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"disqusTitle": "Why We Need To Value Students' Spatial Creativity",
"title": "Why We Need To Value Students' Spatial Creativity",
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"content": "\u003cp>\u003cimg class=\"alignright size-large wp-image-30297\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/174355959-640x358.jpg\" alt=\"174355959\" width=\"640\" height=\"358\">\u003cbr>\n\u003cstrong>By Jonathan Wai\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">At 16, Albert Einstein wrote his first scientific paper titled “The Investigation of the State of Aether in Magnetic Fields.” This was the result of his famous \u003cem>gedanken experiment\u003c/em> in which he visually imagined chasing after a light beam. The insights he gained from this thought experiment led to the development of his theory of special relativity.\u003c/p>\n\u003cp>At 5, Nikola Tesla informed his father that he would \u003ca href=\"http://io9.com/5648455/the-mad-scientist-hall-of-fame-nikola-tesla\">harness the power of water\u003c/a>. What resulted was his creation of a water-powered egg beater. Tesla, who invented the basis of alternating current (AC) power systems, had the unusual talent to imagine his inventions entirely in his mind before building them. He was apparently able to visualize and operate an entire engine in his mind, testing each part to see which one would break first.\u003c/p>\n\u003cp>Thomas Edison—famous for developing the light bulb and more than 1,000 patents—was fascinated with mechanical objects at an early age. He once said: “To invent, you need a good imagination and a pile of junk.” He wasn’t joking. In his lab he \u003ca href=\"http://www.minrec.org/labels.asp?colid=737\">wanted to have on hand\u003c/a> “a stock of almost every conceivable material.” According to an 1887 news article, his lab was stocked with chemicals, screws, needles, cords, wires, hair, silk, cocoons, hoofs, shark’s teeth, deer horns, cork, resin, varnish and oil, ostrich feathers, amber, rubber, ores, minerals, and numerous other things.\u003c/p>\n\u003cp>Einstein imagined with his mind. Tesla imagined with his mind and built with his hands. Edison imagined with both. They all had extraordinary \u003ca href=\"https://www.e-education.psu.edu/drupal6/files/sgam/Spatial_Ability_and_G.pdf\">spatial talent\u003c/a>—“the ability to generate, retain, retrieve, and transform well-structured visual images.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://serc.carleton.edu/research_on_learning/index.html\">Spatial thinking\u003c/a> \"finds meaning in the shape, size, orientation, location, direction or trajectory, of objects,\" and their relative positions, and \"uses the properties of space as a vehicle for structuring problems, for finding answers, and for expressing solutions.\" Spatial skill can be measured through reliable and valid paper-and-pencil tests—primarily ones that assess three dimensional mental visualization and rotation. Read more about examples of items that measure spatial skill \u003ca href=\"http://www.aft.org/pdfs/americaneducator/summer2010/Newcombe.pdf\">here.\u003c/a>\u003c/p>\n\u003cp>But despite the value of these kinds of skills, spatially talented students are, by and large, neglected. Nearly a century ago, a talent search conducted by Lewis Terman used the highly verbal Stanford-Binet in an attempt to discover the brightest kids in California. Perhaps due to the fact that the Stanford-Binet did not include a spatial test, William Shockley and Luis Alvarez, who would go on to become famous physicists and win the Nobel Prize, missed the cut.*\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/can-playing-video-games-give-girls-an-edge-in-math/\">Can Playing Video Games Give Girls an Edge in Math?\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>Today talent searches often use the SAT and ACT which include math, verbal, and writing sections, but do not include a spatial measure. All of the physicists described above (and Tesla who could do integral calculus in his head) would likely qualify today at least on the math section, and Edison would likely have qualified on the verbal section due to his early love of reading. However, there are many students who have high spatial talent but relatively lower math and verbal talent who are likely missed by modern talent searches and therefore fail to have their talent developed to the extent it could. Also, because colleges use the SAT and ACT for selecting students, many high spatial students likely \u003ca href=\"http://www.psychologytoday.com/blog/finding-the-next-einstein/201208/the-spatial-thinkers-get-left-outside-higher-educations-gates\">do not make it onto college campuses\u003c/a>.\u003c/p>\n\u003cp>Nearly every standardized test given to students today is heavily verbal and mathematical. Students who have the high spatial and lower math/verbal profile are therefore missed in nearly every school test and their talent likely goes missed, and thus under-developed. What's more, \u003ca href=\"https://faculty.education.uiowa.edu/docs/dlohman/spatially_gifted.pdf?sfvrsn=2\">spatially talented people are often less verbally fluent\u003c/a>, and unlikely to be very vocal. Finally, teachers are \u003ca href=\"http://www.psychologytoday.com/blog/finding-the-next-einstein/201208/three-reasons-why-schools-neglect-spatial-intelligence\">unlikely to have a high spatial profile\u003c/a> themselves (and typically have the inverted profile of high verbal and lower math/spatial), and although they probably do not intend to, they're more likely to miss seeing talent in students who are not very much like themselves.\u003c/p>\n\u003cp>So what does the research tell us? In a study \u003ca href=\"http://www.psychologytoday.com/files/attachments/56143/spatial-ability-stem-domains.pdf\">published in the \u003cem>Journal of Educational Psychology\u003c/em>\u003c/a>, my colleagues and I used longitudinal data from multiple data sets across 50 years to show that spatial talent (in addition to math and verbal talent) is important for success in STEM domains. The data came from the Study of Mathematically Precocious Youth (SMPY), Project Talent, and the GRE. Of those students in the top 1 percent of spatial talent, roughly 70 percent were not in the top 1 percent in either math or verbal talent—showing a large fraction of students having the high spatial but lower math/verbal profile.\u003c/p>\n\u003cp>Now a new study by Harrison Kell, David Lubinski, Camilla Benbow, and James Steiger published in \u003cem>Psychological Science\u003c/em> has made the \u003ca href=\"http://www.nytimes.com/2013/07/16/us/study-finds-early-signs-of-creativity-in-adults.html?