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"content": "\u003cp>\u003cstrong>By Kendal Rolley\u003c/strong>\u003c/p>\n\u003cp>A teary-eyed student approached me after class asking me to help her understand the grade she had received on a piece of writing. We discussed what she could do next time to achieve a higher grade, and I was pleased that in just 30 minutes her confidence increased and she felt more able to tackle the next writing assignment. But who has 30 minutes for every student? I started wondering how I could embed that type of coaching into the fabric of my class, so every student could make great improvements in their writing.\u003c/p>\n\u003cp>Too often, exams or essays are seen as the end goal of teaching. After a busy period of learning, students sit down, fill in their papers and hand them in. We mark them, grade them and hand them back. But many of us don’t realize that assessment itself provides opportunities for learning and growth.\u003c/p>\n\u003cp>\"Reflective practice\" is a buzzy phrase in education that is, in reality, a concept quite complicated to implement. I’ve found that making space in my busy classroom schedule to do post-exam reviews more than pays off. The simple fact is, students want to do well on tests. With the right approach, this basic fact can form a foundation for a process that not only leads to \u003ca href=\"https://www.kqed.org/mindshift/52456/a-grading-strategy-that-puts-the-focus-on-learning-from-mistakes\" target=\"_blank\" rel=\"noopener\">subject‐specific improvement\u003c/a>, but teaches students valuable transferable skills in critical thinking and \u003ca href=\"https://www.kqed.org/mindshift/38619/what-meaningful-reflection-on-student-work-can-do-for-learning\" target=\"_blank\" rel=\"noopener\">meaningful self‐reflection\u003c/a>.\u003c/p>\n\u003cp>None of these suggestions on how to facilitate reflective practice will work unless you dedicate a lesson or two to revisiting exam responses in a meaningful and reflective way. I have used this feedback strategy with writing tasks and exams in my Grade 7 English Language Arts classes, and found it works well for both. Whole‐class review sessions that use a group discussion‐based approach allow students to first express opinions in a more comfortable setting, seek consensus among their group and feel confident presenting findings to the whole class. This is only possible if the teacher has constructed a positive learning environment in their classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Discuss the task.\u003c/strong> Ask students how easy or hard they perceived the assessment to be. Was it a fair test of what has been taught? Why / Why not? Ask students to recall particularly challenging elements of the exam. Why were these so difficult? What could have been done to better help prepare for them? You should plan ahead here: Have some sections in mind that you’d like students to improve on, so if students aren’t readily supplying answers, you can guide them toward areas you have identified.\u003c/p>\n\u003cp>\u003cstrong>Ease students into the rewriting process.\u003c/strong> Deconstruct specific questions/sections with low learner outcomes, and provide scaffolded versions of these tasks. For example, you could provide an exemplar response, but remove the beginning, middle or end and let students work in groups to create a response to a small, and therefore more manageable section. This sort of task can be repeated endlessly. It builds student confidence and allows them to understand task structure in a clearer way.\u003c/p>\n\u003cp>\u003cstrong>Establish a \u003ca href=\"https://www.kqed.org/mindshift/43197/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains\" target=\"_blank\" rel=\"noopener\">growth mindset\u003c/a>.\u003c/strong> Teachers are familiar with the array of student reactions to exam results. Some students may have long resigned themselves to achieving low exam scores, and many of us, as compassionate beings, will ache to comfort students we know have done their best, but haven’t secured a grade that reflects their passion and enthusiasm for our subject. There’s a better way to help them than a metaphorical pat on the back. Providing a safe and supportive environment for them to reflect and communicate to us why they struggled provides valuable insight into how we might improve our teaching. Reminding ourselves, and our students, to have a \u003ca href=\"https://www.kqed.org/mindshift/42094/never-too-late-creating-a-climate-for-adults-to-learn-new-skills\" target=\"_blank\" rel=\"noopener\">growth mindset makes reflective practice more worthwhile\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Insist on positive language from students throughout the review session.\u003c/strong> That may seem unrealistic. However, it is important because as students review an exam piece by piece, they will realize they didn’t hit the mark on certain questions. For example, insist students use phrases like \"I should have\" or \"next time I will\" rather than \"I didn’t.\" Language shapes mindset, and insisting that students see these sessions as a positive and constructive process will lead to a more rewarding process and stave off defeatist attitudes.\u003c/p>\n\u003cp>\u003cstrong>Wait to provide scores / exam papers until the proper context has been given. \u003c/strong>Providing blank exam copies will allow students to follow along and reflect on how they answered the first time. As you scaffold the questions further, they’ll compare this to how they could have answered. And, students are more likely to remain concentrated on the task if they don’t receive their graded exams until the end of the review session.\u003c/p>\n\u003cp>\u003cstrong>Provide examples, but adapt them.\u003c/strong> While it can be helpful to show students examples of stellar work, sometimes sample responses can intimidate students who are obviously working at a lower level. Some may feel that the “full credit” response is too far out of their reach and despair. One way to approach this dilemma with these students is to scale down the language (vocabulary, sentence length, etc.) used in the sample until it still meets standards, but in a way that students perceive to be a step or two, rather than a staircase, higher than what they have produced.\u003c/p>\n\u003cp>This leads into encouraging students to set Specific Measurable, Achievable, Realistic and Time-specific (S.M.A.R.T.) goals before they see their exam grade, with an emphasis on \u003ca href=\"https://www.kqed.org/mindshift/41110/how-writing-down-specific-goals-can-empower-struggling-students\" target=\"_blank\" rel=\"noopener\">setting goals that are realistic\u003c/a>. An example of a S.M.A.R.T. goal would be “I want to spend at least 30 minutes writing and reviewing the next paragraph I write for homework.”\u003c/p>\n\u003cp>It’s part of our job as teachers to help students see their academic growth as a process, one full of small steps forward and perhaps even a few backward. If students have realistic expectations for their own growth, they’re more likely to persist. But setting realistic, achievable goals doesn’t always come naturally to young people. If students view their progress as being not enough, it can unravel the whole self‐reflection process the next time they receive exam scores.\u003c/p>\n\u003cp>\u003cstrong>Make it lighthearted.\u003c/strong> In order to establish a healthy attitude in students toward failure and success, failure needs to be normalized, to an extent. It needs also to be put in the proper context of using this failure as an example of subsequent growth. A teacher may choose, if good rapport has been developed with the class, to share a personal experience that students can relate to, and show that they, even as an authority figure, have learned from failure. This is often more effective if the personal story is humorous, especially if the cohort in question has a tendency (due to intrinsic or extrinsic factors) to lean towards a doom and gloom reaction to low exam / task scores.\u003c/p>\n\u003cp>\u003cstrong>At the end of the session comes the most important question, and the most important task.\u003c/strong> Knowing what you know now, do you think you could try this again and achieve a better result? If you’ve held a successful review session, the answer will almost universally be \"Yes.\" For students who get upset about exam scores, the question “Is there any point in getting upset if you know that you could do it again and achieve more highly?” acts as a final reminder to maintain a positive attitude and growth mindset. At this point, students can be given their returned and graded assessment, have a chance to discuss any points they don’t understand, and then begin their rewrite.\u003c/p>\n\u003cp>\u003cstrong>Why after, and not before? \u003c/strong>Ideally, a teacher can host a review session using some of these same principles before students take the exam. However, to many students, sitting exams is a mystifying and daunting experience. I used to provide rubrics before and during writing tasks so that students could self-assess, but soon realized many learners found the rubrics confusing and too abstract. Taking the pressure off by facilitating these sessions afterward can be a more constructive experience. It builds a class community oriented toward growth, and gives students concrete experiences of improvement that they can build upon.\u003c/p>\n\u003cp>I sat down with some of my Grade 7 Language Arts students to ask their honest opinions of the exam feedback sessions and whether they found them helpful. I focused on the question: What if we’d done something similar before the exam?\u003c/p>\n\u003cp>“I think it’s good to do it afterwards,” said one boy, “it makes me concentrate on what you say, because I’m trying to work out what score I got on the exam!” Another student said she also liked doing it this way. “I think it’s good to try to write it ourselves first, and get experience -- it can feel too complicated when we are given all the information at the start.”\u003c/p>\n\u003cp>One of my students, who scored around 30 percent on her short essay describing character motives in \u003cem>The Lion, The Witch and The Wardrobe\u003c/em>, rewrote the essay, scoring closer to 70 percent almost immediately following the session. I teach at an international school in Vietnam; English is a second or third language for most of my students. Language is often a barrier to higher achievement, but I quickly discovered in this case the largest barrier was that she did not understand the expectations of the task.\u003c/p>\n\u003cp>While I don’t grade rewritten tasks, I do use them as formative assessment. They not only give me a better sense of what my students have learned, but I’ve noticed they feel more confident after seeing the results of the rewrite. While not all students saw such dramatic gains, typical results were still much higher on average. My students’ growth has convinced me to continue using this strategy.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Kendal Rolley is the English coordinator of a bilingual K-12 school in Hanoi, Vietnam. He conducts research on language policy and motivation in language learning, and supports TEFL professionals in the development of their classroom practice.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Discuss the task.\u003c/strong> Ask students how easy or hard they perceived the assessment to be. Was it a fair test of what has been taught? Why / Why not? Ask students to recall particularly challenging elements of the exam. Why were these so difficult? What could have been done to better help prepare for them? You should plan ahead here: Have some sections in mind that you’d like students to improve on, so if students aren’t readily supplying answers, you can guide them toward areas you have identified.\u003c/p>\n\u003cp>\u003cstrong>Ease students into the rewriting process.\u003c/strong> Deconstruct specific questions/sections with low learner outcomes, and provide scaffolded versions of these tasks. For example, you could provide an exemplar response, but remove the beginning, middle or end and let students work in groups to create a response to a small, and therefore more manageable section. This sort of task can be repeated endlessly. It builds student confidence and allows them to understand task structure in a clearer way.\u003c/p>\n\u003cp>\u003cstrong>Establish a \u003ca href=\"https://www.kqed.org/mindshift/43197/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains\" target=\"_blank\" rel=\"noopener\">growth mindset\u003c/a>.\u003c/strong> Teachers are familiar with the array of student reactions to exam results. Some students may have long resigned themselves to achieving low exam scores, and many of us, as compassionate beings, will ache to comfort students we know have done their best, but haven’t secured a grade that reflects their passion and enthusiasm for our subject. There’s a better way to help them than a metaphorical pat on the back. Providing a safe and supportive environment for them to reflect and communicate to us why they struggled provides valuable insight into how we might improve our teaching. Reminding ourselves, and our students, to have a \u003ca href=\"https://www.kqed.org/mindshift/42094/never-too-late-creating-a-climate-for-adults-to-learn-new-skills\" target=\"_blank\" rel=\"noopener\">growth mindset makes reflective practice more worthwhile\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Insist on positive language from students throughout the review session.\u003c/strong> That may seem unrealistic. However, it is important because as students review an exam piece by piece, they will realize they didn’t hit the mark on certain questions. For example, insist students use phrases like \"I should have\" or \"next time I will\" rather than \"I didn’t.\" Language shapes mindset, and insisting that students see these sessions as a positive and constructive process will lead to a more rewarding process and stave off defeatist attitudes.\u003c/p>\n\u003cp>\u003cstrong>Wait to provide scores / exam papers until the proper context has been given. \u003c/strong>Providing blank exam copies will allow students to follow along and reflect on how they answered the first time. As you scaffold the questions further, they’ll compare this to how they could have answered. And, students are more likely to remain concentrated on the task if they don’t receive their graded exams until the end of the review session.\u003c/p>\n\u003cp>\u003cstrong>Provide examples, but adapt them.\u003c/strong> While it can be helpful to show students examples of stellar work, sometimes sample responses can intimidate students who are obviously working at a lower level. Some may feel that the “full credit” response is too far out of their reach and despair. One way to approach this dilemma with these students is to scale down the language (vocabulary, sentence length, etc.) used in the sample until it still meets standards, but in a way that students perceive to be a step or two, rather than a staircase, higher than what they have produced.\u003c/p>\n\u003cp>This leads into encouraging students to set Specific Measurable, Achievable, Realistic and Time-specific (S.M.A.R.T.) goals before they see their exam grade, with an emphasis on \u003ca href=\"https://www.kqed.org/mindshift/41110/how-writing-down-specific-goals-can-empower-struggling-students\" target=\"_blank\" rel=\"noopener\">setting goals that are realistic\u003c/a>. An example of a S.M.A.R.T. goal would be “I want to spend at least 30 minutes writing and reviewing the next paragraph I write for homework.”\u003c/p>\n\u003cp>It’s part of our job as teachers to help students see their academic growth as a process, one full of small steps forward and perhaps even a few backward. If students have realistic expectations for their own growth, they’re more likely to persist. But setting realistic, achievable goals doesn’t always come naturally to young people. If students view their progress as being not enough, it can unravel the whole self‐reflection process the next time they receive exam scores.\u003c/p>\n\u003cp>\u003cstrong>Make it lighthearted.\u003c/strong> In order to establish a healthy attitude in students toward failure and success, failure needs to be normalized, to an extent. It needs also to be put in the proper context of using this failure as an example of subsequent growth. A teacher may choose, if good rapport has been developed with the class, to share a personal experience that students can relate to, and show that they, even as an authority figure, have learned from failure. This is often more effective if the personal story is humorous, especially if the cohort in question has a tendency (due to intrinsic or extrinsic factors) to lean towards a doom and gloom reaction to low exam / task scores.\u003c/p>\n\u003cp>\u003cstrong>At the end of the session comes the most important question, and the most important task.\u003c/strong> Knowing what you know now, do you think you could try this again and achieve a better result? If you’ve held a successful review session, the answer will almost universally be \"Yes.\" For students who get upset about exam scores, the question “Is there any point in getting upset if you know that you could do it again and achieve more highly?” acts as a final reminder to maintain a positive attitude and growth mindset. At this point, students can be given their returned and graded assessment, have a chance to discuss any points they don’t understand, and then begin their rewrite.\u003c/p>\n\u003cp>\u003cstrong>Why after, and not before? \u003c/strong>Ideally, a teacher can host a review session using some of these same principles before students take the exam. However, to many students, sitting exams is a mystifying and daunting experience. I used to provide rubrics before and during writing tasks so that students could self-assess, but soon realized many learners found the rubrics confusing and too abstract. Taking the pressure off by facilitating these sessions afterward can be a more constructive experience. It builds a class community oriented toward growth, and gives students concrete experiences of improvement that they can build upon.\u003c/p>\n\u003cp>I sat down with some of my Grade 7 Language Arts students to ask their honest opinions of the exam feedback sessions and whether they found them helpful. I focused on the question: What if we’d done something similar before the exam?\u003c/p>\n\u003cp>“I think it’s good to do it afterwards,” said one boy, “it makes me concentrate on what you say, because I’m trying to work out what score I got on the exam!” Another student said she also liked doing it this way. “I think it’s good to try to write it ourselves first, and get experience -- it can feel too complicated when we are given all the information at the start.”\u003c/p>\n\u003cp>One of my students, who scored around 30 percent on her short essay describing character motives in \u003cem>The Lion, The Witch and The Wardrobe\u003c/em>, rewrote the essay, scoring closer to 70 percent almost immediately following the session. I teach at an international school in Vietnam; English is a second or third language for most of my students. Language is often a barrier to higher achievement, but I quickly discovered in this case the largest barrier was that she did not understand the expectations of the task.\u003c/p>\n\u003cp>While I don’t grade rewritten tasks, I do use them as formative assessment. They not only give me a better sense of what my students have learned, but I’ve noticed they feel more confident after seeing the results of the rewrite. While not all students saw such dramatic gains, typical results were still much higher on average. My students’ growth has convinced me to continue using this strategy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Kendal Rolley is the English coordinator of a bilingual K-12 school in Hanoi, Vietnam. He conducts research on language policy and motivation in language learning, and supports TEFL professionals in the development of their classroom practice.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Once students learn how to sound out words, reading is easy. They can speak the words they see. But whether they understand them is a different question entirely. Reading comprehension is complicated. Teachers, though, can help students learn concrete skills to become better readers. One way is by teaching them how to think as they read.\u003c/p>\n\u003cp>Marianne Stewart teaches eighth grade English at Lexington Junior High near Anaheim, California. She recently asked her students to gather in groups to discuss books where characters face difficulties. Students could choose from 11 different books but in each group one student took on the role of \"discussion director,\" whose task was to create questions for the group to discuss together. Stewart created prompts to help them come up with questions that require deep reading.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation='Marianne Stewart, English teacher at Lexington Junior High']'When you find a strategy like this that really helps students wherever they're at, that's like gold.'[/pullquote]\u003c/p>\n\u003cp>This process of questioning while reading is one of a number of “cognitive strategies” Stewart teaches her students. The strategies focus on what research has shown to be the thought processes of good readers. Others include planning and goal-setting, tapping prior knowledge, making connections, visualizing and forming interpretations. By mastering these strategies explicitly, students learn that reading is an active process, not one in which they simply sound out words in their heads.\u003c/p>\n\u003cp>And it’s incredibly effective at improving their reading comprehension.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://sites.uci.edu/cbolson/\" target=\"_blank\" rel=\"noopener noreferrer\">Carol Booth Olson\u003c/a>, a professor at the University of California-Irvine School of Education, developed a program called the \u003ca href=\"https://www.nwp.org/cs/public/print/resource/2487\" target=\"_blank\" rel=\"noopener noreferrer\">Pathway to Academic Success Project\u003c/a> that teaches cognitive strategies to improve student performance, in both reading and writing. Olson’s program trains teachers like Stewart to introduce them methodically and weave them into lessons throughout the school year. First in Santa Ana and then in Anaheim, the Pathway Project clocked impressive results, closing achievement gaps for students who speak languages other than English and Latinos, who have traditionally had lower educational outcomes.\u003c/p>\n\u003cp>Now, with support from the U.S. Department of Education, Olson’s Pathway to Academic Success Project is set to expand beyond California to six other states.\u003c/p>\n\u003cp>Olson has long focused on getting her program into urban schools, particularly those with large populations of students for whom English is not their first language. An eight-year-long study of English-learners in the Santa Ana Unified School District found that students receiving cognitive strategies instruction improved their writing \u003ca href=\"https://www.nwp.org/cs/public/download/nwp_file/8538/Booth_Olson,_Carol,_et_al.pdf?x-r=pcfile_d\" target=\"_blank\" rel=\"noopener noreferrer\">at greater rates than their peers\u003c/a> for seven years in a row. A follow-up study in Anaheim found Latino students in the group receiving cognitive strategies instruction outscored their white peers who didn’t receive the instruction. And the 10th grade English-learners benefiting from the program outscored the state average on the high school exit exam by 20 percentage points, according to\u003cbr>\nOlson.\u003c/p>\n\u003cp>\"That's our goal,\" Olson said, \"to level the playing field for all kids.\"\u003c/p>\n\u003cp>Stewart spends time at the beginning of the school year teaching kids all of the various cognitive strategies so that they can draw on them as needed throughout the year. She has found with her largely immigrant student population that cognitive strategies help them understand complex texts and help them move beyond just surface reading. These students have had a lot of vocabulary instruction to be able to make it through a passage, but Stewart said they struggled with deeper thinking about a text. The cognitive strategies not only remind them to think deeply but also help them figure out what to do if they don’t understand certain words or concepts as they read.\u003c/p>\n\u003cp>When it comes to writing, the Pathway Project prioritizes revision. With each revision, students take feedback from their teachers or the graduate students participating in the project to move toward deeper thinking. Less experienced writers tend to rely on summarizing, but “knowledge transformation” is what more experienced writers achieve.\u003c/p>\n\u003cp>Stewart has been an English teacher for 15 years. She has tried more writing strategies than she can keep track of, many of which try to make the writing and revision process hands-on by having students color code a draft and use symbols to annotate throughout.\u003c/p>\n\u003cp>\"I've tried all the color codes and all the symbols,\" Stewart said. \"You end up teaching the colors and the symbols, and not the content, until you're blue in the face and no one can remember what pink meant anymore.\"\u003c/p>\n\u003cp>Teaching cognitive strategies through the Pathway Project has been different. They keep the attention on the actual text, whether students are reading it or writing it. And they’re flexible, Stewart said, so teachers can ask individual students to use specific strategies based on what they need at the time. That’s important in classrooms where student strengths and weaknesses vary dramatically.\u003c/p>\n\u003cp>Olson acknowledges it’s a hard sell to convince teachers to start using the cognitive strategies – even for a program with striking results. It takes time and effort to understand them and figure out where they can fit into existing lessons. The focus on revision to improve writing can be a big change for English teachers. Helping students revise their work is time-consuming. And Olson’s program requires teachers to believe that explicit instruction and appropriate support can actually help all students achieve. Believing students are capable of this is not always a given, Olson said.\u003c/p>\n\u003cp>Over the last 20 years, 10 school districts in Southern California have adopted cognitive strategies instruction. The federal Department of Education’s $14.7 million Education Innovation and Research expansion grant will take the Pathway Project to schools in Arizona, Illinois, Minnesota, Nevada, Texas and Wisconsin over the next five years. It is expected to reach 240 teachers and 109,200 students.\u003c/p>\n\u003cp>Olson also plans to create teaching modules through a partnership with the Council of the Great City Schools that could bring cognitive strategies instruction to more teachers nationwide.\u003c/p>\n\u003cp>For Stewart, the value of the program is clear.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"When you find a strategy like this that really helps students wherever they're at, that's like gold,\" she said.\u003cbr>\n\u003cem>\u003cbr>\nThis story about strategies for teaching reading and writing was produced by \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener noreferrer\">The Hechinger Report\u003c/a>, a nonprofit, independent news organization focused on inequality and innovation in education.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Once students learn how to sound out words, reading is easy. They can speak the words they see. But whether they understand them is a different question entirely. Reading comprehension is complicated. Teachers, though, can help students learn concrete skills to become better readers. One way is by teaching them how to think as they read.\u003c/p>\n\u003cp>Marianne Stewart teaches eighth grade English at Lexington Junior High near Anaheim, California. She recently asked her students to gather in groups to discuss books where characters face difficulties. Students could choose from 11 different books but in each group one student took on the role of \"discussion director,\" whose task was to create questions for the group to discuss together. Stewart created prompts to help them come up with questions that require deep reading.