response to the pandemic.\u003c/p>\n\u003cp>“I have not heard the demand for them to be sitting behind computers or doing some rote academic work while at camp,” Ko said. “Social- emotional support is what we are hearing loud and clear.”\u003c/p>\n\u003cp>While her summer camp is staying the course, her students’ needs have changed: Her camp director, a licensed social worker, has fielded more questions from students related to mental health than ever before, she said.\u003c/p>\n\u003cp>Rosenberg, of the American Camp Association, said counselors throughout the country are observing the same phenomenon.\u003c/p>\n\u003cp>Older campers, for example, are more homesick.\u003c/p>\n\u003cp>“They are working through it, but it’s taking longer,” Rosenberg said. “They’re more emotionally fragile, reactive and maybe have forgotten some subtleties of developing friendships.”\u003c/p>\n\u003cp>Samantha Razook, founder and CEO of Curious Jane, a project- and classroom-based program for girls ages 6 to 11, works with hundreds of children each summer in Manhattan, Brooklyn and Denver. “We’ve seen significant social and emotional struggles, which is very different from previous years,” she said, adding that anxiety and uncertainty are among girls’ greatest challenges.\u003c/p>\n\u003cp>She said younger campers craved one-on-one physical contact; they often asked for hugs from their counselors. Older participants were more easily agitated by their peers, and needed more mediation to help solve disputes.\u003c/p>\n\u003cp>Her camp, which was largely unchanged this year, except for Covid-related precautions, helped students address some social-emotional problems that stemmed from long isolation, Razook said. It was a critical service; one she did not anticipate at the start of the summer.\u003c/p>\n\u003cp>“Parents are so in need of having out-of-the-house, socialized, and non-screen-based opportunities for their children — and their sanity — and children are so in need of being in a social setting, with lots of tactile materials at their finger-tips, and the chance to learn and experiment with their hands,” she said.\u003c/p>\n\u003cp>Mia Slivinski, 10, was so enthusiastic about her experience at Curious Jane that she hopes to become a counselor-in-training next summer. Her sister, Gianna, 7, cannot wait to return to the program.\u003c/p>\n\u003cp>“It’s really fun to make all of the crafts,” Gianna said. “And I really liked the teachers, too.”\u003c/p>\n\u003cp>Parents, happy to see their daughters enjoy such a positive outlet, asked if their sons could participate. Curious Jane developed a few “CJ for All” classes that served some boys earlier this summer.\u003c/p>\n\u003cp>“When parents come back to us and say, ‘I’m seeing my child become more comfortable around other children for the first time in more than a year,’” Razook said, “I feel very, very good about that.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about summer camp 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>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Some school district-run and traditional summer camps infused more academics into their programs, while others doubled down on arts, crafts and physical activity — but all focused on fun. Summer camp is seeing a massive influx of cash: The American Rescue Plan Elementary and Secondary School Emergency Relief Fund earmarked $1.2 billion specifically for summer enrichment. Federal guidelines also required school districts to use at least $21 billion in aid for evidence-based initiatives to blunt the impact of the pandemic, some of which also went to summer camp programs.","status":"publish","parent":0,"modified":1628578933,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":53,"wordCount":2200},"headData":{"title":"At Summer Camp: More Anxiety, More Learning, More Hugs — Same Fun - MindShift","description":"Some school district-run and traditional summer camps infused more academics into their programs, while others doubled down on arts, crafts and physical activity — but all focused on fun. Summer camp is seeing a massive influx of cash: The American Rescue Plan Elementary and Secondary School Emergency Relief Fund earmarked $1.2 billion specifically for summer enrichment. Federal guidelines also required school districts to use at least $21 billion in aid for evidence-based initiatives to blunt the impact of the pandemic, some of which also went to summer camp programs.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"At Summer Camp: More Anxiety, More Learning, More Hugs — Same Fun","datePublished":"2021-08-10T07:02:13.000Z","dateModified":"2021-08-10T07:02:13.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58263 https://ww2.kqed.org/mindshift/?p=58263","disqusUrl":"https://ww2.kqed.org/mindshift/2021/08/10/at-summer-camp-more-anxiety-more-learning-more-hugs-same-fun/","disqusTitle":"At Summer Camp: More Anxiety, More Learning, More Hugs — Same Fun","nprByline":"Jo Napolitano, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","path":"/mindshift/58263/at-summer-camp-more-anxiety-more-learning-more-hugs-same-fun","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/summer-camp-2021-more-anxiety-more-learning-more-hugs-same-fun/\">\u003cem>summer \u003c/em>\u003cem>camp\u003c/em>\u003c/a>\u003cem> 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>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Allison Perez, 11, and on the cusp of sixth grade in the Elmsford Union Free School District in New York, had been working all morning to build a rocket she would launch as soon as it was fit to fly.\u003c/p>\n\u003cp>After more than a year of interrupted learning, she was eager to see her project through. She shot the colorful 12-inch missile into the air with abandon on the last day of summer camp. “Whoa!” she said through her mask as the rocket soared overhead before crashing to the pavement. After adjusting her glasses and retrieving her projectile, she lined up behind her peers, anxious to try again.\u003c/p>\n\u003cp>Before the program started, Allison worried it would feel too much like school. A brand-new joint venture between the district, located some 20 miles north of Manhattan, and a local educational enrichment organization, it promised a far more academic focus than a typical summer camp. But after learning from home for nearly the entire school year — Allison attended class for only two weeks at the end of last semester — she knew she would benefit from the experience.\u003c/p>\n\u003cp>“After my mom told me all we are learning and that it would help me in sixth grade, I was like, ‘Yeah, I’ll do it,” she said. “If I am already prepared, the grade will be easier for me.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For many children who descended on the nation’s public parks and schools this summer, camp was their first taste of normalcy in well more than a year. Educators, parents and camp directors embraced the experience as a way to support student mental health as children isolated by the pandemic re-entered the outside world, in some cases for the first time since schools were shuttered.\u003c/p>\n\u003cp>And, while some camps stayed true to their core mission of outdoor fun, focusing on sports, crafts and teambuilding exercises, others, like the one Allison attended, infused math, science, literacy and other core subjects into hands-on, project-based programs meant to help spark kids’ enthusiasm for learning.\u003c/p>\n\u003cp>Summer camps, many of which remain financially fragile after last year’s closures, could see an influx of cash: The American Rescue Plan Elementary and Secondary School Emergency Relief Fund earmarked $1.2 billion specifically for \u003ca href=\"https://www.ed.gov/news/press-releases/us-department-education-launches-national-summer-learning-enrichment-collaborative-help-students-most-impacted-pandemic\">evidence-based summer enrichment\u003c/a>.\u003c/p>\n\u003cp>Federal guidelines also required school districts to use at least $21 billion in aid to fund initiatives meant to blunt the pandemic’s impact on learning. These can include summer programs, which White House officials say are key to addressing lost instructional and extracurricular time.\u003c/p>\n\u003cp>Ian Rosenblum, acting assistant secretary for the Office of Elementary and Secondary Education, said quality summer programming, the type that often emerges from partnerships between schools and community groups, will go far to re-engage students.\u003c/p>\n\u003cp>“That really helps them get geared up for the new school year,” he said during a recent press briefing on the topic.\u003c/p>\n\u003cp>While some camps were shuttered for \u003ca href=\"https://www.nytimes.com/2021/07/24/us/summer-camp-reopen-counselors.html\">lack of staff\u003c/a>, or because of \u003ca href=\"https://www.cbsnews.com/news/covid-outbreaks-summer-camps/\">Covid outbreaks\u003c/a>, the federal money has allowed schools and camps across the nation to open their doors to a wider swath of children. Before the pandemic, Elmsford’s summer program was offered only to students who needed reading intervention or who were just beginning to learn English.\u003c/p>\n\u003cp>Concerns about learning loss and a desire for a seamless return to in-person instruction in the fall prompted school officials to create an entirely new program, meant to help any child who wished to participate: 80 attended this summer.\u003c/p>\n\u003cp>The district, which serves nearly 1,000 students across three campuses, partnered with a long-established enrichment group called \u003ca href=\"https://curiousonhudson.com/\">Curious-on-Hudson\u003c/a> to incorporate math and literacy into engaging, hands-on learning projects for elementary-aged participants.\u003c/p>\n\u003cp>The academics were subtle by design: The youngest kids — the program was open to children from kindergarten through fifth grade — learned about lift and drag by making kites. They wrote about their experience and drew pictures of their creations, activities that tied in other aspects of science, technology, engineering, the arts and math (STEAM).\u003c/p>\n\u003cp>Older students performed a number of design challenges by building parachutes, windmills, rockets, model space shuttles and simple roller coasters.\u003c/p>\n\u003cp>Many of the projects called for running and jumping, giving children a chance to burn energy through physical activity.\u003c/p>\n\u003cp>The program, which operated on school grounds, paired the district’s classroom teachers with Curious-on-Hudson staff, many of whom also have extensive experience in education. The union proved fruitful: Mary Ann Maric, a special education teacher in the district who works with first graders, said the alliance gave her new tools and ideas with which to engage students.\u003c/p>\n\u003cp>“It catches everything an early childhood learner needs,” she said after conducting a game in which children tossed oversized dice to solve simple math problems before sprinting across the classroom to pin their answers on a black board.\u003c/p>\n\u003cp>Elmsford schools received some $1.1 million in Covid-related federal funding, with roughly $220,000 earmarked for summer programs. School superintendent Marc Baiocco said the district wanted to build students’ skills ahead of the new school year by offering more than the local municipal summer camp, which focused largely on games, crafts and field trips.\u003c/p>\n\u003cp>“The other thing we wanted to make certain of was that students were having fun,” he said. “The two were equally important.”\u003c/p>\n\u003cp>It’s not unusual to link camping and schools. The first camp directors in the late 1800s were teachers, according to Tom Rosenberg, president of the American Camp Association. That bond has only grown stronger during the shutdowns as camps have been invited to host myriad programs meant to supplement in-school learning, he said.\u003c/p>\n\u003cp>Rosenberg’s organization, which sets the standards for the field and issues accreditations, serves more than 15,000 camps attended by more than 26 million children in a typical year. That figure nosedived last summer, he said, because of closures and safety precautions, but is expected to rise by the end of the season — though not nearly to pre-pandemic levels.\u003c/p>\n\u003cp>“There is nothing about this summer that is the same as always,” Rosenberg said.\u003c/p>\n\u003cp>Some camps have adapted new curriculum or invested more money into existing programs.\u003c/p>\n\u003cp>Those who led the summer camp in Elsmford knew it couldn’t undo a year of interrupted schooling, but hoped that it might help kids this fall.\u003c/p>\n\u003cp>“You can’t make up for an entire year in four weeks, but you can get them excited for what’s to come,” said Elizabeth McQuaid, director of curriculum development for Curious-on-Hudson. “They will have had a great experience … creating an enthusiasm and excitement for September.”\u003c/p>\n\u003cp>Marckez Moncada, 11, and headed to sixth grade in the fall, was initially unsure about coming to a camp run by his school. “But when my mom said, ‘You don’t have to do homework, but you get to do fun projects,’ I said ‘I’ll go.’”\u003c/p>\n\u003cfigure id=\"attachment_58265\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58265\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Jo-Napolitano-IMG_9731-e1628552344761.jpg\" alt=\"Two students display their rockets prior to launch.\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Zenaya Moncada, 10, and her brother, Marckez Moncada, 11, also of the Elmsford Union Free School District, get ready to launch their own rockets on the last day of summer camp. Both were sad to see the program come to an end. \u003ccite>( Jo Napolitano for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Marckez’ sister, Zenaya, 10, and soon to enter fifth grade, didn’t want to spend her summer watching television. “Being at home last year, it wasn’t that much fun,” she said. “When we went virtual, it was kind of boring to not be in class.”\u003c/p>\n\u003cp>Their mother, Sandra Moncada, said she was glad to see a school-based program that didn’t focus on standardized testing. Her children were thrilled to attend each morning and seemed to absorb their lessons with ease because of the fun delivery.\u003c/p>\n\u003cp>“They came home with lots of projects,” she said. “They were so excited to share with me what they were learning.”\u003c/p>\n\u003cp>Many camp leaders eschewed adding academics, however. Joshua J. Phillips is Chief Executive Officer of Change Summer, an organization that aims to provide children from under-resourced communities with more equal access to high-quality summer programming. His group partners with Uncommon Schools, a nonprofit charter with campuses in six cities and three states, and Achievement First, which runs charter schools in New York, Connecticut and Rhode Island. Phillips said the camps affiliated with both groups serve approximately 1,000 children per summer and are focused on nonacademic skills: independence, curiosity, responsibility and confidence.\u003c/p>\n\u003cp>Change Summer offers arts and crafts, dance, theater, music and sports as well as nature and adventure programming. Phillips, who worked as a teacher for more than 15 years before switching to summer camps, considered building more academics into the camp’s offerings, and raised it with the board of trustees and school partners, he said.\u003c/p>\n\u003cp>“The reactions from both were that we should not,” he said. “We should stick to what we know. There is a need on the social emotional and trauma side. That’s what we do and we do it extremely well.”\u003c/p>\n\u003cp>Both of his school partners are running separate summer academic programs.\u003c/p>\n\u003cp>Christie Ko, executive director of Fiver Children’s Foundation, a comprehensive youth development organization that works with kids from some of the most underserved communities in New York City and central New York, said students have been in social isolation for so long that fostering a sense of connectedness seemed more pressing than focusing on academics.\u003c/p>\n\u003cp>Though her summer program includes literacy and environmental education — allowing kids to learn by exploring lakes and creeks — it did not ramp up these efforts in response to the pandemic.\u003c/p>\n\u003cp>“I have not heard the demand for them to be sitting behind computers or doing some rote academic work while at camp,” Ko said. “Social- emotional support is what we are hearing loud and clear.”\u003c/p>\n\u003cp>While her summer camp is staying the course, her students’ needs have changed: Her camp director, a licensed social worker, has fielded more questions from students related to mental health than ever before, she said.\u003c/p>\n\u003cp>Rosenberg, of the American Camp Association, said counselors throughout the country are observing the same phenomenon.\u003c/p>\n\u003cp>Older campers, for example, are more homesick.\u003c/p>\n\u003cp>“They are working through it, but it’s taking longer,” Rosenberg said. “They’re more emotionally fragile, reactive and maybe have forgotten some subtleties of developing friendships.”\u003c/p>\n\u003cp>Samantha Razook, founder and CEO of Curious Jane, a project- and classroom-based program for girls ages 6 to 11, works with hundreds of children each summer in Manhattan, Brooklyn and Denver. “We’ve seen significant social and emotional struggles, which is very different from previous years,” she said, adding that anxiety and uncertainty are among girls’ greatest challenges.\u003c/p>\n\u003cp>She said younger campers craved one-on-one physical contact; they often asked for hugs from their counselors. Older participants were more easily agitated by their peers, and needed more mediation to help solve disputes.\u003c/p>\n\u003cp>Her camp, which was largely unchanged this year, except for Covid-related precautions, helped students address some social-emotional problems that stemmed from long isolation, Razook said. It was a critical service; one she did not anticipate at the start of the summer.\u003c/p>\n\u003cp>“Parents are so in need of having out-of-the-house, socialized, and non-screen-based opportunities for their children — and their sanity — and children are so in need of being in a social setting, with lots of tactile materials at their finger-tips, and the chance to learn and experiment with their hands,” she said.\u003c/p>\n\u003cp>Mia Slivinski, 10, was so enthusiastic about her experience at Curious Jane that she hopes to become a counselor-in-training next summer. Her sister, Gianna, 7, cannot wait to return to the program.\u003c/p>\n\u003cp>“It’s really fun to make all of the crafts,” Gianna said. “And I really liked the teachers, too.”\u003c/p>\n\u003cp>Parents, happy to see their daughters enjoy such a positive outlet, asked if their sons could participate. Curious Jane developed a few “CJ for All” classes that served some boys earlier this summer.\u003c/p>\n\u003cp>“When parents come back to us and say, ‘I’m seeing my child become more comfortable around other children for the first time in more than a year,’” Razook said, “I feel very, very good about that.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about summer camp 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>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58263/at-summer-camp-more-anxiety-more-learning-more-hugs-same-fun","authors":["byline_mindshift_58263"],"categories":["mindshift_21280"],"tags":["mindshift_21343","mindshift_943","mindshift_21083"],"featImg":"mindshift_58264","label":"mindshift"},"mindshift_55936":{"type":"posts","id":"mindshift_55936","meta":{"index":"posts_1591205157","site":"mindshift","id":"55936","score":null,"sort":[1589902304000]},"guestAuthors":[],"slug":"ymca-american-camp-association-release-guide-for-opening-summer-camps","title":"YMCA, American Camp Association Release Guide For Opening Summer Camps","publishDate":1589902304,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In a typical summer, more than 14 million campers and staff attend overnight and day camps in the United States. But summer 2020 will be far from typical. To prepare for that, the nation's largest summer camp associations, the American Camp Association and the YMCA of the USA, have released a \"field guide\" for how summer and day camps can operate more safely during the coronavirus pandemic.