_r=0\">connection between early spatial talent and creativity\u003c/a> in adult life even stronger. The study, based on SMPY data, showed that spatial skill had an increment of prediction over and above math and verbal skills (assessed at age 13) when looking at scholarly publications and patents—even those in STEM.\u003c/p>\n\u003cp>\u003cstrong>Can We Enhance Spatial Skill?\u003c/strong>\u003c/p>\n\u003cp>So, can \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">enhancing spatial thinking\u003c/a> improve outcomes in STEM? A new study by David Uttal, David Miller, and Nora Newcombe \u003ca href=\"http://cdp.sagepub.com/\">published in \u003cem>Current Directions in Psychological Science\u003c/em>\u003c/a> notes that \"a recent quantitative synthesis of 206 spatial training studies found an average training improvement of 0.47 standard deviations.” The authors suggest that including spatial thinking in STEM curricula would “enhance the number of Americans with the requisite cognitive skills to enter STEM careers.\"\u003c/p>\n\u003cp>The research is clear that spatial skill is important for STEM careers, and perhaps we can even enhance spatial skill to help more people join the STEM fields. What we need is research directed at understanding the best ways to develop the talent of students who are high spatial, but relatively lower math/verbal. Perhaps spatial video games and online learning coupled with hands on interventions might help these students.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://wp.me/p2io8W-5MJ\">How Thinking in 3D Can Improve Math and Science Skills\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>This is what's so great about the \u003ca href=\"http://www.japantimes.co.jp/life/2013/06/26/lifestyle/hands-on-with-the-maker-movement/#.Ue4hh238aoY\">Maker Movement\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/gary-stager-tinkering-project-based-learning-sylvias-mini-maker-show/\">“Why Kids Need to Tinker to Learn”:\u003c/a> It will help encourage all students to tinker, invent, and to use their hands to make things again. Certainly the skills encouraged by the makers might be helpful to students who go on to pursue STEM careers. But the movement probably will be most effective for spatially talented students who have been neglected in our school systems.\u003c/p>\n\u003cp>One student who felt neglected in the school system was researcher Matthew Peterson. As a child, Peterson felt that he was drowning in words and numbers. And in many ways he was, as he was identified as dyslexic—similar to Einstein and Edison. This bothered him so much that today he has developed a way to \u003ca href=\"http://www.creativitypost.com/education/teaching_without_words\">teach math in an entirely visual manner\u003c/a> called ST Math.\u003c/p>\n\u003cp>Ultimately we need to have the individual skill profile of each student matched to individualized instruction tailored to them. We need to experiment in the laboratory and classroom and conduct rigorous evaluations to find out what actually works.\u003c/p>\n\u003cp>\u003cstrong>Redefining and Valuing a Different Kind of Creativity\u003c/strong>\u003c/p>\n\u003cp>Today we idolize creative actors, dancers, artists, musicians, and writers. But when was the last time someone raved to you about a creative engineer or mathematician? Why isn’t STEM considered creative or cool? Longitudinal research has made a solid link between \u003ca href=\"http://ww2.kqed.org/mindshift/jp/good-read-are-spatial-skills-key-to-creativity/\">early spatial talent and later creativity\u003c/a>. Yet for whatever reason, we don’t appreciate the highly creative nature of science, technology, engineering, and mathematics.\u003c/p>\n\u003cp>It would seem impossible to argue that the theory of relativity, alternating current, or the light bulb were not creative innovations. And yet it is easy to forget that these advances fall squarely in the STEM disciplines. Consider the device you are reading this article from right now. Spatially talented people imagined it in their minds eye and then they built it. Not everyone is going to be an Einstein, Tesla, or Edison, but if we identify the many spatially talented students who have been neglected in our school systems we might discover many brilliant kids who are just waiting to develop their creative potential. We need to help them. After all, we will ultimately depend on their visions to help create our future.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.psychologytoday.com/experts/jonathan-wai-phd\">Jonathan Wai\u003c/a> is a researcher at the Duke University Talent Identification Program and Case Western Reserve University and writes “Finding the Next Einstein: Why Smart is Relative” for Psychology Today.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*An earlier version of this post stated that former President Richard Nixon was identified as part of the Terman talent search. We regret this error. \u003c/em>\u003c/p>\n\n",
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"excerpt": "Though spatial skills -- the ability to find meaning in the shape, size, orientation, or trajectory, of objects -- are valuable, the tactics we use to measure student outcomes don't always include these important skills. By not placing value on spatial thinking, we may be missing out on developing the skills of the next Thomas Edison.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"alignright size-large wp-image-30297\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/174355959-640x358.jpg\" alt=\"174355959\" width=\"640\" height=\"358\">\u003cbr>\n\u003cstrong>By Jonathan Wai\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">At 16, Albert Einstein wrote his first scientific paper titled “The Investigation of the State of Aether in Magnetic Fields.” This was the result of his famous \u003cem>gedanken experiment\u003c/em> in which he visually imagined chasing after a light beam. The insights he gained from this thought experiment led to the development of his theory of special relativity.\u003c/p>\n\u003cp>At 5, Nikola Tesla informed his father that he would \u003ca href=\"http://io9.com/5648455/the-mad-scientist-hall-of-fame-nikola-tesla\">harness the power of water\u003c/a>. What resulted was his creation of a water-powered egg beater. Tesla, who invented the basis of alternating current (AC) power systems, had the unusual talent to imagine his inventions entirely in his mind before building them. He was apparently able to visualize and operate an entire engine in his mind, testing each part to see which one would break first.