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This process of questioning while reading is one of a number of “cognitive strategies” Stewart teaches her students. The strategies focus on what research has shown to be the thought processes of good readers. Others include planning and goal-setting, tapping prior knowledge, making connections, visualizing and forming interpretations. By mastering these strategies explicitly, students learn that reading is an active process, not one in which they simply sound out words in their heads.\u003c/p>\n\u003cp>And it’s incredibly effective at improving their reading comprehension.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://sites.uci.edu/cbolson/\" target=\"_blank\" rel=\"noopener noreferrer\">Carol Booth Olson\u003c/a>, a professor at the University of California-Irvine School of Education, developed a program called the \u003ca href=\"https://www.nwp.org/cs/public/print/resource/2487\" target=\"_blank\" rel=\"noopener noreferrer\">Pathway to Academic Success Project\u003c/a> that teaches cognitive strategies to improve student performance, in both reading and writing. Olson’s program trains teachers like Stewart to introduce them methodically and weave them into lessons throughout the school year. First in Santa Ana and then in Anaheim, the Pathway Project clocked impressive results, closing achievement gaps for students who speak languages other than English and Latinos, who have traditionally had lower educational outcomes.\u003c/p>\n\u003cp>Now, with support from the U.S. Department of Education, Olson’s Pathway to Academic Success Project is set to expand beyond California to six other states.\u003c/p>\n\u003cp>Olson has long focused on getting her program into urban schools, particularly those with large populations of students for whom English is not their first language. An eight-year-long study of English-learners in the Santa Ana Unified School District found that students receiving cognitive strategies instruction improved their writing \u003ca href=\"https://www.nwp.org/cs/public/download/nwp_file/8538/Booth_Olson,_Carol,_et_al.pdf?x-r=pcfile_d\" target=\"_blank\" rel=\"noopener noreferrer\">at greater rates than their peers\u003c/a> for seven years in a row. A follow-up study in Anaheim found Latino students in the group receiving cognitive strategies instruction outscored their white peers who didn’t receive the instruction. And the 10th grade English-learners benefiting from the program outscored the state average on the high school exit exam by 20 percentage points, according to\u003cbr>\nOlson.\u003c/p>\n\u003cp>\"That's our goal,\" Olson said, \"to level the playing field for all kids.\"\u003c/p>\n\u003cp>Stewart spends time at the beginning of the school year teaching kids all of the various cognitive strategies so that they can draw on them as needed throughout the year. She has found with her largely immigrant student population that cognitive strategies help them understand complex texts and help them move beyond just surface reading. These students have had a lot of vocabulary instruction to be able to make it through a passage, but Stewart said they struggled with deeper thinking about a text. The cognitive strategies not only remind them to think deeply but also help them figure out what to do if they don’t understand certain words or concepts as they read.\u003c/p>\n\u003cp>When it comes to writing, the Pathway Project prioritizes revision. With each revision, students take feedback from their teachers or the graduate students participating in the project to move toward deeper thinking. Less experienced writers tend to rely on summarizing, but “knowledge transformation” is what more experienced writers achieve.\u003c/p>\n\u003cp>Stewart has been an English teacher for 15 years. She has tried more writing strategies than she can keep track of, many of which try to make the writing and revision process hands-on by having students color code a draft and use symbols to annotate throughout.\u003c/p>\n\u003cp>\"I've tried all the color codes and all the symbols,\" Stewart said. \"You end up teaching the colors and the symbols, and not the content, until you're blue in the face and no one can remember what pink meant anymore.\"\u003c/p>\n\u003cp>Teaching cognitive strategies through the Pathway Project has been different. They keep the attention on the actual text, whether students are reading it or writing it. And they’re flexible, Stewart said, so teachers can ask individual students to use specific strategies based on what they need at the time. That’s important in classrooms where student strengths and weaknesses vary dramatically.\u003c/p>\n\u003cp>Olson acknowledges it’s a hard sell to convince teachers to start using the cognitive strategies – even for a program with striking results. It takes time and effort to understand them and figure out where they can fit into existing lessons. The focus on revision to improve writing can be a big change for English teachers. Helping students revise their work is time-consuming. And Olson’s program requires teachers to believe that explicit instruction and appropriate support can actually help all students achieve. Believing students are capable of this is not always a given, Olson said.\u003c/p>\n\u003cp>Over the last 20 years, 10 school districts in Southern California have adopted cognitive strategies instruction. The federal Department of Education’s $14.7 million Education Innovation and Research expansion grant will take the Pathway Project to schools in Arizona, Illinois, Minnesota, Nevada, Texas and Wisconsin over the next five years. It is expected to reach 240 teachers and 109,200 students.\u003c/p>\n\u003cp>Olson also plans to create teaching modules through a partnership with the Council of the Great City Schools that could bring cognitive strategies instruction to more teachers nationwide.\u003c/p>\n\u003cp>For Stewart, the value of the program is clear.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"When you find a strategy like this that really helps students wherever they're at, that's like gold,\" she said.\u003cbr>\n\u003cem>\u003cbr>\nThis story about strategies for teaching reading and writing was produced by \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener noreferrer\">The Hechinger Report\u003c/a>, a nonprofit, independent news organization focused on inequality and innovation in education.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Extra Arts Education at School Boosts Students’ Writing Scores — And Their Compassion",
"title": "How Extra Arts Education at School Boosts Students’ Writing Scores — And Their Compassion",
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"content": "\u003cp>\u003cem>Originally posted on \u003ca href=\"https://www.chalkbeat.org/posts/us/2019/02/12/study-arts-education-boosted-compassion-and-writing-scores/?utm_source=republish&utm_medium=web&utm_campaign=republish\">Chalkbeat\u003c/a> by \u003ca class=\"author url fn\" title=\"Posts by Matt Barnum\" href=\"https://www.chalkbeat.org/author/mbarnum/\" rel=\"author\">Matt Barnum\u003c/a> on February 12, 2019\u003c/em>\u003c/p>\n\u003cp>When you’re the big fish, it’s not OK to pick on the little fish just because you can.\u003c/p>\n\u003cp>That’s an important lesson for everyone. But some Houston first-graders got a particularly vivid demonstration in the form of a musical puppet show, which featured fish puppets and an underlying message about why it’s wrong to bully others.\u003c/p>\n\u003cp>The show left an impression on the students at Codwell Elementary, according to their teacher Shelea Bennett. “You felt like you were in that story,” she said. “By the end of the story they were able to answer why [bullying] wasn’t good, and why you shouldn’t act this way.”\u003c/p>\n\u003cp>The puppeteer’s show was part of an effort to expand arts education in Houston elementary and middle schools. Now, \u003ca href=\"https://kinder.rice.edu/research/investigating-causal-effects-arts-education-experiences-experimental-evidence-houstons-arts\">a new study\u003c/a> shows that the initiative helped students in a few ways: boosting students’ compassion for their classmates, lowering discipline rates, and improving students’ scores on writing tests.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It’s just the latest study to find that giving students more access to the arts offers measurable benefits. And adding time for dance, theater, or visual arts isn’t at odds with traditional measures of academic success, according to the research — which amounts to one of the largest gold-standard studies on arts education ever conducted.\u003c/p>\n\u003cp>“Arts learning experiences benefit students in terms of social, emotional, and academic outcomes,” write researchers Dan Bowen of Texas A&M and Brian Kisida of the University of Missouri.\u003c/p>\n\u003cp>The study, \u003ca href=\"https://kinder.rice.edu/research/investigating-causal-effects-arts-education-experiences-experimental-evidence-houstons-arts\">released Tuesday\u003c/a> through the Houston Education Research Consortium, looked at elementary and middle schools — which predominantly served low-income students of color — that expressed interest in participating in Houston’s Arts Access Initiative. There appeared to be significant need: nearly a third of elementary and middle schools in the district \u003ca href=\"http://education.kennedy-center.org/pdf/Houston%202015%20Action%20Plan.pdf\">reported\u003c/a> lacking a full-time arts teacher.\u003c/p>\n\u003cp>Too many schools were interested, which was bad news for some schools but good news for researchers. They worked with the district to randomly assign some schools to participate, with about 5,000 students in each group. The schools in the program offered students nearly eight “school-community arts partnerships,” compared to just three at comparison schools.\u003c/p>\n\u003cp>What that looked like ran the gamut. Schools were encouraged to provide some exposure to theater, dance, music, and visual arts, and that took the form of on-campus performances, field trips, artists in residence, and other programs outside of school hours.\u003c/p>\n\u003cp>When the researchers compared the two groups of schools, they looked at academics but also responses to surveys that asked students whether they agreed with statements like, “I want to help people who get treated badly,” “School work is interesting,” and “I plan to go to college.”\u003c/p>\n\u003cp>The positive effects on writing test scores, discipline, and compassion were small to moderate. Students’ disciplinary infraction rates, for instance, fell by 3.6 percentage points. But these results are particularly encouraging because the cost to schools was fairly small — about $15 per student. (This did not include costs borne by the program as whole or by the cultural institutions that donated time.)\u003c/p>\n\u003cp>On other measures, the initiative didn’t make a clear difference. That includes reading and math scores as well as survey questions about school engagement and college aspirations. Still, the survey results were mostly positive, though largely not statistically significant.\u003c/p>\n\u003cp>“It could have come out negative. It could have been, look, they did this extra stuff where they learned more in these other domains but their math scores went down, so here’s the tradeoff,” said Kisida, one of the researchers. “We don’t see evidence of a tradeoff.”\u003c/p>\n\u003cp>That’s especially notable because some have feared that pressure to raise test scores has squeezed arts out of the curriculum in many schools (though there’s \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0022429414530759\">limited\u003c/a> \u003ca href=\"https://www.gao.gov/new.items/d09286.pdf\">empirical\u003c/a> \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200617300510\">evidence\u003c/a> on whether that’s actually happened).\u003c/p>\n\u003cp>\u003ca href=\"https://chalkbeat.org/posts/us/2018/05/30/the-shadow-education-system-how-wealthier-students-benefit-from-art-music-and-theater-over-the-summer-while-poor-kids-miss-out/\">Other recent studies\u003c/a> on field trips to the theater and museums have also found encouraging results, boosting students’ political tolerance, interest in the arts, critical examination of art, and, in one case, math and reading test scores. And since low-income children are \u003ca href=\"https://chalkbeat.org/posts/us/2018/05/30/the-shadow-education-system-how-wealthier-students-benefit-from-art-music-and-theater-over-the-summer-while-poor-kids-miss-out/\">less likely\u003c/a> than their wealthier peers to access things like plays and art galleries over the summer, schools are critical providers of those cultural experiences and the accompanying benefits.\u003c/p>\n\u003cp>The latest study came to a mix of conclusions about which group of students benefited the most from the extra arts education.\u003c/p>\n\u003cp>Tiffany Thompson, another first-grade teacher at Codwell Elementary, said she’s seen the extra arts make a difference for struggling students.\u003c/p>\n\u003cp>“Some students who don’t excel academically, they’re more engaged, because it gives them a different way to learn,” she said.\u003c/p>\n\u003cp>One caveat to the study is that principals volunteered for the program. It might not be as successful in schools where there is less enthusiasm for the idea to start.\u003c/p>\n\u003cp>Still, the results of the study hold national import as districts consider how much to prioritize arts education and as cities assess or expand their similar initiatives.\u003c/p>\n\u003cp>“I really feel like people should know how much the [kids] do benefit from it,” Bennett said. “Normally they wouldn’t have this exposure.”\u003c/p>\n\u003cp>\u003cem>Correction: A previous version of the story mis-stated the number of partnerships in schools that participated in the arts initiative. The correct number is eight, compared to three in schools that did not participate.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.chalkbeat.org\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n",
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"excerpt": "A new study found that giving students more access to arts at school had positive effects on kids' writing test scores, discipline and compassion. The additional program cost the schools about $15 per student.",
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"description": "A new study found that giving students more access to arts at school had positive effects on kids' writing test scores, discipline and compassion. The additional program cost the schools about $15 per student.",
"title": "How Extra Arts Education at School Boosts Students’ Writing Scores — And Their Compassion - MindShift",
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"headline": "How Extra Arts Education at School Boosts Students’ Writing Scores — And Their Compassion",
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"nprByline": "\u003ca href=\"https://www.chalkbeat.org/posts/co/2019/02/12/community-schools-serve-students-and-their-families-this-colorado-bill-would-promote-them/\">Matt Barnum, Chalkbeat\u003c/a>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Originally posted on \u003ca href=\"https://www.chalkbeat.org/posts/us/2019/02/12/study-arts-education-boosted-compassion-and-writing-scores/?utm_source=republish&utm_medium=web&utm_campaign=republish\">Chalkbeat\u003c/a> by \u003ca class=\"author url fn\" title=\"Posts by Matt Barnum\" href=\"https://www.chalkbeat.org/author/mbarnum/\" rel=\"author\">Matt Barnum\u003c/a> on February 12, 2019\u003c/em>\u003c/p>\n\u003cp>When you’re the big fish, it’s not OK to pick on the little fish just because you can.\u003c/p>\n\u003cp>That’s an important lesson for everyone. But some Houston first-graders got a particularly vivid demonstration in the form of a musical puppet show, which featured fish puppets and an underlying message about why it’s wrong to bully others.\u003c/p>\n\u003cp>The show left an impression on the students at Codwell Elementary, according to their teacher Shelea Bennett. “You felt like you were in that story,” she said. “By the end of the story they were able to answer why [bullying] wasn’t good, and why you shouldn’t act this way.”\u003c/p>\n\u003cp>The puppeteer’s show was part of an effort to expand arts education in Houston elementary and middle schools. Now, \u003ca href=\"https://kinder.rice.edu/research/investigating-causal-effects-arts-education-experiences-experimental-evidence-houstons-arts\">a new study\u003c/a> shows that the initiative helped students in a few ways: boosting students’ compassion for their classmates, lowering discipline rates, and improving students’ scores on writing tests.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s just the latest study to find that giving students more access to the arts offers measurable benefits. And adding time for dance, theater, or visual arts isn’t at odds with traditional measures of academic success, according to the research — which amounts to one of the largest gold-standard studies on arts education ever conducted.\u003c/p>\n\u003cp>“Arts learning experiences benefit students in terms of social, emotional, and academic outcomes,” write researchers Dan Bowen of Texas A&M and Brian Kisida of the University of Missouri.\u003c/p>\n\u003cp>The study, \u003ca href=\"https://kinder.rice.edu/research/investigating-causal-effects-arts-education-experiences-experimental-evidence-houstons-arts\">released Tuesday\u003c/a> through the Houston Education Research Consortium, looked at elementary and middle schools — which predominantly served low-income students of color — that expressed interest in participating in Houston’s Arts Access Initiative. There appeared to be significant need: nearly a third of elementary and middle schools in the district \u003ca href=\"http://education.kennedy-center.org/pdf/Houston%202015%20Action%20Plan.pdf\">reported\u003c/a> lacking a full-time arts teacher.\u003c/p>\n\u003cp>Too many schools were interested, which was bad news for some schools but good news for researchers. They worked with the district to randomly assign some schools to participate, with about 5,000 students in each group. The schools in the program offered students nearly eight “school-community arts partnerships,” compared to just three at comparison schools.\u003c/p>\n\u003cp>What that looked like ran the gamut. Schools were encouraged to provide some exposure to theater, dance, music, and visual arts, and that took the form of on-campus performances, field trips, artists in residence, and other programs outside of school hours.\u003c/p>\n\u003cp>When the researchers compared the two groups of schools, they looked at academics but also responses to surveys that asked students whether they agreed with statements like, “I want to help people who get treated badly,” “School work is interesting,” and “I plan to go to college.”\u003c/p>\n\u003cp>The positive effects on writing test scores, discipline, and compassion were small to moderate. Students’ disciplinary infraction rates, for instance, fell by 3.6 percentage points. But these results are particularly encouraging because the cost to schools was fairly small — about $15 per student. (This did not include costs borne by the program as whole or by the cultural institutions that donated time.)\u003c/p>\n\u003cp>On other measures, the initiative didn’t make a clear difference. That includes reading and math scores as well as survey questions about school engagement and college aspirations. Still, the survey results were mostly positive, though largely not statistically significant.\u003c/p>\n\u003cp>“It could have come out negative. It could have been, look, they did this extra stuff where they learned more in these other domains but their math scores went down, so here’s the tradeoff,” said Kisida, one of the researchers. “We don’t see evidence of a tradeoff.”\u003c/p>\n\u003cp>That’s especially notable because some have feared that pressure to raise test scores has squeezed arts out of the curriculum in many schools (though there’s \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0022429414530759\">limited\u003c/a> \u003ca href=\"https://www.gao.gov/new.items/d09286.pdf\">empirical\u003c/a> \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200617300510\">evidence\u003c/a> on whether that’s actually happened).\u003c/p>\n\u003cp>\u003ca href=\"https://chalkbeat.org/posts/us/2018/05/30/the-shadow-education-system-how-wealthier-students-benefit-from-art-music-and-theater-over-the-summer-while-poor-kids-miss-out/\">Other recent studies\u003c/a> on field trips to the theater and museums have also found encouraging results, boosting students’ political tolerance, interest in the arts, critical examination of art, and, in one case, math and reading test scores. And since low-income children are \u003ca href=\"https://chalkbeat.org/posts/us/2018/05/30/the-shadow-education-system-how-wealthier-students-benefit-from-art-music-and-theater-over-the-summer-while-poor-kids-miss-out/\">less likely\u003c/a> than their wealthier peers to access things like plays and art galleries over the summer, schools are critical providers of those cultural experiences and the accompanying benefits.\u003c/p>\n\u003cp>The latest study came to a mix of conclusions about which group of students benefited the most from the extra arts education.\u003c/p>\n\u003cp>Tiffany Thompson, another first-grade teacher at Codwell Elementary, said she’s seen the extra arts make a difference for struggling students.\u003c/p>\n\u003cp>“Some students who don’t excel academically, they’re more engaged, because it gives them a different way to learn,” she said.\u003c/p>\n\u003cp>One caveat to the study is that principals volunteered for the program. It might not be as successful in schools where there is less enthusiasm for the idea to start.\u003c/p>\n\u003cp>Still, the results of the study hold national import as districts consider how much to prioritize arts education and as cities assess or expand their similar initiatives.\u003c/p>\n\u003cp>“I really feel like people should know how much the [kids] do benefit from it,” Bennett said. “Normally they wouldn’t have this exposure.”\u003c/p>\n\u003cp>\u003cem>Correction: A previous version of the story mis-stated the number of partnerships in schools that participated in the arts initiative. The correct number is eight, compared to three in schools that did not participate.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.chalkbeat.org\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Leveraging the Lore of 'Dungeons & Dragons' to Motivate Students to Read and Write ",
"title": "Leveraging the Lore of 'Dungeons & Dragons' to Motivate Students to Read and Write ",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Some parents and teachers despair as they witness the \u003ca href=\"https://www.newyorker.com/culture/cultural-comment/books-smell-like-old-people-the-decline-of-teen-reading\">erosion of sustained reading\u003c/a>, particularly fiction, with today’s screen-obsessed youth. Whether this genuinely heralds an intellectual Armageddon, or merely marks \u003ca href=\"https://link.springer.com/chapter/10.1057/9781137429704_12\">a benign transition into a new phase\u003c/a> of the life of the mind, remains to be seen. Whatever the future holds, those who wage a pitched battle under the standard of literacy may find a valuable ally in an \u003ca href=\"http://www.bbc.com/news/magazine-26328105\">old nemesis\u003c/a>.\u003c/p>\n\u003cp>“\u003cem>Dungeons & Dragons\u003c/em> is a gateway drug to reading,” said York University professor Ian Slater, who runs \u003ca href=\"http://www.blackdragongames.ca/\">\u003cem>Dungeons & Dragons\u003c/em>\u003c/a>\u003ca href=\"http://www.blackdragongames.ca/\"> campaigns for schools and events\u003c/a>. “Children who do not read regularly or read for pleasure will start reading the gaming books almost as soon as they sit down, and they carry that outside of the game.”\u003c/p>\n\u003cp>Worldbuilding is no small task, and there are literally thousands of physical and online pages dedicated to the nuances and minutia of bringing the encyclopedic \u003cem>Dungeons & Dragons \u003c/em>universe to life. Once kids are bitten by the bug, they spend hours pouring over the reference guides, web pages and forums, and some even turn to fantasy novels. They often don’t realize that an unintended consequence of their game play is that they become better readers and writers. This, however, has not been lost on many parents and educators.\u003c/p>\n\u003cfigure id=\"attachment_52303\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-52303 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-1200x675.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-520x293.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86.jpg 1248w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Game pieces \u003ccite>(Courtesy of Sarah Roman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>The Magic of Motivation\u003c/strong>\u003c/p>\n\u003cp>“The most impactful thing about using \u003cem>D&D\u003c/em> as a literacy tool is that the information has to be synthesized, meaning they have to glean out of the reading what is necessary to make a character act in the imaginary world,\" said Texas teacher Kade Wells, who uses \u003cem>Dungeons & Dragons\u003c/em> with his students. \"Kids read the information intrinsically because the success (and power) of their character is directly linked to what they can find in a book. No child wants an ineffective character.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Students who play are intrinsically motivated to exercise a host of complex and interwoven literacy skills, which they may be more reluctant to practice without the incentive of the game. Alexandra Carter, who incorporated a modified version of \u003cem>Dungeons & Dragons\u003c/em> with a primary class, reported her students were similarly incentivized.\u003c/p>\n\u003cp>“Students willingly used and further developed their reading and writing skills while creating stories, narratives and presentations for the project,” wrote Carter in a \u003ca href=\"https://www.researchgate.net/publication/290614869_Using_Dungeons_and_Dragons_to_Integrate_Curricula_in_an_Elementary_Classroom\">paper\u003c/a> describing her use of \u003cem>D&D\u003c/em> in a Grade 3 classroom. “The students struggling in these areas academically enthusiastically poured through books and took careful notes. They felt invested in what they were doing and were excited about the goal-oriented work they were producing. One student reflected on his progress in reading and said that he ‘felt like he was actually reading for something,’ rather than ‘having to read.’ ”\u003c/p>\n\u003cp>In these cases, kids are inspired to read to better participate and perform in the game, but New Jersey educator Sarah Roman used the game as a lure to immerse her students in the classics.\u003c/p>\n\u003cfigure id=\"attachment_52305\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-52305\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/39198010181_c92257f585_k-1020x1530.jpg\" alt=\"\" width=\"640\" height=\"960\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1180x1770.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-960x1440.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-240x360.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-375x563.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-520x780.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k.jpg 1365w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Sarah Roman teaching students how to play. \u003ccite>(New Jersey Education Association)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A high school English teacher, Roman adapted \u003cem>D&D\u003c/em> for her senior Honors and AP literature classes to actively engage her students with the course readings. She designed a yearlong campaign that featured characters, setting and events from classics like \u003cem>Beowulf\u003c/em> and \u003cem>Macbeth\u003c/em>.\u003c/p>\n\u003cp>“I saw a big jump in the willingness to read,” said Roman. “They knew that I had crafted my campaigns around the details in the texts, so if they were to be successful, they would have to actively know that material and be able to synthesize it.”