\u003c/p>\n\u003cp>The\u003ca href=\"https://acacamps.app.box.com/s/7gkh9buu3ntssx2v38gajg4z94631lag\"> 82-page guide\u003c/a>, prepared by a private consulting firm, offers best practices on everything from swimming to arts and crafts. The document is far more detailed than the Centers for Disease Control and Prevention's official guidance for summer camps, which \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/Camps-Decision-Tree.pdf\">fits on a single page flow chart.\u003c/a>\u003c/p>\n\u003cp>The field guide emphasizes that camps should open only where state and local authorities permit it, and in locations that have met the criteria for \"Phase 2\" and \"Phase 3\" reopening as designated by the \u003ca href=\"https://www.whitehouse.gov/openingamerica/\">Trump administration\u003c/a> — which generally translates to ample room in hospitals plus more than two weeks' decline in symptoms, cases and the ratio of positive tests.\u003c/p>\n\u003cp>The camp associations' safety plan starts with screening all campers and staff for symptoms. Camps may ask campers and staff to take their temperatures daily for up to two weeks before arriving, and to self-report COVID-19 symptoms, such as a sore throat or loss of taste or smell. After campers and staff arrive, camps may continue to screen as often as daily, isolating or sending home anyone with symptoms. (The guide links to a summary of the\u003ca href=\"https://dontforgetthebubbles.com/wp-content/uploads/2020/05/COVID-data-8th-May.pdf\"> latest scientific evidence\u003c/a> indicating low case numbers among children, and the limited role children play in spreading the coronavirus, although a few cases of a \u003ca href=\"https://www.npr.org/sections/health-shots/2020/05/07/851725443/mystery-inflammatory-syndrome-in-kids-and-teens-likely-linked-to-covid-19\">serious inflammatory syndrome\u003c/a> in children have been worrisome.)\u003c/p>\n\u003cp>The guide doesn't assume that all campers and staff will have access to coronavirus testing. But if enough tests are available, it suggests overnight camps could consider operating as a single \"bubble,\" admitting only campers and staff who test negative, and \"shelter in place\" for the duration of the camp session.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another key concept is \"cohorts,\" or \"households.\" The field guide suggests grouping campers and counselors in as small a group as possible for all daily activities involving close contact. Some \u003ca href=\"https://www.courant.com/coronavirus/hc-news-coronavirus-summer-camps-20200429-tc6xt545ffe4fjabifj53hqe3i-story.html\">state guidelines\u003c/a> set this maximum at 10 campers. The idea is not only to limit spread, but also, should a case be identified, to be able to quickly trace that person's contacts.\u003c/p>\n\u003cp>Many of the document's recommendations would make it much more expensive to operate a camp. (Think: smaller groups, more frequent cleaning, providing enough equipment like life preservers so that campers don't have to share.) Paul McEntire, chief operations officer of the YMCA, tells NPR, \"I am aware of some Y camps that have made basically a business decision that it's better to forego this summer, cut expenses way back and be prepared for next year.\"\u003c/p>\n\u003cp>On the other hand, Gregg Hunter, president and CEO of the Christian Camp and Conference Association, says some camp directors are determined to open. \"They've told me, 'If they say we can open for 10 kids, we will have 10 kids,' because they know kids need camp and they want to provide that service for them.\"\u003c/p>\n\u003cp>Many summer camps, including day camps run by the YMCA, are hoping to reopen, even if on a delayed schedule. A partial list includes camps in \u003ca href=\"https://www.azcentral.com/story/travel/arizona/2020/05/13/arizona-sleep-away-camps-and-coronavirus-what-open-summer-2020/3097178001/\">Arizona,\u003c/a> \u003ca href=\"https://www.nbcconnecticut.com/news/local/several-summer-camps-announce-cancellations/2271522/\">Connecticut,\u003c/a> \u003ca href=\"https://tylerpaper.com/covid-19/some-east-texas-summer-camps-are-canceled-while-others-will-go-on-with-restrictions/article_9924e300-95f5-11ea-9148-9f4472ac6d25.html\">Texas, \u003c/a>\u003ca href=\"https://www.ktvq.com/news/coronavirus/billings-ymca-will-proceed-with-youth-summer-camps\">Montana\u003c/a>, \u003ca href=\"https://www.coloradodaily.com/2020/05/14/avid4-adventure-will-conduct-summer-camps-for-kids/\">Colorado,\u003c/a> \u003ca href=\"https://ymcanyc.org/programs/camp\">New York,\u003c/a> \u003ca href=\"https://www.burlingtonfreepress.com/story/news/2020/05/08/vermont-summer-camp-child-care-facilities-guidelines/3096241001/\">Vermont\u003c/a>. Other camps have \u003ca href=\"https://www.npr.org/2020/05/17/856767177/coronavirus-may-mean-lights-out-for-summer-camps-this-year\">cancelled summer programs\u003c/a> all together.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>With tens of millions of Americans \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/05/14/855755518/36-5-million-have-filed-for-unemployment-in-8-weeks\">out of work\u003c/a>, many families can no longer afford summer camp. And even for those who can, it's unclear whether parents will feel comfortable sending kids to camp. An \u003ca href=\"https://slate.com/human-interest/2020/05/coronavirus-restarting-business-child-care-travel-restaurants.html\">unscientific poll\u003c/a> by Slate found 83% of respondents would not feel comfortable sending their child to sleepaway camp, and 66% said no to day camp.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=YMCA%2C+American+Camp+Association+Release+Guide+For+Opening+Summer+Camps&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The YMCA and the American Camp Association recommend grouping campers into small \"cohorts,\" and operating overnight camps as a \"bubble,\" admitting only those who test negative for the coronavirus.","status":"publish","parent":0,"modified":1589902508,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":656},"headData":{"title":"YMCA, American Camp Association Release Guide For Opening Summer Camps | KQED","description":"The YMCA and the American Camp Association recommend grouping campers into small "cohorts," and operating overnight camps as a "bubble," admitting only those who test negative for the coronavirus.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"YMCA, American Camp Association Release Guide For Opening Summer Camps","datePublished":"2020-05-19T15:31:44.000Z","dateModified":"2020-05-19T15:35:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55936 https://ww2.kqed.org/mindshift/?p=55936","disqusUrl":"https://ww2.kqed.org/mindshift/2020/05/19/ymca-american-camp-association-release-guide-for-opening-summer-camps/","disqusTitle":"YMCA, American Camp Association Release Guide For Opening Summer Camps","nprByline":"Anya Kamenetz","nprImageAgency":"Getty Images","nprStoryId":"857862937","nprApiLink":"http://api.npr.org/query?id=857862937&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/coronavirus-live-updates/2020/05/18/857862937/summer-camp-associations-release-detailed-field-guide-for-opening-safely?ft=nprml&f=857862937","nprRetrievedStory":"1","nprPubDate":"Mon, 18 May 2020 20:28:00 -0400","nprStoryDate":"Mon, 18 May 2020 15:53:00 -0400","nprLastModifiedDate":"Mon, 18 May 2020 20:22:22 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2020/05/20200518_atc_summer_camp_associations_release_detailed_field_guide_for_opening_safely_.mp3?orgId=1&topicId=1013&aggIds=812054919&d=233&p=2&story=857862937&ft=nprml&f=857862937","nprAudioM3u":"http://api.npr.org/m3u/1858236671-38341e.m3u?orgId=1&topicId=1013&aggIds=812054919&d=233&p=2&story=857862937&ft=nprml&f=857862937","path":"/mindshift/55936/ymca-american-camp-association-release-guide-for-opening-summer-camps","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2020/05/20200518_atc_summer_camp_associations_release_detailed_field_guide_for_opening_safely_.mp3?orgId=1&topicId=1013&aggIds=812054919&d=233&p=2&story=857862937&ft=nprml&f=857862937","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In a typical summer, more than 14 million campers and staff attend overnight and day camps in the United States. But summer 2020 will be far from typical. To prepare for that, the nation's largest summer camp associations, the American Camp Association and the YMCA of the USA, have released a \"field guide\" for how summer and day camps can operate more safely during the coronavirus pandemic.\u003c/p>\n\u003cp>The\u003ca href=\"https://acacamps.app.box.com/s/7gkh9buu3ntssx2v38gajg4z94631lag\"> 82-page guide\u003c/a>, prepared by a private consulting firm, offers best practices on everything from swimming to arts and crafts. The document is far more detailed than the Centers for Disease Control and Prevention's official guidance for summer camps, which \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/Camps-Decision-Tree.pdf\">fits on a single page flow chart.\u003c/a>\u003c/p>\n\u003cp>The field guide emphasizes that camps should open only where state and local authorities permit it, and in locations that have met the criteria for \"Phase 2\" and \"Phase 3\" reopening as designated by the \u003ca href=\"https://www.whitehouse.gov/openingamerica/\">Trump administration\u003c/a> — which generally translates to ample room in hospitals plus more than two weeks' decline in symptoms, cases and the ratio of positive tests.\u003c/p>\n\u003cp>The camp associations' safety plan starts with screening all campers and staff for symptoms. Camps may ask campers and staff to take their temperatures daily for up to two weeks before arriving, and to self-report COVID-19 symptoms, such as a sore throat or loss of taste or smell. After campers and staff arrive, camps may continue to screen as often as daily, isolating or sending home anyone with symptoms. (The guide links to a summary of the\u003ca href=\"https://dontforgetthebubbles.com/wp-content/uploads/2020/05/COVID-data-8th-May.pdf\"> latest scientific evidence\u003c/a> indicating low case numbers among children, and the limited role children play in spreading the coronavirus, although a few cases of a \u003ca href=\"https://www.npr.org/sections/health-shots/2020/05/07/851725443/mystery-inflammatory-syndrome-in-kids-and-teens-likely-linked-to-covid-19\">serious inflammatory syndrome\u003c/a> in children have been worrisome.)\u003c/p>\n\u003cp>The guide doesn't assume that all campers and staff will have access to coronavirus testing. But if enough tests are available, it suggests overnight camps could consider operating as a single \"bubble,\" admitting only campers and staff who test negative, and \"shelter in place\" for the duration of the camp session.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another key concept is \"cohorts,\" or \"households.\" The field guide suggests grouping campers and counselors in as small a group as possible for all daily activities involving close contact. Some \u003ca href=\"https://www.courant.com/coronavirus/hc-news-coronavirus-summer-camps-20200429-tc6xt545ffe4fjabifj53hqe3i-story.html\">state guidelines\u003c/a> set this maximum at 10 campers. The idea is not only to limit spread, but also, should a case be identified, to be able to quickly trace that person's contacts.\u003c/p>\n\u003cp>Many of the document's recommendations would make it much more expensive to operate a camp. (Think: smaller groups, more frequent cleaning, providing enough equipment like life preservers so that campers don't have to share.) Paul McEntire, chief operations officer of the YMCA, tells NPR, \"I am aware of some Y camps that have made basically a business decision that it's better to forego this summer, cut expenses way back and be prepared for next year.\"\u003c/p>\n\u003cp>On the other hand, Gregg Hunter, president and CEO of the Christian Camp and Conference Association, says some camp directors are determined to open. \"They've told me, 'If they say we can open for 10 kids, we will have 10 kids,' because they know kids need camp and they want to provide that service for them.\"\u003c/p>\n\u003cp>Many summer camps, including day camps run by the YMCA, are hoping to reopen, even if on a delayed schedule. A partial list includes camps in \u003ca href=\"https://www.azcentral.com/story/travel/arizona/2020/05/13/arizona-sleep-away-camps-and-coronavirus-what-open-summer-2020/3097178001/\">Arizona,\u003c/a> \u003ca href=\"https://www.nbcconnecticut.com/news/local/several-summer-camps-announce-cancellations/2271522/\">Connecticut,\u003c/a> \u003ca href=\"https://tylerpaper.com/covid-19/some-east-texas-summer-camps-are-canceled-while-others-will-go-on-with-restrictions/article_9924e300-95f5-11ea-9148-9f4472ac6d25.html\">Texas, \u003c/a>\u003ca href=\"https://www.ktvq.com/news/coronavirus/billings-ymca-will-proceed-with-youth-summer-camps\">Montana\u003c/a>, \u003ca href=\"https://www.coloradodaily.com/2020/05/14/avid4-adventure-will-conduct-summer-camps-for-kids/\">Colorado,\u003c/a> \u003ca href=\"https://ymcanyc.org/programs/camp\">New York,\u003c/a> \u003ca href=\"https://www.burlingtonfreepress.com/story/news/2020/05/08/vermont-summer-camp-child-care-facilities-guidelines/3096241001/\">Vermont\u003c/a>. Other camps have \u003ca href=\"https://www.npr.org/2020/05/17/856767177/coronavirus-may-mean-lights-out-for-summer-camps-this-year\">cancelled summer programs\u003c/a> all together.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>With tens of millions of Americans \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/05/14/855755518/36-5-million-have-filed-for-unemployment-in-8-weeks\">out of work\u003c/a>, many families can no longer afford summer camp. And even for those who can, it's unclear whether parents will feel comfortable sending kids to camp. An \u003ca href=\"https://slate.com/human-interest/2020/05/coronavirus-restarting-business-child-care-travel-restaurants.html\">unscientific poll\u003c/a> by Slate found 83% of respondents would not feel comfortable sending their child to sleepaway camp, and 66% said no to day camp.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=YMCA%2C+American+Camp+Association+Release+Guide+For+Opening+Summer+Camps&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55936/ymca-american-camp-association-release-guide-for-opening-summer-camps","authors":["byline_mindshift_55936"],"categories":["mindshift_21345"],"tags":["mindshift_21344","mindshift_21343","mindshift_20784","mindshift_1040","mindshift_21083"],"featImg":"mindshift_55937","label":"mindshift"},"mindshift_51555":{"type":"posts","id":"mindshift_51555","meta":{"index":"posts_1591205157","site":"mindshift","id":"51555","score":null,"sort":[1530858063000]},"guestAuthors":[],"slug":"applying-the-power-of-stories-to-excite-students-about-science","title":"Applying the Power of Stories to Excite Students About Science","publishDate":1530858063,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Ed Kang loved science growing up and ended up earning a Ph.D. in neuroscience. But he left academia to teach high school over 10 years ago, believing one of the reasons students at neighborhood schools (non-magnet) in Chicago dislike science is that they don’t have teachers who are passionate about the subject. While teaching at a high-poverty school on Chicago’s South Side, Kang met his future wife, Amy Schwartzbach-Kang, an English teacher. Amy grew up in a family full of scientists, but found the subject dull, rote and uninspiring.\u003c/p>\n\u003cp>“There’s so many cool things you can do [with science],” Amy said, “and I always wondered if you approached it differently, if someone like me would want to be involved.”\u003c/p>\n\u003cp>One year, Amy and Ed taught the same group of high school students and decided to experiment with an interdisciplinary unit. In her English class, Amy taught “Chew on This,” a book about fast food and its influence on kids. While the students discussed nutrition science and how it related to their lives, Ed was teaching them in science class about macromolecules in food and how the body absorbs proteins and carbohydrates.\u003c/p>\n\u003cp>“When we were able to do that type of learning we realized it was really helpful, so we were interested in doing more things like that,” Amy said. They noticed that students who were often checked out in class paid more attention, bringing up things they’d learned in science during the English discussion, for example.\u003c/p>\n\u003cp>But the schedule and structure of traditional high school makes those types of collaborations difficult. Many teachers and administrators are overwhelmingly focused on test scores because of the consequences of poor performance. The type of inventive, cross-disciplinary teaching Amy and Ed wanted to do didn’t seem to fit into those priorities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>STARTING THE LABORATORY\u003c/strong>\u003c/p>\n\u003cp>Like so many teachers around the country, Amy and Ed started a side hustle, although rather than working for someone else in another field, they wanted the freedom to teach how they believed kids learn best. At \u003ca href=\"https://www.thelaboratorychi.org/\" target=\"_blank\" rel=\"noopener\">The Laboratory\u003c/a>, Amy and Ed used their unique strengths to develop a science camp based on the stories kids love. Their first creation immersed kids in the world of Harry Potter, weaving in science and engineering along the way.\u003c/p>\n\u003cfigure id=\"attachment_51556\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-51556\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Labcamp1-e1530297826104.jpg\" alt=\"Students learn survival skills during the Choose-Your-Own-Adventure Zombie Apocalypse camp.\" width=\"2000\" height=\"1188\">\u003cfigcaption class=\"wp-caption-text\">Students learn survival skills during the Choose-Your-Own-Adventure Zombie Apocalypse camp.\u003cbr>They use math, calculating and measuring to make their own soap. \u003ccite>(Courtesy Amy Schwartzbach-Kang/The Laboratory)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Everything we do, they feel like they’re immersed in the word,” Amy said. “We really try to make them feel like they’re a character in the book and then we use the science and math to support what they’re doing.”\u003c/p>\n\u003cp>On day one of camp, kids between the ages of 8 and 12 enter The Laboratory through a brick wall -- like wizarding students on their way to the Hogwarts train. They don wizarding robes, are sorted into houses, and spend the first day designing their wands and using circuits to make them light up. They even learn spells based in Latin.\u003c/p>\n\u003cp>“Our philosophy is that we’re trying to attract those who could really care less about science and chemistry, but they really love these books,” Kang said.\u003c/p>\n\u003cp>Students are often attracted to the camp for the immersive world and creative play, but stay for the science. As the week progresses they talk about genetics and try to breed their own \u003ca href=\"http://harrypotter.wikia.com/wiki/Pygmy_Puff\" target=\"_blank\" rel=\"noopener\">Pygmy Puffs\u003c/a>, like the Weasley twins. Or they are given engineering wizarding challenges to solve in teams, like to design a net to catch an array of Harry Potter creatures -- each a different size and with different magical abilities -- falling from an established height.\u003c/p>\n\u003cp>“They’re given these scenarios based on the world that they’re going to use engineering to problem-solve,” Amy said. While the two teachers prefer to let the kids tinker, they try to lay out some basic steps so the frustration point isn’t too high. This is supposed to be fun -- and educational -- after all.\u003c/p>\n\u003cp>“It took me a long time to embrace this way of teaching,” Ed said. “I’m starting to realize, especially when parents embraced it, that this is actually a great way of teaching.”\u003c/p>\n\u003cp>Even now, Ed has a tendency to put too much content into his demonstrations. But that’s where his wife provides a good balance, reminding him to let the story lead and to get students working with their hands sooner rather than later.\u003c/p>\n\u003cp>The pair started with Harry Potter camp and soon began expanding into Choose Your Own Zombie Apocalypse camp, \u003ca href=\"https://en.wikipedia.org/wiki/Percy_Jackson\" target=\"_blank\" rel=\"noopener\">Percy Jackson\u003c/a> camp and others. As demand grew, Ed decided to quit his teaching job and work on designing experiences for the camp full time. Amy still teaches high school, but finds The Laboratory work essential for her sanity.