\u003c/p>\n\u003cp>Thomas Edison—famous for developing the light bulb and more than 1,000 patents—was fascinated with mechanical objects at an early age. He once said: “To invent, you need a good imagination and a pile of junk.” He wasn’t joking. In his lab he \u003ca href=\"http://www.minrec.org/labels.asp?colid=737\">wanted to have on hand\u003c/a> “a stock of almost every conceivable material.” According to an 1887 news article, his lab was stocked with chemicals, screws, needles, cords, wires, hair, silk, cocoons, hoofs, shark’s teeth, deer horns, cork, resin, varnish and oil, ostrich feathers, amber, rubber, ores, minerals, and numerous other things.\u003c/p>\n\u003cp>Einstein imagined with his mind. Tesla imagined with his mind and built with his hands. Edison imagined with both. They all had extraordinary \u003ca href=\"https://www.e-education.psu.edu/drupal6/files/sgam/Spatial_Ability_and_G.pdf\">spatial talent\u003c/a>—“the ability to generate, retain, retrieve, and transform well-structured visual images.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://serc.carleton.edu/research_on_learning/index.html\">Spatial thinking\u003c/a> \"finds meaning in the shape, size, orientation, location, direction or trajectory, of objects,\" and their relative positions, and \"uses the properties of space as a vehicle for structuring problems, for finding answers, and for expressing solutions.\" Spatial skill can be measured through reliable and valid paper-and-pencil tests—primarily ones that assess three dimensional mental visualization and rotation. Read more about examples of items that measure spatial skill \u003ca href=\"http://www.aft.org/pdfs/americaneducator/summer2010/Newcombe.pdf\">here.\u003c/a>\u003c/p>\n\u003cp>But despite the value of these kinds of skills, spatially talented students are, by and large, neglected. Nearly a century ago, a talent search conducted by Lewis Terman used the highly verbal Stanford-Binet in an attempt to discover the brightest kids in California. Perhaps due to the fact that the Stanford-Binet did not include a spatial test, William Shockley and Luis Alvarez, who would go on to become famous physicists and win the Nobel Prize, missed the cut.*\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/can-playing-video-games-give-girls-an-edge-in-math/\">Can Playing Video Games Give Girls an Edge in Math?\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>Today talent searches often use the SAT and ACT which include math, verbal, and writing sections, but do not include a spatial measure. All of the physicists described above (and Tesla who could do integral calculus in his head) would likely qualify today at least on the math section, and Edison would likely have qualified on the verbal section due to his early love of reading. However, there are many students who have high spatial talent but relatively lower math and verbal talent who are likely missed by modern talent searches and therefore fail to have their talent developed to the extent it could. Also, because colleges use the SAT and ACT for selecting students, many high spatial students likely \u003ca href=\"http://www.psychologytoday.com/blog/finding-the-next-einstein/201208/the-spatial-thinkers-get-left-outside-higher-educations-gates\">do not make it onto college campuses\u003c/a>.\u003c/p>\n\u003cp>Nearly every standardized test given to students today is heavily verbal and mathematical. Students who have the high spatial and lower math/verbal profile are therefore missed in nearly every school test and their talent likely goes missed, and thus under-developed. What's more, \u003ca href=\"https://faculty.education.uiowa.edu/docs/dlohman/spatially_gifted.pdf?sfvrsn=2\">spatially talented people are often less verbally fluent\u003c/a>, and unlikely to be very vocal. Finally, teachers are \u003ca href=\"http://www.psychologytoday.com/blog/finding-the-next-einstein/201208/three-reasons-why-schools-neglect-spatial-intelligence\">unlikely to have a high spatial profile\u003c/a> themselves (and typically have the inverted profile of high verbal and lower math/spatial), and although they probably do not intend to, they're more likely to miss seeing talent in students who are not very much like themselves.\u003c/p>\n\u003cp>So what does the research tell us? In a study \u003ca href=\"http://www.psychologytoday.com/files/attachments/56143/spatial-ability-stem-domains.pdf\">published in the \u003cem>Journal of Educational Psychology\u003c/em>\u003c/a>, my colleagues and I used longitudinal data from multiple data sets across 50 years to show that spatial talent (in addition to math and verbal talent) is important for success in STEM domains. The data came from the Study of Mathematically Precocious Youth (SMPY), Project Talent, and the GRE. Of those students in the top 1 percent of spatial talent, roughly 70 percent were not in the top 1 percent in either math or verbal talent—showing a large fraction of students having the high spatial but lower math/verbal profile.\u003c/p>\n\u003cp>Now a new study by Harrison Kell, David Lubinski, Camilla Benbow, and James Steiger published in \u003cem>Psychological Science\u003c/em> has made the \u003ca href=\"http://www.nytimes.com/2013/07/16/us/study-finds-early-signs-of-creativity-in-adults.html?_r=0\">connection between early spatial talent and creativity\u003c/a> in adult life even stronger. The study, based on SMPY data, showed that spatial skill had an increment of prediction over and above math and verbal skills (assessed at age 13) when looking at scholarly publications and patents—even those in STEM.\u003c/p>\n\u003cp>\u003cstrong>Can We Enhance Spatial Skill?\u003c/strong>\u003c/p>\n\u003cp>So, can \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">enhancing spatial thinking\u003c/a> improve outcomes in STEM? A new study by David Uttal, David Miller, and Nora Newcombe \u003ca href=\"http://cdp.sagepub.com/\">published in \u003cem>Current Directions in Psychological Science\u003c/em>\u003c/a> notes that \"a recent quantitative synthesis of 206 spatial training studies found an average training improvement of 0.47 standard deviations.” The authors suggest that including spatial thinking in STEM curricula would “enhance the number of Americans with the requisite cognitive skills to enter STEM careers.\"\u003c/p>\n\u003cp>The research is clear that spatial skill is important for STEM careers, and perhaps we can even enhance spatial skill to help more people join the STEM fields. What we need is research directed at understanding the best ways to develop the talent of students who are high spatial, but relatively lower math/verbal. Perhaps spatial video games and online learning coupled with hands on interventions might help these students.