\u003c/p>\n\u003cp>In an ingenious ploy characteristic of an experienced \u003cem>D&D\u003c/em> player, Roman set up her class so that the game and the books on the reading list mutually informed each other. Students were motivated to read \u003cem>The Canterbury Tales\u003c/em> because it improved their performance in the game, and success in the game reinforced a greater understanding of Chaucer’s work.\u003c/p>\n\u003cp>Her unorthodox approach led to a marked improvement in more traditional modes of assessment. “I fundamentally saw a positive change in how the students are learning the works through their analytical essays and more practical assignments,” wrote Roman in \u003ca href=\"https://medium.com/@dndlearning/d-d-in-the-classroom-making-old-worlds-new-3a9ee4241d7d\">her blog\u003c/a>. Roman’s integration of \u003cem>D&D\u003c/em> in her class is not only creative and engaging for her students, but it meets mandated \u003ca href=\"https://medium.com/@dndlearning/d-d-and-education-the-rumblings-of-research-with-character-creation-487dc6f76ff\">curricular standards\u003c/a>, which illustrates that a resourceful educator can break with traditional methods of delivering course material to teach in a more engaging manner and still fulfill the curricular mandates.\u003c/p>\n\u003cfigure id=\"attachment_52299\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-52299\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/IMG-2045-1020x1020.jpg\" alt=\"\" width=\"1920\" height=\"1920\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-1200x1200.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-520x520.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-150x150.jpg 150w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Building a world (Courtesy of Sarah Roman)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>An Apprentice in Worldbuilding\u003c/strong>\u003c/p>\n\u003cp>Best-selling authors like \u003ca href=\"https://www.theatlantic.com/entertainment/archive/2013/01/growing-up-in-the-caves-of-chaos/267107/\">Ta-Nehisi Coates\u003c/a> and Cory Doctorow, comedian \u003ca href=\"https://www.reddit.com/r/DnD/comments/4zn6hi/anderson_cooper_and_stephen_colbert_nerd_out/\">Stephen Colbert\u003c/a> and \u003cem>Game of Thrones\u003c/em> mastermind George R. R. Martin all played \u003cem>Dungeons & Dragons\u003c/em>. It’s not surprising that burgeoning writers would be drawn to a storytelling game, and it presumably contributed to the development of their craft.\u003c/p>\n\u003cp>Sci-fi writer and professor Trent Hergenrader also credits his youthful fascination with tabletop role-playing games as a wellspring for his creative output. Today, Hergenrader also teaches English and creative writing at the Rochester Institute of Technology, where he uses role-playing games (RPGs) like \u003cem>Dungeons & Dragons\u003c/em> as the primary tool to instruct his students on how to write fiction.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=M8Pis2bqcIY\u003c/p>\n\u003cp>“I began using tabletop RPGs to steer students away from writing stories that had some cliched deep meaning and instead get them thinking about getting into a character’s head. The idea was that spending time on character creation exercises would help them develop well-rounded characters, and that plot would emerge from the decisions their characters make during their RPG sessions,” said Hergenrader. ”The \u003cem>Player’s Handbook\u003c/em> walks players through developing their characters’ family histories, personality traits, and even phobias and personal shortcomings.”\u003c/p>\n\u003cp>Players are essentially co-authors who regulate each other for plausibility, and their ongoing interactions contribute to deep and nuanced character development. As the narrative ringleader, the Dungeon Master is responsible for spinning a rich and engaging story that, when done well, has all the twists and turns of a page-turning novel. The game fuses literacy and orality in a unique interactive storytelling exercise, which may better develop creative writing skills than simply reading or writing in isolation.\u003c/p>\n\u003cfigure id=\"attachment_52307\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-52307\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-1020x680.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-1180x786.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-520x347.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Roman's students learning how to play. \u003ccite>(New Jersey Education Assocation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Playing D&D is a completely different experience of story than reading and analyzing a novel, short story or play,\" said Brian Foglia, who infuses \u003cem>Dungeons & Dragons\u003c/em> in the curriculum at the South Jersey Sudbury School, which he founded. \"It gives the students a better sense of character agency, as well as a felt sense for plot. It also opens a whole world of imagination for them, one that doesn’t ask them to be passive recipients of words on a page or pictures on a screen.”\u003c/p>\n\u003cp>Fiction is a transportation to another time and place, and Hergenrader uses the worldbuilding aspect of RPGs by having his students work together to flesh out the details of their setting, whether historical, contemporary or fantastical.\u003c/p>\n\u003cp>“The act of creating a world with others really highlighted the way writers attempt to represent people, places and things in their fiction, which in turn reveals these writers’ assumptions about how our shared reality works,\" said Hergenrader. \"The act of worldbuilding then becomes a stage for debating the role of government, economic systems, issues of equality along the lines of race, class, gender, and more. The RPG rule system we use helps give the world structure and consistency, but the writers have near-complete freedom when it comes to developing the world further.”\u003c/p>\n\u003cp>Kade Wells also used RPG conventions to structure a collaborative creative writing assignment with his Grade 9 English students. Wells acted as DM and led his students in the creation of “Radioactive,” an elaborate story set in a nuclear holocaust.\u003c/p>\n\u003cp>“We had to generate all kinds of things in the world: politics, survivor groups, locations, sicknesses, even monsters,” said Wells. “This creation forced a great deal of cross-curricular research for them, which they did gladly and naturally, looking things up to fill in the gaps in their knowledge.”\u003c/p>\n\u003cp>Like Hergenrader with his college students, Wells used RPG character creation techniques to encourage his students to develop rich and nuanced personas to populate the fallen world.\u003c/p>\n\u003cp>“Even the lowest writers wrote vigorously on their character stories in the “Radioactive” world. I watched as struggling writers fought through their lack of mechanical know-how, to get to the expression of their ideas in writing. In short, they were proud of their ideas, therefore willing to write them down, no matter how hard,” said Wells.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>By leveraging the playful and dynamic features of an RPG, educators empower reluctant readers and writers to participate in the art of storytelling. This not only imbues them with the skills for analysis and invention, but also equips them with the technical and imaginative resources to write and rewrite the stories of their own lives.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Some parents and teachers despair as they witness the \u003ca href=\"https://www.newyorker.com/culture/cultural-comment/books-smell-like-old-people-the-decline-of-teen-reading\">erosion of sustained reading\u003c/a>, particularly fiction, with today’s screen-obsessed youth. Whether this genuinely heralds an intellectual Armageddon, or merely marks \u003ca href=\"https://link.springer.com/chapter/10.1057/9781137429704_12\">a benign transition into a new phase\u003c/a> of the life of the mind, remains to be seen. Whatever the future holds, those who wage a pitched battle under the standard of literacy may find a valuable ally in an \u003ca href=\"http://www.bbc.com/news/magazine-26328105\">old nemesis\u003c/a>.\u003c/p>\n\u003cp>“\u003cem>Dungeons & Dragons\u003c/em> is a gateway drug to reading,” said York University professor Ian Slater, who runs \u003ca href=\"http://www.blackdragongames.ca/\">\u003cem>Dungeons & Dragons\u003c/em>\u003c/a>\u003ca href=\"http://www.blackdragongames.ca/\"> campaigns for schools and events\u003c/a>. “Children who do not read regularly or read for pleasure will start reading the gaming books almost as soon as they sit down, and they carry that outside of the game.”\u003c/p>\n\u003cp>Worldbuilding is no small task, and there are literally thousands of physical and online pages dedicated to the nuances and minutia of bringing the encyclopedic \u003cem>Dungeons & Dragons \u003c/em>universe to life. Once kids are bitten by the bug, they spend hours pouring over the reference guides, web pages and forums, and some even turn to fantasy novels. They often don’t realize that an unintended consequence of their game play is that they become better readers and writers. This, however, has not been lost on many parents and educators.\u003c/p>\n\u003cfigure id=\"attachment_52303\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-52303 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-1200x675.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-520x293.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86.jpg 1248w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Game pieces \u003ccite>(Courtesy of Sarah Roman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>The Magic of Motivation\u003c/strong>\u003c/p>\n\u003cp>“The most impactful thing about using \u003cem>D&D\u003c/em> as a literacy tool is that the information has to be synthesized, meaning they have to glean out of the reading what is necessary to make a character act in the imaginary world,\" said Texas teacher Kade Wells, who uses \u003cem>Dungeons & Dragons\u003c/em> with his students. \"Kids read the information intrinsically because the success (and power) of their character is directly linked to what they can find in a book. No child wants an ineffective character.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Students who play are intrinsically motivated to exercise a host of complex and interwoven literacy skills, which they may be more reluctant to practice without the incentive of the game. Alexandra Carter, who incorporated a modified version of \u003cem>Dungeons & Dragons\u003c/em> with a primary class, reported her students were similarly incentivized.\u003c/p>\n\u003cp>“Students willingly used and further developed their reading and writing skills while creating stories, narratives and presentations for the project,” wrote Carter in a \u003ca href=\"https://www.researchgate.net/publication/290614869_Using_Dungeons_and_Dragons_to_Integrate_Curricula_in_an_Elementary_Classroom\">paper\u003c/a> describing her use of \u003cem>D&D\u003c/em> in a Grade 3 classroom. “The students struggling in these areas academically enthusiastically poured through books and took careful notes. They felt invested in what they were doing and were excited about the goal-oriented work they were producing. One student reflected on his progress in reading and said that he ‘felt like he was actually reading for something,’ rather than ‘having to read.’ ”\u003c/p>\n\u003cp>In these cases, kids are inspired to read to better participate and perform in the game, but New Jersey educator Sarah Roman used the game as a lure to immerse her students in the classics.\u003c/p>\n\u003cfigure id=\"attachment_52305\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-52305\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/39198010181_c92257f585_k-1020x1530.jpg\" alt=\"\" width=\"640\" height=\"960\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1180x1770.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-960x1440.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-240x360.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-375x563.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-520x780.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k.jpg 1365w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Sarah Roman teaching students how to play. \u003ccite>(New Jersey Education Association)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A high school English teacher, Roman adapted \u003cem>D&D\u003c/em> for her senior Honors and AP literature classes to actively engage her students with the course readings. She designed a yearlong campaign that featured characters, setting and events from classics like \u003cem>Beowulf\u003c/em> and \u003cem>Macbeth\u003c/em>.\u003c/p>\n\u003cp>“I saw a big jump in the willingness to read,” said Roman. “They knew that I had crafted my campaigns around the details in the texts, so if they were to be successful, they would have to actively know that material and be able to synthesize it.”\u003c/p>\n\u003cp>In an ingenious ploy characteristic of an experienced \u003cem>D&D\u003c/em> player, Roman set up her class so that the game and the books on the reading list mutually informed each other. Students were motivated to read \u003cem>The Canterbury Tales\u003c/em> because it improved their performance in the game, and success in the game reinforced a greater understanding of Chaucer’s work.\u003c/p>\n\u003cp>Her unorthodox approach led to a marked improvement in more traditional modes of assessment. “I fundamentally saw a positive change in how the students are learning the works through their analytical essays and more practical assignments,” wrote Roman in \u003ca href=\"https://medium.com/@dndlearning/d-d-in-the-classroom-making-old-worlds-new-3a9ee4241d7d\">her blog\u003c/a>. Roman’s integration of \u003cem>D&D\u003c/em> in her class is not only creative and engaging for her students, but it meets mandated \u003ca href=\"https://medium.com/@dndlearning/d-d-and-education-the-rumblings-of-research-with-character-creation-487dc6f76ff\">curricular standards\u003c/a>, which illustrates that a resourceful educator can break with traditional methods of delivering course material to teach in a more engaging manner and still fulfill the curricular mandates.\u003c/p>\n\u003cfigure id=\"attachment_52299\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-52299\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/IMG-2045-1020x1020.jpg\" alt=\"\" width=\"1920\" height=\"1920\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-1200x1200.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-520x520.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-150x150.jpg 150w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Building a world (Courtesy of Sarah Roman)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>An Apprentice in Worldbuilding\u003c/strong>\u003c/p>\n\u003cp>Best-selling authors like \u003ca href=\"https://www.theatlantic.com/entertainment/archive/2013/01/growing-up-in-the-caves-of-chaos/267107/\">Ta-Nehisi Coates\u003c/a> and Cory Doctorow, comedian \u003ca href=\"https://www.reddit.com/r/DnD/comments/4zn6hi/anderson_cooper_and_stephen_colbert_nerd_out/\">Stephen Colbert\u003c/a> and \u003cem>Game of Thrones\u003c/em> mastermind George R. R. Martin all played \u003cem>Dungeons & Dragons\u003c/em>. It’s not surprising that burgeoning writers would be drawn to a storytelling game, and it presumably contributed to the development of their craft.\u003c/p>\n\u003cp>Sci-fi writer and professor Trent Hergenrader also credits his youthful fascination with tabletop role-playing games as a wellspring for his creative output. Today, Hergenrader also teaches English and creative writing at the Rochester Institute of Technology, where he uses role-playing games (RPGs) like \u003cem>Dungeons & Dragons\u003c/em> as the primary tool to instruct his students on how to write fiction.\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/M8Pis2bqcIY'\n title='//www.youtube.com/embed/M8Pis2bqcIY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>“I began using tabletop RPGs to steer students away from writing stories that had some cliched deep meaning and instead get them thinking about getting into a character’s head. The idea was that spending time on character creation exercises would help them develop well-rounded characters, and that plot would emerge from the decisions their characters make during their RPG sessions,” said Hergenrader. ”The \u003cem>Player’s Handbook\u003c/em> walks players through developing their characters’ family histories, personality traits, and even phobias and personal shortcomings.”\u003c/p>\n\u003cp>Players are essentially co-authors who regulate each other for plausibility, and their ongoing interactions contribute to deep and nuanced character development. As the narrative ringleader, the Dungeon Master is responsible for spinning a rich and engaging story that, when done well, has all the twists and turns of a page-turning novel. The game fuses literacy and orality in a unique interactive storytelling exercise, which may better develop creative writing skills than simply reading or writing in isolation.\u003c/p>\n\u003cfigure id=\"attachment_52307\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-52307\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-1020x680.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-1180x786.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-520x347.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Roman's students learning how to play. \u003ccite>(New Jersey Education Assocation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Playing D&D is a completely different experience of story than reading and analyzing a novel, short story or play,\" said Brian Foglia, who infuses \u003cem>Dungeons & Dragons\u003c/em> in the curriculum at the South Jersey Sudbury School, which he founded. \"It gives the students a better sense of character agency, as well as a felt sense for plot. It also opens a whole world of imagination for them, one that doesn’t ask them to be passive recipients of words on a page or pictures on a screen.”\u003c/p>\n\u003cp>Fiction is a transportation to another time and place, and Hergenrader uses the worldbuilding aspect of RPGs by having his students work together to flesh out the details of their setting, whether historical, contemporary or fantastical.\u003c/p>\n\u003cp>“The act of creating a world with others really highlighted the way writers attempt to represent people, places and things in their fiction, which in turn reveals these writers’ assumptions about how our shared reality works,\" said Hergenrader. \"The act of worldbuilding then becomes a stage for debating the role of government, economic systems, issues of equality along the lines of race, class, gender, and more. The RPG rule system we use helps give the world structure and consistency, but the writers have near-complete freedom when it comes to developing the world further.”\u003c/p>\n\u003cp>Kade Wells also used RPG conventions to structure a collaborative creative writing assignment with his Grade 9 English students. Wells acted as DM and led his students in the creation of “Radioactive,” an elaborate story set in a nuclear holocaust.\u003c/p>\n\u003cp>“We had to generate all kinds of things in the world: politics, survivor groups, locations, sicknesses, even monsters,” said Wells. “This creation forced a great deal of cross-curricular research for them, which they did gladly and naturally, looking things up to fill in the gaps in their knowledge.”\u003c/p>\n\u003cp>Like Hergenrader with his college students, Wells used RPG character creation techniques to encourage his students to develop rich and nuanced personas to populate the fallen world.\u003c/p>\n\u003cp>“Even the lowest writers wrote vigorously on their character stories in the “Radioactive” world. I watched as struggling writers fought through their lack of mechanical know-how, to get to the expression of their ideas in writing. In short, they were proud of their ideas, therefore willing to write them down, no matter how hard,” said Wells.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>By leveraging the playful and dynamic features of an RPG, educators empower reluctant readers and writers to participate in the art of storytelling. This not only imbues them with the skills for analysis and invention, but also equips them with the technical and imaginative resources to write and rewrite the stories of their own lives.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "More States Opting To 'Robo-Grade' Student Essays By Computer",
"title": "More States Opting To 'Robo-Grade' Student Essays By Computer",
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"content": "\u003cp>Here's a little pop quiz.\u003c/p>\n\u003cp>Multiple-choice tests are useful because:\u003c/p>\n\u003cp>A: They're cheap to score.\u003c/p>\n\u003cp>B: They can be scored quickly.\u003c/p>\n\u003cp>C: They score without human bias.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>D: All of the above.\u003c/p>\n\u003cp>It would take a computer about a nano-second to mark \"D\" as the correct answer. That's easy.\u003c/p>\n\u003cp>But now, machines are also grading students' essays. Computers are scoring long form answers on anything from the fall of the Roman Empire, to the pros and cons of government regulations.\u003c/p>\n\u003cp>Developers of so-called \"robo-graders\" say they understand why many students and teachers would be skeptical of the idea. But they insist, with computers already doing jobs as complicated and as fraught as driving cars, detecting cancer, and carrying on conversations, they can certainly handle grading students' essays.\u003c/p>\n\u003cp>\"I've been working on this now for about 25 years, and I feel that ... the time is right and it's really starting to be used now,\" says Peter Foltz, a research professor at the University of Colorado, Boulder. He's also vice president for research for Pearson, the company whose automated scoring program graded some 34 million student essays on state and national high-stakes tests last year. \"There will always be people who don't trust it ... but we're seeing a lot more breakthroughs in areas like content understanding, and AI is now able to do things which they couldn't do really well before.\"\u003c/p>\n\u003cp>Foltz says computers \"learn\" what's considered good writing by analyzing essays graded by humans. Then, the automated programs score essays themselves by scanning for those same features.\u003c/p>\n\u003cp>\"We have artificial intelligence techniques which can judge anywhere from 50 to 100 features,\" Foltz says. That includes not only basics like spelling and grammar, but also whether a student is on topic, the coherence or the flow of an argument, and the complexity of word choice and sentence structure. \"We've done a number of studies to show that the scoring can be highly accurate,\" he says.\u003c/p>\n\u003cp>To demonstrate, he takes a not-so-stellar sample essay, rife with spelling mistakes and sentence fragments, and runs it by the robo-grader, which instantly spits back a not-so-stellar score.\u003c/p>\n\u003cp>\"It gives an overall score of two out of four,\" Foltz explains. The computer also breaks it down in several categories of sub-scores showing, for example, a one on spelling and grammar, and a two on task and focus.\u003c/p>\n\u003cp>Several states including Utah and Ohio already use automated grading on their standardized tests. Cyndee Carter, assessment development coordinator for the Utah State Board of Education, says the state began very cautiously, at first making sure every machine-graded essay was \u003cem>also\u003c/em> read by a real person. But she says the computer scoring has proven \"spot-on\" and Utah now lets machines be the sole judge of the vast majority of essays. In about 20 percent of cases, she says, when the computer detects something unusual, or is on the fence between two scores, it flags an essay for human review. But all in all, she says the automated scoring system has been a boon for the state, not only for the cost savings, but also because it enables teachers to get test results back in minutes rather than months.\u003c/p>\n\u003cp>Massachusetts is among those now intrigued by the possibilities, and considering jumping on the bandwagon to have computers score essays on its state-wide Massachusetts Comprehensive Assessment System (MCAS) tests.\u003c/p>\n\u003cp>Commissioner of Elementary and Secondary Education Jeffrey C. Riley called the prospect \"exciting\" at a recent Board of Elementary and Secondary Education meeting outlining plans to look into the idea. \"I'm suspending belief that this is possible,\" he said.\u003c/p>\n\u003cp>Department Of Education Deputy Commissioner Jeff Wulfson cited \"huge advances in artificial intelligence in the last few years\" and cracked, \"I asked Alexa whether she thought we'd ever be able to use computers to reliably score tests, and she said absolutely.\"\u003c/p>\n\u003cp>But many teachers are unconvinced.\u003c/p>\n\u003cp>\"The idea is bananas, as far as I'm concerned,\" says Kelly Henderson, an English teacher at Newton South High School just outside Boston. \"An art form, a form of expression being evaluated by an algorithm is patently ridiculous.\"\u003c/p>\n\u003cp>Another English teacher, Robyn Marder, nods her head in agreement. \"What about original ideas? Where is room for creativity of expression? A computer is going to miss all of that,\" she says.\u003c/p>\n\u003cp>Marder and Henderson worry robo-graders will just encourage the worst kind of formulaic writing.\u003c/p>\n\u003cp>\"What is the computer program going to reward?\" Henderson challenges. \"Is it going to reward some vapid drivel that happens to be structurally sound?\"\u003c/p>\n\u003cp>\u003cstrong>Robo-graders' kryptonite\u003c/strong>\u003c/p>\n\u003cp>Turns out that's an easy question to answer, thanks to MIT research affiliate, and longtime-critic of automated scoring, Les Perelman. He's designed what you might think of as robo-graders' kryptonite, to expose what he sees as the weakness and absurdity of automated scoring. Called the Babel (\"Basic Automatic B.S. Essay Language\") Generator, it works like a computerized Mad Libs, creating essays that make zero sense, but earn top scores from robo-graders.\u003c/p>\n\u003cp>To demonstrate, he calls up a practice question for the GRE exam that's graded with the same algorithms that actual tests are. He then enters three words related to the essay prompt into his Babel Generator, which instantly spits back a 500-word wonder, replete with a plethora of obscure multisyllabic synonyms:\u003c/p>\n\u003cp>\u003cem>\"History by mimic has not, and presumably never will be precipitously but blithely ensconced. Society will always encompass imaginativeness; many of scrutinizations but a few for an amanuensis. The perjured imaginativeness lies in the area of theory of knowledge but also the field of literature. Instead of enthralling the analysis, grounds constitutes both a disparaging quip and a diligent explanation.\"\u003c/em>\u003c/p>\n\u003cp>\"It makes absolutely no sense,\" he says, shaking his head. \"There is no meaning. It's not real writing.\"\u003c/p>\n\u003cp>But Perelman promises that won't matter to the robo-grader. And sure enough, when he submits it to the GRE automated scoring system, it gets a perfect score: 6 out of 6, which according to the GRE, means it \"presents a cogent, well-articulated analysis of the issue and conveys meaning skillfully.\"\u003c/p>\n\u003cp>\"It's so scary that it works,\" Perelman sighs. \"Machines are very brilliant for certain things and very stupid on other things. This is a case where the machines are very, very stupid.\"\u003c/p>\n\u003cp>Because computers can only count, and cannot actually understand meaning, he says, facts are irrelevant to the algorithm. \"So you can write that the War of 1812 began in 1945, and that wouldn't count against you at all,\" he says. \"In fact it would count for you because [the computer would consider it to be] good detail.