\u003c/p>\n\u003cfigure id=\"attachment_51558\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-51558\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Labcamp2.jpg\" alt='During \"On Training Your Dragon\" camp, students learn about the Vikings and the science behind dragons and magical species. They used Newton’s laws of motion and design-thinking to create a better Viking boat, testing it out in racing challenges against other clans.' width=\"2000\" height=\"1187\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-160x95.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-800x475.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-768x456.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-1020x605.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-1200x712.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-1180x700.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-960x570.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-240x142.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-375x223.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-520x309.jpg 520w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">During \"On Training Your Dragon\" camp, students learn about the Vikings and the science behind dragons and magical species. They used Newton’s laws of motion and design thinking to create a better Viking boat, testing it out in racing challenges against other clans. \u003ccite>(Courtesy Amy Schwartzbach-Kang/The Laboratory)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I was getting very burnt out, but this has invigorated me and has helped me see again why I’m doing what I’m doing,” she said. She’s even trying to bring some of what works so well at The Laboratory back to her classroom.\u003c/p>\n\u003cp>Last year she worked with students who have special needs, co-teaching in a trigonometry class. She’s constantly trying to relate the material back to the real world and encourages students to rewrite the backstory of their “story problems” into something more interesting. It’s a small step, but she’s seeing it make a difference.\u003c/p>\n\u003cp>“We really do want to bring this into the classroom because most of the kids who come to our camp have the means to come to our camp,” Ed said. “You don’t really need to have a Ph.D. to have these lessons. It’s the idea of integrating science within your curriculum.”\u003c/p>\n\u003cp>In fact, using stories to get kids excited about everything from \u003ca href=\"https://www.kqed.org/mindshift/39949/could-storytelling-be-the-secret-sauce-to-stem-education\" target=\"_blank\" rel=\"noopener\">computer coding\u003c/a> to \u003ca href=\"https://www.kqed.org/mindshift/48289/a-literacy-based-strategy-to-help-teachers-integrate-science-skills\" target=\"_blank\" rel=\"noopener\">engineering\u003c/a> is gaining popularity with educators around the country. Amy and Ed hope some of that creativity will reach the disadvantaged kids Amy still teaches in Chicago.\u003c/p>\n\u003cp>\u003cstrong>SPREADING THIS IDEA TO CHICAGO SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>Some of The Laboratory’s best ambassadors to the schools are the kids and parents who have participated during spring, summer and winter breaks. Erica Smith’s son, Whitman, attended Harry Potter camp several summers ago and loved it.\u003c/p>\n\u003cfigure id=\"attachment_51559\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-51559\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Labcamp4.jpg\" alt=\"Amy and Ed curate a specific collection of books for each camp: fiction, graphic novels, picture books, non-fiction of varying levels. Reading has become one of the most popular activities at this science camp.\" width=\"2000\" height=\"1188\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-160x95.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-800x475.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-768x456.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-1020x606.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-1200x713.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-1180x701.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-960x570.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-240x143.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-375x223.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-520x309.jpg 520w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Amy and Ed curate a specific collection of books for each camp: fiction, graphic novels, picture books, nonfiction of varying levels. Reading has become one of the most popular activities at this science camp. \u003ccite>(Courtesy Amy Schwartzbach-Kang/The Laboratory)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“He talked about it for weeks; he told all of his teachers about it,” Smith said. When he told his art teacher about the projects he’d done, she got excited, too, eventually writing a grant to integrate science, technology, engineering, art and math (STEAM) within the K-8 curriculum schoolwide. She then used some of the money to fund a field trip to The Laboratory for the whole class. Erica Smith went along as a parent chaperone and was impressed.\u003c/p>\n\u003cp>Ed Kang designed an experience tailored to the curriculum Whitman’s class was studying about the pilgrims. He explained to the students how the Mayflower wasn’t a well-designed ship and actually had to head back to port for repairs when it set off. He described some of the physics behind seaworthy boats, and tasked them with designing a better model, using only limited supplies.\u003c/p>\n\u003cp>“There were a lot of different iterations because it reinforced that STEAM/maker mindset that they’ve been learning at school about the evolution of your design,” Smith said.\u003c/p>\n\u003cp>Smith is a biochemist and is familiar with the traditional ways of teaching science because she lived it. She doesn’t think that model capitalizes on young students' natural curiosity and energy.\u003c/p>\n\u003cp>“I think the reality is that students remember experiences,” Smith said. “They retain what they learn through experience much better than what they retain through lecture and note taking.”\u003c/p>\n\u003cp>That’s been true for her son, Whitman, who acknowledges he likes science and does well in science classes, too. But even years after the Harry Potter camp, he remembers mixing chemicals to make dragon fire and using blow torches to make his own galleons (the money from Harry Potter).\u003c/p>\n\u003cp>“I think school’s learning system is pretty good, but I think if we incorporated more of that hands-on learning it would make it: a) more understandable, and b) we learn more,” Whitman said. He’s a kid with an active imagination and love for fantasy, as well as an interest in science, and he thought blending the two was a great idea.\u003c/p>\n\u003cp>Ed Kang hopes that as more educators focus on the \u003ca href=\"http://www.nextgenscience.org/\" target=\"_blank\" rel=\"noopener\">Next Generation Science Standards\u003c/a>, which emphasize the engineering, problem-solving and thinking skills embedded in the experiences he creates, that more teachers will want to partner with him. He’d love to help coach other teachers so that they can bring this teaching approach to kids from every socioeconomic background in school.\u003c/p>\n\u003cp>“It was really difficult for me to think about adding art, all this imagination, and literature into my lessons,” Kang admitted. “I never thought that should drive science.”\u003c/p>\n\u003cp>But he can’t deny that his passion for science wasn’t enough to interest the kids he worked with in traditional classrooms. They weren’t doing that much better, they still tuned him out, and no matter how interesting he thought his examples were, they didn’t. His experiences designing for The Laboratory have made him a convert to the power of storytelling to draw students into science. And he stresses that teachers can take small steps toward this kind of interdisciplinary learning.\u003c/p>\n\u003cp>“The science knowledge is not the most important part here,” Kang emphasizes to elementary school teachers who may not have his background. “We’re trying to get teachers to understand they don’t have to be ginormous experiments.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Many opportunities for interdisciplinary learning exist in elementary school classrooms that aren’t nearly as involved or elaborate as what The Laboratory does. Teachers just need a little more space and time, and a little less test score pressure, to tap into their inventive sides.\u003c/p>\n\n","blocks":[],"excerpt":"By exploring the science in stories kids love, these Chicago teachers are creating an interdisciplinary learning experience that's working with students. ","status":"publish","parent":0,"modified":1530858165,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":1847},"headData":{"title":"Applying the Power of Stories to Excite Students About Science | KQED","description":"By exploring the science in stories kids love, these Chicago teachers are creating an interdisciplinary learning experience that's working with students. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Applying the Power of Stories to Excite Students About Science","datePublished":"2018-07-06T06:21:03.000Z","dateModified":"2018-07-06T06:22:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51555 https://ww2.kqed.org/mindshift/?p=51555","disqusUrl":"https://ww2.kqed.org/mindshift/2018/07/05/applying-the-power-of-stories-to-excite-students-about-science/","disqusTitle":"Applying the Power of Stories to Excite Students About Science","path":"/mindshift/51555/applying-the-power-of-stories-to-excite-students-about-science","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Ed Kang loved science growing up and ended up earning a Ph.D. in neuroscience. But he left academia to teach high school over 10 years ago, believing one of the reasons students at neighborhood schools (non-magnet) in Chicago dislike science is that they don’t have teachers who are passionate about the subject. While teaching at a high-poverty school on Chicago’s South Side, Kang met his future wife, Amy Schwartzbach-Kang, an English teacher. Amy grew up in a family full of scientists, but found the subject dull, rote and uninspiring.\u003c/p>\n\u003cp>“There’s so many cool things you can do [with science],” Amy said, “and I always wondered if you approached it differently, if someone like me would want to be involved.”\u003c/p>\n\u003cp>One year, Amy and Ed taught the same group of high school students and decided to experiment with an interdisciplinary unit. In her English class, Amy taught “Chew on This,” a book about fast food and its influence on kids. While the students discussed nutrition science and how it related to their lives, Ed was teaching them in science class about macromolecules in food and how the body absorbs proteins and carbohydrates.\u003c/p>\n\u003cp>“When we were able to do that type of learning we realized it was really helpful, so we were interested in doing more things like that,” Amy said. They noticed that students who were often checked out in class paid more attention, bringing up things they’d learned in science during the English discussion, for example.\u003c/p>\n\u003cp>But the schedule and structure of traditional high school makes those types of collaborations difficult. Many teachers and administrators are overwhelmingly focused on test scores because of the consequences of poor performance. The type of inventive, cross-disciplinary teaching Amy and Ed wanted to do didn’t seem to fit into those priorities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>STARTING THE LABORATORY\u003c/strong>\u003c/p>\n\u003cp>Like so many teachers around the country, Amy and Ed started a side hustle, although rather than working for someone else in another field, they wanted the freedom to teach how they believed kids learn best. At \u003ca href=\"https://www.thelaboratorychi.org/\" target=\"_blank\" rel=\"noopener\">The Laboratory\u003c/a>, Amy and Ed used their unique strengths to develop a science camp based on the stories kids love. Their first creation immersed kids in the world of Harry Potter, weaving in science and engineering along the way.\u003c/p>\n\u003cfigure id=\"attachment_51556\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-51556\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Labcamp1-e1530297826104.jpg\" alt=\"Students learn survival skills during the Choose-Your-Own-Adventure Zombie Apocalypse camp.\" width=\"2000\" height=\"1188\">\u003cfigcaption class=\"wp-caption-text\">Students learn survival skills during the Choose-Your-Own-Adventure Zombie Apocalypse camp.\u003cbr>They use math, calculating and measuring to make their own soap. \u003ccite>(Courtesy Amy Schwartzbach-Kang/The Laboratory)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Everything we do, they feel like they’re immersed in the word,” Amy said. “We really try to make them feel like they’re a character in the book and then we use the science and math to support what they’re doing.”\u003c/p>\n\u003cp>On day one of camp, kids between the ages of 8 and 12 enter The Laboratory through a brick wall -- like wizarding students on their way to the Hogwarts train. They don wizarding robes, are sorted into houses, and spend the first day designing their wands and using circuits to make them light up. They even learn spells based in Latin.\u003c/p>\n\u003cp>“Our philosophy is that we’re trying to attract those who could really care less about science and chemistry, but they really love these books,” Kang said.\u003c/p>\n\u003cp>Students are often attracted to the camp for the immersive world and creative play, but stay for the science. As the week progresses they talk about genetics and try to breed their own \u003ca href=\"http://harrypotter.wikia.com/wiki/Pygmy_Puff\" target=\"_blank\" rel=\"noopener\">Pygmy Puffs\u003c/a>, like the Weasley twins. Or they are given engineering wizarding challenges to solve in teams, like to design a net to catch an array of Harry Potter creatures -- each a different size and with different magical abilities -- falling from an established height.\u003c/p>\n\u003cp>“They’re given these scenarios based on the world that they’re going to use engineering to problem-solve,” Amy said. While the two teachers prefer to let the kids tinker, they try to lay out some basic steps so the frustration point isn’t too high. This is supposed to be fun -- and educational -- after all.\u003c/p>\n\u003cp>“It took me a long time to embrace this way of teaching,” Ed said. “I’m starting to realize, especially when parents embraced it, that this is actually a great way of teaching.”\u003c/p>\n\u003cp>Even now, Ed has a tendency to put too much content into his demonstrations. But that’s where his wife provides a good balance, reminding him to let the story lead and to get students working with their hands sooner rather than later.\u003c/p>\n\u003cp>The pair started with Harry Potter camp and soon began expanding into Choose Your Own Zombie Apocalypse camp, \u003ca href=\"https://en.wikipedia.org/wiki/Percy_Jackson\" target=\"_blank\" rel=\"noopener\">Percy Jackson\u003c/a> camp and others. As demand grew, Ed decided to quit his teaching job and work on designing experiences for the camp full time. Amy still teaches high school, but finds The Laboratory work essential for her sanity.\u003c/p>\n\u003cfigure id=\"attachment_51558\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-51558\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Labcamp2.jpg\" alt='During \"On Training Your Dragon\" camp, students learn about the Vikings and the science behind dragons and magical species. They used Newton’s laws of motion and design-thinking to create a better Viking boat, testing it out in racing challenges against other clans.' width=\"2000\" height=\"1187\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-160x95.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-800x475.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-768x456.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-1020x605.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-1200x712.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-1180x700.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-960x570.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-240x142.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-375x223.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-520x309.jpg 520w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">During \"On Training Your Dragon\" camp, students learn about the Vikings and the science behind dragons and magical species. They used Newton’s laws of motion and design thinking to create a better Viking boat, testing it out in racing challenges against other clans. \u003ccite>(Courtesy Amy Schwartzbach-Kang/The Laboratory)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I was getting very burnt out, but this has invigorated me and has helped me see again why I’m doing what I’m doing,” she said. She’s even trying to bring some of what works so well at The Laboratory back to her classroom.\u003c/p>\n\u003cp>Last year she worked with students who have special needs, co-teaching in a trigonometry class. She’s constantly trying to relate the material back to the real world and encourages students to rewrite the backstory of their “story problems” into something more interesting. It’s a small step, but she’s seeing it make a difference.\u003c/p>\n\u003cp>“We really do want to bring this into the classroom because most of the kids who come to our camp have the means to come to our camp,” Ed said. “You don’t really need to have a Ph.D. to have these lessons. It’s the idea of integrating science within your curriculum.”\u003c/p>\n\u003cp>In fact, using stories to get kids excited about everything from \u003ca href=\"https://www.kqed.org/mindshift/39949/could-storytelling-be-the-secret-sauce-to-stem-education\" target=\"_blank\" rel=\"noopener\">computer coding\u003c/a> to \u003ca href=\"https://www.kqed.org/mindshift/48289/a-literacy-based-strategy-to-help-teachers-integrate-science-skills\" target=\"_blank\" rel=\"noopener\">engineering\u003c/a> is gaining popularity with educators around the country. Amy and Ed hope some of that creativity will reach the disadvantaged kids Amy still teaches in Chicago.\u003c/p>\n\u003cp>\u003cstrong>SPREADING THIS IDEA TO CHICAGO SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>Some of The Laboratory’s best ambassadors to the schools are the kids and parents who have participated during spring, summer and winter breaks. Erica Smith’s son, Whitman, attended Harry Potter camp several summers ago and loved it.\u003c/p>\n\u003cfigure id=\"attachment_51559\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-51559\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Labcamp4.jpg\" alt=\"Amy and Ed curate a specific collection of books for each camp: fiction, graphic novels, picture books, non-fiction of varying levels. Reading has become one of the most popular activities at this science camp.\" width=\"2000\" height=\"1188\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-160x95.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-800x475.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-768x456.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-1020x606.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-1200x713.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-1180x701.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-960x570.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-240x143.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-375x223.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-520x309.jpg 520w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Amy and Ed curate a specific collection of books for each camp: fiction, graphic novels, picture books, nonfiction of varying levels. Reading has become one of the most popular activities at this science camp. \u003ccite>(Courtesy Amy Schwartzbach-Kang/The Laboratory)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“He talked about it for weeks; he told all of his teachers about it,” Smith said. When he told his art teacher about the projects he’d done, she got excited, too, eventually writing a grant to integrate science, technology, engineering, art and math (STEAM) within the K-8 curriculum schoolwide. She then used some of the money to fund a field trip to The Laboratory for the whole class. Erica Smith went along as a parent chaperone and was impressed.