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://wp.me/p2io8W-5MJ\">How Thinking in 3D Can Improve Math and Science Skills\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>This is what's so great about the \u003ca href=\"http://www.japantimes.co.jp/life/2013/06/26/lifestyle/hands-on-with-the-maker-movement/#.Ue4hh238aoY\">Maker Movement\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/gary-stager-tinkering-project-based-learning-sylvias-mini-maker-show/\">“Why Kids Need to Tinker to Learn”:\u003c/a> It will help encourage all students to tinker, invent, and to use their hands to make things again. Certainly the skills encouraged by the makers might be helpful to students who go on to pursue STEM careers. But the movement probably will be most effective for spatially talented students who have been neglected in our school systems.\u003c/p>\n\u003cp>One student who felt neglected in the school system was researcher Matthew Peterson. As a child, Peterson felt that he was drowning in words and numbers. And in many ways he was, as he was identified as dyslexic—similar to Einstein and Edison. This bothered him so much that today he has developed a way to \u003ca href=\"http://www.creativitypost.com/education/teaching_without_words\">teach math in an entirely visual manner\u003c/a> called ST Math.\u003c/p>\n\u003cp>Ultimately we need to have the individual skill profile of each student matched to individualized instruction tailored to them. We need to experiment in the laboratory and classroom and conduct rigorous evaluations to find out what actually works.\u003c/p>\n\u003cp>\u003cstrong>Redefining and Valuing a Different Kind of Creativity\u003c/strong>\u003c/p>\n\u003cp>Today we idolize creative actors, dancers, artists, musicians, and writers. But when was the last time someone raved to you about a creative engineer or mathematician? Why isn’t STEM considered creative or cool? Longitudinal research has made a solid link between \u003ca href=\"http://ww2.kqed.org/mindshift/jp/good-read-are-spatial-skills-key-to-creativity/\">early spatial talent and later creativity\u003c/a>. Yet for whatever reason, we don’t appreciate the highly creative nature of science, technology, engineering, and mathematics.\u003c/p>\n\u003cp>It would seem impossible to argue that the theory of relativity, alternating current, or the light bulb were not creative innovations. And yet it is easy to forget that these advances fall squarely in the STEM disciplines. Consider the device you are reading this article from right now. Spatially talented people imagined it in their minds eye and then they built it. Not everyone is going to be an Einstein, Tesla, or Edison, but if we identify the many spatially talented students who have been neglected in our school systems we might discover many brilliant kids who are just waiting to develop their creative potential. We need to help them. After all, we will ultimately depend on their visions to help create our future.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.psychologytoday.com/experts/jonathan-wai-phd\">Jonathan Wai\u003c/a> is a researcher at the Duke University Talent Identification Program and Case Western Reserve University and writes “Finding the Next Einstein: Why Smart is Relative” for Psychology Today.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_29915\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-29915\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/superawesomesylvia-640x324.png\" alt=\"superawesomesylvia\" width=\"640\" height=\"360\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The\u003ca href=\"http://ww2.kqed.org/mindshift/tag/maker-movement/\"> Maker Movement\u003c/a> has inspired progressive educators to bring more hands-on learning and tinkering into classrooms, and educator \u003ca href=\"http://stager.org/bio.html\">Gary Stager\u003c/a> would like to see formal schooling be influenced by the Maker Movement, which has inspired young learners to tinker, to learn by doing, and take agency for their learning.\u003c/p>\n\u003cp>One way teachers can incorporate the Maker Movement into the classroom is through \u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning\u003c/a> (PBL), and learning prompts should be “brief, ambiguous and immune to assessment,” Sager said at \u003ca href=\"http://www.iste.org\">ISTE\u003c/a>. “The best projects push up against the resistance of reality. They work or they don’t work.”\u003c/p>\n\u003cp>Kids simply need a supportive environment to tinker with an idea long enough to make it work, Stager said. They don’t need to be burdened by explaining which stage of the inquiry process they’re demonstrating. “We need to ask ourselves is there less we can do and more the kids can do?” Sager said.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"blogs.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains\">Harvard Wants to Know: How Does Making Change Kids' Brain?\u003c/a>]\u003c/p>\n\u003cp>Allowing kids to deeply engage with a project they are passionate about also helps produce more positive memories of school, Stager said. “The reason the Maker Movement is so exciting is it can re-energize the classroom and it can make high quality memories of education,” he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To make his point, Stager gave the example of the wily \u003ca href=\"http://sylviashow.com/\">Super Awesome Sylvia\u003c/a>. Stager said that when adults get out of the way and let kids shine, they produce amazing things, like “\u003ca href=\"http://sylviashow.com/episodes\">Sylvia’s Super Awesome Mini-Maker Show\u003c/a>.” Sylvia’s only 11, but she’s already taken the world by storm by challenging herself with complicated projects in science, technology, engineering and math in her own fun and quirky way. She’s become an Internet phenom, and President Obama even invited her to the \u003ca href=\"http://www.whitehouse.gov/blog/2013/04/20/watch-live-2013-white-house-science-fair\">White House Science Fair\u003c/a>.\u003c/p>\n\u003cp>Check out her video -- one of dozens of entertaining and informative episodes -- on making “squishy circuits.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[youtube //www.youtube.com/watch?v=UDZo51k2BWQ]\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29915\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-29915\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/superawesomesylvia-640x324.png\" alt=\"superawesomesylvia\" width=\"640\" height=\"360\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The\u003ca href=\"http://ww2.kqed.org/mindshift/tag/maker-movement/\"> Maker Movement\u003c/a> has inspired progressive educators to bring more hands-on learning and tinkering into classrooms, and educator \u003ca href=\"http://stager.org/bio.html\">Gary Stager\u003c/a> would like to see formal schooling be influenced by the Maker Movement, which has inspired young learners to tinker, to learn by doing, and take agency for their learning.