\"\u003c/p>\n\u003cp>Perelman says his Babel Generator also proves how easy it is to game the system. While students are not going to walk into a standardized test with a Babel Generator in their back pocket, he says, they \u003cem>will\u003c/em> quickly learn they can fool the algorithm by using lots of big words, complex sentences, and some key phrases - that make some English teachers cringe.\u003c/p>\n\u003cp>\"For example, you will get a higher score just by [writing] \"in conclusion,'\" he says.\u003c/p>\n\u003cp>\u003cstrong>Gaming the system?\u003c/strong>\u003c/p>\n\u003cp>But Nitin Madnani, senior research scientist at Educational Testing Service (ETS), the company that makes the GRE's automated scoring program, says that's not exactly a hack.\u003c/p>\n\u003cp>\"If someone is smart enough to pay attention to all the things that an automated system pays attention to, and to incorporate them in their writing, that's no longer gaming, that's good writing,\" he says. \"So you kind of do want to give them a good grade.\"\u003c/p>\n\u003cp>GRE essays are still always scored by a human reader as well as a computer, Madnani says. So pure babble would never pass a real test.\u003c/p>\n\u003cp>But in places like Utah, where tests are graded by machines \u003cem>only\u003c/em>, scampish students are giving the algorithm a run for its money.\u003c/p>\n\u003cp>\"Students are genius, and they're able to game the system,\" notes Carter, the assessment official from Utah.\u003c/p>\n\u003cp>One year, she says, a student who wrote a whole page of the letter \"b\" ended up with a good score. Other students have figured out that they could do well writing one really good paragraph and just copying that four times to make a five-paragraph essay that scores well. Others have pulled one over on the computer by padding their essays with long quotes from the text they're supposed to analyze, or from the question they're supposed to answer.\u003c/p>\n\u003cp>But each time, Carter says, the computer code is tweaked to spot those tricks.\u003c/p>\n\u003cp>\"We think we're catching most things now,\" Carter says, but students are \"very creative\" and the computer programs are continually being updated to flag different kinds of ruses.\u003c/p>\n\u003cp>\"In this game of cat and mouse, the vendors have already identified [these] strategy[ies],\" says Mark Shermis, dean and professor at the College of Education at the University of Houston, Clear Lake, who's an expert in automated scoring. As a safeguard, all essays get not only a score, but also a \"confidence\" rating. \"So those essays will be scored with 'low confidence,' and [the computer] will say 'please have a human have a look at this,'\" he says.\u003c/p>\n\u003cp>Critics of robo-grading also worry it will change the way teachers teach. \"If teachers are being evaluated on how well their students perform on [standardized tests that are machine-graded] and schools are being evaluated on how well they test, then teachers are going to be teaching to the test,\" says Perelman. And teachers will be teaching students to produce the wrong thing.\"\u003c/p>\n\u003cp>\u003cstrong>\"The facts are secondary\" \u003c/strong>\u003c/p>\n\u003cp>Indeed, being a good writer is not the same thing as being a \"higher-scoring GRE essay writer,\" says Orion Taraban, executive director of Stellar GRE, a tutoring company in San Francisco.\u003c/p>\n\u003cp>\"Students really need to appreciate that they're writing for a machine ... [and when students] agonize over crafting beautiful, wonderfully logically coherent and empirically validated paragraphs, it's like pearls before swine. The computer can't appreciate what this person has done and they don't get the score that they deserve.\"\u003c/p>\n\u003cp>Instead, Taraban tutors students to give the computer what it wants. \"I train them in fabricating evidence and fabricating fake studies, which is a lot of fun,\" he says, quickly adding, \"but I also tell them not to do this in real life.\"\u003c/p>\n\u003cp>For example, when writing a persuasive essay\u003cem>, \u003c/em>Taraban advises students to use a basic formula and get creative. It goes something like this:\u003c/p>\n\u003cp>\u003cem>\"\u003c/em>A [pick any year] study by Professor [fill in any old name] at the [insert your favorite university] in which the authors analyze [summarize the crux of the debate here], researchers discovered that [insert compelling data here] ... and that [offer more invented, persuasive evidence here.] This demonstrates that [go to town boosting your thesis here!]\"\u003c/p>\n\u003cp>His students do this all the time, using the name of say, their roommate, and citing that fake expert's fake research to bolster their argument. More often than not, they've been rewarded with great scores.\u003c/p>\n\u003cp>\"Yeah, we see a lot of that,\" concedes Madnani, who works for ETS on the GRE automated scoring program. \"But it's not the end of the world.\" Even human readers, who may have two minutes to read each essay, would not take the time to fact check those kind of details, he says. \"But if the goal of the assessment is to test whether you are a good English writer, then the facts are secondary.\"\u003c/p>\n\u003cp>It's a different story on achievement tests that are meant to test a student's mastery of history, for example. In those cases it \u003cem>would\u003c/em> matter if a student writes that the War of 1812 began in 1945. AI systems can check facts against a database, he says, but that only works on very narrow questions. \"If you might have millions of facts that could come in, there's no possible way any automated system could verify all of them,\" he says. \"So that's why we have humans in the loop.\"\u003c/p>\n\u003cp>Ultimately, he says, computer programs are doing what they were designed to do: to assess whether a student knows how to construct an essay, with a thesis, evidence, and a conclusion, all in good English. It's true that a transitional phrase like \"in conclusion\" signals to the algorithm that you've got one, just as \"firstly,\" \"secondly,\" and \"thirdly,\" broadcasts that a student is moving through a multifaceted argument. Purists may turn their nose up at that kind of formulaic writing, but as developers note, the computers learn what good writing is from teachers, and just mirror that. \"Only if teachers think that writing 'in conclusion' is a good structure to use, then students will tend to be rewarded for it,\" says Foltz, from Pearson.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>So, in conclusion, robo-grading technology may indeed be \"demonstrating proficiency\" and \"learning new skills.\" But experts say, it's also still got plenty of \"room for improvement.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=More+States+Opting+To+%27Robo-Grade%27+Student+Essays+By+Computer&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Here's a little pop quiz.\u003c/p>\n\u003cp>Multiple-choice tests are useful because:\u003c/p>\n\u003cp>A: They're cheap to score.\u003c/p>\n\u003cp>B: They can be scored quickly.\u003c/p>\n\u003cp>C: They score without human bias.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>D: All of the above.\u003c/p>\n\u003cp>It would take a computer about a nano-second to mark \"D\" as the correct answer. That's easy.\u003c/p>\n\u003cp>But now, machines are also grading students' essays. Computers are scoring long form answers on anything from the fall of the Roman Empire, to the pros and cons of government regulations.\u003c/p>\n\u003cp>Developers of so-called \"robo-graders\" say they understand why many students and teachers would be skeptical of the idea. But they insist, with computers already doing jobs as complicated and as fraught as driving cars, detecting cancer, and carrying on conversations, they can certainly handle grading students' essays.\u003c/p>\n\u003cp>\"I've been working on this now for about 25 years, and I feel that ... the time is right and it's really starting to be used now,\" says Peter Foltz, a research professor at the University of Colorado, Boulder. He's also vice president for research for Pearson, the company whose automated scoring program graded some 34 million student essays on state and national high-stakes tests last year. \"There will always be people who don't trust it ... but we're seeing a lot more breakthroughs in areas like content understanding, and AI is now able to do things which they couldn't do really well before.\"\u003c/p>\n\u003cp>Foltz says computers \"learn\" what's considered good writing by analyzing essays graded by humans. Then, the automated programs score essays themselves by scanning for those same features.\u003c/p>\n\u003cp>\"We have artificial intelligence techniques which can judge anywhere from 50 to 100 features,\" Foltz says. That includes not only basics like spelling and grammar, but also whether a student is on topic, the coherence or the flow of an argument, and the complexity of word choice and sentence structure. \"We've done a number of studies to show that the scoring can be highly accurate,\" he says.\u003c/p>\n\u003cp>To demonstrate, he takes a not-so-stellar sample essay, rife with spelling mistakes and sentence fragments, and runs it by the robo-grader, which instantly spits back a not-so-stellar score.\u003c/p>\n\u003cp>\"It gives an overall score of two out of four,\" Foltz explains. The computer also breaks it down in several categories of sub-scores showing, for example, a one on spelling and grammar, and a two on task and focus.\u003c/p>\n\u003cp>Several states including Utah and Ohio already use automated grading on their standardized tests. Cyndee Carter, assessment development coordinator for the Utah State Board of Education, says the state began very cautiously, at first making sure every machine-graded essay was \u003cem>also\u003c/em> read by a real person. But she says the computer scoring has proven \"spot-on\" and Utah now lets machines be the sole judge of the vast majority of essays. In about 20 percent of cases, she says, when the computer detects something unusual, or is on the fence between two scores, it flags an essay for human review. But all in all, she says the automated scoring system has been a boon for the state, not only for the cost savings, but also because it enables teachers to get test results back in minutes rather than months.\u003c/p>\n\u003cp>Massachusetts is among those now intrigued by the possibilities, and considering jumping on the bandwagon to have computers score essays on its state-wide Massachusetts Comprehensive Assessment System (MCAS) tests.\u003c/p>\n\u003cp>Commissioner of Elementary and Secondary Education Jeffrey C. Riley called the prospect \"exciting\" at a recent Board of Elementary and Secondary Education meeting outlining plans to look into the idea. \"I'm suspending belief that this is possible,\" he said.\u003c/p>\n\u003cp>Department Of Education Deputy Commissioner Jeff Wulfson cited \"huge advances in artificial intelligence in the last few years\" and cracked, \"I asked Alexa whether she thought we'd ever be able to use computers to reliably score tests, and she said absolutely.\"\u003c/p>\n\u003cp>But many teachers are unconvinced.\u003c/p>\n\u003cp>\"The idea is bananas, as far as I'm concerned,\" says Kelly Henderson, an English teacher at Newton South High School just outside Boston. \"An art form, a form of expression being evaluated by an algorithm is patently ridiculous.\"\u003c/p>\n\u003cp>Another English teacher, Robyn Marder, nods her head in agreement. \"What about original ideas? Where is room for creativity of expression? A computer is going to miss all of that,\" she says.\u003c/p>\n\u003cp>Marder and Henderson worry robo-graders will just encourage the worst kind of formulaic writing.\u003c/p>\n\u003cp>\"What is the computer program going to reward?\" Henderson challenges. \"Is it going to reward some vapid drivel that happens to be structurally sound?\"\u003c/p>\n\u003cp>\u003cstrong>Robo-graders' kryptonite\u003c/strong>\u003c/p>\n\u003cp>Turns out that's an easy question to answer, thanks to MIT research affiliate, and longtime-critic of automated scoring, Les Perelman. He's designed what you might think of as robo-graders' kryptonite, to expose what he sees as the weakness and absurdity of automated scoring. Called the Babel (\"Basic Automatic B.S. Essay Language\") Generator, it works like a computerized Mad Libs, creating essays that make zero sense, but earn top scores from robo-graders.\u003c/p>\n\u003cp>To demonstrate, he calls up a practice question for the GRE exam that's graded with the same algorithms that actual tests are. He then enters three words related to the essay prompt into his Babel Generator, which instantly spits back a 500-word wonder, replete with a plethora of obscure multisyllabic synonyms:\u003c/p>\n\u003cp>\u003cem>\"History by mimic has not, and presumably never will be precipitously but blithely ensconced. Society will always encompass imaginativeness; many of scrutinizations but a few for an amanuensis. The perjured imaginativeness lies in the area of theory of knowledge but also the field of literature. Instead of enthralling the analysis, grounds constitutes both a disparaging quip and a diligent explanation.\"\u003c/em>\u003c/p>\n\u003cp>\"It makes absolutely no sense,\" he says, shaking his head. \"There is no meaning. It's not real writing.\"\u003c/p>\n\u003cp>But Perelman promises that won't matter to the robo-grader. And sure enough, when he submits it to the GRE automated scoring system, it gets a perfect score: 6 out of 6, which according to the GRE, means it \"presents a cogent, well-articulated analysis of the issue and conveys meaning skillfully.\"\u003c/p>\n\u003cp>\"It's so scary that it works,\" Perelman sighs. \"Machines are very brilliant for certain things and very stupid on other things. This is a case where the machines are very, very stupid.\"\u003c/p>\n\u003cp>Because computers can only count, and cannot actually understand meaning, he says, facts are irrelevant to the algorithm. \"So you can write that the War of 1812 began in 1945, and that wouldn't count against you at all,\" he says. \"In fact it would count for you because [the computer would consider it to be] good detail.\"\u003c/p>\n\u003cp>Perelman says his Babel Generator also proves how easy it is to game the system. While students are not going to walk into a standardized test with a Babel Generator in their back pocket, he says, they \u003cem>will\u003c/em> quickly learn they can fool the algorithm by using lots of big words, complex sentences, and some key phrases - that make some English teachers cringe.\u003c/p>\n\u003cp>\"For example, you will get a higher score just by [writing] \"in conclusion,'\" he says.\u003c/p>\n\u003cp>\u003cstrong>Gaming the system?\u003c/strong>\u003c/p>\n\u003cp>But Nitin Madnani, senior research scientist at Educational Testing Service (ETS), the company that makes the GRE's automated scoring program, says that's not exactly a hack.\u003c/p>\n\u003cp>\"If someone is smart enough to pay attention to all the things that an automated system pays attention to, and to incorporate them in their writing, that's no longer gaming, that's good writing,\" he says. \"So you kind of do want to give them a good grade.\"\u003c/p>\n\u003cp>GRE essays are still always scored by a human reader as well as a computer, Madnani says. So pure babble would never pass a real test.\u003c/p>\n\u003cp>But in places like Utah, where tests are graded by machines \u003cem>only\u003c/em>, scampish students are giving the algorithm a run for its money.\u003c/p>\n\u003cp>\"Students are genius, and they're able to game the system,\" notes Carter, the assessment official from Utah.\u003c/p>\n\u003cp>One year, she says, a student who wrote a whole page of the letter \"b\" ended up with a good score. Other students have figured out that they could do well writing one really good paragraph and just copying that four times to make a five-paragraph essay that scores well. Others have pulled one over on the computer by padding their essays with long quotes from the text they're supposed to analyze, or from the question they're supposed to answer.\u003c/p>\n\u003cp>But each time, Carter says, the computer code is tweaked to spot those tricks.\u003c/p>\n\u003cp>\"We think we're catching most things now,\" Carter says, but students are \"very creative\" and the computer programs are continually being updated to flag different kinds of ruses.\u003c/p>\n\u003cp>\"In this game of cat and mouse, the vendors have already identified [these] strategy[ies],\" says Mark Shermis, dean and professor at the College of Education at the University of Houston, Clear Lake, who's an expert in automated scoring. As a safeguard, all essays get not only a score, but also a \"confidence\" rating. \"So those essays will be scored with 'low confidence,' and [the computer] will say 'please have a human have a look at this,'\" he says.\u003c/p>\n\u003cp>Critics of robo-grading also worry it will change the way teachers teach. \"If teachers are being evaluated on how well their students perform on [standardized tests that are machine-graded] and schools are being evaluated on how well they test, then teachers are going to be teaching to the test,\" says Perelman. And teachers will be teaching students to produce the wrong thing.\"\u003c/p>\n\u003cp>\u003cstrong>\"The facts are secondary\" \u003c/strong>\u003c/p>\n\u003cp>Indeed, being a good writer is not the same thing as being a \"higher-scoring GRE essay writer,\" says Orion Taraban, executive director of Stellar GRE, a tutoring company in San Francisco.\u003c/p>\n\u003cp>\"Students really need to appreciate that they're writing for a machine ... [and when students] agonize over crafting beautiful, wonderfully logically coherent and empirically validated paragraphs, it's like pearls before swine. The computer can't appreciate what this person has done and they don't get the score that they deserve.\"\u003c/p>\n\u003cp>Instead, Taraban tutors students to give the computer what it wants. \"I train them in fabricating evidence and fabricating fake studies, which is a lot of fun,\" he says, quickly adding, \"but I also tell them not to do this in real life.\"\u003c/p>\n\u003cp>For example, when writing a persuasive essay\u003cem>, \u003c/em>Taraban advises students to use a basic formula and get creative. It goes something like this:\u003c/p>\n\u003cp>\u003cem>\"\u003c/em>A [pick any year] study by Professor [fill in any old name] at the [insert your favorite university] in which the authors analyze [summarize the crux of the debate here], researchers discovered that [insert compelling data here] ... and that [offer more invented, persuasive evidence here.] This demonstrates that [go to town boosting your thesis here!]\"\u003c/p>\n\u003cp>His students do this all the time, using the name of say, their roommate, and citing that fake expert's fake research to bolster their argument. More often than not, they've been rewarded with great scores.\u003c/p>\n\u003cp>\"Yeah, we see a lot of that,\" concedes Madnani, who works for ETS on the GRE automated scoring program. \"But it's not the end of the world.\" Even human readers, who may have two minutes to read each essay, would not take the time to fact check those kind of details, he says. \"But if the goal of the assessment is to test whether you are a good English writer, then the facts are secondary.\"\u003c/p>\n\u003cp>It's a different story on achievement tests that are meant to test a student's mastery of history, for example. In those cases it \u003cem>would\u003c/em> matter if a student writes that the War of 1812 began in 1945. AI systems can check facts against a database, he says, but that only works on very narrow questions. \"If you might have millions of facts that could come in, there's no possible way any automated system could verify all of them,\" he says. \"So that's why we have humans in the loop.\"\u003c/p>\n\u003cp>Ultimately, he says, computer programs are doing what they were designed to do: to assess whether a student knows how to construct an essay, with a thesis, evidence, and a conclusion, all in good English. It's true that a transitional phrase like \"in conclusion\" signals to the algorithm that you've got one, just as \"firstly,\" \"secondly,\" and \"thirdly,\" broadcasts that a student is moving through a multifaceted argument. Purists may turn their nose up at that kind of formulaic writing, but as developers note, the computers learn what good writing is from teachers, and just mirror that. \"Only if teachers think that writing 'in conclusion' is a good structure to use, then students will tend to be rewarded for it,\" says Foltz, from Pearson.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So, in conclusion, robo-grading technology may indeed be \"demonstrating proficiency\" and \"learning new skills.\" But experts say, it's also still got plenty of \"room for improvement.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=More+States+Opting+To+%27Robo-Grade%27+Student+Essays+By+Computer&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Using Expressive Writing To Keep Students Grounded and Engaged in Science Courses",
"title": "Using Expressive Writing To Keep Students Grounded and Engaged in Science Courses",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Before attacking a problem set or being introduced to a new concept, some students at San Francisco State University will pause during their science class to do something unusual: ponder life, write thoughts into a journal and share them with classmates. \u003cem>Why am I here? What am I contributing to this class? Who can I go to when times are tough?\u003c/em>\u003c/p>\n\u003cp>While it’s not unexpected for humanities classes to incorporate self-reflection, such activities rarely find a place in science, technology, engineering and mathematics (STEM) — information-rich disciplines with skills and concepts that build on one another.\u003c/p>\n\u003cp>The thought of bringing expressive writing into STEM at SFSU came to \u003ca href=\"https://www.linkedin.com/in/thehopedealer/\">Khanh Tran\u003c/a> when he had an aha! moment while taking an ethnic studies class two years ago. Whereas the ethnic studies class was “all about my personal experience,” science courses are “about someone else’s — someone’s theory, someone’s discovery, someone’s knowledge,” says Tran, a SFSU biology and Asian-American studies major who is \u003cspan style=\"font-weight: 400\">the youngest son of Vietnamese immigrants\u003c/span>. Ethnic studies classes emphasize “what \u003cem>you\u003c/em> know, what you can bring to the classroom.”\u003c/p>\n\u003cfigure id=\"attachment_50721\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"wp-image-50721 size-thumbnail\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/khanh-tran-headshot-160x200.jpg\" alt=\"\" width=\"160\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-800x1000.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-768x960.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-240x300.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-375x469.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-520x650.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot.jpg 853w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Khanh Tran \u003ccite>(Courtesy of Khanh Tran)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Every day, as Tran recalls, his ethnic studies professor \u003ca href=\"https://aas.sfsu.edu/content/arlene-daus-magbual-edd\">Arlene Daus-Magbual\u003c/a> began class by asking students a check-in question. \u003cem>On a scale of 1 to 10, how stressed do you feel? Name the animal you feel most aligned with\u003c/em>. One student said she liked the check-ins because they didn’t simply ask what you know “but also how you’re feeling in the heart,” Tran says. The concept of a “heart check” was born. Tran wondered if this sort of activity — a brief time to consider values and purpose — could help first-generation students persist and succeed in STEM majors.\u003c/p>\n\u003cp>Tran shared his thinking with Imani Davis, an African-American classmate studying biology and ethnic studies. The idea resonated. “I never had someone in the sciences reflect who I was as a person,” Davis says. She began to wonder what if students were asked \"Who is someone in the sciences you connect with or reflects the background you’re a part of?”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Davis and Tran brought the idea to chemistry professor \u003ca href=\"http://www.sciencemag.org/careers/2017/10/chicana-chemist-paying-it-forward-support-students-underrepresented-groups\">Alegra Eroy-Reveles\u003c/a>, who helped them craft journaling questions for a peer-led program, known as Supplemental Instruction (SI), aimed at supporting students in large-lecture STEM courses. SI classes are open to all but particularly helpful for first-generation college students whose parents didn’t attend college, and students from ethnic groups underrepresented in STEM. The group conducted trial runs of the journaling in SI biology, chemistry and physics classes last spring.\u003c/p>\n\u003cfigure id=\"attachment_50720\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-50720\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster.png\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-240x180.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-375x281.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-520x390.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">SFSU students Isela Hernandez and Imani Davis with chemistry professor Alegra Eroy-Reveles presenting their journaling project at a conference last fall. \u003ccite>(Courtesy of Alegra Eroy-Reveles)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Each week as class started, students spent five minutes reflecting on a provided question. They jotted thoughts into a composition book, then had the option of sharing insights and experiences with the class before returning their journals to the instructor. At first a few students balked at the activity, eager to dive straight into course material. Others hesitated because of shame or worry.\u003c/p>\n\u003cp>“We’re taught to think a bit more linearly [in STEM]...to not bring personality or thought or rationale into our classes,” says Sergio Ramirez, an SFSU senior who several years ago took the SI program and now serves as a class facilitator.\u003c/p>\n\u003cp>“At first I didn’t want to open up to anybody,” says Mireya Arreguin, a biology major. “I come from a Mexican family whose parents didn’t go to college, who didn’t even finish middle school. And it was like, why am I here? Am I the only one who’s trying to put up a face?”\u003c/p>\n\u003cfigure id=\"attachment_50715\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50715\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/SI-Journal-entry-2-e1520503037310.png\" alt=\"\" width=\"1920\" height=\"1199\">\u003cfigcaption class=\"wp-caption-text\">Supplemental Instruction journal entry by SFSU student Mireya Arreguin. \u003ccite>(Courtesy of Mireya Arreguin)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If students didn’t feel like sharing, the instructors jumped in. “We answered the questions as well,” says Davis. “We didn’t want there to be a divide, like I’m the teacher and you’re the student. We were all peers.”\u003c/p>\n\u003cp>Before long students got more comfortable being honest about their struggles. “We all started opening up and liking it more,” Arreguin says. “It was actually enjoyable and stress-relieving.”\u003c/p>\n\u003cp>In end-of-semester evaluations, students gave feedback on their experience with the in-class journaling. Did it help their learning? Did it help them understand why they’re going to college?\u003c/p>\n\u003cp>“Overwhelmingly yes,” says Eroy-Reveles. “They want to do more.”\u003c/p>\n\u003cp>Some students said they wished their instructors had read what they’d written and given feedback week to week, like an interactive diary.\u003c/p>\n\u003cp>Reading through student responses, Eroy-Reveles and the team assumed the benefits of journaling would fall largely in the realm of self-affirmation. But actually less than a fifth of participants mentioned feeling affirmed. More than 85 percent noted gains from cognitive processing — taking the time to think deeply about themselves, “to look at their life, think about stress levels,\" says Eroy-Reveles. \"That’s what led to greater meaning.”\u003c/p>\n\u003cfigure id=\"attachment_50714\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50714\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/SI-Journal-1.png\" alt=\"\" width=\"1920\" height=\"1663\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-160x139.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-800x693.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-768x665.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-1020x883.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-1180x1022.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-960x832.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-240x208.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-375x325.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-520x450.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Supplemental Instruction journal entry by SFSU student Jesus Barragan. \u003ccite>(Courtesy of Jesus Barragan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This semester, about 320 students -- 16 of 23 SI classes (biology, chemistry, physics, math) -- are doing the in-class journaling. With this expanded participation, the team hopes to get a clearer picture of the activity’s impact. For example, does it help students earn better grades or stay in STEM or reduce stress levels? The project is called SEEP (Self-Empowering Expressive Purpose). It’s funded through \u003ca href=\"https://sfbuild.sfsu.edu/home\">SF BUILD\u003c/a> (Building Infrastructure Leading to Diversity), a program the university launched in 2014 as part of the National Institutes of Health’s effort to diversify the biomedical workforce.\u003c/p>\n\u003cp>The self-reflection and journaling component helps students realize their sense of purpose, but it’s the peer-to-peer dialogue that brings affirmation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“It provides hope and healing,” Tran says.\u003c/p>\n\n",