\u003c/p>\n\u003cp>Ed Kang designed an experience tailored to the curriculum Whitman’s class was studying about the pilgrims. He explained to the students how the Mayflower wasn’t a well-designed ship and actually had to head back to port for repairs when it set off. He described some of the physics behind seaworthy boats, and tasked them with designing a better model, using only limited supplies.\u003c/p>\n\u003cp>“There were a lot of different iterations because it reinforced that STEAM/maker mindset that they’ve been learning at school about the evolution of your design,” Smith said.\u003c/p>\n\u003cp>Smith is a biochemist and is familiar with the traditional ways of teaching science because she lived it. She doesn’t think that model capitalizes on young students' natural curiosity and energy.\u003c/p>\n\u003cp>“I think the reality is that students remember experiences,” Smith said. “They retain what they learn through experience much better than what they retain through lecture and note taking.”\u003c/p>\n\u003cp>That’s been true for her son, Whitman, who acknowledges he likes science and does well in science classes, too. But even years after the Harry Potter camp, he remembers mixing chemicals to make dragon fire and using blow torches to make his own galleons (the money from Harry Potter).\u003c/p>\n\u003cp>“I think school’s learning system is pretty good, but I think if we incorporated more of that hands-on learning it would make it: a) more understandable, and b) we learn more,” Whitman said. He’s a kid with an active imagination and love for fantasy, as well as an interest in science, and he thought blending the two was a great idea.\u003c/p>\n\u003cp>Ed Kang hopes that as more educators focus on the \u003ca href=\"http://www.nextgenscience.org/\" target=\"_blank\" rel=\"noopener\">Next Generation Science Standards\u003c/a>, which emphasize the engineering, problem-solving and thinking skills embedded in the experiences he creates, that more teachers will want to partner with him. He’d love to help coach other teachers so that they can bring this teaching approach to kids from every socioeconomic background in school.\u003c/p>\n\u003cp>“It was really difficult for me to think about adding art, all this imagination, and literature into my lessons,” Kang admitted. “I never thought that should drive science.”\u003c/p>\n\u003cp>But he can’t deny that his passion for science wasn’t enough to interest the kids he worked with in traditional classrooms. They weren’t doing that much better, they still tuned him out, and no matter how interesting he thought his examples were, they didn’t. His experiences designing for The Laboratory have made him a convert to the power of storytelling to draw students into science. And he stresses that teachers can take small steps toward this kind of interdisciplinary learning.\u003c/p>\n\u003cp>“The science knowledge is not the most important part here,” Kang emphasizes to elementary school teachers who may not have his background. “We’re trying to get teachers to understand they don’t have to be ginormous experiments.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many opportunities for interdisciplinary learning exist in elementary school classrooms that aren’t nearly as involved or elaborate as what The Laboratory does. Teachers just need a little more space and time, and a little less test score pressure, to tap into their inventive sides.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51555/applying-the-power-of-stories-to-excite-students-about-science","authors":["234"],"categories":["mindshift_20697"],"tags":["mindshift_20784","mindshift_1040","mindshift_21088","mindshift_20564","mindshift_20946","mindshift_20947","mindshift_391","mindshift_21083"],"featImg":"mindshift_51557","label":"mindshift"},"mindshift_48783":{"type":"posts","id":"mindshift_48783","meta":{"index":"posts_1591205157","site":"mindshift","id":"48783","score":null,"sort":[1501158692000]},"guestAuthors":[],"slug":"from-skyhook-to-stem-kareem-abdul-jabbar-brings-the-science","title":"From Skyhook To STEM: Kareem Abdul Jabbar Brings The Science","publishDate":1501158692,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Kareem Abdul Jabbar is taking his shot helping narrow the opportunity and equity gaps with his \u003ca href=\"https://www.youtube.com/watch?v=Y4ANuNcRlI4\">Skyhook Foundation\u003c/a> and Camp Skyhook. The Los Angeles nonprofit helps public school students in the city access a free, fun, week-long \u003ca href=\"http://www.outdooreducation.org/clearcreek/\">STEM education camp experience\u003c/a> in the Angeles National Forest.\u003c/p>\n\u003cp>Every week throughout the year, in conjunction with the Los Angeles Unified School District, groups of 4th and 5th graders attend \u003ca href=\"https://www.facebook.com/Camp-Skyhook-141049429302836/\">Camp Skyhook\u003c/a> at the Clear Creek Outdoor Education Center, one of the oldest outdoor education centers in America. The hands-on science curriculum allows students to study nature up close: take water temperature in a stream; soil or forest samples during a hike; study the local wildlife or explore the stars. That's alongside the traditional fare of hiking, swimming, and campfire songs.\u003c/p>\n\u003cp>It's so popular there's basically a five-year waiting list for the camp in the city's schools, where about 80 percent of students receive free and reduced-price lunch.\u003c/p>\n\u003cp>Having an NBA Hall of Famer and the league's all-time leading scorer support the camp certainly helps attract attention and financial support.\u003c/p>\n\u003cp>Abdul-Jabbar puts the spotlight \"on environmental literacy and the need for students to be given the opportunity to learn about science in a place where they can do their own investigations and experiments,\" says Gerry Salazar, director of outdoor and environmental education programs at LAUSD. \"We don't have rivers and streams at LA school sites.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>They do at Camp Skyhook.\u003c/p>\n\u003cp>I reached out to Kareem Abdul-Jabbar by phone for details on the program and to find out what motivates him to advocate for STEM Ed.\u003c/p>\n\u003cp>\u003cstrong>You continue to have a really interesting, engaging and productive life after your NBA career, including \u003c/strong>\u003ca href=\"http://www.npr.org/2017/05/21/529364485/kareem-abdul-jabbar-writes-about-his-friendship-with-coach-wooden\">\u003cstrong>numerous books\u003c/strong>\u003c/a>\u003cstrong> and more. Why did you decide to start the Skyhook Foundation and Camp Skyhook? \u003c/strong>\u003c/p>\n\u003cp>I've always been an advocate for literacy and just giving kids tools that they can use to have productive lives. That's so important. All the good jobs in the 21st century are going to be centered around science, technology, engineering and math. There's no way around it. So if we can give kids an idea of where the jobs are and what they have to do to get those jobs, they can adjust right now. We try to get to them before they get pulled in various directions by peer pressure and popular culture. It's so easy. So many of these kids, they want to be LeBron James or Beyonce or Denzel Washington. They think that unless they're a star they don't have anything to offer. That's not true.\u003c/p>\n\u003cp>We've had thousands of kids attend a one-week session where they do hands-on experiments in STEM. They observe the night sky and they learn about water conservation and the effect of wildlife and the effect on wildlife by human interaction with the environment and animals and everything. It's wonderful what happens there, because the kids get turned on to where to look and what to do. It makes me feel good just knowing what's been happening.\u003c/p>\n\u003cp>[note: The camp also partners with NASA to help train Camp Skyhook staff, and the program gets help from \u003ca href=\"https://centerx.gseis.ucla.edu/\">UCLA's Center X \u003c/a>on the science curriculum as well as staff training and development]\u003c/p>\n\u003cp>\u003cstrong>What do you say to a child, though, that says, \"Hey, you're a basketball star. You did it. I can do it too. I want to play basketball and you're telling me to study STEM\"?\u003c/strong>\u003c/p>\n\u003cp>The thing of it is, you can do both. That's the whole idea. There's nothing wrong with pursuing your dream as an athlete. There's been a lot of scholar athletes, and I hope that this is a tradition that continues here in our country.\u003c/p>\n\u003cp>\u003cstrong>Your camp and foundation focus on underserved or what some call \u003c/strong>\u003ca href=\"http://www.npr.org/sections/ed/2015/04/28/399949478/delinquent-dropout-at-risk-whats-in-a-name\">\u003cstrong>opportunity youth\u003c/strong>\u003c/a>\u003cstrong>. Tell me a little bit about who these youth are and what institutions and what people have underserved them?\u003c/strong>\u003c/p>\n\u003cp>These are kids mainly from the inner-city here in Los Angeles County. A lot of these kids can see the area where the camp is from where they live, but they've never been up there. They've never been out of the urban environment, never been very far away from their own home neighborhood. So we take them someplace where it's a different world, and we try to open their mind up to different possibilities.\u003c/p>\n\u003cp>\u003ca href=\"https://www.census.gov/prod/2013pubs/acs-24.pdf\">\u003cstrong>Lots of studies\u003c/strong>\u003c/a>\u003cstrong> (and \u003c/strong>\u003ca href=\"http://press.uchicago.edu/ucp/books/book/chicago/O/bo12079574.html\">\u003cstrong>books\u003c/strong>\u003c/a>\u003cstrong> and \u003c/strong>\u003ca href=\"https://www.nytimes.com/2016/02/26/upshot/dont-blame-recruiting-pipeline-for-lack-of-diversity-in-tech.html?_r=0\">\u003cstrong>reports\u003c/strong>\u003c/a>\u003cstrong>) show that African-Americans and Hispanics continue to be underrepresented in engineering and technical fields, and there are big educational equity and access gaps by race, class, and gender. Why do you think diversity in STEM fields continues to be such a challenge?\u003c/strong>\u003c/p>\n\u003cp>I think it has to do with the quality of educational opportunity. In more affluent neighborhoods, they have enough money in the school system and in the private schools to have really good science programs, good math teachers, good physics teachers. They get to the kids at an early age, so that environment really engenders more people bearing more fruit for engineering types of disciplines. It's too bad that that's the thing that we're up against. But because this is America and we can get things done here, an outreach and focus on inner-city neighborhoods would bear a lot of fruit. There's a lot of talent there. It just hasn't been organized and pushed in the right direction.\u003c/p>\n\u003cp>\u003cstrong>The talent hasn't been tapped and nurtured enough.\u003c/strong>\u003c/p>\n\u003cp>Absolutely.\u003c/p>\n\u003cp>\u003cstrong>Some of it, perhaps, comes down to self-confidence. From schools, parents, society in subtle and not-so-subtle ways — discouraging lower-income and minority children not to reach for STEM careers?\u003c/strong>\u003c/p>\n\u003cp>I think that there is a cultural aspect to this. So many kids in disadvantaged areas don't see themselves as being capable of that or worthy of that, so that's a real big problem because self-image really enables people to dream. So we've got to encourage these kids to dream in ways that heretofore were not seen as possible for them.\u003c/p>\n\u003cp>\u003cstrong>How does your camp and foundation try to instill that self-confidence and change that self-image?\u003c/strong>\u003c/p>\n\u003cp>We try to give them an idea that they are all worthy of going on and doing great things in chemistry and biology and physics and math and all those things, computer sciences. All the things that feed into this in terms of out there in the technical world are things that most kids are into, fortunately. They're curious about it, so we try to get them to keep making inquiries and sniffing up that tree. If they do that and try to get it down, if they pay attention in math class, if they pay attention in chemistry class, they can learn it.\u003c/p>\n\u003cp>\u003cstrong>What's been the most satisfying thing about doing this work?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>For me, the most rewarding thing is some of the feedback that we get. The popularity of the program speaks for itself. The kids are turned in the right direction, and that really counteracts the influence of gangs and the negative parts of just popular culture that makes learning, in some instances, not cool. We're going to teach the kids that it's cool to be the next George Washington Carver. There's nothing wrong with that. We hope that they learn about Luther Burbank and want to find out what he was all about.\u003c/p>\n\u003cp>\u003cstrong>You're known for your NBA career and all those championships. Talk about what interest, if any, you have in STEM and in science. How does that manifest today?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>My dad was into science fiction stories, and he would get science fiction magazines, and I would read those after my dad was through with them when I was a kid. The whole idea of going into space or reaching for the stars and all the information that we get from the cosmos, that kind of fascinated me when I was a kid. So that really fueled my interest. But I ended up swaying in midlife to literature, and my old focus moved away from science to literature stuff. I write now. That is my main thing at this point in my life. But the science and science fiction always fascinated me, and the stuff that has occurred in my lifetime.\u003c/p>\n\u003cp>\u003cstrong>Speaking of reaching for the stars and scientific exploration, there's lots of focus these days the potential for travel to Mars. Any interest in heading up there if there's enough legroom?\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>No, no, no, no, not me! I'll remain earthbound. I think there's so much more to explore here on Earth that is much more relevant to me. I'm totally fascinated by some of the things that they find in the ocean. Those guys who make those bathyspheres, those deep-diving submarines, that's pretty incredible technology right there. It's within our reach.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=From+Skyhook+To+STEM%3A+Kareem+Abdul+Jabbar+Brings+The+Science+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The NBA's all-time leading scorer talks about the importance of STEM and his education foundation, and its support for a science camp for public school children in Los Angeles.","status":"publish","parent":0,"modified":1501158788,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":1527},"headData":{"title":"From Skyhook To STEM: Kareem Abdul Jabbar Brings The Science | KQED","description":"The NBA's all-time leading scorer talks about the importance of STEM and his education foundation, and its support for a science camp for public school children in Los Angeles.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"From Skyhook To STEM: Kareem Abdul Jabbar Brings The Science","datePublished":"2017-07-27T12:31:32.000Z","dateModified":"2017-07-27T12:33:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48783 https://ww2.kqed.org/mindshift/?p=48783","disqusUrl":"https://ww2.kqed.org/mindshift/2017/07/27/from-skyhook-to-stem-kareem-abdul-jabbar-brings-the-science/","disqusTitle":"From Skyhook To STEM: Kareem Abdul Jabbar Brings The Science","nprImageCredit":"LA Johnson","nprByline":"Eric Westervelt","nprImageAgency":"NPR","nprStoryId":"537759640","nprApiLink":"http://api.npr.org/query?id=537759640&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/07/27/537759640/from-skyhook-to-stem-kareem-abdul-jabbar-brings-the-science?ft=nprml&f=537759640","nprRetrievedStory":"1","nprPubDate":"Thu, 27 Jul 2017 06:07:00 -0400","nprStoryDate":"Thu, 27 Jul 2017 06:07:24 -0400","nprLastModifiedDate":"Thu, 27 Jul 2017 06:07:24 -0400","path":"/mindshift/48783/from-skyhook-to-stem-kareem-abdul-jabbar-brings-the-science","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Kareem Abdul Jabbar is taking his shot helping narrow the opportunity and equity gaps with his \u003ca href=\"https://www.youtube.com/watch?v=Y4ANuNcRlI4\">Skyhook Foundation\u003c/a> and Camp Skyhook. The Los Angeles nonprofit helps public school students in the city access a free, fun, week-long \u003ca href=\"http://www.outdooreducation.org/clearcreek/\">STEM education camp experience\u003c/a> in the Angeles National Forest.\u003c/p>\n\u003cp>Every week throughout the year, in conjunction with the Los Angeles Unified School District, groups of 4th and 5th graders attend \u003ca href=\"https://www.facebook.com/Camp-Skyhook-141049429302836/\">Camp Skyhook\u003c/a> at the Clear Creek Outdoor Education Center, one of the oldest outdoor education centers in America. The hands-on science curriculum allows students to study nature up close: take water temperature in a stream; soil or forest samples during a hike; study the local wildlife or explore the stars. That's alongside the traditional fare of hiking, swimming, and campfire songs.\u003c/p>\n\u003cp>It's so popular there's basically a five-year waiting list for the camp in the city's schools, where about 80 percent of students receive free and reduced-price lunch.\u003c/p>\n\u003cp>Having an NBA Hall of Famer and the league's all-time leading scorer support the camp certainly helps attract attention and financial support.\u003c/p>\n\u003cp>Abdul-Jabbar puts the spotlight \"on environmental literacy and the need for students to be given the opportunity to learn about science in a place where they can do their own investigations and experiments,\" says Gerry Salazar, director of outdoor and environmental education programs at LAUSD. \"We don't have rivers and streams at LA school sites.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>They do at Camp Skyhook.\u003c/p>\n\u003cp>I reached out to Kareem Abdul-Jabbar by phone for details on the program and to find out what motivates him to advocate for STEM Ed.\u003c/p>\n\u003cp>\u003cstrong>You continue to have a really interesting, engaging and productive life after your NBA career, including \u003c/strong>\u003ca href=\"http://www.npr.org/2017/05/21/529364485/kareem-abdul-jabbar-writes-about-his-friendship-with-coach-wooden\">\u003cstrong>numerous books\u003c/strong>\u003c/a>\u003cstrong> and more. Why did you decide to start the Skyhook Foundation and Camp Skyhook? \u003c/strong>\u003c/p>\n\u003cp>I've always been an advocate for literacy and just giving kids tools that they can use to have productive lives. That's so important. All the good jobs in the 21st century are going to be centered around science, technology, engineering and math. There's no way around it. So if we can give kids an idea of where the jobs are and what they have to do to get those jobs, they can adjust right now. We try to get to them before they get pulled in various directions by peer pressure and popular culture. It's so easy. So many of these kids, they want to be LeBron James or Beyonce or Denzel Washington. They think that unless they're a star they don't have anything to offer. That's not true.\u003c/p>\n\u003cp>We've had thousands of kids attend a one-week session where they do hands-on experiments in STEM. They observe the night sky and they learn about water conservation and the effect of wildlife and the effect on wildlife by human interaction with the environment and animals and everything. It's wonderful what happens there, because the kids get turned on to where to look and what to do. It makes me feel good just knowing what's been happening.\u003c/p>\n\u003cp>[note: The camp also partners with NASA to help train Camp Skyhook staff, and the program gets help from \u003ca href=\"https://centerx.gseis.ucla.edu/\">UCLA's Center X \u003c/a>on the science curriculum as well as staff training and development]\u003c/p>\n\u003cp>\u003cstrong>What do you say to a child, though, that says, \"Hey, you're a basketball star. You did it. I can do it too. I want to play basketball and you're telling me to study STEM\"?\u003c/strong>\u003c/p>\n\u003cp>The thing of it is, you can do both. That's the whole idea. There's nothing wrong with pursuing your dream as an athlete. There's been a lot of scholar athletes, and I hope that this is a tradition that continues here in our country.\u003c/p>\n\u003cp>\u003cstrong>Your camp and foundation focus on underserved or what some call \u003c/strong>\u003ca href=\"http://www.npr.org/sections/ed/2015/04/28/399949478/delinquent-dropout-at-risk-whats-in-a-name\">\u003cstrong>opportunity youth\u003c/strong>\u003c/a>\u003cstrong>. Tell me a little bit about who these youth are and what institutions and what people have underserved them?