\u003c/p>\n\u003cp>One way teachers can incorporate the Maker Movement into the classroom is through \u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning\u003c/a> (PBL), and learning prompts should be “brief, ambiguous and immune to assessment,” Sager said at \u003ca href=\"http://www.iste.org\">ISTE\u003c/a>. “The best projects push up against the resistance of reality. They work or they don’t work.”\u003c/p>\n\u003cp>Kids simply need a supportive environment to tinker with an idea long enough to make it work, Stager said. They don’t need to be burdened by explaining which stage of the inquiry process they’re demonstrating. “We need to ask ourselves is there less we can do and more the kids can do?” Sager said.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"blogs.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains\">Harvard Wants to Know: How Does Making Change Kids' Brain?\u003c/a>]\u003c/p>\n\u003cp>Allowing kids to deeply engage with a project they are passionate about also helps produce more positive memories of school, Stager said. “The reason the Maker Movement is so exciting is it can re-energize the classroom and it can make high quality memories of education,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To make his point, Stager gave the example of the wily \u003ca href=\"http://sylviashow.com/\">Super Awesome Sylvia\u003c/a>. Stager said that when adults get out of the way and let kids shine, they produce amazing things, like “\u003ca href=\"http://sylviashow.com/episodes\">Sylvia’s Super Awesome Mini-Maker Show\u003c/a>.” Sylvia’s only 11, but she’s already taken the world by storm by challenging herself with complicated projects in science, technology, engineering and math in her own fun and quirky way. She’s become an Internet phenom, and President Obama even invited her to the \u003ca href=\"http://www.whitehouse.gov/blog/2013/04/20/watch-live-2013-white-house-science-fair\">White House Science Fair\u003c/a>.\u003c/p>\n\u003cp>Check out her video -- one of dozens of entertaining and informative episodes -- on making “squishy circuits.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/UDZo51k2BWQ'\n title='//www.youtube.com/embed/UDZo51k2BWQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_26018\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/boy-scouts-make-way-kids-explore-by-creating/hacker-scouts/\" rel=\"attachment wp-att-26018\">\u003cimg class=\"size-large wp-image-26018\" title=\"Hacker-Scouts\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/Hacker-Scouts-620x356.gif\" alt=\"\" width=\"620\" height=\"356\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Jon Kalish\u003c/p>\n\u003c/div>\n\u003ch5>By Jon Kalish\u003c/h5>\n\u003cp class=\"dropcap-serif\">Countless kids have grown up with the Girl Scouts, the Boy Scouts or Campfire Girls, but for some families, the uniforms and outdoor focus of traditional Scouting groups don't appeal.\u003c/p>\n\u003cp>In recent months, Scout like groups that concentrate on technology and do-it-yourself projects have been sprouting up around the country. They're coed and, like traditional Scouting organizations, award patches to kids who master skills.\u003c/p>\n\u003cp>\u003ca href=\"http://hackerscouts.acemonstertoys.org/\">Ace Monster Toys\u003c/a> is a hacker space in Oakland, Calif., where members share high-tech tools. Normally, grown-ups congregate there, working on electronics or woodworking projects. But two Sundays a month, the place is overrun by 50 kids and their parents for the gatherings of a group called Hacker Scouts.\u003c/p>\n\u003cp>The kids in Hacker Scouts are not breaking into computer networks. They make things with their hands, and at this particular meeting they are learning to solder and are building \"judobots,\" small robots made out of wooden Popsicle sticks.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It's old enough where they're ready to start developing skills, [but] they're not so old that they've already been set in their ways\"\u003c/p>\n\u003c/aside>\n\u003cp>On this warm fall day, Alicia Davis, 10, is wearing a wool hat she knit herself. As her dad stands nearby, she sews an LED bracelet with conductive thread.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I've been sewing on little felt pieces with this,\" Davis explains. \"The battery will power the LEDs and light up. It's pretty cool.\"\u003c/p>\n\u003cp>\u003cstrong>Crafting, Computers And The Physical World\u003c/strong>\u003c/p>\n\u003cp>Chris Cook, one of the parents active in organizing the Hacker Scouts, serves as president of the hacker space where the Scouts meet. He says the group has expressly targeted kids between the ages of 8 to 14.\u003c/p>\n\u003cp>\"It's old enough where they're ready to start developing skills, [but] they're not so old that they've already been set in their ways,\" Cook says, \"and they're more interested in what their peer groups are doing.\"\u003c/p>\n\u003cp>\"So, we felt it's the right kind of time to expose them to how to craft with their hands — how to take things from a computer and put them into the physical world,\" Cook says.\u003c!--more-->\u003c/p>\n\u003cp>The Hacker Scouts don't wear uniforms, but soon they'll be able to earn something akin to merit badges, made by the kid-friendly DIY electronics company Adafruit Industries.\u003c/p>\n\u003cp>Badges range from \"learn to solder,\" \"aerial quadcopter\" and \"high-altitude balloon\" badges to the \"Dumpster-diving\" badge — \"for when you get dirty but get some free stuff,\" explains Adafruit founder Limor Fried.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/create-capture-upload-new-site-keeps-kids-digital-projects/\">Create, Capture, Upload: New Site Features Kids' Digital Projects\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/ideas-for-fun-and-learning-during-the-holiday-break/\">Ideas For Fun and Learning During the Holiday Break\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\">Harvard Want to Know: How Does the Act of Making Shape Kids' Brains \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>The thought of a bunch of Hacker Scouts Dumpster-diving may be unsettling, but recycling and re-purposing are big with hacker groups. Grace McFadden, 11, of Madison, Conn., recently re-purposed juice cartons into the soles of a pair of felt slippers, earning her a \"salvager badge\" from DIY.org, a new website for kids.