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"excerpt": "First generation college students who are at risk of dropping out of STEM majors can benefit from writing in journals about their purpose in STEM and reflecting deeply on who they are. \r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Before attacking a problem set or being introduced to a new concept, some students at San Francisco State University will pause during their science class to do something unusual: ponder life, write thoughts into a journal and share them with classmates. \u003cem>Why am I here? What am I contributing to this class? Who can I go to when times are tough?\u003c/em>\u003c/p>\n\u003cp>While it’s not unexpected for humanities classes to incorporate self-reflection, such activities rarely find a place in science, technology, engineering and mathematics (STEM) — information-rich disciplines with skills and concepts that build on one another.\u003c/p>\n\u003cp>The thought of bringing expressive writing into STEM at SFSU came to \u003ca href=\"https://www.linkedin.com/in/thehopedealer/\">Khanh Tran\u003c/a> when he had an aha! moment while taking an ethnic studies class two years ago. Whereas the ethnic studies class was “all about my personal experience,” science courses are “about someone else’s — someone’s theory, someone’s discovery, someone’s knowledge,” says Tran, a SFSU biology and Asian-American studies major who is \u003cspan style=\"font-weight: 400\">the youngest son of Vietnamese immigrants\u003c/span>. Ethnic studies classes emphasize “what \u003cem>you\u003c/em> know, what you can bring to the classroom.”\u003c/p>\n\u003cfigure id=\"attachment_50721\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"wp-image-50721 size-thumbnail\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/khanh-tran-headshot-160x200.jpg\" alt=\"\" width=\"160\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-800x1000.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-768x960.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-240x300.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-375x469.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-520x650.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot.jpg 853w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Khanh Tran \u003ccite>(Courtesy of Khanh Tran)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Every day, as Tran recalls, his ethnic studies professor \u003ca href=\"https://aas.sfsu.edu/content/arlene-daus-magbual-edd\">Arlene Daus-Magbual\u003c/a> began class by asking students a check-in question. \u003cem>On a scale of 1 to 10, how stressed do you feel? Name the animal you feel most aligned with\u003c/em>. One student said she liked the check-ins because they didn’t simply ask what you know “but also how you’re feeling in the heart,” Tran says. The concept of a “heart check” was born. Tran wondered if this sort of activity — a brief time to consider values and purpose — could help first-generation students persist and succeed in STEM majors.\u003c/p>\n\u003cp>Tran shared his thinking with Imani Davis, an African-American classmate studying biology and ethnic studies. The idea resonated. “I never had someone in the sciences reflect who I was as a person,” Davis says. She began to wonder what if students were asked \"Who is someone in the sciences you connect with or reflects the background you’re a part of?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Davis and Tran brought the idea to chemistry professor \u003ca href=\"http://www.sciencemag.org/careers/2017/10/chicana-chemist-paying-it-forward-support-students-underrepresented-groups\">Alegra Eroy-Reveles\u003c/a>, who helped them craft journaling questions for a peer-led program, known as Supplemental Instruction (SI), aimed at supporting students in large-lecture STEM courses. SI classes are open to all but particularly helpful for first-generation college students whose parents didn’t attend college, and students from ethnic groups underrepresented in STEM. The group conducted trial runs of the journaling in SI biology, chemistry and physics classes last spring.\u003c/p>\n\u003cfigure id=\"attachment_50720\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-50720\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster.png\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-240x180.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-375x281.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-520x390.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">SFSU students Isela Hernandez and Imani Davis with chemistry professor Alegra Eroy-Reveles presenting their journaling project at a conference last fall. \u003ccite>(Courtesy of Alegra Eroy-Reveles)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Each week as class started, students spent five minutes reflecting on a provided question. They jotted thoughts into a composition book, then had the option of sharing insights and experiences with the class before returning their journals to the instructor. At first a few students balked at the activity, eager to dive straight into course material. Others hesitated because of shame or worry.\u003c/p>\n\u003cp>“We’re taught to think a bit more linearly [in STEM]...to not bring personality or thought or rationale into our classes,” says Sergio Ramirez, an SFSU senior who several years ago took the SI program and now serves as a class facilitator.\u003c/p>\n\u003cp>“At first I didn’t want to open up to anybody,” says Mireya Arreguin, a biology major. “I come from a Mexican family whose parents didn’t go to college, who didn’t even finish middle school. And it was like, why am I here? Am I the only one who’s trying to put up a face?”\u003c/p>\n\u003cfigure id=\"attachment_50715\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50715\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/SI-Journal-entry-2-e1520503037310.png\" alt=\"\" width=\"1920\" height=\"1199\">\u003cfigcaption class=\"wp-caption-text\">Supplemental Instruction journal entry by SFSU student Mireya Arreguin. \u003ccite>(Courtesy of Mireya Arreguin)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If students didn’t feel like sharing, the instructors jumped in. “We answered the questions as well,” says Davis. “We didn’t want there to be a divide, like I’m the teacher and you’re the student. We were all peers.”\u003c/p>\n\u003cp>Before long students got more comfortable being honest about their struggles. “We all started opening up and liking it more,” Arreguin says. “It was actually enjoyable and stress-relieving.”\u003c/p>\n\u003cp>In end-of-semester evaluations, students gave feedback on their experience with the in-class journaling. Did it help their learning? Did it help them understand why they’re going to college?\u003c/p>\n\u003cp>“Overwhelmingly yes,” says Eroy-Reveles. “They want to do more.”\u003c/p>\n\u003cp>Some students said they wished their instructors had read what they’d written and given feedback week to week, like an interactive diary.\u003c/p>\n\u003cp>Reading through student responses, Eroy-Reveles and the team assumed the benefits of journaling would fall largely in the realm of self-affirmation. But actually less than a fifth of participants mentioned feeling affirmed. More than 85 percent noted gains from cognitive processing — taking the time to think deeply about themselves, “to look at their life, think about stress levels,\" says Eroy-Reveles. \"That’s what led to greater meaning.”\u003c/p>\n\u003cfigure id=\"attachment_50714\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50714\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/SI-Journal-1.png\" alt=\"\" width=\"1920\" height=\"1663\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-160x139.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-800x693.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-768x665.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-1020x883.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-1180x1022.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-960x832.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-240x208.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-375x325.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-520x450.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Supplemental Instruction journal entry by SFSU student Jesus Barragan. \u003ccite>(Courtesy of Jesus Barragan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This semester, about 320 students -- 16 of 23 SI classes (biology, chemistry, physics, math) -- are doing the in-class journaling. With this expanded participation, the team hopes to get a clearer picture of the activity’s impact. For example, does it help students earn better grades or stay in STEM or reduce stress levels? The project is called SEEP (Self-Empowering Expressive Purpose). It’s funded through \u003ca href=\"https://sfbuild.sfsu.edu/home\">SF BUILD\u003c/a> (Building Infrastructure Leading to Diversity), a program the university launched in 2014 as part of the National Institutes of Health’s effort to diversify the biomedical workforce.\u003c/p>\n\u003cp>The self-reflection and journaling component helps students realize their sense of purpose, but it’s the peer-to-peer dialogue that brings affirmation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“It provides hope and healing,” Tran says.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Build Self-Assessment Into Jampacked High School Classes",
"title": "How to Build Self-Assessment Into Jampacked High School Classes",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Most high school teachers are familiar with students who obsess over every missed point on an assignment. It’s annoying; and many teachers wish students were more focused on the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/07/18/are-grades-diverting-focus-from-real-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">process of learning\u003c/a> and their own growth, instead of the final grade. But putting the process front and center can feel difficult in a results-oriented school. While most teachers can’t entirely \u003ca href=\"https://ww2.kqed.org/mindshift/2017/08/13/when-schools-forgo-grades-an-experiment-in-internal-motivation/\" target=\"_blank\" rel=\"noopener noreferrer\">move away from grades\u003c/a>, they can use simple strategies that require students to reflect on their progress, evaluate their work and set goals for improvement.\u003c/p>\n\u003cp>Helping students learn to evaluate their own work is a crucial skill that taps into their metacognitive abilities. Franklin High School teacher \u003ca href=\"https://blc17.sched.com/speaker/johnleighton?iframe=no&w=100%&sidebar=yes&bg=no\">John Leighton\u003c/a> has come to see self-assessment as a crucial skill for his history students, one that he intentionally cultivates with three simple strategies.\u003c/p>\n\u003cp>“If the kids know what they’re working towards, and they know where they stand on the route to get there, they are more likely to get there,” Leighton said at the \u003ca href=\"http://novemberlearning.com/blc-education-conference-2017/\" target=\"_blank\" rel=\"noopener noreferrer\">Building Learning Communities\u003c/a> conference held in Boston. He has found that the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/14/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea/\" target=\"_blank\" rel=\"noopener noreferrer\">students who are reflective about their work\u003c/a> are generally his best students, so he tries to cultivate that reflex in all students.\u003cbr>\n\u003cstrong>\u003cbr>\nVIRTUAL STUDENT-LED PARENT CONFERENCES\u003c/strong>\u003c/p>\n\u003cp>Parents often make it into school only once or twice a year, if that, but communication about what’s going on in class doesn’t have to stop there. Leighton has his students email their parents monthly, including him on the emails as well. In each missive the student must give an update on how they are doing in the class, review the content and skills they are learning at that time, and set a goal for the next month. They also have to reflect on how well they met last month’s goal.\u003c/p>\n\u003cp>“I want parents to see the class through the kids eyes,” Leighton said. He urges students to use data in their emails home and to think of it as an opportunity to make an argument and support it with evidence. When kids set goals, he guides them by asking that the goals be specific, measurable, achievable, realistic and time-based. “I was very surprised at how detailed the kids were,” Leighton said.\u003c/p>\n\u003cfigure id=\"attachment_49238\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49238\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/student-emails-blur-1020x376.jpg\" alt=\"\" width=\"640\" height=\"236\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-1020x376.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-160x59.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-800x295.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-768x283.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-1180x435.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-960x354.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-240x88.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-375x138.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-520x192.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur.jpg 1314w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Example of a student email home and the response from her father. \u003ccite>(Courtesy John Leighton)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These monthly emails not only serve to keep parents apprised of what’s going on in the classroom, but also give parents a chance to write back, acknowledging their child’s hard work and thoughtfulness. Or, if a student isn’t doing well, these emails can open the door to difficult conversations. “It has filtered out a lot of those surprise emails by parents,” Leighton said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If a student’s parents don’t have email, Leighton just asks that the student write a note and get it signed by the parent to indicate they’ve read it. If parents don’t read English, the student often speaks both their home language as well as English, so he has them translate. He grades these “student-led conferences” by whether or not the student completed it; He doesn’t focus on the writing or grammar. “This is meant to encourage communication, not ding kids if they’re not good writers,” Leighton said.\u003c/p>\n\u003cp>He likes this quick self-assessment practice because it keeps students accountable for their work and forces them to reflect on their progress and goals every month.\u003c/p>\n\u003cp>\u003cstrong>WRITING FEEDBACK\u003c/strong>\u003c/p>\n\u003cp>History is a writing-intensive class, especially for Leighton’s AP U.S. History students, so students practice historical writing both in and out of class. Document-based questions (DBQs) are a big portion of the AP test, so Leighton often starts off by giving students the real AP rubric for DBQs and leading a discussion about what makes a good response. Then he gives them an anonymous essay to grade using the rubric, a tactic designed to dig into the writing in a safe way. “We were able to talk about the writing without anyone being offended,” Leighton said.\u003c/p>\n\u003cp>Pretty soon students pair-share practice DBQs they did for homework, and they soon realize there are big holes in their writing skills. “My kids really started looking at their writing differently,” Leighton said. As a class they make lists of the common errors; they peer-edit in teams; and they discuss writing all the time.\u003c/p>\n\u003cp>Leighton does most of this in Google Docs, which he likes because he can see the student’s entire process by looking at “Revision History.” He asks students to include their outline, rough draft and final draft in the same document so he can see how they are incorporating revisions into their writing. And he grades that process as a skill when he assesses their work. “As a teacher it’s a great look behind the curtain,” Leighton said.\u003c/p>\n\u003cp>The other tool Leighton has found invaluable for pushing self-assessment in writing is \u003ca href=\"https://kaizena.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Kaizena\u003c/a>. This product integrates with Google Classroom and allows for text feedback and recorded audio feedback. “It’s the same stuff I used to write in red ink that they never read,” Leighton said. “But they were listening to it at home.” He’s even had parents come in for parent-teacher conferences who recognized him by his voice because they’d heard their kids listening to his feedback.\u003c/p>\n\u003cp>Kaizena also allows teachers to make a “lesson” for a piece of feedback that they are giving all the time. It’s a shortcut that can make a difference to teacher grading 140 essays. The tool comes with premade rubrics, but Leighton doesn't use them as much because his school has common rubrics.\u003c/p>\n\u003cp>One of Leighton’s favorite ways to use Kaizena is after students turn in an essay in Google Classroom. He let’s them go back into what they submitted through Kaizena and make comments on what they would have done differently. Those comments show self-awareness, as kids look at the rubric and evaluate the work they just submitted. “I found this to be a pretty powerful tool for kids to self-advocate,” Leighton said.\u003c/p>\n\u003cfigure id=\"attachment_49239\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49239\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/Kaizena-example-1020x470.png\" alt=\"\" width=\"640\" height=\"295\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-1020x470.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-160x74.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-800x369.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-768x354.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-1180x544.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-960x442.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-240x111.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-375x173.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-520x240.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example.png 1315w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">This student assessed her own writing after turning it in. \u003ccite>(Courtesy John Leighton)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>COLLABORATIVE READING\u003c/strong>\u003c/p>\n\u003cp>Many of the primary source texts Leighton uses are complex and he doesn’t always know how well students are understanding what they’ve read. That’s why he uses \u003ca href=\"https://perusall.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Perusall\u003c/a>, a product developed by Harvard professor \u003ca href=\"https://www.physics.harvard.edu/people/facpages/mazur\" target=\"_blank\" rel=\"noopener noreferrer\">Eric Mazur\u003c/a>, to encourage his students to read collaboratively. Rather than assigning textbook reading, Leighton will upload a PDF to Perusall and assign the students to small groups. He directs them to interact with the text at least five times in the form of questions, answering questions posed by peers, or by expanding on thinking.\u003c/p>\n\u003cp>“It lets me see their level of understanding long before class starts,” Leighton said. He loves when students help each other make sense of the text through comments and finds that he gets valuable insight into how they are reading. Forcing kids to reflect on one another’s questions and comments adds a deeper layer of analysis to what might otherwise be a dry reading.\u003c/p>\n\u003cp>“My lower-end kids said they didn’t feel so dumb anymore because ‘I wasn’t the only one who didn’t understand it,’ ” Leighton said. Perusall has a built-in function that evaluates all the questions, comments and interactions from students and gives them a grade on their comprehension. Leighton never uses that as his real grade, but students sometimes find the function motivating, since it adds a gamified aspect to reading.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>As Leighton has slowly incorporated these strategies into his otherwise fairly traditional courses, he’s come to see the process of revision and reflection as central to learning. He has also come a long way on allowing students to retake tests to improve their scores. He makes it clear that students have to take the initiative if they want to retake an exam, and he requires them to go over the first test with him and discuss study strategies before they set up a retake date. And he reserves the right not to allow retakes if he feels students are abusing the system, but says out of his 140 students very few take advantage of the offer. The benefit is that kids know that if they put in the work, he’ll support them.\u003c/p>\n\n",
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"excerpt": "Three strategies to ensure students are thinking critically about their work and developing metacognitive skills that will serve them in the future.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Most high school teachers are familiar with students who obsess over every missed point on an assignment. It’s annoying; and many teachers wish students were more focused on the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/07/18/are-grades-diverting-focus-from-real-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">process of learning\u003c/a> and their own growth, instead of the final grade. But putting the process front and center can feel difficult in a results-oriented school. While most teachers can’t entirely \u003ca href=\"https://ww2.kqed.org/mindshift/2017/08/13/when-schools-forgo-grades-an-experiment-in-internal-motivation/\" target=\"_blank\" rel=\"noopener noreferrer\">move away from grades\u003c/a>, they can use simple strategies that require students to reflect on their progress, evaluate their work and set goals for improvement.\u003c/p>\n\u003cp>Helping students learn to evaluate their own work is a crucial skill that taps into their metacognitive abilities. Franklin High School teacher \u003ca href=\"https://blc17.sched.com/speaker/johnleighton?iframe=no&w=100%&sidebar=yes&bg=no\">John Leighton\u003c/a> has come to see self-assessment as a crucial skill for his history students, one that he intentionally cultivates with three simple strategies.\u003c/p>\n\u003cp>“If the kids know what they’re working towards, and they know where they stand on the route to get there, they are more likely to get there,” Leighton said at the \u003ca href=\"http://novemberlearning.com/blc-education-conference-2017/\" target=\"_blank\" rel=\"noopener noreferrer\">Building Learning Communities\u003c/a> conference held in Boston. He has found that the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/14/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea/\" target=\"_blank\" rel=\"noopener noreferrer\">students who are reflective about their work\u003c/a> are generally his best students, so he tries to cultivate that reflex in all students.\u003cbr>\n\u003cstrong>\u003cbr>\nVIRTUAL STUDENT-LED PARENT CONFERENCES\u003c/strong>\u003c/p>\n\u003cp>Parents often make it into school only once or twice a year, if that, but communication about what’s going on in class doesn’t have to stop there. Leighton has his students email their parents monthly, including him on the emails as well. In each missive the student must give an update on how they are doing in the class, review the content and skills they are learning at that time, and set a goal for the next month. They also have to reflect on how well they met last month’s goal.\u003c/p>\n\u003cp>“I want parents to see the class through the kids eyes,” Leighton said. He urges students to use data in their emails home and to think of it as an opportunity to make an argument and support it with evidence. When kids set goals, he guides them by asking that the goals be specific, measurable, achievable, realistic and time-based. “I was very surprised at how detailed the kids were,” Leighton said.\u003c/p>\n\u003cfigure id=\"attachment_49238\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49238\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/student-emails-blur-1020x376.jpg\" alt=\"\" width=\"640\" height=\"236\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-1020x376.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-160x59.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-800x295.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-768x283.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-1180x435.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-960x354.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-240x88.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-375x138.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-520x192.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur.jpg 1314w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Example of a student email home and the response from her father. \u003ccite>(Courtesy John Leighton)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These monthly emails not only serve to keep parents apprised of what’s going on in the classroom, but also give parents a chance to write back, acknowledging their child’s hard work and thoughtfulness. Or, if a student isn’t doing well, these emails can open the door to difficult conversations. “It has filtered out a lot of those surprise emails by parents,” Leighton said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If a student’s parents don’t have email, Leighton just asks that the student write a note and get it signed by the parent to indicate they’ve read it. If parents don’t read English, the student often speaks both their home language as well as English, so he has them translate. He grades these “student-led conferences” by whether or not the student completed it; He doesn’t focus on the writing or grammar. “This is meant to encourage communication, not ding kids if they’re not good writers,” Leighton said.\u003c/p>\n\u003cp>He likes this quick self-assessment practice because it keeps students accountable for their work and forces them to reflect on their progress and goals every month.