\u003c/strong>\u003c/p>\n\u003cp>These are kids mainly from the inner-city here in Los Angeles County. A lot of these kids can see the area where the camp is from where they live, but they've never been up there. They've never been out of the urban environment, never been very far away from their own home neighborhood. So we take them someplace where it's a different world, and we try to open their mind up to different possibilities.\u003c/p>\n\u003cp>\u003ca href=\"https://www.census.gov/prod/2013pubs/acs-24.pdf\">\u003cstrong>Lots of studies\u003c/strong>\u003c/a>\u003cstrong> (and \u003c/strong>\u003ca href=\"http://press.uchicago.edu/ucp/books/book/chicago/O/bo12079574.html\">\u003cstrong>books\u003c/strong>\u003c/a>\u003cstrong> and \u003c/strong>\u003ca href=\"https://www.nytimes.com/2016/02/26/upshot/dont-blame-recruiting-pipeline-for-lack-of-diversity-in-tech.html?_r=0\">\u003cstrong>reports\u003c/strong>\u003c/a>\u003cstrong>) show that African-Americans and Hispanics continue to be underrepresented in engineering and technical fields, and there are big educational equity and access gaps by race, class, and gender. Why do you think diversity in STEM fields continues to be such a challenge?\u003c/strong>\u003c/p>\n\u003cp>I think it has to do with the quality of educational opportunity. In more affluent neighborhoods, they have enough money in the school system and in the private schools to have really good science programs, good math teachers, good physics teachers. They get to the kids at an early age, so that environment really engenders more people bearing more fruit for engineering types of disciplines. It's too bad that that's the thing that we're up against. But because this is America and we can get things done here, an outreach and focus on inner-city neighborhoods would bear a lot of fruit. There's a lot of talent there. It just hasn't been organized and pushed in the right direction.\u003c/p>\n\u003cp>\u003cstrong>The talent hasn't been tapped and nurtured enough.\u003c/strong>\u003c/p>\n\u003cp>Absolutely.\u003c/p>\n\u003cp>\u003cstrong>Some of it, perhaps, comes down to self-confidence. From schools, parents, society in subtle and not-so-subtle ways — discouraging lower-income and minority children not to reach for STEM careers?\u003c/strong>\u003c/p>\n\u003cp>I think that there is a cultural aspect to this. So many kids in disadvantaged areas don't see themselves as being capable of that or worthy of that, so that's a real big problem because self-image really enables people to dream. So we've got to encourage these kids to dream in ways that heretofore were not seen as possible for them.\u003c/p>\n\u003cp>\u003cstrong>How does your camp and foundation try to instill that self-confidence and change that self-image?\u003c/strong>\u003c/p>\n\u003cp>We try to give them an idea that they are all worthy of going on and doing great things in chemistry and biology and physics and math and all those things, computer sciences. All the things that feed into this in terms of out there in the technical world are things that most kids are into, fortunately. They're curious about it, so we try to get them to keep making inquiries and sniffing up that tree. If they do that and try to get it down, if they pay attention in math class, if they pay attention in chemistry class, they can learn it.\u003c/p>\n\u003cp>\u003cstrong>What's been the most satisfying thing about doing this work?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>For me, the most rewarding thing is some of the feedback that we get. The popularity of the program speaks for itself. The kids are turned in the right direction, and that really counteracts the influence of gangs and the negative parts of just popular culture that makes learning, in some instances, not cool. We're going to teach the kids that it's cool to be the next George Washington Carver. There's nothing wrong with that. We hope that they learn about Luther Burbank and want to find out what he was all about.\u003c/p>\n\u003cp>\u003cstrong>You're known for your NBA career and all those championships. Talk about what interest, if any, you have in STEM and in science. How does that manifest today?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>My dad was into science fiction stories, and he would get science fiction magazines, and I would read those after my dad was through with them when I was a kid. The whole idea of going into space or reaching for the stars and all the information that we get from the cosmos, that kind of fascinated me when I was a kid. So that really fueled my interest. But I ended up swaying in midlife to literature, and my old focus moved away from science to literature stuff. I write now. That is my main thing at this point in my life. But the science and science fiction always fascinated me, and the stuff that has occurred in my lifetime.\u003c/p>\n\u003cp>\u003cstrong>Speaking of reaching for the stars and scientific exploration, there's lots of focus these days the potential for travel to Mars. Any interest in heading up there if there's enough legroom?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>No, no, no, no, not me! I'll remain earthbound. I think there's so much more to explore here on Earth that is much more relevant to me. I'm totally fascinated by some of the things that they find in the ocean. Those guys who make those bathyspheres, those deep-diving submarines, that's pretty incredible technology right there. It's within our reach.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=From+Skyhook+To+STEM%3A+Kareem+Abdul+Jabbar+Brings+The+Science+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48783/from-skyhook-to-stem-kareem-abdul-jabbar-brings-the-science","authors":["byline_mindshift_48783"],"categories":["mindshift_192"],"tags":["mindshift_20701","mindshift_20784","mindshift_1040","mindshift_21117","mindshift_47","mindshift_21083"],"featImg":"mindshift_48784","label":"mindshift"},"mindshift_48759":{"type":"posts","id":"mindshift_48759","meta":{"index":"posts_1591205157","site":"mindshift","id":"48759","score":null,"sort":[1500923067000]},"guestAuthors":[],"slug":"are-helicopter-parents-ruining-summer-camp","title":"Are Helicopter Parents Ruining Summer Camp?","publishDate":1500923067,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\"It beeped in the envelope. That's how we knew.\"\u003c/p>\n\u003cp>Leslie Conrad is the director of Clemson Outdoor Lab in Pendleton, S.C., which runs several different camps during the summer. Clemson bans cellphones and other electronic devices for campers.\u003c/p>\n\u003cp>That makes sense. We traditionally think of summer camp as a place to swim in the lake and weave friendship bracelets, not text and play video games.\u003c/p>\n\u003cp>But sometimes, Conrad says, parents will give their children a decoy to turn in and a second phone to keep hidden. And, a few years ago, an 11-year-old camper was sent a cellphone in a care package. \"We just held on to it and sent it back home at the end of the session,\" Conrad says.\u003c/p>\n\u003cp>Millions of children will attend nearly 8,400 different sleepaway camps around the U.S. this summer, according to the American Camp Association, the industry's main accrediting agency. Most limit access to technology: \"Only 17 percent of ACA-accredited camps allow access to the Internet on a scheduled basis, and only 10 percent allow access to cellphones,\" says Tom Rosenberg, the ACA's director.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Researchers say that campers develop invaluable social and emotional skills from navigating friendships, facing risks and getting through bouts of homesickness — all on their own.\u003c/p>\n\u003cp>And as young people's lives grow increasingly wired, camp provides a correspondingly rare break from that.\u003c/p>\n\u003cp>\"It's kind of like letting go of everything and coming to a different world,\" says Alexa Sherman, 11, who is currently spending her fifth summer at Camp Echo in Bloomingburg, N.Y. This year, the camp's unplugged policy got tougher; one camper was sent home for a three-day suspension after being caught with a phone. And that was just in the first week.\u003c/p>\n\u003cp>Many of the campers here say they miss YouTube and Snapchat, but they quickly come to appreciate the hands-on activities and in-person friendships. \"It's hard to have as much fun if you're just looking down at a screen the whole time,\" Alexa says.\u003c/p>\n\u003cp>The people who have the hardest time letting go, say camp directors, aren't necessarily the campers themselves. It's the parents of campers, the young staff members, and sometimes even the counselors' parents as well.\u003c/p>\n\u003cp>Barry Garst studies youth development at Clemson University, with a focus on out-of-school learning. He said that whether you call them \"helicopter,\" \"snowmobile\" or \"lawnmower\" parents, overinvolved parenting is on the verge of ruining camp.\u003c/p>\n\u003cp>\"We started to hear from camp directors a number of years ago that parents were the most problematic areas of a camp experience,\" says Garst. Not weather, not water safety, not grizzly bears. Nope, it's parents who call daily demanding reports on their kids, who expect to hear from the camp director about every skinned knee.\u003c/p>\n\u003cp>Meg Barthel, the lead girls' counselor at Camp Echo, carries a device with Wi-Fi around camp. \"I have to respond to the mothers who are used to this constant communication with their daughters,\" she says. How many messages a day? \"Up to 100.\"\u003c/p>\n\u003cp>Garst says thanks to mobile devices, parents today are conditioned to hour-by-hour check-ins. \"The No. 1 concern is the separation that parents feel, and the difficulty in accepting a different type of communication with their child when their child is at camp.\"\u003c/p>\n\u003cp>Hence, the phones buried in luggage, mailed to campers, or even, he says, stitched into a stuffed animal.\u003c/p>\n\u003cp>Some camps address parents' thirst for updates by posting pictures and video online.\u003c/p>\n\u003cp>But, sometimes that backfires, too, says Garst.\u003c/p>\n\u003cp>\"They'll get that phone call: 'Hello, camp director, I was on your website and I don't see them. Are they OK? Were they sent to the hospital?'\"\u003c/p>\n\u003cp>\"They dissect every picture,\" agrees Jeff Grabow, the director of Camp Echo. \"It can throw a first-year parent into a spiral. Very often we'll have children playing a game and in the background they might see their child looking up at the sky, and we'll hear, 'My son or daughter looks sad.' \"\u003c/p>\n\u003cp>The research on overparenting, says Garst, shows that when parents behave this way, children's developing independence can be stunted. The parents are telegraphing that they don't think kids can get through tough moments on their own, and kids pick up on that attitude. \"Children are not really learning how to problem-solve.\"\u003c/p>\n\u003cp>Conrad, the Clemson Outdoor Lab director, says camp provides the perfect place to practice independence, and a digital detox is one important step. \"I don't want to say it's an easier place to disconnect, because it's not easy at all for this generation, but it makes a little more bearable because they're in a group of their peers who are doing the same thing.\"\u003c/p>\n\u003cp>What's harder, she says, is getting the college-age staff to disconnect. Like many other camps, Clemson Outdoor Lab has a rule that counselors can't use phones around the campers, and that can be tough for the 18- to 24-year-olds she employs.\u003c/p>\n\u003cp>\"We just went over this yesterday,\" she said. \"This week, during staff training, we're challenging them to start leaving your phone in your cabin. Start off with an hour, build up to three hours.\"\u003c/p>\n\u003cp>While that may not sound too tough if you were born in the 1970s or earlier, consider that over 90 percent of young adults today own smartphones and are used to checking them all day long. Data going back to 2015 showed 92 percent of college students using their phones in class, and checking phones an average of 11 times a day \u003cem>during class\u003c/em>.\u003c/p>\n\u003cp>\"I've seen a huge, huge difference in the last few years with these college-aged folks,\" Conrad says. \"I believe that [tech dependence] is real.\"\u003c/p>\n\u003cp>Dan Mathews agrees. He is the head of Camp Twin Lakes in Rutledge, Ga. \"The camper piece has been fairly easy for us. What we're struggling with is the college kids,\" he says. \"They're the ones we really have to stay on.\"\u003c/p>\n\u003cp>Conrad and Mathews both say their young adult staff members have helicopter parents as well, who also expect to be in constant contact. Last year, Mathews says, he got four or five phone calls from parents of staff members: \"I can't reach my child, they haven't texted yet to say that they're safe, they don't like their cabin assignment, another staff member isn't pulling their weight ...\" One parent complained about the poor cellphone reception in the Georgia woods.\u003c/p>\n\u003cp>Summer vacation is a time of growth and change. Understanding the relationship between tech overdependence and parent-child interdependence may be key to untangling it, so kids can fly free.\u003c/p>\n\u003cp>But Mathews is the first to admit that he shouldn't throw stones. He has a 13-year-old daughter heading all the way to Nebraska for a weeklong theater program this summer. The program does not ban phones.\u003c/p>\n\u003cp>\"My plan is not to call her,\" he says. \"My wife, on the other hand, will call her every day.\"\u003c/p>\n\u003cp>And what about his daughter's own phone policy?\u003c/p>\n\u003cp>\"I told her, just be aware of when you're using it. Are you using it because you're bored, or you're feeling shy? Put the phone down and talk to people.\"\u003c/p>\n\u003cp>Will she listen?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"Ahh hell. She's 13. Probably not.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Are+Helicopter+Parents+Ruining+Summer+Camp%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"In a wired world, summer camp is one of the last phone-free zones. But campers, staff and especially parents don't always appreciate the message.","status":"publish","parent":0,"modified":1500923067,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1263},"headData":{"title":"Are Helicopter Parents Ruining Summer Camp? | KQED","description":"In a wired world, summer camp is one of the last phone-free zones. But campers, staff and especially parents don't always appreciate the message.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Are Helicopter Parents Ruining Summer Camp?","datePublished":"2017-07-24T19:04:27.000Z","dateModified":"2017-07-24T19:04:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48759 https://ww2.kqed.org/mindshift/?p=48759","disqusUrl":"https://ww2.kqed.org/mindshift/2017/07/24/are-helicopter-parents-ruining-summer-camp/","disqusTitle":"Are Helicopter Parents Ruining Summer Camp?","nprByline":"Anya Kamenetz","nprImageAgency":"Suharu Ogawa for NPR","nprStoryId":"533059271","nprApiLink":"http://api.npr.org/query?id=533059271&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/07/24/533059271/are-helicopter-parents-ruining-summer-camp?ft=nprml&f=533059271","nprRetrievedStory":"1","nprPubDate":"Mon, 24 Jul 2017 09:59:00 -0400","nprStoryDate":"Mon, 24 Jul 2017 06:00:00 -0400","nprLastModifiedDate":"Mon, 24 Jul 2017 09:59:20 -0400","path":"/mindshift/48759/are-helicopter-parents-ruining-summer-camp","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"It beeped in the envelope. That's how we knew.\"\u003c/p>\n\u003cp>Leslie Conrad is the director of Clemson Outdoor Lab in Pendleton, S.C., which runs several different camps during the summer. Clemson bans cellphones and other electronic devices for campers.\u003c/p>\n\u003cp>That makes sense. We traditionally think of summer camp as a place to swim in the lake and weave friendship bracelets, not text and play video games.\u003c/p>\n\u003cp>But sometimes, Conrad says, parents will give their children a decoy to turn in and a second phone to keep hidden. And, a few years ago, an 11-year-old camper was sent a cellphone in a care package. \"We just held on to it and sent it back home at the end of the session,\" Conrad says.\u003c/p>\n\u003cp>Millions of children will attend nearly 8,400 different sleepaway camps around the U.S. this summer, according to the American Camp Association, the industry's main accrediting agency. Most limit access to technology: \"Only 17 percent of ACA-accredited camps allow access to the Internet on a scheduled basis, and only 10 percent allow access to cellphones,\" says Tom Rosenberg, the ACA's director.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Researchers say that campers develop invaluable social and emotional skills from navigating friendships, facing risks and getting through bouts of homesickness — all on their own.\u003c/p>\n\u003cp>And as young people's lives grow increasingly wired, camp provides a correspondingly rare break from that.\u003c/p>\n\u003cp>\"It's kind of like letting go of everything and coming to a different world,\" says Alexa Sherman, 11, who is currently spending her fifth summer at Camp Echo in Bloomingburg, N.Y. This year, the camp's unplugged policy got tougher; one camper was sent home for a three-day suspension after being caught with a phone. And that was just in the first week.\u003c/p>\n\u003cp>Many of the campers here say they miss YouTube and Snapchat, but they quickly come to appreciate the hands-on activities and in-person friendships. \"It's hard to have as much fun if you're just looking down at a screen the whole time,\" Alexa says.\u003c/p>\n\u003cp>The people who have the hardest time letting go, say camp directors, aren't necessarily the campers themselves. It's the parents of campers, the young staff members, and sometimes even the counselors' parents as well.\u003c/p>\n\u003cp>Barry Garst studies youth development at Clemson University, with a focus on out-of-school learning. He said that whether you call them \"helicopter,\" \"snowmobile\" or \"lawnmower\" parents, overinvolved parenting is on the verge of ruining camp.\u003c/p>\n\u003cp>\"We started to hear from camp directors a number of years ago that parents were the most problematic areas of a camp experience,\" says Garst. Not weather, not water safety, not grizzly bears. Nope, it's parents who call daily demanding reports on their kids, who expect to hear from the camp director about every skinned knee.\u003c/p>\n\u003cp>Meg Barthel, the lead girls' counselor at Camp Echo, carries a device with Wi-Fi around camp. \"I have to respond to the mothers who are used to this constant communication with their daughters,\" she says. How many messages a day? \"Up to 100.\"\u003c/p>\n\u003cp>Garst says thanks to mobile devices, parents today are conditioned to hour-by-hour check-ins. \"The No. 1 concern is the separation that parents feel, and the difficulty in accepting a different type of communication with their child when their child is at camp.\"\u003c/p>\n\u003cp>Hence, the phones buried in luggage, mailed to campers, or even, he says, stitched into a stuffed animal.\u003c/p>\n\u003cp>Some camps address parents' thirst for updates by posting pictures and video online.\u003c/p>\n\u003cp>But, sometimes that backfires, too, says Garst.\u003c/p>\n\u003cp>\"They'll get that phone call: 'Hello, camp director, I was on your website and I don't see them. Are they OK? Were they sent to the hospital?'\"\u003c/p>\n\u003cp>\"They dissect every picture,\" agrees Jeff Grabow, the director of Camp Echo. \"It can throw a first-year parent into a spiral. Very often we'll have children playing a game and in the background they might see their child looking up at the sky, and we'll hear, 'My son or daughter looks sad.' \"\u003c/p>\n\u003cp>The research on overparenting, says Garst, shows that when parents behave this way, children's developing independence can be stunted. The parents are telegraphing that they don't think kids can get through tough moments on their own, and kids pick up on that attitude. \"Children are not really learning how to problem-solve.\"\u003c/p>\n\u003cp>Conrad, the Clemson Outdoor Lab director, says camp provides the perfect place to practice independence, and a digital detox is one important step. \"I don't want to say it's an easier place to disconnect, because it's not easy at all for this generation, but it makes a little more bearable because they're in a group of their peers who are doing the same thing.