\u003c/p>\n\u003cp>The site awards more than 40 badges for skills ranging from bike mechanic to \"special effects wizard,\" and has started producing how-to videos for DIY projects, like a \u003ca href=\"https://diy.org/saxon/000bo1#15734\">shoebox harp\u003c/a> made from a box, a pencil and some rubber bands.\u003c/p>\n\u003cp>\"Right now, I really like making paper airplanes and origami,\" McFadden says. \"I have a whole fleet of paper airplanes.\" She learned to make them, she says, using an app on her iPod and by looking online.\u003c/p>\n\u003cp>\u003cstrong>A Scouting Handbook For Young Hackers\u003c/strong>\u003c/p>\n\u003cp>There are now 32,000 kids registered with DIY.org, which plans to organize local clubs around the country. The website even has an \u003ca href=\"https://diy.org/anthem#play\">animated anthem\u003c/a> exhorting kids to \"build, make, hack and grow.\"\u003c/p>\n\u003cp>The site's chief creative officer, Isaiah Saxon, says the group plans to create the digital equivalent of a Scouting handbook for mobile devices.\u003c/p>\n\u003cp>\"We hope that people's smartphones are eventually the Swiss army knife of our movement,\" Saxon says. \"And that you go out into the woods ... point your phone at a tree and peel it open [to] learn about the wood underneath.\"\u003c/p>\n\u003cp>Saxon also plans to offer visual guides and \"amazing experiences on the fly through these powerful handheld computers,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As these efforts take off online, the hacker Scout movement is also spreading around the country. Seattle now has a science-focused group called \"Geek Scouts,\" and a couple of tribes — not troops — of \"Maker Scouts\" are being formed in Milwaukee and Charleston, S.C.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26018\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/boy-scouts-make-way-kids-explore-by-creating/hacker-scouts/\" rel=\"attachment wp-att-26018\">\u003cimg class=\"size-large wp-image-26018\" title=\"Hacker-Scouts\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/Hacker-Scouts-620x356.gif\" alt=\"\" width=\"620\" height=\"356\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Jon Kalish\u003c/p>\n\u003c/div>\n\u003ch5>By Jon Kalish\u003c/h5>\n\u003cp class=\"dropcap-serif\">Countless kids have grown up with the Girl Scouts, the Boy Scouts or Campfire Girls, but for some families, the uniforms and outdoor focus of traditional Scouting groups don't appeal.\u003c/p>\n\u003cp>In recent months, Scout like groups that concentrate on technology and do-it-yourself projects have been sprouting up around the country. They're coed and, like traditional Scouting organizations, award patches to kids who master skills.\u003c/p>\n\u003cp>\u003ca href=\"http://hackerscouts.acemonstertoys.org/\">Ace Monster Toys\u003c/a> is a hacker space in Oakland, Calif., where members share high-tech tools. Normally, grown-ups congregate there, working on electronics or woodworking projects. But two Sundays a month, the place is overrun by 50 kids and their parents for the gatherings of a group called Hacker Scouts.\u003c/p>\n\u003cp>The kids in Hacker Scouts are not breaking into computer networks. They make things with their hands, and at this particular meeting they are learning to solder and are building \"judobots,\" small robots made out of wooden Popsicle sticks.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It's old enough where they're ready to start developing skills, [but] they're not so old that they've already been set in their ways\"\u003c/p>\n\u003c/aside>\n\u003cp>On this warm fall day, Alicia Davis, 10, is wearing a wool hat she knit herself. As her dad stands nearby, she sews an LED bracelet with conductive thread.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I've been sewing on little felt pieces with this,\" Davis explains. \"The battery will power the LEDs and light up. It's pretty cool.\"\u003c/p>\n\u003cp>\u003cstrong>Crafting, Computers And The Physical World\u003c/strong>\u003c/p>\n\u003cp>Chris Cook, one of the parents active in organizing the Hacker Scouts, serves as president of the hacker space where the Scouts meet. He says the group has expressly targeted kids between the ages of 8 to 14.\u003c/p>\n\u003cp>\"It's old enough where they're ready to start developing skills, [but] they're not so old that they've already been set in their ways,\" Cook says, \"and they're more interested in what their peer groups are doing.\"\u003c/p>\n\u003cp>\"So, we felt it's the right kind of time to expose them to how to craft with their hands — how to take things from a computer and put them into the physical world,\" Cook says.\u003c!--more-->\u003c/p>\n\u003cp>The Hacker Scouts don't wear uniforms, but soon they'll be able to earn something akin to merit badges, made by the kid-friendly DIY electronics company Adafruit Industries.\u003c/p>\n\u003cp>Badges range from \"learn to solder,\" \"aerial quadcopter\" and \"high-altitude balloon\" badges to the \"Dumpster-diving\" badge — \"for when you get dirty but get some free stuff,\" explains Adafruit founder Limor Fried.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/create-capture-upload-new-site-keeps-kids-digital-projects/\">Create, Capture, Upload: New Site Features Kids' Digital Projects\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/ideas-for-fun-and-learning-during-the-holiday-break/\">Ideas For Fun and Learning During the Holiday Break\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\">Harvard Want to Know: How Does the Act of Making Shape Kids' Brains \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>The thought of a bunch of Hacker Scouts Dumpster-diving may be unsettling, but recycling and re-purposing are big with hacker groups. Grace McFadden, 11, of Madison, Conn., recently re-purposed juice cartons into the soles of a pair of felt slippers, earning her a \"salvager badge\" from DIY.org, a new website for kids.\u003c/p>\n\u003cp>The site awards more than 40 badges for skills ranging from bike mechanic to \"special effects wizard,\" and has started producing how-to videos for DIY projects, like a \u003ca href=\"https://diy.org/saxon/000bo1#15734\">shoebox harp\u003c/a> made from a box, a pencil and some rubber bands.\u003c/p>\n\u003cp>\"Right now, I really like making paper airplanes and origami,\" McFadden says. \"I have a whole fleet of paper airplanes.\" She learned to make them, she says, using an app on her iPod and by looking online.\u003c/p>\n\u003cp>\u003cstrong>A Scouting Handbook For Young Hackers\u003c/strong>\u003c/p>\n\u003cp>There are now 32,000 kids registered with DIY.org, which plans to organize local clubs around the country. The website even has an \u003ca href=\"https://diy.org/anthem#play\">animated anthem\u003c/a> exhorting kids to \"build, make, hack and grow.\"\u003c/p>\n\u003cp>The site's chief creative officer, Isaiah Saxon, says the group plans to create the digital equivalent of a Scouting handbook for mobile devices.\u003c/p>\n\u003cp>\"We hope that people's smartphones are eventually the Swiss army knife of our movement,\" Saxon says. \"And that you go out into the woods ... point your phone at a tree and peel it open [to] learn about the wood underneath.\"\u003c/p>\n\u003cp>Saxon also plans to offer visual guides and \"amazing experiences on the fly through these powerful handheld computers,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As these efforts take off online, the hacker Scout movement is also spreading around the country. Seattle now has a science-focused group called \"Geek Scouts,\" and a couple of tribes — not troops — of \"Maker Scouts\" are being formed in Milwaukee and Charleston, S.C.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Maker Movement Goes Global",