\u003c/p>\n\u003cp>\u003cstrong>WRITING FEEDBACK\u003c/strong>\u003c/p>\n\u003cp>History is a writing-intensive class, especially for Leighton’s AP U.S. History students, so students practice historical writing both in and out of class. Document-based questions (DBQs) are a big portion of the AP test, so Leighton often starts off by giving students the real AP rubric for DBQs and leading a discussion about what makes a good response. Then he gives them an anonymous essay to grade using the rubric, a tactic designed to dig into the writing in a safe way. “We were able to talk about the writing without anyone being offended,” Leighton said.\u003c/p>\n\u003cp>Pretty soon students pair-share practice DBQs they did for homework, and they soon realize there are big holes in their writing skills. “My kids really started looking at their writing differently,” Leighton said. As a class they make lists of the common errors; they peer-edit in teams; and they discuss writing all the time.\u003c/p>\n\u003cp>Leighton does most of this in Google Docs, which he likes because he can see the student’s entire process by looking at “Revision History.” He asks students to include their outline, rough draft and final draft in the same document so he can see how they are incorporating revisions into their writing. And he grades that process as a skill when he assesses their work. “As a teacher it’s a great look behind the curtain,” Leighton said.\u003c/p>\n\u003cp>The other tool Leighton has found invaluable for pushing self-assessment in writing is \u003ca href=\"https://kaizena.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Kaizena\u003c/a>. This product integrates with Google Classroom and allows for text feedback and recorded audio feedback. “It’s the same stuff I used to write in red ink that they never read,” Leighton said. “But they were listening to it at home.” He’s even had parents come in for parent-teacher conferences who recognized him by his voice because they’d heard their kids listening to his feedback.\u003c/p>\n\u003cp>Kaizena also allows teachers to make a “lesson” for a piece of feedback that they are giving all the time. It’s a shortcut that can make a difference to teacher grading 140 essays. The tool comes with premade rubrics, but Leighton doesn't use them as much because his school has common rubrics.\u003c/p>\n\u003cp>One of Leighton’s favorite ways to use Kaizena is after students turn in an essay in Google Classroom. He let’s them go back into what they submitted through Kaizena and make comments on what they would have done differently. Those comments show self-awareness, as kids look at the rubric and evaluate the work they just submitted. “I found this to be a pretty powerful tool for kids to self-advocate,” Leighton said.\u003c/p>\n\u003cfigure id=\"attachment_49239\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49239\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/Kaizena-example-1020x470.png\" alt=\"\" width=\"640\" height=\"295\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-1020x470.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-160x74.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-800x369.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-768x354.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-1180x544.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-960x442.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-240x111.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-375x173.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-520x240.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example.png 1315w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">This student assessed her own writing after turning it in. \u003ccite>(Courtesy John Leighton)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>COLLABORATIVE READING\u003c/strong>\u003c/p>\n\u003cp>Many of the primary source texts Leighton uses are complex and he doesn’t always know how well students are understanding what they’ve read. That’s why he uses \u003ca href=\"https://perusall.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Perusall\u003c/a>, a product developed by Harvard professor \u003ca href=\"https://www.physics.harvard.edu/people/facpages/mazur\" target=\"_blank\" rel=\"noopener noreferrer\">Eric Mazur\u003c/a>, to encourage his students to read collaboratively. Rather than assigning textbook reading, Leighton will upload a PDF to Perusall and assign the students to small groups. He directs them to interact with the text at least five times in the form of questions, answering questions posed by peers, or by expanding on thinking.\u003c/p>\n\u003cp>“It lets me see their level of understanding long before class starts,” Leighton said. He loves when students help each other make sense of the text through comments and finds that he gets valuable insight into how they are reading. Forcing kids to reflect on one another’s questions and comments adds a deeper layer of analysis to what might otherwise be a dry reading.\u003c/p>\n\u003cp>“My lower-end kids said they didn’t feel so dumb anymore because ‘I wasn’t the only one who didn’t understand it,’ ” Leighton said. Perusall has a built-in function that evaluates all the questions, comments and interactions from students and gives them a grade on their comprehension. Leighton never uses that as his real grade, but students sometimes find the function motivating, since it adds a gamified aspect to reading.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As Leighton has slowly incorporated these strategies into his otherwise fairly traditional courses, he’s come to see the process of revision and reflection as central to learning. He has also come a long way on allowing students to retake tests to improve their scores. He makes it clear that students have to take the initiative if they want to retake an exam, and he requires them to go over the first test with him and discuss study strategies before they set up a retake date. And he reserves the right not to allow retakes if he feels students are abusing the system, but says out of his 140 students very few take advantage of the offer. The benefit is that kids know that if they put in the work, he’ll support them.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "4 Tools to Inspire Perseverance in Student Writers",
"title": "4 Tools to Inspire Perseverance in Student Writers",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>The why and how of teaching perseverance in classrooms is an ongoing debate. Some have usefully argued that focusing on building an individual’s “grit” (a combination of perseverance and passion) is a distraction from\u003ca href=\"https://web.archive.org/web/20170921110622/http://www.usnews.com/news/articles/2016-04-18/grit-under-attack-in-education-circles\"> more significant systemic issues such as poverty\u003c/a> and ignores how many kids — especially those living in poverty — must develop persistence simply as a means of survival. Others bristle at the idea altogether, claiming grit is unteachable or suggesting \u003ca href=\"https://web.archive.org/web/20170921110622/http://www.sciencedirect.com/science/article/pii/S009265661530012X\">too much perseverance \u003c/a>can come at a cost. Proponents of grit, like Angela Duckworth, \u003ca href=\"https://web.archive.org/web/20170921110622/http://nymag.com/scienceofus/2016/05/dont-believe-the-hype-about-grit-pleads-the-scientist-behind-the-concept.html\">have acknowledged these criticisms\u003c/a> while also arguing that sustained effort and interest are established and essential skills for learners.\u003c/p>\n\u003cp>While this important debate should continue, there’s one thing that’s hard to argue: Seeing a complex task — like writing — through to completion is a tough challenge for many youngsters. As educators, we can provide opportunities for our budding authors to pursue their passions, see persistence pay off, and be mindful about their goals and limits, leading to extraordinary, memorable learning — like for the sixth-graders who \u003ca href=\"https://web.archive.org/web/20170921110622/http://www.nhregister.com/general-news/20130414/ansonia-elementary-students-learn-persistence-through-plays\">wrote and produced a play based on the books of Roald Dahl\u003c/a>.\u003c/p>\n\u003cp>Check out these picks to help inspire perseverance in developing and experienced writers alike.\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/nanowrimo-young-writers-program\">\u003cimg class=\"wp-image-49287 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/nanowrimo-ywp.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp.jpg 428w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/website/nanowrimo-young-writers-program\">NaNoWriMo Young Writers Program\u003c/a>\u003c/b>\u003c/p>\n\u003cp>Students will learn writing techniques and also get a true taste of the writing life as they work toward meeting their goal: a completed novel. NaNoWriMo Young Writers Program is structured like a contest, but everyone who finishes wins. With a 30-day time limit, students will have to do some time management, but the site uses tools like a \u003ca href=\"https://web.archive.org/web/20170921110622/http://ywp.nanowrimo.org/pages/word-count-goal-how-to\">word count\u003c/a> to break the process into manageable steps, and students can use the forum to ask questions when they get stuck. NaNoWriMo takes the intimidating task of writing a novel and makes it achievable.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/grammarly\">\u003cimg class=\"alignleft wp-image-49285\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/grammarly.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly.jpg 396w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/website/grammarly\">Grammarly\u003c/a>\u003c/b>\u003c/p>\n\u003cp>Grammarly helps student authors craft their very best work. Features like a vocabulary enhancement tool, grammar score, word count, and hints on style get students reflecting about their writing. The feedback provided builds confidence in students as they go through the editing and revision process, and the weekly writing performance report will keep them going. While a computer cannot account for every single person’s style, Grammarly can still be a useful tool to help students assess and improve.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/classcraft\">\u003cimg class=\"alignleft wp-image-49284\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/classcraft.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft.png 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/website/classcraft\">Classcraft\u003c/a>\u003c/b>\u003c/p>\n\u003cp>Not specifically developed for writing, Classcraft is a platform where teachers can gamify classes and students can gain experience points by completing quests. Help students push through tough writing projects by giving them a choice of assignments and awarding them badges for jobs well done; those who are working toward goals will find the constant feedback helpful. Since students work together within the game’s premise, issues feel like challenges or obstacles to be tackled together.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/roadtrip-nation\">\u003cimg class=\"alignleft wp-image-49286\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/roadtrip.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/website/roadtrip-nation\">Roadtrip Nation\u003c/a>\u003c/b>\u003c/p>\n\u003cp>Lessons and short videos on Roadtrip Nation encourage students to speak with people they look up to, discovering the steps they took to get where they are today. As students explore opportunities for their future, they will develop online research skills and practice blogging about their experience. Discovering adults who share their same passions will also help motivate students to share their stories with others. Explore the \u003ca href=\"https://web.archive.org/web/20170921110622/http://roadtripnation.com/explore/themes/perseverance\">Perseverance\u003c/a> section for inspiring videos and have students use them to set reasonable goals.\u003c/p>\n\u003cp>\u003cem>This article’s content is an extension of the \u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">We All Teach SEL\u003c/a> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Danny Wagner at Common Sense Education has a list of four tools to help students through some of the challenges of writing. Tools include NaNoWriMo, Grammarly, and Roadtrip Nation.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The why and how of teaching perseverance in classrooms is an ongoing debate. Some have usefully argued that focusing on building an individual’s “grit” (a combination of perseverance and passion) is a distraction from\u003ca href=\"https://web.archive.org/web/20170921110622/http://www.usnews.com/news/articles/2016-04-18/grit-under-attack-in-education-circles\"> more significant systemic issues such as poverty\u003c/a> and ignores how many kids — especially those living in poverty — must develop persistence simply as a means of survival. Others bristle at the idea altogether, claiming grit is unteachable or suggesting \u003ca href=\"https://web.archive.org/web/20170921110622/http://www.sciencedirect.com/science/article/pii/S009265661530012X\">too much perseverance \u003c/a>can come at a cost. Proponents of grit, like Angela Duckworth, \u003ca href=\"https://web.archive.org/web/20170921110622/http://nymag.com/scienceofus/2016/05/dont-believe-the-hype-about-grit-pleads-the-scientist-behind-the-concept.html\">have acknowledged these criticisms\u003c/a> while also arguing that sustained effort and interest are established and essential skills for learners.\u003c/p>\n\u003cp>While this important debate should continue, there’s one thing that’s hard to argue: Seeing a complex task — like writing — through to completion is a tough challenge for many youngsters. As educators, we can provide opportunities for our budding authors to pursue their passions, see persistence pay off, and be mindful about their goals and limits, leading to extraordinary, memorable learning — like for the sixth-graders who \u003ca href=\"https://web.archive.org/web/20170921110622/http://www.nhregister.com/general-news/20130414/ansonia-elementary-students-learn-persistence-through-plays\">wrote and produced a play based on the books of Roald Dahl\u003c/a>.\u003c/p>\n\u003cp>Check out these picks to help inspire perseverance in developing and experienced writers alike.\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/nanowrimo-young-writers-program\">\u003cimg class=\"wp-image-49287 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/nanowrimo-ywp.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp.jpg 428w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/website/nanowrimo-young-writers-program\">NaNoWriMo Young Writers Program\u003c/a>\u003c/b>\u003c/p>\n\u003cp>Students will learn writing techniques and also get a true taste of the writing life as they work toward meeting their goal: a completed novel. NaNoWriMo Young Writers Program is structured like a contest, but everyone who finishes wins. With a 30-day time limit, students will have to do some time management, but the site uses tools like a \u003ca href=\"https://web.archive.org/web/20170921110622/http://ywp.nanowrimo.org/pages/word-count-goal-how-to\">word count\u003c/a> to break the process into manageable steps, and students can use the forum to ask questions when they get stuck. NaNoWriMo takes the intimidating task of writing a novel and makes it achievable.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/grammarly\">\u003cimg class=\"alignleft wp-image-49285\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/grammarly.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly.jpg 396w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/website/grammarly\">Grammarly\u003c/a>\u003c/b>\u003c/p>\n\u003cp>Grammarly helps student authors craft their very best work. Features like a vocabulary enhancement tool, grammar score, word count, and hints on style get students reflecting about their writing. The feedback provided builds confidence in students as they go through the editing and revision process, and the weekly writing performance report will keep them going. While a computer cannot account for every single person’s style, Grammarly can still be a useful tool to help students assess and improve.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/classcraft\">\u003cimg class=\"alignleft wp-image-49284\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/classcraft.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft.png 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/website/classcraft\">Classcraft\u003c/a>\u003c/b>\u003c/p>\n\u003cp>Not specifically developed for writing, Classcraft is a platform where teachers can gamify classes and students can gain experience points by completing quests. Help students push through tough writing projects by giving them a choice of assignments and awarding them badges for jobs well done; those who are working toward goals will find the constant feedback helpful. Since students work together within the game’s premise, issues feel like challenges or obstacles to be tackled together.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/roadtrip-nation\">\u003cimg class=\"alignleft wp-image-49286\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/roadtrip.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/website/roadtrip-nation\">Roadtrip Nation\u003c/a>\u003c/b>\u003c/p>\n\u003cp>Lessons and short videos on Roadtrip Nation encourage students to speak with people they look up to, discovering the steps they took to get where they are today. As students explore opportunities for their future, they will develop online research skills and practice blogging about their experience. Discovering adults who share their same passions will also help motivate students to share their stories with others. Explore the \u003ca href=\"https://web.archive.org/web/20170921110622/http://roadtripnation.com/explore/themes/perseverance\">Perseverance\u003c/a> section for inspiring videos and have students use them to set reasonable goals.\u003c/p>\n\u003cp>\u003cem>This article’s content is an extension of the \u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">We All Teach SEL\u003c/a> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>There's very little research on how to effectively teach writing and few pre-service teachers explicitly learn how to teach it in credentialing programs. And yet good writing has become a central skill for most subject areas, including math and science, where teachers are now asking students to explain their thinking. Many teachers use model texts and writing assignments rooted in students' lived experiences to give kids practice writing. Proponents of this approach say too much focus on grammar and sentence structure stunts the individual's voice. On the other side of the debate are people like Judith Hochman, who believes writing should be \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/20/is-it-time-to-go-back-to-basics-with-writing-instruction/\" target=\"_blank\" rel=\"noopener noreferrer\">taught starting at the sentence level\u003c/a>.\u003c/p>\n\u003cp>The most recent National Assessment in Educational Progress (NAEP) data shows that three quarters of both 8th and 12th graders are not proficient in writing. It's clear that teaching writing is an area of growth for American schools, but what is the right approach? Instruction that blends the technical aspects of writing with inspiring ideas and content may be the best way to go. And Dana Goldstein writes in her \u003ca href=\"https://www.nytimes.com/2017/08/02/education/edlife/writing-education-grammar-students-children.html\" target=\"_blank\" rel=\"noopener noreferrer\">New York Times article\u003c/a> that something in-between is supported by the research that does exist on teaching writing:\u003c/p>\n\u003cblockquote>\u003cp>Before writing paragraphs — which is often now part of the kindergarten curriculum — children do need to practice writing great sentences. At every level, students benefit from clear feedback on their writing, and from seeing and trying to imitate what successful writing looks like, the so-called text models. Some of the touchy-feel stuff matters, too. Students with higher confidence in their writing ability perform better.\u003c/p>\n\u003cp>All of this points toward a synthesis of the two approaches. In classrooms where practices like freewriting are used without any focus on transcription or punctuation, “the students who struggled didn’t make any progress,” Dr. Troia, the Michigan State professor, said. But when grammar instruction is divorced from the writing process and from rich ideas in literature or science, it becomes “superficial,” he warned.\u003c/p>\u003c/blockquote>\n\u003cp>https://www.nytimes.com/2017/08/02/education/edlife/writing-education-grammar-students-children.html\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There's very little research on how to effectively teach writing and few pre-service teachers explicitly learn how to teach it in credentialing programs. And yet good writing has become a central skill for most subject areas, including math and science, where teachers are now asking students to explain their thinking. Many teachers use model texts and writing assignments rooted in students' lived experiences to give kids practice writing. Proponents of this approach say too much focus on grammar and sentence structure stunts the individual's voice. On the other side of the debate are people like Judith Hochman, who believes writing should be \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/20/is-it-time-to-go-back-to-basics-with-writing-instruction/\" target=\"_blank\" rel=\"noopener noreferrer\">taught starting at the sentence level\u003c/a>.\u003c/p>\n\u003cp>The most recent National Assessment in Educational Progress (NAEP) data shows that three quarters of both 8th and 12th graders are not proficient in writing. It's clear that teaching writing is an area of growth for American schools, but what is the right approach? Instruction that blends the technical aspects of writing with inspiring ideas and content may be the best way to go. And Dana Goldstein writes in her \u003ca href=\"https://www.nytimes.com/2017/08/02/education/edlife/writing-education-grammar-students-children.html\" target=\"_blank\" rel=\"noopener noreferrer\">New York Times article\u003c/a> that something in-between is supported by the research that does exist on teaching writing:\u003c/p>\n\u003cblockquote>\u003cp>Before writing paragraphs — which is often now part of the kindergarten curriculum — children do need to practice writing great sentences. At every level, students benefit from clear feedback on their writing, and from seeing and trying to imitate what successful writing looks like, the so-called text models. Some of the touchy-feel stuff matters, too. Students with higher confidence in their writing ability perform better.\u003c/p>\n\u003cp>All of this points toward a synthesis of the two approaches. In classrooms where practices like freewriting are used without any focus on transcription or punctuation, “the students who struggled didn’t make any progress,” Dr. Troia, the Michigan State professor, said. But when grammar instruction is divorced from the writing process and from rich ideas in literature or science, it becomes “superficial,” he warned.\u003c/p>\u003c/blockquote>\n\u003cp>https://www.nytimes.com/2017/08/02/education/edlife/writing-education-grammar-students-children.html\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Students Serve Up Stories Of Beloved Family Recipes In A Global Cookbook Project",
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"content": "\u003cp>Washington, D.C.'s Capital City Public Charter School feels like a mini United Nations. Many of the school's 981 students are first-generation Americans with backgrounds spanning the globe, from El Salvador to Nigeria to Vietnam. So when the staff of the literacy non-profit \u003ca href=\"http://826dc.org/\">826DC\u003c/a> began a book-publishing project with the junior class, they picked a topic everyone could relate to that also left room for cultural expression: food.\u003c/p>\n\u003cp>Writing coaches asked students to think of a family recipe with a backstory — and then write an essay around that dish. The 81 recipes and their accompanying stories that resulted make up a cookbook of global cuisine with a heartfelt touch, revealing that storytelling may be the most important step in any recipe.\u003c/p>\n\u003cp>Some students shared tales of beloved dishes, the mere thought of which can make their mouths water. \"As the steam from the macaroni rose, the smell seemed as if it had fallen from heaven,\" writes Mark St. John Pete about his grandmother's macaroni and cheese, eaten around a full table in Washington, D.C.\u003c/p>\n\u003cp>Others focused on less, uh, beloved foods. \"I think tamales do not rot because they can be in a fridge for weeks and look the same,\" says Rolando Fuentes, who lost his taste for the bundled packages of corn masa, from his mother's native El Salvador, as a result of what you might call overexposure.\u003c/p>\n\u003cp>As the current class of 2017, many (maybe all) of these students are preparing to head to college. (Since graduating its first class in 2012, \u003ca href=\"http://www.ccpcs.org/about/our-students/\">100 percent\u003c/a> of Capital City Public Charter School students have been accepted to college.) Writing these food-focused stories has helped the students become better writers, but it's also forced them to delve into their identities and hone their reporting skills with their families, reinforcing important connections before they leave home.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In order to fill holes in their narratives, many of the young writers had to reach out to older family members for more information. When they didn't know a detail or an ingredient, the writing coaches would encourage them to ask. \"We'd say, 'Talk to your dad about it,\" explains 826 D.C's Lacey Dunham. \"And they'd say, 'Well I did talk to my dad. We had a conversation, and he told me all this stuff. I had no idea.'\"\u003c/p>\n\u003cp>On the last day of the project, the students celebrated their accomplishment with a potluck — each bringing in the dish they'd so thoughtfully written about. A few even read their stories aloud. \"It's a fun way to get students to think critically about who they are,\" says Zachary Clark, executive director of 826DC, \"to tell their stories through a mechanism where the outcome is everyone gets to eat.\"\u003c/p>\n\u003cp>Excerpts from five of the 81 stories are below, recipes included:\u003c/p>\n\u003chr>\n\u003ch3>\u003cimg class=\"alignleft size-full wp-image-47865\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0685_custom-74d533ca100feff42be72659dd0df61a63f48ea2.jpg\" alt=\"Chidinma Lantion\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0685_custom-74d533ca100feff42be72659dd0df61a63f48ea2.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0685_custom-74d533ca100feff42be72659dd0df61a63f48ea2-160x240.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cstrong>\u003ca href=\"http://www.npr.org/assets/img/2017/03/13/okrasoup_custom.jpg\" target=\"_blank\">Okra (Not Orca) Soup\u003c/a>, by Chidinma Lantion\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Recipe Origin: Nigeria \u003c/strong>\u003c/p>\n\u003cp>My mom came to this country on Halloween night in 1990 (she still doesn't understand the purpose of the holiday); it was an experience. She was a petite, wide-eyed 18-year-old Nigerian who had never been out of the country, but who was brave enough to go into the unexpected. She was pushing towards another life outside of what her parents expected of her back home. It was dark and cold, and she felt as if the little children in masks were a projection of what she felt inside. She went to her cousin's house in Rockville, Maryland, and the first thing they tried to feed her was pizza, but she was not having it. There were too many new and unusual flavors that she was not used to, all on one slice that she could not handle it. It just tasted artificial. So she made them go out in the middle of the night to get some okra soup because, after such a long journey to a foreign country, she needed something to remind her of her home and what she was used to. She needed the sliminess of the okra and chewiness of the cow skin to let her know, no matter how far away she was from home, no matter how much things changed, she would always have the comfort that the food would always be the same.