\"\u003c/p>\n\u003cp>What's harder, she says, is getting the college-age staff to disconnect. Like many other camps, Clemson Outdoor Lab has a rule that counselors can't use phones around the campers, and that can be tough for the 18- to 24-year-olds she employs.\u003c/p>\n\u003cp>\"We just went over this yesterday,\" she said. \"This week, during staff training, we're challenging them to start leaving your phone in your cabin. Start off with an hour, build up to three hours.\"\u003c/p>\n\u003cp>While that may not sound too tough if you were born in the 1970s or earlier, consider that over 90 percent of young adults today own smartphones and are used to checking them all day long. Data going back to 2015 showed 92 percent of college students using their phones in class, and checking phones an average of 11 times a day \u003cem>during class\u003c/em>.\u003c/p>\n\u003cp>\"I've seen a huge, huge difference in the last few years with these college-aged folks,\" Conrad says. \"I believe that [tech dependence] is real.\"\u003c/p>\n\u003cp>Dan Mathews agrees. He is the head of Camp Twin Lakes in Rutledge, Ga. \"The camper piece has been fairly easy for us. What we're struggling with is the college kids,\" he says. \"They're the ones we really have to stay on.\"\u003c/p>\n\u003cp>Conrad and Mathews both say their young adult staff members have helicopter parents as well, who also expect to be in constant contact. Last year, Mathews says, he got four or five phone calls from parents of staff members: \"I can't reach my child, they haven't texted yet to say that they're safe, they don't like their cabin assignment, another staff member isn't pulling their weight ...\" One parent complained about the poor cellphone reception in the Georgia woods.\u003c/p>\n\u003cp>Summer vacation is a time of growth and change. Understanding the relationship between tech overdependence and parent-child interdependence may be key to untangling it, so kids can fly free.\u003c/p>\n\u003cp>But Mathews is the first to admit that he shouldn't throw stones. He has a 13-year-old daughter heading all the way to Nebraska for a weeklong theater program this summer. The program does not ban phones.\u003c/p>\n\u003cp>\"My plan is not to call her,\" he says. \"My wife, on the other hand, will call her every day.\"\u003c/p>\n\u003cp>And what about his daughter's own phone policy?\u003c/p>\n\u003cp>\"I told her, just be aware of when you're using it. Are you using it because you're bored, or you're feeling shy? Put the phone down and talk to people.\"\u003c/p>\n\u003cp>Will she listen?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Ahh hell. She's 13. Probably not.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Are+Helicopter+Parents+Ruining+Summer+Camp%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48759/are-helicopter-parents-ruining-summer-camp","authors":["byline_mindshift_48759"],"categories":["mindshift_194"],"tags":["mindshift_20784","mindshift_1040","mindshift_20870","mindshift_21116","mindshift_21083"],"featImg":"mindshift_48760","label":"mindshift"},"mindshift_48563":{"type":"posts","id":"mindshift_48563","meta":{"index":"posts_1591205157","site":"mindshift","id":"48563","score":null,"sort":[1499345720000]},"guestAuthors":[],"slug":"how-online-camps-help-kids-stay-connected-to-stem-skills-and-mentors-year-round","title":"How Online Camps Help Kids Stay Connected to STEM Skills and Mentors Year-Round","publishDate":1499345720,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Earth’s molten core and the lost city of Atlantis are not traditional summer destinations for kids, but intrepid young campers can now contend with lava or rebuild the underwater metropolis as they learn, play and socialize in the digital realms of virtual camps.\u003c/p>\n\u003cp>California-based \u003ca href=\"https://connectedcamps.com/\">Connected Camps\u003c/a> is part of a \u003ca href=\"https://www.commonsensemedia.org/blog/11-online-summer-camps-to-keep-kids-busy-and-learning-while-schools-out\">growing offering\u003c/a> of online camps that fill a unique niche to complement their traditional pine-and-mortar counterparts. Accessible across the U.S. and around the world, the camp offers programs in engineering, architecture, coding, animation, game design and storytelling, all hosted on custom Minecraft servers or delivered with \u003ca href=\"https://scratch.mit.edu/\">MIT’s Scratch\u003c/a> coding software. Each weeklong program connects kids with fellow campers and expert mentors who support the participants and share their expertise.\u003c/p>\n\u003cp>“We meet kids where they are, where they’re already engaged with social and interest-driven learning,” said \u003ca href=\"https://clrn.dmlhub.net/people/mimi-ito\">Mimi Ito\u003c/a>, a co-founder of Connected Camps and a cultural anthropologist whose research focuses on how young people engage with digital media. “If you’re already messing around with \u003ca href=\"http://minecraft.gamepedia.com/Redstone\">redstone\u003c/a> in Minecraft, this is a pathway for you to learn circuitry and get interested in engineering.”\u003c/p>\n\u003cp>The camp was founded on the principles of \u003ca href=\"https://ww2.kqed.org/mindshift/tag/connected-learning/\">connected learning\u003c/a>, an evidence-based framework developed through the MacArthur Foundation’s Digital Media and Learning Initiative. The work is informed by the \u003ca href=\"https://clrn.dmlhub.net/\">Connected Learning Research Network\u003c/a>, a research, design and implementation hub whose mandate is to advance interdisciplinary work for learning in a connected world. In addition to Ito, Connected Camps was launched by game designer and educator Katie Salen and makerspace whiz Tara Brown, a self-proclaimed trio of “girl geeks” who combine a wealth of experience in learning, technology and academia.\u003c/p>\n\u003cp>“It’s a pretty simple premise,” said Ito. “When you connect to what kids are genuinely interested in and learning is embedded in a meaningful social context, then it's more engaging, resilient and transformative.\" She said kids are already engaged in gaming or online communities, but the team was trying to make the connection to learning opportunities outside school. The camp strives to guide and shape a child’s existing interest to further academic achievement, career potential and civic engagement.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s positive and productive -- [my son] learned new concepts, including the election process,\" said Lily Santosa, whose 12-year-old joined the camp all the way from Sydney, Australia. \"It helped him discover his passion for building and creating cool stuff. It also helps him to do research on other challenges that he could do in Minecraft.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=6LTMb4KWSq4\u003c/p>\n\u003cp>Connected Camp's approach draws from a deep well of social and student-centered learning theories. It embodies the idea of \u003ca href=\"http://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/social-constructivism/\">social constructivism\u003c/a>, whose premise is that knowledge is built through social interactions, and its closely allied theory of \u003ca href=\"https://llk.media.mit.edu/courses/readings/Stahl_CSCL.pdf\">computer-supported collaborative learning\u003c/a> (CSCL) that extends the principles of social learning to networked and online environments. Connected Camps designs project-based goals, like colonizing Mars or programming turtles to swim, in safe and familiar digital worlds to encourage campers to collectively solve problems and build knowledge in fun and engaging ways. Salen underscores that the camp’s structure relies on \u003ca href=\"http://www.gallup.com/poll/168848/life-college-matters-life-college.aspx?utm_source=Life%20after%20college&utm_medium=search&utm_campaign=tiles\">research\u003c/a> that finds experiential and project-based learning can lead to long-term interest in technical fields.\u003c/p>\n\u003cp>\u003cstrong>SOCIAL INTERACTIONS IN REAL LIFE \u003c/strong>\u003c/p>\n\u003cp>But how does socializing online compare to real-world, flesh-and-blood interaction? “We think that today’s technology provides a new opportunity for kids to be able to connect and affiliate, but it’s not a model that requires technology,” said Ito. She said that kids are connecting through athletics and other non-digital arts, but connecting online helps kids find the interests and communities that might not be available to them in person.\u003c/p>\n\u003cp>\"The internet provides an opportunity for kids to really find their people, which is especially important for kids who might not be into the handful of offerings that are available in their community,\" said Ito. \"The ability to have more micro-niches to cater to a vast diversity of interests is one of the biggest advantages of online.”\u003c/p>\n\u003cp>A second benefit of online engagement is accessibility and equity. “Many in-person tech or coding summer camps are expensive, boutique programs only available in urban high-tech regions,\" said Salen, whose prolific career includes founding \u003ca href=\"https://www.instituteofplay.org/\">Institute of Play\u003c/a>, the organization behind diverse game-based learning projects like the famed \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/13/what-do-sixth-graders-say-about-learning-with-games-it-works/\">Quest to Learn\u003c/a> school in New York City and Chicago. \"This means lots of kids can’t attend them. Because our programs are virtual, kids can attend from anywhere they have an internet connection.” Weekly programs start at $69, but the year-round \u003ca href=\"https://connectedcamps.com/minecraft-kid-club\">Kid Club\u003c/a> is free and offers kids access to a Minecraft server and guidance from a counselor.\u003c/p>\n\u003cp>To help bridge \u003ca href=\"https://ww2.kqed.org/mindshift/2016/02/03/whats-lost-when-kids-are-under-connected-to-the-internet/\">the digital divide\u003c/a>, Connected Camps has developed relationships with schools, libraries and community programs to facilitate spaces and computers for kids who may otherwise have trouble accessing the web. Also, unlike other summer activities where kids pursue an interest for the length of the program without structured follow-up, online campers can persist with their passions and build momentum by staying connected to the community year-round.\u003c/p>\n\u003cp>\"Having an online camp is perfect for [my daughter] because she can be at home, her happy place, and still get to do something fun, interactive and learn about something she already loves,\" said Karen Gilbo, who lives outside Washington, D.C., and has enrolled her 12-year-old daughter in several Connected Camp programs over the last two years. Her daughter, who has Asperger’s syndrome, was able to nourish her passions for Minecraft and STEM, while socializing with greater comfort than in her face-to-face interactions.\u003c/p>\n\u003cp>\"We always struggle to get her into summer camps because she requires an aide, which makes her feel really different from the other kids,\" said Gilbo of her daughter. “This is the first time she has ever asked directly to be in a program because she really enjoys the interaction.\" Even though the personal interactions take place online, they don't necessarily stay that way, said Gilbo. \"The only thing [my daughter] has asked is if she can go meet the counselors in person and when can she start being a counselor herself.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=U3xs68gMA2U&feature=youtu.be\u003c/p>\n\u003cp>\u003cstrong>LEVELING UP WITH MENTORSHIP\u003c/strong>\u003c/p>\n\u003cp>A hallmark of the Connected Camp experience is the proficiency and guidance offered by the counselors, known as mentors. Mentors are high school and college students who are recruited for their expertise in Minecraft and Scratch. They design and build the custom server spaces, steward the programs and interface with the campers through online and video chats. Camper-to-mentor ratios range from 1:1 to 20:1, depending on the program.\u003c/p>\n\u003cp>“Our model is about interest-driven and affinity-based mentorship, and we believe that kids learn best from slightly older kids who are passionate about the same interest as they are,” said Ito. \u003ca href=\"https://www.theatlantic.com/education/archive/2016/12/why-some-mentors-fail/510467/\">Studies\u003c/a> have found that well-implemented mentorship programs can bestow a broad range of academic, social and emotional benefits, and help better shepherd young people along an often daunting career path.\u003c/p>\n\u003cp>“Because our online mentors love tech \u003cem>and\u003c/em> study game design, interactive design and computer science at universities around the country, they help kids see the different directions an interest in creative coding can go. They offer practical advice, encourage struggling learners and share stories from the trenches,” said Salen.\u003c/p>\n\u003cp>And, in a testament to the holistic power of intergenerational relationships, the mentors themselves also grow from the experience.\u003c/p>\n\u003cp>“\u003ca href=\"https://connectedcamps.com/meet-the-counselors/\">The counselors\u003c/a> also have this transformative experience. For the first time, they’re actually giving and contributing with something where they have more expertise than the adults around the table,” said Ito. “We’ve been very successful at recruiting a diverse range of counselors and placing them in their first jobs after Connected Camps,\" said Ito.\u003c/p>\n\u003cp>\u003cstrong>GIRL POWER\u003c/strong>\u003c/p>\n\u003cp>Connected Camps also furnishes opportunities to tap into girl power. Most programs have a “just for girls” option that is exclusively girl-run and populated. The underrepresentation and exodus of women in STEM fields \u003ca href=\"https://techcrunch.com/2016/04/14/women-in-tech-whats-the-real-problem/\">is well reported\u003c/a>, and a big part of the problem is isolation, sexism and condescension, a problem whose \u003ca href=\"https://girlswhocode.com/about-us/\">roots extend to middle school\u003c/a>. A recent \u003ca href=\"https://www.theatlantic.com/science/archive/2017/05/women-mentors-engineering/527625/\">study\u003c/a> found that female mentorship in engineering helped remedy a condition that “veer[s] towards exclusion and attrition.\u003c/p>\n\u003cp>“These clubs create a space where girls are free to try out skills without boys demonstrating taken-for-granted tech knowledge, and where girls don’t have to demonstrate technological incompetence in front of the boys,” said Jennifer Jenson, a games and gender expert at York University in Toronto. She sees girls-only technology camps and clubs as a big plus. Jenson, who has extensive experience studying and observing school tech clubs in action, notes that in mixed-gender groups, girls tend to disavow their existing knowledge, are more reluctant to raise their hand and are less likely to speak up. Once the girls have had the space and time to consolidate their self-confidence, and level-up their abilities and proficiency, Jenson is in favor of reintegrating the gender groups.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“The format not only cultivates a sense of belonging and confidence, but also allows young women to do it on their own terms,” said Salen. “The girls-only format sets aside some of the more competitive elements of some of the co-ed camps, providing ample opportunity for the girls to connect with others in a highly collaborative setting.”\u003c/p>\n\n","blocks":[],"excerpt":"Online camps where kids can play Minecraft and learn coding skills are helping youths stay connected to a community of learners. ","status":"publish","parent":0,"modified":1499345851,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1655},"headData":{"title":"How Online Camps Help Kids Stay Connected to STEM Skills and Mentors Year-Round | KQED","description":"Online camps where kids can play Minecraft and learn coding skills are helping youths stay connected to a community of learners. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Online Camps Help Kids Stay Connected to STEM Skills and Mentors Year-Round","datePublished":"2017-07-06T12:55:20.000Z","dateModified":"2017-07-06T12:57:31.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48563 https://ww2.kqed.org/mindshift/?p=48563","disqusUrl":"https://ww2.kqed.org/mindshift/2017/07/06/how-online-camps-help-kids-stay-connected-to-stem-skills-and-mentors-year-round/","disqusTitle":"How Online Camps Help Kids Stay Connected to STEM Skills and Mentors Year-Round","path":"/mindshift/48563/how-online-camps-help-kids-stay-connected-to-stem-skills-and-mentors-year-round","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Earth’s molten core and the lost city of Atlantis are not traditional summer destinations for kids, but intrepid young campers can now contend with lava or rebuild the underwater metropolis as they learn, play and socialize in the digital realms of virtual camps.\u003c/p>\n\u003cp>California-based \u003ca href=\"https://connectedcamps.com/\">Connected Camps\u003c/a> is part of a \u003ca href=\"https://www.commonsensemedia.org/blog/11-online-summer-camps-to-keep-kids-busy-and-learning-while-schools-out\">growing offering\u003c/a> of online camps that fill a unique niche to complement their traditional pine-and-mortar counterparts. Accessible across the U.S. and around the world, the camp offers programs in engineering, architecture, coding, animation, game design and storytelling, all hosted on custom Minecraft servers or delivered with \u003ca href=\"https://scratch.mit.edu/\">MIT’s Scratch\u003c/a> coding software. Each weeklong program connects kids with fellow campers and expert mentors who support the participants and share their expertise.\u003c/p>\n\u003cp>“We meet kids where they are, where they’re already engaged with social and interest-driven learning,” said \u003ca href=\"https://clrn.dmlhub.net/people/mimi-ito\">Mimi Ito\u003c/a>, a co-founder of Connected Camps and a cultural anthropologist whose research focuses on how young people engage with digital media. “If you’re already messing around with \u003ca href=\"http://minecraft.gamepedia.com/Redstone\">redstone\u003c/a> in Minecraft, this is a pathway for you to learn circuitry and get interested in engineering.”\u003c/p>\n\u003cp>The camp was founded on the principles of \u003ca href=\"https://ww2.kqed.org/mindshift/tag/connected-learning/\">connected learning\u003c/a>, an evidence-based framework developed through the MacArthur Foundation’s Digital Media and Learning Initiative. The work is informed by the \u003ca href=\"https://clrn.dmlhub.net/\">Connected Learning Research Network\u003c/a>, a research, design and implementation hub whose mandate is to advance interdisciplinary work for learning in a connected world. In addition to Ito, Connected Camps was launched by game designer and educator Katie Salen and makerspace whiz Tara Brown, a self-proclaimed trio of “girl geeks” who combine a wealth of experience in learning, technology and academia.\u003c/p>\n\u003cp>“It’s a pretty simple premise,” said Ito. “When you connect to what kids are genuinely interested in and learning is embedded in a meaningful social context, then it's more engaging, resilient and transformative.\" She said kids are already engaged in gaming or online communities, but the team was trying to make the connection to learning opportunities outside school. The camp strives to guide and shape a child’s existing interest to further academic achievement, career potential and civic engagement.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s positive and productive -- [my son] learned new concepts, including the election process,\" said Lily Santosa, whose 12-year-old joined the camp all the way from Sydney, Australia. \"It helped him discover his passion for building and creating cool stuff. It also helps him to do research on other challenges that he could do in Minecraft.