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"content": "\u003cdiv id=\"attachment_25326\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 446px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/the-maker-movement-goes-global/two-boys/\" rel=\"attachment wp-att-25326\">\u003cimg class=\"size-full wp-image-25326\" title=\"Two Boys\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Two-Boys.jpeg\" alt=\"\" width=\"446\" height=\"309\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys.jpeg 446w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-400x277.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-320x222.jpeg 320w\" sizes=\"(max-width: 446px) 100vw, 446px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Courtesy: Exploratorium\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">In step with the popularity and growing momentum of \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a>, the \"maker movement\" is going global with the help of the \u003ca class=\"dropcap-serif\">Exploratorium\u003c/a> museum's \u003ca href=\"http://www.exploratorium.edu/globalstudios/\">Global Studios\u003c/a>.\u003c/p>\n\u003cp>After 40 plus years of work in this field, the Exploratorium, which is based in San Francisco, is stepping up its involvement in hands-on, informal science and technology education by working with groups across the world to spread and grow the movement. In addition to participating in all the Maker Faire events, bringing mini Tinkering Studios™ where visitors can \u003ca href=\"http://blogs.exploratorium.edu/tinkering/2012/05/25/tinkering-at-bay-area-maker-faire-2012/\">experiment with the activities freely\u003c/a>, the museum has also been called on to teach these ideas in far-reaching spots like Saudi Arabia and Italy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Tinkering offers an opportunity to decide for yourself what it is you are interested in learning”\u003c/p>\n\u003c/aside>\n\u003cp>“Tinkering is not something we invented or anyone invented,” said Luigi Anzivino, scientific content developer for the Tinkering Studio in the museum. “I think it’s a fundamental way that human beings have of being in the world. There’s nothing that we’ve discovered about this. So, it belongs to everyone. All we are trying to do is reveal that and allow people to let that come to the surface.\"\u003c/p>\n\u003cp>The group's goal is to leave a lasting impression on the sites they visit -- what they call a tinkering disposition. “A tinkering disposition is something that tells you that the world is knowable; you can find out something about the world by yourself and you don’t have to be an expert in any one \u003c!--more-->discipline to start,\" Anzivino said. \"You can just begin by doing something and then it’s a practice.”\u003c/p>\n\u003cp>Giving a child the chance to illustrate what she knows in three dimensions connects the abstract concept to its real-life application. But, in the Tinkering Studio, Luigi and his staff don’t have to connect what a child makes to formal school learning. “The content is the thing that the kids are making, there’s no separation,” Anzivino said. “We know that they are becoming more sophisticated in their thinking because the things that they're making become more sophisticated and complex.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Educators from around the world have asked Anizvino and his staff to facilitate similar learning experiences and to set up parallel tinkering studios. Anzivino has noticed an interesting phenomenon: it's challenging to get even the most ardent \"tinkering\" enthusiasts to stop “teaching” and let a student explore. And a whole other challenge to see the value in “content” disconnected from a specific academic goal.\u003c/p>\n\u003cp>Sparking an interest in science, engineering and design is increasingly a priority for educators, museums and even governments around the world. “We think it really unlocks potential in individuals, potential in society, potential in terms of advancing science, technology, art, all of those things,” said Silva Raker, director of Global Studios. For her, the project is finding pockets of interest in this work anywhere it exists and helping to nurture people who want to see it grow.\u003c/p>\n\u003cp>The Exploratorium has a long track record of cultivating a national network of inquiry-based educators through the \u003ca href=\"http://www.exploratorium.edu/about/professional_development/institute_for_inquiry/\">Institute for Inquiry\u003c/a> which trains teachers in the learning techniques used to make science fun at the museum. “Frank Oppenheimer [the museum’s founder] believed that one of the great ways to scale the impact of the Exploratorium was to work with teachers because over the course of their careers they’ll interact with many thousands of kids,” Raker said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\">Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>They're also cultivating networks of educators around the nation interested in this work and supporting them to become facilitators of inquiry-based learning. This work mirrors what will come out of Global Studios – where educators approach the Exploratorium for help designing, setting up and putting into practice Tinkering Studios or other exhibits.\u003c/p>\n\u003cp>Anzivino went through years of training to become a neuroscientist before he found the Exploratorium. He says his traditional schooling helped him to fully appreciate what inquiry-based learning and tinkering can mean to kids. “It offers an opportunity to decide for yourself what it is you are interested in learning,” he said. “And to be validated in your own path toward finding the answer, even if it goes nowhere, even if it’s full of false starts and avenues that go nowhere.” And that, in and of itself, is a little radical.