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>\u003ca href=\"http://www.npr.org/assets/img/2017/03/13/nuegados_custom.jpg\" target=\"_blank\">\u003cimg class=\"alignleft size-full wp-image-47867\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0800_custom-c7fc178f2ba2c83f2e885a159e794b6ef004fb69.jpg\" alt=\"Janet Arevalo\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0800_custom-c7fc178f2ba2c83f2e885a159e794b6ef004fb69.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0800_custom-c7fc178f2ba2c83f2e885a159e794b6ef004fb69-160x240.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">Nuegados, Que Rico!\u003c/a> by Janet Arevalo\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Recipe Origin: El Salvador \u003c/strong>\u003c/p>\n\u003cp>I always helped my mom make \u003cem>nuegados\u003c/em> as much as I could ... I would help her peel the yucca with a plastic knife. It took me forever but, you know, \u003cem>safety \u003c/em>first. My face would lighten up brighter than the sun when my mom dropped the mushy balls of yucca into the roaring fire. The heat was so intense that over time my mom lost almost all of her lashes. I would help her pack them in bags of five, but I would always take a bite from one of them and put it back in. I called this taste testing for customers, satisfaction guaranteed. My mom would always laugh loudly at my shenanigans, you could hear it from miles away, but she would never get mad. How could I not bite those delicious \u003cem>nuegados\u003c/em> itching to be eaten? The smell of the \u003cem>atado de dulce\u003c/em> was like a pool of sugar that mixed with my saliva and the rest of the \u003cem>nuegados.\u003c/em> (Of course, she took the bitten \u003cem>nuegados\u003c/em> out, they had my cooties on them!) Then, after all the food was prepared, my mom would head out to the streets to sell her yummy food to the hungry people.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>\u003ca href=\"http://www.npr.org/assets/img/2017/03/13/moms%20chili%20bowl_custom.jpg\" target=\"_blank\">\u003cimg class=\"alignleft size-full wp-image-47869\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0378_custom-209f04bea19fc00b740be4327fec14dcc4e99474.jpg\" alt=\"Idriis Hill\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0378_custom-209f04bea19fc00b740be4327fec14dcc4e99474.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0378_custom-209f04bea19fc00b740be4327fec14dcc4e99474-160x240.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">Mom's Chili Bowl\u003c/a>, by Idriis Hill\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Recipe Origin: United States\u003c/strong>\u003c/p>\n\u003cp>As a child in junior high school, my mother loved chili. A couple blocks away from her school, there was a concession stand owned by a man named Mr. Steven. Mr. Steven was a skinny African-American man who wore a hat and had a mustache. He was always happy and took pride in his \"shop,\" which was just a small stand. Every day after school, my mom and a couple of her friends would go to Mr. Steven's hot dog stand because he sold the best chili she ever had. He told her that you couldn't get his chili anywhere because it was his wife's homemade recipe.\u003c/p>\n\u003cp>After becoming an adult and living on her own, my mother was determined to re-create the chili she remembered from Mr. Steven's stand.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>\u003ca href=\"http://www.npr.org/assets/img/2017/03/13/chaobo_custom.jpg\" target=\"_blank\">\u003cimg class=\"alignleft size-full wp-image-47871\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0734_custom-5baa8e6f1aac6de255c1bf44073fdc3ce04e9232.jpg\" alt=\"Ana Nguyen\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0734_custom-5baa8e6f1aac6de255c1bf44073fdc3ce04e9232.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0734_custom-5baa8e6f1aac6de255c1bf44073fdc3ce04e9232-160x240.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">Cháo Bò (Beef and Rice Porridge Soup)\u003c/a>, by Ana Nguyen \u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Recipe Origin: Vietnam\u003c/strong>\u003c/p>\n\u003cp>In a country filled with many diverse cultures, I always felt like the outcast at school. When there was a potluck for Christmas or Thanksgiving, I was the kid who brought a bag of chips, not because I couldn't bring cooked dishes, but because I lived in a Western culture with a Vietnamese background. I'm in a country mainly dominated by foods my family doesn't normally cook. When I was little, I never ate cereal for breakfast. I would have it as a rare snack, without milk. The few times I brought my culture into the school, I received remarks like, \"It looks weird,\" \"It made me want to barf,\" and \"What is that?\" ...\u003c/p>\n\u003cp>One day, two of my close friends came over. They were your average Hispanic-American teenagers. It was mid-July and over 90 degrees outside, around noon. The three of us sat around a small table in the dining room adjacent to the kitchen. Then, my mom brought in \u003cem>cháo\u003c/em> for us to eat. The preparations began in my mind. I prepared my mom an excuse as to why they wouldn't eat it. Why I would probably eat most of it. Why I would ask her not to share Vietnamese food with my friends. I watched as they both took a sip of the alien soup. A long silence passed — in reality several seconds — and I hesitantly asked, \"How does it taste?\" To my surprise they loved it.\u003c/p>\n\u003chr>\n\u003ch3>\u003ca href=\"http://www.npr.org/assets/img/2017/03/13/atoledeelote_custom.jpg\" target=\"_blank\">\u003cimg class=\"alignleft size-full wp-image-47873\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0423_custom-caa05f8bf5b59b132db0be0be336364d892f1960.jpg\" alt=\"Jose Rivas\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0423_custom-caa05f8bf5b59b132db0be0be336364d892f1960.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0423_custom-caa05f8bf5b59b132db0be0be336364d892f1960-160x240.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">The Irresistible Atole de Elote (Warm Corn Drink)\u003c/a>\u003cstrong>, \u003c/strong>\u003cstrong>by Jose Rivas\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Recipe Origin: El Salvador \u003c/strong>\u003c/p>\n\u003cp>Even though I was born on March 26, 1999, I feel as if my life didn't start until I was 5 years old. Although many people go as far as to say that they remember everything since they were in the womb — which, by the way, I find a little unreliable — I do have some memories of when I was a little boy. One of my most vivid memories is drinking \u003cem>atole de elote\u003c/em> in a small restaurant in El Salvador near the neighborhood where I used to live. \u003cem>Atole de elote\u003c/em> is made out of corn and milk. There are some traditional beliefs that surround the making of \u003cem>atole de elote\u003c/em>. It's believed that only one person can stir the a\u003cem>tole de elote\u003c/em> or it will taste bad, and that pregnant women and anyone in a bad mood can't stir it because it will make the \u003cem>atole de elote\u003c/em> taste bitter.\u003c/p>\n\u003chr>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>See the rest of the 81 recipes featured in 826DC's \u003cem>Delicious Havoc\u003c/em> \u003ca href=\"https://astoundingmagic.com/products/delicious-havoc\">here\u003c/a>. To download the recipes in this post, click on the title of the recipe.\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=Students+Serve+Up+Stories+Of+Beloved+Family+Recipes+In+A+Global+Cookbook&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Washington, D.C.'s Capital City Public Charter School feels like a mini United Nations. Many of the school's 981 students are first-generation Americans with backgrounds spanning the globe, from El Salvador to Nigeria to Vietnam. So when the staff of the literacy non-profit \u003ca href=\"http://826dc.org/\">826DC\u003c/a> began a book-publishing project with the junior class, they picked a topic everyone could relate to that also left room for cultural expression: food.\u003c/p>\n\u003cp>Writing coaches asked students to think of a family recipe with a backstory — and then write an essay around that dish. The 81 recipes and their accompanying stories that resulted make up a cookbook of global cuisine with a heartfelt touch, revealing that storytelling may be the most important step in any recipe.\u003c/p>\n\u003cp>Some students shared tales of beloved dishes, the mere thought of which can make their mouths water. \"As the steam from the macaroni rose, the smell seemed as if it had fallen from heaven,\" writes Mark St. John Pete about his grandmother's macaroni and cheese, eaten around a full table in Washington, D.C.\u003c/p>\n\u003cp>Others focused on less, uh, beloved foods. \"I think tamales do not rot because they can be in a fridge for weeks and look the same,\" says Rolando Fuentes, who lost his taste for the bundled packages of corn masa, from his mother's native El Salvador, as a result of what you might call overexposure.\u003c/p>\n\u003cp>As the current class of 2017, many (maybe all) of these students are preparing to head to college. (Since graduating its first class in 2012, \u003ca href=\"http://www.ccpcs.org/about/our-students/\">100 percent\u003c/a> of Capital City Public Charter School students have been accepted to college.) Writing these food-focused stories has helped the students become better writers, but it's also forced them to delve into their identities and hone their reporting skills with their families, reinforcing important connections before they leave home.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In order to fill holes in their narratives, many of the young writers had to reach out to older family members for more information. When they didn't know a detail or an ingredient, the writing coaches would encourage them to ask. \"We'd say, 'Talk to your dad about it,\" explains 826 D.C's Lacey Dunham. \"And they'd say, 'Well I did talk to my dad. We had a conversation, and he told me all this stuff. I had no idea.'\"\u003c/p>\n\u003cp>On the last day of the project, the students celebrated their accomplishment with a potluck — each bringing in the dish they'd so thoughtfully written about. A few even read their stories aloud. \"It's a fun way to get students to think critically about who they are,\" says Zachary Clark, executive director of 826DC, \"to tell their stories through a mechanism where the outcome is everyone gets to eat.\"\u003c/p>\n\u003cp>Excerpts from five of the 81 stories are below, recipes included:\u003c/p>\n\u003chr>\n\u003ch3>\u003cimg class=\"alignleft size-full wp-image-47865\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0685_custom-74d533ca100feff42be72659dd0df61a63f48ea2.jpg\" alt=\"Chidinma Lantion\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0685_custom-74d533ca100feff42be72659dd0df61a63f48ea2.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0685_custom-74d533ca100feff42be72659dd0df61a63f48ea2-160x240.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cstrong>\u003ca href=\"http://www.npr.org/assets/img/2017/03/13/okrasoup_custom.jpg\" target=\"_blank\">Okra (Not Orca) Soup\u003c/a>, by Chidinma Lantion\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Recipe Origin: Nigeria \u003c/strong>\u003c/p>\n\u003cp>My mom came to this country on Halloween night in 1990 (she still doesn't understand the purpose of the holiday); it was an experience. She was a petite, wide-eyed 18-year-old Nigerian who had never been out of the country, but who was brave enough to go into the unexpected. She was pushing towards another life outside of what her parents expected of her back home. It was dark and cold, and she felt as if the little children in masks were a projection of what she felt inside. She went to her cousin's house in Rockville, Maryland, and the first thing they tried to feed her was pizza, but she was not having it. There were too many new and unusual flavors that she was not used to, all on one slice that she could not handle it. It just tasted artificial. So she made them go out in the middle of the night to get some okra soup because, after such a long journey to a foreign country, she needed something to remind her of her home and what she was used to. She needed the sliminess of the okra and chewiness of the cow skin to let her know, no matter how far away she was from home, no matter how much things changed, she would always have the comfort that the food would always be the same.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>\u003ca href=\"http://www.npr.org/assets/img/2017/03/13/nuegados_custom.jpg\" target=\"_blank\">\u003cimg class=\"alignleft size-full wp-image-47867\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0800_custom-c7fc178f2ba2c83f2e885a159e794b6ef004fb69.jpg\" alt=\"Janet Arevalo\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0800_custom-c7fc178f2ba2c83f2e885a159e794b6ef004fb69.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0800_custom-c7fc178f2ba2c83f2e885a159e794b6ef004fb69-160x240.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">Nuegados, Que Rico!\u003c/a> by Janet Arevalo\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Recipe Origin: El Salvador \u003c/strong>\u003c/p>\n\u003cp>I always helped my mom make \u003cem>nuegados\u003c/em> as much as I could ... I would help her peel the yucca with a plastic knife. It took me forever but, you know, \u003cem>safety \u003c/em>first. My face would lighten up brighter than the sun when my mom dropped the mushy balls of yucca into the roaring fire. The heat was so intense that over time my mom lost almost all of her lashes. I would help her pack them in bags of five, but I would always take a bite from one of them and put it back in. I called this taste testing for customers, satisfaction guaranteed. My mom would always laugh loudly at my shenanigans, you could hear it from miles away, but she would never get mad. How could I not bite those delicious \u003cem>nuegados\u003c/em> itching to be eaten? The smell of the \u003cem>atado de dulce\u003c/em> was like a pool of sugar that mixed with my saliva and the rest of the \u003cem>nuegados.\u003c/em> (Of course, she took the bitten \u003cem>nuegados\u003c/em> out, they had my cooties on them!) Then, after all the food was prepared, my mom would head out to the streets to sell her yummy food to the hungry people.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>\u003ca href=\"http://www.npr.org/assets/img/2017/03/13/moms%20chili%20bowl_custom.jpg\" target=\"_blank\">\u003cimg class=\"alignleft size-full wp-image-47869\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0378_custom-209f04bea19fc00b740be4327fec14dcc4e99474.jpg\" alt=\"Idriis Hill\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0378_custom-209f04bea19fc00b740be4327fec14dcc4e99474.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0378_custom-209f04bea19fc00b740be4327fec14dcc4e99474-160x240.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">Mom's Chili Bowl\u003c/a>, by Idriis Hill\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Recipe Origin: United States\u003c/strong>\u003c/p>\n\u003cp>As a child in junior high school, my mother loved chili. A couple blocks away from her school, there was a concession stand owned by a man named Mr. Steven. Mr. Steven was a skinny African-American man who wore a hat and had a mustache. He was always happy and took pride in his \"shop,\" which was just a small stand. Every day after school, my mom and a couple of her friends would go to Mr. Steven's hot dog stand because he sold the best chili she ever had. He told her that you couldn't get his chili anywhere because it was his wife's homemade recipe.\u003c/p>\n\u003cp>After becoming an adult and living on her own, my mother was determined to re-create the chili she remembered from Mr. Steven's stand.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>\u003ca href=\"http://www.npr.org/assets/img/2017/03/13/chaobo_custom.jpg\" target=\"_blank\">\u003cimg class=\"alignleft size-full wp-image-47871\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0734_custom-5baa8e6f1aac6de255c1bf44073fdc3ce04e9232.jpg\" alt=\"Ana Nguyen\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0734_custom-5baa8e6f1aac6de255c1bf44073fdc3ce04e9232.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0734_custom-5baa8e6f1aac6de255c1bf44073fdc3ce04e9232-160x240.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">Cháo Bò (Beef and Rice Porridge Soup)\u003c/a>, by Ana Nguyen \u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Recipe Origin: Vietnam\u003c/strong>\u003c/p>\n\u003cp>In a country filled with many diverse cultures, I always felt like the outcast at school. When there was a potluck for Christmas or Thanksgiving, I was the kid who brought a bag of chips, not because I couldn't bring cooked dishes, but because I lived in a Western culture with a Vietnamese background. I'm in a country mainly dominated by foods my family doesn't normally cook. When I was little, I never ate cereal for breakfast. I would have it as a rare snack, without milk. The few times I brought my culture into the school, I received remarks like, \"It looks weird,\" \"It made me want to barf,\" and \"What is that?\" ...\u003c/p>\n\u003cp>One day, two of my close friends came over. They were your average Hispanic-American teenagers. It was mid-July and over 90 degrees outside, around noon. The three of us sat around a small table in the dining room adjacent to the kitchen. Then, my mom brought in \u003cem>cháo\u003c/em> for us to eat. The preparations began in my mind. I prepared my mom an excuse as to why they wouldn't eat it. Why I would probably eat most of it. Why I would ask her not to share Vietnamese food with my friends. I watched as they both took a sip of the alien soup. A long silence passed — in reality several seconds — and I hesitantly asked, \"How does it taste?\" To my surprise they loved it.\u003c/p>\n\u003chr>\n\u003ch3>\u003ca href=\"http://www.npr.org/assets/img/2017/03/13/atoledeelote_custom.jpg\" target=\"_blank\">\u003cimg class=\"alignleft size-full wp-image-47873\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0423_custom-caa05f8bf5b59b132db0be0be336364d892f1960.jpg\" alt=\"Jose Rivas\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0423_custom-caa05f8bf5b59b132db0be0be336364d892f1960.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/harlan_826_authorportraits20120402_0423_custom-caa05f8bf5b59b132db0be0be336364d892f1960-160x240.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">The Irresistible Atole de Elote (Warm Corn Drink)\u003c/a>\u003cstrong>, \u003c/strong>\u003cstrong>by Jose Rivas\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Recipe Origin: El Salvador \u003c/strong>\u003c/p>\n\u003cp>Even though I was born on March 26, 1999, I feel as if my life didn't start until I was 5 years old. Although many people go as far as to say that they remember everything since they were in the womb — which, by the way, I find a little unreliable — I do have some memories of when I was a little boy. One of my most vivid memories is drinking \u003cem>atole de elote\u003c/em> in a small restaurant in El Salvador near the neighborhood where I used to live. \u003cem>Atole de elote\u003c/em> is made out of corn and milk. There are some traditional beliefs that surround the making of \u003cem>atole de elote\u003c/em>. It's believed that only one person can stir the a\u003cem>tole de elote\u003c/em> or it will taste bad, and that pregnant women and anyone in a bad mood can't stir it because it will make the \u003cem>atole de elote\u003c/em> taste bitter.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>See the rest of the 81 recipes featured in 826DC's \u003cem>Delicious Havoc\u003c/em> \u003ca href=\"https://astoundingmagic.com/products/delicious-havoc\">here\u003c/a>. To download the recipes in this post, click on the title of the recipe.\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=Students+Serve+Up+Stories+Of+Beloved+Family+Recipes+In+A+Global+Cookbook&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Is It Time To Go Back To Basics With Writing Instruction?",
"title": "Is It Time To Go Back To Basics With Writing Instruction?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Most educators acknowledge that literacy is important, but often the focus is on reading because for a long time that is what achievement tests measured. In the last few years there has been more focus on writing in classrooms and on tests, but many students still have difficulty expressing their ideas on paper.\u003c/p>\n\u003cp>Often students struggle to begin writing, so some teachers have shifted assignments to allow students to write about something they care about, or to provide an authentic audience for written work. While these strategies are important parts of making learning relevant to students, they may not be enough on their own to improve the quality of writing. Practice is important, but how can teachers ensure students are practicing good habits?\u003c/p>\n\u003cp>Nell Scharff Panero taught high school English for 13 years before going back to school to get her Ph.D. in educational leadership. She is now the director of the Center for Educational Leadership at Baruch College, part of City University of New York (CUNY). As a teacher she was often frustrated that she didn’t have more concrete tools to teach writing. Like many teachers, she taught her students to brainstorm, to write outlines and thesis statements with details that backed them up, but when students still struggled she didn’t feel she had the tools to dig deeper.\u003c/p>\n\u003cp>“If language was breaking down at the level of the sentence, I didn’t know how to break it down or what to do about it,” Scharff Panero said. “And I didn’t know how to expect more.”\u003c/p>\n\u003cp>These experiences teaching ultimately led her to the work she currently does, guiding teams of educators in an inquiry process to identify specific, granular gaps in students’ ability to write. Peg Tyre documented one school’s inquiry and implementation process at New Dorp High School in her article “\u003ca href=\"http://www.theatlantic.com/magazine/archive/2012/10/the-writing-revolution/309090/\" target=\"_blank\">The Writing Revolution\u003c/a>,” published in \u003cem>The Atlantic\u003c/em>. Despite initially pushing back, Tyre writes that through inquiry teachers began to see that their students didn’t understand things like how the conjunctions “but, because and so” work in sentences, and these gaps were preventing them from expressing complexity in writing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I think what’s most counter-cultural, and not really in the knowledge base, is how to develop students at the level of the sentence and all the ramifications that has in terms of thinking and content,” Scharff Panero said. She has recently published a paper titled \u003ca href=\"https://www.researchgate.net/publication/301716196_Progressive_mastery_through_deliberate_practice_A_promising_approach_for_improving_writing\" target=\"_blank\">\"Progressive mastery through deliberate practice: A promising approach for improving writing\"\u003c/a> in the journal \u003cem>Improving Schools\u003c/em> about the New Dorp approach and how it compares to commonly held beliefs about writing instruction, as well as the existing literature on how to teach writing.\u003c/p>\n\u003cp>“There’s a belief that you immerse kids in it and they kind of figure it out,” Scharff Panero said. And some kids can, especially if they grow up in a language-rich environment without any of the common barriers found in public school classrooms, like learning English as a second language, special needs, trauma and poverty. The idea is that models of good writing naturally transfer to students as they regularly practice their own writing, but sometimes students don’t pick up on crucial ideas that end up inhibiting them as they advance in school.\u003c/p>\n\u003cp>Indeed, many students in the public education system aren’t “catching” what they need to know about writing -- the most recent National Assessment of Educational Progress \u003ca href=\"http://nces.ed.gov/whatsnew/commissioner/remarks2012/09_14_2012.asp\" target=\"_blank\">writing test found\u003c/a> almost 75 percent of eighth- and 12th-graders in the U.S. wrote below grade level and only 3 percent of U.S. students, across all demographics, wrote at an “advanced” level.\u003c/p>\n\u003cp>“Some people can make it, but how do we learn more about how we can teach it better, so everyone does better?” Scharff Panero asked.\u003c/p>\n\u003cp>The strategies New Dorp teachers used to fill gaps in students’ understanding came from Judith Hochman’s book \u003cem>\u003ca href=\"http://cdn2.hubspot.net/hub/208815/file-840697059-pdf/docs/website%20sample%20download%20docs/327_tbws_sample.pdf?t=1441305054742\" target=\"_blank\">Teaching Basic Writing Skills\u003c/a>\u003c/em>, and they seem simplistic. To the average high school teacher, spending a semester on sentence-level exercises that are heavily scaffolded seems easy and boring. But Scharff Panero said that when teachers try taking instruction back to basics using what she calls “progressive mastery,” they see big improvements in the quality of both thinking and writing, and that students can meet high school expectations when teachers slow down to show them how to write well.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=DhA-NTSIkec\u003c/p>\n\u003cp>The New Dorp turnaround inspired New York City to require the approach at the 30 lowest-performing high schools in the district, called \u003ca href=\"http://schools.nyc.gov/AboutUs/schools/RenewalSchools/default\" target=\"_blank\">Renewal Schools\u003c/a>. Some of these schools are now beginning to see a shift, but only after some difficult discussions with staff.\u003c/p>\n\u003cp>“It was very much an attitude that we went in; we taught it; the kids didn’t pay attention; they didn’t study; and they should have learned it,” said Dan Scanlon, principal of \u003ca href=\"http://www.johnadamsnyc.org/\" target=\"_blank\">John Adams High School\u003c/a>. “A lot of people felt they were being blamed for their kids not learning something.”\u003c/p>\n\u003cp>Scanlon said it was difficult for his staff to acknowledge that pointing fingers at students wasn’t going to improve performance. Instead, the staff had to accept the reality of where their students were at and try something new and different for most high school teachers. Because John Adams has been a low-achieving school for a long time and has been designated a Renewal School, teachers ultimately had no choice. The whole staff got trained in the writing strategies, called Writing is Thinking through Strategic Inquiry (WITsi), and learned how to apply them to their content areas.\u003c/p>\n\u003cp>“We have better teacher practice because of their implementation of WIT and that has improved performance on Regents exams,” said Joanna Cohen, a vice-principal at John Adams. School administrators chose to implement writing across the curriculum because they began to see that many of the gaps in writing knowledge also pointed to fundamental abilities to express relationships. Using “so” correctly in a sentence, for example, indicates causality, an idea that’s just as important in math and science as it is in more writing-intensive disciplines like social studies and English.\u003c/p>\n\u003cp>\u003cstrong>HOW PROGRESSIVE MASTERY WORKS\u003c/strong>\u003c/p>\n\u003cp>The WIT activities are not a set curriculum meant to be used exactly the same way by every teacher. Instead, Scharff Panero explained that teachers are trained in the strategies and then use their own discretion to introduce different approaches, according to their instructional goals. For the program to work well, it’s important for teachers to be able to pick out and focus on writing structures that indicate a way of thinking, no matter the discipline. For example, distinguishing general ideas from specific statements is a crucial skill that comes up when students write paragraphs that include a topic sentence, along with supporting sentences that back up the topic sentence.