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/6LTMb4KWSq4'\n title='//www.youtube.com/embed/6LTMb4KWSq4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Connected Camp's approach draws from a deep well of social and student-centered learning theories. It embodies the idea of \u003ca href=\"http://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/social-constructivism/\">social constructivism\u003c/a>, whose premise is that knowledge is built through social interactions, and its closely allied theory of \u003ca href=\"https://llk.media.mit.edu/courses/readings/Stahl_CSCL.pdf\">computer-supported collaborative learning\u003c/a> (CSCL) that extends the principles of social learning to networked and online environments. Connected Camps designs project-based goals, like colonizing Mars or programming turtles to swim, in safe and familiar digital worlds to encourage campers to collectively solve problems and build knowledge in fun and engaging ways. Salen underscores that the camp’s structure relies on \u003ca href=\"http://www.gallup.com/poll/168848/life-college-matters-life-college.aspx?utm_source=Life%20after%20college&utm_medium=search&utm_campaign=tiles\">research\u003c/a> that finds experiential and project-based learning can lead to long-term interest in technical fields.\u003c/p>\n\u003cp>\u003cstrong>SOCIAL INTERACTIONS IN REAL LIFE \u003c/strong>\u003c/p>\n\u003cp>But how does socializing online compare to real-world, flesh-and-blood interaction? “We think that today’s technology provides a new opportunity for kids to be able to connect and affiliate, but it’s not a model that requires technology,” said Ito. She said that kids are connecting through athletics and other non-digital arts, but connecting online helps kids find the interests and communities that might not be available to them in person.\u003c/p>\n\u003cp>\"The internet provides an opportunity for kids to really find their people, which is especially important for kids who might not be into the handful of offerings that are available in their community,\" said Ito. \"The ability to have more micro-niches to cater to a vast diversity of interests is one of the biggest advantages of online.”\u003c/p>\n\u003cp>A second benefit of online engagement is accessibility and equity. “Many in-person tech or coding summer camps are expensive, boutique programs only available in urban high-tech regions,\" said Salen, whose prolific career includes founding \u003ca href=\"https://www.instituteofplay.org/\">Institute of Play\u003c/a>, the organization behind diverse game-based learning projects like the famed \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/13/what-do-sixth-graders-say-about-learning-with-games-it-works/\">Quest to Learn\u003c/a> school in New York City and Chicago. \"This means lots of kids can’t attend them. Because our programs are virtual, kids can attend from anywhere they have an internet connection.” Weekly programs start at $69, but the year-round \u003ca href=\"https://connectedcamps.com/minecraft-kid-club\">Kid Club\u003c/a> is free and offers kids access to a Minecraft server and guidance from a counselor.\u003c/p>\n\u003cp>To help bridge \u003ca href=\"https://ww2.kqed.org/mindshift/2016/02/03/whats-lost-when-kids-are-under-connected-to-the-internet/\">the digital divide\u003c/a>, Connected Camps has developed relationships with schools, libraries and community programs to facilitate spaces and computers for kids who may otherwise have trouble accessing the web. Also, unlike other summer activities where kids pursue an interest for the length of the program without structured follow-up, online campers can persist with their passions and build momentum by staying connected to the community year-round.\u003c/p>\n\u003cp>\"Having an online camp is perfect for [my daughter] because she can be at home, her happy place, and still get to do something fun, interactive and learn about something she already loves,\" said Karen Gilbo, who lives outside Washington, D.C., and has enrolled her 12-year-old daughter in several Connected Camp programs over the last two years. Her daughter, who has Asperger’s syndrome, was able to nourish her passions for Minecraft and STEM, while socializing with greater comfort than in her face-to-face interactions.\u003c/p>\n\u003cp>\"We always struggle to get her into summer camps because she requires an aide, which makes her feel really different from the other kids,\" said Gilbo of her daughter. “This is the first time she has ever asked directly to be in a program because she really enjoys the interaction.\" Even though the personal interactions take place online, they don't necessarily stay that way, said Gilbo. \"The only thing [my daughter] has asked is if she can go meet the counselors in person and when can she start being a counselor herself.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/U3xs68gMA2U'\n title='//www.youtube.com/embed/U3xs68gMA2U'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>LEVELING UP WITH MENTORSHIP\u003c/strong>\u003c/p>\n\u003cp>A hallmark of the Connected Camp experience is the proficiency and guidance offered by the counselors, known as mentors. Mentors are high school and college students who are recruited for their expertise in Minecraft and Scratch. They design and build the custom server spaces, steward the programs and interface with the campers through online and video chats. Camper-to-mentor ratios range from 1:1 to 20:1, depending on the program.\u003c/p>\n\u003cp>“Our model is about interest-driven and affinity-based mentorship, and we believe that kids learn best from slightly older kids who are passionate about the same interest as they are,” said Ito. \u003ca href=\"https://www.theatlantic.com/education/archive/2016/12/why-some-mentors-fail/510467/\">Studies\u003c/a> have found that well-implemented mentorship programs can bestow a broad range of academic, social and emotional benefits, and help better shepherd young people along an often daunting career path.\u003c/p>\n\u003cp>“Because our online mentors love tech \u003cem>and\u003c/em> study game design, interactive design and computer science at universities around the country, they help kids see the different directions an interest in creative coding can go. They offer practical advice, encourage struggling learners and share stories from the trenches,” said Salen.\u003c/p>\n\u003cp>And, in a testament to the holistic power of intergenerational relationships, the mentors themselves also grow from the experience.\u003c/p>\n\u003cp>“\u003ca href=\"https://connectedcamps.com/meet-the-counselors/\">The counselors\u003c/a> also have this transformative experience. For the first time, they’re actually giving and contributing with something where they have more expertise than the adults around the table,” said Ito. “We’ve been very successful at recruiting a diverse range of counselors and placing them in their first jobs after Connected Camps,\" said Ito.\u003c/p>\n\u003cp>\u003cstrong>GIRL POWER\u003c/strong>\u003c/p>\n\u003cp>Connected Camps also furnishes opportunities to tap into girl power. Most programs have a “just for girls” option that is exclusively girl-run and populated. The underrepresentation and exodus of women in STEM fields \u003ca href=\"https://techcrunch.com/2016/04/14/women-in-tech-whats-the-real-problem/\">is well reported\u003c/a>, and a big part of the problem is isolation, sexism and condescension, a problem whose \u003ca href=\"https://girlswhocode.com/about-us/\">roots extend to middle school\u003c/a>. A recent \u003ca href=\"https://www.theatlantic.com/science/archive/2017/05/women-mentors-engineering/527625/\">study\u003c/a> found that female mentorship in engineering helped remedy a condition that “veer[s] towards exclusion and attrition.\u003c/p>\n\u003cp>“These clubs create a space where girls are free to try out skills without boys demonstrating taken-for-granted tech knowledge, and where girls don’t have to demonstrate technological incompetence in front of the boys,” said Jennifer Jenson, a games and gender expert at York University in Toronto. She sees girls-only technology camps and clubs as a big plus. Jenson, who has extensive experience studying and observing school tech clubs in action, notes that in mixed-gender groups, girls tend to disavow their existing knowledge, are more reluctant to raise their hand and are less likely to speak up. Once the girls have had the space and time to consolidate their self-confidence, and level-up their abilities and proficiency, Jenson is in favor of reintegrating the gender groups.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The format not only cultivates a sense of belonging and confidence, but also allows young women to do it on their own terms,” said Salen. “The girls-only format sets aside some of the more competitive elements of some of the co-ed camps, providing ample opportunity for the girls to connect with others in a highly collaborative setting.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48563/how-online-camps-help-kids-stay-connected-to-stem-skills-and-mentors-year-round","authors":["11107"],"categories":["mindshift_193"],"tags":["mindshift_981","mindshift_1015","mindshift_968","mindshift_273","mindshift_20784","mindshift_1040","mindshift_548","mindshift_861","mindshift_256","mindshift_21083"],"featImg":"mindshift_48567","label":"mindshift"},"mindshift_47914":{"type":"posts","id":"mindshift_47914","meta":{"index":"posts_1591205157","site":"mindshift","id":"47914","score":null,"sort":[1491484076000]},"guestAuthors":[],"slug":"how-a-sword-and-sorcery-camp-uses-immersive-role-play-to-teach-steam","title":"How a Sword and Sorcery Camp Uses Immersive Role Play to Teach STEAM","publishDate":1491484076,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The scene is right out of a survival horror movie. A yellow school bus unloads a group of eager young campers, ready to meet their counselors and settle in for some summer camp fun. Instead, they are greeted by a horde of groaning zombies advancing at them from an open field. The staff frantically hand out three foam Nerf darts to each incredulous camper and suggest they start running. The rest of the day is spent hiding and defending in a desperate bid to evade the droves of undead.\u003c/p>\n\u003cp>Hours later, the bus is back to gather the exhilarated survivors. But it’s not over yet. Before they board, a jeep pulls up and a suited man jumps out and opens a briefcase filled with more foam darts. He distributes them liberally, along with plain business cards printed with the name “INGSOC.” As abruptly as he arrived, he speeds off in a cloud of dust, leaving a pack of mystified campers in his wake.\u003c/p>\n\u003cp>This is one of the many schemes cooked up by Meghan Gardner and her team at \u003ca href=\"http://guardup.com/\">Guard Up\u003c/a> to engage students in learning.\u003c/p>\n\u003cp>Inspired by an elixir of live-action role playing (LARP), video games, and choose-your-own-adventure-style bedtime stories she had dreamed up for her daughters, Gardner envisioned a program where learning occurred within self-determined narrative adventures. After participating in a LARP, she thought “Why not kids instead of adults? Rather than learning an invented language, why not Latin? Instead of alchemy, why not chemistry?” Gardner hired a group of teachers with live role-play experience and launched a series of day and overnight camps that operate with what she terms “story-based education.”\u003c/p>\n\u003cp>https://youtu.be/Br-b4VdGqlk\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Guard Up opened a full-time facility in Burlington, Massachusetts, in 2001. The company offered weekly \u003ca href=\"http://www.guardup.com/\">classes in fencing and swordsmanship\u003c/a> for all ages, as well as story-based educational adventures. Guard Up then launched educational summer camps that eventually became the largest part of the company. Despite being unplugged and device free, much of the adventures play out like a story-rich video game. Gardner’s background in anthropology, film, martial arts and fencing (she even taught a course in underwater defense with Navy SEAL trainers), as well as a passion for storytelling, explains her interest in both sword play and using stories to educate.\u003c/p>\n\u003cp>The camp included narrative elements from the very beginning, but became more deliberately educational in 2010. Today, campers can choose to survive a post-apocalyptic adventure in the \u003ca href=\"http://www.zombiesummercamp.com/\">Zombie STEM Summer Camp\u003c/a> or journey to the fantasy world of Sidleterra in \u003ca href=\"http://www.swordsummercamp.com/\">Wizards & Warriors STEM Camp\u003c/a>.\u003c/p>\n\u003cp>But how does education take place when running from zombies and battling 9-foot witch kings?\u003c/p>\n\u003cp>\u003cstrong>Applying Learning in a Real-World Fiction\u003c/strong>\u003c/p>\n\u003cp>Immersive narratives and embodied actions combine to engage players in a range of learning. Campers can play in story worlds drawn from literature, mythology and history. The name “INGSOC” that was printed on the business cards may seem familiar because it is the political ideology from George Orwell’s dark classic, \u003cem>1984\u003c/em>. Gardner remembered one resourceful young camper who went home and immediately researched the name on the internet. Within minutes of discovering the source he was out the door and on his way to check out a copy of the novel from the local library.\u003c/p>\n\u003cp>“The next day at camp, a huge group of kids, holding their Nerf blasters, surrounded this one boy who was reading out of \u003cem>1984,\u003c/em>\" said Gardner. “He reads about INGSOC and says ‘Guys! We can’t be friends with them … but we can infiltrate them.’ ”\u003c/p>\n\u003cp>This illustrates how an informal, story-driven environment can motivate students to take ownership of their learning. Similarly, when the players encounter Latin spells and scrolls, they are driven to learn and decode the classical language. Schools and libraries become resources to help students make sense of an unfolding narrative, solve problems and take action inside the game. Gardner feels that one of Guard Up’s biggest accomplishments is having students use school as a resource to practically apply abstract knowledge. She believes that by giving students greater agency, they will better transfer and accommodate learning into their lives.\u003c/p>\n\u003cp>Research supports the approach. \u003ca href=\"http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0100-55022013000100012\">A study\u003c/a> conducted with medical undergraduate students in Brazil found that using a cooperative role-play environment to teach cellular biology was preferred by the participants and produced equal or higher retention than traditional lecture-style classes. The researchers state that “by telling a story in which everyone takes part, there is greater student interaction and, as a consequence, we may expect better performance in their construction of knowledge.” Rather than one-way teacher transmission, knowledge is co-created by the students, which may lead to better long-term absorption of the material.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=vy_ZAIx66ig&feature=youtu.be\u003c/p>\n\u003cp>\u003cstrong>A Computer Game Without Computers \u003c/strong>\u003c/p>\n\u003cp>Each summer, dystopic works of literature like \u003cem>Animal Farm\u003c/em>, \u003cem>The Island of Dr. Moreau\u003c/em> or \u003cem>I Am Legend\u003c/em> are creatively adapted to structure the zombie apocalypse. The texts are not used in a wholesale linear fashion, but act as general guides to help inform an emerging story. Gardner aims for campers to be the masters of their own destiny, and the decisions they make alter and redirect the plot at every turn.\u003c/p>\n\u003cp>“When I first arrived I thought it would be people running around and hitting each other, but it’s not. It’s about reacting to the consequences of your actions and the responsibility that comes with it,” said one 13-year-old camper.\u003c/p>\n\u003cp>“We go where they want to go in our story. We give the learner the agency and autonomy to control their own outcome,” said Gardner. “There’s a lot of improv, but improv with some guidelines.” The affordance to play in a responsive environment is key to engaging players in video games, but Gardner exports the method off the screen and into the real world. “In this age of technology, so few kids are unplugged and playing pretend. We are a computer game without the computers.”\u003c/p>\n\u003cp>Keeping up with players without the magic of lightning-fast processors can be an epic challenge. At any given time, the staff will build props and costumes, apply makeup, play a host of characters, and maintain constant radio contact with mission control, where maps and figurines are used to orchestrate the unfolding adventure. Every night, the team gathers to alter and tweak the story, and to make all necessary preparations for the next day. To help with the demanding task, they maintain a database of easily deployable “pocket plots” or modular story fragments that can be inserted to respond to the players’ unscripted decisions.\u003c/p>\n\u003cp>Media scholar Dr. Henry Jenkins terms these “micronarratives” and \u003ca href=\"http://web.mit.edu/21fms/People/henry3/games&narrative.html\">identifies them as a prevalent storytelling feature\u003c/a> in popular video games. The technique lets players enjoy the freedom and agency of self-expression, while still loosely following a larger story arc.\u003c/p>\n\u003cp>“Certain plot points are fixed whereas other moments can be expanded or contracted in response to audience feedback without serious consequences to the overall plot,” wrote Jenkins.\u003c/p>\n\u003cp>\u003cstrong>The Heroic Journey to Intercultural Understanding\u003c/strong>\u003c/p>\n\u003cp>Although the Wizards & Warriors Camp emphasizes STEM learning, campers also benefit from a healthy exposure to global cultures. The camp sidesteps standard \u003cem>Lord of the Rings-\u003c/em>style fantasy plots in favor of storylines drawn from world mythology and indigenous oral histories. The narratives are woven together according to the \u003ca href=\"http://www.npr.org/programs/ted-radio-hour/458496650/the-heros-journey\">hero’s journey\u003c/a>, a recurrent narrative pattern that mythologist Joseph Campbell identified as common to all cultures. Notably, the universal but episodic structure of the hero’s journey is often applied as a flexible template for storytelling in video games.\u003c/p>\n\u003cfigure id=\"attachment_47931\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-47931 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Arawak-Nation7-1020x1440.jpg\" alt=\"Arawak educational consultant, Claudia Fox Tree, standing next to Opiyel, the three legged dog who guards the Arawak afterlife. The Opiyel costume was made by Marin Gardner, Costume Designer at Guard Up.\" width=\"640\" height=\"904\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-1020x1440.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-160x226.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-800x1130.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-768x1084.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-1180x1666.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-960x1355.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-240x339.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-375x529.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-520x734.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">For a session on Arawak culture, Guard Up worked with educational consultant Claudia Fox Tree (right) who helped staff develop Opiyel, the three-legged dog who guards the Arawak afterlife. Guard Up costume designer Marin Gardner made the Opiyel costume. \u003ccite>(Courtesy of Meghan Gardner)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Camp policy dictates that a non-Eurocentric culture be used every other year, so in addition to the tales of the Romans, Celts and Norse, they include Japanese myths and indigenous oral histories. To treat these traditions with sensitivity and avoid the pitfalls of cultural appropriation, Guard Up contracts consultants to guide and advise them every step of the way.\u003c/p>\n\u003cp>“This year, we chose both the Abenaki and Arawak tribes to explore because they were very different from each other in location,” said Gardner. “We had Claudia Fox Tree, a local Arawak educator, counsel us on the story, props and regalia, and enlisted the help of Jim Bruchac, Abenaki educator and author from the Ndakinna Education Center in upstate New York.”\u003c/p>\n\u003cp>Gardner affirmed that indigenous people do not consider their stories myths -- they are a collective history transmitted by oral tradition. Similarly, the indigenous vestments are not costumes but regalia, as they are not disguises but a genuine expression of culture and tradition. These efforts toward sensitive representation are transmitted to the campers, fostering a mindset to more respectfully encounter other cultures.