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "Courtesy: Exploratorium In step with the popularity and growing momentum of Maker Faire, the "maker movement" is going global with the help of the Exploratorium museum's Global Studios. After 40 plus years of work in this field, the Exploratorium, which is based in San Francisco, is stepping up its involvement in hands-on, informal science and",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25326\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 446px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/the-maker-movement-goes-global/two-boys/\" rel=\"attachment wp-att-25326\">\u003cimg class=\"size-full wp-image-25326\" title=\"Two Boys\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Two-Boys.jpeg\" alt=\"\" width=\"446\" height=\"309\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys.jpeg 446w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-400x277.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-320x222.jpeg 320w\" sizes=\"(max-width: 446px) 100vw, 446px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Courtesy: Exploratorium\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">In step with the popularity and growing momentum of \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a>, the \"maker movement\" is going global with the help of the \u003ca class=\"dropcap-serif\">Exploratorium\u003c/a> museum's \u003ca href=\"http://www.exploratorium.edu/globalstudios/\">Global Studios\u003c/a>.\u003c/p>\n\u003cp>After 40 plus years of work in this field, the Exploratorium, which is based in San Francisco, is stepping up its involvement in hands-on, informal science and technology education by working with groups across the world to spread and grow the movement. In addition to participating in all the Maker Faire events, bringing mini Tinkering Studios™ where visitors can \u003ca href=\"http://blogs.exploratorium.edu/tinkering/2012/05/25/tinkering-at-bay-area-maker-faire-2012/\">experiment with the activities freely\u003c/a>, the museum has also been called on to teach these ideas in far-reaching spots like Saudi Arabia and Italy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Tinkering offers an opportunity to decide for yourself what it is you are interested in learning”\u003c/p>\n\u003c/aside>\n\u003cp>“Tinkering is not something we invented or anyone invented,” said Luigi Anzivino, scientific content developer for the Tinkering Studio in the museum. “I think it’s a fundamental way that human beings have of being in the world. There’s nothing that we’ve discovered about this. So, it belongs to everyone. All we are trying to do is reveal that and allow people to let that come to the surface.\"\u003c/p>\n\u003cp>The group's goal is to leave a lasting impression on the sites they visit -- what they call a tinkering disposition. “A tinkering disposition is something that tells you that the world is knowable; you can find out something about the world by yourself and you don’t have to be an expert in any one \u003c!--more-->discipline to start,\" Anzivino said. \"You can just begin by doing something and then it’s a practice.”\u003c/p>\n\u003cp>Giving a child the chance to illustrate what she knows in three dimensions connects the abstract concept to its real-life application. But, in the Tinkering Studio, Luigi and his staff don’t have to connect what a child makes to formal school learning. “The content is the thing that the kids are making, there’s no separation,” Anzivino said. “We know that they are becoming more sophisticated in their thinking because the things that they're making become more sophisticated and complex.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Educators from around the world have asked Anizvino and his staff to facilitate similar learning experiences and to set up parallel tinkering studios. Anzivino has noticed an interesting phenomenon: it's challenging to get even the most ardent \"tinkering\" enthusiasts to stop “teaching” and let a student explore. And a whole other challenge to see the value in “content” disconnected from a specific academic goal.\u003c/p>\n\u003cp>Sparking an interest in science, engineering and design is increasingly a priority for educators, museums and even governments around the world. “We think it really unlocks potential in individuals, potential in society, potential in terms of advancing science, technology, art, all of those things,” said Silva Raker, director of Global Studios. For her, the project is finding pockets of interest in this work anywhere it exists and helping to nurture people who want to see it grow.\u003c/p>\n\u003cp>The Exploratorium has a long track record of cultivating a national network of inquiry-based educators through the \u003ca href=\"http://www.exploratorium.edu/about/professional_development/institute_for_inquiry/\">Institute for Inquiry\u003c/a> which trains teachers in the learning techniques used to make science fun at the museum. “Frank Oppenheimer [the museum’s founder] believed that one of the great ways to scale the impact of the Exploratorium was to work with teachers because over the course of their careers they’ll interact with many thousands of kids,” Raker said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\">Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>They're also cultivating networks of educators around the nation interested in this work and supporting them to become facilitators of inquiry-based learning. This work mirrors what will come out of Global Studios – where educators approach the Exploratorium for help designing, setting up and putting into practice Tinkering Studios or other exhibits.\u003c/p>\n\u003cp>Anzivino went through years of training to become a neuroscientist before he found the Exploratorium. He says his traditional schooling helped him to fully appreciate what inquiry-based learning and tinkering can mean to kids. “It offers an opportunity to decide for yourself what it is you are interested in learning,” he said. “And to be validated in your own path toward finding the answer, even if it goes nowhere, even if it’s full of false starts and avenues that go nowhere.” And that, in and of itself, is a little radical.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"onourwatch": {
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"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.",
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"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
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