\u003c/p>\n\u003cp>When the idea of distinguishing general from specific is the focus of the lesson, the teacher can approach it in a different way. For example, in the Hochman Method used at New Dorp and \u003ca href=\"http://imp.sagepub.com/content/19/3/229.abstract?rss=1\" target=\"_blank\">studied by Scharff Panero\u003c/a>, teachers started by giving students a paragraph and asking them to pick out the general statement, the topic sentence and specific statements, the supporting detail. Starting with the model before asking students to write their own topic sentences helped reinforce the bigger idea of the difference between general and specific.\u003c/p>\n\u003cp>The idea behind progressive mastery is to protect students from what confuses them until they have mastered each individual component. With that in mind, the freshman high school students Scharff Panero studied focused on the level of the sentence, as well as note-taking strategies, for a whole semester. They looked at examples, identified different kinds of sentences and the details within them, filled in word stems, learned to expand sentences and how to combine them.\u003c/p>\n\u003cfigure id=\"attachment_47095\" class=\"wp-caption aligncenter\" style=\"max-width: 578px\">\u003cimg class=\"size-full wp-image-47095\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/but-because-so.png\" alt=\"A scaffolded activity focusing on the differences between but, because, and so in a sentence.\" width=\"578\" height=\"124\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/12/but-because-so.png 578w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/but-because-so-160x34.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/but-because-so-240x51.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/but-because-so-375x80.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/but-because-so-520x112.png 520w\" sizes=\"(max-width: 578px) 100vw, 578px\">\u003cfigcaption class=\"wp-caption-text\">A scaffolded activity focusing on the differences between but, because, and so in a sentence. \u003ccite>(Nell Scharff-Panero/\"Progressive mastery through deliberate practice: A promising approach for improving writing\")\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many of these activities are “closed\" in that they have a right or a wrong answer that indicates both how well students understand the writing structure, as well as the content involved. Scharff Panero is aware that many educators believe writing in this didactic way inhibits creativity and free expression, but she says students need to understand the rules of writing before they can break them. And, she pushes back against the idea that this approach is dumbing down expectations, arguing that short, sentence-level exercises can contain a lot of rigor and show deep thought.\u003c/p>\n\u003cp>“My feeling is that if you believe, as I do, that they’re missing foundational skills, then if all you do is increase the rigor without closing the skill gap, then you’ll just make the divide bigger,” she said. Asking students to read longer and more challenging texts, and to write longer essays without first showing them in concrete ways how to build up to that level, defeats the purpose in her mind.\u003c/p>\n\u003cp>After mastering sentences, teachers move on to how to build a paragraph. They teach students how to write quick outlines using a specific note-taking strategy that can then provide an easy guide for writing. Many of these ideas are familiar to English teachers, but the difference with the progressive mastery or WIT strategies is how teachers break down each aspect of writing. Many high school teachers haven’t been taught to teach this way, and while they know how to write themselves, they may not be thinking clearly about the scaffolded steps required to accurately summarize or build on an idea. As simple as they sound, these writing strategies are meant to fill in those gaps.\u003c/p>\n\u003cfigure id=\"attachment_47096\" class=\"wp-caption aligncenter\" style=\"max-width: 632px\">\u003cimg class=\"size-full wp-image-47096\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/expanded-sentence.png\" alt=\"Example of a sentence expansion activity.\" width=\"632\" height=\"123\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/12/expanded-sentence.png 632w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/expanded-sentence-160x31.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/expanded-sentence-240x47.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/expanded-sentence-375x73.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/expanded-sentence-520x101.png 520w\" sizes=\"(max-width: 632px) 100vw, 632px\">\u003cfigcaption class=\"wp-caption-text\">An example of a sentence expansion activity. \u003ccite>(Nell Scharff-Panero/\"Progressive mastery through deliberate practice: A promising approach for improving writing\")\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>JOHN ADAMS HIGH SCHOOL\u003c/strong>\u003c/p>\n\u003cp>It was frustrating, but John Adams teachers had to face the reality that their kids needed them to step back and explicitly teach things like how to effectively use conjunctions in a sentence. While it’s natural that the English department expected to be reading and analyzing literature, its teachers soon realized that if they didn’t help their students master writing, they’d never get there.\u003c/p>\n\u003cp>“We weren’t really sure how well it was going to work because we thought it was really low level for high school,” said Loribeth Libretta, an English teacher at John Adams. She’s been using the WIT strategies for five years now and has seen the difference it has made for students. She remembers one shy freshman boy who lacked confidence and most writing skills. Now, he’s a junior in her class and she says it’s a joy to read his well-developed paragraphs that flow together and express high-level thinking. He’s also become much more confident as a learner.\u003c/p>\n\u003cp>“Ideally they should have learned this in elementary and junior high school,” said Lauren Salamone, who teaches sophomores Global History. “That’s your automatic reaction, but it’s not the reality.”\u003c/p>\n\u003cp>There’s a lot of writing on the New York Regents Global History exam, which requires students to answer several document-based questions as well as two essays covering a lot of content. Salamone didn’t resist the writing strategies because she could see early on that her students didn’t have the skills to write at the level required of them. And, to her surprise, her students were grateful to learn the code to good writing.\u003c/p>\n\u003cp>“They just kind of naturally grabbed on,” Salamone said. “They didn’t really question at all. If anything they found the benefit in it.”\u003c/p>\n\u003cp>As a science teacher, Jennifer McHugh was skeptical of the schoolwide writing strategy. She didn’t see why she should use valuable class time to teach writing when students wouldn’t need that information to pass the Regents test in her class. But, she complied with the program because she had to, and has come around to how the writing strategies improved her students’ scientific thinking as well.\u003c/p>\n\u003cp>Asking students to use “but, because and so” about the science they are learning has given students new tools and perspectives to discuss what they know. And, McHugh has found that the writing exercises help her see where students have gaps in their knowledge. For example, if a student uses “but” incorrectly in a sentence, it’s likely he or she doesn’t understand the relationship between the two things yet.\u003c/p>\n\u003cp>“It helps with their critical thinking skills because they’re thinking from multiple perspectives,” McHugh said. She’s seen her students grow over the year and they earned better Regents scores as well.\u003c/p>\n\u003cp>What started out as a writing program has become a way to scaffold content and improve teacher performance at John Adams. Teachers are consistently asked to dive into the data in their classrooms and try to understand where the gaps are and how they can be filled. The inquiry that staff did to find the gaps and develop strategies to fill them is ongoing. This work is pushing them to think more critically about how they teach as well.\u003c/p>\n\u003cp>Scharff Panero believes education researchers need to do more explicit studies on best practices to teach writing, and sees her paper as a starting point for that work. Research has already shown that improving writing also improves thinking, content knowledge and speaking skills. She’s not convinced the WIT strategies that she helped develop for New York City’s Renewal Schools are the only way to see pronounced growth in students’ writing abilities. It could just be that identifying and actively trying to fill gaps in writing, no matter how it’s done, is enough.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She’s also skeptical that a software program could find and remediate weaknesses in writing. The processes she has witnessed are very human-based, requiring a teacher’s expertise. Principal Scanlon also thought it might be hard for a computer program to yield the same results. He pointed out that software can give a teacher a lot of data, but how he or she uses that data is much more important. He believes that requiring teacher teams to do cycles of inquiry into their students’ skills, while providing them with support and ideas for closing gaps, serves the important purpose of helping teachers grow, too.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Most educators acknowledge that literacy is important, but often the focus is on reading because for a long time that is what achievement tests measured. In the last few years there has been more focus on writing in classrooms and on tests, but many students still have difficulty expressing their ideas on paper.\u003c/p>\n\u003cp>Often students struggle to begin writing, so some teachers have shifted assignments to allow students to write about something they care about, or to provide an authentic audience for written work. While these strategies are important parts of making learning relevant to students, they may not be enough on their own to improve the quality of writing. Practice is important, but how can teachers ensure students are practicing good habits?\u003c/p>\n\u003cp>Nell Scharff Panero taught high school English for 13 years before going back to school to get her Ph.D. in educational leadership. She is now the director of the Center for Educational Leadership at Baruch College, part of City University of New York (CUNY). As a teacher she was often frustrated that she didn’t have more concrete tools to teach writing. Like many teachers, she taught her students to brainstorm, to write outlines and thesis statements with details that backed them up, but when students still struggled she didn’t feel she had the tools to dig deeper.\u003c/p>\n\u003cp>“If language was breaking down at the level of the sentence, I didn’t know how to break it down or what to do about it,” Scharff Panero said. “And I didn’t know how to expect more.”\u003c/p>\n\u003cp>These experiences teaching ultimately led her to the work she currently does, guiding teams of educators in an inquiry process to identify specific, granular gaps in students’ ability to write. Peg Tyre documented one school’s inquiry and implementation process at New Dorp High School in her article “\u003ca href=\"http://www.theatlantic.com/magazine/archive/2012/10/the-writing-revolution/309090/\" target=\"_blank\">The Writing Revolution\u003c/a>,” published in \u003cem>The Atlantic\u003c/em>. Despite initially pushing back, Tyre writes that through inquiry teachers began to see that their students didn’t understand things like how the conjunctions “but, because and so” work in sentences, and these gaps were preventing them from expressing complexity in writing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I think what’s most counter-cultural, and not really in the knowledge base, is how to develop students at the level of the sentence and all the ramifications that has in terms of thinking and content,” Scharff Panero said. She has recently published a paper titled \u003ca href=\"https://www.researchgate.net/publication/301716196_Progressive_mastery_through_deliberate_practice_A_promising_approach_for_improving_writing\" target=\"_blank\">\"Progressive mastery through deliberate practice: A promising approach for improving writing\"\u003c/a> in the journal \u003cem>Improving Schools\u003c/em> about the New Dorp approach and how it compares to commonly held beliefs about writing instruction, as well as the existing literature on how to teach writing.\u003c/p>\n\u003cp>“There’s a belief that you immerse kids in it and they kind of figure it out,” Scharff Panero said. And some kids can, especially if they grow up in a language-rich environment without any of the common barriers found in public school classrooms, like learning English as a second language, special needs, trauma and poverty. The idea is that models of good writing naturally transfer to students as they regularly practice their own writing, but sometimes students don’t pick up on crucial ideas that end up inhibiting them as they advance in school.\u003c/p>\n\u003cp>Indeed, many students in the public education system aren’t “catching” what they need to know about writing -- the most recent National Assessment of Educational Progress \u003ca href=\"http://nces.ed.gov/whatsnew/commissioner/remarks2012/09_14_2012.asp\" target=\"_blank\">writing test found\u003c/a> almost 75 percent of eighth- and 12th-graders in the U.S. wrote below grade level and only 3 percent of U.S. students, across all demographics, wrote at an “advanced” level.\u003c/p>\n\u003cp>“Some people can make it, but how do we learn more about how we can teach it better, so everyone does better?” Scharff Panero asked.\u003c/p>\n\u003cp>The strategies New Dorp teachers used to fill gaps in students’ understanding came from Judith Hochman’s book \u003cem>\u003ca href=\"http://cdn2.hubspot.net/hub/208815/file-840697059-pdf/docs/website%20sample%20download%20docs/327_tbws_sample.pdf?t=1441305054742\" target=\"_blank\">Teaching Basic Writing Skills\u003c/a>\u003c/em>, and they seem simplistic. To the average high school teacher, spending a semester on sentence-level exercises that are heavily scaffolded seems easy and boring. But Scharff Panero said that when teachers try taking instruction back to basics using what she calls “progressive mastery,” they see big improvements in the quality of both thinking and writing, and that students can meet high school expectations when teachers slow down to show them how to write well.\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/DhA-NTSIkec'\n title='//www.youtube.com/embed/DhA-NTSIkec'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>The New Dorp turnaround inspired New York City to require the approach at the 30 lowest-performing high schools in the district, called \u003ca href=\"http://schools.nyc.gov/AboutUs/schools/RenewalSchools/default\" target=\"_blank\">Renewal Schools\u003c/a>. Some of these schools are now beginning to see a shift, but only after some difficult discussions with staff.\u003c/p>\n\u003cp>“It was very much an attitude that we went in; we taught it; the kids didn’t pay attention; they didn’t study; and they should have learned it,” said Dan Scanlon, principal of \u003ca href=\"http://www.johnadamsnyc.org/\" target=\"_blank\">John Adams High School\u003c/a>. “A lot of people felt they were being blamed for their kids not learning something.”\u003c/p>\n\u003cp>Scanlon said it was difficult for his staff to acknowledge that pointing fingers at students wasn’t going to improve performance. Instead, the staff had to accept the reality of where their students were at and try something new and different for most high school teachers. Because John Adams has been a low-achieving school for a long time and has been designated a Renewal School, teachers ultimately had no choice. The whole staff got trained in the writing strategies, called Writing is Thinking through Strategic Inquiry (WITsi), and learned how to apply them to their content areas.\u003c/p>\n\u003cp>“We have better teacher practice because of their implementation of WIT and that has improved performance on Regents exams,” said Joanna Cohen, a vice-principal at John Adams. School administrators chose to implement writing across the curriculum because they began to see that many of the gaps in writing knowledge also pointed to fundamental abilities to express relationships. Using “so” correctly in a sentence, for example, indicates causality, an idea that’s just as important in math and science as it is in more writing-intensive disciplines like social studies and English.\u003c/p>\n\u003cp>\u003cstrong>HOW PROGRESSIVE MASTERY WORKS\u003c/strong>\u003c/p>\n\u003cp>The WIT activities are not a set curriculum meant to be used exactly the same way by every teacher. Instead, Scharff Panero explained that teachers are trained in the strategies and then use their own discretion to introduce different approaches, according to their instructional goals. For the program to work well, it’s important for teachers to be able to pick out and focus on writing structures that indicate a way of thinking, no matter the discipline. For example, distinguishing general ideas from specific statements is a crucial skill that comes up when students write paragraphs that include a topic sentence, along with supporting sentences that back up the topic sentence.\u003c/p>\n\u003cp>When the idea of distinguishing general from specific is the focus of the lesson, the teacher can approach it in a different way. For example, in the Hochman Method used at New Dorp and \u003ca href=\"http://imp.sagepub.com/content/19/3/229.abstract?rss=1\" target=\"_blank\">studied by Scharff Panero\u003c/a>, teachers started by giving students a paragraph and asking them to pick out the general statement, the topic sentence and specific statements, the supporting detail. Starting with the model before asking students to write their own topic sentences helped reinforce the bigger idea of the difference between general and specific.\u003c/p>\n\u003cp>The idea behind progressive mastery is to protect students from what confuses them until they have mastered each individual component. With that in mind, the freshman high school students Scharff Panero studied focused on the level of the sentence, as well as note-taking strategies, for a whole semester. They looked at examples, identified different kinds of sentences and the details within them, filled in word stems, learned to expand sentences and how to combine them.\u003c/p>\n\u003cfigure id=\"attachment_47095\" class=\"wp-caption aligncenter\" style=\"max-width: 578px\">\u003cimg class=\"size-full wp-image-47095\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/but-because-so.png\" alt=\"A scaffolded activity focusing on the differences between but, because, and so in a sentence.\" width=\"578\" height=\"124\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/12/but-because-so.png 578w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/but-because-so-160x34.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/but-because-so-240x51.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/but-because-so-375x80.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/but-because-so-520x112.png 520w\" sizes=\"(max-width: 578px) 100vw, 578px\">\u003cfigcaption class=\"wp-caption-text\">A scaffolded activity focusing on the differences between but, because, and so in a sentence. \u003ccite>(Nell Scharff-Panero/\"Progressive mastery through deliberate practice: A promising approach for improving writing\")\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many of these activities are “closed\" in that they have a right or a wrong answer that indicates both how well students understand the writing structure, as well as the content involved. Scharff Panero is aware that many educators believe writing in this didactic way inhibits creativity and free expression, but she says students need to understand the rules of writing before they can break them. And, she pushes back against the idea that this approach is dumbing down expectations, arguing that short, sentence-level exercises can contain a lot of rigor and show deep thought.\u003c/p>\n\u003cp>“My feeling is that if you believe, as I do, that they’re missing foundational skills, then if all you do is increase the rigor without closing the skill gap, then you’ll just make the divide bigger,” she said. Asking students to read longer and more challenging texts, and to write longer essays without first showing them in concrete ways how to build up to that level, defeats the purpose in her mind.\u003c/p>\n\u003cp>After mastering sentences, teachers move on to how to build a paragraph. They teach students how to write quick outlines using a specific note-taking strategy that can then provide an easy guide for writing. Many of these ideas are familiar to English teachers, but the difference with the progressive mastery or WIT strategies is how teachers break down each aspect of writing. Many high school teachers haven’t been taught to teach this way, and while they know how to write themselves, they may not be thinking clearly about the scaffolded steps required to accurately summarize or build on an idea. As simple as they sound, these writing strategies are meant to fill in those gaps.\u003c/p>\n\u003cfigure id=\"attachment_47096\" class=\"wp-caption aligncenter\" style=\"max-width: 632px\">\u003cimg class=\"size-full wp-image-47096\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/expanded-sentence.png\" alt=\"Example of a sentence expansion activity.\" width=\"632\" height=\"123\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/12/expanded-sentence.png 632w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/expanded-sentence-160x31.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/expanded-sentence-240x47.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/expanded-sentence-375x73.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/expanded-sentence-520x101.png 520w\" sizes=\"(max-width: 632px) 100vw, 632px\">\u003cfigcaption class=\"wp-caption-text\">An example of a sentence expansion activity. \u003ccite>(Nell Scharff-Panero/\"Progressive mastery through deliberate practice: A promising approach for improving writing\")\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>JOHN ADAMS HIGH SCHOOL\u003c/strong>\u003c/p>\n\u003cp>It was frustrating, but John Adams teachers had to face the reality that their kids needed them to step back and explicitly teach things like how to effectively use conjunctions in a sentence. While it’s natural that the English department expected to be reading and analyzing literature, its teachers soon realized that if they didn’t help their students master writing, they’d never get there.\u003c/p>\n\u003cp>“We weren’t really sure how well it was going to work because we thought it was really low level for high school,” said Loribeth Libretta, an English teacher at John Adams. She’s been using the WIT strategies for five years now and has seen the difference it has made for students. She remembers one shy freshman boy who lacked confidence and most writing skills. Now, he’s a junior in her class and she says it’s a joy to read his well-developed paragraphs that flow together and express high-level thinking. He’s also become much more confident as a learner.\u003c/p>\n\u003cp>“Ideally they should have learned this in elementary and junior high school,” said Lauren Salamone, who teaches sophomores Global History. “That’s your automatic reaction, but it’s not the reality.”\u003c/p>\n\u003cp>There’s a lot of writing on the New York Regents Global History exam, which requires students to answer several document-based questions as well as two essays covering a lot of content. Salamone didn’t resist the writing strategies because she could see early on that her students didn’t have the skills to write at the level required of them. And, to her surprise, her students were grateful to learn the code to good writing.\u003c/p>\n\u003cp>“They just kind of naturally grabbed on,” Salamone said. “They didn’t really question at all. If anything they found the benefit in it.”\u003c/p>\n\u003cp>As a science teacher, Jennifer McHugh was skeptical of the schoolwide writing strategy. She didn’t see why she should use valuable class time to teach writing when students wouldn’t need that information to pass the Regents test in her class. But, she complied with the program because she had to, and has come around to how the writing strategies improved her students’ scientific thinking as well.\u003c/p>\n\u003cp>Asking students to use “but, because and so” about the science they are learning has given students new tools and perspectives to discuss what they know. And, McHugh has found that the writing exercises help her see where students have gaps in their knowledge. For example, if a student uses “but” incorrectly in a sentence, it’s likely he or she doesn’t understand the relationship between the two things yet.\u003c/p>\n\u003cp>“It helps with their critical thinking skills because they’re thinking from multiple perspectives,” McHugh said. She’s seen her students grow over the year and they earned better Regents scores as well.\u003c/p>\n\u003cp>What started out as a writing program has become a way to scaffold content and improve teacher performance at John Adams. Teachers are consistently asked to dive into the data in their classrooms and try to understand where the gaps are and how they can be filled. The inquiry that staff did to find the gaps and develop strategies to fill them is ongoing. This work is pushing them to think more critically about how they teach as well.\u003c/p>\n\u003cp>Scharff Panero believes education researchers need to do more explicit studies on best practices to teach writing, and sees her paper as a starting point for that work. Research has already shown that improving writing also improves thinking, content knowledge and speaking skills. She’s not convinced the WIT strategies that she helped develop for New York City’s Renewal Schools are the only way to see pronounced growth in students’ writing abilities. It could just be that identifying and actively trying to fill gaps in writing, no matter how it’s done, is enough.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She’s also skeptical that a software program could find and remediate weaknesses in writing. The processes she has witnessed are very human-based, requiring a teacher’s expertise. Principal Scanlon also thought it might be hard for a computer program to yield the same results. He pointed out that software can give a teacher a lot of data, but how he or she uses that data is much more important. He believes that requiring teacher teams to do cycles of inquiry into their students’ skills, while providing them with support and ideas for closing gaps, serves the important purpose of helping teachers grow, too.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Grab and Hold Readers' Attention In Academic Writing",
"title": "How to Grab and Hold Readers' Attention In Academic Writing",
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"content": "\u003cp>Many students struggle with writing, and one of the most difficult parts of an analytical essay is the introduction. Some students may find it easier to wait to write the introduction until after honing in on a great thesis and backing up the argument with analysis. Only then will they have the clarity to craft an interesting, compelling introduction.\u003c/p>\n\u003cp>As every writing teacher knows, a good introduction hooks the reader and pulls them along so they want to keep reading. This \u003ca href=\"http://ed.ted.com/lessons/the-power-of-a-great-introduction-carolyn-mohr\">TED-ED\u003c/a> video explains why introductions are so important and gives concrete tips and examples for how to write them better. Once students know the rules, it's easier to break them in creative ways that still get the job done.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=j0_u-lourd0\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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