\u003c/p>\n\u003cp>UNESCO advocates for including intercultural understanding in curricula to encourage a sense of global citizenship in an increasingly connected world. \u003ca href=\"http://unesdoc.unesco.org/images/0018/001890/189051E.pdf\">A 2010 UNESCO report\u003c/a> states that “respect for cultural diversity falls within the social dimension of peace, equality and human rights, underpinned by the cultural context, within and through which learning occurs, and which forms the basis for inter-linkages between the various sustainability dimensions (i.e., socio-political, environmental and economic).”\u003c/p>\n\u003cp>A sensitive exposure to other cultures adds an ethical dimension to the experience, reinforced by the camp’s emphasis on compassion, courage and honor as the highest virtues to which the young heroes should aspire.\u003c/p>\n\u003cp>\u003cstrong>Sneaky STEM: Designing Spells with Physics\u003c/strong>\u003c/p>\n\u003cp>Beneath the realm of sword and sorcery lies a foundation of hard science. Heroes begin their journey by affiliating themselves with one of several guilds, each offering instruction in a different branch of science. Chemistry is learned to brew potions in the Mages’ Guild, while members of the Healers’ Guild become versed in the rudiments of biology and first aid. “To get first-level spells, mages have to learn basic physics which they then use to cast them,” explained Gardner. “We have 7-year-olds running around the camp reciting Newton’s Laws of Physics.” As players progress they can design and teach their own spells as long as they can scientifically defend them before a Board of Mages. Teachers and education graduate students are hired by the camp to sit on the guild boards, be camp counselors and also develop the camp’s curriculum.\u003c/p>\n\u003cp>https://youtu.be/o6dyj1-OLDs\u003c/p>\n\u003cp>Scientific knowledge helps the heroes prevail, so they are motivated to research, consult with their teachers and librarians, and master the content to ensure that their spells don’t backfire. Gardner calls the approach “sneaky STEM” and laughs with equal mischief and delight when she speaks about the campers learning “subversively.” The informal environment of a camp grants the freedom to experiment in a way that might be challenging in formal school settings. “Standardized tests limit a teachers’ ability to creatively engage the student,” said Gardner. “I don’t know how many times I’ve heard teachers complain that they have to teach to the test.”\u003c/p>\n\u003cp>\u003cstrong>Intergenerational and Inclusive\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Despite the constant menace of monsters and zombies, testimonials from the intergenerational campers repeatedly express a sense of acceptance, inclusion and belonging. The camp brings together a range of ages from 7 years old and upward, but unlike the age silos in schools, all age groups interact in an atmosphere of collaboration and mentorship. Like more traditional summer camps, older campers can become CITs, which is when they get to wear the monster costumes. Although the camp was about 70 percent boys at its inception, Guard Up has formed partnerships, offered scholarships, and targeted promotion to substantially increase its female population. “The counselors make a big effort to not differentiate between genders, “said one 16-year-old camper. “They refer to everyone as heroes. No one cares -- just be you.”\u003c/p>\n\n","blocks":[],"excerpt":"Role playing stories helps kids experience learning on a deeper level by tapping into their creativity, agency and sense of discovery. ","status":"publish","parent":0,"modified":1491484076,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":2091},"headData":{"title":"How a Sword and Sorcery Camp Uses Immersive Role Play to Teach STEAM | KQED","description":"Role playing stories helps kids experience learning on a deeper level by tapping into their creativity, agency and sense of discovery. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How a Sword and Sorcery Camp Uses Immersive Role Play to Teach STEAM","datePublished":"2017-04-06T13:07:56.000Z","dateModified":"2017-04-06T13:07:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47914 https://ww2.kqed.org/mindshift/?p=47914","disqusUrl":"https://ww2.kqed.org/mindshift/2017/04/06/how-a-sword-and-sorcery-camp-uses-immersive-role-play-to-teach-steam/","disqusTitle":"How a Sword and Sorcery Camp Uses Immersive Role Play to Teach STEAM","path":"/mindshift/47914/how-a-sword-and-sorcery-camp-uses-immersive-role-play-to-teach-steam","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The scene is right out of a survival horror movie. A yellow school bus unloads a group of eager young campers, ready to meet their counselors and settle in for some summer camp fun. Instead, they are greeted by a horde of groaning zombies advancing at them from an open field. The staff frantically hand out three foam Nerf darts to each incredulous camper and suggest they start running. The rest of the day is spent hiding and defending in a desperate bid to evade the droves of undead.\u003c/p>\n\u003cp>Hours later, the bus is back to gather the exhilarated survivors. But it’s not over yet. Before they board, a jeep pulls up and a suited man jumps out and opens a briefcase filled with more foam darts. He distributes them liberally, along with plain business cards printed with the name “INGSOC.” As abruptly as he arrived, he speeds off in a cloud of dust, leaving a pack of mystified campers in his wake.\u003c/p>\n\u003cp>This is one of the many schemes cooked up by Meghan Gardner and her team at \u003ca href=\"http://guardup.com/\">Guard Up\u003c/a> to engage students in learning.\u003c/p>\n\u003cp>Inspired by an elixir of live-action role playing (LARP), video games, and choose-your-own-adventure-style bedtime stories she had dreamed up for her daughters, Gardner envisioned a program where learning occurred within self-determined narrative adventures. After participating in a LARP, she thought “Why not kids instead of adults? Rather than learning an invented language, why not Latin? Instead of alchemy, why not chemistry?” Gardner hired a group of teachers with live role-play experience and launched a series of day and overnight camps that operate with what she terms “story-based education.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Br-b4VdGqlk'\n title='//www.youtube.com/embed/Br-b4VdGqlk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Guard Up opened a full-time facility in Burlington, Massachusetts, in 2001. The company offered weekly \u003ca href=\"http://www.guardup.com/\">classes in fencing and swordsmanship\u003c/a> for all ages, as well as story-based educational adventures. Guard Up then launched educational summer camps that eventually became the largest part of the company. Despite being unplugged and device free, much of the adventures play out like a story-rich video game. Gardner’s background in anthropology, film, martial arts and fencing (she even taught a course in underwater defense with Navy SEAL trainers), as well as a passion for storytelling, explains her interest in both sword play and using stories to educate.\u003c/p>\n\u003cp>The camp included narrative elements from the very beginning, but became more deliberately educational in 2010. Today, campers can choose to survive a post-apocalyptic adventure in the \u003ca href=\"http://www.zombiesummercamp.com/\">Zombie STEM Summer Camp\u003c/a> or journey to the fantasy world of Sidleterra in \u003ca href=\"http://www.swordsummercamp.com/\">Wizards & Warriors STEM Camp\u003c/a>.\u003c/p>\n\u003cp>But how does education take place when running from zombies and battling 9-foot witch kings?\u003c/p>\n\u003cp>\u003cstrong>Applying Learning in a Real-World Fiction\u003c/strong>\u003c/p>\n\u003cp>Immersive narratives and embodied actions combine to engage players in a range of learning. Campers can play in story worlds drawn from literature, mythology and history. The name “INGSOC” that was printed on the business cards may seem familiar because it is the political ideology from George Orwell’s dark classic, \u003cem>1984\u003c/em>. Gardner remembered one resourceful young camper who went home and immediately researched the name on the internet. Within minutes of discovering the source he was out the door and on his way to check out a copy of the novel from the local library.\u003c/p>\n\u003cp>“The next day at camp, a huge group of kids, holding their Nerf blasters, surrounded this one boy who was reading out of \u003cem>1984,\u003c/em>\" said Gardner. “He reads about INGSOC and says ‘Guys! We can’t be friends with them … but we can infiltrate them.’ ”\u003c/p>\n\u003cp>This illustrates how an informal, story-driven environment can motivate students to take ownership of their learning. Similarly, when the players encounter Latin spells and scrolls, they are driven to learn and decode the classical language. Schools and libraries become resources to help students make sense of an unfolding narrative, solve problems and take action inside the game. Gardner feels that one of Guard Up’s biggest accomplishments is having students use school as a resource to practically apply abstract knowledge. She believes that by giving students greater agency, they will better transfer and accommodate learning into their lives.\u003c/p>\n\u003cp>Research supports the approach. \u003ca href=\"http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0100-55022013000100012\">A study\u003c/a> conducted with medical undergraduate students in Brazil found that using a cooperative role-play environment to teach cellular biology was preferred by the participants and produced equal or higher retention than traditional lecture-style classes. The researchers state that “by telling a story in which everyone takes part, there is greater student interaction and, as a consequence, we may expect better performance in their construction of knowledge.” Rather than one-way teacher transmission, knowledge is co-created by the students, which may lead to better long-term absorption of the material.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/vy_ZAIx66ig'\n title='//www.youtube.com/embed/vy_ZAIx66ig'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>A Computer Game Without Computers \u003c/strong>\u003c/p>\n\u003cp>Each summer, dystopic works of literature like \u003cem>Animal Farm\u003c/em>, \u003cem>The Island of Dr. Moreau\u003c/em> or \u003cem>I Am Legend\u003c/em> are creatively adapted to structure the zombie apocalypse. The texts are not used in a wholesale linear fashion, but act as general guides to help inform an emerging story. Gardner aims for campers to be the masters of their own destiny, and the decisions they make alter and redirect the plot at every turn.\u003c/p>\n\u003cp>“When I first arrived I thought it would be people running around and hitting each other, but it’s not. It’s about reacting to the consequences of your actions and the responsibility that comes with it,” said one 13-year-old camper.\u003c/p>\n\u003cp>“We go where they want to go in our story. We give the learner the agency and autonomy to control their own outcome,” said Gardner. “There’s a lot of improv, but improv with some guidelines.” The affordance to play in a responsive environment is key to engaging players in video games, but Gardner exports the method off the screen and into the real world. “In this age of technology, so few kids are unplugged and playing pretend. We are a computer game without the computers.”\u003c/p>\n\u003cp>Keeping up with players without the magic of lightning-fast processors can be an epic challenge. At any given time, the staff will build props and costumes, apply makeup, play a host of characters, and maintain constant radio contact with mission control, where maps and figurines are used to orchestrate the unfolding adventure. Every night, the team gathers to alter and tweak the story, and to make all necessary preparations for the next day. To help with the demanding task, they maintain a database of easily deployable “pocket plots” or modular story fragments that can be inserted to respond to the players’ unscripted decisions.\u003c/p>\n\u003cp>Media scholar Dr. Henry Jenkins terms these “micronarratives” and \u003ca href=\"http://web.mit.edu/21fms/People/henry3/games&narrative.html\">identifies them as a prevalent storytelling feature\u003c/a> in popular video games. The technique lets players enjoy the freedom and agency of self-expression, while still loosely following a larger story arc.\u003c/p>\n\u003cp>“Certain plot points are fixed whereas other moments can be expanded or contracted in response to audience feedback without serious consequences to the overall plot,” wrote Jenkins.\u003c/p>\n\u003cp>\u003cstrong>The Heroic Journey to Intercultural Understanding\u003c/strong>\u003c/p>\n\u003cp>Although the Wizards & Warriors Camp emphasizes STEM learning, campers also benefit from a healthy exposure to global cultures. The camp sidesteps standard \u003cem>Lord of the Rings-\u003c/em>style fantasy plots in favor of storylines drawn from world mythology and indigenous oral histories. The narratives are woven together according to the \u003ca href=\"http://www.npr.org/programs/ted-radio-hour/458496650/the-heros-journey\">hero’s journey\u003c/a>, a recurrent narrative pattern that mythologist Joseph Campbell identified as common to all cultures. Notably, the universal but episodic structure of the hero’s journey is often applied as a flexible template for storytelling in video games.\u003c/p>\n\u003cfigure id=\"attachment_47931\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-47931 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Arawak-Nation7-1020x1440.jpg\" alt=\"Arawak educational consultant, Claudia Fox Tree, standing next to Opiyel, the three legged dog who guards the Arawak afterlife. The Opiyel costume was made by Marin Gardner, Costume Designer at Guard Up.\" width=\"640\" height=\"904\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-1020x1440.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-160x226.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-800x1130.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-768x1084.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-1180x1666.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-960x1355.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-240x339.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-375x529.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-520x734.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">For a session on Arawak culture, Guard Up worked with educational consultant Claudia Fox Tree (right) who helped staff develop Opiyel, the three-legged dog who guards the Arawak afterlife. Guard Up costume designer Marin Gardner made the Opiyel costume. \u003ccite>(Courtesy of Meghan Gardner)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Camp policy dictates that a non-Eurocentric culture be used every other year, so in addition to the tales of the Romans, Celts and Norse, they include Japanese myths and indigenous oral histories. To treat these traditions with sensitivity and avoid the pitfalls of cultural appropriation, Guard Up contracts consultants to guide and advise them every step of the way.\u003c/p>\n\u003cp>“This year, we chose both the Abenaki and Arawak tribes to explore because they were very different from each other in location,” said Gardner. “We had Claudia Fox Tree, a local Arawak educator, counsel us on the story, props and regalia, and enlisted the help of Jim Bruchac, Abenaki educator and author from the Ndakinna Education Center in upstate New York.”\u003c/p>\n\u003cp>Gardner affirmed that indigenous people do not consider their stories myths -- they are a collective history transmitted by oral tradition. Similarly, the indigenous vestments are not costumes but regalia, as they are not disguises but a genuine expression of culture and tradition. These efforts toward sensitive representation are transmitted to the campers, fostering a mindset to more respectfully encounter other cultures.\u003c/p>\n\u003cp>UNESCO advocates for including intercultural understanding in curricula to encourage a sense of global citizenship in an increasingly connected world. \u003ca href=\"http://unesdoc.unesco.org/images/0018/001890/189051E.pdf\">A 2010 UNESCO report\u003c/a> states that “respect for cultural diversity falls within the social dimension of peace, equality and human rights, underpinned by the cultural context, within and through which learning occurs, and which forms the basis for inter-linkages between the various sustainability dimensions (i.e., socio-political, environmental and economic).”\u003c/p>\n\u003cp>A sensitive exposure to other cultures adds an ethical dimension to the experience, reinforced by the camp’s emphasis on compassion, courage and honor as the highest virtues to which the young heroes should aspire.\u003c/p>\n\u003cp>\u003cstrong>Sneaky STEM: Designing Spells with Physics\u003c/strong>\u003c/p>\n\u003cp>Beneath the realm of sword and sorcery lies a foundation of hard science. Heroes begin their journey by affiliating themselves with one of several guilds, each offering instruction in a different branch of science. Chemistry is learned to brew potions in the Mages’ Guild, while members of the Healers’ Guild become versed in the rudiments of biology and first aid. “To get first-level spells, mages have to learn basic physics which they then use to cast them,” explained Gardner. “We have 7-year-olds running around the camp reciting Newton’s Laws of Physics.” As players progress they can design and teach their own spells as long as they can scientifically defend them before a Board of Mages. Teachers and education graduate students are hired by the camp to sit on the guild boards, be camp counselors and also develop the camp’s curriculum.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/o6dyj1-OLDs'\n title='//www.youtube.com/embed/o6dyj1-OLDs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Scientific knowledge helps the heroes prevail, so they are motivated to research, consult with their teachers and librarians, and master the content to ensure that their spells don’t backfire. Gardner calls the approach “sneaky STEM” and laughs with equal mischief and delight when she speaks about the campers learning “subversively.” The informal environment of a camp grants the freedom to experiment in a way that might be challenging in formal school settings. “Standardized tests limit a teachers’ ability to creatively engage the student,” said Gardner. “I don’t know how many times I’ve heard teachers complain that they have to teach to the test.”\u003c/p>\n\u003cp>\u003cstrong>Intergenerational and Inclusive\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Despite the constant menace of monsters and zombies, testimonials from the intergenerational campers repeatedly express a sense of acceptance, inclusion and belonging. The camp brings together a range of ages from 7 years old and upward, but unlike the age silos in schools, all age groups interact in an atmosphere of collaboration and mentorship. Like more traditional summer camps, older campers can become CITs, which is when they get to wear the monster costumes. Although the camp was about 70 percent boys at its inception, Guard Up has formed partnerships, offered scholarships, and targeted promotion to substantially increase its female population. “The counselors make a big effort to not differentiate between genders, “said one 16-year-old camper. “They refer to everyone as heroes. No one cares -- just be you.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47914/how-a-sword-and-sorcery-camp-uses-immersive-role-play-to-teach-steam","authors":["11107"],"categories":["mindshift_192"],"tags":["mindshift_20711","mindshift_20784","mindshift_1040","mindshift_21084","mindshift_20774","mindshift_47","mindshift_21083"],"featImg":"mindshift_47933","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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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":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"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. 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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. 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